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Presidential Address, Society for Pediatric Research

Presidential Address, Society for Pediatric Research Abstract It is a great pleasure to me to have been chosen President of the Society for Pediatric Research, particularly because it grants me the opportunity to express publicly, no matter how inadequately, my gratitude to many people—to my parents, who presented the acquisition of knowledge as a desirable thing, to my wife, whose encouragement and other virtues should not be extolled here, and to my teachers. Today I would like to discuss teaching and teachers. What material can we teach? What can not or should not be taught? It would seem unnecessary to stress that one can truly teach only those things about which he has some knowledge. Consider the clinical situation anuria. Here death is usually due to the disintegration of the structure of the internal environment. Therefore, the logical approach is to preserve the volume and the composition of the body fluids. The volume will be maintained when References 1. Chapman, C. B.: On the Teaching of the Science of Medicine , Clinical Res. Proc. 4:161, 1956. 2. Livingstone, R.: What Is Education? in Proceedings of the First World Conference on Medical Education , New York, Oxford University Press, 1954, p. 12. 3. Crothers, B.: Disorders of the Nervous System in Clinical Pediatrics , New York, D. Appleton & Company, Vol. 4. 1926. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png A.M.A. Journal of Diseases of Children American Medical Association

Presidential Address, Society for Pediatric Research

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References (3)

Publisher
American Medical Association
Copyright
Copyright © 1958 American Medical Association. All Rights Reserved.
ISSN
0096-6916
DOI
10.1001/archpedi.1958.02060060421001
Publisher site
See Article on Publisher Site

Abstract

Abstract It is a great pleasure to me to have been chosen President of the Society for Pediatric Research, particularly because it grants me the opportunity to express publicly, no matter how inadequately, my gratitude to many people—to my parents, who presented the acquisition of knowledge as a desirable thing, to my wife, whose encouragement and other virtues should not be extolled here, and to my teachers. Today I would like to discuss teaching and teachers. What material can we teach? What can not or should not be taught? It would seem unnecessary to stress that one can truly teach only those things about which he has some knowledge. Consider the clinical situation anuria. Here death is usually due to the disintegration of the structure of the internal environment. Therefore, the logical approach is to preserve the volume and the composition of the body fluids. The volume will be maintained when References 1. Chapman, C. B.: On the Teaching of the Science of Medicine , Clinical Res. Proc. 4:161, 1956. 2. Livingstone, R.: What Is Education? in Proceedings of the First World Conference on Medical Education , New York, Oxford University Press, 1954, p. 12. 3. Crothers, B.: Disorders of the Nervous System in Clinical Pediatrics , New York, D. Appleton & Company, Vol. 4. 1926.

Journal

A.M.A. Journal of Diseases of ChildrenAmerican Medical Association

Published: Oct 1, 1958

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