The Healing Place

Matt Woeste, MS2


‘Siri, take me to The Healing Place—Women’s Campus,’ I said into my iPhone as I drove west on Broadway toward the medical campus. “I found one location matching your description: 1503 South 15th Street,” she said. In my second year of medical school, I have mostly oriented myself to my new home of Louisville, KY. I know my major landmarks, navigate to most places without the aid of GPS, and finally differentiated the highways that make our “inner” and “outer” loops. On this particular day, however, I found myself traveling to a part of town I have tried to avoid since becoming a Louisvillian. ‘15th street?’ I thought to myself with several loud groans. Fifteenteeth street takes you to West Louisville. For those fearless urban explorers or dwellers, please excuse my previous thoughts: I grew up in a rural area of Northern Kentucky—I’m used to the simple pleasures of country roads and any need to drive in the city is considered a stressful situation. I’m sure you can understand my anxiety as I headed toward a rough neighborhood within my new city. I was on my way to participate in a student run clinic, an option I chose for my second year elective.

The Healing Place (link) is a rehabilitation facility primarily for those struggling against drug and alcohol addictions. I was assigned to the women’s campus for part of my elective time. In the second year you are able to choose from several elective options, with the student run clinics being one of the most popular choices. The Healing Place has two campuses (Men’s and Women’s) with the Hope and GLOH Clinics also being destinations for this elective option. At the end of first year, several of my classmates decided to be student directors where they help coordinate classmates and the logistics of each location and services we can provide.

By the time of my first experience at the Healing Place I was beginning to feel comfortable with my patient interview, but still realized I had much to learn in order to be as fluent and competent as the volunteer attending physicians. At each location there are typically 4-5 second year students, a fourth year, and one or multiple attendings. The students will interview their own patient, present the case to the fourth year who helps you with your delivery when presenting to the attending. After you have traversed through the hierarchy, you meet again with your patient to give them a treatment plan. Although I don’t have a medical license number, helping and learning to write out prescriptions is a cool feeling—something we don’t get to experience in our Longitudinal Standardized Patient Program. The Healing Place has tight restrictions on the medication you can provide to patients because of their history of abuse. Often I found in clinic that the proper treatment solution didn’t come from the prescription pad, but from simply asking how they were managing their program or just inquiring about their past. The patients were never shy and always willing to share, albeit, sometimes more than I needed to know!

I came back to the Healing Place to learn more about the facility through our Community Preceptor requirement in ICM. Instead of going straight to the clinic I was given a tour with several classmates. We went from wing to wing seeing the process of rehab. On day one, many residents start in Detox. Through an open door we kept our distance to allow those trying to shake the pain and symptoms of withdraw. After women have become clean of any drugs or alcohol, they are placed in “OTS #1” which stands for Off the Streets step 1. By following the rules and schedule of the Healing Place the women can move through the ranks of OTS #1 on to OTS #2. With each promotion your freedom is regained bit by bit. For example, in detox you surrender your cell phone and are isolated from communicating to anyone outside of the complex. Daily chores in OTS are rigorous and must be followed. Rise and shine is at the bright and early time of 5:30 AM. It is a requirement that each bunk is made, bathrooms are cleaned, and floors are swept. After OTS, the women go to “Phase.” Phase is one of the last steps before reintegrating into society and is also the stage where they have the most freedom. We attended a “Community”—a meeting where the women have the right to vote and elect their peers to fulfill certain duties around campus. For example, there were positions for managing grounds cleanup or laundry duty. When electing someone to these, the nominator would offer praise to their nominee and explain why it would help them become a better participant or even how it changed their outlook on life with intentions for them to do the same.

I sat next to an older woman during Community. We can call her Jane. Jane had previously been injured and became addicted to her pain medications. She introduced herself to the group as an alcoholic. The Healing Place follows the guidelines and principles of “Alcoholics Anonymous” so many will identify themselves as an alcoholic when speaking, but may identify however they choose. As Jane further elaborated on hardships of her past, (details that will remain private) I began to realize that the difficulties of medical school we face – the task of conquering board exams, and pressure to be a competitive applicant for residency – were quelled in comparison to struggles of our future patients, those like Jane. I headed home from my final visit with this new perspective. And maybe, West Louisville isn’t as ominous as I thought after all, as near the intersect of West Hill and 15th sits a place of healing for many women hoping for a better future.

A Typical Day as a Second Year Med Student and New Mom at ULSOM

Allison Lyle, MS2


Hi! My name is Allison and I am a second year medical student at ULSOM. In the summer after my first year, my husband David and I welcomed our first child, a daughter named Natalie, into our family. I wondered (worried, really) how a baby would figure into my second year, with a heavy course load as well as studying for the USMLE Step 1 exam; after some trial and error, we fell into a routine that seems to work well for all three of us.

This is what a typical day looks like for me:

5:00am

Natalie is usually awake by now, and she’s a pretty good alarm clock for me. While David gets ready for work (which for him is over an hour north of Louisville), I get Natalie’s daycare bag packed and my backpack and lunch together. If I’m running on schedule, I’ll start laundry or run the dishwasher, and set something out to thaw for dinner before I leave, which frees up more time in the afternoon and makes life much easier for me once I get home.

6:30am

This is usually the time I drop off Natalie at daycare and make my way into school for the day.

7:00am to 5:00pm

During the daytime hours, I’m usually on campus in class or studying in the unit lab, the lecture hall, or the library—all of which were recently renovated. During the lunch hour, I tend to use this time for myself, by either attending a student organization talk, reading medically-related articles on blogs, or even reading a book just for fun to clear my mind from what I worked on in the morning.

Our class schedule varies day by day. I tend to cherrypick the classes I attend this year moreso than I did last year; with Step 1 rapidly approaching, it’s not enough to study or review what we are learning in class for the next exam, so I try to make the most efficient use of my time by using free time or even classtime going over current information, reviewing lots of practice questions, and integrating my knowledge with First Aid, a resource nearly all medical students use to prepare for Step 1. Most classes at ULSOM are not mandatory, and all are recorded on the Tegrity system so we can review lectures at our convenience, which includes speeding them up. The Tegrity system is a great way to catch information I missed in class, to clarify information that wasn’t clear in the notes, or to experience for the first time (which I had to rely on frequently while I was pregnant during first year!).

During second year, usually on Mondays, we have mandatory classes known as TBLs… sessions for Team Based Learning. (This is one class that stays fairly consistent, compared to the rest of our class schedule.) These consist of 10-15 question, individual quizzes that cover information we learned the previous week, and generally combine information across disciplines, such as Pathology and Microbiology or Pharmacology. The goals of these quizzes are to assess our knowledge and identify the gaps—which we then discuss in our small groups of 6 students as we take the same quiz together. Once we submit the group quiz, we go over any rough areas as a class, highlighting areas that there may have been some difficulty or clarity issues. At the end, we take another quiz together in our small groups to assess how much we have learned during that TBL time. Overall, I enjoy this experience; I find it immensely helpful to hear how others solve problems, which helps me to remember things better for the block exams, which for us are generally once a month.

I am asked quite frequently about how I manage to be a med student and a mom—it can be pretty challenging, but by keeping a schedule and sticking to it, second year so far has gone pretty smoothly. One lesson I have learned during my time as a student has been that making adjustments to find out what works best for my family and me is essential. This realization is what has lead me to stick to my 7am-5pm schedule even on days when I don’t “have” to come to campus; I come anyway, I stay the allotted time and keep focused on the task at hand, and everything has been working great for classes as well as family time.

5:45pm

By 5pm I pack up my belongings for the day and head home to pick up Natalie from daycare. This is the time I generally use as “me” time—playing with my daughter and getting her ready for bed, finishing dinner, and spending quality time with my husband. At night, I generally review the day’s material, work more practice problems, review First Aid, or work on side projects that interest me, such as my research project for the global health distinction track (one of four such distinction tracks offered by ULSOM).

Because my daughter has to be picked up from daycare before 6pm, I try to squeeze in any volunteer or shadowing/precepting hours between the 7am-5pm window. This isn’t always feasible, so I am lucky to have my parents nearby. Having the backup in case I am running late or stuck in traffic is a lifesaver for this medical student!

Friday nights:

Fridays are a lot different from the rest of my time during the week. This is the designated “Date Night” for David and myself. I’m a firm believer in resting to regain my focus after a long week, and this is one great way to maintain my personal interests outside of medical school. Even during first year when we would have the occasional exam on a Monday, I never regretted spending this time away from the books to reconnect with my husband and daughter.

By the weekends I am usually exhausted, but overall, I love life as a new mom and second year medical student at ULSOM!