Counterpoint: Think Medical School is for you? Be brave.

This Counterpoint is an open letter that was written in response to a recent Globe & Mail commentary (Think medical school is for you? You’re probably wrong) which took a pessimistic perspective on the pursuit of medicine as a career. This is the fifth in a series of replies written by the BoringEM team that will feature the perspective of a physician at a different stage of their medical career.

This piece contains the reflections of a resident physician, Sarah Luckett-Gatopoulos (BoringEM Resident Editor), who has just newly graduated from medical school.

Please join in this conversation by tweeting with us using the hashtag #DearPreMed.  

Dear Aspiring Medical Student,

I graduated medical school in May, began my post-graduate training in July, and am now a first year emergency medicine resident. You received some pretty terrible advice recently in the form of an article that implied that medicine is a lazy choice, fueled by either naïve idealism or disingenuous claims that belie a desire for money, prestige, and power. You were advised to re-think your desire to pursue medicine, which would inevitably end in burnout and dissatisfaction.

I have some advice for you, too: Be brave.

Be brave, because nothing will be required of you as much as courage will be in the coming years.

Medicine is an exciting but harrowing journey, and it starts with the tedium of MCAT review books, the excruciating vulnerability of personal statements, and the heart-pounding anxiety of hitting ‘submit’.

I struggled with the MCAT, spending long evening hours poring over molecular models, etching pages of physics equations into my exhausted brain, and reviewing redox reactions before I fell asleep each night. The hardest parts of the application, though, were writing personal statements. It was difficult to articulate my goals for my medical career, to write down what I thought I could bring to the field of medicine, and to argue I was as worthy as any other applicant of a coveted spot in one of our country’s medical schools. I was an outsider to medicine, but no one – not even those born into the cult of Aesculapius – can understand what medical education feels like before she is there. Before you crack the first textbook or meet your first patient, you do not know what your personal journey will be like. You may interrogate your mentors hoping to gain insight, but you are unique, and your experiences will be different. Ultimately, courageous self-examination is your surest route to understanding your suitability for medicine at this early juncture.

 

Be brave, because you will learn very soon that neither naïve idealism nor the love of money, prestige, and power can carry you through the difficult early years of your training.

In my first year, I battled heart-rending homesickness. My undergraduate education in psychology and music studies had furnished me with almost no knowledge of anatomy and physiology, and I grappled with ‘basic’ course work. I wallowed in feelings of inadequacy and disconnectedness. I considered dropping out.

It was in those moments of serious contemplation that I searched myself and those around me for reasons to stay. None of my reasons was a hope for a big paycheque. As I had my first patient contacts, I found that my desire to help was genuine and heartfelt. This desire was stronger and more satisfying than any other reason listed by Ms. Sinclair. You will feel inadequate and uncertain, too, and if you are brave enough to examine those feelings, you (and your patients and colleagues) will be richer for it.

 

Be brave, because you will confront things about yourself you wish you didn’t know.

I was horrified to find myself resenting a patient who had returned to the emergency department under life-threatening circumstances because she didn’t heed my advice the first time I saw her. I was appalled on the day that I found myself judging a patient for smoking when I saw him in clinic with lung cancer. I was saddened on the day I realized that I was not motivated to help an obese patient with knee pain who would not lose weight. I was challenged to become more reflective, to understand my reactions to these patients, and to learn to approach them with compassion. Medical training is a journey of self-discovery, and not everything you will learn about yourself will be pretty. If you are honest and courageous in facing your shortcomings, you will become a trustworthy clinician.

 

Be brave, because you may, at some point, be drenched in the heat of someone’s blood, urine, and vomit, but you will feel the burn of their disdain more acutely than any physical discomfort.

In search of diagnosis or therapy, you will hurt patients and be unable to explain to them how you are helping. You will be yelled at, at least once during clerkship, by a patient. You will be faced with an attending who is condescending. You will deal with a resident who treats you as a personal assistant.

In my final year of medical school, I was yelled at by a patient whom I had cared for over the previous week. He called me names that I had never been called before. If you are brave, you will learn that you need not be a lightning rod for someone else’s abuse. If you are courageous, you will learn to stand and speak calmly when those around you are shouting. And you will learn to advocate assertively for your patients, even when they do not thank you. As you learn to speak about the times when you feel used, abused, or ignored, you will find comfort in your peers and you will become a resource to them when they are similarly challenged.

 

Be brave, because you will watch someone die, and you will feel helpless.

In my third year of medical school, I watched a patient die in the emergency department. The patient could not be saved, but we were not useless. The ED team brought her family in to hold her hand as she went. If you are brave, you will learn that you can care even when you can’t cure.

Be brave because July 1st of your inaugural year as a doctor creeps up on you in the same way your application due date is creeping up on you now – slowly first, then all at once – and you may find yourself in an unfamiliar hospital in an unfamiliar city, pens and ACLS cards stuffed into a pocket of your greens, while you supervise a case with a medical student. You will co-sign his note, taking responsibility for whatever happens to the patient under his care, you will help him write an order, and then you will be paged back to the ward with a screech and a buzz because someone is bleeding, vomiting, or in pain. Your heart will pound like you’ve run a marathon, but if you are brave, this is when you will learn.

Think medical school is for you?

Be honest with yourself.  You won’t know, but this will help you decide when the time comes.

Be vulnerable with your friends and colleagues.  They will help you throughout your journey.

Be careful with your time and self-care. In the wise words of your flight attendant, you must help yourself before you can help the passenger next to you.

Medicine is neither a lazy choice nor an easy path.

 

Be brave, because the journey will demand it.

 

With much love, your future colleague,

S “Luckett” LG
Resident Physician

This part 5 of the #DearPreMed Series in the Life in Medicine section of BoringEM.

Edited by Teresa Chan (@TChanMD), Brent Thoma (@Brent_Thoma), and Eve Purdy (@purdy_eve)

Author information

Sarah Luckett-Gatopoulos
Sarah Luckett-Gatopoulos
Junior Resident Editor at BoringEM
Sarah is a resident at McMaster University. She has an interest in creative writing and health literacy.

The post Counterpoint: Think Medical School is for you? Be brave. appeared first on BoringEM and was written by Sarah Luckett-Gatopoulos.

Introducing our Newest Teammate: Sarah Luckett-Gatopoulos, BoringEM Junior Resident Editor

Dear BoringEM readers,

We’re proud to announce more changes for BoringEM. (I know, such exciting moves for our “boring” little site!)  We’ve been actively reinvigorating our site’s organizational structure to become a multi-author, academic, #FOAMed blog.  We hope by having a larger team it will increase our sustainability and bring more frequent high-quality content to you, our reader.  As such, we have been recruiting new team members.  It is my pleasure to announce now that we are expanding our editorial team once again: Dr. Sarah Luckett-Gatopoulos will be joining us (@SLuckettG) as our new Junior Resident Editor.

“Luckett” (@SLuckettG) has just graduated from Queen’s University where she has served as an editor for their local medical student journal.  She is now a freshly minted Emergency Medicine resident at McMaster University’s Royal College program.

Her interests are in literacy, health advocacy, and near-peer mentorship.  She has previous editorial and writing experience, as she has previously been part of the editorial team for various publications at her medical school (Queen’s university).  As a junior resident, she brings the unique perspective of a doctor in that liminal space between student and doctor. Sarah will be participating in the pre-publication editorial review process and also writing her own material, mainly within the mentorship section.

Please join us in welcoming Luckett to the BoringEM team.

Teresa Chan   MD  FRCPC
Managing Editor, BoringEM

P.S. Stay tuned for Luckett’s first Counterpoint editorial that will debut later today!  Her’s will be one of the many essays in our #DearPreMed featured series.

Author information

Teresa Chan
Managing Editor at BoringEM
Emergency Physician. Medical Educator. #FOAMed Supporter, Producer and Researcher. Assistant Professor, Division of Emergency Medicine, Department of Medicine, McMaster University. + Teresa Chan

The post Introducing our Newest Teammate: Sarah Luckett-Gatopoulos, BoringEM Junior Resident Editor appeared first on BoringEM and was written by Teresa Chan.

Adult Epiglottitis: Not just a hot potato

It was an early morning shift at Janus General when I picked up the chart of a 36-year-old female with a two-week history of sore throat.

I walked into the room and see a healthy looking 36 year old woman. Her vitals were stable, but she was febrile. She was reclining on a stretcher, breathing normally and did not appear to be in respiratory distress. She presented with a two-week history of sore throat with intermittent fever, no cough, no dyspnea, and her voice sounds were a bit high pitched but not exactly muffled.

Looking at her, sitting on the bed, I was thinking viral URI or perhaps strep throat. I certainly was NOT thinking “epiglottitis,” a diagnosis I associate with stuff like this:

Epiglottitis Scheme

As I considered her differential she told me that she came into ED because she has been feeling increasingly uncomfortable for the past 2 days. She was taking naproxen for pain but has found that her “throat spasms” when she drinks water which has made swallowing pills hard. That gave me pause as I started my exam.

The left side of her neck was very tender and mildly edematous. She could only open her mouth a bit because her “throat spasms” every time she tries. I grabbed for a tongue depressor to get a better look and almost sent her into a chocking fit! That left me with no better of a look and an even more distressed patient.

The super-star staff physician working the ED that day noted that the presentation was not typical but that “We should scope to make sure he does not have epiglottitis.” ENT was consulted and she was quickly whisked away for flexible laryngoscopy. Twenty minutes later, I got a page from a very excited ENT physician, “You were so right! It’s epiglottitis!”

The lesson I took from this is that while children are not little adults, adults are not big children either. The presentations of “pediatric” diseases can be subtler and less typical the rare times they present in adults.

Quick and Dirty Facts About Adult Epiglottitis

The incidence of epiglottitis is 1-4 per 100 000 (Solomon 1998) with a mortality of 7-20% (Carey 1996). Common causes can include bacteria (H. Flu type B), viruses (herpes simplex), fungi (candida albicans), and non-infectious irritation (trauma, chemicals, heat, inhalation of heated objects (smoking illicit drugs). Common clinical features include sore throat and painful dysphagia. Less frequent causes that may be predictrors of airway loss (this is controversial) include drooling and stridor.

Differential Diagnosis

  • Deep space abscesses
  • Lingual tonsillitis
  • Laryngeal tumors
  • Toxic/caustic inhalation, aspiration, or ingestion
  • Acute angiodema
  • Aortic dissection

Radiographic evidence

The thumb-print sign is the classical radiographic finding in epiglottitis and is named because the epiglottis seems to swell to the size/shape of a thumb print!

Thumb Print Sign 2

Stanford University Medical Center and Kaiser Permanente, Stanford, CA

fig temp 5col 2 across [Converted]

Pediaatricimaging.wikispaces.com

 Laryngoscopy evidence 

This picture shows an incredibly swollen epiglottis. Note that direct laryngoscopy is not advised because it may provoke airway spasm. This photo was taken with a fiberoptic laryngoscope.

Epiglottitis - Laryngoscopy

Department of Anesthesia and Intensive Care, Chinese University of Hong Kong

Treatment

Patients are typically admitted to a monitored bed for close airway monitoring and intravenous antibioitics. Antibiotics should be started immediately and cover haemophilus influenza, staph aureus, streptococcus, and pneumococus. The drugs of choice are generally amoxicillin/clavulanic acid or a third generation cephalosporin (Ward 2002). NSAIDS can be used for symptomatic relief and corticosteroids are often recommended although the evidence is controversial. Two separate studies, Dort (1994) and Mayo-Smith (1995), have shown that their use does not reduce the need for and the duration of intubation, or the duration of ICU stay.

The role of airway intervention in adults is controversial and a more conservative approach is recommended (antibiotics, corticosteroids, and humidified oxygen). Some studies suggest basing the decision on patient’s clinical signs and symptom. Factors to consider include respiratory distress, stridor, sitting erect, inability to swallow secretions, and deterioration within 8-12 hours. Other studies propose management based on laryngoscopy findings. Intubate if signs of severe constriction of the supraglottic space and/or vocal cords not visible and/or endotracheal intubation not possible (Wick 2002).

For intubating a patient with epiglottitis, check out Dr. Rich Levitan’s great article from 2011 which offers the following tips:

  • Rescue ventilation (LMA, King LT, mask ventilation) may not work in a patient with laryngeal pathology
  • Supraglottic airways (LMA, King LT) may obstruct the airway further by pushing the swollen epiglottis over the laryngeal inlet
  • If orotracheal or nasotracheal intubation fails, a rapid surgical airway might be required
  • Mark the neck in an event that surgical airway becomes necessary
  • Flexible fiberoptics are ideal for intubating a patient with laryngeal pathology
  • Pharmacological adjuncts (small doses of benzodiazepines and ketamine) should be used to aid in intubation
  • Topical medication can be used to help relax the surrounding structures (lidocaine 20cc of 2% can be nebulized)
  • Maximize oxygenation efforts throughout the intubation by applying nasal oxygen
  • After intubation, take care in preventing unintended extubation through the use of sedatives and muscle relaxants
  • Equipment for a surgical airway should be kept at bedside, even after intubation, in case of unexpected extubation

Conclusion

Childhood incidence of epiglottitis has decreased significantly since the routine use of HiB vaccine.  Despite an increase in adult cases, it still remains a rare presentation seen in the ED.Adult presentations tend to be subtler than that of children with sore throat, dysphagia, and odynophagia being the more common symptoms (Durell 2011). Often, adult patients not present with signs of airway obstruction, leading to an overall delay in diagnosis (Ng 2008). Prognosis is good, but it’s important to keep it on your differential diagnosis for an adult with a history of sore throat.

 

This post was edited and peer-reviewed by Teresa Chan (@TChanMD) and Brent Thoma (@Brent_Thoma).

Author information

Tanya Viaznikova
Tanya Viaznikova
PGY2 at The Department of Family Medicine, Queen's University

The post Adult Epiglottitis: Not just a hot potato appeared first on BoringEM and was written by Tanya Viaznikova.

Counterpoint: So you think medical school is for you? Good for you!

This Counterpoint is an open letter that was written in response to a recent Globe & Mail editorial (Think medical school is for you? You’re probably wrong) which took a pessimistic perspective on the pursuit of medicine as a career. This is the fourth in a series of replies, written by the BoringEM team.

Each part of this series features a reply from a person at a different level along in their medical career. The following is from an emergency medicine physician and residency program director at McMaster University. Join the conversation in the comments below or on twitter with #DearPreMed

 

Dear Aspiring Medical Student:

I’ve spent the last few days thinking about how best to address Ms. Sinclair’s recent article in the Globe and Mail in a discussion with a premedical student. That contemplation has been consolidated into this letter of advice. I hope you find it useful.

First a bit about myself, I am an Emergency Physician at a busy academic Emergency Department in Ontario. While a medical student and resident, I was involved in student and resident leadership on the local, provincial and national levels. I’m heavily involved in both medical education and hospital administration and have worked with hundreds of learners (from medical students to residents) over the past 5 years I have been a staff physician.

I was none of the things Ms. Sinclair talks about in her article. My GPA in University was far from perfect (I think I got a C in first year Biology), my MCAT score was good but not perfect, and I was far more interested in being involved in everything than spending my life in a textbook (that has not really changed). I still don’t think I have read “Doing Right,” but I do have a copy of it somewhere on my bookshelf, which has as many (if not more) fiction books than medical textbooks.

Most medical schools and residency programs are not looking for a canned version of that clichéd answer – “I want to help people”, though we hope that is true. We are looking for, well, real people. Do you have to have good grades? Sure you do. But when I am sitting across from prospective candidates, I am looking for something else.

Medical school is not easy, but that is not because of many of the reasons Ms. Sinclair articulated. That’s why we are looking for people who have lives, play well with others, can carry on a conversation about what’s going on in the world, and are able to empathize with others. Many of our students have worked outside medicine, conducted research, and had another career before they arrive in medical school. Many have experienced failure and hardship in their lives.

Contrary to Ms. Sinclair’s supposition, Medical school is far from an easy answer… To give a bit of perspective, here are a few facts:

  • Medical school debt often runs into the hundreds of thousands of dollars.
  • In your first two years, you will try to cram a new language and skills into your brain before your senior years where you will suddenly be ‘part of the team’ (albeit under close supervision) and responsible for making decisions and caring for patients. With that new stress on your mind you will still be trying to learn everything you need to know to get ‘MD’ after your name. And it does not end there.
  • Residency is your on the job training. You are both a health care provider and a trainee, trying to juggle your clinical work with learning the specific knowledge and skills of your chosen field.
  • Sometimes the hours are long (although significantly improved over the past two decades). When it’s 4am and you are on your fourth bottle of diet coke, you’re not sure when you ate something other than chocolate, and you can’t remember when you last went to the bathroom you do begin to wonder: “What did I sign up for?”

Burnout is a real problem in medicine. Not because we don’t love what we do. And not simply because we experience conflict in the workplace. Sometimes there are disagreements in the hospital, but most of these are resolved by aligning interests with the question: “What is in the patient’s best interest?”

In my opinion, burnout comes from systems level issues. What hospitals and health care professionals around the world are facing: higher patient volumes, more complex patients, limited resources, and unreasonable expectations. Add to that working long hours (it’s 2am now), being on call or working when your friends are on holiday or sleeping, taking on the emotional load of those you care for, and having to make high-stakes, life-altering decisions with little to no information.  Although most of us learn to deal with it – it is one of the hardest things in the world to tell someone their loved one has died, to watch someone die right in front of you despite your best efforts, to tell someone you made a mistake, to playing musical beds at 3am in an over-capacity Emergency Department so that there will be a bed for the next critical patient rolling in the door.

On the flip side, sometimes we win. Sometimes the system magically aligns to work for our patients. Sometimes, we can restore a pulseless patient’s circulation, quickly identify-and-escort a patient with early necrotizing fasciitis to the operating room and save their leg, or simply brighten the day of a petrified 4-year-old that needs stitches.

All of that being said, is it worth it?
Sure it is.

Most of the people I work with, from medical students to senior colleagues, love medicine. Sometimes, that love is the only thing that keeps you going.

Many of us take on other roles (many of them volunteer): teaching junior colleagues, sitting on committees to improve patient care, working on curriculum planning, or designing new care paths and medical directives. Why? We do it because it makes the system better.  Why is that important? Because together, our teams of nurses, respiratory therapists, social workers, child life specialists, environmental aids, porters, doctors and innumerable others actually want to help people. Most of us do it, not for money, nor prestige, nor security, but because we actually really like what we do and we think it will help make the world a better place.

So to you, the aspiring medical student, I say: “Good for you!”

Medicine is a long road and it takes hard work. The work isn’t just in medical school and residency, it continues even when you finish your training. When you start your practice you will need to stay up-to-date in the ever-changing world of medicine.

However, there is nothing more satisfying then when you can help someone get better, or tell someone their loved one is going to be fine, or hand a popsicle to that child whose cut you just fixed… They may never know your name or remember you, but you will remember them.

Best of luck with your applications.

Alim Pardhan, MD, MBA, FRCPC
Royal College Emergency Medicine Program
Program Director (& Alumni), McMaster University

 

This part 4 of the #DearPreMed Series by BoringEM.

Edited by Teresa Chan (@TChanMD), Brent Thoma (@Brent_Thoma), and Eve Purdy (@purdy_eve)

 

Author information

Alim Pardhan
Alim Pardhan
Alim Pardhan is an emergency physician in Hamilton, ON. He is an Assistant Professor and Program Director of the Royal College Emergency Medicine program at McMaster University.

The post Counterpoint: So you think medical school is for you? Good for you! appeared first on BoringEM and was written by Alim Pardhan.

Counterpoint: Think medical school is for you? Not easy but worth it.

This Counterpoint is an open letter that was written in response to a recent Globe & Mail opinion (Think medical school is for you? You’re probably wrong) which took a pessimistic perspective on the pursuit of medicine as a career. This is the third in a series of replies written by the BoringEM team that will feature the perspective of a physician at a different stage of their medical career. This piece contains the reflections of an attending physician, Heather Murray (BoringEM Advisory Board Member), who graduated from medical school more than two decades ago. Please join in this conversation by tweeting with us using the hashtag #DearPreMedPart 1 and 2 of the BoringEM #DearPreMed series are available here and here.

Dear Aspiring Medical Student,

As a medical educator at a Canadian university and practicing emergency physician with more than 20 years of experience, I’d like to encourage you on your journey towards medical school. It’s challenging to get in and you are probably working diligently towards your goal.

Good luck – medicine can be an amazing career.

I want to address some of the advice you got from a recently published article – an article that suggested money, prestige and security were the primary motivators for entering medicine. The author of that article suggested that many people who say they want to “help people” in their interviews are lying… that these aspiring students are merely parroting what they think they are supposed to say.

You know what?

Over a quarter of a century ago, I said those same words in an interview. I wasn’t lying. I may have had many naïve assumptions about medicine but that one was actually correct.

As an emergency physician, I work in a job where I help people every day. Sometimes I offer comfort and support, while some days I intervene in critical illnesses. As clichéd as it may sound, I actually do save lives.

You were told that medicine is an “easy choice,” but I am here to tell you that it is not. Stress and burnout? That part is true. But it doesn’t happen because people have chosen medicine “for the wrong reasons” or because they are experiencing personal failure for the first time. It happens because helping people as a physician is difficult – there is a lot of information to learn and understand, and often decisions have to be made when you aren’t exactly sure what to do. This is real life, raw and unfiltered, and it’s both a privilege and a challenge to participate. You will make mistakes, and you will worry about patients. You will watch people suffer, or die, or get better. You will lie awake reliving awful moments and wonder what you could have done differently. You will get to know people during the most stressful experiences of their lives, and they may remember you forever. Many doctors at some point in their careers have trouble managing those high expectations. But most of us, somehow, learn how to cope.

When I was training, the medical profession wasn’t very good at talking about these issues. I had to learn resilience on the job. Things have changed now, though. Today medical education contains a lot of support to help medical students weather the challenges of training. We mentor and guide students who are experiencing stress, fatigue, or burnout. We encourage the kinds of open dialogue about these problems that would have helped me as a trainee. Don’t get me wrong, I’m not saying that stress and burnout aren’t a problem. But we are making progress in being open and honest about the toll that caregiving can take. We are learning as a profession about how best to cope with these pressures and how to support each other. I have high hopes that your generation will continue this trend. Who knows? Maybe you will become a leader in that aspect of medicine.

You read that medical students, unlike graduate trainees in other professions, “do not have the solace of doing what they love.” That is completely untrue. Every day I help students refine their skills or learn something they didn’t know the previous day. Just one look at the face of a student who has picked up a subtle diagnosis, or successfully reduced a fracture will convince even the most hardened observer that these students love what they are doing.

Want to make a medical student happy? Show them how they helped someone by themselves, with their hard earned knowledge or a heavily practiced skill. You won’t see a happier face anywhere.

Let me conclude by wishing you the best of luck with your interviews. We are looking for bright and motivated students, but we are also looking for students who can see beyond shallow stereotypes and uncover the unique aspects of the patients they will see. You may find, as I have, that the author of the article has a lot to learn about medicine.

 

Heather Murray, MD, MSc, FRCPC
Associate Professor,
Department of Emergency Medicine
Department of Public Health Sciences,
Queen’s University

 

This part 3 of the #DearPreMed Series by BoringEM.

Edited by Teresa Chan (@TChanMD), Brent Thoma (@Brent_Thoma), and Eve Purdy (@purdy_eve)

Author information

Heather Murray
Heather Murray
Emergency Physician and Medical Educator at Queen's University
Dr. Murray has a special interest in Evidence-based Medicine, research methods and diagnostic reasoning

The post Counterpoint: Think medical school is for you? Not easy but worth it. appeared first on BoringEM and was written by Heather Murray.

Introducing the BoringEM Advisory Board

Dear BoringEM readers,

It is a dynamic time for BoringEM.  We’re making some big changes as we morph into a multi-author, academic, #FOAMed blog. We hope by having a larger team it will increase our sustainability and allow us to produce high-quality content with more frequency.  As such,we are in the intial stages of forming an academic advisory board for BoringEM and would like to welcome Dr. Heather Murray (of Queen’s University) as its inaugural member.

Both Brent Thoma and I have been mentored & inspired by conversations with #FOAMed greats like Michelle Lin (@M_Lin, ALiEM.com), Mike Cadogan (@sandnsurfLife in the Fast Lane), Rob Rogers (@EM_EducatorThe International Teaching Course), and Salim Rezaie (@srrezaieREBEL EM).  These folks have taught us much about the organizations required to make great #FOAMed materials.  That said, we are hoping to ensure really good content for Canadians, so we are very delighted to announce that we will be forming a home-grown advisory board.  Dr. Heather Murray (@HeatherM211) is the first member to sign on as a member of the BoringEM Advisory Board.

Dr. Murray is a medical educator at Queen’s University who was recently honored by the Canadian Association of Medical Education with a 2013 Certificate of Merit. She received her MD from the University of Western Ontario, completed her FRCPC in Emergency Medicine at Queen’s University, received an MSc in Clinical Epidemiology from the University of Ottawa in 2002 following a 2 year fellowship in Emergency Medicine Research at the Ottawa Health Research Institute.

Currently, she is an Associate Professor in the Department of Emergency Medicine at Queen’s (cross-appointment with the Department of Public Health Sciences) and serves as the Competency Lead for the Scholar Competency at the Queen’s School of Medicine as well as the Year Director for 2nd year medical students. In these roles, she has overhauled the delivery of research and evidence-based medicine training within the Queen’s School of Medicine through the implementation of two new courses and new curricular threads focused on research training, evidence-based medicine, and diagnostic reasoning. She also created and launched the Queen’s Medical Student Research Showcase.

Dr. Murray’s expertise in research and education will serve to augment our blog content immensely.  We are very lucky to have her on board advising our team, occasionally contributing or editing content.

Please join us in welcoming Dr. Murray to the BoringEM team.

Teresa Chan   MD  FRCPC
Managing Editor, BoringEM

P.S. Stay tuned for Dr. Murray’s first Counterpoint editorial will debut later this weekend as part of our #DearPreMed featured series.

Author information

Teresa Chan
Managing Editor at BoringEM
Emergency Physician. Medical Educator. #FOAMed Supporter, Producer and Researcher. Assistant Professor, Division of Emergency Medicine, Department of Medicine, McMaster University. + Teresa Chan

The post Introducing the BoringEM Advisory Board appeared first on BoringEM and was written by Teresa Chan.