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Page 22 text:
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-(S qi V associate deans r The first and second years of medical school are years of challenge and adaptation. The student is challenged with an overwhelming strange body of information in a new language presented in a day long curriculum for which he can prepare only in night to night, night long study. To survive, the student must develop attitudes of self-denial and self-discipline and unquestioning faith in the applicability of his study. Tired and unable to test his suitability in his chosen profession, the student is apt to become confused. In his insecurity he seeks the companionship of his classmates — persons become groups — the group becomes a class. The Faculty, though omnipresent, seem distant and intangible. The student dissects his way through the curriculum, ex- hilarated briefly by clinical applications, but the hurdle into the third year casts a long shadow downward. The third year, once achieved, brings release, inde- pendence and a new kind of responsibility fast. Sud- denly, professional goals are brought into focus. The confrontation which occurs can lead to self realization or panic. The class dissolves and the student becomes group oriented. Faculty become people, perceived by the students as persons. Satisfaction generally abounds. In the fourth year, the student ' s feeling of independence becomes complete. Freedom extends and responsibility broadens and deepens. The Faculty multiplies and divides — withdraws with critical or admiring glances. After National Board examinations the student has had it . He coasts, contemplating next events; he is pre-occupied with other places, other times. Gradua- tion is anti-climactic. The student is finished and alone — almost without knowing it. William Nerlich, M.D., associate dean student affairs I
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Page 23 text:
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y Irving Gordon, M.D. associate dean medical education Franz K. Bauer, M.D. associate dean N j lW W BB . i F V t J Phil R. Manning, M.D. associate dean postgraduate medical education 19
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