The Lessons of Lifelong Learning
This month, you will find the traditional emphasis on the upcoming Annual Meeting & OTO EXPOSM that will take place September 21-24 in Orlando, Florida. While this annual event marks the highlight of the year for many of our members, and is rated one of the highest and most valued products or services the Academy provides to otolaryngologists from around the world, I’d like to add another perspective about the value of our exceptional meeting and the lifelong learning process to which it contributes. None of us practices medicine in exactly the same way we were taught during our residencies. While many foundational principles, values, and ethics are timeless and will never change, advances in understanding, new basic science, technological accelerators, and clinical approaches have positively altered what we thought we knew when we entered practice. Sometimes the new knowledge or clinical change occurs almost before the ink is dry on the publication of the previous knowledge. I came across one such example a few weeks ago as I participated in a unique and energizing conference at the Massachusetts Institute of Technology in Boston. The event was a “hackathon” designed to gather volunteer scientists, students, patients, health plans, teachers, and anyone else interested in improving healthcare into one room to express their “pain point” or perspective on what needed to improve and how we could think about changing it. Participants were granted 60 seconds to describe their “pain point.” After hearing from dozens of participants, tracks or themes began to congregate around possible common ideas. By the early afternoon on the first day, teams were beginning to form and discuss solutions and approaches. By the end of the day, specific proposals of defined groups started to formalize their proposals. On the second day, mentors from industry, academia, and public interest groups met with each team to assist them in the design, business modeling, and presentation of their proposals. Several hours of three-minute proposals were then heard in each track; judges questioned the presenters; and awards were given sponsored by those stakeholders who offered resources to bring these ideas to fruition. It was exhilarating to say the least! Winning awards included proposals to: Build shoes with tiny lights shining a point 12 inches in front of each step to encourage Parkinsonian patients to improve their gait. Create low cost lighting systems available to poverty-stricken areas of the world to treat jaundiced newborns. Create a database of 68 points from facial recognition software donated by the developer to diagnose rare genetic disorders afflicting 350 million people globally (ironic that 7,000 “rare disorders” collectively are not really rare at all, but afflict nearly 10 percent of the U.S. population!). In each instance, the proposals offered benefits to millions of patients, and the business models for start-up or proof of concept were only a few thousand dollars. Talk about a return on investment! Each presentation included published, accurate, statistically sound, documentation of need, proof of concept and relative benefit. As I thought of our own research and education programming, I considered how this approach was markedly different from how I was taught and how many clinician scientists still approach translational research today. For example, the explosion of genetic knowledge in the last decade overturns the notion (that most of us still believe) that our genes are “fixed” and make us what we are—even though we now have extensive evidence of how our experiences, exposures, diet, and even our behavior and attitudes can change our genetic makeup and what we pass on to successive generations. The study of epigenetics has dramatically affected what we previously thought we knew about genetics. I highly recommend a new book entitled Inheritance: How Our Genes Change Our Lives—and How Our Lives Change Our Genes, by Sharon Moalem. He is an MD/PhD geneticist and a best-selling author of a couple of other books, including Survival of the Sickest: The Surprising Connections Between Disease and Longevity. Inheritance is a fascinating read for any clinician, and especially for otolaryngologists as we deal with the facial, head, and neck manifestations of so many common and rare diseases. Dr. Moalem also just happens to be the developer of the facial recognition software—which he donated free to the Global Genes Project, a patient advocacy non-profit whose work it is to assist those with rare diseases to find their diagnoses and get appropriate care. So, what’s the point? Lifelong learning is essential. Basic foundations such as what we know about how our DNA affects our health are changing rapidly. We cannot afford NOT to attend the Annual Meeting & OTO EXPOSM, participate heavily in continuing education, and broaden our scientific knowledge. Simply engaging in education as a “check-off” for our CME, licensing, or MOC is not enough. As physicians, our native curiosity about biology, science, and health is our defining characteristic. And the journey of learning is a fascinating and joyous one of creativity, wonder, and growth. Come to the meeting in Orlando, share what you know, question what you don’t, and engage once again in the adventure of lifelong learning. See you there!
This month, you will find the traditional emphasis on the upcoming Annual Meeting & OTO EXPOSM that will take place September 21-24 in Orlando, Florida. While this annual event marks the highlight of the year for many of our members, and is rated one of the highest and most valued products or services the Academy provides to otolaryngologists from around the world, I’d like to add another perspective about the value of our exceptional meeting and the lifelong learning process to which it contributes. None of us practices medicine in exactly the same way we were taught during our residencies. While many foundational principles, values, and ethics are timeless and will never change, advances in understanding, new basic science, technological accelerators, and clinical approaches have positively altered what we thought we knew when we entered practice. Sometimes the new knowledge or clinical change occurs almost before the ink is dry on the publication of the previous knowledge.
I came across one such example a few weeks ago as I participated in a unique and energizing conference at the Massachusetts Institute of Technology in Boston. The event was a “hackathon” designed to gather volunteer scientists, students, patients, health plans, teachers, and anyone else interested in improving healthcare into one room to express their “pain point” or perspective on what needed to improve and how we could think about changing it. Participants were granted 60 seconds to describe their “pain point.” After hearing from dozens of participants, tracks or themes began to congregate around possible common ideas. By the early afternoon on the first day, teams were beginning to form and discuss solutions and approaches. By the end of the day, specific proposals of defined groups started to formalize their proposals. On the second day, mentors from industry, academia, and public interest groups met with each team to assist them in the design, business modeling, and presentation of their proposals. Several hours of three-minute proposals were then heard in each track; judges questioned the presenters; and awards were given sponsored by those stakeholders who offered resources to bring these ideas to fruition.
It was exhilarating to say the least! Winning awards included proposals to:
- Build shoes with tiny lights shining a point 12 inches in front of each step to encourage Parkinsonian patients to improve their gait.
- Create low cost lighting systems available to poverty-stricken areas of the world to treat jaundiced newborns.
- Create a database of 68 points from facial recognition software donated by the developer to diagnose rare genetic disorders afflicting 350 million people globally (ironic that 7,000 “rare disorders” collectively are not really rare at all, but afflict nearly 10 percent of the U.S. population!).
In each instance, the proposals offered benefits to millions of patients, and the business models for start-up or proof of concept were only a few thousand dollars. Talk about a return on investment! Each presentation included published, accurate, statistically sound, documentation of need, proof of concept and relative benefit.
As I thought of our own research and education programming, I considered how this approach was markedly different from how I was taught and how many clinician scientists still approach translational research today. For example, the explosion of genetic knowledge in the last decade overturns the notion (that most of us still believe) that our genes are “fixed” and make us what we are—even though we now have extensive evidence of how our experiences, exposures, diet, and even our behavior and attitudes can change our genetic makeup and what we pass on to successive generations. The study of epigenetics has dramatically affected what we previously thought we knew about genetics. I highly recommend a new book entitled Inheritance: How Our Genes Change Our Lives—and How Our Lives Change Our Genes, by Sharon Moalem. He is an MD/PhD geneticist and a best-selling author of a couple of other books, including Survival of the Sickest: The Surprising Connections Between Disease and Longevity. Inheritance is a fascinating read for any clinician, and especially for otolaryngologists as we deal with the facial, head, and neck manifestations of so many common and rare diseases. Dr. Moalem also just happens to be the developer of the facial recognition software—which he donated free to the Global Genes Project, a patient advocacy non-profit whose work it is to assist those with rare diseases to find their diagnoses and get appropriate care.
So, what’s the point? Lifelong learning is essential. Basic foundations such as what we know about how our DNA affects our health are changing rapidly. We cannot afford NOT to attend the Annual Meeting & OTO EXPOSM, participate heavily in continuing education, and broaden our scientific knowledge. Simply engaging in education as a “check-off” for our CME, licensing, or MOC is not enough. As physicians, our native curiosity about biology, science, and health is our defining characteristic. And the journey of learning is a fascinating and joyous one of creativity, wonder, and growth. Come to the meeting in Orlando, share what you know, question what you don’t, and engage once again in the adventure of lifelong learning. See you there!