Augsburg College - Augsburg Now

When sick people consult a physician to determine the cause and treatment of their illness, they may also seek answers to existential questions that science cannot answer (e.g., "Why me?"). Many patients rely on their spiritual beliefs and spiritual care providers to answer these questions. Many patients, however, also engage their physicians in existential discussions. As a physician who frequently conveys bad news to patients, my liberal arts education at Augsburg, much more than my medical education, has prepared me to participate in these discussions.

Unlike most of the hard sciences (e.g., physics), medical science is inexact. At best, it is difficult to conduct research of organ systems (e.g., the heart and blood vessels) in isolation. The human body is a highly complex organism. Its organ systems are intertwined and exist in harmony with each other. Furthermore, medical science often involves animal research, the results of which are extrapolated to humans.

While medical science is inexact, clinical medicine is even more so. It is impossible for physicians to apply all of the techniques of the laboratory to the patient's bedside. In addition, a patient is much more than a biological organism. A patient has an emotional life, a spiritual life, and past experiences, all of which give meaning and purpose to life events, including illness. Furthermore, like organ systems, patients do not exist in isolation. Rather, patients have relationships with loved ones and communities. In fact, evidence is growing that psychological factors, spirituality, and interpersonal relationships are important determinants of health, and seasoned physicians recognize their importance. Providing holistic care by addressing the psychosocial, spiritual, and relational needs of patients leads to better health outcomes including recovery from illness.

In 1984, I graduated from Augsburg College with a B.A. in chemistry. I also completed the pre-medical education requirements for medical school. While in medical school and internal medicine residency, I always felt my Augsburg science education was sufficient. While I certainly learned many facts at Augsburg, I also developed a love of discovery through the scientific method. I learned how to seek new knowledge by asking questions, developing hypotheses, and conducting experiments—skills that I apply to my practice and research today.

Yet it was the Augsburg liberal arts education that allowed me to thrive in clinical medicine. Discussing a diagnosis (e.g., cancer) with a patient requires not only up-to-date understanding of the disease and its treatment, but also how such a diagnosis can impact a person and his or her relationships. Religion, philosophy, ethics, art, and the other components of a liberal arts education inform me in ways that the physical sciences do not. Not surprisingly, it is from these areas, especially religion and philosophy, that many patients draw meaning, purpose, and wisdom as they face and cope with illnesses. Likewise, a liberal arts education prepares physicians to empathize and dialogue with patients as they face illness.

While the science major learns how to become a proficient scientist, the Augsburg liberal arts education informs the science major of other truths such as religious, philosophical, and ethical truths. Indeed, blind pursuit of scientific knowledge and acceptance of scientific materialism (i.e., the belief that everything, including the human being, can be understood as simply matter) can have devastating consequences. For example, the Nuremberg trials of Nazi physicians taught us that medical science without conscience is unacceptable. A liberal arts education informs the Augsburg science major of what questions are worth answering and what it means to be a scientist in the context of today¹s world and its greatest needs.

An Augsburg liberal arts education also encourages science majors to seek and pursue their vocation, or calling, rather than simply a job. Like patients, many students ask existential questions related to vocation (e.g., "What is my purpose in life?"). Science cannot answer these questions. On the other hand, a rich liberal arts educational experience can assist the student in answering these questions. Some of my best memories of Augsburg are of long discussions with my professors related to the meaning and purpose of life. Indeed, I spent countless hours in these discussions with my mentor and adviser, Professor John Holum of the Chemistry Department. He taught me not only the principles of organic chemistry, but also helped me reconcile my faith with my knowledge of the physical universe. He role modeled vocation and what it meant be a conscientious scientist. These discussions informed me and helped shape my vocation, or calling—and continue to inform Augsburg students today.

Paul S. Mueller, M.D., M.P.H., F.A.C.P., is a consultant at the Mayo Clinic Rochester and is president of the Augsburg College Alumni Association Board of Directors.