ABIM Preparation Advice

  • Did not touch MKSAP at all until after Step 3 (after march of intern year) – and even then I did not seriously sit down to do any MKSAP until summer after intern year
  • MKSAP was started early in year 2 of residency
  • Finished first pass of MKSAP over the subsequent 1-1.5 years
  • Always looking up stuff on uworld, attempting to pay attention to noon conferences (hit/miss and embarrassingly, there were A LOT of pictures from other residents of me being KNOCKED out during noon conferences), grand rounds/morning rounds participations, etc – basically consistent work throughout residency
  • Finished first pass of MKSAP officially by Oct of my final 3rd year of residency including all supplemental stuff – NEVER TOUCHED IT THEREAFTER!
  • Oct of 3rd year bought UWORLD for ABIM – 1000 questions slowly done by Oct of 3rd year until end of 3rd year residency
  • Moved across the country in June
  • Job start was Aug 1 which left me a full month or so of dedicated ABIM studying
  • I finished the first pass of UWorld thereafter and reset and did another 1000 questions until the actual ABIM on the first available date of Aug 14
  • First pass % on UW was ~65-68%?
    • Quick refresher of Biostats: Randy Neild MD YouTube channel – 4 part Biostats review + multiple biostats question sets on his channel + other great tips – would be worth watching his channel for biostats + ethics + other random things
  • ALL questions were done under untimed/tutor-mode random – strongly urge RANDOM QUESTIONS ONLY – do not do systems based as you are primed to think of that system; if having issues with timing would flip to TIMED RANDOM instead
  • Trust the process and the key is consistent work through residency
  • Approximate ITE percentiles: 74 ==> 94 ==> 91 for each year respectively
  • Actual ABIM: 741 (2-3 STD dev above the mean), 99th percentile?
  • Besides these resources, scattered reading of specific topics was had
  • Caveat also being that I had been a strong test taker throughout all step exams and good amount of foundational knowledge may have carried me to a strong finish ==> this underpins the importance of consistent strong work and I believe the ABIM exam was the culmination of 10 years of effort, determination, persistence, emotionally-fueled rollercoaster ride. Consistency and repetition are key. I can still visualize where on the page of First Aid a random obscure topic is.

Step 3 Study Tips:

  • Biostats:
    • Must know in and out as best as you can for day 1 (no biostats on day 2!)
    • What I have used for all of the Step exams as a quick review:
    • UWorld Biostats section is fantastic also – would go over that well + the questions in the Qbank
    • You will get a solid 5-10 questions per block so prepare for it and understand it
  • CCS:
    • All I used was UWorld CCS – slowly went through 2-3 practise cases when tired of doing UW questions and did 1 solid first pass a few weeks prior to the actual date
    • CCS cases or something is the other website which people like but unnecessary imo
    • Consider leaving a few days between day 1 of Step 3 and day 2 of Step 3 in order to buy you some time to not touch CCS the week prior to day 1 and then focusing almost exclusively on CCS the few days prior to day 2
    • I spent the 2-3 days prior to the actual date reading thru the practise cases and then went thru the actual time-based cases – probably once prior the exam
    • The day before the actual CCS portion of the exam, I read thru and practised as many cases as I could
    • Do not forget counseling at the end – I basically counseled anyone who drank/smoked/did drugs, dietary recs, etc
    • Practice is what u need in this section!
    • Jot down some cases that you may not be as familiar with (e.g. for me OB/GYN cases requiring first trimester labs)
  • UWorld Question bank:
    • Had done about 700 questions before residency started; did not touch it again until Oct/Nov of intern year without really focusing on it until Dec
    • Finished up the rest of the Qbank by Feb – then started doing the incorrect questions
    • Perhaps ~2k-2.5k questions by the end (with the redos and including the initial 700 qs I had done prior to residency starting)
    • Actual exam was in March
    • All you need is UWORLD!
  • For completeness sake:
    • I went over First Aid for step 1, selectively!!!!
    • Biochem section (the diseases they speak about and trying to be mindful of their heritability)
    • Pharm section – some of the equations being familiar with them i.e. pharmacokinetics/dynamics; some high yield associations to pay attention to
    • Micro – mostly the MOA graphs before each section of antimicrobials – very high yield (2-3 questions showed up that I probably would have not otherwise gotten)
    • MSK/Rheum/Derm/Neuro diseases (skimming thru the high yield content)
    • I would not spend more than a few hrs on this and this should ideally be done if not the day prior to day 1, at least within 3 days of day 1
  • During test day:
    • Bring small snacks to have (I exclusively eat protein bars + 1 energy drink slowly throughout the day) – avoid very heavy meals obv
    • Try to sleep well the nights before (but avoid sedatives as they WILL make you groggy!)
    • When u first sit down on Day 1 write down ALL biostats formulas prior to starting; super useful!
    • When u sit down on Day 2 just prior to the CCS portion I sat down and wrote a couple of different scenarios with tests that I would order so nothing escapes me: E.g. Pregnant pt (RPR, Hep, GC/Chl etc..)
    • Would write down some things u feel like u may forget and for me it was mostly for preggo ladies as we don’t often deal with them
    • All cases were straightforward if you practice!
    • Try not to fixate too much on any one block or any one question/case – just get it done and enjoy the process!

UWSA form 1 March 1 490; ~215
UWSA form 2 March 10 600; ~239
Don’t harp on your UWSA scores! As you can see I did significantly better in a span of a few weeks without necessarily going overboard on the studying (consistently doing 20-60 questions a day from Jan-March)
Actual Step 3 March 26 >250

Trust the process and just get the questions done. You will do fine.

Is self-care enough?

Fantastic thoughts and highly relevant to any profession based on providing a service. Keep up the good work!

Husna Safi's avatarTalk About Stigma

If you are in the profession of helping people who are traumatized, vulnerable, or suffering, self-care alone is not enough. Regardless of the specific helping profession you find yourself in, the cost of caring for others can come at an unspoken cost.

This statement holds true: “the expectation that we can be immersed in suffering and loss daily and not be touched by it is as unrealistic as expecting to be able to walk through water without getting wet” (Remen, 1996).

1) When you empathize with people you are at risk of catching their emotions. The most insidious aspect of compassion fatigue is that it impacts the very core reason of what brought us into this work – our empathy and compassion for others.  Have you ever left someone you were helping and felt like your emotions were as intense as theirs?  That’s because your mirror neurons (a type of…

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Important Resources During Clinical Rotations

As I slowly approach the halfway point of my final year of Medical School, I thought I would share some resources that helped me out throughout my clinical rotations. This is by no means an exhaustive list and I would love if others shared their experiences or make suggestions for additions to the list.

UpToDate (https://www.uptodate.com/home):
One of the most important resources you will find out there. While it does require membership, many hospitals allow you to access the website for free and/or allow you to make your own account for a pre-determined amount of time. This website has an exhaustive list of material on an incredibly varied amount of topics. The most important part about this website is that all of the information is cutting edge and new and topics are updated daily as new research/studies are published. Great way to spend slow days/nights at the hospital. Research everything you come across. Build your knowledge base slowly but surely!

Radiopaedia (https://radiopaedia.org/):
Great website for learning how to read Imaging studies. It is an art to be able to confidently read CXRs, CT scans, MRIs, etc that should be practiced and honed. Especially important is knowing how to read NORMAL studies and then slowly working your way up to ABNORMAL studies. This is an incredibly difficult skill to learn but with practice and perseverance, it can be accomplished!

MedBullets (https://step2.medbullets.com/):
This website has a quick and easy “First Aid” like feel to it. The information is clearly laid out and requires less brain power than UpToDate to use. I used this quite a bit during my Step 2 CK studying time. It is a great source of condensed information on a variety of topics.

Southern tip of Louisiana

typical beautiful days

Boston University SoM Surgery – Knot Tying (http://www.bumc.bu.edu/surgery/training/technical-training/basic-knots-sutures/):
This is a quick guide on the typical knots and suture types that you may be expected to use during your surgery clerkships. It is important to keep practicing! Do not become discouraged. Many hours are required to perfect every type of suture/knot type. Keep at it! There are also LOTS of YouTube videos available detailing the different suture types. Some extra videos that I found extremely helpful:

OnlineMedEd (https://onlinemeded.org/):
Quintessential resource for 3rd year clerkships and/or Step 3 studying. I would recommend watching the videos throughout each rotation and then practicing with as many UWorld questions as you can get through. Multiple watches are recommended! Dr Williams breaks it down on a need-to-know basis and his lectures are engaging and easy to watch! A great resource overall. 

TheCurbsiders (https://thecurbsiders.com/):
This is a website on different podcasts by doctors who pick a topic/research paper recently published and break it down for you. They analyze the topic/studies and give their input as to the utility of the conclusions that were reached. Nice to listen to on your drive, during a workout, during a walk with your dog, etc.

EasyAscultation (https://www.easyauscultation.com/):
This is an amazing website on auscultation heart and lung sounds. Both normal and abnormal sounds are presented and are broken down. Great for learning what a normal and abnormal heart/lung sound actually sounds like. This is especially important during 3rd year when you are trying to hone your physical examination skills and a great resource to revisit to brush up also!

EKG Academy (https://ekg.academy/):
Good tutorial on how to read and interpret EKGs. Broken down step by step and with extra practice problems thrown in to cement your knowledge. Another good resource to use is Dubin’s Rapid Interpretation of EKGs 6th edition (https://www.amazon.com/Rapid-Interpretation-EKGs-Sixth-Dubin/dp/0912912065/ref=sr_1_1?hvadid=241916941813&hvdev=c&hvlocphy=1017996&hvnetw=g&hvpos=1t1&hvqmt=b&hvrand=8714776370125329632&hvtargid=kwd-70773080780&keywords=dubin+ekg+6th+edition&qid=1555883096&s=gateway&sr=8-1).

Life in the Fast Lane (https://lifeinthefastlane.com/):
Nice resource for extra topics. They also have an EKG library with lessons on how to read and interpret EKGs. Additionally, they have a wealth of podcasts with a variety of interesting topics presented and discussed.

I hope these resources are as useful to you as they were to me. Like always thanks for reading and I wish you best of luck in your future endeavors!

Best regards,

Arber Frakulli

 

Tackling the USMLE Step 2 CK

Hello reader! It has been a while since I wrote a blog post and I think I am overdue to impart some wisdom. This is strictly my personal opinion and experience with this beastly examination and like I always say, take everyone’s opinions with a grain of salt and create your own conclusions. Take from it what you believe is beneficial for you. With that being said, this is a tried and tested methodology for succeeding in one of the most important exams of your life.

I believe that doing well on Step 2 CK is a by-product of hard work and discipline throughout your third year. It is very difficult to overcome gaps in your knowledge when it comes time to your dedicated study time. Making sure to wake up early and immerse yourself in your core clerkships is imperative in succeeding on the Step 2 CK. Learn as much as you can through each patient encounter you come across. Putting a face to a diagnosis and treatment plan solidifies your knowledge and all the while develops your physical examination and history-taking skills which are a crucial part of being a competent clinician in the future.

Doing well in your 3rd year clerkships means waking up early, rounding on the patients prior to any of your residents even show up, stepping out of your comfort zones by being there when bad news is delivered, staying late to build discipline, getting home after a long day to get in some practice questions and reading material relevant to your current rotation. It is a full-circle approach and one that increases the odds of you excelling, not only in your current rotation, your future as a clinician, but also for the Step 2 CK.

Immersing yourself wherever you are and giving it your all is incredibly important. I cannot stress that enough. My father always said that if you think, feel and act like a doctor, you are a doctor. This a mindset that I carried with me wherever I went. Once this becomes part of who you are and permeates through you, is when you can feel the confidence to enter a patient encounter, develop appropriate rapport and build a trusting physician-patient relationship that will leave a lasting positive impact on you and your patients. 

Brooklyn bridge

illuminated

The core resources that I used during the entirety of my 3rd year rotations were Online Med Ed and UWorld Step 2 CK. I sprinkled in my own googling skills, UpToDate topics for more in-depth and cutting edge knowledge, my annotated First Aid Step 1, Step-Up-to-Medicine and a variety of random books specific for each rotation. But the core always remained the same (OME + UW). I was consistently performing 1 standard deviation above the mean on all of my clinical shelves at the end of each rotation. A lot of my success was due to the core resources and my work ethic during 3rd year.

By the end of 3rd year rotations, I had pretty much finished all of the UW questions as well as all of the OME topics (sometimes having covered the OME topics 2 – 3 times by the end of the rotation). When I got to my dedicated Step 2 CK study time, I basically reset UWorld and did as many questions as I could, while googling topics unfamiliar to me and using First Aid for Step 1 and UpToDate as a supplement. Another important facet of studying for Step 2 CK for me was intermittently doing practice NBMEs and UWorld Self-Assessment exams. These give you a general guideline as to how your progress is going. I would recommend doing an NBME prior to even starting you dedicated study time in order to get a baseline of where you are sitting at and repeating that every couple of weeks to track your progress.

Another important factor in acing Step 2 CK is making sure to write the exam PRIOR to starting your elective rotations. You do not want to either experience to become tarnished by the other. Studying for Step 2 CK during your elective rotations takes away from immersing yourself in your environment and the potential fruitful experiences that you can reap from each rotation. And similarly, it is incredibly difficult to be focused enough on studying for Step 2 CK while in rotations and this may be a factor for why some students under-perform. Do not let anything stand in your way!

The last thing I would like to speak about is that studying for this exam as well other exams of this type which have a such a huge impact on your chances at success is that of mental fortitude. Make sure you sleep well, take time off to work-out and spend time with friends and family. Always be aware that this is only temporary! Always remain positive. Always remain voracious in your quest for knowledge. Keep pushing yourself. Keep yourself uplifted and happy.

What you are learning now can mean life or death when you have an actual patient in front of you who is in shock and only you are the one that can bring them back from the clutches of death. Young doctor, you can make a positive impact on people’s lives! This is an incredibly humbling notion that you should use a driving force to keep you going when times get tough. There is light at the end of the tunnel. Remain happy. Stay driven.

Best,

Arber Frakulli

How to ace Step 1!

IMG_1511

There’s a lot of advice that circulates around the web regarding Step 1. Sometimes it is hard to sift through all of the information available and it can quickly become a source of anxiety and fear for many. So how can you deal with this all? In one ear and out the other. Trust in your work thus far. You made it through Basic Sciences so the hard part is done already! You have already learned for understanding, now is the time to review for memorization.

As I have previously mentioned,  the most important part of the Step 1 preparation process is doing well during Basic Sciences. Building a solid foundation during your first 2 years of med school is the best way to make sure once that Step 1 date comes around, you are going to smash it out of the park! Even if some floundering was experienced during your first 2 years, fear not, this is the time where you bring it all together and see the bigger picture of the beast that is Medicine.

The most important piece of advice I can offer is this – “KISS” – Keep It Simple Silly!

You have already learned the fundamentals, all that must be done now is to frame that understanding within the context that is Step 1. So what does that entail? Questions!

Quick summary of resources that are a must-do:

  1. USMLE World Step 1
  2. First Aid Step 1
  3. Sketchy Micro/Pharm
  4. Ancillary question bank – Rx , Kaplan, Pas Test.
  5. USMLE World Form 1 & 2
  6. NBMEs

That’s all really. Seems too simple? You would be surprised how much information is hidden within these gems! I would really only recommend going to textbooks if you are really unsure about a topic.

That’s all there really is to it. Make sure you know everything out of UWorld. Make sure you google any term you see on any question bank or practice test you see that you are unfamiliar with. Google is going to be your best friend. If you want further understanding of concepts you are weak in, look them up in the big bulky textbooks but make sure you don’t overdo it with too much information..

Step 1 is about trying to memorize a ton of information in a short period of time. However, test taking strategies are important. Example, scanning the last line (the actual question asked) and the answer choices to prime your brain to think within the system being asked about! Work on this. The more questions you do, the better you will get at this, so no worries. Trust in the process and believe in yourself.

I also found that coping with the stress and anxiety produced by a pivotal exam such as Step 1 was difficult at times. How can one cope then? Working out I say; this is the best way to get some frustration out in addition to keeping fit to offset the lack of physical activity during Step 1 studying. It is also important to take some time off every now and then and do something fun, like going out to dinner or drinks/coffee with friends or family. Staying sane and calm can go a long way to your goal of Step 1 domination.

So in summary, eyes on the prize and keep it simple! The study process will eventually end (it feels endless at times, especially at the beginning). Don’t get overwhelmed, tackle it head-on! One day at a time, one small battle at a time, one question at a time, one new term at a time. With each brick of information, you are reinforcing the frame of your knowledge base! Trust the process. You can and will do this – now get to it!

Correlation Between the Temperature of E-Cigarette Coils and the Levels of Carbonyl Toxicant Formation Due to the Thermal Decomposition of Propylene Glycol and Glycerol Solvents Found in E-Liquids

By: Arber Frakulli, Toronto ON, Canada
E-mail: arber.frakulli@gmail.com
Faculty Advisor: Dr. Deborah Drake
Affiliation: Medical University of the Americas (MUA)
Revised Date of Submission: October 16, 2017
Article Word Count: 4,907 words

Hypothesis: At significantly high coil temperatures within E-Cigarettes (>150°C), which is dictated by the voltage and power applied, there is formation of carbonyl breakdown products released in the aerosolized vapor due to thermal decomposition of glycerol and propylene glycol.

Abstract: Word count = 249

E-cigarettes emerged in 2003 and have since exploded in popularity. They have been marketed as a safer alternative to conventional cigarettes and as a tool for quitting smoking. The relatively recent mainstream success garnered by E-cigarettes means that little research is available to investigate these claims.

An NCBI database search on recent journal articles focused on the level of exposure of E-cigarette users to carbonyls and their potential contribution to cancer development were identified and summarized. The null hypothesis is that no carbonyl compounds are liberated within the aerosolized vapor produced by E-cigarettes. The alternative hypothesis is that at significantly high coil temperatures within E-Cigarettes (>150°C), which is dictated by the voltage and power applied, there is formation of carbonyl breakdown products released in the aerosolized vapor due to thermal decomposition of glycerol and propylene glycol.

Based on results compiled, there exists considerable variability in the level of aldehyde formation based on the brand of E-cigarette device used, as well as variability amongst different models within the same brand. While earlier studies showed a lower aldehyde profile for first generation E-cigarettes relative to conventional cigarettes, newer more sophisticated E-cigarettes with increased power outputs, have been demonstrated to increase the level of aldehyde production.

It is evident that at coil temperatures exceeding 150°C, significant production of aldehydes occurs which may surpass the levels produced through combustion of conventional cigarettes. The carbonyls released are known or potential carcinogenic agents in humans that may initiate the process of cancer production or propagation.

Keywords: E-cigarette, Vaporizer, Vaping, Carbonyl, Aldehyde, Carcinogen, Safety

Introduction:

Lung cancer claimed 1.6 million lives worldwide in 2012 alone (Stewart & Wild, 2014). Not only is smoking implicated in lung cancer, but it is also responsible for other smoking-related diseases such as emphysema and chronic bronchitis. It is estimated that the cost of lost productivity as a result of smoking is nearly $100 billion a year in the US (Smith, 2008). Although there is evidence that smoking rates have declined or tapered off in the developed world, WHO has demonstrated that consumption of tobacco is still on the rise in the developing world (World Health Organization, 2009). According to the World Bank, it is estimated that there will be 1.5 – 1.9 billion smokers by 2025 (WHO, 2003). As a result of health organizations worldwide campaigning and educating consumers on the risks of cigarettes, many have tried various methods of smoking cessation with varying rates of success.

Smoking cessation methods are bountiful but their effectiveness has remained controversial, even after many years in the market. The methods most often used to quit smoking range from quitting “cold turkey” (i.e. without any assistance), using nicotine replacement therapy or relying on medications such as bupropion and venlafaxine. These methods have varying success rates but are not always appealing to the consumer. With this in mind, I hope to elucidate the safety of one relatively new method of smoking cessation, namely the Electronic-Cigarette (EC). There are several kinds of EC designs but the basic premise they all have in common is that they super-heat an e-liquid solution (made of varying proportions of propylene glycol & glycerin) to temperatures of 100 – 200°C within their chamber. This results in the production of an aerosolized vapor which the user then proceeds to inhale thus simulating the act of smoking a cigarette. The act of inhaling from EC devices is colloquially referred to as “vaping”.

The US e-liquid market alone is estimated to grow to $8.26 billion USD by 2025 (Research and Markets, 2015). There are various explanations for the expanding growth in the E-cigarette sector including the claims that they are cheaper, smell-free and most importantly, healthier than conventional cigarettes. Additionally, the popularity of EC may also be due to the sustainability of the bio-behavioral feedback loop of the oral fixation associated with cigarettes which is simulated by EC (Barbeau et al, 2013). These products are marketed by their manufacturers as a much safer alternative to smoking. However, these advertisements may be misleading because not only has this method of smoking cessation only recently gained popularity, but it has yet to be rigorously studied and proven to be a safer alternative. Furthermore, the efficacy of EC as an aid in quitting smoking is still questionable and needs further study.

While some studies have demonstrated that EC are safer than smoking cigarettes, there is mounting evidence that they are not as safe as advertised by the manufacturers. Additionally, their long-term health effects are largely not known. This is because the EC is a relatively new product in the smoking cessation arsenal and has yet to be properly scrutinized scientifically. Long-term monitoring of chronic use of EC would help shed some light on these questions.

There is mounting evidence to support that the use of EC exposes users to a variety of different carcinogenic compounds. These include carbonyls, heavy metals as well as TSNAs (Tobacco-Specific Nitrosamines) (WHO, 2015). Two of the most important carbonyl compounds liberated by EC, as well as regular cigarettes, are formaldehyde and acetaldehyde. Both glycerin (GL) and propylene glycol (PG), solvents used in e-liquids, have been shown to generate carbonyls via decomposition at high temperatures (Paschke et al, 2002). A further complication is the fact that it has been demonstrated that carbonyls may also be present in some e-liquids itself (Farsanilos et al, 2014).

Formaldehyde is categorized as a Group 1 known carcinogen by the International Agency for Research on Cancer (IARC, 2017). The IARC has concluded that sufficient evidence exists for the association of formaldehyde with nasopharyngeal cancers as well as strong but insufficient evidence for a link in leukemia mainly due to a low number of human studies (IARC, 2017). It has been demonstrated that formaldehyde-DNA adducts occur in the lymphocytes of smokers (Wang et al, 2009).

Acetaldehyde on the other hand is categorized as a Group 2B possible carcinogen in humans by the IARC. In addition to forming DNA adducts, acetaldehyde is responsible for causing point mutations in the HPRT1 (Hypoxanthine Phosphoribosyl Transferase 1) locus as well as binding to glutathione (essential for anti-oxidant and free-radical quenching) and proteins required for DNA cytosine methylation and DNA repair (Seitz and Stickel, 2007). A study on patients with Fanconi anemia (genetic defect in DNA repair proteins) showed that they were more susceptible to acetaldehyde thus supporting the evidence that acetaldehyde interferes with DNA repair machinery (Mechili, 2008).

DNA adduct formation of carcinogens, like formaldehyde and acetaldehyde, may cause the incorporation of wrong bases during DNA replication. Not only can adduct formation lead to an increased chance of mutagenicity, but these effects may be long-lasting and perhaps heritable. A study by Chen et al has demonstrated, in a study on smoking cessation, where leukocyte DNA of smokers was measured for two weeks while actively smoking and then again after four weeks of quitting, 30% of the individuals did not show a decrease in the number of acetaldehyde-DNA adducts by the end of the study (Chen et al, 2007). However, long-term chronic exposure is required for a critical amount of mutations to accumulate in order to lead to tumor progression and there does exist a long latency period (Vogelstein and Kinzler, 2004). In addition, the complete cancer formation process has been demonstrated to require more than the initial DNA damage (Wu et al, 2016). There is much to learn but it still stands that there exists a dose-related effect of carcinogens on DNA adduct formation, mutation rate and neoplastic transformation (Maher & McCormick, 1984).

With each puff of an EC, current is passed through a heating element (usually a nichrome wire coil). This process produces heat in turn causing the e-liquid to form an aerosolized vapor which is subsequently inhaled by the user. The temperature achieved by the heating coil is dependent on the power output of the EC which is determined by the voltage of the battery as well as the resistance of the coil (which thus dictates the amount of current passing through the coil). Increasing the voltage or power used by the EC, as well as decreasing the resistance of the coil (which allows more current to pass through the coil), causes a subsequent increase in the temperature of the coil. The temperature of the coil is also affected by the airflow through the EC apparatus, the level of the e-liquid within the EC chamber, the puff duration and the interpuff duration (time between puffs). Studies have shown that heating coils can reach temperatures of up to 350 °C (Balhas et al, 2014; Schripp et al, 2013; Talih et al, 2015).

Based on current studies published, coil temperatures seem to be an extremely important predictor of the levels of carbonyl species produced within the aerosolized vapor of EC. Hence, this review will focus on the level of exposure of EC users to carbonyls and their potential contribution to cancer development.

The null hypothesis is that no carbonyl compounds are liberated within the aerosolized vapor produced by ECs at any temperature. The alternative hypothesis is that at significantly high coil temperatures within ECs (>150 °C), which is dictated by the voltage and power applied, there is formation of carbonyl breakdown products due to the thermal decomposition of glycerol and propylene glycol.

Methods:

This review employed preclinical experimental studies found through PubMed. The article search employed the MeSH (Medical Subject Headings) Database index with the search strings used being: “Electronic Cigarettes/adverse effects” OR “Electronic Cigarettes/mortality” in addition to (“Formaldehyde” OR “Acetaldehyde”) AND “Electronic Cigarettes”. Articles were selected based on experimental studies performed in order to identify and/or quantify the levels of aldehydes (specifically Formaldehyde and/or Acetaldehyde) formed from the vaporization process of e-liquid EC solutions.

Based on the search criteria listed above, a total of 400 articles were found using both Boolean operator search strings listed above. Of these, ten articles were identified that specifically identified and quantified the level of carbonyls produced by ECs. One of the articles simulated the EC vaporization process through the use of a stainless steel tubular reactor (Wang et al, 2017); the rest of the articles used at least one EC for their methodology. All articles chosen were published within the last five years.

The majority of the studies employed the CORESTA protocol for the detection of aldehydes using High Performance Liquid Chromatography (HPLC) (CORESTA Recommended Method No 74, 2014).

Results:

A summary of the studies reviewed in this paper can be found in the Appendix.

With respect to first-generation EC, it was observed that the average formaldehyde and acetaldehyde levels produced was much lower than conventional cigarettes (cigarette:EC ratio – 9:1 and 450:1 ratio of formaldehyde and acetaldehyde formation) (Goniewicz et al, 2013). In another study on the first-generation EC by Uchiyama et al, a large variability between the level of formaldehydes formed was seen when evaluating 363 different EC devices from 13 different brands (Uchiyama et al, 2013). Four of the brands did not generate any aldehydes whereas the other 9 generated variable amounts; the maximum amount of aldehydes observed for 10 puffs was equivalent to approximately 2 cigarettes worth (Uchiyama et al, 2013).

Gillman et al demonstrated a positive correlation between the power level of EC used (from 5.2 W to 25.0 W) and the quantity of aldehydes formed by the vaporization process of the EC (Gillman et al, 2016). One of the EC devices studied was found to exceed the aldehyde production of a conventional pack of cigarettes even at the lowest power setting and another EC device exceeded aldehyde production of a pack of cigarettes only at the highest power tested; the three other devices had lower aldehyde yields than a pack of cigarettes (Gillman et al, 2016).

Farsanilos et al also demonstrated a significant amount of aldehyde production for one of the two EC devices they were investigating, but only at the two highest powers tested (9W and 10W), and minimal aldehyde production at the lower powers tested; minimal aldehyde production was also seen at all powers tested for the second device (Farsanilos et al, 2015).

A separate study using NMR spectroscopy showed that hemiacetals containing formaldehyde were formed in the process of vaping (Jensen et al, 2015). At the highest voltage tested (5.0 V), the level of formaldehydes formed via 10 puffs of the EC was equivalent to the yield of approximately two cigarettes, whereas at low voltage (3.3V), no formaldehyde-releasing agents were observed (Jensen et al, 2015). Kosmider et al also demonstrated similar findings when observing voltages ranging from 3.2V to 4.8V (Kosmider et al, 2014). It was also reported that e-liquid solutions with the highest proportion of PG produced the most amount of aldehydes during vaporization and hence may be more susceptible to decomposition at higher temperatures.

In regard to puffing topography, it was observed that the formation of aldehydes is specific to the second part of a typical ten second puff period and hence does not occur continuously throughout the process of puffing (Hutzler et al, 2014). In addition, it was seen that the aldehyde release is associated with lower liquid levels within the cartridge/tank of the EC but occurs before the liquid is fully exhausted (Hutzler et al, 2014). Low aldehyde production was seen at coil temperatures under 100 ˚C but significant amounts were observed at temperatures greater than 150 ˚C (Hutzler et al, 2014)

Using a device-independent investigatory method (i.e. stainless steel tubular reactor) in order to simulate the vaporization process that takes place within the atomizer of an EC, Wang et al demonstrated that below 215°C, few aldehydes were produced, whereas above 215°C, aldehyde production increased precipitously (Wang et al, 2017). They also demonstrated that the thermal decomposition of GL produced more carbonyls than that of PG at temperatures of 270°C (Wang et al, 2017). At an average EC usage rate, a typical EC user would be exposed to approximately two cigarettes worth of formaldehyde per day if coil temperatures are maintained at 215°C but would dramatically rise at temperatures above that level (Wang et al, 2017). Moreover, no additional carbonyls were seen with the addition of various flavourings and nicotine to the solutions being vaporized (Wang et al, 2017).

Device aging, due to repeated use of the same device without maintenance/cleaning was found to lead to an increase in aldehyde production by 60% (Sleiman et al, 2016). This was important because it may simulate more realistically the conditions a typical EC user would be subjected to with long-term usage of an EC device.

The only study found on direct drip atomizers demonstrated a very high level of formaldehyde production, much higher than previously reported with conventional EC and cigarettes (Talih et al, 2015). Consecutive short-term puffs between non-puffing intervals were shown to greatly increase the production of formaldehyde and acetaldehyde (Talih et al, 2015). A maximum coil temperature of 350 ˚C was recorded (Talih et al, 2015).

The general findings that were reproduced by the studies reviewed were that with increasing Power/Voltage applied, the EC vaporization process showed an increase in the temperature of the metallic heating coil and consequent increase in formation of carbonyl species.

Discussion:

With the growing number of EC users as well as its growing social acceptance in the non-scientific community, a careful and analytic approach must be undertaken to clarify the potential dangers underscoring use with respect to the short- and long-term health effects of EC. As demonstrated by recent surveys, people perceive EC as safer alternatives and less harmful than cigarettes with respect to lung cancer and pregnancy (Baeza-Loya et al, 2014). Passive vaping has also become a concern, especially with the public’s perception of EC being less harmful (Schripp et al, 2013).

Based on the results compiled in this review, it is clear to see that there exists considerable variability in the level of aldehyde formation based on the brand of the EC device used as well as variability amongst different models within the same brand. Early models of EC did not have an option of changing the power or voltage applied to the resistor and hence operated at a fixed, pre-determined temperature. Newer and more sophisticated EC have the option of changing the voltage or power applied to the resistor and hence give more control to the user as to what temperature they may like to vape at. While earlier studies showed a lower aldehyde profile for first generation EC when compared to conventional cigarettes, newer EC with increased power outputs have been demonstrated to cause an increased level of aldehyde production. The problem that arises with this increased level of control in the hands of EC users is that they may unknowingly be vaping at sufficiently high temperatures that may lead to a significant formation of carbonyl species. As revealed by the studies referenced within this review, an increased level of power output leads to an increase in temperatures reached by the heating coil which subsequently leads to an increased thermal decomposition of PG and GL into carbonyl compounds.

With respect to the study by Gillman et al, it was found that the less efficient an EC was (i.e. the less aerosol it produced), the more aldehydes were present in the aerosol (Gillman et al, 2016). This phenomenon is counter intuitive since it is often stated within the vaping community that the higher the power/voltage used in vaping, the higher the temperature reached by the heating coil and thus the higher the subsequent volume of aerosolized vapor produced; taking this thought one step further, and synthesizing it with the studies reviewed, the higher the temperatures reached by the coil, the higher the carbonyl content of the aerosolized vapor should be. More studies are necessary in order to elucidate the link between the efficiency of EC, based on the amount of aerosol produced, and the level of aldehydes liberated.

Additionally, there is general consensus that different e-liquids produce aerosolized vapors with variable aldehyde profiles mostly based on the proportions of the solvents used (PG and GL). Two studies offered contrasting results on whether PG or GL was the dominant solvent responsible for carbonyl production. Kosmider et al found that solutions having higher ratios of PG:GL formed more carbonyl compounds when vaporized (Kosmider et al, 2014). Alternatively, Wu et al found that significantly more formaldehyde was formed, at 318 °C, from solutions with higher ratios of GL:PG (Wang et al, 2017). It was also reported that levels of carbonyls generated from solutions containing both PG and GL were not the sum of the separate PG and GL vaporization product profiles which suggests that complex reactions may be occurring during the process of vaporization (Wang et al, 2017). Of note, polyethylene-glycol containing e-liquids produced no detectable carbonyl compounds when vaporized (Kosmider et al, 2017). Further investigation into the potential use of polyethylene-glycol as an e-juice solvent is required in order to confirm this phenomenon. Additionally, in order to better understand how different proportions of PG and GL affect the carbonyl content of aerosolized EC vapor, more research must be undertaken.

There appears to be some contradiction within the scientific community with Wang et al finding that flavorings within e-liquids do not contribute to additional carbonyls (Wang et al, 2017). This is in contrast to a separate article that demonstrated that the thermal decomposition of certain flavors may lead to additional carbonyl formation (Khlystov and Samburova, 2016). The role of flavor additives and its potential role in the formation of carbonyls requires further study.

Farsanilos et al argues that although high levels of aldehydes are produced as higher levels of wattage or voltage are used for vaping, a strong unpleasant taste is detected by the EC users thus leading the users to avoid vaping at these higher power levels (Farsanilos et al, 2015). This is termed as the “dry puff” and is due to the overheating of the e-liquid. Using noxious stimuli as a deterrent to prevent EC users from vaping at dry puff conditions is problematic because this is entirely a subjective experience. Another potential drawback is that the dry puff (or vaping at conditions close to the dry puff) may be masked by strong flavor additives within the e-liquid which may lead to users being unaware of the high levels of aldehydes being produced.

With the exception of the paper by Farsanilos et al, all of the studies being reviewed had no human EC users involved concomitantly testing the products being investigated. If we assume that the dry puff technique is an effective deterrent to vaping at power levels high enough to cause a significant level of carbonyl production, it can be argued that these conditions found within the reviewed papers are not generalizable to the average EC user if it is assumed that dry puffing would have deterred them from vaping at those power levels. Research should thus also include an EC user component blinded to the vaping conditions they are testing in order to further elucidate the viability of dry puffs acting as a deterrent.
With respect to “Direct Dripping” atomizers, only one study was found that investigated the level of toxicants released. Direct drip atomizers (DDA) work via a small amount of e-liquid being dripped onto an exposed heating coil and are touted for their high vapor production. Because of the nature of DDAs having a limited capacity for holding e-liquid, it is likely that the coils dry out quickly, subsequently becoming too hot and thus producing high amounts of carbonyls as well as dry puffs. This was demonstrated by Talih et al where it was noted that formaldehyde production by DDAs was greater than even conventional cigarettes and that the coil reached a maximum temperature of 350 ˚C (Talih et al, 2015). Making sure that there is always enough liquid around the coil would be the best way to remedy this hazard. However, the paper by Hutzler et al seems to cast doubt on the aversive stimulus supplied by the dry puff when e-liquid levels get too low since the production of aldehydes was seen to increase well before the liquid itself was fully exhausted (Hutzler et al, 2014). Nevertheless, aldehyde occurrence was still found to correlate with lower liquid levels within the cartridge (Hutzler et al, 2014).

The concept of device aging is also an important parameter to keep in mind when investigating EC vapors. Since most EC users do not clean their devices before each use, residue, colloquially referred to as “coil gunk”, may be a significant source of additional aldehydes (Sleiman et al, 2016). This phenomenon of device aging, and the deposition of coil gunk, is important to investigate in the future as it is more consistent with, and representative of, normal daily use of EC devices by the average user.

The general limitations that limit generalizability of these studies to all EC:

  1. Wide variability amongst different brands of EC.
  2. Wide variability amongst different models (or even between different devices of the same model) of the same EC brand.
  3. Wide variability with regards to the ratio of PG:GL solvent base and flavor additives used for e-liquid production.
  4. Potential sources of contaminants being present within the e-liquid itself.
  5. Lack of a standardized method to generate vapors in smoking machine regimen in order to best model the vaping behaviors of the typical EC user.
  6. Lack of human EC user participation with regard to potential dry vaping that may be occurring at higher voltage and power levels used.
  7. The resistances of the coils used within the EC investigated were not stated in some of the studies. The lower the resistance of the coil, the higher the current passing through the coil and thus the higher the temperature achieved for any given voltage applied. Thus, although some studies may be investigating EC at similar voltage levels, there may be a dramatic difference between the currents created if the coils used had a different resistance.

Based on the review of all currently available literature on EC, it is evident there exist conditions that lead to a significant production of aldehydes which may surpass the level of conventional cigarettes. There is a clear positive correlation between the voltage or power level that the EC is operated at, and the temperature reached by the heating element, and the subsequent level of carbonyl species generated within the aerosolized vapor inhaled by the EC user. The carbonyls released are either known or potential carcinogenic agents in humans which can initiate the process of cancer production or further propagate it. Based on these findings, the null hypothesis of no carbonyl compounds being liberated within the aerosolized vapor produced by EC is rejected. The alternative hypothesis stating that at sufficiently high coil temperatures within EC (>150 ˚C), there is significant formation of carbonyl breakdown products caused by the thermal degradation of glycerol and propylene glycol is not rejected.

Possible changes that may have a direct benefit to user safety and health, in addition to minimizing passive vaping in non-users are:

  1. Requiring FDA approval of all EC devices after thorough testing to minimize potential toxicant formation or address any other safety concerns.
  2. Regulating the sale of EC and their products and taxing them like conventional cigarettes and perhaps using the money raised to perform longitudinal studies to better reveal the long term health effects of EC.
  3. Outlawing indoor use of EC in public places to prevent passive vaping.
  4. Limiting the temperatures of the heating coils themselves (perhaps by limiting the voltage or power and coil resistance).
  5. Installing safety mechanisms in order to automatically shut the EC device off if a certain threshold temperature is reached.

References: Continue reading

Preparing for the Exit Exam (Comprehensive Basic Science Exam)

It sneaks up on you. Looking back on my time on the island, the days seemed long but before you know it, you’re on your final semester and it is a full sprint to the finish line! My time on the island has been interesting to say the least. Not only did I face a unique set of challenges with respect to time management and selection of study material, but it was difficult being away from family and friends back home.

At the beginning of Med 5, I was very anxious and it seemed to me that getting prepared to write the Comprehensive final exam (the Comp) was a steep mountain to climb. It also just so happened that I ended up adopting a tiny little kitten whom I subsequently ended up bringing back to Toronto with me. It was difficult to juggle step prep with caring for my little friend. Keeping with the medical school theme, I decided to name him Toxo (for Toxoplasmosis)! He has been a bundle of joy (and slight frustration from time to time) and I am glad to say that he has adjusted quite well to his new home in Toronto!

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Funny story about Toxo… I ended up getting him neutered on the island a month before my Comp. I thought all was well but then all of the sudden the night before my Pharmacology shelf, he started complaining (yelping and meowing) and going to his litter box every 5 minutes. It seemed like he was struggling to urinate. This continued all night long and I was scared for his health. He kept me up until 5 am that night. The next morning I called my friend and she graciously let me borrow her car and I went and dropped him off at the island vet a couple of hours before my exam. I was very groggy writing that exam but still managed to do quite well! Luckily with some antibiotics, Toxo was back to full health in no time!

Anyways, my goal at the beginning of my final semester was the following:
1) Do as well as possible on the new material that we were going to learn (Heme/Oncology & MSK/Derm)
2) Cover First Aid as many times as I possibly could
3) Rewatch all of the Sketchy Micro videos
4) Watch as many Sketchy Pharm videos as I could
5) Do as many practice problems as possible

keep calm

So I worked towards these goals fervently. I did well on the new material but it was hard to get any real Comp studying done while trying to get those As, so unfortunately Comp preparation took a bit of a back-seat for the first couple of weeks. I did manage to cover Biochemistry, Neuroscience (which I was TAing also) and Microbiology by the time we were officially done all courses (6 weeks into the semester). The problem was, we also had 3 Shelves after these courses were done (Physiology, Pathology, Pharmacology). So there were 2 options:

  1. I spend my time and energy focusing on each shelf and trying to do as well as possible on them OR
  2. Continuing with general studying for Comp instead.

As much as I wanted to go for the latter, my silly ego had me focusing on the shelves so that I could prove that I could do well on them. I did in fact do well on the shelves and I feel like in hindsight this may have been a good way to go. Doing well on those 3 shelves is a good foreshadowing to one’s performance on the Comp/Step in my opinion. Those are heavy topics to say the least!

I wrote my first NBME about 6 weeks in without having reviewed many of the systems. My goal was 220 (Step 1 equivalent) for the first NBME but unfortunately I missed the mark and I felt a little down. I tried to justify the <220 performance by reminding myself that I had barely reviewed much of the material yet. So I kept going and on my second attempt I still missed my initial goal, but I did improve slightly however. This was a bit of a blow but I tried to tell myself that I had a long way to go before I mastered the material. I would also hear people saying they were crushing 230s+ no problem on the NBMEs which made me feel a little perplexed. Could I be doing something wrong? This brings up an important topic!

I think the best way to approach the final semester is to make a solid and reasonable study schedule for yourself, lock yourself up somewhere where you know you can be focused and DON’T listen to how other people are doing on their practice exams. This will get to you and it will throw you off! Focus and consistency is key.

There were even people that would write NBMEs with their First Aid open right in front of it which in my opinion defeats the purpose the the NBME. So drown out the noise of other people’s “successes”. Just do you.

Anyways, so my first pass of First Aid was probably completed by week 12ish (2 weeks prior to the Comp). It took longer than I had expected but that book is really dense and more complicated than it looks. I then spent the last 2 weeks JUST reading over First Aid one final time.

As for the questions, I didn’t really do many… I was never a person that needed questions to learn, although I do think I could have possibly done better if I had pushed myself to do more questions. I probably did maybe 800 practice questions in my final semester. This really depends on your studying techniques. But I am a proponent for making sure to MASTER the material as much as you can before hitting the questions. Those are my 2 cents on the topic of questions though.

It was difficult, I can’t lie. The constant stress and anxiety that is created by the Comp is actually pretty impressive and it’s different when you actually are faced with an exit exam of this magnitude. We would all crack jokes about the Comp and how it’s probably not that bad in the earlier Meds but once you come face to face with an exam like this, it definitely becomes a humbling experience.

Needless to say, I passed the comp and actually did quite well. It was a feeling of overwhelming relief. No longer did I have to endure the not-so-pleasant island conditions. I could finally go back home and enjoy some much needed family time! I was satisfied.

The best piece of advice for people entering Med school that are worried about an exam like the Comp is that it is imperative to do well and master the material as you learn it semester to semester. This is the best way to ensure a pass on the first attempt at the Comp. There’s really no other way around it. Of course, it is difficult to master material that is hurled at you so quickly and constantly but it is that much MORE difficult to try and master it in the weeks leading up to the Comp. Doing as well as possible throughout medical school is by far the best way to ensure your success in future exams.

The final thing I would like to discuss is that of the psychological component to studying. Taking setbacks too personally is a huge problem, as is not taking them personally at all. A balance must be struck in order to feel enough stress as to not be constantly on edge (eustress). Exams like these (the Comp/Step/Licensing Exams) are as much about your knowledge base as they are about your ability to focus and not let things become overwhelming. It’s incredibly tough. I myself struggled with feeling like I did not know enough or that I kept forgetting things. The mind is a powerful tool.  Knowing that you are in control and your positive decisions are going to impact your future positively will prevent you from getting bogged down and becoming complacent or ineffective in your studies. You must always try your best to keep calm and working consistently. You must always convince yourself that you are making progress. You must constantly re-evaluate your current standing and making adjustments as you move forward. There really is no other way around it.

At the end of the day, this is just like any other exam. For the most part, those who prepare and keep relatively calm do well. Taking it one day a time and not overreacting to minor setbacks is key. Many have done it before and so can you!

Best of luck and thanks for reading!

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Best regards,

Arber Frakulli

Biochemistry

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This was one of my favourite courses! It literally encompasses so many different disciplines and teaches you the background behind a lot of different diseases, how they manifest and why the occur. Some people find it hard but it really isn’t all that bad; it’s quite fun actually!

The slides are not the greatest resource but supplemented with a tiny bit of pre-reading and prepping, they can be very helpful.

What I did was use the Kaplan Biochemistry lecture notes. This is by far the best resource you will find out there. The First Aid section for Biochemistry is okay, but doesn’t do each metabolic cycle or metabolic diseases/disorders enough justice.

On the weekends, I would watch the Kaplan videos, follow along with the Kaplan Lecture notes and annotate what I found helpful from the videos while highlighting and underlining high yield or difficult to memorize concepts. Then, when we would cover the corresponding material in class, I would annotate whatever I found useful, important, testable or interesting into my Kaplan Lecture notes. Come block weekend, all I would do is read through the chapters of the book that we were being tested on, in addition to my own annotations from the videos, and class, and it worked quite well! You really don’t need anything besides this but if you must, BRS Biochemistry and Lippincott Biochemistry are good resources to brush up on something you are unfamiliar or do not feel comfortable with.

Also, in terms of studying for the Shelf, make sure that you watch all Kaplan videos and read both sections of Molecular Biology and Genetics. These were imperative to doing well on the Shelf. A lot of people neglected to do this, or maybe underestimated their understanding and knowledge of these sections and found the Shelf “super hard because there was so much Molecular/Genetics on it”, even though, the breakdown on the NBME website specifically states that these sections may be as high as 25% of the Biochemistry Shelf!

Make sure you do all of the questions on the back of each chapter of the Kaplan notes. For extra practise and to test your knowledge and application, try attempting the questions in BRS/Lippincott Biochemistry books. These are also quite helpful and may add a couple of things that the lectures or Kaplan may have missed or left out. You can also try drawing out the metabolic pathways a couple of times in order to really put it in your long-term memory! Mnemonics also help and there are plenty of nice examples online (just do a quick google search) if you are not creative enough to come up with your own.

As I’ve mentioned before, make sure you keep refining your study habits and methods and before you know it, you will have gotten into a nice little groove and studying won’t be that big of a deal. I loved Biochemistry and I hope that you can have a similar experience with it as I have. Remember to FOCUS on clinical manifestations of any mutation in enzymes or problem with metabolism as this is very testable material that you are bound to see pop up on block exams, final exams, the shelf, the Comprehensive final exam as well as Step 1!

Always remind yourself that this is NOT a difficult course and you WILL understand it the more you repeat and go over the material.

As always, best of luck and hope I was of some help.

Regards,

Arber Frakulli

Immunology & Microbiology

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This is one of those courses that if you study for in the wrong way, it may end up ruining you. You have to not only study hard, but study smart! It’s quite hard to figure out your own method of approaching this course, but once you do, it gets so much easier.

Some people told me they studied straight off of the slides but in my opinion, the slides are too bare-bones and don’t give you the bigger picture you need to make sense of everything. They felt quite disjointed and don’t connect the dots between related topics.

The best way to approach this course is to try and do your best in listening in class and keep making adjustments to the way you are approaching your studying. Never be complacent; always try to refine your study techniques.

My suggestions for this course are just that, suggestions. So take them, run with them and refine them to fit your own style!

IMMUNOLOGY:

The best thing to do is the following:

  1. Know the First Aid sections of immunology INSIDE & OUT. I absolutely CANNOT stress that enough. First Aid does an amazing job on this section and it is so concise and well-written! Watch the corresponding First Aid Express videos or Doctors in Training videos and follow along. Also, make sure that you memorize the tables on the Hypersensitivities, Immunodeficiencies, Autoimmune Disorders and the Transplant Rejections! These are by far the highest yield parts and THE most testable material. I can assure you on the shelf, a large portion of the questions are going to be straight out of these tables.
  2. For the basics of Immunology, I recommend Kaplan Immunology/Micro. Follow along with the Kaplan Immunology videos. That woman is quite excellent. BUT do NOT get hung up on memorizing all of the details because there is a lot of detail in there that is NOT directly testable (First Aid is going to be your hardcore memorization tool!). With that being said however, DO make sure that you understand all of the concepts! Do NOT use Kaplan Immunology as a MEMORIZATION tool, use it as a tool to help you make sense of the information you are bombarded with. The woman does a great job teaching you and giving you examples to illustrate the main points.
  3. Lippincott’s Illustrated Q&A Review of Microbiology & Immunology – good resource for both Immunology and Microbiology!
  4. “Basic Immunology Functions and Disorders of the Immune System” by Abbas – this has been touted as a very good resource by several of my classmates but at the end of the day, if you do NOT have time and are struggling to keep afloat, feel free to bypass this resource. Listen, I’d love to tell you to read this book cover-to-cover but there are so many resources and only so little time to be spent on Immunology, that it is difficult to get very far into it. Definitely check it out though! Some topics that you might want to consider going over are the above topics I already mentioned that you MUST know under point #1 above (i.e. Hypersensitivities, Immunodeficiencies, Autoimmune Disorders and the Transplant Rejections; in addition to these, cancer treatments and immuno-based therapies for different diseases).

Microbiology:

This is such a fun course! Although daunting and very frustrating to learn at first, you will get better and knowing what to focus on and what to just glance over. Use the slides sparingly because they do tend to confuse you but also make sure you cover them and memorize what has been stressed in class!

Some of the resources that I used (as well as my fellow classmates who did well) were:

  1. Sketchy Microbiology – This is honestly the most amazing resource you will ever find for Micro. You see, the problem with micro is that it is very difficult to compartmentalize all of the information they throw at you. It is very difficult, especially at first to remember which bacteria causes what, how it looks like etc. So my advice to you is to make sure you watch the videos of the bugs you are learning that day so that you have a basic idea. Listen in class and then memorize EVERYTHING on the sketchy videos. It might take a couple of watches but you WILL remember everything eventually. I can assure you if you know the sketchy videos in and out, bacteria are a breeze. DO NOT listen to what your professors say. This resource is ABSOLUTE GOLD!
  2. First Aid – their Microbiology section is also very well done so start reviewing from the very beginning. Even just 15-30 minutes a day will help a lot by the end! The viruses are very brief but feel free to annotate from Sketchy Videos and whatever you feel like is important that you have covered and learned during class time! First Aid, supplemented with Sketchy Micro, are great resources especially when studying for the final and the Shelf!
  3. Problem-Based Microbiology by Nath & Ravenkar – Very nice resource! It gives you a case and then talks about the lab values, differential diagnoses and then gives you information on the cause. It is actually a pretty easy read compared to Murray and gives you a LOT of information. Use it to see how some vignettes may be phrased during your exams for all of the different bugs. Usually  some bugs have very typical presentations and histories of people described in the vignettes so be familiar with them! I’d say forget about Murray and read this instead if you can. I will stress on the knowing the basics of Bacteriology/Virology/Mycology/Parasitology! These are fairly heavily test on the shelf and will help you understand the basics of all bugs and give you a deeper understanding of the topics that will keep coming up with each bug!
  4. Lippincott’s Illustrated Q&A Review of Microbiology & Immunology – good resource for both Immunology and Microbiology!
  5. Medical Microbiology Made Ridiculously Simple – this is an easy read. Use it as a pre-read if you want and if you feel like it is helping but do NOT neglect resources #1 & 2 above!
  6. Medical Microbiology by Murray – this book is good but let’s be honest, it is HIGHLY doubtful that you will have enough time to read it. Use it sparingly.

Immuno/Micro are NOT hard. You CAN do well in both of these courses. Make it fun. You are trying to become a doctor at the end of the day so learn these foundational courses well and you will be rewarded in the end. You can do this!

Regards,

Arber Frakulli