Categories
General Pharmacology

A Quick Lesson in Supplement Quality

An increasing number of patients are now taking nutritional supplements on a daily basis, believing that they are boosting their health. Choosing the best supplements to take can be nothing short of overwhelming for the majority of patients. It’s not only a question of supplement type, but also of knowing how to identify which product is safest and most effective.  As more patients are taking their health into their own hands, vitamin sales are expected to grow by 8% to a total of $9.2 billion over the next year, according to Nutrition Business Journal.1

It is important for patients to be aware that the U.S. Food and Drug Administration (FDA) does not analyze the content of dietary supplements. However, the FDA has issued Good Manufacturing Practices (GMPs) for dietary supplements. These are a set of requirements and expectations by which dietary supplements must be manufactured, prepared, and stored in order to ensure quality. One of the best ways to know if a supplement contains what the label says it does is to choose a product that has been manufactured at a GMP facility. The GMPs are in place to prevent the inclusion of the wrong ingredients, the addition of too much or too little of an ingredient, contamination (i.e. by pesticides, heavy metals, bacteria, etc.), and the improper packaging and labeling of a product. A GMP facility must comply with the same standards required of pharmaceutical companies, as mandated by the FDA.2

Additionally, it is best if the supplement manufacturer has a Certificate of Analysis (COA) for each ingredient. Having a COA means that the raw material has been tested by an independent lab and determined to be contaminant-free.

Another sign of high supplement quality is for a product to be National Sanitation Foundation (NSF) certified. NSF is a respected third-party quality assurance organization. It verifies that a facility complies with GMPs and takes proper steps to ensure product safety and accurate labeling.

There are four “grades” of supplements/vitamins:3

  1. Pharmaceutical grade –The highest-quality grade, typically sold by a health care provider and may require a prescription.
  1. Medical grade – Still good quality but not as high as pharmaceutical grade.
  1. Cosmetic or nutritional grade (“consumer grade”) – Mostly “over-the-counter” products sold through health stores, pharmacies and grocery stores. Consumer-grade supplements are optimized for extended shelf life.
  1. Feed or agriculture grade – Not recommended for human consumption.

One good resource is the Dietary Supplement Label Database (DSLD). This site contains label information from thousands of dietary supplement products available in the U.S. It can be used to search for a specific ingredient in a product, a particular supplement manufacturer, text on a label, or a specific health-related claim.

Patients and doctors alike want to know whether a supplement has been clinically proven to support health. In general, it is a good idea to encourage patients to check with a healthcare provider before taking nutritional supplements. Dietary supplements may not be risk-free under certain circumstances, such as during pregnancy or for those who have a chronic medical condition.

Although this piece is about supplements, it is important to keep in mind that we all can benefit from improving our diets naturally, rather than by adding pills and powders. Supplements can be beneficial, but should not be used to replace a well-balanced, healthy diet.

References:

  1. “Nutrition Business Journal.” New Hope. http://newhope.com/nutrition-business-journal
  1. “Office of Dietary Supplements – Frequently Asked Questions (FAQ).”Frequently Asked Questions (FAQ). https://ods.od.nih.gov/Health_Information/ODS_Frequently_Asked_Questions.aspx
  1. “Fool-proof: How to Choose the Best Quality Supplements/vitamins.” Virginian-Pilot. http://pilotonline.com/life/fitness/quick-tips-for-wellness/fool-proof-how-to-choose-the-best-quality-supplements-vitamins/article_353a05ec-a4ed-5b6e-a3f7-01f14cd7bbd6.html

 

Featured Image:
Pills by Jamie

Categories
General Narrative Public Health

Storytelling and Patient Advocacy

Yesterday, I received a perfectly-timed message on a group thread. My friend wrote that she loves patient advocacy.

“Me too,” I thought, as I filed away notes from a Planned Parenthood of Southwest and Central Florida Meeting hosted by the Leadership Action Team (LAT). What was the purpose of that meeting? To train volunteers on how to employ storytelling in their advocacy work. Planned Parenthood trains all of its staff members, and now volunteers, in the “Story of Self” curriculum created by Get Storied® , which is a program designed to teach businesses how to create social change through the art of storytelling.

The meeting began with introductions and a moment to safely process the recent shooting in our hometown. A young volunteer explained how the event affected her and her family:

I learned about the shooting on Facebook…And honestly, all I saw was, ‘Massive Shooting,’ and thought, ‘Oh, another shooting,’ and kept scrolling. I didn’t understand the gravity of the situation, until that night while watching the news with my mom. I looked over at my mom and she was crying. She just said, ‘I am afraid for you.’ She’s never before expressed concern about my activities. But now she says, ’I am afraid for you.’

This volunteer was young, but her voice carried a surprising amount of assuredness. I felt her confusion and fear. The next attendee shared their story, and then the next, and so forth as the meeting progressed.

We learned that there are three key components to one’s story of self: a challenge, a choice, and an outcome. Zac, the chair of the LAT, shared his story of self, which described the healthy relationship with his mother and the openness with which she educated him regarding sexual matters when he was an adolescent male. The two-to-three-minute story, complete with a joke about educational materials containing graphic penis pictures, ended powerfully with the line,

When I walk into a Planned Parenthood, it’s the same kind of environment my mom created for me for talking about sex.

We received our first assignment, which was to reflect on the experiences in our lives that have shaped the values which call us to leadership. The program will later have us refine the various details of our stories, practice in one-on-one and group sessions, identify ways in which we plan to use storytelling in our advocacy work, and take action. We had five minutes to silently reflect.

Ok, what is my campaign? Women’s health. Yeah, but what specifically? To help women access and achieve the best reproductive health care possible. Nice. So why do you want to do that? Because reproductive health is the most important thing in the world! Ok, but why?

Figures of maternal morbidity and mortality popped into my head. I could see again the absence of a clitoris and labia in my Nigerian patient who underwent female genital mutilation as a young girl. I remembered the way the vaginal introitus feels beneath my hands—stretched and strong—as a baby’s head begins to crown. The voice of an adolescent girl echoed, “I mean I want to have sex, but like, I’m not a slut.”

It is easy for me to think of patient stories that depict why I am pursuing a career in Obstetrics and Gynecology. But a story of self is just that. A story of SELF. I struggled to think of inspiring personal experiences.

Time is up! No.

Each person in my small group shared their story and received feedback. My turn circled around and I rambled on about women’s health. I managed to state two strong lines, “I volunteer at Planned Parenthood because it still remains the one place to offer judgement-free care. Not even my own gynecologist can say that.” But my story lacked focus and a compelling personal example.

That night after receiving my friend’s text, I began to think more about the meaning of patient advocacy. As a medical student, I think my primary role in patient advocacy is to ensure that my medical team knows about our patients’ health histories and needs. During my internal medicine/family medicine clerkship, in order to help care for a patient, I compiled a short document of excerpts from the World Health Organization, Centers for Disease Control, and American College of Obstetrics and Gynecology regarding HIV prophylaxis treatment in pregnant women with negative HIV status who have regular, unprotected sex with an HIV positive partner. In that instance, helping my resident defend her treatment plan was my way of advocating for my patient’s health. Patient advocacy means that I volunteer monthly to escort patients safely into Planned Parenthood clinics. It is the reason why I study exercise and pregnancy, so that I can advocate for pregnant athletes seeking to find a balance in the pre- and post-partum periods. Additionally, patient advocacy means that I write on the MSPress Blog about topics that matter.

Stories in medicine can break stigma, help people relate to the struggles of others, and empower someone to raise their voice.  Stories identify why we should care about an issue, and can inspire others to take action. Although I do not yet have an organized understanding of the many personal experiences that inspire me daily to fight for reproductive health care, I think I am well on my way to becoming a strong patient advocate. Fortunately, I do have a clear goal: support the improvement of access to reproductive healthcare and higher quality of reproductive healthcare for all.

Quoted persons in this paper gave permission to be on the record.

Featured image:
Story by Alexander Affleck

Categories
General

Study Tools and Tricks to Doing Your Best in Medical School

Congratulations, you have made it into medical school! Now what? Where do you begin with all the resources designed to help you do your best in medical school? Not to worry, for no matter what type of curriculum your medical school may use, the fundamental resources that most medical students use remain the same. The following is a concise list of the best study tools to help you do well in your course work, as well as to best prepare you for your future board exams.

Best study tools:

  1. First Aid for USMLE Step 1. This book provides a generalized overview of the concepts taught in each of your courses. It is worth annotating as you go through the curriculum in your first and second years because the book is a compilation of key concepts tested by “the boards”. The boards, aka the Step 1 exam, is a key exam that you will take at the end of your second year of medical school, and the score you receive will help determine where you are matched for residencies. Needless to say, the boards are VERY important. Keep in mind that First Aid is only a simplified version of most of what you need to know for the boards, so annotating from lecture material is a must. Otherwise, you will likely not receive the board score you want. It is also worth noting that each year a new version is released, so aim to get the most recent one. The 2016 version is available here on Amazon for $45.
  2. First Aid Organ Systems. This book goes into greater detail than the First Aid for USMLE Step 1 book and is excellent for organ systems based curriculums. Though many USMLE blog forums have pointed out that there are more mistakes in this book than the USMLE First Aid book, the book is revised each year and any spelling and/or grammatical mistakes noted are made available online. Despite this, I’ve personally used and annotated the book, and it has greatly helped me in my organ systems courses. I will be using this, alongside First Aid for USMLE Step 1, as my step 1 study guides. The newest version is available in a two pack (one is organ systems and the other is basic sciences) on Amazon for $124.50.
  3. Pathoma. This book is gold for pathology. Every medical student should have a copy. It hits the high yield points for both in-class exams and for the boards, has videos available for more in-depth explanations, and is sectioned by different organ system pathologies. It also provides histological pictures and explanations as well, and is easy to read. Annotating lecture notes in Pathoma with also help you in preparing for the boards. A free trial version is available online. Full access, along with a hard copy, is available on the same website for $84.95.
  4. Goljan Rapid Review Pathology. This is another popular pathology book. It goes into much more detail than Pathoma, but it can be cumbersome to read. Most medical students prefer Pathoma along with lecture annotation, but if you prefer a more detail-intensive textbook, this is the one for you. The newest edition can be found on Amazon for $45. A newer edition (5th edition) is set to come out sometime soon this year, so keep a look out if you choose this text.
  5. Firecracker: While textbooks are great for learning, self-testing is equally, if not more, important. Firecracker is a USMLE Step 1 prep question bank that helps quiz you on material you learn throughout your course work. Starting from day 1, if you use one of the first aid books listed above in conjunction with your lectures, and begin quizzing yourself on the material with a question bank like Firecracker, you will be very prepared for your course exams and for your board exams. Firecracker is a tool that is best used throughout the school year to reinforce what you are learning in lecture. Firecracker is available for a free trial and for various prices for different lengths of time.
  6. USMLE Rx. This is another excellent online question bank that is designed to help prepare you for your board exams, and it is integrated with the first aid book. This question bank can also be used throughout the year to reinforce what you learn in lecture and has more questions overall than Firecracker, but it is also more expensive than Firecracker.  You can try a trial version online.
  7. First Aid USMLE Q&A Book: This book is like the aforementioned question banks but in book format. It provides questions, along with answer explanations in the back. One of the advantages of having a hard copy Q&A book is the ability to easily annotate and review notes; while you still have a note taking option in firecracker and USMLE Rx, it is more difficult to track. Nevertheless, the online question banks are easier to mark and review difficult concepts than the book. You can buy it on Amazon for $36.

Other resources:

  1. Planner: Organization is KEY in medical school. If you find yourself lacking time to study, get a planner and start writing down your hourly/daily goals. It will help a lot, especially as exam time rolls around.
  2. Academic Success Advisor: Every medical school has one, and they may be called something different, but the function is the same – to help you find the best study strategies and tools that work for you. Make an appointment (soon after you begin classes) with your school’s academic success advisor and ask for tips and pointers on possible study strategies. Also, if you have questions about resources, advisors are the “go-to” people.
  3. Medical school textbooks: If your school does not include textbooks in their tuition fees, but you are still “required” to buy them, attempt to find free versions online first. Often, review books alongside lectures will give you the information you need. However, if the information still feels insufficient, old editions of the required textbook are a cheaper alternative to the required, new ones, and will give you all of the content you need. (For cardiology, I highly recommend Lilly’s Pathophysiology of Heart Disease. Well-written and easy to read.)
  4. Notecards: I started my first year with notecards/flashcards but realized soon that I was taking more time to make them than I was using them to study. However, many of my classmates swear by note cards and it works well for them. I still use flashcards for memorizing drugs or for difficult-to-remember concepts, but otherwise I have stopped using them. As I said, do not be afraid to try out new strategies when studying – you are still developing the study habits that will work best for you in the future.
  5. Whiteboard: Repetition is key for memorization. Drawing out mechanisms of action, or making charts and diagrams repeatedly on a white board can really help the facts stick. I’d highly recommend investing in one.
  6. OneNote: Most new computers come with the OneNote software and it is a great tool for organizing your notes online and retrieving them easily months later. I personally like to print out and write handwritten notes (I’m old-fashioned) but I used OneNote in the beginning and really liked it. Plus, if your laptop were to suddenly stop working, OneNote backs up all your information so you can retrieve it from the application on another computer.

Before going out and buying all of these books and purchasing subscriptions to the online question banks, do a little research this summer and decide which ones are the best fit for you. One of the things to keep in mind is that not only do you want to find good study resources to do well in your coursework, but also those that will best prepare you for your upcoming board exams. Doing well in your courses will set the ground work for being prepared for your Step 1 board exam. The best combination of resources is one general review book, one pathology book, and one question bank.

When you get closer to preparing for your board exam, you will be using the notes from your general review and pathology books, in conjunction with more intensive question banks such as UWorld. It is best not to overwhelm yourself with resources in the beginning, and it is OK to experiment with techniques and resources that work best for you. Of course I have not listed all the possible resources, as there are far too many. However, the ones listed here will provide a solid start to your academic success.

Featured image:
Contemplate by Walt Stoneburner

Categories
General

Welcome, incoming first year medical students!

This fall, you have chosen to join a group of accomplished and intelligent individuals who include not only your classmates, but all physicians worldwide. Amongst your peers are Hippocrates, Galen, Haeckel, Hess, and other great thinkers in the history of medicine. Whether or not you have grand plans for the future, your contributions will have a lasting impact on others’ lives. For your past and for your future successes, congratulations!

Of course, the road to becoming a physician will be difficult. While most articles about starting medical school offer generic recommendations to address the challenges you will face, upperclassman mentors can give more useful tips that are specific to your school and local area. This is not meant to be a post advising what to do in the first year, but one celebrating the start of medical school. After all, dedicating yourself to medicine is something to be proud of.

Those of you looking for inspiration may want to peruse the Medical Commencement Archive, which features speeches delivered to graduating classes of past years. The speakers give life advice, encouragement, and personal philosophies about practicing medicine. These points can serve as a reference to develop your own beliefs about the values of medicine, and how to find meaning in a medical career.

William Ernest Henley captures the spirit of perseverance in his poem “Invictus,” published in 1888. Though the poem addresses his personal struggles, its message encourages readers to challenge their own doubts and fears. As you continue your medical training, hold onto the convictions that you have now, at the start of medical school. Concerns of family hardships, the role of medicine, the difficulty of medical training, and loss of self have persisted for years[1]. It is up to you to determine who you will be and what you will live for.

Invictus[2]

Out of the night that covers me,
Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.

In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.

Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find me, unafraid.

It matters not how strait the gate,
How charged with punishments the scroll,
I am the master of my fate:
I am the captain of my soul.

 

References:

  1. Fields, SA and Toeffler WL. “Hopes and concerns of a first-year medical school class.” Medical Education 1993; 27:124-129.
  2. Reprinted as hosted on Poetry Foundation website. Www.poetryfoundation.org/poems-and-poets/poems/detail/51642. Accessed July 10, 2016.

Featured image By Mohamed CJ (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

Categories
General

Thoughts After Your Long Hike

Congratulations, graduates and guests. I realize that we’re in New England, where unbridled pride is often an unwelcome party guest, but today is one of those times to celebrate proudly, loudly, and without a hint of ambivalence, whether you or your graduate are the first or the fiftieth physician in your family.

Guests: I’m sure that you have attended many commencement ceremonies before, from preschool through baccalaureate. Let me assure you that this day is different. To use an SAT-style analogy, four years of medical school is to eight semesters of college the way that a 20-mile hike in the Mojave Desert dragging a steamer trunk filled with lead bricks is to a stroll on the beach at Malibu with a cooler of Coronas. They share nothing but sand. To put it mildly, acceptance at and completion of, medical school is an achievement sui generis—one of a kind.

Congratulations to all of you. And if the pride thing is tough for you, how about gratitude? Graduates: if you haven’t already done so, it’s not too late to thank your family, loved ones, friends, and teachers for their support along the way. You each have elementary and high school teachers, and college and medical school professors who would cherish learning how they affected your life. So you are hereby encouraged to message them right now and for the remainder of these remarks. Really.

In that spirit of gratitude, thanks to Dean Compton for the invitation to speak today. Perhaps many of you are wondering why he did so, as am I. Seriously, I believe this invitation originated more than 9 years—and a few Deans—ago, when I called Steve Spielberg and David Nierenberg to see if Dartmouth might be interested in sending a few students to do clerkships at California Pacific Medical Center (CPMC) in San Francisco.

Little did I expect how quickly we would proceed and how strongly the relationship would grow, to the point that several hundred women and men of DMS have chosen—for reasons that remain a bit obscure—to forsake New Hampshire’s lovely winters and delightful mud seasons to spend a few months training with us.

Faculty: thank you for sharing your wonderful students with us. We enjoy seeing their greenpatched white coats roaming our halls and being challenged by their inquisitive minds and their upto-date knowledge. And, yes, that was a bad pun.

Graduates—fellow doctors: You have passed through intellectual, physical, emotional, and often financial challenges to get to this day. Now what? I have no idea. I never imagined that someday I would be delivering a commencement address as the CEO of a hospital. When I graduated from medical school, the thought of wearing a suit and tie gave me the heebie-jeebies.

Then again, I never imagined when I moved to San Francisco 40 years ago to go to medical school, that I’d spend the rest of my life there. Like the man says, “Stuff happens, most of which has now faded pleasantly into a soft, fragrant breeze on a warm June day.”

For example, as an internist, I’m pretty sure I made some difficult diagnoses in my career. Like all of you, I answered—I hope correctly—thousands of questions on hundreds of exams. I’ve written elaborate histories and physicals, formulated complex differential diagnoses, and dictated detailed procedure notes. Honestly, I cannot remember much about any of these.

But I do clearly remember a patient I sent home from the ED—to “protect” my friends on the admitting team upstairs and to cement my reputation as a “wall”—who should have been admitted. I remember a colleague pointing out gently that I had missed a grossly enlarged bladder in a man with incontinence.

I recall the day that a chief resident showed me a medical record in which I had pretentiously written that the EKG had no Osborn waves—so when the patient returned a few days later, having swallowed yet another tricyclic overdose, his paper chart still in the limbo of medical records, there was no comparison for his now-abnormal QT interval. But as far as I know, these—and countless other— mistakes that I made have remained secrets, so no one but me learned from them.

I remember the first time a manuscript that I had written was accepted for publication—albeit in an obscure journal that is long out of print. Of course there have also been rejections TNTC (too numerous to count). As well as a stern letter from the editors of the Annals of Internal Medicine warning me about salami science. And tersely dismissive grant reviews from study sections that led me to question whether academics and I were meant for each other. I surely didn’t realize that all of this lied ahead.

Most of all, I never expected to perform chest compressions on my dad on the airport floor in baggage claim in San Francisco, after he collapsed in front of me as if his bones had liquefied. So a welcoming son became an ER doc: I got down on my knees and pumped and breathed for 20 eternal minutes while waiting for the paramedics.

For sure, I didn’t expect that he would live happily for another 9 years, my first and thus far only successful out-of-hospital cardiac resuscitation. Those skills you have been taught will someday come in handy.

What have I learned from all of this? More importantly, what have I learned that might be worth sharing with you?

Be transparent. Admit and learn from your mistakes. Help keep others from making the same ones. Become the first generation of doctors to understand that an error disclosed once can become an error prevented forever.

Keep calm and carry on. Winter is coming. This next one may be the longest winter of your life, oh interns-to-be. During those shorter and darker days, when you may question why you chose medicine over law or business or who-knowswhat, try to fall back on your hard-earned and privileged place: that as a result of the choices you have made and the work you have done, you understand how we humans function. What happens to the food we eat, how we process the sounds we hear and the sights we see, how we extract oxygen from the air we breathe and pulse it to our fingers and toes…even what love might be. This knowledge is yours forever, and I promise that it can sustain you during long dark nights if you let it.

OK. This has been a lot, especially for those of you who accepted permission to text your gratitude. So if you haven’t been following closely, please remember one piece of advice from a guy with grey hair: Become better at paying attention. Our biggest enemy is going on auto-pilot. Pay more attention to your patient’s eyes than to the iPatient—you know, the one who lives in the electric health record and who now receives all too much of our consideration. Real patients have beating hearts and minds filled with doubts and concerns.

Peel back the dressing to examine the wound—that advice applies whether you’re going into surgery or psychiatry. As clinicians, people— strangers—will open their hearts to you, especially if you ask them to. And sometimes, all you need to say are those three magical words, “Hi. I’m Dr. Geisel.”

Be open to your patient’s vulnerability. Ask if something worries them. What you know to be a benign sebaceous cyst a patient might see as an incipient melanoma. Your reflux might be their heart attack.

Take the time to sit down. In a chair. Or on the side of the bed. I guarantee that the few extra seconds that it takes will improve your interactions with patients and enrich your experience.

Use your stethoscope to listen for the Rice Krispies Kids. You know, the ones that go snap, crackle, and pop. They can be found in the thorax and abdomen—but only if you are paying attention.

This same recommendation about paying attention applies to your loved ones. As physicians, we often rush around like acephalic poultry, and we too easily come to believe that our free time is too rare to share. Rather, it’s too precious not to.

And perhaps you too will have an experience like mine. When my dad—remember him?— was finally able to talk the day after his cardiac arrest, he was told what had happened on the airport floor. He smiled at me and made the inevitable parental joke: “Son, I’m sure glad you didn’t listen to me and go to law school.” So am I, and doctors, so are all of you, I hope.

Congratulations again! Go forth to breathe deeply and knowledgeably from the air we share with all of humanity, past, present, and future.

 

Warren S. Browner, MD, MPH

Dartmouth’s Geisel School of Medicine Commencement Address

Warren S. Browner, MD, MPH is Chief Executive Officer of California Pacific Medical Center. A board-certified internist, Dr. Browner is a Senior Scientist in the CPMC Research Institute; Clinical Professor of Medicine, Geisel School of Medicine at Dartmouth College; and Professor (adjunct) of Epidemiology & Biostatistics at University of California, San Francisco. Prior to joining CPMC in 2000, Dr. Browner was on the full-time faculty at UCSF for 15 years, serving as Chief of General Internal Medicine and Acting Chief of the Medical Service at the San Francisco VA Medical Center.  He has served as Executive Editor of the American Journal of Medicine for seven years. He has been a member of Federal panels for the National Institutes of Health, the Department of Veterans Affairs, and the Food and Drug Administration. Dr. Browner received a B.A. from Harvard College in 1975; an M.D. from UCSF in 1979; a Master’s degree in Public Health (M.P.H.) in Epidemiology from UC Berkeley in 1983; and completed a residency in internal medicine and a fellowship in clinical epidemiology at UCSF.

The Medical Commencement Archive Volume 3, 2016

Categories
General Lifestyle

Goals between 1st and 2nd Year

When we were young, summer days were our most free. Our neighborhoods suddenly became hives of activity; kids playing baseball in the streets, video game sessions lasting all day, trips to the pool, family vacations, and most importantly, no school. Those days of summer seemed too short, and during the long winter months when school seemed to stretch on forever, I often sat and daydreamed of the days when I could wear shorts and a t-shirt. For many, summer vacations can last through college, with time spent abroad or back home enjoying the comforts of their childhood. Medical school, however, changes the game.

For those who come straight to medical school from their undergraduate institutions, the last true summer might be the one between the first and second year of medical school. In fact, most schools give students several weeks off to decompress after the long struggle of first year. Therefore, it’s worth asking: what do we do with this time? With that question in mind, I went out and queried fellow students from all years, as well as several physicians in practice and in academia, in order to collect ideas. Not surprisingly, there were a huge variety of answers, but they divided into two basic camps. About half said to do something, anything, to prepare ourselves for our future careers, and the other half said to enjoy the last vestiges of our youth.

The arguments are valid on both sides of this debate. Amongst those who said to do something “productive,” about 75% said to, more specifically, gather experience in an area of interest. Whether through shadowing or more formal experiences such as research opportunities, the idea is to gain whatever knowledge and experience you can to make choosing a specialty easier. Additionally, these measured voices said, you will gain a little extra something on your CV that might impress residency programs. For instance, a friend who had an interest in mental health and addiction medicine spent the summer doing research in a major university setting. He applied months in advance and said the experience changed his life. On the other hand, the remaining 25% said to spend time studying for the Boards. “They’ll creep up on you quickly, so best to start early,” one professor told me. He suggested creating a plan of action for the summer, including high yield topics to review each week.

The “do nothing” crowd, or those on the other side of the argument, also had their say. Many advocated that this last summer is the perfect chance to do a few things that simply won’t be possible in the years ahead. “For those who enjoy traveling, take the chance to get away,” they repeated again and again.  A student who recently matched into PM&R told me that he went to Europe for 4 weeks, rode the train, met lots of great people, and “stayed as far away from studying as [he] could.” He added that this gave him the chance to recharge his batteries before tackling the challenges of second year and beyond. While traveling Europe might not be possible for all of us, finding ways to decompress should be. A family medicine physician who has spent 20 years in practice told me that he went home, saw family, and spent lots of time fishing.

In the end, there is no clear path. Just like with everything else, how to spend that last summer is a very individual choice. My own experience involved taking time off to rest and reflect, and also spending a month locked in a room with some fellow students crafting a business plan for a student-run free clinic, which, after a lot of work and fundraising, opened the next year. I also completed a 2 week internship in rural medicine. I wouldn’t change anything about the summer; both of those work experiences motivated me in different ways regarding the type of physician I want to become, while taking time to rest rejuvenated me for the trials ahead. No matter what you choose, remember to do what makes the most sense for you. If you need the rest, take the chance to get it. If you want to work on something you feel passionate about, do that. While it may seem like another multiple-choice question, in the end, there is no wrong answer.

Featured image:
travelling by Elvira S. Uzábal – elbeewa

Categories
General Public Health

The Doctor as the Advocate

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.
– Margaret Mead

Doctors are at the forefront of society. They see the dark pits and abysses of humanity that the rest of us try to forget – those depths of despair that many of us will never experience.

As Medicine continues to change, so too does its definition of illness and what it means to be ‘sick.’ Illness means more than just a set of symptoms or a mark upon an X-Ray; it resides within the choices we make every day, the people we welcome into our lives and the jobs we labor for decades at a time. As medicine continues to encompass more and more of our everyday lives, so it takes on greater responsibility.

Advocacy was defined by Earnest et al. in the January 2010 issue of Academic Medicine as an ‘action by the physician to promote those social, economic, educational and political changes that ameliorate the suffering and threats to human health and well-being that he or she identifies through his or her professional work and expertise’ (3).

An article written in the 2014 edition of the AMA Journal of Ethics further divided the definition into two: agency which refers to working on behalf of a specific patient, and activism which is directed towards changing social conditions that impact our health (6). Although many doctors are comfortable with the direct care of their patients, what can often be forgotten is our social responsibility. Not only do we need to treat patients as individuals, but also as a group – as a community.

The doctor’s role goes beyond the hospital walls. The patient is not just the person sitting in the clinic, but the person next door, the young lady who goes to the shops, the schoolboy who drags his bag over his sullen shoulders every morning. Illness takes place in more than the patient’s body; it takes place in society, in the neighborhood, in the schools that cannot provide support and the families that can no longer cope.; what impacts our health? Is it a parasite within our bodies, a virus that has entered so far into our habitat? Or is it unemployment, poor housing, discrimination, social isolation, loneliness, and abuse? These types of vulnerabilities lead to much higher rates of both morbidity and mortality in those affected (4).

The doctor is the voice of those who do not have one. The status of the medical doctor has been respected throughout the centuries; the curer of ills, the bringer of life. While this is gradually changing in the new era of patient-centered care, it is still a prevalent idea.

The doctor should use this privilege and rank within society to fight for those who cannot. As a group, doctors can hold a lot of power within society. Here in the UK, several Royal Colleges have voiced their opinions in the mainstream media over a number of issues already; in 2015 the Royal College of Psychiatrists spoke out about the long distances many of their patients had to travel for support (8), while in 2013 the Royal College of Physicians highlighted the need to tackle obesity more rigorously (9).

These days it is much easier to be an advocate. All it takes is a few clicks on the laptop and you can enter into the sphere of social media. A quick search on Twitter will highlight numerous debates that are occurring amongst patients and doctors, nurses and pharmacists, families and politicians. The battle is no longer held in the debating arena, but within the public sphere.

There is another side to advocacy. Once one decides to expose themselves to the public sphere, they open the door to a hailstorm of criticism and disapproval. By stepping outside of their niche practice and showing their faces to the world, they invite a whole host of attacks. To counter such negative experiences, many medical organizations have offered advice for healthcare professionals who wish to take a bigger role within society.

For example, the Canadian Medical Protective Association (2) recommends doctors:

  • Approach the issue with transparency, professionalism, and integrity.
  • Work within approved channels of communication.
  • Discuss concerns, suggestions, and recommendations calmly.
  • Provide an informed perspective, and attempt to include the perspectives of patients and other healthcare professionals.
  • Persuade rather than threaten or menace others.
  • Remain open to alternative suggestions or solutions, and try to build on areas of consensus.

Another critique against advocacy is the question of the doctor overstepping her boundary. Is advocacy within the remits of the doctors’ role? There is after all a social contract between medicine and society; it is society that holds up the profession to the highest esteem, expecting them to abolish disease and alleviate suffering. A person does not take off their professional cloak the minute they leave the hospital grounds – rather, its presence can be felt in every setting, whether it be the local shop where they grab their newspaper or the primary school where they pick up their children; it is a type of respect that is rarely be found in other professions (4). Medicine and society are intricately linked, and to claim that the doctor’s job ends once the patient leaves the room is to be blind to the role of healthcare in people’s day-to-day lives.

Yet the role of advocacy is not a role that every doctor may wish to take on. Some doctors may fall into advocacy with burning desire to change the world, while others would prefer the calming atmosphere of the hospital room, with just themselves, their patient and a piece of paper in between. I believe advocacy was described best in 2011 when Dr Huddle, Professor of Medicine at the University of Alabama Birmingham, said that it “must remain an occasional and optional avocation in academic medicine, not a universal and mandatory commitment” (3).

On another level, we must be careful not to politicize medicine too far (5) – medicine is for the public and not just a puppet dancing on the strings of politicians. Medicine must speak for those who cannot, yet still maintain its autonomy. Certainly many of the issues that impact our health are heavily politicalized areas – from housing to employment to funding cuts. Doctors must be careful when speaking for their patients. They must not allow their words to become blinded by their biases. We must remember that the doctor’s duty is first and foremost towards her patients – to the public.

There are plenty of examples of advocacy out there –doctors who blog about the daily struggles of their patients, Twitter discussions about mental health and social care, and the clinicians who write books and articles pursuing public policies with an aim of building a more just, equal and ultimately healthier society.

So, how can you get involved? Grab a book, read a newspaper; join the debates on Twitter, pen an article, start a discussion – go out there and let your voice be heard.

Below are some examples:

The Seven Social Sins:
Wealth without work.
Pleasure without conscience.
Knowledge without character.
Commerce without morality.
Science without humanity.
Worship without sacrifice.
Politics without principle.
– Gandhi, 1925 (7)

References

  1. Oxford Dictionaries. Advocacy [Online]. Available at: http://www.oxforddictionaries.com/definition/english/advocacy[Accessed: 4th January 2016]
  2. The Canadian Medical Protective Association. 2014. The physician voice: When advocacy leads to change [Online]. Available at: https://www.cmpa-acpm.ca/-/the-physician-voice-when-advocacy-leads-to-change[Accessed: 4th January 2016]
  3. Kanter, S.L. 2011. On Physician Advocacy. Academic Medicine. 86:1059-1060
  4. Dharamsi, S., Ho, A., Spadafora, S., Woollard, R. 2011. The Physician as Health Advocate: Translating the Quest for Social Responsibility Into Medical Education and Practice. Academic Medicine. 86:1108-1113
  5. Huddle, T.S. 2011. Perspective: Medical Professionalism and Medical Education Should Not Involve Commitments to Political Advocacy. Academic Medicine. 86:378-383
  6. Freeman, J. 2014. Advocacy by Physicians for Patients and for Social Change. AMA Journal of Ethics. 16:722-725
  7. Easwaran, Eknath(1989). The Compassionate Universe: The Power of the Individual to Heal the Environment. Tomales, CA: Nilgiri Press.
  8. Buchanan, M. 2015. Mental health patients sent ‘hundreds of miles’ for care [Online]. Available at: http://www.bbc.co.uk/news/uk-33535864 [Accessed: 17th January 2016]
  9. BBC News. 2013. NHS obesity action plea by Royal College of Physicians [Online]. Available at: http://www.bbc.co.uk/news/uk-wales-20878210 [Accessed: 17th January 2016]

Featured Image:
Speak up, make your voice heard by Howard Lake

Categories
General Lifestyle

Goals for the Summer

The beginning of December is when it begins. Around winter finals, people already start to ask – What will you do over the summer?

“Should I apply to a summer fellowship?”

It’s reasonable that we want to make the most of the summer. Considering the prevalence of ordered, dutiful personalities in medical school[1], it’s no surprise that this precious time – the last summer vacation of our lives (at least, in the US school system) – is wrought with indecision.

“Are you doing research over the summer?”

We go to second-years and faculty to ask for advice. We post on Facebook or other social media outlets. We ask career counselors. They all say to take things easy. Second year is hard, so do something that is important to you. Go travel. Spend time with family. They say things like, you only have to do research if you want to go into a competitive specialty. We search Google and find resources about summer fellowships and research opportunities.[1]

“What should I do over the summer?”

I am reminded of the memoir When Breath Becomes Air, written by the neurosurgeon-in-training Paul Kalanithi. In the book, Kalanithi writes about a similar situation during his undergraduate sophomore summer. He had to choose what to do with his summer, because he had been accepted both “as an intern at the highly scientific Yerkes Primate Research Center, in Atlanta, and as a prep chef at Sierra Camp, a family vacation spot for Stanford alumni on the pristine shores of Fallen Leaf Lake [… which] promised, simply, the best summer of your life. […] In other words, I could either study meaning or I could experience it.”[1] Ultimately, he chose the job as the prep chef. And despite the outrage of his biology mentor over the lost research opportunity, Kalanithi still became a neurosurgeon.  He said his experience at the camp was meaningful, invigorating, and had lasting effects on his perspective when he returned to school. It’s a little different in medical school, but the principle is the same.

“When you look back on the summer, how will you feel?”

I struggled to decide what to do with my summer. I felt like there were a lot of options, but was unsure of what to pursue – I could conduct research on campus, be a medical volunteer at free clinics, work at a global health mission, spend time with family, travel with friends … there were too many options. I felt like all of the options were possible as long as I submitted an application on time. The most difficult part was that at my school, summer lasts only one and a half months.  Ultimately, the time constraints limited me to only one or two activities, and I wanted to choose an activity that would be “the best summer of my life.”

I had started the application for a summer research fellowship, submitted it, and was waiting to hear back. Meanwhile, I heard friends talking about how they were planning to go on trips in-state and

abroad, get married, or just spend time at home. Other friends were awarded fellowships at other academic institutions. I wondered how valuable it would be for me to spend another summer putting in forty or more hours of research a week when I had spent a number of undergraduate summers doing that before. In fact, I realized, my last real break was the summer between high school and undergrad.

In my final year of undergraduate studies, a retiring professor told the class that he was most excited about the opportunity for extended break from academia. He expressed regret that he had not taken more breaks throughout his career. My friend and I had discussed this together; we wondered whether a break from school or work could really be as meaningful as he said. I’m beginning to realize what he meant now, as my classmates and I fight through burnout during our first year in medical school. The importance of self-care cannot be overlooked.

I weighed the pros and cons of each option. When it came down to it, my ideal break consisted of: (1) reconnecting with family and friends, (2) spending time with literature – both reading and writing, and (3) exploring future career options. While important, career-building was not the most important summer activity because I still have the rest of my training and the rest of my life to work on it. For me, time with familiar people and literature are sources of enduring happiness. At the end of the day, I take comfort in cultivating these life experiences. I worked hard to create an opportunity that would incorporate all three of these items. I’m planning to spend the summer at home, relaxing and working on a small project I managed to set up with a mentor nearby.

For those coming up with their own summer goals, I suggest considering the following points:

  1. What are the pros and cons of the options you have considered so far?
  2. How much time can you allot to each of your options?
  3. Is there something you would regret missing out on?
  4. What will rejuvenate you for the upcoming year?
  5. If you could do anything, how would you spend an ideal summer?

References:

  1. There was an actual study published on this. Lievens, et. al. (2002). Medical Education, 36, 1050–1056.
  2. Interested readers may want to peruse the following pages:  “Summer Opportunities for 1st-Year Students” from Indiana University and “Summer Opportunities for Medical Students” from the Medical University of South Carolina.
  3. Kalanithi, Paul. (2016). When Breath Becomes Air. Random House, New York, NY. 31-32.

Featured image:
San Francisco Peaks from Kendrick Mountain Fire Lookout Tower by Al_HikesAZ

Categories
General Reflection

Meaningful Community Involvement

The second semester of the first year of medical school, here and at schools across the country, represents a time when first-year students take charge of interest groups and community projects. Not long ago, we were all inexperienced newcomers to our respective schools. But now, we have since taken over the reins of all of the pre-clinical year activities from the second-year students, as they each burrow away to prepare for the ominous Step 1 exam.

Sandwiched neatly between loading up my resumé for medical school applications, and loading up my resumé for residency applications, the outright requirement to have a curriculum vitae that is robust and full of interesting community service activities weighs heavily on my extra-curricular activity decision-making. Burned into my psyche from the competitive nature of the pre-med undergraduate lifestyle is the relentless worry of “Am I doing enough?”, subsequently followed by a persistent voice inside my head insisting “More! More! More!”

The most logical course of action appears to be for every student to: ace every class, have your name in several publications, and participate in as many interesting-sounding community service projects as possible in your time as a medical student. With the latter segment of this strategy, we accomplish the double-sided advantage over our competing residency applicants by demonstrating our efficacy as providers, in addition to proving that we aren’t self-centered egomaniacs. Maybe an application officer will find one of our activities particularly interesting, which then might lead to an extended and hopefully memorable conversation.

For most of us students, medical school is the first position of real responsibility that we have over the wellbeing of others in our local communities. We certainly don’t expect this time to be our last; as future physicians we all have at some point demonstrated a desire to perform acts of altruism for those in need. The shocking turn of events is that the general public endows a great deal of trust in us once we don our white coats, even coats that clearly state our amateur, student status.

We find ourselves at risk of a costly combination of a position of real power and responsibility matched with misguided effort and enthusiasm. If one’s goal is simply to maximize their free time with an array of activities they only half-heartedly care about, then there is a more than likely chance of some level of harm being done. Even if no actual clinical mistakes are made, or no false information is distributed, there likely exists a missed opportunity. Rather than take the time and effort to create significantly improved health outcomes for a community in need, which requires full engagement and innovation, a tepid enthusiasm for the project at hand is more probable to leave a population at its status quo.

Let’s all pledge to choose quality over quantity. Let’s create and collaborate on projects that will actually matter. If chosen correctly, these opportunities for us as students will be the first steps towards making the remarkable impacts on the lives around us that we all aim to achieve. Collectively, let’s worry less about how we appear on paper and more about the people we intend to serve.

Featured image:
Theory and Practice by Carl Mueller

Categories
Emotion General Public Health

What a Horse Named Lightening Taught Me – Equine Therapy and its Unconventional Uses

Lightening is a beautiful white mustang who enjoys back massages. He loves being around his older brother Lincoln, but shies away from people. Lightening came to Hopewell Ranch in Michigan a few years ago, after barely escaping death. He was abused by his previous family, who disciplined him with a metal two-by-four and cracked his skull. Then they tried to starve him to death. Fortunately for Lightening, he was rescued and became a therapy horse at Hopewell Ranch.

What is equine therapy? Horses like Lightening, with troubled pasts, are used in unique psychotherapy for women and children recovering from domestic violence, cancer patients, veterans, and the list goes on. Equine therapy can also be used for professional development, by teaching the importance of using body language rather than verbalization to elicit responses.

Recently I had the opportunity to visit Hopewell Ranch and participate in one such professional development session. Having never been around horses in my life, I was quite nervous prior to the session. As soon as I stepped in the arena, the horses took notice and the silence between us was powerful, but made me even more nervous. The horses studied my body language, determined that I was not going to harm them, and slowly came over to me. While I was still very cautious, the gentle nature of the horses helped calm my nerves.

After the horses got to know me, I was tasked with identifying some of their personality characteristics based on their reactions to my touch or command. Lincoln, another beautiful Mustang, was clearly the leader of the herd and quite protective of Lightening, who was very nervous and cautious around strangers. Responding to my touch, Lincoln remained steadfast and was no longer nervous around me; however, Lightening continued to shy away from me and recede into the shadow of his brother.

Next, I was placed on a team in order to perform a physical exam on Lincoln, our assigned horse, and finally, we were tasked with getting him to maneuver through a self-made obstacle course. Each task focused on cultivating different skills, such as learning to read body language, working in a team, and leading. Physicians are often required to read a patient within the first 30 seconds of entering the exam room. They must be able to work well in a team and step back when necessary so others can get the job done. A physician must also exude confidence as a leader so a patient has confidence in him or her; equine therapy helps integrate all of these important physician skills.

The most powerful part of this session for me was, again, the silence. Many times, we take speech for granted and believe that because patients can verbalize their thoughts and feelings, they will tell us everything we want to know. However, working with these horses, particularly Lightening, revealed to me the necessity of gaining the trust of my patients. If there isn’t a trusting patient-doctor relationship, they will not feel comfortable sharing their life circumstances or the challenges that need to be overcome to successfully implement therapy. For example, a patient may be homeless, abused, or depressed, but there may not be outward signs at first glance. Learning to read a patient and being able to get him or her comfortable enough to share information are great assets to have in the physician tool belt, because they will help make accurate diagnoses and enable successful treatment.

Beyond professional development, equine therapy is an incredible resource for an array of psychotherapy candidates including, but not limited to, addicts and the handicapped. The founder of Hopewell Ranch, Jodi Stuber, has an incredible story of her own that led her to open this ranch. She lost her daughter at five months in utero, but named her Hope, and then decided to name the ranch after her. In Hope’s memory, Jodi has helped people fight drug addiction, has helped cancer victims learn to ride and experience joy while they endure intensive chemotherapy, and has helped children faced with abuse and disabilities feel empowered, all through the teachings of horsemanship.

Equine therapy is a lesser known, but phenomenal, therapeutic method, and my first experience with Lincoln and Lightening will definitely not be my last. I encourage everyone to seek out equine therapy – for fun, for mental health, and for professional growth and development.

Learn more about Hopewell Ranch in Weidman, MI.

Featured image:
Picture taken by author at Hopewell Ranch. Lightening (left) and Lincoln (right)