PAYING IT FORWARD
Passing the Baton in Medical Education
by JENNIFER STIFF , MD
As a first-generation college graduate and medical student , the world of medicine was both remarkable and incredibly intimidating for me . The constant concern of , “ Did they let in the wrong Jennifer Howard ?” resonated in my mind throughout the first semester of medical school . After passing that first semester , however , I was able to convince myself that it didn ’ t matter if they let in the wrong girl . I was holding my own and earning my spot . But then I entered the whole new world of third year . Those imposter fears came rolling back and I had to fight the initial reaction of freezing in fear when being “ pimped ” by teaching physicians . The facts were no problem , I knew them . It was just difficult to recite them under pressure . I know this traditional approach has been used in medical education for generations , but it was scary and not my preferred way to learn .
Luckily , there were other faculty who were able to test and then improve my knowledge using much more conversational and less intimidating Socratic methods . I was able to show the true extent of my abilities without fear of humiliation and was motivated to stay ahead to be part of the discussion the following day . These educators focused on the transfer of knowledge without shame when the learner inevitably did not have all the answers . This more accessible teaching style also opened doors to more meaningful mentor relationships . When I saw that people whose personal interests were similar to mine could also be successful in their careers , I saw that a path existed for me in a world that I had never considered .
Upon starting residency at UNC , I found a whole new realm of these accessible teachers , including chief residents who helped us feel welcome as interns , and a program director who was honest about not always having the right answers herself . I was surrounded by physicians who had an amazing depth of knowledge , talent for compassionate patient care and a gift for imparting these skills to hungry learners like me . My program director saw the future educator light in my eyes and made it her mission to help me achieve this goal for my medical career .
12 LOUISVILLE MEDICINE
When I returned to Louisville to join the faculty at the University of Louisville School of Medicine , I had a full arsenal of formal and informal mentors to emulate as I developed my own teaching style . Early on , I found ways to make this casual and conversational style my own . I ’ d also discovered that a little humor can go a long way . Students felt comfortable with this less intimidating and more accessible approach . The educators that inspired me are helping me teach another generation of students without intimidation or belittling . By listening to students ’ reasoning , we can work out together where their logic went astray and address it together to help them gain a deeper understanding of the “ why ” instead of just memorizing the facts .
I think back on the honest conversations that I shared with my mentors when I sit to mentor a resident or student . I remember that no one ever improved by being told “ good job ” as their only formal feedback and that a resident or student who is surviving both parenthood and completing their medical education needs a curated list of daycares , the truth about the initial post-partum weeks and a reminder that they are doing great and can get through this exhausting phase of life . I remember that being honest and open on how to succeed can be done with a smile .
Truly , when I think about why I chose a path in academics , I remember the influence of the educators that I find myself emulating . These teachers had a way of making challenging topics in human function and pathology feel more within reach . They made medical education feel like an attainable career . They gave me a foundation I used to build my own style of teaching and pay forward the knowledge passed on to me . And on days when things aren ’ t looking so great , I pull out the teaching evals and remind myself there is hope that I am paying it forward and that one day a student or resident may see me as someone to aspire to be like as well .
I would like to acknowledge a few of those who unknowingly served as inspiration for this article : Drs . Amy Holthouser , Kim Boland , Jeff Grill , Sara Multerer of the University of Louisville , and Drs . Julie Byerly , Kenya McNeal-Trice , Meg Kihlstrom , Maggie Hall , Nick Potisek and Wally Brown of the University of North Carolina .
Dr . Stiff is a pediatrician with Norton Children ’ s Medical Group and an Associate Professor of General Pediatrics at the University of Louisville .