From My Students Most of All

By Zev Leifer

The Talmud (Taanis 7a) quotes Rabbi Chanina who declared that, “I have learned much from my teachers, more from my colleagues and most from students.”  There is a tendency amongst educators, in general and more so, I suspect, amongst medical educators (given their many years of training and vast experience) to take a top-down approach.  This approach assumes that we have a contractual relationship wherein “I have the knowledge and we are here so that I can share it with you”.

In contrast, the digital age has humbled many of “our” generation since the best advice when faced with a new piece of digital equipment or software, is to “ask a ten-year old” (even an anonymous ten-year old).  But our students?!  I submit that example is a challenge – to ego and to the “Central Dogma of Education” that information flow is unidirectional.

I would like to share some of my experiences teaching digital pathology, to perhaps update that notion…
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What’s a Nice Nurse like You doing in a Medical School?

Hearing the Call:  A Feature on How Physicians and Medical Educators Came to Understand their Vocation

By Anne Gill

Back in the 70’s, I called a surgeon to tell him his patient was bleeding from a cholecystectomy incision.  “When did you go to medical school?” he screamed.  “Until I say differently, that is serosanguineous fluid!”  Stung by this rebuke, I meekly added ABD’s to stanch the flow of “serosangunious fluid” and awaited the patient’s return to the OR…
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“Seeing” the Doctor: Depicting the Physician’s Self-Identity

By Stacey McClintick

What do you what to be when you grow up?  Do I even have to?  Can I cry now?  Can I show who I am?  I can only hope you will understand and be able to take away from me all that I have… because that is what I want to give.

I am not who you think I am.  Strong on the outside… an unstoppable ramble of insecurity,  Inquisitiveness and love on the inside.  I am a mom, a Maine, a wife, a soldier, a sister, an engineer, a daughter, a student doctor, a neighbor, a college student, a carpool mom, an artist… my own self gets lost behind all these things.

I lost “rank” to save my kids and my husband, but out of curiosity and hope for challenges and to experience life, I have gained so much more.  But it hurts sometimes to not be recognized in my current position for the experiences I have had.

At the same time it is hard to focus on the facts in medicine when the very curiosity of life which pulled me in persistently tries to pull me away.  ADHD?  Maybe… I have never given up… is that my downfall?

Here, regardless, I can be what I am.  In art my mistakes open up an opportunity for something wonderful I had never thought of before.  In life/medicine my mistakes are lives… more studying and more stress.

I thought long and hard about what I wanted to do for my mask, and even now I would need two, ten, or even forty more sessions to have my mask relay everything I wanted it to say. However, I understand that this was not the entire point of this exercise and that the goal was to find another way to work through the stress and in that, I was successful! (I only wish I could cash in its value more often)…
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Tough Love for Your Personal Statement: Advice from a Medical School Dean

By Sunny Nakae

The Stritch School of Medicine received 11,355 applications for 160 seats for the 2016-2017 season.  Thousands of applicants have the required coursework, strong grades and test scores.  The word is out that students need volunteer work, clinical exposure, leadership, and research in order to be competitive.  Every applicant submits a primary personal statement as well as responses to school-specific supplemental questions. As an admissions dean who reads hundreds of applications per year, I would like to offer some advice to all the premeds out there who are looking for a competitive edge: reflection is key to achieving and demonstrating personal growth…
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The Aftergift

“… and maybe then you’ll hear the words I’ve been singing;
Funny, when you’re dead how people start listen’n…”
If I Die Young (2010), The Band Perry

By Michael Dauzvardis

It was in the fall of 2015 that I received a call from a Mrs. Jones.  She went on to detail how her husband, Robert, had died from cancer and donated his body to our anatomy lab in 2006.  She further explained that she and her children had finally come to terms with his passing and now, 9 years later, were finally ready to spread his ashes at the family cemetery plot.  She stated that she wanted to hold a ceremony and perhaps have the students that worked on her husband write something about their experience that could be read at the service…
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After the Loss of a Patient: Reflection and Connection Through Prose

By Hedy S. Wald

Lean machine of prose, stripped down to the essence, and a power-packed way to care for the caregiver… this was my experience of the 55-word story genre1 at a writing seminar. While I had some experience writing haiku, I was generally accustomed to reflective narratives3 as “story” so was nothing short of surprised when a compact 55-word prose “small jewel”2 about a patient who touched my heart and soul spontaneously emerged onto the paper.  It chilled me to the bone and warmed my heart. I was asked to read it aloud for the attendees – the hush afterward was a moment of sacred silence…
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Loss: The Hidden Barrier to Professional Identity Formation

By Meaghan P. Ruddy

Paying attention to the wider trends in medical education recently makes it difficult to miss the growing voice of Pamela Wible, MD and her crusade to end physician, resident and medical student suicides.  One premise of her argument is that all the language around burnout and resilience misses the point.  The point it misses? This demographic is suffering from abuse.

I tend to agree.  To this I would add that the result is not burnout but the closely related state of grief…
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