ChrisSimmons

But Dr. Simmons also remembers the ambiguity that comes with taking the first leap into a medical career. The commitment to several years of training. The long days. The longer nights.

In short, “medical school hits you like a ton of bricks,” he says.

Because of his experience, Dr. Simmons has an innate sense for detecting future problems students could face if they don’t prepare. In a two-physician household, he also understands how important work-life balance is.

If he can help his trainees with anything, it’s thinking about where they want to be, not just for residency, but when they’re 40 or 50 years old.

What does a flourishing career look like when paired with a flourishing life outside of work? It can mean that during training, you’re also examining other goals such as marriage, children, and personal fulfillment.

“I would say that 99% of my success as an educator is tied to the fact that I don’t clean things up,” he says. “Life is hard, right? And I think that when students get somebody honest enough to portray that, most of them listen.”

Dr. Simmons builds trust through one-on-one or small-group meetings. He focuses on not telling trainees what to do, but rather, provoking “a little bit of thought.”

Dr. Simmons bridges connections with medical students through the Office of Medical Education’s learning communities, a small-group house system. Dr. Simmons is the advisor of the Friesian House. (There are 10 total houses across campuses, and each is named after a horse breed.)

Dr. Simmons sees a lot of benefits of the house system. They connect students to a mentor very early in training. They demonstrate the value of physically coming together with other students, who can be a support system as well.

Having been involved nearly since its inception, Dr. Simmons adds that the house system has been “indispensable,” particularly after the COVID-19 pandemic.

“I think the house system was essential to make sure that we weren't just completely losing students to these individual silos across the state and beyond,” he says. “And then I think it was really important to try to help rebuild some sense of community.”

One of the major events within the learning communities is the House Olympics, a cross-campus event filled with games and friendly competition. This year, there was tug-of-war, sack races, limbo, and cornhole.

“It’s a chance for students to gather, learn teamwork, and have fun with their fellow classmates,” Dr. Simmons says. Even faculty, like Dr. Simmons, get involved.

In addition to counseling medical students, Dr. Simmons is very active in helping MD/PhD students find the right career path, which is a bit more complex.

Unlike the traditional four-year MD program, the combined degrees require at least seven years of commitment. Students complete their first two years of medical school, earn their PhD, and then return to close out their final two years of medical training. In the end, they are prepared for careers as physician-scientists.

Dr. Simmons is a co-director of the MD/PhD program, with a focus on the first two years of their medical education. He does all he can to ensure his trainees aren’t falling behind. He wants them to know they can always ask for help, and he makes sure they don’t isolate themselves.

This year, the MD/PhD program welcomed seven new students – all of whom Dr. Simmons helped interview.

He hopes that as the program grows, he can help it maintain its longstanding familial atmosphere.

All trainees in the MD program and MD/PhD program will follow the same medical school curriculum.

Dr. Simmons works closely with students ahead of the first-year course, Introduction to Clinical Medicine (ICM).

In roundtable discussion formats, he meets with students and sets up mock interviews with standardized patients alongside fellow faculty member Lillian Sims, PhD.

Sometimes those meetings produce “lightbulb moments,” where Dr. Simmons can share his mistakes and help students learn from them. Other times, it’s a different kind of “a-ha moment” – facing uncomfortable questions and helping students who have a revelation that they need to reflect on their own values.

He helps students identify goals for themselves, as well as potential barriers. Then, upon clearly defining those goals, he empowers students to accomplish them.

Entrustment in Clinical Medicine (ECM) is a third-year course between clerkships that is part of the Application Phase of the Kentucky Integrated Curriculum.

In ECM, Dr. Simmons provides a “boot camp” on how to interact with a patient: writing notes, getting feedback on the notes, presenting to patients, and more.

It’s about “building some of that muscle memory that they're going to do like 10 times over on day one,” he says.

This is imperative because it quells those nerves when they become doctors. It gives them a chance to get their questions, fears … “everything” out in the open so they can attend to them before practicing medicine on their own.

Dr. Simmons knows this system can work because he has gone through it. His straightforward approach resonates with many of his students.

Dr. Simmons was Krista Spear’s house advisor and ICM liaison. She says it was enlightening when Dr. Simmons and his wife, Dr. Twist, invited students to their home during first year. From there on, Dr. Simmons became not just a doctor in their eyes, but a human being who put students first.

Spear, who is a first-generation medical school graduate, calls Dr. Simmons a “voice of reason.” When she was putting together her match rank list this year, he was not only supportive, but also made her think about what would happen if she went to each location she listed – both the pros and cons.

Megan Stewart, also an MD graduate of the Class of 2024, says Dr. Simmons was a vital resource when she was figuring out what specialty to pursue. Thanks to his advice, she landed on obstetrics and gynecology and will complete her residency training at the University of Kentucky. She couldn’t be happier.

As the school year comes to a close, Dr. Simmons also celebrates his MD/PhD students during their annual retreat in May.

Trainees and faculty travel to nearby Red River Gorge and spend two days bonding. All are required to attend.

The structure allows older trainees to set expectations for the new cohorts, building friendships in the process. They hike trails and cook meals together.

“It’s kind of like a family vacation,” Dr. Simmons jokes.

Dr. Simmons’ intentional approach to care and mentorship was recognized by his students this year during the Class of 2024 Senior Awards Ceremony in Lexington.

Berry Seelbach, MD, assistant dean for career advising and advisor for the UK chapter of the Gold Humanism Honor Society, presented Dr. Simmons with the Leonard Tow Humanism in Medicine Award.

Fourth-year students voted for Dr. Simmons. The award is given to faculty who consistently demonstrate compassion and empathy in the delivery of care to patients.

Dr. Simmons knows how tempting it can be for learners to push ahead full speed. When his students, residents, and MD/PhD trainees move on from UK, he hopes that he encourages them to avoid “the fast lane” in training.

“A health care career can be incredibly rewarding. If I can, I just want my students to go about it the right way,” he says. “They need to be hyper-focused on the next exam, the next OSCE, the next evaluation, but it’s also about not letting the big picture slip away.”

For Dr. Simmons, the big picture is how he can support his family. He and his wife coordinate their schedules as best as they can to maximize time with their children. Many times, they join student events.

Life is hard, but building a career holistically can make it more fulfilling. It’s advice Dr. Simmons hopes will help learners navigate a bit of that uncertainty.