Bollywood, gnomes and time travel, oh my!— 45th Annual Medical Variety Night promises an entertaining evening
Anyone wandering through the second floor of the Medical Building after hours some days this term could be forgiven for wondering if they’d accidentally ended up in a dance studio instead of a medical school.
What was actually happening was rehearsal for one of the dance numbers for this year’s Medical Variety Night (MVN). The show takes place Friday, April 10 and Saturday, April 11 at 7 p.m. (doors open at 6:30 p.m.) at Duncan McArthur Auditorium at 511 Union Street West and will be hosted by Emily Kerr (MEDS2017) and Alessia Gallipoli (MEDS2017).
I set out to find out more about what’s in store at the 45th edition of MVN, “House of CaRMS” by emailing this year’s co-directors: Beverly Guan (MEDS2017), Jimin Lee (MEDS2017), Jordan Sugarman (MEDS2018) and Nathan Terrana (MEDS2018).
This year’s theme of “House of CaRMS” was selected by popular vote, inspired by the American political drama series, “House of Cards.”
“The television series features scheming, power-hungry characters doing everything it takes to climb the ladder of success,” Guan wrote back on behalf of her co-directors. “Naturally, we saw some potentially humorous parallels with the CaRMS process.”
Co-Directors’ Top 5 Reasons to Check out MVN:
Discover hidden talents of medical students at Queen’s
Find out what we have been doing with our spare time
Support everyone who has put their time and effort into MVN
Donate to great charitable causes
Have a great time!
The co-directors and performers are keeping as much of the program under wraps as possible (we have to go see the show to find out more), but they tease that we can expect hilarious class skits and videos—“featuring gnomes, time travel, CanMEDS competencies, and more!”—the largest Bollywood act in MVN history, the first ever QMed Qrew hip hop number, a concert pianist, and many talented musicians and singers.
It’s that kind of enthusiasm and talent that has helped ensure MVN is an enduring QMed tradition.
“Whether students want to have their moment in the spotlight, film promotional videos, manage the show behind the wings, or even just bake for our bake sale, there is a role for everyone in MVN,” Guan wrote.
MVN is a significant time investment to create two evenings of entertainment. Why do so many medical students pitch in? “Perhaps it is because it is during these grueling hours of preparation and rehearsal that we learn something important about ourselves, something we don’t learn sitting in class,” Guan wrote. “We learn how to deal with our frustrations and manage our insecurities. We learn about the joy of striving for perfection but also the beauty of imperfection. And, most importantly, we learn that succeeding together, as a team, is just as fulfilling — if not more so, than succeeding as an individual.”
Each year, MVN proceeds support charities selected by the students. This year, they’ve chosen the Class of 2017 project, “Reads for Paeds” and Almost Home, a local Kingston charity.
“Given that a significant portion of the class in involved in the Reads for Paeds project, we wanted to collaborate with them in raising funds to print storybooks, written and illustrated by our class, to explain common chronic illnesses affecting children,” Guan wrote. “We also wanted to select a local charity that supports families with children who are receiving medical treatment, and Almost home fit this criteria perfectly.”
More information on both Reads for Paeds and Almost Home is available on the MVN website: www.houseofcarms.com
In addition to funds raised through ticket sales, there are other fundraisers at the show, including a bake sale, raffle tickets and a silent auction for one large MVN banner featuring pictures of the performers. Donations are also being accepted (all donations greater than $50 receive a tax receipt).
Tickets are sold for $12 online and $15 at the door. Online ticket purchases and online donations can be made here.
Why should you be an FSGL Tutor?
This blog article is brought to you by Dr. Michelle Gibson, Year 1 Director, and Coordinator of our FSGL stream in pre-clerkship. email@example.com
Why should you be an FSGL Tutor?
But first … what is FSGL anyway?
FSGL is Facilitated Small Group Learning, a modified form of Problem-Based-Learning (PBL), adapted for the curriculum at Queen’s University. In Terms 2, 3, and 4, students work in small groups of 6 or 7, with one tutor, over the course of the term, to learn from cases linked to their courses.
FSGL is like PBL in that the tutors are not there to be content experts, but rather as “facilitators” of student learning. In general, students receive the first part of a case, and they work together to identify what their learning needs are. The case is usually that of a patient with an as-yet undifferentiated presentation, and the students work through it together, gradually getting more information about the case. It is, in educational terms, enquiry-based learning, where the students are (mostly) driving the learning.
So what does an FSGL tutor do?
They are there to help the group really delve into the case, to probe student understanding, to help the students with their clinical reasoning, and, really, to help students understand what a doctor does. They are not teaching about the intricacies of interpreting ECGs, for example, but rather, to challenge the group about their approach to a differential diagnosis in a patient with syncope (with the help of a trusty written tutor guide…)
In addition, tutors are essential in observing individual student contributions to the group, and the group dynamic over the course of the term. They can help the group form a high-functioning team, and they provide feedback to individual students about their performance. Twice a term, the tutors will review peer-feedback and self-assessment data from their students, and provide mid-term and end-of-term feedback to the students about their progress that term.
Why do tutors like FSGL?
In the 5 years since I’ve taken over this part of the curriculum, I hear the same comments over and over. Tutors enjoy working with a stable group of students over the course of a term, and getting to know them. They appreciate watching their students grow in their skills, as they strive to become doctors. They even admit to enjoying the learning they do about material they don’t see everyday.
What is involved in being an FSGL tutor?
Tutors commit to at least one term (timelines below) for one afternoon a week, from 1:30 to 4:30 p.m. We understand that tutors have other commitments, so we accommodate tutors being away up to twice a term by providing substitute tutors, and 3 absences might be accommodated in certain circumstances. This includes participating in an orientation on the first afternoon of the term. You will receive a tutor binder, with all the cases and the tutor guides, and learn about how to be an effective tutor.
Tutors will learn how to provide constructive narrative feedback to students about students’ own learning goals and their progress over the term.
I might be interested, but I have questions – what should I do?
Email me at firstname.lastname@example.org , and I’d be happy to chat.
When I was asked to take over the old PBL by Dr. Sanfilippo, many people (myself included), really wondered if we should keep it in the curriculum. Through the helpful feedback provided by students and those they rated as excellent tutors, I have tried to keep what was working, and fix what was not. If you did PBL more than 5 years ago, I can assure you it’s a new creature now. While it’s not perfect, it is mostly fun, and the students really appreciate their tutors- they tell me so all the time. And, as one new tutor told me this year: “This is the best experience I’ve had in undergraduate medicine at Queen’s in 10 years.” I would be delighted if this would be the case for other new tutors too, so please feel free to email me with questions! email@example.com
Term 3, second year med students (experienced FSGL-ers) – cases are based on mostly cardio-resp, renal, and endocrinology material. Runs from September to the 1st week in December. Wednesday afternoons, from 1:30 to 4:30.
Winter 2014: (Two terms)
Term 2, first-year med students (novice FSGL-ers) – cases are based on therapeutics, pathology, immunology, hematology, geriatrics, MSK, and pediatrics. Runs from January to April or the first week of May. Monday afternoons, from 1:30 to 4:30, with many Mondays off, including Family Day, 2 weeks around March Break, and Easter Monday.
Term 4, second year med students (very experienced FSGL-ers) – cases are based on OB/Gyn, GI/Gen Surgery, neuro, ophthalmology, and psychiatry. Wednesday afternoons, from 1:30 to 4:30 with 2 weeks off around March Break.
Looking for a Few Good People
We’re incredibly fortunate at Queen’s to be blessed with a faculty that engages educational leadership with enthusiasm, creativity and dedication. When new positions emerge, or when people who have been key contributors come to the end of their terms or move off to other phases of their career or life, the program faces both challenges and opportunities. The challenge is obviously to fill the position, which is particularly difficult when it’s been filled so capably in the past. The opportunity, of course, is that it allows another faculty member to engage a new challenge, which allows them to influence medical education and advance their careers in new ways. A number of such positions will become available by the end of this academic year. I will describe them below and invite all faculty members to forward any enquiries or expressions of interest to me. In all cases, there will be opportunity for a phase transition working with the incumbent, support from our Educational Team, and opportunities to develop individual faculty development plans to complement the role.
Curricular Lead for the Professionalism Role Competency
For the past 6 years, Dr. Ted Ashbury has been providing inspirational and creative leadership as we have refined and consolidated the Professionalism role within our new Foundations Curriculum. Ted would now like to transition to reduced responsibilities and eventually retirement, and so we would like to identify a successor who could work with Ted for the remainder of this academic year, taking over the portfolio completely in September 2013. Major components of this role:
- Facilitation and maintenance of all current curricular components that address the Professionalism competency.
- Opportunities to develop innovative curricular components as the vision of the role suggests, particularly with extension into the clerkship
- Teaching within the curriculum on Physicianship and Professionalism
Director, Clinical and Communication Skills (CCS)
Given the obvious importance of CCS within undergraduate education, this is a key role and responsibility within our curriculum. Dr. Henry Averns has been filling this role with creative energy and unique panache for the past 4 years, enhancing the content and assessment within the program while guiding it through a particularly challenging time of curricular transition. As he comes to the end of his term at the end of this academic year, we have opportunity to identify a successor who will work with Henry through next term, taking over the role independently in September 2013. Key components of this role:
- Working with the CCS Co-Directors to ensure the component courses CCS 1,2 and 3 are well maintained.
- Fostering the elements of the over-arching CCS mandate.
- Ensuring integration of the CCS curriculum with other curricular courses
- Working with and coordinating the efforts of administrative staff who support or work closely with the CCS program, such as the CCS Curricular Coordinator, Standardized Patient Program Coordinator, and UG Operations Manager.
Course Director, Geriatrics, Oncology and Palliative Care
This course was newly introduced as a part of our curricular revision and is in its third iteration this year. Dr. Michelle Gibson, Director for Year 1, has been capably filling in the Course Director role on an interim basis. However, the maturity of the role and Michelle’s expanding responsibilities with the Curriculum Committee require us to appoint someone to take sole responsibility for the course. Again, we have the opportunity for the person coming into this role to work closely with Michelle, who will continue to direct Year 1. Key components of this role:
- Oversight of the curriculum of the course, including learning objectives, teaching methods, faculty assignments and assessment
- Teaching within the course
Course Director, Clerkship Curriculum 3
In distinction to the roles above, this course is a completely new assignment, since it is under development and will be offered for the first time, March 26 to April 13 2013. The Clerkship Curriculum Courses are being provided as a part of our expanded two year clerkship and provide an opportunity for the students to engage advanced concepts and to consolidate their learning, particularly in areas that tend to lose focus during clinical rotations, such as critical thinking, comprehensive approaches to clinical presentations, and basic clinical skills. CC3 will be the final such course in the series, offered at the end of clerkship, and will identify and consolidate key themes in preparation for the MCC examination and residency. The overall Clerkship Curriculum is under the direction of Dr. Sue Moffatt, who has developed the first two courses in conjunction with Directors Dr. Armita Rahmani and Dr. Chris Parker. The CC3 Director will join this team and benefit from their experience. Key components of this role:
- Developing and supervising course curriculum, including learning objectives, teaching methods, faculty assignments and assessment.
- Teaching within the course.
- Working with the Curricular Coordinator responsible for the Clerkship Curriculum courses
Co-Director, Facilitated Small Group Learning
Facilitated Small Group Learning is an instructional methods (based on Problem Based Learning) used in Terms 2,3 and 4, where students work in small groups with a trained facilitator over the course of a term, on cases that relate directly to the material they are learning in their courses. Dr. Michelle Gibson directs this program and is responsible for it’s overall structure and outstanding success. Last year, she was assisted by Dr. Ellen Tsai who made significant further improvements. This year, Dr. Brent Wolfram, who was a FSGL facilitator in Term 2 last year, has been working with Dr. Gibson to revise and improve the Term 2 cases. We are looking for interested faculty to assist with case reviews and development in Terms 3 and 4.
Associate Director, Student Counseling
For several years, Dr. Jennifer Carpenter has been providing outstanding service to our students and our school as Director of Student. She has also begun the process of building a Wellness program that will span all learners at our school. It’s becoming clear that her role is expanding to such an extent that we should be identifying another faculty member to work with Jenn in further developing these programs. Key components of the role include:
- Providing personal counseling to students in need
- Providing advice and support to faculty dealing with difficult student issues
- Contributing to the development of our student wellness program.
Curricular Lead for Manager Role Competency
For the past two years, Dr. Ruth Wilson has not only chaired the Professional Foundations Committee, but she has been the lead for the Manager role and associated competencies. Ruth has pioneered the Manager Checklist for the Community Week and also introduced a new session on health care for the students. However, as the Chair of the Professional Foundations Committee’s role increases, she must step aside from being the Curricular Lead for the Manager Role. We would like to identify a successor who could work with Ruth for the remainder of this academic year, taking over the Curricular Lead completely in September 2013. Major components of this role:
- Facilitation and maintenance of all current curricular components intended to address the Manager competency including careers, self-care, and time and study management, all of which currently have point people and faculty associated with them.
- Opportunity to develop innovative curricular components where the vision of the role suggests, especially into clerkship
- Some teaching within the curriculum on aspects of the Manager role.
All these positions will receive credit within our Workforce accountability system. For information or further discussion regarding any of these positions, please contact me directly at firstname.lastname@example.org.
Best wishes to all for a restful Christmas break and for continuing success in the new year.