Gastrointestinal II (GI II)

I started to notice a trend with this block: expect challenging questions with more familiar topics. 

Everyone's heard of Crohn's disease (CD), but there is a considerable amount of overlap with Ulcerative Colitis (UC). Throw some drugs into the mix with shared properties and you're left with very similar sounding answer choices with only one correct answer. For example, the notes will say something like: Vedolizumab is appropriate for both UC and CD but Natalizumab is for only Crohn's in a question. Simple, right?

Some lectures are interesting from a clinical perspective, but others require textbook readings which can be tortuous for many. There is a push to incorporate board-style questions earlier in the curriculum, so expect some assigned Truelearn questions.

MED 237 Cardiopulmonary & Renal II (CPR-II)

It's an odd feeling to walk into a new block of material already thirteen lectures behind on day one. We have asynchronous pre-recorded lectures called Designated Student Assignments (DSA) that are intentionally front-loaded for more efficient learning but it's still a mental hurdle that sets you back.

One professor believes this the one of the hardest courses at our school and I agree. The days are shorter with cooling temperatures, and emotions can run high with a small mountain of material to complete and winter break a few weeks away. Pace yourself, start practice questions earlier than later because you'll feel behind regardless.

Elective: Foundations of Teaching Anatomy

To any first year student, expect an email sometime during Spring semester about applying for the Anatomy Teaching Assistant elective in the Fall. Space is limited to about fifty positions but the role and offers a review content from first-year systems courses. At least that's what the application suggests, but it's also a chance to experience low-grade anxiety about what you really know in front of your peers. It's good practice if you enjoy teaching and a low-commitment minimum of 8-12 required hours or 4-6 total shifts depending on the semester. Not a bad deal for another opportunity to be in the anatomy lab for a second pass and a more immersive learning experience. 

Essentials of Clinical and Osteopathic Skills III (ECOS-III)

There are definitely moments where I was not pleased with this Semester. Your priorities shift on a weekly basis - so much that I didn't really start reviewing lectures for the final until the week of exam. If I had to pick one thing, my recommendation is to practice for your Clinical Skills Assessment (CSA) because for some reason this threw a lot of students off toward the end. For me personally, I knew my typing speed dramatically falls when i'm nervous or not warmed up, so I consistently practiced typing a prototypical SOAP note for a medical encounter. The Standardized Patient Encounters (SPE) offered a different experience compared to first year, so try to keep things constructive. Remember that everything about this course is structured by design, so if something seems weird or causing generalized irritability, it's either an honest mistake or intentionally meant to challenge you. 

PASS Mentor Program – Kansas City

The Peer Assisted Student Success (PASS) is the latest version of a voluntary program for second-year medical students to be assigned a first year mentee. It's intended to be a partnership for encouragement, mentorship, advice, recourse guidance, and general assistance. There are monthly check-ins and opportunities to socialize, but more often than not you'll be getting questions about tips for the next block of material. Again, it's a nice chance to meet the incoming class one-on-one and offer any guidance to pay things forward.

BETH-2

This class follows the same straightforward setup of required attendance lectures with quizzes, and group discussion. The sometimes unsettling subjects are meant to be uncomfortable and simulate what we're likely to encounter during clerkship rotations. Newer topics range from pediatric ethics to healthcare insurance and web-based poverty simulators. When time is the most precious resource to any medical student, patients can start to wear thin on exam weeks. At the same time, it's rare to have first-hand experience meeting guest speakers that travel across the country to share their story or speak to members of the community that work with vulnerable populations. Keep an open mind!

Score 1

There was only one out of the six required session where I was finally assigned to the blood pressure station - a highly coveted opportunity to practice taking manual measurements for 2-3 hours. The hours fly by when you have a steady stream of children presenting their tiny arms and watch their eyeballs widen when the cuff squeezes. Again, there's no perfect time for Score 1 when all we want to do is study, but it's honestly more inconvenient to make up if you miss a session for any reason. Think of the children! Jokes aside, it is quite endearing to see them draw posters and cheer for us while exiting the charter bus on the elementary campus. It's also another chance to meet classmates that you normally never interact with, so make the most of the experience!