Throughout my medical school and neurological surgery training, I often wondered what qualities in a physician that fellow medical professionals sought out in choosing a doctor? What makes a doctor’s doctor? I have been blessed in my career to have had the opportunity to train with inspirational physicians and mentors, many were doctor’s doctor. In my medical journey I have been privileged to study under the Chairman of the Department of Emergency Medicine at Cook County Hospital, Dr. Robert Simon, also the opportunity to be mentored by Dr. Howard Barrow, neurologist and professor at McMaster DeGroot School of Medicine, considered the grandfather of problem-based learning(PBL), to work in my undergraduate years at the Banting and Best Institute, where Charles Banting discovered insulin and to have been trained by Dr. Jules Hardy renown Pituitary Surgeon to name a few. Many of these physicians were indeed doctor’s doctors.
As a medical school professor, I have often pondered on what pearls of wisdom I can share with my medical students, as to what makes a doctor’s doctor. I read an article recently, written by Erik Hamre; titled “How Tom Brady Became the Best Quarterback in the NFL.” Not being a football aficionado, I learned that Tom Brady was not always destined for greatness. Hamre details that Brady was 199th draft pick in the year 2000 draft. He also reports that the draft report described Brady as “poor build, skinny, lacks great physical stature and strength, lacks mobility and ability to avoid the rush, lacks a really strong arm, can’t drive the ball downfield, does not throw a really tight spiral, system-type player who get exposed if forced to ad-lib and gets knocked down easily.” So much for that, “this year was his third super bowl since he turned 40 and he’s now considered the greatest quarterback of all-time.”
I couldn’t help but compare and see the analogy with physicians who become the best at their craft, becoming a doctor’s doctor. Having trained and taught at many top tier USA and Canadian medical schools, both allopathic and osteopathic, I have learned that many of the physicians who went on to become a “doctor’s doctor” did not graduate from ivy league schools, nor in the top ten percent of their class. Most did not have a privileged pedigree, come from wealth or score in the stratosphere on standardized exams such as MCAT or USMLE/COMLEX. Yet, they went on to become a trusted “doctor’s doctor.”
My response, the title of a lecture I deliver yearly is “it’s the doctor in you.” Seth Godin, American Author has stated, “our credential-obsessed society teaches high achievers to equate success with approval from an external authority. Unfortunately, this outlook undermines your ability to trust yourself.
It is a convenient place to hide from our own potential. Godin goes on to question, the fact that you have a degree doesn’t mean you have insight, experience, or concern. You’ve acquired a piece of paper, but that doesn’t mean you care.”
More significantly, are you willing to persevere and do you have compassion. “It’s the doctor in you,”
that will instill a desire, a drive to continue to learn, long after medical school is completed.
This brings to mind the adage, “What do you call the person who graduated last in your medical school class?” Doctor. Medical students and doctors early in their career do not need to be trapped in their past. As TIM Denning states. “The past in your default program.” And to beat the default program, you have to change.
Being a doctors’ doctor has been an enormous privilege and honor. Bearing witness to the relentless and pernicious stigma in the house of medicine and how that ravages the minds and souls of our brothers and sisters in medicine has been a driving force. Through my teaching and mentorship, I know that there are many young and early-career physicians taking up the reins and making a commitment to physician health.
Being a doctors’ doctor can be a worthwhile experience, however it can be a daunting encounter for some. Caring for doctors may for some manifest feelings of inferior professional competence and feel pressured, strained and insecure. There are some doctors who prefer and choose to avoid such encounters. Other qualities of a doctor’s doctor is the ability to listen and be a good communicator.
“Listen to your patient; he is telling you the diagnosis.” Sir William Osler
But what it does mean is that the patient will provide doctors with enough clues to make the diagnosis, sometimes even before we examine them. For years I have taught my medical students when exiting a patient’s room after taking a history, if you are left in a quandary as to what could be possibly wrong with the patient, you need to return to the patient’s bedside and explore the history further, as 80% of the diagnosis is discoverable in the history.
Dr. Lisa Sanders an internist and author stated:” in an interview on NPR about her book, “Every Patient Tells a Story,” she aptly points out that there are two conversations going on at once. One is with the person telling the doctor about their problem. The second is a simultaneous conversation going on in the doctor’s head when they are thinking, “what does it mean and what do I ask next?” This second conversation frequently fogs the patient’s message and leads to the doctor interrupting the patient.”
Over 30 years ago a landmark study published in the Annals of Internal Medicine (Nov. 1984) reported that on average, physicians interrupted their patients after only 18 seconds. It should be noted that not all interruptions are verbal, a knock on the door, beeper interruptions, and computer use all interfered with communication, and increased frequency of interruptions are associated with less favorable patient perceptions of the office visit.”
A more recent study published in the Journal of General Internal Medicine (online, July 2, 2018) assessed 112 doctor-patient interactions between 2008 and 2015. This study reported that the clinician interrupted the patient after a medial of 11 seconds. The authors of this study concluded:
“The medical interview is a pillar of medicine. It allows patients and clinicians to build a relationship. Ideally, this process is inherently therapeutic, allowing the clinician to convey compassion, and be responsive to the needs of each patient. Eliciting and understanding the patient’s agenda enhances and facilitates patient-clinician communication.”
“The good physician treats the disease; the great physician treats the patient with the disease.”
Sir William Osler
Osler’s 19th-century admonitions have enduring relevance even today. Osler’s maxim has been proposed to reflect the realities of modern healthcare:
“Engage the patient; she is not only telling you the diagnosis but is integral to all aspects of her health and healthcare.”
Dr. Penny’s thoughts for students seeking paths to overcome the obstacles’ faced during their medical education
“The Comeback is Greater than the Setback”
People enjoy a comeback story because it gives them hope that one day they can rise above an obstacle in their own personal struggles. There is an overwhelming desire deep down that most people want to see redemption, a second chance. Comebacks are possible and they happen all the time. Life is full of setbacks, and many times it may seem impossible for you to emerge victoriously. At one time or another, all people will experience some form of adversity, hardship, or a tough experience. How do people deal with these types of events that change their lives? The death of a loved one, a harrowing combat event, a loss of a job, serious illness, terrorist attacks and other traumatic events: these are all examples of very challenging life experiences
One of the greatest comebacks of all time is the career of Muhammad Ali. After winning the gold medal in the 1960 Rome Olympic games for light heavyweight boxing, Ali went on to defeat Sonny Liston in February 1964. Ali after having an initial streak of success was then struck with multiple setbacks. In April 1967 he was found guilty of draft evasion and stripped of his title. However, in June 1971 four years after being convicted and sentenced to five years in prison and stripped of his heavyweight championship by the boxing commission, the Supreme Court decided that Ali was improperly drafted in their first place. This was not Ali’s only comeback, Ali lost his heavy weight championship fight to Joe Frazier in the “fight of the century” at Madison Square Garden in 1971. Once again, Ali overcame his setback and defeated Joe Frazier in January 1974. After that, Muhammad Ali went on to beat George Foreman in the “Rumble in the Jungle” and finally Joe Frazier once again in 1975 in the “Thrilla in Manilla.”
The message gleaned from this story, you can overcome the obstacles you face, and those created currently by the pandemic. Personal setbacks including financial, health, loss of loved ones, divorce and academic to name only a few. With respect to the effects of the pandemic on medical education, it has caused an unprecedented disruption in medical education and healthcare systems worldwide. The disease can cause life-threatening conditions and it presents challenges for medical education, as instructors must deliver lectures safely, while ensuring the integrity and continuity of the medical education process.
As Provost and Dean of Clinical Affairs at the American University of Integrative Sciences, I have witnessed similar disruptions in the delivery of medical education of our students. I have also communicated with many potential students interested in pursuing a medical education, yet reticent in making the commitment to apply. My personal discussions with these students have identified many students who have had setbacks academically, past failures forced withdrawals and financial struggles to name a few.
My message to those students who are hesitant, a comeback will always begin with change. AUIS is a medical school that will allow you the chance for a Comeback. A need to be willing to do things differently from what you have done in the past. Change will always happen when you choose to be committed, this will result in a change of your future. With proper personal mentoring, small class size and a successful track record, AUIS can turn it around and put you on the road to future success.
“I did the best I could at the time with what I knew”
The resilience of the human spirit speaks to the character of those who have been setback, it demonstrates their determination, creativity, and vigor. At a basic level it resorts to what you want to achieve. Many who have been successful have a strong belief in possibilities; Simon Sinek is one example who has stated:
“My goal is to live in a world where the vast majority of people wake up every single morning inspired to go to work and fulfilled by the work that they do.”
For those of you procrastinating on making the commitment to go to medical school, the time is right, and our next class will begin January 2022. AUIS is accepting students currently and the class is not yet complete. If further information is required, our admissions officers are available to discuss options.
“We can’t undo, but we can rebuild.” Chaitanya Charon
The American University of Integrative Sciences is proud of our record in training physicians, including those that have been unsuccessful in the past and allowed a second chance. Come join us and become the comeback that overcame your personal setback! We would love to share this with you.
https://www.visitbarbados.org/covid-19-travel-guidelines-2020
Yes, a negative PCR test 3 days prior to your arrival in Barbados is a requirement to travel to Barbados. Your negative PCR test result should be uploaded to the BIMSafe app or https://travelform.gov.bb/home
A fully Vaccinated person should expect to be quarantined for 2 days. Fully vaccinated travelers are encouraged to book a minimum of 2 days at approved accommodation.
How long will I have to quarantine if I’m not vaccinated?
Unvaccinated travelers should expect be quarantined for 7 days. On the 5th day of quarantine another PCR test would be done and then 1-2 days waiting period on results.
Before arrival: If you test positive for Covid-19 you must wait until you received a positive PCR test before traveling to Barbados
On arrival: If you test positive for Covid-19 on arrival you will first be assessed at a government facility for a minimum of 24 hours after assessment you will able to self-isolate at a government- approved isolation hotel or government facility. Quarantine will usually be until you receive a negative covid-19 PCR test.
Recommendations are based on price (USD) and central location
Adulo
Price: $89.45 per night
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Maresol Apartments
Price: $80 per night
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Plum Tree Rockley
Price: $110.64 per night
Angler Apartment
Price: $82 per night
Meridian Inn
Price: $75 per night
Pirates Inn
Price: $79 per night
https://www.piratesinnbarbados.com/
Date: May 3rd 2021
Time: 10: 00 am Barbados Time / 10:00 am Eastern Time US and Canada
Welcome & Introduction of AUIS Leadership Faculty and Staff, Academic Policies, Schedule of Classes, Overview of AUIS Catalog and Education.
Dr. Alexey Podcheko, Dean Academic Affairs
Welcome, AUIS Student Support System, Non-Academic Policies, Dress Code, Student Organizations
Dr. Frank Kunik, Dean of Student Affairs,
Welcome Speech by SGA Representative
Psychological Support System at AUIS, How to Avoid Burning Out in the Medical School
Ms. Brenda Roach, School Counseling Psychologist
Questions & Answers Session
Saturday 28th November 2020 AUIS students, faculty, and staff participated in the Independence Health and Fitness Fiesta at the Evening Light Pentecostal Church, Arch Hall St. Thomas, Barbados. This event aimed to promote awareness of the importance of a healthy lifestyle in preventing and managing non-communicable diseases. This event was open to all members of the Barbados population. The event was organized by the Red Cross of Barbados. Along with the Red Cross and AUIS team, the representatives of the Diabetes Foundation, Heart and Stroke Foundation, Cancer Support Services, The Kairos Medical Clinic & Lifestyle center participated in the event.
AUIS students helped complete health surveys, measured blood pressure, BMI, and blood oxygen saturation to thirty-seven event visitors. In the afternoon segment of the event from 1 to 5 pm, trained professionals provided presentations related to foot care, skin care, meditation, stress management strategies, and physical activities that promote a healthy lifestyle.
Photos: AUIS team (BSc student S’Ade Williams, MD students Lucidity Obushi and Martha Mbah, Julia Williams and Daniel Taylor) under the guidance of PDS Professor Dr. Maria Villagomez MD Ph.D. consulting visitors and measuring blood pressure and BMI.
As Thanksgiving Day rapidly approaches, a moment of reflection on this past year would raise the question as to “what we are thankful for?” This past year has certainly been fraught with uncertainty and rapid change. Administration at AUIS along with our student body has weathered this period of turmoil with consternation. The canceling of classroom teaching, hospital rotations, licensing exams, and on-site accreditation visits from accreditation boards has resulted in a period of stagnation and anxiety. Dr. Agnihotri, Mr. Pinckney, and I have instituted town hall meetings to keep our student body informed and aware of changes announced by the ACGME. The canceling of the Step 2 CS exam until June of 2021 has also resulted in the necessity of recreating a suitable alternative school exam to meet ECFMG requirements.
Dr. Agnihotri and I are currently planning to make available a CS equivalent exam in February 2021 to meet ECFMG requirements. This exam does not replace the necessity that our graduating students preparing to enter residency, will still be required to take the USMLE Step 2 CS exam once testing has recommenced. The details of the exam and the optional preparatory course will be announced in mid-December. In order to fulfill ECFMG requirements, the AUIS exam will closely resemble the actual CS exam, with multiple patient encounters, employment of standardized patients, video recordings, and SOAP note preparation and grading of equal scrutiny to the CS exam. The difficulty in firmly announcing the date and format is the fact that COVID infections are continuing to increase along with hospitalizations and deaths. It is anticipated that a further “lockdown” will be announced by the federal government, which will ban all public gatherings?
Thomas Oppong posed the question in a recent article; “In our chaotic world, What’s the best way to live? How can I stay calm in turbulent times? What should I do to build resilience? How should I manage my emotions? “The one message I want to emphasize,” you are not alone.” As a professor at two other Stateside medical schools, I can share with you that medical students throughout the US and Canada are experiencing the same mental and emotional burden of uncertainty as to our own AUIS students. The positives are that hopefully you and your family are healthy and have not been hospitalized? You may have gathered that a number of our administrative faculty, me included have recovered from COVID.
Just as in past pandemics, conflict in the world, world wars, tornadoes, and hurricanes we as a nation have survived and, in the end, have more resolve, compassion, and tenacity. When you think of the personal hurdles you have overcome, to be where you are; you will prevail and will emerge stronger. Remember, “why you started.” The dream has not died, just delayed by a virus unknown to man that has created an unprecedented quagmire in which we will not only survive but will emerge more pertinacious as a society.
Seneca stated: “The greatest obstacle to living is expectancy, which hangs upon tomorrow, and loses today.” Fortunately, with advanced technology, and the ability to improvise; AUIS has been able to continue to offer medical education via a distant learning format. As a result, our pedagogical methods have transformed to meet the needs of AUIS undergraduate medical education and remain COVID compliant with State and Federal guidelines.
I encourage you in this period of reflection and thanksgiving, to appreciate the loved ones in your life, to reach out to those less fortunate with kindness and compassion, and to treasure your own health and remember “Why you Started.”
Don W. Penney MD.MSC.FACEP.FAAEM.
Neurological Surgeon
Provost, Dean Clinical Affairs. AUIS
School of Medicine.
Update from the Office of the Provost: Residency Applications
The July 7th issue of Jama published a viewpoint article titled:” Potential Implications of COVID 19 for the 2020-2021 Residency Application Cycle.” AUIS students who have access to the journal, I strongly recommend they take time to review the article. I have taken the liberty to summarize some of the key points made by its author, May M Hammound.
It is expected that in the 2020-2021 academic year, more than 40,000 medical students and physicians will apply for residency positions in the United States. As a result of the COVID 19 pandemic, the process of applying will be “distinctly different” from previous years. The pandemic will certainly stress an already stressful process, the author also suggested that this was an opportunity for change and possibly “systemic improvements.”
“Sometimes the object in the path, becomes the path”
Prior to the COVID 19 pandemic, many have recommended reform in the residency selection process. A topic that I have addressed in previous updates. In the past, applicants for residency programs in the 2019-20 cycle applied to an average of 65 programs, and international medical graduates (IMGs) applied to an average of 137 programs. This number of applications does not improve match rates and results in significant cost burden to applicants as well as volume overload for program directors. Hammound queries whether COVID 19 may spur an increase in the number of applications? As a result of USMLE testing centers being closed, fulfilling the requirement for IMGs to pass Step 2 CK to obtain certification from the Educational Commission for Foreign Medical Graduates (ECFMG) to apply to a US residency program becomes problematic. Added to this conundrum, is the fact that many medical schools have shortened clerkships, shifted to virtual rotations, canceled rotations, and electives resulting in a reduction of student opportunities to obtain faculty evaluations, letters of recommendation, and communicate their interest in respective programs.
Additionally, program directors will have potential difficulty in determining which applicants to interview without the use of traditional screening metrics. Considering other logistic difficulties include travel disruptions, social distancing requirements and with recent increases in the infection rate, possible social isolation maybe implemented?
Temporary solutions have been proposed, including:
Hammound points out that the number of interviews an applicant attends has in the past been limited by “time and travel expense.” Many programs are known to overinvite the same pool of highly qualified applicants with just 7-21% of the applicant pool filling half of all interview slots in some specialties. (Lee et. Al. Laryngoscope 2019; 129 (3).
AUIS students should be aware that despite the challenges, suggestions have been made to improve the process and may ultimately improve a much need overhaul of an antiquated system. The following is a list of some of the proposals, I encourage our student body to review the article to further these suggestions in detail:
We the faculty and administration of AUIS, strongly support our student body, stay current with frequent updates, and share in our graduating student’s consternation regarding the match. As provost, and previous member of both neurological surgery and emergency medicine residency selection committee’s, will monitor recommendations and changes in this evolving situation.
Don W. Penney MD.MSC.FACEP.
Neurological Surgeon
Provost/Dean of Clinical Affairs, AUIS.
Letter from Provost: Musings on Assisting with Air Travel Medical Emergencies
A recent airline emergency at 30,000 feet, prompted the airline crew to request the assistance of any doctor on board. I have had this experience once in the past, in 1993 while traveling from Phoenix, AZ to Chicago, IL. I was traveling with my wife and family of two young toddler children. After ringing the call bell, the flight attendant questioned my background, including having to provide proof of state medical licenses, American Board of Emergency Medicine Certification, and employment status. After satisfying their scrutiny, I was allowed to spend the remainder of the flight on the floor with an elderly female who was suffering from a hypoglycemic episode.
The medical kit that was provided to me was scant. At that time there was no AED, there were an oxygen cylinder and face mask, an AMBU bag, some over the counter medications; Tylenol, Advil, a sphygmomanometer, a stethoscope, I.V. administration set: 1 tubing with 2 Y-site connectors, 2 alcohol-soaked sponges, a roll of 1-inch-wide adhesive tape, 1 pair of tape scissors, and 1 tourniquet.
Protective nonpermeable gloves or equivalent, 1 pair, 50% dextrose, epinephrine injection 1mg/ml, diphenhydramine injection and nitroglycerin tablets.
The Federal Aviation Administration (FAA) has required since 2004 an automated external defibrillator (AED) be present on board.
The FAA has also proposed a list of minimum contents for emergency medical kits to be included on all flights in 2001. Should be noted that these kits are much improved over what was provided to me in 1993.
It should also be recognized that medical professionals who volunteer to provide in-flight assistance, need to be qualified, active, licensed and sober. A recent publication noted that “more than 4 billion passengers are expected to fly in 2019, and more than 60,000 medical emergencies are anticipated.”
The current contents of an FAA Approved Emergency Medical Kit includes:
Sphygmomanometer
Stethoscope
Airways, oropharyngeal: 1 pediatric, 1 small adult, and 1 large adult or equivalent
Self-inflating manual resuscitation device with 1 pediatric mask, 1 small adult mask, and 1 large adult or equivalent mask
Cardiopulmonary resuscitation masks: 1 pediatric, 1 small adult, and 1 large adult or equivalent
V. administration set: 1 tubing with 2 Y-site connectors, 2 alcohol-soaked sponges, 1 standard roll of 1-inch-wide adhesive tape, 1 pair of tape scissors, and 1 tourniquet
Protective nonpermeable gloves or equivalent, 1 pair
Needles: 2 18 gauge, 2 20 gauge, and 2 22 gauge; or 6 needles in sizes necessary to administer required medications
Syringes: 1 5 cc and 2 10 cc; or 4 syringes in sizes necessary to administer required medications
Analgesic, nonnarcotic, 325-mg tablets, 4
Antihistamine, 25-mg tablets, 4
Antihistamine injection, 50-mg single-dose ampule or equivalent, 2
Atropine injection, 0.5-mg single-dose 5-mL ampule or equivalent, 2
Aspirin, 325-mg tablets, 4
Bronchodilator, metered-dose inhaler or equivalent
50% Dextrose injection, single-dose 50-mL ampule or equivalent
Epinephrine injection, 1:1000 (1 mg/mL) single-dose 1-mL ampule or equivalent, 2
Epinephrine injection, 1:10,000 (0.1 mg/mL) single-dose 2*-mL ampule or equivalent, 2
Lidocaine injection, 20-mg/mL single-dose 5-mL ampule or equivalent, 2
Nitroglycerin, 0.4-mg tablets, 10
9% Sodium chloride injection, 500 mL
Basic instructions for use of the drugs in the kit
One would ponder are there legal ramifications of providing medical assistance during a flight? Nable et al. reported in the New England Journal of Medicine,” that providing care creates a doctor-patient relationship with its attendant obligations and liability risk. Liability is usually determined under the law of the country in which the aircraft is registered. “Nable goes on to state;” U.S. health care providers traveling on registered U.S. airlines have no legal obligation to assist in the event of a medical emergency, ethical obligations often prevail. Some countries including Australia and other European countries impose a legal obligation to assist.
Congress passed the Aviation Medical Assistance Act (AMAA) in 1998. This provides protection to providers who assist in in-flight medical emergencies from liability. Although a number of caveats are important to recognize. The AMAA does allow liability of providers if the provider was grossly negligent or flagrantly disregarded the patient’s health safety.
It is recommended that the provider provide written documentation of the care provided.
The most common in-flight emergencies include chest pain, syncope, asthma attack, head injury secondary to overhead luggage falling from storage bins, psychiatric problems (anxiety/phobias), abdominal illnesses such as diarrhea and pain, diabetic-related emergencies, allergic reactions, obstetric and gynecological emergencies. Although not all doctors are trained to treat all possible emergencies, however, a good rule of thumb keeps in mind “primum non nocere.”
For our Canadian students in training, “there were 133.4 million airline passengers in 2015, a 27.3% increase from 2009.” Kodama ET. Al. In addition to the increase in passenger traffic, there has been a significant increase in the number of passengers taking longer flights, subjecting patients to physiologic stressors, relative hypoxia and lower humidity. Delaney et al. recently reported that respiratory viruses are not spread through recirculated air on commercial flights, only approximately 50% of the air is recirculated and that all air is HEPA filtered. (EM Practice 09/19)
Ground-based medical consulting companies exist and are often contracted by major airlines to provide consultation when needed. Their primary role is to assist in medical decision-making and advising. Estimates as high as $100,000 is the potential cost to an airline that is diverted because of an ill passenger. In addition, to the logistics of re-routing new flights for passengers, possible hotel and meal accommodation can be arduous.
For me, after spending almost 3 hours on the floor with my ill patient, who did well and was transported to hospital after arriving in Chicago. I was met at the door by the flight attendant when departing, and “was thanked for the help.” My wife who I abandoned with our two small children, was left to attend to their needs on her own.
Don W. Penney MD.MSC.FACEP.FAAEM.
New information about Grants for Caribbean applicants for the year 2020-2021. Download this update below.
Impact of COVID 19 on Medical Education at AUIS – July 1, 2020
As Provost and Clinical Dean for the American University of Integrative Sciences, I would like to take this opportunity to update our faculty and student body, on the ramifications the COVID 19 pandemic has had on our undergraduate medical education curriculum. I would also like to inform you of our continuing efforts to adapt and develop new strategies to educate our medical students.
Let’s face it, COVID 19 has rocked our world as we knew it, the global economy, businesses, health care sector, and our educational system; to name a few. It is a medical education and the path forward I would like to update you on in this post.
In the past, the trajectory to residency after being accepted to a medical school was relatively straight forward. Complete the first two years of undergraduate pre-clinical basic sciences, sit for Step 1 of USMLE Step 1, complete two years of clinical clerkship and successfully taking the USMLE Step 2 CK and CS exams and apply to residency. As a result of the COVID 19 pandemic, this trajectory has been challenged by a number of factors. Classroom lectures have been canceled and replaced by an online lecture format, most clinical clerkships have been forced to be canceled as a result of hospitals attempting to minimize personal interactions and following recommended guidelines of social distancing. Likewise, this policy has also been implemented to minimize student exposure to patients who harbor a potentially lethal virus.
COVID 19 has proven itself as a formidable opponent. The science community is still learning the many aspects and manifestations of this viral disease. Initially, it was thought that patients could only be infected by contact with infected animals, a zoonotic disease, we now recognize that person to person contact is indeed the common mode of transmission. Originally, public health officials reported that infection could be transmitted by symptomatic patients, only to learn that up to 80% of patients with COVID are asymptomatic. Prior to the global outbreak, it was postulated that this was a respiratory virus leading to interstitial pneumonia and had a propensity for the elderly, particularly those with underlying co-morbidities. We now recognize that the COVID 19 virus also affects the GI tract, some with no respiratory symptoms, consistent with the early Chinese reported fecal-oral root of transmission. COVID 19 has been demonstrated to also cause hypercoagulability, associated with elevated d-dimer levels, thrombosis, stroke, cardiac arrhythmias, myocardial infarction, and congestive heart failure. We now understand that younger patients can acquire COVID and that it does not primarily affect only older patients. As this virus continues to wreak carnage, our understanding of the many clinical manifestations has and will continue to evolve.
As a learning institute, faculty at AUIS have explored different educational and learning platforms in our efforts to provide continued medical education to our undergraduate students both preclinical and clinical. Like other stateside medical schools, the number of on-line programs has expanded to meet the need. Many senior medical students are concerned by the disruption and uncertainty of applying for residency. Without rotations in different specialties and have the first-hand experience in that particular discipline, it poses a difficulty for students to be comfortable with a designated area for residency specialization. The following chart illustrates the factors that Residency Program Directors utilize to select students for interviews. Factors were deemed most important if a minimum of 70% of program directors said they used them.
Perusing this list, one can recognize that many factors used in the past for selection are currently not available. Examples include letters of recommendation in the specialty are not possible if rotations with preceptors are not feasible, generating an MSPE likewise is not possible without completing both core and elective clerkships, USMLE Step 2 CS testing has been put on hold for 12 to 18 months. In addition, the change of making USMLE Step 1 a pass/fail exam has removed another determinant used in the past in choosing residents based on numerical grade. However, AUIS students need to be reassured you are not in this alone, and what you are experiencing has permeated all medical schools and universities. As medical researchers are aggressively attempting to produce a vaccine and bring it to market, likewise educators are identifying and developing educational products that will meet the demands of licensing boards, and residency directors, while abiding federal, state and local laws, obeying guidelines of social distancing and attempting to flatten the curve. Some are predicting a second wave that could emerge as early as the fall. As
an educational institute, we need to prepare for a marathon and not a sprint, as I foresee this virus and its many manifestations to continue to alter our life as we previously knew it.
As Shadi Hamid in the Atlantic reports:
“In moments of crisis and civil unrest, people always say that things will never be the same. But the act of living is a bit more circular than we give it credit for. Things might never be exactly the same as they once were, but they do tend to at least return to some previous and somehow tolerable baseline. Human beings, facing crisis, find ways to adapt, sometimes ingeniously. Life, otherwise would be unbearable.”
Students at AUIS should consider that the US health care system has depended on IMGs to fill residency positions since the 1970s. Today, 1 in 4 physicians practicing in the US is an IMG. The changes we are experiencing in medical education are applicable to all stateside schools as well as international medical schools. The bottom line, there is job security in knowing that the US health care system is heavily dependent on your services and with the retirement of the “baby boomer” generation of physicians there is increased need for physicians, especially in rural locations.
Students should consider that many schools, in fact, the majority of medical students no longer attend preclinical classes in person, but rather watch lectures online. (JAMA 05/2020) Ultimately, the COVID pandemic will further accelerate the application of this platform of education and even improve its application. What I am excited about is the fact that medical students are on the cusp of a sweeping overhaul of medical education as we previously knew it. Software developers, educators, and entrepreneurs are rapidly exploring and developing online educational programs that will enhance and not hinder medical education.
AUIS is pleased to inform our student body that we are in the final stages of launching a new virtual on-line emergency medicine elective to run over a month for credit, involving multiple virtual case simulations with debriefing and feedback by our Clinical Dean. This elective will be credited as satisfying one elective rotation in the 80 weeks of required clerkship rotations.
On the horizon, AUIS is exploring other avenues and platforms to provide medical education to our student body. This includes utilizing social media, particularly Twitter to keep up with biomedical literature and to evaluate clinical practice in the configuration of a medical journal club. The administration is anticipating and preparing for the USMLE Step 2 CS to begin rescheduling students to take this exam at a future date. We acknowledge that during periods in which clinical exposure to patients has been curtailed, that student will need to hone their clinical skills and SOAP note writing in preparation for this exam. We will be offering weekend refresher courses in Atlanta for students to tweak and revivify their clinical skill sets prior to taking the exam. The format will include a two-day intensive course in our simulation lab with one on one critiquing and training with our clinical dean, Dr. Penney. Since instituting the Advanced Clinical Medicine program at AUIS, we have been successful in reducing the failure rate to less than 1% on this important exam. More information will be available once FSMB has released a date for scheduling.
For those students who prefer to maintain their clinical skills throughout the Pandemic period, a two-day weekend course is available for a limited number of students. Following strict guidelines for social distancing and mandatory mask protection, this course will be limited to 6 students or less and held in our Atlanta Simulation Lab.
Once clearance is obtained from the NIH/CDC to resume classroom teaching the ACM course will be available for the one-month intensive pre-clerkship program with advanced training for the USMLE Step 2 CS exam.
As Hamid reported:
“Things might never be exactly the same as they once were, but they do tend to at least return to some previous and somehow tolerable baseline”
It is my belief and understanding that once the nidus of this pandemic has abated, AUIS will evolve and be stronger, offering medical educational content in multiple formats, allowing for distance learning as well as classroom instruction. Essentially, COVID 19 has catalyzed a transformation of pedagogical methods, to guide us into the future.
Don W. Penney MD.MSC.FACEP.
Neurological Surgeon
Provost/Dean Clinical Affairs, AUIS.
We’re announcing that an FDA approved, Physician supervised, no-physical contact COVID-19 testing kits with telehealth diagnosis for COVID-19 will be available to consumers starting Monday, 04/27/2020.
The test can be requested and scheduled online by consumers seeking Positive/Negative confirmation of COVID-19 infection. Samples shall be collected by a physician or qualified physician designate. Our COVID-19 lab partners are operating under the use guidelines issued by the FDA.
Upon providing bio-samples for the COVID-19 test, test subjects place samples in the provided approved box and deposit in the designated container for same-day shipment to a participating CLIA-certified laboratory partner. Samples will be processed by partner labs within 24Hrs. Secure digital results will be available online within 48 hours of the lab receipt of the sample. Free follow-up Telehealth consultations with an independent, licensed physician will be available for those with positive results.
Availability, Pricing, and How It Works
To access a COVID-19 test, consumers can go to https://c19.auis.edu where they will be directed to complete the mandated CDC screening questionnaire. The test will be available for $189.00 and will be covered and reimbursed by participating insurance carriers.
The testing experience includes:
Overnight sample delivery (a shipping label is included).
Infectious disease sample collection and shipping materials to safely ship your sample, using COVID-19 guidelines set by the CDC and Department of health.
HIPPA compliant private, secure digital results commonly provided to all users within 48 hours.
All users will have telehealth consultation with a state-certified doctor
Results will be communicated to all mandated federal and state reporting agencies.
We are committed to doing everything we can to help stop the spread of Coronavirus.
Stay tuned here for more information.
“As an international institution, AUIS is taking a proactive approach to handling the COVID-19 pandemic. The health and safety of our students, staff, and faculty is our highest priority and we intend to follow the guidelines for safe instruction from the governing authorities at ECFMG, CDC, and WHO.”
ECFMG communication to schools. Changes to Medical School Programs or Policies Resulting from COVID-19
ECFMG|FAIMER We understand that schools may need to make certain temporary accommodations or other changes to your programs. ECFMG|FAIMER policy, a medical school must have a physical campus and conduct its main educational operations in the country where it is recognized. However, in light of the unique circumstances brought about by COVID-19, conducting distance learning classes temporarily will not negatively impact the eligibility of current students for ECFMG Certification.
While the Atlanta Administration building is closed to visitors, the staff is available from home. COVID-19 related questions Email: Covid19@auis.edu To be routed to Debbie, Milo, Rich, Nic
Admissions 1-678-269-4707 Ext 432
Registrar: 1-678-269-4707 Ext 137
Bursar: 1-678-269-4707 Ext 132
More information can also be found in the following downloadable attachments.
Date: Tuesday, April 7th, 2020
Dear Students,
Please note the following.
To all students attending under the Merit Scholarship.
The Merit scholarship will continue to be offered to all incoming and current students during Summer 2020.
Some students currently receiving the scholarship may fail to maintain the minimum GPA required to maintain the award. Given the added stress and emotional demands caused by changes to the AUIS academic program; principally attributable to the global COVID-19 threat impacting Barbados, AUIS school has elected to suspend the minimum Merit Scholarship GPA requirement for the Summer 2020 semester. Students offered the Merit scholarship in the Winter 2020 semester will continue to hold the scholarship in the Summer 2020 semester while they restore their GPA to the minimum maintenance threshold.
Students who fail to restore their GPA will lose their Merit scholarship for Fall 2020.
Students who withdraw from the program will be obligated to pay the full, non-scholarship tuition rate for all semesters completed during Basic Sciences.
Repeating Courses
Students in the Basic Sciences program repeating previously attempted course(s) during Summer 2020 will receive a COVID-19 tuition concession for the semester on a case by case basis. The change will be reflected in their updated invoices at the end of the current semester. Students may contact the bursar’s office to discuss the options available to them.
Library Duties
AUIS will not offer Library assistant positions for the Summer 2020 semester.
Teaching Assistantships
All TA positions will continue to be offered at standard rates of compensation. Eligible students may apply to Campus Registrar beginning April 15th, 2020 until May 12th, 2020, by writing to juliawilliams@auis.edu. TAs will receive up to a maximum of USD$ 300 tuition credit each semester for their services.
Covid19 Response – Basic Sciences Student Instructions 3.30
COVID 19 Response Financial Info for AUIS Basic Sciences Students 4.7.2020
AUIS Basic Sciences Summer 2020 Semester Calendar
Dear Students, The AUIS Curriculum Committee and the Administration of our University are writing to you today to assure you – and reassure you – that AUIS will fully and effectively function during the COVID-19 crisis. We will be prepared, with your collaboration and patience, to remain a completely operational medical university. Your Professors and Instructors and Staff members have almost completely transitioned to online/remote teaching and learning for Basic Medical Sciences and Clinical Sciences in view of the situation. Yes, there are some obstacles and minor problems. However, there will be resolved as they arise. For the moment, it appears that our LMS Canvas, 8×8 cloud-based communicating system, and prerecorded classes are working well thanks to Mr. Kevin Glover and our IT team and the constructive input he has received from the AUIS academic and administrative community.
We will continue as such until further notice. We are currently selecting the best option for remote testing and the optimal schedule of examinations based on recommendations from NBME and AAMC. Online/remote teaching and learning is now widely (indeed globally), accepted as a valid educational technology. We are seizing this opportunity in the face of adversity, to integrate this technology into an already robust and comprehensive medical curriculum. As this situation with COVID-19 evolves, we too will evolve. Intrinsic in this evolution is our ability as an academic medical institution to ‘adapt’ – and adaptation is what drives evolution. Hence, we all must adapt together as an academic community. The AUIS Curriculum Committee in conjunction with our Administration will dedicate a significant effort to ensure that you, our students, continue your education in an effective manner until COVID-19 situation will be completely resolved and we can return to usual live classroom/hospital teaching. That is our priority and, of course, our immediate objective in view of the COVID-19 situation. In summary, the AUIS academic and administrative community will be working hour-by-hour to ensure that this university maintains a high standard of academic excellence.
Sincerely, On behalf of the Curriculum Committee
Dr. Peter Roger (Chair of Curriculum Committee)
Dr. Alexey Podcheko (Dean of Basic Sciences)
CC: D. Lecher (Human Resource Officer and CFO)
O’Dell Leverette (Registrar, AUIS)
Dr. Podcheko (Dean Basic Sciences)
Dr. Penney (Provost)
Julia Williams
Over the weekend, I had the opportunity to read an interesting and thought-provoking article published by Forbes magazine.
The article titled: “The Great Big Lie That Will Destroy Your Career Success”
Was especially relevant considering my familiarity with the topic with reference to my role as provost for AUIS School of Medicine?
We all indulge in “self-talk;” the internal dialogue influenced by our subconscious mind, revealing our thoughts, beliefs, questions, and ideas. Self-talk can be both negative and positive. It can be encouraging and it can be depressing, it also can be truthful and it can take the form of a lie. As the provost, I have interviewed students considering a career in medicine that have been victims of their own self-sabotage. Those who are victims of deluding themselves, chipping away at their self-confidence. Many who desire a different life or career success are doomed by their negative self-talk. Students have confided in me that they don’t have choices and unable to fulfill life-long goals. It is easier to continue to believe they have no choices, rather than believe they are afraid to make the change.
Many students blame their career failures on a lack of choices or options in life. Unfortunately, they remain in jobs and careers because they don’t like the choices they have; more as a result of the potential cost to them, forcing them to leave their “comfort zone.” As a result, the status quo holds and they never experience their dreams and career success.
The Centre for Counselling Addiction Support Alternatives (CASA) is a non-profit, non-governmental (NGO) community-based Substance Abuse Treatment Centre established in 2000 with the purpose of helping individuals and families experiencing substance abuse and related and other problems.
It is a non-residential facility and caters to children, adolescents and adults ages 10 and upwards who are experiencing difficulties with legal drugs such as alcohol and illegal drugs such e.g. marijuana, cocaine or other.
(C.A.S.A) is providing crisis intervention community-based prevention, treatment and rehabilitation to persons experiencing substance abuse and related problems regardless of culture, ethnic origin, religion, age, sexual preference, disability or social status in Barbados.
After the initial visit of CASA headquarters in the last week of January 2020, the Dean of Basic Sciences Dr.Alexey Podcheko invited CASA representatives to meet with AUIS faculty and students. On Feb 5th 2020, representatives of CASA (Ms. J. Maynard – Chairman; Mr. O. Jones; Mr. Smith –Directors of Board of Trustees and Counselors, Volunteers Ms. Omega Cox and Ms. Kimmel Harper) have visited AUIS. After an initial tour of the campus, faculty and SGA representatives had a one hour talk on how AUIS can help CASA . Mr. O.Jones outlined that CASA is looking for:
Pictures: CASA representatives, AUIS professors and SGA representative discussing how AUIS can contribute to CASA.
Teaching for Learning: Implementation of Flipped and Problem Based Learning into AUIS System-Based Curriculum
The Faculty Development Committee of AUIS SOM Barbados conducted a Faculty Development Seminar for AUIS Lecturers and Professors on December 6th, 2019. There were four 45 minutes sessions followed by a short workshop.
The general sessions were conducted by Dr. S. Adlekha, Dr. T. Chadha, Dean of Basic Sciences Dr. A. Podcheko; and the Chief Information Officer of AUIS Mr. Richard Levy. The presenters did a great job and were well prepared. The after session discussions were directed to figure out how to effectively combine PBL, TBL Flipped Classroom learning in a way that would benefit specifically to AUIS students.
The Canvas LMS training session directed by Mr. Bharat Puranam. He demonstrated how to manage more efficiently Canvas Question Banks and how to add external applications to Canvas (Youtube, Screencast Matic, etc.). Thus the faculty development seminar was a real overall value addition for the faculty members and was an academically enriching experience. Link to seminar presentations is here: https://bit.ly/2Ypvgfz
AUIS Administration thanks all members of the AUIS Faculty Affairs Committee for the organization of the event.
The AUIS Medical School Student Government Association held its Holiday Food Drive on Monday, December 2nd, 2019. The event was a huge success and our school raised over 80 items for the Barbados Vagrants and Homeless Society Food Drive. We are hoping to build a better relationship with society and have more opportunities for our students to volunteer with them starting next semester. This will allow our school to become more involved in the local Barbados community and allow our students to become well rounded future physicians. 
Located in the South Part of Barbados, the AUIS School of Medicine is a real melting pot where more than ten languages are spoken and more than 15 countries are represented.
With such diversity, it can be challenging to find just the right event to bring the student community together. Still, the Student Government Association every semester making happen a great potluck party for AUIS students, staff, and faculty. The AUIS multicultural potluck is typically held in the last block of classes with an emphasis on everyone contributing to the event. Students, faculty, staff, and their families are encouraged to bring a favorite dish that represents their culture or is one they enjoy. Past favorites have included curry, rice and beans, spaghetti, lasagna, slow cooker meals, burritos and many other dishes names I cannot pronounce. The Multicultural Potluck is held in the AUIS cafeteria on December 2nd, 2019 that is an essential place for students to meet and exchange news. Great job SGA!
“Suffering has a place only in a world where there is insufficient empathy.”
“No Matter what religion we follow, what politics we support what family we were born into, or where we’ve placed our roots, we all deal with universal problems. Regardless of our differences, we all live our lives around the same questions. How we answer them dictates the choices we’ll make and what kind of person we’ll be from moment to moment. Some answers actually breathe when we inflate them and try to find a pulse, Others seem implausible and yet make a world of sense when we step inside them and wrap them around our circumstances.
And others still can feel absolute for what seems like an eternity until life cross-examines them and reminds us how fragile most answers are.”
As provost and Dean of Clinical Affairs, of the American University Integrative Sciences, I have had the opportunity over the last four years to teach and direct the Advanced Clinical Medicine course, three to four times a year. This one-month intensive course is designed to prepare students for their clinical clerkships and USMLE STEP 2 CS exam. Students that have completed their pre-clinical basic sciences courses taught at AUIS on the island of Barbados return to Atlanta to begin their clinical clerkships. In addition, students from other medical schools that are transferring to AUIS attend the course in preparation for a clerkship.
This year, the November 2019 course was completed the week of Thanksgiving. Each year the Hosea Williams “Feed the Hungry” foundation held at the Georgia World Congress Center sponsors a dinner for the homeless. In addition, attendees have access to clothing, medical check-ups, showers and barber services. Yearly I have witnessed the most frequent station utilized in this event is the “foot washing” station. Many of the homeless have no shoes and at best worn-out shoes. Their feet are often infected, with open sores and dirty reflecting their life on the street. Volunteers from all walks of life, assist in one or more stations.
This year, I had the occasion to have two of our own AUIS medical students attend the event. Nitya Chitravanshi and Swati Patel, both were keen to treat medically attendees requiring medical assistance. During a lull in the patient count, one of our students, Nitya Chitravanshi dawned a plastic apron and gloves and assisted at the foot-washing station. (see video). The other AUIS student Swati, along with medical and pharmacy students from the Morehouse School of Medicine, Emory, and the Philadelphia College of Osteopathic Medicine; addressed the medical needs of participants.
In contemplating a career in medicine, I would encourage any student anticipating applying to medical school to strongly consider AUIS as a strong consideration.
Based on years of reflection in academia, I ruminate as to what type of student AUIS attracts? Those that put service to others before themselves. I believe most physicians are drawn to medicine for the human connection. A basic belief/tenant of life is to improve the condition of others. I have come to learn, that behind every patient lies a story, whether hidden or shared. Physicians have the honor of examining patients not only with their eyes but also with their hearts.
Desmond Tutu echoed this in his quotation; “Do your little bit of good where you are. It’s those little bits of good put together that overwhelm the world.”
It seems AUIS is becoming a hub of inter-medical school cooperation in Barbados.
On Saturday, Nov 9th, 2019, was the first game in what we hope will be a regular event for medical students on the island.
Barbados has one government-supported and at least four private medical schools. Students from different medical schools have very little or no communication. AUIS professors (Dr. Alexey Podcheko and Dr. Peter Rogers) and AUIS Student Government Association (President Sakshi Lakhra) came up with the idea to invite students of other medical schools to participate in a medical Jeopardy game. Game topics were only related to the material students needed to know to pass the medical licensing exams (USMLE STEP1) and essential for their future profession. Ross and AUB students willingly responded to the challenge, but students of UWI and Quenn’s University College of Medicine were quite shy to join the game. Dr. Rogers, Dr. Podcheko, of AUIS and Dr. Hliebov, of Quenn’s University College of Medicine., acted as the vigilant judges of this competition, as well as explaining the answers to the questions between the rounds. AUB got the first place prize (400BBDs), AUIS was rewarded 200 BBDs for coming in second, and Ross placed third. All students enjoyed themselves greatly at this event, and are looking forward to the second run of this game, especially the Ross students, who are eager for revenge. AUIS will be ready to host the next event. Great job, everybody!
For many students, college is the first opportunity for them to live away from home. When making decisions about post-high school education there are factors all students and parents consider. Price is a key one. School reputation another. For some, the distance from home can be a contributing factor. For aspiring medical students, factors that would lead you to explore American medical schools should equally be applied to their investigation of US offshore Medical schools in the Caribbean.
Being close to home and familiar surroundings is, of course, comfortable, but it doesn’t promote growth or expose the student to the diversity that will ultimately shape his/her medical career. US-based medical training in the Caribbean attracts students from around the globe. AUIS is the model of diversity and while learning to save lives and manage wellness on a tropical island can sound like an unrealistic Netflix series, it’s much more realistic and obtainable than it seems. Did you know that medical education in the Caribbean is much more affordable than traditional medical education in the US and Canada? Barbados is home to AUIS’s Island campus. It’s beautiful, truly a Paradise anyone can easily enjoy. The real beauty rest in a demanding and dynamic US Medical curriculum. AUIS is focused on the education of our students first and foremost. However, students and education are more than simply attaining good grades, but learning the value and curative properties of empathy, cultural sensitivity, and the multiple methodologies when treating patients.
An often-overlooked benefit of Caribbean medical school education is the diverse background of faculty and students. With 29% of practicing physicians in the United States and Canada are foreign-trained, diversity sensitivity has become a core component of medical education. Exposure to several cultures broadens understanding patient needs worldwide. This only expands the relevancy that the integrative nature of AUIS, School of Medicine’s academic program offers.
Choosing the Caribbean pathway puts you in command of your medical education. You will learn the medicine of course, but you will also gain the knowledge, empathy, and discipline to treat patients as a whole and truly make a mark on the world through healing. AUIS takes pride in the eagerness to improve daily for ourselves and the physicians we educate. You can learn about our curriculum here. Or schedule a one on one consult with one of our admissions counselors by filling out the form at the link here.
Medical school is hard. So anything that allows a student to retain information better is especially helpful. Note taking is and has been the major way people organize and keep information for the purpose of learning. The following article by Minda Zetlin, is a great guide on how to think about note taking in general. You can find the article at the following link: How to take better notes
In a follow-up to my most recent post, I wanted to bring to the attention of our student body the on-going dialogue and consideration of converting the USMLE exam to a pass/fail score.
As noted in the accompanying viewpoint/opinion article from JAMA: July 19, 2019, “the official purpose of the examination is to assist state authorities in granting medical licenses, but it also reassures various groups ….. that licensed physicians have attained a minimum standard of medical knowledge.”
Currently, these examinations (Step 1, Step2 Clinical Knowledge, and Step 3) are reported in a 3 digit format. As Swalis et al. reports: “The federation of State Medical Boards and National Board of Medical Examiners has released joint preliminary recommendations, which suggest consideration of a move to pass-fail score reporting.”
Of particular importance to our AUIS student body, the article states: “Application inflation is especially prominent for programs evaluating international medical graduates, who fill approximately 20% of position in US residency programs. To manage this volume, program directors use filters in the Electronic Residency Application Service. Filters exclude application below a requested standard, leaving fewer to be evaluated.
Interestingly enough, Swalis states:” the narrow differences in examination scores used by some program to exclude many applicants are arbitrary with neither clinical, nor statistical meaning.”
Changing the USMLE exam to a pass-fail score would require residency program directors to utilize other criteria to adequately assess a student’s candidacy for residency? Swalis rightfully points out, “programs might identify outstanding applicants who would have been overlooked based on a numerical cutoff”
It is well known, that medical students seeking residencies in much sought-after high demand programs are selected based on higher USMLE scores. In particular, neurosurgery, plastic surgery, dermatology, radiology, and emergency medicine are very difficult to match- in because of their popularity.
Of particular concern, Swalis states: “solitary test preparation, which is inconsistent with the important skill of collaborative patient care, can replace class attendance. Some students become isolated from each other and potential faculty mentors. They may focus exclusively on testable material. The stakes could be higher for international medical graduates, who may not match in US-based residency programs without exceptional scores.”
As many of our AUIS students come from backgrounds that are already underrepresented in medicine, potentially resulting in a significant lack of diversity in competitive postgraduate specialties. As reported by Swalis: ”evidence suggests the USMLE may exhibit bias against racial/ethnic minority students, emphasis on USMLE scores during resident selection may contribute to this phenomenon and affect the specialty decisions of medical students from backgrounds that are underrepresented in medicine.”
AUIS students are encouraged to follow the on-going dialogue and be familiar with residency match requirements. In addition, in choosing a residency students should be realistic in their choice selection; based on USMLE scores, GPA, letters of reference, and clerkship performance.
Don W. Penney MD.MSC.FACEP.
Provost, Dean of Clinical Affairs,
AUIS School of Medicine.
Student Body at AUIS, I recently came across an article published by UNDARK, titled:
“A Doctor Shortage is Looming, and a Clinton-Era Policy is partly to Blame.” Authored by Kunal Sindu; dated July 25, 2019.
This essay reminded me of the annual anxiety-provoking event that most senior medical students are facing each year on Match day. Various publications have once again detailed the anticipated doctor shortage by the year 2032. Estimates ranging from 46,000 to 121,900 physicians was quoted by Sindu. The predicted doctor shortage is not the result of the lack of physicians being trained and graduating from medical school; but the limited number of residency positions available to obtain postgraduate training in the U.S. There has been a dramatic increase in the number of osteopathic medical schools opening in the US, a report in US News detailed that a 162% increase in first year enrollment at osteopathic schools is expected between the 2002 and 2020. MD Granting schools anticipate a 29% increase within that same period. Additionally, international foreign medical graduates are also competing for coveted residency positions. To put the numbers into perspective, in 2019 there were 38,376 applicants for 32,194 first year residency positions. There were 5,080 US international medical school graduates (IMG) who entered the match, with 2,997 successfully obtaining a residency match, a rate of 59%. There were 6,869 non-US citizen IMG’s entering the match of which 4,028 matched at a rate of 58.6%. Make note that the AUIS 2018 match rate was 74.2%, out pacing the international school performance rate. Considering all international medical graduates including both US and nonUS citizens; their respective match rate was the highest since 1990 and 1991.
(Source: The Match. National Registry Match Program)
The disproportionate number of doctors graduating from medical school and the limited number of residency positions is the result of a law that was passed by Congress in 1997. The Balanced Budget Act which was revised in 1999 limited Medicare reimbursements to postgraduate institutions, capping the number of medical school graduates training as resident in the U.S. teaching hospitals. The American Medical Association in 1997, prior to the Balanced Budget Act being enacted, supported the reduction of the number of U.S. residency positions by approximately 25 percent. The reasoning, “the United States is on the verge of a serious oversupply of physicians.”
Well known to matriculating medial students, the fact that a medical student can successfully acquire their medical degree, however without a residency; they cannot be licensed to practice medicine within the United States. Unfortunately, each year thousands of residency applicants fail to secure a residency slot. Although the number of residency positions has increased, the number of available residency slots has not paralleled the number of graduating physicians and the need for more physicians to meet U.S. health care needs.
The anticipated doctor shortage is compounded by the fact that the age distribution of physicians has shifted, especially in rural America. The total number of rural physicians from the years 2000 to 2017, grew only 3%, the number of physicians under 50 years of age living in rural areas decreased by 25%. As reported by Skinner et. Al. NEJM. 381;4 July 25, 2019;
“By 2017 more than half of the rural physicians were at least 50 years old, and more than a quarter were at least 60. Twenty percent of the country’s population lives in a rural area, and the ratio of physicians to patients is 1 to 2,500, which means that 60 million people are dealing with the impact of this shortage.”
Historically, rural areas in the United States suffer disproportionately from inadequate access to health care. In 2018, according to the Health Resources and Services Administration (HRSA), 66% of Health Professional Shortage Areas for primary care and 62% of those for mental health were located in rural or partially rural areas of the country. Although there is disagreement about the adequacy of the overall physician supply, there is little disagreement that the uneven distribution of physicians presents serious access problems in many rural areas. Limited access to physicians can reduce access to preventive care and exacerbate unmet health needs, leading to costly hospitalizations and poor health status.
Despite decades of private – public-sector initiatives aimed at increasing physician supply in rural areas, these projections of the rural physician supply are troubling. In 2030, residents of rural areas will have access to one third as many physicians per capita as their suburban and urban counterparts will. Yet rural residents are likely to be older, poorer, and in worse health than city dwellers, with a lower life expectancy, and they are more likely to be uninsured.
Until major changes have been implemented, and as a result of the match being so competitive, students are encouraged to focus on performing well on their USMLE exams, grade point average, performance reviews on clinical rotations and references. In addition, satisfactorily completing the thirteen Entrustable professional activities prior to residency commencement is expected by residency directors.
Don Penney MD.MSC.FACEP.
Source material gathered from:
A Doctor Shortage Is Looming, and a Clinton-Era Policy Is Partly to Blame, – https://undark.org/2019/07/25/looming-doctor-shortage/
Does Parity of Access to Medical Education Opportunity Exist in America Today?
Milo D. Pinckney, CEO, International Education Management Resources (IEMR LLC)
The role of race in any discussion centered upon the subject of parity of access is an acutely sensitive topic in today’s America. Contemporary headlines in almost all subjects appear to have a racial subtext. Our country is economically, racially, socially and politically more divided than in several decades of recent history. Therefore, logic would dictate that this phenomenon should touch the quality of medical education, healthcare, and development of community wellness initiatives.
Students considering a professional life in medicine must be sensitive to the external influences that will almost assuredly challenge their potential attainment of a satisfying career in this most competitive of educational environments, Medicine.
Significant key trends in admissions practices at US medical schools uncovered racial inconsistencies in a 2015 study released by AAMC. As a line of connection may naturally be drawn between the medical school acceptance rate of candidates of color and the access to physicians of color within the nation’s communities of need, this medical school acceptance trend proves to be a pivotal data point for the applicants, undergraduate advisors, medical school admissions committees, medical education policymakers and affected communities who are collectively the key stakeholders in the process.
The 2015 overall medical school acceptance rate was 41.1%. The focus of concern rests in that acceptance rates differed among select racial and ethnic subgroups. Example: White (44%), Asian (42%), and Hispanic or Latino (42%). These applicant groups were noted to have comparatively similar acceptance rates. However, African American or Black applicants had a significantly lower acceptance rate of 34%. This data does not correlate in a linear fashion with the population distribution of qualified applicants. Furthermore, these numbers reflect a widening of the gapelative clinical access within the community, with Black physician practice values reflecting even lower numbers. *(Data provided by AAMC)
The natural question is, Why is this the case?
A contributing element to an answer can be found in the racial distribution statistics of annual student graduations. While its true that the percentages of medical school graduates by race and ethnicity have remained substantially consistent over the measured time from the late 1970’s to the present, Whites (58.8%) and Asians (19.8%) continue to represent the largest proportion of medical school graduates. These two groups constituted more than three-quarters of the aggregate US medical students graduating in 2015. In the same year Whites made up 47.8% of applicants and 51.2% of matriculants and remained the majority group of graduates. The non-majority graduates comprised of 5.7% Black or African Americans and 4.6% Hispanic or Latinos. *(Data provided by AAMC)
So it begs the question, What about all those diversity initiatives that we have all read about?
Naturally, one can see that these numbers are clearly inconsistent and out of line with the nation’s population and the associated racial distribution illustrated below.
| Race and Origin in the US | |
| White alone, percent | 76.5% |
| Black or African American alone, percent | 13.4% |
| American Indian and Alaska Native alone, percent | 1.3% |
| Asian alone, percent | 5.9% |
| Native Hawaiian and Other Pacific Islander alone, percent | 0.2% |
| Two or More Races, percent | 2.7% |
| Hispanic or Latino, percent | 18.3% |
Source:(https://www.census.gov/quickfacts/fact/table/US/PST045218)
Now, I don’t want to limit this discussion to race alone. Physician gender plays as significant a role in clinical outcome as does race and cultural affinity/sensitivity. According to the AAMC, a similar focus has been placed upon gender diversity in medical education. Currently, 39% of full-time faculty are female; however, female faculty from some racial and ethnic minority groups continue to be underrepresented both in academic medicine and clinical practice. Within US medical schools only 4% of full-time faculty identify as Black or African American, Latino or Hispanic, Native American or Alaska Native, or Native Hawaiian or Pacific Islander females. This stark racial and ethnic disparity among full-time faculty is mirrored at the department chair level, with women of color representing only 3% of department chairs in academic medicine. .*(Data provided by USDOE)
So why is any of this really important?
[Excerpted from A Doctor Like Me: Physician-Patient Race-Match and Patient Outcomes, by Andrew J. Hill, Montana State University, Daniel B. Jones, University of Pittsburgh, Lindsey Woodworth, University of South Carolina]. “Despite substantial convergence during the 20th century, there remain notable disparities in health outcomes between blacks and whites in the United States. As of 2011, black life expectancy was approximately four years shorter than white life expectancy (Boustan and Margo, 2014). At the same time, African Americans are dramatically underrepresented in medicine: only four percent of physicians are black. Both phenomena are extremely complex with numerous potential explanations, but their potential link has been highlighted by policymakers and researchers for decades. For instance, in 1985 the U.S. Department of Health and Human Services published The Report of the Secretary’s Task Force on Black and Minority Health, which argued that racially driven disparities in health outcomes should be a national priority while noting that “most minorities receive health care from providers who do not share their own ethnic/cultural background”. The report went on to assert that efforts should be made to improve minority representation in the health profession. The possibility that increased minority representation in medicine may play a role in reducing disparities by allowing for more frequent matching of minority patients with minority physicians. Specifically, we ask: in a hospital setting, does doctor-patient race-match impact patient mortality? The answer to this question is substantively academic. There is no shortage of papers published evidencing a beneficial impact of social, ethnic, cultural and religious influences upon patient clinical outcomes.”
[See:(NBER WORKING PAPER SERIES DOES DIVERSITY MATTER FOR HEALTH? EXPERIMENTAL EVIDENCE FROM OAKLAND Marcella Alsan Owen Garrick Grant C. Graziani
Comparison of Hospital Mortality and Readmission Rates for Medicare Patients Treated by Male vs Female Physicians Yusuke Tsugawa, MD, MPH, PhD, Anupam B. Jena, MD, PhD, Jose F. Figueroa, MD, MPH, E. John Orav, PhD, Daniel M. Blumenthal, MD, MBA, and Ashish K. Jha, MD, MPH
Patient-Physician Racial/Ethnic Concordance and Blood Pressure Control: The Role of Trust and Medication Adherence
Dr. Antoinette Schoenthaler ,corresponding author Dr. Enid Montague, Ms. Linda Baier Manwell, Dr. Roger Brown, Dr. Mark D. Schwartz, and Mark Linzer
Race, Gender, and Partnership in the Patient-Physician Relationship
Lisa Cooper-Patrick, MD, MPH; Joseph J. Gallo, MD, MPH; Junius J. Gonzales, MD; et al]
Considering the near limitless supply of data, speaking to the direct connections between gender, race, culture, religion and patient outcomes, it becomes patently clear that we need to create more physicians that reflect the diversity of our nation and who will practice with a greater sensitivity to the diversity nuances and needs of the communities they are honored with the opportunity to service. But these issues alone are only the beginning of the correction.
A few more progressive domestic institutions within the US are making the early strides to step up to the challenge, by actively seeking applications from a broader more diversified spectrum of students. One example is found in the recent direct affiliation/Matriculation agreements between Texas Wesleyan University (https://txwes.edu/), HBCU, Lincoln University (https://www.lincoln.edu) in Pennsylvania and their mutual partner, American University of Integrative Sciences School of Medicine (https://www.auis.edu).
The partnership between these established US universities and the only Minority-lead medical school in the Caribbean (who’s 20 year tenure has allowed establishment of campuses in the US and Barbados) was crafted as a direct assault upon the racial and gender disparities limiting minority student access to medical education. Only through continuing shared proactive efforts to attract a more diversified student applicants will communities of color realize the access to clinical care that more accurately reflects our nation’s natural diversity.
In speaking with neurosurgeon Dr. Don Penney, Provost of AUIS and Dr. Renu Agnihotri, Acting President of AUIS we have learnt that the school’s commitment to diversity, access, opportunity for the non-traditional student and academic excellence is visibly demonstrated in its 11:1 student : faculty ratio. This is further supported by the school’s aggressive outreach to undergraduate institutions within the US and overseas. According to Dr. Penney, “we have a mandate from AUIS Board of Directors to ensure that our admissions processes are reflective of the population that we are preparing students to serve. Race, gender and the frequently associated economic imbalances cannot be a permitted limiting factor to our students’ attainment of their life goals of becoming physicians”. Dr. Agnihotri shared that in her experience as a female physician of color, she has experienced first hand the challenges her students now face when applying to medical school. “ As a female senior administrator of a medical school I have the unique opportunity to shape academic policy, the practices that will have a corrective influence on community healthcare delivery and the attainment and maintenance of academic equality.” 
The 2020/21 academic years will usher in a new minority student initiative program from AUIS. School senior administrators will be visiting US universities to meet students directly. During their visits they will identify qualifying students for new scholarships and offer active personalized assistance to students seeking careers in medicine. “Look for more available access resulting from these strategic partnerships with domestic US universities from AUIS, as corrective change will only occur from bold actions”, says Dr Agnihotri.
Celebrating my third anniversary as the Provost and Dean of Clinical Affairs of the American University of Integrative Sciences; it gives me great pleasure to outline the school’s accomplishments over my tenure.
Many students approach their consideration of which medical school to attend with consternation. It is understandable that many factors have to be evaluated. It is has become apparent to me, in my many discussions with prospective students, the differences between the approximate 30 Caribbean Medical Schools that are currently in operation is a major issue to discern. From the outset, it has been my goal to establish AUIS as not another Caribbean medical school, but rather an American School operating in the Caribbean. This is supported by the fact, that our administrative offices are in Atlanta, Georgia and that all of our clinical rotations are in the United States or Canada.
AUIS operates under the guidelines established by the American Association of Medical Colleges. It prides itself on being the first to establish itself to implement, Entrustable Professional Activities (EPA) as part of the requirements for graduation with the MD degree. These proficiency’s are requirements dictated by the AAMC for both American and Canadian medical schools. In order to ensure their implementation and completion; they have been incorporated as an a integral part of the undergraduate MD program. In addition, students preparing for the clinical rotations are required to complete a 4 week mandatory course the Advanced Clinical Medicine Course in Atlanta in which I oversee and instruct advanced clinical skills, physical exam assessment, OSCE (Observed Structural Clinical Examination) enhanced by multiple simulations with both standardized patients and simulators.
For those not familiar with OSCE assessment, it is part of the preparation for success on STEP 2 USMLE CS exam, a requirement for medical licensing in the United States. Equally, this form of testing is also a requirement for licensing in Canada. Although the core medical student curriculum has not changed greatly, the structure and make-up of OSCE’s has undergone advancement. Over the past decade, the United States Medical Licensing Exam (USMLE) has changed. Passing scores have increased, partly due to the fact American and Canadian medical schools have implemented OSCE training programs as a core requirement. USA and Canadian medical schools now place a huge emphasis on the clinical OSCE encounters as a way of assessing the clinical competency of future doctors. Success on the USMLE CS exam evaluates not only the candidate’s clinical skills but also humanistic assessment and data gathering. In short, a future doctor’s “bedside manner.”
The following lists the (EPA’s) as a requirement for completion of the MD degree at AUIS. Likewise residency directors expect that all 13 EPA’s have been met prior to graduation with a medical degree.
Entrust-able Professional Activities (EPA)
EPA 1: Gather History and Perform a Physical Exam
EPA 2: Prioritize a differential Diagnosis following a clinical encounter
EPA 3: Recommend and interpret common diagnostic and screening tests
EPA 4: Enter and discuss orders and prescriptions
EPA 5: Document a clinical encounter in the patient record
EPA 6: Provide an Oral Presentation of a Clinical Encounter
EPA 7: Form Clinical Questions and Retrieve Evidence to Advanced Patient Care
EPA 8: Give or Receive a Patient Handover to Transition Care Responsibility
EPA 9: Collaborate as a Member of an Inter-professional Team
EPA 10: Recognize a Patient requiring Urgent or Emergent and Initiate Evaluation Care and Initiate Evaluation and Management
EPA 11: Obtain Informed Consent for Tests and/or Procedures
EPA 12: Perform General Procedures of a Physician
EPA 13: Identify System Failures and Contribute to a Culture of SafetyAnd Improvement
In summary, for prospective students considering applying to medical school, understand that not all medical schools are equal. If the decision is to pursue the MD degree via a Caribbean Medical School, students should be aware and determine that the undergraduate medical education they will receive incorporates AAMC requirements for licensing.
As a physician having practiced medicine for the last 30 years in both Canada and the United States including a 25 year neurosurgical practice and a 30 year emergency medicine practice; I can assure you that AUIS will provide you an education built upon USA/Canadian standards. As Provost and Dean of Clinical Affairs, I have the privilege of currently teaching in two other American Medical Schools concomitant with fulfilling my administrative and teaching roles at AUIS. I can confidently tell you that the standards at AUIS are the same as my USA medical school counterparts.
Students who remain in the deciding phase of which medical schools to attend, please feel free to speak to me directly, if I can be of assistance.
Don W. Penney MD.MSC.FACEP.
Neurological Surgeon
Provost/ Dean Clinical Affairs
AUIS School of Medicine.
This is a common question asked by many a student entertaining the pursuit of a medical degree in the Caribbean. Unfortunately it’s not that easy a question to answer, as a broad many number of variables weigh heavily in the assessment and ultimate decision. The question centers more so around the individual and specific needs of the student in question and less so on the nuances that define the individual institution under consideration. I think a better question to ask is what is the best Caribbean medical school for the student with a particular learning aptitude, taste or desired academic setting?
Let’s provide some background. Since 1974 nearly 31 US-based allopathic curriculum, offshore medical schools have developed within the Caribbean basin Central and South America. This proliferation has been supported by an almost un-ending demand for medical education seats. The demand, almost universally attributable to the US and Canada’s medical education infrastructures complete inability to service the growing deficit; caused by existing physicians retiring out or costing out due to mal-practice insurance premiums.
So how does one choose one institution over the other? The simple facts are that these schools have more in common than differs, yet each individual institution uniquely speaks to a given student demographic with near laser focus upon their particular individual academic interest and histories. One might ask how this is possible given that they are all delivering the same academic program, utilizing substantively the same curriculum and teaching to exactly the same standardized medical board examinations. The answer may surprise you. But before we get to the specific answer let’s look at the schools in groupings of similarity.
The Big Four
Our first group of schools include three of the oldest US-based offshore medical schools and includes one newer but well established institution, who collectively are commonly referred to as the big four. These schools were formed in a period of emergence that took place between 1976 through 1992. More than anything else what has enabled them to outpace their competition in the Caribbean has been there access to US Title IV federally guaranteed educational loans.
(see https://www.denverpost.com/2013/09/10/devry-lures-medical-school-rejects-as-taxpayers-fund-failed-debt/ https://www.ftc.gov/news-events/press-releases/2016/12/devry-university-agrees-100-million-settlement-ftc http://hcrenewal.blogspot.com/2016/01/who-can-you-trust-ftc-charges-devry.html )
4, Saba University located on the Dutch island of Saba was founded in 1992 is a well-respected and well run institution having graduated more than 2500 students since its inception. Saba is operated by investment fund holding company R3 Education that acquired and manages two other for-profit education institutions, medical University of the Americas located in St. Kitts & Nevis and St. Matthews University located in Cayman. R3 education is headquartered in Devens Mass. and led by CEO Steven Rogers. Academically similar to the “Big four “respective ECFMG compliant allopathic curriculum’s and programs targeted at the USMLE standardized board examinations. These next schools are smaller, younger and offer differing educational environments.
The list of Caribbean schools is too large for us to provide a synopsis of each in this article, but we have given you a brief introduction to some of the elements that will help you draw a conclusion as to which best serves your education needs. To see a list visit https://en.wikipedia.org/wiki/List_of_medical_schools_in_the_Caribbean
Many of the schools list the various recognitions and accreditations that they enjoy, but what is the importance of accreditation of an offshore medical school in practical terms? The answer to this question is also subject to opinion. Here are the facts from an historical and present day relevance perspective, I encourage you to make your own interpretation. Historically it did not matter if a school was accredited. Why? You ask, because as long as the school was authorized to sponsor a student to sit the USMLE and that student passed with a competitive score; than they were eligible for residency match. Consequently the only other functional benefit of accreditation was access to US federal loans, which required the participating institution to have a US DOE number; that was issued only to accredited schools. Many will argue that accreditation speaks to a school’s standards of academic excellence, but that is a subjective assessment as well and we are limiting this discussion to the facts. Now, effective 2024 ECFMG has mandated that all schools sponsoring students to sit the USMLE will have to attain accreditation from an approved accrediting body. As a result you can expect that most all of the Caribbean medical schools will be scrambling to comply with this mandate. So should a student exclude a given school from their consideration based upon current accreditation status? I would say no. Here’s why. The baseline of a schools evaluation is in the quality of their academic program, their student’s access to quality clinical rotations, student’s first attempt USMLE pass statistics, their residency match statistics and their alumni review. These are the practical points where the rubber meets the road and where students considering a school should invest their energy getting accurate and detailed answers. A schools eligibility to sponsor a student is predicated on the subject school having the following:
Below I have provided an explanation of exactly who these organizations are and what role they play in the medical education realized by the students of these schools.
WHO: The World Health Organization
FAIMER: Foundation for the Advancement of International Medical Education and Research
FAIMER is a nonprofit organization whose mission is to “support the Educational Commission for Foreign Medical Graduates (ECFMG) as it promotes international health professions education through programmatic and research activities.” These activities include: Creating Educational Opportunities for Health Professions Educators that support the exchange of educational expertise, acquisition of new methodologies in teaching and assessment, and pursuit of advanced degrees in health professions education. Additionally they are responsible for discovering patterns and disseminating knowledge about the relationship between health professions education and health care, and the impact of physician workforce and migration issues on the functioning of health care systems. FAIMER is actively engaged in developing Data Resources to develop and maintain accurate, publicly available information that promotes an understanding of the world’s health professions education systems today, and how they should look tomorrow. Among FAIMER’s data resources is the International Medical Education Directory (IMED), a free web-based listing of medical schools that are recognized by the appropriate government agencies in the countries where the medical schools are located.
CAAM-HP: The Caribbean Accreditation Authority for education in Medicine and other Health Professions
ACCM: Accreditation Commission of Colleges of Medicine
NCFMEA: National Committee on Foreign Medical Education and Accreditation
US-DOE
The primary functions of the Department of Education are to “establish policy for, administer and coordinate most federal assistance to education, collect data on US schools, and to enforce federal educational laws regarding privacy and civil rights
What’s driving the future of international medical education?
Depending upon the statistics presented within whichever article you read, you will learn that America and Canada collectively have a projected physician shortage of nearly 400,000 anticipated by 2025. This is substantiated by a corresponding statistic that speaks to what has already happened in US and Canadian hospitals. In 1997 17.7 % of the physicians practicing in US and Canadian hospitals were identified as being foreign trained or IMG’s. Today that number is 29.2% and is projected to grow at a greater rate than for the 21 year period referenced. Many say that there is a stigma attached to having attended an international medical school. The truth is for a limited factually ignorant subset of the population this is true. What is not widely known is that the greater majority of the Caribbean and central South American medical schools are all American owned and run from US headquarters. These institutions deliver an academic curriculum that mirrors their US institutional counterparts and teaches to exactly the same standardized test sat by all American students. In fact the majority of the offshore schools use the NBME subject shelf examinations within their basic science programs as a USMLE preparatory standard for their students.
Those that snub the IMG have not bothered to observe the real world statistics, which solidly prove otherwise.
Excerpted from 2/17/17 Reuters article (Reuters Health) – U.S. patients may have lower mortality rates if their doctors were trained at foreign medical schools rather than at American universities, a recent study suggests. After accounting for other factors that could contribute to patients’ outcomes, the mortality rate was 5 percent lower for foreign medical graduations. But that’s large enough to impact tens of thousands of patients nationwide.
International medical graduates make up a quarter of the physician workforce in the U.S., the UK, Canada and Australia, researchers note in the BMJ. In the U.S., doctors trained elsewhere treat a far greater proportion of patients in many rural and underserved communities, previous studies have shown.
The research team points out that in order to get a license to practice medicine in the U.S., foreign medical school graduates must pass two examinations that test medical knowledge and one examination that assesses clinical skills, and they must also complete several years of accredited residency training in the U.S.
Researchers examined data for more than 1.2 million hospitalizations handled by general internists at U.S. hospitals and found patients were slightly less likely to die within 30 days after admission if their doctor went to medical school in another country.
As Most students feel that, ideally they would prefer to attend a US or Canadian domestic school. This is understood and requires little explanation. The interesting facts surrounding this is that of those that are academically qualified, only 2 out 11 will gain one of the coveted seats. The remaining nine will be left with the choice to try again next year, where they will be competing with the latest recent undergrads or consider the international option. Don’t be discouraged….! This simplifies the decision tree substantially. As some of these nine students you will have the opportunity to stand out as a top competitors in most any of the Caribbean schools including St Georges, the sector leader.
So, given the projected shortage of physicians and the limited number of available slots in US and Canadian schools, the opportunity for qualified students to attain a quality education is significantly greater within the Caribbean basin. The negatives associated with breaking from the statistical norm are well outpaced by the opportunity to realize your dream of becoming a practicing physician within the US or Canada. You will face obstacles, challenges and an occasional snub from US trained physicians, but you will be every bit their equal and in some cases their superior. The most important point=++= is that you will be a practicing physician, making a difference in the lives of those you touch and provide care to. You will be part of a community that improves lives, communities, economies and the greater world.
Choose wisely
Bridgetown, Barbados, WI. With over 1000 graduates practicing in the US, Canada, and the UK, the American University of Integrative Sciences is one of the oldest overseas medical schools. In May 2017, the University opened its Barbados location.
Immediately after moving to Barbados, the administration of medical school started looking for ways to engage in nationwide campaigns on emergent health issues. According to the report of the Chief Medical Officer, Ministry of Health Barbados, non-communicable diseases (NCDs) is a leading cause of ill-health and death in Barbados’ adult population, and cardiovascular disease (heart attacks and stroke) heads the list.
Dr. Alexey Podcheko, Dean of Basic Sciences at American University of Integrative Sciences (AUIS), “ We knew we wanted to be involved in the community from the outset. We believe it is a key component of the medical education for our students, but also a major part of developing the character required to be a quality physician.”
The Heart and Stroke Foundation of Barbados is a key non-profit organization that is taking the frontier position in the fight against cardio- and cerebrovascular diseases on the island and organizing professional training courses (CPR, BLS, and ACLS for local and regional medical professionals and public). One of the latest initiatives of HSF is the Emergency Cardiac Program. Under this program, Basic Cardiac Life Support (BLS) training and certification are provided to students, and healthcare providers. HSF is a non-governmental organization and receives no funding from the government, the organization is very heavily dependent upon donations to carry out work and relies considerably upon the financial support from individuals and organizations
“Being an active AHA BLS instructor, I attended the ECC instructor meeting and found out that our training center (Heart and Stroke Foundation of Barbados) needed a projector for outside classes”, according to Dr. Tetiana Hliebova, professor at AUIS. Dr. Hliebova continued, “ I realized we had an additional projector being underutilized and proposed to our administration we donate it, thinking it’d be a wonderful opportunity to grew new relationships with local foundations and at the same time continue to get our school involved in the community.”
As a first step in initiating long-term collaboration with HSF, AUIS has with donated an LCD projector which will be utilized by HSF to deliver an Emergency Cardiac Care program outside of the HSF headquarters. In the future, AUIS and HSF aim to engage students of American University of Integrative Sciences in daily volunteer activities with HSF and collaboration in health screening and educational programs and activities in Barbados.
Opened in 1999 as the University of Sint Eustatius School of Medicine, AUIS represented a dynamic collaboration of veteran medical educators experienced in mentoring U.S. and International medical students throughout all phases of education. The school relocated to the island of Sint Maarten in September 2013. In September 2014 American University of Integrative Sciences assumed the charter and legacy of USESOM to assure the continuity of the education for current and future medical students. The new Board of Directors and Administration began a significant improvement initiative to merge state of the art instruction and technology, to develop a more inclusive, global, curriculum to prepare graduates for the future of healthcare delivery. In May 2017, the university opened its Barbados location.
To educate and inspire leadership in health outcome-centric clinical practice by embracing cultural and social accountability and a commitment to the integrative practice of medicine.
June 2018. American University of Integrative Sciences School of Medicine White Coat Ceremony welcomes new medical students!
Bachelor of Science, Clinical Laboratory Science, Dept. Clinical Laboratory Sciences, University of Kansas
Experience: Performing core lab clinical assays in chemistry, hematology, and urinalysis, blood bank testing and blood product handling and dispensing, culture set up, gram stain reading, and serological testing in microbiology. “My White Coat means that I have dedicated my life to the health of my patients and to life long learning”
Dental Hygienist, Hostos Community College, NY.
“Life has had its obstacles, and I have overcome them with faith and perseverance. It is these qualities, as well as my love for learning, which give me the confidence that I will prevail”
Bachelor of Science in Basic Medical Sciences at St. George’s University, Grenada
“I believe that all people irrespective of their identity should be treated with respect and dignity. My motto is to help all those in need and bring a smile to every face. Great deal of volunteering work – brother and I joined a missionary team to Tijuana, Mexico in August 2010 where we built homes and schools to enhance good health and literacy in the local community”
Bachelor of Science in Nursing Degree, Lakehead University School of Nursing.
Registered nurse who provides competent, safe healthcare services by utilizing my education, skills, clinical and work experiences. Reliable, ethical healthcare provider with the ability to stay calm and intervene during crisis, participates in group and educational seminars within the workplace and collaborates in multidisciplinary teams. Proven ability to build positive, holistic relationships with patient, family members, physicians and other medical professionals.
Southwestern Adventist University, Keene, TX, Bachelor’s of Science
“When I realized the vast opportunities that the medical field had to offer, I wanted to be certain that it was truly what I wanted to do. I met a fairly recent medical school graduate who just so happens to be a very close family friend. I reached out to him and he arranged for me to shadow one of his mentors. I became certain this was what I wanted to do. My time with her was a great learning process. I truly believe the role of a physician is very fitting of my skill-set and personality. My inquisitive nature has made me a lifetime learner, and the opportunity to work in different specialties and grow as a healthcare provider is even more appealing to me”.
What is the Best Caribbean School?
AUIS School of Medicine Managing Director, Milo Pinckney, recently wrote an article about the Caribbean medical school competitive environment. The goal of the article is to address and dispel some potential myths often repeated in the medical community about the Caribbean. Reach out to the admissions department to learn more or to schedule a time to speak to Mr. Pinckney.
https://www.iemr.services/what-is-the-best-caribbean-medical
AUIS School of medicine students Matched at prestigious programs across the US and Canada in 2018. We have been matching students in programs since our first class graduated in 2001 and look forward to continuing to deliver the best possible medical education so our student population continue to Match. Many of the instituions below have accepted AUIS students for 5 consecutive years. Shout out to AUIS alums helping to pay it forward! Remember- we are a small community of just under one thousand practicing physicians over nearly 20 years, together we can accomplish great things.
Check out our 2015-2017 Matches Here
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In February of 2018 AUIS and Lincoln signed a Guaranteed Admissions Agreement granting an accelerated admissions process to graduates that met a certain GPA and degree requirement. “The goal of this unique partnership is to create direct access to medical education for students that are truly interested in returning to specific communities to serve an increasingly severe need for healthcare. This relationship acts as a bridge between academic partners meant to reduce hurdles to higher education in often under-served communities,” said Nic Capomacchia, AUIS lead on the project. Read the Press Release below for information on the Agreement and Lincoln’s President’s thoughts or check out the Lincoln University page.
Lincoln University, PA – Lincoln University and American University of Integrative Sciences (AUIS) have entered into a new partnership that creates a path for students interested in pursuing a Doctor of Medicine degree. The Guaranteed Admissions Agreement was signed between the two institutions in February 2018.
Under this new partnership, current Lincoln University students who have completed at least 90 semester credits including required prerequisite coursework for AUIS would be considered for accelerated admissions and potential scholarships. Students’ eligible would have received their undergraduate degree in any of the following Lincoln University programs: biochemistry, molecular biology, biology, chemistry, environmental sciences, general science, health science or nursing within five years prior to matriculation.
Applicants must meet certain GPA requirements and submit two letters of recommendation from faculty members of Lincoln University. Applicants meeting these conditions will be exempted from initial screening at AUIS and will be guaranteed an admissions interview. AUIS School of Medicine Managing Director, Milo Pinckney: “My father was a Lincoln graduate who went on to become a physician. The years he spent at Lincoln gave him the structure and professional network with which to launch his career, something he often recounted to me. This relationship aims to rekindle that memory and push a new generation of learner to the next stages of their professional development.”
“We are all very excited about this new partnership as we continually strive to provide our students with access to programs that help them to fulfill their academic and career goals,” said Dr. Brenda A. Allen, president of Lincoln University.
AUIS School of Medicine is excited to work with Lincoln graduates pursuing medical education. The US needs a diverse medical workforce to maximize patient outcomes and improve overall healthcare delivery. We believe we can be leaders on this front through this unique academic partnership.
The agreement between Lincoln University and AUIS is valid until 2022. More information about the partnership can be found on the AUIS website at https://www.auis.edu/admissions/partnered-institutions
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Founded in 1854, Lincoln University is the country ’s first degree-granting HBCU (Historically Black College and University). Since its beginning, the university has attracted an international student body from around the world. Its most notable alumni include Poet Langston Hughes (’29) and former Associate Justice of the Supreme Court of the United States Thurgood Marshall (’30). The university continues to cultivate leaders and achievers. It offers 2,200 students more than 35 liberal arts and science-based undergraduate programs; graduate programs in business, counseling, education, and human services.
American University of Integrative Sciences is a private for-profit medical school founded in 1999. AUIS provides a medical curriculum based on modern allopathic medicine including classes of disease prevention and health. AUIS is currently is headquartered in Tucker, GA with a campus in Barbados.
Gurneys were being wheeled in and the rhythmic sound of a heart monitor filled the room as nurses prepared a patient for to see a doctor. From gunshot wounds to patients that suffered from schizophrenia, all four beds, commonly known as bays, continued to be filled and replaced by other patients on Tuesday at Philadephia College of Osteopathic Medicine in Suwanee.
While the intensity was real, the outcome was predetermined, as PCOM hosted Trauma Day, which tasked nurses from Georgia Gwinnett College, emergency medical technicians from Gwinnett Technical College and future doctors from PCOM to work together through 24 different scenarios, from getting the patient off the ambulance all the way to the operating room.
Plans for Trauma Day have been going for months, with Michael Sampson, associate professor of family medicine and sports medicine, saying PCOM would be interested in hosting it.
“We love to showcase our campus and simulation room,” Sampson said. “It’s multifaceted with the EMTs for Gwinnett Tech, nurses from GGC and our DOs (doctors of osteopathic medicine) here. And our $3.5 million simulation room can handle all of the stuff going on.”
Previously, the event had been held at GGC and was slated to go to Gwinnett Tech, but plans changed.
“The last time we had Trauma Day over at Georgia Gwinnett College, we put in a plans initially at Gwinnett Tech, but our simulation director recommended we do them here,” Sampson said. “Before he stopped talking, I immediately agreed to do this.”
The 24 simulations that students participated in throughout the day were selected by students seeking their master’s degrees in biomedical sciences. Each simulation tested students from how they interact with a patient to the proper procedure for diagnosing a situation.
For Sampson, the biggest takeaway he wanted PCOM students to get was to make sure they worked with others as a team.
“As physicians, we can do a lot,” he said. “We can’t do it all, and rely on EMTs and nurses to help out. When they go out in the real world, they have the attitude of we’re one big team.”
Alisha Adams, Gwinnett Tech lead instructor for advanced EMT students, said Trauma Day is very important for students.
“It’s critical because our students normally do scenarios in-house with adjuncts they know,” Adams said. “Here, they interact with people that they don’t know and also get debriefed about their patients, something that doesn’t happen.”
The ability to see the entire process from start to finish is something she believes provides value to students.
“It keeps getting better and better each year,” Adams said. “We allow the students to come full circle with the patient process.”
EMTs were required during the process to wheel in patients on gurneys and give the nurses that were waiting in a triage room a basic report on the patient before taking the patient into the simulation room.
The program then transferred to nurses delving deeper into possible issues before the doctors arrived.
“Today has been about looking at three different components of nursing,” said Sharon Grason, GGC director of nursing. “Communication, collaboration and curing are what we we’re looking for today.”
Grason said the more times nursing students are able to have interprofessional interactions, the better clinicians the students become.
Likewise, Sampson said that Trauma Day has become a huge success for all students that participate, and plans on including PCOM’s pharmacy and physical therapy programs.
“They’re afraid of what they don’t know right now,” Sampson said. “But they’re a lot more prepared for situations in the real world compared to those that don’t participate.”
This article was originally published on Gwinnett Daily Post
Ahmmed Ally, M.D., Ph.D., Professor of Physiology and Clinical Medicine, Oleksii Hliebov, M.D., Ph.D., Professor of Pharmacology and Clinical Medicine, Ms. Isabella Powell, a 4th Semester Medical Student, all from American University of Integrative Sciences (AUIS), School of Medicine in Barbados, and Ms. Minori M. Ally, a Pre-Medical student at the Department of Biomedical Sciences, University of Central Florida, USA have recently submitted a chapter to be published in: “Forum Issue for Antioxidants and Redox Signaling on nNOS”. The Chief Editor of the book is Sun (Coco) Yang, B.Pharm, Ph.D, R.Ph, BCPPS from the Chapman University School of Pharmacy, Irvine, CA, USA and the publishing date will be late 2018. The title of the chapter developed by the AUIS team is “Role of Neuronal Nitric Oxide Synthase (nNOS) on Cardiovascular functions in Physiological and Pathophysiological States.”
In this chapter, the authors describe and summarize the role of neuronal nitric oxide synthase (nNOS) on the central nervous system and the cardiovascular system, particularly on the ventrolateral medulla (VLM) and periaqueductal gray matter (PAG), blood vessels, and the heart that are involved in the regulation and control of the cardiovascular system. Furthermore, the authors also review the functional aspects of nNOS during several physiological, pathophysiological, and clinical conditions such as cerebral vascular accidents, hypertension, pain, and exercise. The functional and physiological roles of nNOS are covered at the beginning of this review chapter. The structure, gene, domain, and regulation of nNOS are also discussed. Both inhibitory and excitatory role of nNOS on the sympathetic autonomic nervous system (SANS) and parasympathetic autonomic nervous system (PANS) as mediated via different neurotransmitters/signal transduction processes are explored in the chapter, particularly its effects on the cardiovascular system. Because the VLM plays a crucial function in cardiovascular homeostatic mechanisms, the neuroanatomy and cardiovascular regulation of the VLM have been discussed in conjunction with the actions of nNOS. Thereafter, the authors discuss the up-to-date developments related to the interaction between nNOS and certain cardiovascular diseases like hypertension and stroke. In addition, much focus was directed on the role of nNOS, particularly within the periaqueductal gray matter in cardiovascular regulation and neurotransmission during different types of pain. Finally, the authors discuss the pharmacology of nNOS and the drugs associated with it. Overall, this review chapter focuses on the current understanding of nNOS, and provide further insights on how nNOS modulates, regulates, and controls cardiovascular activity during both physiological, such as exercise, and pathophysiological conditions such as stroke and hypertension.
The use of cellular telephones has grown explosively over the past two decades in the United States. Estimates as high as 300 million wireless subscribers here in the USA alone. Worldwide, there are 5 billion people using cell phones, and many are children and teenagers. Microwave exposure from the use of cellular telephones has been discussed in recent years as a potential risk for brain tumors. Specifically, cellular phones emit radiofrequency nonionizing electromagnetic fields and the brain is the main target organ for the handheld phone held close to the ear. The question as to what the risk of is developing a brain tumor with long term use of cellular phones remains controversial. Studies on both sides of the argument have been published. However, of concern is the issue that children at younger ages are using cell phones and studies to date have not been able to determine the relationship, considering that it may take thirty or forty years of use to establish a clear link. What is known, in 2011 the International Agency for Research on Cancer classified mobile phones for the first time in their “gold-standard” rating system as devices that could possibly cause cancer in humans. Most of the scientific research studies looking for clear link, have been small and with flaws in the design of the study. The Swedish Hardell group published in 2011 a study, suggesting a link between using a mobile phone and a few specific types of brain tumor, particularly in heavier users. The World Health Organization, now lists mobile phone use in the same “carcinogenic hazard” category as lead, engine exhaust and chloroform. CNN has reported that a team of 31 scientists from 14 countries, including the United States, made the decision after reviewing peer-reviewed studies on cell phone safety; they found enough evidence to categorize personal exposure as “possibly carcinogenic to humans.” Dr. Keith Black, chairman of neurology at Cedars-Sinai Medical Center in Los Angeles; has stated that “the biggest problem we have is that we know most environmental factors take several decades of exposure before we really see the consequences.” Dr. Black has gone on to say, that the type of radiation emitted by cell phones is similar to that emitted by a low powered microwave oven, and in simplistic terms it has the same effect on the brain as a microwave has on food. The temporal lobes where memory is stored, are the part of the brain adjacent to the ear, Black has stated that in addition, to brain tumors cell phone use could cause cognitive memory dysfunction as well. 
The European Environmental Agency has encouraged more studies, to further clarify this issue; however, they have reported that cell phones could be as big a public health risk as smoking, asbestos and leaded gasoline. A scientist at a cancer-research institute at the University of Pittsburgh, sent a memo to all employees urging them to limit cell phone use because of a possible risk of cancer. Results from the largest international study on cell phones and cancer released in 2010, showed participants in the study who used a cell phone for 10 years or more had doubled the rate of brain glioma, a type of tumor. Of particular concern, is the fact that children’s skulls and scalp are thinner than adults, so radiation has the potential to penetrate deeper into the brain of young children and young adults. (CNN) In addition, children with growing brains have cells that are rapidly dividing and radiation as a result can have a greater impact.
Despite the fact that there are those who believe that there is a clear relationship between cell phones use and brain tumors, there is a large group who do not support this conjecture. In 2010, a large study of about 59,000 cell phone users, with use times ranging over five to 10 years, indicated no substantial change in brain cancer incidence in these individuals. However, there was some question as to the length of the study? Many scientists feel a 10-year period is too short a period to determine potential detrimental effects.
What I know for sure, is that the jury is not in on this debate. However, I am remined of other controversial scientific issues in the past; Arthur Schoepenhauer, a German philosopher stated; ” All truth passes through three stages, First, it is ridiculed, Second, it is violently opposed, Third, it is accepted as being self-evident. In the interim, until the issue is resolved, I would recommend to use the speaker phone in your car, when using a mobile phone for long periods of time, consider using an ear bud or at a minimum keep the phone a safe distance away from your ear. Lastly, the internet has published lists of cell phones that emit lower doses of radiation.
Don W. Penney MD.MSC.FACEP.
Neurological Surgeon
Provost, AUIS, School of Medicine.
[vc_row][vc_column][vc_column_text]There are powers inside of you which, if you could discover and use,
would make you everything you ever dreamed or imagined you could become.
Orison Sweet Marden
Have you ever questioned, how a group of students entering into a course of study, all on an equal footing, can have differences in outcomes? Specifically, meeting the requirements that the learning institute has set out as requirements for admission. This same group of students are exposed to the same educational platform. Essentially, they are required to attend the lectures in the course given by the same professor, complete all the same assignments, given equal time of study and take the same exams to successfully pass the designated course. Yet despite the commonality of the platform, some students excel, some pass and some fail. One would question possible explanations; is the difference in outcomes a result of different intellectual capacity of each individual student, is it a result of some students working and studying harder than others, or possibly each individual’s test-taking abilities?[/vc_column_text][vc_row_inner][vc_column_inner width=”1/2″][vc_column_text]Cognitive studies have demonstrated the IQ (Intellectual Quotient) does not perfectly measure intellectual ability. Metacognitive research has also shown that people with the same innate or latent ability can potentially have different IQ’s and that some measurement bias exists in the test. Performance has been related to a student’s motivation; wanting to do well on the test and believing the test matters.
In my experience, having worked in multiple higher learning institutions, having pontificated and pondered on the differences in student’s outcomes; it has become apparent to me that one salient differentiator is the students reading ability. Reading does alter the mind, as Gwiazdowski suggested; it allows students to build their crystallized intelligence.[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/2″][vc_single_image image=”44464″ img_size=”full” alignment=”center”][/vc_column_inner][/vc_row_inner][vc_column_text]Crystallized intelligence is all of the factual knowledge, the figures and data, that a person knows. The more you read, the more you are able to add to your bank of information. As a physician, you are expected to have acquired a vast volume of knowledge that has come from years of study, experience and self-directed learning acquired through reading and study.[/vc_column_text][vc_row_inner][vc_column_inner width=”1/2″][vc_column_text]Dr. Cunningham from the University of California, Berkeley has authored, “reading has cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage. These consequences are reciprocal and exponential in nature. Accumulated over time – spiraling either upward or downward, they carry profound implications for the development of a wide range of cognitive capabilities.”
I have come to learn, that on a national basis, the schools with the highest scoring on national exams, such as the USMLE or COMLEX have course requirements related to the course textbook as well as the lectures presented to students.[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/2″][vc_single_image image=”44466″ img_size=”full” alignment=”center”][/vc_column_inner][/vc_row_inner][vc_column_text]When one considers that lectures often presented in power point format are created by professors who determine learning objectives for the lecture and the course. These objectives although well intentioned can be biased, in that the learning objectives may differ from those tested on a national exam? The majority of time, students can pass course exams by studying the power points and handouts distributed by the professor. However, anecdotally, I have learned that performance on these national exams is improved when studying course material, involves not only the lecture materials, such as the power points given in the course, but also studying the chapter(s) in the assigned textbook for the course. National exams are tied to core textbooks for the course, and that students who desire to perform well on these exams should read textbooks on the subject matter being tested.[/vc_column_text][vc_row_inner][vc_column_inner width=”1/2″][vc_single_image image=”44467″ img_size=”full” alignment=”center”][/vc_column_inner][vc_column_inner width=”1/2″][vc_column_text]There is great variation in the manner in which students are taught in undergraduate medical curriculums throughout the country. However, the common denominator for test takers, no matter which curriculum they studied from; is the standard textbooks assigned and utilized.
Bottom line, when preparing for National exams study from the appropriate textbooks for the course materials being tested. For example, anatomical study would be related possibly to Grants, Grays, or Snell’s anatomical textbooks; in addition to lecture notes.[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_column_text]Many students rely on review books such as First Aide, that are summary texts. These books are helpful in providing overviews in high yield topics, however, national exam test questions are not taken from these texts, but the core authorative texts on the subject. Furthermore, cognitive studies have also demonstrated that improvement in outcomes can be enhanced by taking a reading course, that emphasizes speed reading as well as comprehension.
Don Penney MD.
Provost, AUIS School of Medicine.
Dean Clinical Affairs[/vc_column_text][/vc_column][/vc_row]
AUIS’s NORD Chapter launched in late 2017. AUIS School of Medicine student Harjot Randhawa was the catalyst behind this development and is the Founder and first President of this student chapter at AUIS. Below is an excerpt of his comments to AUIs Students and Staff from last year, Stay tuned for Harjot’s published article coming this week.
Dear AUIS,
It is with my great pleasure to inform you that AUIS has been officially accepted as a student chapter by the National Organization of Rare Disorders (NORD). I am ecstatic about this news and I wanted to share it with you all.
I would like to take a moment and express my gratitude. I want to thank Dr. Penney and Dr. Agnihotri for giving me the chance to present this opportunity to AUIS and giving the support that I needed to start this chapter. Mr. Bailey and Mr. Perry, I want to thank you both for your continuous support and help through the process of the application. Ms Garner and Ms. Silva, I want to thank you for the enthusiastic support you provided me in helping establish this student chapter.
Elizabeth Hoey, who is the Manager of Student Initiatives at NORD, is the person who helped me setup the chapter. She has corresponded with me continuously and has expressed her interest in talking with faculty members. In the next coming weeks, she would like to setup a time to have a conference call to get to know us better and answer any questions we might have.
This is a great platform for students and the school. It will provide networking opportunities for students, alumni, and the school to work together with medical and non-medical professionals across the United States. There are plentiful opportunities for students to now work on research databases, do poster presentations at events, conduct events to raise awareness of rare disorders both on the island and at clerkships, and network with residency programs. In addition, students that are part of our school chapter will have exclusive opportunities to rotate at renown hospitals such as the Children’s National Hospital at Washington DC.
The next major event is taking place in Washington DC. The annual Summit in Washington D.C. NORD‘s Rare Disease and Orphan Products Breakthrough Summit addresses major changes to the nation’s healthcare system, and features over 20 speakers from the FDA and more than 80 thought leaders from the patient community and industry. It provides a unique opportunity to hear from the experts and join the conversation on issues of unprecedented importance.
During the Summit, there are opportunities to network with government officials, patient organizations, pharmaceutical companies, medical diagnostic companies, etc. This includes a special event for students held on the night before the Summit.
Again, thank you everyone for your support and I look forward to continue working with you all!
Kind Regards,
Harjot Randhawa
[vc_row][vc_column][vc_row_inner][vc_column_inner width=”1/2″][vc_column_text]The White Coat Ceremony at the American University of Integrative Sciences (AUIS), School of Medicine is an event that marks the official entry of newly admitted students into professional training. During the Ceremony, students receive their first white coats from distinguished faculty, a formal confirmation of the students’ commitment to professionalism, excellence, and compassion as they embark on their medical careers. The keynote speaker of the Winter 2018 ceremony was the Dean of Basic Sciences Dr. Alexey Podcheko. We wished to share the content of his inspirational talk about school goals, student and faculty responsibilities and expectations in coming years.[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/2″][vc_single_image image=”44419″ img_size=”full” alignment=”center”][/vc_column_inner][/vc_row_inner][vc_column_text]“Respective students, faculty, distinguished guests, members of administration. I am truly delighted to share this special evening with you all. It is a great honor for me to present this keynote address to all of you. We are very thankful that students who are expecting to get their white coats today choose AUIS in their journey to become medical professionals. Whether you are starting your first semester here or if it is your second or even third year in this medical school, I congratulate you all![/vc_column_text][vc_row_inner][vc_column_inner width=”1/2″][vc_column_text]Over the next several semesters our goal will be to help you become physicians who are knowledgeable, think critically, work hard and effectively, are able to work in the multidisciplinary teams, and who have an aspiration for life-long learning. Based on my calculations, this is 10th White Coat ceremony of AUIS. The first one was held in Sint Maarten in Fall 2014. In September of 2014 American University of Integrative Sciences assumed the charter and legacy of USEOM to assure the continuity of the education for current and future medical students.[/vc_column_text][/vc_column_inner][vc_column_inner width=”1/2″][vc_single_image image=”44420″ img_size=”full” alignment=”center”][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]With a new Board of Directors and Administration, under the guidance of our President Dr. Renu Agnihotri, we began a significant improvement initiative to merge state of the art instruction and technology and develop a more inclusive and unique curriculum which will make us different from other schools. Changing curriculum is never an easy and simple process. Moving to Barbados in the May of last year allowed us to accelerate curriculum reform which we hope will make our school unique and our students stand out and excel in preparation for US or Canadian medical licensing exams.
One of the most important goals in our school reform is to make sure that AUIS curriculum and learning objectives have met the standards of quality medical education set by the American Association of Medical Colleges and Medical Council of Canada. That is why at the end of last year we applied for accreditation as an educational institute via the Barbados Government and in January 2018 we also applied for accreditation at The Caribbean Accreditation Authority for Education in Medicine and other Health Professions (CAAM-HP). Gaining accreditation by CAAM-HP involves a demanding review process that assessed every facet of the AUIS medical program. This year we are expecting a visit from CAAM-HP which we hope will allow us to obtain initial accreditation status. This accreditation is exclusive to medical schools that meet or exceed the highest industry standards which are almost identical to those set up by AAMC in US and Canada.
Along with accreditation process in this year we are also changing our curriculum from subject based to system based. Another important initiative we are implementing in our Syllabus are the Entrustable Professional Activities. AAMC developed a list of 13 Core Entrustable Professional Activities for Entering Residency that all entering residents should be expected to perform on day 1 of residency without direct supervision regardless of specialty choice. Starting from 2017 AAMC strongly advised implementation of this Core EPA framework as a minimum standard of undergraduate medical education in US Medical Schools.
Starting from this year, ahead of many other Caribbean Medical schools, we are including these thirteen (13) core competencies in our Basic Science and Clinical Medicine programs.
If our students are able to demonstrate these 13 activities at the end of their study at AUIS we can say that our job was well done as teachers. We have another exciting step which widening opportunities for our students. From the year 2018 our students can graduate by passing Canadian MCQEE exams without completion of STEP2 CK and CS and apply directly to Canadian residency match system. As a developing school we have many challenges but with your help and hard work we can achieve our goal of uniqueness. The white coat you will put on today marks the beginning of this journey. Wherever your medical training takes you, wear your white coat and MD in training title with pride and privilege, but most importantly, with humility.”[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_masonry_media_grid style=”load-more” btn_align=”center” grid_id=”vc_gid:1544052881997-fb7a6726-902b-6″ include=”44421,44422,44423,44424,44425,44426,44427,44428,44429,44430,44431,44432,44433,44434,44435,44436,44437,44438,44439,44440,44441,44442,44443,44444,44445,44446,44447,44448,44449,44450,44451,44452,44453,44454,44455,44456,44457,44458,44459,44460,44461,44462″][/vc_column][/vc_row]
From the Desk of Dr. Agnihotri
Small class sizes and a commitment to 11:1 student-faculty ratio makes AUIS School of Medicine’s program truly unique. By allowing greater access to physical resources and learning opportunities, this extraordinary statistic directly translates into several valuable experiences:
Many alumni of USESOM and AUIS are involved in various volunteer efforts around the world. Dr. Tyler Sexton has hyberbaric clinics in Alabama, Mississippi, Georgia, and Florida. He also has clinics on St. Eustatius, Barbados.
Dr. Sexton also participates in medical missions. Summer 2017 he served on a trip to Brazil where they worked in the heart of the Amazon. Thousands were given medical treatment. Other medical missions have been in Brazil (desert and Amazon), Africa to the Soddo Christian Hospital, Grenada, West Indies, Petite Martinique and Carricou.
Dr. Sexton’s medical nonprofit will be returning to the Amazon during June/July of 2018. If you would like more information on how to join this group and offer medical treatment to this underserved population, please contact ggarner@auis.edu and I can put you in touch with Dr. Sexton’s group.
You can find interesting information at https://caribbeanhyperbaricmedicine.com/news/
Barbados is a small island located in the Caribbean Sea, approximately 450 km (280 miles) from Venezuela. The island is well-known among tourists all over the world for its endless white beaches, azure water, traditional carnivals, and historical sights. It also boasts numerous coral reefs such as Bright Ledge, Tropicana and the Farm, with plenty of fish and curious underwater creatures. Night scuba trips, snorkeling adventures with turtles and shipwreck trips are especially popular.
In addition to its developed infrastructure, the island is recognized as one of the best medical tourism destinations and a reputable place for medical education. Its clinics and medical schools, like Queen Elizabeth Hospital or Barbados Fertility Clinic, use cutting edge technology and scientific knowledge to treat cardiovascular disease, cancer and other diseases. For medical studies, students choose American University of Integrative Sciences (AUIS) or Washington University of Barbados. For example, American University of Integrative Sciences (AUIS) offers a basic science curriculum and comprehensive clinical training for international students.
Also known as a diver and photo-enthusiast destination, these are some of the top attractions on Barbados:
It’s a good idea to start exploring Barbados with its capital, Bridgetown. People gather at National Heroes Square to view its three sculptures: a memorial to the Barbados inhabitants, a statue of Horatio Nelson, and a fountain. St. Michael Cathedral, with its arched windows, was made of coral rocks in the 18th century. In Nidhe Israel Synagogue, visitors will see the beautiful handicraft items and ancient tombstones in the nearby cemetery. Parliament Buildings located next to the Constitution River are the symbol of the city’s history from its establishment to independence from the British monarchy. At the Cheapside Market, visitors will discover fresh home-grown fruit and other vegetable specialties. Another perfect spot for sightseeing is Morgan Lewis Sugar Mill; there are live demonstrations of how sugar was made in the 17th century.
Harrison’s Cave is a spectacular place to visit. Scientists began to explore it in the 70s when Ole Sorensen, a speleologist, made its map. Tourists get there on a special tram. It is characterized by stalactites and stalagmites, natural passageways, crystal-clear waterfalls and green pools. These unique formations grew thanks to the calcium-rich water. Some caves are so narrow and small they can only be explored with flashlights on hands and knees. The main area of the cave is named the Great Hall. Another group of strangely formed stalagmites is called the Altar. It’s also possible to hold a business meeting or even a wedding right in the cave.
Explore the history and heritage of the island at the island’s museum situated in the former prison. It contains documents on the coral structure of the island, artifacts of the ancient inhabitants, furniture of plantation houses, historical maps, and a children’s gallery. Researchers can dig into national archives and local library’s books to find out more about the culture and architecture on the island. It also offers public programs, educational island tours and temporary exhibitions.
Located on a hillside, this place can definitely boast of spectacular views and wonders of nature. It has more than 1,000 rare species of tropical trees and famous bearded fig trees (by the way, Barbados means “bearded” in Portuguese). It was established by Iris Bannochie, an outstanding botanist who was awarded several prestigious prizes. It’s also a nice place for relaxing by the pond, and watching flitting hummingbirds monkeys! It’s also a center for learning: gardeners arrive here to start their projects. Visitors can purchase local handicraft and home-made soaps in the Gallery Lounge.
After exploring the museums and historical places of the island, it’s time to relax at the Flower Forest, another natural wonder. Located on the former plantation, it occupies more than 50 acres of evergreen forest and lush tropical plants. Visitors admire its colorful orchids, tall bamboos, spectacular views across the countryside and funny monkeys. In the park, there are also unique plant species such as turquoise Jade Vine, a cat-tail flower, Indonesian Wax Ginger, Heliconia or Macaw palm with spikes. This quiet and peaceful place is ideal for tropical weddings and other special events.
In the following article, we’ll tell about another top 5 interesting sights. Whether you decide to spend a weekend here or get a degree at American University of Integrative Sciences, School of Medicine – Barbados will welcome you with sunbeams, comfortable climate, and flawless beaches.
There are a vast number of reasons why students transfer from other Caribbean Medical Schools and choose AUIS as their final and permanent choice. Most students come to AUIS through other students’ recommendations. We find a student-to-student referral to be the highest form of a compliment to our school; it speaks to our commitment to the quality of education and the attentive service that we provide our students.
As the Director of Student Enrollment and Advisement, I have the fortunate opportunity to get to speak with students each day.
Much of what our students have to say provides consistent messaging: “The staff seems to care.” “You answer your phones.” “Faculty and staff are accessible.” “You make me feel like I matter.” “You give me the confidence to proceed with my studies and fulfill my goal of becoming a physician.”
One of our Clinical Medical students recently shared the following with me. “I chose AUIS because of the flexibility in choosing the time and place of rotations. All the staff, from Registrar to Clinical Department has been extremely supportive. To me, this is more important than any aspect of the program. As IMGs, we will face many hurdles, but to have our university be on our side and help every step of the way to ensure it runs as smoothly as possible is so important. I have found that in AUIS. The staff is kind and helpful and that goes an extremely long way. I also like that AUIS has been implementing changes that make the process of rotations and exam setup easier.”
In addition to the sense of being cared for by staff and faculty, there is a consensus as well on the size of our classes. They really appreciate the small class sizes which allows them to have contact with their professors and offers a more conducive environment for learning. Professors are often seen working with students after hours in the evenings and on Saturdays.
Students are also impressed that we test weekly, they like knowing how they are doing on a regular basis. At AUIS, we have learned that in doing this, students and professors can catch deficiencies early and can focus more to correct them. We are seeing a significant improvement in test scores by implementing this change. Frequent testing acclimates students to testing and reduces test anxiety. In addition, some students have taken advantage of our Assist Program, which is a more individualized provision of academic support.
The students that transfer in as fifth semester students often choose AUIS over other schools for our extensive and high-demand clinical rotations. Our Clinical Medicine Department has worked extensively on expanding our number and the breadth of Rotation Sites that now includes 60 different Clinical affiliations in 22 states. Students have commented on our ability to transition them seamlessly after completing Basic Sciences and passing their Step 1 Exam, immediately into their first clinical clerkship.
We continue to welcome transfer students as they contribute so significantly to the rich fabric of our student body, bringing varied foundational experiences, skills and perspectives to our program. The single question that I keep asking myself as I connect with these students is, “If our transfer students seem to be so happy after they transfer to AUIS, then why didn’t they choose AUIS from the beginning of their medical education?”
Death and the Medical Student
by Michael Bailey
One story that should be on the required reading list of every medical student is Godfather Death by the Brother’s Grimm. For those of you on a study break the link below and five minutes is all you need to agree with me at the conclusion of this article.
http://www.pitt.edu/~dash/grimm044.html
If you trust this humble narrator’s spoiler free interpretation of the tale please read on.
Written in 1857 Godfather Death was included in a collection of fairytales read by parents to children huddled in their beds at night to lull them to sleep. Given that life was pretty harsh, wolves still roamed the countryside, and the average age of death was in the mid-thirties, there probably wasn’t much that scared little children then.
A man chooses Death to be the Godfather of his thirteenth son due to Death’s unbiased methodology in selecting those to take the eternal dirt nap. The boy grows up to be a world famous physician capable of diagnosing people at only a glance, and curing them, if they could be cured, with a special herb. Death’s only instruction to his godson was that when he (Death) was at their feet they were not be cured.
I won’t spoil the story for those who haven’t read it, but given that this is from the authors who brought us Hansel and Gretel and tons of other stories where children get eaten it can’t end well. From this story however; comes a fundamental truth all medical students should consider when their hearts and hands are reaching out to a patient.
You simply cannot cheat death.
When it’s their time, when it’s your time, it is simply time. Every physician you will encounter during your clerkships, and residency will tell you a story about a man who walked away from a car crash at a dynamite factory without a scratch, and also about woman who died from a splinter, or some equivalent.
Many of you come to the field with the intent of helping your fellow humans, but not everyone can be cured. A great deal of what you do, no matter how futile it seems when staring in the face of something like cancer, may simply be to provide the needed comfort and dignity that results from good medical care.
Admissions essays from medical students everywhere are full of personal accounts where future doctors were forever changed by the suffering of a friend or loved one, and called to the profession to help those in need. Psychologically we cope with, and are driven by these losses to transform ourselves from someone who once watched helplessly, into someone who can snatch these people from the jaws of death and suffering. You will be this savior, but not always.
In the 1993 comedy Groundhog Day weatherman Phil Connors, played brilliantly by Bill Murray, is given the ability to relive the same day over and over again. He stumbles upon a sick old man who dies after Phil brings him to a hospital. With the power to relive the day Phil meets the old man at an earlier time and does everything he can to avoid his death to no avail.
“Sometimes people just die,” the nurse wisely states. Here is the two minute scene from the film.
https://www.youtube.com/watch?v=6mKpGmdmvtk
To the scientists; senescence is inevitable.
To the truly wise; “to everything there is a season.”
People will die and be born all in the same building. Never let the sadness of one rob you of the joy of another. Never let the joy of one make you forget the passing of another. Most importantly, never let the loss of one discourage you from saving and helping the next.
Isabella Powell, a third year AUIS medical student, exemplifies the character and spirit of AUIS School of Medicine. After the devastation caused by Hurricane Irma, Isabella sought out fellow medical students from medical colleges affected by the storm. Fortunately, AUIS students were safe on Barbados.
Isabella also participated in clean-up efforts after 2005 Hurricane Katrina. AUIS CEO, Milo Pinckney, was actively involved in a huge humanitarian effort after Katrina. He founded Operation Brother’s Keepers and enlisted assistance from fellow pilots who flew missions that evacuated 750 families, flew in 150 physicians, and delivered 12 tons of medical supplies for Katrina victims. This was accomplished in only 14 days. All supplies and services were donated as a rapid response to a critical need.
After an email from Isabella, Mr. Pinckney and other management team members immediately began the AUIS response to Irma. The Hurricane Irma Education Relief Response which offers all first and second year medical school students who transfer to claim full tuition paid to their affected medical schools as payment of their tuition to AUIS! Isabella’s caring response triggered this generous offer from AUIS School of Medicine.
This is only a small demonstration of the humanitarian work by AUIS School of Medicine with participation in free health clinics, working with patients to diagnose and treat chronic conditions such as high blood pressure and diabetes, hosting a chapter of NORD to conduct research on orphan diseases, offering classes to assist students from all medical schools as they prepare for USMLE exams, and much more. AUIS is constantly looking for ways to assist medical schools and the communities they serve.
Isabella stated, “I am still as pleased with the curriculum and environment at AUIS as when I began two semesters ago. I have chosen to take on the accelerated track and I am still doing well in my course work. I am very thankful that you helped me make the life-changing decision to start my education here at AUIS. This is an incredibly rewarding educational experience.”
Isabella is a transfer student from another Caribbean medical school. After seeing the damage done by Hurricane Irma, she presented a glowing referral for a fellow student from that institution and said her friend is a brilliant medical student who feels underserved by the academic environment at his current medical school and he is also currently being affected by the damage done by Hurricane Irma which has had a terrible effect on the islands of Saba, Anguilla, and St. Maarten.” In conclusion she states, “I recommend acceptance into the Basic Sciences program at AUIS so that he may get the education he truly deserves and flourish as a physician who will positively impact this beautiful Earth.”
Isabella Powell, thank you for recognizing the value of the education offered at AUIS School of Medicine and for being a shining example of the type of physicians we are training at AUIS. Thank you for being the catalyst for the AUIS response to medical school students affected by Hurricane Irma. Thank you for your participation in the humanitarian works performed by AUIS on a daily basis. You and all AUIS School of Medicine students and graduates represent the future of medicine envisioned by AUIS.
To learn more about AUIS School of Medicine visit our website at www.auis.edu or call the Admissions Department at 678-269-4707. To learn more about the AUIS School of Medicine Hurricane Irma Education Response call 770-406-1129 or visit https://www.auis.edu/extras/hardship.html.
As many of you know, AOA and ACGME are merging to form a single graduate medical education group known as the SAS or single accreditation system. Though consternation with the change has been expressed by both sides to date, the general opinion is that this change is great for graduate medical education on the whole and should allow a more streamlined and cohesive delivery of education and will promote improved health and health care for the publicby enhancing the education of all physicians.
The AOA, representing Doctor of Osteopathy programs, has been in negotiation with the ACGME for about a decade about potentially becoming an ACGME member organization. In early 2015, the discussions reached their climax and the structure of the combined Match was agreed upon. Two years in there are still questions to be answered, but a large share of DO programs have already applied for recognition and had their site visits. By 2020, the transition is expected to be complete. The overarching theme is to create one accreditation system to ensure a consistent method of evaluating residencies and expand the types of training available to both DO’s and MD’s. Osteopathic programs may maintain their current training onosteopathic manipulative treatment by applying for “recognition” as they apply for ACGME recognition. The biggest concern on the national level with this is some programs may not meet these new requirements and face closure- right at a time when the US is expected to face a physician crunch.
Because of the nature of the change, with the AOA folding under the ACGME, there is currently a potential negative impact on MD students before 2020. Currently DO students can apply to ACGME or what were formally MD-only programs while MD’s cannot currently apply to DO programs that have not yet achieved accreditation. This means ACGME programs can pick the top from both MD and DO schools while AOA programs can only take in DO graduates.
While this is a tough transition for IMG’s now, we will cover in our next article why the transition is potentially a great thing for AUIS students looking to Match in 2020 and beyond.
Curriculum Change
Dr. Don Penney, Dean of Clinical Affairs, has compiled a reservoir of excellent reading materials available to all clinical students. This required reading material will advance student’s knowledge base and essentially prepare all students for their USMLE Step 2 CS and CK exams. I highly encourage each clinical student to take advantage of the material. If you do not have access to the content, please contact me via email at tperry@auis.edu.
This informational message will cover the following important topics relevant to your ERAS application:
Submitting Support Documents Now
ERAS Support Services at ECFMG strongly recommends that all supporting documents be submitted electronically by one of the available methods listed on the ERAS website, no later than September 1st in order to be transmitted to programs on September 15th.
Documents submitted by your institution on behalf of your students via the ECFMG Medical School Web Portal (EMSWP) will be processed and transmitted within two business days.
Please note: There is no deadline to submit documents – we will continue to process documents throughout the entire application season, and your application documents can be added even after you have applied to programs. However, programs do set their own individual deadlines for receiving applications and supporting documents. Please research this information before applying to programs.
ERAS application fees are based on the number of programs applied to per specialty. Please review these fees carefully as you decide which and how many programs to which you will apply.
Here is the schedule of fees (based on the number of programs per specialty).
Up to 10 – $99
11 to 20 – $13 each
21 to 30 – $17 each
31 or more – $26 each
MyERAS automatically calculates your fees and you can pay online using Visa or MasterCard.
For examples on how these fees are calculated please use the link provided.
USMLE Transcript Requests for State Medical Boards
ECFMG does not provide USMLE transcripts to state medical boards or other licensing authorities. If you want your USMLE transcript sent to a state medical board, you must contact the FSMB USMLE Customer Support at:
Phone: (817) 868-4041
Email: usmle@fsmb.org
The FSMB website at www.fsmb.org
To provide your ECFMG certification status to these entities, you should contact ECFMG’s Certification Verification Service at(215) 386-5900 or visit www.ecfmg.org/cvs.
You have your Comp exam coming up. You’re a nervous wreck. You’ve put in over 56+ hrs. this week alone. Yet you still get the feeling you are forgetting questions and concepts or you are simply looking at material that you feel like you have never seen before. Many students have fallen into this rut time and time again. How can I properly prepare for this exam without burning myself out?
These are just some tips that can be done to get the most out of preparing for your exams.
Author: Dr. Alexey Podcheko MD, PhD, Professor of Pathology American University of Integrative Sciences
Pathology is the study of causes, mechanisms and the processes of diagnosing diseases. In my opinion, this is one of the most important courses you will take in the second year of medical school as the content of this subject is heavily tested on the board exams. From my personal anecdotal experience, nearly 60-70% of the questions on the USMLE STEP 1 and STEP 2 CK can easily be answered if you have a solid knowledge of this subject, and this subject only! Beyond my anecdotal experience, I gleaned additional confirmation to this fact a few months ago as I analyzed the score reports of 60+ students who passed or failed the CBSE (comp exam) on the first attempt.
The most obvious difference between those two cohorts (at minimum, a multiple of five) was in the ability to answer Pathology questions. To say it in simple words -most of these students failed the CBSE because they did not retain enough Pathology knowledge!
Pathology is a high-volume course that progresses and builds on complex concepts with a lot of information that requires knowledge of terminology and factoids (e.g. oncomarkers, oncogenes, mediators of inflammation, classifications of diseases, etc) There are a plethora of resources to study Pathology, but the best first step is to identify those resources which will provide you personally with the best “retain information/time spent” ratio.
For many of you the “spaced repetition” approach of Firecracker can significantly improve your Pathology scores. Research has shown that repeated testing and active recall of information using a spaced review system can help you learn 10 – 50 times faster than conventional methods. Now, allow me to provide some tips on how to use Firecracker and this spaced repetition approach while you are taking a Pathology course.
Remember that due to the volume of the material the course is divided in two parts: General and Organ System Based portions. Hence, Pathology is taught for two semesters. Should you wait until you complete a full course of Pathology to start using Firecracker? Definitely not! Start as soon as you are able to get access to Firecracker and set up your account. After logging in and getting ready to utilize Firecracker for first time, the most important thing to do is to align Firecracker question topics and cases with your Pathology Syllabus. Here, “to align” means that you need be wise when you are selecting topics for your daily reviews and setting level or importance (i.e. urgent, current) to the selected topics.
Below are my suggestions on how to do this for both parts of our Pathology course (General and System Organ).
You have most likely been using Firecracker for a while and have selected some topics for study. For the time being, it is better to unmark those topics in order not to get confused while you are concentrating on the Pathology material. To do that just select the left bar “Study something specific” then “Manage Marks” (see picture below) and change all marked topics to unmarked.
As the next step you will need to select specific Pathology topics for study. To save your time I have prepared a table (click here to download the table on your laptop) which will help you to align Pathology course material and Firecracker questions. How to use this table? Here are the steps:
Step 1: Download the table to your computer. In the left column of the table I placed topics of Pathology course. Find in that column the topic which was taught today.
Step 2: In the middle and right column find topics you need to select for self-study in the Firecracker.
Step 3: Open the Firecracker. Select “Study Something Specific” from the left bar of Firecracker main page. Use navigation through categories and subcategories of Subjects or just type in the search content of 3rd column of the table and select as “Urgent” topics you are studying now. Select as “Current” topics you have studied in this block. Select as “Past” topics from previous blocks.
For example, you are had covered in the class today apoptosis. According to the table I have prepared, you need to paste into search “Apoptosis” and select from multiple topics the following topic: Basic Sciences > Pathology > Responses to Injury >Apoptosis .
Mark “Basic Sciences > Pathology > Responses to Injury >Apoptosis” as urgent:
Proceed with selection of other topics from the same block as “Current”, for example mark “Organ Systems > Neurology > Pathology > Stroke” as “Current”:
Do the same for all other topics which you covered in the current block of classes.
Last couple of tips.
1. Please keep in mind that “Firecracker” has 2 types of questions “open-end” and MCQs. If you select “Review Questions” (see picture below) you will be reviewing mostly open end questions (aka flash cards), but if you select “Solve Cases” you will be able to review MCQs.
2. Please keep in mind that you need to keep updating your list of topics and levels of priority for topics on weekly basis or sometimes even more frequently!
Enjoy and I wish you success in your preparations for Step 1.
Many students studying at the doctoral or post graduate level demonstrate an academic proficiency which has contributed to their continued success and academic performance. Students develop and refine personalized study habits to meet the challenge of retaining new material.
Beneath the stacks of index cards and dry highlighter pens are pieces of core foundational knowledge and tools to be periodically revisited. Just like complex medical terms all derive from Latin root words, modern academic success techniques derive from time tested fundamentals.
Here are three to ponder before the big exam:
1. Repetition works. That’s right repetition works. Repetition does what? Whether it’s verbally aloud so people wonder who that crazy medical student is talking to, or written down; repetition facilitates the transfer of knowledge to both your short, and long term memory. According to a 2016 study children were are able to learn novel words for objects when they were repeated in successive sentences, and through the application of consistent repetition exercises (Repetition across successive sentences facilitates young children’s word learning. Schwab, Jessica F.; Lew-Williams, Casey
Developmental Psychology, Vol 52(6), Jun 2016, 879-886). Remember when you first heard the word Pseudopseudohypoparathyroidism? We bet you do.
2. Keep a list. As medical students you are most likely balancing a demanding academic and social workload in a small apartment, behind a wall of textbooks, over a romantic dinner for one of day old pizza. The culmination of study material, test dates, and assignment deadlines promotes the anxiety response prompting us to action. When these things are not organized in a manageable format we can become overwhelmed or miss important deadlines further compounding our stress. Psychiatrist Carrie Barron wrote guess what…a list of why lists are important. Benefits of lists range from determining clear courses of action, selection and prioritizing of tasks, to combating avoidance (How Making Lists Can Quell Anxiety and Breed Creativity, Psychology Today; https://www.psychologytoday.com/blog/the-creativity-cure/201403/how-making-lists-can-quell-anxiety-and-breed-creativity).
3. Show Up. Yes the most important technique for academic success is the most obvious, but also one of the least applied. Sure it’s tough to roll out of bed after an exciting all night microbiology study session, but not showing up to class on-time means that you will miss the valuable material provided by the instructor. Downloading lecture slides does not include any valuable question and answer exchanges where application of concepts are discussed, nor does it allow you to present your own questions to further your understanding of material and facilitate engaging discussion. A top characteristic listed by employers as highly sought in candidates is dependability (Fallon, Nicole. The personality traits that will get you hired. Forbes, 2014; http://www.businessnewsdaily.com/7950-personality-traits-hired.html). An employer, just like an instructor, or Residency Director expects that you will be present and do what is required. When you smiling, punctual face becomes a regular fixture in class or on a clinical site it is a testament to your dependability which may make coveted letters of recommendation easy to write.
Before nailing the door to your study space shut, or juicing your textbooks for consumption, remember that all new and novel study skills stem from a few simple and proven techniques that when applied, will significantly improve your time and material management. A well prepared student attends classes and clerkships regularly, lists and prioritizes their goals, and repeats the major muscles of the back including origins and REPLACEions before going to sleep.
1. Learn how to be organized
2. Figure out how you learn best
If what you’re doing isn’t working, don’t be afraid to try a different method.
3. Create a study schedule
Never cram. If you keep to your schedule, this won’t be an issue
4. Prepare for the boards and for the application process
5. Be professional
6. Ask for guidance
7. Find a tutor
8. Keep your body healthy
9. Recognize the difference between stress and depression
AUIS has finalized an agreement with Firecracker this week to deliver reduced price access to Firecracker USMLE Step 2 High-Yield and Clerkship Review for MD3 and MD4 students. This learning resource is part of AUIS’s continued commitment to improving USMLE Step 2 support for students, which, along with the Clinical Compendium of Readings brought to you by your Clinical Dean, Dr. Penney, should help to improve Step 2 CK preparation. The Clerkships resource on Firecracker has individual programs on all six core rotations, plus Emergency Medicine and an upcoming Neurology program.
These platforms should provide a solid basis from which to prepare for your NBME clinical rotation exams.
Clinical students should begin looking for electives during the 3rd-year of their clinical program. Elective sites that students may apply to fill up rather swiftly. Many sites have filled all possible slots for electives at the beginning of the year. Therefore, students should begin researching possible options and sites, keeping in mind the specialty of choice they’d like to consider for residency. Students are highly encouraged to select two specialties and pursue options for electives in both areas to gain as much experience as possible in preparation for residency. “Audition” electives or application-based electives are a great benefit to any student who is accepted into their elective program. However, there is work required by the student as well as the Clinical Department. To increase chances for acceptance into these programs, it would be in the best interest of the student to begin these processes at least one year before the preferred start date. When researching elective opportunities, please pursue sites that are IMG friendly and do not require that you apply via the VSAS (Visiting Student Application Service) to increase your chances of acceptance as well.
Ultimately, students want to invest their time in sites they would consider for residency and at sites that have proven to be beneficial for IMG students. It pays to develop relationships with current residents and program directors within a residency program. Networking is an essential trait and tool to utilize in Clinicals because while you as a student may have met the requirements of a given program, the relationships you have established through networking will prove to be very beneficial for you when it comes time to apply for a residency position. Therefore, invest time into researching elective opportunities at sites that will pay off in the long run. However, don’t feel defeated if, by chance you are not accepted, the clinical department has resources available as well to ensure your placement. In the event, you have questions regarding this blog, feel free to contact me via email or phone.
Technology has exploded and provided us access to more information than ever before, requiring us to scrutinize the information that we find and assess whether or not our sources have provided us with good versus poor quality information. The clinical questions need to be directly relevant to the patient’s problem and phrased in specific way to facilitate the search process. The PICO format of questions (where P stands for Population, I-Intervention, C-Comparison and O-Outcome) makes this process easier.
PICO – is a mnemonic for the important parts of well-build clinical question. Formulating a question in this manner not only allows you and your patient to specify upfront what is important but also helps formulate the search strategy by identifying most important or core concepts that need to be in article.
P – Patient or Problem vs Population
This part should answer the question: “How would you describe a group of patients, similar to yours?”, or “What are the most important characteristics of the patient?”. In other way, during your search ask yourself: “Am I interested in specific age cohort (eg. age margin, children, adults etc.) or health cohort (eg. healthy, diabetic, with myocardial infarction etc.)?” Specify or address your question to the specific problem or specific condition or set of circumstances!
I – Intervention, Exposure, Prognostic Factor
What main intervention are you considering? What do you want to do with this patient? During search process, you can ask about exposure to certain conditions or risk behavior, specific diagnostic tool or procedure, specific drug or procedural intervention.
C – Comparison
We should compare our results with others and for medical search we ca try to ask the questions about the main alternative for treatment or procedural intervention, alternative diagnostic tool or alternative treatment (drug).
O – Outcome
What are you trying to accomplish, measure, improve or affect? In this section during search we should ask about future management or/and development of the disease, effective diagnosis of condition or about prevention of the disease. Please note, we should clarify what we want to know, and then it will be much easier to find an answer!
Lying” is a broad category of deceptive behaviors encompassing everything from “little white lies” to criminal fraud. While society sends mixed signals about the acceptability of lying in social or business contexts, “lie-detection” remains a focus during police investigations.
Increased cortical activity (cognitive load) while lying has been detected using fMRI.1,2 But, increased cognitive load engendered when explaining a difficult truth isn’t distinguishable by fMRI from increased cognitive load due to creation and maintenance of deception3.
Lying has been associated with the behavioral “dark triad” of Machavellianism, psychopathy, & Narcissism, because those personalities use deception and manipulation to achieve their goals. However, dark triad-tendencies, alone, can’t confer success in deception. Instead, successful liars are practiced liars.4
Into this caldron of complex behaviors and social attitudes Duran and Fusaroli have released their most recent research, “Conversing with a devil’s advocate: Interpersonal coordination in deception and disagreement,” (PLOS One, June 2, 2017), a scientific evaluation of the interpersonal coordination of body language (synchronicity) during deceptive vs. non-deceptive conversations.
In their research, Duran and Fusaroli used a series of sophisticated computer-based methods for a remarkably unbiased digital analysis of audio and video recordings that were used to detect interpersonal synchronicity in speech and movement between participants involved in deceptive vs. non-deceptive conversations.5
Interpersonal synchronicity refers to entrainment of movements, breathing, turn-taking, re-use of each other’s words, and development of shared routines. These activities are known to stimulate mirror systems in the brain of the observing individual who responds with increased understanding, prosocial behavior, and tendency to like/trust the observed (mirroring) individual.6
Duran and Fusaroli analyzed interpersonal synchronicity during conversations under four conditions:
1) deceptive conversations where one party pretends agreement with a naive partner
2) deceptive conversations where one party pretends disagreement with a naive partner
3) non-deceptive conversations where one party honestly disagrees with a naive partner
4) non-deceptive conversations where one party honestly agrees with the naive partner. Statistical analyses involved multiple-regression modeling with 5-fold cross-validation procedures.
Duran and Fusaroli’s results were enlightening: Interpersonal synchronicity was greater during agreement-conversations, regardless of honesty. However, during disagreement-conversations, interpersonal synchronicity was significantly greater in dishonest conversations than in honest conversations. This suggests liars use the body language of mirroring/synchronicity for deception.5
1.Volz, K.G., Vogeley, K., Tittgemeyer, M., von Cramon, D.Y. & Sutter, M. The neural basis of deception in strategic interactions. Frontiers in Behavioral Neuroscience 9, 27 (2015).
2.Ofen, N., Whitfield-Gabrieli, S., Chai, X.J., Schwarzlose, R.F. & Gabrieli, J.D.E. Neural correlates of deception: lying about past events and personal beliefs. Social Cognitive and Affective Neuroscience 12, 116-127 (2017).
3.Burgoon, J.K. When is Deceptive Message Production More Effortful than Truth-Telling? A Baker’s Dozen of Moderators. Frontiers in Psychology 6, 1965 (2015).
4.Wright, G.R.T., Berry, C.J., Catmur, C. & Bird, G. Good Liars Are Neither ‘Dark’ Nor Self-Deceptive. PLoS ONE 10, e0127315 (2015).
5.Duran, N.D. & Fusaroli, R. Conversing with a devil’s advocate: Interpersonal coordination in deception and disagreement. PLoS ONE 12, e0178140 (2017).
6.Frith, C.D. & Singer, T. The role of social cognition in decision making. Philosophical Transactions of the Royal Society B: Biological Sciences 363, 3875-3886 (2008).
Attention Deficit Hyperactivity Disorder (ADHD) is a polyetiological mental disorder which usually manifests in childhood. It is classically diagnosed using a triad of symptoms – inattention, hyperactivity and impulsivity. The course of this disorder is chronic, and its manifestations influence the level of social adaptive behavior throughout life. Recent scientific research of ADHD has revealed a biological basis of this disease such as different variants of genetic polymorphism, morphofunctional features of the brain and polymorphism of the neurotransmission of the thalamo-cortical tract and basal ganglia.
In early childhood, ADHD strongly correlates with psychological trauma, and at school age patients show poor academic performance, antisocial behavior, early alcohol and drug abuse.In adults, ADHD is associated with professional and family problems, dependent forms of behavior and domestic offenses.
According to statistics, about 5% of all children in the world suffer from ADHD. In 30-70% of children clinical manifestations persist after they become adults. Some people who were not diagnosed with ADHD at a young age, can show attention disorders and impulsivity. Majority of adults do not recognize ADHD symptoms in themselves and might be unaware why they cannot achieve their goals.
ADHD in adults may have different clinical manifestations than those in children. One of the most prominent signs is inability to fit the schedules and deadlines – patients are disorganized and unable to plan their time. Adults suffering from ADHD often have problem with self-control, which is usually associated with difficulties in anger management and results in episodes of impulsive behavior. Some patients can be fixed on unimportant details and show hyperattention.
How effective are medications in the treatment of ADHD? Psychostimulants and antiepileptic drugs are widely used in a management of this disorder in adult patients. In the child psychiatry norepinephrine reuptake inhibitors and -agonists are more preferred. Along with pharmacological treatment with psychostimulants, adults with ADHD need special psychological support (counseling). Psychological counseling should be focused on formation of positive behaviors, support of positive family relationships, and improvement of social skills.
The most rational way of management of children with ADHD is to conduct psychosocial trainings for their parents and teachers. That can improve the effectiveness of child’s behavior and control. If you or a loved one is struggling and think ADHD may play a role, please reach out to an AUIS doctor for more information.
Discipline is vital in medical school where you feel like there aren’t enough hours in a day. The more discipline you use day-to-day, the easier life becomes. Difficult tasks aren’t as difficult when you have self-control and restraint. Creating a schedule for each day will translate into an easier time maintaining good study habits, healthy eating, and an appropriate sleep schedule.
Med school requires absorbing large amounts of information quickly, and learning how to analyze and retain key information is an essential skill to prepare for medical school. Finding a tutor or study group can be a great help in starting to learn new information and can also be a big part of the student experience.
Meeting people in your field can be helpful in obtaining clerkships in the future. You may be able to request an information Interview or a shadow with doctors you have networked with prior to beginning your clinical rotations. This can help you figure out which specialties you think you might be interested in.
Ask as many questions as you can! You have so much time to pick the brains of your professors in school so make sure you take advantage of your time with them. Build relationships with your professors, they want to help you but you have to show them you are willing to learn.
Don’t forget to take some down time. Read a book for leisure, go out to eat, go to a spa, or find a hobby. Make time for things that you enjoy. Try to have fun with the people around you and reach out for help if you’re ever in a bad place. Remember you can only be a physician and take care of patients if you first take care of yourself!
While attending medical school, one of the most important issues to address will be your financial plan. Financial support through non-traditional financial aid structures will at times seem daunting and almost alien relative to your student loan experiences as an undergraduate. Don’t worry just yet, all is not lost. There are resources available to meet your financial aid needs. AUIS office staff are available to assist you when you have questions or concerns.
The amount you borrow in medical school will likely be a larger amount than that borrowed as an undergraduate or as a graduate student; however, don’t let loan needs intimidate you. Be mindful of the amount of money you borrow to cover your education expenses so that repayment will not be an overwhelming or unprepared for surprise.
Remember, you don’t have to borrow the entire amount needed. You have financial options available. Consider borrowing only what you really need as needed.
If you have borrowed more than necessary, check with your financial provider to see if you can return a portion of your loan. Remember, once a loan is disbursed, interest starts accruing on the loan, so you will pay back more than just the amount you borrowed. Keep in mind, the less you borrow during medical school, the less you will have to pay back when you graduate from medical school.
Medical school lifestyle expenses are very different from undergraduate education. You will be incurring a broader spectrum of financial exposures during your medical education. How you budget and plan will have a significant impact upon you aggregated debt and education cost experienced. Let’s be very frank here. You are going to need to make some significant lifestyle adjustments over the next 7-9 years of your life….
Understand that while money has a finite value, time has a variable value that escalates with its misuse. Managing your money effectively will render very predicable economic outcomes. However, managing time ineffectively will have surprising impact upon the expenses realized.
Here are some simple money and time saving suggestions that are known to make a significant difference in your economic experience at AUIS:
There is no bad source to learn money saving tips from. Invest the time to find as many sources as you can and be generous and share them with students that follow you.
Learn the “The 30 Minute Rule”: If you see something you “have to have” wait 30 minutes, then if you still can’t live without it—make the purchase responsibly. Nobody “needs” the latest IPhone, Droid, Starbucks, KFC, Domino’s, McDonalds and alike. The moment of pause will help you to realize that as well.
Think About It…
Decide what makes sense for you. If you live more responsibly now and make smart choices about how you use and spend your money now, chances are, you’ll be paying a lot less when you enter repayment phase of your career.
Small personal choice and behavior changes will make a big difference in your economic realities over time.
It has been said that the greatest expense in your life will be housing. That may have been true in your grandparent’s lives, but it’s not likely to hold true in yours. The truth is, Taxes, education and credit will likely be the greatest cost in your life. Knowing your credit standing will play a critical role in your life and medical education and clinical practice career.
To the best of your ability, prior to beginning medical school liquidate as much pre-existing credit card related and/or undergraduate loan debt that you already have. Admittedly this is difficult If not impossible for most, but when and if able it will ensure a much better start of your medical education! The less debt you have when you start medical school, the less you will have to repay when you enter residency or practice.
Investigate deferment and forgiveness programs.
These programs can have a positive impact upon your future financial obligations. Some examples of such programs are:
The United States Public Health Service Commissioned Corps (USPHSCC) is the federal uniformed service of the United States Public Health Service (PHS) consisting of only commissioned officers as one of the seven uniformed services of the United States. The PHS Commissioned Corps fill public health leadership and service roles within federal government agencies and programs. Additionally, the U.S. Department of Veterans Affairs highlights various programs on their website. Some of these programs include the Education Debt Reduction Program (EDRP) and the Health Professional Scholarship Program (HPSP). Visit the U.S. Department of Veterans Affairs website to learn about all VA education support opportunities
Opportunities exist to serve through the Indian Health Service (IHS), the Centers For Disease Control, the National Institutes of Health, the National Health Service Corps, the U.S. Department of Health and Human Services (HRSA), as well as other federal agencies. As a civil servant (public sector employee working for a government department or agency) you may meet the qualifying criteria for a scholarship, loan repayment, or loan forgiveness program to assist you with your medical education loans.
Although the word “budget” often has negative connotations, it also offers many benefits. For example, you will find that a realistic budget will help you.
Budget planning is the foundation of personal economic health. Know, understand and respect your personal economic limitations. No matter what you owe, need, want or believe you can’t live without SAVE 7-10% of every dollar that passes through your life. This simple rule will position you for future economic health forever.
The first step to budgeting requires that you know what your income (for a student, this is likely money from student loans) and expenses are each month. You will need to add up your income, determine your expenses, and calculate the difference to see if you have a surplus or deficit before you can actually create a budget. Some people have a hard time accurately determining what their expenses are each month, so they may need to take a month to track their expenses before actually formulating their working budget.
It may help to categorize your expenses as either “fixed” (stay the same every month) or “variable” (fluctuate from month to month).
After you total your monthly expenses, and subtract that from your income, you will then know what your “bottom line” is. If you find that you don’t have enough money to cover your expenses, consider making adjustments to your variable expenses; this may be an area in which you can make up for some of your shortfalls. Use the budgeting worksheet below to help you create your budget.
The below form will help with your budgeting plan.
Over 250 excited and very proud family members and friends joined members of the graduating class, faculty, administrators and distinguished guests to witness the commencement for the doctoral graduates of AUIS School of Medicine.
The unique harmonics of the Great Highland Bagpipe, played by piper, David Gregory, led the graduate processional and officially opened the ceremony.
Graduates received heartfelt words of congratulations and inspiration while addressed by Dr. Don Penney, MD, AUIS Dean of Clinical Affairs and Dr. Renu Agniholtri, MD, President of AUIS.
Marsha Landvatter, Class Valedictorian and native of Nova Scotia, Canada, took the podium and reminded her fellow graduates that, “Much like a wooden boat on the ocean we were at the mercy of its direction and pull. Together we have weathered the storms of board exams, late nights, early mornings and endless work weeks. When our journey seemed hopeless we had the support from the faculty, staff and our loved ones encouraging us from the shore. Like the calm before the storm we finally catch a glimpse of the other side only to realize that we’re just beginning on this journey.”
Sen. Harcourt Husbands, Parliamentary Secretary to the Prime Minister of Barbados, officially congratulated and welcomed, Milo Pinckney, Managing Director of AUIS, AUIS students, faculty and staff on their recent expansion to the island of Barbados.
After the recognition of graduates and the presentation of diplomas, the services were concluded with the graduate’s recitation of the Hippocratic Oath, led by Dr. Tina Thompson, MD, AUIS Clinical Chair.
A reception and refreshments followed in the Millennium Gate Museum. Special acknowledgement to Hannah Taylor, AUIS Receptionist, for coordinating the celebration.
The American University of Integrative Sciences, School of Medicine took part in the 2017 Annual Medical Education Conference, held in Atlanta, Georgia on April 13th, 14th and 15th. The conference entitled “Lighting the Way: Creating Health Equity through Education, Advocacy and Service,” focused on community engagement and clinical excellence. This event was sponsored by the Student National Medical Association, a sub-division of the National Medical Association.
Students were able to attend plenary sessions, interacting with representatives for residency opportunities from schools and hospitals, both medical and osteopathic. In addition, students, residents, fellows and attending physicians exchanged information and were provided the opportunity to network and share resources.
SNMA was founded on the premise of mutual support for medical students of color and advocating for the transformation of medical teaching to include cultural sensitivity training. For more details about SNMA, visit their website at http://www.snma.org.
Overview
Barbados is considered friendly to America, and enjoys bilateral relations with the United States. According to the World Fact Book, the island was colonized by the English in the 1600’s.
Obtaining its independence from the United Kingdom in 1966, Barbados is recognized as a player on the world stage through its affiliations with a number of international organizations including the United Nations, Organization of American States, Inter-American Development Bank, International Monetary Fund, World Bank, and World Trade Organization.
History
This island is 300 miles north of Venezuela and represents the easternmost island in the Caribbean. Some scholars argue that the island was first inhabited by the Arawak Indians. To this day, archeologist are finding evidence of these original settlers. However, the first voyagers from Europe to visit Barbados came from Portugal. The English settled and colonized the island after Captain Henry Powell’s arrival in February 17, 1627. In 1639 the colonist successfully established a House of Assembly. According to some historians, this became the world’s third parliamentary democracy.
Barbados Today
Today, Barbados has a tremendous English influence. With a population of more than 289,000 people, the country enjoys the tranquil convenience of tropical island life decisively blended with a bustling modern city life. The largest city on the island is its capital city of Bridgeton, where in the 2014, the population was reported as approximately 110,000 people.
Climate
Barbados covers a length of 21 miles and is 14 miles across its widest point The total area of the island is reported as 166 square miles. The highest point on Barbados is Mount Hillaby, located in the north central region — with a height of 1,105 feet.
The weather on the island averages approximately 86 degrees as the normal daytime high. The island receives more than 3,000 hours of sunshine each year and typically has an annual rain fall average of 46.7 inches. The months from June to October represent the tropical rainstorm season. A popular adage when it comes to the tropical storms in Barbados is “June too soon — October all over!”
Education Life
Beginning May 2017, the American University of Integrative Sciences, School of Medicine will be welcomed to Barbados with the expansion of its newest campus. Barbados puts forth an impressive effort toward education. According to the Barbados education website at http://barbados.org/educate.htm, primary education is introduced at age 4 After age 11, students take a Common Entrance Examination for placement into more than 70 government run secondary schools or one of four privately-run secondary schools. Barbados boasts a 99.7 percent literacy rate, and has nearly half a dozen colleges and universities.
AUIS Students
Housing for AUIS students will be available on a first-come, first-serve basis for $725 per month at the Villages at Coverley. This housing is located within a 10-minute drive from the school and the school will provide transportation from the housing. Details on the housing can be found at http://villagesatcoverley.net/.
Students who wish to rent on their own will require a security deposits, 1st/last month’s rent, and other charges as identified by their landlords.
New students attending school in Barbados may require immigration documents that may take up to 90 days to process. Students interested in attending AUIS for the September class start should begin their immigration papers immediately.
The Clinical Activity Rotation Log, or CARL, is designed to be an innovative tool for tracking clinical experiences while providing an unbroken verifiable chain of custody of critical documentation. CARL enhances the medical education and student experience beyond all traditional means of patient encounter, according to its developers.
Lead programmer for CARL, Richard Levy said about the student process between clinical rotation and residency, “CARL brings structure to a non-structured environment.” The students at the American University of Integrative Sciences were the first to experience the new technology approach provided by CARL, according to Gwen Garner, AUIS director of admissions.
CARL gives the medical student a means with which to evaluate their learning and to access built-in reference materials used in the medical licensing exam.
Created by a team of engineers, CARL provides three levels of communication among the medical student, preceptor, clinical dean and the medical university; therefore, it keeps each user engaged in the learning process and clerkship experience while maintaining verifiable documentation. The programing involved in making CARL interactive is continuously changing with patch updates and modifications. Basic Science students pay $133 each term while Clinical Medicine students pay $133 per clerkship toward this cost.
Previously, software updates and upgrades were described as a maintenance fee. However, this gave the impression that what was being paid for was merely minor repairs to the tablet or patches to fix software glitches. On the contrary, CARL is so much more, as explained by Rich Rouse, CARL sales director. These charges more accurately reflect continuous and ongoing software upgrades, added videos, presentations, study materials, and instructor guided reading materials based on the needs of each student, Rouse said.
“CARL is an interface that is organic,” said Rouse. “Whether students realize it or not, it’s continuously growing. The data is accessed via a cloud network which makes coordination of detailed notes more efficient than traditional methods. It is purpose-built software designed to efficiently facilitate clinical data sharing between the medical student and the university.”
Rouse explains through CARL, students can provide positive feedback which translates to future implementations to improve the student’s learning and clinical experience. “Student input allows the material to grow,” said Rouse.
Long after students have finished their formal education or clinical studies, CARL will be of use to them, said Rouse.
“Not only will practicing physicians be able to use CARL to track their credentialing and licensing,” said Rouse, “they will be able to keep account of their continuing education credits and license renewals.”
The components within CARL allow students to record their clinical progress, document patient procedures, academic progress and share findings beyond the classroom or clinical settings.
“CARL provides a verifiable, uninterrupted chain of data custody,” Rouse added.
Using this device, future doctors may take advantage of the wealth of various reference material in CARL to review procedures and continuously improve medical knowledge.
“Some of the utilities CARL is designed to manage will take students from Basic Sciences through residency and beyond,” said Garner. “AUIS will continue to revise CARL so as to improve your academic experience and assure you have the technology resources at your fingertips to improve test scores and residency match success.”
Our engineering team solicits and requests student feedback for improvements. We strive to make CARL the best complement to your medical educational experience.
“Obviously, medical students seek to become doctors,” said Rouse. “A major milestone to that end is obtaining the desired residency. For decades, medical students were burdened with paper note taking, which may have led to errors in records, lost notes, missed opportunities and potentially broken dreams. CARL compiles notes a student needs to improve his chances of being matched. That’s why we refer to CARL as residency match made easy.”
Medical Know-how
Seen here, Dr. Hamed Hashemi, an instructor with IMG Clerkships, goes over course work with a classroom of 5th Semester students from American University of Integrative Sciences.
Dr. Hashemi currently teaches the USMLE review program in Tucker, Ga. This review program is designed to prepare students for the USMLE Step 1 exam.
AUIS ensures a learning environment that promotes direct interaction between the instructor and its students. Small classes, as compared to other universities, are just one of the benefit students who study with AUIS find valuable.
Students from the American University of Integrative Sciences, School of Medicine volunteered their time with the St. Maarten AIDS Foundation during a community outreach and medical awareness event on Saturday, March 25.
The St. Maarten AIDS Foundation participated in the St. Maarten Lions Club’s ninth annual “Lion Rudy Hoeve Health and Wellness Fair,” according to an article in the Daily Herald.
The staff and students assisted with counseling and the administration of instant HIV testing, and the coordination for more than 150 people. These services were anonymous and free of charge.
The students at AUIS extend a “Thank you,” to Dr. Van Osch and the occasion’s planners for inviting our school to this worthwhile event.
Over the past year, a compendium of articles has been compiled for clerkship students at American University of Integrative sciences, School of Medicine. These high yield topics address the major subject areas in the core clerkship rotations. “Since taking on the role of Dean of Clinical Affairs, interviews with our senior students identified a lack of resources to study,” said Dr. Don Penney, clinical dean.
This study material is important to students in preparation for the shelf exam to be taken on completion of the clerkship. As a result of significant variability in rotations, it was felt that having a collection of relevant review articles was essential in standardizing subject matter in the individual rotations, said Dr. Penney. Core clerkship rotations at AUIS are offered throughout the United States and Canada. “The experience of students in their rotations is often dependent on the rotation, the hospital and the practice of the preceptor,” said Penney. “Some of our clinical faculty specialize in different areas depending on their expertise, and as a result students may experience some variation in their exposure to certain medical conditions.”
As an example, Penney said, if the surgery core rotations is completed with a vascular surgeon, the student’s may see an abundance of vascular cases and perhaps may not have as broad an exposure in other surgical conditions. Other news from the Clinical Affairs Department is the development of an elective handbook. “Students at AUIS complete their elective rotations after completing their core rotations,” he said. “Many students seek out their own elective rotations; their choices in electives are dependent on their interests and possibly a potential future residency choice.”
Again, the elective experience can vary, and students are encouraged to complete an evaluation of their elective experience, Penney said. Often, students who have discovered an enriched educational experience can report it in their evaluation. This allows future students to seek out that preceptor for a similar elective. It should be noted that the aforementioned review articles can be obtained from Mr. Torri Perry of AUIS’s clinical department. These articles will be reviewed on an ongoing basis in order to stay current. Students are encouraged to submit any review articles they have. These articles will be considered for addition into the compendium.
These articles can be submitted to Dr. Penney directly at dpenney@auis.edu.
The Public Relations office at American University of Integrative Sciences, School of Medicine produced a new video as part of an outreach initiative for potential students.
The video features the president of AUIS, Dr. Renu Agnihotri and Clinical Dean Dr. Don Penney as they discuss life for the staff and students at AUIS.
This informational video provides details on some of the changes implemented for the students at AUIS.
This video is available through the AUIS website and also featured on the university’s YouTube channel at https://www.youtube.com/channel/UCBioVyxi949TQJiCA2LS2Gw.
This kind of outreach takes advantage of networks like YouTube to reach potential students. Many people today rely on visual media material as their primary information source, according to one spokesperson for the school.
To find the video directly, visit https://youtu.be/eKGhkTNif9E.
The morning of March. 13, 14 medical students started their Fifth Semester classes at American University of Integrative Sciences, School of Medicine here. Students study a curriculum which focuses on the Fundamentals of Clinical Medicine, as part of the Basic Sciences courses. AUIS guarantees a commitment to small class sizes, personalized instruction and a superior technology-enriched learning environment.What the school offers is an outstanding preparation needed to bolster its students’ USMLE exam scores, said Gwen Garner, AUIS Director of Admissions. Students met with various members of the AUIS staff during the day’s orientation.
Fifth Semester at AUIS remains popular with medical transfer students according to a school official. In addition to the AUIS students, there were two specifically enrolled for the review course for the USMLE Step 1 offered through International Medical Graduate Clerkships. “IMG Clerkships is AUIS’s preferred partner for USMLE Preparation,” said Nic Capomacchia, Assistant Director of Acquisitions. “Our program is always improving and leveraging the most up to date resources available. We are trusted to provide quality education and advanced tools to prepare AUIS’s medical students for their USMLE exams and Residency Match.”
As of winter of 2017, Assistant Dean of Academic Affairs, Dr. Alexie Podcheko, introduced the use of Standardized Patients to medical students in the Integrative Clinical Encounter portion of Introduction to Clinical Medicine on St. Maarten.
It is during ICM on St. Maarten where students practice physical exam skills, history taking, communication skills, and other exercises. Many medical programs use standardized patients as an important part in preparing future physicians. This hands-on approach provides medical students with invaluable opportunities to actually interact with patients and hone their patient-doctor skills and diagnostic abilities.
A Standardized Patient is a person who is carefully recruited and trained to take on the characteristics of a real patient. This practice affords the students opportunities to learn and to be evaluated on medical skills in a simulated clinical environment.Students have the ability to explore techniques without causing harm. Standardized Patients simulate symptoms such as chest pain, abdominal pain, headache, back pain, and other symptoms during clinical skills assessment exams. SP’s are used during the 5th Semester Fundamentals of Clinical Medicine course at the Atlanta campus.
Note: The Standardized Patients in Atlanta are trained and certified through the Educational Commission for Foreign Medical Graduates.
GSU Health Professions Fair
Thursday, March 9, Admissions representatives from American University of Integrated Sciences, School of Medicine are scheduled to attend the Health Professions Fair at the Student Center on Georgia State University’s Atlanta Campus.The event takes place in the East Ballroom and begins at 11 a.m.
This year’s professional health fair marks the second occasion AUIS has participated with Georgia State University. The admissions representatives at AUIS will be on hand to tell students about the U.S.-based medical curriculum and available scholarships opportunities. “I will be available to help students understand the application process, provide information on choosing the right medical education and review our unique MD Program,” said Amanda Bell-Kirson, Director of Student Enrollment and Advisory.
For more information about this event, visit http://cas.gsu.edu/pre-med-health/
Future Doctor
The AMSA convention in Washington DC was a notable success for the American University of Integrative Sciences, School of Medicine. Jordan Hose, a student attendee received a gift certificate from AUIS. Jordan took a moment to pose for a photo as part of an AUIS promotional campaign called “Future Doctor.” This convention allows AUIS spokespersons to connect with pre-medical and medical students so they can make educated choices in their journey to become physicians. During the convention more than 30 students stopped by to the AUIS display to be photographed.
People in the United States looking for treatments for keloid scars can implement more than just the traditional surgical procedures, according to one doctor.
Dr. Oleksii Hliebov, professor of Physiology and Pharmacology at the American University of Integrative Sciences, School of Medicine offers medical suggestions for correcting keloids.
Keloids are the excessive growth of scar tissues that can affect any part of the body but are most commonly found on the chest, shoulders, earlobes and cheeks. While many doctors agree that keloids are not health risks, they may cause discomfort and often create cosmetic concerns. And, while scientist have not agreed to the specific causes of keloid scars, many methods have been suggested for its treatment over the years.
The most successful treatments used to remedy keloids scars can be divided into one of four corrective methods, according to Dr. Hliebov. These treatments are medical therapy, physiotherapy, surgical removal or cosmetic corrections.
Physicians use corticosteroid hormones to treat keloids through medically therapy, said Hliebov. Corticosteroid hormones, a special class of human hormones that are produced by adrenal medulla, are introduced into the scar tissue itself.
This method of treatment affects the formation of collagen. Typically, this method of treatment is not primarily used by physicians because of the side effects associated with it. The most commonly known side effects include skin thinning, stretch lines, enlarged blood vessels, dermatitis, tearing of the skin and local increased hair thickness.
A more popular treatment involves the use of silicon wafers, according to Hliebov.
“The therapeutic effect of this method is based on pressure and tissue hydration, which leads to a reduction in the size of the keloid,” said Hliebov. “In order to achieve results the plate must be worn for months and sometimes even years.”
Statistically this method of treatment does not exceed 35 to 45 percent of effectiveness, he said. A more effective method is through the use of laser therapy.
“Through carbon dioxide and argon laser, physicians are able to make the keloid scar less noticeable and reduce its size,” said Hliebov.
Other methods under the classification of Physiotherapy include the imposing of liquid nitrogen radiation therapy.
The third method in treating keloid scars is through surgery, Dr. Hliebov said.
“Surgical treatments are used only in extreme cases and these methods must be combined with other techniques such as radiotherapy, corticosteroids or interferon (medication responsible for immune response),” according to Dr. Hliebov.
The fourth suggested method in dealing with keloid scars involves cosmetic procedures.
“Cosmetic procedures are directed only to the external correction of defects,” said Hliebov. “A person with keloid scars needs to know that cosmetic correction using dermabrasion, peels with fruit acids or mesotherapy is safe only when the scars no longer grow — typically two or more years from their appearance.”
Dermabrasion is a procedure which uses a special brush to remove the upper layer of the skin, while Mesotherapy comprises the injection of exact amounts of natural extracts or drugs into the skin.
It is important to note that keloid scar treatments requires a strictly individual approach, Dr. Hliebov said.
“As a rule, keloids are not harmful to your health,” Hliebov said “They only create cosmetic concerns. But if you noticed that your scar is growing or any additional symptoms appeared – immediately contact your doctor. Uncontrolled growth of keloid scar can be a sign of skin cancer.”
Treatment of keloid scars is not an easy thing and it is not always effective. Remember, that keloids are going to have genetic component. Parents who have them should know there is a great chance it could appear on their children. Doctors with patients who are susceptible to keloids should remind them to avoid skin injuries such as tattoos, piercings and unnecessary surgeries.
David Wright, 2016 Founder Scholarship recipient, is seen here in the classroom during Basic Sciences.
The Basic Sciences courses are offered during 15-week semesters on the island of St. Maarten. David is a student of the American University of Integrative Sciences, School of Medicine, and also the first medical student to receive the Founder’s Scholarship. This scholarship awards full tuition for Basic Sciences and 50 percent tuition reduction for Clinical Clerkships. For more information on the Founders Scholarship, visit https://www.auis.edu/academics/basic-science-auis.
Community Outreach
Dr. Gerard Van Osch (far right), president of the St. Maarten AIDS Foundation, seen here demonstrating procedures for HIV testing to medical students on the island of St. Maarten. The HIV testing was held downtown Philipsburg at Scotia Bank on Feb. 11, 2017. More than 60 visitors participated in the event. The majority of the medical students who performed HIV testing were from American University of Integrative Sciences, School of Medicine.
For details about the St. Maarten AIDS Foundation, visit http://www.sxmaidsfoundation.org/
2017 Commencement Ceremony Announced
The American University of Integrative Sciences, School of Medicine announced its 2017 commencement ceremony with a tentative date of May 19.
The ceremony will be held at the Millennium Gate Museum located in Atlanta.
This event recognizes the accomplishments of AUIS students who have successfully completed their core clerkships and have registered for the United States Medical Licensing Examination Step 2.
The deadline for registering for the ceremony is March 1, 2017. Students wanting professional photographs during the event must have a signed model release for turned in by March 1 as well.
The Millennium Gate Museum is located at 395 17th Street NW, Atlanta, Ga 30363.
For details about the Commencement Ceremony, call AUIS at 678-269-4707 or visit https://www.auis.edu/commencement.
AUIS students contribute to first CARL modifications
Students enrolled in medical schools affiliated with Assessment Engineering turn in the first round of feedback comments and observations during a month long system software upgrade.
The software changes are part of an ongoing systems modification for the Clinical Activity Rotation Log, also known as CARL.
Access to this software’s systems test is limited to a select number of students and managed by Richard Levy, lead programmer for CARL.
“CARL capabilities continue to expand with feedback from the five students who are actively testing it,” said Levy. “Starting in February, these students will be the first to use the new interface in their clinical clerkships. Their successes and feedback will establish the release criteria for CARL’s global implementation. I can not thank them enough for taking on this extra task.”
Mr. Levy said, the student volunteers have provided several usability and system specific improvements.
For more information about CARL, visit https://www.auis.edu/carl-clinical, or contact a CARL sales associate at (770) 854-1360.
AUIS professor uses microdialysis technique in understanding the Central Nervous System
As medical advances continues to leap forward, innovative techniques once considered untested or untried become interesting approaches to healing. One professor at the American University of Integrative Science, School of Medicine shows progress in the realm of microdialysis through thought provoking study and research.
Since 1992, Professor of Physiology and Pharmacology, Dr. Ahmmed Ally has been conducting research using the microdialysis technique related to understanding and treating disorders of the Central Nervous System.
According to Dr. Ally, microdialysis is a state of the art technique used by physicians to deliver drugs into a particular tissue or organ.
“It allows physicians to collect samples from tissues or organs,” said Ally. “Microdialysis also measures different molecules or chemicals like sodium, potassium, hormones and neurotransmitters in order to diagnose, or treat any altered state or disease.”
Developed more than 30 years ago, the microdialysis technique was used to obtain information on the extracellular fluid in the brain. The technique was mostly focused on the functioning of neurotransmitters. In microdialysis, a semi-permeable membrane allows dialysate fluid to be collected and analyzed.
Through his research, Dr. Ally has utilized microdialysis to administer drugs directly to affected areas of the brain in cases of stroke and has noted remarkable results.
“Because I am a neuroscientist, this technique allows me to measure and understand the changes of neurochemicals happening within a localized area,” said Ally.
Prior to the discovery of this innovative technique, patients were treated with oral medications, or through intramuscular or intravenous injections. Those techniques required the medicine to have effects and sometimes unwanted side effects throughout the body.
“With this microdialysis method, now we can administer drugs locally, for example we can use this technique to treat a small tumor,” he said. “My research goals will explain regulatory mechanisms within the ventrolateral medulla involved in the integration of cardiovascular activity. I want to determine whether this integration is altered, or can be modified in a disease state, i.e., ischemic brain injury or stroke.”
Dr. Ally said that the primary purpose of his research is to explore the pathological and neurochemical changes happening during stroke in a small but critical area of the brain.
“The questions being asked in my research are highly relevant to provide a better understanding of the physiological, molecular and biochemical mechanisms involved in the interaction of the cardiovascular and musculoskeletal systems with exercise during stroke and heart failure,” said Ally. “One can reasonably understand that identification of the central neural mechanisms that control the cardiovascular responses during exercise will make a major contribution to our understanding of the regulation of these systems.”
Currently, the Food and Drug Administration has approved microdialysis for a number of clinical applications which include diseases that involve gastrointestinal, liver, resting skeletal muscle, adipose and brain tissue.
For more details on Dr. Ally’s research on microdialysis, visit AUIS.edu or http://www.fasebj.org/gca?allch=&submit=Go&gca=fasebj%3B29%2F1_Supplement%2F984.1&gca=fasebj%3B27%2F1_Supplement%2F1118.7&gca=fasebj%3B26%2F1_Supplement%2F1091.8&gca=fasebj%3B25%2F1_Supplement%2F846.7
Assistant Academic Dean, Dr. Alexey Podcheko, leads a discussion during a faculty meeting with American University of Integrative Sciences, School of Medicine. President Dr. Renu Agnihotri and faculty participated in this first faculty meeting of the 2017 semester. Topics included the role of the CARL device and the grading of clinical SOAP notes.
AUIS White Coat Ceremony welcomes students in January class
As part of the medical school tradition, a prominent Caribbean school recognized 14 new students during a White Coat ceremony January 23rd on the island of St. Maarten.
The American University of Integrative Sciences welcomed its newest students to the 2017 winter semester of Basic Sciences.
The School’s president, Dr. Renu Agnihotri, presided over the event and welcomed the new class. Dr. Don Penney, the dean of clinical affairs, was the keynote speaker and offered words to inspire the new class.
A lot of people have a false impression that the medical school you go to is what determines the doctor’s quality, Dr. Penney said.
“Whether you come from an osteopathic school or an allopathic school, we are all trained to a very similar skill set,” said Penney. “But, some physicians are superior to others. There are some who are better physicians, some who are better clinically, and some are better teachers.”
Dr. Penney asked a question to the students, asking what makes one physician better than another. The answer to what makes a better doctor, according to the dean of clinical affairs is not the school the student attends.
“It’s not the medical school (that makes the better doctor),” he said. “It’s what you do at the hospitals in which you are able to do your clerkships, and hopefully your residencies.”
Dr. Penney reminded the 14 students who attended the event that it was the doctor within each of them which determines their individual successes.
The students honored during the ceremony were Daniel Fial, David Wright, Isabella Powell, Jainika Patel, Jennifer Kim, Kelly Rusko, Maen Karadesheh, Megan Songprasit, Mohammad Masood, Sameer Ahmed, Sarah Baqi, Sharaad Latchana, and Uzair Mehood.
AUIS offers courses on the island of St. Maarten and classes in Georgia. For more information about the medical school, visit auis.edu.
The American University of Integrative Sciences, School of Medicine is scheduled to attend the AMSA Annual National Conference in Washington, February 24th through the 25th.
Attendees will spend up to four days with medical and premedical students, faculty and distinguished speakers from around the world.
The conference takes place at the Hyatt Regency hotel, Crystal City, 2799 Jefferson Davis Hwy Arlington, VA, 22202.
This event brings together physicians-in-training and expert facilitators. Sessions offered are dedicated to improving medical skills, advocacy in health care, MCAT preparation, interviewing skills, assistance with Match, and women’s and global healthcare.
AUIS’s participation in the AMSA conference ultimately supports pre-med students, encourages them to pursue their career path and provides opportunities in their enrollment in medical school.
For more information about this event, visit http://amsaconvention.org/. To discuss enrollment or the application process for AUIS, call (866) 672-9980.
Residency Match, What’s that?
By Vann Miller
Dec. 29, 2016
The dream of becoming a doctor has been yours from as early as you can recall. You’ve volunteered in your local hospital or made some pretty impressive contacts in the medical arena. Some say your scores have qualified you for the best schools around, but others discourage you saying they have tried, and warn that residency match is too challenging.
At this point, some students may realize they have no idea what residency match entails, nor what makes it challenging.
Perhaps one of the most frequent inquiries received at the American University of Integrative Sciences, School of Medicine is the question of how to get matched in residency.
Residency match is the crowning achievement for the medical student. After all the hard work, the hours-turned-days of studying and the unrelenting nights of reviewing for critical exams, the student applies all he has to becoming matched with a teaching program. That final goal is what matching is all about.
Depending on who you ask, when it comes to residency match, there are no shortcuts.
“There’s no such thing as an easy match,” said O’Dell Leverette, AUIS assistant registrar.
According to Mr. Leverette, there are other students across the country applying for the same residency at any given time.
While making Match is not easy for every student applying for a position, there are some things a medical student or pre-med students can do to improve chances of making a match, according to the manager of clinicals at AUIS.
“Students should build their Curriculum Vitae,” said Torri Perry, AUIS administrator. “By building relationships with different physicians, residency coordinators and directors, students can improve their chances of getting a match. Things like accolades, volunteer programs, associations, research programs, publications, and even hobbies can serve a vital role in a student matching to the residency of their choice.”
Experts at AUIS agree the match process can take anywhere from six to eight months depending upon the volume of applications and competiveness of the residency position.
“To match, a student must complete all of the Basic and Clinical Sciences,” Mr. Perry said. “There are minimum requirements, but once an interview (for residency) is confirmed, it’s advantageous for the student to have taken all necessary exams before approaching graduation.”
Even though Matching is an important objective for the medical student, according to the Dean of Clinical Affairs, students need to remember the real goal is more about what happens before making residency match.
“Your clerkships will allow you to meet and develop relationships with patients, their families and medical personnel,” said Dr. Don Penney, clinical affairs dean.
It is during those 80 weeks of clerkships where a student learns her core specialties as well as pursues elective study in her areas of interest.
At AUIS, students have a tool few other medical schools offer — CARL. The Clinical Activity Rotation Log, or CARL, is designed to be an innovative tool for tracking the clinical experience. CARL gives the medical student a means with which to evaluate their learning and to access built-in reference materials used in the medical licensing exam. Details about CARL can be found at https://www.auis.edu/carl-clinical.
To learn more about medical school, visit auis.edu. For information about residency match, call the AUIS Registrar at 678-825-6973.
MCAT, is it right for you?
You’ve studied Chemistry and Biology, spent long hours immersed in Anatomy, and have even shadowed doctors and volunteered in hospitals; all to become a well-rounded Medical Student Candidate. But, after you’ve saved thousands of dollars to take an MCAT Prep Course and hundreds more for the MCAT test itself, can a test determine your fate as a future medical student?
What kind of cat is the MCAT?
The Medical College Admissions Test, or MCAT is a national standardized test designed to gauge a medical school applicants’ knowledge of basic science concepts, as well as their skills in problem-solving, critical thinking, and writing.It seems as though the MCAT was designated as the “end-all, be-all” for the expectant medical student. It was suggested that this exam was the determining factor of whether or not a student had what it took to be a doctor. Top U.S. medical schools use this test to define your placement in the ranks as a future medical student. But is that even true? Could one test determine if any student has the potential to become a successful doctor? And, if that’s the case, why do some medical schools not require it? That’s right, some medical schools don’t require the MCAT. To get a better idea of why, let us first figure out what the MCAT really is.
What did Doctors do before the MCAT?
Prior to the first medical licensing authority established by Texas in 1873, medical schools were widely unregulated, but the problem of non-standard medical education didn’t become glaringly obvious until after 1902. Let’s say you’ve wanted to study medicine from as early as you can recall, or you were looking for a career change thinking you had what it took to practice medicine. With little regulation, prior to this standardization and the creation of the National Board of Medical Examiners in 1915, the skills of physicians varied from state to state.
Fast forward to the 1920’s, American medical schools saw an alarming increase in dropout rates. That alarming 50 percent dropout rate encouraged the creation of a prequalifying examination that became nationally accepted around 1946.
This original test, referred to as the Scholastic Aptitude Test for Medical Students, ultimately grew and transformed, and became what students know today as the MCAT. But could one test indicate your chances of success as a doctor?
What does the MCAT say about me?
Ask a medical professional to determine how great a student will be based on the medical exam and they will draw a blank. There really is no evidence that higher MCAT scores translate to better medical students or that MCAT scores measure success as a practicing physician.
If your measure of success is based on fewer malpractice lawsuits, or first time pass rates of USMLE results, even top Ivy League schools — who demand the highest MCAT scores — can’t ensure better medical students. There is just not enough data to claim that MCAT scores directly reflect a student’s success in medical school and ultimately as a practicing physician.
Interestingly, a recent study by the University of Michigan noted the MCAT scores did not predict performance of underrepresented minority students. This created MCAT thresholds that could potentially exclude some applicants.
What DOES the MCAT test?
Once a student takes the MCAT, their results measure specifically how well the student does in four sections.
Each of these areas measures knowledge and skill in critical mastery of knowledge determined by a board of M.D.s. The four sections are divided into the following:
Presently, there are three governing authorities that determine the implementation of the MCAT. The Association of American Medical Colleges, established in 1876, administers the MCAT. The AAMC operates the Electronic Residency Application Service and the American Medical College Application Service which enables medical schools and residency programs to incorporate the MCAT.
These authorities write, administer and grade students interested in attending medical school. According to AAMC, each year, more than 16,000 students graduate with an M.D. from AAMC-member schools. While that number leaves an impression, it does not indicate a correlation to how students pass or fail the United States Medical Licensing Examination in relationship to their MCAT scores.
While the MCAT has become a standard in America, there are a growing number of U.S., Canadian and Caribbean schools that do not require it. There is no data to indicate if students who attend this group of schools perform better or worse than those schools that require the MCAT.
As it appears, the MCAT is used as an estimation of how willing a school is to invest in a student. The higher the student’s MCAT score, the greater the school believes the student will pass the USMLE.
Unfortunately, there does not seem to be enough data to support this claim. Either way, MCAT scores are used by some schools to weed out students. However, the test is perceived by some students as universally mandatory, while in fact, it is not. Examples of this exception are Dartmouth Medical School and the University of Ottawa. Both are recognized as prominent medical schools that do not require the MCAT.
Students should consider their personal or professional goals, financial situation, and academic objectives before deciding on taking the MCAT because registration has an expense. Though the organizations that manage the MCAT are not for profit, registration for the test can cost as much as $365 and MCAT prep courses can cost thousands of dollars. Students should take this into consideration when looking for potential Medical School options.
If not MCAT, what makes for a good medical student?
A great medical student is able to observe and apply medical care in real-world situations. She has a desire to participate in the community and is fervent about leading the discussion about the future of medicine. Tests like the MCAT, while helpful in measuring how well a student does on practical exams, don’t quite measure a student’s passion for medicine.
A medical school needs to look at a student’s transcripts, his or her personal statement on why they want to practice medicine, the student’s letters of recommendation, and their dedication to the pursuit of becoming a doctor. The MCAT and similar test results are not predictive of a person’s ability to achieve success.
“There are many criteria utilized in the assessment of students for entry into medical school” said Dr. Don Penney, dean of clinical affairs at American University of Integrative Sciences, School of Medicine. The MCAT is one form of assessment as well as a student’s GPA, interview and personal statement.
“Different medical schools in their selection process vary in the weight attributed to each of these criteria,” said Dr. Penney. “The final determination of acceptance is a combination of all these factors.”
While the Association of American Medical Colleges has affiliations with nearly 400 major teaching hospitals, medical students need to realize that their MCAT results, or lack thereof, does not have to preclude them from pursuing their dreams of becoming a doctor.
Dr. Oleksii Hliebov, an Associate Professor of Pharmacology and Clinical Medicine at the American University of Integrative Sciences, School of Medicine, delivers the first Pharmacology lecture to a new class of medical students on St. Maarten. The newest class of students started this current semester on January 10 as part of the Basic Science Program. The Basic Sciences Program consists of training in multiple disciplines taught in a 5-semester format.
By Vann Miller
Dec. 29, 2016
American patients are living longer and recognizing needs which go beyond western allopathic medical practices, according to one report.
In a study published in the U.S. National Library of Medicine, statistical data finds that while patients are burdening a greater share of the medical expenses, they are constantly preferring alternative medical practices such as herbal medicines, homeopathic remedies, dietary supplements, yoga, chiropractic care, massage therapy, and acupuncture.
At the American University of Integrative Sciences, medical students learn how to incorporate evidence-based modalities emphasizing disease prevention. This foundation of learning encourages these medical students to combine the disciplined integration of modern medicine and quantifiable healing modalities from the various cultures of the world.
AUIS students have an advantage as they apply this medical integration, according to one school official.
“Complementary and alternative medicine comprises an eclectic mix of self-administered products,” according to Matthew Davis, Dartmouth Institute for Health Policy and Clinical Practice, and author of a health care study on Medical Spending during 2002-08.
The study found complementary and alternative medicine provided in the United States are approximately $9 billion annually.
“Our findings suggest that any attempt to reduce national health care spending by eliminating coverage for complementary and alternative medicine would have little impact at best.” Davis said.
Furthermore, according to the report, as long as complementary and alternative medicine services are proven to be efficient, those who provide these services may find opportunities to participate in new delivery system models.
Alternative medicine remains a growing practice as aging patients discover practices and treatments formerly considered non-traditional.
According to one study published by Grand View Research, in North America, in 2014 more than 35 percent of all Americans incorporate some kind of alternative therapy into their healthcare routine.
“We found that the U.S. market for these services represented only a small part of national health care spending.” said Davis.
Doctors will require an in-depth understanding of each of these modalities, according to AUIS Director of Admissions Gwen Garner
“We are in a worldwide healthcare crisis that can be well-treated by use of evidence based alternative approaches that complements traditional medicine,” said Garner
Information contained in this article comes from the National Institutes of Health website found at https://www.nih.gov/ and the Grand View Research site, http://www.grandviewresearch.com/
For more information about AUIS and its medical school programs, visit https://www.auis.edu/auis-admissions.
AUIS students invited to test CARL updates
Students currently enrolled in medical schools affiliated with Assessment Engineering are invited to participate in a hardware and software beta test during the 2016 holiday break.
The hardware being tested is the Clinical Activity Rotation Log, also known as CARL, and is designed to be an innovative tool for tracking a medical student’s clinical experiences.
“Volunteers interested in participating in this beta test not only have a chance to see the latest interface,” said Richard Levy, lead programmer for CARL, “but they will have a chance to immediately identify areas they want to see improved.”
Any medical students who wish to volunteer for the test phase of CARL should e-mail pr@auis.edu, with the subject line stating “TEST CARL.”
For more information about CARL, visit https://www.auis.edu/carl-clinical, or contact a CARL sales associate at (770) 854-1360.
AUIS Basic Science Award Ceremony recognizes students
Medical students were recognized during an award ceremony at the administration office of American University of Integrative Sciences today. The ceremony honored students and their guests with a few words of recognition from the Dean of Clinical Affairs, Dr. Don Penney. Two students received special acknowledgment for their accomplishments: The Award for Community Service went to Julie Staudinger and the Award of Academic Excellence was presented to Nicole Rosemin.
Available for the ceremony was AUIS Assistant Dean of Academics, Dr. Alexey Podcheko and Assistant Dean of Student Affairs, Dr. Mohamed Mansour, via video teleconference from the island of St. Maarten. The medical students honored today were attending the 5th Semester Fundamental of Clinical Medicine course in Tucker, Ga. AUIS offers courses on the island of St. Maarten and classes in Georgia. For more information about the medical school, visit auis.edu.
AUIS students practice fundamentals
Medical students learn proper procedures during a class on sutures and injections during the 5th Semester course at the American University of Integrative Sciences, School of Medicine in Tucker, Ga.
Dr. Alexey Podcheko instructs the students on how to effectively teach suturing techniques by allowing the students to practice on a life-like medical mannequin. AUIS students attend classes here in Georgia during the Fundamentals of Clinical Medicine.
Dec. 7, 2016
The Clinical Activity Rotation Log, or CARL, will update with advanced clinical education programs through software upgrades in the coming weeks.
Current medical school students using CARL can log into a demonstration site to discover the features that will be made available.
Access to the demonstration site can be reached by visiting https://demo.carlclinical.com.
The students at the American University of Integrative Sciences, School of Medicine were the first to use CARL, according to Gwen Garner, AUIS director of admissions.
“CARL was initially designed for use during clinical clerkships,” said Ms. Garner. “However, it soon became evident that CARL would be an invaluable tool for students during Basic Sciences. This has led to the current software addition and upgrades.”
Disciplined use of CARL during clinical clerkships will prove to be a distinct advantage when applying for residency match, Garner said.
Users agree, these installments will be beneficial. They include brain training tools such as USMLE medical practice tests, spot diagnosis flash cards, helpful memory encoding methods and Epocrates.
For more information about CARL, or more news about AUIS, visit the school website at https://www.auis.edu/media-news.
From nurse to doctor through AUIS
While attending a college career fair in a neighboring town, several students stopped to hear from the spokespersons representing many of the schools throughout Georgia.
Among them was the American University of Integrative Sciences, School of Medicine. Listening to the school’s representatives talk about AUIS’s affordable medical program and the newly announced scholarships the school offers, it was obvious some parents and students were impressed. One student stated an opposing opinion saying, “I think it’s better to be a nurse.”
While that student’s comment was surely the kind that would swell a sense of pride in a number of nurses, it raised an interesting question to explore — “How does a nurse become a doctor?”
This article can’t possible state whether one career path is better than another. That choice is a matter of preference. Some people are just naturally more inclined to pick one career over the other. However, taking a look at the requirements of each, this article aims to describe how the path from nursing blends into areas where doctors are required to be skilled, and illustrates how AUIS was a great choice for several nurses who have wanted a change in careers.
According to the Department of Labor’s summary report, it lists the tasks for general internist compared to a registered nurse. The doctor’s description includes words like “treat, prescribe, explain, manage and advise.” The nurse’s description uses “maintain, administer, record, monitor, consult, coordinate and prepare.”
According to Shirie Leng, a former nurse and blog columnist at Medicine For Real, those words mean the difference between authoritative words, in the doctor’s case and subordinate words in the nurse’s example. Mrs. Leng was quick to point out the department of Labor is not where she sends people to discover if one path is right for them.
When asked if one path is more suited for people trying to decide, Leng’s answer is less than direct, she said.
“I send them to their parents, their childhood friends, their favorite authors and movies, their passions, what they dream about. I send them back to their lives to ask the question of themselves,” said Leng.
Whether a person started their career as a nurse or not, becoming a doctor requires courses and studies nurses may find familiar.
A former nurse and medical school student, Jason Leong, wrote an article entitled From Nurse to Doctor: The Career Path Less Encouraged.
In this article Leong described his experience as he changed careers from nurse to doctor.
“I went to medical school, motivated by my experiences as a nurse,” Leong said. “I’m proud to say my nursing years were some of the most formative moments of my life.”
Leong went on to say that, his experiences at medical school showed him that patient care isn’t exclusive to nurses.
Like nursing schools, AUIS recognizes the practice of medicine in the 21st century is about a comprehensive view of the patient-physician relationship. AUIS, School of Medicine helps nurses meet their goals to become doctors with a comprehensive program.
“We specifically chose AUIS because of their long history of excellent clerkship opportunities and impressive match rates,” said Marsha Landvatter, former nurse and current AUIS year four medical student. “The clinical department gave us equal opportunity to complete our clerkship rotations at any of their many locations across the USA and Canada but went the extra mile to accommodate our family and our desire to stay close to home.”
Some medical school may have a bias against nurses who want to apply, said Leong. But, on the contrary, AUIS’s program of study actually encourages it.
The admissions staff echoes this sentiment saying AUIS has a number of students who have made the successful switch from nurse to MD.
“We have several nurses and physician assistants who are currently in school,” said Gwen Garner, director of admissions. “Many students realize that nursing does not fulfill their ultimate career goals. They prefer a position of diagnoses and treatment that goes beyond that of the job description for nurses.”
AUIS recognizes in these students a great level of care that has been developed and honed into an art during their education and employment as nurses, said Mrs. Garner.
Mrs. Landvatter and her husband entered into the medical program at AUIS and have proven to excel after completing their nursing degrees, Garner said.
“AUIS has singlehandedly made it possible for us both to fulfill our dreams of becoming Physicians without having to sacrifice our family,” said Mrs. Landvatter.
For details about the nurse to doctor initiatives at AUIS, contact the admissions office at (678) 831-3527, or visit the website at auis.edu.
Medical practitioners incorporate social media more now than ever
In today’s age of digital communication and social networks, doctor and patient interactions have bridged into virtual platforms of social media.
These social networks outside the doctor’s offices, between patients and physicians, have created ethical problem areas of which future doctors should become aware.
According to one report, more than 1.4 billion people actively use some form of social media network. It’s these social media networks that can blur the lines of professional and unprofessional contact between a patient and doctor.
The medical professional’s use of social media has become more common in recent years, according to an article published by the Australian Medical Association. The article states, while doctors and medical students increasingly participate in social media, evidence shows an increasing risk for the medical professional in regards to legal problems.
The number one authority to consider when using social media from the perspective of a medical service provider is the Health Insurance Portability and Accountability Act, or HIPAA. This requirement safeguards patients and their families from violations from unauthorized dissemination of Protected Health Information.
Medical practitioners who have violated HIPAA guidelines can face fines from $100 to $50,000 per incident, according to the Guide to Privacy and Security of Electronic Health Information published by the Department of Health and Human Services.
While building social networks can be important in collaborating ideas or establishing professional relationships, future doctors should keep in mind that social media networks are not the means to discuss cases or patient information, according to most professionals.
The American University of Integrative Sciences, School of Medicine recently launched a more robust social media campaign. In that effort, it presently educates its staff and students on how to effectively balance social networks and professional networks.
When it comes to marketing and maintaining AUIS’s public identity, there are some things to consider, said Amanda Bell-Kirson, AUIS Assistant Director of sales and marketing.
“We hope that our students and staff understand how their public activity and their social networking engagement can have an impact on their professional futures,” Ms. Bell-Kirson said. “We encourage our students to consistently present themselves professionally.”
AUIS at AMSA Conference set for Nov 19-20
The American University of Integrative Sciences, School of Medicine is scheduled to attend the AMSA Fall Conference in New York City, November 19th and 20th.
Attendees will spend up to 2 days exploring current issues in medicine, building clinical skills, and connecting with peers.
The conference takes place at CUNY School of Medicine, Shepard Hall Building, 160 Convent Avenue New York, NY 10031.
This event brings together physicians-in-training and expert facilitators. Sessions offered are specifically designed for medical students, premedical students, interns, residents and practicing physicians, and provides a concentrated residency preparation track as well.
AUIS’s participation in the AMSA conference ultimately supports pre-med students, encourages them to pursue their career path and provides opportunities in their enrollment in medical school.
AMSA recognizes that it takes a special dedication to make a physician, saying “… our programs are designed to support medical students along each step of their journey.”
For more information about this event, visit the AMSA website at http://www.amsa.org/. To discuss enrollment or the application process for AUIS, call (866) 672-9980.
AUIS welcomes new students to Semester 5
Medical students at American University of Integrative Sciences, St. Maarten School of Medicine were introduced to staff and their instructors earlier this month as they complete their Fifth Semester classes.
Students study a curriculum which focuses on the Fundamentals of Clinical Medicine, which is the culmination of Basic Sciences.
“We are pleased to welcome our Basic Science students from the island of St. Maarten,” said Dr. Don Penney, clinical affairs dean. “We at AUIS believe supplementing the Semester Five curriculum with metacognitive techniques to enhance learning and retarding forgetting. These are essential to the practicing physician.”
AUIS ensures its students succeed by committing to small class sizes, personalized instruction and a superior technology-enriched learning environment.
Fifth Semester at AUIS is popular with medical transfer students according to a school official.
“Medical students often require improvements in their general medical knowledge prior to taking the final medical exams,” said Gwen Garner, AUIS Director of Admissions. “AUIS provides outstanding preparation needed to bolster their USMLE exam scores.”
Many people choose AUIS after hearing about its academic excellence and outstanding clinical program the medical school offers. AUIS offers clerkships with over 60 clinical affiliations in 20 states.
According to Penney, medical educators agree that Epstein and Hundert definition of Competence in medicine, “The habitual and judicious use of communication, knowledge, technical skills, clinical reasoning …” is what creates committed medical students here at AUIS.
One student commented on a direct impression the school made in improving her medical skills.
“The experience with standardized patients was a highlight for me,” said Svetlana Iskhakova, AUIS medical student. “It prepared me for exams on Clinical Skills. I passed my Basic Science comp exam and USMLE Step 1 on the first attempt. I’ve begun my Clerkships and love every minute.”
Technological advances in file sharing allow today’s physicians to remain just a click away from medical knowledge.
One such example of this remarkable therapeutic exchange between scholastic medical study and medical practice is the all-inclusive online medical database, also known as AccessMedicine.
The American University of Integrative Sciences, School of Medicine is one such academic institution that makes full use of AccessMedicine, according to one administrator.
“At AUIS, our students discover how useful AccessMedicine becomes to academic study,” said Torri Perry, AUIS manager of clinicals. “The wealth of medical information is invaluable in preparing for clinical clerkships.”
AccessMedicine is a reference source of diagnoses, notes and procedures which allows students and physicians to access medical information from nearly any mobile device.
In an article published on the McGraw-Hill website, Scott Grillo, vice president and medical publisher mentioned the importance of meeting the academic needs of the student and institution today. AccessMedicine is supplied with scores of digital medical publications and thousands of illustrations, all designed to augment the learning experience.
“As students get more immersed in their clinical program, knowledgeable responses regarding patient care is integral,” said Perry. “AccessMedicine can make a significant difference in helping students recognize proper diagnoses.”
AccessMedicine is an innovative online service that provides medical students and other health professionals an all-inclusive search platform, while granting the ability to download material to the user’s mobile device.
Having access to medical databases comes with numerous advantages, according to medical experts, but most of all, AccessMedicine allows medical students to excel in basic science studies and clerkships. Regardless of where a scholar is in her medical career, AccessMedicine provides tools and information that can mean the difference in diagnosis.
Through AccessMedicine, readers can bridge to more than 1,000 diagnoses through Diagnosaurus®, a time saving tool for browsing through symptoms, diseases, or organ systems.
Another feature of AccessMedicine is the newsletter. There, readers can stay informed on the latest topics regarding the medical community. For a subscription to the AccessMedicine newsletter, visit http://accessmedicine.mhmedical.com/public/newsLetterSignUp.aspx.
For more information about AccessMedicine, visit http://accessmedicine.mhmedical.com/index.aspx.
AUIS Dean directs new reading resource for students
Medical students at the American University of Integrative Sciences medical school were provided an academic resource designed to help attendees meet the challenges of clinical studies, according to school officials.
This unique resource details a curriculum containing reference materials and articles specifically designed for students here, according to the Dean of Clinical Affairs, AUIS.
To further improve the core clerkship educational experience, AUIS is providing a series of articles pertaining to each individual core rotations, said Dr. Don Penney, clinical affairs dean.
“The reading list and articles have been provided by myself and the Chairs of the different departments,” Penney said.
The curriculum was recognized as such a valuable resource by Assessment Engineering that their developers worked with AUIS to schedule the reference materials be included into updates of the medical application known as CARL.
The Clinical Activity Rotation Log, or CARL, is designed to track clinical experiences and access reference material.
“These articles will be available in the future on CARL, however, (the articles) will be available immediately for those students currently in rotation.”
Dr. Penney also stated how he encourages students to share interesting articles with the school as they are found.
“If any students found an article that was of value to them in their rotation, I would greatly appreciate a copy to be sent to my AUIS email account,” he said. “This resource would then be included in the appropriate reading list for the rotation.”
The technology development team at American University of Integrative Sciences announces the release of a new interface application for mobile devices on October 14.
The new student interface was created by Assessment Engineering using customized software tools for mobile devices program design.
The app will help AUIS administration deliver a wide range of services through the use of portable media devices, according to school officials.
State of the art technology remains a core component for the institution and students at AUIS, said Michael Bailey, school registrar.
“Using the AUIS mobile app, students will be able to get up-to-the-minute notifications of AUIS events, request transcripts, clerkships, and exams,” said Bailey.
According to the developers, the application will allow students, prospective students, or individuals interested in the school find useful and helpful information. With this mobile app, users can make payments through a secure connection, and directly access the AUIS and CARL websites, while they take advantage of useful travel tools such as currency converters and weather apps.
Furthermore, plans are already underway to include even more services in the near future. Medical students will find the later installments quite useful. The future design will include brain training tools such as medical practice tests, spot diagnosis flash cards and helpful mnemonics.
The AUIS mobile app is available on the Google Play store, and Apple iTunes.
For more information about CARL, or even more news about AUIS, visit the school website at https://www.auis.edu/media-news.
AUIS prepares for Fall Conference in Puerto Rico
The second leg of the Fall 2016 student interaction campaign by the American University of Integrative Sciences takes place in Puerto Rico during the weekend of October 15-16, officials announced.
The event is sponsored by the American Medical Students Association, the oldest and largest independent association of physiciansintraining in the United States.
According to an AMSA statement, this trip to Puerto Rico will be the first time the conference will be held on the island. This educational conference is scheduled to take place at the Caribe Hilton Hotel in San Juan, Puerto Rico.
“Prospective students can learn about entrance requirements, scholarship opportunities and Integrative Medicine,” said Gwen Garner, AUIS director business development.
AUIS, located in St Maarten, offers a four-year medical program and has clinical clerkships at 60 affiliations in 20 states.
Svetlana Iskhakova, medical student, visits American University of Integrative Sciences administrative office located in Tucker Ga. as she stops in during her clinical clerkship program at one of the hospitals in Atlanta. Students eligible for clinical rotations have clinical sites available to them in over 60 hospitals, healthcare facilities, and clinics across nearly 20 states.
Four students receive funds totaling more than $19,000 in financial assistance this semester as recipients of two distinct scholarships for medical school at The American University of Integrative Sciences.
The scholarships are presented to students with superior academic credentials and future academic success.
The named recipients this year are Bushra Hashmi, Britni Peterman and Hagen Rainbow, who each received the AUIS Essay Scholarship, and David Wright who was awarded the AUIS Founder’s Scholarship.
To qualify for the essay scholarships, students submitted qualified acceptance letters which were selected by the Scholarship Committee.
Qualification for the Founder’s scholarship required the student to have a cumulative grade point average of 3.80 for all college level courses and requires maintaining a 3.80 GPA for all classes in Basic Sciences, and evaluation of Honors for all clerkships.
AUIS, located in St Maarten, offers a degree in Pre-Medical Science and a four-year MD program.
For more information about AUIS, visit the website at auis.edu. To watch David’s video, visit https://youtu.be/ewBdKlBER4k
Public Affairs
678-268-4799
York University tops the list of visits in Canada for the Fall 2016 student interaction campaign by the American University of Integrative Sciences.
While advertisements will be placed throughout Toronto, York University will have AUIS staff on hand during the Graduate & Professional Studies Expo.
“We hope to connect with as many students and future doctors as possible in the coming weeks,” said one medical school official. “The Studies Expo gives us the opportunity to tell students about some of our amazing programs.”
AUIS, located in St Maarten, offers a degree in Pre-Medical Science and a four-year MD program. The Graduate & Professional Studies Expo is scheduled for 11 a.m. to 3 p.m., Oct. 13 at the Career Centre at York University, Toronto.
For more information about AUIS, visit the website at auis.edu.
AMERICAN UNIVERSITY OF INTEGRATIVE SCIENCES
SCHOOL OF MEDICINE
Healing the World, One Student at a Time, One Dream at a Time
Public Affairs
678-268-4799
Over the past few decades, US medical establishments have vilified Caribbean medical schools claiming that their education is sub-par and that the likelihood of a student being able to practice medicine in the United States is slim to none.
However, recent survey results prove that these medical establishments have been for lack of a better word – wrong. Competition for admission to medical schools in the United States is fierce, many applicants consider attending a foreign medical school. In fact, many bright applicants are now opting to obtain their medical education in the Caribbean, in fact, 27% of all praticing physicians in the US are IMG’s. There are over 70 medical schools across the Caribbean, and about half of them cater to Americans.
“The physicians who graduate from Caribbean medical schools play an increasingly important role in the US health care system by supplying residency programs with qualified applicants and helping to meet a well documented physician shortage, particularly in primary care medicine. While accreditation, didactic studies (first and second years of medical school), and clinical rotations (third and fourth years of medical school) differ among institutions, requirements for graduate certification in the United States, as outlined by the Philadelphia based Educational Committee on Foreign Medical Graduates, are the same for all students graduating from all international schools, including the Caribbean.” A recent study by van Zanten and Boulet, published in Academic Medicine, found that the quality of the medical education in Caribbean medical schools was anything but underwhelming. They evaluated the USMLE Step 1 fist time passing results and what they uncovered seemed to prove how superior the foreign medical students fared in comparison to the US medical students. “The countries with the highest percentage of students passing the (USMLE) Step 1 on the first attempt were Grenada (84.4 %) and Dominica (69.7%).”
There are many factors to consider when contemplating whether or not to apply to a Caribbean medical school. For one, the acceptance rate for Caribbean medical schools is far more desirable as compared to US medical schools. “Caribbean schools get far fewer applications and have a much higher acceptance rate, making it much easier to get in – even if you’ve been turned down by other schools.” And because there are fewer applicants, the C you received in several of your science courses should not pose to be an issue. “Your GPA and MCAT scores can be lower than average and you may still be accepted to a Caribbean school.” One of the biggest challenges you’ll face between med school and becoming a doctor is finding a clinical rotation opportunity. Many Caribbean schools are affiliated with American teaching hospitals that reserve slots for students coming in. You’ll get the same quality clinical experience as US students, and the majority of qualified students are matched with a program. Worried about finding the money? US financial aid is available for all accredited schools. In fact, about 90% of all student loans approved for American students in foreign schools goes to Caribbean colleges. American medical schools often pack hundreds of students into a lecture hall. Caribbean schools are smaller and more intimate, with 50 students or less to each teacher. You’ll get more personalized attention and more opportunity to ask questions and schedule one-on-one time.
More importantly, it’s not just about the preceding factors that should be weighed and contemplated in the US medical school vs Caribbean medical school war. As anything in life, it is all about first-hand accounts. Students who currently attend American University of Integrated Sciences recently shared their thoughts and views regarding their experience at a Caribbean medical school. One student reports, “I understand why people would prefer a US medical school- more comfortable living environment, affiliation and connections into hospitals to increase their residency chances, and bank loans (Caribbean schools don’t have these) , but at the end of the day we take the same US medical board exams as the US students, so if you pass those, it really doesn’t matter where you went to school. I was more focused on making sure my dream of becoming a physician happened, and didn’t care the path I had to take to obtain the same degree with the same credentials.”
Another student upon asked why he chose a Caribbean medical school stated, “The clinical department gave us equal opportunity to complete our clerkship rotations at any of their many locations across the USA and Canada but went the extra mile to accommodate our family and our desire to stay close to home. We have met and directly dealt with amazing staff, classmates and physicians along the way that have become invaluable contacts for our future. AUIS has also opened up the opportunity for both of us to enroll in concurrent Master’s programs which have only further strengthened our applications for this coming match year. Being both third year medical students, Master’s students, working and having four children under the age of 12 can be busy but the rewards far outweigh the challenges. AUIS has singlehandedly made it possible for us both to fulfill our dreams of becoming physicians without having to sacrifice our family.”
Deciding on where to attend medical school requires a lot of knowledge, and is an important decision. It seems as if there isn’t a real downside to choosing a Caribbean medical school. Whether it is the overall cost, the beautiful scenery, or the impending possibilities on the horizon, it is important to think outside the box and realize that the advantages outweigh the disadvantages. “Attending AUIS was an amazing experience….The people there were very accommodating….I felt welcomed and at home.”
