We're unable to sign you in at this time. Please try again in a few minutes.
We were able to sign you in, but your subscription(s) could not be found. Please try again in a few minutes.
There may be a problem with your account. Please contact the AMA Service Center to resolve this issue.
Contact the AMA Service Center:
Telephone: 1 (800) 262-2350 or 1 (312) 670-7827  *   Email: subscriptions@jamanetwork.com
Error Message ......
A Piece of My Mind |

Pay It Forward

Suraiya Simi Rahman, MD1
[+] Author Affiliations
1Los Angeles County + USC Medical Center, Los Angeles, California
JAMA. 2013;310(1):37-38. doi:10.1001/jama.2013.5163.
Text Size: A A A
Published online


For the past 3 years, I have served as a mentor for 24 medical students, a cohort of the first-year class at a medical school in Southern California. On Monday afternoons we meet in their MDL, or Multidisciplinary Lab, where we follow a curriculum designed to foster professional development, providing exposure to topics as varied as medical ethics, complementary and alternative medicine, or the role of the physician in society.

The transformation of medical students into medical professionals is a complex process that involves numerous developmental stages occurring at largely unpredictable rates and manifesting over the career of a physician.1 This intricate process, balanced on so many fulcra, is inevitably influenced by forces that may seem unrelated, remote, or even insidious. Take something away here, and the effects may be felt in many different areas at once, some seen, some unseen, some evident only over time. Seeking to teach such a complex set of skills and attitudes is therefore an ever-evolving challenge.


Sign in

Purchase Options

• Buy this article
• Subscribe to the journal
• Rent this article ?

First Page Preview

View Large
First page PDF preview




Also Meets CME requirements for:
Browse CME for all U.S. States
Accreditation Information
The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
Note: You must get at least of the answers correct to pass this quiz.
Please click the checkbox indicating that you have read the full article in order to submit your answers.
Your answers have been saved for later.
You have not filled in all the answers to complete this quiz
The following questions were not answered:
Sorry, you have unsuccessfully completed this CME quiz with a score of
The following questions were not answered correctly:
Commitment to Change (optional):
Indicate what change(s) you will implement in your practice, if any, based on this CME course.
Your quiz results:
The filled radio buttons indicate your responses. The preferred responses are highlighted
For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.


Some tools below are only available to our subscribers or users with an online account.

0 Citations

Sign in

Purchase Options

• Buy this article
• Subscribe to the journal
• Rent this article ?

Related Content

Customize your page view by dragging & repositioning the boxes below.

Related Collections