Wednesday, October 22, 2014

Failure in medicine

Medicine doesn’t take failure well. In high-risk areas of patient care and safety, when the cost of failure is a life, that obviously makes sense. But do failures necessarily have to be that large?
I’ve spent a lot of time over the past few months talking to people at Penn’s Innovation Center. Their job is, as you might expect, to bring innovation into the UPenn health system. Here’s what I’ve learned. Medicine has long been thought of a field entrenched in its own traditions, one that has a lot of institutional memory. Changes are slow and incremental to be proposed, let alone adapted. I was immersed in an entrepreneurial ecosystem in college where I learned to rapidly iterate and learn from mistakes, and then just iterate again. I learned to think at the scope of microchanges, so no one mistake cripples me, but over time the sum of these microchanges would completely change the outcome. With this particular way of thinking, failure never seemed all that scary. From what I’ve seen, this doesn’t happen too often in medicine. I’ve asked those far more powerful than I, and they agree. Some of them take it a step further and say it’s not feasible, and this is where I disagree. From a policy level, I’ve noticed the prevailing opinion is that the healthcare system is so broken that nothing short of an overhaul will be acceptable. From EHR to universal access, all of the issues in the current healthcare system are purported to be too complicated and intertwined for any one measure to solve. This might explain why the Affordable Care Act (ACA) seemed so disparate and overwhelming (read into what the actual articles of the ACA are – very few deal with access to healthcare). Even in medical education, medical schools very rarely change their curricula – we’re still effectively using a model developed decades ago despite the field’s rapid evolution.

At my vantage point, two things have to happen: those who have been in the field for decades have to be willing to test new ideas, and healthcare needs to accept failure. The former means that doctors, nurses, staff, etc. have to buy into the idea that small changes can be impactful and are worth making. Not every issue is going to be fixed with one catch-all solution. The latter means that in areas where medicine can afford to innovate, it should. Failure will always be a statistically necessary byproduct of frequent iteration, but if the iteration is done with intention and care, there’s no reason to be afraid of it. The Innovation Center is doing exactly that – looking at implementing projects that doctors and staff want to see happen and helping them navigate the red tape. (One of the most frequent answers I’ve received in response to a question about implementing something new is red tape. Red tape is entirely the invention of a bureaucracy, and if the very institutions that complain about it simply choose to ignore it, the red tape magically vanishes). It’s a good start, but I don’t think it’s enough. There’s still this institutionally ingrained hesitation when it comes to trying new things.

I have a hard time believing iterating with microchanges wouldn’t work – it’s especially because healthcare often has to avoid large failures that the start-up way of thinking ­should work. There is great evidence of this already with the Intermountain Healthcare System in Utah and Idaho. But it’s not enough. Those of the philosophy that healthcare is vast and complicated and failing grossly are all correct – but I see that not as a paralytic, but as a call to action. I want to get in the habit of thinking like an innovator now, when the risk is relatively low (all I really do right now is a bit of armchair-philosophizing). But on a larger scale, more hospitals, more schools, more companies have to start innovating to disrupt within the confines of the medical system. It doesn’t have to be large. A new checklist here, a new curricular initiative there, and we might be able to (slowly, but surely) create a new medical system someday.

Friday, September 26, 2014

Movin’ On Up to the East Side

Last spring, I was trying to decide between Perelman and several other top medical schools. Like a typical type-A, wannabe medical student, I searched for any differentiating factor between the schools. Which city was more fun? Whose students were happier? Who had the funnier student YouTube spoof videos? As someone interested in orthopaedic surgery, I resorted to looking at the websites of top ortho hospitals, trying to gauge how many Penn students had gone to such places in the past. My dear friend Google helped me find an institution called The Hospital for Special Surgery (HSS) in Manhattan, New York City that seemed to be perennially ranked #1 or #2 for ortho. On a promising note, I found that several Perelman students had matched there over the years. Indeed, it seemed that Penn was perhaps the perfect place to help me get to the next step. 

Less than one year after first putting on my white coat in the Annenberg Center, I found myself staring at a large white and blue HSS sign in the Upper East Side of Manhattan. I had been selected to the hospital’s Medical Student Summer Research Fellowship program and was set to spend about 9 weeks working with some of the most renowned orthopaedic surgeons in the US. With only one year of medical training under my belt, one of my top priorities was to not look too dumb around the great minds at HSS. It was evident from the first meeting that the hospital was a special place. When the first day finally slowed down, I almost had to laugh at my own serendipitous path to, first Philadelphia, and then New York City. A year earlier, I had stared at my computer screen thinking, “Wow. Manhattan. HSS. That’d be a great place to train.” Now I was scrubbed into surgery at the hospital and assisting a surgeon that (literally) wrote the textbook on hand surgery.

I spent July and August working on projects with the attending surgeons, residents, and other researchers, learning their work habits, schedules, and personalities. I rose before the sun and ran for exercise around the city, getting to know the East River Esplanade, Central Park, the Upper West Side, Midtown, Yorkville, and of course my home, the Upper East Side. Afterwards, my morning at the hospital would start with the residents’ conference. Topics here ranged from in-depth anatomy reviews to avoiding bias in research to diagnostic radiology for orthopaedics. After this meeting (and the all-important free bagels), I would trail to the operating room or head to the motion analysis lab, where my background in engineering and data analysis helped me contribute to projects. This blog doesn’t have enough lines for me to adequately describe how much I learned, so suffice it to say that it was an amazing academic training experience that I was blessed to have.

Sunrise from the East River Esplanade at 77th Street
Van Cortlandt Park in the Bronx, NYC

The academic rigor of the weekdays was rivaled only by the fun of the weekends. My girlfriend, a fellow student at Perelman, typically arrived via the $1 bus on Friday night, leaving two whole days for us to explore the city before she had to return to her own research in Philadelphia. We ran, we ate, we saw shows on- and off-Broadway. We navigated the city on foot and via train, walked the High Line, toured the Brooklyn Brewery, gawked at animals in the Bronx Zoo, watched “Frozen” in the park, and spent way too many hours debating which Upper East Side dogs were the cutest (the English and French bulldogs get my vote). Each weekend went too quickly, and each weekday brought new awe-inspiring lessons in medicine. 


Morning View Looking South over the Central Park Reservoir
For the person out there considering the Perelman School of Medicine, I won’t tell you that this is the perfect place for you. To be perfectly honest, the idea that a perfect place for you exists is a myth. Each school excels in many things while lagging a bit behind with regards to other things. But, in Philadelphia, I have found a school – No, I have a found a home, where I know the administrators and professors look out for the students, and the curriculum gets us ready  to excel at actually being doctors, not merely at passing tests.  It is at Perelman that I have met some of the most amazing people, had some of the most humbling experiences, cried, laughed, held up intramural champion shirts, learned great lessons in medicine, and never regretted my decision on where to attend medical school.
Sunset from the Entrance to HSS

Thursday, June 5, 2014

Inspiration and the Medical Student

My last post started with the idea of finding Inspiration, of the sort that drives one to create, to achieve, to question, to learn. The natural next question is what I plan to do with that Inspiration.
We’re told as children to dream big, that the world is ours for the taking. It’s no less true now—I’d be hard-pressed to find a better and richer environment in which to learn—but things have changed. As a high school or college student, I had the bandwidth to pursue those dreams. Sure, I still wanted to do more than I was able, but my internal checks and oft-waning interest for my latest obsession set up a sustainable way to balance my time against my passions. But as a medical student, it’s simply no longer possible to operate the same way. I realized this a few weeks ago as I found myself having ten conversations a day with my classmates commiserating about how 24 hours in a day is just too little, but it’s only starting to strike me now. 
I’ve certainly tried to do it all by going the extra mile to free up my time. But somehow, days blend into weeks, weeks to months, and I’m still sitting on that to-do list that’s gotten only marginally shorter. I want to be clear: I’m not saying that medical students don’t have the ability to pursue anything outside of their classes. Looking at the amazing things medical students are doing every day across the country would disabuse anyone of that notion. What I’m saying is that for very disparate career interests, even within the field of medicine, it’s exceedingly difficult to build solid skill sets as a student. For example, I have a strong interest in the innovation happening in the healthtech start-up world, I love writing and medical journalism, I’d like to pursue pharmaceuticals and drug engineering, and I want to do some academic research as well. These aren’t just passing interests; I would commit to doing all of these things as a career to better inform the way I care for patients and approach medicine.
To those reading, it would seem that I’m complaining about growing up. After all, it’s universally true that with adulthood come responsibilities and a narrowing of horizons. First with a college degree, then a focused graduate degree, and then often a more focused job.  I’m not presumptuous enough to think these issues are limited to medical students, or even students. But it’s a little different for us as medical students: we spend those formative 20s (and sometimes 30s), when much of our generation is exploring and trying and doing, in school and in training. Our capacity to extend and challenge ourselves becomes greatly diminished simply because our road consumes so many hours of our days and years of our lives. None of this is new, I realize. And none of this was new to me when I applied straight from college. I’m proud of my decision and excited for the future, but I need to have those difficult conversations with myself now. What do I want to do? Where do I want to make an impact? And as negative as it sounds, what doors am I willing to shut? Since I can’t both invent a device and revamp Medicare (I’m sure someone has, but c’mon, I have to play the odds), what next?  So I’m not complaining about growing up. Instead I’m realizing I can’t so easily take on the world anymore.
So to answer my first question: my Inspiration is being put to use leaving ajar as many doors and creating as many windows as I can. It’s far too easy to get bogged down by grades, and classes, and The Next Step. It’s even easier to shrug off goals because school is just too busy. To all my friends and peers with whom I’ve sympathized about running out of time, I get it. I don’t have the time either. But we have to make the time. We can’t sell ourselves short—the world is ours for the taking, remember?

To read more of my musings, follow my personal blog.

Wednesday, April 9, 2014

5 Reasons I'm Glad I'm a (Penn) Medical Student

1. I can find Inspiration on short notice

In the past few months, I've become increasingly focused on classes and getting through the day with the same routine. Exercise (sometimes), food, sleep, a semblance of a social life, studying, rinse, repeat. I was never someone who operated with such mental blinders on. In college I was the girl who had her mind in about a hundred places at once. I was the girl who wanted to blog, start some company, make new friends, find mentors, take more classes, invent a drug, and change the world all at the same time; I would lie awake at night thinking of everything I wanted to do and how I could make my mark on the people around me.

Since coming to medical school, it's admittedly been hard to find motivation within me, and that girl took a break. But a couple days ago, I realized I needed some big-time Inspiration. I looked up the events the school was having, and one of the events that evening was Penn Pearls, Penn Med's annual teaching awards ceremony. I went and listened to residents, fellows, and attendings impart their wisdom on the next crop of graduating medical students and my mind woke up from its hibernation. I could hardly wait to get home to start emailing, writing, thinking, and doing. It only took 30 minutes of being around the wonderful mentors at Penn Medicine to find the drive in me to start creating again. If I weren't here, that couldn't have happened.

2. People tell you to laugh (actual medical school-sanctioned advice)

This was by far my favorite Pearl from the ceremony I mentioned. Turns out, courtesy of Dr. Andrew Baum, laughter is a great medicine.

Things laughter can do for you (if a doctor tells you it must be true right?--there are actual studies, though)
  • Reduces stress (and may play a role in boosting your immunity)
  • Helps you with pain management because it releases endorphins
  • Plays a role in lowering your blood sugar
  • Improves your blood pressure
  • Acts as a burst of exercise for your body each time you laugh (and cleans up your respiration too!)
I might be speaking for Dr. Baum here, but I think his advice goes beyond the physical act of laughing or finding things funny. To me, reminding myself to laugh means reminding myself to be happy and to find joy in what I do. And in life, a school that reminds you to laugh is a good place to be.

3. Emailing anyone and getting a response


Definitely not to be taken for granted in a powerhouse like Penn. It gives me a warm, fuzzy feeling when I email the director of some big center here at Penn with a life question and they get back to me. It shows me that I'm valued as an individual and as an intellectual. On a larger level, it speaks to the philosophy of Penn Med. Lecturers have constantly told us that they love learning from medical students, and every lecturer we've had has welcomed shadowing. The flat structure of the medical school and the enthusiasm with which faculty here approach their jobs is rare and a great honor.

4. Penn really cares about its students

Nowhere else have I seen weekly meetings between students and curriculum directors. And it's not just empty promises. If the student body has a complaint, it gets implemented the next week. We all have to fill our course evaluations on every. single. professor. to get our grades. Annoying, at times, but that means the course directors get some hundreds of pages of student feedback every year. Right now I'm sitting on a focus group to revamp one of our classes. Our team (composed entirely of students) is responsible for sifting through those evaluations, polling our students, and presenting a huge report on our recommendations for the course next year. The best part? The faculty members implore us to participate in these groups because it really matters to them. Medical education has historically been based on the tradition of generations before. Our curriculum is so dynamic it changes every week based on our needs.

5. Respecting the human body

Something I've learned in medical school is that the human body is an awe-inspiring machine. The things it is capable of minute to minute astound me. I remember one day, while sitting in biochemistry, I was struck with the thought -- gosh, I'm so lucky more things aren't wrong with me. That feeling's only been compounded. We're now in neurology, and I'm seriously considering the social acceptability of walking around all the time wearing a helmet. In the midst of stress, studying, and lectures, it's hard to take care of myself. It's hard to eat well and sleep enough or pass on that last slice of free pizza. But one of the great privileges and powers of medicine and the holistic teaching at Penn Med is knowledge. And before I start caring for other people with that knowledge, I have to start with myself.

About me: I'm Sneha Kannan, a current MS1. I hail from Potomac, MD and graduated from MIT in 2013 with a degree in Bioengineering. The next question I'm often asked is, "so what do you want to go into?" (which, by the way, is just the grown-up-medical version of "what do you want to be when you grow up"). To be honest, I don't know. Every day I discover some new interest of mine and I'm loath to try and pare that down so soon. I know I can't do it all but a girl can dream, can't she? The really important things, though: I'm inspired by people around me, probably addicted to chocolate, love tennis, and spend quite a bit of my time reading, traveling, singing, and crossword puzzling.

Wednesday, April 17, 2013

10 Reasons to Come to Penn

Now that it's almost Penn Preview, here are 10 some-typical-and-some-slightly-more-atypical reasons why Penn is the best med school on the planet and Philly is a great place to live, in no particular order except #1 (at the end):

10. The city—it's pretty! This one is not because I'm running out of reasons already. This is what I see on my way home from school every day:
A little bit of extra happiness every day adds up to a lot over four (or eight) years!

9. The second anatomy exam. Which is the only way to take an anatomy exam, as far as I'm concerned. It's taken in learning teams, and each learning team dresses up to a theme.

We had a Pac-Man team,
Photo by Dr. Rubinstein

a Sesamoid (Sesame) Street team,
Photo by Dr. Rubinstein

and an Avengers team,
Photo by Dr. Rubinstein
among others.

Our team dressed up as Dr. Fisher! He's one of the anatomy professors, and he wears black scrubs and black gloves every day. He even took a picture with us :)
Photo by Dr. Rubinstein
(The rest of the pictures, taken by Dr. Rubinstein, the Mod I director, are here.)

8. Learning teams. I'll be really honest here: I don't think anyone starts out loving their learning team. Well, actually, maybe some people do, but I think for most people (myself included), there's an adjustment. When you randomly put seven people in a group, there will probably be some people who wouldn't normally interact much with each other. But, I also don't think there's anyone who doesn't end up loving their learning team, and that's the important part. 
Photo courtesy of Winnie Lin

7. Everyone in Suite 100 is super nice and wants to help you. Suite 100 also has everything from mailboxes to tissues to candy.
Dorothy!
Maggie!
Maureen!

6. Every student gets an iPad. Because we can download lecture slides onto our iPads and take notes from there, (nearly) everything is electronic. I mean, seriously, you decide:

5. All the med buildings are connected, and mostly above ground—that means avoiding the elements when it’s raining/snowing/too hot/too cold, without giving up the benefit of sunlight. Here’s one indoor trip I took with Rebekah, who is on my learning team, with a detour to show off how pretty the buildings are (apologies if anyone gets dizzy/sick):

No sound, because played at 5x recording speed, we sound like chipmunks. Literally.

Here’s a rough map of where we went. Green rectangles are elevators.

4. SPOOF! Spoof happens every spring, and it is basically what it sounds like. It’s always hilarious, and also always includes a “first-year skit,” which is written, directed, and performed by first years. This year, the first-year skit was “Perelman Avengers.” This is Casey, one of our classmates, demonstrating Perelman Avenger Dr. White’s power stance (Dr. White teaches anatomy and writes the USMLE review book for anatomy, and is awesome!):

3. VC2000. I know I’ve written about this before, but it is really convenient if you ever need to miss class for anything, or just to review lectures afterward—for example, I’ve used VC to catch up when I missed class because I was shadowing at HUP, and Rebekah used VC to stay up-to-date with the lectures last time she was at a conference. Many people also VC because they just prefer to watch lectures at home. It has lots of useful features:


2. Three free classes in whatever you want. Mine this semester is ESE603, Simulation Modeling and Analysis, and I'm enjoying it, but there is definitely the option to take classes that probably sound more fun to everyone else. For example, my roommate took a Wharton class last semester, and one of my learning team-mates is taking a bioethics class. All of Penn is also on one continuous campus, which means getting to class isn’t a problem!

1. The students. This time last year, I was mostly choosing between two places. When I came to Preview, I had so much fun that I ended up missing my train back to school and booking a last-minute bus ticket on a friend's phone instead. I decided that was a pretty good indication that I should come here, and it's been one of the best decisions I've ever made. I guess what I learned is that some things, like the atmosphere at a school, are hard to quantify. But, it's those un-quantifiable things that make a decision which might seem whimsical at first the right one in the end.

Thursday, March 14, 2013

[Penn]WikiHow: How to Dissect an Eye


WE DISSECT EYES IN BRAIN AND BEHAVIOR!!! We also dissect brains, but I’m not sure if there are rules against taking pictures of them, whereas I’m pretty sure HIPAA doesn’t apply to cows’ eyes, so it seemed safer to skip the brains and go with the eyes for posting pictures on the Internet. I also didn’t want to get any of my camera-containing devices dripping in formaldehyde, since the brains are preserved.

Here’s how to dissect a cow’s eye in five easy steps, learning team-style:

Warning: This post is full of potentially graphic pictures.
Disclaimer/anti-warning: However, they were taken with my silly-phone (i.e., not smartphone), since I forgot to charge my iPad that day, so they might actually just be too blurry to see.
Plug for Penn, since it’s getting to be recruitment time: Every student gets an iPad! We take notes on them, instead of lugging huge stacks of paper around.
  1. Three eyes per learning team magically appear in the first-floor Stemmler lab rooms.
    Eyes in a bowl
  2. Find the optic nerve and the extra-ocular muscles (muscles around the eye that control eye movement), and cut off the muscles.
    Cleaning an eye
  3. Cut away the front part of the eye. Now you can see the lens (that round blob in the middle), and the vitreous humor behind it. The retina, which contains the photoreceptors that allow us to see, is in the wall around the vitreous humor.
    Inside of eye
  4. Play with the vitreous humor. It’s surprisingly jello-like—on a scale of 1 to 10 where 1 is water and 10 is jello, I’d probably give it a 6.5. If you look through the vitreous at the lens from the other side, you can see a shape exactly like the Mercedes-Benz logo on the back of the lens. Nature’s form of product placement?
  5. Look at the rest of the eye, without the vitreous humor. It’s blue in cows, which helps collect light that isn’t absorbed by the photoreceptors the first time around. That’s why they can see better in the dark than we can. However, it also means that their vision is kind of blurry. (Wikipedia has a better picture)
    BLUE CHOROID!!

Ta-da! Basically, Brain and Behavior is super cool.

Wednesday, February 13, 2013

A VC Day

PennInTouch with a
slightly depressingly-
far-away graduation
date.
Hi everyone! My name is Jessica, and I’m a first year MD-PhD student. I’m from Centreville, Virginia, which is about 20 minutes outside D.C. I did my undergrad at MIT, where I majored in bioengineering and minored in music, and just graduated in June 2012. I’m interested in a bunch of things, both on the research (tissue engineering, microfluidics, computational biology…) and medical (peds, cardiology, neurology…) sides, so I’m not quite (read: not at all) sure what I “want to do” yet, but my expected graduation date is apparently Spring 2020—see screen capture from PennInTouch—so I guess I still have plenty of time to figure it out. This is also my first blog post, so I’m kind of nervous, but here goes:

You may have heard that Penn has something called VC2000, which is like Reunion Hall CSPAN (Reunion Hall is where we have lecture). All of our lectures are recorded and put on VC, so that those who can't attend a lecture in person can watch them from home later. It’s pretty popular!

Anyway, I took advantage of VC recently too, but not to sleep in (although some do); instead, I shadowed at HUP’s electrophysiology lab! It was amazing. The backstory is that we have a project for our Mod 6 Doctoring class called ITAP (Interprofessional Team Assessment Project), where we’re supposed to observe a medical team in action and analyze how they work together. So Thursday morning, Russell (who is on my learning team) and I went up to the 9th floor of Founders in HUP to watch the electrophysiology team do their daily morning meeting. We watched how the team members interacted as they discussed the patients they’d be seeing that day, determined what procedures they’d be doing, and made some decisions as to how certain patients should be cared for. After we’d fulfilled the bulk of our ITAP responsibilities, we stuck around to talk to/do some short interviews with some of the team members (also for ITAP), and of course, to watch the procedures.

First, I went to see an ICD replacement, while Russell headed off to watch an atrial flutter ablation. ICDs (Implantable Cardioversion Defibrillators) are about half-cell-phone-sized, battery-powered generators that use electricity to effectively shock the heart back into normal rhythm when the patient has dangerous irregular heartbeats. Here’s a Youtube video of one in action: 


And here's the corresponding article in Sports Illustrated:  http://sportsillustrated.cnn.com/vault/article/magazine/MAG1165292/index.htm.

ICDs have a limited lifespan, though, so they need to be replaced every so often. The procedure for replacement was very different from what I expected—only a local anesthetic is used, the incision to take out the old ICD and put in the new one is just a few inches long, and the entire process took about half an hour. Only the generator—not the wires that connect it to the heart—get replaced, and a lot of double- and triple- and quadruple-checking goes on to make sure the wires are reconnected correctly. I didn’t understand much, and it didn’t seem like a good time to interrupt with a million questions, but it looked and sounded like each wire is color-coded, labeled with what part of the heart it’s coming from, and labeled with a serial number to make sure that it connects to the right place in the generator. The patient was actually awake until the very end, when the electrophysiologists induced an irregular rhythm in order to test the new device.

Since the ICD replacement went so smoothly and quickly, I went to find Russell, who was watching an atrial flutter ablation, after it was done. The setup for the atrial flutter ablation reminded me of an airport control tower. Since the ablation done by inserting a catheter into the femoral vein and guiding it up into the heart, X-rays are used for imaging throughout the process. In order to minimize X-ray exposure for the doctors who are doing these procedures every day, one of them is in the room with the patient doing the ablation while another one is in a “control room,” watching and guiding. Everyone inside the procedure room is wearing lead jackets to protect themselves from the X-rays, and the control and procedure rooms communicate via headset.

On every monitor in the control room, a large number of indecipherable squiggles were running across the screen. Luckily for us though, it turns out the ablation procedure includes a 30-minute wait, so during the waiting period the attending paused to explain these squiggles, and what on earth an atrial flutter ablation is anyway.

Image adapted from the National Heart, Lung
and Blood Institute. Original image here:
http://www.nhlbi.nih.gov/health//dci/
Diseases/holes/holes_types.html
Heart muscles contract when they are stimulated by electricity, which is made in some special heart cells and is sent throughout the muscles. Normally, the electrical current passes through the atria in the upper part of the heart once, causing them to contract and pump blood into the ventricles, which then pump blood into the body. However, in atrial flutter, the electricity keeps on going around and around the atrium instead of disappearing. As a result, even though the atria contract more often, each contraction is less efficient, and this can cause all sorts of problems, including blood clots. To fix the problem, electrophysiologists can make a series of tiny burns in the wall of the atrium; this is called ablation. Then in the future, if the current tries to go around the atrium instead of stopping like it should, the electricity will get stuck where the burns were placed, and the atria will continue to contract normally.

When the half-hour wait was over, it was time to see whether the ablation had worked. To do this, the doctors stimulated the heart muscle with electricity in one location, and then measured how long it took to get to two other places in the atria. Based on which of these two places “felt” the electricity first, they could tell whether current was still passing through the area they had intended to ablate. To give an idea of the level of precision involved, they were looking at differences on the order of tens of milliseconds—for comparison, test your reaction time here: http://www.humanbenchmark.com/tests/reactiontime/ (average appears to be ~215ms. Guess I'm way below average!). Fortunately, the equipment being used could detect time differences that are much shorter than human reaction times, and they saw the stimulation pattern they expected, which meant that the procedure had worked.

After watching the ablation, we decided it was time to end our brief foray into real life after med school, and headed back to the biomed library to catch up on some rheumatology lectures. Shadowing was great, though; and we learned so much! I loved shadowing in the EP lab, but for those who aren’t as interested in cardiology, Penn also has many other shadowing opportunities, both at HUP and at CHOP—in fact, shadowing in the emergency departments at both hospitals is an established "thing" and is fairly common among our classmates. Some people also just set up shadowing times outside of the emergency departments, with small group preceptors, for example. Whatever your interests, shadowing opportunities are fairly easy to come by here, and definitely worth missing lecture for once in a while!

Wednesday, October 10, 2012

Perelman Students at the American College of Surgeons Clinical Congress in Chicago!

One of my favorite activities in medical school is attending academic meetings.  Conferences are a perfect opportunity to present your research and network with people from all over the world.  Perelman students are fortunate to receive departmental funding support for registration, travel, lodging, and food when our papers and abstracts are accepted for presentation at a conference.

Last week, I attended the 98th annual Clinical Congress of the American College of Surgeons (ACS) in Chicago. I presented my abstract entitled Construct Validity of Instrument Vibrations as a Measure of Robotic Surgical Skill in the Surgical Forum session on surgical education.  The abstract is a result of the work I've done in the The Haptics Group under the mentorship of Dr. Katherine J. Kuchenbecker.  My research would not be possible without the collaboration between Dr. Kuchenbecker's lab and many surgeons in the University of Pennsylvania Health System.  Since the Penn Engineering and Perelman campuses are less than three blocks apart, we are able to develop strong research partnerships more easily than most other medical schools.  This research was also made possible by the funding and support of Perelman's unique MD/MTR program, which I am currently completing.

A couple other students gave phenomenal presentations in the Surgical Forum. Rachel Yang, who is also President of the Agnew Surgical Society, presented her abstract entitled Characteristics of Ductal Carcinoma In Situ Found in BRCA1 and BRCA2 Mutation Carriers.  Third-year student Rashikh Choudhury presented Roux-En-Y Gastric Bypass Surgery Compared to Diet and Exercise Therapy for Morbidly Obese Patients Awaiting Renal Transplant: A Decision Analysis, an innovative work on the use of a hidden Markov model to predict patient outcomes.

At the Penn Surgery reception.  From left: Dr. Rachel Kelz, me, Daniel Hashimoto MS4,
Morgan Sellers MS4, Dr. Jon Morris, Dr. Noel Williams, Dr. Kristoffel Dumon, and Rachel Yang MS4
Every year at the ACS Clinical Congress, Penn's Department of Surgery hosts a reception for current and former Penn faculty, residents, and students.  This year was my third time attending the event, and it is always a fun opportunity to interact with faculty outside of the hospital.

Dr. James "Butch" Rosser, inventor of the Top Gun
competition, with this year's three finalists. 
I also had the opportunity to partake in the annual Top Gun Skills Competition, and I placed 2nd among 70 attendings, fellows, residents, and medical students.  This is the second consecutive year that a Perelman student has placed in the top 3, after my good friend Daniel Hashimoto became the first medical student to win the Top Gun competition last year.  This was also the first time in the history of Top Gun that competitors were required to perform both laparoscopic and robotic surgical tasks, which put me at a unique advantage since I have been mentored by Daniel and many of Penn's laparoscopic and robotic surgeons including Dr. Noel Williams, Dr. Kristoffel Dumon, Dr. Kenric Murayama, Dr. David I. Lee, Dr. Rajesh Aggarwal, Dr. Bert O'Malley, Jr., and Dr. Gregory Weinstein.  I was hoping to take home first place so that we can start a Perelman student dynasty in Top Gun, but I'll have to wait until April for one last chance to make it happen.

Science and competitions aside, I had a lot of fun and got to explore Chicago.  The city has beautiful architecture and an amazing jazz club scene.  I also made sure to get some authentic deep dish pizza.  I had an great time and would definitely visit again.

I'm a fan of Chicago's skyline
A big, shiny bean.
Students at dinner with Dr. and Mrs. Murayama and Dr. Dumon
Should aspiring surgeons be practicing Jenga?

Wednesday, April 4, 2012

The Drama of Trauma



I just finished my general surgery rotation with the trauma service at HUP, as well as the entire surgery block. I am astounded that we are done with a quarter of the core clinical year! Time flies when you’re having fun… and when you are really, really busy.

Trauma is consistently ranked as one of the best rotations by medical students at Penn. Besides the daily morning report that is chock-full of teaching points and the ability to play an integral part in the trauma resuscitation team, the sheer excitement of trauma is arguably unparalleled by anything else in the hospital.

All of the medical students are assigned to be the “primary surveyor” in the trauma team (see the picture above for the medical students on trauma for last month – I’m the nerdy looking one on the right). That means that when a trauma patient is rolled into the bay, the medical student is the one responsible for doing the exam and yelling out the results over all of the commotion so that the nurse can enter all of the findings into the record. The exam is shortened as ABCDE – A for airway (is the trachea midline? Is the patient moving air?), B for breathing (can you hear breath sounds on both sides?), C for circulation (check pulses, color, warmth), D for disability (what’s the patient’s neurological function?), and E for exposure, which entails exposing all parts of the patient’s body to look for injuries, deformities, abrasions, stab wounds, gunshot wounds, and whatever else might be present. Each patient receives a full exam, a bedside ultrasound exam to check for fluid in the abdominal cavity, a chest x-ray, IV access, monitoring, and then whatever other imaging or interventions is deemed necessary by the trauma team.

As the primary surveyor, what you find is essential to the decision-making in an acute way. For instance, if you don’t hear breath sounds on one side of the patient’s body, that person is getting an immediate needle decompression (ideally within seconds), followed by chest tube decompression. It is exciting as a medical student to be such an important part of the team and have an impact on emergent decisions.

Then there are the stories – the dramatic saves and the heart-wrenching losses – the types of narratives you would expect to see in movies or on Grey’s Anatomy. I will never forget a young Asian man who came in after being thrown from his car in a motor vehicle collision. He was unresponsive with a decreasing blood pressure, so we took him to the operating room immediately. The electrical activity in his heart went away while we were in the OR, and I found myself doing the most vigorous chest compressions I could at 4:30 AM after being up for almost 24 hours. His heart came back, and we proceeded with opening up his abdominal cavity to control his bleeding, but ultimately he passed away due to massive blood loss. He was the first person who I had seen die, and he looked exactly like my younger brother. As distraught as I was, I knew we had tried our best.

Only a few hours later, when I came back for my next shift, I was able to witness our senior surgical resident and a cardiac surgery fellow operate on a young man who’d been shot in the chest. The bullet had wounded his heart, two lobes of the lung, and the chest wall – generally considered a surefire way to die. Yet the surgeons had the swiftness and the skill to repair his injuries and miraculously save him. In one single day, I experienced death of a patient as well as the rescue of a patient back from the brink of death. These were just few of the memorable patients I encountered while on my trauma rotation.

Despite the long hours, the nonstop studying for shelf exams, and my own personal responsibilities at home caring for my 11-month-old son, experiences like these make me grateful for having the privilege of a medical education and the opportunity to work with an amazing team of care providers who are saving lives like this every day.

Friday, February 3, 2012

Learning to Take in Order to Give

So this is it. I’m officially a real fake doctor now! I have just completed my first clinical rotation. Thus far, I spend 99% of  my time thinking “where am I?” and “am I annoying my resident/intern/attending by being in the way?” and the answers are usually “lost” and “yes.”

I am on neurology and one of our first patients of the morning was a middle-aged woman who had recently been diagnosed with ALS (Amyotrophic lateral sclerosis) a few months prior. ALS is a degenerative neurologic disease that is characterized by progressive loss of motor function. Patients end up losing the ability to move, talk, eat and eventually breathe. This patient had already lost the ability to talk and eat on her own.

My fellow medical student and I went to see her after rounds so that we could get a better idea about what a neurologic exam would look like in someone with ALS. When we got there the patient was in obvious pain and her daughter told us that she wanted morphine. The patient (who communicates now by writing) pointed to her pad where she had written “Ouch. Pain. Help.” Being lowly peons, we don’t yet know how to find a band-aid much less put in an order for narcotics so we quickly left to find the resident (who assured us that the order was being processed by the pharmacy). Given her level of discomfort, there was no way we’d ask her to undergo another exam so I just asked if there was anything else I could do to help. She got out her pad and started writing something.

“How can I help you?” she wrote in painstaking capital letters.

Here was a woman who had just been given a devastating prognosis. She had already lost the ability to speak and her disease will continue to progress, causing her to lose all motor function and die within a few years (median survival is 3 years from onset of weakness). She had been poked and prodded by the medical team, the neurology team and she had just undergone a serious procedure. On top of this she was in serious pain. Yet still she wanted to know how she could help me.

 “I….well…” I didn’t know what to say to this amazing woman. Sometimes medical school stinks. Plain and simple. We don’t have much to contribute at this point in our careers except time and enthusiasm. Our only job is to learn, which makes it feel like an inherently selfish process sometimes. Indeed, I have spent most of this week feeling in the way. Her small act of kindness nearly unbalanced me.

“You are already helping us,” I told her. “We are medical students and this is our first week ever working in the hospital.” She broke into a huge smile.

“We are trying to learn as much as we can from our patients. For example, even though I’ve read about it, you are the first patient I have seen with ALS and I will always remember you because of that. I am going to go home and read as much as I can about it so that some day I can take care of patients myself.” She broke into a huge smile, touched my arm warmly and gave me a thumbs up.

Throughout my first year and a half of medical school I have been blown away by the generosity of those who contribute to medical education:

  • My LEAPP patient (a patient who we followed throughout our first 1 ½ years here) whose family let us sit in on her appointments, ask them countless questions and literally invited us to their home.
  • Our course director for dermatology who came to speak to my interest group, personally showed me patients during dermatology grand rounds and then spoke about career paths with me for an hour.
  • My MS3 “big sister” assigned to me by the Elizabeth Blackwell society who gave me invaluable advice about surviving my pre-clinical years and gave me all the books I needed for my clinical years.
  • The MS4 who brought me on board with her project, helped me understand clinical research and is trusting me with presenting our work at a conference this spring.
  • Our lecturers and small groups leader-physicians who volunteer their time in order to instruct us on everything from psoriasis to palliative care.
  • The resident I worked with in Botswana who taught me how to think clinically about a patient this summer and then this fall coached me through writing a case report that she could easily have written herself.
  • The countless patients who spoke movingly and openly to our class about living with cancer, mental illness or rare genetic disorders.
  • And now - starting with this patient - all the patients who allow us as medical students to participate in their care.

I know that this is a cheesy story. I know that it’s not possible or advisable to get emotionally wrapped up in every patient you care for. I know that this outpouring of “touchy-feeliness” would earn me an eyeroll from more “seasoned” medical professionals. But I don’t care. And I know that I will remember this incredible woman. I am going to carry her with me throughout my rotations. Because she reminded me that every patient gives me a gift. They give me the gift of sharing their story and helping me learn. I may wear a white coat but for now all I can do is take. Take in the knowledge that is being shared: by the patients and by the physicians, nurses and staff who are helping me learn. One day hopefully I will be able to give something: care for my patients and, if I’m lucky, the ability to teach someone else. But first I need to figure out where the heck I am.

Friday, January 27, 2012

Learning in Action

A few months ago I was in a CVS in center city when a man came charging through door, shouting “I need an AED!!”

The pharmacy employees looked back and forth at each other but no one made any actions. The man became angrily impatient, crying out “Come on, there’s a guy dying out there!!”

Before I had really processed what was going on I had set down my basket and my feet were carrying me out the door. I knew that administering CPR can become very tiring very quickly, and having just completed my Advanced Cardiac Life Support course I was as qualified as anyone to lend a hand.

Out on the street I immediately saw a group of people crowding over a man collapsed on the sidewalk. As I got closer I could tell CPR was underway but it wasn’t until I was standing directly over them that I felt a jolt of fear. Though in the past I had seen patients who were very sick and patients who were already deceased, somehow I had made it through three years of medical school without witnessing someone actively dying. The purple color of his skin was frightening.

He was receiving quality CPR from an incredibly fortuitous group of bystanders: A nurse at a local center city hospital and a soon-to-be internal medicine intern were trading off on chest compressions, while coincidentally one of my classmates, Mike Hoaglin, was keeping his airway open and performing pulse checks. I was impressed with how perfectly coordinated the nurse and (almost) intern’s handoffs were- the chest compressions were flawlessly continuous so that any positive pressure build-up in his circulation was not lost as they traded turns. Despite all this it was very clear that he was dying.

Just then the man who had burst into the CVS ran over to us. Out of breath, he managed to report that he had looked everywhere, and asked all the local restaurants and pharmacies, and he couldn’t find an AED. The ambulance had of course been called first thing, but we couldn’t yet hear sirens, and the purple tone of his skin was becoming a sickening gray.

Suddenly a picture flashed in my head of the wall in the mail room of my apartment building nearby. I knew where there was an AED! I jumped up and sprinted down the street, flew into my building, grabbed the AED off the wall, shouted something to the confused doormen, and returned to the scene.

As I crouched down again and opened the AED box I said, “I’ve never done this ‘for real’ before”. No one else had either. Luckily, it was exactly like it had been in ACLS training, and there were very, very simple instructions so that even if I hadn’t been to class I could have easily done it on my own.

With the power button pressed the box immediately spoke to us. ‘Analyzing rhythm, continue CPR’. It was reassuring to hear its automated voice providing instructions.

A few moments later, it spoke again:

“Shock advised. Stand clear”.

The shock sent a jolt through his entire body with enough force to raise his head and send it falling back down onto the concrete sidewalk with a thud. I winced but the AED was unperturbed.

“Continue CPR two minutes”.

Chest compressions were resumed, and before the two minutes had elapsed when it would have been time for another shock, if necessary, the ambulance came screeching down the street. As the paramedics loaded the man into the van Mike said he may have felt a faint pulse after the first shock. I wasn’t so sure.

I headed home knowing we had done our best, and wondering if I would ever find out how the man had fared…

The paramedics contacted Mike the day after to thank us for performing excellent bystander CPR, but they didn’t know the condition of the patient, so it was of little satisfaction.

However, a few weeks later, I received a letter in the mail. It was from the man. He had survived, and had asked his emergency room doctor for our contact information from the paramedics. The letter was three pages long and told me about his family, his job, and his hobbies. It talked about what it was like for him to wake up in the emergency room, and how he has memories of being ‘zapped’ and of people yelling at him to stay awake. It talked about his plans for the next few years and how he can’t believe his luck to still be alive. He also included a $100 check, which I didn’t cash, but plan to hold on to forever.

This story had the best possible outcome, and I really believe it was the AED that made the difference. Despite getting the highest quality CPR I think that early shock was crucial. So, I’m ending this blog post with a shameless plug:

This week Penn launches an amazing new phone application and they are kicking it off with a competition. Using your cell phone, you take a picture of each AED you see around the city. The grand prize for the most AEDs photographed is $10,000!!!!!! But even better, all the pictures you take will be used to create an application that will map the location of AEDs all over the city. Then the next time someone needs to find one, they won’t waste time checking pharmacies and restaurants that don’t have them- they can take out their phone and go directly to the nearest place. What a great idea!!

Wednesday, January 4, 2012

The Beginning is Near!

I'm a firm believer the world won't end in 2012, but I guess we'll find out soon enough.

This is not a regular Christmas for me. The end of this year symbolizes a small (but important) transformation in my life. Just yesterday, I started "working" in the hospital for my clinical rotations. Gone (mostly) are the lecture halls and didactics that have been my home for more than a decade. Now, I start my on-the-job training.

I've mentioned this a couple of times before - the clinics are something I've looked forward to for a long time, something I've worked towards for many years. But it also creates a lot of anxiety. I feel woefully inadequate to take care of patients. But people reassure me that the training I've received so far is much more comprehensive than I realize. That I am more prepared than i realize. That small consolation goes a long way.

Then again, I guess this kind of anxiety is a good thing. A little bit of stress does improve performance... but more importantly, it harkens back to an important lesson from my differential diagnosis class - don't assume you know everything about the current situation. This is the cornerstone for a good differential diagnosis: you always keep your mind open to other possibilities, and you force yourself to think of counter examples - what else could it be?

By walking into clinics assuming I know less than I do, I'll force myself to keep my eyes and ears open. It forces me to be on my toes just a bit more. At a personal level, this means I'm hungrier to learn more. But the more important (and bigger) effect it'll have will be for my patients: I'll be taking second, third and even fourth looks over their plans, histories, results... the works! I'm hoping this second guessing will make me a better student now, and (eventually) a better doctor.

So here's to the end of a beginning and the start of a new phase in my education. On the job training isn't something new to me - I worked in the corporate world for 5 years before coming to medical school. But this is a very different animal. Sappy as it sounds: lives are on the line.

There will be many more "ends of beginnings" to come, I have no doubt of that. But I believe recognizing and respecting milestones (like this one, even though it's a small one) is crucial to the learning process.


This is a bit tangential (and if this is your first time reading my blog, you'll realize that I almost always have tangents in each post), but times like this remind me of what it takes to be a good doctor. For some reason, whenever I think of that, I'm taken back to a scene from Scrubs (one of my favorite shows).


This is one of the most powerful scenes from the show and it has stuck with me for many, many years. A great doctor is someone who is very invested in his patients... but knows the importance of staying objective. Walking the line and keeping tragedies from debilitating your work is not the easiest thing to do, but I believe it is an important lesson to learn. Here's hoping I learn it.

Enjoy the New Year!

- Karthik