Developing skills of cultural competence requires an open heart and mind—and often an uncomfortable examination of personal biases. It takes time, but along the way physicians gain greater humility and compassion, which translates to expanded access and higher-quality care for patients.
Seeking to document the experiences of students in street medicine groups at medical schools across the country, I decided to start with my own institution, the University of Illinois Chicago College of Medicine.
Do-it-yourself (DIY) medicine is particularly appealing to those who wish to take their health into their own hands and remove costly, time-consuming physicians from the equation. Crucial, however, is the fact that these companies are independently run and thus are not regulated by any governing scientific body.
My eyes ran across the same paragraph for the fifth — or maybe even sixth — time in the span of 15 minutes. Though I was giving my undivided attention to the paragraph, I could not move past it; I was at a complete loss for how to convey my next point.
FQHCs serve complex patients, many with multiple comorbidities that have worsened due to lack of health care, health insurance or distrust of the health care system.
Nationally, our current medical education model fails to address the fundamental tenets of the U.S. health care system, health care policy, and business management. Despite the recent major shift in health care policy, medical schools have proved universally inept at equipping future doctors with the knowledge and tools they need to influence policy in their professional field and to thrive in their careers.
It has been a couple of months since I started collecting medical data at a local jail in Southern California. It easily became routine: I exchange my I.D. for a clip-on visitor’s badge, take the button-less elevator and hand signal the medical floor number, and wait for the security-monitored heavy steel doors to slide open and let me in.
It has become more and more evident with time that the health care delivery system in the United States is riddled with issues, which have led to many disagreements about policy because there is no clear and universally acceptable solution to our problems.
Dr. Pablo Rodriguez, an OB/GYN, doesn’t have a typical office. Inside are rows of hanging plaques and accolades, a photo of him with former President Bill Clinton, and a set of microphones, connected to a radio broadcasting system. A sign that says “Latino Public Radio” hangs above on the back wall.
We are in agreement. A robust and intellectual discussion of health care reform requires knowledge of the factors in play. Yet, we are deeply troubled by the simplicity and lack of nuance in a number of your arguments. Here are some our responses.
In promoting health justice, our team at Systemic Disease believes it is vital to recognize the connection between bias and adverse health outcomes. We utilized a discussion model provided by In-Training’s Beyond Illness Roundtable toolkit to guide a discussion on such interactions that exist across all interprofessional relationships and those that may cloud, strain and negatively impact individuals from teaching, learning and, above all, healing.
Everyone says that medical school gets better, especially during third year. The traditional four-year curriculum covers the basic sciences in the classroom for the first two years. Then suddenly, third year plunges us into clinical rotations in the hospital, where we’ve all dreamed of working for so long.