Students Merge onto the Clinician-Scientist Superhighway

Students Merge onto the Clinician-Scientist Superhighway

The path to becoming a clinician-scientist is like a superhighway, says Neil Sweezey. Just as there are a few ways to merge on and multiple lanes to travel on a road like Ontario’s Highway 401, there are many fields of study to explore and multiple access points for people pursuing a career that combines medical practice and research.

Professor Neil Sweezey
Professor Neil Sweezey

Sweezey, who developed his own research career after becoming a physician, is the Director of the Graduate Diploma in Health Research (GDipHR) program. It gives medical students a new on-ramp to the highway to explore and pursue this career path. The program’s first cohort of MD students completed the program this fall.

“It can be challenging to explore research during medical school. We wanted to support students in broadening their horizons by giving them another way to see what this road looks like,” says Sweezey, who is also a paediatrics, physiology and medical science professor as well as a respirologist at SickKids.

Over the course of the 20-month program, students take part in weekly seminars led by health science faculty members, most of whom are physician-scientists. The sessions feature overviews of the researchers’ work and experimental methods, translational approaches, and ways to interpret a finding’s relevance and impact. Discussions also touch upon subjects like research ethics, working with regulatory bodies and how to secure funding.

Learners also conduct their own research project under the supervision of a mentor in the School of Graduate Studies. During the academic year, students commit up to 10 hours a week to the program. During summer breaks after the first and second years of the MD program, their research participation revs up to full-time.

Anders Erickson is among the eight MD candidates who recently finished the course.

Prior to medical school, he had been involved in some research during his undergraduate studies — but he wasn’t certain he wanted it to become a feature of his career.

Erickson got his first glimpse of what the clinician-scientist career path looks like while working at an academic hospital before beginning the MD program.

"I got to see all these doctors who all did something in addition to practicing medicine,” says Erickson. “A lot of them were involved in research, some of them were involved in medical education or quality improvement — and each of them brought something extra to the table. That appealed to me.”

The research might take the form of lab work, data collection and analysis or examining existing data for a new understanding.

Anders Erickson
Anders Erickson

“GDipHR differs from what a learner might do in a master's program in that an MSc candidate does their research full-time over two years.” says Sweezey. “Although the duration isn’t the same, the quality of study is at the graduate school level. Some of the students presented their findings at formal conferences. Others have published or are writing about their findings with the goal of having them published in a peer-reviewed journal.”

Erickson worked with Sunit Das, a surgery professor and neurosurgeon at St. Michael’s Hospital. For his project, Erickson conducted a retrospective cohort study and several meta-analyses on the impact of targeted therapy on the spread of breast cancer, skin cancer and lung cancer to the brain. He also looked at the impact on long-term survival for people who take these medications and whose cancer has spread to the brain.

“That project was the best part,” says Erickson, whose interest in research was kicked into high gear. “I was extremely lucky to work with my supervisor. He was absolutely encouraging, not only of my research program, but of all my career aspirations. He’s a fantastic mentor for me.”

Erickson is now enrolled in the MD/PhD program, and is in the first year of his PhD studies. His current research focuses on primary paediatric brain tumours called medulloblastoma and ependymoma.

The road to becoming a physician-scientist is long — but for those who travel this route, there are several rewards.

“There’s fun in discovering things that haven’t been seen before,” says Sweezey. “It’s exciting to be in a unique and important position to convey information between two different worlds — ‘the bench and the bedside’.”

The path to becoming a clinician-scientist is like a superhighway, says Neil Sweezey. Just as there are a few ways to merge on and multiple lanes to travel on a road like Ontario’s Highway 401, there are many fields of study to explore and multiple access points for people pursuing a career that combines medical practice and research.

Professor Neil Sweezey
Professor Neil Sweezey

Sweezey, who developed his own research career after becoming a physician, is the Director of the Graduate Diploma in Health Research (GDipHR) program. It gives medical students a new on-ramp to the highway to explore and pursue this career path. The program’s first cohort of MD students completed the program this fall.

“It can be challenging to explore research during medical school. We wanted to support students in broadening their horizons by giving them another way to see what this road looks like,” says Sweezey, who is also a paediatrics, physiology and medical science professor as well as a respirologist at SickKids.

Over the course of the 20-month program, students take part in weekly seminars led by health science faculty members, most of whom are physician-scientists. The sessions feature overviews of the researchers’ work and experimental methods, translational approaches, and ways to interpret a finding’s relevance and impact. Discussions also touch upon subjects like research ethics, working with regulatory bodies and how to secure funding.

Learners also conduct their own research project under the supervision of a mentor in the School of Graduate Studies. During the academic year, students commit up to 10 hours a week to the program. During summer breaks after the first and second years of the MD program, their research participation revs up to full-time.

Anders Erickson is among the eight MD candidates who recently finished the course.

Prior to medical school, he had been involved in some research during his undergraduate studies — but he wasn’t certain he wanted it to become a feature of his career.

Erickson got his first glimpse of what the clinician-scientist career path looks like while working at an academic hospital before beginning the MD program.

"I got to see all these doctors who all did something in addition to practicing medicine,” says Erickson. “A lot of them were involved in research, some of them were involved in medical education or quality improvement — and each of them brought something extra to the table. That appealed to me.”

The research might take the form of lab work, data collection and analysis or examining existing data for a new understanding.

Anders Erickson
Anders Erickson

“GDipHR differs from what a learner might do in a master's program in that an MSc candidate does their research full-time over two years.” says Sweezey. “Although the duration isn’t the same, the quality of study is at the graduate school level. Some of the students presented their findings at formal conferences. Others have published or are writing about their findings with the goal of having them published in a peer-reviewed journal.”

Erickson worked with Sunit Das, a surgery professor and neurosurgeon at St. Michael’s Hospital. For his project, Erickson conducted a retrospective cohort study and several meta-analyses on the impact of targeted therapy on the spread of breast cancer, skin cancer and lung cancer to the brain. He also looked at the impact on long-term survival for people who take these medications and whose cancer has spread to the brain.

“That project was the best part,” says Erickson, whose interest in research was kicked into high gear. “I was extremely lucky to work with my supervisor. He was absolutely encouraging, not only of my research program, but of all my career aspirations. He’s a fantastic mentor for me.”

Erickson is now enrolled in the MD/PhD program, and is in the first year of his PhD studies. His current research focuses on primary paediatric brain tumours called medulloblastoma and ependymoma.

The road to becoming a physician-scientist is long — but for those who travel this route, there are several rewards.

“There’s fun in discovering things that haven’t been seen before,” says Sweezey. “It’s exciting to be in a unique and important position to convey information between two different worlds — ‘the bench and the bedside’.”

Students Merge onto the Clinician-Scientist Superhighway
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2020 MD Program Virtual Pre-Convocation Ceremony

2020 MD Program Virtual Pre-Convocation Ceremony -

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2020 MD Program Virtual Pre-Convocation Ceremony
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Email
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Dear Graduating Class of 2T0, families and friends, 

We are delighted to invite you to join us for the Class of 2020 virtual Pre-Convocation ceremony. The Pre-Convocation ceremony will be broadcast on MS Teams Live Events. Click here for viewing instructions. 

To ensure that you can join the ceremony at 10:00am (EDT), please kindly follow the viewing instructions and access this live event link at least 10 minutes in advance of the start time.

See the official program for the 2020 virtual Pre-Convocation ceremony. Click here to view the updated Order of Ceremony (Event of the Day) for the graduates of the Doctor of Medicine Program.

During the live event, please share your reactions and comments using the Q & A feature throughout the ceremony to celebrate this special milestone with our Class of 2T0.

Thank you.

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2020 Virtual Convocation Ceremony

2020 Virtual Convocation Ceremony

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2020 Virtual Convocation Ceremony
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Office of Convocation
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CONGRATULATIONS GRADUATES!

The University of Toronto will host a virtual ceremony to celebrate our graduates on:

Tuesday June 2, 2020 at 12:00 pm (EDT).

Click here for full details.

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Building Resilience in Medical Students

Building Resilience in Medical Students

In 2016, our MD Program launched its Resilience Curriculum to prepare first year medical students for the challenges of medical school and residency. The curriculum breaks down the stigma surrounding mental health issues and equips learners with the skills needed to persevere through challenges and adversity.

This year, the resilience curriculum workshops are primarily being facilitated by residents and physicians, who share their experiences and expertise with students moving into medical careers. Three of this year’s physician facilitators – Drs. Jennifer CrokeRikin Patel and Rebecca Cherniak – talked about what lessons on resilience they wish they’d known when they were medical students, why it’s important to teach resilience and the highlights of facilitating these workshops.

Jennifer Croke

Jennifer Croke

Physician, Radiation Oncology, Princess Margaret Cancer Centre
Assistant Professor, Department of Radiation Oncology, University of Toronto

Medical school can be an overwhelming time for many reasons: high-volumes of material to study and learn, caring for sick and dying patients, managing financial debt and trying to maintain work-life balance. By teaching resilience in medical school, we enable students to develop productive coping mechanisms when faced with difficult, stressful situations. Medical school is the beginning of a long journey of training and the earlier we teach these skills the better prepared students will be. This should translate into professional and personal success and satisfaction, and help prevent burnout.

When I was in medical training, topics like resilience, wellness and burnout were not addressed nor taught. I wish I was taught how to reflect and be self-aware about myself and my experiences. I wish I was taught skills for dealing with stressful situations and multi-tasking, as well as how to prioritize self-care.

For me, the best parts of facilitating resilience workshops have been the interactions with students. The medical students I have met are all very motivated, keen and energetic. I thoroughly enjoy these workshops. In turn, I have also learned a lot and it has forced me to reflect upon my day-in and day-out experiences and interactions. It has also highlighted the importance of being a good mentor and role model to our trainees.

My advice to current students and residents? We have all felt the way you do. The highs and the lows. But hang in there. Medical training is a long road, but a wonderful one. Be kind to yourself and take time for you. Make time for your friends and family.

Rikin Patel

Rikin Patel

Pediatrician, Markham Kids Clinic, Rouge Valley Health System and Timmins and District Hospital
Assistant Professor, Department of Pediatrics, University of Toronto

Time passes quicker by the day and the uncertainty in life is not going anywhere. I wish I took more time on a daily basis to appreciate and give thanks for all the great moments and opportunities I had in my life as a medical student. Skills that we teach students now – like cognitive reframing and having routines outside of medicine – would have really helped me.

I think of resilience not just as a career skill but a life skill. Being able to positively bounce back from challenges or disappointments impacts every facet of our life. Resilience is an important skill to have in medical school because as doctors, we often have an overestimation of our abilities and what we think we’re supposed to be able to do. Learning and teaching resilience not only grounds us by developing humility as future leaders in health care, but it also helps us by creating boundaries and acknowledging our limitations. Last but not least – it’s a much needed and refreshing dose of reality that is beneficial for learners, doctors and the patients we serve.

I really enjoy connecting with the medical students and sharing my experiences, listening to them and trying to support them. They give me energy and enthusiasm. Connecting with students on this level has been a big priority for me after I experienced burnout while doing my fellowship over five years ago. Aside from helping students, facilitating these workshops forces me to work on myself, too.

Being a physician is a privilege and can be extremely rewarding. However, it can also be very demanding and you need boundaries to make sure you’re not burning out. If you don’t take care of your own well-being, no one will. You have to know when you need to ask for help. Advocate for yourselves and your peers. It takes a village to make a resilient and successful physician.

Rebecca Cherniak

Rebecca Cherniak

Resident Physician, Obstetrics and Gynecology, University of Toronto

There seems to be an expectation that physicians are unflappable and invincible. When I was a medical student, I viewed my residents and staff as perfect beings, never needing help. When I was a first-year resident in Obstetrics, we unfortunately had a patient with a devastating outcome involving a neonatal death. The staff obstetrician gathered our team in a private room and she cried and explained to us how she was feeling. It was so helpful to see this human reaction from my staff and to learn from her example that it is okay not to be okay, and the importance of asking others for support.

In every field of medicine, physicians can face extremely complicated situations that can affect us professionally and personally. The introduction of resilience teaching in medical school helps to build a foundation for the challenges we inevitably face as clinical clerks, and later as residents. Specifically, learning about coping strategies and concepts of cognitive re-framing teaches trainees how to manage these future challenges, as well as those transitions as they adjust to medical school and move through the years of training. Ultimately, training resilient physicians will help to create a more resilient and supportive medical community.

This is the third year that I have been helping to facilitate resilience workshops for UofTMed students. I learn so much from the students and from their perspectives. As a resident who teaches medical students at the hospital, the workshops help to remind me of what students may be thinking and feeling, allowing me to become a stronger ally for my students when they join the medical team.

One of my favourite moments during these workshops is when the barriers are broken; students share the challenges they have struggled with and they discover that their peers have often felt the same way. After the workshops end, I often see students continuing the conversation with a peer who they were not well-acquainted with at the beginning of the session.

One piece of advice I received from a special mentor was to look at the world of medicine as a big fabulous party. This party has an intense, loud, intoxicating dance floor where you can get totally lost in the music. On the other end of the party, there is a gorgeous outdoor balcony where you can relax and watch the people on the dance floor. Staying resilient in medicine means finding a balance – making it to the dance floor for your favourite songs, but also finding some time to catch your breath on the balcony and take stock of where you're at.

In 2016, our MD Program launched its Resilience Curriculum to prepare first year medical students for the challenges of medical school and residency. The curriculum breaks down the stigma surrounding mental health issues and equips learners with the skills needed to persevere through challenges and adversity.

This year, the resilience curriculum workshops are primarily being facilitated by residents and physicians, who share their experiences and expertise with students moving into medical careers. Three of this year’s physician facilitators – Drs. Jennifer CrokeRikin Patel and Rebecca Cherniak – talked about what lessons on resilience they wish they’d known when they were medical students, why it’s important to teach resilience and the highlights of facilitating these workshops.

Jennifer Croke

Jennifer Croke

Physician, Radiation Oncology, Princess Margaret Cancer Centre
Assistant Professor, Department of Radiation Oncology, University of Toronto

Medical school can be an overwhelming time for many reasons: high-volumes of material to study and learn, caring for sick and dying patients, managing financial debt and trying to maintain work-life balance. By teaching resilience in medical school, we enable students to develop productive coping mechanisms when faced with difficult, stressful situations. Medical school is the beginning of a long journey of training and the earlier we teach these skills the better prepared students will be. This should translate into professional and personal success and satisfaction, and help prevent burnout.

When I was in medical training, topics like resilience, wellness and burnout were not addressed nor taught. I wish I was taught how to reflect and be self-aware about myself and my experiences. I wish I was taught skills for dealing with stressful situations and multi-tasking, as well as how to prioritize self-care.

For me, the best parts of facilitating resilience workshops have been the interactions with students. The medical students I have met are all very motivated, keen and energetic. I thoroughly enjoy these workshops. In turn, I have also learned a lot and it has forced me to reflect upon my day-in and day-out experiences and interactions. It has also highlighted the importance of being a good mentor and role model to our trainees.

My advice to current students and residents? We have all felt the way you do. The highs and the lows. But hang in there. Medical training is a long road, but a wonderful one. Be kind to yourself and take time for you. Make time for your friends and family.

Rikin Patel

Rikin Patel

Pediatrician, Markham Kids Clinic, Rouge Valley Health System and Timmins and District Hospital
Assistant Professor, Department of Pediatrics, University of Toronto

Time passes quicker by the day and the uncertainty in life is not going anywhere. I wish I took more time on a daily basis to appreciate and give thanks for all the great moments and opportunities I had in my life as a medical student. Skills that we teach students now – like cognitive reframing and having routines outside of medicine – would have really helped me.

I think of resilience not just as a career skill but a life skill. Being able to positively bounce back from challenges or disappointments impacts every facet of our life. Resilience is an important skill to have in medical school because as doctors, we often have an overestimation of our abilities and what we think we’re supposed to be able to do. Learning and teaching resilience not only grounds us by developing humility as future leaders in health care, but it also helps us by creating boundaries and acknowledging our limitations. Last but not least – it’s a much needed and refreshing dose of reality that is beneficial for learners, doctors and the patients we serve.

I really enjoy connecting with the medical students and sharing my experiences, listening to them and trying to support them. They give me energy and enthusiasm. Connecting with students on this level has been a big priority for me after I experienced burnout while doing my fellowship over five years ago. Aside from helping students, facilitating these workshops forces me to work on myself, too.

Being a physician is a privilege and can be extremely rewarding. However, it can also be very demanding and you need boundaries to make sure you’re not burning out. If you don’t take care of your own well-being, no one will. You have to know when you need to ask for help. Advocate for yourselves and your peers. It takes a village to make a resilient and successful physician.

Rebecca Cherniak

Rebecca Cherniak

Resident Physician, Obstetrics and Gynecology, University of Toronto

There seems to be an expectation that physicians are unflappable and invincible. When I was a medical student, I viewed my residents and staff as perfect beings, never needing help. When I was a first-year resident in Obstetrics, we unfortunately had a patient with a devastating outcome involving a neonatal death. The staff obstetrician gathered our team in a private room and she cried and explained to us how she was feeling. It was so helpful to see this human reaction from my staff and to learn from her example that it is okay not to be okay, and the importance of asking others for support.

In every field of medicine, physicians can face extremely complicated situations that can affect us professionally and personally. The introduction of resilience teaching in medical school helps to build a foundation for the challenges we inevitably face as clinical clerks, and later as residents. Specifically, learning about coping strategies and concepts of cognitive re-framing teaches trainees how to manage these future challenges, as well as those transitions as they adjust to medical school and move through the years of training. Ultimately, training resilient physicians will help to create a more resilient and supportive medical community.

This is the third year that I have been helping to facilitate resilience workshops for UofTMed students. I learn so much from the students and from their perspectives. As a resident who teaches medical students at the hospital, the workshops help to remind me of what students may be thinking and feeling, allowing me to become a stronger ally for my students when they join the medical team.

One of my favourite moments during these workshops is when the barriers are broken; students share the challenges they have struggled with and they discover that their peers have often felt the same way. After the workshops end, I often see students continuing the conversation with a peer who they were not well-acquainted with at the beginning of the session.

One piece of advice I received from a special mentor was to look at the world of medicine as a big fabulous party. This party has an intense, loud, intoxicating dance floor where you can get totally lost in the music. On the other end of the party, there is a gorgeous outdoor balcony where you can relax and watch the people on the dance floor. Staying resilient in medicine means finding a balance – making it to the dance floor for your favourite songs, but also finding some time to catch your breath on the balcony and take stock of where you're at.

Building Resilience in Medical Students
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Julia Soudat

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Class of 2T3: Why Are You Passionate About Medicine?

Class of 2T3: Why Are You Passionate About Medicine?

As a new school year approaches, incoming students from the Class of 2T3 share what inspired them to pursue medicine and how they hope to weave their passions for advocacy into their careers as physicians.

Hifza Buhari

Hifza Buhari

When I was 12 years old, I witnessed firsthand the destruction of the 2004 Indian Ocean Tsunami while living in Sri Lanka, to which I almost lost my life. I remember seeing a physician jump into action, using his profession and skill to help those who were injured and in life-threatening situations. His medical knowledge, altruism and compassion was the initial spark for me to pursue medicine. Over the years, I spent many hours volunteering and working in hospitals. Whether it was simply labeling blood collection tubes to help understand how we can prevent Type I Diabetes or working alongside surgeons and fellows to learn how we can reduce rejection after transplantation — I found that I was happy being involved in improving health care. Therefore I knew Medicine was the right career for me.

I am so excited to spend the next four years discovering different areas of medicine and figuring out what I’m most passionate about. But I know whatever I end up doing, it will be fueled by my interests in advocacy, health policy and social justice. There are many causes I deeply care about. Volunteering in Sri Lanka during the dengue epidemic made me interested in disease prevention. In Canada, as part of Toronto General Hospital's Multi-Organ Transplant Student Research Training Program, I handed out care packages to vulnerable homeless populations out in the cold. These experiences helped me realize the importance of the social determinants of health. As a physician, I look forward to having a larger platform to implement social change and influence national policies.

Edwin Wong

Edwin Wong

I’ve always had a fascination with the brain and how it works, and this made me very interested in mental health – both as a research area and an area of clinical practice. Going into medicine will give me exposure to different clinical populations and will provide me the opportunity to explore other areas or specialties that I may find equally compelling.

I’m extremely interested in scientific advocacy and education. I firmly believe that quality education is necessary to facilitate scientific fluency and awareness, regardless of age or academic background. I find it particularly important now with so much misinformation about medicine and science. By being exposed to science literacy early on, people will be able to build a stronger foundation of knowledge and to ask valuable questions about their health. Most importantly, they’ll be able to differentiate myths from evidence-based facts. And I want to be part of making that happen.

Lina Elfaki

Lina Elfaki

I became interested in medicine in 8th grade when I first learned about renal dialysis. From there, the journey was full of doubt and questioning my capabilities. I explored the medical field as a trainee at a teaching hospital in my hometown in Sudan during my undergraduate degree. When training in a hospital run under years of U.S. sanctions and political unrest where skilled health care providers were scarce, you end up filling whatever roles are needed. For me, that mostly involved emergency cases. I will never forget the dread I felt when we couldn’t help a 15-year-old boy who was electrocuted because our defibrillator was rusted and broken. I held his grief-stricken mom who went into a panic and fainted. I then went home in utter disbelief that this was their family’s reality.

During my second year of undergrad studies at UofT, I recognized the lack of Black physicians and the health disparities Black individuals experience in Canada. I became determined to get involved in the direct medical treatment and advocacy for vulnerable populations, especially Black Canadians.

As the eldest of 4 girls, mentorship has become second nature to me, so I initially started advocating for minority youth who are underrepresented in STEM fields. During my Master’s degree, I started an initiative called Step into STEM to promote access to STEM careers. I am passionate about elevating health care standards for these populations. In Toronto and Sudan, I witnessed how structural violence impedes the health care standards of marginalized communities. Thus, as a future physician, I hope to have an impact on my patients and their communities in multiple ways — from direct medical care to promoting their educational aspirations. I am excited to work with colleagues at the Faculty of Medicine and community partners to unravel the various ways we can promote equitable and accessible healthcare.

Kenneth Williams

Kenneth Williams

The human body and how diseases or injuries can be treated has always deeply interested me due to my experiences of diseases and death in my family and my own personal sport-related injuries. However, I wouldn't say that I always knew I wanted to be a physician, rather this realization was the result of me exploring different passions. My interest in learning about the human body lead me to pursue a degree in biochemistry. A defining experience for me was working with and shadowing a cardiac surgeon at the Maritime Heart Center in Halifax. I was able to see firsthand how our medical system works and how physicians are in an amazing position to help patients through important and sometimes traumatic parts of their lives while leading and working with a collaborative environment that promotes self-improvement. Being able to help others, work in a leadership position in a collaborative environment and being empowered to constantly improve oneself had me hooked on pursuing medicine as a career.

I want to continue to pursue my passions of improving myself through sport and academics as well as serving underrepresented and underprivileged communities, be it in a rural or urban setting. I am a strong believer that you will not be able to make an informed decision about what you want to do with your life if you do not go out there and try out different paths, so I am very excited to explore the different branches of medicine that are now open to me, from neurosurgery to family medicine.

Andrea Liu

Andrea Liu

At a very young age, I became a caregiver for my grandfather who was battling liver cirrhosis and liver cancer. I accompanied him to many of his visits to the doctor. With each visit, I was able to witness my grandfather's physicians work hard to help him with his battle, helping to extend his life and increase his quality of life. I was deeply inspired by their ability to help my grandfather and the impact they had on his life and my family, and wanted to be able to replicate this experience for others. Because of this, I became interested in medicine very early on and was fascinated with learning about how the human body works and what goes wrong during disease. I also took every opportunity I could to try to understand my grandfather's illness in the hopes that I could one day help other people going through similar experiences.

I am really into advocating for better accessibility to healthcare, preventative health and empowering the public with accurate and reliable medical information. I experienced firsthand how important health awareness and time access to healthcare are. My grandfather’s liver disease could likely have been prevented if he had the opportunity to receive better health education and access to much-needed care. This not only inspired me to pursue a medical career, but also to join the Canadian Liver Foundation as a volunteer. I want to make a difference for people by offering them the help and information they need, when they need it.

Justin Brunet

Justin Brunet

As a child, I enjoyed learning about the human body so I always knew I wanted a career in health care. I continued this lifelong learning into my undergraduate and graduate studies where I also participated in many projects that promoted education equity and health education for youth in underprivileged communities. I was fortunate to work on a graduate project in clinical medicine that opened my eyes to the "bench to bedside approach.” I realized that I could mesh my values and education goals into one career: a physician.

One of my most valued experiences was tutoring youth in underprivileged communities. I interacted with many types of students coming from a wide range of cultural and socioeconomic backgrounds. Most importantly, I noticed health inequities in these students. As a medical student, I hope to help bridge these gaps. I would like to work with youth in the GTA to improve their understanding of and access to quality health care.

As a new school year approaches, incoming students from the Class of 2T3 share what inspired them to pursue medicine and how they hope to weave their passions for advocacy into their careers as physicians.

Hifza Buhari

Hifza Buhari

When I was 12 years old, I witnessed firsthand the destruction of the 2004 Indian Ocean Tsunami while living in Sri Lanka, to which I almost lost my life. I remember seeing a physician jump into action, using his profession and skill to help those who were injured and in life-threatening situations. His medical knowledge, altruism and compassion was the initial spark for me to pursue medicine. Over the years, I spent many hours volunteering and working in hospitals. Whether it was simply labeling blood collection tubes to help understand how we can prevent Type I Diabetes or working alongside surgeons and fellows to learn how we can reduce rejection after transplantation — I found that I was happy being involved in improving health care. Therefore I knew Medicine was the right career for me.

I am so excited to spend the next four years discovering different areas of medicine and figuring out what I’m most passionate about. But I know whatever I end up doing, it will be fueled by my interests in advocacy, health policy and social justice. There are many causes I deeply care about. Volunteering in Sri Lanka during the dengue epidemic made me interested in disease prevention. In Canada, as part of Toronto General Hospital's Multi-Organ Transplant Student Research Training Program, I handed out care packages to vulnerable homeless populations out in the cold. These experiences helped me realize the importance of the social determinants of health. As a physician, I look forward to having a larger platform to implement social change and influence national policies.

Edwin Wong

Edwin Wong

I’ve always had a fascination with the brain and how it works, and this made me very interested in mental health – both as a research area and an area of clinical practice. Going into medicine will give me exposure to different clinical populations and will provide me the opportunity to explore other areas or specialties that I may find equally compelling.

I’m extremely interested in scientific advocacy and education. I firmly believe that quality education is necessary to facilitate scientific fluency and awareness, regardless of age or academic background. I find it particularly important now with so much misinformation about medicine and science. By being exposed to science literacy early on, people will be able to build a stronger foundation of knowledge and to ask valuable questions about their health. Most importantly, they’ll be able to differentiate myths from evidence-based facts. And I want to be part of making that happen.

Lina Elfaki

Lina Elfaki

I became interested in medicine in 8th grade when I first learned about renal dialysis. From there, the journey was full of doubt and questioning my capabilities. I explored the medical field as a trainee at a teaching hospital in my hometown in Sudan during my undergraduate degree. When training in a hospital run under years of U.S. sanctions and political unrest where skilled health care providers were scarce, you end up filling whatever roles are needed. For me, that mostly involved emergency cases. I will never forget the dread I felt when we couldn’t help a 15-year-old boy who was electrocuted because our defibrillator was rusted and broken. I held his grief-stricken mom who went into a panic and fainted. I then went home in utter disbelief that this was their family’s reality.

During my second year of undergrad studies at UofT, I recognized the lack of Black physicians and the health disparities Black individuals experience in Canada. I became determined to get involved in the direct medical treatment and advocacy for vulnerable populations, especially Black Canadians.

As the eldest of 4 girls, mentorship has become second nature to me, so I initially started advocating for minority youth who are underrepresented in STEM fields. During my Master’s degree, I started an initiative called Step into STEM to promote access to STEM careers. I am passionate about elevating health care standards for these populations. In Toronto and Sudan, I witnessed how structural violence impedes the health care standards of marginalized communities. Thus, as a future physician, I hope to have an impact on my patients and their communities in multiple ways — from direct medical care to promoting their educational aspirations. I am excited to work with colleagues at the Faculty of Medicine and community partners to unravel the various ways we can promote equitable and accessible healthcare.

Kenneth Williams

Kenneth Williams

The human body and how diseases or injuries can be treated has always deeply interested me due to my experiences of diseases and death in my family and my own personal sport-related injuries. However, I wouldn't say that I always knew I wanted to be a physician, rather this realization was the result of me exploring different passions. My interest in learning about the human body lead me to pursue a degree in biochemistry. A defining experience for me was working with and shadowing a cardiac surgeon at the Maritime Heart Center in Halifax. I was able to see firsthand how our medical system works and how physicians are in an amazing position to help patients through important and sometimes traumatic parts of their lives while leading and working with a collaborative environment that promotes self-improvement. Being able to help others, work in a leadership position in a collaborative environment and being empowered to constantly improve oneself had me hooked on pursuing medicine as a career.

I want to continue to pursue my passions of improving myself through sport and academics as well as serving underrepresented and underprivileged communities, be it in a rural or urban setting. I am a strong believer that you will not be able to make an informed decision about what you want to do with your life if you do not go out there and try out different paths, so I am very excited to explore the different branches of medicine that are now open to me, from neurosurgery to family medicine.

Andrea Liu

Andrea Liu

At a very young age, I became a caregiver for my grandfather who was battling liver cirrhosis and liver cancer. I accompanied him to many of his visits to the doctor. With each visit, I was able to witness my grandfather's physicians work hard to help him with his battle, helping to extend his life and increase his quality of life. I was deeply inspired by their ability to help my grandfather and the impact they had on his life and my family, and wanted to be able to replicate this experience for others. Because of this, I became interested in medicine very early on and was fascinated with learning about how the human body works and what goes wrong during disease. I also took every opportunity I could to try to understand my grandfather's illness in the hopes that I could one day help other people going through similar experiences.

I am really into advocating for better accessibility to healthcare, preventative health and empowering the public with accurate and reliable medical information. I experienced firsthand how important health awareness and time access to healthcare are. My grandfather’s liver disease could likely have been prevented if he had the opportunity to receive better health education and access to much-needed care. This not only inspired me to pursue a medical career, but also to join the Canadian Liver Foundation as a volunteer. I want to make a difference for people by offering them the help and information they need, when they need it.

Justin Brunet

Justin Brunet

As a child, I enjoyed learning about the human body so I always knew I wanted a career in health care. I continued this lifelong learning into my undergraduate and graduate studies where I also participated in many projects that promoted education equity and health education for youth in underprivileged communities. I was fortunate to work on a graduate project in clinical medicine that opened my eyes to the "bench to bedside approach.” I realized that I could mesh my values and education goals into one career: a physician.

One of my most valued experiences was tutoring youth in underprivileged communities. I interacted with many types of students coming from a wide range of cultural and socioeconomic backgrounds. Most importantly, I noticed health inequities in these students. As a medical student, I hope to help bridge these gaps. I would like to work with youth in the GTA to improve their understanding of and access to quality health care.

Class of 2T3: Why Are You Passionate About Medicine?
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Students Organize Invisible Challenges In Medicine Conference

Students Organize Invisible Challenges In Medicine Conference

Invisible Challenges in Medicine founders
Invisible Challenges in Medicine founders (left to right): Claire Rollans (2T0), Laura Wong (2T0), Semipe Oni (2T2), Grace Zhao (2T1), Salwa Farooqi (2T1)

A team of MD students are organizing a one-day symposium, Invisible Challenges In Medicine, to expand the dialogue around mistreatment, discrimination, and allyship as well as to empower medical trainees with strategies to respond to microaggressions and discrimination in a clinical setting. The conference will feature keynote speakers, Dr. Nanky Rai and Chika Oriuwa, three interactive workshops highlighting unique challenges that trainees from equity-seeking groups face in healthcare, and a diverse panel of lived experiences. MD Program News spoke with the organizers, Grace Zhao (2T1), Semipe Oni (2T2), Claire Rollans (2T0), Laura Wong (2T0), Salwa Farooqi (2T1), about this event. 

Why did you decide to organize this conference?

It is an unfortunate reality that many medical trainees still report facing issues of discrimination and mistreatment in clinical settings due to their race, ethnicity, gender, sexual orientation, religion, and disability (visible and invisible) to name a few. Mistreatment by faculty, residents, patients and even peers can have a major impact on medical students and their performance, with increased rates of burnout, particularly amongst those who experience recurrent mistreatment. Literature shows that while such mistreatment is prevalent, trainees often do not know how to respond to or deal with these situations. There are issues of power-dynamics, social acceptance and complacency towards the status quo that become challenging to resist against. Additionally, as medical students move forward in their training, they become further indoctrinated with the hidden curriculum, and may not even recognize certain forms of mistreatment or pass it off as “normal.”As it is not feasible to completely eradicate the discrimination faced by medical trainees, effective preparation is essential. While there are many diversity initiatives by the Faculty of Medicine, there has been a lack of discussion regarding the unique challenges that medical trainees in equity-seeking groups face in a clinical setting. As medical trainees become more diverse every year, it is imperative that we foster an inclusive and safe environment for the next generation of doctors, and provide tools for students to help them respond to mistreatment. This conference seeks to address the gap within the institutional medical curriculum to facilitate the skill development of a medical trainee in responding to negativity and learning to navigate their invisible challenges in a safe and productive way.

What challenges confront medical trainees from equity-seeking groups in clinical settings?

There are many unique challenges that medical trainees from equity-seeking groups can potentially face. For instance, they could face exclusion due to their appearance, microaggressions, and subtle forms of discrimination. Compounded by the power dynamics in health care, certain words and actions can have a lasting impact on a trainee’s career. For example, a surgeon can encourage a male medical student to consider surgery as a career, but caution the female medical student by saying something like “Have you thought about family planning? Maybe you should consider a less demanding specialty.” Another example is if a physician continues to misgender the student who identifies as either transgender, nonbinary, or gender nonconforming. With respect to religious views, a student who has to pray one to two times in the afternoon may have a preceptor who thinks that they prioritize religion over patient care. Not everyone is aware of such challenges, which is why we think it is important to have discussions about it and to find ways to respond in the moment that is professional and respectful.

How did you develop the content for this conference?

The team first collaborated together to discuss the current gaps in discussions around diversity, and how our conference could fill those gaps. We also did a poll of current medical trainees to learn what topics they felt were missing, or that they would be interested in exploring. We used this information to guide the major themes of the conference: mistreatment, allyship, and intersectionality. With guidance from the Diversity Strategist, Anita Balakrishna, the content of the workshops was then developed based on the team’s own experiences, the experiences of classmates and other students, and from input from a large group of stakeholders including faculty theme leads, Out in Medicine, BMSA, SJME, and others.

What can someone who attends this conference expect?

They can expect a day filled with interactive workshops that allows them to reflect on their own experiences of mistreatment as well as envision themselves in someone else’s life to understand some of the barriers that they may face. In addition, we will have two fantastic keynote speakers, Dr. Nanky Rai and Chika Stacy Oriuwa (2T0), as well as a panel of trainees and staff physicians who will be speaking on their lived experiences. Attendees will have the opportunity to actively engage in scenarios that highlight microaggression and verbal harassment in the medical environment, learn tangible steps on practicing allyship, and explore the challenges one may face as a visible/invisible minority. By having both student and faculty facilitators, we hope to foster a safe space to share vulnerable experiences with one another. We will be using the format of “Theatre of the Oppressed” in one of our workshops, where scenarios highlighting various forms of mistreatment will be acted out and members of the audience will be invited to interact with performers in order to promote social change. In doing so, attendees will be able to better understand how they themselves might respond if found in such a situation. The goal is to have attendees leave this conference feeling like they are better equipped to handle similar situations of mistreatment in the future.

What have your experiences been in clinical settings?

Claire: Overall, my experience at the University of Toronto has been excellent. For the most part, both my classmates and supervisors have been very supportive, inclusive, accepting, and aware of potential issues. I have been fortunate enough to never have experienced an incident of open discrimination in school or clinical settings. However, it is impossible to escape the small daily biases. I have been told not to go into urology by a tutor because it was “not a good specialty for women,” but that if I did, I should try pediatric urology. More than once on rounds I have been the only one to refer to a patient by the correct pronouns. I have been mistaken for a nurse countless times by patients, staff, and even residents on my team. Often this mistake will persist even after I explain that I’m a medical student. Many times I’ve had to awkwardly correct my supervisor after they assumed that my partner was male. All of these are small incidents, and none of them come from a place of malice. But together, they create a lingering feeling of being the “other.”

Semipe: The Faculty of Medicine at the University of Toronto has probably been the most inclusive post-secondary institution I have been privileged to belong to. As a Black female, pursuing a career in medicine, especially in Canada, didn’t always seem like an attainable goal. However, being surrounded by amazing Black female physicians at U of T has been proof that there’s enough room at the table for people who look like me. Unfortunately, this doesn’t entirely absolve me of the weight of being a minority in medicine. Prior to beginning medical school, I had heard countless stories and read several books about other medical students and physicians speaking out about their experiences as minorities in medicine. I inevitably knew I wasn’t going to escape all the challenges that come with being a minority in this field. However, I didn’t think I would have to face the reality of it so soon. During the first month of my first year in medical school, I got to interview a real patient on the ward for the first time. Myself and two colleagues, both caucasian and female, were to interview a patient in his 70s. The patient asked for the names of my two colleagues but ignored me completely. Afterward, he apologized and said he thought I was a nurse even though our tutor had introduced us as first-year medical students. We were all female, all dressed similarly, and the only difference was the colour of my skin. To be honest, I didn't know how to react in the moment. I felt hurt, confused, and frustrated. More importantly, however, I felt helpless. This is why I believe this conference is relevant now more than ever. As medical trainees, we already have so much work cut out for us, we should at least feel empowered to deal with situations like this, where we may be treated differently based on aspects of our identity beyond our control.

This conference is not just for students from equity-seeking groups, but all students. What’s the role of allyship in addressing systemic racism?

An ally is a person that wants to fight for the equality of a marginalized group that they’re not a part of. An ally does not remain silent but confronts racism and other forms of discrimination by challenging the oppressor’s way of thinking. However, this must be done in a way that does not speak over the marginalized person. As allyship is an ongoing process to be more conscious of the inequalities that occur in a community’s daily lives, the more people who are aware and are willing to learn and act, the more likely institutional racism can be eradicated.

Invisible Challenges In Medicine will be held on August 31 from 9:30 am to 4 pm at U of T's Multi-Faith Centre (569 Spadina Ave). Registeration information is available online.

Invisible Challenges in Medicine founders
Invisible Challenges in Medicine founders (left to right): Claire Rollans (2T0), Laura Wong (2T0), Semipe Oni (2T2), Grace Zhao (2T1), Salwa Farooqi (2T1)

A team of MD students are organizing a one-day symposium, Invisible Challenges In Medicine, to expand the dialogue around mistreatment, discrimination, and allyship as well as to empower medical trainees with strategies to respond to microaggressions and discrimination in a clinical setting. The conference will feature keynote speakers, Dr. Nanky Rai and Chika Oriuwa, three interactive workshops highlighting unique challenges that trainees from equity-seeking groups face in healthcare, and a diverse panel of lived experiences. MD Program News spoke with the organizers, Grace Zhao (2T1), Semipe Oni (2T2), Claire Rollans (2T0), Laura Wong (2T0), Salwa Farooqi (2T1), about this event. 

Why did you decide to organize this conference?

It is an unfortunate reality that many medical trainees still report facing issues of discrimination and mistreatment in clinical settings due to their race, ethnicity, gender, sexual orientation, religion, and disability (visible and invisible) to name a few. Mistreatment by faculty, residents, patients and even peers can have a major impact on medical students and their performance, with increased rates of burnout, particularly amongst those who experience recurrent mistreatment. Literature shows that while such mistreatment is prevalent, trainees often do not know how to respond to or deal with these situations. There are issues of power-dynamics, social acceptance and complacency towards the status quo that become challenging to resist against. Additionally, as medical students move forward in their training, they become further indoctrinated with the hidden curriculum, and may not even recognize certain forms of mistreatment or pass it off as “normal.”As it is not feasible to completely eradicate the discrimination faced by medical trainees, effective preparation is essential. While there are many diversity initiatives by the Faculty of Medicine, there has been a lack of discussion regarding the unique challenges that medical trainees in equity-seeking groups face in a clinical setting. As medical trainees become more diverse every year, it is imperative that we foster an inclusive and safe environment for the next generation of doctors, and provide tools for students to help them respond to mistreatment. This conference seeks to address the gap within the institutional medical curriculum to facilitate the skill development of a medical trainee in responding to negativity and learning to navigate their invisible challenges in a safe and productive way.

What challenges confront medical trainees from equity-seeking groups in clinical settings?

There are many unique challenges that medical trainees from equity-seeking groups can potentially face. For instance, they could face exclusion due to their appearance, microaggressions, and subtle forms of discrimination. Compounded by the power dynamics in health care, certain words and actions can have a lasting impact on a trainee’s career. For example, a surgeon can encourage a male medical student to consider surgery as a career, but caution the female medical student by saying something like “Have you thought about family planning? Maybe you should consider a less demanding specialty.” Another example is if a physician continues to misgender the student who identifies as either transgender, nonbinary, or gender nonconforming. With respect to religious views, a student who has to pray one to two times in the afternoon may have a preceptor who thinks that they prioritize religion over patient care. Not everyone is aware of such challenges, which is why we think it is important to have discussions about it and to find ways to respond in the moment that is professional and respectful.

How did you develop the content for this conference?

The team first collaborated together to discuss the current gaps in discussions around diversity, and how our conference could fill those gaps. We also did a poll of current medical trainees to learn what topics they felt were missing, or that they would be interested in exploring. We used this information to guide the major themes of the conference: mistreatment, allyship, and intersectionality. With guidance from the Diversity Strategist, Anita Balakrishna, the content of the workshops was then developed based on the team’s own experiences, the experiences of classmates and other students, and from input from a large group of stakeholders including faculty theme leads, Out in Medicine, BMSA, SJME, and others.

What can someone who attends this conference expect?

They can expect a day filled with interactive workshops that allows them to reflect on their own experiences of mistreatment as well as envision themselves in someone else’s life to understand some of the barriers that they may face. In addition, we will have two fantastic keynote speakers, Dr. Nanky Rai and Chika Stacy Oriuwa (2T0), as well as a panel of trainees and staff physicians who will be speaking on their lived experiences. Attendees will have the opportunity to actively engage in scenarios that highlight microaggression and verbal harassment in the medical environment, learn tangible steps on practicing allyship, and explore the challenges one may face as a visible/invisible minority. By having both student and faculty facilitators, we hope to foster a safe space to share vulnerable experiences with one another. We will be using the format of “Theatre of the Oppressed” in one of our workshops, where scenarios highlighting various forms of mistreatment will be acted out and members of the audience will be invited to interact with performers in order to promote social change. In doing so, attendees will be able to better understand how they themselves might respond if found in such a situation. The goal is to have attendees leave this conference feeling like they are better equipped to handle similar situations of mistreatment in the future.

What have your experiences been in clinical settings?

Claire: Overall, my experience at the University of Toronto has been excellent. For the most part, both my classmates and supervisors have been very supportive, inclusive, accepting, and aware of potential issues. I have been fortunate enough to never have experienced an incident of open discrimination in school or clinical settings. However, it is impossible to escape the small daily biases. I have been told not to go into urology by a tutor because it was “not a good specialty for women,” but that if I did, I should try pediatric urology. More than once on rounds I have been the only one to refer to a patient by the correct pronouns. I have been mistaken for a nurse countless times by patients, staff, and even residents on my team. Often this mistake will persist even after I explain that I’m a medical student. Many times I’ve had to awkwardly correct my supervisor after they assumed that my partner was male. All of these are small incidents, and none of them come from a place of malice. But together, they create a lingering feeling of being the “other.”

Semipe: The Faculty of Medicine at the University of Toronto has probably been the most inclusive post-secondary institution I have been privileged to belong to. As a Black female, pursuing a career in medicine, especially in Canada, didn’t always seem like an attainable goal. However, being surrounded by amazing Black female physicians at U of T has been proof that there’s enough room at the table for people who look like me. Unfortunately, this doesn’t entirely absolve me of the weight of being a minority in medicine. Prior to beginning medical school, I had heard countless stories and read several books about other medical students and physicians speaking out about their experiences as minorities in medicine. I inevitably knew I wasn’t going to escape all the challenges that come with being a minority in this field. However, I didn’t think I would have to face the reality of it so soon. During the first month of my first year in medical school, I got to interview a real patient on the ward for the first time. Myself and two colleagues, both caucasian and female, were to interview a patient in his 70s. The patient asked for the names of my two colleagues but ignored me completely. Afterward, he apologized and said he thought I was a nurse even though our tutor had introduced us as first-year medical students. We were all female, all dressed similarly, and the only difference was the colour of my skin. To be honest, I didn't know how to react in the moment. I felt hurt, confused, and frustrated. More importantly, however, I felt helpless. This is why I believe this conference is relevant now more than ever. As medical trainees, we already have so much work cut out for us, we should at least feel empowered to deal with situations like this, where we may be treated differently based on aspects of our identity beyond our control.

This conference is not just for students from equity-seeking groups, but all students. What’s the role of allyship in addressing systemic racism?

An ally is a person that wants to fight for the equality of a marginalized group that they’re not a part of. An ally does not remain silent but confronts racism and other forms of discrimination by challenging the oppressor’s way of thinking. However, this must be done in a way that does not speak over the marginalized person. As allyship is an ongoing process to be more conscious of the inequalities that occur in a community’s daily lives, the more people who are aware and are willing to learn and act, the more likely institutional racism can be eradicated.

Invisible Challenges In Medicine will be held on August 31 from 9:30 am to 4 pm at U of T's Multi-Faith Centre (569 Spadina Ave). Registeration information is available online.

Students Organize Invisible Challenges In Medicine Conference
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Faces of U of T Medicine: Tyee Fellows

Faces of U of T Medicine: Tyee Fellows

Tyee Fellows
Tyee Fellows is a fourth-year medical student and a proud Inuvialuk/Caucasian. Before medical school, he completed got his MSc in Zoology, exploring hummingbird vision. But wanting to connect with people and making a real impact in their lives led Fellows to medical school. He spoke to writer Julia Soudat about his journey through medical school and how he grew to embrace his Indigenous identity along the way.

What made you want to become a doctor?

I wanted to be a doctor ever since my father told me I could be one, since my earliest memories. As an emergency physician himself, his belief in my potential gave me the resilience to persist until it became a reality. He knew the secret to becoming one was self-confidence and patience. But despite having this dream, I didn’t embrace the challenge until second year of university. That’s when I understood that if I wanted to pursue a medical career, I really had to buckle down. That year, my marks went up. I transferred to and finished my undergrad at the University of British Columbia (UBC) and applied to medical school there. I didn’t get in, but deep down – it was a relief because it gave me the time explore my other passion, research, and consider it as a career. I learned basic science research was too solitary and what I was missing was the connection with people. I wanted to use my education to help people directly. This led me back to medicine.

Was medical school what you thought it would be when you first started?

Prior to starting, I knew I could expect to be challenged by the curriculum, be granted the privilege of providing care to those in need and be given the opportunity to foster life-long relationships. Yet, there have been so many unexpected detours that I could not anticipate. Whether it was performing live for the first-time as the lead guitarist in the ‘Daffydil’ musical or overcoming a failed exam, these unexpected moments are what define and give colour to my medical school experience. So, in reflecting on these last four years I didn’t think I would come to value and appreciate my hardships as much as I do my achievements.

Also unexpectedly, I didn’t realize how much I would embrace my Indigenous heritage during medical school.

Can you talk a bit about that?

My whole life, I’ve been going through the process of acceptance. Since the age of one, I was raised by my Caucasian father in Vancouver as my Indigenous mother returned to her community. The only connection I had to my community was through my aunt and uncle, who would visit us once a year. As a child, I was quite embarrassed to be Indigenous. My sisters were the only other Indigenous peers I knew. I would hide my heritage. So when people asked about my background, I would just say I was white.

This perspective changed with time. As I reached higher in academia, I noticed the waning of Indigenous representation the further I went. Although this did not surprise me, I did not appreciate the increasing responsibility of my role as not only an Indigenous person, but an Inuit physician-to-be. My actions – good and bad – will reflect on my heritage. It is already an enormous privilege and responsibility to be a physician - being an Inuit physician, even more so. This is quite humbling. I hope my actions will exemplify to both of my communities the awesome potential of Indigenous peoples. 

Have you worked on any exciting projects or discovered new passions in the last four years?

In first year, I discovered the thrilling sport of rock climbing. Besides the obvious things that make exercise great, it is a sport that demands strength, rewards creativity, fosters resiliency, promotes exploration, and welcomes everyone. In second year, I got to check-off my one and only bucket-list item I had for myself during medical school: play guitar live. Besides allowing me to explore my interests in clinical medicine, third year connected me to a person who may be the wisest person I’ll ever meet – my first patient. Fourth year gifted me the impossible, certainty. The lump in my throat after reading “we regret to inform you that you did not match” gave me certainty in knowing my pursuit for Emergency Medicine is true.

What’s coming up next?

Despite my best effort and the support of all those who helped shape my application, I did not match to my dream residency of Emergency Medicine. In reflecting on my application, I have chosen to broaden my elective experiences across more specialties, universities, and countries. I am overjoyed to share that I am one of twenty participants selected for the 2019 University of Texas Medical Branch’s (UTMB) Principles of Aviation and Space Medicine summer course. This exciting course involve daily lectures from UTMB’s faculty and their affiliates like NASA, as well as hands-on experiences like visiting the Johnson Space Center!

Outside this exciting opportunity, I aim to finish medical licensing exams for both Canada and the United States, receive point-of-care ultrasound certification, and return to my Indigenous community by securing elective time working in Canada’s Arctic. I ultimately hope to put forward a residency application next year that exemplifies the grounding nature and exciting potential of going unmatched.

What helped you through the challenging times?

Simple, ask for it – help. The irony in this advice is that asking for help is the most challenging part. What may ease this challenge is to know that asking for help is just like asking someone on a date, it gets easier the more we do it. So, always swipe right on help.

What advice would you give to incoming students?

Absurd to think I know,
what advice to bestow;

Mature as fourth year may be,
endless knowledge yet to see;

To homage thy wise, short, stellar, green master,
do I shall do, for try is no such matter;

To ensure humble and kind word-landing,
please know I am no Frederick Banting;

Before ending this dyad word-stream,
share I must share just one more small theme;

Lonesome if one and burdensome if three,
wholesome if two, so two advice it be;

Support we neglect are the challenges we endure,
so help we must offer and always, always procure;

Falling bruises thine ego and elbow,
failure today is pleasure tomorrow.

Tyee Fellows
Tyee Fellows is a fourth-year medical student and a proud Inuvialuk/Caucasian. Before medical school, he completed got his MSc in Zoology, exploring hummingbird vision. But wanting to connect with people and making a real impact in their lives led Fellows to medical school. He spoke to writer Julia Soudat about his journey through medical school and how he grew to embrace his Indigenous identity along the way.

What made you want to become a doctor?

I wanted to be a doctor ever since my father told me I could be one, since my earliest memories. As an emergency physician himself, his belief in my potential gave me the resilience to persist until it became a reality. He knew the secret to becoming one was self-confidence and patience. But despite having this dream, I didn’t embrace the challenge until second year of university. That’s when I understood that if I wanted to pursue a medical career, I really had to buckle down. That year, my marks went up. I transferred to and finished my undergrad at the University of British Columbia (UBC) and applied to medical school there. I didn’t get in, but deep down – it was a relief because it gave me the time explore my other passion, research, and consider it as a career. I learned basic science research was too solitary and what I was missing was the connection with people. I wanted to use my education to help people directly. This led me back to medicine.

Was medical school what you thought it would be when you first started?

Prior to starting, I knew I could expect to be challenged by the curriculum, be granted the privilege of providing care to those in need and be given the opportunity to foster life-long relationships. Yet, there have been so many unexpected detours that I could not anticipate. Whether it was performing live for the first-time as the lead guitarist in the ‘Daffydil’ musical or overcoming a failed exam, these unexpected moments are what define and give colour to my medical school experience. So, in reflecting on these last four years I didn’t think I would come to value and appreciate my hardships as much as I do my achievements.

Also unexpectedly, I didn’t realize how much I would embrace my Indigenous heritage during medical school.

Can you talk a bit about that?

My whole life, I’ve been going through the process of acceptance. Since the age of one, I was raised by my Caucasian father in Vancouver as my Indigenous mother returned to her community. The only connection I had to my community was through my aunt and uncle, who would visit us once a year. As a child, I was quite embarrassed to be Indigenous. My sisters were the only other Indigenous peers I knew. I would hide my heritage. So when people asked about my background, I would just say I was white.

This perspective changed with time. As I reached higher in academia, I noticed the waning of Indigenous representation the further I went. Although this did not surprise me, I did not appreciate the increasing responsibility of my role as not only an Indigenous person, but an Inuit physician-to-be. My actions – good and bad – will reflect on my heritage. It is already an enormous privilege and responsibility to be a physician - being an Inuit physician, even more so. This is quite humbling. I hope my actions will exemplify to both of my communities the awesome potential of Indigenous peoples. 

Have you worked on any exciting projects or discovered new passions in the last four years?

In first year, I discovered the thrilling sport of rock climbing. Besides the obvious things that make exercise great, it is a sport that demands strength, rewards creativity, fosters resiliency, promotes exploration, and welcomes everyone. In second year, I got to check-off my one and only bucket-list item I had for myself during medical school: play guitar live. Besides allowing me to explore my interests in clinical medicine, third year connected me to a person who may be the wisest person I’ll ever meet – my first patient. Fourth year gifted me the impossible, certainty. The lump in my throat after reading “we regret to inform you that you did not match” gave me certainty in knowing my pursuit for Emergency Medicine is true.

What’s coming up next?

Despite my best effort and the support of all those who helped shape my application, I did not match to my dream residency of Emergency Medicine. In reflecting on my application, I have chosen to broaden my elective experiences across more specialties, universities, and countries. I am overjoyed to share that I am one of twenty participants selected for the 2019 University of Texas Medical Branch’s (UTMB) Principles of Aviation and Space Medicine summer course. This exciting course involve daily lectures from UTMB’s faculty and their affiliates like NASA, as well as hands-on experiences like visiting the Johnson Space Center!

Outside this exciting opportunity, I aim to finish medical licensing exams for both Canada and the United States, receive point-of-care ultrasound certification, and return to my Indigenous community by securing elective time working in Canada’s Arctic. I ultimately hope to put forward a residency application next year that exemplifies the grounding nature and exciting potential of going unmatched.

What helped you through the challenging times?

Simple, ask for it – help. The irony in this advice is that asking for help is the most challenging part. What may ease this challenge is to know that asking for help is just like asking someone on a date, it gets easier the more we do it. So, always swipe right on help.

What advice would you give to incoming students?

Absurd to think I know,
what advice to bestow;

Mature as fourth year may be,
endless knowledge yet to see;

To homage thy wise, short, stellar, green master,
do I shall do, for try is no such matter;

To ensure humble and kind word-landing,
please know I am no Frederick Banting;

Before ending this dyad word-stream,
share I must share just one more small theme;

Lonesome if one and burdensome if three,
wholesome if two, so two advice it be;

Support we neglect are the challenges we endure,
so help we must offer and always, always procure;

Falling bruises thine ego and elbow,
failure today is pleasure tomorrow.

Faces of U of T Medicine: Tyee Fellows
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Faces of U of T Medicine: Neha Puri & Rohit Vijh

Faces of U of T Medicine: Neha Puri & Rohit Vijh

Neha and Rohit

Neha Puri and Rohit Vijh are fourth-year students in the MD Class of 1T9. They're also cousins, friends and each other's biggest supporters. As they prepare to graduate and start their residencies, they share what inspired them to become doctors and the most important lessons they've learned in medical school. 

What made you want to pursue a career in medicine?

Neha: In high school, I wanted to be a pharmacist as I was working in a pharmacy and my sister was pursuing a career in the field. But during undergrad, I began to explore medicine as a career and quickly realized that it would be a better fit for my personality and aspirations.

Rohit: During my undergrad at McGill, I worked in clinical epidemiology research around bridging the gap between mobile/electronic health services and HIV care. I also had a variety of counseling and leadership positions working with vulnerable populations. Towards the end of my undergrad, I realized that physicians are often at the heart of both providing compassionate care to patients individually and implementing change at a systemic level. This really motivated me to pursue a career in medicine.

Was medical school what you thought it would be before you started?

Neha: I always imagined we would be thrown into a clinical setting and suddenly everything would come together. However, medical school was really a continuum where every year, we built upon the skills we previously learned. Our first year focused primarily on human anatomy and physiology while learning the fundamentals of a good history and physical examination. In our second year, we continued to develop these skills while learning a significant amount of medical content. During our clerkship year, we learned how to integrate our vast medical knowledge with the art of clinical medicine. In our graduating year, we continued to fine-tune these skills while reflecting on the kind of physician we aspire to be.

Rohit: Medical school was not what I imagined it to be. You hear stories about the rigorous and competitive nature of medical school, and it was definitely rigorous but I also met some of the most amazing friends and colleagues. As early as orientation week, I met some of my closest friends who supported me through the toughest moments in medical school. I also never expected to meet so many amazing physician mentors through my pre-clerkship and clerkship years. I was afraid that I would not “find my people” but U of T has such a large community that it’s almost impossible not to.

What were the most important lessons you learned in medical school?

Neha: The value of maintaining friendships with those outside of medicine in addition to those in medicine. While my friends in medicine were my go-to people to discuss difficult patient cases and exam stress, my non-medicine friends kept me grounded and cheered me on during the tough moments.

Rohit: Being kind and compassionate to yourself. Medical education is a strenuous process that takes a huge psychological and emotional toll. The long hours of working and studying can engulf you and it becomes easy to neglect your own well-being. Being able to carve out time or saying no to opportunities in order to heal and foster your own resilience is extremely important. You are not going to be good to anyone if you are not good to yourself.

What were some of the advantages of being in the same class as a family member?

Neha: It was amazing to have someone in the class to indefinitely rely on. Throughout the highs and lows of medical school and life, Rohit and I have laughed, cried and celebrated together. Although we’re pursuing different specialities in different provinces, I am confident that we will still be there for one another - and for that, I am grateful.

Rohit: Having Neha was always a comforting presence. I will always cherish the time when my grandfather passed away while we were on a medical student retreat in Kingston. My family had been trying to get in touch with me but my phone had been turned off. Neha called my hotel room and broke the news outside in the hallway at 6 AM. We packed up all my stuff and she dropped me off the train station in Kingston to head back to Toronto. I look at that incredibly difficult time and think how lucky I was to have a family member there with me. Having this kind of unconditional support is rare, especially in medical school.

These four years have changed our dynamic in so many ways. Being able to relate through the personal and professional hurdles has given a unique way to relate to one another—that neither our friends or family can simply relate. We made a point to always check in with each other and when things were not going well—we were there no matter what. No questions asked. It'll be difficult not having Neha around, but no distance will stop us from venting, laughing or crying with one another.

What’s coming up next?

Neha: I will be starting my internal medicine residency at the University of Toronto.

Rohit: I will be starting my residency in Public Health and Preventative Medicine in Vancouver at UBC. I will be doing a Master’s of Public Health, followed my family medicine training and then public health training.

What advice would you give to incoming students?

Neha: Medical school is just the beginning of our career as lifelong learners. We learn a lot in medical school and sometimes the volume can be overwhelming. However, no one expects you to know everything – we honestly have our whole career ahead of us to continue to learn! As a medical student, be curious and enjoy the process.

Rohit: Self-reflection and being honest with yourself is key. You know how to study and learn for exams. You know how to excel in research projects or community based projects. But understanding your emotions and feelings as you progress through various stages of your medical training is not as easy as it sounds. Being able to take time every so often to check in with how your anxiety or mood is doing is so critical. And if there is an imbalance to make it a priority to get help- whether that be seeing a professional or reaching out to your personal network. Do not be afraid to confide in your friends that you are struggling, chances are they are too. Some of the best revelations and breakthroughs I have had in difficult periods of my life have come from conversations where everyone is being honest with where they are at. There are going to be amazing highs but also lows, and making sure you checking in at all times is extremely critical.

But also have fun and enjoy and savour every possible moment you have in these 4 years, they truly do fly by so quickly!

 

Neha and Rohit

Neha Puri and Rohit Vijh are fourth-year students in the MD Class of 1T9. They're also cousins, friends and each other's biggest supporters. As they prepare to graduate and start their residencies, they share what inspired them to become doctors and the most important lessons they've learned in medical school. 

What made you want to pursue a career in medicine?

Neha: In high school, I wanted to be a pharmacist as I was working in a pharmacy and my sister was pursuing a career in the field. But during undergrad, I began to explore medicine as a career and quickly realized that it would be a better fit for my personality and aspirations.

Rohit: During my undergrad at McGill, I worked in clinical epidemiology research around bridging the gap between mobile/electronic health services and HIV care. I also had a variety of counseling and leadership positions working with vulnerable populations. Towards the end of my undergrad, I realized that physicians are often at the heart of both providing compassionate care to patients individually and implementing change at a systemic level. This really motivated me to pursue a career in medicine.

Was medical school what you thought it would be before you started?

Neha: I always imagined we would be thrown into a clinical setting and suddenly everything would come together. However, medical school was really a continuum where every year, we built upon the skills we previously learned. Our first year focused primarily on human anatomy and physiology while learning the fundamentals of a good history and physical examination. In our second year, we continued to develop these skills while learning a significant amount of medical content. During our clerkship year, we learned how to integrate our vast medical knowledge with the art of clinical medicine. In our graduating year, we continued to fine-tune these skills while reflecting on the kind of physician we aspire to be.

Rohit: Medical school was not what I imagined it to be. You hear stories about the rigorous and competitive nature of medical school, and it was definitely rigorous but I also met some of the most amazing friends and colleagues. As early as orientation week, I met some of my closest friends who supported me through the toughest moments in medical school. I also never expected to meet so many amazing physician mentors through my pre-clerkship and clerkship years. I was afraid that I would not “find my people” but U of T has such a large community that it’s almost impossible not to.

What were the most important lessons you learned in medical school?

Neha: The value of maintaining friendships with those outside of medicine in addition to those in medicine. While my friends in medicine were my go-to people to discuss difficult patient cases and exam stress, my non-medicine friends kept me grounded and cheered me on during the tough moments.

Rohit: Being kind and compassionate to yourself. Medical education is a strenuous process that takes a huge psychological and emotional toll. The long hours of working and studying can engulf you and it becomes easy to neglect your own well-being. Being able to carve out time or saying no to opportunities in order to heal and foster your own resilience is extremely important. You are not going to be good to anyone if you are not good to yourself.

What were some of the advantages of being in the same class as a family member?

Neha: It was amazing to have someone in the class to indefinitely rely on. Throughout the highs and lows of medical school and life, Rohit and I have laughed, cried and celebrated together. Although we’re pursuing different specialities in different provinces, I am confident that we will still be there for one another - and for that, I am grateful.

Rohit: Having Neha was always a comforting presence. I will always cherish the time when my grandfather passed away while we were on a medical student retreat in Kingston. My family had been trying to get in touch with me but my phone had been turned off. Neha called my hotel room and broke the news outside in the hallway at 6 AM. We packed up all my stuff and she dropped me off the train station in Kingston to head back to Toronto. I look at that incredibly difficult time and think how lucky I was to have a family member there with me. Having this kind of unconditional support is rare, especially in medical school.

These four years have changed our dynamic in so many ways. Being able to relate through the personal and professional hurdles has given a unique way to relate to one another—that neither our friends or family can simply relate. We made a point to always check in with each other and when things were not going well—we were there no matter what. No questions asked. It'll be difficult not having Neha around, but no distance will stop us from venting, laughing or crying with one another.

What’s coming up next?

Neha: I will be starting my internal medicine residency at the University of Toronto.

Rohit: I will be starting my residency in Public Health and Preventative Medicine in Vancouver at UBC. I will be doing a Master’s of Public Health, followed my family medicine training and then public health training.

What advice would you give to incoming students?

Neha: Medical school is just the beginning of our career as lifelong learners. We learn a lot in medical school and sometimes the volume can be overwhelming. However, no one expects you to know everything – we honestly have our whole career ahead of us to continue to learn! As a medical student, be curious and enjoy the process.

Rohit: Self-reflection and being honest with yourself is key. You know how to study and learn for exams. You know how to excel in research projects or community based projects. But understanding your emotions and feelings as you progress through various stages of your medical training is not as easy as it sounds. Being able to take time every so often to check in with how your anxiety or mood is doing is so critical. And if there is an imbalance to make it a priority to get help- whether that be seeing a professional or reaching out to your personal network. Do not be afraid to confide in your friends that you are struggling, chances are they are too. Some of the best revelations and breakthroughs I have had in difficult periods of my life have come from conversations where everyone is being honest with where they are at. There are going to be amazing highs but also lows, and making sure you checking in at all times is extremely critical.

But also have fun and enjoy and savour every possible moment you have in these 4 years, they truly do fly by so quickly!

 

Faces of U of T Medicine: Neha Puri & Rohit Vijh
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Faces of U of T Medicine: Celina Nahanni

Faces of U of T Medicine: Celina Nahanni

Celina Nahanni

Celina Nahanni’s original plan was to become a computational researcher, but as she became increasingly interested in the biological sciences and Indigenous activism, she saw medicine as an opportunity to merge the two. While in medical school, Nahanni found her passion in orthopaedic surgery and became a parent. She spoke to writer Julia Soudat about juggling parenthood and medical school, her Indigenous activism and the most valuable lessons she’s learned on her journey.

What did you do before joining UofTMed?

I did my undergrad in physics at the University of Waterloo, then a PhD in Neuroscience at Queen’s University.

What made you want to become a doctor?

I originally wanted to go into medicine to combine my science background with my advocacy work. I liked the idea of applying my analytical skills in a social context that prioritized the human experience.

After having gone through the process, I now understand that there's so much more to being a doctor. It's a dynamic field that is always re-evaluating its own place in society. Physicians wear many different hats and the roles of a doctor are evolving as our understanding of the root causes of disease change. It's such an exciting field and I am so grateful I get to be a part of it!

Can you talk a bit about your Indigenous activism? How do you plan to integrate your activism into your medical career?

Before medical school, I was involved with an organization called Canadian Roots Exchange, a not-for-profit group focused on fostering dialogue and building relationships between Indigenous and non-Indigenous communities. I had the opportunity to travel to several communities in Ontario and learn about their individual challenges and triumphs. When I came to U of T, I worked as the Indigenous Health Officer and worked with an amazing team to put together the Indigenous Health Elective speaker series. I also had the chance to connect with some inspiring, strong Indigenous women in medicine, like Dr. Janet Smylie and Dr. Lisa Richardson.

With regards to weaving activism into my medical career, the story runs deeper. I learned a great deal from my mother, who advocated for Indigenous issues her whole life. I watched her collect stories, record oral traditions and advocate fiercely for her own personhood and the personhood of all Indigenous people. I watched how Indigenous people have to spend a lot of energy and time justifying their existence. They have to explain why they deserve a place to live, clean water, mental health services, and why they should be given a seat at the table when decisions are being made that affect their health and the health of their children.

Unfortunately, as it is for all minorities, Indigenous peoples’ presence in long-standing professional institutions like medicine, is in itself a political act. I feel this applies twofold to me as I recently (and proudly) became a mother - another role not typically associated with medical learners. Therefore, Indigenous existence in this space is in itself activism.

After many years of having conversations about Indigenous issues, I have found that the best and most sustainable way for me to combat systemic bias is by being open about who I am, my abilities and the limits of my knowledge. I am not a perfect person, but I am always striving to be better for my family, my patients, my friends and my peers.

I have been lucky to have been surrounded by wonderfully supportive peers and mentors here a U of T who are open to having this kind of dialogue. And I feel very lucky to have found support from the U of T department of Surgery with regard to not only being an Indigenous woman, but also an Indigenous mother.

Was medical school what you thought it would be when you first started?

Not at all. I had a lot of trouble in my first two years. There was so much memorizing and classwork that I often felt overwhelmed. Coming from an academic background where all I did was analytical problem solving with little to no memorization, it was really hard to shift my approach. Further, the only structured clinical exposure we got in preclerkship was to family medicine, which was very valuable, but didn’t feel like the right fit for me. I was concerned I’d made the wrong choice in coming to medical school but then I got to clerkship and suddenly I felt like I could breathe again. I loved working in the hospital, the high acuity care, moving patients along their care pathways, the collaborative environment and being in the OR. I knew almost right away that I was where I was supposed to be, and I haven’t looked back since.

What have been some of the most exciting projects to work on in the past four years?

I’ve been given the opportunity to work on some amazing projects throughout medical school but by far the most exciting “project” has been raising my amazing son Hunter. I’ve learned so much so quickly, it’s hard to even describe how transformative it is to become a parent. And like all working parents, I’ve had to learn a lot of hard lessons about balancing a demanding career and parenthood. I’ve been incredibly lucky to have a very supportive family and I’m grateful that the U of T administration was encouraging and accommodating when I approached them.

What is the most valuable lesson you learned in medical school?

Medicine is the kind of career that you can really give everything to and it will never be enough. There is an unlimited need in the world for medical services and the definition of medical treatment is always evolving. It’s really important to draw boundaries around your own time and priorities so you can have a sustainable career while balancing the benefit of clinical exposure. I’m not always the best at doing this, but I understand how important it is since having a baby between third and fourth year. I can think of a number of times that I wish I’d stayed later to see an interesting case, and times when I think I should have left earlier to see my family. There aren’t any easy solutions, but it’s really important to set priorities and stay true to yourself.

You’re going on to residency in Orthopaedic Surgery at U of T. What attracted you to orthopaedic surgery? What are you looking forward to most in residency and what are you most nervous about?

Orthopaedics was not in my original plan and I think that’s mostly because I didn’t get exposure to it until clerkship. When I finally did get into some ortho ORs, the environment felt like a good fit for me, both technically and professionally. The fixed coordinate systems of the skeletal structure resonated with my background in physics and reminded me of my mechanics courses (which were some of my favourite classes!). And like many of my surgery peers, I enjoy working with my hands, solving visuospatial problems and providing definitive care. It’s tremendously satisfying to see a problem, come up with a plan and execute it. Especially when the results are as tangible as puzzling broken bones back together.

I was also struck by the culture or Orthopaedics, I had the chance to work with some very skilled surgeons who are leaders in their fields, and they exhibited tremendous humility and honesty, mixed with a healthy sense of humour. This attitude was also inspired in their trainees, who were comfortable expressing their knowledge as well as their knowledge gaps. I found that the residents were appropriately supported in their learning and I wanted to train in that kind of environment.

With regards to what makes me the most nervous, that’s easy. It will be balancing my residency training with spending time with my family. I realized early on that I am a better mother and a better partner to my husband when I am working hard. I enjoy my downtime more and appreciate my loved ones when I feel professionally fulfilled. But there is a fine line between working hard and being absent from your personal life. If you are energized by your career then you will have energy for your loved ones, the trick is then making sure you’re physically with them to give them your time and energy.

Juggling medical school and being a new parent sounds like a challenge, to say the least. What got you through the tough times?

None of it would have been possible without my incredible support network. My partner and I both work, so my parents and in-laws (especially my wonderful mother-in-law) have all stepped in to help with childcare. If it wasn’t for them, I wouldn’t have been able to finish my degree, let alone go into a surgical specialty. I am grateful every day for the loving support and selfless sacrifices made by my family not only in the last year but throughout my life.

What advice would you give to incoming students?

Medical school is not medicine. Though the first two years of your studies are important bridges from the non-medical to the medical world, it is important to keep the end goal in mind, which is to find a job that will make you happy. I would advise incoming students who are unsure of what they want to do, to shadow as much as possible in as many places as possible and find the specialty that energizes them. If I could go back, I would set aside a day a week for shadowing and arrange short observerships outside of Toronto. With the benefit of hindsight, I know that this would have been the highest yield use of my time.

Celina Nahanni

Celina Nahanni’s original plan was to become a computational researcher, but as she became increasingly interested in the biological sciences and Indigenous activism, she saw medicine as an opportunity to merge the two. While in medical school, Nahanni found her passion in orthopaedic surgery and became a parent. She spoke to writer Julia Soudat about juggling parenthood and medical school, her Indigenous activism and the most valuable lessons she’s learned on her journey.

What did you do before joining UofTMed?

I did my undergrad in physics at the University of Waterloo, then a PhD in Neuroscience at Queen’s University.

What made you want to become a doctor?

I originally wanted to go into medicine to combine my science background with my advocacy work. I liked the idea of applying my analytical skills in a social context that prioritized the human experience.

After having gone through the process, I now understand that there's so much more to being a doctor. It's a dynamic field that is always re-evaluating its own place in society. Physicians wear many different hats and the roles of a doctor are evolving as our understanding of the root causes of disease change. It's such an exciting field and I am so grateful I get to be a part of it!

Can you talk a bit about your Indigenous activism? How do you plan to integrate your activism into your medical career?

Before medical school, I was involved with an organization called Canadian Roots Exchange, a not-for-profit group focused on fostering dialogue and building relationships between Indigenous and non-Indigenous communities. I had the opportunity to travel to several communities in Ontario and learn about their individual challenges and triumphs. When I came to U of T, I worked as the Indigenous Health Officer and worked with an amazing team to put together the Indigenous Health Elective speaker series. I also had the chance to connect with some inspiring, strong Indigenous women in medicine, like Dr. Janet Smylie and Dr. Lisa Richardson.

With regards to weaving activism into my medical career, the story runs deeper. I learned a great deal from my mother, who advocated for Indigenous issues her whole life. I watched her collect stories, record oral traditions and advocate fiercely for her own personhood and the personhood of all Indigenous people. I watched how Indigenous people have to spend a lot of energy and time justifying their existence. They have to explain why they deserve a place to live, clean water, mental health services, and why they should be given a seat at the table when decisions are being made that affect their health and the health of their children.

Unfortunately, as it is for all minorities, Indigenous peoples’ presence in long-standing professional institutions like medicine, is in itself a political act. I feel this applies twofold to me as I recently (and proudly) became a mother - another role not typically associated with medical learners. Therefore, Indigenous existence in this space is in itself activism.

After many years of having conversations about Indigenous issues, I have found that the best and most sustainable way for me to combat systemic bias is by being open about who I am, my abilities and the limits of my knowledge. I am not a perfect person, but I am always striving to be better for my family, my patients, my friends and my peers.

I have been lucky to have been surrounded by wonderfully supportive peers and mentors here a U of T who are open to having this kind of dialogue. And I feel very lucky to have found support from the U of T department of Surgery with regard to not only being an Indigenous woman, but also an Indigenous mother.

Was medical school what you thought it would be when you first started?

Not at all. I had a lot of trouble in my first two years. There was so much memorizing and classwork that I often felt overwhelmed. Coming from an academic background where all I did was analytical problem solving with little to no memorization, it was really hard to shift my approach. Further, the only structured clinical exposure we got in preclerkship was to family medicine, which was very valuable, but didn’t feel like the right fit for me. I was concerned I’d made the wrong choice in coming to medical school but then I got to clerkship and suddenly I felt like I could breathe again. I loved working in the hospital, the high acuity care, moving patients along their care pathways, the collaborative environment and being in the OR. I knew almost right away that I was where I was supposed to be, and I haven’t looked back since.

What have been some of the most exciting projects to work on in the past four years?

I’ve been given the opportunity to work on some amazing projects throughout medical school but by far the most exciting “project” has been raising my amazing son Hunter. I’ve learned so much so quickly, it’s hard to even describe how transformative it is to become a parent. And like all working parents, I’ve had to learn a lot of hard lessons about balancing a demanding career and parenthood. I’ve been incredibly lucky to have a very supportive family and I’m grateful that the U of T administration was encouraging and accommodating when I approached them.

What is the most valuable lesson you learned in medical school?

Medicine is the kind of career that you can really give everything to and it will never be enough. There is an unlimited need in the world for medical services and the definition of medical treatment is always evolving. It’s really important to draw boundaries around your own time and priorities so you can have a sustainable career while balancing the benefit of clinical exposure. I’m not always the best at doing this, but I understand how important it is since having a baby between third and fourth year. I can think of a number of times that I wish I’d stayed later to see an interesting case, and times when I think I should have left earlier to see my family. There aren’t any easy solutions, but it’s really important to set priorities and stay true to yourself.

You’re going on to residency in Orthopaedic Surgery at U of T. What attracted you to orthopaedic surgery? What are you looking forward to most in residency and what are you most nervous about?

Orthopaedics was not in my original plan and I think that’s mostly because I didn’t get exposure to it until clerkship. When I finally did get into some ortho ORs, the environment felt like a good fit for me, both technically and professionally. The fixed coordinate systems of the skeletal structure resonated with my background in physics and reminded me of my mechanics courses (which were some of my favourite classes!). And like many of my surgery peers, I enjoy working with my hands, solving visuospatial problems and providing definitive care. It’s tremendously satisfying to see a problem, come up with a plan and execute it. Especially when the results are as tangible as puzzling broken bones back together.

I was also struck by the culture or Orthopaedics, I had the chance to work with some very skilled surgeons who are leaders in their fields, and they exhibited tremendous humility and honesty, mixed with a healthy sense of humour. This attitude was also inspired in their trainees, who were comfortable expressing their knowledge as well as their knowledge gaps. I found that the residents were appropriately supported in their learning and I wanted to train in that kind of environment.

With regards to what makes me the most nervous, that’s easy. It will be balancing my residency training with spending time with my family. I realized early on that I am a better mother and a better partner to my husband when I am working hard. I enjoy my downtime more and appreciate my loved ones when I feel professionally fulfilled. But there is a fine line between working hard and being absent from your personal life. If you are energized by your career then you will have energy for your loved ones, the trick is then making sure you’re physically with them to give them your time and energy.

Juggling medical school and being a new parent sounds like a challenge, to say the least. What got you through the tough times?

None of it would have been possible without my incredible support network. My partner and I both work, so my parents and in-laws (especially my wonderful mother-in-law) have all stepped in to help with childcare. If it wasn’t for them, I wouldn’t have been able to finish my degree, let alone go into a surgical specialty. I am grateful every day for the loving support and selfless sacrifices made by my family not only in the last year but throughout my life.

What advice would you give to incoming students?

Medical school is not medicine. Though the first two years of your studies are important bridges from the non-medical to the medical world, it is important to keep the end goal in mind, which is to find a job that will make you happy. I would advise incoming students who are unsure of what they want to do, to shadow as much as possible in as many places as possible and find the specialty that energizes them. If I could go back, I would set aside a day a week for shadowing and arrange short observerships outside of Toronto. With the benefit of hindsight, I know that this would have been the highest yield use of my time.

Faces of U of T Medicine: Celina Nahanni
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Class of 1T9: Advice for Incoming Students

Class of 1T9: Advice for Incoming Students

Reflecting on the last four years of medical school, the Class of 1T9 share some of their best advice for incoming medical students.

Curtis Sobchak

Curtis Sobchak

Enter medicine with an open mind. Don’t worry about rushing into a speciality. Be open to all opportunities the come your way, regardless of what you’ve heard about them from others. This was how I and many of my colleagues found our passions. In pre-clerkship, one test score will not define the rest of your medical career, so don’t let it stress you out too much. Finally, make sure to make time for yourself outside of school, research and studying. You can only be at your best when you’re well, and whether that means taking the night off of studying, saying “no” to the next research project, or having a weekend getaway with colleagues, making that time will pay dividends for the days and weeks to come.

Natalie Pulenzas

Natalie Pulenzas

Be kind. These are words we are often taught from a very young age. Seems obvious, right? But in medical school with so many new challenges and experiences, it becomes even more important. First of all, be kind to yourself. Over the next four years there will be lots of fun times and wonderful memories. There will also be some difficult times and struggles. In those moments, know it’s okay to not be perfect. Show this kindness to your fellow classmates as well. Take advantage of the opportunity to build new friendships with the amazing people in your class. I remember being told during orientation week by our faculty, “life happens.” Reach out and support each other if difficult personal events do happen, you may not realize how much it means to someone. During medical school my grandmother passed away and my friends from school wrote me a card, put together a basket full of goodies, and made me a home cooked dinner. I cannot even put into words how much I appreciated it. Lastly, be kind to your patients. There will be people you meet who have incredibly inspiring, heartbreaking or unique stories. Take a few minutes to learn about them and who they are as people. What may be a routine day at work for you, could be one of the worst days of your patient’s life. As medical students we may not always know the patient’s diagnosis or treatment plan right away, but we can always show compassion and care.

Rohit Vijh

Rohit Vijh 

Self-reflection and being honest with yourself is key. You know how to study and learn for exams. You know how to excel in research projects or community based projects. But understanding your emotions and feelings as you progress through various stages of your medical training is not as easy as it sounds. Being able to take time every so often to check in with how your anxiety or mood is doing is so critical. And if there is an imbalance to make it a priority to get help - whether that be seeing a professional or reaching out to your personal network. Do not be afraid to confide in your friends that you are struggling. Chances are, they are too. Some of the best revelations and breakthroughs I have had in difficult periods of my life have come from conversations where everyone is being honest with where they are at. There are going to be amazing highs but also lows, and making sure you checking in at all times is extremely critical.

Celina Nahanni

Celina Nahanni

Medical school is not medicine. Though first and second year are important bridges from the non-medical to the medical world, it is important to keep the end goal in mind, which is to find a job that will make you happy. I would advise incoming students who are unsure of what they want to do, to shadow as much as possible in as many places as possible and find the specialty that energizes them. If I could go back, I would set aside a day a week for shadowing and arrange short observerships outside of Toronto. With the benefit of hindsight, I know that this would have been the highest yield use of my time. 

Michael Gritti

Michael Gritti

Embrace the change. Medical school inherently comes with vast changes in life, identity and situations you are thrown into. Embrace it and enjoy it all. It will be the ride of your life.

Robyn Elphinstone

Robyn Elphinstone

I recommend going to all of orientation week. It is exhausting but worth it. When I first moved to Toronto, I didn’t know a single person in the city, but O-Week was a great way to meet people. Many of the friends I made during that week ended up being my close friends throughout medical school, and a few ended up as bridesmaids at my wedding.

Medical school can be daunting but it is truly an incredible experience. Try to remember to enjoy this time. You have the privilege of learning from world experts and faculty who are excited to teach, of taking care of patients at critical points in their lives, and to explore all of what medicine has to offer. Try not to stress about picking a specialty early on, it will happen with time. Just focus on the here and now, you’ll be surprised by the journey you will take and how fast it will go by. Try to savour the moment.

Tara Tofighi

Tara Tofighi 

Become involved in activities you’re passionate about, whether it’s intramural teams, student publishing (plug for Toronto Notes), ArtBeat or research. Toronto is unique in the sense that there’s an outlet for every activity—you’ll always find someone who shares your interest.

A friend of mine passed on advice before I started clerkship that I found very grounding—to always ask myself: 1) What does my patient need? and 2) How can I best contribute to my team? Coming back to these questions through different rotations while navigating applications and exams brought perspective and focus back to the most rewarding aspects of clerkship and medicine.

Kirill Zaslavsky

Kirill Zaslavsky

Be nice to everyone. Shadow early to figure out what you are interested in. Though you’ve made it through the first step – getting into med school – you now have the much more important question to answer: what kind of doctor will you become?

Neha Puri

Neha Puri

Medical school is just the beginning of our career as lifelong learners. We learn a lot in medical school and sometimes the volume can be overwhelming. However, no one expects you to know everything – we honestly have our whole career ahead of us to continue to learn! As a medical student, be curious and enjoy the process.

Drew Mulhall

Drew Mulhall

Support each other! Seriously, medical school challenges everyone. It may not seem like it on the surface, as many people conduct themselves with confidence and composure, but your classmates are facing the same academic stress and challenges that you are enduring. On top of the academic rigour, life always finds a way to add to your stress and challenge your strength at a deeper level. You are all in this together. Do not be afraid to speak to others and lend a helping hand to your peers!

Stay well-rounded! Don’t let school consume your hobbies and interests and don’t let school be your only focus in life. Don’t define yourself by the experiences listed on your CV. Make time for your friends and family and seek new activities outside of the ‘med school bubble.’

Stay organized and keep on top of the workload

Reflect. Time seems to move quickly when you are busy. Take moments to pause, remember where you are, what you are working towards and stay true to yourself.

In third-year, go home when your resident tells you to. Don’t feel guilty/pressured to stay later than expected. Also, utilizing your post-call days to catch up on real life tasks is key.

Nina Mazze

Nina Mazze

Take the time to explore your interests outside of the classroom. Through extracurriculars, shadowing, research and volunteer work, there lies the opportunity to seek mentorship, develop your career goals and begin to shape your future practice. For students interested in advocacy opportunities, I would highly recommend getting involved with the Ontario Medical Students Association (OMSA) and the Canadian Federation of Medical Students (CFMS). Through OMSA and CFMS, I worked with medical students from across the country who used their voice to advocate for change. Some of my advocacy initiatives with these organizations include medical student wellness, climate change mitigation and supporting student-parents in undergraduate medical education.  

Florence Wu

Florence Wu

Keep an open mind throughout clerkship even if you identify a clinical area of interest early on. I entered clerkship with a strong interest in Medical Oncology, but I also unexpectedly enjoyed my clinical experiences in Surgical Oncology, Cancer Psychiatry, and Palliative Medicine very much. These specialities also make a huge impact on the daily lives of oncology patients, and I am grateful to have met inspiring teachers and physician role models in all these specialties who I would love to collaborate with clinically or in research one day.

Tyee Fellows

Tyee Fellows

Absurd to think I know,
what advice to bestow;

Mature as fourth year may be,
endless knowledge yet to see;

To homage thy wise, short, stellar, green master,
do I shall do, for try is no such matter;

To ensure humble and kind word-landing,
please know I am no Frederick Banting;

Before ending this dyad word-stream,
share I must share just one more small theme;

Lonesome if one and burdensome if three,
wholesome if two, so two advice it be;

Support we neglect are the challenges we endure,
so help we must offer and always, always procure;

Falling bruises thine ego and elbow,
Failure today is pleasure tomorrow.

Reflecting on the last four years of medical school, the Class of 1T9 share some of their best advice for incoming medical students.

Curtis Sobchak

Curtis Sobchak

Enter medicine with an open mind. Don’t worry about rushing into a speciality. Be open to all opportunities the come your way, regardless of what you’ve heard about them from others. This was how I and many of my colleagues found our passions. In pre-clerkship, one test score will not define the rest of your medical career, so don’t let it stress you out too much. Finally, make sure to make time for yourself outside of school, research and studying. You can only be at your best when you’re well, and whether that means taking the night off of studying, saying “no” to the next research project, or having a weekend getaway with colleagues, making that time will pay dividends for the days and weeks to come.

Natalie Pulenzas

Natalie Pulenzas

Be kind. These are words we are often taught from a very young age. Seems obvious, right? But in medical school with so many new challenges and experiences, it becomes even more important. First of all, be kind to yourself. Over the next four years there will be lots of fun times and wonderful memories. There will also be some difficult times and struggles. In those moments, know it’s okay to not be perfect. Show this kindness to your fellow classmates as well. Take advantage of the opportunity to build new friendships with the amazing people in your class. I remember being told during orientation week by our faculty, “life happens.” Reach out and support each other if difficult personal events do happen, you may not realize how much it means to someone. During medical school my grandmother passed away and my friends from school wrote me a card, put together a basket full of goodies, and made me a home cooked dinner. I cannot even put into words how much I appreciated it. Lastly, be kind to your patients. There will be people you meet who have incredibly inspiring, heartbreaking or unique stories. Take a few minutes to learn about them and who they are as people. What may be a routine day at work for you, could be one of the worst days of your patient’s life. As medical students we may not always know the patient’s diagnosis or treatment plan right away, but we can always show compassion and care.

Rohit Vijh

Rohit Vijh 

Self-reflection and being honest with yourself is key. You know how to study and learn for exams. You know how to excel in research projects or community based projects. But understanding your emotions and feelings as you progress through various stages of your medical training is not as easy as it sounds. Being able to take time every so often to check in with how your anxiety or mood is doing is so critical. And if there is an imbalance to make it a priority to get help - whether that be seeing a professional or reaching out to your personal network. Do not be afraid to confide in your friends that you are struggling. Chances are, they are too. Some of the best revelations and breakthroughs I have had in difficult periods of my life have come from conversations where everyone is being honest with where they are at. There are going to be amazing highs but also lows, and making sure you checking in at all times is extremely critical.

Celina Nahanni

Celina Nahanni

Medical school is not medicine. Though first and second year are important bridges from the non-medical to the medical world, it is important to keep the end goal in mind, which is to find a job that will make you happy. I would advise incoming students who are unsure of what they want to do, to shadow as much as possible in as many places as possible and find the specialty that energizes them. If I could go back, I would set aside a day a week for shadowing and arrange short observerships outside of Toronto. With the benefit of hindsight, I know that this would have been the highest yield use of my time. 

Michael Gritti

Michael Gritti

Embrace the change. Medical school inherently comes with vast changes in life, identity and situations you are thrown into. Embrace it and enjoy it all. It will be the ride of your life.

Robyn Elphinstone

Robyn Elphinstone

I recommend going to all of orientation week. It is exhausting but worth it. When I first moved to Toronto, I didn’t know a single person in the city, but O-Week was a great way to meet people. Many of the friends I made during that week ended up being my close friends throughout medical school, and a few ended up as bridesmaids at my wedding.

Medical school can be daunting but it is truly an incredible experience. Try to remember to enjoy this time. You have the privilege of learning from world experts and faculty who are excited to teach, of taking care of patients at critical points in their lives, and to explore all of what medicine has to offer. Try not to stress about picking a specialty early on, it will happen with time. Just focus on the here and now, you’ll be surprised by the journey you will take and how fast it will go by. Try to savour the moment.

Tara Tofighi

Tara Tofighi 

Become involved in activities you’re passionate about, whether it’s intramural teams, student publishing (plug for Toronto Notes), ArtBeat or research. Toronto is unique in the sense that there’s an outlet for every activity—you’ll always find someone who shares your interest.

A friend of mine passed on advice before I started clerkship that I found very grounding—to always ask myself: 1) What does my patient need? and 2) How can I best contribute to my team? Coming back to these questions through different rotations while navigating applications and exams brought perspective and focus back to the most rewarding aspects of clerkship and medicine.

Kirill Zaslavsky

Kirill Zaslavsky

Be nice to everyone. Shadow early to figure out what you are interested in. Though you’ve made it through the first step – getting into med school – you now have the much more important question to answer: what kind of doctor will you become?

Neha Puri

Neha Puri

Medical school is just the beginning of our career as lifelong learners. We learn a lot in medical school and sometimes the volume can be overwhelming. However, no one expects you to know everything – we honestly have our whole career ahead of us to continue to learn! As a medical student, be curious and enjoy the process.

Drew Mulhall

Drew Mulhall

Support each other! Seriously, medical school challenges everyone. It may not seem like it on the surface, as many people conduct themselves with confidence and composure, but your classmates are facing the same academic stress and challenges that you are enduring. On top of the academic rigour, life always finds a way to add to your stress and challenge your strength at a deeper level. You are all in this together. Do not be afraid to speak to others and lend a helping hand to your peers!

Stay well-rounded! Don’t let school consume your hobbies and interests and don’t let school be your only focus in life. Don’t define yourself by the experiences listed on your CV. Make time for your friends and family and seek new activities outside of the ‘med school bubble.’

Stay organized and keep on top of the workload

Reflect. Time seems to move quickly when you are busy. Take moments to pause, remember where you are, what you are working towards and stay true to yourself.

In third-year, go home when your resident tells you to. Don’t feel guilty/pressured to stay later than expected. Also, utilizing your post-call days to catch up on real life tasks is key.

Nina Mazze

Nina Mazze

Take the time to explore your interests outside of the classroom. Through extracurriculars, shadowing, research and volunteer work, there lies the opportunity to seek mentorship, develop your career goals and begin to shape your future practice. For students interested in advocacy opportunities, I would highly recommend getting involved with the Ontario Medical Students Association (OMSA) and the Canadian Federation of Medical Students (CFMS). Through OMSA and CFMS, I worked with medical students from across the country who used their voice to advocate for change. Some of my advocacy initiatives with these organizations include medical student wellness, climate change mitigation and supporting student-parents in undergraduate medical education.  

Florence Wu

Florence Wu

Keep an open mind throughout clerkship even if you identify a clinical area of interest early on. I entered clerkship with a strong interest in Medical Oncology, but I also unexpectedly enjoyed my clinical experiences in Surgical Oncology, Cancer Psychiatry, and Palliative Medicine very much. These specialities also make a huge impact on the daily lives of oncology patients, and I am grateful to have met inspiring teachers and physician role models in all these specialties who I would love to collaborate with clinically or in research one day.

Tyee Fellows

Tyee Fellows

Absurd to think I know,
what advice to bestow;

Mature as fourth year may be,
endless knowledge yet to see;

To homage thy wise, short, stellar, green master,
do I shall do, for try is no such matter;

To ensure humble and kind word-landing,
please know I am no Frederick Banting;

Before ending this dyad word-stream,
share I must share just one more small theme;

Lonesome if one and burdensome if three,
wholesome if two, so two advice it be;

Support we neglect are the challenges we endure,
so help we must offer and always, always procure;

Falling bruises thine ego and elbow,
Failure today is pleasure tomorrow.

Class of 1T9: Advice for Incoming Students
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