Academic Medicine Podcast

Joining hosts Toni Gallo and Research in Medical Education (RIME) Committee member Javeed Sukhera, MD, PhD, to discuss their research on the experiences of trainees and physicians from minoritized communities in the United States and Canada are Taryn Taylor, MD, MEd, Nicole Rockich-Winston, MS, PharmD, EdD, Tim Mickleborough, PhD, and Tina Martimianakis, PhD. They address creating safe and brave spaces to discuss bias and discrimination, how professional norms may be harmful to those from minoritized communities, and fostering inclusive learning and practice environments. This is the second episode in a 3-part series of discussions with RIME authors about their medical education research and its implications for the field. Find the complete 2021 RIME supplement, which is free to read and download, at academicmedicine.org. Read the articles discussed in this episode:   “When No One Sees You as Black”: The Effect of Racial Violence on Black Trainees and Physicians (Re)producing “Whiteness” in Health Care: A Sp

“I have learned that no matter how much I study and practice, there will come a time when I cannot help—or, even worse, when my help is not wanted. While such moments do create the potential for moral distress, they also offer space for renewed motivation.” Pallavi Juneja is a first-year neurology resident at Columbia University Irving Medical Center in New York. She reflects on how her time at home as a fourth-year medical student during the pandemic made her more aware of her limitations and gave her a new appreciation for helping patients. The essay read in this episode was published in the Teaching and Learning Moments column in the September 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

Guest Jesse Burk-Rafel, MD, MRes, joins hosts Toni Gallo and Research in Medical Education (RIME) Committee member Mahan Kulasegaram, PhD, to discuss the development of a decision support tool that incorporates machine learning and the use of that tool in residency applicant screening. They also talk about the residency application process and potential ways that artificial or augmented intelligence (AI) might mitigate current challenges. This is the first episode in a 3-part series of discussions with RIME authors about their medical education research and its implications for the field. Find the complete 2021 RIME supplement, which is free to read and download, at academicmedicine.org.  Read the article discussed in this episode: Development and Validation of a Machine-Learning-Based Decision Support Tool for Residency Applicant Screening and Review.  A transcript of this episode is available at academicmedicineblog.org.

"Holding his hand, we had been alone in a room fighting a virus with no cure. Though he lay prone and I stood standing, we were equals in our fear in facing overwhelming unknowns. Neither of us knew what would happen over the next few hours or days." Eric Kutscher, a resident physician in the Department of Internal Medicine at NYU Langone Health in New York, learned how to maintain dignity in vulnerability from a special patient while working in the intensive care unit at the height of the pandemic. The essay read in this episode was published in the Teaching and Learning Moments column in the September 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

This episode was originally released in August 2018. Guest Carl Stevens, MD, MPH, joins hosts Toni Gallo and former editor-in-chief David Sklar, MD, to discuss the peer review process. Carl is a 10-time winner of the journal’s Excellence in Reviewing Award. He shares his reasons for serving as a peer reviewer and his process for evaluating submissions, including practical advice about the logistics of completing a review and what he looks for in a submission. This episode is meant to be a resource for new and seasoned reviewers who want to improve their reviewing skills. Other resources for reviewers are available on AM Rounds and academicmedicine.org. A transcript of this episode is available at academicmedicineblog.org. 

"Our patients and their families are living that one-in-a-thousand life. Even if focusing on rarity helps us cope with the unpredictability of our own pregnancies and of the world in pandemic, rarity cannot protect us from the truth that the terrible is possible." Katharine Callahan is a neonatology fellow, The Children’s Hospital of Philadelphia, and an ELSI genomics fellow, Department of Medical Ethics and Health Policy, University of Pennsylvania. Elizabeth Salazar is a neonatology fellow, The Children’s Hospital of Philadelphia. As two neonatologists, both navigating pregnancies in a landscape of uncertainty, Katharine and Elizabeth find strength and inspiration in the families they serve and support. This essay was published in the Teaching and Learning Moments column in the September 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

“So, when I step back and think about the most important lesson I have learned in medical school, it is to have the courage to speak up when I am struggling.” Fourth-year medical student, Michelle M. Ikoma, describes how honoring vulnerability over shame allows her to speak up for her true feelings and get the help she needs to maneuver challenging times. This essay was published in the Teaching and Learning Moments column in the May 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

Guests Catherine Lucey, MD, and Aaron Saguil, MD, MPH, join hosts Toni Gallo and assistant editor Paula (Ross) Thompson, PhD, MA, to discuss the consequences of structural racism on MCAT scores and medical school admissions. They also talk about the role of the MCAT exam in holistic admissions and how to mitigate the effects of structural racism to improve the diversity of the physician workforce.  Read the article discussed in this episode at academicmedicine.org:  The Consequences of Structural Racism on MCAT Scores and Medical School Admissions: The Past Is Prologue For one example of the persistent impact of 20th century discriminatory housing policies on 21st century educational opportunities, as described in this episode, see Supplemental Digital Appendix 1 from the article above. A transcript of this episode is available at academicmedicineblog.org. 

"People are not born racists; these are learned behaviors. Over time and generations, these learned behaviors have manifested in institutional and systemic racism, teaching our medical learners and demonstrating to our patients that the commission of racism is acceptable." Robert Sapien is a distinguished professor of emergency medicine and pediatrics, associate dean for admissions, director of the Combined BA/MD Degree Program, and principal investigator of the Child Ready Program and New Mexico Emergency Medical Services Program at the University of Mexico School of Medicine. He reflects on a lifetime of being on the receiving end of systemic and institutional racism, and how even institutions with strong social missions can misstep by overlooking how these learned behaviors manifest - in ways subtle or not. This essay was published in the Teaching and Learning Moments column in the August 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

“This was not a case report in a medical textbook but a real-life situation, and my adrenaline and training had pushed me to fight and not freeze. My attendance at many prior deliveries had never presented me with quite the same challenges, yet they strengthened me for this moment.”   Pediatric chief resident, Dr. Sarah Justvig, emphasizes the positive impact of rigorous clinical training and acknowledges how the supportive teaching of her teachers and mentors has strengthened her readiness for real-life challenges.   This essay was published in the Teaching and Learning Moments column in the July 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

Guests Pamela Chen, MD, Jyothi Marbin, MD, and Leanna Lewis, MSW, join hosts Toni Gallo and associate editor Monica Lypson, MD, MHPE, to discuss their novel approaches to addressing gender bias and structural racism in medicine, by painting honor wall portraits of women physicians and using travel to the American South to explore structural racism and health disparities, respectively. They also talk about the role of storytelling and getting proximate in overcoming bias.  Read the articles discussed in this episode at academicmedicine.org:  The Women Before Me: My Journey Painting Honor Wall Portraits of Women Physicians The Power of Place: Travel to Explore Structural Racism and Health Disparities A transcript of this episode is available at academicmedicineblog.org. 

"To my future patients I say this: When you give me the gift of your feelings, I may still freeze up for a moment, wondering how to best show that I care. But I will take this lesson that a global pandemic taught me and give space and significance to your emotion—and we will look at it, together." Baila Elkin is a third-year medical student at the University of Minnesota Medical School. Reflecting on the experience of making contact-tracing calls, Baila shares how learning to listen to and acknowledge the emotions living behind words can deepen the personal connection with patients. This essay was published in the Teaching and Learning Moments column in the July 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

“In the single minute I spent listening to the patient’s story and auscultating her sternum, she went from feeling frustrated and unheard to respected and thoroughly cared for.” Fourth-year medical student, Abigail M. Schmucker, describes how she gains insight into the positive impact of patient-centered care through an unusual window: peach auscultation. This essay was published in the Teaching and Learning Moments column in the July 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

"Setbacks and failures are inherent to play, yet there is little space for setbacks and failures as adults, making play risky. In a competitive work environment, play feels dangerous." Ashwini Bapat is a palliative care physician, founder of EpioneMD, and cofounder of Hippocratic Adventures. In a letter to a former mentor, she reflects upon the isolation experienced when the ability to play is usurped by the drive to succeed. This essay was published in the Teaching and Learning Moments column in the June 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

“The physical contrast of the light fingers dancing around the dark, as well as the fault lines where the machine had met his hand, made me think harder and feel more than before about a topic we are taught in medical school—socioeconomic factors.” Fourth-year medical student, Kate E. Lee, describes how a surgery shadowing experience leaves her with lingering thoughts, not about the clinical aspect of the case, but about the vivid display of the socioeconomic determinants of health she encounters in the surgical room that day. This essay was published in the Teaching and Learning Moments column in the June 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

"Many aspects of medical school and residency are akin to patients’ lack of control as they navigate their diagnoses. It is this parallel display of grit that students and physicians can reflect upon when counseling a patient who is struggling to cope." Jaclyn Mauch, fourth-year medical student at the Perelman School of Medicine at The University of Pennsylvania, describes a life changing event that redefined the grit of her courage, character and resilience, and helped her to better empathize with patients and colleagues. This essay was published in the Teaching and Learning Moments column in the June 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

"Speaking from both a clinical and a personal perspective, I know the importance of accepting outside help, especially when battling a mental illness. ... Learning that conditions like mine remain stigmatized is crushing because I know the importance of fighting these illnesses in groups rather than in isolation." A surgical research fellow describes their personal mental health journey and the importance of destigmatizing mental illness and seeking treatment.  This essay was published in the Teaching and Learning Moments column in the May 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

“Now, in the unavoidable silence, I was forced to consider Mr. L, his mind and world. I was forced to move beyond myself, and in that movement, understand that a medical education meant far more than the acquisition and demonstration of clinical knowledge.” For Aldis H. Petriceks, second-year medical student at Harvard Medical School, silence unexpectedly becomes a valuable tool in his patient assessment toolkit as he learns how to truly listen to his patient needs and struggles. This essay was published in the Teaching and Learning Moments column in the December 2020 issue of Academic Medicine. Read the essay at academicmedicine.org.

"The core competencies required for providing quality medical care did not lie only in medicine itself, but in the interpersonal interactions and relationships built between provider and patient." Samuel Zverev, fourth-year Human Biology, Health, and Society student at Cornell University, describes an interaction as a patient experience intern that revealed how teachers and teaching moments can appear anywhere. This essay was published in the Teaching and Learning Moments column in the April 2021 issue of Academic Medicine. Read the essay at academicmedicine.org.

This episode addresses mental health, burnout, depression, and suicide. If you or a loved one is in distress, the National Suicide Prevention Lifeline provides free and confidential support online at suicidepreventionlifeline.org or over the phone at 1-800-273-8255. Hosts Toni Gallo and associate editor Dr. John Coverdale and guests Drs. Christopher Veal and Richard Page discuss medical student mental health, the barriers to students and physicians seeking treatment and disclosing their distress, and how medical schools can better support students to preserve their mental health. Dr. Veal starts the conversation by telling the story of his mental health journey as a medical student.  Read the article discussed in this episode at academicmedicine.org:  We Burn Out, We Break, We Die: Medical Schools Must Change Their Culture to Preserve Medical Student Mental Health A transcript of this episode is available at academicmedicineblog.org.