Author: Amanda Xi

Day 276: The non-cognitive evaluation

Amanda Xi

Today’s inane image of the day:

A couple of weeks ago, we received sealed envelopes with our “Non-Cognitive Evaluations”

Prior to receiving my non-cognitive evaluation, I completely forgot that this was one aspect of our medical education. Although I kind of knew what to expect when I received my second round of TBL peer feedback, it still stung to read those comments. I don’t think anyone takes constructive criticism well because it is inherently personal in nature and draws attention to our flaws, whether we are willing to admit them or not. Regardless, it’s important to always strive for improvement and my non-cognitive performance doesn’t escape this scrutiny.

We only received evaluation forms back from our Neuroscience and Medical Humanities courses. Once again, I wasn’t particularly surprised by the marks. The forms were set up with specific “areas” such as “Explain things clearly to others” or “Sense and respond to others’ feelings” and a set of ratings and comments that included the options: Below Average, Average, Above Average and Not Observed.

Even though there weren’t a ton of comments provided, the few that were reminded me of how important it is to establish relationships with everyone within the field. In the end, our faculty and staff are our team members — I will rely on them for my education and recommendations and someday, I’ll be able to give back. These non-cognitive evaluations won’t end up in my permanent file, but they are a good way to remind us that there’s more to success in medicine than just academic performance.

Back to studying…

Day 275: 2 down, 4 to go

Amanda Xi

Today’s inane image of the day:

Have you had these Bolthouse Farms smoothies? I grabbed this one thinking that it would be slightly less sugar-laden than all the rest of them… but the “Green Goodness” part was misleading. Alas, it was a yummy dessert to go with my weekend pre-exam pizza!

The best part of having NBME exams is that the questions are inherently more fair than an in-house-generated examination. When various individuals write questions, the variability in semantics, difficulty level and understandability [oh, you meant that?!] sometimes get called into question. And when you’re sitting in limbo between passing and failing because of a couple of measly points… you can bet that you’ll be sitting in the exam review session contesting every single question.

Despite the fact that the exam is more fair … most of us have no idea how we performed. The exam was 115 questions, so when I finally hit the submit button on my exam, my brain was fried [and the caffeine-rush had already worn off] so I was ready to book it out of that uncomfortable O’Dowd lecture hall seat. Plus, we had an Anatomy Practical just a few hours afterwards that I needed to study for.

Either way, what’s done is done and I just have to keep looking forward and studying for the next thing. I feel calmer now that we don’t have class from 8AM-5PM [only 8AM-11AM for Synthesis] and we don’t have anymore days jammed with 2 exams. Plus, there are a number of fun end-of-the-year lunches/dinners scheduled for the upcoming week and end of next week — lots of little things to look forward to [and one huge thing: summer!]. I cannot believe that we are down to our last 9 days of the first year… the year went by in a haze of studying, O’Dowd, getting to know my classmates and adjusting to being in a long distance relationship. I’ll definitely be reflecting more on the year in the coming weeks.

If you’re off enjoying summer please soak up some sun and adventure for me. If you’re still in the midst of finals, good luck. If you don’t fit into either of these broad school-based categories, then please enjoy this present chapter of your life — I’m quickly realizing that time is fleeting and we only live in each individual moment once.

Day 272: May 4, 2011 @ 11:17AM

Amanda Xi

Today’s inane image of the day:

Sample of my written notes… here, I am trying to remind myself of the distinctions between the two main categories of lung cancer: small cell and non-small cell.

May 4, 2011 @ 11:17AM will always hold a special place in my heart — it was the moment that I received my first medical school acceptance. It was a redeeming, beautiful, overwhelming moment; finally, all of the years of preparation and hard work opened the door to the next chapter of my life. It was the day that I realized I would someday be a doctor.

Time get back to the lung…

Day 271: Response to reader Qs

Amanda Xi

Today’s inane image of the day:

Skimming through the Respiratory chapter of Rapid Review Pathology.

A reader left me a set of questions to answer on my FAQs page [prior to my template switch — comments apparently cannot be left on pages anymore with the new layout — BUT, I still love getting questions so comment on a post or feel free to email me!], and as promised, here is an entry with my responses:

1. One thing I like most about medical school.

It is really hard to narrow it down to just one thing that I like most about medical school — I love almost everything about medicine [except maybe for the stress…]. But since you asked for one thing I’m going to have to go with the fact that every single day, I learn something new and fascinating about the human body. From an engineering perspective, the human body really has some incredible checks and balances that we try to mimic imperfectly. For example, although we have had the ability to stop the heart and place a patient on a heart-lung machine, it still isn’t an optimized device — emboli can be introduced occluding blood flow in a vessel and red blood cells are damaged as they run through the tubing of the machine [a reality that I became really familiar with while working at Terumo Cardiovascular Systems]. So yeah, medical school [and being in this profession, period] is awesome because everyday when I learn something new, I am reminded of how awesome our bodies really are!

2. Extracurricular activities/leadership roles I had prior to medical school.

I posted an abridged version of my CV on the blog to try to answer this question. But if I had to highlight a couple of them, I’d say that my involvement in the Society of Women Engineers [SWE] and planning/facilitating the Ypsilanti Middle School Engineering Club really stand out in my mind. Keep in mind that I transferred from Bard College at Simon’s Rock to the University of Michigan after 2 years, so while I participated in a number of extracurriculars at Bard College, I don’t usually mention them since they were so long ago.

SWE was a huge part of my life since I joined prior to starting at Michigan and jumped right into an officer position after 1 semester. The organization gave me the opportunity to organize and run a summer camp with one other person, network with corporate recruiters, build my interviewing and resume-writing skills as well as assume a leadership role as part of the Executive Board. Because SWE at Michigan is one of the largest engineering organizations on-campus, there was a lot of work to do to keep it running [we had 50 officers and 200+ members during my last year] — but it was well worth it because the position taught me a lot about being a leader and working with a leadership team. Plus, I met and became close with some incredible people along the way!

The Engineering Club sticks out in my mind because I had to do a lot of preparation to plan each session for the students. Ypsilanti Middle School is a high-need school, so that means at least 50% of the students qualify for free or reduced lunch [while I was there, it was close to 90% of the students]. This posed a number of challenges for me — recruitment, trying to accomodate for a range of learning styles and levels and building a relationship with my students were all hurdles I had to scale. In the end, I got a lot out of the experience and believe that at least a couple of my students did, too [one of my favorite memories of the club was when I asked who was interested in engineering and most of my students raised their hands — this was huge for me since many of my students weren’t huge fans of science or didn’t know what engineering was].

3. How long I spent studying for the MCAT.

I wish I could remember exactly how long I spent studying for the MCAT… but I think it was at least a couple of months. I took it in January of 2010 during my Senior year so it was kind of tough to juggle a Senior Design project, classes and studying for the MCAT. The only resources I used to study were the ExamKrackers series, sometimes the Kaplan Comprehensive review book [there seemed to be a number of errata in this text so I don’t think I used it much] and the official AAMC practice tests. I completed almost all of the prerequisites for the exam over 2 years prior to actually taking the test so the material wasn’t too fresh in my mind, but I got through it.

I’m interested to see how the new MCAT plays out… but I guess it’ll be a while before the AAMC starts administering it. I’m skeptical of it being a “better” test, but I do believe that the exam needed an overhaul of some sort so I think they’re moving in the right direction.

Hopefully this answers your questions and as always, feel free to leave more for me in the comments section below!


Day 269: I am not a doctor

Amanda Xi

Today’s inane image of the day:

Have you tried the new Mocha Cookie Crumble Frappuccino yet? It’s like blended cookies and happiness all in a cup. Plus, you can get them for half off between 3-5PM from now until May 13. [Today’s entry actually pertains to Starbucks…]

This morning started off like any other. I parked my car, walked into Starbucks and pulled up my iPhone app while waiting in line. The usual suspects were already there — the elderly fellow that always flirts with the baristas, the business man with his freshly pressed suit and the tired-looking mother. As I approached the counter, I ordered my usual summer morning beverage and went through the motions to pay.

As I meandered toward the pick up counter, one of the baristas grabbed my attention: “Hey, Amanda! You’re in medical school, right?”

I stopped in my tracks and turned my attention toward him. Immediately, I braced myself for the worst; in our Medical Humanities course, the professors warned us that upon entering the profession, family and friends would suddenly start turning to us with their medical questions. We were cautioned that because there would be no escaping the situation, we needed establish an appropriate response to the request. But never did I imagine that as a first year medical student, an acquaintance would turn to me for advice.

“Yes, but…”

He cut me off. “I have lower back pain that radiates down my leg…”

The gears in my head started turning. I thought back to my latest clinical experience — one of our patients described a similar chief complaint and during our discussion with the preceptor, we discussed differential diagnoses for that particular symptom. I tried to clear the cobwebs clouding my knowledge of Anatomy and Neuroscience and considered the nerves that could be affected. I wondered if there was an inciting event that precipitated the pain. But in the end, although these thoughts raced through my mind, I never had any intention of sharing them.

“…and I was wondering…”

As I stood there listening to him, it struck me how entering medicine was almost synonymous with being entrusted with a stranger’s thoughts, feelings and ultimately, their life. We are taught how to ask open-ended questions and how to probe for the whole story. We are told to trust our instincts if something just doesn’t feel right. But for the most part, patients come prepared to talk about what is bothering them because it is embedded into our culture to have an unspoken confidence in physicians.

As medical students, we reside in a paradoxical limbo. In order to become competent physicians, we need to interview patients and suggest diagnoses. We need to try procedures or practice them to obtain perfection. However, because we have little to no experience, patients tend to shy away from our [supervised] care. Additionally, at this early stage of training, most of us do not feel confident in our knowledge to provide even basic explanations of diseases.

When he continued with, “…what kind of doctor should I go see?” I let out of a sigh of relief and directed him toward his internist. This time, I was posed with a question that I could answer. But the situation gave me an opportunity to consider how I would respond to future questions that I am not qualified to answer. In class, our professors explained that when faced with a medical question outside of the hospital, they defer to the patient’s internist because they do not know the details of their medical history. Today, had I been faced with that situation, I would have responded the same way but with the added note that I am just a medical student; I am not a doctor.

Day 264: My love-hate relationship with early clinical exposure

Amanda Xi

Today’s inane image of the day:

Last weekend, the Oakland County Medial Society sponsored team of us to participate in the Shades of Pink Foundation‘s “A Walk in the Zoo” event. It was really early on Saturday morning, and pretty chilly out, but it was for a great cause and I had a wonderful time seeing all the animals at the Detroit Zoo.

Last semester when I saw an in-patient for the first time, the overall experience was exceedingly positive. I didn’t have any confidence in my ability to diagnose anything, but that wasn’t the purpose of the encounter. Furthermore, it was still my first semester of medical school; no one expected me to be able to integrate the patient’s symptoms with a clinical diagnosis and course of treatment. There was nothing to lose.

My first experience left me wishing for more time with the patient and a sense of purpose when I returned to my textbooks. It reminded me that medical school wasn’t only comprised of hours of time with my head spinning; there was a light at the end of the tunnel called 3rd year clerkships, and with each passing day I came closer and closer to being able to practice medicine. However, during our most recent clinical experience, I walked away conflicted. The premise of the exercise wasn’t too different from the first, but we were responsible for doing a bit more with the physical examination. And with an OSCE looming on the horizon, I was happy to have an excuse to practice.

After we met our preceptor for the day, we headed to a different unit to see our patients. This time, we had 2 different patients to interview and do a pertinent physical examination on. Prior to walking into the patient’s room, the preceptor told us the chief complaint so I felt prepared to solicit more information. We walked into the room and following a brief introduction, I sprung into action.

Our patient’s story tumbled out without any resistance; it caught me off-guard how easily pertinent facts could be collected from her responses. After collecting what I needed, I moved on to an abridged physical examination and wrapped up my encounter with that. We thanked the patient and left the room to discuss the encounter.

My preceptor’s feedback was mainly positive, but he noted that I was a bit nervous [well, yeah!]. There were a couple of things that I failed to obtain, but it was a learning experience so these things are to be expected. We then moved on to our second patient, and my partner conducted the interview and physical examination while I took notes. He finished promptly and we moved outside to wrap up the experience.

It was as I was walking out of the long hallway of the hospital when a wave of dissatisfaction and frustrated rolled in. As one of the patients listed medications, I recognized a couple of them but ended up misclassifying one of the drugs. Even though I am still a first-year student, I am just about halfway done with my preclinical years. Shouldn’t I at least be proficient in recognizing and identifying basic information that I already learned? How will I be comfortable with all of this knowledge for the boards and clerkships if I cannot keep simple material I learned a month ago in my head?

I know that I still have time. I know that it’s still early. But I am disappointed that the medicine I keep learning seems to slip away so quickly. My knowledge feels transient and fleeting. I just want to be able to feel just slightly confident in my ability in something but it seems that I am far from it.

Day 260: Choices

Amanda Xi

Today’s inane image of the day:

Just 1 more month left of this…

In the last hour, I suddenly became overwhelmed with just how many choices we make in a day. We choose whether or not to wake up in the morning to drag ourselves to school [some might argue that this isn’t a choice… but let’s just go with it]. We choose what to eat when we’re hungry. We choose which lane to drive in. We choose how we spend our time [such as right now — I am actively choosing not to study]. In life, we make a lot of choices that we don’t think twice about because for the most part, they are trivial.

But if you really think about it, some everyday choices we make affect those around us. Something as simple as smiling at a stranger as you hold the door open could be the highlight of someone’s day. Cutting someone off as you merge into another lane could ruin the rest of that person’s day. Sometimes, I think we forget just how interconnected we all are; most of the time I think I am just minding my own business and living in my own little world, but there’s no such thing. We all end up influencing another human’s life at some point in time, whether we acknowledge it or not.

In medicine, our choices hold even more weight. This thought is exciting and chilling all at once; our choices can lead to bringing a new life into this world or ending one prematurely. Our words can tear a family apart or bring tears of joy to a patient. Our actions truly impact the life of our patient, whether we like it or not.

This is the path we chose. We want to help people. We want to heal people. But in the end, there is no escaping the reality that we won’t always be right. Most of the time, there is no such thing as black and white; there is just an expanse of gray that will only morph into clarity retrospectively.

Day 251: Where’s the “pause” button?!

Amanda Xi

Today’s series of inane images:

[To make up for the serial silence, I thought I’d post a series of images that represent what has been going on in my life…]

While in Miami, I had the opportunity to meet the Keynote Speaker: Gloria Steinem!
This was the view from our Sofitel Miami hotel room [except we didn’t spend any time outside…].

Dessert at the Anniversary Gala was amazing…

We’ve started our last block of the M1 year: Respiratory.

Last weekend I had the opportunity to attend the AMWA 97th Annual Meeting in Miami, FL — I had a wonderful time getting to know one of my classmates, meeting other AMWA members from across the country and listening to the insightful words of the session speakers. Dr. Remen‘s soft-spoken words from the Friday evening reception really stuck with me — she noted that many see the world as broken, as something that needs to be fixed… but suggested that we see the world is hidden and needs to be discovered. Additionally, another talk entitled “How to succeed in practice” started out with some basic advice: don’t burn out. The speaker then proceeded with minimalistic slides leading up to the main piece of advice: in order to succeed in practice, you have to love it. Although he essentially stated the obvious, the session was well-presented [i.e. comical and lighthearted] and I find that sometimes we just need to be reminded of what’s important to keep going when the going gets tough.

With the end of the M1 year quickly approaching, I keep wondering where I can find the “pause” button — I seem to need every moment of the day to attend lecture, complete assignments and keep up with extracurricular commitments. This essentially translates into our Respiratory material taking the backseat until [maybe] this weekend. Although I understand the need to test our competency with written assignments, sometimes I wonder about whether the timing of due dates was considered — we have a 4-5 page Literature Review paper due Monday and another 2-3 page Position Paper for PMH due on Wednesday. Sure, this doesn’t sound like much, but when I sat down and started to look into the assignments, I realized that they would take much more time than I seem to have.

The frequency of updates will be sparse in the upcoming weeks — we have 5 weeks left in the semester, but our block of 5-6 exams (depends on if you count the Anatomy Lab Practical) start in a little over 3 weeks. I’m sure that everything will magically work out and summer is right around the corner, but right now, in this moment, the future looks daunting.

Happily, I’m sure I’ll take some stress off tonight at our Med Ball — Social Committee has been working hard the last couple of months to make this a reality and I’m really excited to see all of their hard work pay off!

Until next time…

Day 242: Feeling overwhelmed

Amanda Xi

Today’s inane image of the day:

This salad was a wonderful surprise — adding fruit seems to make everything look and taste so much better!

Similar to the end of the Fall semester, the end of this semester is jam-packed with exams, assessments and assignments. I wish I could say that my many years of experience with this end-of-the-term-phenomenon prepared me to tackle this last month and a half with poise — but the reality of medicine is that you cannot really predict how things will be until they are. Being someone who likes to feel in control of any and all situations… this is a terrifying position to be in.

Alas, I have adapted over the course of the year. Medical school seems to send you into a perpetual state of feeling overwhelmed — it feels like you increase your threshold for stress and studying exponentially as you spend more time in medicine. Even though I’m used to this, school is still challenging. At times, it feels like being dropped off at Mt. Everest and told that you have to make it to the top; although we’re inexperienced amateur, we were selected because a committee decided that we are capable of scaling this challenge called medical education.

Being conditioned to handle stress doesn’t mean that I don’t have moments of doubt. Often, the following questions creep up in my mind: How will I memorize all of this material? How will I have enough time for all of my extracurricular commitments? Will I have the strength to get through this all? And then I reflect upon the trials and tribulations of the last academic year, and I feel accomplished. Our class has made it this far — we will make it through the last month and a half!

In the meantime, the only way to really address feeling overwhelmed is to actually do stuff [nothing compares to the satisfaction and relief of seeing the checkmarks next to a bunch of completed tasks!]. At this point, we have PMH and Capstone assignments due in the coming weeks in addition to keeping up with Respiratory lecture material. Then there’s that whole trying not to gain 20 lbs from eating junk food [Sweet Onion Kettle chips for the win], coffee beverages [if that warm weather would just come back for a visit I could start drinking Frappuccinos again…mmm], consuming inordinate amounts of energy drinks [I’ll be honest — Red Bull is my drink of choice; 5 hour energy = flushing, Monster = too much liquid] and Lunch and Learn food [yeah, uhh cheesy pizza and oily mac and cheese are not conducive to maintaining a healthy weight]. Additionally, I seem to have taken on a number of extracurricular commitments that require some serious time management on my part to maintain [e.g. AMWA elections are around the corner — eek!].

Anyway, look forward to future entries on trying to stay healthy, commuting, stress relief and anything else that pops into my mind!

Day 237: Block 2 – Cardiovascular

Amanda Xi

Today’s inane image of the day:

Lilly’s Pathophysiology of Heart Disease was the textbook most, if not all of us used for the Cardiovascular block. I personally thought that this was one of the best textbooks I have ever read [and likely one of the only textbooks I truly read from cover to cover].

Block 1 [Neuroscience] was somewhat of a disappointment, so it seemed that it could only get better from there. And it did with our Cardiovascular system block.

Preface
I want to preface this post by noting that even if Neuroscience went relatively well, I believe that I would have still written a positive review of Cardio — lectures and assessments were as organized as they could be for a first run-through and every lecturer has been enthusiastic and extremely approachable. Not to say that there weren’t bumps in the road, but looking back, they were all minor and overshadowed by how smoothly everything else went.

How the block was organized
We had ~6 very packed weeks of lectures then an Anatomy practical and final NBME exam to wrap things up. Each week featured a “theme” — for example, one week we discussed acute coronary syndromes and everything related to them [i.e. atherosclerosis, hypertension, heart attacks, pharmacology, etc] then ended most weeks with a Clinical Case Study [more on this later]. We only had one TBL during the block, but I definitely preferred the Case Studies as the main form of active learning. Finally, each weekend a 10-question quiz opened up on our online course management site that was worth a couple of points [we had unlimited tries and the grade was whatever our highest scored quiz was].

As with previous courses, we still had Anatomy lab each week and in lieu of Radiology lectures we had Cardiac Imaging labs. Basically they were similar to what a Radiology lecture would be like, but since much of cardiac imaging can be done by Cardiologists now, it makes sense that they would teach us the material.

What I loved
The textbook. For most of the year, I have been learning primarily from lectures and Powerpoint slides and only referencing the textbook when I felt like something wasn’t clear. This seemed to be the most efficient way to study because most of our textbooks are really quite monstrous in size and some tend to have convoluted explanations. But when one of my classmates pointed out how clear and concise Lilly was, I decided to try it out… and was pleasantly surprised. There are a bunch of extremely helpful figures and tables nestled into each chapter and the text is really very readable. Furthermore, it’s compact… so it’s manageable to read and portable [I took it with me to California over Spring Break without breaking my back!].

Clinical Case Studies. I wasn’t sure what to expect from these, but was very satisfied with how they turned out. Basically, we are given a short Powerpoint file with a history of present illness, past medical history and pertinent information from the physical exam and are expected to come to the session with a problem list, differential diagnosis and an idea of where to go from there [i.e. what labs/tests/imaging studies to order]. During every session, there were a ton of Cardiology fellows around [so many that each group had one!] to guide us through the process. We would start with discussing what we prepared and our thoughts then the fellow leading the case would ask the whole group what to order next. The complete Powerpoint file for each case contains links to the results of various tests [or to a slide that says a test isn’t indicated] as well as further information. Finally, every case had some sort of twist so we had to try to put the clinical picture together and determine what might have gone wrong [we’re basically pretending to be doctors on a case in slow motion]. Overall, I definitely learned a lot from these sessions — passive listening to lectures can only get you so far [and that’s not very far when you’re sleep deprived] so this form of active learning was definitely welcome.

The organization. I really cannot stress the importance of this enough. The week’s lectures were opened up ~1 week in advance. Only minor modifications were made [for the most part — there were maybe a few lecturers that made significant changes to the presentation, but that’s bound to happen]. The schedule did not suddenly change on us. For the most part, we knew what to expect and how to prepare for it.

The weekly quizzes. Since we had as many tries as we wanted and only the highest grade counted… this was an extremely low-stress way to force us to review material. Even if I didn’t want to take my notes, it forced me to at least think about the material, even if I was guessing on some. [I think I racked up something like 20 tries on one quiz because I refused to flip through my notes…heh!]

Weekly lunch/review. At the end of each week the lecturers came in to answer any of our questions from past material and also brought pizza/salad with them. Even though it felt kind of wrong eating cheesy, buttery goodness while discussing atherosclerosis… well… everything in moderation, I guess.

Final exam. Although things were different this time around, in retrospect, I loved the changes. Not only did we get an NBME exam that was taken using their USMLE examination interface [that’s right! we’re getting experience now with that rather minimalist interface! I’ve become a computer-strikeout-answer pro — yes, it actually takes skill to learn how to strike an answer out…], but we also have the whole weekend off. Yes. All 2.5ish days of the weekend are free! Woohoo! So, although I have no idea if I passed this exam… at least the weight of it has been lifted and I have a glorious weekend of decompressing ahead!

What could be improved
Lack of suggested reading assignments. [This is a minor point.] For the most part, Lilly’s chapters correlated with the week materials [e.g. during our valvular week, I read the valvular heart disease chapter], but sometimes I wished the lecturers would point out important pages to preview or review. Not all of the professors used images from the textbook, but for the ones that did, it would have been easier to keep up earlier on [I figured it out within a couple of weeks, but still…].

Communication. Everyone working in a group setting could work on this [myself included!] and I think that you can always fall back on this as an area of improvement. Specifically, I thought that although I really enjoyed hearing certain things over and over again, that sometimes the redundancy was a bit too much. For the most part, each lecturer knew what the other lecturers discussed, but there were still some times when I heard the same concept repeated almost the same way and I didn’t think it really helped much. This is most likely a preference thing, though.

Consistency in quality of lecture slides. As with any academic institution, some Powerpoint presentations are formed better than others. Truly, I think it’s an art — being able to cram a ton of important information into slides and keep it interesting? Well, that’s quite difficult and I don’t claim to know the secret to doing this well, but with how many slides I’ve seen in my years… I have an idea of what I like. For example, placing images on a slide without labels doesn’t really help us when we go back to review the slide: Is that little black thing the problem? Or is it that white stuff? Or maybe that growing thing off the side? Wait, is that normal? Or, putting a couple of words on a slide: Mitral valve, stenosis, regurgitation. So I just used up 1/6 of my page to print 4 words? I’m trying to be environmentally-friendly here! 

For the most part, this wasn’t a problem, but hey, it doesn’t hurt to mention it.

Time in lecture. Being the person in charge of turning on the recording equipment and assisting the lecturers with their education technology needs [i.e. where did my Powerpoint file go? how do I go back? why did the screen go black!? *throws hands in the air*], I need to be at every lecture. Of course, I could have someone cover for me… but I’m pretty proud to be one of the few ridiculously dedicated lecture-attending-students [you know who you are!]. Anyway, we spend a lot of time in lecture and sometimes I find that it is more detrimental than helpful to sit in our rather uncomfortable lecture hall chairs [future classes, you are so lucky]. There are definitely some places that could be shaved down as to reduce a couple of hours each week of lecture-time, but I understand that with the first run-through that everything has to be as complete as possible.

Final thoughts
Dr. Goldstein and Dr. Augustyniak [I couldn’t find a link for him anywhere…] really did a wonderful job with this course and overall, I’m extremely satisfied. Our Respiratory block is starting off strong on Monday… but it’s Friday now so I’ll worry about that stuff come Sunday evening.

Have a wonderful, relaxing weekend everyone!