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

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process of alleviation of disease. Concem for patients as people lirst and disease processes second is a phrase fre- quently heard but not often observed at Michigan. Consistent teaching of this principle-as well as its practice-are qual- ities that Dr. Gosling unobtrusively profess- tainly he has research projects, professional and outside activities, but it seems to us that he remembers that the purpose of a good medical school is the quality education of physicians and as a professor-a teacher-he makes this a primary interest and activity.

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JOHN R. G. GOSLING Since winning the Galens award and the Senior award for teaching excellence some ten and nine years ago, one would think that Dr. john Gosling has perfected and settled into an excellent system of student instruc- tion. This is not the case: Dr. Goslingls method has changed-for the better he hopes-and will continue to do so. It is not change for its own sake, however, but a continuing effort towards improvement. He believes that nearly any system can be made better, and that the criteria of excellence should be progressively set higher. Students come in contact with Dr. Gosling's more formal teaching in two dif- ferent areas: history of medicine and ob- stetrics and gynecology. History of medicine is a large lecture setting, and in these lec- tures the material is always kept interesting. Historical detail which could very well be dull is enlivened with humor, anecdotes, john R. G. Gosling, Associate Professor of Obstetrics and Gynecology Born-March 8, 1926 A.B., MD., University of Michigan Intern, Resident at University Hospital, Ann Arbor Galens Shovel l

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One of the biggest hurdles in the Sopho- more year is Pathology. From the grapevine a student hears that Wllhe course is good but, man, is it rough. or The first three weeks of lab are hell! or uBy the time you're through Pathology you're a doctor whether you like it or not. After hearing statements like these, there probably is no medical student that does not enter Pathol- ogy with some apprehension and awe but, also, with great expectancy. Very few are disappointed. 'l'he course is toughg the instructors expect a lot and are rough on those that are unprepared. With pressure and sarcasm, caioling with humor, a medi- cal student gets a taste of what it's like to be a doctor. Many students feel that Pathology is the most rewarding and interesting ofthe basic sciences and a lot of the credit belongs to the instructors in the course. Une of the best of these is Dr. Hinerman. Contrary to what the students may think, we're not trying to make anyone into a pathologist, says Hinerman. What we are trying to do is develop the inductive reasoning which every doctor must have to be competent, no matter what his field of practice. This is done in the laboratory using the microscopic slides as the medium. It is my aim to approach stu- dents with enthusiasm. to challenge ever- yone, and to get them actively participating in class. Wie don't judge a student on his ability to get a particular slide correct but on the thinking he used to arrive at a diagnosis, right or wrong. Dr. Hinerman firmly believes that good instructors and teaching are what make a course successful and rewarding to the stu- dent. DORIN L. HINERMAN Dorin L. Hinerman, Professor of Pathology Born April 19,1914 Marshall University University of Michigan Medical School Intern at Milwaukee Hospital Crosby Award X. .,.,,, M. . ' , .set-auth-1. is it i Q as , . ,agp 'ls . v -mf. V... . yy