Curriculum Committee Information – November 23, 2017 & February 1, 2018

Faculty, staff, and students interested in attending Curriculum Committee meetings should contact the Committee Secretary, Candace Miller (umecc@queensu.ca), for information relating to agenda items and meeting schedules.

A meeting of the Curriculum Committee was held on November 23, 2017.  To review the topics discussed at this meeting, please click HERE to view the agenda.

A meeting of the Curriculum Committee was held on February 1, 2018.  To review the topics discussed at this meeting, please click HERE to view the agenda.

Faculty interested in reviewing the minutes of the November and February meetings can click HERE to be taken to the Curriculum Committee’s page located on the Faculty Resources Community of MEdTech Central.

Those who are directly impacted by any decisions made by the Curriculum Committee have been notified via email.

Students interested in the outcome of a decision or discussion are welcome to contact the Aesculapian Society’s Vice President, Academic, Justine Ring at vpacademic@qmed.ca.

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Five ways being a Geneticist helped me improve my teaching skills

By Andrea Guerin, Year 2 Director and Clinical Geneticist

Dr. Andrea Guerin

When growing up, the career choices offered are often dichotomous, do you want to be a lawyer or a firefighter, nurse or entrepreneur, doctor or teacher? In reality, most jobs are a blend of a few different skills. In medicine, doctors can be scientists, can run a business, and for most of us, being a teacher is a large part of our job. At first blush, being a Geneticist and a teacher doesn’t seem to have much in common, but my training in Medical Genetics has significantly influenced my role in education. Here are five examples I’d like to share:

  1. Words matter

Geneticists are wordsmiths. Language is very highly selected, “cause” not “reason”, “typical” not “normal” and “chance” not “risk”. The language I use with my patients is specific and inclusive, positive and hopefully, precise. Words are important, to convey meaning without an agenda, to educate without prejudice. I use the same thought in the classroom. I am mindful of the implicit biases that can be drawn from words. Words are powerful and their power needs to be recognized and headed.

Medicine is learning a new language. So is education. I’m not going to lie, I had never designed a small group session before coming to Queen’s and I certainly did not know what a Directed Independent Learning event was. When I came, I was disoriented, DILs, SGLs, RATs, GTAs. The terminology was overwhelming. But, like learning the language of medicine, I learnt the language of education too. We’ve added a few more in the past year in undergraduate medical education CBME, EPA, with only more to come.

  1. Technology is forever changing, but good ideas stand the test of time

When I started my residency 10 years ago the understanding of genetic testing was very different. Many tests were not available. Testing was laborious, going from gene to gene, with months of anxious anticipation in between. Now, a decade later, I can order a test that looks at all the necessary genes of the body that have a purpose. Results can be available more quickly. Interpretation is more of a challenge, as we learn more, it becomes more evident the gaps in our knowledge and tying findings to patient symptoms can be a challenge. The concept of having parents and environment contributing to the health of the child is an old one, with influences from Ancient Greece to India. This testing is a reinvention of an old idea — we have only identified the individual factors (genes) that support what has been seen for thousands of years.

When I went to medical school, problem based learning was new. Powerpoint was a staple of lectures. There were almost no laptops. We would never have thought to work in groups while in the same classroom. That was an activity reserved for afternoon sessions, segregated into rooms under the watchful eye of a faculty facilitator. Marks were given from formal assessments, not team assignments or readiness assessment tests. That’s not to say assessments were not happening, they were just less formalized. It was a gut feeling. Did the clinical skills tutor think you were professional? Did the small group facilitator see that you participated? Now, assessments, both summative and formative are happening all the time. The actual process has become more concrete and transparent, but the idea has not changed.

  1. It’s all developmental

Genetics is  one of only a few specialties where the patient population spans from before cradle to grave. When I see a patient with a concern, I endeavour to find out when it started. An understanding of development, both physical and emotional, is key to my practice. You must walk, before you run.

Education is no different. The expectation must be adjusted to where the student is in their education journey. It’s okay to not know the differential in the first year, but in fourth year, students must be equipped with the knowledge and expertise to generate a differential and initiate management. Expectations need to match where the learner is, just like my patients.

  1. No person is an island

Genetics is a team sport. In clinic, amongst clinician and researchers spanning the province, country or world, we work together to solve diagnostic mysteries and provide good patient care.

Education is the same. Teachers, admin support, education support, technical support and student support and feedback are essential to the teaching process. Behind every teacher, there is a team supporting them in their journey.

  1. Comfortable with the uncomfortable concept of unknowns

After years of education, I will never be done learning. There is always more to learn, and no physician, despite years of practice and experience knows everything. When I counsel patients I always raise the possibility of an unknown. A confusing result, a question left unanswered. There is no crystal ball.

Education continues to surprise me, but I am open to the concept of something new, unknown. Can we produce excellent physicians using different teaching methods? Of course we can. Each of my colleagues had different curricula, different forms of instruction. There is more than one way to teach — the “best way” is still unknown.

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Residency Match Day 2018: What our students are experiencing, and how to help them get through it

 “Keep trying. Stay humble, Trust your instincts. Most importantly, act. When you come to a fork in the road, take it.”

 Yogi Berra

The last sentence of Mr. Berra’s famous statement is usually quoted in isolation. Without the context of the first few phrases, it’s humorous, but doesn’t carry much meaning, and is something of a disservice to its author. The full statement, in contrast, is a call to commitment and action, and conveys real wisdom.

His words come particularly to mind at this time of year when our senior students face what might be termed a “life altering event”.

We’re all familiar with that concept. These are moments when the course of our lives pivots on a single event or decision. Many of these are unexpected and their impact only appreciated retrospectively. However, when they’re known and anticipated, they’re understandably accompanied by much emotion – excitement, speculation, and trepidation.

For medical students in Canada, “Match Day” is one of those events.

For those of you not familiar, Match Day is when all fourth year students learn which postgraduate program they will be entering. The match is the final step in a long process of contemplation, exploration and application. The match and the day itself are full of drama, with all results being released simultaneously at noon.

This year, Match Day is March 1. By approximately 12:00:05 that day, all students will know their fate. As you can imagine, there will be much anxiety leading up to the release. For most (hopefully all), the day will be one of relief and celebration. For a very few (and hopefully none), there may be disappointment and confusion. Many schools release their fourth year clinical clerks from clinical duties on Match Day. At Queen’s we have taken the position that our students take on professional obligations during their training and their personal celebrations should not supervene those obligations. Having said that, I’d like to remind any faculty supervising our fourth year students on March 1st of the following:

  1. Anticipate that your student will be distracted that morning
  2. Please ensure your student is able to review their results at noon.
  3. Check on your student. If he or she is disappointed, please be advised that the student counselors and myself are standing by that day to help any student deal with their situation and develop a plan.
  4. Be advised that the students will almost certainly be holding some type of celebratory event that evening. Although your students are not excused for personal purposes, I would ask that you give them every reasonable consideration.

Fortunately, we have an excellent Student Affairs team, headed by Dr. Renee Fitzpatrick, who is available and very willing to answer any questions you may have and respond to concerns regarding our students. The team can be accessed through our Student Affairs office learnerwellness@queensu.ca, or 613-533-6000 x78451. The faculty counselors can also be contacted directly at the following:

 

Renee Fitzpatrick

Director, Student Affairs

fitzpatr@hdh.kari.net

 

 

 

 

 

 

Kelly Howse

Career Counselor kelly.howse@dfm.queensu.ca

 

 

 

 

 

Susan Haley

Career Counselor

haleys@kgh.kari.net

 

 

Josh Lakoff

Career Counselor

lakoffjo@gmail.com

 

 

 

 

 

Thanks for your consideration, and please feel free to get in touch with myself or any of the Student Affairs Team if you have questions or concerns about Match Day or beyond.

 

 

Anthony J. Sanfilippo, MD, FRCP(C)

Associate Dean, Undergraduate Medical Education

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A Final Gift from a First Patient

Bill died last week. He was 93 and, at the end, his passing could be considered neither tragic nor unexpected. His daughter thoughtfully called my office to let me know, and that he wouldn’t be keeping his next clinic appointment.

The last few years hadn’t been easy for him, bringing increasing disability and dependency. Things hadn’t been really right since Daphne passed away about three years ago, after over 60 years of marriage.

Before that they’d always come to clinic together and supported each other through their health issues, surgeries and increasing fragility. Bill was one of those people who seemed incapable of despondency or self-pity. Always smiling, he began every appointment by asking me how I was doing, and never left without thanking me. He never refused a request to allow a learner to listen to his heart. In fact, he usually offered before being asked. Like many of his generation, he never lost that sense of gratitude for what his new country made available to him and felt a need to repay that debt.

He’d emigrated from England in the 1950s. He was an engineer and worked in various projects over the years both in Canada and Europe, finally retiring in Kingston over 30 years ago, building his “dream house” with Daphne. In retirement, he developed a large community of friends, including many neighbours (some of whom were physicians in our hospitals) who would support him as he continued to live there alone. They would often bring him into clinic appointments, or call with concerns about him.

In one of his last selfless acts, he agreed to participate in our First Patient Program. Two of our first year students, Madison Price and Michael Christie, got the opportunity to meet Bill, visit with him, accompany him to appointments, and hear about his medical history and life story. He taught them something about heart disease and its various complications, but mostly he taught them about the patient experience of living with a chronic condition, about how physicians can provide valuable care even after cure is no longer possible, about the remarkable courage and grace with which patients can face the end of life, and about how communities can come together to support those in need.

He shared personal stories with them, telling them about how he had worked on developing radar equipment for Lancaster bombers during the Second World War. He told of how his brother was a tail gunner on those aircraft, which provided Bill even more incentive to ensure the radar was effective.

He believed he had something valuable to impart to these young people and future physicians and indeed he did. In the end, his final gift was to teach them about bereavement and, particularly, how physicians and health care providers can be affected by the loss of patients they’ve cared for, come to know, and admire. He made medicine real to them by giving it a human face that, I believe, they will never forget.

With his willingness to engage these students during his final days, he provided a priceless and lasting gift, not only to these two aspiring physicians, but also to their future patients.

 

Thanks, Bill.

 

 

 

Anthony J. Sanfilippo, MD, FRCP(C)

Associate Dean,

Undergraduate Medical Education

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“Lifestyle as Medicine” Symposium February 12

By Daniel Rusiecki and Leah Allen (Meds 2021), “Lifestyle as Medicine” Symposium co-organizers

 

“The doctor of the future will give no medication, but will interest his patients in the care of the human frame, diet and in the cause and prevention of disease.” Thomas A. Edison

However far-fetched Mr. Edison’s vision may be, the idea of the first line of treatment being the intrinsic care of the human body and what we put into it is not off the mark whatsoever. Being the new kid on the block in first-year medical school, travelling through this area of modern medicine has one questioning how much exogenous medication would be needed if our society hasn’t progressed the way it has. What if cars never existed, and everyone had to walk to their daily job? Would over 20% of our Canadian population still be classified as obese? What if our food didn’t come out of a factory, or from a fast-food restaurant drive-thru window? Would we still be dealing with a diabetes epidemic where 3.4 million of our sisters, brothers, parents, friends and neighbours are injecting themselves with insulin  daily? The questions can go on and on, but they don’t answer one vital question: how do we move forward?

Practicing physicians will have approximately 2200 patient visits per year. With a career length of 35 years that’s almost 80,000 opportunities to influence the health and lives of these individuals. It’s crazy to think about how much influence one future physician can have, let alone the whole Queen’s undergraduate cohort, the residents, and affiliated physicians. If you are a future physician or practicing physician reading this post, would you rather prescribe your patient medication for their hypertension when they are 45 years old, or have the skills and knowledge to help them prevent hypertension when they are 30?

Equipping our workforce with the knowledge, skills and fearlessness to invoke a healthy lifestyle change is at the root of how we can move forward. Not only can we prolong and enhance the lives of our patients directly, but we can advocate to improve societal systems as a whole. We also have the opportunity to reduce the cost of our healthcare over the long-term due to the reduction of drug prescriptions and improvements in health of the general population.

The “Lifestyle as Medicine” symposium will be the start of a journey to better equip future or practicing physicians with the artillery necessary for these changes. The symposium will be take place Monday, February 12 from 5:30 – 7:30 p.m. in the School of Medicine Building, room 132A.

Dr. Robert Ross, a prominent researcher in the area of diabetes and related co-morbidities will speak on how cardiorespiratory fitness can be a significant vital sign for a patient’s health status. Andrea Brennan, a registered dietitian, will then take the floor to deliver key nutritional principles every physician should know, as well as shed light on current diet trends and the evidence supporting them. Dr. Chris Frank, a geriatric and palliative care physician, will then give insight on how he maintains healthy habits while being a busy physician. Finally, to get a taste of the patients perspective, Doug Dowling will speak about his passion for fitness and how the diagnosis of Crohn’s disease in his early 20s impacted him.

We hope you will join us for this thought-provoking, educational event.

 

 

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