By Joanna Drowos DO, MPH, MBA and Mandi Sehgal MD
Recently a large group of faculty from the Charles E. Schmidt College of Medicine at Florida Atlantic University, including physicians from various specialties and other health professions educators, attended the Society of Teachers of Family Medicine (STFM) Conference on Medical Student Education, in Jacksonville, Florida. For us as family physicians, being able to engage our colleagues, both inside and outside of our specialty, was a great way to showcase STFM, develop new collaborations, and advance in our careers.
Being at this meeting together, away from our home institution, provided opportunities to increase rapport and morale amongst our group. Given that so many of us attended and presented our work, our college took notice and pride.
We present here lessons learned and our suggestions on how to take advantage of the opportunity to attend, present, and/or network at professional meetings. We will use our experience at STFM as an example.
By Natalia V. Galarza, MD and Kristina Diaz, MD
Global health has been identified as an increasing field of interest in medicine. As Koplan et al, mention, it can be thought as a notion, depending on current events. A definition for global health has never really been reached by consensus, and so it seems that global health can be adapted to the necessities of the location and time.
Many definitions touch on the fact that global health should improve health and achieve equity for all people and protect against global threats that disregard national borders.(1,2) It has deep connections with public health, blurring the boundaries between public health and global health. Within these connections, we have “border health” as a unique part of public health, with many characteristics being shared with the broader “global health.” For family medicine residency programs that are geographically located near the United States-Mexico border, the teaching of border health is embedded seamlessly in the medical resident education, so much that we tend to diminish its importance and gravitate toward other subjects of public and global health. It is easy to overlook the unique populations that we have in our own communities and focus on those that are more conventional and shared with other residency program or educational goals.
Richard F. Mitchell, MD,
For many clinicians, the path of medicine is a comfortable one—well-worn, made by many feet before your own. From college to residency and beyond, the courses to take, exams to pass, and applications to fill out have been laid out for us in a nice, orderly path. There is some room for brief excursions off the path, but the route to our prescribed life of clinic medicine, hospital medicine, specialty care like sports med, OB, or geriatrics, or some combination thereof is a well-marked trail with lighted signs to guide us all the way.
Until the day you decide to teach. I recall talking to our program director on the first day I had administrative time and asked, “What should I do?” His response: “I don’t care.”