mew

Hi all, I'm in M3. Long story short I love emerg but didn't get the chance to do any research (had a project getting started mid-M2 that we were preparing to submit to REB in March...things have been stalled since then). I do have other academic activities (e.g. I'm involved in UGME curriculum development) but don't have any posters or publications. I have lots of extracurriculars in med school but they aren't expressly related to emerg- more focused on my other advocacy interests. Is this going to be a significant barrier to matching- ie, should I be trying to get my M2 proj

Hi, I'm a 2T2, I have academic and clinical accommodations for a couple of different conditions, happy to chat over PM!

Yeah, I ruled out the call-intensive specialties like IM and all of surgery a while back for this reason

I have a medical condition that seriously requires consistent and adequate sleep. My treating physician is advising me to submit an accommodation request through my school's disability office to have me exempted from overnight call, with the expectation that this time will be made up in other ways. I'm worried about what my peers and preceptors will think. I'm wondering if anybody has had to do this before? How did you approach the topic with your preceptors? Thanks!

So we do need research but not necessarily emergency medicine research? Not that it makes a difference for me as I haven't done any research in med school yet. EDIT: I do have lots of other extracurricular activities both in and out of medical school, just no formal "scholarly" activity.

I've been interested in emerg for a while and was working with an attending to submit a REB for a research project that I was really excited about, which was supposed to get going earlier this year, but COVID has derailed those plans indefinitely. I'm supposed to start clerkship in the fall which won't leave any time for research. Are there any activities I could/should be doing in the meantime to help make myself a better emerg applicant?

There's a grand rounds being held next week on a niche surgical topic that I'm very interested in. I'd be going purely for my own learning, but as I haven't been formally invited by a staff, and I'm not on rotations, I'm not sure if it's against etiquette for me to be there. Would it be odd if I just came by myself as long as I stayed out of the way (ie sat at the back, didn't ask questions, etc)?

IIRC, we (U of T students) do need to complete electives in 3 direct entry specialties, but that includes our selectives.

Thanks everyone for your feedback on this issue. For better or worse, the preclerkship lead and dean of student affairs are already aware of my issues, as I have been communicating with them since early M1. They have been very supportive and accommodating of my issues through first year but I sense their patience for me is running out fast. Essentially everyone in my life has advised me to take the leave, but I find myself unable to actually initiate the process. I'm realizing that I have been struggling immensely with impostor syndrome- that I didn't really earn my se

Hi everyone, I had a tough time adjusting to medical school this year. I developed an eating disorder and was in an all around bad state mentally and physically. After 10 months on waitlists I was offered a spot in a treatment program last night, but accepting that spot would mean deferring my second year of med school and returning in August 2020 with the class below mine. I'm most concerned about the impact this will have on matching and, if I do match, on my ability to secure a license. I know that in a perfect world my health would come first, but with CaRMS as competitive as it is,

Hi guys, At my school we have short blocks and frequent tests (every 2-4 weeks usually) and I find that pretty much as soon as that exam is over, the information is gone from my brain. I was shadowing a few days ago and realized I had lost information I had known cold just a couple of weeks before. It makes me very nervous for clerkship. Does anyone have advice for being able to retain information on a longer-term basis?

My goal has been to do FM/EM and work in a rural/peri-urban setting where I can split my time between FM clinic and EM. I'm currently an executive on my school's EM interest group and have been thinking about applying for an executive position on the family medicine interest group as well. These are both sincere interests of mine, and I think I'd enjoy both leadership roles. However, I worry that when it comes to CARMS I'll look uncommitted, indecisive, or insincere, and that will undercut my ability to make a case for applying to (and hopefully matching) to either specialty. Would it do more

As someone who was in your shoes who is now in med school, I agree with freewheeler that getting into med school won't change a lot of the concerns you have and will add on some new challenges to deal with. There is plenty of rote memorization of plenty of dry/uninteresting material, plenty of gunners/hypercompetitive peers, plenty of stress from CaRMS not knowing if you'll match to residency at the end of it (let alone in a specialty/location you actually want). From the outside, it might seem like it's all smooth sailing once you're actually in, but in reality there's just a new set of probl

At U of T in the new curriculum we typically have 6-9 hours of lecture per week, 5 hours of CBL, 4 hours of clinical skills, and 3-6 hours of anatomy, plus 3-9 hours of independent study material to at some point during the week. All in all it usually adds up to ~22-25 hours of class per week + the independent stuff. All but 3 hours of lecture are usually mandatory, and the independent stuff gets done on your own time.

I'm only an M1, but so far I have found med school to be much more stressful and demanding than undergrad, but in a different way. Like brady23 said, the stress is different because all you need to hit is the pass cutoff (74 for my class) and you don't need to worry about getting 90s and doing a million extracurriculars on the side like you did in undergrad; it's the time and effort that goes into covering enough of the material to get that 74 that's challenging.