After the Game Is Over – Harvard Medical School

Lastyear, some 182 million viewers tuned into watchAmerican football, a high-impact sport that evidence indicates has lifelong health consequences for players.

But when the television set goes off, a lot of people forget about us, says Pro Football Hall of Famer Jackie Slater, who played 20 seasons as an offensive tackle for the Los Angeles Rams from 1976-95 and whose son, Matthew Slater, is a wide receiver for the New England Patriots, a three-time Super Bowl champ and an eight-time Pro Bowler.

Get more HMS news here

But they are not forgotten at the Football Players Health Study at Harvard University, which since 2014 has been gathering comprehensive data on the health concerns of former NFL players. Currently more than 4,100 former players are enrolled in what is now the largest study of living former players to date. The goal of the study a program composed of multiple research initiatives is to yield insights to improve the health and well-being of former and current players and to develop interventions to mitigate the conditions they face. Ultimately, the findings may also help illuminate conditions that affect other athletes and even non-athletes.

The study is led by former players and family members in partnership with dozens of physicians and scientists across Harvard-affiliated academic health centers. It is an independent study funded entirely by the National Football League Players Association.

Through an initial questionnaire completed by former professional players, the study investigators identified four areas of health that are critical to former players: neurocognitive health, cardiovascular function, sleep, and pain and physical function. These focus areas are consistent with previous research that suggests professional football participation may amplify the risk for neurocognitive impairment, cardiovascular disease, chronic pain, and sleep apnea.

Starting this year, a major focus of the study has been to delve both deeper and wider into these concerns through in-person assessments. When this program is complete, a total of 120 former players will have undergone three days of head-to-toe testing, brain and body imaging, sleep studies and other evaluations.

Concussions and their impact on the brain are a focus of headlines and much research. But this study is about so much more, explains Aaron Baggish, director of in-person assessments for the study, associate professor of medicine at Harvard Medical School and director of the Cardiovascular Performance Program at Massachusetts General Hospital (MGH).

Were focusing on the entire player, not just the brain, to help us to develop a roadmap of the overall health and wellness of a former football player, he said.

Because player health is complex and cant be reduced to a single injury or condition, the study encompasses various organ systems and aspects of health that, over time, could be affected by a career in football.

Ive had more than 2,000 teammates through the years and a lot of them have issues, said Slater, who along with 50 other former players and family members serves as an advisor to the study. We expect the physical issues because of the nature of the game, but there are other cognitive and mental issues as well, which directly affect our lives.

Roadmap of overall health

Research conducted thus far by the studys core group of researchers, using data from the former players questionnaire, have already homed in on some of the health concerns. Theyve reported that the early-life weight gain typical of football players has a role in the increased prevalence of cardiovascular disease, sleep apnea, neurocognitive impairment and chronic pain. Theyve associated concussion symptoms with testosterone levels and erectile dysfunction. And theyve reported that the former NFL players were six times more likely than the general public to report having serious cognitive problems, including confusion, memory loss, anxiety, and depression.

Those recruited for the in-depth assessments, which take place at Harvard-affiliated hospitals, range from former football players who say they have no current health issues to those who report having at least three afflictions out of the top four. Assessments are led by Baggish and 17 Harvard co-investigators, whose expertise encompasses neuropsychology and cognition, pain, endocrinology, sleep medicine, cardiology, neuroscience, pain and physical function, and advanced imaging.

Some of the pivotal insights that researchers are hoping to glean include: How does the health of former players compare to men of the same age in the general population? Are former players aging differently than those who didnt play a contact sport? How do different diseases interact in these former athletes?

To get to the bottom of these questions, the Harvard investigators created a comprehensive battery of tests. First, they piloted their assessments with 10 men who did not have experience playing professional football half were healthy, and half had conditions similar to those reported by the former players. The formal in-personal assessments commenced in April 2019 and since then, 27 former NFL players have come to Boston, one or two each week, to undergo the intensive testing.

By bringing people into Boston, we can leverage the strength and resources of our amazing clinicians and hospitals, Baggish said.

Co-investigators involved in the in-person assessments are based at Mass General, Brigham and Womens Hospital, Beth Israel Deaconess Medical Center, Spaulding Rehabilitation Hospital Network, and McLean Hospital.

Working in various capacities to support the health of athletes, Baggish serves as team cardiologist and physician advisor for numerous athletic organizations, including the New England Patriots and the U.S. national soccer and rowing teams. He is also the medical director of the Boston Marathon and serves on the International Olympic Committee. Baggish has been involved in the Football Players Health Study from the start, which he said was a logical extension of the Harvard Athlete Initiative he launched about 13 years ago. For that, he has been studying changes in the hearts of college athletes those who played football, a sport remarkable for its demand for strength and bursts of power, as well as those involved in rowing, a sport that requires exceptional endurance.

Now Baggish is also studying the hearts of current and former professional football players. He and colleagues recently reported in JAMA Cardiology that linemen, who are encouraged to gain weight, begin to develop high blood pressure and sleep apnea. They also experience thickening and stiffening of the heart muscle and arteriesand they tend do so early in their careers, as early as while playing college football.

Thorough look under the hood

The first of three days of individual assessments starts at 7:30 a.m. at Mass General with a blood draw, bone density scan, glucose tolerance and other baseline tests. Next comes lunch, followed by an olfactory assessment.

For the next three hours, the former player undergoes two different brain scans, one of which looks for signs of accumulating amyloid beta plaques and tau protein, which have been implicated in the development of neurodegenerative conditions and brain injury.

Some of the most prominent features of traumatic brain injury and chronic traumatic encephalopathy in football players have been the presence of amyloid and the presence of neurofibrillary tangles, explained Georges El Fakhri, who leads the brain scanning of the former players at Mass General, where he is HMS professor of radiology and director of the Gordon Center for Medical Imaging.

Tau and amyloid are also hallmarks of Alzheimers disease, but as El Fakhri points out, Like real estate, its all about location. Where you have tau determines a lot about how afflicted you are. The patterns of tau in the brains of Alzheimers patients are different than those observed thus far in former football players.

He and his colleagues did the first large-scale studies of tau using an experimental tracer to look for it in the living brain. We now have lot of new markers for both normal and accelerated brain aging, so this new research has been a boon for usto studychanges in the brains of former football players, said El Fakhri.

In his other research, done in collaboration with investigators at HMS, Mass General and Brigham and Womens, El Fakhri is conducting the same brain imaging studies in hundreds of people of all ages from the general population.

This effort is to help football players, but I think too, it will contribute to understanding the whole picture of whats going on in the brain, he said.

The second day begins with memory and cognitive testing, followed by a brain MRI and a liver MRI. It ends at 7 p.m. after a brain stimulation and brain wave assessment. But even sleep does not go unobserved. After a dinner break, study participants spend the night in a boutique hotel, with sensors applied to their heads, chest and legs to collect overnight data from brain waves, sleep stages, number of awakenings, oxygen levels and leg jerks.

This level of sleep vigilance is justified because former football players report having problems, including insomnia and sleep apnea. Research shows that sleep apnea and fragmented sleep contribute to increased rates of heart disease, stroke, hypertension and diabetes, said Susan Redline, who is co-leader of the sleep studies. Redline is the Peter C. Farrell Professor of Sleep Medicine at Harvard Medical School and director of the Sleep Medicine Epidemiology program at Brigham and Womens.

Many of the health concerns experienced by former players are related to sleep both directly and indirectly. There are close interrelationships between pain and sleep as well as cognition and sleep, Redline said.

In other studies, she and her colleagues have shown that the drops in oxygen that occur in sleep apnea are associated with accelerated cognitive decline.

With the sleep studies, researchers hope to identify new sleep-related markers that may signal the presence of sleep apnea or to too little time in the REM phase of sleep. These markers could be used to diagnose and better treat underlying problems more rapidly.

Day three features three hours of comprehensive cardiovascular testing, led by Baggish. The assessments end with an exit interview.

We help former players understand any clinically relevant findings they can take home to their doctors, said Baggish. We feel very strongly that is our responsibility to give them something tangible to take home.

After all the data are crunched and the puzzle pieces fitted together, the team will work to quantify the magnitude of the health problems and, eventually, develop new ways to prevent and treat these conditions.

The fact that we have men who are willing and interested to go through all these assessments is really setting the stage for an incredible partnership between scientific and athletic communities, Baggish said.

The guys want answers

Helping current and future players is a big reason why Jackie Slater said hes stayed involved. I have a son playing and Im concerned about his long-term health, he said.

He points to changes in the NFL that now include concussion protocols so players arent sent right back onto the field after big hits to the head. Never in my wildest imagination did I think Id see that happen, he said. It took studies like the ones were doing here.

Slater and his fellow former football players have a personal interest in understanding whats happening to them, but he said it feels great to be involved in a study that will help everybody.

The guys want answers, he said. And we are true partners on Harvards quest to find them."

Read more here:
After the Game Is Over - Harvard Medical School

What’s After 4 Years of Med School? Graduate Medical Education – UNLV NewsCenter

Graduate medical education is critical to the training of physicians. Residencies are where most new medical school graduates train for the specialties they have chosen.

By the time a residency is completed, a physician should be ready to practice without supervision and lead a team in taking care of patients. It isnt easy 80-hour weeks are often the norm but often a residency is the last step in making their career dream come true. For some, the road doesnt end there. Because of the complexity of some areas of medicine, additional graduate medical education (GME) in the form of fellowships is required.

At the UNLV School of Medicine, Dr. Kate Martin, associate dean of graduate medical education, currently oversees 20 post-graduate training programs with 321 residents/fellows. The overall program is accredited by the Accreditation Council for Graduate Medical Education (ACGME). Dr. Martin and her staff do everything from helping keep residents/fellows healthy to dealing with funding mechanisms for post-graduate education.

She previously served as afamily medicine residency program director and director of community engagement in the school. A graduate of the UNR School of Medicine, where she also completed her family medicine residency, Martin went on to complete a teaching and learning fellowship with the USC Keck School of Medicine and as well as aNational Institute for Program Director Development fellowship with the Association of Family Medicine Residency Directors.

A 2002 UNLV summa cum laude graduate who earned her bachelors degree in biology, Martin was UNLV's 2016 Honors College Alumna of the Year.

Today, she says because of her staffs two-year team effort, two more fellowships were added by the ACGME in 2019 one in pediatric emergency medicine and another in geriatrics. This means we can recruit new fellows to start in July 2020, she said. We are also currently applying for accreditation to start a fellowship program in forensic psychiatry and adult endocrinology.

How important are new fellowships to the people of Southern Nevada? According to a recent report by the Nevada Health Workforce, they are critical, given that many physicians stay to practice where they finish their GME training. The authors wrote:

One key finding of this report is that 35 of the 43 physicians pursuing additional training (81.4%) are leaving the state for fellowship and subspecialty training that does not exist or is in short supply in Nevada. This finding suggests that the development of fellowship programs in Nevada holds the potential for increasing the number and percent of GME graduates who ultimately remain in Nevada to begin practice.

At present, about 50 percent of those who complete residencies/fellowships in Southern Nevada stay here.

Martin pointed out that during her tenure the ob/gyn, psychiatry, critical care medicine, and critical care surgery GME programs have expanded as the result of funding provided by Nevada governors office of science, innovation and technology.

Here, Martin expands on the importance of graduate medical education.

GME is the next step after someone graduates medical school in order to become a practicing physician. Without it, you can't prescribe medications or treat patients. You need to complete a residency/additional training to obtain a medical license and be able to practice.

GME programs average three to five years in length, but sometimes are much longer, depending on the specialty and additional fellowship training pursued. For example, a cardiologist spends three years doing an internal medicine residency, then another threeyears in a cardiology fellowship, then possibly another one to two years in a second fellowship to become an interventional cardiologist who performs angiograms to open blocked arteries when someone is having a heart attack.

Sponsoring institutions that participate in GME, such as UNLVs School of Medicine, have a mission, according to the ACGME, to improve the health of the public, specifically to reduce health disparities. People from socioeconomically disadvantaged groups should have the opportunity to live long and healthy lives like everyone else. GME helps level that playing field through the vulnerable populations it reaches, elevating their quality of care, while training the next generation of physicians.

Starting a new residency or fellowship program requires funding, lead time, and community support. University Medical Center (UMC) is our primary teaching hospital, serving as the home base for nearly all of our GME programs. UMC is the largest financial supporter. GME funding is complex. Although UMC receives partial financial assistance from the Centers for Medicare and Medicaid Services (CMS), the hospital makes up the difference to pay resident and fellow salaries and benefits. We have recently increased our involvement with the Veterans Administration Health System and the U.S. Air Force to sponsor some resident and fellow positions, and we also receive support from several other community partners.

With the right funding, we could grow graduate medical education in Southern Nevada on a larger scale and bring even more specialties to the area with the goal that these new doctors would remain to practice in our community.

I should also point out that, in order to get there, it takes at least two years, as this requires a team of people to come together and submit an application to the ACGME. Faculty are needed in the chosen specialty to lead the program, including a program director, and additional physicians to teach the residents, along with administrative support for the program. These are the minimum ACGME requirements, so that is where we start from. The possibilities are really only limited by our passion to meet the communitys health care needs.

Residents take and study for yearly in-training exams throughout residency to prepare for the test they will take at the end of their training in order to become board-certified in their chosen specialty for instance internal medicine, pediatrics, psychiatry. (The in-training exam is a practice version of the board certification exam, so they study regularly for this. They also take licensure-related exams, called Step exams, to complete a series, i.e. Step 1, 2 and 3, which they start in medical school. Step 3 is the last step and that is taken during residency, so that is another exam that they study for, in addition to their clinical work.)

Residents and fellows are evaluated throughout the year based on the following six core competencies determined by the ACGME:

The evaluation system uses milestones that the residents and fellows must achieve in order to get to the next level and be promoted within their program, and ultimately graduate. All of this relies on feedback from their attending physician faculty, staff members, patients, and peers.

Most new residents and fellows are selected through the National Resident Matching Program. (Some fellowship programs do not participate in this, but nearly all residency programs and most fellowship programs do.) Medical students submit their applications in the fall of their fourth year of medical school, travel for interviews typically in the fall/winter months, then submit a rank list of where they would like to go. Programs submit a rank list of the applicants they want to recruit. The results are released in mid-March on Match Day, when everyone finds out where they are going to be for residency on July 1. On Match Day, the GME office goes to work to start on-boarding the next class of new residents and fellows.

I would like to see every specialty and subspecialty of adult and pediatric medicine offered in our GME programs in Southern Nevada. Our community has grown to deserve (and should demand) this level of care and medical expertise.

It depends on the program, but the application numbers have gone up in recent years due to increased competition. Fourth-year medical students typically apply to at least several programs (ranging from four to eight), but some can apply for many more.

The ACGME specifies that faculty must be board-certified (or have equivalent qualifications) in their specialty or subspecialty field, so they are held to that standard for competency. The residency and fellowship program faculty have a passion for teaching, often years of experience in an academic setting, but all have some alignment with our mission of education, research, and clinical service in a GME setting.

Per ACGME requirements, residents may work no more than 80 hours per week with one day off in seven, averaged over a four-week period. The GME office and residency/fellowship programs monitor work hours closely and make schedule adjustments to stay in compliance.

Yes, and so we are working on bringing more fellowships online and are already expanding our current programs in psychiatry, ob/gyn, critical care medicine, and critical care surgery.

The GME team provides support through their individual roles. In addition, the GME office serves as a safe space for residents and fellows to bring concerns and have issues addressed that may be going on within their programs or the institution at-large. Our office also provides assistance with processing of loan deferment requests, acts as a liaison with HR, sponsors several subcommittees on topics important to the residents/fellows, such as well-being, space/learning environment, and policy creation/review.

We also carry out the Graduate Medical Education Committee (GMEC) meetings, which bring the core residency program directors, program coordinators, and residents together to discuss important accreditation, program, and institutional issues every other month. The GME office hosts an annual resident/fellow research day, a chief resident retreat (for the new/incoming senior-level residents), and institution-wide orientations for new residents and fellows each year. We have an annual program director retreat for the faculty as well. The GME office also funds residents and fellows to travel around the country to present their research at national conferences.

Follow this link:
What's After 4 Years of Med School? Graduate Medical Education - UNLV NewsCenter

Zucker school of medicine raises over $12K for kids with cancer – Community News – The Island Now

Students and staff at the Zucker School of Medicine at Hofstra/Northwell cut and shaved their hairdos for dollars during their annual celebration of St. Baldricks Day held on Feb. 26, a charity event in support of the St. Baldricks Foundation and pediatric cancer research. The Zucker School of Medicine team exceeded its fundraising goal of $10k with $12,459 in contributions.

During the event, a total of fourteen participants either cut and donated their long locks for the cause or braved the complete head shave like Zucker School of Medicine faculty member Shannon Knutson.

Hair is hair, it will grow back, said Knutson, instructor of anatomical and structural sciences. I want to do this to stand with people who are undergoing cancer treatment; they dont have a choice about keeping or losing their hair. I am glad to be able to show support in this way.

In their eighth year of fundraising for St. Baldricks, Zucker School of Medicine hosts a pre-shave event in advance of Hofstra Universitys official campus-wide celebration to take place on Apr. 8, marking the universitys 12th year of participation in the charity. In 2019, Hofstra raised more than $28k for St. Baldricks with the Zucker School of Medicine contributing the largest amount to the campus collection pot.

Im a medical school student today because of my experience working with kids with cancer at Sunrise Summer Camp on Long Island, said top fundraiser, Gabrielle Pollack, a first-year medical student at the Zucker School of Medicine and St. Baldricks team leader. For me, this event is a great way to stay involved and give back.

The act of head-shaving is meant to show solidarity with kids fighting cancer, many of whom lose their hair during treatment. St. Baldricks Day shave participants raise funds leading up to the charity event which is donated to support pediatric oncology research. The medical school also participates in Children with Hair Loss, a nonprofit organization that offers human hair replacement to children at no cost.

Its not too late to donate to St. Baldricks! Please show your support and help us help kids with cancer by visiting St. Baldricks-Team Hofstra Northwell School of Medicine.

Submitted by the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell

Read more:
Zucker school of medicine raises over $12K for kids with cancer - Community News - The Island Now

ON THE SCENE: Taking on medical burnout and other health challenges – LakePlacidNews.com | News and information on the Lake Placid and Essex County…

Forty-eight leaders in medical education, medical care and public health along with leaders who use the arts and creative arts therapies in health care, and heads of state and federal arts agencies met at the Inova Shar Cancer Institute in Fairfax, Virginia Thursday and Friday, Jan. 16 and 17.

They came together to identify and develop strategies for using the arts to address three priorities identified in a 2019 leadership summit; burnout among health care providers, public health disparities and research.

This gathering was assembled by the National Organization for Arts in Health, working in partnership with Inova Schar Cancer Institute and the Hamilton Garbulinska Foundation and opened by Dr. John Deeken, president of the Institute and medical director of Inova's Head and Neck Cancer Program. Fresh on the minds of many was the recent World Health Organization report on the value of the arts in keeping people healthy and assisting their recovery from illness, injury, and trauma. (Lake Placid News Dec. 12, 2019, "WHO Endorses the Arts ... for Health").

From left are Linda Jackson, director of Arts in Health, Metro Health, Cleveland; David Leventhal, founding director of Dance for PD at the Mark Morris Dance Company; and Dr Jennifer Jose Lo, medical director at the Boston Public Health Commission.(Provided photo Naj Wikoff)

Burnout in medical care, medical education and public health is at a crisis point and is impacting patient safety and quality of care. The National Academy of Medicine defines burnout as a syndrome characterized by high emotional exhaustion, high depersonalization, and a low sense of personal accomplishment. According to the 2019 Medscape National Burnout and Depression Report, the burnout rates for male physicians is 44% and over 50% for female physicians. Within some specialties, such as physical medicine and rehabilitation, the average is 52%. Emergency and family medicine rates are 48%, and public health is at 30% (representing the low end).

The most significant contributors to burnout are too many bureaucratic tasks, too many hours at work, increasing computerization of practice, and lack of respect from colleagues and staff, an outcome, in part, from increased siloing within the field. Another is that many physicians enter their profession already stressed out while in medical school; the burnout rates have been reported as high as 74% with the average at 50%. Long hours of studying, coupled with depersonalization during the education process, the stress of clerkships and awareness of their accumulating debt, contribute to medical student burnout.

According to a study conducted by the Pew Charitable Trust, the majority adults think public health priorities should be reducing cancer, and the environmental pollutants they feel cause it, along with the addressing growing opiate crisis and the negative effects of Juuling (vaping), especially on the young. While these are all major issues of critical importance, public health's overarching purpose is to address the social determinants of health - the dynamics that lead to health inequities and along with improved health outcomes.

A way of looking at it is to address immediate threats to public health while changing the root causes of those threats. The root causes are the economic and social conditions that influence individual and group differences in health status or, according to the World Health Organization, the circumstances in which people are born, grow, live, work and age.

An example of a social determinant is Lake Placid's housing crisis, which is leading to the death of longstanding family neighborhoods. Because fewer people who work for the town, school district, local shops and restaurants can afford to live in Lake Placid, they seek housing in Saranac Lake, Wilmington and beyond. The added time driving to work takes away from time to be with their families and participating in healthy activities. In addition, commuting expenses increases their cost of living and reduces the amount of funding they have for healthy foods, and so forth.

The stress of having a harder time making ends meet may result in such unhealthy behaviors as increased smoking and the consumption of alcohol. These behaviors can lead to increased medical expenses, increased chances of heart diseases, and premature death (the average is 41% of Essex County residents die prematurely).

On the research end of the Leadership Summit, the priority established by attendees was developing a research agenda as a means of directing and encouraging research that addresses medical health, medical education and public health priorities.

The team drilling into medical burnout agreed to build a database that will include examples of best practices for using the arts to build resiliency and address burnout among medical practitioners. Also, they will seek funding to create a series of small videos of clinicians sharing the importance of the arts as part of their well-being and clinical practice, and, to organize presentations at the National Academy of Medicine and other lead gatherings of medical and nursing providers and medical educators.

As an example, emergency physician Dr. Jay Kaplan, medical director for care transformation for LCMC Health System and past president of the College for Emergency Physicians, said, "When patients come to us, they come with their pain and anxiety. I have a choice to make when they do that. Do I connect and empathize with them, or do I keep them at a distance? My choice, for the most part, is to make that connection. When I make that connection, I'm going to pick up some of their pain and anxiety. Unless I do something, I will keep some of that in my body such as getting sick or burned out. The arts have been valuable in terms of helping me transform that energy into something that's positive and helps me stay healthy."

The public health team focused on two health disparities: isolation and race equity. Dr. Jennifer Jose Lo, medical director at the Boston Public Health Commission, facilitated a subgroup on race equity, and Jill Sonke, director of the Center for Arts in Medicine at the University of Florida, led the subgroup on isolation.

Dr. Lo said that her teams' goal is to identify and analyze how the arts can increase dialogue around race equity.

Initially, they will organize a national survey to determine the variety of ways that the arts programming is being used to address race equity along with the character of the programs; how they are being organized. The second part of their effort is to develop a marketing initiative to educate public health officials and others on how the arts can be utilized.

"We want to find out what are the barriers to using the arts to increase dialogue around race equity," said Dr. Lo. "We recognize we can't do this in-depth across the nation, so we agreed to identify a community/region that includes rural and urban to test out this strategy, one where we can have robust community engagement, where community members are part of the conversation. One of the things the arts can do is improve dialogue and communication. The public health group did not shy away from challenging topics, specifically race, race equity, and race relations, and community building around isolation and loneliness. Those are very difficult conversations. It was very exciting to work and build on that."

"This was a very active, integrated and informative session," said David Leventhal, founding director of Dance for PD at the Mark Morris Dance Group. "The attendees decided to focus and drill down on some very important issues. This was one of the most successful strategic planning meetings I've attended."

I came away with many insights that I hope to share with our arts, medical and public health leadership. The National Organization for Arts in Health will be publishing a report in about four months that will be available on its website.

Read more:
ON THE SCENE: Taking on medical burnout and other health challenges - LakePlacidNews.com | News and information on the Lake Placid and Essex County...

Stopping the Med School ‘Arms Race’ – Medscape

Last year, I received an email from a freshman who wanted to work with my policy groupnot a freshman in college, but a freshman in high school. I had to wonder: Why would a 9th grader want to spend his free time doing cancer drug policy research?

I suspect that his drive arose from the ever-growing arms race in medical training. Nowadays, it is common for a medical school applicant to have three or more publications. A residency candidate may have a patent. A fellowship applicant might have given not one but two oral presentations at a national meeting.

Academic medical faculty like to joke that if we were applying in today's world, we would not be admitted to medical school. Like all good jokes, it rings true. Students are more accomplished than ever: more research, more volunteering, more clubs, more committees, more travel, more activities, more shadowing. And they achieve this at ever-younger ages. What we did as fellows, they now do as students.

It makes me think about myself as a high school freshman. Medical school was not on my horizon. Emailing a professor to inquire about research opportunities was beyond my comprehension. I bagged groceries at a Kroger grocery store. I spent most of my time with friends. I read a lot of books. I didn't think about health policy. I thought about girls.

Studying violin at Julliard is more intriguing than playing guitar at a bonfire.

When I was a college student, I didn't start a nonprofit foundation. I wasn't the president of a club. I didn't learn Mandarin while volunteering in Beijing. I was too dumb to patent anything. (And by that, I mean that I was too dumb to know that the patent system is so broken that even a shred of an idea is patentable.)

In medical school, when my classmates signed up for summer research, I traveled to Europe. My first peer-reviewed publication was as an intern. It was only in fellowship that I realized I was interested in academics. If anything, I feel I am ahead of folks in my generation, and yet someone pursuing medicine who was born in the 1990s is probably 10 years "ahead" of me.

First, it is stressful. I pity the freshman in high school who thinks that working with my team is what he or she should be doing. It saddens me to think that they must be missing some of what it means to be young: friends, relationships, parties, and even disappointment, longing, boredom, and solitude. The chance to be alone for long stretches. The freedom from having to do anything. If you are oversubscribed as a teenager, you cannot truly experience these essential experiences. No one will ever write a bildungsroman about an oversubscribed freshman aspiring to go to medical schoolthere's no story there.

Motivation must be intrinsic or one is doomed.

Second, our lives become increasingly calculative as we get older. In life, one way to group our actions is by motivation into two broad categories: actions we take out of intrinsic pleasure and actions we take for a secondary purpose (calculative).[1] The medical school "arms race" underway in today's schools means that more of kids' time is spent pursuing things done for a secondary purpose. (And let me assure them: There will be plenty of that as they age.) Youth is an opportunity to experience things simply to experience them. Years later, these are the experiences that forge character and personality.

Third, doctors are socioeconomically disconnected from average Americans,[2] and these activities broaden the gap. I went to high school in the industrial Midwest, and the hardest job I have ever had was in that Kroger grocery store. My back and feet ached at the end of 8 hours. I had to navigate local politics, with its petty rivalries, cruel managers, and kind souls. I was exposed to real work. People from all socioeconomic classes were my colleagues and customers and friends. I still feel that working a physical, minimum-wage retail job in your youth is a vaccination against professional burnout (though, admittedly, not one with 100% efficacy).

The blame for this arms race rests squarely with our selection committees. Students adapt to the standards we set, and we have become enamored with dazzling CVs that are full of calculative, and sometimes even snobbish, activities. Volunteering in a foreign hospital is more glamorous than bagging groceries. Lab work with an R01-funded principal investigator is more coveted than cooking at a fast-food restaurant. Studying violin at Julliard is more intriguing than playing guitar at a bonfire. The neatly formatted boxes of the American Medical College Application Service form do not ask how many hours you walked around the mall with friends or if you ever had your heart broken.

And we have incentivized these accolades with little understanding of whether they create better physicians in the long term. Most of the studies we have test whether selection metrics correlate with other, short-term measures of student performance during school.[3,4] These results may change when you look further out. For instance, my colleagues and I analyzed whether publications at the time of fellowship application were a predictor of future publications. This metric is commonly prioritized to select fellows with "research potential," yet we found that the metric was little better than a coin flip. I fear that robust prediction modeling (if ever done) would reveal that nearly all of the hallmarks of a "great candidate" in 2020 cannot predict who will (a) do something meaningful in their career, (b) be kind and just, (c) fight for the underdog, (d) demonstrate empathy and listen, (e) work hard and constantly try to improve.

Instead, I speculate that today's metrics more strongly predict candidates who will (a) specialize in orthopedics or other coveted fields, (b) have a laser focus on achieving high Step 1 scores, (c) publish more papers and be involved in more clubs and activities prior to fellowship (still calculative), (d) publish fewer papers after one's final fellowship, and (e) experience professional burnout.

I speculate on "burnout" only because a life spent seeking and receiving external validation beginning at the age of 14 may lead to disappointment as a practicing physician, where accolades and external validation are infrequent and where motivation must be intrinsic or one is doomed.

At this point, the arms race has acquired a life of its own. Inertia is propelling us toward a scenario in which middle school students will be pipetting in Howard Hughes Medical Investigators' laboratories.

As faculty, we must be honest with those who wish to join our ranks. When I wrote back to the freshman who wanted to work in my lab, after inquiring about his life and confirming that he was indeed oversubscribed, I urged him to consider careers outside of medicine. I urged him not to do research and recommended some books I read at his age that shaped my thinking. Like so much honest feedback, I could tell that he was not happy with me.

It could be that high school freshmen seeking to work with health policy professors become the best doctors, but I doubt that. Instead, I hope, for their sake and ours, that it's the kids who waste their time, wander, and make mistakes who grow up to be physiciansthe kind we need.

And, of course, only when they are ready.

Vinay Prasad, MD, MPH, is a hematologist-oncologist and associate professor of medicine at Oregon Health & Science University. He studies cancer drugs, health policy, and evidence-based medicine. He is the coauthor of the book Ending Medical Reversal and author of the forthcoming book Malignant: How Bad Policy and Bad Evidence Harm People with Cancer.Follow him on Twitter: @VPrasadMDMPH

Follow Medscape on Facebook, Twitter, Instagram, and YouTube

Continue reading here:
Stopping the Med School 'Arms Race' - Medscape

CUNY School of Medicine

Serving the underserved.

There is a continuing shortage of primary care physicians in this country, creating an urgent need for more family practitioners, general internists, pediatricians and obstetrician/gynecologists in many communities. The shortage of African-American, Hispanic, and others underrepresented medical professionals in inner city areas is particularly acute.

Over forty years ago, City College decided to make a difference by developing the most unique physician training programs in the nation The CUNY School of Medicine. Since its founding in 1973, The CUNY School of Medicine has recruited more underrepresented populations into medicine, increased medical services in underserved areas, and increased the availability of primary care physicians.

Our innovative program fast tracks a Bachelor of Science degree and an M.D. degree in seven years. Graduates of our 28-month P.A. Program leads to a M.S. degree and eligibility to take the national certification examination.

CSOM student Loren Moon and faculty mentor Dr. Yoshioka, were joined by their team in presenting their research during theCUNY School of Medicine Research Dayheld on November 14 in the Great Hall. Over 30 posters were on display with students eagerly sharing their projects and discoveries with those in attendance from all over the CCNY campus. Many of these research projects were sponsored by Lipkin, Rudin and Davis scholarship funds.

Clickherefor more pictures.

Second year medical student Alana Parker introduced Dr. Jane Zucker, Assistant Commissioner at the Bureau of Immunization, NYC Department of Health and Mental Hygiene, at theMini-Medical School on November 14. Dr. Zucker spoke to a crowded room of faculty, staff, students and neighbors from the Harlem community on the impact of influenza and the importance of the flu vaccine.

20

More here:
CUNY School of Medicine

The Guide to Choosing a Medical School – The Medic Portal

Now that you have done some work experience and decided that you want to study Medicine, you will need to start thinking about choosing aMedical School.

There are 33 medical schools in the UK, and no two are exactly alike. Choosing which ones to put down on your UCAS form can be a daunting task. Ultimately, the goal is to find the best fit for you.

This page provides the headline information on choosing a Medical School, before offering a step-by-step guide on what you need to do. Dont forget to use all the subpages to make the most of the section.

Applying for 2019 entry? See all 2018 Medical School Open Days>>

There are three different course structures in Medicine. Please click on the links to read more detail about each.

There is also a fourth option, called Case-Based Learning (CBL). Similar to PBL, CBL is used by many international Medical Schools and is now starting to appear in the UK in universities like Cardiff, for example.

We answer the question What Is CBL? on our PBL page.

The key with course structure is first to understand the differences between them, and second to reflect on which system best suits you.

Foundation Courses at medical schools are designed to prepare you for a medical education. They might also be referred to as a pre-clinical year.

They can be a useful way into Medicine for those who didnt get the grades required, who studied the wrong subjects, who are coming from overseas, or who didnt get an offer the first time.

Read more about Foundation Courses on our dedicated page.

Different universities place different levels of importance on the UKCAT.

You can learn more about this by visiting the dedicated guide we have created for UKCAT, as well as by using the Medical School Comparison Tool.

You will know your UKCAT score by the time you apply to Medical School, so that should be a major consideration.

You can find out which universities use the BMAT by visiting the dedicated BMAT page.

Unlike the UKCAT, the BMAT will be sat after your application is submitted. So you might want to hedge your bets by applying to no more than two BMAT universities when choosing a medical school.

Grades are very important to study Medicine. Your GCSEs and A-level grades will ultimately dictate which Medical Schools to apply to. To view the entry requirements for every UK Medical School, please see our Medical School Comparison Tool.

Importantly, with the new Linear A-level system there has been increasing confusion over how applicants grades will be assessed. Please see our AS level Admissions Policy Updates table to see how every Medical School in the UK will consider AS levels for 2016/2017 applications.

When you eventually interview at Medical Schools, you will stress that the course itself is the primary reason for applying there, rather than the location of the university.

However, the reality is that location is important. Some of you will want to stay close to home. Others probably want to get as far away as possible! Just remember to choose wisely as you will be away for up to 6 years.

You can pick only one of Oxford or Cambridge, but not both. So, for some high achievers, that will be the first dilemma.

Of course, academic excellence is a prerequisite. Both institutions use a traditional course structure, based around a tutorial system.

If you are considering applying to Oxbridge for Medicine, we recommend visiting both and getting to grips with the differences between the two.

But first, make sure that you have read all about them.

This means you get a BSc (or a near equivalent), usually between your third and fifth year.

At some universities, like UCL and Imperial, this is compulsory. At others, it depends on your preference (and your grades).

The availability of Intercalated Degrees is charted on our Medical School Comparison Tool.

See the original post here:
The Guide to Choosing a Medical School - The Medic Portal

Weekend wrap-up: Here are the biggest Arizona stories from Nov. 22-24 – KTAR.com

(Grand Canyon West Photo)

Snow at the Grand Canyon, a new free tuition program for University of Arizona medical students and a French-inspired restaurant moving into Scottsdale.

Here are some stories that headlined the news cycle, both locally and nationally, over the weekend.

The Grand Canyon is undoubtedly one of the most scenic natural habitats on the planet.

Can Arizonas beloved tourist attraction get even more gorgeous?

Beauty is in the eye of the beholder, but we think she looks especially nice with a dusting of snow to highlight her features.

Check out the photos, courtesy of Grand Canyon West, of the national park and its Skywalk observation deck during this weeks winter storm and see what you think.

The University of Arizona is taking on the states doctor shortage and student debt crisis with a new free tuition program for medical students.

The university announced Friday that its medical schools in Tucson and Phoenix will offer free tuition to in-state students who commit to practicing primary care in a designated Arizona community for at least two years.

In addition to the dire need for more primary care physicians in the state, the issue of student debt is a major roadblock for many people who have the potential to be great doctors, Dr. Michael D. Dake, senior vice president for UArizona Health Sciences, said in apress release. It keeps many individuals from even applying to medical school.

Foodies, get your December plans in order.

Expanding its reach to the Valley for the first time, French-inspired Zinque is planning to open its doors early next month.

The location will sit in the new luxury wing of Scottsdale Fashion Square Mall, with the cafe and wine bar set to open for breakfast, lunch, dinner and late-night gatherings.

Three outfitter guides have been banned from northern Arizona forests after being convicted of illegally operating commercial businesses.

Forest officials say the guides didnt have the required authorization or permits.

The three guides were sentenced to a year of unsupervised probation and ordered to pay up to $460 in restitution and up to $1,000 in fines. They also must remove any advertisements for tours on national forests within Arizona.

Officials say Mark Truesdell of Sacred Sites Journey, Georgina Rock of Air B&B Experience and Kurt Raczynski of Inner Journeys have been banned from the Coconino, Kaibab, Prescott and Apache-Sitgreaves national forests for a year.

The Glendale Police Department was investigating after an officer-involved shooting left a police K9 and the suspect dead Friday night, authorities said.

The incident occurred around 5:20 p.m. in the area of Grand Avenue and the U.S. 60, according to the El Mirage Police Department.

El Mirage officers were attempting to apprehend 38-year-old Joe Ruelas, who was wanted for aggravated assault. When they attempted to arrest Ruelas, he fled from the scene holding a handgun.

The police officers gave chase with a K9, Koki. The K9 was sent to apprehend Ruelas, who shot and killed Koki. The officers returned fire at Ruelas, who ran out of site.

More:
Weekend wrap-up: Here are the biggest Arizona stories from Nov. 22-24 - KTAR.com

Why Med Schools Are Requiring Art Classes – Artsy

Efforts to better communicate with patients also drive much of Dr. Flanagans Impressionism course. One particularly original exercise sees students partner up to paint. One student is given a postcard with a famous Impressionist painting on it, while the other student, who cannot see the card, stands at a canvas with a paintbrush in hand, and must ask their partner questions about the painting in order to reproduce it. The painter becomes like the physician whos taking a history and trying to get information from the patient, Dr. Flanagan says. They experience firsthand how much easier it is to gain information when you ask open-ended questions, when you stop and let that patient tell their story.

At many schools, programming around the arts is also happening outside of the classroom. Yale has its Program for Humanities in Medicine, which promotes interaction among the medical school and other schools at the university, while also supporting student-run organizations and eventslike Rocks art tour and a series of drawing sessions started by one of his classmates, Sue Xiao.

Yale med student Nientara Anderson says her involvement in an on-campus interdisciplinary group and other artists initiatives has helped widen her perspective on important issuesperspective that will ultimately make her a better doctor.

I noticed in my first year of medical school that we were talking about things like race, mental health, sexuality, and we werent really reaching outside of medicine and asking people who really study these things, Anderson says. I see art as a way, especially art in medicine, to bring in outside expertise.

Rock agrees, stressing that a sense of criticality, more than anything, is what I would hope that the arts and the humanities bring to the medical profession. He points to incidents of unconscious bias, where preconceived notions about things like how a certain disease presents or where an individual lives can negatively affect a doctors decision making. There are a lot of apparent assumptions in Western society that can be extremely problematic and very dangerous when aligned with the power that a physician has in the clinic, operating room, or emergency department, he adds.

Dr. Taylor notes that at Columbia, students are similarly receptive to taking humanities courses. The application to medicine is very obvious, we dont have to tell our medical students why theyre doing this, she says. And visual art, it seems, has a special role to play.

Dr. Schwartz suggests that visual art is somewhat unique in what it can offer to medical professionals. For me, the greatest asset with visual art in particular, when it comes to teaching medical students, is just that it gently takes us out of our comfort zone, he says. It gives us a great opportunity to have these stop and think moments. Doctor or not, we could all stand to have more moments to stop and think.

Casey Lesser

See the article here:
Why Med Schools Are Requiring Art Classes - Artsy

What to Expect in Medical School | The Princeton Review

There are over 130 U.S. medical schools that award the MD to graduates. These schools train students in allopathic medicine. (A smaller number of schools train students in osteopathic medicine and award the DO to graduates). Allopathic schools train tomorrow's MDs with a common (and rigorous!) core curriculum. But beyond that core, no two schools are exactly alike. Each offers its own unique academic focus, teaching methods and research opportunities.

Medical school takes 4 years to complete, but to become a doctor you'll also spend 37 years in residency.

The first two years of medical school are a mixture of classroom and lab time. Students take classes in basic sciences, such as anatomy, biochemistry, microbiology, pathology and pharmacology. They also learn the basics of interviewing and examining a patient.

Traditionally, students take four or five courses in various disciplines at the same time. However, some schools focus on a single subject for a shorter block of timesay, three or four weeksthen move on to another. Other schools take an interdisciplinary approach to pre-clinical coursework, in which each class focuses on a single organ, examining all the anatomy, pharmacology, pathology and behavior relevant to that system. At the end of the second year, you'll take USMLEStep 1.

Third and fourth year medical students do rotations at hospitals and clinics affiliated with their school, culminating with taking (and passing) USMLE Step 2. Students doing rotations assist residents in a particular specialty such as surgery, pediatrics, internal medicine or psychiatry. During this time, you'll probably feel like a cross between a mindless grunt and a skilled apprentice. You'll interact with patients and perform basic medical procedures along with any tasks the resident doesn't want to do.

While some rotations, such as Internal Medicine, are required at all programs, others have more unique clerkship requirements. The length of time you spend in a rotation depends on the hospital's focus or strength. At some schools, the surgery rotation is three weeks long; at others, it is three months. The character of the hospital will also color your experience. If the setting is urban, you can expect increased experience with trauma, emergency medicine, or infectious disease, as well as exposure to a diverse patient population.

Clinical rotations will not give you enough expertise to practice in any specialty (that's what a residency is for). They will give you a breadth of knowledge and help you consider potential career paths.

You can train to be a primary care doctor at any medical school. But programs that emphasize primary care tend to include more patient contact, coursework in patient handling, and longer clinical rotations in general fields. Many are actively involved in the surrounding communities, offering volunteer opportunities in the clinical care of indigent populations.

If you're looking to pursue a career in academic medicine or biomedical research, you should look for schools with strong research programs. You will not have the same opportunities, facilities, mentors or funding at a school focused on training primary care physicians.

If you want to complement your MD with advanced coursework in another discipline, some schoolsespecially those affiliated with a larger universityallow students to register for classes in other departments. Many also offer combined degree programs.

Med students who make it through all four years (and don't worry, most do) will be the proud owner of an MD. But your education doesn't end there. You still need to pass the board exam and spend between three and seven years as a resident in a teaching hospital.

Our admissions experts know what it takes it get into med school. Get the customized strategy and guidance you need to help achieve your goals.

Med School Admission Counseling

The rest is here:
What to Expect in Medical School | The Princeton Review

WOODY: Redskins’ center takes Long view on football, medical school – Richmond.com

Spencer Long graduated from the University of Nebraska with a 3.79 grade-point average and a degree in biological sciences.

He passed the MCATs and was accepted to medical school.

His father is a doctor. Both grandfathers were doctors. His mother is a chemist. His twin brother, Jake, also a Nebraska graduate, is studying to be a doctor.

And that leads to the overwhelming question: What is Spencer Long doing in uniform for the Washington Redskins, risking broken bones, torn ligaments, concussions and long-term cognitive problems, in order to be the teams starting center?

I love the game, and youve got to do it while you can, while youre young, said Long. I had goals I wanted to accomplish in this game. I dont want to stop.

Thats the first question. The second question is how does a football player in a nationally renowned program such as Nebraska have the time to study something as demanding as biology?

Check out the majors of some players at some of the most academically notable universities, and youll find a plethora of far less demanding courses of study.

Not that theres anything wrong with that.

The thing is, athletes often are directed into subject areas that wont conflict with practice and training.

Biology, with its mandatory labs, is one of those majors with conflicts.

That the Long brothers Jake was a tight end at Nebraska earned biology degrees is a credit to them and the Nebraska football program.

Our staff at Nebraska was pretty good at making sure academics came first, said Long. You had to have them in line in order to get on field to play.

That was one thing. The other was taking all labs and hard classes when I was young, before I had a huge team impact. I took all my stuff that was most time consuming in my freshman and sophomore years before I really became a starter.

I dont know if we even planned that. It just kind of happened. It worked out really well. Buy the time I got developed and started starting in my third year, I had gotten most of my night labs and hard classes out of the way, like organic chemistry.

Organic chemistry often is the line of demarcation for future medical students. Apparently, its headache-inducingly difficult and can turn potential medical school students to other disciplines.

Physics was the hardest subject for me, said Long. Organic chemistry was something I could do a little better. It wasnt that easy. Im not saying that. But it wasnt something I particularly struggled with. Physics was. Im kind of a pictorial learner and drawing organic chemistry problems. .. . I think, I was a little better at that than trying to figure out buoyancy or something like that.

Long, 6-foot-5, 318 pounds, wasnt feeling too buoyant Tuesday afternoon. He got sick and left the afternoon practice early.

Physics are in his past, and now Long has to figure out opposing defenses.

He has to get to the line, look quickly at whats in front of him and make a decision on any changes that must be made in the blocking schemes. It sounds simple, but it requires years of preparation, followed by hours of study.

Long takes work home with him several nights a week during the season. Its either that or stammer in meetings when offensive line coach Bill Callahan calls out defensive formations and Long must reply with the necessary adjustments almost instantaneously.

Coaches dont like stammering when immediate decisions must be made and communicated to the four other offensive linemen.

Its also a time when a 3.79 GPA in biology is of little help.

Football is different than school, said Long. Its Xs and Os. Its like chess. It took me a long time to become football smart, and that just came with study and experience. Its not like somebody whos a genius in classroom is going to walk in and go OK, I have a football mind now. It just doesnt work that way. Its a totally different concept.

Meanwhile, medical school has gone from a certainty to a concept.

Long, 26, has found a lucrative work situation hell make almost $1.8 million this year on top of the $2.1 million hes made for his three previous seasons.

Possibly, Long said of attending medical school. Its always been a dream of mine since I was a kid. It depends on how long I play.

If I end up playing for double digit years or something like that, Ill reassess it. Med school is a big commitment.

Either way, the smart money is on Long to make the right call, on and off the field.

Visit link:
WOODY: Redskins' center takes Long view on football, medical school - Richmond.com

University Of Vermont To Phase Out Lectures In Med School : Shots … – NPR

University of Vermont medical students in the school's new Larner classroom, built to facilitate the active learning environment. Andy Duback/Courtesy of Larner College of Medicine hide caption

University of Vermont medical students in the school's new Larner classroom, built to facilitate the active learning environment.

For students starting medical school, the first year can involve a lot of time in a lecture hall. There are hundreds of terms to master and pages upon pages of notes to take.

But when the new class of medical students begins at the University of Vermont's Larner College of Medicine next week, a lot of that learning won't take place with a professor at a lectern.

The school has begun to phase out lectures in favor of what's known as "active learning" and plans to be done with lectures altogether by 2019.

Ironically, the man leading the effort loves lectures. In fact, William Jeffries, a dean at the school, wrote the chapter on lectures in two prominent textbooks on medical education. But he's now convinced they're not the best way to learn.

Jeffries spoke with All Things Considered about the thinking behind this move. This interview has been edited for length and clarity.

Why are lectures bad?

Well, I wouldn't say that they're bad. The issue is that there is a lot of evidence that lectures are not the best way to accumulate the skills needed to become a scientist or a physician. We've seen much evidence in the literature, accumulated in the last decade, that shows that when you do a comparison between lectures and other methods of learning typically called "active learning" methods that lectures are not as efficient or not as successful in allowing students to accumulate knowledge in the same amount of time.

William Jeffries, a dean at the University of Vermont's Larner College of Medicine, is leading the push to end lectures for medical students. Courtesy of UVM Larner College of Medicine Photography hide caption

William Jeffries, a dean at the University of Vermont's Larner College of Medicine, is leading the push to end lectures for medical students.

So is it because we don't show up or because we're sleeping through lectures?

There's a lot of that, yes. It turns out that the lectures are not really good at engaging the learners in doing something. And I think that's the most important part of learning. We're finding out a lot from the neuroscience of learning that the brain needs to accumulate the information, but then also organize it and make sense of it and create an internal story that makes the knowledge make sense.

When you just tell somebody something, the chances of them remembering it diminishes over time, but if you are required to use that information, chances are you'll remember it much better.

Give us an example of a topic taught in a traditional lecture versus an "active learning" setting.

A good example would be the teaching of what we would call pharmacokinetics the science of drug delivery. So, how does a drug get to the target organ or targeted receptor?

A lot of the science of pharmacokinetics is simply mathematical equations. If you have a lecture, it's simply presenting those equations and maybe giving examples of how they work.

In an active learning setting, you expect the students to learn about the equations before they get there. And when you get into the classroom setting, the students work in groups solving pharmacokinetic problems. Cases are presented where the patient gets a drug in a certain dose at a certain time, and you're looking at the action of that over time and the concentration of the drug in the blood.

So, those are the types of things where you're expecting the student to know the knowledge in order to use the knowledge. And then they don't forget it.

Have you had pushback to this move?

Certainly, we've gotten some pushback, but what I tell the average clinical faculty member is: "OK, if you like doing appendectomies using an old method because you like it, and you're really good at it, but it's really not the best method for the patient, would you do it?" Of course, the answer is always no. And then you turn around and say, "Well this method of teaching is actually not as good as other methods. Would you do that?" When confronted with a question like that, medical faculty typically tend to understand and agree.

Will this be the norm at every medical school in 10 or 20 years?

I hope so. [The] University of Vermont is not the only medical school that's recognized the value of active learning methods. A number of my colleagues around the country are leading similar efforts because of the incontrovertible evidence that active learning methods are superior to lectures.

See more here:
University Of Vermont To Phase Out Lectures In Med School : Shots ... - NPR

Watch: Dude Who Pretended to be Black to Get Into Medical School Wants Trump to Abolish Affirmative Action – Townhall

Two years ago, the brother of actress Mindy Kaling published a confessional book describing how he posed as an African-American in order to gain admission into medical schools whose rigorous academic standards made his acceptance as an Indian-American virtually impossible. With affirmative action back in the news recently thanks to a (misreported) New York Times story about the Trump Justice Department potentially investigating claims of discrimination against whites (in truth, the possible inquiry was about alleged unfair treatment of Asian students), Vijay Chokal-Ingam appeared on CNN to discuss his experience. After summarizing how he overcame a subpar GPA by presenting himself as black, "JoJo" ripped affirmative action as codified racism and said he hopes President Trump will put an end to the practice, which he provocatively compared to Lincoln's abolition of slavery:

Trump has actually supported affirmative action policies, but Chokal-Ingam reasons that the president's conservative judicial picks and DOJ will undermine and eventually kill off what he calls legalized racial discrimination. Reacting to the news that for the first time ever, a slim majority of Harvard's incoming freshman class identifies as non-white, Chokal-Ingam expressed skepticism over the statistic. Borrowing Trump's famous (and deserved) derisive nickname for Elizabeth Warren, he cited the "Pocahontas factor," speculating that some significant number of students likely laid claim to dubious racial statuses in order to increase their chances of getting into the prestigious university.

On the question of race-based affirmative action vis-a-vis college admissions or corporate hiring, I have long abhorred the current regime -- which was once much more defensible -- as outmoded and unjust. Why should a wealthy Latino student from Beverly Hills or an affluent black student from Greenwich receive special advantages over a dirt poor white kid from Appalachia, whose family has been ravaged by the opioid epidemic? And why is it okay to make things substantially harder for some people of color (Asians) than others? Reaching these decisions based on skin color is antithetical to Martin Luther King's dream of a colorblind society. Race-based affirmative action should be stamped out; socio-economic affirmative action should replace it. It's simply undeniable that advantaged students from well-to-do communities have many more resources available to them than their underserved peers, creating a systemically uneven playing field. Offering a leg up to applicants who hail from from substantially less privileged families or communities is fair. I'd add that diversity of experience and thought are more valuable and enriching than "diversity" as defined purely by skin color. Plus, it's likely that a ripple effect of socio-economic affirmative action would also encourage some racial diversification, so long as certain communities remain disproportionately disadvantaged.

I'll leave you with this statistic, via Gallup last summer. While many in the media freaked out over the Times' misleading report, most Americans would be quite pleased to see racial presences and factors banished from the college admissions process -- including a majority of blacks and a super-majority of Hispanics:

In total, fully 70 percent of Americans believe race should not be a factor in admissions decisions, favoring a "merit only" rubric. As ever, the elite media and their liberal social circles are extraordinarily out of touch with much of America.

Read more:
Watch: Dude Who Pretended to be Black to Get Into Medical School Wants Trump to Abolish Affirmative Action - Townhall

First Medical School in Fort Smith Welcomes Students Today – KNWA

FORT SMITH, Ark. -- - The first medical school in Fort Smith opened its doors earlier this week to students to mark a milestone for medicine in the River Valley.

150 students started their journey today to become a doctor at the Arkansas College of Osteopathic Medicine.

The brand new medical school welcomes students from across the country to be a part of the class of 2021.

ARCOM hopes their brand new services and their initiative for better education will break the glass ceiling in medicine for the River Valley.

"I think the passion of the peope here really stood out to me," medical student Ryan Schultz said. "Then you start to look at Fort Smith and what it has to offer and the need that the community presents and the excitement of the community for the school. That is what becomes a very attractive option."

The school is also home to natives from the area. '

Missy Olcott is from Fort Smith and says she probably wouldn't have had the opportunity at 30 years old to attend medical school if it wasn't for one close to home.

"Staying close to Fort Smith is what made sense to me," Olcott said. "You never know what is going to come here or what the future holds, but being here in Forth Smith and being a part of the growing community is what is really important to me."

ARCOM says its biggest goal is to provide doctors who will build relationships and stay and serve the River Valley.

"People are coming from the wood works to welcome us and embrace us so it is important that we train physicians to give back and serve the community," Executive Director of Student Affairs said. "Since they have embraced us, we are need to embrace them and we are doing that."

In the next several years, ARCOM does plan on expanding to train and educate more future doctors.

Read the original here:
First Medical School in Fort Smith Welcomes Students Today - KNWA

3 Lessons from the UVM Medical School Active Learning Pivot – Inside Higher Ed (blog)

Are you talking on your campus about the UVM Larner College of Medicines transition to an all active learning program?

You should be.

This change at UVM is a very big deal - and a big deal outside of the world of medical education.

Heres why:

Lesson 1 - Learning Research Is Filtering Into Teaching Practice:

UVM is redesigning the the pre-clinical years of medical school to move towards 100 percent flipped courses. Students will review lectures and readings before class, and then take low-stakes formative assessments to gauge areas of weakness. Class sessions will consist of hands-on group problem solving, with faculty serving as mentors and coaches.

Research has consistently demonstrated that active learning techniques yield great levels of student learning - and retention - as compared to traditional methods of lectures and high-stakes assessments. What research (as well as experience) has not demonstrated is that students prefer active learning. In many cases, students will give courses and faculty lower evaluations in active learning classes than in traditional lecture based classes.

It is remarkable that UVMs Larner College of Medicine is willing to remake its course design methodology to align with the learning research.

Lesson 2- Professional Schools May Be Leading Institutional Change:

As far as I know, the rest of UVM is not committing to design every class at the university around the research on learning. Across UVM there will still be in-class lectures and high stakes exams. My guess, however, is that this change at UVMs medical school will catalyze shifts throughout the institution.

It should not be surprising that a professional school is leading learning innovation at UVM. Professional schools have the advantage of being smaller, more focused, and better integrated than other parts of the academy. In my experience, deans of professional schools have a good deal of influence and power to drive change.

New online and low-residency masters degrees often emerge from professional schools, as the demand for these credentials has increased. These new programs can build experience and capabilities with new forms of course design and teaching, and can lower barriers to changes in face-to-face programs.

Lesson 3- Postsecondary Status (and Rankings) May Increasingly Align With Evidence of a Commitment to Active Learning:

The third reason that I think the news out of UVMs Larner College of Medicine is a big deal for all of higher education - not just medical education - is the impact I expect these changes to have on status. I fully expect that the relative rankings of UVMs medical school to improve. (The school is already highly regarded). More importantly, it is clear that this medical school is generating buzz in the medical educator community.

Those in positions of postsecondary leadership should be watching the UVM Larner College of Medicine example closely to see what impact these shifts have on the finances and reputation of the school. My hypothesis is that a willingness to commit to active learning will be a cost-effective method to drive institutional success - as measured by applications, yield and six-year graduation rates.

The challenge in moving towards an all active learning methodology are less about costs, and more about leadership and commitment. There is no doubt that UVMs transition is being made smoother by the generous $66 million dollar gift of Robert Larner. The impact that this gift will have across postsecondary education in catalyzing reform will extend far beyond UVM.

Have you been talking about this story with your colleagues?

What do you think the lessons are for the rest of higher ed from the news coming out of UVM?

Read the original:
3 Lessons from the UVM Medical School Active Learning Pivot - Inside Higher Ed (blog)

Amid coronavirus, thousands of foreign doctors could be blocked from US – STAT

The status of more than 4,200 foreign doctors who were chosen to do medical residencies in American teaching hospitals hospitals that will desperately need their help to cope with Covid-19 is in doubt because the State Department has temporarily stopped issuing the visas most of them would need to enter the country, according to a group that sponsors international medical graduates.

The Educational Commission for Foreign Medical Graduates said Monday that most of the international doctors would be relying on getting a J-1 visa to work in the United States, but processing of those visas has been put on hold by the State Department amid the coronavirus pandemic.

The doctors are scheduled to start working in the hospitals at the beginning of July. During a medical residency, medical school graduates actively work in hospitals under the supervision of senior staff.

advertisement

If these new residents are unable to get their visas, its going to really hamper the ability of the teaching hospitals to respond to the virus, William Pinsky, president and CEO of the Educational Commission for Foreign Medical Graduates, told STAT.

The doctors learned of their assignments last Friday so-called Match Day for medical residents.

advertisement

Dr. Sandro Galea, dean of Boston Universitys School of Public Health, suggested a work-around needs to be found.

With the Covid-19 pandemic unfolding, this is not the moment to risk creating a physician shortage, Galea said via email. We should take steps in the US to facilitate the training and retention of medical professionals at all times, but especially now.

Pinsky said it would not be easy to replace these 4,222 medical school graduates if they cannot make it to the United States to do their residencies. While every year some U.S. medical school graduates or U.S. citizens who graduate from medical schools outside the country are not selected for a residency program, going back to that pool is not necessarily the answer, he said.

Technically theyre eligible but theres probably a reason why they didnt match, Pinsky said. We do have to be careful from a quality perspective.

The ECFMG handles the process of getting visas for foreign medical graduates who apply to do their residencies in the U.S. The organization vets them thoroughly, including by checking their credentials and ensuring there are no incidents in their history that would preclude them from getting a visa.

It also registers all applicants it typically gets about 16,000 a year to take the same medical exams U.S. trained doctors take, only entering them into the residency match once they have passed those exams.

Most come to the United States on a J-1 visa, a cultural exchange visa program also used by entertainers and researchers.

But embassies and consulates around the world have stopped processing the visas. And last week the State Department sent out advice to program sponsors such as ECFMG urging them to either cancel the programs or defer the start dates.

Pinsky said his organization has approached the State Department to warn officials there about the unintended consequence of suspending the J-1 visa program and to ask for an exemption for the foreign medical graduates. He said they were told the department would take it under advisement.

The State Department did not immediately reply to a request for comment from STAT.

Pinsky said in normal times J-1 visas are not issued until 30 days before the start of a program. He also asked that that rule be waived in this case, because it may be difficult for the foreign doctors to secure flights into the United States at this point and because each would need to be quarantined for 14 days before they could start their residencies.

Correction: An earlier version of this story misstated the number of foreign doctors affected by the suspension of the visa program.

See the original post:
Amid coronavirus, thousands of foreign doctors could be blocked from US - STAT

Duke Researchers Pivot to Attack the New Coronavirus – Duke Today

In the race to understand the new coronavirus and generate solutions, Duke research teams are well underway.

In fact, you could say theyve been working on it for decades. Everything Duke experts have learned over the years about the spread of new diseases, the biology of viruses, and the techniques of developing treatments and vaccines is now being applied to the new coronavirus, SARS-CoV-2, and the illness it causes, COVID-19.

These experts work across the medical school and campus as well as abroad. They work in the Duke Human Vaccine Institute (DHVI), the Duke Global Health Institute (DGHI), and the Duke-NUS Medical School in Singapore, among many other centers, institutes, and departments. And they are collaborating with other experts across the globe.

Duke also has state-of-the-art facilitiessome of which are uncommon on university campusesthat are speeding up the development of new treatments and vaccines.

Weve got years of experience working with viruses and other pathogens, says Colin Duckett, PhD, vice dean for basic science in the School of Medicine. Because we have the infrastructure and highly trained experts, weve been able to pivot rapidly to confront this new challenge.

Slowing the Spread

Epidemiologists and those who work in global health are hard at work learning more about how the virus spreads, with the immediate goal of slowing the spread.

If we string out cases over time, especially for those likely to have severe disease, our intensive care units wont be overrun and we can help them survive, says Gregory Gray, MD, MPH, FIDSA, professor of medicine in the Division of Infectious Diseases and member of the Duke Global Health Institute. He also has appointments at Duke-NUS Medical School in Singapore, Duke Kunshan University in China, and the Duke Nicholas School for the Environment.

Grays lab members are conducting investigations both in Durham and Singapore to discover how far the virus can travel in the air. The investigators are setting up bio-aerosol samplers at various distances from patient beds to collect and identify virus and virus particles. Current thinking suggests the virus doesnt typically travel beyond 2 meters (6 feet) from an infected person; Grays studies will help confirm or revise this.

Gray, an epidemiologist, is also working to collect and analyze data related to close contacts of infected people to learn more about the incubation period and what sorts of interactions are likely to result in transmission. Refining those two pieces of information will improve mathematical models of the spread.

In the lab, Grays team is starting work to identify animal reservoirs, which are animals in which a virus multiplies prolifically, often without causing symptoms. The etiology of SARS-CoV-2 hasnt been nailed down, but it may have started in bats as some other coronaviruses have, and then become amplified in animals that have more contact with humans, perhaps wild animals in markets or domesticated livestock. In any case, if animal reservoirs can be identified, limiting or modifying contact with those animals can slow the spread.

Diagnosis

Faced with rapid spread of disease and a limited supply of test kits available to the state, a variety of private labs and universities, including Dukeand UNC Chapel Hill, quickly developed their own tests for SARS-CoV-2. These tests provide a yes-or-no response to quickly identify patients who have been infected.

Other types of tests will be needed to facilitate treatment and research. For example, knowing how much virus is present could be useful. These kinds of assays are often used for HIV, where viral load guides treatment decisions.

The lab of Thomas Denny, chief operating officer of DHVI, develops these kinds of assays and assay validations in support of HIV clinical trials. Denny says the National Institute of Allergy and Infectious Diseases (NIAID) asked his lab and other labs it funds focusing on HIV assays to shift to the new coronavirus.

We have expertise that can flip over and develop assays for other viruses, he says. Its a frame shift. Weve been doing things similar to this for HIV, for H1N1 and other flu viruses, and now were working to do that for this virus.

Denny and others in DHVI work with partners in African countries, which have the potential to be hit hard by the combination of SARS-CoV-2 and high rates of HIV. Denny and others are anxious to share assays with those labs to help them respond to the new disease.

Dennys lab is also helping to validate assays created by others, including the University of Texas Medical Branch in Galveston. Speed was of the essence to help respond to the shortage of tests kits from the CDC. Our work with the UT team was to get that done quickly so there would be an approved test kit that other institutions or labs could [use], he says.

Treatments and Countermeasures

Duke has been approved to participate in a nationwide clinical trial sponsored by NIAID evaluating remdesivir in patients hospitalized at Duke University Hospital with COVID-19.

Remdesivir is a broad-spectrum antiviral drug that was developed for use with Ebola and has since shown some effectiveness against severe acute respiratory syndrome (SARS) and Middle East respiratory syndrome (MERS), which are both coronaviruses.

Cameron Wolfe, MD, associate professor of Medicine, is the Duke lead on the trial. The fact that our teams operationalized this substantive study in the space of a week or a week and a half is astonishingly fast-paced, Wolfe says. It is a credit to folks in multiple departments. There hasnt been a single person who hasnt rolled up their sleeves and said, Lets make this happen.

In addition to getting the studies off the ground quickly, Wolfe expects data will also be available quicker than usual. Because of the incredible efforts of individual people trying to make it happen, and the adaptive nature of the trial,we would anticipate getting nationwide, actionable data in a matter of months, not the usual extended length of time, he says.

Remdesivir is a so-called small molecule drug, as are most pharmaceuticals. A newer class of therapies are monoclonal antibodies, also called large-molecule drugs or biologics. These typically have the suffix mab, such as denosumab (Prolia) and pembrolizumab (Keytruda), and are given as injections or infusions rather than pills. Monoclonal antibodies may also prove to be a powerful tool in the fight against SARS-CoV-2.

Developing such a treatment is underway in the Duke Human Vaccine Institute (DHVI) in the lab of Greg Sempowski, PhD, professor of Medicine and Pathology. My research program focuses on developing antibody treatments for viral pandemic pathogens, he says. This is a temporary treatment, or medical countermeasure, to help blunt or stop a pandemic in its tracks.

An antibody treatment doesnt confer lasting immunity as a vaccine does, but would help infected patients beat the disease. It also could be used as a temporary preventative for groups being exposed to the disease, such as healthcare providers or people in the military. Its something that would be a short-term measure while the vaccines are being developed, optimized and tested, Sempowski says.

Sempowskis lab is one of four nationwide thats been funded for several years by the Defense Advanced Research Projects Agency (DARPA) to develop rapid responses to pandemics. That means, for any unknown virus, being able to isolate the virus and antibodies from humans that are infected, select the antibodies that can neutralize the virus, and engineer delivery methods for these antibodies.

DHVI has a state-of-the-art laboratory where highly trained specialized personnel work with potentially dangerous pathogens. The National Institutes of Health (NIH) funded the construction of 14 of these facilities about 15 years ago, including the one at Duke. Its a highly secure facility with redundant safety mechanisms so we can safely work with these materials to develop drugs, diagnostics, and therapeutics, Sempowski says. Its an amazing resource for our region.

The DHVI also has its own in-house Good Manufacturing Practices (GMP) facility, which makes small batches of vaccines and medical countermeasures for initial phase 1 clinical testing. This rapid and cost-effective in-house manufacturing saves precious time. The Duke University School of Medicine and DHVI also have robust clinical trials units, including the Duke Vaccine Trial Unit (DVTU), led by Emmanuel (Chip) Walter, MD.

At DHVI, were able to use in-house resources to rapidly go from bench to bedside, Sempowski says.

Sempowski is pursuing a new technique thats faster than engineering the antibodies themselves: creating genetic blueprints for the antibodies, in the form of messenger RNA (mRNA). When the mRNA is injected, the body follows the encoded instructions to make the antibodies itself.

Switching to RNA-based manufacturing and delivery could help accelerate manufacturing and delivery of both vaccines and countermeasures, Sempowski says.

Vaccines

Vaccines are designed to prevent rather than treat an infection or disease. Used in a vaccine, mRNA would tell the body how to make fragments of the SARS-CoV-2 virus called spike proteins. These would spur the body to produce antibodies and memory cells that could respond if confronted with the actual virus later.

The vaccine effort at Duke is led by the director of DHVI, Barton Haynes, MD, the Frederic M. Hanes Professor of Medicine. Haynes has long worked to develop a vaccine for HIV, a notoriously sneaky and frequently mutating virus. He leads a multi-institution consortia that has received hundreds of millions of dollars in funding from NIAID and the Bill and Melinda Gates Foundation since 2005.

NIAID Director Anthony Fauci, who was an early mentor of Haynes, recently told Duke Magazine, Youre dealing with a superstar who is leading a very impressive group of people. If were going to get a vaccine for HIV, it almost certainly is going to be all or in part by this group.

Haynes is now turning his focus to SARS-CoV-2 in an attempt to develop a mRNA-based vaccine, using all the combined expertise of his team and the DHVI in-house production facility and clinical trials unit. In this effort, Haynes is collaborating closely with Drew Weissman, MD, PhD, professor of Medicine at the University of Pennsylvania.

All of the past 15 years worth of work on the HIV vaccine has led to the development of the technologies that are now being used to rapidly respond to the COVID-19 pandemic, Haynes said. This includes the antibody-isolation technology we are using to isolate neutralizing antibodies and the rapid movement to vaccine and antibody production for clinical trials in our own vaccine production facility. Coupling these technologies with the state-of-the-art Regional Biocontainment Facility provides a powerful approach for rapid development of solutions to pandemics.

Vice Dean Duckett says, Bart Haynes is truly a pioneer in vaccine development, especially with his experience in HIV. His group is poised to make seminal contributions to the development of a vaccine for SARS-CoV-2.

Preventing Future Pandemics

As an epidemiologist, Gray wants to be able to identify the next pandemic-causing virus before it causes a pandemic.

He is leading an effort to conduct a study at eight sites in six Asian countries to identify and keep tabs on zoonotic pathogens present in people who work in animal markets or who process meats. Benjamin Anderson, PhD, assistant professor of Global Health at Duke Kunshan University, will be leading the effort for three sites in China.

The immune systems of people who work closely with animals are repeatedly attacked or insulted by animal pathogens, but they usually are able to shrug it off. Sometimes, however, an animal pathogen adapts to life in a human host and gets better at multiplying in its new home. The real problem occurs when the pathogen begins moving from one human to another. Its a progression, Gray says: Insult, adaptation, effective replication, and then human-to-human transmission.

The new project will harness genomic sequencing and big data tools to identify new pathogens that have adapted to the human respiratory tract and show transmission potential.

That puts us ahead of the curve before the virus becomes highly effective at causing disease and human to human transmission, Gray says. If we can show that this works, it will be a novel tool that would help us get ahead of these outbreaks.

Developing an Antibody Test

On the other side of the world, in Singapore, researchers at the Duke-NUS Medical School were among the first in the world to isolate the new virus, after China and Australia. They were also among the first, if not the first, to develop a blood test for antibodies to the virus, which makes it possible to identify people who have had COVID-19 even after they have recovered and cleared the virus.

The Duke-NUS Medical School was established in 2005 to provide graduate-level medical education in Singapore, which at the time had only medical schools that were designed for undergraduate-entry.

We were brought by explicit invitation of the Singapore government to establish a research-intensive school that would train students to become clinician-scientists, says Thomas Coffman, dean of the school. The school is organized around interdisciplinary public health issues, one of which is emerging infectious diseases, which are a particular concern for Singapore. This region has been a fountain of new viruses, Coffman says.

The schools Programme in Emerging Infectious Diseases is directed by Linfa Wang, PhD. Wang is an expert in zoonotic virusesthose that jump from animals to humans, as SARS-CoV-2 did.

I have been in this business for last 25 years, Wang says. This is my fifth emerging zoonotic disease outbreak and they all look like bat-borne viruses. We were ready [for the current outbreak] in many ways.

Several years ago, Duke-NUS established a biocontainment facility (an animal biosafety level 3 laboratory) in Singapore, which has been a critical resource for work during the current outbreak. And Wang explicitly trains his lab members, doctoral students, postdocs, and junior faculty to be prepared for outbreaks.

As a basic scientist, I think this concept of peace time and war time is so important, he says. I always tell my junior scientists: during peace time, publishing and working on your CV and grants are important, but during an outbreak, its about having an impact on the ground.

Researchers at Duke-NUS, including Danielle Anderson, PhD, scientific director of the Duke-NUS biocontainment lab, isolated the live virus just days after receiving a sample from an infected patient at the end of January. Once the researchers had the virus and could grow it in the lab, they could begin developing a blood-based test to detect antibodies, called a serological test.

With that test in hand, the research team was able to use it to describe how a coronavirus outbreak in one church in Singapore led to an outbreak in another. A couple from one church, unknowingly infected, spent time with a man from the other church. Using the antibody test, researchers could determine that both members of the couple had indeed been infected with COVID-19 even though they were no longer symptomatic. One of them no longer had any virus in the bloodstream, so a standard SARS-CoV-2 test would have been negative.

Wang is setting up collaborations with research teams around the world on studies using the antibody test. In particular, it could be used to understand whether children are less likely to acquire COVID-19, or whether they simply dont show symptoms. If its the latter, Wang says, you can prove that by serology because even if the infection is mild, it still produces antibodies.

Researchers at Duke-NUS will also be collaborating with others to test vaccines in clinical trials. Duke-NUS, in collaboration with the SingHealth team, has extensive clinical trials capacity, and Singapore, with its multi-ethnic population, is an ideal site. Wang is in conversations with the World Health Organization (WHO) and the Coalition for Epidemic Preparedness Innovations (CEPI) about potential vaccine trials.

Mary-Russell Roberson is a freelance writer in Durham. She covers the geriatrics and aging beat for the Department of Medicine in the Duke University School of Medicine.

See more here:
Duke Researchers Pivot to Attack the New Coronavirus - Duke Today

Transform medical education for a new world | TheHill – The Hill

At times struggling to find adequate personal protective equipment, working multiple shifts and even succumbing to COVID-19 themselves, physicians around the globe exhibit hard work, sacrifice, and compassion. Many are applauding them for it.

At a time that has rapidly changed how physicians live and practice medicine, it is urgent to consider if current medical education is preparing new doctors for the changes ahead in the health care system. And to propose how to fill that preparation gap.

In this country, competition among the 50,000 medical school applicants is difficult for barely 22,000 spots to begin nearly a decade of grueling training and residency before graduation. Only 800,000 physicians care for a U.S. population of 328 million.

But in this country, medical schools looks very different now than it did 10 or 15 years ago. Then students crowded lecture halls for hours each day during much of the first two years of a guided curriculum.

Due to COVID-19 shutting down in-person learning, lectures and cases are readily available to students online, on-demand, anywhere. Most medical students have the freedom and flexibility to create personalized learning schedules that work for them, choosing when and where to study, listening to lectures in double time via podcast.

While the paradigm of flexible, distance learning has allowed medical students to continue their studies while sheltering in place, on-demand, modular learning and curricula of todays medical education creates an unreasonable expectation of flexibility and convenience for students.

But this method of learning fails to translate to the rigidity and rigor of actual medical practice.

To be sure, the current state of medical education is in stark contrast to the medical school life these students imagined for themselves and the values that drew them to medicine in the first place. And the stress of isolation and the uncertainty ahead pose new challenges for students.

This disconnect between todays education and the reality of the disrupted profession possibly sets up new physicians early on for failure, creating unreasonable expectations and worsening professional dissonance. This tension can contribute to the rapid rise in resident and physician burnout.

Now, more than ever, students and medical schools need to find ways of learning and instructing that better approximate the realities of medical practice.

Certainly, the ability to reinvent methodology for learning speaks to a certain resilience that is required of physicians. But it is just one trait and by itself often not enough for success.

The recent news that the United States Medical Licensing Examination Step I licensing exam will transition to pass/fail grading in January 2022, further underscores the disconnect between the perception of medical schools intensity and the rigor of actual practice.

Dr. Susan Skochelak, a chief academic officer of the American Medical Association, recently explained, Current residency selection is causing distress for our students.

As doctors, we understand daily distress. We are responsible for making decisions that affect, and perhaps determine our patients lives. The importance of this responsibility to society has never been as clear as it is right now as physicians and health care workers around the globe place patients wellbeing and care above their own.

More than 320 physicians around the world so far have died from COVID 19. Many continued to work as physicians until their deaths. Physicians continue to separate themselves from their families over fears of spreading the disease to loved ones. Others are writing wills and making plans for who will raise their children in the event they cannot.

Medical education administrators and policymakers needs to address the discrepancy between this newly disrupted medical education and medical practice.

Although learning can be done virtually, it is not the ideal choice to teach the nuances of a successful patient-physician relationship which is central to good patient outcomes.

As medical schools purpose is to prepare future doctors for practice, students need to adapt from a virtual practice to hands-on practice. Medicine is based on observation, examination, and the relentless critical assessment of patient presentation translated into facts, data, and relevant evidence.

Even before COVID-19 added new challenges to practicing medicine, physicians were leaving the field at alarming rates. A mounting shortage of doctors threatens to further burden an already challenged system.

The top three contributors to burnout for Millennial and Gen X doctors include a glut of bureaucratic tasks such as charting and paperwork; the number of hours spent at work; and lack of respect from administrators and staff.

And yes, many medical schools have increased early intervention and access to mental health care, wellness resources, career planning, and mentorship for students. There has been a shift in helping students find ways to maintain physical health and wellbeing despite long hours.

These are positives.

But with the sudden changes to how medical students learn, there must be a shift to accommodate what they experience and lessons they have lost in real life in order for them to be effective physicians.

With a likely second coronavirus surge in the fall, medical schools need to prepare for long term changes to medical education.

With adequate personal protective equipment and hands-on learning and mentorship from clinical instructors, medical students have a vital role to play in the clinical setting. They can learn how to take a history and the challenges of a physical exam via telemedicine. They can and should be included.

Working alongside physicians during this pandemic offers invaluable education to prepare these medical students for an evolving future career.

Dr. Inna Husain, M.D. is an otolaryngologist and assistant professor at Rush University Medical Center in Chicago where she also serves as Associate Residency Program Director and Director of the Voice, Airway, Swallowing Disorders Program.

Dr. Rebecca Van Horn, M.D., M.A., is a psychiatrist and assistant professor at Rush University Medical Center in Chicago and the Medical Director of the Road Home Program: The National Center of Excellence for Veterans and Their Families at Rush.

See the rest here:
Transform medical education for a new world | TheHill - The Hill

Medical school mistreatment tied to race, gender, and sexual orientation – Yale News

Medical school students are being mistreated by fellow students, medical faculty, and supervising residents based on their race, gender, and sexual orientation, according to a new study led by Yale University researchers.

The study, which examined 27,504 student surveys representing all 140 accredited medical schools in the United States., found that women, under-represented minority (URM), Asian, multiracial, and lesbian, gay, or bisexual (LGB) students reported more frequent incidents of mistreatment and discrimination than their male, white, and heterosexual medical school counterparts.

The findings appear in the Feb. 24 online edition of JAMA Internal Medicine.

The Yale team analyzed data from an annual survey administered to graduating medical students by the Association of American Medical Colleges (AAMC). The study is one of the first of its kind to look at how mistreatment of medical students relates to demographic characteristics.

There is a lot of data showing that although medical schools are slowly becoming more diverse, they are still not yet inclusive, said co-author and emergency medicine assistant professor Dowin Boatright, M.D.

The study is unique in that it involves a large nationally representative sample, includes a wide breadth of mistreatment types, and focuses on the connection between membership in a marginalized group and the experience of mistreatment, the authors write.

The most common mistreatment reported was public humiliation, followed by denial of opportunities, offensive remarks or names, and lower grades or evaluations.

In the 2017 AAMC survey that provided the raw data for the new study, graduating students were asked questions about how often they were publicly humiliated or physically harmed during medical school; how often they had been denied opportunities based on their gender, race, or sexual identity; or been subject to offensive remarks.

Key findings included that 40.9% of female students, compared to 25.2% of male students, reported at least one episode of mistreatment. And 28.2% of female students reported gender-based discrimination, compared to 9.4% of male students.

Multiracial students reported higher rates of mistreatment compared to white students, and underrepresented minority female students reported the highest levels of racial and ethnic discrimination (26.5%).

For non-URM male students, just 6.8% reported racial and ethnic discrimination.

Students identifying as lesbian, gay, or bisexual reported the highest rates of mistreatment, with 43.5% reporting at least one episode of mistreatment, compared to 23.6% for heterosexual students. Nearly 22% reported that they were subjected to offensive remarks or names related to their sexual orientation, compared to 0.8% for heterosexual students.

Women and people of color are under-represented in academic medicine, and they, along with LGB physicians, all face discrimination in the workplace, said lead author Katherine A. Hill, a second-year medical student at Yale School of Medicine. When you are denied opportunities based on racism or sexism, these can accumulate over the years and hinder careers or cause burnout.

The researchers said the findings suggest that more must be done to move beyond simply diversifying medical school student bodies to ensure all students feel supported throughout their academic experience.

There are measures that can help to safeguard vulnerable students, Hill said, including implicit bias training for faculty; better protections for students to shield them from retaliation; and greater transparency about the policies that already exist to support students facing mistreatment.

Theres not enough focus on these issues, she said. Medical schools put almost all their attention on diversity of overall numbers; its important to think about diversity in terms of the student experience.

Visit link:
Medical school mistreatment tied to race, gender, and sexual orientation - Yale News

How this family doctor finds satisfaction in juggling roles – American Medical Association

Sumi Sexton, MD, grew up with two parents who were physicians, so her interest in the health field did not come as a big surprise. It was not until her third year of medical school, though, that she discovered her passion for family medicine.

Up until that point, she had thought her specialty would be psychiatry, but she realized she wanted to practice a primary care specialty that would allow her to pursue a wide range of clinical interests. Dr. Sexton also wanted to be in a position that forced her to constantly learn new things.

Today, she is doing just that.

Dr. Sexton is a family physician with Premier Primary Care Physicians in Arlington, Virginia, and her practice is a proud member of Privia Medical Groupan AMA Health System Program partner. She also serves as the editor-in-chief of American Family Physician, wrote Pacifiers Anonymous: How to Kick the Pacifier or Thumb Sucking Habit, and is an associate professor at the Georgetown University School of Medicine. Her particular interest areas include adolescent medicine, newborn and infant care, and womens health.

Sometimes family medicine is undervalued in terms of caring for the person as a whole and being able to treat and help with many different things, Dr. Sexton says. Were not just a gatekeeper and referral center. Were about caring for the whole person and, when possible, knowing their family, which really makes a difference.

When a doctor is able to learn and understand a patients family history, it can impact recommended treatment or care. When patients separate out symptoms from one anotheroften unintentionallyhaving insight into the family can sometimes serve as the bond that brings those symptoms together.

Psychosocially, it makes a huge impact, Dr. Sexton says. It makes it more interesting for me because Im able to form genuine connections with my patients, and they feel they can trust me because theyve been coming to me for a while and they know I have their best interest at heart.

Many of the patients Dr. Sexton sees are teenagers, and over the course of her 20-plus-year career, shes seen this patient population evolve. Children and teenagers today are far more accepting with regards to sexuality and gender identification, she says, and overall there is more of an openness in their attitudes. As they have evolved, though, so too have their risk factors.

Today Dr. Sexton spends much of her time talking with kids about social media and screen time.

A 2018 Pew Research Center report found that 95% of teenagers have access to a smartphone, and 45% said they are online almost constantly. While Dr. Sexton readily acknowledges there are some benefits to social media, she also warned that, as with anything in life, too much of one thing can lead to problems.

Spending a lot of time on social media and not actually having enough human interactions can lead to lingering feelings of inadequacy because of what others are posting, Dr. Sexton says.

Vaping is another major topic Dr. Sexton finds herself frequently addressing. The 2019 National Youth Tobacco Survey from the Centers for Disease Control and Prevention found that one in four U.S. high school students and one in 10 middle school students used e-cigarettes in the past 30 days. These statistics are particularly alarming since people younger than 25 are at more of a risk from nicotine because of how it impacts a developing brain.

Few teenage patients who talk with Dr. Sexton openly admit to vaping or trouble with social mediabe it overuse or online bullying. To get information, she frequently relies on asking open-ended questions and reassuring confidentiality, the longstanding relationship shes been able to build with the patient and family, comments from parents, or a detail she notices on an exam.

Dr. Sextons varied responsibilities could easily lead many in a similar position to burnout, and she confessed that juggling her roles is not easy.

I realized long ago that there are only 24 hours in a day, and it matters what I choose to do with those hours, she says. In the end, all of us are faced with the same time constraints. Im a good multitasker, and when I get overwhelmed, I take a deep breath and say, Just do what I can do.

Learn more with the AMA about how teamwork, tech help this Privia physician rediscover joy in his practice.

A recent online survey by the Medscape news site found a burnout rate of 46% among family physicians. Dr. Sexton said administrative burdens are driving that sobering statistic. The sense of being overwhelmed by paperwork detracts from time in the exam room.

If the time needed to take care of families and getting to know people is slowly chipped away because youre focused on how am I going to get this chart done so I get paid, thats not a happy situation, she says.

For Dr. Sexton, one of the most effective ways to prevent burnout is through her editorial role with American Family Physician. Shes been involved with the twice-a-month journal since she was a medical student and took on the editor-in-chief role in 2018.

Being a part of Privia has also helped. Since her practice joined in 2014, Dr. Sexton and her team have benefitted from a more robust EHR system and other technological upgrades such as virtual visits and virtual assistantsthe latter is an upcoming pilot project to help cut documentation overload. Having a national network of doctors to connect and collaborate with has been valuable, as has the autonomy Privia provides.

We intentionally made the decision to partner with other groups under an umbrella but we did not want to be absorbed, Dr. Sexton said. We work together to make changes in medicine and hopefully improve quality care for our patients, but we make our own decisions on a day-to-day basis.

Read how Privia internist Shishir Kumar Khetan, MD, is improving workflow in the office.

Read the original here:
How this family doctor finds satisfaction in juggling roles - American Medical Association