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EducatorsFrom: Gerson Lichtenberg (gersonsl@aol.com)Mon Feb 12 21:55:26 2001
Yes, Kevin, I remember taking the exams in two parts very well. And while it was quite a challenge to read sonograms with physicians and sonographers whom I did not know, the more difficult part was not knowing what sort of criteria was being used to grade me. As an interesting side note, I was one of the examiners the last year that the echocardiography exam was given in a practical format. I believe it was 1981, and 2-D echo was just coming into the common clinical arena. I believe I examined 5 candidates along with a cardiologist. We followed the system that we were given. At least one of thecandidates was excellent while another one had no idea what he was looking at. The range in grades using that system was (I believe) from 74% to 87%. And then I knew why that system was not maintained! Another example of the strange aspects of the testing occurred when I originally took the registry. Larry Waldroup had taught me echoencephalography (A-mode) at Downstate Medical Center, before he went to Jefferson. He was my tester for the practical portion of the exam. He was also the patient! At one point during the test, he told me to do a posterior fossa exam. I struggled through it, then went up to him afterwards and reminded me of the time that he had promised me that nobody would ever ask me to do that exam! He just smiled and drawled at me this comment: "I never said that it counted." I don't think I ever did get him back for that one!! LOL It was also a memorable weekend when I took the written exams. I was testing in four areas, so I took five exams (including the physical principles exam). What a time getting through all of those! I was lucky that they were given in New York City, where I was going to school. Now Terry, you asked about other comments on some of the founding educators in the field. And again, I'll add some commentary on Larry Waldroup. My first trimester in school, he taught our physics class. He was very creative. He taught it as a "how to think about the information on the screen" course. Where did the data come from, what did it mean, how does it relate to what is happening in the body. For some reason, I remember an assignment that he gave us near the beginning. He had us write an essay in which we describe a new form of energy, what it's characteristics are and what it is named. It was a cool way to get us to try and break out of our molds. And of course, I will always smile when I think of how he said the word "piezoelectric" with a southern drawl. Nobody else have I ever heard make it into a 6 syllable word! Mimi Berman was also one of my teachers. She was relatively new in the field, but taught us Ob-Gyn sonography. I had learned the basics of Ob-Gyn from another early sonographer, Ellen Campos, but it was Mimi who really brought it together as usable information. Her kind and calm approach made it an attractive specialty which made a great deal of sense. She was also the one to bring me back to Downstate as a teacher, as well as drawing me into work with 'Medical Ultrasound (later the JDMS).' Mimi later became a guiding force in my career, showing that we are true professionals with a great deal to accomplish!
-- Gerson S. Lichtenberg, RDCS, RDMS Cardiology Department Oak Park Hospital Oak Park, Illinois
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