Academies of advisors annual retreat

1. Academies of advisorsannual retreat March 6th, 2009

2. Welcome • 7th Annual Retreat • LCME Criteria • Professionalism • Academies and Advocacy Course

3. LCME Criteria • Academic and Career Counseling • “The system of academic advising for students must integrate the efforts of faculty members, course directors, and student affairs officers with the school’s counseling and tutorial services.”

4. LCME Criteria • There should be formal mechanisms for student mentoring and advocacy. The roles of various participants in the advisory system should be defined and disseminated to students. Students should have options to obtain advice about academic issues or academic counseling from individuals who have no role in making promotions or evaluation decisions.

5. LCME Criteria (Academies) • Select group of faculty • chosen for their professionalism, mentoring, teaching and advising skills • Include deans, course & clerkship directors, chairs, other faculty • Student Support Services • Oversees academic support and tutoring

6. LCME Criteria (Academies) • Academies Events • retreat, dinners, social functions • Allow groups to interact and reevaluate success and progress of program • More interaction between basic science & clinical faculty • Weekly meetings • Dean for Student Affairs, Academies Coordinator, Assistant Director for Student Support Services, and Director of Student Affairs • Review program progress, plan events

7. LCME Criteria (Academies) • A formal mechanism for student mentoring and advocacy • Info disseminated via calendar planner & website • All advisors (Academy and At-Larges) available to students

8. Professionalism Survey Results • Student Satisfaction with current advising • Survey conducted each year to graduating seniors • Compared results of first survey (Class of 2003) to most recent survey (Class of 2008) • Class of 2003 did not participate in Academies • Class of 2008 participated in Academies through all four years at BUSM • 2003 – 89% response rate; 2008 – 80% response rate

9. Question Comparisons • The importance of professional competence was well emphasized. *Likert scale from 1-5 with 1=not emphasized, 5=well emphasized

10. Question Comparisons • I was encouraged to be honest with patients.

11. Question Comparisons • I was encouraged to respect patient confidentiality.

12. Question Comparisons • I was encouraged to maintain appropriate relationships with patients.

13. Question Comparisons • I was educated about efforts to improve quality of care.

14. Question Comparisons • I was encouraged to participate in efforts to improve quality of care.

15. Question Comparisons • I was educated about efforts to improve access to care.

16. Question Comparisons • I was encouraged to participate in efforts to improve access to care.

17. Question Comparisons • I was encouraged to participate in efforts for a just distribution of medical resources.

18. Question Comparisons • I was taught the importance of maintaining trust (both individual patient and general public trust) by managing conflict of interest and disclosing relationships with industry.

19. Question Comparisons • I was educated to understand professional responsibilities such as working with other physicians to maximize patient care, respect for colleagues and participation in the process of remediation and discipline of members who have failed to meet professional standards.

20. Summary • Recognize Chen Kenyon, M.D. (BUSM ‘06) • 3rd year Resideny at BUMC/Children’s Hospital Boston • Importance of Academies • Strength of BUSM • Upcoming LCME visit • Welfare of our students

21. Careers in medicine Kerry L. Patenaude, M.S. Assistant Director of Student Support Services

22. Careers in Medicine (CiM) www.aamc.org/students/cim

23. The AAMC Cim Student Guide“Unlocking Your Specialty Choice” • Timeline • The 4-Phase Process • Understanding Yourself • Exploring Options • Choosing a Specialty • Getting into Residency

24. The “Choices” Newsletter • Released 4 times a year • Erica will send “Choices” to Advisors • Kerry will send “Choices” to Students

25. The CiM Career Planning Seminars • Spring of 1st year • 18 specialties • 1-hour informal discussion with Residency Directors • Allows 1st years to start thinking about what specialties may be of interest to them • Introduce students to the CiM Website

26. The CiM Career Fair • November of 3rd year • Deans address students with general advice • 20 specialty tables • Students visit 7-8 tables for 20 minutes each • Residency Directors & Residents

27. Class Meetings • “Developing a 4th Year Schedule” • February of 3rd year • “Obtaining Residency of Choice” • April of 3rd year • “Writing Personal Statements” & “ERAS Applications” • Residency Interviewing Workshops • May of 3rd year, October of 4th year • “Entering your NRMP Rank Order List” • January of 4th year

28. LIVE WEBSITE DEMONSTRATION

29. Summer planning and Research Opportunities Phyllis Carr, M.D. & BUSM Students

30. Summer Planning/Research Opportunities • Assess the first year • Students with strong performance • Students who struggled, catch up • Consider internship • Shorter program, i.e. language immersion • Time to re-gather energy • 2nd year is high volume, fast pace

31. The Office of Enrichment (OE) • www.bumc.bu.edu/enrichment • Mission: • To support learning experiences for medical students that enhance the curriculum and cultivate professional competencies in international health and research • Staff • Suzanne Sarfaty, M.D., Assistant Dean for Academic Affairs • Ana Bediako, Ed.M., Administrative Director

32. Summer Planning/Research Opportunities • Advising BUSM I Students: Planning the Summer after First Year • Go to Office of Enrichment “Planning Your Summer” website (www.bumc.bu.edu/enrichment/planningsummer) to find: • Guidelines and advice from Dr. Sarfaty for planning summer • List of resources for finding a summer experience • Databases for medical students (list of research, clinical, enrichment experiences)

33. Summer Planning/Research Opportunities • Medical Student Summer Research Program (MSSRP) • $2,750 scholarship for first-year BU Medical Students to undertake 8-weeks of summer research at BUMC • Students begin project search in January • Applications due in late March • More info at www.bumc.edu/enrichment/research including link to database of research opportunities

34. Student Perspective

35. Break(10 minutes)refreshments available in room 107/108Next Session at 9:45amPressures of medical school and recognizing a student in distress

36. Pressures of medical school and recognizing a student in distress Doug Hughes, M.D. Chair, Clinical Curriculum Subcommittee & Associate Professor of Psychiatry

37. Studies on Medical Students • Not a robust number of studies on the mental health needs of medical students • What studies are available have relatively small number of subjects and maybe hard to generalize • “We do not know to what extent kids are having more difficulties and to what extent we are much better at recognizing and diagnosing them” • Dean Leuchter, Geffen School of Medicine, University of California, UCLA, 2009

38. Study of 585 medical students to 1,100 other health science students at the same institution found; “The medical students were found to have the same spectrum of perceived problems as the other students but complained of these problems significantly more intensely” Bjorksten, Sutherland, Miller, Stewart; Identifiction of medical student problems and comparison with those of other students, J Med Educ, 58(10):759-67, 1983

39. Prevalence Rates between College students v their peers not attending Foreman, the long reach of youthful angst, Boston Globe, Feb 2, 2009

41. “Young adults stubble to independence” • Half of young adults in USA meet criteria for at least one psychiatric disorder • Suicide, the third leading cause of death for young adults, is one-third lower in college than non-college peers. • Columbia, Harvard, and UCLA are studying the mental health needs of their incoming Freshmen Foreman, the long reach of youthful angst, Boston Globe, Feb 2, 2009

42. 50

43. Am Jl Psych, 12/04

44. Medical Student Suicide Rate • The data is not clear here, a Swedish study reported a 2.7% rate for attempted suicides while in medical school • Dahilin, Joneborg, Runeson, Stress and depression among medical students: a cross-sectional study, Medical Education, Vol 39, Issue 6, 594-604, 2005

45. Medical Students Suicides from 1989 to 1994 • 15 Medical Students committed suicide • 14 male, one female • 8 used guns, 6 used drug overdose • 40% occurred in the 3rd year

46. Sleep Loss in Professionals • 71% of college students report sleep complaints in 2000 up from 24% in 1978 • Appears to be due to late night studying habits • Those with poor sleep habits had higher rates of depression and concentration problems • These sleep/study habits might bring you academic success in undergraduate but are likely not be successful in medical school • Voelker, Stress, Sleep Loss. JAMA, 291, 2177, 2004

47. The Pressure Starts Before Medical School • 58% of college students drank in the last month • 14% to 17% meet the criteria for problem drinking, which is 5 or more drinks in one evening for a male, 4 or more drinks for a female • 31% to 40.1% of college students met criteria for binge drinking • National Survey on Drug Use and Health, 2002-2005 • JAMA, 293, 15, page 1925, 2005

48. First Year of Medical School • Several studies indicate the first year may be the most stressful • Top 3 stressors; academic pressure, social issues, and financial problems • Moffat, McConnachie, Ross, & Morrison; First year medical student stress and coping in a problem-based learning medical curriculum, Medical Education, 38,5,482-491,2004

49. How the Stress Manifests

50. Largest and Longest Study • Looked at 1248 physicians who graduated from John Hopkins Medical School between 1944 – 1962, 30 year follow up study • Only 8% of students were female • 2% were Asia-American, no students in study were African-American • New England Journal of Medicine, 336(11):800-803, 1997