Wednesday, November 27, 2013

I'm on iTunes!


My interview with Dr. Ryan Gray, MD of Medical School HQ is now available via their website & iTunes! The interview focused on my personal path to medical school, particularly the non-traditional decisions I made (which you can also read about here).

The Medical School HQ podcast is really great (the whole series! not just my interview), and I highly recommend giving it a listen, especially if you're premed. Dr. Gray interviews a lot of medical and premedical students and explores the issues facing us today. I hope you enjoy!

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Sunday, November 24, 2013

The Art of History-Taking

Medical students are notorious for taking loooooong and extremely awkward histories from patients.

And patients never seem to respond the way Bates says they will…

:(
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Sunday, November 17, 2013

You Saw WHAT on the X-ray?

Much like microbiology and pathology, radiology has its share of interesting descriptions (including a fair number of food metaphors). 

Some actually help identify normal/abnormal findings and others require extra work to figure out what the term even means (prime example: "miliary").




Click here to read "Food Signs in Radiology" (free full text).
Click here to see more radiology signs.

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Monday, November 11, 2013

Don’t ‘Should’ on Yourself

Image source: http://chibird.com

I propose an experiment. Part 1 requires you to pay attention to how often you say or think the word “should” over the course of a day. If you’re anything like me, you’ll be surprised at how often it comes up.
I should study tonight.
I should do research this summer.
I should work out in the mornings. 
(Sound familiar?)

What’s wrong with “should”? For one thing, it implies obligation and powerlessness. When I tell myself all the things I should do, I begin to believe (if I don’t already) that I have to do them. Then, when I don’t complete the task, as I often don’t, I become guilty: I’ve failed.

This undertone is most obvious in the past tense. For example, I can’t count the number of times I’ve the entire weekend before a big exam studying, only to realize how much I still needed to learn on Sunday night. Every time this has happened, I either said or thought: I should have studied more.

When I say I “should have” done something, what I’m really saying is that I was supposed to do it, but I didn’t—and it was wrong that I didn’t. I’m saying that I’m bad/wrong/lazy/dumb/unproductive/etc.

Or, more succinctly: “Should” is shit.

I wish I had come up with this motto, but it comes to you courtesy of my favorite MS1 lecturer, Dr. O. She included it in an American Medical Women’s Association lecture, within the context of not comparing ourselves to others. I almost got tears in my eyes when I first heard it, because it’s so perfectly simple and true. Should IS shit. It’s a horrible word! So why use it?

Which brings me to part 2 of the experiment: whenever you notice yourself using “should,” try replacing it with the word “could.”
I could study tonight.
I could do research this summer.
I could work out in the mornings.
Hopefully the difference between “should” and “could” is jumping off the screen at you. Both words fit equally well into the exact same sentences but have very different implications. “Could” implies possibilities, choices, and power
I could study tonight… But I choose to watch Bones instead.
I could do research this summer… But I choose to spend time with my grandma while she’s still around.
I could work out in the mornings… But I don’t WANT to.
Perhaps I sound a bit self-helpy at this point, but oh well—I’m passionate about this. “Could” is one of the simplest and most powerful methods we can use to change our patterns of thinking. “Could” validates the choices we actually make, not the ones other people might make. It allows us to stop comparing ourselves to other premeds, med students, or doctors. And it reminds us that we choose what to do with our time; if we aren’t satisfied with how we spend our time, there are many other things we could do.

So don’t “should” on yourself!

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Wednesday, November 6, 2013

What I Didn't Do to Get into Medical School



I had a lot of fun recording a podcast interview with RyanGray, MD of Medical School HQ on Monday night. (The podcast will air later in November and I’ll post a link when it’s available.) The interview got me thinking about applying to medical school, and how much pressure I felt to do everything “right.”

Rather than give you all kinds of advice about being yourself and having confidence, I thought I’d demonstrate how many of my premed fears had no basis in reality.

Here are only some of the things I thought/was told I “had to do”—but didn’t:
1. Bench research
2. Clinical research
3. Get a letter of recommendation from a science professor
4. Get a science degree (Bachelor of Science, preferably)
5. Finish all medical school prerequisites before junior year
6. Finish all MCAT-related coursework before taking the MCAT
7. Take the MCAT during junior year
8. NEVER withdraw from a course
9. Earn an A in every single science course
10. Finish undergrad in 4 years

I didn’t or couldn’t do any of these things, and yet, here I am: a medical student. 

Just saying.

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Monday, November 4, 2013

Radiology Right


Notice the R on the left side of the image? (Image source: http://www.freewebs.com/drfahd/cxrayinterpretation.htm)


Right/left conventions of radiology are a key teaching point during first year. If you haven’t had an introduction to radiology yet (or your school failed to teach you how to read an X-ray), here’s the basic idea:

1) X-rays (assuming that we’re not doing any fancy angles on the X-ray) and coronal MRIs/CTs are read as if you’re standing in front of and facing the patient: their right is your left.

2) Transverse MRIs and CTs are read as if the patient is lying on a table and you are looking up at the section from their feet. Their right still ends up being your left.

My school, and probably every other medical school & radiology program, calls this "radiology right" (meaning: LEFT). I’m glad we repeatedly went over these basic points, because the ability to read X-rays, MRIs and CT scans is essential in second year and beyond.

Here's the problem: when I read a lecture and it includes 2 figures and says something like, "Note the fibrosis in the figure on the right," I look at the figure on the left. Every. Time.

That's right (pun intended), "radiology right" is so deeply engrained into my being that I can no longer tell right from left. This is kind of a problem when a cyclist yells, "ON YOUR RIGHT!" My current strategy is to freeze until they pass me, because I don’t know if they’re an actual person or an X-ray.

:-) 


P.S. I quickly searched the web for funny images or blogs about this topic and found this gem. (Make sure you read the first answer!)