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21
2014

Match hysteria

An unprecedented Match year left hundreds of U.S. medical students with no residency destination, a trend experts say will increase in future years. But MCV Campus students proved to be strong contenders, especially in highly competitive programs.

Chris Woleben’s tool kit is one reason why.

Match Day is supposed to be the culmination of four years of medical school, an exciting day of tearing open the envelope and learning your destiny.

For some students, though, that envelope doesn’t come.

That doesn’t mean they’re not qualified to practice medicine or even that they’re below-average students, says Christopher Woleben, M’97, H’01, who is associate dean for student affairs at VCU’s School of Medicine.

It could mean that their strategy for the Match wasn’t adequate – or unfortunately, there are just not enough residency slots available in the system.

Christopher Woleben, M’97, H’01

WHAT’S THE PROBLEM?
By the year 2020, the United States will face a shortage of more than 91,500 physicians, according to the Association of American Medical Colleges (AAMC). By 2025, that number is expected to grow to more than 130,600. It’s a shortfall that’s equally distributed among primary care and specialists.

At first, the solution seems obvious: increase the number of students in medical school. And so VCU and other schools have increased class sizes (the incoming class on the MCV Campus is 216 strong, with plans to increase to around 250) and new programs have sprung up around the country.

But there’s a catch. To complete training, of course, physicians must complete a residency program.

Unfortunately for today’s students, the number of federally funded residency training positions was capped by Congress in 1997 by the Balanced Budget Act.

“The concern is that as medical class sizes increase, as more schools come on line and as more international medical students apply for positions in the United States, the number of open residency first-year positions is remaining stagnant, and the Match process is becoming more and more competitive,” says Woleben.

It’s a basic economic conundrum: demand exceeds supply, and so some students won’t get an envelope. That affects not only the student’s future, but the future of medicine in the U.S.

John F. Duval is chief executive officer of MCV Hospitals and chair elect of the Accreditation Council for Graduate Medical Education’s board of directors. He has a keen interest in ensuring an adequate workforce for the coming physician shortage, and the VCU Medical Center, like many other institutions, funds some residency positions without federal support. But it’s not enough. “There has been some growth, because individual institutions have elected to try and address local needs,” he says. “However, growth is not proportionate to the expansion in the number of medical graduates, be they allopathic or osteopathic.

“And so you have a train wreck in slow motion because you have the rate of growth for residency positions that is lower than the growth rate of new graduates.”

So what can be done? Budgets are tight everywhere. The AAMC and other organizations have lobbied legislators to fund more residency positions, an attempt that has not yet been embraced by Congress.

HEADING OFF THE HYSTERIA
In the meantime, universities have tried to make their graduates as competitive as possible.

VCU’s School of Medicine typically equals or exceeds the national average of 92-94 percent of students matching, and the school is nationally recognized for measures it takes proactively to ensure stronger matches.

Several years ago, Woleben developed a “toolkit” – a series of student surveys to identify and troubleshoot potential issues students may face in the residency application process. The AAMC recognized its value and published and shared the toolkit with its members nationwide. Since then, other institutions have looked to Woleben for guidance on dealing with potential Match problems.

The toolkit is used during the fourth year of medical school, as students are preparing their rank lists and seeking interviews. It helps spot students who are not receiving as many interview offers as other students. With that knowledge, advisors can intervene to encourage students to apply to more programs or change tactics early enough to be effective.

In fact, Woleben hones in on students’ aspirations well before that.

“I think we do focus a little more individual attention on our students than other schools,” says Woleben. “We’ve developed a four-year comprehensive career advising program so that each year, students are getting key pieces of information that will help them in the Match. We’ve strategically designed our curriculum to be longitudinal. We take time to meet with each student, to develop an individualized plan and track their progress.”

Obviously these are bright students – they got into medical school – but some face unforeseen challenges with family, health or other issues.

“We look at the total academic progress of the student,” says Woleben. “We want to make sure we’re graduating students who meet the competencies that are required to be effective, safe healthcare providers. At Promotions Committee meetings, that’s where we focus our discussion regarding individual students who are struggling. Is this student going to be an effective care provider? That question often goes hand-in-hand with whether they’re going to match into a residency program.”

VCU offers myriad resources to students, says Woleben, including help with study skills, time management, test taking and determining disabilities that may require accommodations. Deans and advisors regularly discuss student progress and work to create individual plans for students.

MAKING A PARALLEL PLAN
So if the surveys and administrators identify a student who might be at risk of not matching, what can they do? Advisors are asked to provide realistic expectations, encourage applications to “safety” schools and guide students to consider a residency that might not be as competitive but will still align with their career goals. Students need to have a parallel plan to increase chances of matching.

“When students are selecting programs for their application, I encourage them to have a balance between ‘reach’ and ‘safety’ programs,” says Woleben. “Often, our students find that they end up matching into their reach programs.”

For some specialties such as pediatrics, family medicine, psychiatry, neurology, physical medicine and rehabilitative medicine, students may safely apply to 15 to 20 programs, he says. For residencies that attract a higher number of applicants – surgical subspecialties such as urology, ophthalmology, otolaryngology, orthopedic surgery, dermatology or plastic surgery – looking at 60-plus programs with a goal of getting 10 to 15 interviews is often recommended.

Even with that strategic planning, sometimes the worst can happen.

“In 2014, we had 14 students go unmatched, a little bit higher than usual,” says Woleben. “We saw a similar trend that other schools saw: students applying to more competitive programs were going unmatched in higher numbers.

“We all did a good job of advising weaker students to make revisions to their plans, but we saw some of our stronger students were not as successful as in the past.”

“I don’t sleep well for a week before the Match, and I don’t think the students do either,” says Woleben.

By noon on Monday of Match Week in March, students learn if they’ve matched or not (though they don’t find out where they’re headed until Friday, when the envelopes are distributed around the country).

So what happens to those who don’t have a match?

SOAP OPERA
Since 2012, the National Resident Matching Program (NRMP) has run the Supplemental Offer and Acceptance Program (SOAP) for students who come up empty-handed on the Monday of Match Week. Those students submit applications to programs with unfilled slots. For many, it’s a second chance to get
the coveted envelope on the Friday of Match Week.

It’s a very emotional time, says Woleben.

MCV Campus administrators, program directors, career counselors and personnel from University Counseling Services are on high-alert starting at noon Monday to meet with students who might need to consider other specialties.

“By 2 p.m., they have to start applying to open programs, and sometimes that requires they apply to
a specialty they haven’t applied to before. It’s really fast-paced, and there is a lot of emotion in those two hours. We try to supply as much support as we can,” says Woleben.

Over the course of Match Week, applicants who did not match or only matched to an intern year may endure multiple supplemental rounds. Applicants can receive multiple offers during each round and must decide quickly since these offers are valid only for a two-hour period.

Adam Carter, M’13, was shocked on the Monday of Match Week to learn that he only matched for his intern year and not into a full dermatology residency. “Everyone had told me I had nothing to worry about,” he said. “It seemed so simple before Match Day: you go to med school, apply for a residency in dermatology, get it and go. And then Monday hit, and suddenly everything was very complicated.”

He knew he was applying for a competitive specialty and would have a better shot at something less competitive. “It made me step back and think about whether this was something I really wanted to do. And through not matching, I realized that this was absolutely what I wanted to do and nothing else in medicine would make me as happy as dermatology.”

While Carter completed his intern year, he reapplied for dermatology and accepted a dermatology position he acquired outside the Match and SOAP processes. In doing this, he was able to begin his residency this year and is currently a dermatology resident at New York Medical College. He volunteers to talk with fourth-year students who find themselves in the situation he faced last year.

“One of the things I learned from people I met ‘on the trail’ this year was that these applicants are very, very bright individuals,” he said. “But the numbers just aren’t working out for everyone.”

In 2014, by the end of Match Week, only five VCU students remained unmatched. Across the nation, several hundred U.S. seniors still did not have a residency position. Some opted to take a “bridge” year – perhaps earning a master’s degree or doing research – and come up with a new strategy to get a residency position the next year.

Administrators at VCU and other schools ponder whether it’s fair to let students continue on if they’re not good candidates for Match, perhaps racking up more debt. It’s an ethical dilemma, says Duval, without a clear solution. Another topic of discussion at American institutions is whether or not U.S.-trained students should have priority over foreign students, helping the Match numbers, perhaps, but taking away valuable diversity.

For now, the problem is only going to get worse as medical schools graduate more and more students who need residency positions. The AAMC has urged lawmakers to lift the cap on the number of federally supported residency training positions and increase funding soon to avert the looming crisis of physicians.

Lawmakers have responded with proposals in the House and Senate to increase the number of residency positions, but those bills have languished in committee.

What can today’s physicians do? The AAMC encourages them to contact lawmakers to explain the problem and make the case for taking action.

“There is not a front-of-mind awareness that this train wreck is occurring,” says Duval. “I do believe that we need to take the opportunity and start educating the broader medical community about forward-looking issues within the workforce.

“That is a right, reasonable thing for us to do.”

By Lisa Crutchfield

21
2014

Tackling Concussions

Awareness, Better Diagnosis and Management are Key

Cade Harris was hit so hard last season that he blacked out for a few seconds. After gathering himself, he walked to the opposing team’s huddle. “The next day, I had a terrible headache,” he says. “It was a little scary.” Doctors confirmed that Cade, a senior at Patrick Henry High School in Hanover, Va., had suffered a concussion, his second in three years.

“There have been thousands of concussions in every war we’ve fought and scores in every football season that’s been played. But for so long there was no awareness. That’s all changing,” says David X. Cifu, M.D., chairman and the Herman J. Flax, M.D. professor in the Department of Physical Medicine and Rehabilitation.

Cifu is the principal investigator of a $62.2 million federal grant to oversee a national consortium of universities, hospitals and clinics studying what happens to active duty service members and veterans who suffer traumatic brain injuries. And he is working closely with the NFL, NHL, NCAA and high schools to develop better diagnosis and management of concussions. Gone are the days when a coach asks a dazed player how many fingers he is holding up or what day of the week it is.

“Ninety-five percent of all brain injuries are mild concussions – more than half of all people never see a doctor and probably don’t tell their coach or parents,” he says. “But it can take six months or longer for the brain to return to its normal function. We need to test the brain’s ability to perform multiple functions at once before we let an athlete get hit again, give a soldier a gun or let someone drive a car.”

He hopes to release specific findings and guidelines in the next few months. Already, he has helped develop a Concussion Coach app that supports self-management of symptoms for the U.S. Department of Veterans Affairs.

“Concussions are the oldest injury out there, dating back to when cavemen hit each other over the head with animal bones,” he says. “But we are still improving how we diagnose, assess and manage them. We are making great strides to bring about better health for everyone.”

The Concussion Coach App

The Concussion Coach app is a self-help tool for anyone with persistent symptoms after a concussion. The free app is available for iPads and iPods, and it will be available for the Android platform later this year.

By Janet Showalter

 

Did you know?
• The Centers for Disease Control reports that about 3 million concussions occur each year in the United States.
• Symptoms include headache, difficulty concentrating, dizziness, nausea, sensitivity to light and noise, fatigue and difficulty remembering new information.• Long-term effects can include dementia and other mental issues.
21
2014

Football injuries place the need for team doctors in the spotlight

It’s every coach’s worst nightmare.

With time running out in an intense football game, the quarterback drops back and hits his receiver for a first down. The safety comes out of nowhere to deliver a bone-crunching tackle.

A hush falls across the high school stadium as the receiver lays motionless, face down on the hard turf. The coach rushes in from the sideline. With no training to handle such a crisis, he calls 911.

In a perfect world, high school athletes would have access to both team physicians and athletic trainers,
a luxury enjoyed at Hanover County’s Atlee High School thanks to the services of Sally Marks, ATC, and Mike Petrizzi, M.D.

Scenes like this are not uncommon, because less than 20 percent of high schools have a working relationship with a team doctor. And only about 55 percent of high school student athletes have access to a licensed athletic trainer.

“It can be very scary,” says Mike Petrizzi, M.D., clinical professor of family medicine on the MCV Campus. He’s the medical director of Hanover Family Physicians and has been team physician at the county’s Atlee High School since 1991. “I think there are many family doctors and pediatricians who know they are needed on the sidelines, but are insecure about whether they have sufficient training.”

That’s why Petrizzi teamed up with Steve Cole, certified athletic trainer and associate athletic director at the College of William and Mary, to create the Sideline Management Assessment Response Technique (SMART) workshop in 2003. The course teaches physicians the skills necessary to be both competent and confident in their ability to serve the community at athletic events.

“The better trained providers are, the better chance we have of avoiding a catastrophic event on Friday night,” says Jeff Roberts, M’04, program director for the St. Francis Primary Care Sports Medicine Fellowship Program in Richmond.

Jeff Roberts, M’04

Roberts, team physician for Virginia’s Powhatan High School, is a SMART instructor. The four-hour course emphasizes hands-on learning, with volunteers in football gear bringing the Friday night experience to life. Participants practice how to recognize and manage football injuries, including concussions, stingers, separated or dislocated joints, torn or sprained ligaments and broken bones. They practice the log roll – moving a player with a suspected neck injury onto a backboard.

“Thankfully, I have never had an athlete suffer a c-spine fracture,” Petrizzi says. “But you never know what you might face. It sure does help to have practiced what to do in the event of a catastrophic injury. Our student athletes deserve the best care.”

As a high school athlete, Petrizzi remembers watching a news program that asked, “who’s watching your kids?” Even then, he was alarmed to discover that first-aid training was not a requirement for coaches.

“I couldn’t believe it,” he says. “It became a passion of mine to develop a program that would help make sports participation safer for our youth. Trained personnel are needed whether the team is having a bad year or a winning year. If something should happen, these athletes need to be with someone they know and trust. That’s important.”

In an ideal world, Petrizzi says, schools would have an athletic trainer and team doctor working together to provide the best care. He is hopeful that SMART one day will be part of family medicine and pediatric residency training across the country and that those completing the course will, in turn, teach others – a vital step in providing more coverage at the high school level.

“Unfortunately, injuries are part of any sport,” Roberts says. “The question is, how prepared are you to handle them?”

By Janet Showalter

Tips for High School Team Physicians from Mike PetrizziCONCUSSIONS
• When in doubt, keep them out.
• You can have a concussion and NOT lose consciousness.
• Learn the five steps to a graduated return-to-play protocol.

NECK INJURIES
• Master the log roll.
• If an athlete remains unconscious, you must assume a broken neck.

STINGERS
• If an athlete’s arm is stinging or burning but there’s no neck pain, assume an injury to the brachial plexus. Sideline him unless the injured side can move as easily and with the same strength as the uninjured side.

DISLOCATIONS
• With a normal neurovascular exam and lacking the experience to reduce the dislocation, immobilize in a splint and transfer to the ER.
• If no pulse and a long drive to the hospital, one attempt to reduce it with longitudinal traction might save the limb.

RETURNING TO PLAY
• Perform a functional assessment by asking the athlete to show you he can use the affected side doing what his sport demands. For instance, very few sports rely only on running straight ahead, so ask the athlete to cut, twist and stop on the injured joint.

Want to learn more?
Since Petrizzi and Cole started SMART, more than 500 physicians, athletic trainers, coaches and emergency personnel have completed the workshop. It has been offered at medical conferences across the country as well as local events and in small group settings. It is also a highlight of the VCU Sports Medicine Update in Primary Care conference. Sponsored in part by the VCU Continuing Medical Education Office, this year’s conference will be held Dec. 5-7 at Kingsmill Resort and Spa
in Williamsburg. Learn more and register at www.vcuhealth.org/cme.

21
2014

After 6,000 students, 37 Match Days, the original golden apple retires

You knew you were always in good hands

For many, Janet Mundie was their mother away from home, providing a shoulder to cry on without fail.

WANT TO SHOW YOUR APPRECIATION? Visit www.support.vcu.edu/give/JanetMundie to make a gift to the Janet H. Mundie Scholarship.

Others considered her a trustworthy friend, doing everything in her power to ease an emotional crisis. And for others still, she has been a teacher, a reliable guide through the challenges of medical school.

“She is so loving and helpful and goes way outside her job description,” said Debbie Armstrong, M’02, who practices family medicine in Winston-Salem, N.C. “She’s incredible.”

After 42 years at the university, Mundie retired on June 30. For most of her tenure, she served as student services specialist, helping more than 6,000 students through 37 Match Days.

“I feel like I’ve played a big part in helping our students get into their residency programs,” Mundie said. “That makes me very proud.”

A rite of passage for fourth-year medical students, Match Day is also incredibly stressful and emotional. It isn’t every day that aspiring doctors learn where they are headed for residency training.

“She has been there to hold their hand and help them determine the best places to apply,” said Ike Wood, M’82, H’86, F’88, the senior associate dean for medical education and student affairs. “She is one of the most caring, compassionate people I know.”

When Mundie joined the university staff in 1972, she worked as the supervisor of the parking office. Five years later, she moved to the School of Medicine. Back in the “early days,” as Mundie likes to call them, the fourth-year students came to her office regularly for face-to-face counseling and help with paperwork.

Mundie was always there to assist them with their applications, compiling transcripts, letters of recommendation, Dean’s letters, medical board scores and class grades. For each of the 20 or 25 residency programs they applied to, Mundie made sure each package was complete.

As competition intensified over the years, students applied to more programs, up to 125. And the process became computerized, with Mundie monitoring and compiling applications online.

Still, the friendships have flourished. Over the years, Mundie has won 19 Golden Apples, an award the graduating class gave through 2010 to an esteemed faculty or staff member. And earlier this year, the school established the Janet H. Mundie Scholarship, which is part of the ongoing 1838 Campaign.

“When they told me about the scholarship, I was speechless…and I’m never speechless,” Mundie said. “What an incredible honor.”

Mundie, 62, grew up in the Northern Neck. She worked as a telephone operator, mail messenger and in banking before joining VCU. “Once I got here, I knew this was home,” said Mundie, who lives in King William with her husband of 43 years, Dennis. “I’ve been so blessed to have wonderful bosses and co-workers. And what a privilege to watch these students grow up and figure out their life’s path.”

Mundie, who has two children and four grandchildren, keeps in touch with many graduates. Some return for guidance long after graduation. Armstrong, for example, changed her specialty twice and sought out Mundie for help.

“Janet’s love and patience helped me through not one, but three Match Days,” Armstrong said. “Even though I was no longer a student, she was with me every step of the way. I never could have weathered it without her.”

Reunions also take place in doctors’ offices and hospitals. A few years ago, when her granddaughter had surgery, Mundie discovered the anesthesiologist was a recent graduate.

“I was so relieved, because I knew she was in good hands,” she said.

Just like fourth-year medical students have known all these years that they were in good hands with Mundie.

“That they trusted me means the world to me,” she said. “I’m really sad to be leaving, but you can bet I will keep tabs on them all.”

By Janet Showalter

08
2014

Cadaver Rounds moves what was a purely anatomical experience into the clinical realm

Cadaver Rounds animation

Table 19 used animation to showcase the unique opportunity they had to CT scan our cadavers. “We used the full coronal CT view of our cadaver as a reference to present each of our findings,” explains team member Abrahm Behnam. A screenshot of the webportal through which the students accessed their CT images serves as the starting point of their presentation. Images courtesy of the Class of 2017′s Abrahm Behnam.

A new twist on the traditional gross anatomy course is giving medical students an unprecedented opportunity to expand beyond basic anatomical observations. For the first time, they can send suspicious tissue biopsies to the pathology lab and even obtain a full body CT-scan of the cadaver itself.

Along with observations made during dissection, those results help them assemble a plausible clinical picture of the cadaver – a picture they then present to their classmates in “Cadaver Rounds.” In the culmination of the gross anatomy course, teams of students describe their cadavers’ major clinical problems, the typical prognosis of possible diseases found, suggest clinical or lab tests relevant to the case and, finally, a likely cause of death.

“Cadaver Rounds has moved what was a purely anatomical experience into the clinical realm,” says M. Alex Meredith, Ph.D., course director and professor of anatomy and neurobiology. The course now challenges students to observe structural anomalies in the body and then ask “what that person’s health profile was like and how those problems may have impacted their lives.”

That’s in line with larger curriculum changes the medical school debuted last year. The new course of study is clinically driven, using the preclinical years to encourage students to think of the patients they will encounter in the future.

With access to reports from pathology and radiology, students now have a self-directed opportunity to confirm, enhance or even refute or explain their observations in the gross anatomy lab. And in August, after all the dissections and other observations are completed, the student teams presented their findings to their classmates.

Cadaver Rounds animation

Table 19’s objective findings, integration and case scenario were presented along with animations describing the pathologic and diagnostic findings. Images courtesy of the Class of 2017′s Abrahm Behnam.

For Meredith, it was “perhaps the best day I’ve ever had as a teacher. The presentations were more than we could have imagined they would be both in content and in style.”

Susan R. DiGiovanni, M.D., assistant dean for preclinical medical education, was on hand for the presentations, too.

“I so wish we had something like this when I was a student,” she says. “I liked anatomy, but we didn’t much feel like future doctors as we toiled in the lab for hours trying to identify nerves, tendons, arteries and veins that had little meaning to us because we had no way of knowing how it related to patient care. There has never been anything like Cadaver Rounds.”

She remembers her own classmates discovering an abnormality during dissection and running over to other tables to compare it to what ‘normal’ looked like. “We never put the story together to think about our cadaver as a patient. Cadaver Rounds has the students looking at their cadavers in whole new light. They thought of them as a person. They wondered what their story was. They played sleuth to put the clues together much as pathologist would.

“I was astounded at the professionalism of the students’ evaluations and how carefully they thought about their ‘first patient’ in such detail. I couldn’t believe their creativity and incredible use of technology. They put many faculty to shame!”

The four teams who earn the highest scores on their presentation received the distinction of “Best Cadavers” along with copies of the recently published biography, “Medicine’s Michelangelo: The Life & Art of Frank H. Netter, M.D.”

2014 Cadaver Rounds Award Winners

Baughman Society Winner: Anatomy Dissection Table 10
Christopher John Hagen
Rebecca Anne Maddux
Lindsey Marie McKissick
Shreya Jagdish Patel
Samay Sappal
Metul Ketan Shah
Sherna Sarvajna Sheth

Benacerraf Society Winner: Anatomy Dissection Table 25
Claiborne Downey
Diane Denise Holden
Sarah Louise Hughes
Vanessa Monique Mitchell
Olga Mutter
Andrew Percy
Taylor Magruder Powell

Harris Society Winner: Anatomy Dissection Table 22
Jamaal Christopher Jackson
Michael Christopher Krouse
Andrew David Lyell
Ye Ri Park
Katherine Ann Pumphrey
Advaita Punjala
Megan Elizabeth Shaffer

Warner Society Winner: Anatomy Dissection Table 7
Harnek Singh Bajaj
Mark Raymond Cubberly
Maria George Hadjikyriakou
Samuel Micah Orwin
Vikash Parekh
Sarah Elizabeth Pauli Smith

15
2014

Medical School debuts Cadaver Rounds for first-year students

Cadaver Rounds

The Class of 2017’s Kymia Khosrowani, Kaila Redifer and Andy Green discovered an unusual structure in the course of their dissection. They sent a biopsy to the pathology lab to determine if it was an enlarged lymph node or a mis-shaped adrenal gland as they suspected.

In an era when some other medical schools have dropped or limited the gross anatomy lab, it’s more pertinent than ever on the MCV Campus.

Just as in years past, first-year medical students learn from their “first patient.” But now they have an unprecedented opportunity to expand beyond their anatomical observations. For the first time, they can send suspicious tissue biopsies to the pathology lab and even submit the cadaver itself for a full body CT-scan. In return, as first-year sleuths, they’re asked to assemble a plausible clinical picture of the cadaver from their different observations.

It’s called Cadaver Rounds.

“Each cadaver is different and has a different medical life history,” says M. Alex Meredith, Ph.D., course director and professor of anatomy and neurobiology. “Studying the cadaver has been so valuable in helping students develop a visual picture of the body’s 3-D structure and to see the body’s variability. Now, we are pushing those observations further to estimate – from discovered things like scars, shunts, implants, tumors and the like – what that person’s health profile was like and how those problems may have impacted their lives.” ”

Working in teams, the students dissect the cadaver with intensive study of 20 different regions of the body. Along the way, they make daily logs of important anatomical or pathological findings as well as suspected medical problems from scars, implants and tumors.

M. Alex Meredith, Ph.D.

M. Alex Meredith, Ph.D.

Meredith points out “Some clinical syndromes exhibit multiple pathologies.” By spotting and recording clues along the way, students eventually may be able to correlate separate observations to a single disease process. The reports from pathology and radiology provide an opportunity to confirm, enhance or even refute or explain the students’ observations.

The dissection experience culminates in August, when the student teams formally present their findings to their classmates. They’ll be expected to describe any major clinical problems identified, the typical prognosis of diseases found, suggest clinical or lab tests relevant to the case and, finally, a likely cause of death. As a result, the whole class will have the chance to learn from 32 “first patients.”

Through Cadaver Rounds, students have early exposure to new skills. For example, they test out their dexterity with a scalpel as they slice biopsies and prepare them for the pathology lab. Once submitted, the Pathology Department prepared the slides and Davis Massey, M’96, PhD’96, H’01, associate professor of pathology, read each specimen and provided a standard Path report.

Students also learned how to read a CT-scan thanks to the Class of 2006’s Peter Haar, M.D., Ph.D., who is now on faculty in the Department of Radiology, who arranged the CT scans for all 32 cadavers. He also organized tutorials by the radiology staff for the students to examine and interpret the scans.

Meredith says Cadaver Rounds will ultimately prepare students for participating in Grand Rounds. A medical school staple, in Grand Rounds a physician presents a patient’s case or a new medical advance to an audience consisting of doctors, residents and medical students. Less common now, traditionally the patient would also attend the session.

The four teams who earn the highest scores on their presentation will receive the distinction of “Best Cadaver” along with a copy of the recently published biography Medicine’s Michelangelo: The Life & Art of Frank H. Netter, M.D. Netter was described in a NY Times book review as “possibly the best-known medical illustrator in the world.”

Meredith was a medical illustrator himself (Hopkins, 1978) before completing his Ph.D. in anatomy on the MCV Campus in 1981. He says “Cadaver Rounds has moved what was a purely anatomical experience into the clinical realm.”