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Philadelphia College of Osteopathic Medicine




One Hundred

Tradition

Guiding

Challenging

Contributing

Discovering

Achieving

Supporting



• • •



PCOM




1899 • 1999



PCOM's Class of
1999...




.On August 23, 1995 we met as
a class for the first time...






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...Together we struggled through
long hours of lectures...



... and countless late nights
studying...






...Along the way we built lasting

friendships, made many

wonderful memories, learned

more than we ever thought

possible,...









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...and laughed a lot
throughout the journey




Over the past four years we
have witnessed many
changes at PCOM...





...Not only has our
campus been

transformed, but on
June 6, 1999...



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THE MED SCHOOL NERD SCALE



The following scale has been developed in close cooperation with the psychiatry services. It is designed to test if you have spent too much time in medical



school and whether you are having adverse side effects due to prolonged exposure.

1. You have ever said "Netter is God".

2. You can discuss autopsy/anatomy over a meal.

3. You own a 4 color pen.

4. -it just isn't enough colors for you.

5. You use more than one color to take notes,

6. You have used up more than 6 highlighters in the past 6 months.

7. You have ever highlighted something you wrote.

8. You retype handouts given in class.

9. You haven't had a date in 3 months.

10. You haven't had a date since entering med school.

1 1. You have not been able to remember the normal term for something because
you were thinking of the medical term (ie. reflux for heartburn).

12. You get more sleep in lecture than at home.

1 3. You know the correct spelling for pruritus.

14. You also know what it means.

15. You have ever asked a question in class.

16. The prof, didn't understand the question.
17. -you didn't believe the answer the prof. gave.
18. -you went to look it up to see if they were right.

19. You can't hold a conversation on anything other than med school.

20. You skip class to study.
2 1. You've said you didn't do well on a test on which you beat the mean.

22. You spend more than 15 hrs. a week on e-mail.

23. You have a callous on your finger from writing.

24. More than one professor knows you by name.

25. When you ask a question, a new professor has said "Oh I've heard of you".

26. You can name more amino acids than past presidents.

27. You use more than 5 acronyms an hour when talking.

28. You actually know what PERRLA stands for.

29. You know all the steps of the TCA cycle.

30. You do not read PTA as parent teacners association.
3 1. You can remember the muscles in the forearm.

32. You know the structures in the urea cycle.

33. You know the dermatome distribution.

34. You can't remember what you had for breakfast.

35. You can't spell world, mucn less backwards.

36. You've ever been sexually aroused by the breast shadow on X-ray.

37. You equate "morning stiffness" with Rhematoid Arthritis.

38. You actually know normal values for plasma Na.

39. -K.

40. Missing class causes you extreme stress.

41. You have seriously asked someone "So how does that make you feel?"

42. You have asked will this be on the exam.

43. -Just after the prof, said it wouldn't.

44. You identify with Deb on E.R.




Scale



Score one point for each statement that applies to you.

■aktn Irom lumen Dmnpon'i unbt on Hitch I}. 1996

45. You have made a medical joke.
46. -no one laughed.

47. -You figure they just weren't that far in their studying.

48. You wear your stethoscope around your neck on the bus.
49. -you don't even know which way the thing goes in your ears.

50. "SOB" means short of breath to you.

51. You have gone to student health with suspicion of a disease you have studied.
52. -within 3 days of the lecture.
53. You have answered a question in class.
54. -asked by the professor.
55. -it was a rhetorical auestion.

56. You can quote lines from the movie "Malice".

57. -you believe them.

58. You can flip your pen over your thumb.
59. -with both hands.

60. you do so throughout class.

61. You have corrected a professor in class.
62. -the rest of the class didn't understand the lecture to begin with.
63. You know how to calculate specificity.
64. -positive predictive value.
65. -anion gap.

66. -you can't balance your checkbook.

67. You don't know what the weather was like for the past week.

68. You don't know what the weather is like right now.

69. You actually talk in open ended questions.

70. DIC isn't a slang term for the penis in your book.

71. You think B- is a bad grade.

72. You have stressed about a pass/fail class.

73. You study during most of your meals.

74. You saw nothing abnormal about the Obsessive-Compulsive Disorder.

75. You draw all the slides not already provided in the handouts.
76. -including the cartoons (humorous type).

77. Anatomy makes you hungry.

78. You would even consider saying "Ease back on my finger at your own pace".

79. You know the size of a RBC.

80. -you don't know the size of a football field.

81. Your eyesight has worsened by 10 pts. or more in the last four years.

82. You have the library hours memorized.

83. You have your own seat in the library.

84. You scored more than 95 on the Epidemiology Final.

85. You own more than one white coat.

86. You have debated between giving up sleep or eating in order to find more time to
study.

87. You started studying for boards more than 2 months in advance.

88. You have never received a personal invitation to discuss your grades with the dean.

89. A tie is the only addition necessary to what you normally wear when you go to see
patients.

90. You wear scrubs to tests.

91. You have made plans to study on a beach during vacation.
92. -You actually did.

93. You have a designated seat in lecture.

94. -You have ever asked someone to move from your seat.

95. You sleeep less than 4 hrs. a night.

96. -you think that is plenty.

97. -you have thought about cutting back.

98. You study more than 35 hrs. outside of class.

99. -you think you are a slackard..

100. You think everyone answers yes to most of these questions.

0-20 You're not in Med School.
21-35 Either Med School is a breeze or you like the sound

of'Senor doctor".
36-45 Gotta love that Primary Care.
46-60 Well, I never really thought about MD/PhD, but now

that you mention it.
61-75 Your social life is shot might as well try to earn lots

of money.
76-90 Which surgery subspecialty did you say you liked?
90-100 All hail great Med School Nerd Master.



Excerpts included in this section are from To Secure Merit: A Century of Philadelphia College of Osteopathic Medicine 1899-1999 by Carol Benenson Perloff



II





PCOM




% Secure Merit



rord



1899 • 1999



1




n 19791 delivered the Commencement address to Philadelphia College of Osteopathic Medicine. My remarks, framed
in the blended styles of Jonathan Swift's "Modest Proposal" and Aldous Huxley's Brave New World, pretended to impart
20 years of retrospective to the Class of 1999. Ironically, two decades have passed since that day of pomp and circumstance
at the Academy of Music, a score of years that now brings the College to its Centennial celebration. And what a century
of history it has been!

In 1889 two newly trained osteopathic physicians from the Midwest introduced a new school and philosophy of medicine
to a city known as the birthplace of American medicine. Philadelphia's rich legacy of health care started in 1751 with the
founding of the nation's first hospital, Pennsylvania Hospital. With the opening of the University of Pennsylvania's
Medical Department in 1765, the city also assumed the lead in medical education. By the time Drs. O.J. Snyder and Mason
W. Pressly first advertised the Philadelphia College and Infirmary of Osteopathy, a well-established medical culture was
already in place.

Philadelphia's first osteopathic institution fought its battles and, in time, proved its efficacy. From its inception, the
College championed the notions of holistic medicine and preventive health care, which since have become accepted goals
for the medical profession at large as it approaches the 21st century. Through struggles to obtain specialized training, D.O.s
have also earned recognition beyond the sphere of primary health care.

Despite criticism from my fellow M.D.s, I lectured on pediatric surgery at PCOM's 48th and Spruce Streets campus in the
1950s, and in 1976, began rotating osteopathic surgical residents through the Children's Hospital of Philadelphia's training
program in pediatric surgery. PCOM graduates proved to be among the best. Without a doubt, in the 100 years now being
celebrated, PCOM has earned its position among those institutions that have assured the preeminence of American
medicine. C. Everett Koop, M.D.

Former US Surgeon General




PCOM




% Secure Merit



MDERS



899-1999



|| n 1874 Dr. Andrew Taylor Still, a frontier physician, announced his theories about a new system of structural
therapeutics that he called osteopathy. His revolutionary theories rejected traditional medical practice (allopathy)
that relied heavily on drugs. Instead, Still associated disease with disorders of the musculoskeletal system which,
through mechanical correction, could be prevented or treated. His system of medicine soon attracted supporters.
It also elicited opponents who labeled the new alternative medicine quackery, cultism and charlatanism. In so
doing, these naysayers fueled a long history of struggles for the osteopathic profession, a struggle mirrored in the
100-year history of Philadelphia College of Osteopathic Medicine.

After Still founded the first school of osteopathy in Kirksille, Missouri in 1 892, his students went on to found other
osteopathic schools. These were primarily in the American Midwest, the exceptions being the Pacific School of
Osteopathy in Anaheim, California (1 896) and the Boston Institiute of Osteopathy (1 897). In the summer of 1 898,
O.J . Snyder and Mason W. Pressly, both students at the Northern Institute of Osteopathy in Minneapolis, decided
it was time to create a second osteopathic institution in the East. After considering several large cities, thev selected
Philadelphia and in 1 899 opened the doors of the Philadelphia College and Infirmary of Osteopathy (PCIO)- later
known as Philadelphia College of Osteopathic Medicine (PCOM).



Dr. Andrew Taylor StilJ




Mason W. Pressly, D.O., 1859-1942

Mason W. Pressly, D.O., was a Pres-
byterian minister from Coddle Creek,
North Carolina. He held pastorates
in several states before visiting A.T.
Still at the American School of Oste-
opathy (ASO) in Kirksville to investi-
gate osteopathy as a means to help his
invalid wife....while at Kirksville,
Pressly developed a close relation-
ship with Still, he served as associate
editor of the schoool's Journal of
Osteopathy , as professor of physiol-
ogy and as pastor of the Cumberland
Presbyterian Church. Injanuary 1898
Pressly was elected to chair physiol-
ogy and hygiene at the Northern In-
stitute of Osteopathy in Minneapolis
where, at the age of 39, he received his D.O. degree... While at the Northern
Institute, Pressly became acquainted with fellow student and teacher, O.J.
Snyder. The two agreed to form a partnership and Pressly came to Philadelphia
injanuary 1899 to secure office space for the practice and school they planned
to start.. .When PCIO admitted its first students, Presslv was the onlv teacher.




OJ. Snyder, D.O., 1866-1947

Born in St. Louis, Mis-
souri, and raised in Wis-
consin, O.J. Snyder,D.O.,
began his career as a
teacher, then entered
federal government ser-
vice as a special exam-
iner in the US Pension
Bureau. But when his
sister's sight was re-
stored after osteopathic
manipulative treatment,
Snyder pursued his stud-
ies in osteopathic medi-
cine. He enrolled at the
Northern Institute of
Osteopathy in Minne-
apolis where he also taught clinical microscopy. Snyder gradu-
ated from the Northern Institute in 1899, by which time he and
Mason W.Pressly, D.O., had formed their plans to found an osteopathic
institution in Philadelphia. Snyder joined Pressly in Philadelphia in M.i\
1899, starting 48 years of continuous involvement with the College.




"It is not Mysticism; it is mechanism. It is not prayer; it is physics. It is not faith; it is work.
It is not christian science; it is common sense. It is not faith cure; it is fact cure. It is not
magnetic; it is vivific. It is not massage or manipulation; it is the mastery of the matter and
motions of the body by trained hands and brains. It is not mental; it is mechanical. It is
not pharmaceutical; it is physiological. It is not artificial; it is natural. It is not ideal; it is
real. It is not hypnotic; it is dynamic. It is not destructive; it is constructive. It is not trance;
it is truth. It is not spiritualism; it is animism. It is not hallucination; it is health."

Mason \V. Pressly,D.< >.. editor, Philadelphia Journal of Osteopathy, January 1S9 1 1



PCOM




% Secure Merit



OPATHY
IN PRACTICE



Aease of the intrinsic healing of the body can happen when we use manipulation, our birthright
modality. "

- David Heilig, D.O.




I



n PCIO's clinic [during WW II],
free service was given to men re-
jected by the draft boards because of
correctable physical conditions, re-
storing many for military service.



"Every patient in the Hospital
got an osteopathic treatment twice
a day, regardless of what was
wrong, andyou were the ones who
did it - the students "

- F. Munro Purse, D.O. (1932)



J



ean L. Sheperla, a nurse in
the Osteopathic Hospital [of
Philadelphia] and later a D.O.
(1926),remebered, "During the
flu epidemic in 1918 we had 56
cases. We used Osteopathic
treatments, using our Osteo-
pathic students to treat them
every two hours, concentrating
on the chest and lung areas."
When the pandemic was over,
it helped place the osteopathic
profession in a more favorable
light with some of its critics as
patients receiving osteopathic
manipulation care developed
fewer complications of the flu
and hence better mortality sta-
tistics.




PCOM




% Secure Merit



rifj

1899 • 1999



In 1929 the AOA passed a resolution permitting osteopathic colleges to teach supplementary
herapeutics (pharmacology), reflecting the broadening scope of osteopathic practice.



The tide began to turn at PCO around 1932 when C.D.B. Balbirnie, Ph.D.,
D.O.(1911), included general principles of prescription writing. ..Another
milestone in the integration of pharmacology into the curriculum dates to
1937 when Samuel Levin Ph.G., D.O. (1935) and Morton Seidenfeld, B.S.,
M.A., introduced a second-year course called experimental pharmacology
[which] "...planned to deal mainly with the pharmacological considerations
having to do with antiseptics, antidotes, anesthetics, and narcotics".



"The application of drugs to the treatment of disease has no place in
the osteopathic curriculum. "

(PCO Announcement, 1930-1931) - C.D.B. Balbirnie, Ph.D., D.O. (1911),
Chairman of the Department of Therapeutics



y the 1950s, the heart-lung machine, ultrasound, the artificial kidney
and other innovations were revolutionizing medical care, which in turn was
becoming increasingly specialized. ..For D.O.s in particular, gaining compe-
tency in "modern" medicine was integral to the struggle for parity with
M.D.s.





n 1976 PCOM's Department of Radiology, under the direction of Robert L. Meals, D.O. (1956),
aquired a Varian 4MeV linear accelerator for the treatment of cancer.. .[the Barth Pavillion] was
two hospitals in the osteopathic profession to have a linear accelerator. ..In Januarj of 1979, P< ( >M
obtained a CT scanner... [which] was upgraded in 1980 to include the most advanced scanner technology
available, making it one of the most sophisticated in the country.



PCOM




% Secure Merit



THER OF
ANATOMY



rifi

1899 • 1999

JTjL is comprehensive knowledge of the subject , his demanding, if stern, teaching and his tireless
devotion to osteopathic medicine led his students and peers to declare him the country's best
anatomist of the era.



With George S. Rothmeyer, D.O. (1927), as department head, [Angus
Gordon] Cathie joined the Anatomy faculty as instructor in 1933. While
making his mark as an educator, he pursued his interests as an anatomist/
curator. Cathie devoted much of his time to the Anatomy Museum... [He]
prepared most of the specimens in the Museum with his own hands. He
developed the collection as a teaching tool. ..But he also used the collection
for marketing the College. Specimens from and photographs of the
Museum-accompanied by Cathie-were displayed on tours of undergraduate
schools and at professional meetings.





Angus Gordon Cathie, D.O. (1931



//



T

Jl_he museum, which made his labora-
tory unique, and the great anatomj labora-
tory of the world, was the greatest experience
of his creativity, an assemblage of art forms,
conceived and created in loneliness.' '

- Ruth V.E. Waddel Cathie, D.O. (1938)



round 1 944 Cathie. ..provided each student with
a set of bones prepared in the work room of the
department. By foot, by car or by trolley, students
carried the specimens home in their "bone box".
Eleanor V. Masterson, D.O. (1957) recalled Cathie
distributing the specimens and admonishing stu-
dents, "Please do not use the femur to prop up you
window, because if I see that, you flunk".





PCOM




% Secure Merit



riti

1899 • 1999



HER OF
SURGERY



r. Pennock instilled one thing in my mind; he said 'Always discuss things with a patient.
Sit down and talk to them; if they call you and have trouble, talk to them over the phone; do not
cut them short.' "

- Ernest J. Leuzinger, D.O. (1924)




avid S.B. Pennock, D.O., M.D., graduated from the American
school of Osteopathy in Kirksville in 1901, immediately after
which he joined the PCIO faculty. While teaching at PCIO, he
received his M.D. degree from Hahnemann Medical College in
1904. Pennock brought the surgical knowledge he had gained at
Hahnemann and through subsequent post-graduate courses to
PCIO, where he became the College's "Father of Surgery" and
"Uncle Dave" to many students. Because Pennock was a licensed
M.D., he could practice surgery and prescribe drugs legally at
PCIO prior to passage of the state's Surgeons Bill in 1923, which
recognized the osteopaths' right to perform surgery. Pennock
organized the College's Department of Surgery and served as chief
of staff and chief surgeon of the Osteopathic Hospital of Philadel-
phia from its inception in 1916 until his retirement in 1947. He
served on the first Surgical Board in the Commonwealth of
Pennsylvania and was PCOM's first recipient of the O.J. Snyder
Memorial Medal, the highest honor awarded by the college.



PCOM




% Secure Merit



INS



rifj

1899 • 1999



JL he interns worked seven days a week and had one weekend off each month. Their responsibili-
ties included bedside manipulative treatments and laboratory work such as blood counts, urinalysis
and sputum analysis.



Through persistence Morton Terry, D.O. (1945), became PCO's first de facto internal medicine resident. ..After
completing an internship at the Osteopathic Hospital in 1 946, Terry asked Ralph Fischer, D.O., chairman of the
Department of Internal Medicine, for a residency, but was told that the hospital was not big enough and that there
would not be enough for a resident to do. Rather than accept "no" for an answer, Terry accompanied the internists
on rounds, started running tests for them and covered their patients in their absence. After a few months of
working without pay or recognition, he did not show up to work one day. Realizing through Terry's absence the
value of this "medical resident," Fischer and the other members of the executive committee formalized Terry's
appointment with retroactive pay of $25 per month.




In 1928 PCO had established the nation's first osteopathic residency program
in radiology; in the late 1940s the college continued this tradition of firsts with
new residency programs in several departments.

1928 Radiology
1940 Urology
1942 Surgery

1946 Internal Medicine

1947 Orthopedics
OB/GYN

1948 Pediatrics
1979 OPP



1



n response to the growing size and
rigors of these graduate training pro-
grams in the Osteopathic Hospital,
Galen S. Young, Sr, D.O. (1935)
founded and sponsored the Survivors'
Club, which grew into an annual din-
ner celebration for those who "sur-
vived" their internship or residency at
PCO.



PCOM




% Secure Merit



IIUICS



1899 • 1999



ne day I was a student, passing tests, and then the next day I was handed charts and told, 'Now
you're part of the care-giving team.' I remember the anxiety I had, but also the sense of fulfillment.

- Kenneth J. Veit, D.O. (1976)




W:



e spent three months in a clinic , and we had our
own little cubicles which they referred to as booths
and many of our patients referred to us as their
'booth doctors.' We were given our own little clien-
tele, and we followed those patients for three months,
and if any of their family members would register in
the clinic, we also got those patients.

Eleanor V. Masterson, D.O. (1957)

Under the supervision of their instructors, juniors and
seniors examined patients in the "noon-day clinics."
made diagnoses and recommmended treatments. Dur-
ing the two years in the clinic, each student handled
roughly 1,200 patients, following through with those
who needed to see physicians in the specialty clinics.



An important milestone in the history of PCOM's clinics
took place in the early 1950s with the acquisition of
Women's Homeopathic Hospital at 20th and
Susquehanna Streets and its renovation into the College's
North Center Hospital. The clinic here handled a plethora
of cases from this North Philadelphia neighborhood.








promote an awareness of
health care and comfort with
medical procedures among
children, Oliver Bullock, D.O.
(1978) created a program of
puppets, videos and activity
books to take into the public
schools. The staff initially
carried out the school programs,
but Bullock then passed the
torch for that responsibility to
the students rotating through
the Center.



PCOM




p % Secure Merit



1099 • 1999



FUDEIMT
LIFE



Tor as long as there has been a Philadelphia College of Osteopathic Medicine, there has been a
spirited student life to go with it.



V- ustomarily, the Dean sponsored a
catered supper in the college audito-
rium for Freshmen and their instruc-
tors. The Admission Committee mem-
bers were also present to get a second
glance at the mistakes they made.
- 1950 Synapsis




XVeported in the Summer 1968 Osteopathic Digest as the "Great
Sideburn Confrontation." it pitted the administration against the long-
haired generation. Vice President and Director of Admissions
Thomas M. Rowland. Jr.. disturbed by the unprofessional look of
many of the students, identified 20 of the worst offenders and insisted
that they get haircuts and trim their sideburns to a specified length
or not return to class. The students complied, but the incident
reached the news wires as far as Hawaii and Alaska.

jLn die 1950s, students started an annual Christmas Show. . . . resunect-
ing the song and dance talent that had flourished in PCO's performing
arts in die 1920sand'30s-onlythistimelacedwithsatiricalhumor. The
Christmas Show . . . evolved into the Flounders Day Follies (eventually
"Follies"), which premiered January 25. 1980.



PCOM




% Secure Merit



DOTS



1 he 1920's was a peak decade for the growth of organized, competitive sports at PCOM. This was


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