TY  - GEN
N2  - Daniel Labby, M.D. was a physician and educator who began his career with the University of Oregon Medical School (UOMS) as a faculty member in the Department of Medicine in 1947, having graduated from UOMS earlier in 1939. Labby was instrumental in the development of OHSU's Center for Ethics in Health Care裦ounding its Senior Clinician Seminars. In this interview, Labby describes his experiences as a medical student at UOMS in the late 1930s and the interruption of his education by World War II. He goes on to discuss trends in medical education after WWII (and later, after the war in Vietnam) and touches briefly on the consolidation of the three medical schools into a University. In the second half of the interview, Labby narrows his focus to physician-patient relations, medical education, and medical ethics, especially the evolution of the medical curriculum at OHSU. Labby also discusses the social implications of medical education, including topics such as women in health care, abortion, and human sexuality, as well as stating a need for a balanced curriculum that is able to produce both clinicians and researchers.
DO  - 10.6083/hq37vp205
DO  - DOI
AB  - Daniel Labby, M.D. was a physician and educator who began his career with the University of Oregon Medical School (UOMS) as a faculty member in the Department of Medicine in 1947, having graduated from UOMS earlier in 1939. Labby was instrumental in the development of OHSU's Center for Ethics in Health Care裦ounding its Senior Clinician Seminars. In this interview, Labby describes his experiences as a medical student at UOMS in the late 1930s and the interruption of his education by World War II. He goes on to discuss trends in medical education after WWII (and later, after the war in Vietnam) and touches briefly on the consolidation of the three medical schools into a University. In the second half of the interview, Labby narrows his focus to physician-patient relations, medical education, and medical ethics, especially the evolution of the medical curriculum at OHSU. Labby also discusses the social implications of medical education, including topics such as women in health care, abortion, and human sexuality, as well as stating a need for a balanced curriculum that is able to produce both clinicians and researchers.
T1  - Interview with Daniel Labby, M.D.
ED  - Labby, Daniel H., 1914-2015
ED  - Weimer, Linda
ED  - Interviewee
ED  - Interviewer
DA  - 1998-09-23
DA  - 1998 September 23
L1  - https://digitalcollections.ohsu.edu/record/8554/files/labby-daniel_interview-transcript_1998.pdf
PB  - Oregon Health & Science University
LA  - eng
PY  - 1998-09-23
PY  - 1998 September 23
ID  - 8554
L4  - https://digitalcollections.ohsu.edu/record/8554/files/labby-daniel_interview-transcript_1998.pdf
KW  - Psychiatry
KW  - World War Ii
KW  - Physicians
KW  - Faculty
KW  - Medicine
KW  - Ethics
TI  - Interview with Daniel Labby, M.D.
Y1  - 1998-09-23
L2  - https://digitalcollections.ohsu.edu/record/8554/files/labby-daniel_interview-transcript_1998.pdf
LK  - https://digitalcollections.ohsu.edu/record/8554/files/labby-daniel_interview-transcript_1998.pdf
UR  - https://digitalcollections.ohsu.edu/record/8554/files/labby-daniel_interview-transcript_1998.pdf
ER  -