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Washington University School of Medicine Bulletin, 1980-1981

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Washington University School of Medicine Bulletin, 1980-1981 Washington University School of Medicine Digital Commons@Becker Washington University School of Medicine Washington University Publications Bulletins 1980 Washington University School of Medicine bulletin, 1980-1981 Follow this and additional works at: http://digitalcommons.wustl.edu/med_bulletins Recommended Citation Washington University School of Medicine bulletin, 1980-1981. Central Administration, Publications. Bernard Becker Medical Library Archives. Washington University School of Medicine, Saint Louis, Missouri. http://digitalcommons.wustl.edu/ med_bulletins/81 This Article is brought to you for free and open access by the Washington University Publications at Digital Commons@Becker. It has been accepted for inclusion in Washington University School of Medicine Bulletins by an authorized administrator of Digital Commons@Becker. For more information, please contact [email protected]. r BULLETIN OF WASHINGTON UNIVERSITY (USPS: 078-340) SERIES II, VOLUME LXXVIII, NUMBER V, JUNE 30, 1980. Published once a month in February, March, April, May, June, and September, twice in July, and three times in August by Washington University, Lindell and Skinker Boulevards, St. Louis, Mo. 63130. Second-class postage paid at St. Louis, Mo. To gather knowledge and to find out new knowledge is the noblest occupation of the physician. To apply that knowledge... with sympathy born of understanding, to the relief of human suffering, is his loveliest occupation. Edward Archibald (1872-1945) A medical center is one of the weighing of the moral and ethical few places —perhaps the only questions that inevitably arise place —where one can see the concerning its use; and its entire exciting process of the discriminating application for the mind of man working at its best benefit of a particular human from start to finish... the birth being. of an idea; the establishment of Walsh McDermott its validity; the placing it in a (1909- ) usable concept; the teaching of it Journal of Chronic Diseases to others; the testing it for 16:108, 1963 practical utility; the careful 9 Most of the knowledge and much of the genius of the research worker lie behind his selection of what is worth observing. It is a crucial choice, often determining the success or failure of months of work, often differentiating the brilliant discoverer from the... plodder. Alan Gregg (1890-1957) The Furtherance of Medical Research It is no forced extrapolation to state that every physician is perforce also a potential clinical investigator when he soundly fulfills his responsibilities for each patient. David Seegal (1899- ) The Pharos of Alpha Omega Alpha 26:7, 1963 Scientific discovery is not a suggested the use of bismuth for monopoly of the fully matured visualization of hollow organs by investigator. It is not unusual for X ray. It is never too soon to be a student to present interesting alert and to question all rules as and promising ideas. Best was a well as all exceptions. medical student when he was David and Beatrice C. Seegal associated with Banting in the (1899- ) (1898- ) experiment which led to the The Diplomate 22:125, 1950 discovery of insulin. Cannon was a medical student when he One of the most valuable experi- ences the student may have from a pedagogical point of view is to be required to perform a complete physical examination on a patient under the eye of a senior instructor. Yale Kneeland, Jr. (1901- ) and Robert F. Loeb (1895- ) Martini's Principles and Practice of Physical Diagnosis, Ch. 7 The needs of children should not be made to wait. John F. Kennedy (1917-1963) Message to Congress on the Nation's Youth, February 14, 1963 Until homo sapiens becomes lacerated wounds are therefore more sapient I can see no likely to require surgical prospect of his ever avoiding the attention for as long as this foolishness of war or of his would-be clairvoyant can see into learning that two automobiles the future. cannot occupy the same spot at Evarts A. Graham the same time, especially when (1883-1957) they come from opposite Postgraduate Medicine directions. Broken bones and 7:154, 1950 1111 Washington Sip University 111 IIS Medical Center ■> Emergency -> Public Parking -> Jewish Hospital Barnes Hospital Central Institute For The Deaf Children's Hospital School Of Medicine Medical Care Group School of Dental Medicine | 1^ 1 You must always be students, learning and unlearning till your life's end, and if... you are not prepared to follow your profes- sion in this spirit, 1 implore you to leave its ranks and betake yourself to some third-class trade. Joseph, Lord Lister (1827-1912) Bulletin of Washington University St. Louis School of Medicine 1980/81 Contents Calendar 4 The Study of Medicine Philosophy and Objectives 6 Curriculum 6 Degree Programs 9 Tutorials, Individualized Programs 11 Grades 12 Rules Governing Promotions 13 Student Research Fellowships 15 Residency Training 15 Postdoctoral Training 15 Admission Entrance Requirements 16 Application Procedure 16 Third-Year Class Transfer Program 18 Financial Information Tuition and Fees 19 Refunds 19 Estimate of Expenses 19 Financial Assistance, Awards, Prizes 20 Student Life Housing 26 Parking 27 Student Health Service 27 Recreational and Cultural Opportunities 28 Medical Center Alumni Association 30 Lectureships and Visiting Professorships 30 Historical Perspective 32 Teaching Facilities The School of Medicine 34 The Medical Center 36 Other Institutions 37 Departments of the School Anatomy and Neurobiology 40 Anesthesiology 43 Biological Chemistry 45 Genetics 48 Medicine 50 Microbiology and Immunology 63 Neurology and Neurological Surgery 66 Obstetrics and Gynecology 69 Ophthalmology 73 Otolaryngology 76 Pathology 78 Pediatrics 83 Pharmacology 90 Physiology and Biophysics 92 Preventive Medicine and Public Health 94 Psychiatry 99 Radiology 104 Surgery 108 Teaching and Research Divisions Biomedical Computer Laboratory 115 Medical Care Group 117 Neurology 118 Tumor Services 118 Rehabilitation 119 Graduate Training Biology and Biomedical Sciences 120 Biomedical Engineering 129 Allied Health Professions Health Administration and Planning 130 Physical Therapy 133 Occupational Therapy 134 Interinstitutional Physician's Assistant Training Program 136 Pediatric Nurse Practitioners 136 Radiologic Technology 137 Administration Board of Trustees 138 University 138 School of Medicine 139 Medical Center 139 Officers and Committees of the Faculty 140 Register of Students 142 Index of Staff Members 158 Schools of the University 167 Map 168 Index 170 1980 Calendar June 9 Monday Summer quarter begins 10,11 Tuesday, Wednesday National Board Examination, Parti July 4 Friday Independence Day, holiday August 27 Wednesday Orientation and registration for all new students 25,26 Monday, Tuesday Registration for returning 28,29 Thursday, Friday students 30 Saturday Summer quarter ends September 1 Monday Labor Day, holiday 2 Tuesday First semester begins for first-, third- and fourth-year classes 3,4 Wednesday, Thursday National Board Examination, Parti 23,24 Tuesday, Wednesday National Board Examination, Part II November 27 Thursday Thanksgiving Day, holiday 28 Friday Thanksgiving holiday for first- and second-year classes December 20 Saturday Winter recess begins at 1:00 p.m. 1981 January 5 Monday Winter recess ends at 8:00 a.m. 5-9 Monday-Friday Registration for second semester 9 Friday First semester ends for second-year class 12 Monday Second semester begins for second-year class 16 Friday First semester ends for first-year class 17 Saturday First semester ends for third- and fourth-year classes 19 Monday Second semester begins for first-, third- and fourth-year classes March 4 Wednesday National Board Examination, Part III 13 Friday Spring recess begins at 5:00 p.m. for second-year class 20 Friday Spring recess begins at 5:00 p.m. for first-year class 23 Monday Spring recess ends for second-year class at 8:00 a.m. 30 Monday Spring recess ends for first-year class at 8:00 a.m. PHILOSOPHY AND OBJECTIVES The Study Washington University encourages application from and gives full consideration to all applicants for admission and financial aid without of Medicine respect to sex, race, handicap, color, creed, or national or ethnic origin. University policies and programs are nondiscriminatory. The School of Medicine is committed to recruiting, enrolling, and educating an increased number of students from racial minority and educationally deprived groups. Masculine pronouns are used in this book for succinctness only; they are intended to refer to both females and males. The efforts of the School of Medicine are directed toward pro- viding able students with a stimulating and challenging milieu in which they may acquire a thorough background in scientific medicine, as well as a deep understanding of the meaning of comprehensive medical care. In a field that is developing as rapidly as is medicine, education begun in medical school must serve as the foundation for a lifelong course of learning. As Sir William Osier pointed out some decades ago, a faculty, no matter how talented, can "only instill principles, put the student in the right path, give him methods, teach him how to study, and early to discern between essentials and nonessentials." Today's student is preparing to cope with a changing world; to contribute, in a constructive, considered way, to resolving problems of medicine and of health care. To assist in that preparation, the faculty's mission is to preserve the joy of learning and to foster a spirit of discrimination and creativity. It is hoped that each student will achieve this grounding during his years in the School of Medicine. CURRICULUM The curriculum is the product of prolonged and continuing study, by both faculty and students, of the present and probable future course of medical science and medical practice, and of the ways in which medical education can be kept abreast of this course. It is planned to provide students, who enter medical school with diverse backgrounds and interests and who will undertake a wide variety of careers, with the basic knowledge and skills essential for their further professional development.
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