Tag Archives: medical training

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Sahil Sharma is a medical student in the Class of 2020 at Western University

 

It was my first week on service for internal medicine as a third-year clerk. I had finally begun to figure out the labyrinth of charts, forms, and computer apps that went into my interactions with patients. I still had four of the eight pens I’d started with and had managed to misplace my sacred “pocket guide” only twice — so, all in all, I was off to a good start.

I was told by my senior to go see a patient who was in ICU step-down and had recently been transferred to our care. I hurriedly went to the computers and started reading up on the patient’s history.

Mr. C had a long and complicated history. He had initially presented to the hospital with signs of cholecystitis but later developed multiple complications landing him in the ICU. After a flurry of resuscitative measures and close monitoring, Mr. C was finally deemed stable enough to be transferred to the ward. ...continue reading

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Welcome to this week's edition of Dear Dr. Horton. Send the anonymous questions that keep you up at night to a real former Dean of Medical Student Affairs, Dr. Jillian Horton, and get the perspective you need with no fear of judgment. Submit your questions anonymously through this form, and if your question is appropriate for the column, expect an answer within a few weeks!

Dear Dr. Horton,

I am a recently retired physician, and your blog seems like a great idea to me. Support and acceptance are needed at all stages of our careers.

Burnout is a reality in our profession, as is ageism. Because of ageism, it is often difficult to balance limitations with outside expectations and many physicians simply choose to retire. My hope is that will change — our profession will see, acknowledge, and embrace the value of our aging colleagues — but that is simply not true now. How can the profession both assist the transition and get maximum value from its most experienced colleagues?

Signed,

Twilight

...continue reading

Shaun Mehta is an Emergency Medicine Resident (R4) at the University of Toronto

 

In elementary school, I always dreaded bringing my report card home. My grades were good, but the teachers’ comments that followed could go either way — and were unfortunately of much more interest to my parents. I was often described as “disruptive,” and it seemed that relinquishing this quality was the key to making something of myself.

Two decades later, I’m finding out that being disruptive is one of my most valuable assets.

To clarify, we probably shouldn’t praise students for being disruptive in the classroom. But outside of the classroom... now, that’s an entirely different story. The health care industry is ripe for disruption; strapped for cash and bursting at the seams, we need better ways to manage today’s volume and complexity of patients. Forward-looking individuals and organizations have heeded the call and are making huge strides in health care innovation, yet patients continue to suffer as a result of systems-level issues.

By shifting our paradigm of innovation, creating an environment to foster disruption, and educating future leaders to drive change, we stand a chance at driving maleficent creatures (like hallway medicine and eternal wait times) to extinction. ...continue reading

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Rashi Hiranandani is a medical student in the Class of 2019 at the University of Ottawa

 

Medical school is a stressful time in students’ lives. There are emotional, physical, and mental stressors; particular daunting is the stress of being in new clinical environments on a weekly or even daily basis and having patients’ lives in our hands. Medical students are sleep deprived and over-worked. We have the stress of not matching to the residency of our choice or even not matching to a residency program at all.  Medical students also experience significant burnout and compassion fatigue, with burnout rates ranging from 27 to 75% [1]. It thus comes as no surprise that medical students suffer from rates of mental illness higher than the general population. This is not ideal for the health of the medical students, nor is it optimal for the health of the patients they care for.

A 2016 systematic review published in JAMA reported that, on average, 27.2% of medical students deal with depression or depressive symptoms [2]. Among students who suffer from depression, only 16% receive help [2]. ...continue reading

Welcome to this week's edition of Dear Dr. Horton. Send the anonymous questions that keep you up at night to a real former Dean of Medical Student Affairs, Dr. Jillian Horton, and get the perspective you need with no fear of judgment. Submit your questions anonymously through this form, and if your question is appropriate for the column, expect an answer within a few weeks!

Dear Dr. Horton,

Over the past month, much of what is occurring in our political and social climate has been serving as a constant reminder of inappropriate behaviours/sexual harassment I've experienced as both a patient and a medical learner.

Do you have any advice in navigating these feelings?

Signed,

Demoralized

...continue reading

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Mohamad Matout is a Psychiatry Resident (R1) at McGill University

 

The debate regarding what should future doctors be learning during medical school is sensitive and convoluted. During the four years in which students learn basic sciences and acquire basic clinical knowledge, due to lack of time, little is taught with regards to major topics such as nutrition1, lifestyle changes, oral health2 and basic computer literacy3. One could argue that psychology is another field in which future physicians lack structured education. Our curriculum is usually centred around understanding the biology of pathophysiology and, when possible, the neurobiology of psychopathologies. While we may be introduced to the area of psychology and an understanding of pathologic defense mechanisms, the world of psychotherapy remains mysterious to medical students and physicians in general. ...continue reading

Giuliana Guarna is a medical student in the Class of 2019 at McMaster University

 

Knock, knock.

I pulled back the large door and stepped into the room. It was early in the morning — just after 6 am. She was lying in bed, awake, with a smile on her face despite the fact that she was post-op. The evidence of surviving rounds of chemo were borne out in front of me. Her hair was peach fuzz, peeking through a silk turban wrapped around her head. Her cheeks were like little Timbits, but her frame was swallowed by her hospital gown.

“Oh, hi. Come in. Let me turn on the light.”

I walk to the foot of the bed. The sun had not yet peeked out from under the shades. The room was illuminated by a yellowish-white hospital glow as she pressed the switch.

“How are you today?” ...continue reading

June Duong is a medical student in the Class of 2019 at Queen's University

 

Author’s note: This is a satire inspired by #tampongate on Twitter, which occurred on October 27, 2018 in response to policies regarding the use of menstrual hygiene products during the MCCQEII. All characters in this work are fictitious. Any resemblance to real persons, living or dead, is purely coincidental.

Dr. John Doe woke up on Saturday morning and cooked himself a large breakfast. It was doomsday, for he would be doing his exam this weekend. He was going to be out all day. He did not know whether he would be doing the exam in the morning or in the afternoon — not that it mattered in the end, since he would be sequestered for the rest of the time anyway. As far as the instructions he’s been provided with, all they said was, “Do not bring food. A light snack will be provided depending on your examination schedule.” Dr. Doe, with his three degrees, translated this statement into a big, fat maybe. You may get food so that you can focus on your exam, or you may have an empty stomach gnawing away at itself. ...continue reading

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Welcome to this week's edition of Dear Dr. Horton! Send the anonymous questions that keep you up at night to a real former Dean of Medical Student Affairs, Dr. Jillian Horton, and get the perspective you need with no fear of judgment. Submit your questions anonymously through this form, and if your question is appropriate for the column, expect an answer within a few weeks!

Dear Dr. Horton,

Looking back, I know there were many reasons I wanted to enter this field — but with the overwhelming and increasingly hectic nature of medical training and residency, it’s sometimes easy to forget what those were.

I don’t want to become jaded so early in the game, but can feel some of my initial idealism ebbing away and cynicism setting in. What are some ways to remind ourselves of our passion for medicine?

Signed,

Burning Out

...continue reading

Serena Arora is a medical student in the Class of 2019 at McMaster University

 

I love puzzles.

I love looking at the picture on the box, seeing what the completed version will look like and then pouring out all the little pieces — knowing that, somehow, they all come together to create something.

In some ways, practicing medicine is like doing a puzzle. It’s complex, intersecting, and incredibly rewarding when done right. At the same time, medicine is fractured into a thousand different components.  As physicians, we look at our patients and we piece them apart into organs and body systems and tissues. We rip the details we think are important from the fabric of their narrative to focus on specific complaints. We take their words and distill them into our jargon, often so much so that their original story would be unrecognizable. Medicine is often an act of reductionism.

If medicine is a puzzle, then palliative care is like the picture on the box. ...continue reading