{"id":38,"date":"2007-10-18T12:01:05","date_gmt":"2007-10-18T16:01:05","guid":{"rendered":"https:\/\/www.bumc.bu.edu\/ghbusm\/summer-experience-2005-and-earlier\/"},"modified":"2019-07-19T15:07:29","modified_gmt":"2019-07-19T19:07:29","slug":"summer-experience-2005-and-earlier","status":"publish","type":"page","link":"https:\/\/www.bumc.bu.edu\/ghbusm\/summer-experience-2005-and-earlier\/","title":{"rendered":"Summer Experience 2005 and earlier"},"content":{"rendered":"

Summer Experiences 2005 and earlier<\/h3>\n

Descriptions of IH summer experiences by B.U. medical students (during summer between 1st & 2nd year).<\/p>\n

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ELLE’s Emmissary to UNICEF Reports on Her Trip<\/a> (Diane Chan, BUSM class of 2009) was chosen by ELLE magazine to travel with UNICEF and report what she experienced in Zambia and UNICEF’s role in aiding children.<\/td>\n<\/tr>\n<\/table>\n

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La Paz, Bolivia – Clinical\/Research Experience<\/strong><\/td>\n<\/tr>\n
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LOCATION<\/strong>: Hospital del Nino, La Paz, Bolivia<\/p>\n

This summer I had the opportunity to travel and work in La Paz, Bolivia. It was an unforgettable experience.<\/p>\n

I worked with Dr. Eduardo Mazzi in the children’s hospital (Hospital del Nino) in La Paz for eight weeks this summer. I planned to spend the majority of my time helping him on a research project on antibiotic resistance. As it turned out, I was unable spend as much time on research as I initially planned. One of my first lessons in La Paz was that research is a luxury. However, I was able to help Dr. Mazzi with his research three or four afternoons every week. I spent time reviewing hospital admissions and recording the number of cases in which antibiotics were prescribed. I also helped Dr. Mazzi set up a database to facilitate statistical analysis.<\/p>\n

Research took up about thirty per cent of my time in the hospital with the rest of the time allocated to rotating through the various specialty services in the hospital. There was much to do and to learn in the wards; I helped the nursing staff serve meals, helped the children make their beds, took vital signs, heard unique heart murmurs, listened to lung sounds and saw hundreds of chest x-rays. I also witnessed some incredible diagnostic detective work. The physicians at Hospital del Nino must rely almost exclusively on their clinical skills and a plain film chest x-ray to make their diagnoses.<\/p>\n

Finally, my Spanish language skills received an intense workout. I lived with a Bolivian family in a high rise apartment about a half mile from Hospital del Nino. They spoke only Spanish and after about two weeks I was conversing comfortably. Some of the physicians could speak passable English and would explain some medically related things to me in English. However, they too preferred to speak Spanish if I was willing. Because of the amount of time I spent in the hospital, I felt comfortable with the vocabulary necessary to speak to patients about their medical problems in Spanish. I was even given several opportunities to practice taking a medical history in Spanish.<\/p>\n

I could not have asked for a more productive and enriching experience in La Paz.<\/p>\n

READ<\/strong> Jocelyn’s article in BU Today (September 21, 2005): “My time in Bolivia: Shadowing Pediatricians in La Paz”<\/a><\/p>\n

(summer of 2005 by Jocelyn Chapman<\/em>, Class of 2008)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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La Guacima, Costa Rica: Medical Spanish Immersion Program<\/strong><\/td>\n<\/tr>\n
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Rancho de Espa\u00f1ol<\/td>\n<\/tr>\n
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LOCATION<\/strong>: Rancho de Espa\u00f1ol<\/a>, La Guacima, Costa Rica<\/p>\n

This summer I went to Costa Rica for three weeks and attended a medical Spanish immersion program at the Rancho de Espa\u00f1ol in La Guacima, a small suburb northwest of San Jose. At Rancho, I took Spanish classes in the morning in which I reviewed grammar and vocabulary. In the afternoons I either returned to school for classes that specifically taught medical terminology or I went to the local clinic to observe.<\/p>\n

The doctor that I shadowed was great and really allowed me to practice my Spanish skills. Typically she would interview the patient while I listened and observed; when she was finished, I would get a chance to ask my own questions. She also let me take my own vital signs on the patients after she had taken her own.<\/p>\n

The clinic was small with only one doctor and one room. She was essentially a family medicine doctor, because her patients ranged from newborns to the elderly. She also did prenatal care for pregnant women. I would say the most common illnesses I saw were very similar to what is seen here in family medicine clinics: colds, diabetes, high blood pressure, and high cholesterol. It was interesting to see how patients were treated; usually they were given similar drugs that we use here but in generic form. Also, it was interesting that most of the diabetic patients did not check their own blood sugar because machines are too expensive. The most unique cases I saw were those patients that had contracted dengue fever. This disease is transmitted via mosquitoes, and developed into a small outbreak in the area that I was staying. The doctor had to report all cases to the government. The symptoms are a very high fever, body aches, and vomiting. Interestingly, there is no vaccine against this disease, nor is there a cure. The only thing that the patient can do is to rest and drink plenty of fluids until it passes.<\/p>\n

I truly had a great experience there because I was able to practice the Spanish I was learning with real patients. I was received very well by the patients who encouraged me to keep practicing the language and assured me that I was would be a great doctor! I would most definitely recommend this program to other students interested in learning Spanish.<\/p>\n

(Summer of 2005 by Kim Herrera<\/em>, Class of 2008)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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Quito, Ecuador – Clinical Experience<\/strong><\/td>\n<\/tr>\n
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LOCATION<\/strong>: Quito, Ecuador with Child Family Health International<\/a><\/p>\n

During my summer between first and second year I traveled to Quito, Ecuador with Child Family Health International. My goals for the summer were to provide help to underprivileged communities abroad, be exposed to different disciplines of medicine, and finally, to practice another language. Knowing that my medical knowledge was not developed enough to help communities through clinical medicine, I believed an established program that would help me carry out my altruistic intentions would be most beneficial.<\/p>\n

CFHI allows students to choose from a variety of specialties in medicine and participate in four one-week rotations in each of those specialties. The program also provides an outlet to bring medical supplies from the states to the small clinics around Quito. CFHI has programs around the globe such as in Africa, Asia, South America, and Central America. The program has several paths to choose from like infectious diseases, pediatrics, surgery, and women’s health to name a few. I was able to work in the emergency department, the delivery room, observe surgery, and work at a small clinic. The students have to stay with a host family which is a great environment to practice Spanish. I highly recommend this program for first years that may have similar goals as mine.<\/p>\n

(Summer of 2005 by Kara-Lee Pool<\/em>, Class of 2008)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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Antigua, Guatemala – Medical Spanish Immersion Program<\/strong><\/td>\n<\/tr>\n
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LOCATION<\/strong>: Ohiyesa Program, Antigua, Guatemala<\/p>\n

The Ohiyesa Program* is a 4-week language immersion program in Antigua, Guatemala. Its main purpose is to teach Spanish and is not directed towards hands-on clinical experience, unless you choose to arrange one yourself. In the mornings (8:30-11:30) twice a week, we had a medical Spanish class in which a pediatrician taught us how to conduct patient interviews and talked about Guatemalan healthcare, the major health issues that Guatemalans face, and the economic state of the country. Other mornings we took trips visiting different clinics and learned about Guatemalan traditions and culture. Every afternoon (2-6) we had our conversational Spanish class where we worked one-on-one with a Spanish teacher. The Spanish teachers know very little English so you are forced to learn and speak Spanish the entire time. This was the best part of my day. The downside of Antigua is that while it is a beautiful city, it has also been discovered by others and has become a popular tourist site so you can get away with speaking English the whole time you are there. So I really enjoyed my one-on-one sessions because it was the only time I was able to learn and practice my Spanish. My friends and I tried to enforce a Spanish-speaking only rule but it was broken countless times.<\/p>\n

During some afternoons we had off and the evenings, we studied, slept, went to the gym, or explored the city, such as immersing ourselves in the Artesian Market using our knowledge of numbers in Spanish in a bargaining game. Weekends were free so we climbed Pacaya (an active volcano), visited the Mayan ruins in Tikal, and went to Lake Atitlan.<\/p>\n

The host family you stay with varies. The family I stayed with also housed many other students so I felt like I was in a hostel and did not have many opportunities to speak to my host family and practice my Spanish. However, it was the opposite for some other people in my group. We had 3 meals\/day prepared for us, excluding Sundays where we were free to try the many restaurants in Antigua. I had a lot of fun in this program and got a lot out of it as well. I went to Guatemala without any previous knowledge of Spanish and came out in a month being able to have a conversation in Spanish and be able to continue to add on to that skill. I saw a lot of the hardships people face and the lifestyle in Guatemala that opened my eyes and forever changed my views of people who live in third world countries. It helped to reinforce my desire and passion to work abroad as a physician in the future and provide the much needed medical attention for the poor. It is up to you to make the most out of what this program offers. I know I did!<\/p>\n

(*for more info on the Ohiyesa Program, see Medical Spanish Programs<\/a>.)<\/p>\n

(Summer of 2005 by Diana Chen<\/em>, Class of 2008)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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Santa Cruz la Laguna, Guatemala<\/strong><\/td>\n<\/tr>\n
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LOCATION<\/strong>: Santa Cruz La Laguna Health Clinic, Guatemala<\/p>\n

I had known for most of college that I wanted to go abroad to volunteer in a Spanish-speaking country, and with the help and advice of the OSA, I found myself in Santa Cruz La Laguna, a small Mayan village on Lago Atitlan in Guatemala. The doctor in the village clinic was researching child health and malnutrition, and my main task was to weigh and measure all of the children and enter the data I collected into the computer. I chose this project because I am interested in both Native American health and culture and pediatrics. In addition to working on the research project, I was able to shadow the doctor and get a true sense of rural medicine in a developing country. This experience helped me to discover the type of doctor that I hope to become and further proved to me how rewarding practicing medicine can be. Here are two stories from my journal that I think best reflect my experience in Santa Cruz:<\/p>\n

A Day at the Clinic
<\/em><\/strong> When we returned to the clinic after lunch, there was a four-day-old baby waiting to be seen. The nurse had not known what to do and was very relieved to see us come back. The baby was jaundiced and had a large bump on his head. It was a hematoma that was probably caused by a traumatic birth. The father was so filled with joy when the doctor told him that the bump would go away on its own and that the baby was healthy. After they left, the doctor explained how unique the case we had just seen was. It is very rare that a baby so young is brought to the clinic, and it was even more unique that a father brought the baby in, for infants are usually at their mothers’ breasts constantly. The doctor explained that the mother most likely did not come in because she may have been worried that her son’s disfiguration was her fault. Moreover, this case was a huge breakthrough because it showed how much trust that doctor has earned from the community.<\/p>\n

My Thoughts on My Way back to the States<\/em><\/strong>
\nI think I am going to miss Guatemala more than I can understand now. The friendliness and warm smiles of the people, meeting and bonding with other travelers, feeling lit up from the energy of the children, getting stuck in the rain, watching clouds drift and lava flow on Pacaya (volcano), seeing temple peaks protrude from the rainforest at Tikal, disinfecting avocado trees at Earth Lodge (an avocado farm), the people that became my family at the youth hostel\u2026I didn’t realize it while it was happening, but looking back, I have learned so much. I certainly have a better understanding of medicine in an impoverished, indigenous community. But I have an even better understanding of how people connect.<\/p>\n

(Summer of 2005 by Rachel Stein<\/em>, Class of 2009)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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Guadalajara, Mexico – Medical Spanish\/Clinical Experience<\/strong><\/td>\n<\/tr>\n
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LOCATION<\/strong>: Universidad Aut\u00f3noma de Guadalajara School of Medicine, Guadalajara, Mexico <\/p>\n

The Medical Spanish Course<\/a> I undertook was through Universidad Aut\u00f3noma de Guadalajara School of Medicine, Guadalajara, Mexico. The duration is 4 weeks, during which you take Spanish courses in the morning and are placed in local clinics in the afternoons. The days are long but many of the participants get together after hours and on the weekends to go to local hot spots and plan weekend trips to places such as Puerto Vallarta, Mexico City, and Guanajuato; the prgram administrators also plan events. Guadalajara is very Americanized with places such as KFC, Burger King, and Pizza Hut, so you are are hoping for a more “authentic experience,” this isn’t the program for you, and conversely, if you want to pick up some Spanish but don’t want to experience a tremendous culture shock or change in lifestyle, this might be up your alley.<\/p>\n

(summer of 2004 by Lisa Garcia<\/em>, Class of 2007)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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Kampala, Uganda – Hospice Care<\/strong><\/td>\n<\/tr>\n
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LOCATION<\/strong>: Hospice Africa<\/a>, Kampala, Uganda<\/p>\n

On a typical day I would study for a few hours in the morning in the institution’s library. Usually, I would read up on a case that we had or just research AIDS and cancer in general. After a few hours of study time we left the base camp to make home visits. All home visits consisted of interviews with the patient and family members involved in caring for the patient. Some patients required a physical exam if they were having additional problems or it was the first visit. After the exam, we updated and\/or filled all necessary medications for the patient. We visited an average of 5 patients per day, and they were spread out all over the city. After the visits we’d return for a “late lunch” and then I’d go home for the evening.<\/p>\n

Hospice Africa provides pain relief and symptom management for terminally ill cancer and AIDS patients. Teams of doctors and nurses visit patients in their homes and educate the patients’ families and communities in how to best care for each individual patient. The cornerstone of the physical care is oral morphine and antibiotics, while the emotional and spiritual care is organized through the community and religious organizations in which the patient is involved.<\/p>\n

(summer of 2004 by John Dinkler<\/em>, Class of 2007)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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Guamote, Ecuador – IH Research<\/strong><\/td>\n<\/tr>\n
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LOCATION<\/strong>: Catolica University, Corporacion Ecuatoriana de Biotechnologia, Guamote, Ecuador<\/p>\n

The goal for the summer between my first and second year of medical school was to participate in a research project that allowed me to learn more about the fields of Infectious Disease and Public Health. The research project I chose was located in Guamote, Ecuador a region known for having a high rate of tuberculosis transmission and antimycobacterial drug resistance. I participated in an ongoing project conducted by Catolica University, Corporacion Ecuatoriana de Biotechnologia and Tufts University to implement a treatment plan for dealing with tuberculosis among the indigenous people of this region. I was directly involved in the early stages of the implementation of this plan.<\/p>\n

Guamote and the surrounding communities are considered an area of extreme poverty. This region has a high rate of tuberculosis transmission due to large families living in close contact in small and poorly ventilated homes. There is a considerable emergence of drug resistant bacteria largely due to noncompliance to drug treatment regimens. Much of their noncompliance is due to distrust for healthcare workers outside of their communities. A possible solution to these problems, directly observed treatment short-course (DOTS) should decrease the emergence of drug resistant strains and their spread to large populations, but the large distance between communities makes it impossible for members of this project to access all of the people suspected to be infected with tuberculosis. Therefore, it is necessary for members of each community to be trained as healthcare workers to assist in identifying and collecting samples from suspected cases. I worked with the students from Catolica University to design a protocol for training health workers from the communities around Guamote. We trained eleven of the thirteen healthcare workers identified. The first opportunity for collection of samples, culturing and diagnosis of infection was scheduled for a date after I needed to return to school.<\/p>\n

The time spent in Ecuador doing research satisfied my goals of exploring Infectious Disease and Public Health while also teaching me about working with indigenous people. Although I have done basic science research in infectious disease, this was my first opportunity to do field work involving infectious agents and communities. Working with the indigenous people of Ecuador showed me how difficult it can be trying to treat a group of people with very different beliefs about medical care and illness. I learned the importance of compliance to drug regimens and how the WHO deals with noncompliance. Also how to explain the pathogenesis and transmission of infectious agents in terms that people not in the medical field could understand. I was also able to observe some microbiological procedures for diagnosis of tuberculosis infections. This experience has enforced my desire to pursue a career in infectious disease and increased my interest in public health. I hope to continue to participate in this project by using the first set of results to write a grant proposal to obtain funding for compensating the community health workers in Guamote.<\/p>\n

(summer of 2002 by Mark Franciosa<\/em>, Class of 2006)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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Antigua, Guatemala – Ohiyesa Program<\/strong><\/td>\n<\/tr>\n
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As part of the Ohiyesa Program*, we spent four weeks in Antigua, Guatemala with 12 other medical students advancing our Spanish-speaking skills and learning about the Guatemalan health care system and medical issues pertaining to the Guatemalan way of life.<\/p>\n

Our mornings (8:30 a.m.-11:30 a.m.) were spent learning medical Spanish as a group, listening to a talk on some aspect of Guatemalan health care, or visiting different clinics. From 2:00 p.m. to 6:00 p.m., we were at school learning Spanish one-on-one with a native Guatemalan, learning according to our respective levels. We spent three hours total at breakfast, lunch, and dinner with our host (Guatemalan) families. Depending on the family we were assigned to, we had the opportunity to spend those three hours practicing Spanish.<\/p>\n

During the evening hours we were free to study, go out on the town, or catch up on sleep. Weekends were spent visiting Lake Atitlan and Mayan ruins or volunteering in a clinic. Being that we were first- and second-year students, our help in the clinics was limited to what we could do as lay people without medical training.<\/p>\n

The major reason I enjoyed the Ohiyesa Program was because of the structured exposure to Guatemalan health issues that I would not have seen on my own. Through this exposure, I was able to solidify my desire to someday return to the country as a medical student or doctor. This program is great for anyone considering practicing medicine internationally in the future and would like a structured program to give them an idea of what it would entail to practice abroad. Because there isn\u2019t much time for exploring on your own, I wouldn\u2019t recommend this program for anyone who enjoys the freedom of exploring and traveling as an individual.<\/p>\n

I had no previous Spanish and in one month, was able to lay a general foundation for future Spanish learning. However, because the group we traveled with consisted of all English speakers and because Antigua is a city full of tourists, I didn\u2019t spend as much time speaking Spanish and therefore learning as much as I anticipated. I think I would have learned more if I had gone there with a foundation and then solidified that foundation through conversational practice with my teacher.<\/p>\n

(Summer of 2000 by Stephanie Chiang,<\/em> Class of 2003)<\/p>\n

(*for more info on the Ohiyesa Program, see Medical Spanish Programs<\/a>.)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

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El Progresso, Honduras – Clinical Experience<\/strong><\/td>\n<\/tr>\n
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LOCATION<\/strong>: El Progresso Hospital, El Progresso, Honduras<\/p>\n

My time in Honduras was a great experience for acquiring a few clinical skills, practicing my medical Spanish, and working with the doctors and patients of El Progresso Hospital.<\/p>\n

Each day we went to the hospital with no set structure. We went to whichever clinic was willing to let us observe. In the ER, one student learned how to insert a catheter. At the Diabetic Clinic, we learned how to to monitor blood glucose levels and received a brief introduction to the most commonly used drugs. Some students were able to observe several surgeries. Dr. Hall, an internist, allowed us to shadow his outpatient and inpatient clinics. We practiced taking blood pressures and distinguishing the various sounds on auscultation such as ronchi and rales. Most of the inpatients we saw had coronary heart disease. Dr. Hall also shared with us his work on an asthma project to properly teach patients how to use inhalers.<\/p>\n

The doctors, residents, and nurses were extremely open to us working with them. Even the patients seemed to welcome the extra attention. Whenever there was any downtime or slump in patient flow, we headed to the Obstetrics Department where we were almost always guaranteed action. There we worked Dr. Castillo, Dr. Moya, and several residents who were doing their “social service” portion of their residency. One morning, Dr. Castillo quickly and charismatically taught us the basics of Obstetrics. Even with his broken English, we learned how to calculate the expected delivery date, measure the fundus height, approximate the position of the head and spine of the baby, how to listen to the fetal heart beat, and manually measure the width of the cervix. Before we knew it, we were assisting in deliveries – always with one of the doctors standing right beside us. After carefully placing the slippery baby aside, we delivered and examined the placenta. There was something so exhilarating about a successful birth that made it clear why the expression for delivering a child is called, “dar a luz”- giving birth to light.<\/p>\n

Sister Terre, our contact established by Jessica Lee, took care of our food, lodging, and arranged our clinical experience. Sister Terre made certain that we were safe and well fed. In addition to our time at the El Progresso Hospital, Sister Terre set up visits with the some of the community organizations established by the Sisters of Notre Dame. During our free time, we once visited the Nutrition Center which was established for children with malnutrition or failure to thrive. Another day, we visited one of their orphanages and played with the children. One time we rode on the back of a pickup truck about one hour outside of San Pedro Sula to visit families who lived in these shacks on top of what seemed to be large mud plateaus. These families had lost everything to Hurricane Mitch. We assisted Sister Terre with a questionnaire for a project being conducted by one of the other sisters. There we also met the local midwife who was so excited to show us how she assesses her patients that she invited us into her home and sent for one of her expecting neighbors and demonstrated her skills to us.<\/p>\n

(Summer of 2000 by Patricia Rivera,<\/em> Class of 2003)<\/p>\n<\/td>\n<\/tr>\n<\/table>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Summer Experiences 2005 and earlier Descriptions of IH summer experiences by B.U. medical students (during summer between 1st & 2nd year). ELLE’s Emmissary to UNICEF Reports on Her Trip (Diane Chan, BUSM class of 2009) was chosen by ELLE magazine to travel with UNICEF and report what she experienced in Zambia and UNICEF’s role in […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":43,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bumc.bu.edu\/ghbusm\/wp-json\/wp\/v2\/pages\/38"}],"collection":[{"href":"https:\/\/www.bumc.bu.edu\/ghbusm\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bumc.bu.edu\/ghbusm\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/ghbusm\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/ghbusm\/wp-json\/wp\/v2\/comments?post=38"}],"version-history":[{"count":4,"href":"https:\/\/www.bumc.bu.edu\/ghbusm\/wp-json\/wp\/v2\/pages\/38\/revisions"}],"predecessor-version":[{"id":2681,"href":"https:\/\/www.bumc.bu.edu\/ghbusm\/wp-json\/wp\/v2\/pages\/38\/revisions\/2681"}],"wp:attachment":[{"href":"https:\/\/www.bumc.bu.edu\/ghbusm\/wp-json\/wp\/v2\/media?parent=38"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}