As we again have Thursday and Friday off this week thanks to obscure Jewish holidays, I thought I'd spread out my three blog posts a bit and publish this one today. I, in no way, just didn't write anything yesterday due to being lazy and/or enjoying date night with the SO. Nope. Wasn't that at all...
Anyways, though this week was fewer in days, it was all the denser in interesting experiences.
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Go Little Giant Cells! |
First up was the annual first-year vs second-year powderpuff flag-football game. We became the first class to go 2-0 in school history (after being the only class to upset the second-years, last year). It's a good thing we don't generally have competitive teams for med school students because if a "friendly" competition between classes at the same school is this contentious, I'm pretty sure interschool games would turn bloody.
Earlier that day we had an unusual standardized patient (SP) interaction where rather than each of us dressing up in white coats and interviewing one of these actor-instructors individually, we met as a group and interviewed a SP
en masse. They had each student ask one question and then the next person was supposed to proceed logically and continue the interview. That was weird. Props to the two SPs we had for staying in character despite the ludicrous situation of being interviewed simultaneously by 8 unqualified med students in neon pink football paraphernalia.
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LEFT HEAD: In that case I shall have to kill you.
MIDDLE HEAD: Shall I?
RIGHT HEAD: Oh, I don't think so.
MIDDLE HEAD: Well, what do I think?
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The takeaway lesson from this for me was that asking all the appropriate questions in succession will do you no good if you don't listen and adapt to the patient. That's the skill that's hard to learn. Anyone can read a checklist and write down answers, but learning how to disarm and effectively communicate with a stubborn or defensive patient takes people skills and practice. This is almost impossible to do as an eight-headed med student monster.
Yesterday we had our last required microbiology lab session (though there is an optional lab manual for "How to make pale ale" for when we start studying fungi). We did several stains on tiny bacteria and could only see a haze of red or speckles of blue, neither of which we were supposed to see. The picture below was the most interesting thing we observed all day.
What an interesting bacterial growth pattern, you might think. Actually, that growth is the inorganic crystals of the very appropriately named crystal violet dye that we use to perform a Gram-stain. It's an artifact of poor staining technique and it was absolutely fascinating compared to the reddish wisps that were all over the rest of the slide.
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The Artifact (nothing to see here) |
Lastly, today I got to be a patient again but still learned a thing or two. It was interesting going back to my oncologist for my 4 month check-up, now that we are learning about lymphomas in pathology. Since
it's common knowledge amongst my classmates that I had Hodgkin's lymphoma a few years ago, I've had quite a few friends ask excitedly which subclass of the disease I had. Somewhat embarrassingly, I had no idea, so I was looking forward to my appointment today to ask my doc for the details on my long past diagnosis. Then I got a kind reminder that the stuff that we work so hard to learn these first two years is sometimes absolutely useless when it comes to the real world treatment of patients.
TIL YIL: Turns out that with one rare exception, the subtypes of Hodgkin's lymphoma are clinically irrelevant because the treatment, ("ABVD" chemo +/- radiation) is exactly the same regardless of cellular pathology. That doesn't mean I won't be memorizing those subtypes for my exams!