Category Archives: Education

Advice From a Student: How to Recruit Medical Students into Family Medicine During Rotation

Medical students, especially those with little exposure to careers in medicine, have great difficulty imagining a career in medicine other than what they see and experience through their rotations.

AMooreSTFM

Antoinette Moore, 4th-Year Medical Student

And shortly after rotations, they are asked to make choices that place their careers on certain trajectories. And while the scope of someone’s ideal practice will grow and change, the choice of specialty defines us in a way that is undeniably powerful and far reaching into our professional careers.

As I wrap up my third year of medical school, what has become apparent to me is that there are two often unnoticed—and often under-promoted—qualities that influence whether a student chooses one specialty over another.

These two qualities are physical and metaphysical. Physical describes the more brick and mortar/billable procedure/patient population aspects students are exposed to during rotations, such as “Is the preceptorship in a small town or a large urban setting?” and “Does this rotation expose students to a wide variety of patient presentations, procedures, and demographics?” The metaphysical is a bit harder to quantify but importantly demonstrates how happy employees are with their chosen line of work. It speaks to the culture of the rotation environment, which, to the student, serves as a representation of the profession as a whole.

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Resilient Faculty, Resilient Residents

Kathleen Rowland, MD, MS

Change is here, and more is coming. In medicine, we often perceive change, especially external change from hospital systems or payers, to be a threat. We feel a loss of control, which can lead to anger, resentment, and burnout.1 A survey of 3,000 US physicians done by a staffing company found that 58% of physicians who left medicine in 2013 reported doing so because they didn’t want to practice in an era of health care reform. This is more than stated they left because of economic factors such as malpractice insurance or reimbursement concerns (50%).2 The changes we face can feel overwhelming, and we have to take measures to make the changes less daunting.  

Being resilient does not mean that we become pushovers. The goal of teaching resilience to change is to increase the sense that we are able to react to, triage, and adapt to changes while maintaining the core of who we are: physician teachers and healers. We can fight unwinnable battles or choose good ones. We can hold out on changing until the demand to do so is punitive, or we can adopt the change at a comfortable pace.  We often do not choose the changes we face, but can choose the way we respond. As we restore that independence, we can reduce our risk of burnout and increase our satisfaction with practice.  

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Democratizing the Conversation for Greater Good: Social Media Usage at Academic Conferences

By Chris Morley, PhD, Ben Miller, PsyD,  and Mark Ryan, MD

Recently, there has been some discussion about whether the sharing of information presented during academic conferences via social media is appropriate, taking form in both peer-reviewed literature1–4 and in online blogs5 and social media, with a particular focus on Twitter.

Predictably, there are arguments presented against the sharing of material via social media that frequently center on the protection of copyrights, patents, intellectual property, or simply ideas-in-formation. Other arguments tend to fret over whether the sharing of a table, figure, or text, presented in a conference, may somehow represent prior publication that might interfere with the ability to later incorporate the same text into a formal journal publication. The crux of either argument tends to be that the presenter has shared information in one form, but that any sharing of that information beyond that context without the presenter’s express permission infringes upon intellectual property rights and/or future publication possibilities.

This antiquated view of information sharing is in need of disruption. Academia, of all, should learn a thing or two about the need to stay relevant in a day and age where people learn of their news from Twitter. It really puts things in perspective when one considers that most academicians wait 8–12 months (or longer!) for a peer-review process to be complete to allow them to share their findings. Conferences have long been one of the best ways to allow for academicians to share their findings with a broader audience while waiting on the laborious and lengthy peer-review process to complete.

However, should we take it as far as to tell people to not tweet what they hear or see at a conference?

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