By Jeffery D. Fritz, Sandra Pfister, Diane Wilke-Zemanovic, Sally Twining and Jose Franco.
Can we incorporate into the curriculum a quick and easy way to promote awareness and the practice of wellness by both medical school faculty and students? At the start of the fall 2017 term, course directors overseeing first- and second-year pre-clinical instruction at the Medical College of Wisconsin encouraged each faculty member to develop a simple communication slide. These instructors were asked to include an introductory slide noting their practices of wellness to be shown at some point in their instructional block. The exact content of this slide was not prescribed; however, all participants were encouraged to include images and personalize the content to the degree that they felt comfortable. Given the magnitude of this initiative – it would involve over 300 different faculty members and reach over 500 first and second year students across three campus locations – it was hoped that voluntary participation by faculty would be sufficient to would significantly enhance student and faculty awareness and practice of wellness/wellbeing.
Faculty participation across the 13 pre-clinical first and second year courses was surveyed throughout the academic year by reviewing the recorded sessions for inclusion of the introductory wellness content at any time during the session.Read More »
By Cesar E. Montelongo Hernandez
Last week a federal appeals court upheld the ruling that blocks the Trump administration from ending DACA. This means the nationwide injunction that allows DACA to remain will stay in place. Despite this, the legal battle will continue and likely head to The Supreme Court of the United States. DACA recipients have been granted a few months of respite but their long-term outlook is still very uncertain.
I am currently in my fourth year of medical school. In total the combined MD-PhD program takes eight years to complete (an MD degree alone takes four years). Students begin by completing two years of the MD, switching over to the PhD for about four years, then coming back to complete the last two years of the MD. At present I have completed two years of the MD degree and I am in the second year of the PhD degree. Ideally, I will complete the PhD degree by 2021 and the MD degree by 2023.Read More »
By Sunny Nakae
In May the Stritch alumni magazine published a cover feature article about our first cohort of DACA recipients admitted to the Loyola University Chicago Stritch School of Medicine and their impending graduation. We received both positive and negative correspondence about this feature. What follows is a compilation of complaints I received from some alumni and a summary of the responses I offered.
“As an alum I am disappointed in your policy to admit DACA recipients over US citizens. Because you are admitting non-US citizens that means a US citizen will not get a seat. Supporting undocumented students violates Federal Law. Did these DACA recipients get ‘affirmative action’ status? Candidates should get admitted because of their credentials, not because they are minorities or immigrants. What constitutes the right minority? It seems like Japanese, Korean and Chinese are no longer considered minorities but smaller Asian groups like Hmong are? In my graduating class there are many of us who will no longer be supporting the school.”
Dear Stritch Alum,
Thank you, sincerely, for expressing your current views on our decision to accept MD applications from DACA recipients. This happened in 2012 with the support of our then dean, Dr. Linda Brubaker, and our then president, Fr. Michael Garanzini, S.J The inclusion of DACA recipients continues to receive full support from our current dean, Dr. Steven Goldstein, and our president, Dr. JoAnn Rooney. It seems from your email that you might not have all of the facts for the situation, so I would like to open a dialogue and provide those facts for you and any colleagues with whom you wish to share this information. I understand that at first glance this decision may appear to disenfranchise other applicants, specifically those of Asian descent or US citizens. Read More »
By Kihyun Kwon
It was an eventful start to the morning. My attending saw the first patient, who voiced murder ideation towards her unfaithful husband. I imagined myself being taken aback in a troublesome situation like that. I was still in a state of shock when my patient arrived. The clinic schedule had no regard for my emotions and gave me the most difficult patient I ever came across.
The nurse came back shaking her head and said, “The patient will not talk or make any eye contact.” The preparation notes I took earlier said she was a college student with Autism spectrum disorder, depression and anxiety. Never having had any interaction or personal experience with autism, I was nervous. My attending offered to see the patient with me, but I took the initiative to interview by myself. The patient was lying on the examination table playing on the phone while her mother greeted me. I introduced myself to the disinterested patient; I was utterly ignored.
I asked the mother about the patient’s history.
“How has she been doing?”
“Have her symptoms improved?”
Talking about the patient in her presence without actually conversing with her felt awkward. Answers that the mother gave seemed impersonal, and I could not empathize with the information especially with the patient being engaged in her phone.
I wasn’t sure if it was out of annoyance, or concern, but I started directing questions toward the patient.Read More »
By Justin D. Triemstra
Those two words can bring back a fountain of emotions for physicians. For some, excitement and thrill. For others, anxiety or sorrow. But for most, a significant financial burden during a time of limited income. A recent discussion with a fourth year medical student reminded me of this important, yet under-recognized dilemma. One that can affect the geographical diversity of residency classes and increase disparities for students coming from low resource settings.
Since 1952, The Match has placed medical students into residency training programs. In 2017, 43,157 registrants entered The Match with 31,757 filled positions. To obtain a filled position, many students attend a significant number of interviews with the mean number of interviews attended at 12 for matched applications in 2017.1 Each interview adds to the financial burden for students with recent studies in Emergency Medicine reporting an estimated cost per trip to be about $350.2,3 With an average number of interviews attended at 12, we estimate an average medical student will spend $4200 during interview season; a significant burden for a non-salaried trainee and a number that is likely much higher for a significant number of applicants.
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By Kamran M. Mirza
I am no stranger to disseminating information to a group of individuals junior to me. As a resident and fellow, I have taught many medical students in a classroom setting. As I think back to these sessions now, I find that they were all in a setting where the student’s presence was mandatory; a review session, a laboratory etc. Nevertheless, my love for teaching grew in those sessions. My passion for novel pedagogical approaches to pathology education led me to seek a faculty position. I felt that there was so much I could try and achieve. I was very excited to become pathology faculty. What a great honor. I couldn’t wait to meet my students.
Last fall, as I walked in to my first lecture, I found a half-empty classroom. Rows upon rows of…. no one. Who will be the beneficiaries of my innovative theoretical pedagogy? This was even more unusual since the lecture in question is one of the first three lectures of the M2 curriculum, typically scheduled for the first day! In the few years I have been teaching this course, I always found the entire class showing up for Day 1.Read More »