University of Michigan Medical and Nursing School - Aequanimitas Yearbook (Ann Arbor, MI)

Page 18 text:

AEQU NIMITAS 7969 :Y H f There are at least two theories regarding the content of yearbooks. One view holds that a yearbook should be solely a happy memories volume, recording in words and pictures only pleasant episodes, and except in sports sections, only victories and no defeats. The second view is that a yearbook should be a reasonably accurate reflection of what students have experienced in their year or years at school, presenting not only sweetness and light, but any significant darkness that they may have encountered along the way. Aequanimitas 1969 has chosen to follow the second theory of operation. Perhaps it is a reflection of our particular generation: we have not been raised as Pollyannas. But neither do we subscribe to the theory of some of our contemporaries, criticizing for the sake of criticism, believing that nearly all existing institutions are evil and must be destroyed simply because we do not approve of them. We rather attempt, like a mirror, to reflect those things we see before us. But unlike inanimate mirrors, our reflections cannot help but be tempered and distorted by our personal experiences and philoso- phies. We know that the resulting images will not be pleasing to the eye of every viewer-but the only way to offend no one is to say nothing. , P --W1 . M ttts .. f,,.t.,- ,L Ng.. H .. .,.., .,ggNwm., ik- V1 Saying nothing is of course another alter- native that may be taken in a yearbook. In fact, the editors of one past Aequanimitas did exactly that, presenting as justification the argument that since nobody reads yearbooks anyway, why write anything?,' It is true that very few read everything written in a yearbook at once, or even attempt it. But yearbooks are made to be put away, and taken out and perused at intervals of months, years, and decades. With the pas- sage of years pictures stale, some of their meanings are forgotten, and the printed word becomes relatively more important. Further, as perspectives change over time, we will view those things we have written in a different light and their meanings will change-but we will better remember how we were for thought we wereb if -at least part of it is written down. In this book, we have attempted to pre- sent at least a partial view of the experiences of the medical student at the University of Michigan. Impressions of each of the four years are presented at least in part by authors who have recently completed them. As we are at school to learn, teaching con- cerns us, and a major proportion of our features section is concerned with teaching, and those who do it well. Other articles attempt to describe aspects of medical stu- dents' experiences. Aequanimitas 1969 is of course not just the yearbook of the medical school. A sub- stantial number of our pages are devoted to the School of Nursing. We regret that we cannot please some of our critics and better integratev the medical and nursing sections. But as we are two separate schools, educat- ing students in entirely different systems, and only overlapping through use of the same hospital-how can it really be otherwise? Further uintegrationf' them of the medical and nursing sections would be a forced achievement, and a false reflection. So this is Aequanimitas 1969: an attempt to tell it like it isn about the experience of the student, recording both the good and the not so good. And beyond our attempt to tell it like it is is an implicit attempt to tell it like it ought to be. -j. V. W.

Page 17 text:

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Page 19 text:

THE VACANT LECTER Obsei'vaii'0ns Regarding Medical Education ana' Teaching ai the Uniiienssiiy of ilflicfiigan A medical school, like any other sort of school, is our society's institutionalized means of answering future generations of individuals learned in special bodies of knowledge and skilled in special techniques. Once a school-an institutionalized system-has been organized, it is left to professionals to run, and society at large loses interest, expecting the system to turn out properly educated individuals in an orderly fashion, with a minimum of muss, fuss or bother. The interest of the general public in the system is regained only under two circumstances: either the sorts of indi- viduals wanted are not emerging from the schools, or the orderly fashion breaks down and the proportion of muss, fuss, and bother gets out of hand. The attention of society has turned to the universities in this and the past few years mostly because of the latter. The turmoil on campus so dear to the late evening news is nonetheless real, and while the fast reaction of many is Hthrow the long-haired bastards injailw the reaction of a few deeper thinkers is slower in coming, as they take the time to re-examine the educational system and see if it really is an optimum one. However, this aspect of society's interest in education is a superficial one that will quickly wane as peace and tranquility are restored. The interest of society in medical educa- tion is a more fundamental one, less likely to quickly fade. Neither the sorts of doctors the public thinks it wants nor the public thinks it wants nor the numbers it needs are being produced. Inability to find a doctor when sick Cor at least a doctor with timej is not something to be lightly forgotten. Likewise, the gradual disappearance of Hwhole- patienti' medical attention with the neces- sity of being treated in pieces is genuinely distressing. The medical profession in general and medical schools in particular will probably remain under public scrutiny until these problems appear to be on their way to solu- tion. What has this to do with medical educa- tion at Michigan? Certainly as one of the largest schools in the United States Michi- . flees' ! ....