Category Archives: Residency

One of Those Kids in That Class Is Me and They Deserve a Chance

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Renee Crichlow, MD

In the last couple of years, I have been a co-teacher in an undergraduate program part of whose mission is to increase underrepresented in medicine (URM) students in our medical school. There are many reasons I have chosen to do this and to fully understand, I thought it would be important to share a little bit of my student career history.

To begin, nothing in here is about bragging. It’s really about sharing a story that may be similar to what others have seen.

My high school was a very high performing public school: we had 13 National Merit Scholars in the year I graduated, and I was one of them. (Except at that time in 1985 my award was called National Merit Outstanding Negro Scholar. I’m not joking. That’s exactly what it was called in 1985.) I mention this because it’s an indication of the fact that I would have been considered a very high-capacity, high-potential performer for college.

For many reasons that I won’t go into, there was no family support for me either financially or socially to enter college. So I found a way to get to college by myself. Eventually, I decided to stay in the town that I grew up in and went to school at Oklahoma University.

In order to afford food and books, I had to work night shifts at Hardee’s, closing the restaurant quite late. I didn’t have a car so if my friend couldn’t pick me up I walked back to campus. I worked multiple nights each week and carried a full credit load. I would say my grades there were mediocre at best. By the end of the first semester, it was clear to me that I was very bored staying in the same town that I grew up in. I went to the large pile of brochures that I’d been sent after winning National Merit Outstanding Negro Scholar award and I chose to apply to Boston University because it had rolling admissions and would accept me based on my ACT and SAT scores alone as my GPA was not very impressive. I ended the year with about a 3.2.

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Hashtag Mentorship

Randall Reitz

Randall Reitz, PhD

#researchismypants
#takeitlikeahurdle

Mentorship has been around since the era of The Odyssey.  In the poem, as Odysseus prepares to leave for the Trojan War, he entrusts his son Telemachus to the tutelage of his trusted colleague, named Mentor. Our modern usage of this term extends from Homer’s character, but mentorship has evolved greatly in the nearly 3,000 years since (and now occasionally involves hashtags).

I recently had the privilege of being a small-group mentor with STFM’s Behavioral Science/Family Systems Educator Fellowship (BFEF).  I worked alongside Jill Schneiderhan, MD, to provide guidance to four early career behavioral medicine faculty and it was the highlight of my year.

My own small group was smitten with hashtags. They provided a pithy lingua franca to describe and unify our experiences. The two hashtags at the top of this post linger most in my memory.

#researchismypants came from a tear-filled (joy and sadness) discussion during our final dinner together. One of the fellows declared that she had just sworn off wearing pants. I observed that “research is my pants” and that I had just sworn off research. Neither of us could further abide these noxious crimps on our preferred lifestyle.

#takeitlikeahurdle came from the ride home on Highway 5 after that dinner. One of the fellows observed that she had recently sprinted across the same interstate earlier in the day, yelling for her husband to leap over the median “like a hurdle”.

 

hashtag mentorship

Randall’s BFEF Small Group

 

These hashtags encapsulate much of the tension of early career professionalism. People entering a new field face the dual pressures of being as helpful and generous with their colleagues as possible (to ingratiate themselves to the system). They also need to begin to delimit the scope of their job descriptions so that they maintain sanity and high self-expectations for work quality. The new professional needs to bring both positive energy and expertise to the projects they take on (ie, #takeitlikeahurdle) but also assert the confidence and negotiating skill to decline opportunities that aren’t a great fit (#researchismypants).

Each of the fellows successfully navigated experiences that embodied this tension, whether it was making a tough decision to change residencies for a better fit, standing up to a challenging colleague, enduring with pride the difficulties of relationship strife, or confronting unhealthy expectations from their department. It was an honor to scaffold our mentees during these trials. It was a thrill to watch how our charges came through stronger.

By my estimation, the BFEF Fellowship is an eminent example of modern mentorship.  What does it look like?

  • Intensive face-to-face mentorship at two STFM conferences and the Forum on Behavioral Science Education
  • Individual, small-group, and large-group meetings
  • Monthly small-group phone calls
  • Weekly synchronous and asynchronous points of contact (ie, email, project feedback)
  • A professional learning contract to personalize and guide the experience
  • A community of volunteers that support the mentors

This fellowship is one of many run by STFM, including training programs for leadership, practice transformation, teaching medical students, and medical journalism. These great offerings are constantly looking for faculty, advisors, and trainees, and I highly recommend you apply. Having experienced STFM training as both a mentee and mentor, I can attest to the richness of the experience from both sides.

#mentorshipalwaysevolves
#mentorshipneverchanges

Moving Away From Data Points and Back to the Patient Story

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Kathryn Freeman, MD

This past spring, I consciously moved away from learning clinical skills and spent time at two conferences: the National Medical Legal Partnership Conference, and the Family Medicine Advocacy Summit. There, instead of learning about medicine, I learned about stories.

When I reflect on what I learned in medical school, it was all about taking a patient story and converting it into a formal presentation. We spend years training our residents to boil down a patient’s history into discrete facts in a defined structure, using medical terminology to convey a message that only other physicians can understand. But that only allows us to communicate with each other, not with the world around us, or with the people, partners, groups, and leaders who have the potential to make a larger impact our patients’ health.

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