Tina Zhu
Today, as per Dr. HPK's weekly tradition, we spent the afternoon visiting our radiology colleagues on the third floor. Dr. HPK wrote the names and MRN numbers of the patients for whom he needed a radiological opinion and off we went. At the neuro-radiologist's office, we learned about mesial temporal sclerosis as a cause of refractory seizures, and after explaining the case, the radiologist offered to perform brain MRI on our patient within the next week. Then in the musculoskeletal-radiologist suite we reviewed ankle edema NYD. Finally we saw a strange and rare case of intra-abdominal pulmonary sequestration in abdominal radiology. During the case discussions, it was clear that Dr. HPK had excellent relationship with all of his radiological colleagues.
During this rotation, I have really come to appreciated the art of learning through case discussions with colleagues, residents, and staffs. I have found that our different experiences and viewpoints contribute to interesting discussions, and having more than one brain working on the same issue makes the experience more stimulating. Most of all, I remember the cases that we discussed better than ones that I was lectured on or read on Uptodate. Maybe there is merit to a medical education curriculum that is composed of mainly small group problem-based learning (PBL) such as the at McMaster University. I believe that our own undergraduate medical education curriculum will benefit from the implementation of similar case-based discussions.
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