Friday, May 8, 2020

Think Global, Act Local – Using Local Resources to Continue Global Health Work


Simone Montoya, MD
Fellow in Neuroradiology at MGH
PGY-6+

12/15/2019

Newfound colleagues exchange ideas and contact information 
It’s a big world out there, and global health is an intimidating field. The scope is huge, but the field is relatively small, so sometimes I feel like there aren’t many around doing what I do. I have ongoing work from residency which has become more difficult now that I am at a different institution – I’m physically removed from my overseas work, and now since I’m away from my mentor and collaborators I find myself even more disconnected from the project. The Global Health Symposium was exactly the forum I needed to figure out how I can continue my work here. I was expecting to be humbled by all the people doing way more impressive work than me – I was, but I also learned about how I can find success in my o At the breakout session “Moving Forward in your Research Career” I gained some tips on how to transition as my career advances. Combining the advice from the breakout session and the new connections that I’ve made, I’m already thinking of ways to continue my work and take it to the next level!

I was expecting to be humbled by all the people doing way more impressive work than me - I was, but I also learned how I can find success in my own work. I was excited to hear from established global health practitioners and hoped to passively gain some wisdom from them, but I was pleasantly surprised at the interactive nature of the symposium, and also to find other trainees with similar interests who are interested in collaborating. Since there were trainees from different specialties and institutions, I met people with complementary goals and projects with whom I would have not otherwise crossed paths. It’s inspiring to find a mentor, but in a way it’s more rewarding to find peers who are on the same page – being at the same level, our collective goals seem more attainable rather than merely aspirational.

COE’s 2019 Global Health Symposium The Crisis at the Border: Using our Privilege to Influence Change


Kristen Jogerst, MD MPH
Surgical Education Research Fellow at MGH
PGY 3

12/09/2019

The Plenary Session taught us about unequal treatment at the border.
Concurrent sessions taught us about unequal treatment in our
everyday medical practices. 
The Global Health Symposium was highly informative and inspiring. I enjoyed learning from colleagues’ global health projects during the Friday evening poster session and from the small groups sessions Saturday. Particularly memorable was the plenary session by Dr. Scott Allen, MD, FACP on Family Detention and the Role of the Medical Profession. He discussed the importance of medical professionals not walking away from difficult situations in an effort to wash our hands clean of the situation. He spoke of many stories describing unethical care of inmates, of detained immigrants at the border, and of children separated from their families and housed in family detention centers. He spoke on the importance of using our privilege to get proximal to issues in order to learn and grow from them. I agree with his perspective that we have a unique and privileged role as medical providers. We must use this privilege to learn from our patients and then work diligently outside of our lane in order to influence change for the betterment of our patients. He used the example of the NRA telling doctors to “stay in their lane” and the massive response from trauma surgeons and emergency medicine providers stating the societal issue of gun control is their lane, to show how a social movement can happen. This example was one of many that showed we can move towards change when we use our physician privilege of knowledge and proximity to the issues to enact change.

It was the summer of 2018 and the border crisis was growing. The Trump policy had ramped up its mandatory detention of families at border-crossing facilities. It had also begun the forced separation of children from their families to send a “message of deterrence” to families fleeing for safety while fearing for their lives because of violence in South and Central America. I was an intern on my two months of trauma surgery at a level I trauma center in Phoenix, AZ. During my two months I cared for many patients, including some suffering traumatic injuries after falling from the Mexican-American border wall. One of these patients was a woman who fell from the border wall and broke her arm. She was transferred to the trauma hospital and admitted to our trauma service for further workup while awaiting operative repair by the plastics and hand surgery team. I was paged as the intern on call when a nurse became concerned that the patient might not sign the operative consent form. The patient was described as being “hysterical” because she was unwilling to stop crying. No matter how hard the nurse tried, the patient would not stop crying, despite denying pain, in order to have a conversation - through a Spanish-speaking interpreter - reviewing the risks and benefits of an operative hand fracture repair. When I arrived at bedside to see why she would not have a conversation with the surgical team or sign her consent form, I learned she had been crying all night. She had not stopped since time of her admission to our trauma surgery service despite refusing all pain meds for her hand fracture. When asked why she would not stop crying, the nurse and Spanish-speaking interpreter explained it was because her children were taken away from her at the border and she had not seem them or heard from them since she was put in the ambulance to be transferred to our trauma center. When I questioned the ICE officer standing outside her room - who had been guarding her room since her admission - he refused to answer my questions. He said he could not tell me or the patient where her children were. I was deeply disturbed by this. This patient was not “unduly anxious” or “hysterical” and did not simply need a bit of Ativan to “calm her down” so she could sign the surgical consent. She was rightly distressed by the forced separation from her children after traveling all the way from Central America, fleeing for their safety. I eventually was able to complete the consent form and the patient was able to have her surgery. Once medically cleared, she, like many other patients admitted after traumatic falls from the border wall, was discharged with ICE to a detention facility. Despite working hard with our social worker - who I believe is a bigger miracle worker than any physician on the trauma surgery team - we could not locate this patient’s children.

To this day, when I think of this patient’s story, I have a visceral reaction. I become angry and remember the terrible guilt that I felt, wishing I had done more to convince the ICE officer to work on finding out where this woman’s children were. While a busy surgical intern working 80 hours a week, I felt I had little time to sleep or complete activities of daily living, let alone start a political movement near the border in Arizona. Still, reflecting back on this story during the weekend’s symposium, the guilt resurfaced and I shared this story with Dr. Allen after his keynote address.

He and I spoke about the importance of balancing risk and benefit: risk of our own job security, career trajectory, and that career trajectory’s long-term influence with short-term benefits of enacting change. We discussed the power that experience can have on us as medical providers and how sharing our patient’s powerful stories can lead to slow, but meaningful impact at a political and societal level. He and I agreed that as a resident it can be difficult to disobey legal governances over our patients and may not be worth losing our ability to train and become practicing physicians, but that we must share our patients’ stories. As we accrue more privilege during our physician journey, we must then work to change the overarching political and societal infrastructure that led to the initial injustices woven in these patients’ stories.

Global Health Symposium : An opportunity to converse about global health across Partners training programs




Mia S. DeSimone, MD, MPH
Resident in Anatomic and Clinical Pathology at Brigham and Women's Hospital 
PGY 3

12/07/2019

The agenda for the day highlights the various
opportunities for conversations. 
It was inspiring to attend this year's Global Health Symposium sponsored by the Partners GME Center of Excellence in Global and Community Health. Meeting other trainees from Brigham and Women's Hospital and Massachusetts General Hospital who are passionate about global health was a wonderful way to spend a Saturday off from clinical duties. As a resident at such a large academic medical center and within the Partners-wide system, it's all too easy to feel siloed from others engaged in shared global health efforts.  It is opportunities like this one that provides us with a forum to think, discuss, network, and problem solve together, instead of alone, and serves as reminder that we are a part of such a vibrant and zealous community of champions of global health. While much of what I took away from the symposium was self-reflection and self-growth, there were several concrete steps that I took (and you can too):

1. I subscribed to the Physicians for Human Rights newsletter to receive regular updates from this organization that works at the intersection of medicine, science, and law to advocate for justice and universal human rights for all:  https://phr.org/

2. I subscribed to the Harvard Global Health Institute mailing list to stay connected to the wide and inter-disciplinary global health community at Harvard: https://globalhealth.harvard.edu/

3. I subscribed to the NIH Fogarty International Center listserv to learn about funding and grants available for global health initiatives: https://www.fic.nih.gov/Programs/Pages/scholars-fellows-global-health.aspx

I look forward to continuing to build my network and learn from others.

Taking the Classroom to the Operating Theater


Alfredo C. Cordova, MD 
Surgical Critical Care Fellow at the Brigham and Women’s Hospital  
PGY-6 

12/05/2019

Operating Theater as a classroom for clinical learning 

We are blessed to be in the medical field that allows us to be both students and educators for life. We have a responsibility to share the knowledge that has been passed down to us, not only with our students, but also with patients, nurses, ancillary staff, and colleagues. Participating in the Clinical Teaching Skills Course was a valuable experience that allowed me to learn different teaching skill sets to become a better and more effective clinical educator. It was enriching to interact with peers in different specialties and levels of training, providing me with different perspectives and approaches to teaching.  

As a surgeon, my happy place is the operating room. This is the perfect setting for teaching and learning as you can bring the classroom to the operating theater. The OR is a very controlled environment- the surgeon has control of the noise level and the tone of the conversation or discussion. In a systematic fashion, the patient may serve as an open textbook. Radiological studies and ancillary tests serve as supplemental teaching tools to help elucidate the patient’s condition. Furthermore, the disease process, pathology, workup, treatment options, and surgical management are then dissected.  During the surgical cases, teaching continues regarding operative, technical techniques and anatomy. These maybe reviewed graphically with no better visual aids than the anatomy at hand itself.  The Clinical Teaching Skills Course allowed me to approach teaching in a more systematic way and taught me skill sets that will allow me to be more efficient and effective in the delivery of my teaching. This is a course all trainees should take, ideally early during training so as to help develop clinical teaching skills - teaching is an art and needs to be cultivated.

Clinical Teaching Skills - Learning to Teach.


Michael D. Salt, D.O. 
Pediatric Critical Care Fellow at MGH
PGY 5

12/03/2019

So much of medical education and our careers are built on our ability to both learn and teach.  Aside from patient care, teaching our peers and juniors is arguably the most important aspect of our job.  Despite this, we as trainees don’t get much education on how to perform well at either of these skills outside of “see one, do one, teach one”.  Having educational experiences like the clinical teaching skills course is exactly what we should all be taught along the way. 

From a learner perspective, it was very useful to hear about the different concepts and methods to retain information more effectively.  We have all experienced the frustration of reading papers or chapters with limited retention of the subject.  Going forward, I will be able to tailor my approach to learning to be more efficient and systematic. 

I think the most valuable lesson and insight I took from this course was the difference between a learning-oriented and performance-oriented individual.  From an educator standpoint, recognizing that learners have different drives is really important.  Furthermore, this course shows the importance of fostering a culture where education and knowledge are the true goals.  Creating the type of environment where self-improvement is valued more than peer to peer comparison can refocus everyone’s energy.  I hope that trying to cultivate this type of environment will have positive effects on medical students and residents as they rotate with us.  

The small group teaching sessions were also very helpful.  It is a very different focus when a group is evaluating your abilities to teach as opposed to your content specifically.  Getting feedback of how you delivered your information, its appropriateness for the situation you describe, and for the level of learners was really great.  I would encourage everyone to ask their mentors and seniors to evaluate their teaching sessions in this manner. 

I couldn’t recommend this course more.  I wish I had been able to take this earlier on in my training and would love to take more courses surrounding this topic in the future. 

A master class in teaching—and learning

Mariam Fofana
Emergency Medicine, MGH/BWH
PGY-3

I had been looking forward to participating in the COE Clinical Teaching Course ever since my first year and finally got to attend it this year. Although I have always been interested in teaching, I am now at a pivotal point in my residency experience, transitioning into the role of teaching and supervising resident. I sought out the CTS course hoping to gain some concrete teaching skills that I could put to use in that role, but perhaps what I did not expect was that the course would not only help me develop teaching skills but also make me a better learner. 
I had the chance to develop a short teaching presentation –ideal for the unpredictable nature of the emergency department—and get real-time feedback while also getting some ideas for improvement from other participants’ presentations. This gave me a chance to think about how to improve my teaching presentations, and I have since brainstormed several other bite-size teaching presentations for learners in the emergency department. An unexpected take-away from the course was gaining insights into how I can be a better learner and elicit more valuable feedback from my own teachers. I particularly enjoyed the discussion on how to manage teaching and learning in interdisciplinary teams, which gave me an opportunity to think about how I would approach my role as an attending in the future. I am deeply grateful for this opportunity to meet experts in education and learn alongside fellow trainees how we can become the teachers—and learners—we wish to see in the world.

COE Clinical Teaching Skills Rocks!!!


Caroline Cubbison, MD
Internal Medicine Resident at NSMC Salem Hospital
PGY-2

I loved the COE Clinical Teaching Skills course which I attended last October. As a newly minted second year resident I was always looking for ways to achieve more teaching at the bedside that would engage my entire team including medical students and fellow residents without taking too much time from our work flow. Naturally, I prepared a bedside teaching scenario to practice at the COE course. The feedback I received from my peers was extremely valuable and I was also able to identify areas I wanted to improve upon after watching my video. I also took to heart setting goals for each day/week/month.
Anneris Estevez demonstrates her amazing subclavian
artery auscultation skills to confirm that I do not
have a bruit to suggest GCA (neither did our patient, by the way!)
The next day as we prepared for rounds, I asked each team member to set a small learning objective for the day: something bite sized and attainable. We then made a list with everyone’s goals. As rounds went on, I was able to connect people’s small learning objective to patients on the floor (i.e.: how to titrate insulin based on glucose curves as requested by the medical student) and it made for a very rewarding day. I also implemented my practice teaching scenario on stethoscope assisted percussion for lung examination at the bedside and was able get all team members to perform it, including my attending! I felt like my team was more energized and enthusiastic about learning since we were able to tie it our objectives to direct patient care. As an additional bonus, a week later on night float we were admitting an elderly female with unilateral headache and I recalled the bedside teaching scenario Megan had prepared on giant cell arteritis and was able to pass along some fun physical exam tricks, including subclavian auscultation, I learned from her presentation to the intern working with me!