History of Medicine Tour of NYC

By Adam Gabara and Kelly Salman

The bus started to move, leaving the School of Medicine, and commencing our long excursion to New York City. With an upcoming Mechanisms of Disease test, stress levels were high, but the excitement of the trip overrode most of those worrisome feelings. After all, this was the annual History of Medicine trip to a city that some of us, including myself, will be seeing for the first time.

Driving over the Jersey bridge, seeing Manhattan in all of its concrete jungle glory, all I could think about was all the historical events that took place within this massive cityscape. It may have been my public health background coming out, but I imagined the immigrants arriving at Ellis Island to be screened and processed, infectious disease spreading rampant through the crowded streets and apartments, and rats carrying disease to food establishments. Nonetheless, this trip was going to provide a great learning opportunity not possible in the lecture halls back in Kingston.

Even though we arrived late at night, we all split up to explore the city. Some went to celebrate a classmate’s birthday, while others explored the famous Times Square, and enjoyed a late-night meal before heading back to the hotel. For some, it may be easy to forget the history engrained in a city as modern and metropolitan as NYC. Times Square has been a central hub for many decades and known for major landmarks such as the Broadway Theatre, and we tried to see as much as we could in the short time we had.

The next morning, after a nice breakfast at a small Lime stone café and a trek through Central park, the whole group rejoined at the docks to make our way around the Statue of Liberty and towards Ellis Island Immigrant Hospital. While on Ellis Island, we were able to explore the National Immigration Museum and learn of the courageous, and sometimes tragic, stories of immigrants from all over the world coming to America to start a better life.

Our guided tour of the abandoned immigration hospital was actually an enlightening reminder of   how far medicine has come. It also demonstrated how differently physicians approached immigrant health back then, keeping them segregated from the populace of New York on the basis of more than just symptoms of severe illness. Many of these immigrants came from countries in Europe, such as England, Ireland, and Germany, among others. This immigration hospital has been utilized for expectant mothers to give birth, for mental health screening, and for the treatment and quarantining of infectious diseases. The mental health screening, we learned, was based on what would now be considered archaic classifications of mental illness (idiocy, imbecile, moron, and feeble-minded). Immigrants were screened with math questions, and assessed further for behaviour and more questioning.

Saturday night was a huge bonding experience between the first and second years, as many of us attended an improv comedy act. We were able to mingle at the nearby bar, with special attention from the owner/bar tender, and to unwind after such a busy day. After the comedy, we all regrouped at a fancy top floor cocktail lounge overlooking Times Square. From here, we were able to take in the city and reflect not only on the history we learned so far, but the relationships being formed this weekend, and how important it is to take wellness break. Something we often forget in our busy lives with constant assignments, tests, research, and extra-curriculars (I was worrying about landing all the movements and vocals to Living on a Prayer for the QMed A Capella group).

The next day, we were able to see both the Museum of the City of New York and the New York Academy of Medicine. The museum, coincidentally, was displaying their main exhibit titled Germ City, a huge public health historical piece. This exhibit covered the history of various outbreaks in the city of New York and taught some of the basic science behind infectious diseases and their spread. At the academy, we were taken through a picturesque journey through various illustrated medical teaching texts including topics such as dermatology and obstetrics. It was surreal, looking at guides that medical learners would have been using many centuries ago to visualize pathologies and procedures that we ourselves will be learning on our laptops and medical texts in the year(s) to come.

And just like that, our journey was ending. We made our way back to the hotel for the long trek back home. This experience gave me much to think about, from all the medical tragedies and triumphs that occurred here, to seeing the profound impact medicine has had over hundreds of years, and how various modalities for medical instruction have changed over time. I will always think fondly of my first experience in New York, and I am reminded how lucky we are as medical students to have these opportunities to enhance our medical journey. Even on the ride back, whilst studying for the MOD midterm amongst my studious or sleeping colleagues, I realized we need to enjoy journey of medical schooland little things along the way. Like the unique experience of sitting next to a classical piano in a McDonald’s- now that’s something that will stick with me forever.

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Spring UGME retreat May 28

The spring UG Education retreat is coming up on May 28 at the Donald Gordon Conference Centre.

Designed primarily for course directors, unit leads, intrinsic role leads and others in educational leadership roles in our Undergraduate Medical Education program, this annual day-long event provides opportunities for information sharing and faculty development in planning for the next academic year.

The morning agenda includes an update from Associate Dean Anthony Sanfilippo as well as sessions on the progress test and quality assurance, accreditation & program evaluation. There will also be brief updates from the Librarian team at Bracken Library about new resources, and from the course team about the Human Structure & Function curriculum renewal.

The afternoon will begin with our guest speaker, Melissa Forgie, MD, FRCPC, MSc, Vice dean, UGME, University of Ottawa. She will speak on Embracing Diversity in Medical Education

Break out sessions will follow, including a working session for pre-clerkship course directors to build or revise assessment plans for next year and a clerkship course directors’ session on continued EPA/CBME implementation.

If you contribute to the Queen’s UGME program, please join us for all or part of the day. To register, use this link:  https://queensfhs.wufoo.com/forms/ugme-may-28-retreat-registration/

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Inaugural FHS Interprofessional Symposium on Leadership

Interprofessional education is a priority in undergraduate medicine, as it is in our fellow health professions programs in the Faculty of Health Sciences in the School of Nursing and School of Rehabilitation Therapy.

Early this month (or last month, if you’re reading this after Tuesday), we brought together over 300 students from nursing (fourth-year undergraduates), medicine (second-year undergraduate program), occupational therapy (first-year master’s) and physiotherapy (first-year master’s) at the Leon’s Centre for a one-day symposium with a particular focus on leadership.

A student responds to a case question on behalf of his table team. Students from the four participating programs were assigned to an interprofessional table group for the day.

A key challenge in creating interprofessional learning opportunities is coordinating time, space, and learning objectives of independent programs with different classroom and clinical schedules. A committee of representatives from four programs, including student representatives, tackled this challenge earlier this year, working collaboratively to create the program and learning activities for the symposium. The day included plenary speakers, interactive case studies, and a bit of fun along the way.


Plenary speaker Kim Smith

Our plenary speakers included Dr. David Walker, former FHS dean; Lori Proulx Professional Practice Leader -Nursing and Kim Smith Professional Practice Leader Occupational Therapy and Physiotherapy from Kingston Health Sciences Centre; and Duncan Sinclair, former vice-principal of Health Sciences

Diving into a case assignment.

Students were seated in interprofessional table groups to engage in discussions around cases and use IP tools for decision making.

Plenary speaker David Walker

We’ve taken lessons learned from organizing this event as well as formal and information feedback from students and other participants to carry forward to the next iteration of the symposium.

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Failure to Thrive in Medical School Syndrome: Signs, Symptoms and Diagnostic Approach

“Failure to Thrive” is a term well-established in the world of clinical medicine. In the pediatric context, it refers to a child who is failing to achieve anticipated developmental milestones. In the adult world, it’s more informally used to describe someone who is simply not doing well in their current circumstances, be it in hospital or in their community setting. Examples would be an elderly patient at home who is slowly declining and losing ability for independent living, or a hospital in-patient who is not improving despite what seems to be appropriate treatment.

The concept, I’ve come to appreciate, can also be usefully applied in the context of medical education. Failure to Thrive in Medical School Syndrome (FTMSS), can be engaged as we would any clinical condition, with characteristic signs and symptoms.

There are six key cardinal signs or manifestations of FTMSS. These include:

  1. Poor academic performance.
  2. Absenteeism, or habitual lateness for scheduled events.
  3. Habitual failure to meet established deadlines for submission of academic reports or administrative requirements.
  4. Inter-personal conflicts with peers, administrative staff or faculty.
  5. Poor or unprofessional behaviour in the academic or clinical setting.
  6. Lack of attention to surroundings, or personal appearance.

Symptoms of the FTMSS sufferer might include lethargy, fragile confidence, diminished sense of self-worth, agitation, defensiveness, anxiety.

As with the approach to any medical syndrome, the objective is not simply to make a diagnosis, but to establish the underlying cause. Understanding the mechanism by which this syndrome develops is essential to helping the sufferer deal with the affliction, establishing appropriate treatment, and hopefully starting down the road to cure.

All the manifestations of FTMSS have the common feature of not being attributable to any intrinsic limitation on the part of the afflicted individual. Having come through the intensely competitive medical school admission process, it seems reasonable to assume that every medical student is fundamentally capable of performing academically, being on time, meeting deadlines, relating reasonably well to others, attending to their personal appearance and behaving professionally. Failure to do any of these things can therefore can reasonably be attributed to some external cause.

And so, what are the root causes of FTTMS? At this point, a disclaimer seems appropriate. In the absence of any tested and proven pathophysiological mechanism for the condition, I provide postulates based on many years of observation of afflicted individuals, perhaps as a basis for clinical management and hypotheses for future clinical trials. That being said, and in no particular order, here goes:

  1. Failure to adjust to medical education. The medical school curriculum, learning methods and, importantly, the use of assessment in medical school can vary considerably from many other undergraduate programs. Fundamentally, the goals of education are no longer strictly about the aspirations of the learner, but rather geared to preparation to meet the needs of future patients. This change in focus can be somewhat unsettling for some. Moreover, the curriculum can be intense and demanding. Educational methods include much small-group and collaborative activities, as well as required independent learning. Assessments can be frequent and geared not towards short term retention and determining comparisons with other learners, but in assessing individual achievement with respect to learning objectives. In medical school, students therefore find themselves confronted with a learning environment very different than that which they’ve experienced previously. They are also asked to established individual rather than comparative goals of achievement. All this adjustment can be difficult for the student who is accustomed to learning situations which are individual, easily self-controlled and targeted to parameters of external validation.
  2. Lack of motivation for a career in Medicine. For many students, the decision to engage the medical school application process begins at a very early age. The process can be all-consuming and require the applicant to forgo many opportunities and experiences usually undertaken in childhood and adolescence in order to undertake educational programs and volunteer activities that they, and perhaps their parents, feel relevant to their application. The decision to pursue a career in medicine can therefore prevent a young person from engaging valuable developmental experiences or from considering other interests and potential career options. Others may enter medical school with an incomplete understanding of a medical career. As they understand more clearly what doctors actually do and what is expected of them, they may begin to realize the career is not for them. Medical education and, more importantly, a career in medicine, are both rewarding and demanding. Both require deep commitment.
  3. Unresolved personal issues. Medical students, like all young people, experience a variety of personal stresses and adversities. There can be a reluctance to recognize or to admit to the full impact of such stresses and to seek help. There can be a concern that admitting that one is feeling challenged or overcome by such circumstances might be seen as signs of internal weakness or unsuitability for their chosen career. There can also be a tendency to defer feelings of loss, disappointment or grief. Over time such unresolved stresses can mount and express themselves in negative ways which may lead to the various manifestations of FTTMS.
  4. Medical students can become ill or simply run down. Many medical conditions can be gradual, subtle and insidious. Accumulated fatigue due to lack of attention to simple things like regular sleep habits, nutrition and fitness can gradually mount and imperceptibly affect performance. Not unlike practising physicians, medical students can have a remarkable ability to ignore features of illness and fatigue in themselves which they would very quickly recognize in others.
  5. Mental illness. Medical students, like all young people, could suffer from chronic mental illness or develop such conditions after entering medical school. These can be very difficult to recognize in oneself and there may be stigma associated with such conditions that inhibit affected individuals from recognizing their full significance or in seeking help.

The objective of any faculty advisor or mentor engaging the FTMSS sufferer, of course, is to help the afflicted student understand the problem and therefore engage effective therapies. The clinical approach for students exhibiting signs of FTTMS, ultimately, is not unlike that for other conditions that have behavioural manifestations. It begins with understanding and acceptance that the troublesome behaviour likely has an underlying precipitant that can be defined and therefore managed.

Diagnosis requires a thorough history focused on the potential causes listed above, and features that may help identify the underlying, culprit problem. Having identified a potential underlying mechanism, counseling is required to help the students themselves understand cause and effects. Together, management can be engaged.

What happens when none of the potential mechanisms seems to fit, and we come up with an idiopathic etiology? In my experience, this is very rare, but obviously troubling. Are we simply dealing with a poor “fit” for medicine? In such cases, we should provide compassionate support and oversight – what some clinical colleagues would term “watchful waiting”. Clarity usually emerges with time and, with it, the optimal approach becomes obvious to all.

And so, the process for assessing a medical education problem bears remarkable similarity to the process we teach and use for any clinical problem. Once again, there’s a striking parallel between patient care and medical education. Doctors instinctively engage their students as they do their patients. Without judgement, but rather thoughtful contemplation of how observed manifestations reveal underlying mechanistic causes, leading to understanding and, with it, effective intervention.

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Med Students’ activities extend beyond the classroom

It’s that time of the new year when the winter doldrums can set it – weather and routine can weigh everyone down. Along with that, there’s that old cliché about “all work and no play”. There’s little risk of our medical students being thought of as anything approaching dull and they provide great ideas for how to beat the winter blahs. In addition to their full class and study load, they make time for a wide variety of extra-curricular activities for fun, recreation and community involvement.

Aesculapian Society President Rae Woodhouse recently shared some highlights of these endeavours:

In early January, 68 pre-clerks attended the annual MedGames in Montreal and placed 2nd of everyone outside of Quebec. Sponsored by the Canadian Federation of Medical Students (CFMS), MedGames brings together medical students from across the country for a friendly sports competition and network building.

Thirty-one second year students competed in BEWICS.  This is the annual Queen’s Intramural sports competition which features a variety of self-proclaimed “quirky” sports such as water volleyball and rugby basketball. The QMed team placed third overall for competitiveness and spirit.

The Class of 2021 Class Project Committee hosted Queens’ first ever Scholars At Risk Talk (see more on this here).

Pre-clerk students recently competed in the Ottawa’s Winterlude Ice Dragon Boat competition and about 30 went on the annual ski trip to Mont-Tremblant two weekends ago.

And if ice dragon boating and skiing weren’t enough of a challenge, about 45 students from across the four years spent a couple of hours recently learning the basics of curling from a fourth year student. This is the fourth time for this event!

For Wellness month, the Wellness committee put together a month of activities with each week having a theme: social, physical, mental and nutritional wellness. During physical wellness week, 40 pre-clerks did a Crossfit class and 20 did a spin class taught by the AS Wellness Officer.

The 2nd annual Jacalyn Duffin Health and Humanities conference happened recently and was very well received.

This past weekend, 20 students went to NYC to learn about the history of medicine, led by Dr. Jenna Healey (Hannah History of Medicine Chair) and the What Happened In Medicine Historical Society. 

And, over 100 mentorship group members attend trivia at the Grad Club. (Take note of that, it could be a future trivia question!)

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Singing the praises of learning objectives

This past Sunday afternoon, I had the pleasure of attending the Kingston Symphony’s matinee performance of Gene Kelly: A Life in Music at the Grand Theatre.  The show featured clips from Kelly’s most memorable performances, with live musical accompaniment by the symphony, under the direction of Evan Mitchell.

Throughout the show, Kelly’s wife and biographer, Patricia Ward Kelly, shared anecdotes and Kelly’s own insights into his choreography and performances.

She talked about the work he put into creating dances, painstakingly writing out the choreography plan, before working with his fellow performers to perfect the dances themselves. “He didn’t just show up and wiggle around on the stage,” she said.

My educational developer lens instantly compared this to the framework provided by well-written learning objectives. Objectives focus teaching and learning plans, and contribute to authentic assessment.

Yes, this is another blog about learning objectives.

In the abstract, learning objectives seem like just another box on a checklist or hoop to jump through.  Used the way intended, however, they are signposts that guide learning and teaching plans effectively—whether for a class or a single person—the same way Kelly’s planning delivered award-winning and inspiring choreography.

Yes, there’s a “gold standard” for writing objectives (that I’ve written about previously here). And there are verbs to use—and ones to avoid—and if it doesn’t come naturally to you to think this way, it can be pretty tedious.

What it’s really about is planning: knowing what you’re setting out to do. If you have an objective—a goal—then you can make your plan and communicate it to others effectively.

Well-crafted objectives also make things great for assessment, because it’s very clear what you have to measure at the end of the lesson, course, or program.

If you say, “I’m going to get better at taking patient histories” – what does that mean? What does “better” look like? If it means, “I’m going to note down details, or I’m going to ask specific questions, or I’m going to listen more than I have been, or interrupt less… then you know what you need to work on. You know what the focus needs to be, whether you’re a learner or a teacher.

Eventually, you’ll be able to do a history without thinking things through so deliberately – once you’ve achieved fluidity in that skill.  But before it’s a habit, you need to plan, your checklist, and I’m hitting all the boxes? Not just: “be better”.

For example, one of my plans in 2018 was to read more books that weren’t medical education and weren’t related to my PhD coursework. “Read more for fun.” That was it. My objective was pretty vague and, as a result, I didn’t create a workable plan. “Read more” didn’t get me very far. I read parts of eight non-work-related and non-course-related books. And three of those were cookbooks.

I set a more specific objective for 2019 that I would read more by spending five minutes every morning before I left for work reading something from my “recreational” “to be read” book stack (mountain).

I’ve finished two books, which is already a 200% improvement over last year. That specificity can make a difference.

And that’s really all objectives are: an outcome statement to focus your plan.

And that’s why we focus highlight objectives in our competency framework. It’s why we map things to them—learning events, assessments, EPAs—so we can be consistent and everybody knows what the plan is.

How much detail do you need in your objectives? This depends on how granularly you need to communicate your goals in order to be effective.

For his iconic Singin’ in the Rain, Gene Kelly had to map out the location of each of the puddles. His plan needed to be that detailed to get it right.

If you’re wrestling with learning objectives and how these relate to your teaching, give me a call.

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Scholars at Risk speaker

By Danielle Weber-Adrian (Meds 2021)

It’s easy to start medical school with a fixed idea of what it means to be a physician. For many, we visualize the patient-physician interaction as a series of investigations, treatments and confidences on the individual’s journey towards health. Although there is truth in this, the reality is that medicine represents so much more within the greater community. Being a physician, as many come to realize during medical school, means becoming an ally to those who are marginalized, and an advocate for the change we wish to see in our global and local macrocosm. So, it seems fitting that the Queen’s Medicine Class of 2021 project as of last year has been to promote the Scholars at Risk program at Queen’s with the help of the International Office.

Dr. Evren Altinkas

Scholars at Risk is an organization which provides assistance to over 300 vulnerable scholars per year. These include physicians, journalists, lawyers and professors who have been targeted and threatened by their national governments because of their advocacy work or research. The scholars are matched with universities around the world where they receive temporary teaching and research positions. This provides the scholar with sanctuary and immediate stability, while benefiting the host institution by granting access to a world leader in their field. By joining the Scholars at Risk consortium Queen’s University is prioritizing academic freedom and human rights on a global scale.

As a new member of the Scholars at Risk organization, Queen’s University and the School of Medicine is hosting our first guest lectureship by Dr. Evren Altinkas. Dr. Altinkas is a Turkish historian and scholar at risk who is currently working at the University of Guelph. He studies the historical limitations of academic freedom as experienced by minorities in Europe and the Middle East. His lecture is open to the public and will take place on Friday, February 1st at 12:30 to 1:30 in the upper auditorium (room 132A) of the New Medical Building (15 Arch Street, Kingston, ON). Attendees are invited to join him later that evening for dinner and conversation. The dinner will be hosted at a local restaurant in Kingston; however, guests will be asked to cover the cost of their own meals.  To sign up please see the following form: https://goo.gl/forms/vdkzjy3AHCyCQK252

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Indigenous Health Care focus of February FHS events with Dr. Barry Lavallee

 

Dear Colleagues,

My name is Terry Soleas, I’m an Education Consultant with the Office of Professional Development and a PhD Candidate in Education. I have the privilege to work in your Faculty of Health Sciences.

In a collaboration between the Indigenous Health Education Working Group, Faculty of Health Sciences Decanal Leadership, and the Office of Professional Development and Educational Scholarship, we are pleased to present three days of extraordinary reconciliation in healthcare events. Our keynote speaker at all three events is Dr. Barry Lavallee of the University of Manitoba who is our guest for the three action-packed days on campus. Dr. Lavallee has proven to be a dynamite speaker who speaks plainly, practically, and passionately on issues of social justice in medicine, with a particular focus on rural and northern indigenous communities.

The three interactive events are:

1) Public Reception and Lecture

2) Faculty Development Half-Day

3) Education Round

These are remarkable and free events that go a long way in Queen’s ongoing Reconciliation efforts. I hope you will join us at many of these events and help us make our future at Queen’s and beyond better, kinder, and brighter!

I’d be delighted to answer any questions you might have😊

With grateful thanks,

Eleftherios K. Soleas, OCT
Educational Consultant
Professional Development & Educational Scholarship
Faculty of Health Sciences, Queen’s University
613-533-6000 x 79035

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20th Annual Travill Debate set for November 7

The 20th annual A.A. Travill Debate is set for November 7 in the Ellis Hall Auditorium, 58 University Avenue, beginning at 5:45 p.m.

This year’s topic is:

Be it resolved that… Publicly funded hospitals should not be able to have religious affiliation

On the “Yea” side, arguing for the proposition will be Dr. Andrea Winthrop and Meds 2022 student Nathan Katz while Dr. Michael Fitzpatrick and Meds 2021 student Sara Brade will argue the “Nay” side.

As described on the Travill Debate website, the debate will “run on a polite and rigorously timed schedule” which features:

  • 10 minutes for each member of the team, alternating back and forth – Yea and Nay – until all four participants have laid out their arguments.
  • Then two minutes for summary from one member of each side.
  • The Travill Debate Gavel is banged very loudly when the time limits are reached.
  • No Power Point or technological aids.
  • Humour is welcome. Formal attire and costumes have also been used to good effect.

This annual debate – featuring a controversial topic in medicine – was created in memory of A.A. “Tony” Travill. As described on the debate’s web page:

Dr. Travill came to Canada in 1957 after serving as aircrew in the RAF (WWII) and reading Medicine at the London Hospital Medical School. He did a residency year in Montreal and practised in Orillia with Dr. Philip Rynard (Queen’s ’26) before coming to Queen’s to study Anatomy under Dr. John Basmajian. After two years at Creighton University in Omaha, Nebraska, Dr. Travill returned to Queen’s in the Department of Anatomy in 1964, becoming Professor and Head from 1969-1978. His research interests were in embryology, teratology and education. Dr. Travill was a strict parliamentarian and noted Faculty Historian (Medicine at Queen’s; 1854-1920, the Hannah Institute for the History of Medicine, 1988: Just a Few: Queen’s Medical Profiles, 1991). He served the community as a Trustee of the Separate School Board and in 1964 was a founding member of the John Austin Society, the still thriving local history of medicine club. In particular, Dr. Travill had a passion for debate on current social, political and educational issues, and for many years he delivered a rigorous and challenging lecture to incoming first year medical students during orientation week.

As further noted by Dr. Jaclyn Duffin, then-Hannah Chair for the History of Medicine, in the original proposal for the memorial debate:

“As his friends and colleagues know, A.A. ‘Tony’ Travill was intelligent, quick, witty, a great teacher, who loved to talk—preferably to argue. Proud of his credentials in clinical medicine and his origins in practice, he rose to head a basic science department (Anatomy). He was an erudite historian, with distinguished publications… Travill also had a deep interest in Philosophy, especially logic, ethics, and epistemology. He loved to cast doubt, to stir up trouble, but he didn’t really mind losing.”

Please join us! All are welcome!

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History of Medicine Week: 100 years later… Looking Back on the First World War and the Spanish Influenza October 22-26th

By Kelly Salman (Meds 2021)

The What Happened in Medicine (WHIM) Historical Society is proud to host the fourth annual History of Medicine Week! This year’s theme highlights a significant anniversary for both medicine and the world. A century ago in 1918, two major and interconnected events in history occurred: the Spanish flu and WWI. Learn more about what happened in medicine then and consider how things have (or haven’t) changed in our present day 2018 — 100 years later…

Students, Faculty, and Community members are all welcome to attend.

Museum of Health Care Showcase

Monday October 22nd, 8:30am-3:30pm

New Medical Building Grande Corridor, 15 Arch St.

Many of our greatest medical technologies and advancements have come out of times of crisis. Come and peruse a sampling of century-old artifacts from both the Spanish Flu and WWI. Curated by the Museum of Healthcare.


Speaker Panel Followed by Wine and Cheese Reception

Tuesday October 23rd, 5:30-8:00pm

Speaker panel: New Medical Building, Rm 132 A, 5:30-7:00pm

Reception: Museum of Healthcare, 7:00-8:00pm

 

“We Forgot to Remember – young Canadians commemorating the stories of the 1918 Pandemic”

Award-winning Neil Orford will discuss the Spanish Flu and its impact in medicine.

 

“Brock Chisholm and the Legacy of War Trauma”

Military historians Dr. Robert Engen and Matthew Barrett will discuss the trauma of war through their research on the experiences of Lt. Brock Chisholm in the first world war before he became a physician and the first director general of the WHO. Dr. Engen and Mr. Barrett created a graphic novel to illustrate this narrative, as featured in the Queen’s Alumni Review this summer: https://www.queensu.ca/gazette/alumnireview/stories/battle-hill-70

 About the Speakers:

In 2017, Neil Orford retired from teaching History at Centre Dufferin District High School in Shelburne, ON. His work as a teacher has seen him win numerous awards for his teaching, most recently the 2015 Government of Canada History Award for Teaching; as well as the prestigious 2013 Canadian Governor General’s Award for History Teaching and the 2012 Ontario Premier’s Award for Teaching Excellence. In July 2013, Neil Orford founded a consulting business, Canadian Historical Educational Services, Ltd. to assist school boards, museums, non-profits & government agencies with designing educational programs for historical thinking and commemoration. This work has led him to consultation work with the Federal Ministry of Canadian Heritage in 2017, helping to design digital commemorations for students across Canada.

Dr. Robert Engen, MA’08, PhD’14 (History) is an assistant professor of history at Royal Military College and an adjunct professor in the Department of History at Queen’s. He is the author of Canadians Under Fire: Infantry Effectiveness in the Second World War and Strangers in Arms: Combat Motivation in the Canadian Army, 1943–1945, both published by McGill-Queen’s University Press.

Matthew Barrett is an SSHRC-funded PhD candidate in the Department of History at Queen’s. His doctoral research examines the concepts of honour and dishonour within military culture. In particular, he studies the dismissal and cashiering of Canadian officers during both World Wars. Additional research focuses on Canadian public and institutional attitudes toward suicide in the military. His academic work has appeared in Canadian Military Journal, Canadian Military History, Journal of Canadian Studies and British Journal of Canadian Studies. He has also illustrated two First World War graphic novels with Robert Engen.


Trivia Night

Friday October 26th, 7:00-9:00pm

The Grad Club, 162 Barrie St.

 Impress your friends with your history know-how during a historically themed Trivia Night! Snacks will be provided!

 

 

 

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