Teaching medical students is therapeutic

I have been volunteering to teach second-year neurology students about Facioscapulohumeral Muscular Dystrophy (FSHD) at the Renaissance School of Medicine at Stony Brook University. This is my fifth year of doing this, and I’ve discovered that this has been a source of self-help and motivation for me in managing my struggles with the condition. Sharing my experiences and challenges with FSHD has reinforced the importance of patience and adaptability, as others living with the condition have emphasized. Engaging with students has provided me with a platform to embrace my identity and advocate for awareness. I find this empowering. My interactions with students has also highlighted the significance of mental wellness and community support, fostering resilience and a positive outlook on life.

The students continue to benefit significantly from examining my winged scapulars which are pronounced, and my ankle braces for my dropped feet. By observing my winged scapulas, they gained insights into how the protrusion of the scapula due to weakened or paralyzed muscles affects shoulder stability and range of motion. They can also see the physical manifestations of nerve damage resulting from scapular winging. My Ankle braces provided practical understanding of how orthotic devices can support mobility and manage symptoms associated with musculoskeletal conditions. This hands-on experience enhanced their comprehension of the anatomical and functional challenges faced by patients, improving their diagnostic and therapeutic skills.

It might seem like a small thing to attend a class and let students see what FSHD looks like. But consider that around 30 or 40 future doctors will remember my visit to their classroom and be better able to recognize and diagnose someone with FSHD walking into their future doctor’s office. In a world where many of us have undergone a long journey to find a doctor who can diagnose us, this feels like it makes a difference.