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e was the "father of cardiology" in Georgia, and he will be missed. Bruce Logue, beloved physician and gifted, down-to-earth teacher, passed away recently at age 95. What a legacy he leaves behind.
     He graduated from the School of Medicine in 1937 and joined the Emory faculty in 1940. Six years later, he established Emory's first cardiology residency at Grady Hospital and thus began to train cardiologists in his imitable style. As this magazine once said of him, "Dr. Bruce Logue taught his students to make decisions based on common sense and thinking and not just on some memorized formula." Never one to "sit on the fence," Logue helped break new ground as a co-founder of The Emory Clinic and co-author with J. Willis Hurst of The Heart, the bible of cardiology.
     Logue also embraced new technology and new ideas. I wonder what he would say about our new medical curriculum, which goes live with this fall's entering class. The first phase of training, Foundations of Medicine, will immerse students in the fundamentals of science within a clinical context. They will learn medical interviewing and the physical exam in a new 16-room suite for observed standardized clinical exam. The suite is part of our new medical education building, which opens this summer. A new outpatient experience, including mentorship in a primary care clinic, is a critical element of the 18-month Foundations phase. Students also will confront the problems of homelessness, health disparities, violence, and abuse so that they learn to focus on patients as human beings, rather than embodiments of disease.
     Our new medical curriculum continues with three other phases. Applications of Medical Science will expose students to more clinical experiences with Emory Healthcare, Grady Hospital, and the Atlanta VA Medical Center. During the Discovery phase, students will pursue clinical and basic science research for at least five months, with an option of expanding this time to complete joint MD/PhD, MD/MPH, or other degrees. The fourth phase, Translation of Medical Sciences, will include sub-internships in key areas, electives in others, and two new required months: intensive care and a "capstone" course to prepare students for becoming an MD.
     Throughout their journey through the new curriculum, students will learn from constant interaction with faculty. The closer students are to faculty, the more likely they are to model the behaviors of academic scientists and physicians. Clearly, these students will not be ones to "sit on the fence." We hope they become compassionate and innovative physicians, intent on providing the very best care for patients and their families. Something tells me Bruce Logue would be proud.

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