Category Archives: Surgical Education

Who Should Direct the CVICU?

By Darryl Weiman, M.D., J.D.

Introduction

The model for taking care of the patient who has had a cardiovascular and/or thoracic procedure is changing. Many hospitals now recognize that the physician directing or co-directing the care of the post-operative cardiothoracic surgical patient should have the knowledge, education, training, and experience to understand the anatomic, developmental, physiologic, and pathophysiologic basis for cardiovascular and pulmonary disease processes. Many universities now believe that this person should be a cardiothoracic surgeon.

Most medical center cardiovascular intensive care units (CVICU) use a multi-disciplinary approach for patient management. They use a hybrid ICU format. Members of the team include critical care nurses, surgeons, cardiologists, pulmonary-critical care, pharmacists, respiratory therapists, social workers, and case managers. The goal of this integrated team is to provide high quality care and minimize adverse events. They all strive for efficient resource management and a seamless patient transition out of the intensive care setting. The one thing this approach lacks is a leader who can oversee the overall management of the patient, especially when the surgeons are focused elsewhere.

The physician taking care of the post-operative cardiac patient should have adequate “hands on” experience in the operative management of such diseases so it is reasonable to have a cardiothoracic surgeon with intensive care experience to lead the multidisciplinary team in the Cardiovascular Intensive Care Unit. This should not result in a turf war as there is a recognized need to have one person oversee the overall care of the individual patient.

Benefits for the Patient

There is no debate that cardiothoracic surgery patients are different from other patients in the intensive care unit. They are generally older, sicker, and frail. Their management has become increasingly complex; even non-operative candidates are undergoing high risk procedures such as (T)rans-catheter Aortic valve replacements (TAVR) and endovascular graft placements in the descending aorta (TEVAR).

More complex tools are being used in the CVICU such as left ventricular assist devices (LVAD) (Intra-aortic balloon pump, Impella, and other LVADs) and vascular access now requires knowledge of Doppler Ultrasound. The knowledge and skills needed to manage these devices is increasing at an exponential rate.

Cardiac arrest in the post-operative cardiac surgical patient shows higher survival rates if the chest is reopened in an expeditious manner. Studies affirm that the chest should be reopened for ventricular fibrillation or ventricular tachycardia that has not responded to 3 DC shocks and amiodarone. Studies have also shown increased survival if the chest is reopened for asystole or severe bradycardia that does not respond to atropine. The chest should also be reopened for pulseless electrical activity (PEA). Cardiac surgeons have the knowledge, experience, and skills needed to open the chest; techniques vary as to the type of closure involved—plates, wires, or a combination of plates and wires.

A study done in 2008 showed that 61% (212/347) of post op coronary revascularization deaths were related to events in the ICU. The reasons given were related to failures of

  1. Diagnosis of life threatening events;
  2. Response of nurse and/or physician;
  3. Patient monitoring;
  4. Decision for timing of reoperation;
  5. Medication dosage and administration;
  6. Communication. 1

A CVICU Director, who is a trained surgeon, should be able to intervene and save some of these patients.

A study done at Stanford University recently concluded that “[i]n its first 2 years, the surgeon-led cardiovascular intensive care unit demonstrated comparable outcomes to the traditional cardiovascular intensive care unit with significant improvements in total length of stay, postoperative transfusions in the cardiovascular intensive care unit, and vasopressor use.”2

Other studies support having a cardiothoracic surgeon manage the postoperative care in the intensive care unit. For example, Whitman, et al showed a decreased length of stay and decreased cost of drugs used postoperatively in a CVICU managed with a cardiothoracic surgeon.3

In an editorial, Hisham Sherif argued strongly that the CVICU should be run by surgeons.

“Deficiencies in the broad-based education, abbreviated clinical training and limited skill sets of non-surgeons seriously impair their situational/environmental awareness and processing of information, their decision-making process and the implementation of decisions, as in the proposed ‘emergent resternotomy in the ICU’ protocol—an often challenging situation for experienced CTS surgeons. Therefore, non-surgeons are not properly qualified to be the primary decision- maker in the high-risk environment of cardiothoracic surgical critical care.”4

Use of the Society of Thoracic Surgeons Data Base

The Society of Thoracic Surgeons continues to monitor quality performance measures in the areas of adult cardiac and general thoracic surgery. These measures are being used by the Centers for Medicare and Medicaid Services (CMS) in their Merit-Based Payment System. These measures are also endorsed by the National Quality Forum. A surgeon well-versed in

these measures can help in seeing that these measures are being followed. He can also help with the checklists needed to document that these measures are being met.

Anti-platelet medication at discharge, Beta blockade at discharge and perioperatively, anti-lipid treatment at discharge, and selection and duration of antibiotic prophylaxis are just a few of the examples of the measures being used in the STS data base.

For Medical Centers that participate in the STS Data base, a surgeon directing the CVICU can help make sure the quality measures are being met, and the data is being captured appropriately by the coders.

Cardiac Surgeons as Intensivists

The American Board of Thoracic Surgery (ABTS) has recognized that critical care has always been a core component of ABTS certification. “Our (D)iplomats have been trained in critical care management of thoracic surgical patients and they have successfully completed both written and oral examinations which cover the critical care aspects of surgical patient management”5

In fact, the ABTS will write a letter on behalf of the Diplomat requesting ICU privileges to the specific credentials committee…to affirm the Diplomat is trained to take care of patients in the intensive care unit.6

The cardiac surgeon is uniquely qualified to:

(1) Ensure proper surgical care of chest tubes, surgical wounds, vascular access devices, and placement of invasive lines and tubes (arterial lines, Pulmonary Artery catheters, bladder catheters, nasogastric tubes and endotracheal tubes);

(2) Ensure disease diagnosis and treatment for arrhythmias, blood pressure abnormalities, and bleeding disorders;

(3) Order the proper tests for diagnosis;

(4) Refer to the appropriate specialists as necessary (pulmonary, cardiology, endocrine, infectious disease, other surgical subspecialties);

(5) Institute and monitor order sets which have become best practices (ventilator bundles, sepsis protocols, sedation protocols, line placement protocols, enteral feeding protocols, renal protection protocols);

(6) Provide for needed bedside surgical procedures such as placement of arterial lines, placement of central lines, chest tube insertion, placement of bladder catheters, placement of endotracheal tubes or a surgical airway, and bronchoscopy for diagnosis and treatment.

Education of Nonphysician Providers, Residents, and Medical Students

The director of the CVICU must encourage a culture of continuous quality improvement and continuing medical education. The director must maintain his own fund of knowledge that keeps up with the new advances now on the cutting edge of surgical critical care.

The CVICU director should be the educator of those working in the unit. Critical care training can be improved with daily teaching rounds incorporated into multidisciplinary work rounds. Improvements in physical exams, formation of differential diagnoses, order sets, procedures, and medical management can all be realized. An experienced cardiothoracic surgeon leading those rounds has become standard at many universities (Johns Hopkins, University of Michigan) and this would be a significant step for any medical center looking to maintain its leadership in Cardiac care in its community.

The emphasis on education is essential in nurse training and a surgeon committed to education would be important in both recruiting and retaining those nurses interested in cardiovascular intensive care.

Research Activity in the CVICU

The CVICU is an excellent place to conduct research pertinent to the care of the critically ill surgical patient. Models for the study of myocardial dysfunction, post-operative bleeding, transfusion management, end-organ dysfunction and the potential for studying genomic markers, new devices, and the creation of new databases for data extraction are all areas ripe for focused research; this research can be led by a surgeon with a research background.

Financial Justification for a Surgeon CVICU Director

Besides providing optimal care for the post-operative patient, the cardiothoracic CVICU intensivist can be a financial benefit for the hospital.

Any procedures done can be billed so long as the proper documentation is shown.

The intensivist, who is acting within his scope of practice, can independently report his professional services. There are numerous CPT Codes that can come into play. Examples are as follows:

(1) Airway management

Bronchoscopic procedures using flexible fiberoptic bronchoscopy (31622, 31624, 31625-29)

Tracheostomy (31600, 31601, 31603-05)

(2) Vascular access

Arterial lines (36620, 36625)

Central lines (36555, 36556)

(3) Mediastinal exploration for bleeding

Take-backs to the OR for post-op bleeding (39000-39010, 60505)

(4) Drainage of wound infections

I&D for superficial infections (35820)

Sternal debridement for deep infections (21627)

Re-wiring for sternal dehiscence (21740-21742, 21750)

(5) Drainage of pleural effusions

Percutaneous (32556)

VATS for evacuation and pleurodesis (32551, 32650)

VATS for decortication (32035, 32036)

(6) Drainage of pericardial effusions

Pericardial window; subxiphoid or thoracotomy (32659, 33025, 33020, 33017-19, 33016)

(7) Pacemaker placement and management (33206-33208)

(8) Swan-Ganz catheter placement (93503)

(9) Thoracostomy tube placement (32551)7

The above are just some of the areas where the surgeon intensivist can help lessen the workload of the main operative cardiothoracic surgeons.

In summary, endoscopic procedures, procedures on the lungs and pleura (VATS), pericardial procedures, temporary pacemakers, implantation of hemodynamic monitors, extracorporeal membrane oxygenation support devices, central venous and arterial access, are examples of procedures that can be done by the surgeon CVICU intensivist.

The generated billings of the CVICU surgeon director who is seeing patients in consultation can easily meet the costs associated with his salary and benefits. Billing accrued from tests ordered, notes written, and procedures done will further justify this position.

Conclusion

In conclusion, a cardiothoracic surgeon helping manage the CVICU is the “right operator, with the right information, making the right decision to use the right tool to perform the right task at the right time in the right manner.”8

“…[A]dvances have not been in improved hemodynamic monitoring, pharmacologic therapy, or understanding of the pathophysiology of the diseases unique to our patients, but rather improvements in the system of medical care delivery such as checklists and improving teamwork” has led to better results.9

Having a Cardiothoracic surgeon directing the CVICU is the national trend, and the time is right for medical centers that do cardiac and thoracic surgery to take this next step in maintaining surgical excellence in cardiovascular and thoracic care.


1 Guru V et al. Circulation, 117; 2969-2976, (2008). 2 Choi PS, Pines KC, Swaminathan A, et al. Diversifying cardiac intensive care unit models: Successful example of an operating surgeon led unit. (JTCVS Open 2023; 16, 524-31). 3 Whitman GJR, Haddad M, Hirose H, Allen JG, et al. Cardiothoracic Surgeon Management of Postoperative Cardiac Critical Care. Arch Surg/Vol 146 (No. 11) Nov 2011, 1253-60. 4 Sherif HMF: After-hours coverage of cardiothoracic critical care units by non-surgeons: process and value issues. European Journal of Cardio-Thoracic Surgery 46 (2014) 507. 5 Baumgartner W, Calhoon JH, Shemin RJ, Allen MS: Critical care: American Board of Thoracic Surgery update. The Journal of Thoracic and Cardiovascular Surgery, 145(6), 1448-9, (2013). 6 Id. 7 CPT 2024 Professional Edition. 8 Sharif HMF. Developing a curriculum for cardiothoracic surgical critical care: impetus and goals. Journal of Thoracic and Cardiovascular Surgery, 143(4), 804-8, (2012). 9 Shake JG, Pronovost PJ, Whitman G. Cardiac surgical ICU care: eliminating “preventable” complications. Journal of Cardiac Surgery, 28(4), 406-13, (2013).

Artificial Intelligence and its Role in Surgical Creativity

Darryl S. Weiman, M.D., J.D.
Associate Program Director, General Surgery Residency
Baptist Memorial Medical Education
Baptist Health Sciences University

Stephen W. Behrman, M.D.
Professor of Surgery and Chair
Baptist Memorial Medical Education
Baptist Health Sciences University

Department of Surgery, Baptist Medical Center, Memphis, TN

“It is tough to make predictions, especially about the future.” Yogi Berra, hall of fame catcher for the New York Yankees

              Based on numerous recent news accounts and several publications in the surgical literature, it is clear that “artificial intelligence” (AI) is positioned to make significant contributions in surgical care and training. AI uses algorithms which then allow computers to make predictions i.e., solve problems based on recognized words, clues seen on images, data collected, and applied statistics.

              Several companies are investing billions of dollars to solidify their spot in the AI market. Microsoft, Apple, Nvidia, Google (Alphabet Inc.), OpenAI, Amazon (Alexa), IBM, and xAI (Grok) are just a few of the companies that have made significant investments as the potential financial return is tremendous.

              The programming of the algorithms used in AI is not known and it is unlikely that they will be made available for review as this intellectual property is very valuable. Absent a change in the United States Constitution, these algorithms will be protected for some time.[1]

              What do we know about AI? It seems that the powerful computers in the AI realm absorb data from huge databases and use these databases to formulate predictions. But sometimes, the answers provided (predictions?) are not true. It may be that the databases used are faulty and thus the computers predictions are faulty. Garbage in, garbage out, so to speak.

              There are several articles that confirm AI platforms are making mistakes. Hiltzik described AI that provided lawyers with false precedents which the lawyers used in supporting their cases. When the judges found the precedents had not been checked by the lawyers, fines and other punishments were levied.[2] Also, a Texas professor recently flunked his whole class when an AI program erroneously accused all the students of plagiarism.[3]

              AI has already proven useful in diagnostic specialties where it can learn to recognize patterns and detect things by analyzing vast libraries of visual images and videos. Specialties such as radiology, pathology, and dermatology have shown that AI can review images and pick up on things that the physician may have missed. Could AI eventually be used to replace human physicians?

              This question was recently raised with a retired IBM executive. This executive assured us that Watson, the IBM AI representative, is meant to help us do our job better.[4] In the diagnostic specialties, this seemed to be a reasonable answer. We then asked if a computer could ever affect a surgeon’s creativity due to an overreliance on the AI direction? She was reluctant to make predictions on AI creativity.

              We then asked this question to Google, and this was the answer we were given:

                             “Concerns that AI could stifle a surgeon’s creative training by removing complex problem-solving are valid, though current research suggests a more nuanced outcome. AI is expected to serve as a supplementary tool in surgical training, automated standard tasks and providing realistic simulations, which can help accelerate skill acquisition. However, the human aspects of surgical creativity—including the ability to respond to unexpected intraoperative events and innovate new techniques—will remain critical for developing a surgeon’s full expertise.”[5]

              This issue of AI harming the knowledge, creativity, and skills of a surgeon was recently raised by Abiodun Adegbesan et. al. In this letter to the editor, this group states, “there is a danger that surgeons may become passive operators which can potentially lead to a reduction in their surgical dexterity, clinical expertise and overall problem-solving abilities.”[6] 

              ChatGPT is an advanced AI language model developed by OpenAI. It is a Generative Pre-trained Transformer that “learns” from internet data to perform tasks such as answering questions, summarizing information, and writing papers.

In a recent article by Keith Naunheim and Mark Ferguson, four popular chatbots were tested against 21 board-certified thoracic surgeons on ten clinical scenarios. The surgeons performed at a significantly higher level than the chatbots. In this study, the authors concluded that “[a]lthough they are becoming increasingly sophisticated, chatbots do not yet perform at the level of a practicing thoracic surgeon when faced with complex clinical scenarios.”[7] It would be interesting to see how the chatbots perform against thoracic surgical residents who have not yet garnered the experience of the certified surgeons.

In a world which has already seen computers beat human opponents at Jeopardy (IBM’s Watson)[8] and Grand Masters at Chess (IBM’s Deep Blue)[9], it is somewhat surprising that several chatbots were not able to outperform the board-certified thoracic surgeons in vignettes relating to well-known clinical scenarios. It is just a matter of time before the computer can surpass surgeons in making diagnoses and formulating treatment plans. But can the computer work with a robot to do operations independent of human control?

At this time, it is unlikely that a robot can be programmed to do operations as well as surgeons because robot arms and graspers are limited in their physical ability. Human hands are superior to any known robot platforms, but this difference is being challenged. At Northwestern University’s Center for Robotics and Biosystems, researchers are working on improving tactile sensing and flexibility of robotic hands.

Kevin Lynch, who leads Northwestern’s team working on robotic hands says, “the team has set a 10-year goal to achieve dexterity sufficient for basic humanlike tasks.”[10]

Engineers at Tesla are also working to improve their humanoid robot, Optimus, so that it will be capable of “performing the small, precise motions that define most skilled labor.”[11] As Elon Musk told the Wall Street Journal, “In order to have a useful generalized robot, you do need an incredible hand.”[12]

But what about the creativity element that is essential for any surgeon who may face a rapidly changing and challenging environment in the operating room? Can creativity be programmed into the AI platform?

Surgeons are not the only ones worried that AI may be harmful in training people whose creativity is paramount for job performance. In a military context, war gaming is essential in training intelligence professionals. A quote by President Dwight Eisenhower is on point, “Plans are worthless, but planning is everything.”[13]

              In a recent article from the Combating Terrorism Center at West Point, Nicholas Clark raised the issue that artificial intelligence may result in overreliance by Special Operators who need to be creative and quickly responsive to sudden changes on the battlefield. “While generative AI may assist in automating routine tasks, it lacks the capacity for nuanced judgment, uncertainty quantification, and dynamic responsiveness critical to effective CT work.”[14]

              “The use of generative AI for operational planning may, in fact, make our planners worse by removing the real benefits of the planning process and limit the CT forces’ ability to respond dynamically to branches and sequels.”[15]

              A recent study looked at brain activity when ChatGPT was used.  The study found that users of ChatGPT for helping to write papers became more dependent on the computer as the study progressed. As the users of ChatGPT became more dependent on the computer, the final papers became a copy and paste exercise.[16] There was no more creative input by the humans in writing the papers.

              Surgeons are very much like Special Operators. They must be studying and training constantly to keep up with the specialty; it is a learned profession. The main difference between Special Operators and surgeons is the surgeon knows he is likely to go home alive later in the day.

              But what about doing operations without human control. Could the surgical robots with AI platforms be programmed to do operations by themselves? Robotic operations are being done by humans around the world daily. The operations are being done with surgeons at a console, controlling the robot arms. So far, the critical difference is that the surgeon controls the robot arms and has hands which the robot does not. If things go bad, the surgeon can abort the robotic procedure and can open the patient and do the operation in the conventional way. But that difference may be changing.

              Can the computer be programmed to learn when it is over its head and abandon the robotic procedure? If faced with circumstances that are not answerable with the database provided (i.e. aberrant anatomy, arterial bleeding, hollow viscus injury, etc.), could the computer be creative and provide a solution? How can creativity be programmed? This is a difficult question because we do not know how to define “creativity”, and we do not understand the process of being creative in the first place.

              “ChatGPT runs on something called an artificial neural network, which is a type of AI modeled on the human brain. Instead of having a bunch of rules explicitly coded in like a traditional computer program, this kind of AI learns to detect and predict patterns over time…[But] because systems like this essentially teach themselves, it’s difficult to explain precisely how they work or what they’ll do. Which can lead to unpredictable and even risky scenarios as these programs become more ubiquitous…[AI is] trained…by basically doing autocomplete.”[17]

              When circumstances in the operating room change, the surgeon (at least now) generally has the knowledge, education, experience, and skills to adjust appropriately. He may need to call in a colleague and that is part of being a professional. Could AI act professionally and be creative if the circumstance calls for it? At our present state of knowledge, if creativity is required, it is unlikely that a computer can replace a human surgeon. However, as AI platforms continue to improve, they may enhance simulation exercises, but this should be extrapolated to live surgery with caution. As the retired IBM executive stated, AI computers are meant to help us, not replace us.

              Medical education and surgery are growing at a rapid pace. Being creative and using judgment to adapt to rapidly changing circumstances is often the difference between life and death. AI should only be used when its’ strengths outweigh its weaknesses. We must continue to train our surgeons to be creative and resourceful to better help our profession grow and keep us, at least one step ahead of AI and robots.

              The only part of this article that was AI generated was the answer to the question asked of Google above.



1 United States Constitution, Article I, Section 8, Clause 8. The Congress shall have Power…To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries[.]

[2] Runco MA. AI can only produce artificial creativity. Journal of Creativity 33 (2023) 100063.

[3] Id.

[4] Personal communication with IBM executive (anonymous).

[5] Response given by Google AI to the question on surgeon’s creativity being hampered by overreliance on AI.

[6] Adegbesan A, Akingbola A, Aremu O, et. al. From Scalpels to Algorithms: The Risk of Dependence on Artificial Intelligence in Surgery. Journal of Medicine, Surgery, and Public Health 3 (2024) 100140.

[7] Bryan DS, Platz JJ, Naunheim KS, Ferguson MK. How soon will surgeons become mere technicians? Chatbot performance in managing clinical scenarios. The Journal of Thoracic and Cardiovascular Surgery. Volume 170, number 4 1179-1184, 2025.

[8] Watson beat Brad Rutter and Ken Jennings to win a $1 million prize in 2011.

[9]  Deep Blue beat Gary Kasparov in 1997. Kasparov felt that cheating was involved since some of the computer’s moves were non-sensical. It turned out there were flaws in the programming which have since been fixed. Even with the programming errors, the computer still won.

[10] Jacobs S. Engineering the perfect robotic hand could unlock a $5 trillion humanoid market. Wall Street Journal, October 26, 2025.

[11] Id.

[12] Id.

[13] Eisenhower, D. Remarks at the National Defense Executive Reserve Conference, November 14, 1957.

[14] Clark N. Commentary: The Dangers of Overreliance on Generative AI in the CT Fight. CTC Sentinel, p. 15-19, August 2025.

[15] Id. p. 16.

[16] Nataliya Kosmyna et al., “Your brain on Chat GPT: Accumulation of cognitive debt when using an AI assistant for essay writing task,” arXiv.org, June 10, 2025.

[17] Runco MA Id. p. 5.

The Ethics of Self-Experimentation

By Darryl Weiman, M.D., J.D.

Newsletter from the Standards and Ethics Committee for the Eastern Cardiothoracic Surgical

In 1929, a first-year surgical resident, Werner Forssmann, operating on a dog, was able to insert a urologic catheter through a leg vein into the right atrium. The dog survived. Forssmann hypothesized that the same procedure could be done on humans. With a catheter placed in the right side of the heart, he could then study right sided pressures safely and could evaluate the effects of medicines, such as digoxin, injected directly into the heart.

Forssmann brought his idea to his boss and, not surprisingly, his proposal to place a central catheter in humans was rejected. Forssmann, convinced with the importance of cannulating the central circulation in humans, decided to place a catheter in himself. With the help of an operating room nurse, he obtained sterile instruments and with the nurse—who thought that she was to be the experimental subject—locked themselves into the hospital’s small operating room. Forssmann, then did a cutdown into a left arm vein and threaded a lubricated ureteral catheter 65 centimeters from the arm into his body.

Forssmann probably wanted the nurse to be with him in case something went wrong and probably never intended for her to be the subject of the procedure. Forssmann and the nurse then went to the radiology department where a chest radiograph confirmed the position of the catheter in the heart. The catheter was removed and there were no complications.

The next morning, Forssmann showed the radiograph to his boss who immediately fired him. Forssmann was able to get an unpaid appointment with Ferdinand Sauerbruch at the surgical department at the Charite in Germany. Forssmann’s ideas were ridiculed by his colleagues at Charite so he ended up going to the University Hospital in Mainz where he trained in urology.

From Mainz, he went to the Rudolf Virchow Hospital in Berlin for further training in urology and general surgery. After more training, World War II intervened and Forssmann was never able to fulfill his dream of being an academic surgeon.

Forssmann continued his career as a general practitioner and urologist until 1956 when he was informed that he had been awarded the Nobel Prize. From 1958 to his retirement in 1969, he was the Chair of the surgical division of the Evangelist Hospital in Dusseldorf.

History shows the importance of what Forssmann did to himself on that day in 1929. His Nobel co-recipients Andre Cournand and Dickinson Richards, intrigued by Forssmann’s article of 1929, pioneered the work leading to cardiac catheterization as we know today. Catheterization of the right heart led to study of the left heart and, subsequently, to coronary arteriography.

Percutaneous interventions to the coronary arteries and percutaneous interventions for valves are now being routinely done. Millions of lives have been saved due to the development of cardiac catheterization, but do the results justify the means? In this case, I think they do.

Self-experimentation is not new, and Forssmann is not the only Nobel Prize winner in medicine to do this. Barry Marshall was convinced that H. pylori was a cause of gastritis and ulcers. He drank a broth that contained the bacteria and got gastritis which he then cured with appropriate antibiotics. Marshall’s work changed the treatment of these diseases, and he was awarded the Nobel in 2005.

So what are we to make of those who self-experiment? After all, it is difficult to reconcile between reckless endangerment and heroic self-sacrifice. The ethical principles outlined and defined in the Belmont Report of 1979 are a reasonable starting point.

The three main principles of the Belmont Report are (1) respect for persons (autonomy), (2) beneficence/nonmaleficence, and (3) justice. Can we use these principles as guidelines to determine when self-experimentation is justified?

Under autonomy, it seems obvious that the self-experimenter is exercising his personal liberty, and he has probably given himself informed consent. No vulnerable population seems to be involved, and no person is being coerced. However, bias may lead to an underestimation of the risks. Without external oversight, safeguards may be underestimated or totally absent. Even Forssmann made sure his nurse was present in case something bad happened.

With beneficence/nonmaleficence, the goal is to maximize benefits and minimize risks. The self-experimenter is probably minimizing risk for others but, if the risk to himself is high and the hoped for benefit is low, then the experiment should not be condoned. In fact, if dealing with pathogens e.g., Covid, then risks could spread to the community at large especially if proper safeguards (containment?) are not in place.

Justice requires a fair distribution of research risks and benefits. If the self-experimenter bypasses the IRB review process then ethical standards are not considered which can hurt the justice of the whole research endeavor.

So what are we supposed to do? Pursuit of discovery should be encouraged but recklessness should not. Self-experimentation is a gray zone of modern ethics, and the debate is on-going so do not expect an answer from me. However, safeguards should be placed by the IRB and by journals who may be asked to support and publish the results of the experiment.

Remember, Forssmann was able to publish his experiment, and we can still view the chest radiograph he took in 1929, but that happened long before safeguards for human experimentation were in place. Each IRB and journal should balance the value of the knowledge sought, the risks involved, the safeguards in place, and the effect the experiment is setting for future researchers; these should all be part of the decision-making process.

Journals should only publish reports that can be morally justified. Reports should be judged on a case-by-case basis by ethical review boards and by the journal’s editors. Having a decision-making process already in place will go a long way in justifying publication of a self-experimenter’s report.

Educating Future Physicians

The role of medical schools in educating our physicians of the future has undergone some significant changes over the last 25 years. For most of the twentieth century, many medical schools had their own hospitals and the faculty were tasked with teaching and research. Most of the clinical activities were focussed on the difficult cases and there was little incentive to see and treat more patients other than to generate income for research and teaching activities. The academic faculty were salaried and the salary was not related to the generation of clinical income.

Medical schools would often provide faculty to the the charity hospitals and Veterans hospitals where medical students and residents would get exposure to patients. Teaching and training was at a high level; the faculty could focus on the patients as could the trainees and there was no rush to see more patients. Care was thoughtful and teaching was meaningful.

Just a few decades ago, it was common for professors to have dedicated teaching rounds either in the mornings or in the evenings and often on weekends. Residents and medical students would present recent cases and there would then be questions, using the Socratic method, where care was discussed in detail. The trainees were taught to think like doctors. They learned professionalism, mainly from emulating their mentors. There was no rush to see more patients and there was no limit on the time spent with each patient.

Often, these teaching sessions were followed by actual rounds where the trainees and the attending would actually see, examine, and discuss the patient’s findings. The patients and their families would look forward to these sessions as they felt they were getting individualized attention by the “best” and they were fulfilling their role of helping to educate the future generation of physicians. It was a “win-win” situation.

When the government got involved in health care with programs like Medicare and Medicaid, physicians and hospitals learned there was money to be made under the “fee for service model.” The more patients seen and procedures done, the more income was generated. Third party payers followed the model of the government and costs skyrocketed.

As the costs of health care continued to rise, forms of managed care took on increasing importance to limit these rising costs. Medical schools and their teaching hospitals found that they were ill-equipped to compete in this type of market. In the 1990’s, it was thought that many medical schools along with their teaching hospitals would have to close as they were not competitive with the private and public hospitals. In an effort to survive, medical schools decided to expand their faculty practices.

Based on the recommendations of paid outside consultants, most of the medical schools decided to change their business model away from the scholarly model of research, teaching, and clinical care of the complex patient. The expansion of the clinical practice was done in two ways. The first was to have their academic faculty see more patients and they did this with financial incentives. The second was to join with public and private hospitals and use the clinicians in those facilities to help generate income to help keep the medical schools solvent.

The attending teaching rounds had to be shortened or even curtailed so that more time could be spent in seeing patients and generating more income. The education component was no longer valued and the teacher’s income was dependent on his clinical practice. Some schools would provide some salary support for educational activities and research but not nearly to the level as it was prior to the advent of “managed care.”

The medical schools supplied the hospitals with resident coverage and with clinical faculty whose credentials could be used as a marketing tool for the hospitals and practice plans. The new clinical faculty were given academic titles from the medical schools and they were given access to residents who would help take care of the patients so that the faculty could see more patients and generate more income.

With this new model predicated on generating more clinical income for the school and the hospitals, it was foreseeable that the scholarly activities related to teaching students and doing research would suffer. Clinical dollars were being spent to keep the medical centers solvent and subsidies ear-marked for research and teaching declined.

By the beginning of the twenty-first century, a career as an academic physician was becoming far less interesting. Funding opportunities for research were declining, teaching activities were not being rewarded, and income was being tied to clinical activities alone. In fact, many medical schools began to hire new faculty whose sole role was to practice medicine and generate clinical income. Investigator-teachers and clinician-teachers were no longer high priorities for medical school hiring even though they were essential for the schools to meet their original missions of research and education.

Sometimes, the missions of the hospitals and the medical schools conflicted. On these occasions, it was common for one or the other entity to hire their own providers without the shared input that was the original intent of the mergers. Since the academic titles bestowed were the province of the school as was the use of the residents, some new hospital hires found that some of their expected benefits were not forthcoming as promised. Also, the medical schools could not hire their own faculty unless they got buy-in from the hospital and practice plan up front; otherwise, the new faculty could find himself without a clincal venue in which to practice.

Older physicians like to think of themselves as the last of the “triple threat” clinicians; they have made meaningful contributions as health care providers, researchers, and teachers. Their younger colleagues are more likely to think of them as “dinosaurs” doomed to extinction. It does not matter who is right as we are still faced with the problem of young, bright, and dedicated medical students and residents who should be provided with the education and training they deserve.

It is time to recognize that we owe our future generations a dedicated medical workforce interested in advancing medical knowledge, teaching, and enforcing the standards of care our people have come to expect. We must resolve our conflict between medical education and the new environment of health care delivery dependent on generating income and cost containment.

The missions of the hospitals and clinics are different from the missions of the universities as it relates to a professional education. If we do not resolve this conflict, training physicians will become no more than an apprenticeship which is the way it was prior to the advent of university-based medical schools. Proprietary medical schools did not work very well in the past which is why the original Flexner report recommended a switch to university based medical education. If America is to continue providing the best health care in the world, educating future providers must be a high priority. The American Public deserves no less.

by Darryl S. Weiman, M.D., J.D.

Professor, Cardiothoracic Surgery, University of Tennessee Health Science Center and Chief of Surgery, VAMC Memphis, TN

MORE ABOUT THE AUTHOR: Darryl Weiman is a featured expert in www.healthcaredive.com on February 17, 2016. 

Not Enough Academic Faculty

A friend of mine who is an Assistant United States Attorney recently called me to ask for help. He was trying to get a primary care provider and was unable to find any group in town that was willing to take on new patients. I was taken aback by this request since his insurance, as a federal government employee, was probably pretty good. Fortunately, I was able to make a phone call and get him an appointment with one of the groups in town; it is one of the perks of being in practice in the community for a long period of time.

The plight of this attorney made me reflect on the increasing mismatch between the ever growing patient population coupled with the rapidly rising patient population reaching the age where health care is often needed, compared to the number of health care providers.

A recent report from the Association of American Medical Colleges entitled The Complexities of Physician Supply and Demand: Projections from 2015 to 2030, predict that there will be a shortfall in primary care providers in the range of 7,300 to 43,100 by 2030.

Projected shortfalls in non-primary care providers is even more worrisome; the range predicted is between 33,500 and 43,100 with most of the deficit accruing from the surgical subspecialties. With our current methods of training new surgeons we are only able to keep up with the attrition rate of surgeons retiring or dying. With the United States population predicted to grow about 12% between now and 2030, this will amount to about 40 million more people with no increase in the number of surgeons that can take care of them.

It can be argued that increasing the number of Nurse Practitioners and Physician Assistants can help with the patients needing primary care providers. However, these providers cannot do what surgeons do. In the population over 65, which is projected to grow by 55% by 2030, many operations are needed on an urgent or emergent basis. There may not be enough trained surgeons to meet the needs of our country. We either need to train more surgeons or admit that some patients who need surgery will not be able to get it.

I am painfully aware of how difficult it is to convince bright college students to consider medicine as a career. Even my two daughters have told me that they are just not interested in working day and night as I have done. Nor are they willing to make the sacrifices necessary to get the education and training required for the profession. It seems that many students who may have been interested in a career as a physician or other type of health care provider are now looking at careers in investment banking, law, business, or the computer sciences.

Recent data shows that the average retirement age for a surgeon has dropped to 57 years. Many explanations for this drop are being given, but the most likely reasons relate to the increased overhead costs emanating from the Affordable Care Act (ACA) coupled with the decreases in payments being given by the third party payers. There comes a point where the hard work of being a physician just does not seem to be worth the income earned. Of course, there are many non-financial rewards of helping someone who is sick, but these rewards are not be enough to pay the bills of staying in practice and raising a family.

Another recent survey from the Association of Academic Health Centers (AAHC) revealed that impending faculty shortages may lead to a crisis in training the next generation of health care providers. Without enough teachers, there will not be enough trained health professionals to take care of the patients flooding the system. This will add to the impending shorages described above.

The influx of “Baby Boomer” patients is not the only problem. A recent article in the Wall Street Journal (WSJ November 21, 2017, VA Chief Wants More Private Health Care) describes a new strategy where veterans will be allowed to seek care in the private sector instead of using the VA’s hospital system. This may lead to 10 million more patients seeking care in an already over-stressed system where getting an appointment to see a provider is already very difficult. There is no data to show that VA physicians will migrate to the private sector to help ameliorate the shortage in providers.

There are several reasons which may account for this lack of faculty. First, the level of interest in academic careers is decreasing among those who are now entering the health professions. There are significant disparities between the salaries of those who go into private practice, industry, and academics. The cost of getting a medical education is high and the debt facing recent graduates is a driver to choose a private practice career instead of an academic one. The average debt for a graduating medical student in 2015 was $180,000!

Of those who participated in the AAHC survey, 20% reported that they will have to make changes in their training programs in order to make ends meet. There will be fewer training programs for radiology, rehabilitation medicine, allergy, pediatric pulmonary medicine, anatomy, and pharmacology. There will also be cut-backs in medical school class size and other residency training programs. Of all the strategies listed by the survey participants, “limiting student enrollment” was most often cited.

Of major concern, a decrease in nursing school enrollment was listed most often as the area where cutbacks in enrollment would be made. In a hospital setting, you have to have the nurses to take care of the patients. Physicians cannot admit patients to beds that are not staffed by nurses.

It is clear that we need to train more health care providers if we are to adequately care for the anticipated rise in the number of patients needing care. It is also clear that we just do not have enough teachers to adequately train the people looking to go into health care as a profession.

Hiring physicians from other countries is an option, but steps will need to be taken to assure that those providers have the education, knowledge, and training that we have grown to expect in our system.

Since most of the training of the health care work force is dependent on funding from the government, there needs to be ongoing communication from the schools and the government to come up with a strategy to build and sustain our health care educational pipeline. This is a national interest and yet, not much is being written about it in the national press. It is time for this pending crisis to be brought forth in the public arena so that our children and their children will not be left with too few physicians, nurses, and other ancillary health care personnel to take care of them when they need it. This problem will not be fixed overnight.

 

by Darryl S. Weiman, M.D., J.D.

Professor, Cardiothoracic Surgery, University of Tennessee Health Science Center and Chief of Surgery, VAMC Memphis, TN

MORE ABOUT THE AUTHOR: Darryl Weiman is a featured expert in www.healthcaredive.com on February 17, 2016. 

Free Legal Advice

I am a lawyer but not an attorney. According to the Black’s Law Dictionary, a lawyer is a person who is licensed to practice law. I attended and graduated from the Cecil C. Humphreys School of law at the University of Memphis and I passed the Bar Exam for the State of Tennessee. I have even been sworn in by the Supreme Court of Tennessee so I am truly licensed to practice law in this state.

On the other hand, the legal definition of an attorney is a person who practices law. Notice that the legal definition does not even require licensure. I do not practice law so I do not fit the definition for being an attorney. It is not surprising that most people do not know of this legal distinction; I have even been in court where it became obvious that even the lawyers did not know the difference. I make my living as a surgeon and have done so going on 40 years.

Since it is common knowledge at our medical center that I have a legal education, I am often asked legal questions by my medical colleagues. These questions usually relate to medical malpractice issues, informed consent doctrine, medical ethics such as end of life issues and futile care, and contracts. Whenever approached for such legal advice, I first acknowledge that, even though I am a lawyer, I do not practice law. This disclaimer is important because I do not want to ever be accused of malpractice as a lawyer; it is enough that I have to deal with possible medical malpractice on a daily basis. I pay a significant premium for medical malpractice insurance and have no desire for similar payments as a practicing attorney.

When residents or fellows are finishing up their programs, they look for jobs and, eventually decide to take a position. For most, it will be their first job as a attending with the rights and privileges and pay commensurate with that position. Many will be given an employment contract which, for a physician, can be difficult to understand. For those who come to me for advice, the first thing I recommend is that they hire an attorney who is familiar with contracts dealing with physician issues. This true legal advice may be expensive but it is worth it. It would be a mistake for a physician to review the documents on his own as the legal language may be difficult to understand and it may have clauses that may come back to haunt him in the future.

There are three main areas that I look at if I am reviewing a contract; compensation and other benefits, termination clauses, and restrictive covenants.

When I review contracts for these young doctors, the first thing I look for are the terms for employment. How long is the contract for? Is there an automatic renewal or will written notice be required? Is the salary spelled out and is it guaranteed for the terms of the contract or is it dependent on income generated?

Since the Affordable Care Act went into effect, the overhead costs of a medical practice have gone up significantly. An electronic health record (EHR) is now required to practice and they are expensive. The documentation requirements for payment and quality improvement, also required under the law, usually mean that people will need to be hired for to keep the medical records up to date; it is just too time consuming for the physician to do everything himself. I once was considering joining a private practice group but the negotiations broke down when I learned my overhead costs would be $30 thousand a month.

Because of the overhead costs, most physicians have left private practice and joined hospitals or clinics which pay for this infrastructure. The physician becomes an employee under contract and the pay is usually good for the first term of the contract, usually for two years. However, the payment may go down significantly or the physician terminated if he does not generate an income to justify the salary over the term of the contract.

Other compensation issues to consider are bonuses, how are they calculated; benefits, such as vacation time; costs of continuing medical education, and malpractice insurance. If joining a group, the contract should be clear on what needs to be done to become a partner; is there a “buy-in” fee? It is common for the employer to keep renewing the physician’s contract but then terminate before he can become a partner. This does not seem fair, but the employer is out to make a profit and the mission of taking care of patients may not be the primary goal.

There are usually termination statements and it is important to note if the termination can only be “with cause” or “without cause”. If termination can be without cause, the employer can terminate the contract for any reason. This is harsh and it would be wise to have a notice requirement of 3 to 6 months so that there will be some time to look for another job. It is nice to have income while looking for a new position.

If the contract can be terminated “with cause” it is important that the reasons for termination be spelled out. Reasons for termination such as loss of a state license, inability to obtain Board certification, loss of medical malpractice insurance, or a felony conviction are understandable for termination. The new attending should be aware of vague terms such as “disloyalty to the practice” as this is open to wide interpretation and may lead to high legal bills if the clause is invoked and the court is asked to decide what the term means.

There is usually a non-compete clause, often termed a “restrictive covenant.” This clause is meant to keep the new attending from stealing patients from the group if he decides to leave within a set time-frame. No new employer wants to set up a new practice for a new hire only to have that hire leave and take those patients with him to a new, competing practice. Many states do not allow restrictive covenants as they have deemed that to be a restraint of trade and anti-competitive. Even states that do allow for these non-compete clauses will usually have limits on the prohibition of setting up a competing practice; these limits are related to duration and the distance from the original practice.

If there is a restrictive covenant, the new attending should be aware of the time and distance restrictions as they may not allow him to take on another potential job in that area, even if he has been successful in growing the practice. Physicians who sign a contract with a non-compete clause would be wise to hold off on buying a home in the area until he is certain that his relationship with his new employer is likely to be long term.

There are other issues emanating from employment contracts such as severance pay, reimbursement clauses if you leave the group early, and what happens to income coming to the group after termination. All can be complicated and further justifies the hiring of a competent contract lawyer. If any of the contract issues become grounds for future litigation, having an attorney to fight for your rights is worth the costs. It is also beneficial if it is the same attorney who has been with you from the beginning.

by Darryl S. Weiman, M.D., J.D.

Professor, Cardiothoracic Surgery, University of Tennessee Health Science Center and Chief of Surgery, VAMC Memphis, TN

MORE ABOUT THE AUTHOR: Darryl Weiman is a featured expert in www.healthcaredive.com on February 17, 2016. 

Morbidity and Mortality Conference

Being a surgeon is more than just operating on patients. Life-long learning is a requirement of the profession. One of my favorite ways to learn is participation in the Morbidity and Mortality (M&M) conference which most departments of surgery conduct on at least a monthly basis. Although it is important to learn from your own mistakes, it is even better to learn from someone else’s mistakes.

The purpose of the conference is to discuss surgical complications (morbidity) and deaths (mortality) so that any mistakes, technical, judgmental, or systems based, can be learned from. Hopefully, mistakes made will not be repeated and the advancement of surgical knowledge can occur. The discussions are the hallmark of the conference and need to be open and critical. Truthful discussions are unlikely to occur if there is fear that the minutes could be used by plaintiff’s counsel in a malpractice action. Most states recognize a “peer-review” privilege which is equivalent to the attorney-client privilege; in most states, this privilege will protect the work-product generated from the conference.

In 2005, the United States Congress passed the Patient Safety and Quality Improvement Act. The main goal of this law was to encourage health care providers to present their errors without fear of reprisal. The idea was to improve the quality of care for all patients; this is an important public policy interest. The errors reported would eventually be listed in a database created by the Department of Health and Human Services. This database could be accessed and medical errors could be analyzed, to hopefully develop best practices that would result in a decrease in similar types of errors in the future. There are currently some databases available for review, but the product envisioned by the law has not yet been realized.

Discussions at M&M are often heated, personal, and critical. The presenter often gets very defensive and sometimes angry when questioned about their judgment and actions on the case being discussed. Only physicians are supposed to attend so as to keep the “peer review” privilege; even medical students are not supposed to be in the conference as the law does not yet recognize them as peers of the surgeons.

At programs which have a surgical residency, it is the resident who usually presents the case. As the story unfolds, various surgical attendings in the room will start to grill the resident as to his thought process or technical skills. The questions and innuendos are often nasty. Where I did my training, the attendings would advise us to fight back if we felt the attacks were unjustified. “Fighting back” often became “overly defensive” as it was not easy to disagree with an attending, many of whom were known as being among the best in the world.

I have advised my residents to maintain their composure no matter how angry or fearful they become. They must know the facts of the case and they must project confidence. This is also something they teach you in law school but there are no classes for how to present a case in medical school. I also advise them to own their mistakes, learn from them, and be resilient.

Presenting at M&M requires good communication skills. The case being presented had a bad result, a death or a significant complication. Under questioning, the presenter may become angry, frustrated, or indignant. These emotions are normal and expected, but they must not show it. They must maintain their professionalism and they must be truthful. No matter how stressed out they feel, they must remain calm, speak clearly, and be respectful to the inquisitors. After all, the attendings asking the questions have spent years acquiring the skills, knowledge, and experience to be in their positions.

I have noticed that several of the younger surgeons in the audience have their lap tops open and they have “googled” the entity being presented. Some have asked questions meant to put the presenter on the spot and, in my opinion, make the questioner appear to have more knowledge than they may have had a few minutes prior. This behavior is obnoxious, but that’s the way some surgeons are.

Some of the residents in the audience will try to get a quick course on the problem from their computers, but they are unlikely to put one of their colleagues on the spot; they are probably trying to prepare in case one of the attendings hits them with a question to see if they have been listening.

The “straw-man” argument is often used to try and discredit the presenter at this conference. This happens when a questioner changes the facts of the case in such a way as to make the presenter’s argument seem unreasonable. When presented with a “straw-man,” I advise the resident to point out the differences in the fact scenario in the hypothetical and then do their best to answer the question. This is another thing that they teach in law school that is lacking in surgical education.

Another thing they teach in law school is to stop talking when you are interrupted by a judge who wants to ask you a question. I have found this stategy to be very effective at M&M. If I am talking and someone interrupts, I immediately stop talking and I listen to the interrupter closely. This usually results in a period of silence where the whole room is waiting to hear what I was going to say. Being interrupted by a judge is accepted policy in court; it is rude if you are speaking at M&M.

Knowing the facts of the case is required but is not sufficient for a good presentation. The resident also needs to be up to date with the literature pertaining to the patient they are discussing. It is especially beneficial if they cite literature that has been written by one of the attendings who is sitting in the audience; this is actually not too difficult to do if it is a residency at a major university. The endgame is to keep cool, maintain professionalism, and be correct.

Presenting a complication or a death at the M&M conference can be a stressful experience. It is meant to be that way so that the resident can learn to think on his feet and be able to articulate an answer or a plan that is reasonable. If they cannot present well at M&M, it is unlikely that they will perform well when all hell breaks loose in the operating room with a real patient. Being grilled at M&M and learning how to handle this stress is an important part of becoming a surgeon.

by Darryl S. Weiman, M.D., J.D.

Professor, Cardiothoracic Surgery, University of Tennessee Health Science Center and Chief of Surgery, VAMC Memphis, TN

MORE ABOUT THE AUTHOR: Darryl Weiman is a featured expert in www.healthcaredive.com on February 17, 2016. 

The Residency Match

Becoming a physician is a long and difficult process. Although most people are aware of the competitive nature of getting into medical school and the long hours of study, class work, and laboratories that must be successfully navigated in order to graduate, they are not aware of the necessity of getting into and finishing a residency in order to get a medical license.

Graduating from medical school allows one to be called “Doctor” with all of the privileges associated with that degree, but there is more to do if one is to be licensed to practice medicine. The states require at least one more year after medical school whereby the graduate acts as a resident in a formal resident training program. Even those who want to be a general practitioner (GP) must go through a year of training and then must pass the third part of the United States Medical Licensing Exam (USMLE) in order to get a license. Most residencies require more than one year; for surgeons, most have to go through a five year program before they become “Board eligible” in their surgical specialty. In my case, I did five years in general surgey and later, two more years for cardiothoracic. So I was “boarded” in two specialties.

Senior medical students go through a matching process in order to get into a residency. First they must choose the type of residency they want, e.g., surgery, medicine, psychiatry, Ob-Gyn, pediatrics. They must then apply to a place that has a training program in their chosen field. Eventually, a computer will match the applicant to a program.

Based on the advice of Val Willman, then the Chairman of Surgery at Saint Louis University (my medical school), I did senior rotations at the University of Chicago and Northwestern University. I was hoping to increase my chances of getting accepted to those programs by letting them see what I could do in a hospital setting. I wanted to get back to Chicago, my home town, and these were good programs for surgery training. I also applied to Baylor in Houston, Rush, Loyola University, the University of Illinois, the Medical College of Wisconsin, and, of course, Saint Louis University.

I ranked the University of Chicago number one but felt my chances of getting into such a high-powered, prestigious place were very slim. Most of the residents I had met during my rotation there were from from very well-known medical schools such as Harvard, Hopkins, Yale, and the University of Chicago. I wasn’t sure they would give a slot to someone from Saint Louis University, but, I was advised to aim high and that’s exactly what I did.

I had a great set of interviews at Baylor and I felt that was where I would match. They seemed to be impressed with my undergraduate degree in Biomedical Engineering and they knew Dr. Willman who had written me a strong letter of recommendation. The Baylor program was run by Michael Debakey, a world renown surgeon. It was known as a demanding program. Residents rotating on the cardiac surgery service spent 2-3 months in the hospital and were not allowed to leave. In fact, there was a story told of a resident who went down to the parking lot to see his wife. He was fired the next day for exiting the hospital. I felt I could do well in that environment since I was not married. I ranked Baylor #2.

The day that the senior medical student learns where he will be doing his residency training is called “Match Day.” Usually there a few days before the match where students that have not matched are informed as is their medical school. The national residency slots that are still open become available for these unmatched students and a scramble ensues whereby the programs that have open slots are able to contact available students that they are interested in. If the student accepts the offer, that slot disappears. Slots that are still available undergo the same process in a precisely timed order and, again, available students are given offers. The process continues until all slots are filled and, hopefully, all medical students have a job lined up for the next year, at least.

The original matching is done with a national computer match. The students make a ranked list of their residency choices and the various programs make a rank list of the students they would like for their programs. The computer, through some mathematical magic, will link the students with a program in such a way as to get the best match for the student and the programs.

We all knew what day the unmatched students would be notified so those of us who did not hear anything at least knew we were going to some program that was on our rank list. On the day of the match, the senior class all met in one large room and envelopes were handed out in alphabetical order. Since my last name began with a “W”, I had to wait till near the end to get my envelope. I opened the envelope and found that I had matched to my first choice—the University of Chicago. I was going back home to Chicago, hopefully for five or six years—the time required to complete the surgery program.

“…immune to ‘paper’ achievements; it was the process that held my interest.

…I was taught to think and act as a surgeon, to be open, empathetic, to handle very stressful situations no matter how exhausted I may have been. I am the result of what my mentors trained me to be.”

In becoming a physician, there are many memorable dates that stand out. Getting the first letter of acceptance to medical school, the day of medical school graduation where we all took the Hippocratic oath, match day when we learned where we would do our residency, the day we learned that we had passed our Boards. In order to become an independent practicing surgeon, all of these tickets had to be punched. All of the hard work, sacrifices, and hopes would not matter unless these requirements were successfully met.

In my case, passing the Bar Exam many years later was also important but by then I had become pretty much immune to “paper” achievements; it was the process that held my interest.

For me, my match day was 39 years ago. Having been subsequently successful on those other noted critical days, I never had to consider alternatives and for that I am thankful. I often have time for reflection where I remember those who directed me to medical school, those who helped me get into the residency program where several mentors helped to mold me both professionally and personally. I was taught to think and act as a surgeon, to be open, empathetic, to handle very stressful situations no matter how exhausted I may have been. I am the result of what my mentors trained me to be.

I hope that the young medical school graduates who have recently gone through the match have the same types of career and life satisfactions I have been fortunate to experience. Young doctors, go forth and make us proud.

by Darryl S. Weiman, M.D., J.D.

Professor, Cardiothoracic Surgery, University of Tennessee Health Science Center and Chief of Surgery, VAMC Memphis, TN

MORE ABOUT THE AUTHOR: Darryl Weiman is a featured expert in www.healthcaredive.com on February 17, 2016. 

The Third Year of Medical School

I recently received an e-mail from the surgery clerkship director at our medical school reminding us that we were not to overburden our medical students with busy work on the wards. In particular, the students were not to spend time helping the post-operative patients get up and walk even though early ambulation has been shown to enhance recovery. I thought back to my time as a medical student and then reflected on how medical education has changed over the last 40 years.

The first real clinical experience for a medical student started with the third year hospital rotations in internal medicine, surgery, pediatrics, psychiatry, and obstetrics-gynecology. These rotations are still pretty much what third year students do today. The role of the medical student was to meet the patient and perform a history and physical exam (H&P). This would involve talking to the patient and learning about the chief complaint—the problem that caused the patient to come to the hospital in the first place. Pertinent questions relating to the chief complaint were asked such as when the problem started, what care had already been tried, and risk factors. Other required elements of the H&P were the review of organ systems, the past medical history, the family history, and then a full physical exam.

After doing the H&P, the student would present his findings to one of the lower level residents where the H&P would be refined. The resident and the student would then formulate a differential diagnosis—a list of things that might explain the cause of the chief complaint—and then order tests to better define what the problem really was. Once a working diagnosis was made, a treatment plan could be started.

The history and physical was very important. We learned that if we listened closely and examined carefully, the patient would eventually give us a good idea as to what the problem was.

The student’s responsibility did not stop with just the H&P. The students had to gather the lab data every day—sometimes more than once a day. They had to keep their residents informed with results and any changes with the patient’s status. There was an unwritten rule that we were never to surprise our residents, especially when an attending was present. In other words, any new lab data, x-ray results, or changes in the patient’s condition had to be communicated immediately.

When I was a student, the blood work had to be ordered and drawn by us. Any intravenous lines, bladder catheters, and naso-gastric tubes had to be done by the student. Only if the student was unsuccessful, would the resident step in and help.

Students would take night call which we looked forward to. The nights belonged to the residents as it was rare for an attending to come in unless the patient was really sick or needed an emergency operation. However, even if an operation was needed, it was usually done by a Chief Resident so long as the attending surgeon trusted him.

In the operating room (OR), the student would mostly just watch although he would be scrubbed and at the table. If the student had impressed his chief resident and attending with hard work and good presentations on rounds, he would be allowed to do some things of a technical nature in the OR such as tie some knots of a placed suture or even suture the incision at the end of the case.

Knot tying was a very important skill that had to be learned and practiced, especially if you wanted to become a surgeon. At the end of a case, the nurses would let us take some unused suture material so that we could go home and practice. I used to sew banana peels back together and would spend hours tying knots around stationary objects in my apartment. It is the rare student who is willing to do this extra work now.

Today, it is also rare for a student to do blood drawing, vascular access, pulmonary toilet, or tube placement as the hospitals now have teams of technicians or nurses to do these things. It is rare for a student to ever draw blood, start an IV, or place an arterial line; things we would fight to do when we were students. As a result, these necessary skill sets are not being learned until residency and, in fact, I know that some physicians never learn to do these things; this is usually by choice as some are just not interested in these “hands-on” activities.

As for spending the night in the hospital, this is another rare experience for a medical student today. Ever since the Libby Zion case in New York, medical educators have gravitated to letting the students go home to get their needed rest. Even the residents have 80 hour work week limitations. These restrictions were unheard of when I was a student or during my residency.

The third and fourth years of medical school were wonderful times but I found my life was changing. My freedom was being taken away, especially on the surgical rotations. My personal needs were forced to take second place to the needs of my patients. I learned that when a patient developed a problem in the middle of the night, physicians must be willing to leave their warm beds, go see the patient and then do what is appropriate to ensure that their patient’s problem was addressed. This responsibility is one of the linchpins that makes the medical profession different from all others.

We “older” physicians sacrificed alot for our careers. Our personal and family responsibilities were always secondary to our patient’s needs. A night’s sleep and an uninterrupted meal were luxuries to be appreciated but never expected. A true surgeon is always on call for his patients and should never expect some “covering” person to be as invested in dealing with all problems that may arise.

The advent of duty hours, mandatory time off, fragmented care with multiple people involved with a particular patient, have not, in my opinion, led to better care. Unfortunately, I don’t see us ever going back to the way we educated the students in the past. Not good.

by Darryl S. Weiman, M.D., J.D.

Professor, Cardiothoracic Surgery, University of Tennessee Health Science Center and Chief of Surgery, VAMC Memphis, TN

MORE ABOUT THE AUTHOR: Darryl Weiman is a featured expert in www.healthcaredive.com on February 17, 2016.