Grateful for the ‘direct medical impact’ of earning her MD
May 7, 2021
Kristin Limpose is proof positive that “disability” does not equal “inability.” As she prepares to graduate from Emory School of Medicine, she reflects on being a doctor with a disability, the importance of listening to patients and what it has been like to complete medical school during a pandemic.
Q: Please say more about your background and your path to Emory School of Medicine.
A: I lived multiple places while growing up, but I spent most of my childhood in the Tampa, Florida, area. For undergraduate, I attended Clemson University in South Carolina and majored in biochemistry.
I was born missing my left hand. At the end of undergraduate, I was thinking about doing an MD/PhD but sold myself short on being able to complete an MD. Overall, I just lacked some self-confidence due to my “disability.”
I had been performing research and enjoyed it, so I started my PhD at Emory. Halfway through my degree, I had a change of heart and decided I had made a mistake by not going for a combined MD/PhD program. I enjoyed research but very much missed working with people, and I wanted the direct medical impact I could have as a doctor. The time post-undergrad allowed me to gain more confidence in my abilities and really think about what I wanted my career to look like. I completed my PhD, applied to Emory School of Medicine and got in.
Q: You matched in pediatrics at Emory and Children’s Healthcare of Atlanta, so you will be staying in Atlanta. What excites you most about your residency training?
A: Getting to stay close to friends (who are like family) and family for both Nate and me. Having that support system close by during my residency will be invaluable.
Q: What would you want others to know about your years at Emory School of Medicine? Do you have a favorite experience or memory?
A: I remember [being in] orientation with Dr. Schwartz, and him repeating “person, place and time” what felt like 100 times. I didn’t get it, but once I hit clinic, I remember thinking “I’m sorry I ever doubted how integral person, place and time really is.”
Some of my favorite experiences were serving Grady’s underserved population. As a medical student, I had more time to spend with patients, and I heard some really compelling life stories that molded me into a more compassionate doctor and person.
Q: What’s the most important thing you learned during your undergraduate medical education?
A: Listening (really listening, without interrupting) to the patient’s history and completing a good physical exam will get you to the answer 90% of the time. We are often too reliant on labs and imaging to make the diagnosis. Be thoughtful and justify your orders to be a good steward of health care and [mindful of] the cost to the patient.
Q: What’s one piece of advice you would offer to incoming first-year medical students?
A: Disability does NOT equal inability. You are guaranteed to work with a disabled patient at some point during your medical training and careers. Patients with a disability have such a creative spirit, and they have compensated in a myriad of ways that are unimaginable to others in order to live their normal life. Don’t have preconceived notions of what someone can and can’t do … talk to them. Patients with disabilities are human and still have the same medical needs as every other person.
Q: How did it feel to finish medical school during a pandemic?
A: Whew, what a ride! It was nerve wracking finishing fourth year in the ICUs and emergency medicine prior to being vaccinated. It was amazing getting to see the evolution of COVID-19 care over this last year. We were all (students, residents, attendings) learning together. In pediatrics, I got to train and learn how to treat a new COVID-19–related MIS-C syndrome; it was incredible seeing what goes into treating a new disorder.
