Sir William Osler, 1st Baronet ( July 12, 1849 – December 29, 1919) was a Canadian physician and one of the four founding professors of Johns Hopkins Hospital. Osler created the first residency program for specialty training of physicians, and he was the first to bring medical students out of the lecture hall for bedside clinical training. He has frequently been described as the "Father of Modern Medicine".[Osler was a person of many interests, who in addition to being a physician, was a bibliophile, historian, author, and renowned practical joker.

1. Sir William Osler
“Doctor who carried medical education from classrooms to patients”
 Father of modern Hippocratic medicine
A tribute on his 100th year after his death -2018

2. Bio data[1849–1919]
Born in rural Ontario, Canada
Son of an Anglican clergyman
 Shaped by boyhood access to a microscope
Exposures to SirThomas Browne, Osler chose medicine
 In later life he characterised his career as the childhood reduction of sap to maple syrup adapted to open
new scientific vistas in medicine
 After publishing as a young naturalist, Osler enrolled atToronto Medical School
 Fascinated with anatomy, parasites, the humanities, but unimpressed with lectures from faculty, he
transferred to McGill for bedside experiences brought there from Edinburgh, UK
 After graduation he studied in Europe for 2 years before joining the medical faculty at McGill.
 1883-Professor at McGill and one of only two Canadian fellows of the British Royal College of Physicians.
 McGill medical education that lasted throughout the 20th century
As a professor at Philadelphia and later Hopkins, he revolutionised American medical education by teaching
students at the bedside.

3. Contd……
 1884- Osler left Montreal for the larger centre at the University of
Pennsylvania
 1888-Professor at the planned Johns Hopkins Hospital and Medical School
 1905-Encouraged by his wife to escape an ever-demanding Baltimore
practice, he accepted the Regius Professorship of Medicine at Oxford
University
 1911-Never one to evidence his eminence to others, lived simply, saw rich
and poor in his practice, and did not attend his baronet ceremony
 1919-Died at Oxford University ,London

4. One piece
In learning, teaching, and practice Osler linked the clinic,
Laboratory, autopsy room, and library. Osler’s values—learning at
the patient’s bedside, observation, cautious induction,
confirmation of impressions from patients, library, and
laboratory, expansion of knowledge by correlation of autopsy
findings with clinical observations, and working with a love of
every person equally without regard to rank—still define for many
how medicine is best practised

5. Tempered his enthusiasm for science
with controlled scepticism: Critic
Osler admired Sydenham, the
English Hippocrates, as “a man of
many doubts.” Persuaded by what
he could and could not learn from
patients, books, and laboratories

6. Bedside teacher
“Let the patient, with history and
physical examination, tell you the
diagnosis.” “If you do not learn
the diagnosis, repeat your history
and examination.” “Use tests to
confirm what you learned from
your patient.” “In an epidemic
immunise and protect the
population.” “All drugs are
poisons. Physicians use them to
benefit patients.” “Diagnose by
exclusion.” Osler teaches us how
to balance what is known, not
known, and uncertain in our
knowledge”

7. Contribution
As the father of modern Hippocratic medicine, he moved 19th century
foundations of medical education from classrooms to patients’
bedsides (figure), introduced routine uses of the laboratory and
autopsy as part of a physician’s ongoing education and practice, and
brought scholarship, humility, and humanities into the doctor–patient
relationship. He was beloved by those who knew him and respected by
his and following generations. He provided care for the patient by first
caring for the person

8. He was telling
“Let the patient, with history and physical examination, tell you the
diagnosis.” “If you do not learn the diagnosis, repeat your history and
examination.” “Use tests to confirm what you learned from your
patient.” “In an epidemic immunise and protect the population.” “All
drugs are poisons. Physicians use them to benefit patients. ”Diagnose
by exclusion.” Osler teaches us how to balance what is known, not
known, and uncertain in our knowledge.

9. Same disease in 2 different patients
“Variability is the law of life, and as no two faces are the same, so no
two bodies are alike, and no two individuals react alike and behave
alike under the abnormal conditions which we know as disease.”

10. Profession
Osler replaced William Pepper as Professor of Medicine at the
University of Pennsylvania. As a consequence of his childhood curiosity
about what could not be seen but was present in pond water, Osler
brought the first microscope into clinical practice at the school. Armed
with his microscopic studies of blood, his bedside observations, and the
autopsy room insights into pathological changes, Osler pioneered an
emphasis on science providing methods that lead medicine to
knowledge

11. Osler’s medicine
Medical education is “a preparation” “to recognize that the truth is hard to
attain, that mistakes must be acknowledged, regretted, and above all
learned from". Science and humanism cannot avoid mishaps rooted in
errors; “Take as little as possible on trust.” The risks of being wrong cannot
be separated from acquisitions and applications of knowledge. “Start out
with the conviction that absolute truth is hard to reach in matters relating to
our fellow creatures, healthy or diseased, that slips in observation are
inevitable even with the best-trained faculties, that errors in judgement must
occur in the practice of an art which consists largely in balancing
probabilities.” “The best doctor, like the successful general, is the one who
makes the fewest mistakes”. The avoidance and correction of mistakes are a
primary task in Osler’s medicine.

12. Osler flavour
• 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.
• Rendu-Osler-Weber 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 filarial- is a parasitic nematode.
• 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 rule: States that a neurological defect has to be related to a specific lesion, in contrast to Hickam's dictum, which states that
the neurological defect can be due to several lesions.
• 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.
• Sphryanura osleri is a trematode worm found in the gills of a newt.

13. Double meaning