University of Oregon School of Nursing - Lamp Yearbook (Portland, OR)

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N33 'Xi E lf-l Wil: stil j The progress of the student in this year is rapid and very important. I-le has completed a large part ofthe dreary laboratory study, and begins to think in terms f cause and effect pertaining to disease processes. ln fact, he becomes so adept o at the diagnosis of specimens in the pathology department that he can name the process by the shape of the bottle! Near the end of the year, having obviously assimilatedrall there is to know about disease, he learns to use the drugs by which to cure it. The ego, that has till now been considerably abashed, comes to the fore. The student at this point . . . . . h. h 1 attains a greater confidence in himself and his ability than any time in is sc oo rofessional career I-le has learned that certain disorders cause certain pathol- or p . ological changes. I-Ie also knows theoretically how to combat such change with . . . I d dru s. Therefore how easy it, must be simply to oppose one with the other an 3 , produce a cure. This ego should not be judged.. It must be guided into straighter channels, which gives much to the student's enlightenment and chagrin. ! l ig. 1 ugh: o . g 'Emi 2 av Sophomore Class W

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During this, the Hrst of the Clinical year, the student gets his Hrst opportunity to apply the knowledge which he has acquired during his basic years. I-lis memory is crowded with lengthy theories and scientific formulae. l-le can write at great length on didactic subjects and pick the rarest of diagnoses out of thin air. But he soon learns that discouragingly few actual cases come very close to typical text-book descriptions. His conhdence in his vast storehouse of jumbled facts and diagnostic signs begins to weaken under the strain. lt is time now to reassemble these theoretical ideas and build up a more useful and practical fund of infor- mation. Furthermore, the medical aspirant now forms his first habits of technique and lays the foundation of his future sick-room personality. With these points in mind, the junior year way well be said to be the beginning of the metamorphosis of the physician. nv f l tv 1 1 ' Saab n ' file' HO, unior Class

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On the threshold of his chosen career, the freshman medical student looks about him with mingled apprehension and anticipation. l-le has become a part, however insignificant, of a strange new world. Gone are the easy-going semi-social classes of undergraduate days at college. He faces now a feeling of keen rivalry, promoted by the realization that advancement depends entirely upon his own ability and study. So he buries himself between the covers of his text books and in the labo- ratory, attempting to acquire the basic knowledge so essential to future application in the practice of medicine. This year is a crucial one. At its end the medical student knows pretty well whether he has made a wise choice or whe-ther he is better Htted to take up some other type of work. Of course he gets but a far glimpse of actual practice, yet enough to help him decide. Then again, the-powers-that-be may make the decision for him. T f lsr 'P 4 1:13, . ' :Rev tm FTGSIIIUUU C1085