third and fourth year rotations for FL med schools

[futuremd41]

---

Members do not see this ad.

hey! im in the process of applying and wanted to get any current med students opinions about FL med schools clinical rotations third and fourth year. I'm looking to go to FSU, UF, UM, UCF, FIU, or FAU COM, but one aspect I noticed at UF, my alma mater for undegrad, from a few experiences, is that the med students seem to be working a lot of the time with the residents as opposed to attendings. Perhaps I am not correct on this though. If any current med students could shed light about their rotation experiences, whether you feel working with one group is conducive to learning more, that would be great! thanks

 

[pietachok]

hey! im in the process of applying and wanted to get any current med students opinions about FL med schools clinical rotations third and fourth year. I'm looking to go to FSU, UF, UM, UCF, FIU, or FAU COM, but one aspect I noticed at UF, my alma mater for undegrad, from a few experiences, is that the med students seem to be working a lot of the time with the residents as opposed to attendings. Perhaps I am not correct on this though. If any current med students could shed light about their rotation experiences, whether you feel working with one group is conducive to learning more, that would be great! thanks

That is normal.
On your typical inpatient service, students/interns/junior residents do pre-rounding where they see the patients they have been assigned and review any interval events/labs. Then all of these underlings meet with the senior resident, possibly going to see all the patients with him/her (some will prefer to see the patients separately while you are pre-rounding and then the team meets at a table instead of bedside) -- depending on your level of education this is either to review your findings/assessment/plan or to help you develop it. After you are done rounding with the senior resident, the attending will come around and you will formally present to him/her the plan you okayed with your senior resident (again depending on the style of the attending, either at patient bedside or around a table). A good attending will teach at this point by asking questions pertinent to your patient(s). They will often assign homework to be presented or give little mini lectures during any unused rounding time. Then the attending leaves and you may or may not round again in the afternoon depending on the acuity of the service. The senior resident will stay in direct contact with the attending by pager/phone if there are any high level questions that need to be addressed. Student questions are typically fielded by the resident over the course of the day. The senior residents are <1 year from being done on many/most services, so it is part of their learning experience that they are able to field all of the questions and run the team in the way you probably expected the attending to be doing. Outside of rounding, you spend the remainder of the day putting in and following up orders/tests and documenting all of your discussion in notes.

In my experience, services without residents often have less teaching, b/c the attending still leaves for almost as much time. Residents are a good learning resource.