<img height="1" width="1" style="display:none" src="https://www.facebook.com/tr?id=2619149828102266&amp;ev=PageView&amp;noscript=1">
Orthopedic Surgery Competitiveness: Matching, Clerkships, USMLE Scores, 4th Year, Subinternships & More
Posted by Joshua Shapiro

Matching into an ultra-competitive specialty like orthopedic surgery requires significant dedication, confidence, and a stellar application to back you up. For most, this is an uphill task. Per the AAOS, there are now 154 accredited orthopedic residency programs, 640 positions available for new residency applicants, and approximately 1.15 applicants for each position. So, what makes you a competitive applicant?

Ortho for the USMLE: Identifying Pediatric Non-Accidental Trauma
Posted by Joshua Shapiro

Pediatric non-accidental trauma (child abuse) can be one of the most emotional and stressful diagnoses to work up. Your job as the physician is (1) to recognize the potential for non-accidental trauma, (2) bring the patient into the hospital for safe evaluation, (3) provide an objective assessment of the injury pattern, (4) treat the injuries, and (5) notify the appropriate authorities who can ensure the patient’s safety upon discharge.

The Big Break: Orthopaedic Emergencies
Posted by Joshua Shapiro

This is what surgeons live for. The adrenaline rush of life and limb saving surgical intervention. Orthopaedic emergencies are rare and can be life and limb threatening without prompt intervention. For the USMLE, you should know of the open fracture, compartment syndrome, necrotizing fasciitis, and septic arthritis.

Know Ortho: Managing the Fragility Hip Fracture on the USMLE
Posted by Joshua Shapiro

Hip fractures in the elderly are common, with a prevalence of 0.2% in men and 0.5% in women, which means you can expect to see a question or two on the USMLE. Not only does this condition encompass orthopaedic surgical management of a very common fracture, but it also serves to review medical management of a fragile patient who is at risk for a fracture through osteoporotic bone. In a nutshell, an insufficiency or fragility fracture of the hip occurs when a person falls onto an osteoporotic hip. Patients often present with anterior thigh or groin pain, a shortened and externally rotated lower extremity (the adductors shorten, gluteus medius and maximus abduct, iliopsoas flexes, and the short external rotators, you guessed it, externally rotate), and inability to ambulate. 

(MedEd)itorial: My Top Resource for the USMLE Step 2 CK
Posted by Joshua Shapiro

As we have said many times, studying and mastering clinical medicine is not a one size fits all approach. The following article focuses on an approach that would likely benefit very high performing students with minimal need for aggressive reading during Step 2 CK preparation OR a student with a limited amount of time that does not amend itself to completing Step Up To Medicine AND the UWorld Question Bank. For others, this post should highlight that the Online Med Ed videos can be very helpful adjuncts while reading and completing your question bank.

Finally, this post operates under the assumption that you will also be completing UWorld for Step 2 CK at least once, and preferably twice. Regardless of how you learn, questions are an invaluable resource that can help you master the clinical content and test taking strategies necessary for optimal performance.

The Score You Should Aim For on the USMLE Step 1
Posted by Joshua Shapiro

One of the first things that crosses a medical student’s mind who is beginning study preparations for a board examination, is what is my goal score? What score do I want? What score do I need, and what score is attainable? Determining a goal score is the first step in study preparation. If you don’t know the score you want, how can you start to study? Here's what I've learned about determining a goal score:

How to Excel in Clinical Rotations: A Guide for Rising Third and Fourth Year Students
Posted by Joshua Shapiro

The third year of medical school was the true beginning of my medical education. I still remember turning on my pager, terrified, yet unbelievably excited, to hear that first beep. Gone were the days of didactic lecture. Now, I stepped into actual patient care. The end of course exams no longer carried the same weight. Instead, I would need to impress a team of residents, fellows, and attendings to earn an honors. I was expected to be a contributing team member who showed up on time, knew my patients better than anyone else and established great rapport with them (as well as my teammates), read up on my patients at night, and  improve throughout my rotation. In short, I had to prove that I could be a doctor.

careers med school tutors