It seems like only yesterday.

I spent my childhood and adolescence in North and South Carolina, attended Duke University, and then entered Duke Medical School. One year in the laboratory of George Schwert in the biochemistry department kindled my interest in biochemistry. After one year of residency on the medical service of Duke Hospital, chaired by Eugene Stead, I joined the group of Arthur Kornberg at Stanford Medical School as a postdoctoral fellow. Two years later I accepted a faculty position at Harvard Medical School, where I remain today. During these 50 years, together with an outstanding group of students, postdoctoral fellows, and collaborators, I have pursued studies on DNA replication. I have experienced the excitement of discovering a number of important enzymes in DNA replication that, in turn, triggered an interest in the dynamics of a replisome. My associations with industry have been stimulating and fostered new friendships. I could not have chosen a better career.

A Journey of Innovation: 40 years of Pioneering Medical Education at the Aga Khan University Medical College in Karachi, Pakistan.

This article presents an overview of Aga Khan University's (AKU) pioneering medical education initiatives over the past 40 years, exploring its impact on healthcare in the region and its commitment to advancing medical education and research in the developing world. Established in 1983 as the first private university in Pakistan, AKU has evolved into a global institution with a focus on improving healthcare standards and addressing healthcare needs in the developing world. The article also discusses the undergraduate and postgraduate medical education programs at AKU Medical College, Pakistan, highlighting their unique features and pioneering approaches to medical education. The institution's journey highlights its ability to adapt to the evolving healthcare landscape while maintaining a focus on quality and excellence, offering a model for other institutions striving to meet healthcare needs in low- and middle-income countries.

A Brief Review of Anatomy Education in Korea, Encompassing Its Past, Present, and Future Direction.

Anatomy is a foundational subject in medicine and serves as its language. Hippocrates highlighted its importance, while Herophilus pioneered human dissection, earning him the title of the founder of anatomy. Vesalius later established modern anatomy, which has since evolved historically. In Korea, formal anatomy education for medical training began with the introduction of Western medicine during the late Joseon Dynasty. Before and after the Japanese occupation, anatomy education was conducted in the German style, and after liberation, it was maintained and developed by a small number of domestic anatomists. Medicine in Korea has grown alongside the country's rapid economic and social development. Today, 40 medical colleges produce world-class doctors to provide the best medical care service in the country. However, the societal demand for more doctors is growing in order to proactively address to challenges such as public healthcare issues, essential healthcare provision, regional medical service disparities, and an aging population. This study examines the history, current state, and challenges of anatomy education in Korea, emphasizing the availability of medical educators, support staff, and cadavers for gross anatomy instruction. While variations exist between Seoul and provincial medical colleges, each manages to deliver adequate education under challenging conditions. However, the rapid increase in medical student enrollment threatens to strain existing anatomy education resources, potentially compromising educational quality. To address these concerns, we propose strategies for training qualified gross anatomy educators, ensuring a sustainable cadaver supply, and enhancing infrastructure.

The past, present and future of medical education in Cambodia.

This paper describes the past, present, and future of medical education in Cambodia. Although doctor training began in 1902, the first medical school was not founded until 1946. Since the colonial era, the curriculum and teaching strategies have been strongly influenced by the French system, dominated by didactic lectures and the apprenticeship model. Three chronic issues have plagued medical education in the country following the Khmer Rouge regime: a shortage of doctors, poor-quality training, and lack of relevance to the current and future population needs. An increasing number of medical schools and yearly student enrollment have addressed the first issue. Today, the fundamental challenges have shifted from quantity to ensuring the quality and relevance of medical education. Competency-based medical education (CBME) has been adopted as a new curricular model to tackle the latter two issues. Active collaboration between government institutions, public universities, and development partners drives this curricular reform at the national and institutional levels. This paper further examines the challenges associated with medical education and proposes recommendations.

Budapest nephrology school - 30 years of history - from modest start to an international success: systematic summary of the 27th BNS held between 28th August and 2nd of September 2023.

Budapest Nephrology School (BNS) could have celebrated its 30th event if it had not been interrupted by COVID pandemic for a few years. Yet, the organization of 27th BNS in August 2023 resumed its successful and traditional activities at Semmelweis University, in the beautiful central European city of Budapest. In over two decades, BNS has faithfully adapted to the changes and developments of medical science and clinical nephrology, the fact which has kept it unique and attractive for nephrologists from across the globe. With such a long history and representing the top international professors of nephrology, BNS has proved to be a successful one-week, in-person refreshing course which has attracted over 1600 medical doctors from more than 60 countries. It has well served as an academic meeting point suitable for networking and exchange of up-to-date knowledge presented by the best international experts in nephrology. The dedication and focus of these experts on education, research and patient care represent the very concept of translational medicine. The invaluable experience of the past 27 years has set the standards for BNS to contribute to the evolution of translational nephrology in Europe in the next decade.

The University of Pennsylvania Medical School Commencement of 1889: Aequanimitas and the Agnew Clinic.

Academic commencements ceremonies usually do not result in memorable occasions and once ended usually are forgotten. Not so for the University of Pennsylvania's School of Medicine commencement on May 1,1889, which was marked by an address by William Osler, the retirement of the renowned Professor of Surgery, D. Hayes Agnew, and the presentation to the University of Thomas Eakins' remarkable masterpiece, "The Agnew Clinic." Osler had been on the faculty of the University for 5 years and in his keynote address, Aequanimitas, he laid out 2 elements, imperturbability and equanimity, that he stated would "make or mar" the lives of the students he was addressing. His words and message that day have continued to resonate for medical students and many others up to the present day. Osler ended his address on a more somber note, seemingly surprising the assembled, by announcing his imminent departure from the University. He would soon be one of the 4 founders of the Johns Hopkins Hospital along with fellow Penn faculty member, Howard Kelly. Osler was not the only one on the verge of leaving as this commencement also marked the end of the career of D. Hayes Agnew. To honor him on this occasion of his retirement the 3 classes of medical students had commissioned Eakins to paint a portrait of their revered professor, which was presented on this commencement day and accepted by Trustee Dr S. Weir Mitchell on behalf of the University. The day was indeed one to be remembered.

Headaches in the medieval Medical School of Salerno.

PREMISE: Headaches are a serious public health concern of our days, affecting about 50% of the world's adult population. However, such a plague is not limited to the modern era, since ancient archaeological, written, religious and cultural evidences testify to countless attempts to face such disorders from medical, neurosurgical, psychological and sociological perspectives. BACKGROUND: Substantially, the Hippocratic and Galenic theories about headache physiopathology remained predominant up to the 17th century, when the vascular theory of migraine was introduced by Thomas Willis and then evolved into the actual neurovascular hypothesis. The medieval Medical School of Salerno, in southern Italy, where the Greco-Roman medical doctrine was deeply affected by the medio-oriental influence, gave particular attention to both prevention and treatment of headaches. CONCLUSION: The texts of the School, a milestone in the literature of medicine, translated into different languages and widespread throughout Europe for centuries, provide numerous useful recipes and ingredients with an actually proven pharmacological efficacy.

Reminiscence of a Teacher of Medical Genetics - E. M. Nicholls.

A brief account is given by E. M. Nicholls, M.D., of the formation and demise of the School of Human Genetics of the University of New South Wales.

Daniel Smith Lamb (1843-1929): A window into the early histories of the Army Medical Museum and Howard University Medical School.

U.S. Army doctor Daniel Smith Lamb was a significant figure in the history of American pathology during its formative years. For 55 years (1865-1920), Lamb performed hundreds of autopsies in and around Washington, D.C. and personally collected over 1,500 gross pathology specimens for the Army Medical Museum. His work began at the close of the Civil War and continued on through World War I, contributing substantially to gross pathological and histological studies that documented wartime pathology, thus further contributing to the training of Army doctors. Specimens he collected also include material from autopsies he conducted on President James Garfield, his assassin Charles Guiteau, and other historical figures. Under the auspices of the Army Medical Museum, he conducted autopsies across the city of Washington for the museum's collection, many of which survive to this day at the National Museum of Health and Medicine. He served under 12 U.S. Army Surgeons General and 11 Museum Curators and was noted to be a steadying influence during a time of constant leadership changes at that institution. Lamb was known throughout Washington, D.C. as an advocate of medical education for African-Americans and women. While working at the Museum, he simultaneously served for 46 years as professor of anatomy at Howard University (1877-1923). He wrote seminal histories of the institutions with which he was associated and in so doing also contributed significantly to the study of the history of medicine.

The (Dis)assembling of Form: Revealing the Ideas Built Into Manchester's Medical School.

This paper addresses a gap in our understanding of medical history - the architecture of medical schools - and demonstrates the ways in which architectural form can be used to better understand medical epistemology and pedagogy. It examines an instructive case study - the late-nineteenth-century medical school buildings in Manchester - and examines the concepts that were drawn together and expressed in the buildings. Through its exploration, the paper argues first, that medical schools and spaces for medical education should be given greater consideration as a significant category in the history of medical buildings. Second, that buildings such as its case study are an important source of evidence and means to understand the role of medicine in society and the ideas with which its contemporary practitioners and educators were concerned. Third, the paper argues that, to make best use of buildings as sources, we should view them as agents which have assembled divergent ideas and incorporated them into the built form. In this way, such buildings have woven into them an inventory of ideas which can be untangled using designs and physical evidence.

For the Benefit of Students: Memory and Anatomical Learning at Bologna in the Fourteenth to Early Sixteenth Centuries.

The anatomical textbook in the late Middle Ages was one part of a greater pedagogical process that involved students' seeing, hearing, reading, and eventually knowing information about the human body. By examining the role of the anatomical textbook and accompanying bodily images in anatomical learning, this article illuminates the complexity and self-consciousness of anatomical education in the medieval university, as professors focused on ways to enhance student memory of the material. Traditionally, the history of anatomy has been heavily influenced by the anatomical Renaissance of the late-sixteenth century, highlighting a focus on innovative medical knowledge and the scientific method. However, if we engage a pedagogical lens when looking at these medieval authors, it becomes quickly obvious that the whole point of university medicine was not to explore unknown boundaries and discover new ideas of medicine, but rather to communicate the current and established body of knowledge to those not familiar with it.

The Yale System at 100 Years.

In this review of 100 years of the Yale System of Medical Education, a portrait emerges of what it is and what it has made possible. Founded in the 1920s under the leadership of Dean Milton C. Winternitz, the Yale System abandoned most educational mainstays including: grades, class rankings, roll call, daily assignments, course exams, and class year affiliations. Instead, a thesis and two broad qualifying examinations were required. Revised over decades, the essential elements endure. The Yale System has cultivated generations of humane physicians, academics, and leaders through the rise of modern medicine, and medicine's constantly evolving knowledge base.

[The beginning of teaching forensic medicine in Russia]. / Nachalo prepodavaniya sudebnoi meditsiny v Rossii.

Issues related to the beginning of teaching forensic medicine in Russia, the date of foundation of the first department and the emergence of the first professors of forensic medicine are considered. We studied publications on forensic medicine of the 18th-19th centuries, the work of authoritative researchers in the history of medicine of this period. Study methods: systemic, comparative historical, analytical. An original periodization of the formation of the teaching of forensic medicine in Russia is proposed. The first period (since 1707) is the universal period of hospital schools; without isolation of forensic medicine as a separate medical discipline. The second period (from 1765) is the course period; the one of primary university education and hospital schools, or the initial isolation of forensic medicine. The third period (1798-1805) - the departmental period; the one of academic and university education, or the completion of the separation of forensic medicine. The names of the first domestic forensic professors who taught it as a separate medical discipline are established: Francis Keresturi, Johann Conradi, Johann Ringebroig, the first adjunct professors: Gabriel Popov Grigory Sukharev. It was confirmed that the first department of forensic medicine in Russia was the Department of Matter of Medicine and Forensic Medical Science of the St. Petersburg Medical and Surgical Academy, formed in 1798. The first head of the department was Professor Johann Ringebroig.

Medical education in Laos.

Medical education in Laos has undergone significant developments over the last century. A transition from a foreign to locally trained medical workforce has taken place, with international partners having an ongoing presence. Undergraduate and postgraduate medical education in Laos is now delivered by a single, government administered university. The transition to locally based training has had many flow-on benefits, including the retention of Lao doctors in the country and having graduates who are familiar with the local health system. A number of challenges do however exist. Medical resources in the Lao language are limited, teacher numbers and capacity are lacking and complex factors have led to a lack of uniformity in graduate competencies. Despite these challenges, the situation for medical education in Laos is a story of great optimism. Local staff has recognized the need for simple yet innovative solutions and processes are in place for the establishment of a licensing system for medical doctors and reforming existing curricula. Sustained, long-term relationships with partner organizations along with constructive use of technology are likely to be important factors affecting the future direction of medical education in Laos.

Early history of transylvania medical college: The saga of a disputed autopsy precipitating a duel and grave robbing.

At the beginning of the 19th century, there were only five medical schools in America. The Medical Department of Transylvania University in Lexington, Kentucky, was the first in the West; however, it had few students or faculty until it was restructured in 1815. In 1817-1818, three of its faculty members (Benjamin Dudley, Daniel Drake, and William Richardson) quickly developed a highly dysfunctional relationship. Dudley tried to have Richardson fired, with Drake blocking this. Drake then criticized Dudley's performance of a coroner's autopsy, resulting in both parties publishing derogatory comments about each other. Dudley then challenged Drake to a pistol duel but Drake, not believing in dueling, declined. Richardson, wanting to defend his friend's honor, accepted the challenge and was mortally wounded in August 1818. Dudley, a prominent surgeon, saved his life. Both Dudley and Richardson were important Kentuckian Freemasons and the brotherhood felt compelled to punish them for un-Masonic behavior. Drake left and started his own medical school in Cincinnati in 1819, in direct completion with and destabilizing Transylvania's school. This saga is dissected in the context of the bizarre history of dueling as part of the Code of Honor by which gentlemen in the Old South often resolved their differences. The essay analyzes the autopsy dispute and reviews politics within the medical school, the University, and newer competing medical schools. Transylvania's medical school was recognized as one of the best in the US during the first half of the 1800s, but by 1859, it had permanently closed its doors. Clin. Anat. 32:489-500, 2019. © 2019 Wiley Periodicals, Inc.

Early contribution of Alexandria medical school to the anatomy, physiology and pathology of the nervous system.

Alexandria's famous medical school was established about 300 BC. It was the seat of learning for many Greco-Roman physicians. The physiologist Erasistratus, the anatomist Herophilus - named the Father of Anatomy were outstanding pioneers. Their work and discoveries of the nervous system, its structure and function, are described. In the 2nd century AD they were succeeded by Rufus of Ephesus - the medical link between Hippocrates and Galen, - and Aretaeus a leading anatomist and physician in this period.

Tracing the papier mache anatomical models of Ottoman Turkish medicine and Louis Thomas Jerôme Auzoux.

Papier-mâché means chewed paper, and it defines a method. Various decorative products and functional tools have been produced with this method, which includes various techniques and materials. Maybe, the most interesting one among these is anatomic models developed and spread around the world by the French physician Louis Thomas Jerôme Auzoux (1797-1880) at the beginning of the nineteenth century. The purpose of this paper is to investigate the role of Dr Auzoux' human anatomical models in Ottoman-Turkish medicine. Primary and secondary sources were analysed such as Museum collections, archives, and scientific databases accessible on the Internet. This revealed that, at the beginning of the 1820s, Dr. Auzoux developed the method for papier-mâché anatomical models after a period of suffering difficulties in finding and preserving cadavers for dissection at the medical faculty which he worked. In 1825, he completed his invention, which had significant advantages over previously used methods for anatomical models, and then founded a production workshop in St. Aubin. Many medical schools in Europe, Africa, and South America utilised these models. Sources mentioned that the Ottoman Empire also purchased various anatomical models. Although it is not exactly known how many and from which models, it is known that whole male and female body models and pregnancy developmental models were purchased in 1837. In addition to human anatomic models, Dr. Auzoux's company also began to manufacture veterinary and botanical models soon. In that period of the Ottoman Empire during which cadaver dissection was forbidden and only artificial models and drawings were used for the education, Auzoux's models can be considered as very important tools for the Turkish Ottoman medical education and influential on the transition from traditional to modern medicine. Today, unfortunately, the fate of most of the human anatomical models purchased in the name of the Ottoman Empire is not known.

Vignettes and Viewpoints From a Professional Autobiography.

In this professional autobiography, the author describes factors contributing to important decisions in his academic geriatric psychiatry career. Major inflection points included embarking on clinical research and later deciding to focus more on leadership roles in education and in faculty affairs. The discussion then examines themes that have emerged in reviewing this career arc, including the value of: the variety and social connectedness inherent in the academic life; cultivation of interpersonal relationships and best efforts as much as possible; an open mind ready to (collegially) seize new opportunities; and family, friends, and avocational pursuits as complements to one's profession. The author hopes that this public life review is of help to others planning or reflecting on their own career paths. .

Lectures on Inhumanity: Teaching Medical Ethics in German Medical Schools Under Nazism.

Nazi medicine and its atrocities have been explored in depth over the past few decades, but scholars have started to examine medical ethics under Nazism only in recent years. Given the medical crimes and immoral conduct of physicians during the Third Reich, it is often assumed that Nazi medical authorities spurned ethics. However, in 1939, Germany introduced mandatory lectures on ethics as part of the medical curriculum. Course catalogs and archival sources show that lectures on ethics were an integral part of the medical curriculum in Germany between 1939 and 1945. Nazi officials established lecturer positions for the new subject area, named Medical Law and Professional Studies, at every medical school. The appointed lecturers were mostly early members of the Nazi Party and imparted Nazi political and moral values in their teaching. These values included the unequal worth of human beings, the moral imperative of preserving a pure Aryan people, the authoritarian role of the physician, the individual's obligation to stay healthy, and the priority of public health over individual-patient care. This article shows that there existed not only a Nazi version of medical ethics but also a systematic teaching of such ethics to students in Nazi Germany. The findings illustrate that, from a historical point of view, the notion of "eternal values" that are inherent to the medical profession is questionable. Rather, the prevailing medical ethos can be strongly determined by politics and the zeitgeist and therefore has to be repeatedly negotiated.