2.9 Coronavirus Database by Students Against COVID with Dan Rosenbush DO

08/27/20 • 27 min

Rounds to Residency (from MedEd University)

Dr. Dan Rosenbush talks about #Students_Against_COVID’s database of clinical resources for medical students and the infodemic resulting from COVID-19.

[01:13] The Purpose of #Students_Against_COVID
[03:02] How to Curate and Assess Research and Information
[10:22] The Infodemic & The Limitations of Knowledge
[16:05] The Mistrust of Professional Health Organizations
[18:30] Physicians as Effective Information Disseminators
[20:47] Categories in #Students_Against_COVID’s Clinical Resource Database
[22:49] The Safe Hands Challenge

Chase DiMarco talks to Dr. Dan Rosenbush, a D.O., a PH, and a first-year family medicine resident at St Margaret’s in Pittsburgh, PA. He is also a team lead for #Students_Against_COVID. Chase and Dan talk about #Students_Against_COVID’s database of clinical resources for medical students, the infodemic resulting from COVID-19, and tips for curating and assessing the research that you read.

#Students_Against_COVID began earlier this year as the result of a Twitter post by a medical student in Michigan, asking how people were using their time to combat COVID. Dr. Rosenbush communicated that he had been working on clinical education and information dissemination at his medical school. As a result of this interaction, #Students_Against_COVID was formed. It is a movement comprised of 175+ volunteers, 36+ languages and massive student organizations from over 45+ countries, joining forces with one aim in mind: to help respond to the COVID-19 pandemic.

One of the resources that #Students_Against_COVID provides is a single-page coronavirus clinical resources database for medical students. The coronavirus database includes recommended COVID resources, links to relevant professional organizations, clinical guides, research collections, volunteer opportunities, guides for special populations such as the homeless, and more. The members of #Students_Against_COVID curate and update the information on the page.

During the curation process for the COVID database, the students use several rules of thumb:

Look for articles from well-respected authors, journals, or organizations.
Look at how well an article fits with the trend of prior research.
Familiarize themselves with statistical reporting to allow more accurate interpretation of the results.
Think about how the study fits into the bigger picture and how it influences patient treatment.

Overall, Dr. Rosenbush recommends that medical students cultivate the skill of accurately interpreting research, and delve more into fields like epidemiology and statistics.

For the public more generally, there has recently been an “infodemic” – lots of information is being transmitted, especially due to social media, but not all the information is of high quality. Dr. Rosenbush emphasizes that the public must understand that every piece of information or research has its limitations. This is built into scientific studies, where almost every paper has a section detailing limitations. However, information shared on social media is often shared with disproportionate confidence.

Although all information is limited, Dr. Rosenbush encourages people to look to professional organizations. These organizations have a track record of and a strong background in providing quality information, and for interpreting quick-moving data, like COVID dat. It is unlikely that these organizations have nefarious aims. Chase and Dr. Rosenbush also agree that physicians are in a unique position to provide clinical education about coronavirus to their patients, who have a relationship with them and trust them.

Sign up for a Free Coaching session with Chase DiMarco, sponsored by Prospective Doctor! You can also join the Med Mnemonist Mastermind FB Group today and learn more about study methods, memory techniques, and MORE!

Additionally, check out http://www.sacov19.com/ for access to the clinical resource database mentioned in this podcast, and for other student initiatives. You can also access the American College of Physicians (ACP) Physician’s Guide to COVID-19. For resources on interpreting COVID news, check out The COVID Tracking Project. For information on scientific research regarding COVID, check out the NIH page on coronavirus.

Follow Chase here -

Dr. Dan Rosenbush talks about #Students_Against_COVID’s database of clinical resources for medical students and the infodemic resulting from COVID-19.

[01:13] The Purpose of #Students_Against_COVID
[03:02] How to Curate and Assess Research and Information
[10:22] The Infodemic & The Limitations of Knowledge
[16:05] The Mistrust of Professional Health Organizations
[18:30] Physicians as Effective Information Disseminators
[20:47] Categories in #Students_Against_COVID’s Clinical Resource Database
[22:49] The Safe Hands Challenge

During the curation process for the COVID database, the students use several rules of thumb:

Look for articles from well-respected authors, journals, or organizations.
Look at how well an article fits with the trend of prior research.
Familiarize themselves with statistical reporting to allow more accurate interpretation of the results.
Think about how the study fits into the bigger picture and how it influences patient treatment.

Overall, Dr. Rosenbush recommends that medical students cultivate the skill of accurately interpreting research, and delve more into fields like epidemiology and statistics.

Follow Chase here -

Previous Episode

2.8 Medical Mentorship for Students & Preceptors with David Rogers MD

Dr. David Rogers talks about why mentorship is important in medical school, tips for finding a mentor, and what to expect from the relationship.

[01:10] Dr. Rogers’ Background in Education
[02:55] How Mentors & Mentees Can Energize One Another
[06:23] Mentorship Constellations or Networks
[12:34] The Three-Person Team Mentorship Model
[18:27] Developing a Good Mentor-Mentee Relationship
[21:59] Finding a Mentor
[28:28] Unhealthy Mentor-Mentee Relationships

Dr. Rogers talks about the reciprocal nature of a mentoring relationship. A good mentor energizes – and is in turn energized by their mentees. Mentees must realize they are integral and valuable to the process. And mentors must take an interest in their mentees, knowing that it is a privilege to guide and spend time with them.

Especially during the times of COVID-19, it can be difficult to find a single mentor who is directly related to your interests and background. Dr. Rogers himself recalls struggling to find a mentor who was involved in teaching and education, which was his area of academic interest in medical school. Instead, he recommends expanding your idea of mentorship and seeking out a network, or a “mentorship constellation” of people from various backgrounds.

Dr. Rogers supports the three-person team mentorship model, consisting of the mentee, a peer mentor, and a senior mentor. The senior mentor should be contacted only several times a year and can help make big career connections. The peer mentor can work more closely with you. For example, they can provide advice on transitioning from medical school into residency.

Finding peer mentors does not have to be a formal task. Instead, you can ease into it without making an official request. You can also ask your dean for help in finding a peer who might be interested. For senior mentors, it is best to avoid asking them directly if they will be your mentor. Instead, ask something like “can I touch base with you a couple of times a year?” This increases the likelihood that the senior mentor says yes because they do not have to worry that you will be constantly pinging them.

Dr. Rogers gives several tips for developing a good mentor-mentee relationship:

It is better if the mentee drives the relationship, such as setting up appointments or preparing questions,.
The mentor should cultivate the medical ethic of beneficence and a strong desire to see their mentee succeed.
The mentor should be transparent and should be willing to share their mistakes, as well as their successes. As Dr. Rogers says, “make your own mistakes. Don’t make mine over and over again.”

Dr. David Rogers is a Professor of Surgery and Pediatrics, Senior Associate Dean of Faculty Affairs & Professional Development, and Chief Wellness Officer for the School of Medicine at the University of Alabama Birmingham.

Follow Chase here - https://www.linkedin.com/in/chasedimarco/

Visit our Website - MedEd University

Email us at - [email protected]

Facebook: https://www.facebook.com/MedEdUniversity/

Instagram: https://www.instagram.com/MedEduniversity

Twitter: https://twitter.com/Mededuniversity

LinkedIn: https://www.linkedin.com/company/mededuniversity

Pinterest: https://www.pinterest.com/mededuniversity

YouTube: http://youtube.com/mededuniversity

Next Episode

2.10 Radiology Clinicals and Leadership Development with Elsie Koh MD

Chase DiMarco gains insights from Dr. Elsie Koh about interventional radiology, goal setting, and leadership skills essential to med students and physicians.

[02:05] What an Interventional Radiologist Does
[03:18] How Elsie Began Her Career in Interventional Radiology
[04:54] Advice for Medical Students When Choosing Rotations
[06:29] The Importance of Having a Dream/Vision
[11:17] The Three Types of Goals
[12:49] Finding Good Mentors and Peers
[15:31] Tips for Teachers and Preceptors

Dr. Elsie Koh was introduced to interventional radiology during a clerkship in her fourth year of medical school. Interventional radiology involves doing procedures or minimally invasive surgery under the guidance of machinery like ultrasounds, MRIs, and CT scans. This specialization is suitable for students who are interested in tech, enjoy interacting with students, and are good at working with their hands. Although interventional radiology is present in clinical settings, it is also applicable in academia.

Medical students should take the initiative to immerse themselves in different fields rather than relying on luck to give them direction. They should take the time to think about whether or not they are interested in patient contact, research, differential diagnoses, etc. as they choose their medical school rotations, electives, or specialties.

Dr. Elsie Koh believes that the biggest struggle that medical students can face is themselves. Students need to take advantage of online resources and books to cultivate leadership, professionalism, and self-improvement in medicine. She shares an anecdote about Jim Carrey, who would park himself in bookstores to read self-improvement books. As a starving actor, Carrey even wrote himself a check for 10 million dollars and had a vision and belief that his first gig would be for 10 million dollars. Sure enough, three years later, he landed his first movie “Dumb and Dumber” for 10 million dollars.

Although medical students do not need to write checks for 10 million dollars, Dr. Koh emphasizes the importance of having a vision, rather than just focusing on day-to-day work. Write your vision down and repeat it. Do not be afraid to speak out and take initiative to achieve it. Each person should have three types of goals:

Immediately achievable goals, such as a daily to-do list.
Goals achievable with small amounts of additional effort, like upgrading your Jeep model.
Goals that are large, and difficult to achieve.

Each day, we should try to accomplish three tasks related to these goals.

She is also a proponent of finding strong mentors and peers. To be a great leader, you have to be a great follower. Think about someone whose life and career you admire, and emulate them, even if they are not directly mentoring you. As for peers, filter out your friend group to avoid naysayers. Surround yourself with people who attract you with their positive attitudes. The five people with whom you spend the most time will influence you the most.

To be a great preceptor or physician leader, you need to be approachable and to listen to your students. Let your students come back to you with feedback, and even personal criticism — this is the best path to success and effectiveness. Be there for your students, and be attuned to what they need. Walk in humility, and avoid overconfidence.

Check out the YouTube channel LEAD Physician, by Elsie Koh, MD EMHL, Elsie’s Facebook page, Elsie’s LinkedIn profile, Elsie’s Twitter page, and Elsie’s Instagram

Follow Chase here - https://www.linkedin.com/in/chasedimarco/

Visit our Website - MedEd University

Email us at - [email protected]

Facebook: https://www.facebook.com/MedEdUniversity/

Instagram: https://www.instagra...