February 2016 Updates

Student Group Events

BUSM Internal Medicine Interest Group

2/10/16

This evening event brought to the BUSM campus residents and faculty from two separate Internal Medicine-Pediatrics combined Residency programs; Boston Children’s Hospital and MGH. The panel was extensive: two program directors and 10 residents were on hand to expose students to the wide range of career choices and options available in this unique track. Students had the opportunity to ask questions and learn about this unique field. – Gabriel Lerner

BUSM Emergency Medicine Interest Group

2/25/16

EMIG organized a panel of residents and attending physicians from the ED to speak to first and second year students about what drew them into Emergency Medicine, the challenges they face, and the likes/dislikes of the field. 35 students attended the panel and posed questions about family life, integration with public health, patient connections, and etc. The 3rd year selective and the 4th year elective were mentioned as ways to take advantage of the opportunities offered at BUSM. – Han Xu

 

BUSM Global Health Equity Program

2/29/16

The Global Health Equity Program welcomed Dr. Paul Long, BMC resident in internal medicine, to come speak to students about his global health experiences in East India, from high school all the way through medical school. Students enjoyed hearing about his research experiences, his perspective on global health as a career in medicine and his pathway into global health. – Victoria Gore

 

Student Presentation at National Conference

Soka Education Conference

2/13/16-2/14/16

On February 13th and 14th, I attended the 12th annual Soka Education Conference held at Soka University of America in Aliso Viejo, CA. The purpose of this conference is for educators and specialists from a variety of fields to explore the theory and practice of Soka Education pedagogy and humanistic education more generally. I presented my research on the application of Tsunesaburo Makiguchi’s theory of value-creation education in the doctor-patient relationship. I drew connections between his fundamental approach to humanistic education and the current, progressive approaches to education for patient empowerment described in medical literature. Given that I am only one a few alumni of the Soka Education system pursuing a career in medicine in the United States, I was excited to begin the discussion of what it might mean to practice humanism and Soka in the field of clinical m! edicine in the future. – Jacqueline Millsunnamed

 

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