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

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Another part of his technqiue is to deve- lop as personal a relationship as possible with as many students as he can. When he lectures he establishes eye contact with only one student and lets the other 199 eaves- drop. In the age of busy men Dr. Swain's door is always open, W'hen he talks with a student he manages to make the student feel that he is sincerely interested in what he has to say. Probably the greatest secret to success -that Dr. Swain has is that he is happy with what he is doing. Dr. Swain relates that he was a k'revolutionary in his days in medi- cal school, and like many students today he s unhappy with the course of medical ation. Fortunately for Michigan medi- students he had the courage to attempt to Sitting on Dr. Swain's desk, amidst his awards. is a beaten up old trophy Henry Swain the least valuable at his high school l937f38. It at our hero was a 5'l0'f95 lb. who insisted on wrestling and both football and baseball. lt is this type of spirit that we now salute. for it made this 'kleast valuable athlete into a most valuable teacher. -1,. VV. Crzzbcr Henry H. Swain, Professor of Pharmacology Born .july ll, 1923 AB., M.S., M.D., University of Illinois Intern at Cook County Hospital Crosby Award, Galens Shovel, Senior Award j,.w

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P-.-- Y - --Y -- To anyone who has ever seen Ur. Swain lecture it would probably come as no sur- prise that before choosing to become a pro- fessor of pharmacology he considered becoming a minister. Although he obviously has talent in that direction, he claims he was utoo dirty mindedfl He turned toward sal- vation of medical students instead. Michigan medical students have re- sponded to Dr, Swain as they have to no other professor in the medical school. He is the sole winner of three different awards for teaching excellence, having won the Crosby Award and Senior Award in 1961 and the Galens Shovel award in 1962. That he won an award for excellent teaching of both basic sciences and clinical sciences all while teach- ing the same course is testimony to the value given his instruction by students through the years. lt is important however not only to recog- nize good teaching but to examine what qualities make it good. An important part of Dr. Swain's style is showmanship. Some would say that this should not be considered necessary to be a good teacher, but it is a simple fact of life that unless a teacher can keep a student awake and interested he cannot educate him. In this field. Dr. Swain has few peers. Ifmjohnny Carson had writers like Goodman and Gilman and the PDR he would quickly be off the air. But Dr. Swain manages to take this dull script and create an hour's entertainment. Supporters of information theory would probably argue about exactly how many bits of information this approach actually gets across. But they would be missing an important point. Dr. Swain feels that he is teaching medical stu- dents to become doctors. He is teaching them to have 'fa meaningful concern for another beingis welfare? Incidentally, they might learn some pharmacology. He is far- sighted enough to realize that the material he touches is without clinical application at the moment, and therefore soon forgotten. But the students have been given a working vocabulary and that is what they will need for the future. Hopefully, as they have taken the course, they have absorbed some of the deeper message that Dr. Swain has tried to communicate. 30 ..,,.yy..... Y ,.,e...., ...... ..,,..,,.. D 1 1 ex .1 I t HENRY H. SWAIN

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,f FI ARTHUR VANDER Arthur Vander, Associate Professor of Physiology Born December 28, 1933 B.A., M.D., University of Michigan Intern at New York Hospital-Cornell Medical Cen- ter Crosby Award 32 Arthur Vander is one of those few basic scientists who appreciates that medicine is much more than just a science. After seven years at Michigan as both an undergraduate and medical student, he departed from his career plans to take an internship at New York Hospital CCornellj. He did this hoping to learn not only about medicine but about Qhimsellj and his response to sick peoplef' He was not disappointed. Yet, even before that experience, Dr. Vander had already determined that teach- ing and research in physiology would be his calling. I-le had entered Med School with a definite inclination to become a psychiatrist, easily understandable in light of his under- graduate major, philosophy. However, his freshman year coincided with the arrival of Horace Davenport as physiology chairman. It was Davenport's dynamic approach to physiology that had a telling effect on Art Vanderis ultimate and immediate plans. Thus, since the summer after his sophomore year, when he first worked with Drs. Mal- vin and Wilde, he has been at the forefront of renal physiology research. There is much that separates Art Vander from the ordinary in all he does. He is one of the few basic scientists who works in concert with clinicians and recently collabo- rated with Dr. john Green investigating the renin-angiotensin system in renal disease. By vocation a physiologist, he is by avo- cation a playwright, adapting Carson McCuller novels for stage presentation.