Before medical school, I frequently collaborated with a business partner in Germany. I often wondered how my German counterparts had a zest and vigor that my U.S. coworkers could not emulate. I do know my European colleagues were offered a very generous vacation package, and they weren’t afraid to use it.
The former high school teacher in me says there is room for improvement in medical school pedagogy. In fact, I have noticed some high-yield and easy-to-implement teaching “hacks” that would improve overall instructional practice and student understanding if they were consistently instituted by each professor during every lecture.
Designing and making with patients would flip the current dynamic of medical education, making us feel empowered to solve problems in healthcare even at this early stage in our career. Fueled by patient engagement and creativity, medical making could produce many dividends for the future of high-quality, patient-centered care.
Summer “break” has become a well-known critical time for students to strengthen and polish their applications to medical school. The question is: Is the competitiveness of medicine forcing more and more students to do internships that are unpaid, unproductive, and unhelpful just to check that last box on their resume?