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Osler Under 40

2009· article· en· W204705880 on OpenAlex
Charles S. Roberts

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueBaylor University Medical Center Proceedings · 2009
Typearticle
Languageen
FieldMedicine
TopicHistory of Medical Practice
Canadian institutionsnot available
Fundersnot available
KeywordsConvictionEleventhMedicineNothingClassicsHistoryLawPsychologyGerontologyPhilosophyPolitical science

Abstract

fetched live from OpenAlex

In his valedictory address at Johns Hopkins University in 1905, a few weeks before his departure for England, Osler stated: “The teacher's life should have three periods, study until twenty-five, investigation until forty, profession until sixty, at which age I would have him retired on a double allowance” (1). To illustrate his idea, Osler referred to Anthony Trollope's novel, The Fixed Point, in which “the plot hinges upon the admirable scheme of a college into which at sixty men retired for a year of contemplation before a peaceful departure by chloroform” (1). Unfortunately, he was misinterpreted by some as having implied a uselessness of men older than 60 years of age and subsequently was castigated by the press (2). Included in a response which Osler promptly issued to the newspapers was this statement: “Nothing in the criticism has shaken my conviction that the telling work of the world has been done, and is done, by men under 40 years of age” (3). In the first 39 years of his own life, Osler accomplished his own “telling work,” work that would afford him enough knowledge at age 40 to begin writing his textbook, The Principles and Practice of Medicine (4). It took him a year to complete and was published in 1892. What is not always appreciated is that his work until his arrival at Baltimore was chiefly that of a pathologist in the laboratory, not a clinician on the ward (Figure). Figure William Osler at work in the Blockley Mortuary, Philadelphia General Hospital, 1886 or 1889. Reprinted with permission from the William Osler Photograph Collection, McGill University Library. Born in Canada in 1849, Osler attended Weston School, where he was introduced to the microscope by Rev. W. A. Johnson (5), one of three consecutive teachers to whom he would later dedicate his textbook. At age 16 Osler studied insects that he found in pond water. During his 4 years at Trinity College in Toronto, Dr. James Bovell further instructed him in histologic technique, and in 1868, Osler entered Toronto Medical School, where he studied basic sciences for 2 years. He lived in Bovell's home during this period, and his interest in microscopy continued. At age 20 he had published an account of his observations of organisms in pond water (6). During his 2 clinical years at McGill University, Osler demonstrated an interest in morbid anatomy, coming under the influence of Dr. Palmer Howard, the third teacher to whom he dedicated his textbook. Osler evidently took part in autopsies while still a student (7), and his graduation thesis consisted of a report of 50 postmortem examinations, with 33 specimens. Osler was awarded a set of books by the faculty as a prize for his thesis, “which was greatly distinguished for originality and research” (8). After graduation from McGill in 1872, Osler went abroad for 2 years of study. He continued in pathology, largely at University College in London, where he made original observations on blood platelets (9). In addition, he spent 3 months in Berlin attending Virchow's autopsies, from which he profited enormously, and 5 months in Vienna with Rokitansky, for whose methods he had little enthusiasm (10). Soon after his return to Montreal in 1874 at age 25, Osler joined the medical faculty of McGill University, first as instructor in the Institutes of Medicine and within a year as professor. His course consisted of five lectures a week, four on physiology and one on pathology, as well as a voluntary course in microscopy (11). On Saturday mornings, he held postmortem demonstrations in the same fashion as Virchow. In 1876 at age 27, Osler was appointed pathologist to the Montreal General Hospital, taking responsibility for conducting all autopsies during the next 8 years. Though his technique of postmortem examination was not recorded, he claimed, “The postmortems are performed under my supervision by the students attending the hospital, and the system of inspection followed is that of Virchow, at the Charite, Berlin, fully given in his Sections-technik. The notes are taken on the spot from dictation” (12). According to Rodin who examined the existing records, “Osler did a thorough, fairly detailed and competent autopsy. The language is terse; non-verbose and clear. There is little of the flowery rhetoric of his later years. The descriptions are readily understandable to a modern pathologist. Weights and measurements are abundant and include heart weights, valve circumferences, and thickness of ventricular walls. The protocols are modern in their methodology” (13). The number of autopsies that Osler performed in his 10 years at McGill is estimated by Abbott (14) to be over 1000 and by Bunting (15) to be almost 800. He performed a total of 786 as pathologist of the Montreal General Hospital, which constitutes about 100 autopsies a year for 8 years; as Rodin points out (10), a significant number for any one pathologist. Osler's publications during his McGill period are mostly short descriptions of individual specimens. His contribution to the literature on cardiovascular disease was particularly significant, including articles on endocarditis, valvular stenosis, myocardial fibrosis, cardiac hypertrophy, pericarditis, and congenital heart disease. In 1884 at age 35, Osler accepted the chair of clinical medicine at The University of Pennsylvania, and during the next 5 years in Philadelphia continued his interest in pathology. Within 1 month of his arrival, he improvised a small clinical laboratory; in order to teach students, he used his own microscope, the only one in use at the University Hospital (16). Despite the presence of an appointed pathologist, Osler also performed 162 autopsies, 94 from his own wards and 68 from those of his colleagues (17). His enthusiasm for autopsies in Philadelphia was best described by “a physician in a Maryland town who commented on the fact that often he was unable to get Dr. Osler to come for a consultation with a large fee, but he would always come to attend an autopsy in which he was interested” (18). Osler's move to Baltimore in 1889 at age 39 marks the end of his active participation in postmortem examinations (10). Within a year at Johns Hopkins University, Osler began work on his textbook. For this purpose, he evidently borrowed all five volumes of Pathological Reports of the Montreal General Hospital, which he compiled while at McGill (19). The remarkable feature of The Principles and Practice of Medicine is that he is its sole author and that it is based largely on his own clinical and morphologic observations. The two works cited more than any other in the book are the Pathological Reports of the Montreal General Hospital, from which he extracted detailed descriptions of morbid anatomy, and the Bible, to which there are many allusions (20). Perhaps because of Welch's presence, Osler performed no complete autopsies at the Johns Hopkins Hospital; but he would, on occasion, present himself at the morgue, usually to focus on a specific question: “The Chief with silk hat jauntily perched and frock coattails flying would arrive at the table followed by a panting crowd. Itching fingers would request a scalpel and with a flip of his cuffs he was soon deep in what was obviously to him a fascinating job, that of solving a medical problem directly in the cadaver” (15). Dr. Charles H. Mayo, a founder of the Mayo Clinic and friend of Osler, said that “reading his Practice after those that precede it is like opening a window in a closed room” (21). Nevertheless, it has been suggested that the 22 essays in Equanimitas constitute in time to come the most lasting of all his writings and outdo the Religio Medici of his beloved Sir Thomas Browne (22). It is intriguing that Osler delivered the first of these addresses at age 39, after his “telling work,” and the last at age 56, before he would rest.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.570
Threshold uncertainty score0.997

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0040.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.016
GPT teacher head0.249
Teacher spread0.233 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it