A Day in the Life: A Look at the Medical School Clerkship Year – Part II

Make sure to check out Part I here!

The remaining day

Following rounds, teams will typically “run the list,”or quickly review the to-do items discussed during rounds and delegate the work as necessary. Since medical students typically cannot input orders, which include things like prescribing medications, scheduling diagnostic imaging and tests, and requesting labs, this usually involves more administrative tasks: obtaining medical records from outside institutions, following up on tests, and other ancillary tasks. Most rotations also incorporate some form of formal teaching in the curriculum. As such, students may be expected to attend lunch lectures with residents or may have their own lecture schedules. Some attending physicians enjoy giving quick teaching sessions and will set aside 30-45 minutes to talk about a particular clinical topic (e.g., management of diabetes, working up an acid-base disturbance, and other common issues) each day in addition to the more formal teaching opportunities scheduled by the clerkship.

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A Day in the Life: A Look at the Medical School Clerkship Year – Part I

A caveat, an introduction

To try and describe the clerkship year of medical school – the year-long, in-depth experience for students to actively participate in patient care in a clinical setting, usually in the third year – to those who haven’t experienced it firsthand is a difficult task. I steadfastly believe that medicine is an experiential endeavor, one that cannot be truly understood by someone until he has undergone it himself. The fact that each trainee has his own unique set of “critical-incidents,” to use a term from the medical education literature (1), that profoundly shapes the physician he will become makes the task even more arduous. Nevertheless, I will do what I can to try and give a good look at a day in the life of a third year student and what the experience entails.

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The Important Considerations for Starting a Career in Medicine

You’ve finally finished all those years of training and now it’s time to make a decision second only to choosing a spouse—what you will do for the rest of your life. You’re probably thinking about salary and getting rid of debt, but those are secondary issues. First of all, your employment choice should fit with your long-term vision and plan for you and your family. Second, you should fit into the culture of your future practice or organization.
Long-term plan, what long-term plan? I’ve just been trying to make it through all these years of residency. Probably so, but now it’s crucial to think down the road at least ten years. Make sure that what you do next year gets you to your desired future. What do you want to be doing in ten years? Private practice? Hospital employee? Academics? Where? Does the proposed location meet the needs of your spouse and family?

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20 Questions: Rebecca A. Lubelczyk, MD, Correctional Healthcare

Rebecca A. Lubelczyk, MD, is a utilization review advisor physician for Massachusetts Partners in Correctional Healthcare in Westborough, MA, and associate clinical professor of family and community health at University of Massachusetts Medical School in Worcester. Lubelczyk received a bachelor’s degree in biochemistry from Vassar College (1992), and her MD from University of Massachusetts (1996). She completed a residency in general internal medicine at Brown University School of Medicine, Rhode Island Hospital (1996-1999), followed by a residency in post graduate year 2 and 3 at the outpatient community site at Rhode Island Department of Corrections (1997-1999). Dr. Lubelczyk also completed a general medicine fellowship at Brown University School of Medicine, Rhode Island Hospital (1999-2001).

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Ten things I learned in medical school (Other than, you know, the medical stuff)

I learned a great deal during the preclinical years of medical school, much of which served me well during my clinical training (although I never found a practical use for memorizing the Krebs cycle beyond boards exams). Clinical training was a whole new world, filled with hidden lessons that I didn’t find in any of my textbooks.
10. Late is a four-letter word. Be on time; rounds do not wait for the medical student. A lot of being a third year med student is simply being there. When I was on my surgery clerkship, New York was hit by hurricane Sandy. The next day, we were all there for morning rounds. On time.

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Practical Advice for the Medical School Applicant

As students begin to prepare for the next cycle of medical school application, I want to review some of the practical pieces of advice that every applicant should know. The actual process of applying to medical school is resource intensive: it costs thousands of dollars, hundreds of hours, and will strip you of many relaxing weekends that you would have otherwise enjoyed. Since you’ve made the decision to apply, here are some things that will help you make the best of it.
Remember that your MCAT score is a number. Your GPA is a number. These two things make up a major component of your application and you can’t change either of them now. You can’t change your letters of recommendation, either. The personal statement is a modifiable aspect of your application at this point, so you want to make sure to do a good job on it. But what else is there?
The answer to this lies in the details. This is what separates a good application from an excellent application. It is also what could separate a marginal application from one that gets an interview invitation. Every year, there are a few key mistakes that really put some students at a disadvantage. When schools are looking to offer acceptances, they are not only looking for good students. In addition to being smart, they are looking for people who will one day care for patients and be their colleagues. It is no surprise that those selected to become student doctors are usually meticulous, mature, intelligent, team players, and caring. Your application needs to reflect this.

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Navigating Your Future: A Roadmap to Specialty Exploration

Congratulations! You’re in medical school. What you will soon realize is that your answer to “What do you want to be when you grow up?” is going to have to change. Simply saying “doctor” is no longer enough. You need to start to figure out what kind of doctor you want to be. And, although applying to residency may feel very far off, there are steps you can do starting in your first year to help you pick the specialty that best suits you.
Most of us have fairly limited exposure to different specialties as pre-meds; mine consisted primarily of shadowing cardiothoracic surgeons. Yet there is a huge diversity among medical specialties, some of which you may have never heard about. Physiatry, anyone? Others you know of can be quite different than what you had envisioned. A friend of mine recently shadowed an interventional radiologist and was surprised by the surgical nature of the specialty.

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The Dual Path: What to consider when considering an MD-PhD

“When you come to a fork in the road, take it.” – Yogi Berra
I was sitting in the back of a filled auditorium listening to a presentation about the medical school application process when I heard the question that would forever change my life’s trajectory. “What about MD-PhD programs?” a woman sitting somewhere down in front asked. That was the first time I had heard of the dual degree program. Having struggled to decide on my career path, this seemed like the best of all worlds: I could get an MD and a PhD.

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20 Questions: Marc F. Stern, MD, MPH, FACP, Correctional Health Care

Marc F. Stern, MD, MPH, FACP, is a correctional health care consultant in private practice. He received a bachelor’s degree in biology from University at Albany (1975), and started his medical studies at Universitélibre de Bruxelles, facultéde Médecine in Brussels, Belgium, and transferred to University at Buffalo School of Medicine where he received his MD (1982). He completed a one-year residency in internal medicine at University at Buffalo Affiliated Hospitals (1985), and a VA/NIH fellowship in primary care medicine and health services research at Regenstrief Institute in Indiana and Richard L. Roudebush Veterans Administration Medical Center (1992). Dr. Stern received his MPH from Indiana University School of Public Health in Bloomington (1992).

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20 Questions: Ross D. Zafonte, DO, Physical Medicine and Rehabilitation

Ross D. Zafonte, DO, is Earle P. and Ida S. Charlton professor and chairman of the Department of Physical Medicine and Rehabilitation at Harvard Medical School. He also serves as chief of physical medicine and rehabilitation at Massachusetts General Hospital, as well as vice president of medical affairs research and education at Spaulding Rehabilitation Network. Zafonte received his bachelor’s degree in psychology and biochemistry from University of Georgia (1981) and his DO from Nova Southeastern University College of Osteopathic Medicine (1985). He completed a one-year internship at Henry Ford Bi-County Hospital, followed by a residency in rehabilitation medicine at Mount Sinai School of Medicine, where he was also chief resident. Dr. Zafonte was a program fellow in research enrichment at the National Institute on Disability and Rehabilitation.
Dr. Zafonte has been on faculty at Thomas Jefferson University, University of Missouri, Wayne State University, and University of Pittsburgh. He has published extensively, authoring more than 250 peer review journal articles, abstracts and book chapters. His work can be found in Brain Imaging and Behavior, Critical Care Medicine, Journal of Burn Care & Research, Journal of the American Medical Association, PM&R, Archives of Physical Medicine & Rehabilitation, and Movement Disorders. Dr. Zafonte serves on the Board of Governors for the International Brain Injury Association, as well as the American Congress of Rehabilitation Medicine.

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Post Undergrad: Getting Ready for Medical School or a Gap Year

For many students interested in a career in medicine, the period after the final year of undergraduate education represents a time of transition to medical school or to furthering their experiences and their education in preparation for applying to medical school. This month’s article from the Association of American Medical Colleges (AAMC) focuses on those two pathways.

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