BR
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AT I N G T E N Y E
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Legacy
CE
TEACHERS LUNCHEON
Recognizing the lessons our patients share
On the front cover from the 2014 Legacy Teachers Luncheon:
MU medical student Chad Byle recognizes his Legacy Teachers, George and Ruth Pirch,
pictured with the Pirch’s physician, Dr. Matthew John, at the 2014 ceremony.
A
During the 2014 Legacy Teachers Luncheon, MU medical student Elsa Kracke
recognizes Dorris Schnelle, and the role she played in Elsa’s education.
What unites this diverse and remarkable group of patients and their families is that
MU medical Student David Tapscott recognizes his patient, Virginia Ross,
acknowledging the important role she played in his education.
On the bottom front cover from the 2014 Legacy Teachers Luncheon (from left):
MU medical student Jordan Gipson recognizes his Legacy Teachers, James and June Shoemyer,
during the 2014 luncheon.
On the back cover at the 2014 Legacy Teachers luncheon (from the left):
t the University of Missouri School of Medicine, patient-centered care is our
highest priority. To recognize that many of our best and most memorable
teachers are our patients, we created the Legacy Teachers™ Program to
celebrate their contributions to our students’ lifelong learning and development.
they have all taught important lessons to a physician in training that will last the
physician’s practice lifetime and positively affect countless future patients. We invite
MU medical student Martin Gregory recognizes his Legacy Teacher, Peter Schauer,
at the 2014 ceremony.
third-year medical students to participate by reflecting on the patients who have
MU medical student Krystal Foster recognizes Ashley Rector, for the role her mother played
in Krystal’s education.
had a particularly powerful impact on their learning and to share their thoughts by
MU medical students Allek Kelm and Kara Mohr recognize their Legacy Teachers Frankie and
Wilda Morris, pictured with their daughters, for the role they played in Allek and Kara’s education.
submitting essays, artwork or poetry. Within these pages are selections from this
year’s submissions.
TEN
TH ANNUA
L
Legacy
2015 Legacy Teacher Student Participants
Cecilia Albers
Jackie Herzberg
Yazan Alghalith
Allison Huangs
Kristen Allcorn
Kassie Hyde
Phillip Beck
Elizabeth Koehne
Derek Benham
Joseph Lammert
Kaitlin Bruegenhemke
Victoria Levasseur
Patrice “Patrick” Delafontaine, MD
Dean, University of Missouri School of Medicine
Ashley Davidson
Sara McElroy
Heather Deisher
Lauren Miles
OPENING AND INTRODUCTION OF SPEAKERS
Erik DeLaney
Emily Milford
Betsy Garrett, MD
Professor of Family and Community Medicine, University of Missouri School of Medicine
Brady Fleshman
James Rudloff
Joshua Geltman
Kellyn Smith
Jennifer Haslag-Minoff
Alicia Webb
TEACHERS LUNCHEON
THURSDAY, APRIL 16, 2015
University of Missouri Reynolds Alumni Center
WELCOME
Legacy Teacher Lessons – Video
Linda Bailey, Legacy Teacher
Dorothy Ballew, Legacy Teacher
Katelyn Bartels, Legacy Teacher, and Steve and Amy, parents
James and Jerrye Bunte, Legacy Teachers
Patsy Danner, Legacy Teacher
Judith Ferguson, Legacy Teacher
Ella Sue Greer, Legacy Teacher, and Allen, spouse
Wilda Morris, Legacy Teacher, and Sandy Drummond, daughter
Don Privitt, Legacy Teacher
Jeffery West, Legacy Teacher
Stacey Haberberger, Medical Student
Kathryn Mohr, Medical Student
Legacy Teacher Lessons - Student Speaker
Brady Fleshman, Third-year MU Medical Student
RECOGNIZING OUR LEGACY TEACHER PARTICIPANTS
Betsy Garrett, MD
Professor of Family and Community Medicine
University of Missouri School of Medicine
Linda Headrick, MD
Senior Associate Dean for Education
University of Missouri School of Medicine
2015 Visiting Medical School Participants
Case Western Reserve University: Kathy Cole-Kelly
Tufts University: Sarah Rosenberg-Scott
University of Kansas - Wichita: Scott Moser
University of North Carolina: Beat Steiner and Kurt Gilliland
Listening with an open mind is a crucial component of patient-centered care
“She taught me to look at aspects and
implications of chronic disease that I had not
previously considered. She gave me insight
into how resilient a young person can be, and
the lasting impact interactions with the health
care system can have. In future practice, I
hope to always remember to consider how
living with a chronic disease effects all areas
of a patient’s life.”
“I began to realize all the complicating factors
that play into one’s health. Every step can be
a challenge. This was my first glimpse into
chronic pain, and how it can affect every
second of every day for those who experience
it. Pain is something that no one else can
see or feel. We try to describe it and classify
it, but someone else’s pain cannot be fully
understood. Our training is focused primarily
in treating the disease. However, my Legacy
Teacher taught me that we must not just treat
the disease, but the patient’s experience of
the disease. I began to understand that telling
patients what to do is such a simple task, but
helping them to actually achieve the goals
is what sets the excellent physicians apart
from the rest. He took time to look out for
me as well, and remind me what mattered
most to patients. There is much focus on
the challenges physicians face due time
constraints. However, he taught me that
patients have constraints too, and, to treat
someone effectively, we must take time to
understand their story.”
“It was one of those ‘come to life’ moments,
where you realize that being patient-centered
isn’t just putting the patients first; it is
actually listening to their perspective, their
knowledge of their own medical issues,
and how they would like to manage their
medications and chronic conditions. She
definitely changed my thought pattern.
I realized that managing a patient’s
psychosocial stress and not just their biologic
issues could have an even greater impact
on their life. She made me realize how
important it is to engage and truly listen to
every patient I come into contact with. She
is truly a legacy teacher because she has also
allowed me to reflect on my own personal
goals as a physician and care provider for
thousands of my future patients.”
“She said the top three aspects that go into
making a good physician are: personality,
ability to listen, and how to admit that
you do not know everything. Personality
allows physicians to connect to their
patient and build trust. The ability to listen
allows physicians to understand the current
problems the patient is experiencing and
to be able to learn from their colleagues.
Having the courage to admit that you do
not know everything, along with knowing
how to properly research the topic and
learn more shows that you are committed to
continual learning and staying up on topics
and guidelines that are always changing and
evolving.”
Focusing on the person who is the patient is key
“I no longer saw the medical issue in
a vacuum. I was able to appreciate the
daily nature of a patient’s experience with
medical illness and health care. I saw what
went into my patient arriving on time for a
15-minute consultation. I better understood
the worry of waiting for test results or the
stress of not understanding the physician’s
plan. I had the opportunity and time to
learn about her life, her struggles and joys,
and her questions and grievances. I also
learned firsthand the challenges and often
slow-won progress in addressing many of
the socioeconomic barriers to optimal care.
My relationship with my Legacy Teacher
is one that I will always treasure and one
that I hope will continue to inspire my
interactions with all of my patients. To have
even a glimpse of a patient’s perspective is
to better understand not just the patient’s
medical condition but how to best address
that illness together.”
“My Legacy Teacher helped me
realize the true scope of a disease. The
pathophysiology, lab values and statistics
are merely cursory. The true effects take
root deeply into the lives of an affected
person, their family and everyone with
whom they interact. Her diagnosis had
placed a tremendous emotional and mental
toll while she was already dealing with
significant stress. Nearly every facet of
her life, from her family to her finances,
was altered in some way. She helped me
come to a powerful realization that it is
one thing to know what you have to do,
but a different story altogether to put it
into practice. With a better understanding
of what it truly encompasses, no longer
will I make lifestyle changes as a trivial
recommendation. I will continue to learn
and grow from the lessons learned in our
encounter for the rest of my career.”
“My Legacy Teacher taught me to truly consider a patient’s medical conditions in the context of
their whole life. While I expected her chronic medical conditions to impair her life, it was apparent
after spending time with her that the issues she struggles with the most every day are the loss of her
husband and the failing health of her dog who provides her constant, loving companionship. She is
a very spiritual person and feels blessed to have her family close by and caring friends, neighbors,
and fellow church members. Because of my Legacy Teacher, I hope to take the extra effort to find
out what my patients value the most in their lives so I can help them continue to enjoy those things,
like walking the dog every day or going to group water aerobics classes.”
“A person’s quality of life and how much
they enjoy life can impact that person’s
physical and mental health. The lessons
taught me by my Legacy Teacher have
made it very easy to understand how
quality of life can be more important than
the quantity of life. She reinforced how
important it is to involve family members
in a person’s health care. She uses her faith
and her positive attitude to cope with her
diseases. Listening to her and her husband
talk about their doctors has shown me what
kind of doctor I hope to be in the future
and the kind of doctor I do not want to be.
They appreciate the doctors that have taken
the time to explain their diagnoses and
treatments and impressed upon me how
important communication with patients
and their families is. I am so thankful to
them because I now have a much greater
appreciation for the scope of the impact of
a chronic illness on patients’ lives.”
“My Legacy Teacher and I shared many
tears during her hospital stay. I learned
a lot about caring for patients and about
patients themselves. When I was feeling
tired and jaded, she helped me see that
my patients remain human beings. They
come with their own stories, trials and
tribulations from their own unique pasts.
Never discredit their sources of strength, as
it will be what helps to carry them through
the rough times in the hospital and when
they get back home. I also learned that we
cannot always solve the medical needs of
our patients, but we can always try to meet
their human needs. I can smile when we
talk in the morning. I can hold a hand when
someone is crying. When a patient requests
that I pray with them I can take a moment
to bow my head and to pray.”
“I asked her how she felt her medical diagnoses had affected her life. She responded, ‘I’m not
disabled, I’m just differently abled.’ I knew she was right. Each patient I will come across as
a physician will be ‘differently abled’ and have adapted or changed at least some part of their
life to accommodate the illnesses they face. Perhaps one of the greatest lessons I learned from
my Legacy Teacher is that our job as physicians is to care for the person, not the diagnosis.
I realized that exploring each of the different aspects of our patients’ lives (and not just the
medical ones) is crucial in how we approach the care of their illness and vital for any hope of
treatment success. I hope to continually seek the understanding of how illness has ‘differently
abled’ each of my patients.”
A positive attitude makes a tremendous difference
“My Legacy Teacher is a woman I feel
honored to know and learn from. Her
unclenching determination to not just
survive but thrive against the starkest of
life’s hardships is inspiring. Her voracious
passion for the knowledge contained in
the written word leaves me in awe. To
this woman, I humbly say: Thank you for
sharing your story with me.”
“My Legacy Teacher would be the patient
who taught me the difference it can make
to put my own stressors on the back burner
and focus on the patients, their stories,
and their concerns. At first, I thought I
was specifically reaching out to her, but
I soon realized it was her perseverance
to heal, optimism about her situation,
gratitude for our care, and her ability to
laugh and make light of all situations that
drew me in. There were few areas of her
life that were not deeply affected by her
hospitalization. She taught me more about
my own strengths and weaknesses, both as
an individual and as a future physician. She
taught me to be optimistic and enjoy my
life, no matter what cards I am dealt. I am
thankful that she trusted me with her care,
her stories, and her concerns. I will never
forget her and her partner and know that
my experience with them will motivate me
to learn about my patients, respond to their
concerns with empathy, and aim to treat
them as I would my own family members.”
“My Legacy Teacher gave me insight
into a world that, on the surface, seemed
so different than my own, yet really was
more similar than I realized. What it boils
down to is, all people share one thing:
we’re all human, and we’re living our
human experience the best way we know
how. She’s living hers with a positive
attitude and a joy for life. In spite of great
uncertainty, she appreciates all the little
things and small victories of life that most
of us take for granted. I can only hope that I
have as much zest for life as she does and I
hope to have the opportunity during the rest
of my career to continue to celebrate lives
like hers.”
“I could not be more impressed by how
upbeat and positive she is. She doesn’t
let any of her multiple chronic conditions
affect her. She explains that that’s the way
it is and she just has to deal with it. She is
bothered most by her need to depend so
much on others, but her deep faith sustains
her. God is there for her and will take
care of her. I admire her strength and am
grateful for all she taught me about the
importance of faith and family suppport.”
“She taught me that there are two ways
that chronic disease can be looked at: as
a life sentence or a death sentence. She
chose to look at her chronic illness as, ‘A
life sentence, but the emphasis is on life.’ It
has certainly impacted her in several ways,
requiring her and her husband to make
adjustments, but she refuses to allow it to
diminish her quality of life. Her example
has reinforced important goals for me. I
will learn to communicate effectively and
teach my patients about their diagnoses.
I will be upfront and honest about the
adjustments they will have to make if they
want good control, because they can have
a good life. I am not handing them a death
sentence. I am handing them a diagnosis
while equipping them with the tools to
continue on with life.”
Having a strong support system can help overcome great challenges
“My Legacy Teacher and his incredible
story have taught me to be more
understanding and less judgmental. He
showed me how important it is to have
compassion and realize that when someone
appears healthy you should never make any
assumptions before first understanding what
they have been through. As a doctor, it is
extremely important to remain supportive
and to be present even when you might
not have any answers. He taught me how
important it is to appreciate what we take
for granted every day and to find the light
within us that will shine even in the darkest
of times. Finally, he taught me to have faith
and trust in those around us to be there with
us, to rise up and battle with us, when we
are faced with the unexpected.”
“I’ve experienced and witnessed many
different psychological, cultural, social,
and economic aspects of illness. Yet, until I
met my Legacy Teacher I had never known
anyone who was able to adapt to the life
changes with such resolve, acceptance, and
confidence. I learned that it is important
to acknowledge that a chronic disease and
aging cause inescapable life alterations,
but that with support from your loved
ones and trusted health care professionals,
it is possible to adapt and accept the
situation in order to do what you have to
to move forward. He taught me the value
of making patients feel comfortable. I am
grateful to have known him and gain new
perspective on adapting to transitions and
transformations.”
“My Legacy Teacher and his wife approach each day with gratitude and a deep reliance on
each other. They have persevered with grace, kindness, forgiveness, and faith intact through
incredible challenges. I realized that my initial confidence in my understanding of their context
was drastically misplaced. Even though I may come from the same place as someone else and
think we are relatively similar, there are layers upon layers of an individual’s background that are
almost never addressed in a normal clinic visit. A brief social history during a 15-minute office
visit only scratches the surface, regardless of how simple the patient’s case appears. Each time
you ask an extra ‘why’s that’ or ‘tell me more about that,’ you peel back another layer to reveal a
deeper understanding of the patient’s perspective on life and on the illness that brought them in to
see you. He and his wife have helped teach me lessons that I will keep with me for the rest of my
years practicing medicine.”
“Throughout the first two years of medical
school, we are taught that health care is
all about being a part of the team. We are
required to participate in various scenarios
and sessions teaching us the role of each
member and how it impacts the patients.
However, all of those activities failed to
mention that the most important team is
the one holding hands with your patient as
they’re sitting across the exam room. The
importance of a strong support network is
one of the life lessons I will never forget
thanks to my amazing Legacy Teachers.
When a new obstacle arises in their lives,
they count on each other, God, family,
and friends, old and new, to help them
continue forward. I was fortunate to meet
this remarkable couple early in my third
year, which has allowed me to view my
time on the wards with a different mindset.
I have noticed that the patients who seem to
recover faster are the ones with a positive
attitude and a family member by their side.
I’ve learned that one of the most important
roles I can play as a medical student is that
of a listener.”
“I remember dreading the patient
encounter, knowing a thorough history and
physical exam would be difficult with the
patient. It was amazing how my perception
of the patient changed as I learned more
about her. I began to see her in the light of
a beloved friend. I learned several lessons
while taking part in her care. I learned
the importance of seeking out medical
information from loved ones. She taught
me the importance of taking the extra
step for a patient whether it is finishing
a physical exam when I am exhausted or
sifting through medical records of a newly
admitted patient. The extra steps are what
lead to effective patient-centered care and
successful treatment plans. Most of all, she
taught me that all patients deserve a voice.
Reflecting back on my Legacy Teacher,
I will always remember the necessity of
going the extra mile for each and every
patient along the way.”
Trust and empathy developed between a physician and patient is fundamental
“The strength of my Legacy Teacher’s
relationship with his physician has helped
me identify the key aspects of the doctorpatient relationship that I will strive to
emulate as a future physician. I have
learned a great deal from him about what it
is like to live with chronic pain, depression,
and taking care of a loved one as they go
through the most difficult challenge in
their life. I have also learned what it means
to be a listener, a partner, and a constant
supporter with patients. This experience
has molded how I view patients and how
I interact with them. More than anything
else, I hope it makes me a better doctor.”
“I was immediately overwhelmed by the
complex health problems of my first patient
in my third year, yet this experience and my
sweet teacher helped to give me confidence
as a student doctor and catapulted me
into my clinical years. She helped me
see the importance of the human side of
medicine. I learned that a little investment
of time initially helps to foster a trusting
relationship, which makes subsequent
interactions much easier. Moreover, this
relationship is essential to lasting health
improvement and health maintenance.
She helped me to remember that patients
are more than diagnoses. They are people
with feelings, families, and lives outside
of the hospital and their present illness.
As a physician, it is essential to recognize
all these aspects of a patient’s life. I saw
firsthand the impact of disease on the
physical, mental, emotional, and social
health of a patient. I am most grateful for
the confidence that she instilled within my
spirit through her daily cheerful greetings,
referring to me as ‘my doctor,’ and the high
level of trust that we developed during her
short stay. I will always remember her.”
“I was so appreciative of her inviting
me into her life as part of her care team.
Despite her progressive illness, she was
always inviting me to fully engage in her
care. She had high expectations of me for
our interactions that I did my best to meet.
She did not allow me to sit on the sidelines.
It was one of the first times I really gave
myself permission to be a caregiver and
medical provider. She encouraged me to
better understand her as a person. There
is no doubt that I was able to provide
better care to her after having a better
understanding of her experiences. I will
always remember to take the time for the
‘little things’ it takes to understand my
patients, just as my Legacy Teacher
taught me.”
“She taught me the importance of
establishing a relationship with all of your
patients. Every patient is indeed a unique
individual who strives for control of their
own health, and the ability to make their
health care decisions. I realized that the
most important aspects of health care do
not occur in the emergency department or
in the operating room. Instead, they happen
in the daily appointments and interactions
through the community. The trust built
during these times precedes most other
actions and builds the framework of future
health care decisions.”
Thank you
Thank you to all who attended the luncheon today. We are so glad you joined us to
celebrate the 2015 Legacy Teachers and acknowledge our deep debt to the thousands
of women, men and children who seek their health care in sites where future physicians
are being trained. The relationship between a patient and their doctor is fundamental
to all we do in medicine and, like any important relationship, can be quite complex.
Medical students, the newest physicians in training arrive with many ideas and
beliefs of what being a physician will involve and require of them, but with little
real understanding and no experience. The first two years of their medical education
are filled with much they need to know including much about working with patients
and hours of practice with role plays, interviews, etc. However, it is in the third year
of medical school that they truly enter into deep and important relationships with
individuals who have come to us for care. These students experience the full range of
human emotions during this time, and learn a tremendous amount about themselves. To
be allowed to share some of the most personal and vulnerable times of another human
being’s life and to be trusted with deep secrets is a tremendous gift and responsibility
for every physician. This Legacy Teachers™ program gives these young physicians in
training a chance to reflect on this remarkable year of their life and recognize and thank
some of their most important teachers.
Visit medicine.missouri.edu/legacy
Supporters of the 2015 Legacy Teachers Program™ Endowment Fund
Deborah Chance, PhD, and Thomas Mawhinney, PhD
Anne B. Fitzsimmons, MD
Betsy Garrett, MD
Linda Headrick, MD, and David Setzer, PhD
Kimberly Hoffman, PhD, and Timothy J. Hoffman, PhD
Kevin Kane, MD, and Cynthia Hayes, MD
James Kerns, MD
Frederick Lobati, MD
Jessica Nittler, MD
Jerry Rogers, MD
Harold A. Williamson, MD, and Mary Todd Williamson, PhD
Anonymous Donors
For more information about contributing to the Legacy Teachers Program™,
please contact
Carrie Nicholson
in the Office of Medical Education,
at 573-884-2472
or [email protected] .
DONATIONS
(payable to University of Missouri)
can also be mailed to:
Office of Medical Education
University of Missouri
One Hospital Drive, MA215 Medical Sciences Building
Columbia, MO 65212
University of Missouri School of Medicine Commitment to Patient-Centered Care
MU SCHOOL OF MEDICINE
MISSION
Patient-centered care reflects a respect for individual patient values, preferences and
expressed needs. This care is grounded in the best available evidence and conserves
limited resources. It depends on shared decision-making and active patient participation.
Our graduates’ care will be marked by compassion, empathy and patient advocacy.
To improve the health of all people, especially Missourians,
through exemplary education, research and patient-centered care
VISION
To be a transformational leader in improving health
VALUES
Excellence: We pursue the highest goals and accept the sacrifices and
responsibilities required to achieve our best possible performance.
OUR GRADUATES ARE:
• Honest with high ethical standards
• K
nowledgeable in biomedical sciences, evidence-based practice and societal
and cultural issues
• Critical thinkers and problem solvers
• Able to communicate with patients and others
• Able to collaborate with patients and other health care team members
• Committed to improving quality and safety
• Committed to lifelong learning and professional formation
RESPECT
We nurture free and open discourse, listen to new ideas, and value
diverse perspectives and talents.
SERVICE
We put forth our most diligent efforts on behalf of our patients,
learners, stakeholders and partners.
INTEGRITY
We commit to honesty, truthfulness and authenticity
in our relationships and activities.
RESPONSIBILITY
We exhibit a strong sense of duty, stewardship and accountability
to each other and to the public.
INNOVATION
We pursue an ongoing, collaborative process of discovery
and translate knowledge for the benefit and service of society.
COMPASSION
We relate to others in a caring, empathic manner and strive to
prevent and relieve human suffering.
INCLUSION
We promote diversity and convey a sense of belonging,
respect and value for all persons.