b'For example:toward passing the next test. They miss the A nurse and a physician both see a patientconnections, fail to see the patterns. They cram. with volume overload from CHF. BothOn test day, they regurgitate the facts and then know, fluid overload, give furosemide,forget themon to the next one. It works. They patient will urinate and feel better.score highly. So the cycle repeats. Each time, Both have experience. Both intuit.they think that if they can just get through the next step, theyll really start learning. The difference is that a physician also thinks,Its the same when they get to residency. Signs and symptoms of volume overload with a history of congestive heart failure likely toWhen students are busy cramming be CHF exacerbation. Administration of a loopknowledge without perspective, they get diuretic will reduce preload, restoring cardiacstuck in survival mode. They dont retain output and alleviating third spacing around thethe information being taught, and stay lungs. Intravenous administration is requiredin a constant state of getting by.to avoid the limitations of bowel edema, which would impair oral absorption. The loop diureticThis approach gets them through, but will cause higher urine flow rates and couldthen they end up at fellowship or start to compromise potassium and magnesium, aspractice and havent truly retained what well as affect glomerular filtration, so welltheyve learned. They walk away with enough need to assess a BMP daily. Goal is no moreexperience to be adequate, so the physician than 3L out per day, with a target of -1Lfollows intuitive reasoning as best they can. balance. The DOSE trial says to give 2.5 timesThey are supposed to have a full stack of the patients home dose as IV. Ill schedule themedical knowledge. But they dont. They dose to recur and modify as data changes.never did. While both nurse and doctor have the correctOnlineMedEd seeks to ease the anxiety of intuition, there is so much more in themedical school. By allowing the student to physicians mind. The mechanism of disease,learn the medical knowledge in a way that fundamentals of treatment, anticipation ofsticks, in a manner thats faster than whats outcomes and side effects, and implementingbeen done before, students can focus on more evidence-based practices are all part of thethan the test and rise above adequate.art of medicine. Physicians must do it all.In the end, being a great doctor means more To become the expert physician, thethan knowing a lot of stuff. It means knowing student must start with the right framework,a lot of stuff and being a great person. the right fundamentals, and then applyOnlineMedEds educational materials and them with experience. Experience alonefaculty resources streamline the delivery of is not sufficient for excellence.medical knowledge and assessment of that knowledge, helping each student learn the right Whats supposed to happen is that at everythings the right way. This enables faculty to do step, the physician (and not any otherwhat lectures cantsculpt exceptional people provider) has this fund of knowledge,who become better, more well-rounded doctors.the mechanisms, the why and the how. Exceptional doctors are those that start with the science, (employ it to their experience,)and constantly reflect on their knowledge and their outcomes. Medical school curricula are structured to ensure this natural progressionscience, experience, practice, expertise.What actually happens is that medical students get overwhelmed. When students dont see the bigger picture, they put all their energy 11'