UB medical school graduate dies of COVID – University at Buffalo The Spectrum

Adeline Fagan, a second-year OB-GYN resident and 2019 graduate of the UB Jacobs School of Medicine, died on Saturday of a brain bleed after battling COVID. She was 28.

Fagan is being remembered as a beautiful and passionate doctor who wanted to help as many people as she could. The Syracuse native was a fighter who is now inspiring others to give back.

Fagan's story is also a cautionary tale of the dangers of COVID.

On July 8, Fagan worked a 12-hour shift treating COVID patients in the ER. She felt fine and was excited to see patients at the start of her shift, but sometime during the evening, she started experiencing flu-like symptoms.

Fagan spent the next few weeks in the hospital, as doctors tried treating her with several different respiratory therapies and dozens of drugs. When Fagan didnt respond positively to these treatments, she was enrolled in an experimental drug trial.

But before her family could see if this new drug was effective, Fagan's lungs stopped supporting her.

On Aug. 3, Fagan was intubated and placed on a ventilator. On Aug. 4, she was placed on extracorporeal membrane oxygenation (ECMO), a machine that pumps blood from the body, oxygenates it and pumps it back into the body.

Over the past few days, Fagan's family became optimistic that Adeline was turning a corner. On Friday night, a nurse called her parents and sounded quite upbeat when she said that Adeline was decannulated and no longer on the ECMO machine.

On Saturday night, Fagan was doing wonderfully. At 10 p.m., her family called the hospital and received a positive report. But 30 minutes later, they got a call back. A nurse had come into Fagans room for a routine task and noticed that she wasnt responsive.

Fagan had suffered a massive brain bleed.

She was given a one in a million chance for survival.

We spent the remaining minutes hugging, comforting, and talking to Adeline. And then the world stopped Fagans family wrote on their GoFundMe page.

Fagan was in her second year of residency in obstetrics and gynecology. She was memorialized by former professors and classmates in a story posted to the Jacobs School of Medicine website Monday.

Addie decided on a career in obstetrics and gynecology fairly late in medical school, but once she made up her mind she was willing to do whatever it took to pursue her goal, said Vanessa M. Barnabei, a professor of obstetrics and gynecology. She had an amazingly positive attitude and infectious smile and her passing will deprive thousands of women of her empathy and commitment to their health.

Fagan's father, Brent, kept an online journal detailing his daughter's battle with the virus.

If you can do one thing, be an Adeline in the world, Brent wrote. Be passionate about helping others less fortunate, have a smile on your face, a laugh in your heart, and a Disney tune on your lips.

Fagan's sister, Maureen, set up a GoFundMe page to raise funds for medical expenses and support.

Justin Weiss is the senior features editor and can be reached at justin.weiss@ubspectrum.com

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UB medical school graduate dies of COVID - University at Buffalo The Spectrum

What Women in Medicine Month means for this refugee nurse – 6 On Your Side

TWIN FALLS September marks Women in Medicine Month, and 2017 studies conducted by the Association of American Medical Colleges show that males still have a handle on the workforce in doctor and physician positions. However, these numbers also show that more women are currently enrolled in medical school, helping lessen a gender gap in the future.

The significance of Women in Medicine Month means a lot to Isabel Rutazihana, a refugee nurse who arrived in California in 2007 with her parents from the Democratic Republic of Congo to escape an ongoing conflict. The initial culture shock to the US was initially very overwhelming. Having to adapt to schooling, US customs, employment, and even driving was a lot to take in.

"The culture like as a kid, how kids viewed their parents, how parents viewed their kids, employment, everything was just totally different," said Isabel.

Despite always having the dream of becoming a doctor, she had put it aside until witnessing her mother take of a woman whose family had abandoned her. Isabel said, "I saw how much love that my mom gave to her and how much joy it brought to her. It made me feel I do want to work in something that actually brings joy to people's lives."

Isabel arrived in Twin in 2018, where she balanced school, a new family, and working as a nursing assistant at St. Luke's Magic Valley. After years of hard work, Isabel graduated from school this past December. Still, due to COVID and other personal reasons, she delayed taking her NCLEX exam, which would make her a fully registered and certified nurse. However, just recently, she finally managed to take the exam.

Isabel said, "I pushed my NCLEX a little bit farther and farther, and I finally took it about a week and a half ago, and I passed, so I'm officially a nurse!"

Isabel's long journey has been a lot, having to manage school, work, and taking care of her child. In some instances, she would miss out on helping her son with homework, tucking him in at night, and having to sacrifice quality time with her husband. However, despite her sacrifices, she attributes her success in completing school to the sacrifices her family made, and that they were the driving force to achieve her goals.

"Right now, my son can say, "Oh! My mom is a nurse, and she works at the hospital," and when he says it, I feel very proud because I accomplished something," said Isabel.

For Isabel, Women in Medicine Month means the world as it signifies women blazing their own path in a challenging field of work, "It kind of shows that as women we're not just homemakers or do secretary work and we can actually go into the field with men and can actually do."

Isabel views her becoming a nurse as just a stepping stone in her career and hopes to accomplish more in the future.

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What Women in Medicine Month means for this refugee nurse - 6 On Your Side

Medical Disposable Protective Clothing Market Insights on Emerging Scope 2025 – The Daily Chronicle

Global Medical Disposable Protective Clothing Market research report presents a comprehensive overview of market size, share, evolution, trends, and forecast, and growth opportunities of Medical Disposable Protective Clothing market by product type, application, key manufacturers and key regions and countries. This report offers comprehensive analysis on global Medical Disposable Protective Clothing market along with, market trends, drivers, and restraints of the Medical Disposable Protective Clothing market. In-depth study of market size with data Tables, Bar & Pie Charts, and Graphs & Statistics which helps easy to understand detailed breakdown of market.

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Local residents in the news – Gadsden Times

The Gadsden Times

Area students Merit Scholarship semifinalists

Five students from Northeast Alabama high schools are among 16,000 students nationwide who earned semifinalist status in the 66th annual Merit Scholarship Program.

They are Joel T. Bishop, Cherokee County; Benjamin C. Johnson, Sardis; Arturo Rodriguez Lopez, Fort Payne; Lauren A. Taylor, Westbrook Christian; and Anna C. Tumlin, Gadsden City.

Semifinalists now have an opportunity to continue in the competition for some 7,600 National Merit Scholarships worth more than $30 million that will be offered next spring. They must fulfill several requirements to advance to the finalist level of the competition.

Wilson earns NAACP scholarship

The Etowah County (Gadsden) Chapter of the NAACP recently awarded its Elaine Harris Spearman, Esq., Academic Character and Service Scholarship in the amount of $1,000 to Taurus Levelle Wilson Jr.

Wilson is a graduate of Gadsden City High School and the son of Taurus and Towanna Wilson Sr.

The award was presented to Wilson at Gadsden State Community College, with participation by Dr. Leslie Worthington, Dean of Academic Programs and Services.

Wilson will be attending Gadsden State for two years with plans to transfer to a four-year university to complete his degree. His area of concentration is Business/Public Administration.

The coronavirus pandemic prevented the presentation from being made at the organizations annual Freedom Fund Dinner.

Gadsden State releases honors lists

The Summer Semester 2020 Presidents and Deans Lists at Gadsden State Community College were released by Interim President Gregg Bennett.

Full-time students who earn a semester grade point average of 4.0 (with all As) and complete a minimum of 12 credit hours of college-level work are named to the Presidents List. Full-time students who earn a semester grade point average of 3.5 or above but below 4.0 (with all As and Bs) and complete a minimum of 12 credit hours of college-level work are named to the Deans List.

PRESIDENTS LIST

ALBERTVILLE: Jasmine Soto, Cheston Sweat

ALEXANDRIA: Jodi Argo, Casey Brooks, Kristin Kilgore, Micah McGuffey, Wayne Reynolds

ANNISTON: Wesley Boyd, Cary Brand, Christian Coggins, Emily Foster, Krymson Grace, Brandon Hawkins, Jewel Henson, Denham Johnson, Shaquille Jones, Jessica Karns, Ana Logan, Joseph McKay, Sierra Nolen, Jessica Rollins, Kaitlyn Sanders, Kyle Spears, Amanda Stallings, Brandy Taylor, Alyssa Tims

ASHLAND: Holland Hardegree, Nathaniel Hill-Magouirk

ASHVILLE: Kennedy Carter, Annaleisha Hardrick, Britany Mcginnis

ATTALLA: Robert Lowery, Conner Morgan, Justin Saxon, Richard Sims

BIRMINGHAM: Kaitlynn Lively

BOAZ: Dylan Montejo, Marty Parker, Juan Piceno, Stephanie Redwine, Leonard Trammell, Marshall West

CENTRE: Christopher Bourne, Brian Brock, Rebekah Hill, Bret James, Jenifer Prater, Jeffrey White

COLLINSVILLE: Trevor Arnold, Haley Looney

CROSSVILLE: Adrian Hernandez Ruiz

DAWSON: Lisa Thompson

DECATUR: Jenna Halbrooks

FORT PAYNE: Jesus Lopez

GADSDEN: Nethania Amangoua, Allyson Britton, Alexis Burton, Charlotte Byers, Gregory Carnes, Jerry Cothran, Angelica Dandridge, Derek Duncan, Cory Dunn, Adam Goodrich, John Grable, Nakia Jelks, Matthew Johnson, Kalyn Jones, Maria Juarez, Ashley Latimer, MiKayla LeCroy, Shannon Ledbetter, Gabriel Lopez, Kimberly Mason, Benito Matias, Jahmal May, Bethany Mullinax, Wesley Nail, Kevin Rigby, Jana Rowell, Brionna Taylor, Angela Townsel, Janice Underwood, Lisa Vaughn, Chris Vickery, Kaycee Warsham, Beverly White, Etrus Williams

GALLANT: Lloyd Pratt

GARDENDALE: Mallory Goode

GAYLESVILLE: Tabitha Landis

GLENCOE: Avery Brown, Jeremy Mitchell

GUNTERSVILLE: Andrew Williams

HARTSELLE: Molly Green

HEFLIN: Jackie Blackburn, Monica Harman, Bailey Howle, Caleb Ivester, Jakson Spurlin, Joseph Stephens, Claire Trotter, Tesla Wheeler

HOKES BLUFF: Timothy Black, Erin Ford

HOOVER: Rowen Akers

JACKSONVILLE: Ashtyn Burbank, Connie Dotson, Jordan Hardy, Levi ODell, Katrice Patterson, Mackenzie Prickett, Elizabeth Shelton, Joshua Womack

LEESBURG: Patricia Long

LINCOLN: Amanda Schlieger, Gabrielle Thomas

MUNFORD: Ashlynn Farmer, Tyler Gallahar, William McGuire

MUSCADINE: Leonard Konvicka

ODENVILLE: Austen Stubbs

OHATCHEE: Logan Chandler, Stephen Martin, Kyle Taylor, Kelsee Thrower

OXFORD: Blaise Adams, Mason Blakeney, Edward Bogan, Michael Boyd, Rebecca Boyd, Kaitlin Carroll, Robert Corker, Kyle Curry, Jennifer Dopson,

Jonathon Gatlin, Jilaine Head, Helenia Hess, Veronica Martinez Cuevas, Matthew Mizzell, Courtney McCormack, MaCaden Timmons, Shila Wheeler

PELL CITY: Domenic Carney

PIEDMONT: Kellye Blanchard, Andrew Conner, Savannah DeVoe, Billy Gaddy, Savannah Rogers, Shayla Swain

RAGLAND: Heather Clark

RAINBOW CITY: Connor Butler, William Leach, Prince Patel, Kaylyn Rozelle, KC Scott, Matthew Smith, Megan Walker

SOUTHSIDE: Stanley Brasher, Lauren Clemons, Shauna Fuhrman, Courtney Garner, Lindsey Griffin, Jason Hendon, Caleb Jacobs, Laney Owens, Michael Pentecost, Hannah Turner

SPRINGVILLE: Dewayne Nolin, Ronnie White

STEELE: Julia Rodgers

VESTAVIA HILLS: Zachary Evetts

WEDOWEE: Daniel Morris

WELLINGTON: Justin Garrard

HONDURAS: Yhasser Eulisses Rodriguez Nunez

DEANS LIST

ALBERTVILLE: Marshall Cofield, Evan Delahoussaye, John Eddings, Anderson Taylor

ALPINE: Savona Garrett, Mylea Gash

ANNISTON: Donna Coley, Landon Curvin, Andrew Gattrell, Sarina Gibson, Alex Hernandez, Dayiell Johnson, Savannah Martin, Greg McBrayer, Sam Shaw,

Darrial Stanford, Xerxes Stanford, Robert Wadsworth

Ashland: Lukas Ferguson

ATTALLA: Eric Anderson, Shaina Ayers, Taylor Bush, Elizabeth Lopez, Cierra Shull, Hunter Steele, Ryan Turner, Tianna Watkins

BOAZ: Nicholas Keeper

CEDAR BLUFF: Savanah Clifton

CENTRE: Brittany Blanks, Corrina Edge, Emma Huffman, Sarrah Hunter

CHELSEA: Taylor Hackett

COLLINSVILLE: Miguel Arellano, Alma Palacios, Zachary Warnken

EASTABOGA: Dustin Chumley, Gabriella Lowery

FOLEY: Ashley Ramsey

FRUITHURST: Olan Pryor, Logan Wright

FORT PAYNE: Thomas Killian

GADSDEN: Jonathan Alexander, Julie Ballenger, Douglas Bohannon, Kayla Brooks, Joel Bunton, Jacqueline Chapman, Aymen Chebbi, Jordan Davidson, Jahvaronze Dillard, Keeley Fletcher, Elena Francisco, Ronaldo Gaspar, Katlyn Glass, Samuel Goldthreate, Dakaesha Greer, Beverly Hardy, David Henry-Oki, Justin Mayfield, Robin McDuffie, Makai Morgan, Julie Street, Darin Westcott, Donovan Wilson, Katherine Yohe

GALLANT: Javin O Barr

GAYLESVILLE: Sarah Landis, Tray McMeekin, Jonathan Smith

GERALDINE: Hayden Young

GLENCOE: James Garmany, Addie Gentry, Payton Hicks, Christian Summers

HEFLIN: Charles Lee, Caden Lines, Eric McClenton, Austin Rollins

HOKES BLUFF: Montrez Mostella, Maria Shew, Madelyn Stinson

HORTON: Tyla Sanders

JACKSONVILLE: Catelynn Alford, Jessica Boling, Truett Cagle, Shelley Johnson, Haleigh Moody, Dalton Payne, Jashayla Wheeler

LEESBURG; Trena Lyles, Ethan Tillery

LINCOLN: Emma Baker, Anna Barnett, Christopher Swain, Matthew Wright

MUNFORD: Shaina Hicks, Jayden Nunn

ODENVILLE: Nathan Speights

OHATCHEE: Kelly Davis, Dexter Headrick

OXFORD: Matthew Dabit, Cobie Grizzard, Jeremy Shierling, Christopher Taylor, Jarrett Webb

PELL CITY: Simon Adkins, James Powell

PIEDMONT: Quineisha Higgins, William Jones, Stephanie Morgan, Waylon Parris, Karen Stewart

PRATVILLE: Nicholas Stokes

RAGLAND: Taylor Seawright

RAINBOW CITY: Cody Aultman, Krystal Aultman, Jamie Bradley, Robert Day, Ayih Edoh, Daniel Loudermilk, Blane Payne, Chris Robinson, Mark Sketoe, Savannah Smith

RAINSVILLE: Paul Griffin

RANBURNE: Devon Chambers

ROANOKE: Riley Jones

SOUTHSIDE: Colby Abernathy, Colen Ellis, Jordan Mabrey, Jeffery Rich, Wesley Speegle, Anna Thomason, Jason Cox

SPRINGVILLE: Sheyanne Butler

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Local residents in the news - Gadsden Times

Student view: Connected by the call – MSUToday

While my final semester at Michigan State University is much different than I could have ever anticipated, I am so grateful for the opportunities I have had the past three years. Being a Spartan means joining a family that I will forever be a part of, connected by the call of Go Green.

From going to Switzerland for a semester to being the President of the Council of Students with Disabilities, my time at MSU has allowed me to find my passions for my future careers.

Homecoming is very different this year, but I think that with the events going virtual there is an opportunity for more people to be involved than before. The Spartan Nation spans the globe, and the celebration of this timely tradition can now reach those who are not close to East Lansing. I am excited for the events and to be a part of this years court as the weeks festivities are more accessible.

Presently, I am planning on attending medical school and I want to work on disability advocacy in health care. From my time as an emergency medical technician in the local area, I have been able to meet incredibly inspiring practitioners and patients that push me to pursue these goals, even when it gets tough. Working through the pandemic has been incredibly taxing, but it made me realize just how much I want to help my community in a medical capacity.

With my time at Michigan State drawing to a close, the future outside of university grows near. I have made lifelong friends that I look forward to getting some Dairy Store ice cream with years from now. I hope to be able to come back for Homecoming with my family to experience a Spartan game day again. I am so glad that I decided to move across the country to attend college in East Lansing. Come December, I will graduate, virtually, with fond memories and a smile.

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IRMS utilizes collaboration, compassion to help patients build the family of their dreams – Jersey’s Best

According to theU.S. Department of Health & Human Services, 10% to 15% of couples who want to have children will have difficulty becoming pregnant, a reality which can cause heartache, strain relationships, and generate negative social stigma. But thanks to their extensive experience, knowledge of the latest advancements in the field of reproductive medicine, and creation of a safe, compassionate, and trusting environment, the doctors at the New Jersey-based Institute for Reproductive Medicine and Science (IRMS) are empowering their patients and helping them to build the family of their dreams.

Affiliated with theRWJBarnabas Healthand offering sevenconvenient locations throughout the state (Clark, East Windsor, Hoboken, Jersey City, Livingston, Old Bridge and Teaneck), the practices eight female doctors, all of whom have amassed decades of experience in the field, provide patients with a range of state-of-the-art fertility consultation, guidance and treatment. We treat infertility and endocrine disorders associated with reproduction, such as polycystic ovary syndrome, and help patients better understand their menstrual cycle, said Debbra A. Keegan, MD, the practices chief clinical strategist.

Among the many fertility services offered at IRMS are intrauterine insemination (IUI), ovulation induction, intracytoplasmic sperm injection (ICSI), and in vitro fertilization (IVF), a process by which the female ovaries are stimulated with hormones to enhance the development of a viable egg. We can also provide elective egg freezing for women dealing with a disease or treatment that might render them infertile a process known as fertility preservation as well as preimplantation genetic testing (PGT) to determine if an embryo is chromosomally normal, Dr. Keegan said. The practices many other services includesingle embryo transfer (SET),gestational surrogacy,LGBTQ family buildingandreproductive support,egg and sperm donationandgenetic counseling.

Achieving the Dream

From heterosexual couples to same-sex couples, single individuals, and more, Dr. Keegan said that the demand for IRMS services and expertise have never been greater. Thanks to the evolution of our culture, the influence of social media, greater tolerance, and enhanced access, society has increasingly grown to accept that people are different but that everyone has a right to have a family, she said. The joy is in helping these patients achieve their dream.

According to Dr. Keegan, the camaraderie and collaborative relationship between the eight doctors at IRMS sets their practice apart from others. In addition to being board-certified reproductive endocrinologists, were all moms, daughters and sisters ourselves and what draws us together makes us unique, she said. We acknowledge the difficulty of becoming a family and provide a compassionate and safe place for people who are experiencing stress in building their families. We treat people with dignity and dont practice cookie-cutter medicine; rather, we advocate for our patients, individualize every treatment plan, and bring the best of science to help each patient achieve their goal.

In a society that can stigmatize those with infertility issues or those who may represent a deviation from normal, we go out of our way to help patients feel comfortable and understood and try to help educate them during the process as well, Dr. Keegan said. With pregnancy success rates that compare to all of the top fertility programs in the country, IRMS has one of the most experienced teams of doctors, nurses, and embryologists in the country and the world and is dedicated to bringing the best outcome for each and every patient.

Having positively touched thousands of lives in their practice, Dr. Keegan couldnt be prouder of IRMS mission or her colleagues Top Doctor status. Were honored and humbled to be recognized by our peers for the care we provide to our patients and hope that our practice continues to remove the stigma often associated with fertility treatment by providing a warm, compassionate and understanding approach that recognizes individuality in reproductive potential, she said. Its all about building families and helping each patient realize their dream.

For more information or to make an appointment, call (973) 548-9900 or visitwww.sbivf.com.

OFFICE LOCATIONS

94 Old Short Hills Road,

Suite 403E, East Wing, Livingston

(973) 548-9900

100 Walnut Ave. Suite 104, Clark

(732) 943-7169

300A Princeton Hightstown Road

Suite 205, East Windsor

(609) 448-4300

116 Newark Ave., Jersey City,

(201) 963-7640

129 Washington St., 4thfloor

Hoboken, NJ 07030

(201) 963-7640

2 Hospital Plaza, Suite 340

Old Bridge (732) 786-7900

400 Frank W. Burr Blvd., Suite 145

Teaneck, NJ 07666

(201) 645-1873

HOSPITALS

Saint Barnabas Medical Center

Jersey City Medical Center

University Medical Center Of Princeton

EXPERTISE

Reproductive Endocrinology

and Infertility

BOARD CERTIFICATIONS

Obstetrics, Gynecology,

Reproductive Endocrinology,

Infertility

ORGANIZATIONS

American Society for Reproductive

Medicine (ASRM); American College

of Obstetricians and Gynecologists

(ACOG); Alliance for Fertility

Preservation; Livestrong Fertility;

Society for Assisted Reproductive

Technology (SART)

EDUCATION

Dr. Natalie A. Cekleniak:

Dartmouth Medical School and Brown University School of Medicine; Pennsylvania Hospital in Philadelphia (Residency); Brigham and Womens

Hospital in Boston (Fellowship)

Dr. Serena H. Chen:

Duke University School of Medicine; Johns Hopkins Hospital (Residency); Johns Hopkins University School of Medicine (Assistant Professor); Johns Hopkins Hospital and

Johns Hopkins Bayview Medical Center (Attending)

Dr. Debbra A. Keegan:

Cornell University Undergraduate; NYU School of Medicine Bellevue Hospitals/NYU Langone Medical Centers (Residency and Fellowship)

Dr. Jessica Salas Mann:

University of Florida, College of Medicine; Bellevue Hospitals/NYU Langone Medical Centers (Residency); John Dempsey Hospital, University of Connecticut School of Medicine (Fellowship)

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Westerhouse honored with AAMC Distinguished Service Award – Washington University School of Medicine in St. Louis

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Head of Medical Public Affairs recognized by Association of American Medical Colleges Group on Institutional Advancement

Westerhouse

Joni Westerhouse, associate vice chancellor and associate dean in the Office of Medical Public Affairs at Washington University School of Medicine in St. Louis, has received the 2020 Distinguished Service Award from the Group on Institutional Advancement (GIA) of the Association of American Medical Colleges (AAMC).

The honor presented to Westerhouse on Sept. 17 recognizes her for significant and longstanding contributions to the group, the AAMC and her profession.The GIA is a national professional-development group devoted to the role of institutional advancement in academic medicine.

Westerhouse has overseen the School of Medicines public relations, communications and marketing efforts as associate vice chancellor and associate dean since 2014. She joined the office in 1987 as medical editor of the Record and as a media relations specialist. Over the years, she has taken on myriad roles as a spokesperson, writer, editor, and director and executive director of medical communications before being named an assistant vice chancellor in 2011. She also has had leadership roles in events on the Danforth Campus, including as a member of several presidential and vice presidential debate planning committees.

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Westerhouse honored with AAMC Distinguished Service Award - Washington University School of Medicine in St. Louis

Open Eyes and Hearts – Harvard Medical School

For 50 years, the Poussaint Prematriculation Summer Program (PPSP) at Dana-Farber Cancer Institute has given incoming Harvard Medical School students from underrepresented groups an opportunity to immerse themselves in the world of science and medicine before starting classes. The format of this years program may have changedbecoming all-virtual because of the coronavirus crisisbut the spirit of learning and professional apprenticeship was fully intact.

At a teleconference forum on July 24, the 12 participants spoke about their experience with the program and what they will take from it as they begin their medical education. The students had spent the previous two weeks learning about cancer care and research from Dana-Farber clinicians and scientists and began their HMS degree programs during the first week of August.

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In her opening remarks, Andrea Reid, director of the HMS Office of Recruitment and Multicultural Affairs (ORMA) and associate dean for students and multicultural affairs at HMS, thanked Dana-Farber faculty and others who led and administered the program. You are the bedrock of the PPSP, she said. As lecturers, workshop leaders and lunchtime speakers, you put the same thoughtfulness and enthusiasm into the virtual experience that were the hallmarks of PPSP in its more traditional format.

The PPSP was created in 1970 by Alvin Poussaint, professor of psychiatry, emeritus, and founding director of ORMA at HMS, to give underrepresented students an opportunity to take science courses the summer before their first year in medical school and gain exposure to laboratory research. By 2016, it had evolved into an oncology-focused program with courses, seminars and virtual clinical experiences led by HMS and Dana-Farber faculty. Now co-sponsored by Dana-Farber and ORMA, the PPSP is supported by the Richard and Natalie Jacoff Breast Oncology Fund in honor of Lorraine Hunt Lieberson.

One of the reasons Dana-Farber became involved in this program is our desire to diversify the workforce in oncology in general and DFCI in particular, taking advantage of the excellence of students entering HMS who will be based in the Longwood area and who can easily become engaged in our research and clinical activities, said Robert Mayer, faculty associate dean for admissions at HMS, faculty vice president for academic affairs at Dana-Farber and an administrator of the PPSP.

In their reflections, students spoke about how the program had changed their perceptions of cancer and broadened their understanding of its impact on patients and families.

We had the privilege of learning about both the pathophysiology of cancer and the real-life experience of a cancer diagnosis and treatment from patients, said Angela Marie Mercurio, who graduated from the University of Nebraska. I found myself questioning what cancer means for people who feel like their entire lives are upended by a single word, a diagnosis. I also found myself thinking about the power that physicians hold in delivering this life-changing information. The responsibility that a physician has to hold a patients history, family, dreams, purpose and experience in balance with the finality of a diagnosis that can change it all.

Arinzechukwu Nwagbata, a native of Nigeria and a graduate of the University of Texas, also found himself thinking about the role of the physician, as well as the molecular intricacies of cancer. Illnesses may affect the patients family as much as the patient, and its left to a physician to be sensitive to the needs and worries of a patients family, he said. In oncology, families often find themselves worrying about the patient, the possibility of the cancers predisposition to other family members and the alarming costs of health care.

Nearly all the participants spoke of their admiration for the patients theyd met, their fortitude in the face of a difficult diagnosis.

Interacting with the patients, listening to their stories and observing how they respond to their diagnosis was priceless, said Trinity Russell, a graduate of Wesleyan University.

Even when their condition was seemingly unfavorable, the patients were filled with admirable levels of hope. Of all the moments I experienced during the past two weeks, perhaps the most memorable one occurred when the mother of a young patient shared an image of beads on a string. Every bead represented a procedure or cancer milestone the child endured. I was shocked by the length of the string, especially since the patient was only a few years old. The image of all the treatments strung in succession is one that I will hold close to my heart, Russell said.

Adapted from a DFCI Online article.

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Open Eyes and Hearts - Harvard Medical School

U of M Medical School researchers look to beach water for COVID community infection – KARE11.com

Researchers say so far SARS-CoV-2 has not been found in any of the samples, but the research could be used as a tool to monitor community infection among beachgoers.

DULUTH, Minn. Dr. Richard Melvin has made many visits to the beach this summer, but not for the reason most do.

"So, Ill collect 100 millilitres from every beach," he said, while standing knee-deep in Lake Superior and holding a tube filled with lake water.

The assistant professor in the Department of Biomedical Sciences at the University of Minnesota Medical Schools Duluth campus has been taking water samples from eight beaches along Lake Superior every weekend since the Fourth of July.

"Usually during the warm time of the day ... when people are out trying to enjoy themselves on the beach," he said.

He and a team back at the lab then test the water samples SARS-CoV-2, the virus which causes COVID-19.

Melvin says the virus in a person with COVID-19 is shed in their waste for up to a month after they are no longer showing symptoms.

"Its known that beaches can be contaminated by fecal matter due to human activity," said Melvin. "Its also possible that the virus, if people are shedding, that could wind up in the water at the beach [too]."

It's not a pleasant picture, but one worthwhile to study. Melvin said he and associates at Minnesota Sea Grant, which gave him a $10,000 grant for the research, don't know of this type of study being done anywhere else.

Melvin said so far SARS-CoV-2 has not been found in any of the samples, but their research could be used as a tool to monitor community infection among beachgoers.

"It also tells us how the disease spreads. It tells us how we can best fight the disease," he said. "With the information we gather this time, well be able to make a better response in the future to a pandemic. Well know where to look for the virus. Well know what is a risky activity."

Melvin says they will continue taking samples through the end of September. He says while they have not found the virus in the beach water yet, even if they did, they don't think the viral particles would still be infectious.

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Melinda Gates, Jamie Dimon, Darren Walker and Others Highlight LBJ School’s 50th Anniversary – UT News | The University of Texas at Austin

AUSTIN, Texas Fifty years ago this fall, the Lyndon B. Johnson (LBJ) School of Public Affairs at The University of Texas at Austin opened its doors to educate young people to become bold thinkers and doers. To commemorate President Lyndon Johnsons founding vision and to celebrate its 50thanniversary, the LBJ School will present two virtual forums showcasing prominent global leaders who personify Johnson and inspire the next generation to creatively take on the worlds most important challenges.

The forums, at 7 p.m. (CT) on Monday,Oct. 5,and Monday,Oct. 12, will explore big ideas and fresh solutions around todays most pressing issues, including racial justice and equality, voting rights and access, health care, jobs, education, immigration, the environment and the state of democracy all critical issues that LBJ took on as he implemented the most ambitious legislative agenda in modern history. The forums are designed to generate hope for the future and inspire bold solutions.

This once-in-a lifetime anniversary reflects the force of 50 years of impact by those who have taught at and attended the LBJ School. It also enables us to forge new pathways to think and act to create a brighter future, said Angela Evans, dean of the LBJ School. We thank the LBJ Foundation for its support of this ambitious endeavor and its shared commitment to ignite emerging generations of young people driven by purpose and desire to build a better world.

The events will feature interviews, videosand pop-up segments with VIP guests reading LBJ quotes. At each Forum,Luci Baines JohnsonandLynda Johnson Robbwill provide closing remarks.

Register to watch live:

Monday, Oct. 5 at 7 p.m. (CT)

This forum will open with an inspiring new film, The Destiny of Democracy.

Monday, Oct. 12 at 7 p.m. (CT)

Stay updated on the LBJ School 50thAnniversary events atLBJ50.org.

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Melinda Gates, Jamie Dimon, Darren Walker and Others Highlight LBJ School's 50th Anniversary - UT News | The University of Texas at Austin

Officials of U of M’s Medical School and Athletic Department reportedly shuttled students in to see Dr. Anderson for fake research studies and…

Accused sexual predator Dr. Robert Anderson collaborated with U of M athletic directors, medical school officials and others to get patients shuttled in to him for mandatory physical exams and fake research studies and he reportedly helped young men avoid the Vietnam draft in exchange for sexual favors.

Medical students were handed cards by the U of M Medical School Administration, instructing them to see Dr. Anderson for a research study that officials never bothered to verify.

In 1979, medical students were given cards with lists of appointments for medical tests, such as a test for tuberculosis, which is routine for almost any student attending a university or college. Included on these cards were instructions to see Dr. Robert Anderson, with no explanation of what this visit was for.

According to an article in the Detroit Free Press, a medical student has come forward and has revealed that when he arrived to his mandatory office visit with Robert Anderson, someone in the office informed the student that he was there for a study on incidence of varicoceles in otherwise healthy males. When Anderson entered the exam room, he told the student to drop his pants, and then conducted a very invasive exam of the students genitals. There was no chaperone in the room, and no informed consent was given by the student for participation in the supposed research study. In other words, Anderson did not explain the details, including possible risks, of the study and obtain written consent from the student. After the exam, the student and his medical school classmates discussed the exam and research study and agreed that it was weird since Anderson was not trained in urology. The medical student tried to verify the research study, and to this date, there are no studies or papers published by Anderson on varicoceles or any related conditions.

It is not known how many years participation in this fake research study was required for medical students.

Athletic directors and other U of M officials were aware of Andersons sexually inappropriate behavior throughout all the years Anderson was employed by U of M.

Anderson also used his position to make athletic physicals performed by him mandatory. According to reports, he collaborated with athletic director Don Canham in 1968 on a flight home from a U of M football game on how to get more athletes into health services. In a memo sent to Canham recapping the conversation, Anderson told Canham that he had attempted to make preseason physical exams compulsory for all athletes, and he singled out the wrestling team as needing to be told that more athletes must be seen at student health services.

According to numerous reports and information obtained by Detective Mark West, exams by Anderson were, in fact, viewed by U of M athletes as being mandatory, and these reports include athletes from 1968 2003.

According to FOIA documents that include investigations by Detective West, Andersons inappropriate behavior with patients including student patients was widely known and even joked about by U of M officials, right from the beginning of his tenure with U of M, which began in 1967/1968. A U of M gymnast, Ward Black, has recently come forward, claiming that he was sexually assaulted 4 times by Anderson, starting in 1969, during annual physicals and treatment for toe and ankle injuries, and that he asked his coach what was up with the exams, but his coach made motions to change the subject. Black reported that nobody wanted Anderson to look at them, but that the student athletes had no choice since Anderson was the athletic department team doctor. Black also opined to reporters that his coach and others didnt rock the boat regarding what they knew of Anderson because the athletic director at the time, Don Canham, was feared like crazy.

Indeed, according to reports, almost all the athletic directors at U of M from the late 1960s until 2003, when Anderson retired, were aware of Andersons inappropriate anal and genitalia exams of students, but never took any steps towards stopping this behavior or even having Anderson investigated. According to U of M records, there was zero interruption in Andersons tenure with U of M from 1967/1968 2003.

Prestige and power helped enable Andersons predatory behavior.

U of M gave Anderson enormous power in student health services and in the prestigious medical school and athletic department, and with this power came prestige, which Anderson utilized so he could prey on vulnerable groups such as the LGBT community as well as the countless number of young men who were scared of being drafted to fight in the Vietnam war. At least three men have come forward and claimed that in the late 1960s, Anderson was widely known as a doctor who would offer to write letters for the young men, stating that they were gay, so they could avoid being drafted into the Vietnam War. In exchange for these letters, the men were reportedly expected to watch or perform sexual acts for Andersons gratification.

U of M provided Anderson with many modes of access to students.

Anderson was on the faculty of U of Ms Department of Internal Medicine and was U of M Athletic Department Team Physician from 1967 1998. From 1968 1980, Anderson was U of Ms Director of Student Health Services.

Anderson had access to U of M students through the following:

Anderson lived in Michigan his entire adult life. Below is a timeline of his career.

Grewal Law is here to help you hold corporations and business entities accountable for their role in allowing sexual abuse to occur.

It is possible to file a civil lawsuit against any person, business or corporation that allowed Andersons sexual abuse to occur. Since the University of Michigan was aware of sexual misconduct allegations against Anderson and did not take steps to protect its students or any potential patient of Andersons U of M must be held accountable.

The nationally recognized sexual assault attorneys at Grewal Law have been fighting for the rights of victims for decades, and they have made it their mission to hold sexual abusers accountable and to stop institutional involvement in sexual abuse. The Grewal team has unique experience in holding companies and corporations accountable for allowing sexual abuse to occur.

Grewal Law has a record of success holding corporations accountable for abuse.

Grewal Law represented a third of the plaintiffs in the MSU and Larry Nassar lawsuits, and the Grewal team was instrumental in obtaining the half a billion-dollar settlement from MSU. Currently, the award-winning lawyers at Grewal Law are fighting to hold USAG and USOC accountable for their roles in allowing Larry Nassars sexual abuse to occur. Our attorneys at Grewal Law understand what it takes to prevail against sexual predators and the companies that allow their sexual misconduct to occur.

Please contact our firms award-winning attorneys at (888) 211-5798 for a free consultation. Were available 24 hours a day, 7 days a week to help you.

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Harvard Medical School: Dasatinib and Quercetin Could Be Used to Rejuvenate Older Organs for Transplantation – Gilmore Health News

Organ transplantation is a crucial aspect of modern medicine and responsible for saving millions of lives. It depends on organ donors, whether alive or deceased. However, there is a strict criterion to follow when selecting organ donors. In simple terms, the donor must be healthy and young. This narrow organ pool combined with an increased need for organs has resulted in more recipients than donors, with a lot of recipients all waiting on the transplant list for an organ.

This massive gap between the two groups has caused researchers to look into an alternative to provide organs for these patients. Iske and his colleagues from Brigham and Womens Hospital, Harvard Medical School, Boston recently published a study they performed in the Nature Communications Journal. The aim of their study was to investigate a way to use organs from older deceased individuals.

Read Also: Transplantation: Damaged Lungs Restored With Live Pigs Blood

Organs from older donors are usually not considered, because of the higher risk of adverse effects associated with them. Studies have found that older organs usually have a certain type of cells called senescent cells. These cells are no longer going through the cell cycle and evade the elimination process which is usually applied to older cells.

Senescent cells are associated with a higher rate of transplant rejection. Transplant rejection can result in decreased quality of life and sometimes, even death. This would explain the medical communitys hesitation in using older organs which have been shown to contain accumulations of senescent cells.

Read Also: Senolytic Agents: The Potential Forerunners in the Fight Against Aging

Researchers have realized the mechanism of this rejection. Senescent cells release free mitochondrial DNA, which in turn activates dendritic cells. These cells lead to augmented IL6 response along with costimulatory molecules CD40/CD80. The increased IL6 levels are related to inflammation and a massive whirlwind increase in cytokines. This increase in cytokines and increased inflammatory response is related to organ rejection.

Iske and colleagues from Harvard found that a specific class of drugs called senolytics may push these senescent cells back into the cell cycle. This is of importance because the cell cycle usually removes old, aged cells. The study performed aimed to apply this theoretical concept to animal models. The researchers wanted to determine if this concept can be practically applied.

The team of researchers with Iske used two senolytic drugs, Dasatinib and Quercetin. These drugs were given to mice for 3 days, at a dosage of 5mg/kg and 50mg/kg respectively. On the fourth day, researchers prepped the mice for cardiac transplants. They then assessed the mitochondrial DNA levels and inflammation levels usually associated with senescent cells.

Read Also: What Is Autophagy and How Can You Benefit from It?

Both the experimental and clinical studies performed by Iske and colleagues showed higher levels of mitochondrial DNA in organs from older donors. Clinically, the peripheral blood sample from the older, deceased donors showed a high amount of senescent cells. Experimentally, the results were similar.

The use of senolytics depended on blocking pro-survival pathways for senescent cells and it showed great results, according to the researchers. These drugs blocked those pathways by blocking IL6 and inhibiting the activation of dendritic cells, all the mechanisms associated with organ failure.

Senolytics slowed down the aging and deterioration of organ function normally associated with senescence. This normal functioning of organs, plus the decrease in free mitochondrial DNA all together showed positive results in the animal models used by the researchers.

It is important to note that the study performed by Iske only showed results in animal models, and they recommend a detailed clinical trial to be performed to ensure the results of their experimental study.

However, this is a giant step in the right direction. The study by these researchers may have just given the medical community a solution to their biggest problem.

Read Also: Corneal Perforations Can Now Be Fixed Permanently Without the Need for a Transplant According to University of Montreal Researchers

Senolytics prevent mt-DNA-induced inflammation and promote the survival of aged organs following transplantation

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Med Students ‘Feel Very Behind’ Because of COVID-Induced Disruptions in Training – The Southern Maryland Chronicle

COVID-19 is disrupting just about every students 2020 education, but medical students have it particularly hard right now.

Its a nightmare scenario for the class of 2021, said Jake Berg, a fourth-year student at the Kentucky College of Osteopathic Medicine in Pikeville. In March, students were abruptly pulled out of hospitals and medical offices, where they normally work with professionals to learn about treating patients. Over the space of less than two weeks, he said, medical students in pretty much the entire country transitioned from seeing patients in person to learning online.

Everyone goes along with the idea that were all in the same boat together, he said. But, really, its like were all on the Titanic and its sinking.

Megan Messinger, in her fourth year at the Western University of Health Sciences in Pomona, California, calculates she has lost about 400 hours of patient time. She worries the class of 2021 is going to be the dumb class of interns, said Messinger, who hopes to do a combined residency in pediatrics and psychiatry. I feel very behind.

The problem is most acute for medical students in their third and fourth years of study. Year three is when most medical students do their core clinical clerkships. These are one- or two-month stints in hospitals and clinics, through which they get the flavor of specialties such as internal medicine, pediatrics, surgery and obstetrics/gynecology.

Fourth-year students tend to spend time in more specialized options, often traveling to get experience in specialties in short supply at their own medical schools affiliated hospitals, and also to informally audition at places they might like to apply to for residency. Because of the coronavirus pandemic, however, away rotations have been suspended, and residency interviews for next years graduating class will be done virtually.

Schools and hospitals are trying to restore the core clerkships but, in many areas, this is a work in progress. The uncertainty adds considerably to students stress levels.

I have no idea how I will learn about the culture of the hospitals Im applying to, said Garrett Johnson, a fourth-year student at Harvard Medical School. On one hand, this years class of doctors-to-be will save a lot of money typically, travel and housing costs for away rotations and in-person residency interviews are paid by the students. On the other hand, he said, you dont get to meet any of the people or get a feel for the place.

Karissa LeClair, a fourth-year student at the Geisel School of Medicine at Dartmouth, agreed. I was looking forward to getting to know places I had not been to previously, she said.

LeClair, who wants to become an ear, nose and throat specialist, said clerkships she applied to in New York City, Ann Arbor, Michigan, and Boston were all canceled.

Since she was not planning to be in New Hampshire for most of this year, LeClair now has no place to live near Dartmouth. Im piecing together sublets and staying with friends, she said. Unless something changes, she will spend her final year of medical school only in facilities formally affiliated with Dartmouth.

Messinger is facing similar problems in Southern California. Im at Cedars right now, and loving it, she said, referring to Los Angeless Cedars Sinai medical center. But you can only do one rotation there. I dont have anything scheduled after this. My only audition rotation, at Tulane, was canceled.

Administrators are sympathetic. They have had major disruption, said Dr. Alison Whelan, chief medical education officer for the Association of American Medical Colleges, which oversees M.D.-degree programs. Medical school is stressful, and with COVID its even more stressful.

I feel for the students, theyre really in a tough position, said Dr. Robert Cain, president, and CEO of the American Association of Colleges of Osteopathic Medicine, which oversees osteopathy programs. About 1 in 4 U.S. medical students pursue a doctorate in osteopathy, which is similar to an M.D. degree but includes training in hands-on manipulative techniques and more emphasis on whole-body health.

Starting this year, M.D. and D.O. students are competing for the same residency training programs and work side by side, a change planned before the pandemic.

One hurdle is that all these students, in order to become well-rounded doctors, need to see a broad mix of patients with a diverse group of medical issues. But even at hospitals and clinics that have resumed general care, patients with ailments other than those associated with COVID-19 are not showing up, because they are afraid of catching the coronavirus. Elsewhere elective procedures have been canceled or postponed.

That has become a challenge, Whelan said. In areas with high COVID-19 rates, hospitals and other facilities often do not have enough personal protective equipment for even essential health personnel, so students are kept out.

The AAMC in August updated its guidance on student participation in clinical rotations. It continued to leave decisions about allowing students into patient care areas up to individual teaching hospitals and medical schools. But it also noted that while students are not technically essential in day-to-day care activities, medical students are the essential, emerging physician workforce whose learning is necessary to prevent future medical shortages.

The progression of students over time for relatively on-time graduation is essential to the physician workforce, Whelan said. Enabling students to finish their education in the COVID-19 era is an ongoing, complex, jigsaw puzzle.

Both the M.D. and D.O. organizations said third-year students can still complete most of their required rotations, although perhaps not in the usual order, and schools have dramatically increased their use of online teaching of diagnostics and care.

A fair amount of what students do is observation, she said. So schools have created step-by-step videos.

And some educators are confident these students will catch up eventually. Most learning goes on during your residency, said Dr. Art Papier, who teaches dermatology at the University of Rochester medical school. I think it can all be made up.

In addition to losing in-person patient contact, medical students face obstacles in taking required national board examinations there are several types and are not always conveniently offered near their training sites.

After having one required test canceled on short notice, student Jake Berg had to reschedule. The first open seat was three hours away and a couple of weeks later; then his canceled test was reinstated.

The exam that tests clinical skills has been postponed for all M.D. students but is expected to be rescheduled.

The comparable exam for osteopathic students, however, has been made optional. Thats partly because D.O. students must demonstrate not only clinical skills, but also proficiency in physical manipulation techniques, which means they need to work with patients under the supervision of doctors as part of their test. But the D.O. clinical skills exam is offered only in two places: Chicago and outside Philadelphia.

If theres a self-isolation period, who can afford to spend two weeks in a hotel in Chicago or Philadelphia? asked Messinger, of Western University.

While the travel may be a burden, the exams are needed to protect the public from doctors who have not demonstrated competence, said Cain, of the osteopathic colleges association.

Whelan and Cain said details are being worked out and changes are possible as the COVID situation evolves.

In the end, Cain said, this crop of students may emerge from COVID as better doctors than those who didnt face such challenges.

Hopefully, well look back and see them as the class of resilience, he said. That they were able to work through some very hard times.

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COVID-19 Vaccine Success Will Depend On Factors Beyond Efficacy Rate, Harvard Medical School Study Finds | News – Harvard Crimson

A team of researchers at Harvard Medical School has found that the success of a COVID-19 vaccine will depend on not only its efficacy, but also the pace at which it is delivered, the severity of the pandemic, and the publics acceptance of immunization.

Three major pharmaceutical companies released phase three clinical trial results for their COVID-19 vaccine candidates in November, reporting vaccine efficacy rates the percentage reduction of disease in the vaccinated group compared to the unvaccinated group well above 50 percent, the threshold for approval by the Food and Drug Administration.

The study, published in Health Affairs on Nov. 19, was a collaboration with researchers at Yale School of Public Health led by Rochelle P. Walensky, a Harvard Medical School professor and the Chief of Infectious Diseases at Massachusetts General Hospital a Medical School affiliate.

Walensky said the group was motivated by a desire to understand how these vaccine efficacy rates translate and contribute to their true effectiveness in the general population.

There's a lot of different definitions to vaccine efficacy, Walensky said. What does that mean? Does that mean that the person who receives the vaccine doesn't get the disease? Does that mean they can't transmit disease? Does that mean they don't get severe disease?

The team sought to understand true vaccine effectiveness how well a vaccine works in the population by accounting for factors in the current backdrop of the pandemic which affect vaccine implementation, according to Walensky.

We combined all those parameters in this model that we were building to look at not only efficacy, but also parameters of effectiveness like coverage, pace, and how bad the pandemic is at the time you're trying to do a vaccination strategy, Walensky said.

Walensky said the researchers also considered the Americans willingness to get vaccinated a key factor in planning, given that recent surveys have found many would not seek vaccination if a COVID-19 shot were to become available.

The proportion of the population that receives a vaccination is just as important as the vaccines efficacy, Walensky said.

Say you have for all intents and purposes a 100 percent efficacious vaccine but it takes six months to roll out to 50 percent of the population, she said. If you only get it to 50 percent of the population, your coverage drops to 50 percent immediately.

Though the federal government has invested billions in vaccine development through its Operation Warp Speed program, only millions have been invested in implementation and scale-up, according to Walensky.

The investments in development have not nearly been matched by orders of magnitude in the investment in deployment and communication, Walensky said.While there have been a lot of plans that have been drafted, they're not necessarily funded plans, and those plans really need to have money behind them.

Walensky also said that even a highly effective vaccine will struggle to control the pandemic if infection rates continue to rise.

If you have a cup of water and it can put out a fire on your stove, that same cup of water can't put out a forest fire, Walensky said. It really may work very well, but it's only as good as the backdrop in which it is trying to work.

Practicing social distancing and mask wearing is key to lowering infection rates and creating the best environment for maximizing vaccine effectiveness, according to Walensky.

We should not be giving this vaccine more work than it already has to do, and by putting it in the backdrop of a lot of cases, we are doing that, she said.

Staff writer Virginia L. Ma can be reached at virginia.ma@thecrimson.com.

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COVID-19 Vaccine Success Will Depend On Factors Beyond Efficacy Rate, Harvard Medical School Study Finds | News - Harvard Crimson

Providing health care to tribal communities in the face of COVID-19 – UMN News

Long before the COVID-19 pandemic swept the globe, tribal nations suffered from higher mortality rates from infectious diseases than the general population. Add to that an underfunded healthcare system, higher rates of poverty, and a limited inventory of personal protective equipment, and Native American communities could only expect the worst outcomes during the pandemic.

Thats exactly what were experiencing in Indian Country right now from the Navajo Nation, saysMary Owen, director of the Center of American Indian and Minority Health and assistant professor in the Department of Family Medicine and Biobehavioral Health, both at the U of M Medical School, Duluth campus. They are third in the nation on being the most impacted by COVID-19, after New York City and New Jersey.

Owen has teamed up with two Native American-owned companies that help match physicians and healthcare professionals to tribal communities most in need during the COVID-19 pandemic. But its not just the immediate health problems that the disease brings to Native American communities; it's also setbacks to primary funding sources like casinos and tourism, which help support essential functions.

Now, without those economic bases, we know that health is going to be impacted for a long time to come, says Owen, who is also president-elect of the Association of American Indian Physicians.

So far, six full-time providers from Minnesota, including two family physicians, have signed up to volunteer their time and care at tribal sites.

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What Can Medical Students Learn From Art History? The University of Virginias New Course Reveals How Art Shaped Our Understanding of Plagues – artnet…

An online course speedily organized for more than 300 medical school students who were abruptly sent home from the University of Virginia in the wake of the COVID-19 pandemic is highlighting the often overlooked connections between medical training and the arts.

Medical school professors Marcia and James Childress put together Confronting Epidemics: Perspectives from History, Ethics, and the Arts in a matter of days after the schools sudden closure in mid-March.

To provide context, under normal circumstances, medical students start checking in on patients at 5:30 or 6 a.m., stay in the hospital until between 4 and 6 p.m., and spend the rest of the evening studying for examinations, says Lydia Prokosch, a third-year medical student who took the course. It was jarring to go from a strenuous yet critical part of our education to having little to no structure.

The course was designed to fill that crucial need, and to give burgeoning clinicians reeling from the immediate health impact of the coronavirus a broader perspective on the cultural history of plagues, from the 1918 Spanish Flu to the HIV/AIDS pandemic.

In developing the course, the instructors worked with colleagues from across the university, including M. Jordan Love, a curator at the schools Fralin Museum of Art who consulted on imagery to help students understand how societies have understood prior pandemics.

Artists have responded to plagues in a variety of ways, says Love, whose training is in medieval art history. And they didnt necessarily create imagery as a plague was happening, because they were too busy trying to survive.

In the years after the bubonic plague of 134751, churches commissioned painters to create altarpieces depicting saints associated with healing. There were also poets such as Gilles Li Muisis, a Frenchman who chronicled the plague in an illustrated manuscript that included images of mass burials.

An engraving depicting a plague doctor from Rome, circa 1656. Courtesy WikiCommons.

When you look back on these images and compare them to those we see coming out of Brazil today, where weve seen stacks of coffins, it connects us to the people of the past in a profound way, Love says.

Humanities courses are a longstanding part of the curriculum for University of Virginia medical students. Early on, the interest was in keeping doctors well-rounded so they could converse with patients about something more than an antibiotic dose, says Marcia Childress, a scholar of English literature who has been at the university since the 1980s. But it has become clearer since that we can use the arts to teach and practice certain core clinical skills, including observation, analysis, and the ability to tolerate ambiguity.

Medical students are increasingly schooled to use certain algorithms when developing diagnoses and treatment plans, she says. But there are always clinical situations that are outside the perimeters of those algorithms, about which you need to be creative and imaginative about what you see.

As part of the course, students were shown images of late-Renaissance-era plague doctors, who often wore beak-like masks as personal protective equipment (PPE), and were asked to draw or design their own PPE.

We asked them, what would make you feel safe? Childress says. And some of the students were just as worried about having their own faces obscured, because they wanted to be able to communicate with their patients. Some students even imagined decorating their PPE to present their individual personalities.

Childress stresses that the importance of empathy is a big part of courses such as theseand the point is not lost on her students.

Practically speaking, empathy among medical students has been found to drop precipitously in the third year of medical education, Prokosch says. I wonder if small opportunities to pause, reflect, and make something new would help to ignite some of the compassion that drove us to choose the medical profession in the first place.

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What Can Medical Students Learn From Art History? The University of Virginias New Course Reveals How Art Shaped Our Understanding of Plagues - artnet...

5 ways the pandemic may transform medical education – American Medical Association

As the response to the COVID-19 pandemic restricted in-person activity, medical schools had to invent new ways to educate out of necessity. Some of those innovative methods may have staying power that go well beyond the pandemic, reshaping how tomorrows doctors are trained.

When you face a disruption on the order of this magnitude, it forces you to think about the principles by which we preserve the very essence of our work. We quickly learn that some strategies we assumed were the only way to do things can be changed without damaging the quality of our educational programs, said Catherine Lucey, MD. She is vice dean for education at the University of California, San Francisco, School of Medicine, one of the 37 member schools ofAMAs Accelerating Change in Medical Education Consortium.

A lot of changes were put in place to deal with COVID-19 disruption, but its also given us a new freedom to experiment with new models of education that may end up being better, Dr. Lucey said in an interview with the AMA.

Dr. Lucey and co-author S. Claiborne Johnston, MD, PhD, highlighted five potential COVID-19-related changes to medical education that may have staying power in a JAMA Viewpoint essay, The Transformational Effects of COVID-19 on Medical Education.

In response to the COVID-19 pandemic, medical schools have created electives giving medical students the chance to engage with the public health response. Learners also served as evidence-based ambassadors for the population at large.

The pandemic strengthened the partnership between health care delivery systems and public health professionals, Dr. Lucey said. The outbreak of the COVID-19 pandemic was acute and dramatic, but it made people reset their idea of what it means to alleviate suffering in our patients and improve the health of our communities.

Its not just doctors operating alone, and its not just a cardiologist and a basic science investigator working alone, she added. It requires everyonethat means doctors, nurses, public health experts, policy experts, all of those people are required to solve problems.

Dr. Lucey added that this type of approach could be applied to other public health crises such as the opioid epidemic and the ongoing pandemic of health care disparities.

Find out how medical schools innovated to engage medical students during the pandemic.

The pandemics onset was a teachable moment for any health professional. In her JAMA Viewpoint essay, Dr. Lucey outlined what that meant for medical students and how it could be adapted going forward.

The pandemic helped cement the shift to a philosophy of really focusing on the role of the physician in reasoning through ambiguous and unknown problems as the focus of education, rather than teaching students that the role of physician was to memorize a body of knowledge that was already in existence and good enough for what usually happens, Dr. Lucey said. Thats a really important philosophic difference. The first approach really creates physician problem-solvers who are capable of addressing both enduring and emerging threats to health.

Learn how med schools used 3 learning models to keep students on track during COVID-19.

When the physician workforce proved to be overwhelmed in certain hot spots, states called on medical schools to graduate their fourth-year students months early to help bolster the response. The measures required navigating somewhat cumbersome red tape but demonstrated that move could be an option in the future.

The pandemic showed us an example of why we need to think about early graduation for our students, and it showed us all the hurdles we will need to jump over to do it, Dr. Lucey said. Its a shock to the system that asks the question: if we are willing to attest that our students are competent to graduate early in the pandemic, could we not also do so as a matter of usual practice?

Find out how a med school in a COVID-19 hot spot deployed early graduates.

The pandemic caused the cancellation of most away or visiting rotations. That could create a more level playing field going forward, since not all students can access such experiences.

The opportunity to go around the country and do audition rotations is a clear legacy practice, Dr. Lucey said. When you talk with people about it, its not clear who it benefits the most. Does it benefit the students or the programs?

In spite of the absence of away rotations, I dont believe that programs will see a big difference in the quality of that they recruit and match into their programs, Dr. Lucey said. As such, it is possible that we will be rethinking whether these rotations should be restarted next season.

Get four expert tips on how 2021 residency applicants can succeed with video interviews.

Medical schools were proactive in communicating expectations and restrictions with students. Going forward, Dr. Lucey envisions a more dedicated approach to student outreach during turbulence. She pointed to the civil unrest surrounding police brutality that took place on the heels of the pandemic as a potential example of a time in which that new approach had paid off in medical education.

It created another really existential disruption to the way many of our learners were approaching their education, Lucey said. Our faculty of color and students of color, and the allies that work with them, were really shaken to the bone by this vivid reminder of the elements of structural racism that exist within our communities. In situations like this, leaders of educational programs need to be facile with crisis communication strategies that support all stakeholders during these crises.

Consider how to support diverse learners during disruption.

The AMA has curateda selection of resourcesto assist residents, medical students and faculty during the COVID-19 pandemic to help manage the shifting timelines, cancellations and adjustments to testing, rotations and other events at this time.

More here:
5 ways the pandemic may transform medical education - American Medical Association

How to confront the challenges of an unprecedented Match cycle – American Medical Association

In a normal year, the residency-selection process is anxiety-provoking. Adding a global pandemic to the mixresulting in key aspects of the process being alteredmay deepen those anxieties.

A recent webinar in the AMA Innovations in Medical Education Webinar SeriesResidency Application Process: Current Challenges and Potential Solutionsexamines some of the typical challenges of residency selection and how they might be addressed during the atypical 2021 application cycle and beyond. A recording of the webinar is available in the resources area of theAccelerating Change in Medical Education Community(registration required).

Even in normal times, the process of finding a residency program can be taxing on students. As highlighted by Kathleen Kashima, PhDsenior associate dean of students at University of Illinois College of Medicinethis years cycle could add greater uncertainty to the process of distinguishing among residency applicants. Some of the milestones that are traditionally part of the process, such as away rotations, also have fallen by the wayside due to travel restrictions.

According to Kashima, areas disrupted by the pandemic include:

Because of these and other uncertainties, medical students application behaviors may change this year.

We are encouraging student applicants to apply to programs that they see as a good fit and not flood the zone with applications, Kashima said. Find out how residency programs will view applications in 2021.

Competitive specialties and prestige programs may get more applications. More students than usual may choose to do joint degrees and research programs, which will increase the number of applications next year. There are some groups of students who have more angst and may apply to more programs.

Despite those potential realities for the upcoming cycle, Kashima cited reasons for optimismincluding the quick responses stakeholders made to accommodate this years Matchon a community movement toward a healthier Match culture.

Learn about a pilot program that offers residency applicants a chance to say, Look at me.

Citing a lack of interest among applicantsand program directors, the Association of American Medical Colleges (AAMC) announced that a video interview program it had been pilotingfor emergency medicine residency programs would not continue past the 2020 application cycle.Still, the experience some faculty programs had with the standard video interview (SVI) program could inform the upcoming cycle of virtual interviews, said Fiona Gallahue, MD.

Dr. Gallahue cited research on the now defunct SVI program offers some insight on student preparation habits that is likely applicable to the upcoming virtual interview cycle. Data cited from a 2018 study shows that:

There are some take-home points from the SVI, said Dr. Gallahue, director of the emergency medicine residency program at the University of Washington. One is that its possible that unconscious bias can be limited and maybe even eliminated in an interview setting if enough time and resources will be applied. At least 10% of our applicants will have technical difficulties, so its best to offer a plan B and maybe even a plan C.

A majority of our applicants will be doing the interviews in their homes, so that they can be in a comfortable environment, she added. Certainly, it makes sense to encourage that. Students will likely prepare for these interviews better if they are given materials in advance, coaching and have expectations set. I really dont think we want anyone preparing more than seven hours.

Learnwhy the AAMChaltedthe standardized video interview.

In 2010, 18% of student applicants from U.S. MD-granting medical schools matched with a school they ranked fourth or lower on their list. In 2020, that number was at 24%. Maya M. Hammoud, MDchair for education at University of Michigan Medical Schooloffered that data as evidence that the Match is becoming less efficient with the increasing number of applications.

To help with efficiency, she offered three proposed approaches:

The third measure is one which Dr. Hammoud is pursuing via a grant from the AMA Reimaging Residency initiative grant. The projectRight Resident, Right Program, Ready Day Oneaims to improve the continuum of education between medical school and residency. The project strives to optimize the alignment and compatibility between interested applicants and potential residency programs.

We all want the same thing, Dr. Hammoud said. We all want the cycle to be a lot better and we are all working to make it the best it can be. But, clearly, the current status is not acceptable. We all can see it deteriorating year after year and we cant just stand by and watch.

Learn how ob-gyns are aiming to fix residency selection.

The AMA has curateda selection of resourcesto assist residents, medical students and faculty during the COVID-19 pandemic to help manage the shifting timelines, cancellations and adjustments to testing, rotations and other events at this time.

Follow this link:
How to confront the challenges of an unprecedented Match cycle - American Medical Association

What is the average medical school debt? – Bankrate.com

Its no secret that medical school is expensive. According to the Association of American Medical Colleges, the average medical school debt for students who graduated in 2019 was $201,490.

If youre considering medical school or youre already in the thick of it, its important to understand what to expect from the financing process and what your options are for debt repayment and reduction.

The average student loan debt for doctors and other medical school graduates sits at $201,490, a 3 percent increase from the previous year. Thats a far cry from $28,950, the average student loan debt for all graduating college students during the same year, according to the Institute of College Access and Success.

Here are some more details about the average debt after medical school:

In comparison, the average student loan balance for graduates with professional doctorate degrees for the 2015-16 school year (the latest data available) was $186,600, according to the National Center for Education Statistics. Graduates with research doctorate degrees and masters degrees finished school with $108,400 and $66,000 in debt, respectively.

If you have federal student loans, including undergraduate and graduate loans, interest rates are updated every year. Private student loans, on the other hand, typically offer a range of interest rates, which are dependent on the borrowers creditworthiness.

Heres a history of federal student loan interest rates from the last several years:

As of November 2020, private student loan interest rates range from just under 2 percent to roughly 14 percent, depending on the lender and your creditworthiness.

Its important to understand that most student loans accrue interest while youre in school even if you elect not to make payments, and if you choose to continue that deferral through residency, the interest will compound. Once youre ready to make payments, the lender will capitalize the interest, adding it to your principal balance and increasing your monthly payment.

The standard repayment term for federal student loans is 10 years. If youre having a hard time keeping up with your monthly payments, though, you can extend your repayment schedule to up to 30 years with alternative repayment plans:

Private student loan companies set their own repayment terms, but most private medical school loans will allow to choose terms from five to 20 years. Of course, you can always refinance your loans to new terms as well, extending the payoff period. How long it takes you to repay your med school debt ultimately depends on your salary and other expenses.

You may find it difficult to work even a part-time job while youre in medical school, so you may need to rely on scholarships and grants to reduce your reliance on debt to get you through college.

However, once you finish school, youll have a few different options to reduce your student loan balance, or at least the amount of interest you pay on the debt.

The federal government offers student loan forgiveness to borrowers who work for a government agency or eligible not-for-profit organization. To qualify for the Public Service Loan Forgiveness program, youll need to work full time for an eligible employer while making 120 qualifying monthly payments.

Once youve completed all of the requirements, your remaining debt will be forgiven with no tax consequences.

You can also achieve forgiveness by getting on an income-driven repayment plan and completing the repayment term. After 25 years of payments, your remaining debt will be forgiven, although the discharged balance is considered taxable income.

Federal agencies and state governments offer a variety of student loan repayment assistance programs. These programs arent technically forgiveness programs, because the benefit doesnt come from the lender, which is the U.S. Department of Education.

However, depending on the program, you could get tens of thousands of dollars in repayment assistance. The Association of American Medical Colleges maintains a list of state and federal programs you may be able to take advantage of.

One thing to keep in mind is that these programs typically only provide assistance to borrowers with federal loans. If you have private student loans, they may not be eligible.

Student loan refinancing is the process of replacing one or more existing loans with a new one through a private lender. Depending on your income and credit history, you may qualify for student loan refinance rates that are lower than what youre currently paying, which can save you money and reduce your monthly payment.

Youll also have the opportunity to shorten or extend your loan repayment term lenders typically offer terms ranging from five to 25 years.

Note, however, that if you have federal loans, refinancing may not be the best option if youre working toward forgiveness, a repayment assistance program or an income-driven repayment plan.

Whatever you do, its important to be proactive about paying off your med school debt. Research your options, especially forgiveness and repayment assistance programs, and choose the one that best suits your needs and financial goals.

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What is the average medical school debt? - Bankrate.com

Creighton painting professor takes on new role at the medical school teaching medical humanities – KMTV – 3 News Now

OMAHA, Neb. (KMTV) Medical humanities is something taught to medical students so they learn to understand patients more holistically. One Creighton University professor is taking an artistic and personal approach to her lessons.

Rachel Mindrup has been painting her whole life. It was her calling. But after her son was diagnosed with a genetic disorder before he even turned one, her calling changed.

Hes got an optic tumor and hes got about four tumors on his brain now," Mindrup said.

Her son Henry Mindrup has NF, or Neurofibromatosis. It's a genetic disorder that causes tumors to grow all over the body. To help deal with all the complications that come with that, Mindrup did what she knows how to do best.

I didnt really set out to start painting portraits of people with the some genetic disorder, I just didnt know what I was supposed to do," she said.

One in 3,000 people are affected by NF, but Rachel says no one knows about it. So, she began her series of portraits called "The Many Faces of Neurofibromatosis" to raise awareness.

Now, the painting professor is taking on a new role at the medical school to bring together the arts and medicine with medical humanities.

So the med students are going to be drawing and observing and actually asking themselves do they trust their eyes or are they just always going to go with whats on the patient chart," Mindrup asked.

Rachel says NF is different in each person. She wants to teach the medical students at Creighton to look past the patient chart with not only this disorder but all types of cases.

Kind of caring for the whole person and also thinking more holistically. Where does this person come from? What are the background experiences? Are they scared right now? What do they need from me? And it might not always just be an in an out, six minutes, heres a prescription, see you later," she said.

This is the first role of its kind at Creighton's newly formed Department of Medical Humanities at the medical school.

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Creighton painting professor takes on new role at the medical school teaching medical humanities - KMTV - 3 News Now