
By GEORGE BEAUREGARD
From 2018 to 2022, I served as a physician executive in a large health system on Long Island. During that period, I became acquainted with the Provost and Executive VP of the New York Institute of Technology. One of the university’s divisions is the New York College of Osteopathic Medicine (NYCOM), one of the largest osteopathic medical schools in the country. I saw an opportunity to provide medical students with a high-level introduction to “population health”—something not typically offered in medical school curricula and something they would certainly be dealing with in some shape or form upon completing their residencies and fellowships. With the support of the Provost and the medical school Dean, I designed an elective course for fourth-year students at NYCOM called ‘Population Health 101’, a four-week rotation through my Population Health Management division. The course was very popular amongst the students, and my staff enjoyed having students shadow them.
More recently, an opportunity arose for me to return to NYIT and present at a NYCOM’s ‘Clinical Practice Reflections’ session, a bi-monthly assembly where patients share their experiences with health care systems with students. The CPR is not an academic lecture. Its goal is to share the nuances of real patient experiences and their perspectives in their interactions with the health care system. In doing so, NYCOM hopes to highlight the importance of a caring, empathetic physician and aspects of health care delivery that are often overlooked.
After arriving, making my way to the lecture hall, and getting familiarized with how the technology worked, I watched the medical students filing in from the rear doors of the large auditorium.
Some were wearing the short white coats that serve as the indicator of their rank in the hierarchy of medicine. Many greeted their classmates with smiles and warm embraces, suggesting that they hadn’t seen each other for a while. They looked young, energetic, relaxed, and happy.
As someone who is some forty-plus years removed from his medical school days, I felt like I needed to make a connection with this audience at the start. So, my opening remarks were along the lines of the shared experience that is the first couple of years of medical school. Like mine was back in the mid-eighties, their lives are defined by volume. The volume of information. The volume of coffee. And the volume of sheer anxiety about whether they can completely memorize the entire Krebs cycle, the origin and insertion of every muscle in the human body, the Bundle of His, Purkinje Fibers, the Renin-Angiotensin System, the optic chiasm, the corpus callosum, the Loop of Henle, and the hypothalamic-pituitary-adrenal axis. Section members in the beautiful biological symphony that is the human body.
I pointed out that they were learning the vocabulary of medicine. And the vocabulary of survival. The how.
That opening seemed to resonate with the 600-plus students, as many of them were nodding their heads in a manner that suggested “Yep. This guy had to know this stuff, too.”
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