Discussing the Grandkids: If RBG and Antonin Scalia can Find Common Ground, Then so can We

From the 1/22/2021 newsletter 

Director’s Corner

 

 

Discussing the Grandkids: If RBG and Antonin Scalia can Find Common Ground, Then so can We 

 

 

By Adina Kalet, MD MPH and Kathlyn Fletcher, MD MA

 

 

This week Drs. Fletcher and Kalet team up to argue that there are ways in which nurturing a patient-physician relationship resembles the healing our society needs today …

 

 

As clinicians, we learn to build rapport quickly. Most of the time this is easy. After all, people come to physicians and other health professionals seeking help or advice and are predisposed to trust us. Under most circumstances, we use our verbal and nonverbal skills to put the individual at ease and make an opening invitation, something along the lines of, “Tell me, what is going on?” or, “How can I help?” to get the patient telling their story. Evidence suggests that establishing a narrative thread, by encouraging the patient to speak uninterrupted and actively listenining  is the most efficient way to get to the “heart of the matter.” It provides information  for clinical reasoning and also establishes the therapeutic alliance needed to ensure shared decision making and a workable plan to address the issues that need tending to. And it usually takes under two minutes for the patient to come to the end of their story.  

 

Most of the time, this process works as it should, but occasionally, even seasoned clinicians find themselves struggling to make an initial connection with someone. When that happens, I (KF) pivot to something that I suspect we can connect about.  Given that I practice at the Veterans Affairs Medical Center and that many of my patients are older, my go-to is the grandchildren.  I have found that  when interactions aren’t going well, asking about grandchildren brings a mellowness that descends like magic.  Most people can’t help but smile.  Pretty soon the pictures are out, and we are connecting on a new level, with tenderness, talking about hopes for a better future.  

 

 

Recent events reverberate 

 

We can’t stop thinking about what happened at the US Capitol Building Wednesday, January 6, 2021.  In the days since, we have talked to many colleagues, friends and learners.  We have heard the same words time and again: shock, fear, shame, anger. 

 

Obsessively watching the news and checking newspaper websites has proven unproductive (not surprisingly), although it has been really hard to avoid.  As more details become available, the terrible implications of that day seem to increase, as do our anxiety and sadness.  Talking about the events does not lead to sense-making or understanding, and only reinforces negativity.  As we faced our colleagues and programs, we asked ourselves, How can we move from despondency and anger to action? How can we stop the feeling that we are banging our heads against the wall? 

 

Independent of one’s political views, we suspect that the thought of engaging the “other side” in dialog about the issues seems exhausting and futile.  But what other way is there?  

 

I (KF) found inspiration in an unlikely place, my email inbox! A message from Chad Kessler, National Director for VA Emergency Medicine, provided important advice about talking with  skeptical VA patients reluctant about receiving the COVID-19 vaccine.  He reminded us that, in some cases, providing facts – particularly when so much is still unknown – is not helpful.  For people fearful of the vaccine, trust in their doctors is more important than explaining the results of the randomized controlled clinical trials that led to emergency authorization. So, his advice was to focus on building the trusting relationship rather than trying to convert patients into vaccine believers. Asking about their health beliefs, listening to the answers, letting them know you care about them and their health, understanding their fears and concerns and, well, maybe asking about the grandkids, is time well spent.  

 

Perhaps the way forward isn’t to convince other Americans that they are wrong and that we are right.  Perhaps the way forward is simply expressing caring in different ways, finding ways to hold different views without fracturing relationships, and sharing a commitment to our common future, as embodied in our children and grandchildren. 

 

 

Reaching across

 

The New York Times reported on a nonpartisan project that brought 526 strangers from across the US and  the political spectrum together for a four-day retreat where they talked in small groups  about a wide range of issues that affected their lives.  The description of the project was inspiring.  Participants reported gaining perspective on how political and social policies affect other people’s lives.  It sounds so civil!  What is to stop of us from doing something similar in our own spheres of influence? 

 

 

An unlikely friendship as a beacon of hope

 

On the surface, the famous friendship between Justices Ruth Bader Ginsburg and Antonin Scalia defies comprehension.  And yet, it grew over decades across their tenures at the US Circuit Court of Appeals to the Supreme Court.  These two storied judges certainly did not agree in their work. Scalia regularly attacked the ideas expressed by RBG, but he never attacked her. She regularly and vehemently disagreed with his legal philosophy but had a deep and abiding respect for his, “captivating brilliance, high spirits, and quick wit.” They had a deep, respectful, and caring relationship with each other based on shared loves of  opera, theater and, of course, grandkids, sharing many meals and social outings.   These beautiful relationships which occur despite polarizing differences in politics seem exceedingly rare and precious these days.    

 

 

As physicians, we have the privilege of trustworthiness and the skills needed to find common ground. We routinely must navigate differences in belief systems toward solving a shared common goal. Perhaps we should expand our influence on civic discourse as well.   Asking about the grandkids, actual or only imagined, can focus us on our shared futures.  

 

 

 

 

Adina Kalet, MD MPH is the Director of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education and holder of the Stephen and Shelagh Roell Endowed Chair at the Medical College of Wisconsin

 

Kathlyn E. Fletcher, MD MA is a Professor and Residency Program Director in the Department of Medicine at the Medical College of Wisconsin. She is the co-Director of the Graduate Medical Education Pillar of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education.

 

 

Reimagine: It’s Easy if You Try

From the 1/15/2021 issue of the Transformational Times

Reimagine: It’s Easy if You Try




Balaraman Kalyanaraman, PhD – Professor, MCW Department of Biophysics






Dr. Kalyanaraman takes a spirited look at the process of how we can reimagine many aspects of our lives, as well as our research (including the inspiring story of a COVID-19 researcher to whom we all owe a debt of gratitude), our relationships, and our health …

“Anything you do I can do better, but only if you do it first. That’s because I have no imagination, only a re-imagination.”
–Andrew Keith Walker

Right now, I bet you are telling someone, or have been asked, to reimagine some aspect of your work or life. Or perhaps you are reading about or watching an advertisement focused on reimagining. But what does reimagine mean? According to Merriam-Webster, the first use of the word was in 1825, and it is now among the top 1% of words that are looked up. I don’t know about you, but the word “imagine” makes me happy; hearing it frees up space in my brain. Conversely, the word “reimagine” makes me feel tense and anxious; it sounds task oriented and somewhat contrived! Well, the more I’ve pondered the word “reimagine,” the more I’ve realized I do not have to feel this way!

While trying to understand “reimagine,” I came across this anecdote about imagination from the book The Element: How Finding Your Passion Changes Everything by Ken Robinson, PhD:

An elementary school teacher was giving a drawing class to a group of six-year-old children. At the back of the classroom sat a little girl who normally didn’t pay much attention in school. In the drawing class she did. For more than twenty minutes, the girl sat with her arms curled around her paper, totally absorbed in what she was doing. The teacher found this fascinating. Eventually, she asked the girl what she was drawing. Without looking up, the girl said, “I’m drawing a picture of God.”  

Surprised, the teacher said, “But nobody knows what God looks like.”

The girl said, “They will in a minute.”

The girl was making an image of something she could not feel with her senses but could feel in her heart!

Try to reimagine “Imagine” written by John Lennon and inspired by Yoko Ono:

Imagine there’s no heaven

It’s easy if you try

No hell below us

Above us, only sky

Imagine all the people

Living for today

Hmm, the song is not the same when reimagined, right?

Clearly, reimagination requires a lot more imagination with a lot more passion!
In business, people “think outside the box” and reimagine everything from A to Z! (Do you have a novel idea? Sorry! Amazon already claimed it.) I considered synonyms for reimagine: reconceptualize, re-envision, reinvent, rethink, refine, re-create, reevaluate, or reinterpret imaginatively. It seems that “reimagine” is a word meant to inspire us; it captures the essence of what we need to do together or in collaboration that builds upon our strength.

Below, I’ve given my thoughts on reimagining a few aspects of research and life that are personal to me, but I know there are plenty more that you can reimagine. Some of these also could be applicable to other areas, such as workplaces, social systems, communication, teaching, childcare, sports, and recreation.


Reimagining ideas in research

How does one reimagine research ideas? Here are some ways to get started:

• To find one good idea, you ought to begin with several ideas. It’s important, though, to work on only one idea at a time.
• Become obsessed with your idea. Believe in yourself but be prepared to modify your idea.
• Always be ready to talk about your research ideas passionately at different levels depending upon your audience.
• Don’t be afraid to talk to your colleagues about the grant that was not scored or did not score well enough to be funded, even if they are not in your field!
• Rejection happens to everyone, no matter your reputation in your field. Even Nobel laureates experience it. Ideas, new and old, are rejected all the time. What matters is how you respond to criticism and reshape your ideas!
• Even though you may have the most cutting-edge idea, your proposal may lack widespread approval in the study section and require tweaking. Sometimes you have not exactly read between the lines in the summary statement, and you keep resubmitting the same idea while expecting different results. This is when you really need to get out of your comfort zone and reimagine—consider a chemist/biochemist collaborating with an immunologist, a vaccine researcher (perhaps, an extreme example)!

A great example of reimagining - Katalin Karikó, PhD

Katalin Karikó, PhD, a Hungarian-born biochemist, first laid the foundation for the messenger RNA (mRNA) therapeutics that have been used to develop the COVID-19 vaccine. Messenger RNA transfers the information from DNA to ribosomes to make specific proteins in cells. Karikó hypothesized that if a genetically coded synthetic mRNA was injected into mice, the cells in the body would make the specific protein instructed by the synthetic mRNA. In the 1990s, when she was faculty at the University of Pennsylvania, Karikó submitted several grant proposals on this idea. The proposals were repeatedly rejected, as the reviewers’ thought this concept would not work because of the potential degradation of the synthetic mRNA in the body and the potentially dangerous inflammatory immune reaction.

Despite professional setbacks, Karikó believed in her idea and continued the work with little money. Karikó began collaborating with immunologist/mRNA vaccine researcher Drew Weissman, MD; together they came up with the idea to modify the structure of uridine, one of the four nucleosides of the building blocks of RNA. As they predicted, the modified mRNA encapsulated in a lipid nanoparticle was taken up by cells; Karikó and Weissman then extended this technology to deliver the synthetic mRNA in mice.

They published a paper in 2005 and obtained NIH funding, and this new technology was patented by the University of Pennsylvania. BioNTech, a German company known for developing vaccines, licensed this technology, as did Moderna, a biotech company in Boston.

Karikó is now the senior vice president of BioNTech RNA Pharmaceuticals. The Pfizer-BioNTech partnership developed an mRNA vaccine designed to induce neutralizing antibodies against a portion of the SARS-CoV-2 “spike” protein that the virus uses to gain access into human cells. The antibodies against the “spike” protein recognize and neutralize SARS-CoV-2, thus preventing the infection.

Although Karikó encountered early setbacks in her research, she never gave up and always “imagined how the synthetic mRNA approach could treat so many diseases.”


Reimagining a work-life balance

Ideally, having a good work-life balance would give one satisfaction, fulfillment, a sense of purpose, and empathy.

During this pandemic, a barrier to optimal work-life balance exists for parents (more often mothers), particularly single parents, as they juggle work with childcare and home schooling.

People in the workforce are on different trajectories. Some just starting, some climbing up and trying to reach cruising altitude, some pushing the “reset” button, and some pushing the “rest” button. All too often, people (myself included) are too carried away in their work and give little attention to their life outside of work. Organizations conduct workshops to teach us ways to restructure our lives, which may not seem like rocket science, but it may be nearly as difficult. In what ways can we strike a good work-life balance?

I leave this to the experts to ponder. If we take the time to pause and contemplate it, we will be off to a great start.



Reimagining relationships

Professional advice on improving relationships is available everywhere, in workshops, talk shows, magazine articles. This is all well and good and may work for some people, but often we just need to reimagine the little things that are forgotten. Yes, I understand, “Physician, heal thyself,” and I think it goes well with “better late than never.” In his article, 10 Ways To Reimagine Your Relationship, Barton Goldsmith, PhD, says “doing new things together, and old things in new ways, makes your love stronger.” He proposes a number of ideas to reimagine relationships:

• Let go of the past. Learn to forgive and forget, and focus on the positives. Be grateful for each other and treat each day as a blessing. Write down at least one thing (daily or weekly) that you appreciate about your partner.
• Create your fantasy vacation. Daydreaming about your ideal vacation can be fun! During the pandemic, this may be hard to fathom, but things will get back to normal. And when you are able to take a vacation, you will be ready.
• Take a class together. Or do other activities with your partner: Take a virtual cooking class, learn CPR, learn a new language, take a walk through the park.
• Have lunch together once a week. This will help break the monotony.
• Ask your partner 20 questions. Show curiosity in your partner’s interests. What are some things you’ve always wanted to know about your partner but never took the time to ask?

To this list, I’ll add: Never be afraid to poke fun of yourself. Self-deprecating humor can ease those tense moments.

I am sure you can find many more fun things to add to this list.

Reimagining stress reduction through mindfulness

Emerging science convincingly shows that routine exercise, yoga, meditation, and mindful meditation can alleviate stress, anxiety, and depression. Herbert Benson, MD (Benson-Henry Institute for Mind Body Medicine at Massachusetts General Hospital) pioneered the beneficial effects of meditation (e.g., lowering blood pressure and heart rate, and increasing brain activity). Functional MRI studies support the beneficial aspects of meditation to combat depression and anxiety.

Suzanne Westbrook, MD, a retired doctor of internal medicine, says, “our mind wanders all the time, either reviewing the past or planning for the future.” Mindfulness teaches the skill of paying attention to the present, and that life is in the moment. Mindfulness is not about trying to empty the mind; rather, it is about remaining present. It is a practice designed to improve brain health. Taking a slow deep breath through the nostrils (i.e., inhaling) and then slowly breathing out through the mouth (i.e., exhaling) will help you relax, reenergize, and reconnect. Repeat this inhalation/exhalation technique about 10 times. Use it as a “balance break” as needed during tense times (e.g., grant preparation). Mindfulness will improve your focus on the task at hand and face challenges with a healthy attitude, reduced stress, and increased energy. Mindfulness could be incorporated into many things—eating, conversation, listening. Some people practice 20–30 minutes of meditation that involves “mindful body scan,” during which one notices the sensations one is feeling without judgement. Indeed, mindfulness is presently at the top of the wellness universe as a stress reduction technique!


Let us imagine and then reimagine 2021! But not without first learning from 2020. Yes, hindsight is 20/20.



Balaraman Kalyanaraman, PhD, is Professor and former Chair of the Department of Biophysics at MCW.

Corrected link for this week's newsletter

Here is the corrected link for this week's newsletter.

Editor's Corner: Narrative Medicine, Reflection, and Patient Care

From the 12/30/2020 newsletter

Editor’s Corner

 

 

Narrative Medicine, Reflection, and Patient Care

 

 

Bruce H. Campbell, MD FACS – Editor-in-Chief of the Transformational Times

 

 

Dr. Campbell, who has a background in Narrative Medicine, shares how the basics of Close Reading (Attention, Representation, and Affiliation) serve us well, both in medicine and in life ...

Jamaica Kincaid’s short story, Girl, is a list of forty-eight instructions and life lessons that the narrator, a Caribbean mother, is passing along to her daughter. 

 

…when buying cotton to make yourself a nice blouse, be sure that it doesn’t have gum in it, because that way it won’t hold up well after a wash; soak salt fish overnight before you cook it; … always eat your food in such a way that it won’t turn someone else’s stomach; on Sundays try to walk like a lady …; this is how you sweep a yard; this is how you smile to someone you don’t like too much; this is how you smile to someone you don’t like at all; …

 

The list allows the reader glimpses into the spoken and unspoken cultural traditions from a place far away. 

 

 

Exploring fiction and the arts with students and residents 

 

During a December Zoom-based narrative workshop, I read “Girl” aloud with the entire third-year medical school class. The students had just completed their first six months of clinical rotations, and I knew that the short story would seem to be set a million miles away from their recent lives: 

 

…this is how you grow okra—far from the house, because okra tree harbors red ants; don’t sing benna in Sunday school; you mustn’t speak to wharf-rat boys, not even to give directions …

 

The students broke into small groups to talk about the story, its structure, the narrator, and outside allusions. I asked them to think about how they themselves might fit into the story, and if they felt any obligations having read the text. 

 

Now, it was time to make it relevant. “Having experienced this story,” I said, “we will write for five minutes in its shadow. Here is your prompt: Create instructions on how to be a medical student.” What they discovered from their writing was remarkable. They made their own lists. They wrote about experiences. They went back and spoke to their pre-medical school selves. The responses were varied and heartfelt. 

  

Earlier this fall, I taught a Narrative Medicine elective course for fourth-year medical students. We watched videos, looked at visual arts, listened to music, shared poetry, and read fiction by writers including Albert Camus, Rafael Campo, Flannery O’Connor, and Richard Selzer. On the surface, many of the pieces seemed entirely divorced from medicine yet, in every case, we found ways to respond to prompts in the shadow of the works, either in writing or other forms of creativity. 

 

 

This week, I watched Gabriel Osorio Vargas’ Oscar-winning video short, Bear Story, with our otolaryngology residents. The animated film, which is neither medical nor political, is a wordless story-within-a-story about things that are left unspoken. After a conversation about the history of the piece and our initial reactions, I asked the residents to write in its shadow about a time when things might have had more than one ending. As physicians, we could all relate. 

 

The relevance of Narrative Medicine

 

In each of experience, the students and the residents gamely read fiction or experienced other forms of creative expression. Although some likely viewed it merely as a pleasant distraction from lives that are constantly focused on science, clinical knowledge, and patient care, my goal was to get them to practice “close reading,” a narrative technique centered around the precepts of paying close attention, creating a representation of each story so it can be told to someone else, and being committed to an affiliation with the artist or storyteller. Narrative Medicine (as developed at Columbia University) teaches that enhancing the skills needed to “close read” a piece of literary fiction, a painting, or any other form of creativity, encourages clinicians to build the exact same skills that we exercise when we deeply engage with the stories our patients entrust to us. The more we practice, the better we get.  

 

When I work with students, I routinely ask them whether they value writing, reflective, and narrative exercises in their medical education. The majority believe that these activities are important, yet many believe that their peers view reflective exercises as a waste of time. In other words, “I think this is really great, but I doubt my classmates do.” Our data, as we found here and here, say they significantly overestimate their peers’ negative views. In reality, most can benefit from and appreciate this type of activity. 

 

 

As we work toward designing medical education for the future, we should find innovative, measurable ways to include narrative opportunities into the curriculum that build skills and encourage wellness. As one of the M3 participants wrote: 

 

At first, I was unsure how I would feel about spending my morning writing and reflecting with students, but I found this extremely useful … I wish we had more of this placed in our curriculum.

 

When given the opportunity, the students had no difficulty seeing the parallels between the girl in Jamaica Kincaid’s story and their own experiences running into medicine’s “hidden curriculum.” But, until the opportunity to reflect and write arose, the changes remained hidden. 

 

Next steps

At MCW, we have several narrative- and humanities-literate colleagues whose gifts remain hidden. There are unexplored community-based humanities partnerships and opportunities. It is time to explore how best to employ the medical humanities to foster character, enhance caring, expand patient care skills, and deeply enrich the lives of our students, trainees, staff, and faculty. 

 

 

Bruce H. Campbell, MD FACS is a Professor in the Department of Otolaryngology & Communication Sciences and in the Institute for Health and Equity (Bioethics & Medical Humanities). He is a member of the faculty pillar of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education.