Contributing Writer
Saint Louis University School of Medicine
Mackenzie is a fourth-year medical student at the Saint Louis University School of Medicine in St. Louis, MO, class of 2024. She is currently obtaining an MBA from the Saint Louis University Chaifetz School of Business. In 2019, she graduated from Saint Louis University with a Bachelor of Science in biology. She enjoys lifting weights, baking cakes, doing yoga, and travelling the United States in her spare time. Upon completion of medical school, she would like to pursue a career in dermatology.
When my family saw me painstakingly hand-placing individual sprinkles on the apices of buttercream rosettes at age 15, I justified this obsessive behavior by telling them, “I’m just practicing precision for the day when I get to inject into people’s faces.”
Uppgivenhetssyndrom, also termed resignation syndrome, is a distressing ailment in which patients — often young children — completely withdraw from the activities of daily life. With no underlying neurological or physical disease, these patients lose the will to live, essentially becoming apathetic.
Unlike other specialties, radiology is often an elective rotation that focuses on diagnostics and image interpretation. Such tasks are mainly done by the specialty’s residents with little care for medical students to be involved with.
In medical school, it is said time and time again by upperclassmen that having a mentor is integral to success as a medical student. Mentors are valuable because they can connect you with opportunities, give advice on career planning and also provide reassurance when you need it.
‘Write Rx’ is a narrative medicine column offering ‘prescriptions’ for narrative medicine exercises. Each column entry begins with an introduction to the theme of the entry, offers literary excerpts to expand on that theme and concludes with questions that invite students to explore a corresponding narrative medicine topic. The goal is to offer space for reflection for busy medical students, as well as foster medical students’ communication toolkit in the increasingly complex space of patient care. Topics include cultural fluency, illness cognitions and more.
My decision to return to school to pursue a doctorate degree in medicine came as a shock to many.
I was not happy when I was accepted to medical school, not like I thought I would be. In the hours and days that followed that fateful email, feelings of shock, sadness and nervousness jostled for dominance in my mind as I processed the information.
Borborygmi: Rumbling or gurgling noises made by the movement of fluid and gas in the intestines.
As I took my shirt off this morning to shower, I noticed my teres major muscle in the mirror — or more precisely, I identified it for the first time.
This summer, the Supreme Court overturned Roe vs. Wade, the landmark case from 1973 that previously affirmed the right to an abortion, effectively ending access to safe, legal abortions in large swaths of the United States. Many across our country are still grappling with the ramifications of this decision…But how in particular will this affect medical education? And what can medical students do about it?
Like many medical students, I was vastly underprepared for the emotional turmoil that the nature of the third year of medical school can create.
Awareness of mental health and burnout concerns amongst physicians is simply insufficient; there is a dearth in actionable guidelines for training programs and medical schools to better medical student wellbeing.
Medical Student Editor and Contributing Writer
Sidney Kimmel Medical College at Thomas Jefferson University
Esika is a medical student at Sidney Kimmel Medical College at Thomas Jefferson University in Philadelphia, Pennsylvania, Class of 2025. She attended Penn State University for premedical studies. She enjoys biking, going to museums, and trying new restaurants in her free time.
