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nightengalesknd

August 2020

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I have had worse days than yesterday - far far worse. No one was mean to me. No one was hurt, not even me, unless you count not getting lunch or dinner hurt, which I don't. No one really even did anything wrong. But what a day! This farce is intended for general audiences. However, since I spent much of yesterday in an Operating Room, I have placed some of the details under a cut )

for anyone whose sensibilities might be affected.

The day began around 6 AM, when I showed up at the scrubs-issue counter in search of Small scrubs. (actually the day started a little before six when I ate a bowl of Cheerios, but whatever.) I had some Mediums on loan from the department - at least I think they were Mediums. I couldn't find a size written on them. The waist was OK but the pants were too long. So I went to the scrubs-issue window (in the basement near the morgue) and asked for Smalls. I held the proffered pair up to the presumptive Mediums, and tried to hand them back. "They're the same length." The answer: "they're all the same length." Oh. Enter safety-pins. I've been told most people merely roll them up, but I don't need something else in my life over which to trip, especially in an Operating Room.

Next on the agenda is Morning Report. In Family Med, these had been loads of fun: a resident presents a case a little at a time, inviting questions from the audience, especially other residents, but also the collected med students and a few attending Attendings. Sometimes the Attendings or more senior residents would give advice and opinions, often solicited. That was Family Med. This was OB. Same ostensible set-up of a resident presenting a case to an audience of residents, students and attendings. The students spoke not a word. Other residents asked procedural questions. Attendings pounced. It wasn't clear who had made the-buck-stops-here final decisions about the patient in question, but neither attending thought very much about most of how her case had been managed. And the Attendings peppered the rather hapless-appearing resident for information. It wasn't cruel, but it wasn't. . . kind, either. A classmate said later, "In your face," and I think that sums it up nicely.

This brings us up to the whopping late hour of 8 AM. We were supposed to get a tour, learn to scrub, and then after my tour, I was to report to the OR, page my resident du jour, and scrub. We were also even promised the tour would include directions for us to get to wherever else we had to go. Well, we had our tour, all right, but it didn't include scrubbing instructions, and began and ended on L+D. The nurse was short on time, and chose to skip scrubbing, in favor of what turned out to be my fifth or sixth demonstration of starting an IV on a plastic arm. Right. We didn't even get a chance to practice ourselves. Now 9 AM, I stood unscrubbed, lost and lonely, and decided to page my resident and ask for revised instructions.

So I looked skeptically at my pager, and tried to follow the garbled "how to page" instructions I had been given. First, I had to turn the pager on. A nearby resident helped with that. Then it said, in LED (yes, I speak LED), Lo Cell. "Lo Cell?" said I. "It needs a new battery," said a passing intern. "O-k," said I. She rummaged around in a closet (and I'm still not sure where that closet was) and extracted a battery. In retrospect, I'm not even sure why I was trying to resurrect my pager, when in fact what I wanted to do was contact someone else's pager, but I suppose I thought maybe they would page each other in LED and then apprise me of their progress. Oh, come on, it could happen. So with someone else's help, I approached a phone, and was shown how to type in my resident's pager number and give the number of the correct line of the random wall phone we had selected. So I paged him, and got called back by a woman. That's how I learned people take their pagers off in Surgery and the circulating nurse answers them. It turns out there is a lot I didn't know about how Surgery worked. I received further instructions to come on down to the OR, put on a cap and mask, and enter. Right. Then I asked for directions to a cap-and-mask provisioning area.

So I found my way down to the surgical locker room, and there I stashed everything non-valuable I had on my person, like a sweater and my inhalers. (Valuables were locked in a locker up on L+D. Valuables included my purse and PDA.) I ate a granola bar. I had been told to bring to the OR only myself in scrubs and a pager. I grabbed a passing person in scrubs and asked if I should/could also bring my nametag and received an affirmative answer. Me, my scrubs and pager and ID tag, and I presented ourselves to the cap and mask provisioning station.

Except I also had my new cane with me. It had a nice non-porous handle and was still in its plastic sleeve. It also had all sorts of tags and do-hickies attached, so with it I had also a pair of scissors, because I've learned the hard way over time to Bring My Own Scissors. The people at the desk (nurses? clerks? some of each?) were rather skeptical of the whole thing. I kept having to explain that the person who was supposed to teach us how to scrub couldn't do it, and they promised me someone else would appear to do it instead. Finally someone brought me a cap and mask and she and I agreed the priority was to get me to the OR sooner, rather than my cane to the OR later, and she brought me to the OR. I mean, IN to the OR. Me. In an OR. Awake.

Here are some things I learned about the OR )

At one point, someone came into the OR and she and I had a heart-to-heart about my cane and sterile. We finally decided I would try not using it for now, pending some inspiration. Fine with me.

Suddenly the surgery was over. The sheet came down, and people started waking the patient up. I had no idea they did that still in the operating room. Then I was following the resident at a trot hither and yon, and the next thing I knew, we were talking to the next patient. It turns out that about 20 minutes before surgery, someone is supposed to ask the patient what operation she is having and why, as well as a bunch of other medical history questions. If I am ever having surgery and someone who claims to be working with or for my surgeon comes and asks me what operation I am having and how my condition was diagnosed, that close to operation time, I hope to goodness I am able to get off the bed by my own steam and leave AMA ASAP. It is lunchtime. There is no time for lunch. There is no time to get a pen, which turns out to be useful here to write down the answers to the questions we ask the patient.

I am taught to scrub. It's pretty much what Carter was taught on ER, as far as technique. My hands are raw and I think there isn't enough lotion in the world to make them all right again. One of the rules of the OR is that if you (you being anyone who is not The Attending) are scrubbing with an Attending, you need to scrub longer than the Attending does. Unless the Attending tells you to stop scrubbing to go do something. Right. Having no attending handy (the one we had had barely spoken to me during the first operation) I scrubbed longer than my resident.

Into the OR. )

I have been standing for most of the past 6 hours. I have had nothing to eat or drink in more like 8. Miraculously, my legs still work. I grab my non-valuables from the surgical locker room, and take the elevator upstairs to the L+D locker room, wherein lies my locker. I spill a resident's cup of coffee. Sorry. Sorry, sorry, sorry. I beat myself up as I run the locker combination. Once, twice. Once, turning in the other direction. Maybe I have the wrong locker. I know I don't have the wrong combination, because I wrote it on a piece of paper, but I'm not sure about the locker number because I put that on my PDA and locked it in the locker. Of course. Time's a wasting, so I decide to just come back later for my PDA, purse, keys, wallet. . .

Class was fine. I learned how women think. I grab a little of the juice I had brought with me and a bite of beef jerky. After class, one of my classmates went back to that pesky locker with me and we did battle with it. The locker was correct. The locker combination was correct. The locker had just been stuck. I decide while I'm in the hospital I should find out what tomorrow's surgery is, and figure out where my patient is, so I'm not doing those things at pre-dawn. I find a resident who tells me the surgery is on the intranet (never heard of it) and the patient rooms are on LastWord, and wasn't I trained on LastWord? Well, I was and I wasn't. The LastWord people didn't do any formal training. They just gave us a password in a Confidential envelope and waved. I did use LastWord on Family Med, but all it does for an outpatient is display lab tests and radiology tests. Nothing else is highlighted/clickable. So I had no idea that LastWord also contained an inpatient med list, vital signs and the patient's room number. I found out how to use Last Word. I found out my patient's room number. It appeared to be on the 7th floor of one building or another - the hospital is about 5 interconnected buildings and I had no idea how to tell which one. I was on the 7th floor of one building, and wandered through the pathway across to the next building, at which time I also, thankfully, found myself on the 7th floor. This is not intuitive - one building has no 6th floor, and has ramped instead of horizontal passages to access the 5th and 6th floors of the adjacent building. Miraculously, I stumble onto the right wing of the right floor of the right building, find my patient, read her chart, and head for home.

Home again, home again, jiggedy jig. I come home, virtually NPO since 9 AM, and plan to wriggle out of my scrubs and crash on the sofa. Scrubs are stuck. I reassess. The bow came untied but the knot is still fastened. And ever tightening. The knot is stuck behind the fabric tubing of the waistband. It takes me 20 minutes to extricate myself.

It seems I studied the wrong things my first two years of medical school. Here I had been memorizing medications and perusing the pathophysiology of disease. Here I had been learning to communicate with patients. Nope, I should have been learning the floor plan of the hospital, how to scrub, how Sterile works, and how to use a pager. They won't kick me out of medical school if I never learn to page someone, will they?


I lost my PDA yesterday.

And also my portable keyboard, my memory chip, my USB reader and my nice stylus. This is a $$ problem.

On the PDA were some phone numbers and documents I don't have on my computer or elsewhere, including my nascent Accessibility Report for My Medical School that I hoped to finish in the next week or so. This is a non-$$ problem.

I need a working PDA by July 5th. Actually I need one by yesterday, but July 5th is the absolute limit.

I lost it somewhere between the hospital (where it fell out of my luggage rack, someone pointed this out to me and I stuffed it back in) and home, one block away.

Once stupid for LOOSING the thing.

Twice stupid for not noticing for two hours, by which time there wasn't really a prayer of going back and finding it, although I did try.

Thrice stupid for not having my name on it anywhere. (Although the names and phone numbers and e-mail addresses of a bunch of other people are in there. . . )

And four times stupid for not having backed it up onto my computer recently, nor fixing the glitch which kept documents from backing up properly.

Guess I'l add "get new PDA, keyboard, USB reader and memory chip" to ToDo list. Consider getting them all online, since the keyboard can only be gotten this way, and I don't need the store to shop around for different models. One month before the Big Huge exam, all my bureaucratic nonsense, and now I go and do this. And no one to blame for this one but myself. Stupid stupid stupid stupid. Boy am I glad they used the heavy-duty screws to attach my head.


Physics majors, prepare to laugh. Or cover your ears. Or something.

I only understood two weeks of my high school physics course. Oh, I did fine in physics. I did fine in all my high school classes. But there were really only two weeks when I felt comfortable with the material, felt as though I had a sense of what was going on.

Those were the week we studied sound, and the week we studied light. Well, I had played the violin (badly) for much of my childhood, and I had a pretty good intuitive idea about waves traveling along strings, waves of sound traveling through the air. I knew that my favorite A, the one I heard the Boston Symphony using to tune up, it was at 440 Hz. And when I say light, I don't mean wave-particle duality, and fiberoptics and all that, but the basics about colours, wavelengths, mixing, focusing. And, well, I was a techie and a pretty good hand with a Rosco gel book. I knew how to move the lenses around to make a sharp or diffuse spot of light. And, well, I wore eyeglasses, too. Relevance, right on the bridge of my nose. Suddenly, for two weeks in the spring of my senior year of high school, physics made sense.

For the rest of the year, I pushed numbers around and took a great deal on faith. For, the rest of the year, physics seemed to call upon an innate sense of the world around us, a sense which I alone did not seem to share. I knew I was in for trouble from Day One, when I came home with my first assignment to sharpen our skills of estimation: how many McDonald's Hamburgers would fill Fenway Park.

Fenway Park. That's the baseball one, right?

Everyone else in my class was a baseball fan to some degree, the twelve boys and the four other girls. I had been to one baseball game, nearly ten years previously. Oh, and its not as though I had ever seen a McDonald's Hamburger at close range, either. I begged my father, baseball aficionado, sometime hamburger eater, and former chemistry major for some help.

Most of physics was like that. Oh, I learned Newton's Laws, and where to find the numbers to plug into the related equations. I dropped hypothetical objects off cliffs and rammed theoretical pool balls into each other, and crunched the numbers with the best of them. But there was this constant undercurrent to the class, like I was missing something.

The biggest thing I was missing, actually, was not knowing how to drive a car. I wasn't ready to drive at that point, and had made the mistake of saying so. This had long been a point of ridicule outside the classroom. And it had come up from time to time within the classroom as well, such as the day in French class we were learning to express wishes. We went around the table, reading our sentences aloud. With one notable exception - me - the wish of every tenth grader was to get a learner's permit, that of every eleventh grader was to obtain a driver's license, and that of each senior was to own a car. But this was different. In French, the car talk had been self-generated, internal. My learning didn't depend on what my classmates did or did not drive. This was external.

"You know how when you're driving, and you go around a turn [speed up, stop short], you feel. . . ?"

Sixteen eager nods. One blank look. I didn't notice these things when riding, either. After I had them pointed out to me, accompanied by the appropriate physics equations, I did notice. Sometimes. But as we flitted from cars to baseballs, I never lost this nagging feeling like I was missing the whole point, the whole innate sense of - well, of everything.

Why am I rehashing all this now? Isn't physics over and done with? Well, yes, thankfully. I never have to grapple with the intro physics curriculum again. Thrice is enough. It's coming to mind again because I am having the same sort of reaction to this Immunology book I'm supposed to read this summer.

It's called "How the Immune System Works." And it is a very good thing that I already have a pretty good idea how the immune system does work, thanks to an excellent professor I had at Haverford way back when. Because this book, in addition to cheesy diagrams and some (to me) disturbingly flip comments, relys on a whole series of analogies and comparisons and models.

Turns out I don't know anything about football.

I understand cytotoxic T lymphocytes, and the two subclasses of T helper cells, but explanations of which ones are like the quarterback are simply lost on me. And, while I still understand T cells, I have gained no further insight about the function or role of a quarterback. And I resent the assumption it makes, that immunology is difficult but football is easy, familiar. Because not only have I had immunology before, but I don't recall it being too hard the first time.

It's a real dilemma when one is teaching, when to rely on students' outside knowledge.
I had it easy, of course. Yes, I am arguing that, in my school of students with severe ADD, children who had not succeeded in other settings, I had it easy. And in this respect, I did. Well, I knew my kids, for one, and I knew what models I had to refer to within their own lives. I knew that I could put Gregor Mendel in context for them by explaining that gardening was his "chore" at the monastery. (An Austrian monastery, incidentally.) We all understood chores. When my students were building bookshelves with another faculty while studying DNA with me, I explained how a chromosome is like a book of "How-to" instructions, RNA is like a photocopy from one chapter of the book, and the bookcase is like the finished protein. The kids thought I was nuts, yes, but the analogy was relevant to their shared experiences, it stuck, and they learned.

We also had the luxury of a small-group learning environment. If I wasn't getting through to one or more of my students, I could see that instantly and either try again or change techniques. I could explain the same material five different ways for five different students. We also had the luxury of time. If it took an extra week or so to learn a topic correctly, well, then we used that additional week. How much harder it is to address a class of 25, or 50 or, dare I say it? 240 unique learners. And how much harder it is when the schedule is set in stone, or the registrar's office, which is pretty much the same thing, really. And harder still must it be to write a textbook, where even the second-chance of office hours has been removed from the realm of possibility. How tempting it is, then, to make broad, sweeping assumptions in the hopes of reaching almost everyone, most of the time.

In medical school, since we all had to take the same pre-med courses, there are certain safe assumptions. We all took general and organic chemistry, and introductory physics so we could have the privledge of being here, although whether or not we remember any of that material is open for debate. In Anatomy, it was safe to assume we all come with more or less the same body plan for reference. During an exam, it is amusing to glance about the room and see someone flex an arm and another pat a leg, checking on muscles with the only model permitted in the exam setting.

I will gladly learn the anatomy, the biochemistry, the immunology, the pathology. Some of it may come easy, and some of it may be a struggle, but it is the reason I am here. But, no where in the job description of doctor, or even in those dreaded "technical standards" lists, does it say that I have to master the art of football, too.

Football. That's the one derived from Rugby, right? I think I saw a game of that, once. They threw toast.

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