A terminology guide to help you become more comfortable and familiar with the operating room. Hopefully this enhances the practical side of your experience!
I never expected to have such a similar experience of being immersed in a new language while remaining in the US exactly five years after my summer in France. But the hospital is truly a world of its own, complete with its own vocabulary.
When contemplating a career in medicine as either a nurse practitioner (NP), physician assistant (PA) or physician, I entered unwittingly into a landmine of opinions tainted with undertones of interprofessional resentment.
I’ve been asked by medical students in the classes below me about my third year experiences. Every student’s experience is unique, but listed below are the things I’ve discovered along the way that have helped me survive and even enjoy my third year.
My medical education has been a long journey to this point — a journey filled with many obstacles and detours resulting in moments of self-reflection and personal growth. One of the most important detours on my journey led to me being relocated to Riverside University Health System (RUHS) for a longitudinal care assignment.
“So, how would we test for PBC?” my professor asks from the front of the room.
I know that being a third-year medical student is like being a transplanted kidney. One starts the day in one body. School is composed of lecture halls and written exams. However, the world has shifted by the end of the day, and shockingly, one’s old body is not present.
There are patients who leave lasting impressions on us in one way or another throughout our training. I had never expected an angry, alcoholic patient who left against medical advice to be one of those patients for me.
I am writing to share my concern regarding a series of unusual and troubling cases affecting medical professionals across the country. It manifests as a selective form of hemineglect in otherwise neurologically intact individuals.
The practice of humanism must be at the core of medicine, and this different model, entitled the biopsychosocial (BPS) model, permits and exemplifies this practice.
A patient in the intensive care unit (ICU) suddenly develops respiratory distress and hypoxemia. Her lungs sound clear bilaterally. She is placed on supplemental oxygen via face-mask while a chest angiography is ordered to assess the possibility of a pulmonary embolism.
Nutritional education, as an appendage to conventional medical education, has the power to close the gap by equipping physicians with more well-rounded knowledge to help patients manage the more unmanageable conditions.