Clinical Correlations I and II were classes that pushed me outside of my comfort zone, and they taught me how to think outside of the regular classroom settings with all 29 of my classmates. Instead, these smaller class settings focused solely on patient cases. Even though I was familiar with conditions in my other didactic classes through reading charts and slides, these classes were particularly challenging when attempting to recall specific details, such as labs, imaging, or considering differentials. I often had an idea of what should be done or asked for the patient, but I struggled to clearly explain why, especially when asked follow-up questions that required me to consider more perspectives. These classes emphasized the gaps in my clinical reasoning, and I wanted to become stronger in my approach for critically thinking. 

In Clinical Correlations I, I remember heavily relying on resources that I found on Google that I deemed credible for homework. However, I remember one professor suggesting using UpToDate as a resource, and I began using it more consistently to find evidence and seek what pertained most relevant to the case. This has helped my ability to analyze cases from a tool that clinicians use daily in clinical settings. Additionally, in Clinical Correlations I, I was always hesitant about saying the wrong thing for fear that my clinical judgement would be off from what was expected, so although I contributed to the conversation with my peers, I knew I could improve on my explanations.

Throughout these courses, collaboration was my biggest strength. I learned best by listening to my classmates because we worked step by step through cases, contributed when appropriate, and gained knowledge from their stance. As more sessions went on, my confidence increased, and I felt more comfortable engaging in discussions, regardless of whether I was not always certain if I was right or not. By Clinical Correlations II, I knew that I was more capable of asking the right questions, forming differentials, and coming up with assessments and plans. 

Moving forward, areas that I want to continue improving on are becoming better at interpreting labs to explain results to patients, asking questions in different systems to cover all bases, and creating plans that address all of the patients’ concerns in every specialty that I rotate in. It is necessary to understand that each patient is different and their management is unique and must be tailored to their needs.