Download cover art Download CD case insert book is a compilation of twenty- two addresses given by Sir William Osler in various settings. Osler - Back to home. I. AEQUANIMITAS AEQUANIMITAS1. TO many the frost of custom has made even these imposing annual ceremonies cold and lifeless. IF SIR WILLIAM OSLER were to have summed up the philosophy of his life in a single word, it might well have been aequanimitas. It was the title he gave to his.
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Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb. LibriVox recording of Aequanimitas and Other Addresses by Sir William Osler. Read in This book is a compilation of twenty-two addresses given by Sir William Osler in various settings. Download M4B (MB). Aequanimitas by Sir William Osler, , Blakiston edition, in English - 2d ed., with three additional addresses.
Osler had studied and taught at McGill in the s and early s. Though our teachers never knew him, they were still guided, in the s, by his approach to patient care, well-described in his textbook, The Principles and Practice of Medicine, and in over published articles, texts of speeches, and notes that his students took on bedside rounds. That same kind of listening, which has been called field observation, is no longer prevalent in medicine, probably because it takes time. The mistake is in thinking that technology or molecular dissection can capture the uniqueness of a person. Osler was a scientist who deeply appreciated the importance of seeing the whole, the unique person. This is neither empathic nor scientifically valid. Osler belonged to the school of naturalist observation, much like his contemporary, Sir Charles Darwin.
He was instrumental in founding the Medical Library Association in North America, alongside employee and mentee Marcia Croker Noyes ,  and served as its second president from — His most famous work, ' The Principles and Practice of Medicine ' quickly became a key text to students and clinicians alike.
It continued to be published in many editions until and was translated into many languages. He noted that Avicenna's Canon of Medicine remained "a medical bible for a longer time than any other work". The title of his most famous essay, "Aequanimitas", espousing the importance of imperturbability, is the motto on the Osler family crest and is used on the Osler housestaff tie and scarf at Hopkins.
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July Learn how and when to remove this template message Osler is well known in the field of gerontology for the speech he gave when leaving Hopkins to become the Regius Professor of Medicine at Oxford. Osler, who had a well-developed humorous side to his character, was in his mid-fifties when he gave the speech and in it he mentioned Anthony Trollope 's The Fixed Period , which envisaged a college where men retired at 67 and after being given a year to settle their affairs, would be "peacefully extinguished by chloroform".
He claimed that, "the effective, moving, vitalizing work of the world is done between the ages of twenty-five and forty" and it was downhill from then on. The concept of mandatory euthanasia for humans after a "fixed period" often 60 years became a recurring theme in 20th century imaginative literature—for example, Isaac Asimov 's novel Pebble in the Sky. In the 3rd edition of his Textbook, he also coined the description of pneumonia as "the old man's friend" since it allowed elderly individuals a quick, comparatively painless death.
Coincidentally, Osler himself died of pneumonia. Personal life and family[ edit ] An inveterate prankster, he wrote several humorous pieces under the pseudonym "Egerton Yorrick Davis", even fooling the editors of the Philadelphia Medical News into publishing a report on the extremely rare phenomenon of penis captivus , on December 13, Army surgeon living in Caughnawaga, Quebec now Kahnawake , author of a controversial paper on the obstetrical habits of Native American tribes that was suppressed and unpublished.
Osler would enhance Davis's myth by signing Davis's name to hotel registers and medical conference attendance lists; Davis was eventually reported drowned in the Lachine Rapids in He died at the age of 70, on December 29, in Oxford , during the Spanish influenza epidemic , most likely of complications from undiagnosed bronchiectasis.
They had two sons, one of whom died shortly after birth. The other, Edward Revere Osler, was mortally wounded in combat in World War I at the age of 21, during the 3rd battle of Ypres also known as the battle of Passchendaele. Gross, chairman of surgery at Jefferson Medical College in Philadelphia. Gross died in and in she married William Osler who was then professor of medicine at Johns Hopkins University. Osler was a founding donor of the American Anthropometric Society , a group of academics who pledged to donate their brains for scientific study.
A later biography by Michael Bliss was published in June Osler's sign is an artificially high systolic blood pressure reading due to the calcification of atherosclerotic arteries Osler's nodes are raised tender nodules on the pulps of fingertips or toes, an autoimmune vasculitis that is suggestive of subacute bacterial endocarditis.
They are usually painful, as opposed to Janeway lesions which are due to emboli and are painless.
Osler—Weber—Rendu disease also known as hereditary hemorrhagic telangiectasia is a syndrome of multiple vascular malformations on the skin, in the nasal and oral mucosa, in the lungs and elsewhere. Osler—Vaquez disease also known as Polycythemia vera Osler—Libman—Sacks syndrome is an atypical, verrucous, nonbacterial, valvular and mural endocarditis.
Final stage of systemic lupus erythematosus. Osler's manoeuvre: in pseudohypertension , the blood pressure as measured by the sphygmomanometer is artificially high because of arterial wall calcification. Osler's manoeuvre takes a patient who has a palpable, although pulseless, radial artery while the blood pressure cuff is inflated above systolic pressure ; thus they are considered to have "Osler's sign.
Osler's syndrome is a syndrome of recurrent episodes of colic pain, with typical radiation to back, cold shiverings and fever; due to the presence in Vater's diverticulum of a free-moving gallstone which is larger than the orifice. Osler's triad: association of pneumonia , endocarditis , and meningitis. Today, medical students are still taught to question their patients about life events, but only whether or not they have occurred, not about their significance. It is the primatologists today, rather than the physicians, who focus on the colorful variation within species and the uniqueness of the individual.
Variation was a cornerstone of medical science for Osler, just as it was for his contemporary, Darwin, in his search for the origins of Homo sapiens. In our student days, we were made to understand that the doctor-patient relationship was critical, that the power of that relationship could buffer stress and reduce the ill effects of disease. We learned that interactions with physicians could exert a profound influence on human health and wellbeing.
As an example, Golden [ 14 ] tells a very revealing story about Osler and a child patient. Because of his busy schedule he had been on his way to a university function , he stopped to see the child dressed in his academic gowns. The child was awed by the attire and, in this transfixed state, automatically swallowed the spoonfuls of food that Osler offered.
We learned to be empathic listeners making use of our personal emotions, tempered with Oslerian equanimity, as a tool to understand our patients and their situation. We were taught to treat all patients with respect, to value their dignity at all times, to recognize their diversity, and their intrinsic personal worth no matter the symptoms or life styles.
Matters today seem so different. Over recent years, interest in the lost practices that marked us and defined us comes mainly from the fast diminishing ranks of the humanities; it is so rarely these days expressed within the medical sciences. For us, humanism was not a frivolous side issue but the very foundation on which medicine was built and from which it evolved.
History taking and careful observation not laboratory results were the authority upon which differential diagnoses and initial treatment plans were built.
Laboratory tests confirmed or not our hypotheses, not the other way around. Nowadays, medicine is largely engaged in the application of modern resources to manage chronic illness.
Only then will the patient take the necessary steps to further his or her own health and wellbeing. Animal biologists have known for a long time that studying their subjects when they are in captivity does not yield results applicable to animals in the wild [ 2 ].
Osler recognized that this held for human beings. Framing health in terms of personal goals, family ties, and cultural traditions will engage patients in the prevention and management of chronic illness in a way that actuarial figures and molecular pathways cannot. It has been our experience in the years of practice, teaching, and research since graduation that patient care has suffered since physicians lost contact with their Oslerian roots.
From these emphases, students learn the social as well as the molecular mechanisms of diseases. They learn not only from lectures and texts and videos but also from well-trained simulated patients. These and other tools for mastering human diseases—self-directed small group learning, stints in the laboratory, community health projects, patient advocacy experiences—all constitute rich learning experiences.
Osler taught us to bring modern science into each individualized encounter with a patient. His example has faded and died away.
He died from pneumonia while stricken with grief at the loss of his son, Revere, who was killed at the front in World War I [ 16 ]. His grief was compassionately attended to, but his life could not be saved because there were no antibiotics.
Nowadays, pneumonia rarely kills, but family problems, emotional losses, spirituals quests—these are now largely ignored by physicians. This is not the way we were taught.
Scientific discoveries need to enhance, not replace, the art of medicine.
References 1. Thayer WS. Osler the teacher. In: Thayer WS, editor. Osler and other papers. Baltimore: Johns Hopkins Press; Google Scholar 2. De Waal FB. How animals do business. Sci Am. CrossRef Google Scholar 3. Osler W. Aequanimitas with other addresses to medical students, nurses and practitioners of medicine. Blakiston, Philadelphia. Google Scholar 4. Cushing H. The life of Sir William Osler, vol. Severis, Germany.