UCSF Students

December 31, 2009

Acing your residency interview

Acing your residency interview

Acing Your Residency Interview

Posted on 13 December 2009.

Jessica Freedman, MD
By Jessica Freedman, MD
President of MedEdits

Most residency applicants have not found themselves in the interviewee seat since they applied to medical school. Well, the residency interview is somewhat different from the medical school interview. Because you have now nearly graduated from medical school (for the traditional applicant), no one is trying to assess your commitment to medicine; rather, they are specifically evaluating your commitment to the specialty to which you are applying. They also are evaluating your ability to perform well as a resident and if you will be a good fit for their program. This article will provide some tips to help you succeed, whether you are applying to residency this interview season or in the future.

The full article (and a great article might I add) can be found on the student doctor network website. Below is the link!

http://www.studentdoctor.net/2009/12/acing-your-residency-interview/ 

Acing your residency interview

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Zen by Shiseido for Women 1.6 oz Parfum Aromatique Flacon

Zen by Shiseido for Women 1.6 oz Parfum Aromatique Flacon – Limited Edition Shiseido

Click on the link or image below to learn more about this item.

        

Zen by Shiseido for Women 1.6 oz Parfum Aromatique Flacon – Limited Edition Shiseido

 

 

 

 

 

 

 

 

 

 

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General Surgery Websites

Filed under: General Surgery Websites — Tags: , , — admin @ 7:14 am

General Surgery Websites

http://www.websurg.com

http://foundationskills.net

http://surgical-tutor.org.uk/default-home.htm
- nice website

If you know any good ones, please post them below.

General Surgery Websites

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December 29, 2009

Improve memory for multiple choice exams

Filed under: Study Skills — Tags: — admin @ 4:31 am

Improve memory for multiple choice exams

Study Skills: Improve memory for multiple choice exams

source: http://www.iamnext.com/academics/mcmemory.html


by UWO Student Development Centre’s Learning Skills Services

Multiple choice tests often involve heavy volume and an emphasis on details which place heavy demands on your memory skills. What can help you cope as you study?

  • Instead of simply dumping into your long term memory, you can structure information.
  • Instead of cramming, you can build memory.

In building memory, structure in thinking is one of the main keys to an effective memory. Other ideas for you to think about are the following:

Monitor Your Comprehension:

You can only remember and fully use ideas that you understand. Find ways to monitor your comprehension. Get in the habit of saying to yourself, “Do I understand this?”

Always check the logic behind the ideas, i.e., do things happen in a way that you would predict? If you can see the logic in something, you are much more likely to be able to reconstruct that idea even if you cannot immediately recall it.

Also, look out for anything that seems counter-intuitive to you; you are less likely to remember something that does not seem logical or is something that you would not agree with.

Evaluate your own comprehension by bouncing your thoughts about a course against those of other students. Tutor another student who is having difficulty; if you teach someone else, you reinforce your own knowledge.

Generate Your Own Examples:

Go beyond examples provided in class and in the text, and bring your general knowledge and experiences into play by relating them to academic ideas. For example:

  • In kinesiology, relate your ability to throw a ball to the physical forces you study in class;
  • in biology, relate photosynthesis to that poor potted plant that struggles in your basement;
  • in sociology relate symbolic interaction to values that you learned from your parents;
  • in geography relate the Canadian Shield to your trip to Algonquin Park;
  • in chemistry relate acids to home uses of vinegar;
  • in physics relate acceleration to riding your bike.

When you can generate your own examples, you demonstrate your understanding, and your memory is enhanced.

Think in Pictures, Colours, and Shapes:

Concrete images are more memorable than abstract ideas, and that is why pictures are such important instructional aids for your instructors and text authors.

Practice colourful thinking! Associate your own mental pictures to the academic content. In your class and text notes use colour to highlight headings and other key ideas. Use shapes to help you organise ideas; triangles, boxes, flow charts, circles.

Use Mnemonics (Sparingly):

Mnemonics are memory training devices or ways of making associations to aid in remembering.

They can be extremely powerful; at the same time, if you overuse mnemonics, you can spend too much time on generating and learning the mnemonics and too little time on real understanding of the material. The economical use of mnemonics to study for a test can be very effective. There are many types of mnemonics and, no doubt, you will have used some of them.

  • Rhymes can be powerful; psychology students will recognize Freud’s personality theory in the little rhyme, “Id is the kid!”
  • Acronyms collapse the beginning letters of a set of information into one or a few words; in trigonometry, you can use SOHCAHTOA for right-angled triangles; in French you can use DR and MRS VANDERTRAMPP for verbs that conjugate with être.
  • The beginning letters of a set of information can be built into a sentence; for biology you might recognize Kings Play Chess On Frosted Glass Surfaces.

These are just a few of the many types of mnemonics that you can use. As you study for your tests, use your imagination to generate fitting mnemonics for some of the key information in your courses.

Repetition:

The more times you go over something, the better your memory will be of that information. However, each time you go through something, try to find a different angle so that you are not just repeating exactly the same activity. By varying your approach, you will create more connections in long-term memory.

This article was produced originally by Student Development Centre’s Learning Skills Services, The University of Western Ontario, London, Ontario, Canada. Reprinted with permission.

Related reading:

Improve memory for multiple choice exams

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December 28, 2009

ESTJ Personality Types

ESTJ Personality Types

Do you have an ESTJ personality type? Below are some resources for you.

ESTJ Personality Types

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ESFJ Personality Types

ESFJ Personality Types

Do you have an ESFJ Personality Type? Here are some resources.

Life as an ESFJ

ESFJ Personality Types

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OBGYN rotation at Kaiser SF medical student review

OBGYN rotation at Kaiser SF medical student review

1. Tell us the rotation AND site you just completed (ex. OBGYN, Kaiser Oakland)
OBGYN, Kaiser SF

.

2. What books/tools did you use for this rotation? Tell us which ones were absolutely necessary, somewhat helpful, or total waste of money. Also tell us how you used them.
SOAP OBGYN–great book to use when you’re in clinic, it has a DDx, H&P, labs, treatment, etc. for every imaginable presentation you will see in clinic; Blueprints–a must read, read a chapter or more after you’ve seen a patient (it sticks better); Case Files–A fun read if you have extra time, good for problem solving; Obstetrics, Gynecology and Infertility: Handbook for Clinicians-Resident Survival Guide Paperback by John D. Gordon (the little red book)– It was somewhat helpful. Good b/c you can carry it in your pocket, but the information is disorganized. I thought the best part was at the back of the book, it gives you an outline for different op notes (C/S, GYN surgeries,etc), it also has lots of charts and algorythms. I saw a lot of the residents use it but it wasn’t particularly helpful to me.

.

3. Describe your call schedule. Ex. # days on call, what time you realistically got out, etc.
When you’re on call, you serve on Labor & Delivery. There is a some flexibility for setting up your call schedules. i.e. we could trade our assignments with other students, and make adjustments if we had special engagements. A 24 hour call scheduled for a Saturday could be broken up into Friday 5:30pm – 7am AND Sunday 7am – 9pm (leaving you with Sat off). This flexibility is resident dependent so approach with caution. My call schedule was: Week 1: Sat 24hr (7am-7am); Week 2: Fri 5:30pm-7am AND Sun 7am-9pm; Week 3: Fri 5:30am-7pm; Week 4: No call; Week 5 No call; Week 6: No call. So it was pretty crazy the first 3 weeks, but more chill the last 3 weeks.

.

4. How did you prepare for the finishing exam/shelf exam. How would you prep differently if you could do it again.
Finishing exam is 100 question shelf exam, plus two essay questions straight out of the objectives section. I tried to read as much Blueprints as possible, and then did all of the questions at the end of Blueprints; Did the UWise questions (which are similar to the Board style questions). If I had to do it differently, I would start doing questions a lot earlier.

.

5. Comment on one or more aspect of the rotation as it pertains to: 1) How you survived the rotation 2) What you felt you did well and how you did it 3) mistakes you made and how to avoid them 4) What you did to make the residents’ life easier 5) If, when, and how you found time to read 6) Pointers on how do well on: H&Ps, oral presentation, record keeping, professionalism, self-improvement, and working well with the health care team. 7) Best and worse aspects of the rotation 8) How often you were pimped and how 9) Names of awesome teachers to work with 10) Clinic vs inpatient experience 11) medical contitions or surgeries you saw 12) Anything else that comes to mind
1) Tried to be enthusiastic, Used SOAP OBGYN in clinic, accepted the fact that in clinic some MDs will let you do stuff and others won’t so best to just go along with the flow, very helpful to ask chief resident for feedback, read during down time 2) I got along well with the nurses and medical assistants and ended up learning a lot from them 3) Would recommend following more than 1 patient when you are on L&D to ensure a delivery that day – ok to ask to see more patients than you’ve been assigned only 1 4) fill out op notes, discharge notes, L&D labor notes (every 2 hours), help set up in the OR, look up articles related to a question the residents might have or question on the management or prognosis of a unique patient, type up dry labs (GYN), ask to do PM checks on other resident’s patients (GYN), volunteer to do stuff, ask to do stuff 5) I read most when I was on clinic (went home and read up on a patient or an MD’s specialty like infertility or urogynecology), read least when I was on GYN service, read during downtime when I was on L&D. Always had my Blueprints near by. 6) For H&Ps, I just made a copy of a resident’s note and used that as my guide, just ask for feedback 7) Best aspects are the attendings and many of the residents. I thought overall they were great teachers and good people. The Tuesday conferences/didactics were very good too and focused on the objectives of the class. If the first topic is fetal monitoring, make sure to read ahead for that one, especially if you’re not starting out on L&D. Worse aspects is that there’s a lot of jargon and acronyms in OBGYN and figuring it all out took some time. The hours were ok. 8) I was pimped in clinic (screening and diagnostic tests in pregnancy; vaginal discharge, etc), I was pimped in GYN (abdominal layers, GYN anatomy, arteries/vein/ureter), and I was pimped on L&D (stages of labor, pre-eclampsia diagnosis and management, fetal heart monitoring, ddx for variable and late decels, etc.). I didn’t feel I had a ton of pimping at all, but I sure as hell read up on patients as they were being discussed if I sensed pimping in the air. Each Friday there is pre-op conference with many attendings and residents. The medical students are expected to attend. Expect to get pimped that hour and a half. They like to target innocent med students with cruel questions (j/k) No, actually, it’s all in fun so just try your best to answer the question. 9) There were so many awesome people at Kaiser SF. Awesome Attendings: Jacobson, Sklar, Weiss, Masters, Tseng, Fracchia, Kendrick, Hall, Feigenbaum (interesting character), Sweeting (retiring), Dorward, Fields (I didn’t work directly with him but you will learn a lot from him during antepartum rounds) Best Chiefs: Tsai, George-Wells Best Residents: Lantzman, Tien, Longinotti, Gogia, Tam, Wright, Savage, Kam-Castro. One bad chief resident but she’s moving on so you guys don’t have to worry about it. 10) The 2 weeks of clinic were chill. 9-12, 1:30-5. Went home and read. fast paced during clinic (15-20min/pt), infertility clinic and urogyn were the most laid back, did most H&P when I worked with the residents. Jacobson has interesting way of incorporating you in clinic so don’t be surprised. Just follow along. Inpatient was more fast paced, rounds started at 6am +/- 1 hour. Sign out was at 5:30pm. 12) Just be yourself, be enthusiastic, don’t be shy, ask questions, read often, be prepared, do the best that you can, punctuality on rounds takes priority over all else, don’t take things personally, come in as early as needed to preround so that you’re not shot down during rounds (an R2’s personal motto), have fun and get to know your patients. The patients totally make it all worthwhile. Stay close to the helpful residents and stay away from obviously bad ones. And… be happy when the pimping is aimed at the residents b/c it’s just fun to watch.

OBGYN rotation at Kaiser SF medical student review

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Statistics for USMLE Step 1

Quantitative methods for USMLE Step 1

Quantitative methods

  • fundamental concepts of measurement
    • scales of measurement
    • distribution, central tendency, variability, probability
    • disease prevalence and incidence
    • disease outcomes (eg, fatality rates)
    • associations (eg, correlation and covariance)
    • health impact (eg, risk differences and ratios)
    • sensitivity, specificity, predictive values
  • fundamental concepts of study design
    • types of experimental studies (eg, clinical trials, community intervention trials)
    • types of observational studies (eg, cohort, case-control, cross-sectional, case series, community surveys)
    • sampling and sample size
    • subject selection and exposure allocation (eg, randomization, stratification, self-selection, systematic assignment)
    • outcome assessment
    • internal and external validity
  • fundamental concepts of hypothesis testing and statistical inference
    • confidence intervals
    • statistical significance and Type I error
    • statistical power and Type II error

Quantitative methods for USMLE Step 1

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Immunology for USMLE Step 1

Immune responses for USMLE Step 1

Immune responses

  • production and function of granulocytes, natural killer cells, and macrophages
  • production and function of T lymphocytes, T-lymphocyte receptors
  • production and function of B lymphocytes and plasma cells; immunoglobulin and antibodies: structure and biologic properties
  • antigenicity and immunogenicity; antigen presentation; cell activation and regulation; tolerance and clonal deletion
  • immunologic mediators: chemistry, function, molecular biology, classic and alternative complement pathways, cytokines, chemokines
  • immunogenetics; MHC structure and function, class I, II molecules; erythrocyte antigens
  • immunizations: vaccines, protective immunity
  • alterations in immunologic function
    • T- or B-lymphocyte deficiencies (eg, DiGeorge syndrome)
    • deficiencies of phagocytic cells
    • combined immunodeficiency disease
    • HIV infection/AIDS and other acquired disorders of immune responsiveness
    • drug-induced alterations in immune responses, immunopharmacology
  • immunologically mediated disorders
    • hypersensitivity (types I–IV)
    • transplant and transplant rejection
    • autoimmune disorders
    • risks of transplantation, transfusion (eg, graft-versus-host disease)
    • isoimmunization, hemolytic disease of the newborn
    • immunopathogenesis
  • immunologic principles underlying diagnostic laboratory tests (eg, ELISA, complement fixation, RIA, agglutination)
  • innate immunity

Biology of tissue response to disease

  • inflammation, including cells and mediators
    • acute inflammation and mediator systems
    • vascular response to injury, including mediators
    • inflammatory cell recruitment, including adherence and cell migration, and phagocytosis
    • bactericidal mechanisms and tissue injury
    • clinical manifestations (eg, pain, fever, leukocytosis, leukemoid reaction, and chills)
    • chronic inflammation
  • reparative processes
    • wound healing, hemostasis, and repair: thrombosis, granulation tissue, angiogenesis, fibrosis, scar/keloid formation
    • regenerative processes
  • neoplasia
    • tumor immunology

Immune responses for USMLE Step 1

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Infectious Diseases for USMLE Step 1

Microbial biology and infection for USMLE Step 1

Microbial biology and infection

  • microbial classification and its basis
  • bacteria and bacterial diseases
    • structure and composition
    • metabolism, physiology, and regulation
    • genetics
    • nature and mechanisms of action of virulence factors
    • pathophysiology of infection
    • epidemiology and ecology
    • principles of cultivation, assay, and laboratory diagnosis
  • viruses and viral diseases
    • physical and chemical properties
    • replication
    • genetics
    • principles of cultivation, assay, and laboratory diagnosis
    • molecular basis of pathogenesis
    • pathophysiology of infection
    • latent and persistent infections
    • epidemiology
    • oncogenic viruses
  • fungi and fungal infections
    • structure, physiology, cultivation, and laboratory diagnosis
    • pathogenesis and epidemiology
  • parasites and parasitic diseases
    • structure, physiology, and laboratory diagnosis
    • pathogenesis and epidemiology
  • principles of sterilization and pure culture technique

Microbial biology and infection for USMLE Step 1

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Pharmacology for USMLE Step 1

Pharmacodynamic and pharmacokinetic processes for USMLE Step 1

Pharmacodynamic and pharmacokinetic processes

  • general principles
    • pharmacokinetics: absorption, distribution, metabolism, excretion, dosage intervals
    • mechanisms of drug action, structure-activity relationships
    • concentration- and dose-effect relationships (eg, efficacy, potency), types of agonists and antagonists and their actions
    • individual factors altering pharmacokinetics and pharmacodynamics (eg, age, gender, disease, tolerance, compliance, body weight, metabolic proficiency, pharmacogenetics)
    • drug side effects, overdosage, toxicology
    • drug interactions
    • regulatory issues (eg, drug development, approval, scheduling)
  • general properties of autacoids, including peptides and analogs, biogenic amines, prostanoids and their inhibitors, and smooth muscle/endothelial autacoids
  • general principles of autonomic pharmacology
  • general properties of antimicrobials, including mechanisms of action and resistance
  • general properties of antineoplastic agents and immunosuppressants, including drug effects on rapidly dividing mammalian cells

Pharmacodynamic and pharmacokinetic processes for USMLE Step 1

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Gastrointestinal topics for USMLE Step 1

Gastrointestinal topics for USMLE Step 1

Gastrointestinal System

Normal processes

  • embryonic development, fetal maturation, and perinatal changes
  • organ structure and function, including alimentary canal, liver and biliary system, salivary glands and exocrine pancreas, motility, and digestion and absorption
  • cell/tissue structure and function
    • endocrine and neural regulatory functions, including GI hormones
    • salivary, gastrointestinal, pancreatic, hepatic secretory products, including enzymes, proteins, bile salts, and processes
    • synthetic and metabolic functions of hepatocytes
  • repair, regeneration, and changes associated with stage of life
  • gastrointestinal defense mechanisms and normal flora

Abnormal processes

  • infectious, inflammatory, and immunologic disorders
    • infectious disorders (eg, peritonitis, hepatitis, gingivostomatitis, peptic ulcer, gastritis, esophagitis, traveler’s diarrhea, food poisoning)
    • inflammatory disorders (eg, cholecystitis, pancreatitis)
    • immunologic disorders (eg, Crohn disease, ulcerative colitis)
  • traumatic and mechanical disorders
    • malocclusion
    • hiatus hernia
    • obstruction (eg, volvulus, intussusception, esophageal atresia, annular pancreas, postsurgical obstruction)
    • perforation of hollow viscus and blunt trauma
    • inguinal, femoral, and abdominal wall hernias
    • esophageal and intestinal diverticula (eg, Meckel diverticulum)
  • neoplastic disorders, including benign and malignant
  • metabolic and regulatory disorders (eg, motility disorders, malabsorption, hepatic failure, cholelithiasis)
  • vascular disorders (eg, portal hypertension, esophageal varices, hemorrhoids, anal fissure, ischemia, angiodysplasia, thromboses, vasculitis)
  • systemic disorders affecting the gastrointestinal system

Principles of therapeutics

  • mechanisms of action, use, and adverse effects of drugs for treatment of disorders of the gastrointestinal system
    • treatment and prophylaxis of peptic ulcer disease and gastroesophageal reflux (eg, antacids, antisecretory drugs, motility drugs, mucosal protective agents, antibiotics)
    • drugs to alter gastrointestinal motility (eg, cathartics, antidiarrheal drugs, antiemetic drugs, prokinetic drugs)
    • fluid replacement (eg, oral rehydration)
    • pancreatic replacement therapy and treatment of pancreatitis
    • drugs for treatment of hepatic failure (eg, lactulose) and biliary disease (eg, drugs to dissolve gallstones)
    • anti-inflammatory, immunosuppressive, antineoplastic, and antimicrobial drugs
  • other therapeutic modalities (eg, surgical procedures, stents, feeding tubes)

Gender, ethnic, and behavioral considerations affecting disease treatment and prevention, including psychosocial, cultural, occupational, and environmental

  • emotional and behavioral factors (eg, peptic ulcer, encopresis, Monday morning stomach)
  • influence on person, family, and society (eg, inflammatory bowel disease, irritable bowel disease, pancreatitis and alcohol, chronic laxative abuse)
  • occupational and other environmental risk factors
  • gender and ethnic factors (eg, diets)

Multisystem processes

  • nutrition
    • generation, expenditure, and storage of energy at the whole-body level
    • assessment of nutritional status across the life span, including calories, protein, essential nutrients, hypoalimentation
    • functions of nutrients, including essential, trans-fatty acids, cholesterol
    • protein-calorie malnutrition
    • vitamin deficiencies and/or toxicities
    • mineral deficiencies and toxicities
    • eating disorders (eg, obesity, anorexia, bulimia, alternative diets, and nutritional supplements)
  • temperature regulation
  • adaptation to environmental extremes, including occupational exposures
    • physical and associated disorders (eg, temperature, radiation, burns, decreased atmospheric pressure, high-altitude sickness, increased water pressure)
    • chemical (eg, gases, vapors, smoke inhalation, agricultural hazards, volatile organic solvents, heavy metals, principles of poisoning and therapy)
  • fluid, electrolyte, and acid-base balance and disorders (eg, dehydration, acidosis, alkalosis)

Gastrointestinal topics for USMLE Step 1

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Psychiatry topics for USMLE Step 1

Psychiatry topics for USMLE Step 1

Gender, ethnic, and behavioral considerations affecting disease treatment and prevention, including psychosocial, cultural, occupational, and environmental

  • progression through the life cycle, including birth through senescence
    • cognitive, language, motor skills, and social and interpersonal development
    • sexual development (eg, puberty, menopause)
    • influence of developmental stage on physician-patient interview
  • psychologic and social factors influencing patient behavior
    • personality traits or coping style, including coping mechanisms
    • psychodynamic and behavioral factors, related past experience
    • family and cultural factors, including socioeconomic status, ethnicity, and gender
    • adaptive and maladaptive behavioral responses to stress and illness (eg, drug-seeking behavior, sleep deprivation)
    • interactions between the patient and the physician or the health care system (eg, transference)
    • patient adherence, including general and adolescent
  • patient interviewing, consultation, and interactions with the family
    • establishing and maintaining rapport
    • data gathering
    • approaches to patient education
    • enticing patients to make lifestyle changes
    • communicating bad news
    • “difficult” interviews (eg, anxious or angry patients)
    • multicultural ethnic characteristics
  • medical ethics, jurisprudence, and professional behavior
    • consent and informed consent to treatment
    • physician-patient relationships (eg, ethical conduct, confidentiality)
    • death and dying
    • birth-related issues
    • issues related to patient participation in research
    • interactions with other health professionals (eg, referral)
    • sexuality and the profession; other “boundary” issues
    • ethics of managed care
    • organization and cost of health care delivery

Psychiatry topics for USMLE Step 1

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Genetics topics for USMLE Step 1

Genetics topics for USMLE Step 1

Human development and genetics

  • embryogenesis: programmed gene expression, tissue differentiation and morphogenesis, homeotic genes, and developmental regulation of gene expression
  • congenital abnormalities: principles, patterns of anomalies, dysmorphogenesis
  • principles of pedigree analysis, including inheritance patterns, occurrence and recurrence risk determination
  • population genetics: Hardy-Weinberg law, founder effects, mutation-selection equilibrium
  • genetic mechanisms: chromosomal abnormalities, mendelian inheritance, multifactorial diseases
  • clinical genetics, including genetic testing, prenatal diagnosis, newborn screening, genetic counseling/ethics, gene therapy

Human development and genetics for USMLE Step 1

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Esophagoscopy

Filed under: Esophagoscopy — Tags: , — admin @ 10:39 am

Esophagoscopy

Gastro-Esophagoscopy Showing Hiatus Hernia And Taking Biopsy

Transnasal Esophagoscopy

TransNasal Esophagoscopy (TNE), Esophageal Candidiasis

Transnasal Esophagoscopy

Esophagoscopy

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December 27, 2009

Psychiatry rotation at Parnassus medical student review

Psychiatry rotation at Parnassus medical student review

1. Tell us the rotation AND site you just completed (ex. OBGYN, Kaiser Oakland)
Neuro/Psych, Parnassus
.
.
2. What books/tools did you use for this rotation? Tell us which ones were absolutely necessary, somewhat helpful, or total waste of money. Also tell us how you used them.
a) Absolutely necessary: SOAP for Neurology, Psychiatry (Current Clinical Strategies, Hahn et. al.)
.

.

3. Describe your call schedule. Ex. # days on call, what time you realistically got out, etc.
Neuro: 4 wkday calls total lasting until 10pm (get out by ~8-12pm), 2 wkend day calls (8-5pm) Psych: 3 wkday calls total lasting until 9-10pm.
.

.

4. How did you prepare for the finishing exam/shelf exam. How would you prep differently if you could do it again.

Psych: read the little green book (see above); no need to know dosages for drugs.

Psychiatry rotation at Parnassus medical student review

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Neurology rotation at Parnassus medical student review

Neurology rotation at Parnassus medical student review

1. Tell us the rotation AND site you just completed (ex. OBGYN, Kaiser Oakland)
Neuro/Psych, Parnassus
.
.
2. What books/tools did you use for this rotation? Tell us which ones were absolutely necessary, somewhat helpful, or total waste of money. Also tell us how you used them.
a) Absolutely necessary: SOAP for Neurology, Psychiatry (Current Clinical Strategies, Hahn et. al.)
.

.

3. Describe your call schedule. Ex. # days on call, what time you realistically got out, etc.
Neuro: 4 wkday calls total lasting until 10pm (get out by ~8-12pm), 2 wkend day calls (8-5pm) Psych: 3 wkday calls total lasting until 9-10pm.
.

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4. How did you prepare for the finishing exam/shelf exam. How would you prep differently if you could do it again.

Psych: read the little green book (see above); no need to know dosages for drugs.

Neurology rotation at Parnassus medical student review

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Cell biology topics for USMLE Step 1

Cell biology topics for USMLE Step 1

Biology of cells

  • structure and function of cell components (eg, endoplasmic reticulum, Golgi complex, mitochondria, lysosome, peroxidase, endosome, centriole, microtubule, ribosome, polysome, plasma membrane, cytosol, cilia, nucleus, cytoskeleton,)
  • signal transduction (including basic principles, receptors and channels, second messengers, signal trasnduction pathways)
  • cell-cell and cell-matrix adhesion
  • cell motility
  • intracellular sorting (eg, trafficking, endocytosis)
  • cellular homeostasis (eg, turnover, pH maintenance, proteasome, ions, soluble proteins)
  • cell cycle (eg, mitosis, meiosis, structure of spindle apparatus, cell cycle regulation)
  • structure and function of basic tissue components (including epithelial cells, connective tissue cells, muscle cells, nerve cells, and extracellular matrix)
  • adaptive cell response to injury
  • intracellular accumulations (eg, pigments, fats, proteins, carbohydrates, minerals, inclusions, vacuoles)
  • mechanisms of injury and necrosis
  • apoptosis

Biology of cells for USMLE Step 1

source: http://usmle.org/Examinations/step1/content/principles.html

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December 26, 2009

How to cut with a scalpel

How to cut with a scalpel

Below is a great website that describes how to cut with a scalpel. Great for medical students and surgery residents. When you go to the website, scroll down to the title “How to cut with a scalpel”

WikiSurgery
http://wikisurgery.com/index.php?title=Scalpel_07_How_to_use_a_scalpel

How to cut with a scalpel

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How to hold a scalpel

How to hold a scalpel

Here is a great website that describes the best way to hold a scalpel (and the wrong ways to hold a scalpel)

WikiSurgery
http://wikisurgery.com/index.php?title=Scalpel_07_How_to_use_a_scalpel

How to hold a scalpel

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December 25, 2009

Why Surgery?

Why Surgery?

If you are considering a surgical career but having doubts, you might find the article below helpful.
http://www.ctsnet.org/sections/residents/newhorizons/article-3.html

Youtube videos below!

 

Why Surgery?

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Life as a family physician

Filed under: family medicine — Tags: — admin @ 5:11 pm

Life as a family physician

Life as a family physician

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Cardiac Surgery

Filed under: Cardiac Surgery — Tags: , — admin @ 4:56 pm

Cardiac Surgery

Cardiac surgery top end

Cardiac Surgery T graft

Cardiac Surgery Side to side IMA to PDA

Cardiac Surgery Radial to PDA

Cardiac Surgery IMA take down

Cardiac Surgery Clampless top end using obturator

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Funny medical student videos

Filed under: Funny Medical Student Videos — Tags: — admin @ 4:50 pm

A day in the life of a medical student – comedy

EMERGENCY MEDICINE
UAB Emergency Room Rap

Medical School 99 Problems Remix

I’M GONNA BE A DOC
http://www.youtube.com/watch?v=IS3Joy1rd3o

Outside Hospital

What anesthesiologists do
AMATEUR TRANSPLANTS: Anaesthetists Hymn LIVE

Scrubs – A Surgeon And A Doc

OK Go – Here It Goes Again
http://www.youtube.com/watch?v=pv5zWaTEVkI

UCSF MEDICAL STUDENTS
UCSF KinetiK

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A day in the life of a medical student

A day in the life of a medical student

Coming soon…

A day in the life of a medical student

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Choosing a career in surgery

Filed under: General Surgery Career — Tags: — admin @ 4:41 pm

Choosing a career in surgery

Choosing a career in surgery

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Life as a doctor

Filed under: 2 premedical students — Tags: , — admin @ 4:15 pm

Life as a doctor

Life as a doctor

WHAT MEDICINE IS ALL ABOUT

FILLING OUT FORMS

WHY SOME DOCTORS ARE UNHAPPY

LIFE AND DEATH AS A DOCTOR

EXHAUSTED SURGEONS

DEALING WITH PRESSURE AND MALPRACTICE

If you found this information helpful and/or insightful, please SUBSCRIBE.

Medical Education Website

Life as a doctor

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Life as a surgeon

Filed under: General Surgery Career — Tags: , — admin @ 4:10 pm

Life as a surgeon

Life as a surgeon isn’t easy, but it is extremely gratifying if you are happy doing it.

WHAT THE SURGEON IS THINKING BEFORE GOING INTO THE OPERATING ROOM

 

BUILDING A SURGICAL PRACTICE

A SURGEON’S HANDS

SURGICAL TRAINEES OPERATING SOLO and ramblings

WHAT SURGEONS WEAR …..IN AUSTRALIA

Medical Education Website

Life as a surgeon

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The Merck Manual

Filed under: BOOKS — Tags: , , , — admin @ 4:05 pm

The Merck Manual

The Merck Manual is actually an excellent book for medical students. You should really read the reviews.

THE MERK MANUAL FOR MEDICAL STUDENTS, PHYSICIANS, AND HEALTHCARE PROFESSIONALS

The Merck Manual 18th Edition – excellent reviews.

MERCK VETERINARY BOOKS

The Merck Veterinary Manual

The Merck/Merial Manual for Pet Health

MERCK BOOKS  FOR PATIENTS

The Merck Manual of Medical Information.

The Merck Manual of Patient Symptoms

The Merck Manual of Health & Aging .

Merck Manual of Geriatrics .

The Merck Manual Home Health Handbook

The Merck Manual of Children’s Health

The Merck Manual of Women’s and Men’s Health

THE BEST MEDICAL TEXTBOOK EVER

Medical Education Website

The Merck Manual

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How to put on a surgical mask

How to put on a surgical mask

HOW TO PUT ON YOUR SURGICAL MASK

Medical Education Website

How to put on a surgical mask

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Kaplan Test Prep Courses

Filed under: Kaplan Test Prep — Tags: , , , , , — admin @ 3:51 pm

Kaplan Test Prep

Kaplan Test Prep

Updates coming soon.

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December 23, 2009

INTJ Personality Type

INTJ

Independent, original, analytical, and determined. Have an exceptional ability to turn theories into solid plans of action. Highly value knowledge, competence, and structure. Driven to derive meaning from their visions. Long-range thinkers. Have very high standards for their performance, and the performance of others. Natural leaders, but will follow if they trust existing leaders.

source: http://www.personalitypage.com/high-level.html

Do you have an INTJ Personality Type? Below is a collection of helpful information for you.

Brief descriptors of an INTJ personality type

- independent

- logical

- critical

- original

- systems-minded

- firm

- visionary

- theoretical

- demanding

- private

- global

- autonomous

The next information below is from:
http://similarminds.com/jung/intj.htmlINTJ

loner, more interested in intellectual pursuits than relationships or family, not very altruistic, not very complimentary, would rather be friendless than jobless, observer, values solitude, perfectionist, detached, private, not much fun, hidden, skeptical, does not tend to like most people, socially uncomfortable, not physically affectionate, unhappy, does not talk about feelings, hard to impress, analytical, likes esoteric things, tends to be pessimistic, not spontaneous, prone to discontentment, guarded, does not think they are weird but others do, responsible, can be insensitive or ambivalent to the misfortunes of others, orderly, clean, organized, familiar with darkside, tends not to value organized religion, suspicious of others, can be lonely, rarely shows anger, punctual, finisher, prepared
*the descriptions listed here are made up of personality items. people who scored high on this type scored higher on the above items compared to the average. (more info)

favored careers:

scientist, dictator, forensic anthropologist, systems analyst, philosopher, nuclear engineer, political analyst, researcher, statistician, scholar, research scientist, computer scientist, software designer, curator, computer programmer, aerospace engineer, electrical engineer, paleontologist, english professor, philosophy professor, chemical engineer, epidemiologist, forensic scientist, museum curator, research assistant, mechanic, astronomer, figher pilot, librarian, systems administrator, neurosurgeon, book editor, biotechnology, archeologist, lab tech, bookstore owner

disfavored careers:

advertising executive, job in entertainment industry, performer, singer, art therapist, childcare worker, bartender, dj, even coordinator, hair dresser, wedding planner

Below are YouTube resources for INTJs

Cracking the personality type code

Life of an INTJ

INTJ on YouTube: takeitorleaveit

INTJ on YouTube: JIMMYcodes

INTJ on YouTube: funkr77

Source

Do What You Are: Discover the Perfect Career for You Through the Secrets of Personality Type.

Please Understand Me: Character and Temperament Types.

Why Him? Why Her?: Finding Real Love By Understanding Your Personality Type .

The Art of Speed Reading People: How to Size People Up and Speak Their Language

What Type Am I?: The Myers-Brigg Type Indication Made Easy .

Type Talk at Work (Revised): How the 16 Personality Types Determine Your Success on the Job .

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What it takes to become a doctor

What it takes to become a doctor

Some advice for premedical students

WHAT IT TAKES TO BE A DOCTOR

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Follow your dreams

FOLLOW YOUR DREAMS

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December 22, 2009

Instrument tie suture technique

Filed under: Uncategorized — Tags: , — admin @ 8:47 am

Instrument tie suture technique

 

INSTRUMENT TIE – at 1:50 of video

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How to put on a surgical gown

Filed under: Uncategorized — Tags: — admin @ 8:42 am

How to put on a surgical gown

 

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How to put on surgical gloves

Filed under: Put on Surgical Gloves — Tags: — admin @ 6:40 am

How to put on surgical gloves

Putting on Sterile gloves

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Foley Catheter Insertion

Filed under: 7 Procedures — Tags: — admin @ 4:52 am

Foley Catheter Insertion

Note: Please be advised that these manniquins show male and female parts.

Foley catheter insertion

VIDEO #1 – INSERTING FOLEY CATHETER IN A MALE

FOLEY CATHETER INSERTION IN FEMALE

FOLEY CATHETER INSERTION IN FEMALE

FOLEY INSERTION IN FEMALE

FOLEY INSERTION IN FEMALE

IF YOU FOUND THIS ARTICLE HELPFUL, PLEASE SUBSCRIBE! (ABOVE)

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Chest Tube Insertion

Filed under: Chest Tube Insertion — Tags: , , — admin @ 4:33 am

Chest Tube Insertion

Flash cards for chest tube insertion
http://www.flashcardmachine.com/527802/1a9k

VIDEOS
Thoracotomy – Normal Procedure by MediVisuals

CHEST TUBE INSERTION VIDEO

CHEST TUBE INSERTION VIDEO
Watch chest tube video.wmv in Educational |  View More Free Videos Online at Veoh.com

CHEST TUBE VIDEO #2

CHEST TUBE INSERTION VIDEO

CHEST TUBE DRAINAGE SYSTEM

IT’S NEVER AS EASY AS IT SEEMS

Flashcards for chest tube insertion review
http://www.flashcardmachine.com/527802/1a9k

Sources for medical students
http://apps.med.buffalo.edu/procedures/chesttube.asp?p=7
http://content.nejm.org/cgi/content/short/357/15/e15   (video and article PDF)

Sources for patients
http://www.nlm.nih.gov/medlineplus/ency/article/002947.htm

IF YOU FOUND THIS ARTICLE HELPFUL, PLEASE SUBSCRIBE TO RECEIVE SIMILAR ARTICLES.

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Thoracentesis

Filed under: Uncategorized — Tags: — admin @ 4:27 am

Below is a series of videos and flashcards demonstrating the thoracentesis procedure.

Flashcards: Thoracentesis procedure
http://www.flashcardmachine.com/601249/4×7i

Flashcards: Pleural effusion and lab interpretation
http://www.flashcardmachine.com/480154/8y5g

THORACENTESIS VIDEO FROM THE NEJM

 

THORACENTESIS VIDEO

 

THORACENTESIS VIDEO

 

IF YOU FOUND THIS HELPFUL, PLEASE CLICK SUBSCRIBE!

IF YOU WOULD LIKE ME TO CREATE A SUMMARY OF A SPECIFIC  SURGERY OR PROCEDURE , EMAIL ME AT akpeneatexaminer@gmail.com and I’ll put one together for you.

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December 21, 2009

Nasogastric Tube Insertion

Filed under: Nasogastric Tube Insertion — Tags: — admin @ 6:14 am

Nasogastric Tube Insertion

Below are videos and flashcards demonstrating the nasogastric tube (NG tube) insertion and management.

NG tube insertion flashcards

http://www.flashcardmachine.com/527807/p2r1

NG TUBE INSERTION VIDEO BY NEJM

NG TUBE INSERTION VIDEO

NG TUBE INSERTION VIDEO

NG TUBE INSERTION ANIMATION

NG TUBE INSERTION SHORT ANIMATION

Below are videos and flashcards demonstrating the nasogastric tube (NG tube) insertion and management.

NG tube insertion flashcards
http://www.flashcardmachine.com/527807/p2r1

Nasogastric tube insertion, irrigation, removal

 

Tubes: Nasogastric Tubes

 

 

NG TUBE INSERTION VIDEO BY NEJM

NG TUBE INSERTION VIDEO

NG TUBE INSERTION VIDEO

 

NG TUBE INSERTION ANIMATION

 

NG TUBE INSERTION SHORT ANIMATION

For more videos on nasogastric tube insertion, click here .
IF YOU FOUND THIS ARTICLE HELPFUL, PLEASE SUBSCRIBE! (ABOVE)

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December 12, 2009

Paracentesis

Filed under: Uncategorized — Tags: — admin @ 12:35 pm

Paracentesis

Below are videos and flashcards on paracentesis.

Paracentesis flashcards

http://www.flashcardmachine.com/368164/7ee4

PARACENTESIS VIDEO

IF YOU FOUND THIS ARTICLE HELPFUL, PLEASE SUBSCRIBE! (ABOVE)

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Ascites

Filed under: Ascites — Tags: , , — admin @ 7:38 am

Ascites

Ascites flashcards
http://www.flashcardmachine.com/480319/4qu4

ASCITES VIDEO (NOT PERFECT, BUT OK)

IF YOU FOUND THIS HELPFUL, PLEASE SUBSCRIBE! (ABOVE)

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December 9, 2009

Mesenteric Ischemia

Filed under: Mesenteric Ischemia — Tags: — admin @ 9:48 am

Mesenteric Ischemia

Below are some videos and flashcards on mesenteric ischemia.

Mesenteric Ischemia Flashcards

http://www.flashcardmachine.com/480272/b56k

MDCT/CTA Acute Mesenteric Ischemia Part 1 by Johns Hopkins

MDCT/CTA Acute Mesenteric Ischemia Part 2 by Johns Hopkins

MDCT/CTA Chronic Mesenteric Ischemia (Part 3 of mesenteric ischemia series) by Johns Hopkins

IF YOU FOUND THIS INFORMATION HELPFUL, PLEASE SUBSCRIBE (ABOVE!) AND RECEIVE PERIOD UPDATES ON MEDICAL TOPICS FOR HEALTHCARE PROFESSIONALS!

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Hernia Repairs

Filed under: Hernia Repair — Tags: — admin @ 9:31 am

Below is information on hernia repairs.

Hernias: General information and history and physical exam flashcards
http://www.flashcardmachine.com/476369/9te3

Inguinal anatomy flashcards
http://www.flashcardmachine.com/417265/q86k

Types of hernias flashcards
http://www.flashcardmachine.com/564050/x6j9

Hernia repair flashcards
http://www.flashcardmachine.com/564054/6ig3

VIDEOS

The easiest way for inguinal hernia repair

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December 8, 2009

Hernias

Filed under: Uncategorized — Tags: — admin @ 2:01 pm

Below is information on hernias.

Hernias: General information and history and physical exam flashcards
http://www.flashcardmachine.com/476369/9te3

Inguinal anatomy flashcards
http://www.flashcardmachine.com/417265/q86k

Types of hernias flashcards
http://www.flashcardmachine.com/564050/x6j9

Hernia repair flashcards
http://www.flashcardmachine.com/564054/6ig3

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