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Medical Student Plenary Session:A Huge Success!

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MEDSTUDENTNEWSAAP Medical Student SubcommitteeRuth Chiang, Med 3University of Arizona College of Medicine - Phoenix

Shanlee Davis, Med 4Mayo Medical School

Sherita Holmes, MDPediatric Intern, Comer Children’s Hospital (University of Chicago)

Lenore Jarvis, Med 4The Ohio State University College of Medicine

Keith Pasichow, Med 4Mount Sinai School of Medicine

Anna Volerman, MDMed/Peds Intern, Boston Combined Residency Program

Dan Schumacher, MD (chair)Pediatric Emergency Medicine FellowCincinnati Children’s Hospital Medical Center

Welcome to the newest edition of the AAP Medical Student Newsletter! At the AAP National Conference and Exhibition (NCE) last month in Washington, D.C., we had our first ever breakout session for medical students. With over 100 attendees from across the U.S. and internationally, this session was a huge success. After a few words about opportunities and resources for medical student members of the AAP, Dr. Dewesh Agrawal delivered the keynote address. Dr. Agrawal is the pediatric residency program director at Children’s National Medical Center in Washington, D.C., and he spoke about how to become a successful residency candidate. After his keynote address, Dr. Agrawal was joined by associate program directors and recent chief residents for a panel discussion about the residency application process. Dozens of questions were fielded from medical students in the audience. This plenary session received rave reviews, and we are already planning to expand medical student programming on the 2010 NCE in San Francisco, which will be held the first weekend of October 2010. If you were unable to attend this year, mark your calendar for next year! Conference registration is FREE for medical student members of the AAP. If you are reading this newsletter on-line and have not yet become a member of the AAP, you should consider joining today. Membership is only $16 per year!

Inside This Issue• NCE Plenary Session• Subspecialty Spotlight: GI• Global Health: Getting Involved• Animal-Assisted Therapy for Kids• Lessons Learned from the

Kindertransport• Coming in 2010: AAP Medical

School to Residency Guide

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A Huge Success!

Top of page: Medical student attendees listen to the panel discussion Bottom of page: Dr. Dewesh Agrawal delivered a dynamic keynote address

Pediatric gastroenterologists are specially trained to diagnose and treat digestive, liver, and nutrition problems. After completing a 3-year pediatric residency, they complete a 3-year fellowship in pediatric gastroenterology, hepatology, and nutrition. Pediatric gastroenterologists provide treatments for a wide variety of diseases, including GI bleeding, food allergies / intolerances, celiac disease, GERD, Crohn’s disease, ulcerative colitis, pancreatic insufficiency, malnutrition, obesity, various liver diseases, feeding disorders, and much more. Pediatric GI doctors also have expertise in managing nutritional problems in children, including placing feeding tubes and managing tube feedings as well as IV nutrition.1.

An important aspect of pediatric gastroenterology is performing procedures. In a recent survey, 13% of pediatric gastroenterologists’ time was spent doing procedures such as upper GI endoscopies, endoscopic retrograde cholangiopancreatographies (ERCP), and colonoscopies. 84% of these physicians reported performing at least 50 endoscopies in a year..

In a survey conducted in 2004 by the North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition (NASPGHAN), 56% of the pediatric gastroenterologists worked in a university/academic setting, 23% in private practice, and 16% in a hospital/clinic. For those in private practice, 57% were in a pediatric GI group, 29% were in a pediatric multispecialty group, and 12% were in solo practice. 92% worked full time (>40 hours/week), with an average of 57 hours worked each week. 10% practiced hepatology predominantly, and 6% practiced nutrition predominantly.2.

Recent research advancements in pediatric gastroenterology include identifying cellular/molecular mechanisms and potential biomarkers to predict the expression and prognostics of diseases,

such as Crohn’s disease. Another leading field of research is nutrition in utero and genetic polymorphisms in the metabolism of folic acid, copper, and choline and their association with chronic health issues that begin in childhood and extend to adulthood. Another important area of research is the interaction between intestinal epithelium and microbes and their influence on the mucosal immune system. In the future, researchers anticipate using genetics to predict the onset of serious GI diseases and to begin prevention and treatment during childhood.3 New clinical and basic science research, the opportunity to do procedures, the ability to work in an academic, hospital, or private practice setting, and the wide range of disease processes are just some of the things that make pediatric gastroenterology an interesting and exciting subspecialty!.

References:1. “What is a Pediatric

Gastroenterologist?” [Brochure] American Academy of Pediatriccs. 2002.

2. North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition. “Pediatric Gastroenterology Workforce Survey 2003-2004.” Journal of Pediatric Gastroenterology and Nutrition (2005). 40:000-000.

3. Walker W, Sherman P, Cohen P, and Barnard J. “State of Pediatric Gastroenterology, Hepatology, and Nutrition: 2006 and Beyond.” Gastroenterology (2007). 132:434-436.

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009 Subspecialty Spotlight:

Pediatric GastroenterologyBy Ruth Chiang, Med 3, University of Arizona College of Medicine - Phoenix

Behind Article: Photo of normal duodenum on upper endoscopy. At Right: Depiction of endoscope being passed into the stomach.

Before: Culture Shock, Observation, Challenged UnderstandingsPerhaps the first visit to a third world country is not about what you can give to the country. It is more about what the country can teach you. My first global health encounter came during undergrad when I travelled to Port-au-Prince, Haiti to learn more about the Haitian people by volunteering in several children’s hospitals. At the time I did not know that I was really gaining a new political, cultural and social awareness. I was shocked to witness firsthand how Haiti’s children are deprived of education and adequate housing. The sheer number of people and the incredible material poverty was overwhelming, yet the cultural atmosphere and attitudes of the Haitian people were intriguing. Although it was initially somewhat uncomfortable to be the ever-observed minority, I quickly overcame my intimidation and soon began to gain new understandings that challenged my preconceived world view. .

Grace Children's Hospital (GCH), a general pediatric facility in Port-au-Prince, impressed me the most and demonstrated that even the most rudimentary form of

healthcare is frequently lacking for Haiti’s children.  GCH specializes in TB treatment and HIV/AIDS counseling (one-quarter of GCH's children were HIV positive).  GCH helped me understand the value of preventative medicine through mass immunization campaigns, health education, vitamin distribution and AIDS prevention.  It also helped me recognize the need for increased focus on maternal health, reproductive health services as well as pre- and postnatal care..

While at GCH I learned about the hospital’s medical history, but I also had many personal experiences with the children. Emmanuel, for example, was a seven year-old boy whose physical state was so emotionally devastating that I could only sit and hold him. But I also enjoyed the extreme happiness of joking with Adrien, a former patient of GCH who had been treated for severe malnourishment. He had one of the liveliest smiles and energetic spirits I have ever encountered. The sense of life and recovery, despite the desperate situation, exhibited by Adrien gave me a hope that seemed common among the Haitian people. (continued on next page)

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009 Global Health

Before, During, and After Medical SchoolBy Lenore Jarvis, Med 4, The Ohio State University College of Medicine

Above: Health care facility in South Africa

Right: Article author and AAP Medical Student Subcommittee member, Lenore Jarvis, with a child in South Africa

Next Page: Inside health care facility in South Africa

(continued from previous page)During: Observation, Challenged Understandings, Starting to Make a DifferenceDuring the pre-clinical years of medical school, I traveled to Durban and Hlabisa, South Africa to volunteer in hospitals and clinics. As an underclassman, I had known that I was not even close to ready to “be the doctor.” As a medical student, I had some grandiose ideas about serving patients in a country in need. I quickly realized again, that global health experiences are more about what the country and people can teach you. This time, though, they taught me more about medicine specifically. Through visits to urban community health sites and rural mobile clinics, I learned about long-term solutions to the root causes of disease and suffering in a country plagued by TB, HIV/AIDS (doctors believed forty percent of Hlabisa’s population to be HIV positive) and malnutrition. .

I was also pleasantly surprised to see how the medical knowledge that I had acquired during medical school could be applied clinically.  While in Hlabisa, I saw a ten year old male who, following a history of AIDS and TB, presented with disseminated multi-drug-resistant-TB and cardiac failure.  His doctor wanted an ultrasound, but the hospital had no technician to run the equipment.  The extracurricular ultrasound training I received during my first year as a medical student enabled me to scan this patient establishing hepatomegaly and cardiomegaly.  Subsequently, several doctors sought me out to image other patients.  I was even able to diagnose a pericardial effusion, although I had never seen one before. I was glad to be able to provide effective aid in this remote part of Africa using the skills that I had just learned. .

Many students choose to complete a rotation during the fourth year of medical school and their feedback is very positive. Fourth year medical students believe that having more solid, practical medical knowledge made them feel like they could really participate in patient care. Though language can often be a barrier, most students found that they gained great exposure to healthcare in one of its different, less technological forms. With some patience and understanding, these fourth year experiences in global health became less about the science of a particular disease and more about gaining further understanding of disease and poverty. Ultimately, these students learned how to be better physicians. .

After: Observation, Challenged Understandings, Continuing to Make a DifferenceSome physicians choose to make international healthcare a continued, integral part of their professional life. Daniel D. Sedmak, M.D., is the director of the Office of Global Health Education in the College of Medicine and

the co-Director of the Health Sciences Center for Global Health at my institution, The Ohio State University.  He is the principal investigator of an NIH Fogarty International Center Framework Grant and he teaches a seminar on global health to undergraduates. In his personal time he has participated in many global health mission trips in the Amazon and in Haiti.  Dr. Sedmak says, “As a physician, an administrator, a scientist, and an educator, working in global health gives me the opportunity to employ all of these skill sets in a way that gives me great personal and professional satisfaction.  Some of the most important things you learn are not the medical or technical skills, but the ability to interact with people from different cultures, to view the world from a much wider perspective, and to collaborate and work collegially with diverse teams.”.

International health experiences allow for personal discovery and help to shape what kind of doctor we are going to be. These global missions hone our own medical skills reminding us of diseases and problems that we would not otherwise encounter. They are also important to let people in other countries teach us new outlooks on life, and they offer continued opportunities to learn and serve. Regardless, of the stage of our medical career, establishing relationships with children in impoverished countries helps us begin to appreciate their strengths and struggles.

Global HealthBefore, During, and After Medical SchoolBy Lenore Jarvis, Med 4

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Have you considered doing a medically related international volunteer opportunity during one of your breaks or as an elective in your fourth year of medical school? Maybe you have thought about visiting a country where you can practice another language or where your relatives live. If you have considered an international health experience, this article is designed to help you find the right international volunteer opportunity by reviewing some important factors to consider while preparing for this experience. I have chosen to do an elective during my senior year of medical school with an organization called Children Without Borders (CWB). In this article, I will review some basics about finding the right international volunteer opportunity and will then discuss CWB and why it is a great organization to volunteer with.

1. Why should a medical student do an international volunteer experience? The opportunity to volunteer abroad allows for a unique community service experience with exposure to medicine practiced in a different country and with a variety of different populations, diseases, and medications. Some advantages for medical students include exposure to practicing medicine with limited resources, if located in an economically depressed area, and exposure to alternative medicine through traditional healers. Overall, students have the opportunity to learn about a culture, relate to its population, practice a foreign language, and network with other students and physicians. With CWB, medical students can make a significant difference because the children at the clinics would not normally receive any care. Medical students also have the option to live with a local family to further immerse themselves in the culture and language. As future physicians, we all want to help and get the satisfaction of knowing that we have made a difference in the lives of our patients. Participating with an international volunteer organization is the perfect way to achieve this goal.

2. What should a medical student look for in a medical charity organization and volunteer program? The organization should have a good reputation, be a 501(c)(3) nonprofit organization, be supported by medical schools and other medical

organizations, be recognized by hospitals/clinics and the country’s government, have experienced staff and physicians at the abroad site, and have support if an emergency occurs. Asking for the credentials of the medical staff that you will be working alongside is definitely acceptable. Ask for a clear itinerary of activities and duties and also for information about any fees or costs during your trip. If you need credit for an elective, make sure to get approval from your school in advance. In the end, your experience should be fun and rewarding, so try to contact other students who have gone..

3. What are some concerns that a medical student might have in pursuing an international medical volunteer opportunity and how do you address those concerns? You should plan in advance for reputable transportation, housing, immunizations, visa/travel documentation, and personal medical care. Research the area that you will be traveling to and ask for recommendations on staying safe for the particular area. Check the weather history and predictions for the time period you will be visiting the foreign country and pack appropriately. In addition, contact the organization to get a checklist of recommended items as well as consider what you need for any tourist activities. Make sure that you exchange money into the domestic currency and call your credit card companies to alert them to your travels so you can use your credit cards abroad. Also contact your bank to allow access to ATMs and withdrawals from foreign banks.

4. What do medical students have to gain from an international medical volunteer internship program? You will have an extraordinary experience very different from your rotations at U.S. hospitals and clinics. Specific to CWB, medical students will learn about the complex social issues facing their pediatric patients. The poverty they live in is much worse than in the U.S. and this creates complex medical problems. Seeing and helping others that are in need is a life-altering experience. (continued on next page)

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009 International Health:

Finding the Right Volunteer OpportunityBy Tatiana Pereira DaCunha, Med 4, Boston University School of Medicine

Right: Volunteer medical student with pediatric patient at Anonos Clinic

(continued from previous page)5. What other things do volunteer medical students have to look forward to? You can look forward to meeting other students with common interests in international volunteering, improving your foreign language skills in regards to fluency and medical terminology, and touring the country. This is an opportunity to get involved in a unique experience to differentiate yourself from other medical students.

6. How do medical students find out and learn more about these types of opportunities? Websites of professional organizations, such as the American Academy of Pediatrics (AAP); databases of international health organizations, such as the those published by the AAP Section on International Child Health (SOICH); medical student organizations about international health; your medical school’s Office of Student Affairs or Dean’s office; online search engines; medical student chat postings; and word of mouth are all excellent sources of information.

CWB is a non-profit organization, which funds pediatric clinics in impoverished neighborhoods in Costa Rica. It also organizes volunteers to participate in medical care

and education at these and other clinics in areas surrounding the city of San Jose, where health care is very limited. The idea of volunteering with CWB was first mentioned to me by the Associate Dean of Student Affairs at my medical school, Boston University School of Medicine. I then met with Dr. George Whitelaw, one of the co-founders of CWB, at an informational meeting for interested students. I found myself wanting to participate in a medical elective and volunteer experience abroad because I am interested in pediatrics and I speak Spanish, so it just made sense to me to get involved. I plan to volunteer this coming Spring. In planning my itinerary, I want to be exposed to as much as possible. I will definitely participate and assist in clinics, visit the local hospitals, and if possible, visit community healers and prepare health education lessons for the children at the clinics. I am looking forward to meeting the children of Costa Rica, learning about the diseases that are most prevalent there, and learning about the needs of these communities in Costa Rica. If you want more information about CWB, you can visit their website at www.cwbfoundation.org or e-mail Sheryl Bono at sheryl.bono@gmail.com.

International Health:Finding the Right Volunteer OpportunityBy Tatiana Pereira DaCunha, Med 4

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Right: Volunteer medical student with pediatric patient at Anonos Clinic

A stay at a hospital can be a scary event for most children because they are sick and away from home and their normal routine and environment. One way to help reduce the stress is by a visit from a friendly therapy dog. Studies have shown that these dogs can provide more than just a wagging tail and someone to cuddle with. Pediatric surgical patients were found to have a decrease in physical and emotional pain postoperatively.1 In severely disabled children a positive difference was noted by their teachers and study observers upon initiation of twice weekly sessions with a therapy dog.2 .

Today many hospitals, nursing homes, and care facilities have pet visitation programs in place. The Ronald McDonald House in Seattle has an active pet therapy program which hosted 15 trainer-dog teams logging in 60 hrs in March 2009 alone.3 If you have an animal that you think would be a good fit for a therapy program, you should check with your local program’s, or children’s hospital, volunteer coordinator to find out more about their specific requirements. Many institutions will look for a certification like the AKC Canine Good Citizen or Delta Society Pet Partner, often paired with their own volunteer training..

Qualities of a good therapy dog, according to the Delta Society include being friendly, liking visits, knowing how to respect personal boundaries, and being completely non-aggressive, controllable, predictable and reliable.4 To become certified in the Delta Society Pet Partners program, both ends of the leash must pass both the skills and aptitude tests. Here is an example of the topics included in those two tests: .

Pet Partners Skills Test 1. Review the Handler’s Questionnaire2. Accepting a Friendly Stranger3. Accepting Petting4. Appearance and Grooming5. Out for a Walk6. Walk Through a Crowd7. Reaction to Distractions8. Sit on Command9. Down on Command10.Stay in Place11.Come when Called12.Reaction to a Neutral Dog.

Pet Partners Aptitude Test1. Overall Examination2. Clumsy Petting3. Restraining Hub4. Staggering, Gesturing5. Angry Yelling6. Bumped from Behind7. Crowded and Petted by Several People8. Leave It9. Offer Treat10.Overall Assessment.

As a medical student, I became interested in pet therapy after adopting my toy poodle, Helix, last year. I am currently working with him to train for the Pet Partners Certification. Helix enjoys attention from humans and isn’t intimidating to children due to his tiny size – just five pounds. Another benefit is that he is hypoallergenic and doesn’t shed. So far, Helix has practiced his skills while visiting an ailing grandparent in a nursing home and a family friend who was ill and on bedrest. I work on his ability to handle crowds and the often clumsy petting that can come from an excited child by visiting a local park adjacent to an elementary school. My goal is to take the Pet Partners test with Helix early next year so he can start providing therapy to kids at such great organizations as the Ronald McDonald House and the Seattle Children’s Hospital. .

References: 1) Sobo, E.J., Eng, B., Kassity-Krich, N., Canine Visitation (Pet) Therapy Pilot Data on Decreases in Child Pain Perception, Journal of Holistic Nursing, Vol 24:1, p51-57, March 20062) Heimlich, Kathryn, Animal-Assisted Therapy and the Severely Disabled Child: A Quantitative Study, Journal of Rehabilitation, Vol 67:4, p48-54, 20013) Therapy dogs bring a bit of “normalcy” to kids going through a tough time, The Hearth, April 2009 4) Delta Society Pet Partners Team Training Course Student Manual, 2008

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009 Pediatrics Has Gone to the Dogs!

Animal-Assisted Therapy for KidsBy Hailey Nelson, Med 2, University of Washington School of Medicine

Article author, Hailey Nelson, and her therapy dog in training, Helix.

During clerkships, we have an opportunity to witness firsthand patient behavior and interactions with others. Sometimes, we may observe behavior that draws attention.

What makes one unaccompanied child so apathetic as he sits on a bed being rolled into an operating room for a myringotomy, while another child clings desperately to his parents as he screams and cries refusing to cooperate prior to entering the surgery room?

When I inquired about this on my ENT rotation, I was only told that the former was a “foster child”. Why was this important? This response has left a lasting impression on me.

Psychological effects of one’s upbringing became an interest for me. It influenced me to complete a Self-Directed Research History of Medicine elective in London. The elective, supported by the John Montgomery Fellowship, requires that my project involve the history of medicine and that the resources are available in London.

In preparation for my elective abroad in Spring 2009, I searched for research topics. During my Child Psychiatry rotation, my mentor Dr. Zaphiris, shared with me that her father, a child psychoanalyst, had worked with child survivors of the Holocaust under the direction of Anna Freud. I was very drawn to the topic, since I have a dual interest in Pediatrics and Child Psychiatry.

After some research, I learned that during 1938-39 nearly 10,000 children, mostly Jewish, were transported from Germany, Austria, Poland, and Czechoslovakia to England as the result of a rescue effort known as the Kindertransport. Meaning the “transport of children” in German, the Kindertransport was organized in response to the violent and destructive riot that occurred in Germany and Austria known as “Kristallnacht” (Night of

the Broken Glass) on November 9-10, 1938. Its purpose was to save children from further Nazi persecution.

The children involved in the Kindertransport escaped the fate of the 1.5 million children that died in the Holocaust.

Yet, their story is not that simple. Beyond age restrictions (only those seventeen years and younger were eligible), there were strict requirements for inclusion. These requirements involved documentations, the selection process, permitted travel items, and the “proper” way parents were to say their goodbyes, since all children were to travel unaccompanied. Selected adult escorts accompanied each child, but these escorts had to return to their starting point for the Kindertransport to continue.

The focus of my elective project was to learn more about the impact of abrupt separation and displacement on children from the child refugees of the Kindertransport. I believe this insight is helpful today in recognizing the sign of neglect, abuse, and physical and/or emotional trauma in children.

In London, I used the resources at the Wiener Library-the World’s Oldest Holocaust Memorial Institution, the Imperial War Museum, and the Society of Friends House. I also received invaluable assistance from the Association of Jewish Refugees and the Kindertransport Association. Sir Martin Gilbert, a distinguished author and historian, specifically created a map for my project illustrating the Kindertransport Journey.(continued on next page)

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009 A Historical Perspective:

Lessons Learned from the KindertransportBy Laurina Sanchez, Med 4, Texas A&M College of Medicine

Right: Article and Project Author, Laurina Sanchez, with Eva and Hermann Hirschberger. Mr. Hirschberger is a former Kindertransport refugee.

“These children suffered psychological effects...it was very frightening”

(continued from previous page)Meeting a former Kindertransport child refugee, Mr. Hermann Hirschberger, was an honor and an opportunity for me to inquire about my research findings. I asked about the diverse experiences of children, since not all went to live with relatives or foster families. Some lived in boarding schools, camps, and hostels. Unfortunately, while some went to nurturing homes, others went to homes where they were abused, neglected, and exploited for free labor. Others were in homes where they lacked affection from their caretakers. I also asked about the psychological effects of being separated from parents and remaining orphans, since 90% of these children never reunited with their parents. This was the case for Mr. Hirschberger, who left Germany at age twelve and whose parents both died in the Holocaust.

In speaking with Mr. Hirschberger and through my independent research, I learned these children suffered psychological effects that included anxiety, separation anxiety disorder, cognitive impairment, denial, and a survivor’s sense of guilt. For these children, it was very frightening to give “absolute strangers” complete control, to become suddenly responsible for younger siblings, and to not understand “why” they were sent away. Anxiety also manifested as sleep disturbances, crying, and bed wetting. Separation anxiety created challenges with establishing trust and security for these children, affects that persisted into adulthood for many children. Cognitive impairment associated with emotional stress was a finding in some children who had memory

impairment. Some children who lost their parents in the Holocaust could not accept the loss of their parents and many felt a survivor’s sense of guilt.

Collectively, I learned there are valuable lessons for today to be learned from the child refugees of the Kindertransport. Without permanent homes and parents, the children from the Kindertransport lacked stable emotional bonds. The absence of these two core components, necessary for a child’s development, had repercussions as implied by the psychological effects observed in some of the children of the Kindertransport. In the same manner, perhaps the apathy that I observed in the “foster child” prior to going into the operating room was due to his “lack of attachment” reflecting a similar upbringing. My project taught me that separation and displacement affect children and often affect these children’s future relationships as adults. As physicians, it is important to observe for any signs of abnormal behavior in children that may be suggestive of abuse or neglect. We can always advocate methods of improving adjustment in children who are displaced such as encouraging open dialogue and promoting a familiar environment (i.e. language, culture, religion). Another proactive step we can take is ensuring the foster families/individuals are protecting and providing for the child’s best interests, so that they feel loved and not “on the edge” for fear of being reprimanded or being sent away.

A Historical Perspective:Lessons Learned from the KindertransportBy Laurina Sanchez, Med 4

Right: Refugee girl shortly after arrival in Harwich, England, December 2, 1938.Below: Kindertransport child refugees from Hamburg, Germany, arriving in South Hampton, England, via steamboat, 1938.(Photos courtesy of Wiener Library, London)

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We’re So

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We Can

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Coming in 2010!

The AAP is collaborating with the Council on Medical Student

Education in Pediatrics (COMSEP) to create the quintessential

guide to exploring pediatrics and excelling during medical

school through successfully beginning a pediatric residency.

This guide promises to become a trusted resource and will

include information about:

Pediatrics as an attractive career The pediatrician!s role in advocacy Becoming involved in Pediatric Interest Groups Exploring pediatrics in the first three years of medical school Excelling during the third year of medical school Research during medical school Planning and starting the fourth year of medical school Applying for residency Interviewing for residency The residency match Surviving and thriving during intern year The importance of work-life balance More about the American Academy of Pediatrics and how

we can help you succeed during medical school and beyond

AAP Medical School to Residency Guide

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Want to be Featured in a Future Issue?Let Us Know!This newsletter is designed to let you know what is going on within the AAP and also to let you know what is going on with medical students across the nation. Do you have a great idea for a newsletter article? We want to know! Have you been involved in something noteworthy for children? Tell us about it! We know that our section has strong students at great medical schools, and we want to share the outstanding things you are interested in and are doing with the other medical students in the AAP. So, if you want to be featured in one of our future newsletters or if you know someone that should be featured in one of our future newsletters, please send any of us an e-mail. All of our e-mail addresses are listed below.

We look forward to hearing from you!

MEDSTUDENTNEWSAAP Medical Student Subcommittee

Ruth Chiang, Med 3University of Arizona College of Medicine - Phoenixe-mail: rchiang@email.arizona.edu

Shanlee Davis, Med 4Mayo Medical Schoole-mail: davis.shanlee@mayo.edu

Sherita Holmes, MDPediatric InternComer Children’s Hospital (University of Chicago)e-mail: Sherita.Holmes@uchospitals.edu

Lenore Jarvis, Med 4The Ohio State University College of Medicinee-mail: jarvis.75@osu.edu

Keith Pasichow, Med 4Mount Sinai School of Medicinee-mail: Keith.Pasichow@mssm.edu

Anna Volerman, MDMed/Peds InternBoston Combined Residency Program

Dan Schumacher, MD (chair)Pediatric Emergency Medicine FellowCincinnati Children’s Hospital Medical Centere-mail: daniel.schumacher@cchmc.org

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