Eponyms are found all throughout medicine and perhaps there is no field more steeped in a rich collection of eponyms than neurology. As a young student I found eponymous signs and disease names to be antiquated and cumbersome to remember. When trying to learn the fundamentals of patient care, the names of historic clinicians seemed superfluous, and I held the belief that they had little to teach us about the practice of modern medicine.
The process of transitioning an adolescent with a neurologic condition from the pediatric to the adult health care system can be complex and seem daunting. It requires that the youth’s care team, including both the pediatric and adult neurologists involved, be aware of the medical, legal and financial implications of this transition and be able to use this information to support and guide the youth during the process. A smooth transition of care is likely to reduce youth and caregiver anxiety, prevent gaps in care, encourage youths to better understand and self-manage their own medical condition(s) and empower adult neurologists to feel more comfortable in taking care of young adults.
Burn-out is a phenomenon consisting of emotional exhaustion, feelings of cynicism/detachment, and a sense of being ineffective at one’s work, that threatens the well-being and safety of both physicians and the patients they treat. It is known to be a harbinger of work/home conflicts, health problems, and suicide among physicians.
In his article “On being sick”, Dr. Ted Burns does much more than generously describing his experience as a patient affected by cancer. He speaks to trainees, in a very humane and direct way.
Want to connect with residents and fellows training in neurology throughout the world? Stay up to date on articles being published by your peers? Challenge yourself with mystery cases and read the e-pearl of the week? You’ve come to the right place! To stay up to date on the latest from the Resident and Fellow Section (RFS), you have options:
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In training, it’s not an uncommon occurrence for an attending or senior resident to point out a physical exam sign or unusual presentation of a common disease. E-pearls is the subsection of the Residents and Fellows Section (RFS) dedicated to these kinds of shorter, easily digested bits of knowledge or “pearls.” The goal of the e-pearls section is to provide one or more clinically relevant facts—generally about less common disease entities or clinical signs—that trainees will be able to recall six months later. E-pearls are posted on the RFS website and Facebook, and are also featured on the Neurology podcast. Continue Reading “E-Pearls”
I don’t know how many of you have already browsed the “Medical Students, Residents, and Fellows Guide” for the 69th Annual Meeting of the AAN here (https://www.aan.com/conferences/2017-annual-meeting/residents-fellows-guide/), but it has some great introductory information. This blog post is only meant to complement that resource.
Call for authors!
The Resident and Fellow Section is looking for submissions about trainees who have completed international electives and exchanges in a new, “International Dispatch,” format. Submissions are limited to 1500 words and will be published online or in print and must include answers to the following questions:
The art of clinical reasoning is the essence of what makes us physicians. As trainees we learn to sift through a multitude of data to glean the relevant information, and then analyze that information to develop a hypothesis about our patient which will later be tested and revised. Part of the training process is not only learning the facts of medicine but also developing our intuition and ultimately learning the proper balance between intuitive and analytical reasoning to diagnose and treat our patients.
The Mystery Case series was initiated by the Neurology® Resident & Fellow Section (RFS) with the aim of honing the clinical reasoning skills of trainees. The idea was simple – take a nice teaching case submitted to RFS, and recast it as a brief vignette, typically presented with a set of relevant clinical- or neuro-images from the original case, and then generate a set of relevant questions that would serve to highlight the key teaching points of the case. The questions would generally move from general (key findings, differential) to specific (most likely diagnosis, best diagnostic test), mimicking the real-life diagnostic process.