the pulse 2014 2015
DESCRIPTION
A publication of the Trinidad and Tobago Medical Students' AssociationTRANSCRIPT
A PUBLICATION OF THE T&T MEDICAL STUDENTS’ ASSOCIATION (2014-2015)
Student
Life
The Chekhovian Doctor
Ward
Rounds
Beyond Office Hours
and
much
more!
TTMSA EXECUTIVE 2014-2015
Sheelu Ria Khaja (President)
Isabella Griffith (Vice president)
Aaliya Ali (Secretary)
Tian Torress (Assistant Secretary)
Mitra Maharaj (Treasurer)
Mershawna Ramnath (PRO)
Meagan Mohammed (Year 1 Rep)
Keston Rattan (Year 2 Rep)
Kevin Harris (Year 3 Rep)
Kodi Lourenco (Year 4 Rep)
Anesh Lalram (Year 5 Rep)
TABLE OF CONTENTS
P A G E 3
THE PULSE T&T Medical Students’ Association
THE PULSE TEAM
Taureef Mohammed (Editor)
Irfaan Ali (Graphic Artist)
Nicole Maharaj
Cimone Ramcharan
Virender Mahabir
Patrick Edward Chin-Kong
Mateus Fernandes
CONTACT US
Email: [email protected]
Tel: 735-1001/769-1865
Facebook: Trinidad & Tobago Medical
Students’ Association
ACKNOWLEDGMENTS
Dr Premchand Ratan
Prof Samuel Ramsewak
Prof Christine Carrington
Dr Lianne Conyette
Dr Simone Chang
Dr Srikanth Rao
Dr Lennon Johnson
Usamah Mohammed
Kelli O’Brien
Sofiya Barrow
Stephen Beharry
A message from the Dean 4
Greetings from the President 5
A review of PECH 7
The hockey champ 8
A taste of Canadian medicine 10
Beyond office hours 11
The Chekhovian Doctor 13
About the TTMA 15
The art of succeeding in medical school 16
Ward rounds 17
Study tips 20
The dreaded internship 22
Valedictory speech 2014 23
A night to remember 25
Etymology 26
P A G E 4
A MESSAGE FROM THE DEAN
It gives me immense pleasure once
more to see this edition of “The Pulse”
ready for print.
First, I must extend special congratu-
lations to the editorial staff who, as stu-
dents of the Faculty of Medical Sciences
always have such demanding courses in
their programmes of study, but yet have
committed their valuable time and energy
he continued to serve the Faculty even
after his retirement from active clinical
pursuits, in order to demonstrate the hu-
mane and ethical heights to which those
in this noble profession can attain.
I am also pleased to see the “Tips
for the wards,” “Study tips” and
“Etymology,” features which will help
readers to improve their prowess in the
course as well as to impart some of the
important attributes required of young
clinicians and readers.
I am proud to lead this faculty from
which such an impressive publication
emanates and I wish the committee even
more successful projects in the future.
Samuel Ramsewak
Dean, Faculty of Medical Sciences
PROFESSOR SAMUEL RAMSEWAK
towards this production. The Pulse is
really what it is – measuring the heartbeat
of our faculty. It reflects activities in the
institution during the various steps of the
programmes and includes electives, in-
ternships, academia and research .
I am delighted to see that someone
whom I am fortunate to count as one of
my teachers and a formidable mentor, Dr.
Premchand Ratan, has been honored so
appropriately. Dr. Ratan’s sense of dedi-
cation to The UWI and by extension to
the Caribbean is legendary. We are most
fortunate to have had the benefit of his
tutelage in the clinics and wards, provid-
ing our students with incisive and com-
manding detail. He is someone who
showed masterly command of clinical
signs and of sleuthing in one of the most
challenging area of medicine – the nerv-
ous system. I am particularly pleased that
Tel: 735-1001/769-1865
?
"Dr. Ratan’s sense of dedi-
cation to The UWI and by ex-
tension to the Caribbean is leg-
endary.”
"I am also pleased to see the
“Tips for the wards,” “Study
tips” and “Etymology,” features
which will help readers to im-
prove their prowess in the
course ...”
P A G E 5
"Do not give up. The beginning is
always the hardest.”
I trust that everyone is having an en-
joyable and productive year.
On behalf of the executive of the
TTMSA and the wider student body, I’d
like to extend a late but heartfelt congratu-
lations to the newest additions to the Medi-
cal Sciences family: The Class of 2019.
Dear students, you are the young sparks
that will keep the light of medical practice
in Trinidad and Tobago shining brightly.
It is our hope that you keep focused
and equally enjoy your time in and out of
class. The TTMSA ensures that you find
your niche and can still come together with
the rest of your classmates as well as the
other year groups in the events throughout
the year.
The TTMSA represents all the stu-
dents of the Faculty of Medical Sciences.
Our priority is you, the students. We aim to
provide assistance in all aspects of student
life—be it mental, social, psychological,
academic and even financial—to ensure
the holistic wellbeing of each and every
student.
Undoubtedly, the student body at the
Mt Hope Campus of the University of the
West Indies comprises the most hardwork-
ing and intelligent minds of the Caribbean.
However, some may still feel inade-
quate when they compare themselves to
the toppers in the class. To these students,
remember that you have found yourself in
that seat in Amphitheatre A on the first
day of orientation, and you will find
yourself there on the last at The Oath-
Taking Ceremony.
I’ll like to take this opportunity to
thank all students who work tirelessly on
the various subcommittees of the
TTMSA—without your help the
TTMSA would not be what it is.
I encourage everyone to adopt ac-
tive roles on the various subcommittees.
The skills you will acquire in spending
time in those committees, whether it is
the Environmental Committee or the
Banquet Committee (or any of the oth-
ers), will shape you into the all-rounded
doctor who the world admires.
Our time as medical students is very
limited in the journey we take as doctors.
So do make the most of it!
In closing, I wish you all the success
and happiness that goes with being a medi-
cal student. I am sure that you will all be
hallmarks in our country, as well as the
world.
May God bless each and everyone
one of you, and our organisation.
- Sheelu Ria Khaja
TTMSA President
“We aim to provide
assistance in all as-
pects of student life—
be it mental, social,
psychological, aca-
demic and even finan-
cial—to ensure the ho-
listic wellbeing of each
and every student.”
GREETINGS F R O M T H E PRESIDENT
SHEELU RIA KHAJA Class of 2016
There is no short cut, nor “royal road,” to the attainment of medical knowl-
edge. The path which we have to pursue is long, difficult, and unsafe.
—JOHN ABERNETHY, Hunterian Oration (1819)
Letter to the Editor :
A review of PECH Professionalism, Ethics and Commu-
nication in Health (PECH) is a new course
introduced in September, 2013, to the
Class of 2018. The objective of the course,
as outlined in the foreword of its manual,
is “to inculcate a strong sense of social and
civic responsibility which will better pre-
pare and enable you (the student) to serve
your communities empathetically”. Based
on such a premise, it’s hard to dispute the
need for such an initiative in the training of
medical professionals. With increasing
numbers of complaints from the public
about maltreatment in the nation’s hospi-
tals, the implementation of such a course
seems long overdue.
Throughout the beginning of the first
semester of first year, the course seemed
quite straightforward. Tutorial sessions, for
my group at least, comprised discussions
about professionalism in health and rele-
vant real-life scenarios. I must say, the
lively conversations that ensued during
tutorials were intriguing. These discussions
were the highlight of PECH for me, mostly
because it gave me the opportunity to ar-
ticulate my own views and to hear those of
my colleagues, allowing us to gain new
perspectives on issues.
Our first assignment was to complete
a journal, comprising six to eight reflective
pieces, by the end of the semester. Some
students expressed concern about the tedi-
ousness of researching topics and writing a
piece every week while trying to keep up
with other courses, including PBLs and
labs. I had no problem with the addi-
tional workload since I accepted it as
part of being a medical student.
However, I did question myself as
to how this particular assignment would
help achieve the objective of the course.
Sure, it can be said that the reflective
pieces could have helped us get in touch
with our emotions and empathise with
persons in different situations, but I felt
that all of this would be overshadowed
by being marked. I think that this im-
peded students from making a sincere
effort to be more reflective or empa-
thetic.
In semester two, we had to do two
PECH courses, simultaneously, which
proved to be too much. There was a gen-
eral air of frustration among students as
the end of semester two drew closer. Near-
ing the end of the second semester, our
class learnt that PECH would span over
three years. This raised more questions
among students who expressed their con-
cerns to the course coordinators.
Fortunately, these concerns were not
overlooked. After experiencing one semes-
ter of the second year PECH course, I can
safely say that there is an observable dif-
ference in the way the course is imple-
mented. There are hardly any out-of-class
assignments and a greater focus on devel-
oping practical skills necessary for the
clinical environment.
Notwithstanding the legitimate con-
cerns of students, credit must be given to
Dr. Farid Youssef and Ms. Stella Williams
for their foresight in developing a course
with such an integral objective. After all, I
am sure they had the best interest of the
students and patients at heart when they
developed and implemented PECH. Some
level of dissatisfaction is always expected
with change. The challenge is to come
together, despite differing views, with
open minds to push the change in a posi-
tive direction. I hope this letter is a step in
that direction.
-IRFAAN ALI
Class of 2018
P A G E 7
“These discussions
were the highlight of
PECH for me, mostly
because it gave me the
opportunity to articu-
late my own views and
to hear those of my
colleagues, allowing us
to gain new perspec-
tives on issues.”
Do you have an opinion on anything related to medical school? We would like to
know. Write a letter to the editor and send it via e-mail to:
I came from a family with a sport-
ing background. My dad played rugby,
and many of my cousins swam at a national
level, played water polo and a variety of
other sports. We were very active kids—we
did ballet, we swam, played a little tennis.
When I was about 11 years old, following
in my older sister footsteps, I traded in my
ballet shoes for a hockey stick.
My parents are very supportive. I
have two sisters so no boys for daddy. He
was a big rugby player so I guess we did
him proud.
I started with a junior club called
Futuristics and I also played while I was
at Holy Name Convent, Port-of-Spain.
But before I was at Holy Name, I used to
tag along to my sister’s trainings while she
was there. Eventually I joined a club which
is now Shandy Carib Magnolias.
My first tour, which was a club
tour, was in 2007 in London, UK. It was a
lot of fun and I was 14 at the time. The
following year I made my first junior na-
tional side (Under 21). We went to Mexico
City, Mexico, for the Junior Pan-American
Games. In 2010, I went to warm up games
in Chile and the Central American and and
Caribbean Games in Puerto Rico where
we won gold.
In October, 2010, we went to India
for the Commonwealth Games. We were
actually one of the first Caribbean teams
that did not place last in that tournament
and that was amazing. We played
against top teams in the world and yes,
we got some pretty big goal lines scored
against us but it was some really good
exposure. And I got to see to the Taj
Mahal which was amazing!
The following year we played in
Panam games at senior level in Guadala-
jara, Mexico, and then the junior games
the following year, in Cuba, and then
that was the end of that.
An injury from the Cuba tour
took me out in 2012, my first year of
med school. An X-ray revealed I had
damaged my coccyx bone. I was unable
to make it back to national team because
I couldn’t rehabilitate myself to that
level and I wasn’t able to figure out how
to give that much of my time to make it
back there and maintain med school at
the same time.
I’m captain of the UWI St
Augustine hockey team. In 2013, we
won silver at the UWI games in Jamaica.
But because I wasn’t totally fit, I strained
my groin and I was down for a bit.
Although I would love to be back on
the national team, I know that it's unrealis-
tic because medicine is becoming more and
more demanding. My desire is to live a
healthy lifestyle while actively pursuing a
sport while I continue my studies. I may
not be able to make it back to nationals but
I can stay at a high local competitive level.
A former national field hockey player, captain of the UWI hockey team, footballer, baker,
and, last but not least, a third year medical student, Kelli O’Brien is a shining example of a
balanced student. How does she do it? With proper planning and limitless passion, anything
is possible, Kelli says. This is her story.
P A G E 8
Kelli in action!
AS TOLD TO NICOLE MAHARAJ
drawing up little calendars and writing
in what I have to do on different days.
But I always leave room for chaos.
Balancing school and exercise has
always been easy for me because the
latter is my release.
My advice to the current stu-
dents is not to be afraid to aspire
and dream to do things because we
are all special in different ways and
we are all capable of doing amazing
things. Keep doing something that
you enjoy as a stress reliever. All the
best and good luck!
I would like to specialise in sports
medicine because it brings together my
passions for sports and medicine. So I
can see myself there in about ten years.
I have no secret on how to balance
everything. You need to set goals and be
realistic in giving yourself enough time to
achieve them while being prepared for un-
expected events in between. I’m constantly
P A G E 9
Sports have taught me the impor-
tance of time management, team work,
and discipline. As a team player, you learn
to cooperate and delegate; everybody has
their part to play in getting something done.
In a team sport it’s never any one person’s
fault that something happens. I have almost
no free time. It is school, hockey/exercise
and very little down time in between and
that has made me a very busy person.
I paint and draw a little and I like
to bake. Sometimes I bake just out of
stress, and I make really nice stuff. I think
my friends really like that. As of recently
I’ve taken up football. The boys have been
teaching me and I’ve been one of the girls
on our year group’s team for our little
league in the faculty. I play volleyball as
well on the beach when our faculty has its
brain coolers. I like to take pictures; I wish
I had a really fancy camera. Life is about
just appreciating the small moments that
make everything worthwhile.
I have no secret on how to
balance everything. You
need to set goals and be re-
alistic in giving yourself
enough time to achieve
them while being prepared
for unexpected events in be-
tween.
Kelli at UWI Mona
P A G E 1 0
My choice of Canada to do my elec-
tive was influenced by a personal encounter
with the country’s healthcare system in
2006.
After tearing the Anterior Cruciate
Ligaments in both my knees, I had to un-
dergo reconstructive surgery twice within
three years at the University of Western
Ontario (UWO) Hospital in London, On-
tario. The standard of care that I received
during this period left an indelible mark on
me as a patient and so my decision on
where to do my elective as a soon-to-be-
doctor was made easy.
I’ve always been quite fond of chil-
dren and therefore, paediatrics was my spe-
cialty of choice. I spent the first two weeks
of my elective at the Victoria Children’s
Hospital at the London Health Sciences
Complex and the final two weeks at the
General Pediatrics Clinics at the St. Tho-
mas Hospital, London, Ontario.
The hospital system encountered was
very new to me but nevertheless quite
amazing. There were two clinical teaching
units: CTU RED and CTU BLUE. The
members of the BLUE unit consisted of a
consultant (who everyone addressed as
“staff”), a senior resident, junior residents,
and two to three medical students (like my-
self) called clinical clerks. This is where I
was rotated for the first two weeks. The
RED unit comprised three or four full-time
university paediatricians who attended to
more complicated scenarios like childhood
cancers and rare subspecialty cases.
The consultants on the CTU BLUE
attended to general paediatric cases and
changed every week as they were continu-
ously rotated among a group of twenty to
thirty pediatricians in the community. This
was very different from what takes place at
home where the consultants are permanently
stationed.
Every day began at 7.30am with a
thirty-minute teaching session conducted by
junior or senior residents for the medical
students. The daily rounds then began with
a thirty to forty minute round-table meeting
with the on-call team (including nurses).
An updated patient list and worksheets
would be printed and given to each unit
member to keep everyone abreast of what
was happening.
“Not only were the fa-
cilities outstanding, but so
too was the admirable work
ethic displayed by my col-
leagues.”
The facilities were stunning. I
experienced my textbook theory in
action as simple antiseptic techniques
and infection control methods were
strictly adhered to. We were outfitted
with gowns, gloves and shield masks
to enter rooms with patients who had
any type of infection. Furthermore,
advanced technological equipment and
sub-specialty staff enabled up-to-date
disease management.
All records were computerised.
The rounds trolley consisted of a com-
puter from which all patient informa-
tion was accessed from a database.
There was therefore no chasing of lab
results, no cases of lost patient notes
or losing track of who had last at-
tended to a patient. This was a highly
efficient system built upon Electronic
Medical Records (EMR) which has
revolutionised patient records.
Not only were the facilities out-
standing, but so too was the admirable
work ethic displayed by my col-
leagues. I believe that such an attitude
to work in a people-centred profession
plays a major role in the system’s effi-
ciency. I encountered people who
wanted to work, were happy to work,
and who were very patient-friendly.
To students who may be wonder-
ing where to do their elective, I would
definitely recommend applying to a
hospital in a developed country. I be-
lieve that this experience would help
you to appreciate and emulate an effi-
cient healthcare system, not only tech-
nology-wise, but from the point of
view of the enviable work ethic. This
would only serve to improve your
standards as a doctor.
USAMAH MOHAMMED CLASS OF 2015
The Victoria Children’s Hospital, LHSC,London, ON.
P A G E 1 1
with Prof. Christine Carrington Professor of Molecular Genetics & Virology, Biochemistry
Unit Coordinator & former Deputy Dean of Graduate Studies
& Research, Faculty of Medical Sciences, UWI, St. Augustine
Q: Could you tell us about your life
before university?
A: I was born in St. Augustine, Trini-
dad, the second of three girls. My father
was a UWI academic and my mother
taught biology at St. Augustine Girl’s High
School (SAGHS). I attended St. Joseph’s
Girls’ RC School and then SAGHS. I took
part in many school activities and was in
the steel orchestra but to be honest I spent
most of my time liming with friends!
I was always interested in science. In
form one, I would read the sixth form Biol-
ogy texts. I enjoyed nature programs, espe-
cially those by David Attenborough, and
reading science fiction and books by James
Herriot who wrote funny stories about be-
ing a vet.
What did you study at university?
I did a BSc in Biotechnology at the
University of London, King’s College. I
was always fascinated by viruses and the
one virology course I did was my favorite
so I went straight on to a PhD in Molecular
Virology at the Institute of Cancer Re-
search, University of London.
Could you elaborate on your PhD
work?
I studied the Human T cell Leuke-
mia virus (HTLV-1), a retrovirus—same
family as HIV. I worked in the labora-
tory of Professor Robin Weiss, who was
one of my PhD supervisors. The lab was
one of the earliest to work on HIV and
was renowned for having identified CD4
as the receptor for HIV.
Our focus was viral entry. The
more you know about how viruses enter
cells, the more you know about how to
block that using vaccines and therapeu-
tics. I worked on the viral protein that
mediates attachment of HTLV-1 to its
cellular receptor.
Currently, what are your research
interests?
I’m interested in emerging viruses
(viruses that have appeared in human
populations for the first time, or that
existed before but are increasing in inci-
dence or geographic range). HIV, Den-
gue, Chikungunya and Ebola are good
examples. My group works mainly on
dengue and other mosquito-borne vi-
ruses (we are now starting work on chi-
kungunya), rabies and other viruses car-
ried by bats.
We aim to understand the evolu-
tionary and ecological factors that deter-
mine viral emergence, patterns of spread
and mechanisms of maintenance. Most
viral emergence has to do with human
activity: habitat destruction, urbanisation,
rapid global travel.
The work involves fieldwork to col-
lect virus samples, molecular genetics
work in the lab, and bioinformatics analy-
ses done on the computer.
People sometimes underestimate the
value of research, what impact does
your research have in T&T, and the
region?
The impact of the type of research I
do is not usually immediate, but it moves
our understanding of the field forward and
creates a platform of knowledge on which
more tangible impacts are built.
For example, if we can answer ques-
tions like: “Why do the dengue epidemics
behave the way they do?’’ “What deter-
mines direction and intensity of spread?”
“Are some countries putting out more vi-
ruses than others?” “Where are the viruses
maintained between outbreaks?”, we can
better target surveillance, monitoring and
control efforts.
We also sequence a lot of viruses so
we produce data about the diversity of the
Dengue virus in our region, which is
needed to develop a good vaccine.
I contribute to building intellectual
and technical capacity in the Caribbean by
BY NICOLE MAHARAJ
P A G E 1 2
training the next generation of research-
ers.
Why did you choose academia?
I love research, so academia was an
obvious choice. I always wanted to
know how things work. When I got four
A’s at A’ levels everybody told my par-
ents, “Oh, now she can do medicine.”
My parents replied: "But, she doesn't
want to do medicine." And people
would say: “Well you must make her do
medicine”. Thankfully my parents ig-
nored them.
Academia can be extremely frus-
trating and challenging but you are free
to do what research you want to do –
well as long as you can get funding!
It’s very demanding but reasonably
flexible which helps when you have
children. A big plus is that in academia
I’m constantly learning...without having
to do exams!
Why did you choose the Faculty of
Medical Sciences, UWI?
When I finished my studies, be-
cause I was on a scholarship for my first
degree I owed the T&T government
three years of work.
I remember once telling my parents
that they were very lucky because they
didn’t have to pay for my education. My
mother responded, “I pay taxes!” That
shut me up! I did feel like I owed the
country. People pay money for you to go
and study, so you should return and do
something, and I was glad to come back.
The original plan my husband and I
had was to do the three years and then
make a decision about whether to stay or
go, but the conversation never came up.
Do you see a bright future for molecu-
lar genetics and virology in UWI/
T&T?
I think so. We now have quite a
few PhD Molecular Genetics graduates
whose work focused on viruses and
they’re all doing well. We have a legacy
to build on. T&T has an important place
in the history of virology – a lot of semi-
nal virology work was done right here.
One of the biggest problems today is a
lack of funding; there is not enough in-
vestment in research.
What is your proudest achievement?
It is an on-going one. It is finding
balance. I am proud of managing to do
solid, internationally respected research
while also looking after our two little
angels, Lukas and Mia. It isn’t easy but I
think so far I’ve managed to have a suc-
cessful career while at the same time
maintaining a happy home and hopefully
being a good mother. Having an ex-
tremely supportive husband like Axel is
a big help. Mind you, we’ll have to wait
to see how well the children turn out!
Come back to me with that question in
20 years!
What do you like about the current
batch of medical students
Unfortunately I don’t have that much
one-on-one interaction with students, because
the classes are so big. But I like that the stu-
dents are eager to learn, very bright, pleasant
and friendly.
One of the problems we have on this
campus as staff is we don’t have staff recrea-
tion areas so there’s no incentive for me to
stay back after work and hang out with my
colleagues or take in a show the students are
doing or anything like that. It’s very much a
place where you come, you work and you go
home, and that could be improved.
Is there anything you don't like about us?
Anything that gets on your nerves?
I don’t like that the students’ approach
to learning is often along the lines of “tell me
what I have to know.” I don’t like when they
ask what’s coming in exams, or if they have
to know something I taught “for exams.”
They are so bright and have so much capacity
to explore and follow up on their interests.
It’s a shame but it isn’t all their fault. They
are products of our exam-focused education
system.
Secondly, (and this is not just medical
students but throughout society), there is a lot
of dishonesty—plagiarism and unethical be-
haviour.
You all are going to hold positions of
respect in society—jobs where ethics, moral-
ity, trust and general uprightness are para-
mount. I sometimes have to go to hearings for
students accused of plagiarism and cheating.
It’s very depressing to hear about students
submitting work that is completely copied
from somewhere else or research that is to-
tally fabricated.
What is the key to success in medical
school?
I never went to medical school but I
think that the key to success in any university
programme is consistency and striving to
understand the underlying principles of what
you are learning. You can never learn every-
thing by heart but if you understand, you can
work it out.
Also looking beyond your textbooks or
lecture notes. Reading—not just about medi-
cine—but about the world, a novel, another
field.
Medical students need to try to be more
all-rounded. All work and no play make Jack
a very dull doctor.
“...the key to success in any university pro-
gramme is consistency and striving to under-stand the underlying
principles of what you are learning. You can
never learn everything by heart but if you under-stand, you can work it
out.”
P A G E 1 3
When clinical teaching was first
introduced in Trinidad in 1967, Dr
Premchand Ratan started ward
rounds with students. In April 2014,
after pacing the wards for almost 50
years, the 86-year-old internist de-
cided to hang up his shirt jack.
For Dr Ratan, teaching, not just
medicine but life, was his lifework.
“I was very passionate about teach-
ing. I loved it. I feel every doctor has a
role to teach, whether he teaches juniors,
medical students, nurses, or even pa-
tients,” Dr Ratan said in an interview at
his Federation Park home.
Most of Dr Ratan’s teaching years
were spent on the wards of the Port-of-
Spain General Hospital (POSGH) and,
for a brief period, the Eric Williams
Medical Sciences Complex.
Ward rounds, he said, were more
than just medicine. “There are so many
opportunities to teach attitudes and to
lead by example in showing how to deal
with patients and how to talk to people.”
The eclectic doctor did not stop
there. Like Dr Anton Chekhov, the nine-
teenth century Russian physician and
literary giant, he found a way to merge
two seemingly parallel fields: medicine
and literature.
Using his vast clinical experience
and collection of literary gems, Dr Ratan
spruced up the scientific method with
fine poetry. “‘Music that gentlier on the
spirit lies than tired eye lids upon tired
eyes.’ I would tell them (the students),
think. What medical condition does that
bring to your mind? Myasthenia Gra-
vis.”
“‘There is sweet music here that
softer falls than petals on blown roses on
the grass.’ That talks about observation,”
he explained. “I would ask the students:
do you drive around the savannah and
observe the Poui flowers on the ground?
Observe, observe, observe.”
“It wasn’t just showing off poetry
but making the teaching enjoyable.
When you’re teaching it must be an en-
joyable occasion. I don’t know if the
students had liked it but I thought it was
my responsibility to introduce them to
these things.”
The students did enjoy it, espe-
cially those who wrote him a thank you
card which read: “What a nice blend of
philosophy, clinical medicine, and fun.
Your wisdom was appreciated and val-
ued.”
On the power of reading
Maintaining his unconventional
style of teaching, Dr Ratan encouraged
students to read extensively, beyond the
unlimited editions of medical textbooks.
Among the books he recommended were
A.J Cronin’s The Citadel and Desmond
Morris’ Manwatching; the latter brought
hearty giggles from the female students, he
said jovially.
For a doctor, reading is a powerful
tool, he emphasised. “It makes you a better
person. As a doctor, you would never be
able to see everything in people’s lives, but
when you read a novel, you have the privi-
lege of being with other people and seeing
how they react and so it makes you a better
person and doctor.”
Reading, he added, broadens one’s
imagination, making one more capable of
understanding a patient’s situation. “If you
have a patient with a stroke, you have to
imagine what is going on their life when
they go home, and if you can imagine that,
then you can think about other things that
you could help them with.”
And for these reasons, he repeatedly
quoted to his students Chekov’s immortal
words: “Medicine is my lawful wedded wife
and literature is my mistress. When I’m
tired of one, I spend the night with the
other.”
Lifework:
BY TAUREEF MOHAMMED
DR PREMCHAND RATAN
“...when you read a novel, you have the privilege of be-
ing with other people and seeing how they react and
so it makes you a better person and doctor.”
P A G E 1 4
Words of advice
When it comes to learning on the
wards, Dr Ratan, with almost 50 years of
clinical teaching, has seen it all.
“Sometimes you see a student com-
ing in with a Coke bottle inside the
wards. To me, that is not acceptable.
What would a patient think if a doctor
comes in with a Coke bottle in his hand,
and his shirt is dirty?
“I think students must act the role of
pretending physician. Pretend you are a
doctor and behave as though you are a
doctor in the way you dress and the way
you speak. Ask yourself: how would you
like your doctor to be?”
He urged students to maximise their
time on the ward by getting as much
hands-on experience, even if it meant just
shaking a patient’s hand. “When you
shake a patient’s hand, you’ve touched
that patient and just by holding the hand,
you can get so much information.”
“If you are on a ward for a few min-
utes, just go and do an ankle jerk. You
should be doing it often enough so that
when you are asked to do it you can say:
‘What stupidness they asking me to do?
I’ve done hundreds of these.’ That’s how
you must feel. And you could only do
that by actually doing it.”
Most importantly, he added, was for
students to think critically and not to be
afraid to challenge their superiors. “I tell
the students don’t be afraid to say ‘I don’t
agree with you,’ or to ask questions, but
do it in a proper way.”
He encouraged the current students
to develop self-confidence, saying this
generation was exceptionally bright and
had a lot to offer.
What better way to end this final
round than with one of Dr Ratan’s favour-
ite lines of poetry?
‘How dull it is to pause to make an
end to rust unburnished not to shine in
use.’
“In other words, you have to have
ambition. You don’t want to make an end,
but you want to continue. And to rust un-
burnished, meaning you don’t want a
soppy kind of job with no challenges,” the
Chekhovian doctor explained.
(UCWI, now UWI, Mona) to study medi-
cine. He was surprised when he woke up
one morning and saw his name published
in the newspaper among those who were
accepted.
“I got in, but didn’t have the money
to go. The family got together and decided
I must go. They used to collect money and
send it every three months. It was through
their kindness that I was able to go to
Mona in 1949.”
Based on his excellent performance
in the preclinical years, Dr Ratan received
a grant which came as a great relief to him.
He graduated in 1955 and completed
his internship in Jamaica before returning
to Trinidad in 1957 to work in the public
service...and to get married!
In 1961 he became a Member of the
Royal College of Physicians Edinburgh
(MRCP Ed.).
Having gained some experience in
neurology in the UK, he started a neuro-
logical clinic at the POSGH in 1967 which
he ran until his retirement in 1988.
In recalling his life history, Dr Ratan
glowingly revealed the source of his pas-
sion for teaching: his teachers. From his
early Naps days to his post-graduate days
in the UK, Dr Ratan was always in awe of
his teachers and mentors, including Mr
Noor Hassanali, Dr Percival Harnarayan
(Naparima), Dr Ramdath Ramkissoon
(Naparima), Prof Eric Cruikshank
(UCWI), and Sir Max Rosenhein (UK).
As a physician, Dr Ratan mentored
generations of students including Prof S.
Ramsewak, Dean of the Faculty of Medi-
cal Sciences, and Prof. Surujpaul Teeluck-
singh, one of his fondest students.
Among his many accolades is the
Chaconia Gold Medal which he received
in 1990 for his outstanding service to
T&T.
So now that he is retired, what is Dr
Ratan up to? He writes in his album ami-
corum (latin for ‘book of friends’), a cen-
turies-old tradition similar to an autograph
book, “...I will continue as I am now,
Laughing, loving, crying, sharing, caring,
wondering, longing,
Being part of humanity,
Saddened by man’s inhumanity to man,
By poverty in the midst of obscene abun-
dance,
Touched by the innocence of children,
And kindness when you least expect it...”
“...Students must act the role of pretending physi-
cian. Pretend you are a doctor and behave as
though you are a doctor in the way you dress and the way you speak. Ask your-
self: how would you like your doctor to be?”
Dr Ratan with the Chancellor of the
UWI, Sir George Alleyne.
About Dr. Ratan:
The last of six children, Dr Ratan
was born in 1928 in Tunapuna. When he
was eight, his father passed away and his
family moved to Couva.
In 1941, he enrolled at Naparima
College where he met and became lifetime
friends with former T&T President Noor
Hassanali who was a master at the college.
After winning the Jerningham Silver
Medal, an award similar in prestige to the
President’s Medal, Dr Ratan transferred to
St Mary’s College to complete the Higher
School Certificate, placing fourth in the
country in the sciences.
Having lost his father at an early age,
Dr Ratan’s dream of becoming a doctor
was obscure and after graduating from
CIC, he worked at the Government’s
Chemist Department at the top of Freder-
ick Street, Port-of-Spain.
Nevertheless, Dr Ratan applied to
University College of the West Indies
P A G E 1 5
ABOUT THE T&T
MEDICAL ASSOCIATION
The Official Journal of Trinidad & Tobago Medical Association
The T&TMA is the umbrella body for doctors in our twin-island republic. We represent interests of doctors according to our
Constitution, The Act of 1974. We differ from The Medical Board of Trinidad and Tobago (MBTT) as they represent the statutory
body of our medical fraternity and from The Medical Professionals Association of Trinidad and Tobago (MPATT), which functions
as the de facto trade union for doctors. Our association has embarked on four fundamental principles to improve healthcare in our
beloved nation:
TEACH: All healthcare professionals must strive to be on the cutting edge of knowledge, information and technology
as it relates to our field. As a result, Continuing Medical Education (CME) is one of the T&TMA major thrusts. We host
monthly CMEs throughout Trinidad and Tobago, all accredited by the American Academy of CME (AACME). We
partner with local associations such as the ENT Society, Dermatological Society and Diabetic Association of Trinidad
and Tobago in hosting these monthly meetings. In 2013 alone, we distributed over 1000 certificates. Our flagship CME
is our Medical Research Update Conference (MRC), held annually in July. Last year we proudly hosted our 20th year of
the MRC and celebrated it by placing the spotlight on the Faculty of Medical Sciences of the University of The West
Indies, St. Augustine, as it was their 25th anniversary.
TREAT: In order to promote the public’s trust in our profession, clinicians must always keep the Medical Code of Eth-
ics and the Declaration of Geneva (aka the Modern “Hippocratic Oath”) in mind. The T&TMA categorically supports
this.
MENTOR: Through our Youth Committee we support and celebrate with our medical students. We are the proud spon-
sors of an Interns Dinner which occurs on graduation from the faculty. Our association gives advice on medical ethics,
medical protection and financial management to name a few.
ADVOCATE: The T&TMA is aggressively involved in advocacy and we will continue to advocate for health care is-
sues that affect us all.
We had an outstanding executive last year and worked together with all our Standing Committees to keep the T&TMA com-
mitted to the constitutional mandate to serving our country. The T&TMA continues to work towards productive changes in health-
care in our country.
DR LIANE CONYETTE
(Former T&TMA President, 2014)
For more info: visit www.tntmedical.com; Facebook: Trinidad and Tobago Medical Association;
e-mail: [email protected]; call 671-7378.
P A G E 1 6
lieves that a solid group of friends is capa-
ble of helping you through the public
health projects, the cramming in the anat-
omy lab days before spotters and the mini
mental break downs before phase when you
are literally calculating the number of
MCQ’s that you need correct to barely
pass.
“Friends are the ones that pull you
back to reality and remind you there is a
reason for all of it and that there is indeed a
light at the end of the tunnel no matter how
far it may seem.”
The rawest piece of advice he gave
me was: “Some mistakes you can’t fix.” So
for every decision you make, ensure you
prioritise and analyse the consequences of
all involved, because being young and free
would not save you forever.
As the interview continued, he spoke
about his favourite subjects and lecturers.
Anatomical Pathology was always his call-
ing so much so that he started referring to
his Robbins’ Basic Pathology text as the
“Raobbins,” which he carried around as
his personal medical bible. This love of
pathology may have been influenced by
one of his favorite lectures, his dad Dr.
Chalapathi Rao, head of the Para-Clinical
Sciences Department. Other lecturers
whom he admired included: Prof Harri
Maraj and Dr Patrick Harnaryan.
He remembered when he ap-
proached the podium as valedictorian on
graduation day he was swept away with a
wave of relief and realisation that life was
made up of a series of moments that leave
impressions behind and this was going to
be one to remember.
Medicine, according Srikanth, is
about people, and so is medical school.
It’s about surrounding yourself with peo-
ple you love and who support you
through thick and thin. It’s about making
the best out of every situation, learning
from your mistakes and growing from
your experiences.
Many believe art and medicine are
on completely different wavelengths, but
not Dr Srikanth Rao, 2013 valedictorian
and founder of the Mt Hope Art Society.
In an interview with The Pulse, Srikanth
said the same passion, emotion, and dedi-
cation involved in creating art were simi-
lar to the qualities need to become a suc-
cessful doctor.
“Sickness is poetic in its own
way…And medicine is about finding a
passion in the art of saving lives,” he
said.
However, there is a point when one
has to choose either sciences or the arts.
Although an art lover, Srikanth had no
difficulty in choosing. “Growing up as a
child it was all I knew since both my
mom and dad were doctors and it seemed
only natural to continue to help people
and touch their lives the way I saw my
parents did.”
Srikanth had some straightforward
advice for the current students. He be-
“...for every decision you make, ensure you prioritise and analyse the consequences of all involved, because being young and free would not save you
forever.”
The Rao Family at an art gala hosted by the Mt Hope Art Society
BY CIMONE RAMCHARAN
Discovering the truth about Mental Illness
P A G E 1 7
In T&T, medical school comprises two years of preclinical sciences, one year of para-clinical
sciences followed by two clinical years. The most dramatic change in both teaching and learning
occurs at the start of the fourth year when one is thrown into the hospital wards for clinical rota-
tions.
These fourth year rotations include Medicine, Surgery, Obstetrics and Gynaecology, Paediat-
rics, Psychiatry and Community Health. Some students can’t wait to begin these rotations while
others feel overwhelmed by the sudden change. To help ease the transition into fourth year, The
Pulse asked a few students of the Class of 2016 to share their experiences on the wards. They pre-
ferred to remain anonymous.
My first
clinical rota-
tion, Psy-
chiatry, was an eye-opener as I came to
realise that much of what I believed about
mental illness was false. Prior to entering
medical school, I became aware of the de-
gree of stigma attached to the field of psy-
chiatry. However, in many ways, psychia-
try served as an appropriate springboard for
my future rotations.
This rotation allowed me to observe,
firsthand, the challenges faced by people
who suffer from anxiety, mood disorders
and the myriad of other mental illnesses.
These were conveyed by tutors, lectures
and most importantly interactions with
these patients. The rotation increased my
empathy toward these patients, especially
those who had difficulty with controlling
their symptoms for various reasons.
While many of the patients I encoun-
tered might remain nameless and faceless, I
had the privilege of interviewing and inter-
acting with a few who enabled me to
broaden my perception of psychiatry. This
spectrum of patients represented a group of
people in society who is generally shunned,
relegated to whispers in conversations, but
with the aid of health care professionals
and medication, could rise above their
illness to integrate and become produc-
tive members of society.
For me, the greatest aspect of this
rotation was gaining insight into the
lives of others, which allowed me to
appreciate the challenges faced by the
patient and their loved ones and under-
stand that with some patience and out-
reach, I can assist in improving their
quality of life.
Additionally, there was a check list of
different procedures that had to be com-
pleted toward a coursework grade. This
along with attendance and the end of rota-
tion exam gave our final grade.
My transition between years three
and four was smooth. For the first time in
medical school I felt like the quantity of
work that I had to put in was doable. My
only real difficulty was having to start this
rotation in San Fernando, foreign terri-
tory. Within a week, however, I learned to
travel to and from the south land and by
the second week I had a place to call my
temporary home, the student quarters on
the hospital’s compound.
For the most part I loved the hospital
wards. They gave meaning to the words
in Macleod’s and Robbins. Being able to
see patients with pathologies which I had
read about and take part in their manage-
ment made concepts much clearer and
easier to recall.
Some days however were downright
depressing generally from being ignored,
scolded and/or made to feel like I was in
P A G E 1 8
Prior to
s t a r t ing
y e a r
four, I had no idea what to expect. I was
scared, not because I didn’t pass OSCE,
but because mere acting would no longer
cut it. I would be examining real patients
and required to report real findings. After
my first couple days on the wards I real-
ised there was little to be afraid of. Al-
though we were required to examine and
do very minor procedures on patients, we
had guidance.
I started my first two months with
obstetrics and gynaecology during which
20 per cent of my time was spent in the
classroom and the remaining in two hos-
pitals. At the hospital I, along with two of
my classmates, was assigned to work
with a team of doctors. We assisted with
the management of patients as instructed
by our unit doctors and were expected to
take call. As an O/G student, call meant
that I stayed in the hospital from 8am to
8pm, even on holidays and weekends,
unless given permission to do otherwise.
The Real Deal
everyone’s way.
Everyone’s experience on a particular
unit will be different. You will hear ru-
mors that some units are better than others
which may or may not be true. Regardless
of the unit you are placed on, show enthu-
siasm and be grateful for anyone who tries
to teach you.
“For the most part I loved the hospital wards... Being able to see patients with pathologies which I had read about and take part in their management made con-cepts much clearer and easier to recall.
Navigating the Medicine Clerkship
leave around 12pm if there was no call. I
was grateful for this as other units had
more rigid schedules
My experience at POSGH was
eventful. Six weeks into the clerkship,
each student had to submit 17 case histo-
ries, so making full use of the time at the
hospital was commonplace. Some patients
were very engaging and cooperative and I
got proper histories from them.
For the second half of the clerkship,
I was based at the EWMSC where I en-
joyed more structured classes and conver-
sations with lecturers on any topic or term
that I thought needed clarification.
However, at POSGH, unlike
EWMSC, I got more experience in inter-
viewing patients and history taking. Stu-
dents also had the opportunity to work
I started year
four with the
medicine clerkship, which lasted eight
weeks. I was assigned to a unit at Port-of-
Spain General Hospital (POSGH) for the
first four weeks. The team comprised the
consultant, the registrar, two house offi-
cers, two interns, two fifth-year medical
students and a fourth-year student (me). I
had to be present and punctual for all call
days if I did not have a class and for post-
call rounds sessions even though I had a
class.
I had to reach on the wards for
7.30am on call days and 6.30 am on post-
call days. Regular ward rounds usually
started at 8am. Notwithstanding, I had to
be present on weekends but my house
officer and intern would often let me
jointly with the interns assigned to their
unit. In so doing, I practised venepuncture,
learned to set up IV lines, assisted with
urinary catheterization, digital rectal ex-
aminations and blood transfusions and
wrote up request forms, among other tasks.
I expected to be proficient in per-
forming venepuncture and answering
questions directed from the registrar, but I
was disappointed. I learned that I did not
“One thing I liked on the
ward was seeing the way a
patient's face would light up
on hearing that he/she would
be discharged.”
P A G E 1 9
dents to master year three and revise
MDSC 1002. These courses seemed com-
pulsory for the Medicine Clerkship. They
tend to ease the drastic transition period
as long as they are studied in detail.
Lastly, it is definitely required that stu-
dents examine patients well and become
proficient in history taking.
Good Luck!
cine. I took each day at a time and I know
that I may have annoyed my intern with
my countless questions but at least I in-
vested in some humor to lighten things
up.
One thing I liked on the ward was
seeing the way a patient's face would light
up on hearing that he/she would be dis-
charged.
I urge all incoming third-year stu-
know very much and began to worry.
However, he often assured me that I will
know much more in one year's time. I
agreed so I eagerly kept on trying.
I thought that I was not equipped for
the ward in the least. I felt as though I was
thrown in a lion's den for the first week in
particular but afterward I got used to the
feeling that there is no easy part of medi-
Be polite. Greet all doctors, nurses, other hospital personnel and patients
who you come in contact with.
Be on time. Find out your unit’s schedule on the first day and try to get to
the hospital before the unit doctors.
Dress professionally! If you don't know what that means, find out!
When in doubt, ask! Especially if your decision will affect the well-being
of the patient.
Learn from your mistakes. If a doctor embarrasses you, don’t dwell on
it—learn from it and never let it happen again.
Be willing to do procedures when your unit doctor asks. Even if you
don’t know how to do it let one of your seniors show you how.
Complete your coursework checklist as early as possible so that you do
not have to worry about it toward the end.
Eat a good breakfast especially on theatre days.
Keep good contacts with those in your group.
Be balanced in your readings and interactions with patients and doc-
tors.
Keep a small book to record the different diseases you encounter and do
further reading about them as soon as possible.
(From the Class of 2016)
TIPS FOR THE WARDS
P A G E 2 0
P A G E 2 1
IVCF MT HOPE
P A G E 2 2
The Dreaded Internship Live a simple and a temperate life,
that you may give all your powers to
your profession. Medicine is a jealous
mistress; she will be satisfied with no
less.—Sir William Osler.
The transition from student to intern
was definitely more challenging than I ex-
pected. My first week was rough, I was
asked to be on call till midnight on my first
day of work. Those first few days proved to
be much more physically tiring than I had
imagined. I was accustomed to staying up
and concentrating, as all students are while
preparing for their final exams, but there is
a difference when you are legally responsi-
ble for lives.
Some rotations are much lighter and
more enjoyable than others and your re-
sponsibilities will differ from rotation to
rotation, as well as hospital to hospital.
Your responsibilities will include run-
ning the ward rounds. It is important to
have a list of all the patients, their summa-
ries, locations, diagnoses and outstanding
investigations. Some consultants actually
like a printed copy of this list on a post call
morning—it shows that you’re being pro-
active.
Always reach early! (I can’t stress that
enough). Of course, before rounds with
your registrar or attending physician, you
carry out your pre-rounds where you
‘SOAP’ patients and this helps you to have
an idea of what’s going on with them. After
rounds, you perform your ward work, chase
results and organise scans or discharge
summaries.
Of course, when you are on call, you
will clerk patients, begin initial manage-
ment (in some rotations) and review with
your house officers. Proper documentation
is also essential. Always record the date
and time you write in the notes whenever
called to see a patient.
The rotations that you may hate as a
student, sometimes prove to be the most
enjoyable ones. Surprisingly, I enjoyed
working in the Obstetrics and Gynecology
rotation despite my dislike for the spe-
cialty.
You will probably understand and
learn much more during this year than in
your previous two years of studying! You
begin to actually practice what you’ve
learnt and experience is a great teacher.
The year proved to confirm the impor-
tance of teamwork. If you have a good
team, where everyone was willing to work
hard, it makes the work not just lighter but
happier. As in all jobs, you will encounter
lazy and difficult coworkers or patients as
well as those who will take advantage of
you and you will be forced to learn to deal
and work with them.
Humility and good communication
skills are essential. It’s very easy to tell a
patient what medication to take but to get
them to listen is totally different. Caring
and being genuinely concerned for your
patient’s welfare may sometimes be
what makes the difference.
Be considerate and go out of your
way to help your fellow staff members.
This just doesn’t mean your fellow doc-
tors, but the lab, pharmacy and nursing
staff. In an emergency, they will be the
ones to help you get results and blood
for your patients. Don’t ever underesti-
mate the role they play.
During your rotations attend the
grand rounds and genuinely be inter-
ested, read official guidelines on the
initial management common conditions
and be eager to get involved.
It would be in your best interest to
continue reading during the year so that
you don’t get rusty. It would also help
your team if you’ve read up on your
patients.
Despite all the long hours starving,
having people quarrel with you, running
from ward to ward and being frustrated,
it is worthwhile to see your patients get
better. Nothing will describe the feeling
of seeing a patient who has had a diffi-
cult and complicated pregnancy or de-
livery go home with a healthy baby.
In terms of postgraduate training,
there are many Doctor of Medicine
(DM) programs. It would be in your
best interest to find out the entry re-
quirements and the experiences of the
residents in these fields. It would also
be practical to work in the field for
some time to get a good grasp on things
before applying to the program.
My interest is in Pediatrics or
Family Medicine which have well es-
tablished postgraduate programs at the
university.
Internship is an overall enjoyable
experience. Friendships will be made
and experiences gained. Give it your all
and don’t waste the time. Make every
opportunity a learning one. Make time
for your family and try to exercise! All
the best!
“Humility and good
communication skills are
essential. It’s very easy to
tell patients what medica-
tions to take but to get
them to listen is totally dif-
ferent.”
DR SIMONE CHANG Class of 2013
P A G E 2 3
Valedictory Speech 2014 The following is the transcript of the valedictory address delivered by Dr Lennon Johnson
on 25 October, 2014, at the graduation ceremony of the Faculty of Medical Sciences, Uni-
versity of the West Indies, St Augustine.
Chancellor of the University
of the West Indies, Sir George Al-
leyne; Vice Chancellor, Professor
Nigel E. Harris; Campus Principal
and Pro-Vice Chancellor, Professor
Clement Sankat ; Honorary
Graduand and Guest Speaker Dr.
Subesh Ramjattan and other distin-
guished members of the platform;
Dean of the Faculty of Medical
Sciences, Professor Samuel Ramse-
wak; distinguished lecturers; spe-
cially invited guests; fellow gradu-
ates:
Good afternoon. It is with
great pleasure and honour to extend
heartfelt congratulations to my
peers, the graduating class of 2014.
Countless late nights, hard work
and dedication have finally come to
fruition and we first give thanks to
The Almighty God for granting us
success.
Graduation is one of those
awkward times in our lives when
we are torn between the joy of our
memories and the apprehension and
mystery of our future. Should we
look back on what were the most
dynamic years of our lives or in-
stead should we focus on the next
stage of this journey called life? We
have been impatiently waiting for
this day and now, we just want to hit pause.
We want to slow it down, and relish the last
fleeting moments.
Let us reflect upon our time spent at
the University of the West Indies, St
Augustine Campus. Our tenure at the
UWI has made an indelible mark on our
educational experience and developed a
strong foundation. Here, we
have become more steadfast,
disciplined and diligent indi-
viduals. The UWI experience
has not only been an academic
exercise but rather a journey;
one which had taught us many
invaluable life skills such as:
perseverance, patience and the
importance of hard-work and
dedication.
These five years spent at the
UWI have taught us to push
ourselves beyond our limits and
to transform every opportunity
into one where we can learn.
The education which we have
received has not only equipped
us with the knowledge and skills
we need for the challenges
which lie ahead, but has stirred
up a hunger in us for more and
greater accomplishments.
The goal of any educational
institution should be to produce
quality professionals who are
equipped to take on the world
and the unique challenges and
opportunities which it presents. I
believe the administrators of this
noble institution can feel confi-
dent that yet again this has been
accomplished.
Here at the UWI, we have mastered
the art of time management. There was
always so much to learn, yet so little
time. We were constantly challenged.
foundation which has been set to propel
us into the world that awaits.
Additionally, Brian Tracy once said
“Those who develop the ability to con-
tinuously acquire new and better forms of
knowledge to apply to their work, and to
their lives, will be the movers and shakers
in our society, for the indefinite fu-
ture.” Undeniably in the medical profes-
sion, it is paramount that we remain cur-
P A G E 2 4
Vivid memories of PDQ exams and PBL
sessions come to mind. However, in try-
ing times I would always recall what my
father said to my siblings and I through-
out the years while growing up, “If you
fail to prepare, prepare to fail,” and trust
me, failure was not an option.
At this time, permit me to express
gratitude to our parents who have jour-
neyed with us—our guides, our support
and our pillars of foundation. Words can
never repay, but a special thank you goes
out to my parents, my sisters and my
friends for all their support, and espe-
cially sustenance. Friends we sit with
today became additions to our family. To
our lecturers, thank you for bearing with
our countless questions. I know you will
miss us dearly.
As we move out of this esteemed
learning institution, I say, “This is just
the beginning.” As we the graduating
class of 2014 enter this bold new world,
it is important that we are continually
reminded that our journey is not com-
plete, it is merely continuing, onto a new
and exciting path, onto novel experiences
and openings. Socrates said that
“education is the kindling of a flame, not
the filling of a vessel.” I con-
cur. Learning does not end here. The
onus is on every one of us to build on our
“Never stop learning, never stop asking
questions, and never forget that medicine is an art as well as a sci-
ence practised by medical professionals who bring to the bed-side not only technol-ogy and training, but also their humanity,
care and compassion.”
rent in order to provide the best service
and care to our patients.
Lifelong learning is necessary for
continued success. Let us never settle for
mediocrity. We must continue to strive for
excellence, and look beyond our goals,
boundaries and limitations.
Never stop learning, never stop ask-
ing questions, and never forget that medi-
cine is an art as well as a science practised
by medical professionals who bring to the
bedside not only technology and training,
but also their humanity, care and compas-
sion.
In closing, let us reflect on the words
of Charlie Munger, of the University of
California Law School 2007: “You’re not
going to get very far in life based on what
you already know. You’re going to ad-
vance in life by what you’re going to learn
after you leave here.” With this in mind let
us be driven with faith, passion and deter-
mination for what lies ahead. As graduates
of the esteemed UWI, let us indeed be “A
light rising from the West.”
I thank you.
P A G E 2 5
‘Unforgettable’ best describes the 2014
edition of the TTMSA’s Banquet and Awards
Ceremony.
Ten months of preparation culminated in
TTMSA’s most memorable and marvelous
event for the academic year. Guests were
seaside at the Anchorage Beach Club, em-
braced by the fresh sea breeze and warmth of
each other’s company. The night seamlessly
waltzed through the award ceremony, impres-
sive dining experience and electric after-
party.
Last year, we opted to be different and
really raise the bar. We made the decision to
host the event at a new venue, the Anchorage
Beach Club, and push the limit of the banquet
experience.
To achieve this, we knew that the entire
committee had to work arduously to raise the
necessary funds. Fundraising events ranged
from BBQ sales to bake sales to the mas-
sively successful Miss Mount Hope Pageant.
The banquet was hosted by two Mt.
Hope veterans from the Class of 2014, Amit
Ramrattan and Swasti Narine. They steered
the program through the national anthem,
prayer, awards—both academic and fun—
performances and speeches with complimen-
tary humour, personality and elegance.
The graduates also voted on the winners
of the Fun Awards, such as “Best Dressed”
and “Class Clown”. We tried to spice things
up by adding a few controversial titles, in-
cluding “Mr. Thirstman” and “Queen of the
Friendzone”, which had everybody in
stitches.
Two fantastic performances com-
plimented the evening: Adriel Rahman
playing a lovely rendition of “All of
Me” on his electric guitar, and Rexx-
Ann Bobb blowing everyone away yet
again with a powerful song. The night
would not be complete without a
speech by the TTMSA President, Erron
Ramdass, and a Vote of Thanks.
The dining experience was simply
special, from the delicious hors
d’oeurves that greeted guests on arrival
to the splendid main course. To close, a
dessert of cakes and a chocolate foun-
tain extravaganza satisfied every sweet
tooth.
Then, in the blink of an eye, a
party emerged. With lights dimmed
down low, the luminescence of glow
bands enhanced the electricity that
flowed through the dance floor.
The TTMSA Banquet and
Awards Ceremony 2014 combined a
beautiful venue, great food and an ex-
hilarating party in perfect harmony
with amazing people—a spectacular
event that guests will always remem-
ber.
The Awardees
Class of 2018
MDSC 1001: Ariel Knowles
MDSC 1002: Ariel Knowles and
Abhinav Karan
MDSC 1101: Ariel Knowles
MDSC 1102: Sarah Gobin
Class of 2017
MDSC 2001: Damien Ramoutar
MDSC 2002: Damien Ramoutar
MDSC 2101: Chenelle Khan
MDSC 2102: Kirin Rambaran
Class of 2016
MDSC 3311: Diana Persaud
MDSC 3312: Diana Persaud
MDSC 3313: Diana Persaud
MDSC 3314: Giovanni Maharaj
BY SOFIYA BARROW & STEPHEN BEHARRY
ETYMOLOGY
LATIN/GREEK MEDICAL EXAMPLE ENGLISH
1. Leukos (D) Leukocyte A. Mouth
2. Xeros B. Sweet
3. Skleros C. Sore
4. Rhag— D. White
5. Psora E. Corpse
6. Glykys F. Pain
7. Malakos G. Produce
8. Pyon H. Finger, toe
9. Stoma I. Burst forth
10. Dactylos J. Crab
11. Nekros K. Dry
12. Algos L. Suppress
13. Ischein M. Hard
14. Poiein N. Pus
15. Cancer O. Softening
INSTRUCTIONS: Match the latin/greek root word with its Eng-
lish equivalent and give a medical example. Answers on page 27!
ACTIVITY
P A G E 2 7
SPECIAL AWARDS:
Most Oustanding of 2014: Isa-
bella Griffith
Leadership Award: Lennon John-
son
Best Pre/paraclinical Lecturer:
Dr. Shivanada Nayak
Best Clinical Lecturer: Dr. Patrick
Harnaryan
Best Ancillary Staff Member: Mr.
Gaston Francis
ETYMOLOGY
ANSWERS 1 (D) Leukocyte
2 (K) Xeroderma
3 (M) Atherosclerosis
4 (I) Haemorrhage
5 (C) Psoriasis
6 (B) Glycaemia
7 (O) Osteomalacia
8 (N) Empyema
9 (A) Stomatitis
10 (H) Dactylitis
11 (E) Necrosis
12 (F) Algesia
13 (L) Ischemia
14 (G) Erythropoiesis
15 (J) Cancer
CONTINUED FROM PAGE 25
Tel: 735-1001/769-1865