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Essay on medical education
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In the movie “Gross Anatomy” the film takes you through the lives of five first year MED-school students. The movie gives us tons of perspectives on med school based on a very contrasting personality group. All would make it but one. After a serious of desperate motivations by David Shriner, out of fear and stress decides to take an amphetamine to improve his focus on his hours of study and school. Out of everyone he is the most driven and motivated, everything he did was fit into a tight schedule that consisted of little sleep. Yet despite this he seems to struggle the most. He begins falling behind on work and it was shown in his grades. He begins to break under stress and continues his risky amphetamine use. Eventually he falls down in class
with a serious health issue with his drug use. After council from the board he was voted to be kicked out of school. In some eyes such as Dr. Woodruff who quoted “Wanting to be a doctor doesn’t mean one should be a doctor”. I believe this is a fair judgement in David’s case. There was no doubt he was motivated. But under the pressure of real life situations I don’t think he is capable. And amphetamines can’t help you when someone’s life is in hand. A doctor has to learn to control stress on his own. A second chance in David’s perspective shouldn’t be given. His behavior is just impossible to change. All in all I feel like he was fairly treated when he was expelled.
Ellen goodman really explains the college course Chem 20 that all pre-med students have to take, she describes Chem 20 by “a psychological laboratory of pre-med anxiety…...Every class was a combat mission.” This quote explains that the class was very punishing and grueling to be
7th grade brought opportunity to discover more about medicine. Mrs. Barrett asked us to research an interesting careers. I picked pediatrics. I chose to tap into a first-hand experience by sitting down with Dr. Wayne. Every patient to him was like solving a Scooby Doo mystery. Sick kids were so young that, they could not always tell what was going on and parents were also at a loss for words. However, often times there were hints as to the illness. Arriving at a
The death of his friend made him having the desire to be a doctor. However,
As a student that is currently seeking a career in the medical professions, I have had to routinely contemplate my reasons for pursuing such an extensive education program in a field that is constantly demanding excessive time and effort. I know of students—many friends and acquaintances of mine included—that have the most sure-fire, inspirational stories that align with their desire to become doctors, surgeons, physician assistants, etc. They always seemed to have a story that emphasized their desire to “give back” what they have received from the medical community. Because of that, ever since the beginning of high school, I have been trying to find an extraordinary reason, a purpose for my medical pursuits. Perhaps I could justify my passion for
Screech!!! The bus’ brakes scream upon stopping. I look up to see buildings that look like stone and marbled statuses. The buildings stood tall with tan shiny finishes. The grass was too green to be true and the atmosphere felt like home to me. I had embarked upon a journey that I never thought would be. I was here, here at Emory School of Medicine. Numerous of people walking around with white doctor coats, teal scrubs, and soft colorful crocs. I was a part of an elite group of about thirty high school students, who would soon be a part of Emory’s School of Medicine mentoring program, called Emory School of Medicine Pipeline Program. This program introduced intercity students, such as myself, to the world of medicine. This inspired students to become future medical doctors, nurses, and other medical professions. This program greatly influenced my interest for medicine.
While working on a medical surgical unit, I was assigned to an 82-year-old female for purposes of this paper we will call her (Mrs. M) with an admitting diagnosis of CHF, SOB, dehydration and a past medical history of dementia.
In “How Doctors Die,” Dr. Ken Murray explains some different real stories about people having terminal diseases, and how their doctors and physicians treat them. Moreover, the author mentions about difficult decisions that not only the doctors but patients and the patients’ family also have to choose. When the patients’ diseases become critical, the doctors have to do whatever they can to help the patients, such as surgical treatment, chemotherapy, or radiation, but they cannot help the patients in some cases. In additions, doctors still die by critical diseases, too. Although they are doctors, they are just normal people and cannot resist all of the diseases. Like other patients, the doctors having critical diseases want to live instead of
I first learned how to translate my curiosity into hard work as a chemistry student at Cornell, and since then I have found great inspiration in new learning environments. As a medical student, transitioning from lectures to my clinical years, I extended the curiosity) developed in the classroom to patient care. During my rotations, I constantly questioned why certain steps were chosen to manage patients. I learned to refer to journals and to critically assess articles' levels of evidence, which facilitated decisions in patient care. Even as a medical student, I could make a difference by presenting articles to the team, and I dedicated myself to doing
Smith, A. C., & Kleinman, S.. (1989). Managing Emotions in Medical School: Students' Contacts with the
Growing up as a military kid, I cultivated discipline, adaptability, compassion and an industrious nature in myself. My insatiable curiosity of how the human body functions and my natural ability to make an empathetic connection with people gave me the confidence and conviction to pursue medicine. I fondly remember my pediatric rotations motivating me to put in long hours to earn the trust of a toddler and an adolescent, each requiring different approaches. The
One thing I find captivating is the idea that I could implement some reason through my psychology class, through some organic chemistry. Therefore, psychiatry is best for me rather than pharmacology or even pharmacy. I love the aspects of helping the patient and making a one-on-one connection with them. I want to work with people that have serious abnormal illnesses such as schizophrenia, Alzheimer’s, and even epileptic seizures. Both the physical and chemical aspects of the brain fascinate me in every way, and I currently am trying to learn much about it during my time in St. Mary’s as an undergraduate. Every little aspect is what motivates me as a pre-med student. Currently I don’t know whether would want to do neurology or psychiatry, but I am still strongly motivated to take the pre-med route. This is what I want the to help me with, when I am choosing what I want to do in the
When I first started college I strongly desired to help people. I thought the best way to help was to become a doctor. So true to form I completed every science class related to a pre-medicine course schedule. One science instructor built a relationship with me and challenged my thinking. “Why ‘fix’ people after the fact? Isn’t prevention and education a better form of help?” His simple act of inquiry sent my world into a spin. Perhaps my goal of medical school was too hasty and out of ignorance? Perhaps it was arrogance and position that drew me? Pride can blind you to itself. It was in this time of distress that developed my philosophy of teaching – inquiry, action, reflection. For the betterment
The doctor patient relationship is an important connection. Doctor-patient confidentiality is based on the idea that a person should not care for medical treatment because they fear the state will share with others.
For example, results from the 2010 National College Health Assessment (NCHA) survey revealed that 0.6% of students reported academic performance issues as a result of a sexually transmitted infection and 11%, 1.1% and 18.2% of students reported that relationship difficulties, pregnancy and anxiety, respectively, affected their academic performance (ACHA, 2010). Furthermore, DeBerard et al (2004) also found that health behaviors (such as smoking and binge drinking), physical and mental health quality of life, coping strategies and perceptions of social support among college freshmen were related to, and are in fact predictive of, academic performance. Persistence is, in turn, influenced by academic performance (Lotkowski, Robbins & Noeth, 2004).
I went to the operating room on March 23, 2016 for the Wilkes Community College Nursing Class of 2017 for observation. Another student and I were assigned to this unit from 7:30am-2:00pm. When we got their we changed into the operating room scrubs, placed a bonnet on our heads and placed booties over our shoes. I got to observe three different surgeries, two laparoscopic shoulder surgeries and one ankle surgery. While cleaning the surgical room for the next surgery, I got to communicate with the nurses and surgical team they explained the flow and equipment that was used in the operating room.