By Rachel K. Wolfson, MD, and Vineet M. Arora, MD, MAPP
When we were in medical school, medical students could opt to participate in traditional research at some point, generally the summer between the first two years of medical school, or during the fourth year. There were no required scholarly projects, semi-annual progress reports, or specific concentrations or tracks for students to choose. Some of our classmates took an extra year to do research, but there was no year-off forum, quarterly newsletter announcing student dissemination of scholarly work, or faculty with protected time to promote student research.
Times have changed. We co-direct the University of Chicago Pritzker School of Medicine Scholarship and Discovery program, in which students can pursue scholarly work in a broad array of areas, including non-traditional research such as global health, medical education, community health, and quality and safety. We are not alone…
Originally published October 21, 2014
By Natalie Wilcox
During my surgical subspecialty rotation, I spent one week on the Limb Salvage service. As a branch of plastic surgery, this area of work requires extensive training and academic dedication. Yet a portion of the practice involves a task that, from a distance, appears primitive: amputation of unsalvageable limbs. Although most of my time on this service involved smaller procedures such as debriding old wounds down to viable tissue, the most unforgettable moments of that experience were spent watching surgeons meticulously remove patients’ legs and close up the wounds.
By Michael J. Friedlander, PhD
The article in the most recent issue of the AAMC’s Analysis in Brief, “Interprofessional Educational Opportunities and Medical Students’ Understanding of the Collaborative Care of Patients,” by Drs. Grbic, Caulfield, and Matthew, provides an interesting and informative look at interprofessional education for medical students interacting with many health professions.
By Tricia Olaes
Originally published November 4, 2014
The 2014 Hotspotting Mini-Grant Project gives health professional students an unprecedented hands-on opportunity to practice an innovative model of care delivery called hotspotting. Hotspotters identify health care super-utilizers — people who are admitted to the hospital multiple times a year, frequently for avoidable complications of chronic conditions, and who often have social barriers to adhering to their care plan. The hotspotters proactively bring additional attention, follow-up, resources and care to these patients in their homes and communities to help keep them out of the hospital. Student hotspotters will share their experiences here twice a month for the rest of this year in “Notes from the Hotspotters.”
I excitedly opened my new email account inbox and saw the first list of potential patients to recruit. All were just names on an automated Excel spreadsheet, and I wondered which one of these individuals, strangers to me now, would be our hotspotting team’s first recruited patient. Our teamwork had already served us well, and here we were, finally beginning.
Medical, nursing, pharmacy, and social work students were brought together in an innovative interprofessional training program at Louisiana State University School of Medicine to deliver diabetes care in a patient-centered medical home model. The research project benefited both patients and students. “Students rarely get longitudinal experiences, which limits their ability to develop skills, to learn about one another, and to develop relationships with patients,” says primary author Mary T. Coleman. Guided by PCMH principles including physician-directed teams, enhanced provider access outside of office visits, and coordinated, integrated care, students provided care to a high-risk population of uncontrolled diabetic patients receiving primary care at the internal medicine residency training site. This innovative initiative earned LSU honors in the AAMC’s Clinical Care Innovation Challenge. Coleman sat down with Wing of Zock editor Jennifer Salopek to explain more. A full abstract of the project can be found here.
Originally published October 23, 2014
By Joshua Allen-Dicker, MD, MPH
I am a young hospitalist who is 16 months into my role at an urban academic medical center. Unlike many of my more senior colleagues who found their way to hospital medicine by circumstance, luck, or as a second career path, I have been planning my career in hospital medicine since the beginning of my residency training. The things that drew me to hospital medicine as a trainee—its emphasis on problem-solving, strong communication skills, teamwork and leadership—are still what excite me each day as a young hospitalist. When friends, family and patients ask me about my job, I often tell them about these passions and describe what a “day in the life” looks like for me. While no two days are ever exactly the same in hospital medicine, the following is an account of a Wednesday I had last month.
By Jennifer J. Salopek
The frost is on the pumpkin; the Republicans have maintained control of the House and gained control of the Senate; and it’s time for another edition of Health Wonk Review. Surprisingly, few submissions this week actually dealt with the midterm elections, so we’ll lead off with the one that does. Joe Paduda deeply into his crystal ball to author his post on Managed Care Matters, “The GOP Wins the Senate: Implications for the ACA.” Paduda acknowledges the likelihood of efforts to revise or repeal the Affordable Care Act, and tees up some likely—and not-so-likely—targets. He writes:
While some will argue that a GOP Congress will push for repeal, I’m not so sure. With about 10 million more Americans covered under PPACA, that’s a lot of voters that might be upset if their coverage was yanked out from under them. There are any number of provisions that are quite popular – covering children to 26, eliminating lifetime dollar caps on expenses, no-cost preventive care, no medical underwriting come to mind. Any move to go back to the bad old days would result in a lot of angry insureds.
By Marc A. Nivet, EdD, MBA, and Jennifer Danek, MD
Imagine that you’re an admissions officer at a prestigious nursing or medical school. You’re considering the file of an applicant who has a 3.0 grade point average and an ACT score of 31. Would you admit the applicant? You might be hesitant.
What if you then learned that the applicant is a first-generation college student whose family is living below the poverty line and is socioeconomically disadvantaged? You might give the applicant’s file another look.