Contributing Writer Emeritus
Wayne State University School of Medicine
Sarah is a Class of 2016 medical student at Wayne State University School of Medicine in Detroit, Michigan. She majored in Honors English at the University of Michigan. Her interests beyond medical school include reading memoirs, baking, and travel.
Empathy: it’s what supposedly drives us to become physicians, and what we’re told to demonstrate through our extracurricular activities and during our interviews. We yearn for that perfect patient interaction in which we comforted or understood in a way that changed the patient’s perspective on medical care.
A woman once told me that babies cry at the slightest breeze because that is the greatest level of discomfort that they have yet experienced in their short lives. It is a reminder that we can persevere through life’s tribulations. That we grow from adversity. That new challenges make past trials smaller. That this, too, shall pass.
The barrage of words that greeted me as I was unceremoniously dropped off with my first medical team during my third-year internal medicine rotation twisted my stomach into a knot. Standing awkwardly with the team on rounds, the harsh fluorescent lighting overhead, I came to realization that I was much like Dorothy in the Wizard of Oz…
How can doctors-in-training get the support they need to get through difficult personal experiences? Mia, a fourth-year medical student from Pennsylvania who intends to become a hematologist, describes the devastating situation she endured when her best friend died during her second year in medical school. She also comments on the complications of treating people in hematology.
How can doctors-in-training allow their personal experiences with loss and death to inform how they practice medicine? John, a fourth-year medical student in Philadelphia intending to become a psychiatrist, reflects on how his father’s long-drawn demise from Alzheimer’s influenced him.
How can doctors-in-training allow their personal experiences with loss and death to inform how they practice medicine? John, a fourth-year medical student in Philadelphia intending to become a psychiatrist, reflects on how his father’s long-drawn demise from Alzheimer’s influenced him.
Straight arms. Lock elbows. Depress three to five centimeters down into the chest. Stay perpendicular to sternum. Keep rhythm. Do not relent. “If you don’t break ribs, you’re not doing it right,” my classmate jokes. He must know — he is one of three experienced paramedics in the classroom. He has seen this all before. “There is a high risk, during cardiopulmonary resuscitation, that the ribs will be broken.” Our training pamphlet makes it clear. …
I had experienced codes before. Prior to entering medical school, I had worked as an emergency room scribe, charting patient encounters as they unfolded. I considered myself familiar with a code’s whirlwind of action, always one step away from the true pandemonium. After all, I had stood on its borders, plucking shouted orders and silent actions from the maelstrom, weaving them into a coherent, documented clinical picture. Naïve, and all too eager to count at …
Ms. Miller is a fading star. At first glance, I begin painting an elaborate picture in my head of Ms. Miller in her brilliant shining glory. Young. Stubborn. Beautiful. Loved. I have no way of knowing if these things are true, but in my head I must believe them because it’s just way too sad to accept the truth. Old. Inert. Defeated. Wrinkled. Alone. Ms. Miller was brought to the ER from her nursing home …
I was recently granted one of those rare, quiet Sunday afternoons we experience in medical school, and decided to spend it reading short stories. The story I picked up was “I Want to Live!” by Thom Jones. The story focuses on a cancer-ridden woman, Mrs. Wilson, reaching a meaningful place in her life amidst the throes of death. As I read the journey of Mrs. Wilson, my eyes flooded as my emotions finally caught up with me. The story …
I witnessed my first code while I was doing my first internal medicine rotation at a hospital in the Twin Cities; it just so happened to be one of my team’s patients. He was a difficult and grumpy guy who regularly swore at his nurses and refused parts of his health care. A couple days prior to the code, my team and I were group rounding when we visited him. He was his usual disgruntled …
How can doctors-in-training learn to confront mortality with humility and self-compassion? Rehema, a first-year resident training in pediatrics in Washington D.C., reflects on the challenging experience of losing a patient as a medical student. She also shares her motivation for pursuing pediatrics: the significant opportunity to influence and prolong children’s lives.
Curator of Inside Stories and in-Training Staff Member
Columbia University
Annie Robinson completed a Master of Science in Narrative Medicine at Columbia University in 2014. She previously studied the healing power of stories as an undergraduate at NYU’s Gallatin School of Individualized Study.
Annie works as Narrative Coaching Specialist with Eating Disorder Recovery Specialists, helping individuals in the early stages of eating disorder recovery through mindfulness, meditation, yoga, and narrative practices. She is also the Program Officer at Health Story Collaborative, a non-profit that creates forums for individuals to tell their stories of personal health challenges, and curates another oral narratives projects called On the Road to Recovered: Voices from the Eating Disorder Recovery Community.
Annie is a coordinator and full-spectrum doula for The Doula Project in New York City, providing compassionate care for women during experiences of abortion, miscarriage, and fetal loss.
As a yoga teacher, writer, educator, and co-founder of NYC-based wellness community Pause, Breathe, and Connect, Annie shares her passion for integrative approaches to wellbeing. She is dedicated to creating spaces for people to explore the healing potential of interweaving of stories, spirituality, and somatic experience.
Inside Stories
Inside Stories is an oral narratives project which invites medical students to share their experiences in medical school in the form of brief podcasts published and archived on in-Training. The project aims to provide a means of personal healing, self-realization and empowerment through the sharing and receiving of personal stories, as well as to cultivate community among students in the often isolating medical school environment. The title Inside Stories reflects the project's mission to encourage students to go inside themselves and bring forth things that often go unspoken. It also represents the inside look listeners are granted into the sometimes private, challenging and confusing experiences students may have.
Made possible in part by a grant from the Arnold P. Gold Foundation and FJC.
