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“An incredible place to practice medicine”:  Adam Dossaji forges his career as a doctor in the US

A chance encounter with the person who is now his wife led to a significant alteration to Adam Dossaji’s location and career trajectory.

It was soon after he had graduated from medical school that Adam (OE 2003-2010) met Saima Shikari, a doctor from New York. For a year they flew back and forth between the US and the UK before deciding to get married. During that time Adam completed all his licensing exams, allowing him to practice in the States. “I moved to the USA shortly before getting married and applied to be a resident in internal medicine,” he says.

Adam has just started his Internal Medicine Residency at Baystate Medical Centre in Central Massachusetts, where he lives in Springfield with Saima. “It’s a role that doesn’t exactly exist in the UK,” he says. “I basically cover all non-surgical medical problems in the hospital for adults. I tell my non-medical family and friends that I do what JD and Dr Cox do on Scrubs – a programme I watched at lunchtimes on a very small screen in the Sixth Form Common Room at QE!”

He remembers the School visits with particular fondness and says he now realises what a strong foundation QE laid in its boys. “It was challenging, and, at times, I complained and thought things were arcane or unnecessary. Looking back, I now see how the requirements for attention to details, for us to think for ourselves, and to take the harder road, built my resilience and gave me a belief that anything was possible.” He especially picks out the Science and Mathematics departments for their “incredible” support during his A-levels. Among the trips he enjoyed, he names the Swanage GCSE Geography trip, a visit to Mill Hill observatory and the German exchange.

After leaving QE, Adam took up a place at Kings College London School of Biomedical Sciences, graduating in Psychology with Basic Medical Sciences in 2013 and also gaining from Kings a Diploma in Theology and Philosophy. He then went on to Guy’s, King’s and St Thomas’ School of Medical Education (GKT) where he was awarded his MBBS (Bachelor of Medicine & Bachelor of Surgery) in 2016. The previous year, as part of his training he spent four weeks at the Lady Willingdon Hospital in Manali, Himachal Pradesh in India, in general internal medicine and four weeks in Critical Care and Emergency Medicine in the Hinduja Hospital in Mumbai. He completed his Foundation Programme at the University Hospital of Wales, where he spent four months in Hepato-Pancreato-Biliary surgery, four months in A&E and a further four months in General Internal Medicine (Respiratory) in 2017.

Among the accolades he gained during his training were the National Poster Presentations prize at the Royal College of Psychiatrists International Congress in 2013 and the Royal Society of Medicine Phillip Ellman Prize in Respiratory Medicine (2014).

His current role involves working in rotation through the wards, in intensive care, in outpatients and in all the medical departments for three years. He will then move on to further training. In the future, Adam is looking forward to specialising further. “I have a keen interest in pulmonology and critical care. It involves managing some of the most acutely unwell people in the hospital, helping patients and families through some of the most difficult periods of their lives.”

His professional experience of life in the USA has been overwhelmingly positive. “America is at a very unusual point. Most people’s views of the country are based on its domestic and international politics, which at the moment is very chaotic. Personally, my experience of the USA has been very different: it is an incredibly open country, where large institutions are desperate for the best employees they can find, regardless of where you are from. They highly regard international experience and yearn to learn about different perspectives.”

“Massachusetts is an amazing place to practice and learn medicine; we are one hour from Harvard and Yale, and home to the New England Journal of Medicine. There is an argument that healthcare is more expensive in America, and the insurance system has got flaws; however, many hospitals in America are at the forefront of advances in healthcare, relentlessly expanding horizons, and at the cutting edge of treatments and cures for diseases such as cancer.”

Several of Adam’s OE friends studied Medicine, although staying in close touch can be a challenge. “It’s great having that connection, but the distance makes it harder. I am sure I will see many of their names in medical journals in coming years.”

A keen table tennis player when he was in the UK, he has pursued this even further in the US. “I’ve joined a club and now play a lot of table tennis.”

He has re-established contact with the School and hopes in the future to be able to provide information to current boys interested in studying Medicine, particularly those who wish to work abroad.

Happy at Harvard: Opportunities abound for Sahil at the Ivy League university

2016 leaver Sahil Handa has been reflecting on a packed first year at Harvard that has seen him embrace activities ranging from drama and dance to journalism and entrepreneurship.

The former School Vice-Captain, pictured above right with friends at the Harvard vs. Yale football match, decided to pursue a Liberal Arts degree at Harvard after being offered places at three Ivy League colleges. Sahil (OE 2009-2016) took up his place last September following a gap year.

“It has been an incredible year at Harvard and I am the happiest that I can ever remember being,” he says. “The university offered me more opportunities than I could ever have imagined; the people I met, the classes I took, and the adventures I enjoyed have made me extremely thankful for the chance to study in Boston.”

At School, Sahil was elected a drama director and also ran the QE dance club for four years. He has built significantly on this QE experience at Harvard: “I was the lead male actor in a play called JOGGING, which was performed eight times at the American Repertory Theatre and directed by professional director Melissa Nussbaum. The play is set in Beirut, deals with themes of religious violence, feminism, and motherhood, and involved me playing six different men at different stages of life. It was definitely the most intense (and rewarding) theatrical experience I’ve had so far; luckily, my mum was able to visit and watch!”

Sahil was a dancer and model for the Eleganza Fashion Show – a large charity event held in Harvard’s ice rink, which “involved lots of dancing, strutting and attitude!” – and was the Bollywood choreographer for Ghungroo, a South Asian cultural show, for which he created and taught a routine to 30 students who had never danced before.

His writing skills have rapidly attracted attention. He has won a place on the editorial board of Harvard’s renowned student newspaper, Harvard Crimson, and now writes articles for its opinion section. “I have recently been made a Harvard Writing Center Tutor,” he adds. “This is a paid part-time job reserved for undergraduates who have shown excellent writing capabilities during their time at the university, and it involves me helping undergraduate and graduate students who are struggling with an essay.” In addition, he took a workshop with Man Booker prize-shortlisted author Neel Mukherjee. “I have been writing a lot of fiction, particularly short stories,” he adds.

Sahil has also:

  • Devised, co-written and directed a student play;
  • Secured a position as a Freshman Arts Proctor (as the creative writing proctor) which means he will be helping those in the 2018 student intake who enrol in the week-long immersive Freshman Arts Program;
  • Recently founded the Harvard Centrist Society along with a few friends; “My role will be the Director of Speakers and Networking;”
  • Helped start a scheme called the Harvard Giving Pledge, which is attempting to convince all Harvard Students to commit to giving 1% of their income to charity;
  • Begun working for a fellow Harvard freshman’s start-up – a productivity app aimed at high school students;
  • Joined the Harvard Political Union, the main political debating organisation on campus.

Notwithstanding all these extra-curricular activities, his classes have been a highlight of the year, reports Sahil. “My favourite courses were High and Low in Post-war America – a tour of Post America’s cultural theory, art, poetry, literature, music, race relations, journalism and philosophy – and Early Modern Philosophy: Self and World –an introductory philosophy course that focused on metaphysics and epistemology. I’m looking likely to major in a combination of Philosophy, Psychology and English Literature, but I’m certainly enjoying the freedom that comes with being able to pick across all of the disciplines.”

During his first year at Harvard, he has taken a few trips with fellow students, which has served both to deepen friendships and to further his love of travel. These included a road trip & trekking expedition in Texas and a last-minute trip to Iceland a week before examinations, with Sahil and his fellow students taking advantage of $100 tickets and studying on the aeroplane to make sure their results did not suffer.

And after the final term ended last month, Sahil headed up to the famous tourist hotspot of Cape Cod to stay at the house of his best friend. “I actually met him on my gap year; we decided, along with a few other Harvard gap-year students, to backpack around Southeast Asia for two months as a group.”

Kentucky triumph! QE’s senior teams’ memorable experiences at world robotics finals

QE senior roboteers achieved the best-ever result for a UK team after qualifying for the VEX EDR Robotics World Championships at their very first attempt.

The HYBRID Alpha team amassed five wins at the finals in Louisville, Kentucky, which are the culmination of a global event that has just been recognised by the Guinness Book of Records as the world’s largest robotics competition. And although they were unable to match the feat of QE’s junior boys in the parallel VEX IQ competition – who were crowned the UK’s first-ever world champions – they nonetheless returned from the US with a wealth of happy memories.

Year 10 pupil Deshraam Ganeshamoorthy, who was the robot driver for HYBRID Alpha, said their performance exceeded even their own expectations: “To finish with five wins and the highest rank of any UK team puts it all into perspective – the scale of the challenge when taking on the ‘super teams’ from other parts of the world. Hopefully what all the UK teams achieved here can spur on the next generation to success at the EDR championships.”

QE’s Head of Technology, Michael Noonan, who accompanied the teams together with Chemistry teacher Miss Katie Paske, added that the senior boys had “found the experience to be thoroughly enriching”.

The VEX EDR World Championships, which is open to pupils from Years 10–13 (or ‘high school’, in American parlance), bring together 600 élite teams from around the world, pitting against each other national champions from 46 different countries, as well as state champions from around the US.

Two senior QE teams took part, HYBRID Alpha and HYBRID Beta, both made up of boys from Years 10 and 12. Both teams qualified for the world championships after strong performances in regional and UK national championships, with Alpha winning the Excellence award at the regional finals at Stowe School as well as being crowned Nationals Skills Champions. Beta were a last-minute qualifier, winning the Design Award at the very end of the national championships in Telford.

Their trip to the US began with a 5.30am start and a long flight to Louisville, via Chicago. The following day was given over to rest and recuperation, with the boys taking in some of the local sights, such as the Muhammad Ali Centre and museum, and the Louisville Slugger factory, where the famous eponymous baseball bat is manufactured. The evening was spent in a flurry of preparation for the competition’s various challenges, or games.

The following day saw another early start, the boys rising at 6.30am to get the best possible chance to practise and to discuss their tactics with other teams with whom they were put in alliances. From that point on, the daily routine was a challenging one: 12 hours’ non-stop practice and competition, all of which involved communicating with other teams from around the world.

QE’s teams ended up being paired with, or competing against, teams from Bahrain, Lebanon, China, Japan, Canada and even war-torn Syria, as well as various state champions from around the US.

“Amid very strong competition the boys thrived, recording some of their highest scores of the season,” said Mr Noonan. “However, given the highly dedicated and highly funded approach of some of the US and China teams, even their best was at times not enough to turn the fixture.”

Nevertheless, Alpha distinguished themselves with their strong performance in a divisional match, becoming the first UK team ever to reach the final 16 at the world championship – beating another London team, from Fortismere School in Muswell Hill, to this honour by a matter of a few moments.

Alpha were paired for this match with a team from Rolling Hills, California. “Hybrid’s efforts were valiant, but excellent defence from the Chinese and Canadian combination saw their opponents win by a narrow margin of 115-92.”

Alpha’s disappointment at the loss was later rendered bittersweet when one of these two opposing teams went on to remain undefeated in all their remaining games and eventually be crowned World Teamwork Champions.

There were two more treats in store for the boys: they were able to see the unveiling of the newest robotics game, Turning Point, and they had just enough time to enjoy the thrilling rides and attractions of the Kentucky Kingdom theme park before heading for home.

  • The Alpha team comprised: Year 12 pupil Aadi Desai, with Deshraam Ganeshamoorthy, Bhargab Ghoshal, James Tan and Ukendar Vadivel, all from Year 10. Beta were: Dilan Sheth, of Year 12, together with Year 10 boys Sunay Challa, Devin Karia, Daniel Radzik-Rahman and Yai Sagolsem.
Helping hand from older boys leads to shining success in national competition for QE’s youngest mathematicians

All boys in Years 7 & 8 took part in this year’s Junior Maths Challenge – and the overwhelming majority took gold, silver or bronze for their performance.

In total, some 341 of the QE entrants won certificates – a significant increase on last year’s tally of 279 – with 154 achieving gold and a further 120 taking silver and 67 gaining bronze. Nationally, it is only the top 40% of pupils who receive gold, silver and bronze certificates, which are given in the ratio 1:2:3.

As a result of their performances in the Challenge, 21 boys this year have qualified for the Junior Mathematical Olympiad competition and a further 95 have qualified for the other follow-on round, known as the Junior Kangaroo. Around 1,200 of the highest scorers nationally are invited to take part in the Olympiad.

Assistant Head of Mathematics Wendy Fung said: “We are delighted with how well the boys have done and look forward to the results of the Olympiad and Kangaroo. Much of the success among the Year 8 boys stems from the excellent guidance and help given to them at our Junior Élite Maths group by mentors from Years 10 and 11.”

Best in School certificates went to Maxwell Johnson, of Year 7, and Yash Makwana, of Year 8, who achieved identical scores of 130 out of a possible 135 in the UK Mathematics Trust competition.

“I’m incredibly pleased with my result and would like to thank my Élite Maths Mentor, Vincent Tang [of Year 11], for helping me to learn how to go about Maths Challenge questions,” said Yash.

Having achieved such signal success at the first attempt in the Challenge, Maxwell said he is now “looking forward to trying the Olympiad”.

Broad perspective: trip to the trenches helps boys understand World War I both emotionally and analytically

Forty-four Year 9 boys visited the major battle sites and cemeteries from World War I in a trip designed to reinforce their classroom History lessons on the conflict.

With plenty of opportunity to walk through preserved trenches just as this year’s poppies were starting to flower, the boys had time to reflect on life in the trenches. Some sites illustrated the global nature of the conflict, showing the role of countries from the British Empire and Commonwealth – particularly Canada and nearby Newfoundland.

History teacher Simon Walker said: “The trip was important both emotionally and analytically, helping students understand how trench warfare worked and appreciate the experience of those who fought, as well as giving them an opportunity to reflect on the cost of war and consider what we can learn from the way soldiers have been memorialised.”

The trip aligned closely with the Year 9 scheme of work, which covers the changing nature of warfare up to 1945, with World War I a major topic.

On their visit to one site, Vimy Ridge, the guides for the QE boys and the four accompanying members of staff were students on a programme funded by the Canadian government, reflecting the national importance of the site in Canada.

One striking contrast was seen in the ways the fallen were commemorated at:

  • Tyne Cot cemetery – the resting place of more than 11,900 servicemen of the British Empire at the battlefield of the Third Battle of Ypres (also known as the Battle of Passchendaele), where boys learned that many bodies could not be identified.
  • Thiepval Memorial – commemorating 72,246 British and South African servicemen known to have died in the Battles of the Somme whose bodies could not be found.
  • Essex Farm cemetery – a smaller Allied cemetery, with some moving examples of men from the ‘pals’ battalions’ who died on the same day being buried with their headstones touching to show solidarity between them.
  • Beaumont-Hamel – the site of a memorial as well as trenches where Newfoundlanders fought during the Somme campaign; with 84% of the Royal Newfoundland Regiment battalion dying, the conflict brought devastation to some communities, depriving Newfoundland of most of its young men and seriously damaging its economy.
  • The German Langemark cemetery – here, all graves are communal, with one huge mass grave in the middle and thousands of tiny names engraved on the stones around it. The headstones are very plan slabs laid flat on the ground, the relative lack of dignity in burial illustrating the hostility of Belgians towards Germans after the war. (The mass grave was partly because the Belgians would not grant the Germans enough land for individual burials.

Other memorable highlights of the trip to the sites in France and Belgium included the sight of Lochnagar Crater, the biggest crater of World War I, where boys learned about tunnelling and the use of mines. They attended the Last Post ceremony at Menin Gate in Ypres to commemorate soldiers lost in the 1914–1918 – a ceremony performed every evening since 1927, even during World War II. They also learned how medical provision developed during the conflict, visiting a field hospital where John McCrae worked as a surgeon and composed his famous poem, In Flanders Fields.

On the final day came visits to La Coupole and Blockhaus Bunker, which were sites for the production and launch of V1 and V2 rockets during World War II, where there was information on the role of concentration camp slave labour used by the Nazis. “These visits helped to develop students’ understanding of the changing nature of warfare in World War II, as well as providing a foundation for the space race and arms race topics that form an important part of the GSCE Conflict and Tension unit on the Cold War.

There were lighter moments, too, including a popular visit to the Leonida chocolate shop and the time when the boys’ keen-eyed coach driver spotted a World War I wire fence post unearthed and left at the roadside by a local farmer.

Overall, said Mr Walker, the trip gave boys “an opportunity to deepen their understanding of the Year 9 theme about the changing nature of warfare, whilst also giving them personal experiences and time to reflect in order to help them develop and articulate their own emotional responses”. In addition, it supported understanding of the genocide topic being covered in the second half of term, and of GCSE topics including the Cold War and the Health and the People unit.