Dual Roles: When Your Patient is Your Parent

Daniel Yeremin, MS3, Class of 2025

Medical school has challenges for everyone; 2023 was especially stretching for me. One such challenge occurred during my neurology clerkship. On the second day of my rotation, I received a text that my father was going to the hospital for some head imaging, the same hospital in which I was currently working. He had been unwell for several days with what my parents had assumed was ‘the flu.’ This update surprised me. I met several family members in a waiting room downstairs as my father was taken to imaging. We waited for what I think was several hours before the doctors returned, explaining that they needed to admit him to the neuro critical care unit.

For nearly two weeks, my days were divided between attending to my patients during the day and spending my evenings and weekends with my father down the hall. At one point, I was even part of the rounding team who cared for my father. My father loved joking that I was on “”double duty”” as son and student. He would often request a prescription refill from “”Dairy Queen Pharmacy,”” colloquially known as a Turtle Pecan Cluster Blizzard. That was one way in which I was able to encourage him. Being faced with the possibility of losing my father was emotionally draining, compounded by the struggle to balance my educational commitments. I had to put aside my normal, strict routine to be there for my father and my family.

This experience highlighted several things that everyone already knows, but we often take for granted. Firstly, it reminded me that every patient is someone’s loved one. As medical professionals, we can forget patients have just as much of a life as we do with goals, hopes, and dreams. Secondly, all of us as medical students and doctors have seen very sick patients in the hospital. We have also all experienced, to varying degrees, the pain of seeing loved ones endure suffering or pass away. Getting to see both simultaneously allowed me to empathize more deeply with patients and gain insight into the daily challenges faced by patients and their families.

Crying Over Mr. Ashton

Bethany Snyder, MS3, Class of 2025

“What is going on with me?”

As part of our curriculum, all University of Kansas medical students have to stumble through simulated patient encounters. Most of them are one-offs (we treat a patient once, then never again), but one patient we see multiple times, a cis-male character named “Paul Ashton.” We first meet Paul for a generic complaint and order the appropriate labs. We see him a second time to inform him that a cancer screening marker has come back elevated. During a third visit we transition his care from hospital to home, and then in the last encounter we inform him that his cancer has returned.

Throughout these encounters, note that there are several different actors who portray Paul (we have over 200 medical students after all, one man could not do it alone), and I, myself, saw a different man play Paul each time. Despite this, during the fourth Paul encounter, I held back tears as I told him I would be there for him no matter what, whether he wanted to treat his recurrent cancer or not. I struggled to keep my voice even and my face neutral as we discussed his goals of care and his desire to stay with his grandchildren as long as possible. “What in the world?” I thought. This is a fake patient, not a real person. On top of that, it’s not like I have an attachment to a particular actor because it’s been a different man every time! For some reason, it just felt so personal and real.

Weeks later I was assigned to the inpatient oncology service on my internal medicine rotation. This was my third rotation thus far, so I wasn’t quite a novice, but I also hadn’t dealt with terminal illnesses in real patients yet. “Rick” was a patient admitted to our service for extensive blood clots in his legs. He had recently had an appointment with his outpatient oncologist, who reported that his most recent experimental chemotherapy had failed, and his metastatic disease would be terminal. This news was fresh and devastating for him and his wife. Nonetheless, I faced them with calm professionalism and frankness, not letting our conversations sink into unmitigated despair. I couldn’t understand why I was able to achieve such control with a real patient, but a simulated one had gotten under my skin.

As I mulled this situation over, I began to think about my mother, who happens to be an ER nurse with over 20 years of experience. She was a charge nurse during some of this time as well. To be quite honest, I had never understood how someone like her was able to perform that job. Reason being, it’s one that requires someone with strength and quick thinking during life-or-death scenarios, and my mom is someone who cries when she sees advertisements on TV for animal cruelty organizations. She is excitable, garrulous, sensitive, and passive. Instead, I always thought I had taken after my father: the stoic, analytical engineer. Growing up I felt closer to my father than my mother, who irritated me at times with what I felt was an overreactive personality.

But this same woman was somehow able to efficiently run an ER at the largest hospital in Kansas City. Could it be that during her work she slips into a composed persona which I have never seen at home? When surrounded by family, perhaps she doesn’t find it necessary to keep a cool demeanor; we are the ones she feels safest around. But at work, her patients and colleagues need her clear thinking and composure. I realized this is a side of my mother that I have never seen before, but it is something we might have in common. In the simulated Paul scenarios, the very fact that they weren’t real meant it was safe to let my emotions flow, so I struggled to contain them. With Rick’s genuine situation upon me, however, I had no trouble keeping them in check, because I knew this wasn’t the time to let go.

I felt guilty for underestimating my mother for so many years. It’s difficult to swallow the fact that there are sides of my mom that I have never seen. She doesn’t work in healthcare anymore, so I can’t visit her during work hours if I wanted to. Even so, now I have a greater understanding of who she is. Having my own bewildering experience with the emotional aspects of practicing medicine not only helped me learn more about myself, but it also brought me closer to my mother.

A 24 y/o F

A 24 y/o F

Angela Gutierrez, M2, Class of 2026

I envision this as the captivating genesis of any HPI, or like the opening scene of a

standard case presentation, or when preparing ourselves for the narrative of a vignette leading to

a thought-provoking question. Fictional patients based on real people. However, unlike these

fictional patients, this is real. This is mine.

Continue reading “A 24 y/o F”

Diamonds in the Rough: Working as a Track Coach at an Inner-City High School while in Medical School

Diamonds in the Rough: Working as a Track Coach at an Inner-City High School while in Medical School

Liam Lynch, M2, Class of 2026

“Going to track practice every day was my escape from the monotony of medical school.
Going to track practice was their escape from things much worse.”

If you’ve met me, you know that running has been and will always be one of the most
pivotal parts of my life. It’s the reason I went to college, the reason for my drive and fortitude in
life, and an integral part of my daily routine. My yearly vacations center around where I’ll be
racing next and even my med school research revolves around running. In short, running is
intimate and intertwined with who I am.


Thus to me, nothing would be more worthwhile than giving back to the sport that has
gotten me to where I am today: Track & Field. We’ve all heard that volunteering in medical
school is one of the most crucial extracurriculars. Residencies will want to see a physician who
cares about their community and someone who gives without expecting anything in return. The
conclusion seemed natural; I was going to volunteer as an assistant track coach somewhere.


I reached out to many nearby Kansas City high schools: Shawnee Mission East, North,
and Bishop Meige. Bluntly put, these were the rich schools; they had the infrastructure and
funding to allow me to volunteer on a come-and-go basis. They didn’t need me at these rich
suburban schools but would take me and let me pad my resume.


Wyandotte was different though. Despite the strong, caring, and capable leaders I
encountered, decades of gentrification, rezoning, and defunding had led to its steady decline.
According to U.S. News & World Report, Wyandotte High School consistently ranks in the
bottom 20th percentile in all metrics for Kansas, ranking in the 2%, 3%, and 7% in math,
reading, and science proficiency, respectively. Freshmen make up 42% of their enrollment while
graduating seniors make up only 15%. The total minority enrollment is 98%, and 90% of
students are economically disadvantaged. Suffice to say, this school was very different from the
ones I grew up with and the other schools I was looking to volunteer at.


Wyandotte’s process was different, too. Head Coach Richie Bryant invited me for an
interview, which was something none of the other schools asked for. I figured that being an ex-
collegiate athlete turned medical student was qualification enough to volunteer—all the other
schools thought so too—but I agreed to an interview nonetheless. At the very least, it would
make my decision of where to volunteer easier.


I arrived at Wyandotte, passing the police officers and metal detectors stationed at the
entrance; it was already a stark difference from my own high school days. We went through
hallways displaying the trophies and banners of the school’s glory days that only those old
historic schools have. Then, after meeting Coach Keegan and Mr. Black, we sat down in the
bleachers of their basketball gym.

Continue reading “Diamonds in the Rough: Working as a Track Coach at an Inner-City High School while in Medical School”

Community: then, now, and there

Emily Casteen, MD Class of 2026

As a Narrative Editor of Med Intima, I have the privilege of sharing the experiences and stories of members of the KUMC community. I’m so grateful for my classmates in Group 23 who sat down with me to reflect on their own journeys finding community during M1 year. Their vulnerability and courage are an inspiration to me! Above all, this piece seeks to remind us that we are not alone. 

Continue reading “Community: then, now, and there”

My Interventional Radiology Shadowing Experience

Samira Shorey, MD Class of 2026

“Honestly, it’s just a fun little blog post! I like keeping track of my experiences, perspective on medicine and specialties on my blog. I wanted to share it with others.”

This Monday, I jumped out of bed with unbridled excitement. I turned on some funky music and started getting ready to shadow an interventional radiologist.

Why was I so excited? Well, I had it in my mind that IR was the perfect specialty for me. It’s radiology + hands on procedures – two things I loved. You could not go wrong with that, I thought.

Continue reading “My Interventional Radiology Shadowing Experience”

A Little Death

Lindsey Glass, M.A. Speech Pathology, Class of 2024

I remember it clearly; the realization of what death was. Every living being dies. That meant the most important person in my life, my mom. I was around the age of four and realized my mom would die someday. The absolute disbelief and devastation. I threw myself on the kitchen floor, completely inconsolable. My mom comforted me. I do not remember what lead me to this realization, perhaps our pet hamster had recently passed. But my mom? She would die someday. This could not be. I refused to accept this fact. Eventually, after much of her kind and soothing words, she comforted me, and I moved on. This was part of life and I had to accept it. Now at the age of 32, honestly, I do not think I really accepted it, especially my mom dying someday.

Continue reading “A Little Death”

The Way We Remember

Cecile Hermanns, M1, MD Class of 2026

I met RM in September of last year. We were paired together as part of a yearlong program where medical students meet with dementia patients and learn from their experience. We ended up meeting in her kitchen on Saturday mornings, sitting at the kitchen table and drinking coffee.

RM has early-stage dementia. She was able to tell me about her life and remember details about mine. I received some phone calls about our plans – what cookies had we decided to bake? When was I out of town? – but overall, our conversations were like any others. Except I was surprised by the depth of familiarity we reached with one another in such a short time, the way she felt comfortable sharing anything and everything with me. As a medical student I could tell that I was perceived as someone confidential, a person to confide in and trust. 

Continue reading “The Way We Remember”

Scripted

Adam Wilson, M1, Class of 2026

            I love theater. I participated in my high school’s drama club, and each year I go see a few plays and musicals in KC. There is something magical that happens on stage—human ingenuity creates dazzling sets, talented actors and actresses draw me into their worlds with wonderful performances, and beautiful music ferries me through the show. And when I was asked to come back to my high school to teach the tech crew how to operate the sound and light boards, of course I had to help.

            Returning to theater gives me a chance to reflect on what lessons and parallels I can draw. Most salient to me is the process by which characters are made legible (made comprehensible) on stage, and how I make myself legible to others by playing a script that others can understand based on notions of familiarity and acceptability. For example, in the case of many members of my former high school’s drama club, they must make themselves and their lives legible in a limited range of forms to access scholarships and better education on their college essays. I play the part of a medical student; therefore, I must play it adequately by exuding confidence and competence. If I were to falter at playing this part, I would expect some derision from my peers based on previous experiences of failing at playing my roles appropriately.

 “What have I done to myself to make myself more legible?” I often ask myself.

Adam Wilson, M1, CLass of 2026
Continue reading “Scripted”

Finding a Friend, Finding a Home

Emily Casteen, M1, Class of 2026

The blizzard smothered the squeaky old subway as it slowly pressed toward the station. Nighttime had arrived, and the darkness was brightened only by a bit of shimmer from the ice and snow that stubbornly prevailed against any shovel. I rested against my cold, hardened seat, ready to enter this frosty wonderland with a new sense of excitement; I was going somewhere new. Comfortable in my alone-ness, I was quickly awakened from this slumber as I exited the station. I was lost in the city with every street sign covered in a white blanket that chilled me to my core. 

Not long later, a shadow made itself out to be a friendly face, a fellow lost traveler. “Where’s the door?!” she shouted, her voice rising above the gusts. Traversing together, we found not only the door but also a piping hot pizza waiting for us inside; we had finally arrived. Thawed by the pepperoni and the conversations of those around me, I warmed up to folks who would become close friends—the kind that have you over for dinner and make their home your home—and experienced the deepest joy as I opened my life up to these new people. 

Continue reading “Finding a Friend, Finding a Home”