Doctors do cry.

Physicians have tried to understand whether crying for a patient is a raw emotion that demonstrates their lack of control over themselves and the situation, or whether it is a sign of humanity and concern for one’s fellow beings. Studies on medical students and doctors’narrations of times when they have shed tears over a patient’s suffering or death have established beyond doubt that medical students and physicians are not immune to their patients’suffering and may cry when overwhelmed by stress and emotions. Even though humanity is the cornerstone of medicine, depersonalisation has somehow crept into the physician–patient relationship and crying is considered incompatible with the image of a good physician, who is supposed to be strong, confident and fully in charge. Thus, crying has been equated to weakness and at times, incompetence. This could be attributed to the fact that our medical curriculum has ingrained in us the belief that emotion clouds rationality and prevents us from being objective while making decisions regarding a patient’s clinical progress. Our curriculum fails to teach us how to handle emotional situations, witness the dying process, communicate bad news, interact with the bereaved during the period of grief immediately following death, and reduce the professional stress involved in working with newly bereaved persons. Our training focuses on cure, amelioration of disease and the restoration of good health, with little emphasis on death, which is an absolute reality. It is crucial that medical educators take note of these lacunae in the curriculum. Physicians and teachers must recognise and accept the emotions that medical students experience in these situations, and teach them to offer their patients a sound blend of rationality and compassion with an attitude of humility.

Why does an undergraduate student choose medicine as a career.

Background. There are more than 44 000 seats in over 350 medical colleges in India for pursuing the MBBS course. This is not enough as we have only 1 doctor for as many as 1953 persons in India. Yet, medicine is not among the top vocations in most career advisories and the best school students do not aspire to be doctors. Methods. This cross-sectional study was done at a tertiary care, teaching hospital in March 2010. Medical students in their second semester were asked to fill an indigenously designed, structured questionnaire, looking at their reasons for joining the course, interpersonal relationships, satisfaction with the curriculum and future prospects following graduation. Results. The mean (SD) age of the students was 19.2 (0.85) years. Of the 100 students of second semester, 41 had been influenced by a family member in choosing their career. Twelve felt that medicine would give them a chance to serve the society. Forty-six students felt that the expectations they had from the course before joining were not being fulfilled. Nearly one-third of the students (31) stated that they would not choose medicine as a career if given another chance. Further, 19 said that they would still choose a different profession after completing their graduation. Non-fulfilment of expectations from the course was associated with the belief that they would not opt for this course if given a second chance (likelihood ratio 7.12, p=0.008). Students felt that teaching should lay stress on problem-based learning including workshops on stress and time management. Conclusion. We find that several students do not have a defined career plan and opt for a career in medicine because they are influenced by family members. Some students were dissatisfied with the curriculum and expressed that they would not like to pursue the course if given a second chance.