Favorite Quotes
"For every complex problem, there is a solution that is simple, neat, and wrong." - HL Mencken
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"I hear and I forget. I see and I remember. I do and I understand." - Confucius
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"The good physician treats the disease; the great physician treats the patient who has the disease" - Sir William Osler
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" The best test of a person's character is how he or she treats those with less power." - Bob Sutton
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"Those are my principles, and if you don't like them - well, I have others." - Groucho Marx
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"The difference between genius and stupidity is that genius has its limits." - Albert Einstein
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"It is hard enough to remember my opinions, without also remembering my reasons for them" - Friedrich Nietzsche
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"Anyone can make the simple complicated. Creativity is making the complicated simple." - Charles Mingus
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"Not everything that can be counted counts, and not everything that counts can be counted." - Albert Einstein
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"A foolish consistency is the hobgoblin of little minds, adored by little statesman and philosophers and divines. With consistency a great soul has simply nothing to do." - Ralph Waldo Emerson
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"This ain't no party, this ain't no disco, this ain't no fooling around." - Talking Heads, Life During Wartime
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"What is hateful to you, do not do to your neighbour. This is the whole Torah; all the rest is commentary. Go and learn it." - Hillel, Talmud, Shabbath 31a
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"You will never understand bureaucracies until you understand that for bureaucrats procedure is everything and outcomes are nothing." - Thomas Sowell
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"An idealist is one who, on noticing that a rose smells better than a cabbage, concludes that it will also make better soup." - HL Mencken
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"If you only have a hammer, you tend to see every problem as a nail." - Abraham Maslow
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"A great teacher is one who realizes that he himself is also a student and whose goal is not to dictate the answers, but to stimulate his students creativity enough so that they go out and find the answers themselves." - Herbie Hancock
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"There are no facts, only interpretations." - Nietzsche
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"An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't." - Anatole France
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"In character, in manner, in style, in all things, the supreme excellence is simplicity." - Henry Wadsworth Longfellow ====
Nov - 15
Dec - 19
Jan - 21
Feb - 8
Mar -
Can a 3rd year student influence his attending? @autolycos
22 Nov2009
I received this tweet:
Do you have any recommendations on how an MS3 should approach an attending to request something like your 2 hour commitment for ed
I actually do not have any recommendations. Your have a classic problem that many students have. Most attending physicians have a different conceptualization of their role than I have.
I have written about this problem several times. The focus on clinical responsibility and billing has transformed the attending role for many. Many attending physicians do not consider the teaching role as the most important part of their job.
We who have leadership positions in academic medicine too often fail to emphasize and reward dedication to teaching. Fortunately there are many notable exceptions around the country.
In my mind this is an easy proposition. Students pay to come to medical school, therefore I have a responsibility to provide their moneys' worth each day. If I do not remember that they are paying for education then clearly I am being disingenuous.
So I do not have an answer, but I do have empathy. If any attending are reading this post, please remember that we have a major responsibility to give students their moneys' worth.
Related posts:
- Reflections on 30 years of ward attending
- Teaching bedside manner
- Focus on pimping
- An old post – focus on basics
- Work hours – medical student perspective
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- In: Attending Rounds
3 Responses to Can a 3rd year student influence his attending? @autolycos
Richard Neill
November 22nd, 2009 at 1:05 pm
My response: "Please help me to help you by letting my know how you would fill in this sentence: 'I feel the 2 hour time commitment would be met when…' ".
Is this a student looking for face time or to learn? If the former, what are the student's learning objectives and how is face time methodologically related to this objective? How would we both know that the student had learned?
Answering these questions is daunting, even for me. Often I find myself wanting face time not for a content dump but for a culture dump. The latter is tough for students to fess up to, but is infinitely more valuable to me in the long run. What is the language, ritual, artifact, belief system you are holding out to me? Can I learn from this? Do I want to? How/where are the elements of your culture aggregated and passed on?
Brian Loveless, DO
November 22nd, 2009 at 5:20 pm
I guess one of the bigger problems from the attending standpoint is do I get paid for teaching? As it stands at most community teaching programs as well as outpatient rotations there is little to no reimbursement from the schools to the physicians who agree to take their students for rotations. If the students are paying for their education, where is the money going in the 3rd and 4th years? Those of us who want to teach have to do it in between patients or at the end of the day, thus adding to an already overcrowded schedule. With some adequate compensation I'd be able to carve out a block of time as you do for teaching.
BKE
November 22nd, 2009 at 10:55 pm
Your comment regarding the students get what they are paying for is valid, but when I was still in academics the Medical school did not contribute a single dollar to the Clinicians salaries. In fact it was the reverse, as they took their cut from every grant, etc.
Sadly, this contributes to the pressures on the attending to not meet their obligations to students and housestaff.