On August 19, 2017, I offered the keynote address at the Loyola University Chicago Stritch School of Medicine Class of 2021 White Coat Ceremony. It was an honor to address this class, my first as dean. I had welcomed the students during orientation when they were absorbing a great deal—rules, responsibilities, schedules, safety, organization– and met with them during discussions of a book we all read recounting the rich, complex career of pediatrician– events when they were in a focused, serious mood. This day, however, the student’s were with their families and excited, bolstered by well-deserved pride, and filled with the shared mission of improving the world through the practice of medicine. Below are the thoughts I shared in my address to the class as they began their formal training as first-year medical students… Read More »
“You’re making a terrible decision.” The surgical fellow was on a rant. I stood silently for some thirty minutes trying to maintain my composure as he criticized my decision to apply for a pediatrics residency. This memorable event occurred during my surgical rotation, and yes, during a surgery. Apparently, in this fellow’s view, the biggest problem with pediatrics is that it is a team-based field. When people work as a team, he insisted, everyone “needs to have their own say and nothing gets done.” Instead, he argued for a more directive approach – say what needs to be done and that’s it. End of story, no questions asked…
Almost ten years ago, I wrote a story about my experience navigating the healthcare system as a young woman with a myelomeningocele baby. It was a story about “forgiveness” because my baby was two-months old before his back was closed, his brain shunted, and his prolapsed rectum repaired. It was a system failure. Now, I would like to talk about how different medical encounters can be when a person with a disability is an adult rather than a pediatric patient… Read More »
I recently presented a workshop on the assessment of professionalism at the Southern Group on Educational Affairs (SGEA) conference. I planned to discuss the elements of assessment: developing a framework to define professionalism, discussing successful assessment practices and reviewing the various tools available to assess professionalism.1 Much to my surprise, the discussion quickly moved into deeper inquiry on student participation, perceptions, and self-identity through the use of peer evaluations on professionalism… Read More »
Medical School is rough. Fortunately there is a recent movement to make medical education more humane. The movement to bring humanity, ethics, and love back into the molding of our future physicians is crucial. Personally, I felt my medical school was on the forefront of this push. Perhaps it was because we had Jesuit priests for attendings and the hospital’s motto of “We also treat the human spirit” filtered into the treatment of students. Whether it was something about myself or my medical school, I was fortunate to never experience the depression, competitive urges, burnout and isolation that is so prevalent during American medical school years… Read More »
Many medical students struggle with fear, pride, priorities, regrets, and insecurities, but the liberty to disclose such feelings may be limited. Students often avoid sharing their challenges and feelings with their peers for fear of looking weak or due to shame. How can we destigmatize sharing among students to build resilience, foster community, and improve well-being?
A week prior to match day we received almost 70 anonymous secrets from our senior medical students at Loyola University Chicago Stritch School of Medicine. Dr. Reed solicited these messages from the students by explaining the premise to them. The exercise is based on the work of Frank Warren who created postsecret.com. The students were not given guidance regarding topics or tone; they were simply asked to submit an anonymous secret… Read More »
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… Read More »