INVISTA NO SEU SUCESSO:
In a series of posts on the Medical School subreddit, various aspects of medical education and student experiences are discussed. In "Incorporating Medical Humanities into Medical School Experience," a premed student seeks advice on integrating humanities into medical education. Respondents suggest focusing on journals accepting humanities topics and leveraging faculty guidance, emphasizing self-driven engagement with humanities outside formal programs. In "Experiences with Audition Rotations at Different Institutions," a DO student asks about potential challenges during audition rotations in major cities. Responses highlight the consistency of medical practice across locations and the importance of building good relationships with residents and attendings.
In "Strategies for Studying Toxicology and Pharmacology," a student seeks advice on memorizing drug information. Respondents recommend using mnemonics and flashcards, particularly Anki and SketchyMedical, emphasizing repetition and active recall. Another post, "Internal Medicine Rotation Feels Redundant and Unproductive," addresses a student's frustration with the inefficiency of their Internal Medicine rotation. Suggestions include identifying who can dismiss students early, using downtime productively, and engaging in more active patient care tasks. Lastly, "Prioritizing Study Materials for Step 2 Exam Preparation" features advice on focusing on high-yield materials like CMS forms and practice exams, with respondents recommending a balanced approach to study methods for thorough preparation.
A premed student seeks advice on how medical students can integrate humanities into their medical education, focusing on literature and creative works rather than bioethics. They ask for experiences from those involved in humanities-related research or organizations and how physicians incorporate humanities into their practice.
Respondents suggest targeting journals that accept humanities topics and emphasize the importance of faculty guidance. One user advises leading essays with the medical problems you want to solve, then mentioning humanities as tools. Others highlight self-driven fulfillment and intellectual stimulation through humanities outside formal programs, noting the existence of medical humanities student organizations in many schools.
https://www.reddit.com/r/medicalschool/comments/1dd56dk/performing_on_auditions_away_from_your_home/
A DO student asks about potential culture shock and performance anxiety when doing audition rotations in big cities like NYC, LA, and Boston, despite excelling in local rotations.
Responses indicate that while each location has its quirks, the medical practice inside hospitals remains consistent. Building good relationships with residents, attendings, and other students is key to navigating any cultural differences. One respondent highlights the impressive resources and procedures available at larger institutions, which can be surprising and beneficial.
A humorous post imagines Harry Potter characters in medical school roles, with various users contributing funny and creative ideas. Characters like Draco Malfoy and Severus Snape are reimagined as medical students or faculty, with fictional backstories tied to medical scenarios.
Comments expand on the initial ideas, adding characters like Gilderoy Lockhart as an NP and Dolores Umbridge as a hospital administrator. Users enjoy building on the fictional roles, blending medical and magical elements with humor and wit.
https://www.reddit.com/r/medicalschool/comments/1dd0ywe/toxicology_and_pharmacology_study/
A third-year medical student seeks advice on effective study strategies for pharmacology and toxicology, struggling with memorization of drug names, actions, and side effects.
Respondents recommend using mnemonics and flashcards for memorization. The use of SketchyMedical and Anki flashcards is suggested as a highly effective combination for retaining information. The importance of repetition and active recall through these tools is emphasized.
https://www.reddit.com/r/medicalschool/comments/1dd0b1w/what_is_wrong_with_people/
A medical student expresses frustration over peers complaining to administration about being sent home early from rotations, questioning why anyone would do so.
Replies reveal common sentiments that leaving early is often a relief and a break from the demanding schedule, and most students appreciate it. Some comments suggest that students who complain may be motivated by jealousy or a desire to punish others. Many agree that staying longer doesn't significantly add to learning and that leaving when told can improve evaluations and relationships with residents.
https://www.reddit.com/r/medicalschool/comments/1dczxi9/anyone_else_feel_like_im_rotation_is_very/
A medical student expresses frustration with the redundancy and inefficiency of their Internal Medicine (IM) rotation, describing long hours of non-productive time. The student explains that their program involves pre-rounding, lengthy patient discussions, rounding, and then writing notes, but they are often kept until 5 PM despite having completed their tasks much earlier.
Respondents confirm that this experience is common in many IM rotations, attributing it to institutional practices and the expectations set by attending physicians and residents. Suggestions include identifying who can officially dismiss students, using downtime for studying, and engaging in more active patient care tasks. Some rotations may allow earlier dismissal, while others enforce a stricter schedule.
https://www.reddit.com/r/medicalschool/comments/1dczjba/just_keep_swimming/
In a light-hearted post, a medical student reflects on the journey of medical education, drawing parallels to the famous "Just keep swimming" quote from Finding Nemo. They note the continuous nature of medical training, from pre-med to residency.
Comments include congratulations and encouragement from peers, as well as humorous remarks about the never-ending nature of medical training. The post serves as a moment of camaraderie and humor among medical students and residents at various stages of their careers.
A medical student seeks advice on how to prioritize their study time in the final three weeks before the Step 2 exam. They are torn between continuing with their second pass of UWorld questions and completing Clinical Mastery Series (CMS) forms, especially after identifying weaknesses in specific areas.
Responses suggest focusing on high-yield materials like CMS forms and practice exams (NMBE, UWSAs) rather than repeating UWorld questions already seen. Flashcards, Mehlman PDFs, and targeted review of weak areas are recommended. Some advise balancing study methods to ensure thorough preparation and exposure to a variety of question styles.
A resident vents about a medical student who complained to the administration about being sent home early, resulting in stricter dismissal policies and punitive measures for the student. The resident criticizes the student for ruining the lenient policy that allowed students to leave early when there was no educational value in staying.
The post receives overwhelming support from other users who share their disdain for the complainant's actions. Many express their gratitude for residents who respect students' time and send them home early. The consensus is that such complaints are counterproductive and harm the overall learning environment. Some suggest practical ways to address the issue without formal complaints.
https://www.reddit.com/r/medicalschool/comments/1dcytal/only_dos_can_relate/
A humorous meme post highlights a situation that osteopathic medical students (DOs) uniquely understand. The meme, which resonates with many DO students, draws on the distinct experiences and practices associated with osteopathic medicine.
Comments reflect shared amusement and understanding. One user jokes about the "full DO experience" while another mentions "Chapman points," referencing specific osteopathic techniques. The light-hearted nature of the post fosters a sense of community among DO students, who appreciate the humor and relatability of the content.
A medical student seeks advice on excelling in a clerkship where they primarily observe a physician. The student struggles with meeting evaluation criteria, particularly in demonstrating curiosity and engagement, due to the thorough patient education provided by the physician.
Suggestions include proactively coming up with questions to demonstrate curiosity, offering to take more responsibility with patients, and directly discussing evaluation criteria with the physician to align on expectations. Building rapport through small talk and asking general medical questions can also help improve evaluations.
https://www.reddit.com/r/medicalschool/comments/1dcy8gs/ip_feeling_bad/
A medical student shares their struggles with receiving "In Progress" (IP) grades in clinical rotations and being on probation. They express concerns about potentially having to repeat the year and feeling disheartened despite studying hard.
Responses offer support and advice on study strategies. One user clarifies the unfamiliar terms "IP" and "NH" (Near Honors) and emphasizes the importance of understanding how to effectively use study resources like UWorld, NBME, and Anki. Others suggest focusing on understanding concepts deeply rather than just completing question banks, and some share personal experiences of overcoming similar challenges.
This post invites Redditors to share their most cringeworthy "I'm a doctor/going to be a doctor" stories. Examples include people in undergrad wearing scrubs to lectures, carrying stethoscopes around in public, and attending events inappropriately dressed in medical attire. The original poster shares a memorable story of a friend wearing a white coat over a suit to a graduation party, comparing it to Marines wearing their uniforms formally.
The comments are filled with equally cringeworthy anecdotes. One user recalls a voicemail from a premed classmate proclaiming themselves a "future doctor." Others share stories of premeds introducing themselves as "student doctors" or flaunting medical knowledge prematurely. The consensus among the commenters is that such behaviors are embarrassing and unnecessary, with many suggesting that professionalism and humility are more appropriate traits for future doctors.
A user discusses their roommate's experience at a medical school where 70-80% of lectures are online and in-person lectures are mostly optional. The post questions whether more programs should adopt this hybrid approach and relax guidelines for the first two years, arguing that focusing on applicable learning during clinical years might be more beneficial.
The comments reveal mixed opinions. One user points out that preclinical years are primarily preparation for exams like Step 1, and as long as students pass these exams, the format of learning is less significant. Another user shares their positive experience with non-required lectures, suggesting that flexibility in learning methods can still produce competent doctors as long as core competencies are met through exams and practicals.