Professionalism Series: Thoughts on Professionalism

On April 9, 2012, in Committee News, Professionalism, by NYIT College of Osteopathic Medicine SGA

By Hope Fokas, OMS-III As I began my journey into medical school, the idea of professionalism was one that was only familiar in acquaintance. The concepts, the purpose, and the practice of professionalism were all individualized into separate meanings and behaviors. From the first day of NYCOM, I was asked to begin looking and applying […]

Professionalism Series: What is Professionalism?

On January 8, 2012, in Professionalism, SGA News, by NYIT College of Osteopathic Medicine SGA

By Heidi Choe, OMS-II A simple ubiquitous concept that is differently interpreted and understood by each individual, while applicable to almost any field of work. A theme that especially resonates with us as future osteopathic physicians entering a profession that gives us insight into the most sensitive aspects of a person’s private issues and the […]

Professionalism Series: Tricky Situations

On September 27, 2011, in Professionalism, by NYIT College of Osteopathic Medicine SGA

By Jacqueline Gierer, OMS-IV What does professionalism mean to you? Is it the oath to put patients first, and your personal priorities second? Is it actually rising from your warm bed, getting dressed, and showing up to NYCOM for class? What about vowing to not identify who you bumped into in HIV clinic today while […]

Navigating NYCOM’s Clinical Rotations, and How to Get the Most out of It

On June 19, 2010, in Class of 2011, Class of 2012, Class of 2013, Med School Confidential, Professionalism, by NYIT College of Osteopathic Medicine SGA

What draws most potential medical students to NYCOM is the range of clinical sites our school has to offer. With rotations ranging in setting from inner city hospitals in the Bronx and Brooklyn, to posh suburban hospitals in Manhasset and Southampton, to rural settings in Upstate New York, the NYCOM student truly has the opportunity to “try on” medicine in different settings. The downside of this myriad of hospitals is that structured learning is piecemeal and often lost in the midst of learning different computer systems, hospital layouts, and medical teams. Further complicating matters, some hospitals offer more structured didactics than others, so obtaining a consistently beneficial learning experience can be difficult. In my four years at NYCOM, I have seen what works for my peers and what does not. Below are seven tips I have either observed or been frankly told by attendings, residents, and other successful students. There is no panacea, but I have seen these tips not only help a students get good grades on evaluations, but also help students leave a rotation satisfied they have become a better future doctor.

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