I cried laughing for hours after watching this sketch, but I don’t think in my entire life will I forget about the mechanism, indications and adverse effects of macrolides. I’m mostly speechless, but there is one sketch that I have to mention, which I think is my favourite sketch to date on their entire series! The macrolides video is a crafty (and hilarious) riff on Edgar Allan Poe’s “The Raven”, and I’m pretty sure that they have some very Menken-esque Beauty and the Beast music floating around in the background. The Sketchy team have stated their intention to foray into the worlds of pharmacology and pathology, and recently they just released a preview of their Sketchy Pharm antibiotics module for Sketchy Micro subscribers. As a former microbiology undergrad and graduate student, the fact that I had to re-learn micro for medical school is a partial testament to how time-consuming and boring memorization is not to mention that it is definitely not the study method of choice for long-term retention. The Sketchy team has put a great deal of love and effort into their sketches, which tie in the details and treatment of all things #micro in a brilliantly concise and memorable way. The Sketchy Micro team uses a visual learning system to help students learn the tedious but important details of microbiology. And so on and so forth.Ī not so subtle segue to the main title of this post! While science (and educators) continue to find more ways to heap increasing amounts of information on us, there are the occasional resource which comes up with smart and efficient ways to learn them. If you don’t know whether a bacteria is Gram positive or negative, good luck choosing the correct antimicrobial for treatment. And that is where microbiology comes into this discussion it is a field that most medical students consider to be primarily one of memorization before application.
pylori was discovered! So to re-direct to my original tangent, all of this information and its applications to the medical field is accumulating at an exponential rate that clinicians strive (very valiantly, I may add) to keep up with.īut that brings us back to my original original statement, which is that basic sciences medical curriculum is also becoming both wider in scope and heavier in content specificity.
Let me contrast this by saying that Kary Mullis hadn’t even invented PCR when H. pylori based on its clonal profile, determined by genetic sequencing. When I was in graduate school as a microbiologist I actually attended a seminar devoted solely to examining the epidemiological profile of H. So not only do I have to learn about something that wasn’t canonical back in the day, but we also have to know the biochemical and genetic profile of H. Well, it’s 2015 now and thanks to good evidence-based science, that’s pretty much the mainstay of therapy. pylori as the primary management of gastric ulcers was considered a novel and somewhat “?” approach. An anecdotal example my dad once told me that when he was a houseman (resident), they had only just identified Helicobacter pylori, and that the treatment of H. There is no doubt that the volume of knowledge in the medical curriculum is expanding every day.