Physics in Medicine 11 



the static and universal ; those of biology towards the dynamic 

 and individual. The physicist learns to deal with effects accom- 

 plished and finished with fairly clear comprehension of the 

 chain of events between. The study of living organisms necessi- 

 tates intrusion into a delicately-poised working mechanism which 

 may react in unsuspected and disconcerting ways. There is 

 apt to be a great gap of ignorance between the original stimulus 

 and the resulting effect, with a consequent belief that the 

 mechanism is much simpler and more amenable to mathematical 

 analysis than is in fact the case. The physicist is prepared to 

 admit variability, but has a feeling that proper statistical methods 

 will lead to unerring conclusions. The biological experimenter 

 (and good clinician) has to make many inspired guesses on 

 most insufficient evidence, and sometimes needs a good deal 

 of convincing as to its inadequacy. 



Again the only solution seems to be the closest possible col- 

 laboration between experimental biologists, cytologists, bio- 

 chemists, and many others with the physicist, each knowing 

 enough of the other aspects to visualize the -outline of the 

 picture even if the sketch is a little misty. 



These considerations inevitably raise the question of educa- 

 tion. It is an unfortunate fact that most physicists learn ex- 

 tremely little or no biology and conversely, that the biologist 

 is usually quite innocent of physics and has an alleged dislike 

 of mathematics. It is most important that opportunities be 

 available for members of both groups to be educated in the two 

 fields. The medical undergraduate, again, presents special prob- 

 lems in this respect, for physics will not be applied in medical 

 practice and so make its proper co^ntribution to medicine unless 

 the doctor of tomorrow has at least some grasp of its scope and 

 potentialities. This is not easy, for the truth is that the funda- 

 mentals of physics are often most clearly exemplified with 

 simple nonmedical examples, \\hile the branches of physics 

 which are of most direct application in medicine are complex, 

 difficult, and often regarded as "unsuitable for children." 



Moreover, those teaching physics in the ordinary way have 

 little if any contact with the medical profession and courses 



