Apprenticeship in Medicine 2023: My First and Last Class

From the August 25, 2023 issue of the Transformational Times - SPARCC and AIM focus

AIM 2023: My First and Last Class 

Nadia Tabit, Class of 2026 

 

 
A medical student who, as a high school student participated in MCW summer enrichment programs, reflects on the valuable lessons she learned this summer from high school students she mentored in MCW’s Apprenticeship in Medicine (AIM) program…  

 

During a medical school interview, my interviewer asked, “What would you do if you did not get into the program?” By the time this question rolled out, the little voice inside my head had already died, and every question was beginning to sound like a trick question. Was her question meant to test my unwavering commitment to the medical field, or did it hold a different purpose altogether? Maybe she was hinting that we will not always get to be just one thing in life, even if we choose a single career and train for it. To say there was no other role I could picture myself in would be a lie. 

 

If you tell a high school teacher you are considering teaching high school, they will beg you to explore other options. Despite their best efforts, I still think I would have enjoyed being a high school teacher. A teacher because I love the psychological component of working with young people as they navigate a year in their lives. High school because I remember it as a time when I needed someone to have faith in my potential before I set off into the world to do it on my own. Interestingly, this past summer gave me a unique opportunity to do that.  

 

For the last seven weeks, I was privileged to co-lead MCW's Apprenticeship in Medicine (AIM), a dynamic six-week summer program designed for historically underrepresented local high school students.  

 

Applying for this position felt like a full-circle moment for me. I previously participated in CTSI 500 Stars and SPARCC (Student-centered Pipeline to Advance Research in Cancer Careers) in 2019 and 2020. These summer enrichment programs at MCW were invaluable to my acceptance to medical school. It was an immense honor to be part of these programs once again, but this time in a leadership capacity, guiding students on their own journeys. 

 

The goal of AIM is to jump-start students’ early engagement and proficiency in medicine and preparation for the wide professional world. Students balanced a demanding human body systems curriculum with weekly clinical shadowing across various specialties.  

 

Initially, the intent revolved around the five of us, current medical students, tackling the roles of teacher and mentor for our students. But anyone in the field knows that what makes a good teacher is knowing when to be the student. I soon realized I would be learning more from them than they could have learned.  

 

Here are a few of my takeaways: 

 

1. Our students were fearless – and I should be, too. 

2. 
   

They say a classroom is a microcosm of society, and within its walls, you will encounter tiny yet profound acts of bravery. Students who step into the spotlight risk the possibility of failure, students who engage in discussions about challenging subjects, and students who embrace leadership roles. 

 

On the final day of class, MaHailey surprised me with a card, and in her second-to-last sentence, she wrote, “If you ever need an inner voice that is more authoritative, just think of me lol.” The sentence was a lighthearted reference to a conversation we had weeks earlier about my struggle to assert authority for fear of alienating others – the age-old “people-pleasing” problem. MaHailey, who stood out as self-assured and wise beyond her years, reminded me that the alternative to not speaking up is alienating yourself. Her words have been enduring – whenever I need a nudge to advocate for myself and those nearby, I draw courage from her words. 

 

2. It always pays to see the best in everybody.  

3. 
   

You will encounter talkative students who create a ruckus in the classroom and reserved ones who hardly utter a word. Some students aim for A’s while others are satisfied with any grade they achieve. Amidst these diverse personalities, you come to appreciate that everyone possesses something special, regardless of how different they are from you or each other. It is crucial to recognize that quiet students are not disinterested learners, and those not fixated on achieving top grades are not underperforming. Their learning approach tends to be more practical and aligned with their needs. 

 

3. Give your students the freedom to choose.  

4. 
   

I discovered that giving students real classroom choices — having to do with the assignments they complete, the peers with whom they work, or even the music they play during study hall — directly impacted their engagement and motivation. Real learning thrives when students have real choices because it demonstrates that you respect, trust, and encourage them.  

 

4. I was so proud of my students that it made me proud of me.  

5. 
   

As AIM concluded, our students developed an abstract and delivered a formal oral presentation about a disease/condition of their choice. To say I was beaming with pride while watching them present is a gross understatement. Zaynab masterfully employed storytelling to teach us about synesthesia. Vuk's depth of knowledge on Alzheimer's made him seem like a world-renowned researcher. Khamani's presentation is best described as cool, calm, and collected. He handled every spontaneous audience question with unwavering composure. While their talents were not influenced by me or the content I taught, I became so proud of their achievements that it also made me proud of myself for being in a position to witness them.  

 

5. Above all, be kind. Your students will remember you the most for it.  

6. 
   

You may think you are just doing a job, but the people around you notice who you are. Years from now, your students will not remember what you said or did. Your impact lies in the way you made them feel, and the kindness you extended, even during moments when it might have been a struggle to do so. 

 

Someone recently asked me a question that resonated with me: “What brought you the biggest joy during your M1 year?” I loved how they did not ask about mere fun or enjoyment but instead focused on unadulterated joy.  

 

It was not the OSCEs or the cloud of anxiety that often accompanied the first year of medical school that brought joy. Instead, joy came to me in the form of 29 students who graced me with a lightheartedness unlike any other. Their laughter, insights, shared music, and spirited card games collectively created an atmosphere of genuine joy that any other experience could not match. 

 

Perhaps in a different life, I am a high school teacher guiding a group of 29 students. Among them, seven are pleading for extra credit on our Friday quiz. There are two musically inclined souls DJ-ing our class Spotify playlist. One brave student is tackling the Sunday New York Times crossword (and only one because those are impossible). On Thursday, we are using a balloon and ping pong to demonstrate the effacement of the cervix during labor. Friday, we leave 30 minutes early just because it is a Friday. Come Monday, we are both dreading and excited to do it all over again. 

 

To our AIM students Class of 2023, I am so proud of you. 

 

Nadia Tabit is from Milwaukee. She is a second-year medical student at MCW-Milwaukee and is working alongside Dr. Kristina Kaljo on a project to develop a comprehensive health curriculum for adolescent students in Milwaukee. In her free time, she enjoys reading, scrolling through Pinterest for hours, and spending time with her large and loud family.  

 

 

 

 

Personal Storytelling and PIXAR Writing Exercises: Inspiring Young Writers in SPARCC

From the August 25, 2023 issue of the Transformational Times - Medical school pipeline programs

Personal Storytelling and PIXAR Writing Exercises: Inspiring Young Writers in SPARCC 

Wendy Peltier, MD, with Kluvert Mgbatu Tabot and Neva Bergemann, SPARCC Scholars 2023

One of my greatest joys in Medicine is teaching at all levels.  Participation in the MCW Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) program over the past five years has been a gift, and a great example of the mantra, “From within challenge comes opportunity.” 

SPARCC is an intensive, eight-week program—in its fifth year this summer—that that immerses undergraduates from backgrounds underrepresented in biomedical research in the complexities of clinical cancer research.  

Who would guess that when the program was just gaining traction, we would need to completely pivot to a virtual model of teaching it? During the first year of COVID-19, we helped SPARCC students get a sense of the cancer patient experience through film, in place of in-person shadowing, thanks to the ambition and creative spirit of my colleague, Dr. Mary Rhodes.

The 2001 film, Wit, provided a unique pathway for perspective and education, depicting a cancer patient’s journey through clinical trials, starring Emma Thompson. We asked students to reflect on prompts while viewing the film—prompts that related to key aspects of provider-patient communication, and elements of end-of-life care.

The film review element of the program created such an effective opportunity to infuse humanism, we kept and expanded it when we returned to in-person sessions.  

There are so many things to celebrate about the SPARCC program, and the Transformational Times has been honored to highlight essays from participants and faculty as it has evolved.

Over time, Kristina Kaljo, PhD—Associate Professor of Obstetrics and Gynecology at MCW and co-director of SPARCC—has shared SPARCC course evaluations with teaching faculty. She notes how much scholars like hearing about our personal journeys in medicine—being as honest as possible about our doubts, our failures, and how we stayed afloat despite hardships.

That inspired me to share stories during my workshops with the SPARCC group about “heavy” topics around end-of-life care, and how to maintain a practice that includes a daily clinical focus on death and dying. The SPARCC program provides a unique and important experience for students at the undergraduate level who are just starting their journey toward medicine, and at a pivotal time, when they do not have much prior experience or exposure to cancer care. 

This year, to help "warm up" students for contributing reflections to the Transformational Times, I borrowed a template tool from colleagues involved in a Character Education project through the Kern National Network (KNN), Drs. Chris Stawski and Karen Marcdante. The template is called the PIXAR Story Spine.

This fun exercise offers the writer a structure to help creativity flow, and is best practiced in a small group of participants who are willing to share.

 

Storytelling structure: The PIXAR Story Spine

The PIXAR Story Spine

Our wrap-up on Palliative Care topics came toward the end of the program, after SPARCC students had been well-primed to share their own experiences and reflections. We had fun with the PIXAR story exercise. 

Students Kluvert Mgbatu Tabot and Neva Bergemann shared their stories from the PIXAR exercise with the Transformational Times, along with an essay by SPARCC scholar Rakshya Bhatta, exploring the concept of flourishing through both her summer program at MCW, and a prior experience in Uganda through her undergraduate work at University of Wisconsin-Madison. 

Kluvert’s short story, which he created in just a few minutes, is below:

“Once upon a time, there was a curious young boy who was excited and wanted to see the world and follow his passion of helping others and impacting life through medicine. 

And every day in the summer of 2023, from June 8th- August 4th, he attended SPARCC and its wonderful guest lectures and presentations relating to his passion for medicine. In the process, he learned about himself and deepened his desire to pursue medicine. 

Then one day, he got the opportunity to do a practicum rotation with Dr. (Denise S.) Uyar in the gynecology oncology OR and followed through a procedure from surgery in the OR to talking to the patient’s family after the procedure. That further strengthened and deepened his passion to pursue a career in medicine. 

Until finally, he is sold on applying to medical school and being a physician, all thanks to the wonderful summer program, SPARCC.”

Neva's story is entitled, "Embracing 'I Don't Know.'"

Once upon a time there was a girl who felt safe when she had everything planned out. And every day she would plan out her schedule to the minute. She would plan out everything in her life, from her day-to-day to the meals she ate, to her outfits. Everything seemed to fit just right in her life, as when she planned, she knew what to expect and could be prepared. The ability to plan gave her a sense of security. But planning for her future was a bit harder. 

"What do you want to be?" was a question asked from the time she was a five-year-old in kindergarten to a twenty-year-old in college. It always seemed she needed to have an answer, and, “I don’t know,” was the last thing she could say. Saying, “I don’t know,” felt like failure. It was embarrassing that all her carefully laid plans could fall from just three small words. So, she would choose a “safe” answer, one that didn’t challenge her, or one the questioner would accept. But deep down, she never truly knew.  

Then one day, she was offered the chance of a lifetime. It was something she had hoped and prayed for, but never thought would come. It was something she couldn’t pass up, even though it meant all her plans for summer changed.  
So, she accepted the offer to join SPARCC, and ventured into a whole new world of unknowns. She was uneasy, but soon realized it was a great decision. Her anxiety and fear of the first day became excitement by the next day.

And that led to hearing health professionals share their life story, which led her to believe it is good to dream big and keep her options open. Getting to grow in a place where learning and owning your mistakes were encouraged led her to accept that it is ok when things don’t go as planned. She saw new things that sparked a fire and passion within her. And that led to making her more curious, and able to tap into the unknowns of her life and future. She still planned but focused more on living in the moment and reflecting on her experiences, with less pressure in always planning the next thing. She took a pause.  

She did this each day, until finally, she was no longer afraid of saying, “I don’t know.”

She still feels that the future can be scary but is excited for the adventures she could never plan. There truly is a whole world out there to explore and lots of “plans” to be made.

Thanks to her participation in the SPARCC program, she has more plans set on pursuing a career in healthcare. Her experience in SPARCC helped her be comfortable with what she knows, but more importantly, what she doesn’t know in her life.

Between these hopes and plans for her future lies the unknowns, about which she is proud to say, “I don’t know.”  
  

 

Wendy Peltier, MD, is an Associate Professor of Medicine and Neurology in the Division of Geriatric and Palliative Medicine at MCW. She is on the Faculty Pillar of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education. She is co-editor-in-chief of the Transformational Times.

Kluvert Mgbatu Tabot immigrated from Cameroon to the United States in 2019 and currently lives in Southern California.  He is studying Public Health at the University of California Berkeley and aspires to have a career in Medicine as an interventional radiologist or cardiovascular surgeon.  He also has interests in health policy and the work of the World Health Organization.

Neva Bergemann is from Sussex, WI and is a rising senior at Carthage College, where she is pursuing a bachelor’s degree in biology and psychology. Bergemann participated in the intensive, eight-week summer SPARCC program for undergraduate students from backgrounds underrepresented in biomedical research. In her free time, she enjoys reading, playing volleyball, practicing music, and spending time outdoors.