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
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
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.