March/April 2015 Issue

March/April 2015 | PreMedLife Magazine |1

postbacTHE

ISSUE+

IT’S MCATTIMEGetting the most out of your last month of preparation

DON’T GETCAUGHT SLIPPIN’Pitfalls to avoid as a post-bacpre-medical student

PREMEDLIFEThe Magazine For Pre-Medical Students March|April 2015

80POSTBACCALAUREATE

PREMEDICALPROGRAMS + Locations.

Program Types, and Descriptions.

MDS REVEAL SECRETS TO SUCCESSFUL RELATIONSHIPS | STUDY FINDS MOST STUDENT MULTITASK DURING LECTURES

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22DECIDING IF A POSTBAC

PREMED PROGRAM IS RIGHT FOR YOU

THE ARE SEVERAL OPTIONS WHEN IT COMES TO POSTBAC PREMEDPROGRAMS. CONSIDER THESE

IMPORTANT FACTORS WHEN MAKING YOUR DECISION

contents||||| March/April 2015“For anyone who wishes to become a practicing physician, graduation from college is just a single, small step in the journey.” p. 29

21THE

POSTBACC ISSUE

26HOW TO BUILD A

COMPETITIVE APPLICATION FOR POST-BAC PROGRAMS

WHEN CONSIDERING HOW TO BEST BUILD A COMPETITIVE

APPLICATION, IT IS ESSENTIAL TO POSITION YOURSELF IN THE

STRONGEST WAY POSSIBLE.

34PITFALLS TO AVOID AS A POST-BACCALAUREATE PRE-MEDICAL STUDENT

IT IS IMPORTANT TO STAY FOCUSED THROUGHOUT THE ENTIRE

DURATION OF YOUR POSTBAC PREMED PROGRAM. HERE ARE

A FEW PITFALLS TO AVOID.

4 | PreMedLife Magazine | March/April 2015

The 2015Post-Baccalaureate Pre-Med Program DirectoryConsidering postbac premed?Our postbac premed directory provides details for more than 75 high-quality programs offered throughout the US.

WHAT’S INSIDE...

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Countdown to MCAT2015: Maximizing the last month of preparing for the new MCATIt’s the final countdown until the new MCAT. With just one month of prep time remaining for students sitting for MCAT2015, here are a few tips to help you proceed in the most successful way possible.

What post-baccalaureate pre-med programs look for in strong applicants?For students thinking about the possibility of a postbac premed program to pursue their dreams, it is important to have an idea of what admission committees are looking for in their strongest applicants.

The difference between career changer and academic enrichment programs Postbac premed programs are intended for different groups of applicants. Here’s some insight into which category you should be considering.

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l Postbac is becoming the new “traditional”. There are over 200 pre-med post-baccalaureate programs in the U.S.

contents MARCH/APRIL 2015

Larkin Health Sciences Institute

YOUR FUTURE IS IN YOUR HANDS.

Larkin Health Sciences Institute Postbaccalaureate Degree MS in Biomedical Sciences

YOUR FUTURE IS IN YOUR HANDS.

For more information contact Ms. Flor Taylor at:305.760.7515 or [email protected]

www.ularkin.orgLarkin Health Sciences Institute5996 S.W. 70th Street | South Miami, FL 33142

The Post-Baccalaureate Degree in Biomedical Sciences is a Master of Science (M.S.) degree designed to prepare Pre-Medical, Pre-Dental, Pre-Optometry, and Pre-Pharmacy students for professional school by offering courses that are typical in the first year of medical, dental, or other doctoral programs.

Students will complete active learning with real clinicians, treating real patients in a teaching hospital.

Graduates will have an experience that is unique compared to other similar programs.

Unique Aspects of the Program...

Use of “Fresh-Frozen” Cadavers for Surgical Demonstrations and Gross Anatomy

Direct Interaction with Hospital Physicians and Residents

Larkin Community Hospital affiliation, a Teaching Hospital with ~300 Federally-Funded Residencies

Use of Ion-Torrent DNA Sequencing to Analyze Cadaver, Human and Animal Specimens for Microbiota Analysis and Pharmacogenomics

1-Year, 30 Credits, $23K

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What’s on Premedlife.com?

Katy Perry’s Left Shark: A Lesson in Preparing For

Medical School Interviews We find lessons in everything! And the ‘smh’ moment

during the Super Bowl halftime show provides a powerful lesson for every pre-med heading toward the

step of medical school interviews.

Digital MARCH/APRIL 2015

8 Things We Learned About MCAT 2015

The AAMC conducted a Twitter chat to discuss all things MCAT2015.

Here are 8 things we learned from the makers of the test.

What Pre-Meds Can Learn From Sam Smith

At The Grammy’s Grammy-award winning Sam Smith has

had such a successful year. The lesson behind his story is important for anyone

in the process of filling out medical school applications.

Pre-Med-Themed Fashion In Honor of

#NYFW In honor of New York Fashion Week,

we picked some of the most stylish medical/science-themed fashion items.

#nyfw #werk #fashion

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GO BEYOND THE PAGEYou’ll find the icon on selected pages throughout the issue. That’s your signal to grab your smartphone or tablet and go deeper with the content on that page. Here’s how:1. Download the free Layar app from the Apple or Android store or at layar.com2. Launch the app and scan any page displaying the icon.3. Premedlife videos and other bonus content will instantly appear on your device.


PREMEDLIFEthe lifestyle magazine for premedical students

www.premedlife.com

Founder & Publisher | Tasheema Prince

Executive Director| Jonathan Pearson

Executive Vice President | Monique Terc

Contributing Editor | Njeri McKenzie

Online Marketing Consultant | Portia Chu

Contributing WritersMarilyn Chau, Carleen Eaton, MD, Suzanne Miller, MD

Find us on Twitter @premedlifeFind us on Facebook.com/premedlife

Here’s How to Reach Us:Kisho Media, LLC

P.O. Box 7049New York, NY 10116

Main Office (347) 857-7491

Have a Story Idea?Email us at [email protected]

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PreMedLife magazine is published six times per year by Kisho Media, LLC. and copies are provided to select colleges and universities free of charge. The information in PreMedLife magazine is believed to be accurate, but in some instances, may represent opinion or judgment. Consult your pre-medi-cal/pre-health advisor with any questions you may have about the medi-cal school admissions process and related topics. Unless otherwise noted, all articles, photographs, artwork, and images may not be duplicated or reprinted without express written permission from Kisho Media, LLC. PreMedLife magazine and Kisho Media, LLC. are not liable for typographical or production errors or the accuracy of information provided by advertisers. PreMedLife magazine reserves the right to refuse any advertising. All inquires

may be sent to:

Kisho Media, LLC. P.O. Box 7049

New York, NY 10116

To reach us by phone call (347) 857-7491 or email us at [email protected].

PublisherFrom the

POST-BAC PREMED:THE NEW NORMAL?You are unique, and if that is not fulfilled, then something has been lost. --Martha Graham

When it comes to medical school admissions, post-baccalaureate pre-medical programs are fast becoming the new normal. Each year, the number of students pursuing careers in medicine via post-bacca-laureate programs are increasing. Not only are more students taking this so called “non-traditional” route, more programs are popping up all across the country. And while being a “non-traditional” applicant who has taken the “scenic route” to medical school may have a one time or another made a pre-med look unique, it might soon be commonplace. For all you pre-meds who are paving your own path, the next steps on your journey need to be concrete. What happens further along during the medical school admissions process will be shaped by the experiences you have led you to one realization - it is never too late to pursue your passion, dreams, and goals. Not everyone will understand how you have the guts to try again or make a change, because, dammit, it is your unique path, your story, your way. And it can be scary. Challenges may present themselves, and (breathe) it may be tough. But this is your journey to medical school. With this issue, we at PreMedLife celebrate the postbac option, supporting the pre-meds considering such a journey. Your motivation and perseverance are what make you part of the new face of medical school admissions. That’s why we are happy to give you our Post Bac issue. We hope it inspires you to keep dreaming the dream.

Tasheema PrincePublisherFollow me on Twitter: @PrinceSheemEmail me at:[email protected]

Tasheema Prince


Tisha BergUCLA Extension

Viven ChenUniversity of Miami

Samantha CulverUniversity of Vermont

Caitlin DraperUniversity of Arkansas

Jared EavesThe University of Texas at Austin

Austin GreerIndiana Wesleyan

University

Charis GuintoEvangel University

Hannah HoekstraUniversity of Minnesota

Lisa LachhmanPace University

Austin NewsmanGeorgia State

University

James RockSlippery Rock

University

Tyra TurnerAgnes Scott College

The PreMedLife Student AdviSory BoArd is an exemplary group of premed students from a variety of backgrounds who have a wide range of accomplishments. They will help keep us informed about what we need to know to make PreMedLife magazine the go-to resource for aspiring doctors.

STUDENT ADVISORY BOARDPremedlife

Follow us @premedlife


According to a new study, the majority of medical school students admit

to multi-tasking during their lectures - studying for another class, using

social media, and checking e-mail. {PAGE 14}

Study Identifies Several Factors That Help Medical Marriages Last

Physicians have identified ways to make it through the tough parts of their lives, according to a study published in the journal Academic Medicine. The study, which was led by researchers from the University of Michigan Medical School, Ann Ar-bor, Michigan, used responses from in-dept inter-views with 25 individuals: 12 women and 13 men; 10 who were in a relationship and 15 who were single. Four common strategies emerged during the interviews. They rely on mutual support. The researched noted that many participants emphasized both the support they provided to and received from their domestic partner. They recognize the important roles of each family member. The study participants indicated how they define their roles within their family and described the importance of role definition to ensure an effi-cient family unit. “Several participants felt it was

an important part of their relationship to have clar-ity of their own and their partners’ responsibilities,” the authors wrote. “Having defined roles within the family and the knowledge that others must fill in en-sured the success of their relationships amid the con-text of a medical career with competing demands.” Because many of the physicians and domestic partners in this sample relocated far from their fami-lies for their medical careers, they earnestly acknowl-edged the importance of support from extended family members, particularly in times of crisis. Another participant indicated how support from external family members helped their family to function more smoothly. They have shared values. For many couples, shar-ing important values helped their relationship work. “These shared values helped many participants de-fine the foundation of their relationship and offered a frame of reference when competing commitments

arose or when they faced challenges and difficult is-sues,” the authors explained. They acknowledge the benefits of being a physi-cian had on their relationships. Having a doctor in the family is always a good thing and as the study confirmed, participants described how the knowl-edge physicians possess to care for a family member when ill or injured provides a direct and practical value to their relationships. Participants also noted the benefits of financial and occupational security associated with being a physician. One physician, Dr. Sims, noted, “There is more financial security than you would get in other settings.” Others spoke to the same issue. These phy-sicians recognized that through being a physician they are often shielded from the economic down-turn of larger society, which allows them to avoid relationship problems fueled by a lack of finances. ¡

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Most Students Multi Task During Med School Lectures, Study FoundThe majority of medical students multi task during lectures, according to a study published in The Jour-nal of the American Osteopathic Association. The study, led by Ankit V. Shah from the Edward Via College of Osteopathic Medicine, was designed to determine the extent to which medical students multi task during lecture, and more specifically, the types of multitasking, how often, and the rela-tionship between multitasking and their academic performance. Investigators administered a survey to 125 second-year students at Edward Via College of Osteopathic Medicine and following a 50-min-ute lecture, students were given an unannounced 10-question multiple-choice quiz to asses the stu-dents “knowledge acquisition” from the 50-minute lecture. The results of the survey revealed that multi-tasking during lecture is prominent among medical students. In fact, 98% of students check e-mail, 81% use social media, and 74% study for another class.

Furthermore, the investigators found that students spent the most time studying for another class (23 minutes) followed by using social media (13 min-utes) and checking e-mail (7 minutes). “Today’s medical students grew up during an era with rapid advancements in computer technology and electronic media that changed our daily lives, from how we interact with others to the ways we do our work,” says coauthor Ronald P. Januchowski, DO, assistant professor of family medicine and as-sociate dean for curriculum, assessment and medical education at VCOM-Carolinas. “With the techno-logical ability to constantly be ‘on’ coupled with the rigorous demands of medical school, students might feel compelled to perform more than one task at a time.” A closer look at the factors which influenced students’ multitasking during lecture revealed that the top reasons were exam schedule, lecturer, and the number of lectures in the day. ¡C

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NEWSpremedlife

Survey Finds Family MDs Suffer Most From BurnoutHalf of young physicians practicing family medicine feel burned out, according to the results of Medscape’s 2015 Family Physician Lifestyle Report. The report, which provides updates from a previous study on lifestyle and job satisfaction among doctors, found that 50% of family doctors feel burnout, up from 43% in 2013. “Burnout is defined as loss of enthusiasm for work, feelings of cynicism, and a low sense of personal accomplishment,” the authors ex-plained.

The survey also found that the highest burnout rates were among physicians in the critical care space (53%) and emergency med-icine (52%). Past studies have shown that feelings of burnout among physicians can have a nega-tive affect on the care their patients receive. “This report provides more evidence of the importance of these factors, with bureaucratic tasks and spending too many hours at work rated as the most frequent causes of burnout,” the authors noted. ¡

When it comes to what doctors should wear, a new study has found that patients prefer them in formal attire. The study, published in BMJ, suggest that patient trust, compliance, and satisfaction all begin with a physician dressed conservative and professional at-tire. Specifically, formal attire and white coats was preferred 60% of the time. Researchers found that in the majority of the studies, patients expressed strong preferences about what they felt physicians should wear, or said that the way a physician dressed affect-ed their perceptions of a physician. “Many studies have looked at various aspects of physician attire, so we wanted to look across this body of literature to find common threads,” lead au-thor Christopher Petrilli, MD, an internal medicine resident at the U-M Health System, explained. “But at the same time, we found a lack of detailed guid-ance from top hospitals to their physician about how to dress.” The findings also revealed that only 5 of the hos-pitals on the U.S. News & World Report’s Best Hos-pitals ranking had official guidance for physicians about attire at all, with the majority of the hospitals just recommending their doctor’s attire to be “pro-fessional.” The other hospitals offered no formal guidance. The research team is currently preparing to con-duct their own study to evaluate how physician clothing choices influence several factors. The study, "Targeting Attire to Improve Likelihood of Rapport" or TAILOR, will survey patients in outpatient gener-al medicine and specialty clinic waiting rooms and inpatient medical units. ¡

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MCATPremedlife

PreParing for the MCat is definitely an exhaust-ing task. Some days you’ll probably feel so tired of studying that you’ll be thinking that you just can’t wait to get it done with. Other times, however, you’ll probably have moments of panic when you think about how your time for studying is run-ning out day by day. Fortunately, regardless of how you’re feeling about taking this monumental test, there are definitely a few tried and true ways to nail down your preparations in the month leading up to your test date.

STRENGTHEN YOUR WEAKNESSESEven though a month might not seem like a lot of time left, in reality it really should be plenty of time for you to focus on strengthening your weakest ar-eas. By this point you should have already worked on trying to keep yourself well-rounded in all sub-jects of the exam; having one section in which you do extremely well probably won’t help you out too much if you are weak in all other areas. However, using this last month of MCAT prepa-ration time to build up your weakest areas is defi-nitely an ideal game plan in order to both maximize your scoring potential while also keeping yourself as even as possible between all subjects. Feel free to spend a little bit of time brushing up on topics that

you already know well, but resist the temptation to spend any significant amount of time on them during this last month of preparation. Do yourself a favor by focusing on your weakest areas, thereby bringing them up to par with your stronger sub-jects.

BUILD UP YOUR ENDURANCEThe MCAT is typically described as being a “mar-athon” exam, and depending on how fast (or slow) you might run through 26.2 miles, this could re-ally be an accurate description. For many premed students, just having the endurance to patiently sit through an exam of this magnitude and duration can be extremely exhausting; in fact, for some, it is the length of the exam that is the hardest part about it. Use your last month of MCAT prep time to in-crease your test-taking endurance by forcing your-self to sit through at least several full-length practice exams if at all possible. While taking practice exams might sound like a terribly boring way to spend your Saturdays, you’ll probably be glad you did by the time your actual test date rolls around.

FIND YOUR PACEIn line with building up your test-taking endurance, spend this last month of MCAT preparation finding

your ideal test pace. Each subject in the MCAT has a predetermined amount of time during which it must be completed; train yourself to keep an ideal test-taking pace as you work through your practice exams. This way, your endurance will be strong, and you’ll also find peace of mind in knowing exactly what pace you need to work through each section in. If possible, try to leave yourself at least five min-utes of “wiggle room” within your test pace during each section so that you can have extra time to re-view any particularly challenging questions if you need to. Dealing with the stress of figuring out the correct answers to test questions on the day of your MCAT can be challenging enough. Don’t let wor-ries about being able to complete sections on time add to your stresses; be prepared by working out your test-taking pace ahead of time.

Maximizing the Last Month of MCAT Preparation3 ways to get the most out of your studying 30 days until test date

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SCAN THIS PAGE TO VIEW THE ONLINE EXCLUSIVE ARTICLE “THE MOST UNDERRATED MCAT TACTICS” (See page 6 for details.)


THE POSTBACPREMED

ISSUEA growing number of premed students are turning to postbac premed programs to gain

admission to medical school. This issue is dedicated to what we’re calling the new normal.

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THEPOSTBAC

WAYDeciding If A Post-Baccalaureate Program Is Right For You

GIVEN the shear number of options, de-ciding if a post-baccalaureate program is right for you can be even more com-

plicated than choosing which medical school to attend. There are two types of decisions – how to decide where to apply and how to decide which program to attend. Let’s start with a few ques-tions:

4 KEY QUESTIONSHAVE YOU TAKEN ANY PRE-MED CLASSES?If yes...How long ago did you take the classes? If they are more than a few years old, you should likely repeat them, take a higher-level class in the same subject, or pursue a special masters pro-gram. Medical school admissions committees

seem more particular about the age of the sci-ence classes as opposed to the English and Math requirements. Each program has its own policy, which tends to change with variations in the admissions committee members. Some medical school admissions committees want courses two years old or less, while others will extend out to five years. It’s usually better to be safe and fulfill the requirements with fresh classes. If no...Life is simpler in some ways because you will have to take all of the medical school prerequisites.

HOW QUICKLY DO YOU WANT TO APPLY TO MEDICAL SCHOOL?If you are in a hurry, you can complete all pre-med courses in one year in an intensive, full-time

By Suzanne Miller, MD


program. If not, many programs allow you to com-plete the courses over two to three years.

DO YOU HOPE TO WORK WHILE TAKING CLASSES?Many programs offer night programs specifically for students who have employment commitments. If you are willing to go to school full-time, there are many options for you as well.

HOW MUCH CAN YOU PAY FOR A POST-BAC PROGRAM?Intensive and/or private school post-baccalaureate programs can run $40,000 per year. Public school options may be more affordable. But entering the medical profession is anything but cheap, and this starts with an investment in post-bac programs.

PROGRAM TYPESOnce you’ve reviewed your needs and desires when it comes to personal pre-med course history, de-sired time line, full-time vs. part-time, and cost, it is time to evaluate the actual post-baccalaureate options. Colleges and universities have realized the potential moneymaking strategy of offering post-bac coursework and new programs pop up each year. The increasing supply of programs increases your chance of finding a program that is a great fit.

You have five main types of post-bac programs to choose from:

FULL-TIME, INTENSIVE PROGRAMS FOR CAREER CHANGERSThese programs are ideal for non-traditional pre-meds who have not taken pre-med classes, wish to complete the courses quickly in a structured envi-ronment, and can afford taking time off work. Such programs tend to be very well respected and have competitive admissions processes. Further, schools with these types of post-bacs usually offer special linkage programs or performance-based guaran-teed interviews to certain medical schools, which can aid in the medical school admissions process for stellar students.

PART-TIMENumerous colleges and universities offer part-time programs for post-bacs who want to work or pur-sue other interests. Part-time programs can involve day or night classes. These programs also tend to be geared toward career-changers. However, some grade-enhancing programs (see below) also offer part-time coursework.

GRADE-ENHANCINGGrade-enhancing post-baccalaureate programs tar-

get students who have already taken the pre-med classes and did not perform as well as they hoped academically. These programs either repeat the usu-al pre-med classes or provide higher-level science classes to increase a pre-med’s GPA. Though some grade-enhancing programs offer a masters level de-gree, they most often provide undergraduate certif-icates in a science field.

SPECIAL MASTER’S PROGRAMS (SMP)SMPs are known as the most rigorous type of grade-enhancing program. They usually mirror the first year medical school coursework, as opposed to re-taking pre-med classes or higher-level ba-sic science classes. Doing well in a SMP program bodes well for medical school admissions when it comes to academics. But, unfortunately, many SMPs grade on a strict curve and think nothing of handing out GPAs in the low 3s. SMPs can be a double-edged sword – they are often considered the best way to prove your ability to handle the aca-demic rigors of medical school but doing poorly at a SMP program can sink your chances of medical school admission. DO IT YOURSELFNo rule exists stating you have to complete the medical school prerequisites in a formal program.

POSTBACPremedlife

THE SPREADSHEET

Sometimes it’s easier to create your own program by attending undergraduate, graduate, or exten-sion classes at your local college or university. Community college or online courses may seem attractive, but, right or wrong, many medical schools look down upon such classes. Though certain exceptional, non-traditional pre-meds have gained acceptance to medical school af-ter taking all pre-med courses at a community college, it is not an easy path or one I readily suggest.

MAKING THE DECISIONSo, which of these programs are you leaning toward? It’s common to consider programs in a few of the categories listed above. Once you have determined what type(s) of program(s) you’d most like to pursue, I suggest turning to the American Association of Medical College’s on-line database to start making your program list: services.aamc.org/postbac. Though the database does not breakdown the post-bac programs as I have above, it does offer the useful ability to sort by special program focus, state, public/private, undergraduate/graduate, and institution. Per-form some general searches first to get a feel for how the database works, and then narrow down

your queries to start compiling a list of potential programs. These characteristics will both help you de-termine where to apply and which program to attend. Of course, some of this data cannot be gleaned from a database. Fortunately, the ad-missions committee members of many post-bac programs are more than happy to speak to pro-spective students. Don’t be shy! Set up a meeting with a member of the admissions committee and feel free to ask direct questions. You may also speak with students in the program and sit in on classes. There is no better way to decide which program is right for you than making an in-person visit. By the end of this process, you should easily be able to find post-bac programs that fit your needs. I suggest most post-bac applicants should apply to at least 10 programs given how compet-itive they are becoming. This is especially true of top career-changer and SMP programs. And when you are lucky enough to receive multi-ple-acceptances, you can return to your compre-hensive spreadsheet to decide where to matric-ulate. But, in the end, deciding which post-bac program to attend will likely come down to a gut feeling of where you will have the highest chance of excelling. P

After you have compiled your program list, it is time to evaluate each program to determine if it is worth applying. Create a spreadsheet detail-ing the following program attributes:

q Nameq Locationq Overall reputationq Program type/focusq Degree offeredq Acceptance rate of students to medical schoolq Likelihood of obtaining a strong GPAq MCAT Preparation resourcesq Linkages to medical schoolsq Strength of advising and supportq Opportunities to improve research, community service, and clinical experiencesq Overall “vibe”q Minimum GPAq MCAT or standardized test requirementsq Application deadlinesq Tuitionq Financial aid/scholarship optionsq Average length of program

Print+Digital SUBSCRIPTION

TWO FORMATS1-YEAR / $12

premedlife.com/subscribe


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thecompetitiveadvantageStill, even though the prospect of spending more years in school might not seem appealing to the majority of people, the number of hopeful

students applying to post-baccalaureate pre-medical programs each year seems to be increasing. While the number of such

post-bac pre-med programs is also arguably increasing too, getting accepted into these programs is definitely still an impressive feat.

Therefore, building a competitive application for your desired post-bac pre-med program is a solid step towards earning your MD.

I f you’ve chosen to apply for a post-bac premed program in order to enhance your chance of being a stronger medical school applicant, there is a pretty good chance that you are pretty sure of your goal to become a physician. You are so sure, in fact, that you have chosen to spend an additional year of your life enrolled in school--a pretty impressive fact, considering how medical school alone is already another four years of school after you have completed an undergraduate degree.

When considering how to best build a competitive application for a post-bac pre-med program, it is essential to recognize the differences between different such programs. For instance, while Columbia University’s program (the oldest and largest program of its kind within the United States) is said to be designed to meet the pre-med educational require-ments of students seeking to enter the medical field who have not taken any (or who have barely taken any) of the core pre-med science courses, other post-bac pre-med programs might have a very different student population in mind.

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POSTBACPremedlife

Specifically speaking, the AAMC’s post-bac pre-med program listings directs applicants to specify whether they are looking for a program with a spe-cial focus for “career changers,” “academic record enhancers,” “groups underrepresented in medi-cine,” or “economically or educationally disad-vantaged students.” An “other” category is also an option for anyone who feels that they do not meet any of the more common categories of post-bac pre-med program applicants. Although the layout of these programs might all be relatively compa-rable, your chances of getting accepted into each program might not be equally spread out. Because of this, when choosing a post-bac pre-med program to apply to, take the first step of building a “competitive application” by choos-ing to apply to those programs that best match with your individual needs. In other words, even though you might be considered to be an excellent applicant for one school’s post-bac pre-med pro-gram, another school with a different focus might see you as less than ideal. Make the best use of your time and money by applying to schools that are most likely to accept students from your personal background. While there is definitely still a chance that you will be accepted at schools that have pro-grams created for students of other backgrounds in mind, it is generally considered to be the wisest and most practical plan to apply to schools that you have the best chances of being accepted at. In addition to correctly choosing schools that match with your needs as a post-bac pre-med stu-dent, be sure that you do not underestimate the competitiveness of these programs. It is a well-known fact that getting accepted into medical schools is an impressive feat, and students typically spend a good deal of time agonizing over the spe-cifics of their applications because of this. Howev-er, applying to a post-bac pre-med program should not be taken any more lightly. Carefully deciding on the specifics on your application can help im-prove your chances of getting accepted over the other many applicants. With that in mind, one of the strongest ways you can build a competitive application is to have solid experiences within the field of science. If you are still enrolled in your undergraduate universi-ty, then this can be relatively easily accomplished through completing a summer REU (Research Ex-periences for Undergraduates) program, and if you do not want to spend an entire summer working on a research project, then there is also a decent chance that you can hop onto a research project on your campus through a professor/mentor at your own university during the school year instead. If, however, you have already graduated, then you will most likely discover that finding a way to

get experience in the science or medical field may be a bit more difficult. Obviously having a job within the science or medical field is the simplest way to accomplish this, but there is a good chance that you may not be fortunate enough to have an opportunity like that. Instead, offering your time as a volunteer may be your best way to gain experi-ence within research or medicine. If you happen to live close enough to a research hospital, then there is a good chance that they have programs set up for anyone looking to volunteer in a lab. Additionally, volunteering your time in local free clinics is a sol-id way to build up your application as well. Even though you most likely will only be checking in patients or helping out with other seemingly me-nial duties, your time spent there is still a way to shine a little brighter in your application. No matter where you go, however, it is key that your relationships with those over you are positive ones. While this is always a good rule to abide by in life (that is, treating those over you with respect and working in such a way as to gain their respect as well), it is particularly important to keep in mind as you work to build your post-bac pre-med application. Most programs require you to submit recommendations from past employers, professors, or others in leadership in your life as a part of your application. If you attend an undergraduate school that has class sizes in the hundreds, then there is a good chance that you do not know your profes-sor personally. This can be a problem during your application building process, as generalized recom-mendation letters are more likely to be skimmed over than letters that can praise specifics about you as an individual. Do yourself a favor by intention-ally building quality relationships, and you will be more likely to be written about in a positive, specific light. Just like just about every program requiring you to submit letters of recommendation from those who are presumed to know you well, so is every program likely to require you to submit at least one (and often more) essay(s) on why it is that you want to attend a post-bac pre-med program. Even if writing essays is not your strength, this essay is actually the part of your application that can be the best tool for helping others to see that you are an excellent candidate for their program. Its purpose should not be to just answer whatever question stem that has been assigned to it; instead, this essay is your way to present yourself as a memorable and commendable candidate to any post-bac pre-med program.

The word count on it is a limit to how much information you can include, and because of this is it important that all statements made within your essay(s) are intentional and work to point to why you are an excellent candidate. Do you have a special story of what led you to decided to change careers and pursue a career in medicine? Have there been any particular challenges that you have had to overcome in order to get to where you are? Whatever your story is, include it succinctly with-in your essay(s). Additionally, if there is anything within your application that could lead an admis-sions committee to view you as a less than ideal candidate, then the essay(s) is the best place to ad-dress anything you believe could be concerning to them as well. These issues can typically be easily addressed during a face-to-face interview, but you will most likely need to convince them that you are even worth the time of an interview through your essay(s) first. Finally, perhaps the most important item to keep in mind while compiling your competitive post-bac pre-med application is that you really do need to create an argument for why an admis-sions committee should choose you to be accepted into their program. You know that you want to be accepted. You know that you will be an excellent doctor someday. You know that you have what it takes to treat patients with excellence and empa-thy. You know these things about yourself, and the overall goal of your post-bac pre-med application should be to help an admissions committee to know these truths too. It is with this mindset that your most compet-itive application can be created. Therefore, leaving in “filler” materials within your application that are included just for the single purpose of “having something there” is not ideal; while it is import-ant that your application include information that will help you stand out as a candidate, having to include anything that does not specifically serve this purpose is really not your best option. Ideal-ly, your application should consist of intentional entries; from the writers of your recommendation letters to the activities you mention within your personal statements, everything within your appli-cation should be pointing to the fact that you will make an excellent physician someday--a physician about which a post-bac pre-med program would be proud to be able to say, “He attended our pro-gram first before attending medical school.”

“THE FIRST STEP OF BUILDING A COMPETITIVE APPLICATION IS TO APPLY TO PROGRAMS THAT BEST MATCH WITH YOUR INDIVIDUAL NEEDS.”

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POSTBACPremedlife

What post-baccalaureate pre-med programs look for in prospective students

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Graduating with a degree from an accredited undergraduate program is an impressive accomplishment for anyone. However, for anyone who wishes to become a practicing physician, graduation from college is just a single small step in the journey. For students who were perhaps

“lucky” enough to realize that they wanted to be a doctor during their first few years of their undergraduate careers, transitioning from undergrad to

medical school can often be a fairly simple transition.( )>>>


POSTBACPremedlife POSTBACPremedlife POSTBACPremedlife POSTBACPremedlifeSuch students are often called “traditional” students and are more likely than others to find themselves enrolled in medical school classes within a year of celebrating their college graduations. However, for many other students, the process is not so simple. Many physician-hopefuls realized their desire to practice medicine after they had al-ready chosen other fields of study during their under-graduate careers. These students, although often just as bright and motivated as other pre-meds, typically need to make up for “lost ground” in order to suc-cessfully apply (and be accepted) to medical school. Fortunately, there are several options for such students/applicants, depending on when within their lives they decided to pursue medicine. Specif-ically speaking, while some undergraduate students might find it possible to squeeze in all pre-med requirements during their last few years at school (or might find it reasonable to spend five years in

college instead of the traditional four), anyone who has already graduated obviously will not be able to do so. Instead, programs such as post-baccalaureate pre-medical Programs exist to help these students. A post-baccalaureate pre-med program typical-ly lasts for about a year. These programs consist of focused studying on the core science classes, partic-ularly those included in upper level biology work. Often, programs contain built-in MCAT preparato-ry classes in order to help students do their very best on this crucial exam, and many programs work hard to ensure that adequate mentoring programs are also available to their students as well. Other compo-nents of post-bac pre-med programs might include curriculum time set aside for completing volunteer-ing hours or set times each week during which stu-dents get to learn basic clinical medicine skills. However, just like medical school, these programs are also competitive. While there are definitely a

growing number of such programs (perhaps as many as there are medical schools), there are also arguably a growing number of people looking to attend them each year too. Because of this, understanding what a particular post-bac pre-med program looks for in its applicants is a crucial step to enhancing your chanc-es of being accepted by your desired program.

COMPETITIVE UNDERGRADUATE GPASLike any academic program, post-bac programs are interested in knowing your academic performance up to this point in your academic career. However, unlike with many medical schools, having a relative-ly low GPA does not necessarily mean that you have a greatly reduced chance of being accepted. Instead, many post-bac pre-med programs understand that their students are there primarily in order to im-prove their non-competitive GPAs from undergrad. At the same time, being able to show academic mo-tivation through your GPA is still of huge impor-tance. In other words, while a few low grades during science courses (or other courses) during your fresh-man year in college probably will not keep you out of a post-bac program, continuing to get low grades throughout your upperclassman years as well might. Post-bac programs are more likely to admit students who have shown academic improvements than those who seem to be “stagnant C’s” throughout all of their schooling. Additionally, when considering how your GPA might play into your chances of getting accepted at a post-bac pre-med program, it is very important to consider the average GPAs of the students already in the program. Different post-bac programs may have different focuses; while some programs seem to focus on students looking to improve their GPAs from un-dergrad, other programs are more directed towards students who never got the chance to take the re-quired pre-med courses because they were studying other areas during undergrad. Research the average GPAs of students within a program that you are considering and improve your acceptance chances by applying to programs with averages like your own.

OVERALL AMBITIONIn continuation with the above theme, applicants who are considered to be both ambitious and dedi-cated will typically have the highest chances of get-ting accepted by post-bac pre-med programs. Unlike a GPA, however, ambition can be a little harder to clearly “show” to an admissions committee since it cannot be as easily measured. Still, post-bac pro-grams are looking for applicants who show ambition through their current life choices, whether that be through volunteering to check in patients at a local free medical clinic or spending a few days a week putting in hours at a local research lab as a volunteer. Ambition to rise above difficult circumstances is

also well received by post-bac pre-med pro-grams as well. As mentioned previously, these programs are designed with the understand-ing that many of their applicants are coming into the field of medicine from what could easily be considered to be disadvantaged sit-uations. Trying to complete undergraduate science classes while working a full time job, doing college work while being responsible for a family, or just trying to navigate the rig-ors of school while being an older/non-tra-ditional student are all circumstances taken into account by post-bac pre-med program admissions committees. Additionally, the AAMC states that specific post-bac pre-med programs are designed with students who are from educationally or economically disad-vantaged backgrounds in mind. Therefore, students who show great ambition and who are from such backgrounds are definitely ide-al candidates for these programs.

AGE OF APPLICANTIn addition to having student bodies made up of varying GPAs between different post-bac pre-med programs, the average age of students in different programs varies as well. Specifically speaking, even though the gen-eral aim of all of these pre-medicine focused post-bac programs is the same (that is, help-ing to get students accepted into medical schools), the actual student populations vary greatly from program to program. While some programs might have more students who come directly from undergraduate courses (and thus are around 22 or 23 years old), the majority of programs actually have average ages of students much closer to 30 years of age. Falling out of the “normal” age for a student in a particular program does not necessarily mean that you cannot be accepted to that program, but it does mean that the program is probably looking for applicants who might have a few more (or less) years of life experiences under their belts.

TOTAL LIFE EXPERIENCESIn fact, many post-bac pre-med programs are extremely interested in the life experienc-es of their applicants. While a good part of this interest stems from general inquiries into the lives of its potential students, admissions committees are also very interested in know-ing how a student’s current interest in med-icine ties into his/her past life experiences. However, this does not necessarily mean that a student who chose a career in nursing prior to deciding to apply to a post-bac program

has a better chance of getting accepted into the program than a theology student does; in-stead, it simply means that admissions com-mittees are very interested in knowing the life experiences that led the thought processes be-hind an applicant’s current decision to pursue a career in medicine.

In general, the best way for a post-bac pre-med program applicant to use his/her life experiences to improve his/her chances of getting accepted into a program is to use any and all application essays to tie in past expe-riences with current ambitions. For instance, the student who is working in the business world but who wants to pursue a career in medicine should use his personal statement essay to clearly articulate what experiences in his current career led him to his current conclusion that a career change would be best for him. An admissions interview is the next place where a student can use his past experi-ences to help improve his chances of getting accepted into the program, but this second step typically only occurs if the first place of convincing (the essays) is well received. The goal of a post-bac pre-med program is to graduate students who will then be ac-cepted into medical schools--students who might not otherwise have ever gotten to go to medical school. While the content of the programs themselves is carefully designed to best achieve this goal, admissions committees understand that they can only really achieve their goals if they also have classes of students who best meet the character qualities of suc-cessful doctors. Such qualities include intel-ligence, integrity, and ambition, and all of these are often analyzed based on a student’s re-telling of his/her past life experiences. While the overall goal of a post-bac pre-med program is somewhat similar to that of medical schools in general (that is, to grad-uate students who are better prepared to eventually serve in the medical field), the re-quirements for admissions to these programs are vastly different. Both programs are very competitive, but they definitely have differ-ent standards of acceptance. While medical schools typically are looking for applicants who have strong GPAs and high MCAT scores, post-baccalaureate pre-medical pro-grams are more interested in discovering stu-dents who could someday have those medical school admissions requirements. P

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POSTBACPremedlife

DON’T GET CAUGHT SLIPPIN’POSTBACPremedlife POSTBACPremedlife

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DON’T GET CAUGHT SLIPPIN’PITFALLS TO AVOID as a post-baccalaureate pre-medical student

So you’ve successfully gotten accepted to a quality Post-Baccalaureate Pre-Medical Program. You’ve worked hard to get to where you are, and you are proud of being there. You would rather be in “actual” medical school right now, but you understand that your decision to do a year in a post-bac program is probably for the best and will most likely help enhance your chance of eventually being accepted

into your dream medical school in the future. At the same time, however, just being accepted into this program is not necessarily a guarantee of you choosing to follow through with your dreams of becoming a physician. Instead, it is up to you to stay focused throughout the entire duration of your program in order to best enhance your chances of moving forward to the next step in your journey (that is, medical school). Post-Baccalaureate Programs are set up to help ensure your success as a premed student. This set up typically includes many long hours of science-fo-cused lectures; often classes are done in a time-crunch plan, with an entire year or semester’s worth of material being condensed into an 8 week schedule. (However, the particular schedule of classes of each post-bac pre-med program varies from school to school). >>


Days within your life as a post-bac pre-med student might also include spending time studying for the MCAT and learning basic clinical medical skills as well. Shadowing physicians and completing volun-teering hours might also be a part of your program, and many post-bac programs work hard to ensure that each student has the option of having an indi-vidual mentor as well. However, despite the structure of a post-bac pre-med program being meticulously designed to improve a student’s chance of getting accepted into medical school, it is still up to each individual stu-dent to make the most of his/her time in the pro-gram. Additionally, even though getting into a post-bac pre-med program is a step in the right direction, sometimes being in such a program can actually make things harder for students to push on and pur-sue their medical school dreams afterwards. Specif-ically, there are several pitfalls that students within such a program need to avoid in order to keep their spirits alive for the challenge of medical school.

BURNOUTArguably the greatest enemy for post-bac and med-ical school students alike, suffering from burnout (without ever finding a way to successfully cope with it) can often be the difference between success and failure for many students. The workload in a post-bac program is designed to be one that adequately prepares students for the workload of the classes in medical school; as such, the pace of learning is easily comparable to that of having to sprint during a mar-athon. While your undergrad work will have ideally prepared you for the challenge of the classes within a post-bac program, the fact remains that the majori-ty of post-bac pre-med students probably will never have experienced such an intense academic load all at once before. Stay ahead of the game and actively work to avoid falling prey to burnout in a post-bac program. Keep written reminders to yourself of why you wanted to become a physician in the first place. Stay in touch with friends who know how badly you want to work towards your dreams and goals, and call them to re-mind you whenever you feel like giving up. Although the majority of your “free time” will need to be spent studying, make sure to build in time to relax and refresh yourself. Successfully working towards your goal of completing your post-bac pre-med program and getting accepted into medical school will mean learning how to deal with the stresses of a grueling course load without giving in to academic burnout.

DEPRESSIONIn line with burnout, depression is another struggle faced by post-bac and medical students alike. Al-

though burnout is definitely a major contributing factor to overall depression (and arguably vice ver-sa), depression also tends to affect an individual on a deeper level than academic burnout does. While burnout may just affect a student’s focus during his academic pursuits, depression will spill out into ev-ery area of his life. However, even though a surprising number of graduate students will experience symptoms of de-pression during their studies, this potential pitfall definitely does not need to be a struggle that prevents them from achieving their dream career goals. In-stead, post-bac students must learn to recognize the signs and symptoms of depression and to fully ac-knowledge them in their own lives if they are there. Seeking help through licensed counselors and other healthcare professionals is the next step, and post-bac programs often have mentors who are available to help students with their struggles as well. Student support groups can also be of incredible importance for the post-bac pre-med student struggling to keep his dream of medical school alive; knowing that you are not alone in your struggles is important for help-ing you to push through and pursue your dreams.

PROCRASTINATIONWhile telling yourself, “I’ll finish this lecture tomor-row” can be essential to preserving your own mental health at times, making a habit of doing so is almost guaranteed to create a pit for yourself that will be in-credibly hard to dig out of. “Tomorrow” might have been a reasonable option for studying in undergrad-uate classes, but it really is not a practical approach to the course work within a post-bac program. Since the post-bac pre-med program is designed to get you in shape for medical school, the coursework within these programs is also designed to push you to devel-op steady study habits that will lead to your eventual success as a medical student. Avoid falling into a hole of procrastination by creating a strict study plan for each day of your week and sticking to it. Obviously, unexpected emergency situations will arise occasionally. However, the stu-dent who is on top of all of his studying (or who at least has a definite plan for how to stay on top of it) should find such situations less stressful than the student who already has mounds of catch-up work to do on top of the unexpected occurrence. Addi-tionally, be quick to recognize that procrastination is often not so much a problem of doing nothing but a problem of doing the wrong things. In other words, even though it may be tempting to justify cleaning out your car instead of studying the day’s lectures, as long as you’re in school the lectures should probably be placed as a higher priority and should be accom-plished first.

LACK OF CONCRETE FUTURE GOALSFinally, a common pitfall for many post-bac pre-med students is a lack of actually solid future goals. This may sound like an unlikely problem for you if you’re currently enrolled (or currently planning on enroll-ing) in a post-bac program, but it is unfortunately a real problem. In fact, this potential pitfall can be one that makes all of the other previously mentioned problems unmanageable. Without concrete solid goals for your future in medicine, you are much more likely to give in to the stresses of your post-bac work and give up on pursuing your doctorate. With concrete goals, on the other hand, your goals will propel you through difficult nights of studying and days spent inside libraries. Be proactive in avoiding this common pitfall by forcing yourself to have a real realization of why you want to do what you want to do. Know exactly why you want to pursue a career in medicine; have a solid grasp on the desires behind your dreams, knowing why being a doctor is what you want to do with your life. Keep a reminder of whatever sparked an interest in medicine in you in the first place; write a solid plan for how exactly you will go about pursuing your career in medicine once you complete your post-bac program. Will you take a year off to take the MCAT and apply to medical schools? Will you spend time working in a research lab? Would you like to get a stronger grip on medical terms and work as a scribe in the ER of a hospital? Whatever you choose to do, have a solid plan that you can remind yourself of whenever you get frustrated or exhausted while plowing through your post-bac program. As initially stated, your position as a post-bac pre-med student is definitely an exciting one to be in. You’ve worked hard to get to where you are; re-gardless of the steps that led you to choose to pur-sue a career in medicine, your position in a post-bac pre-med program is one that will probably bring you one step closer to your dreams, provided that you can avoid these common pitfalls of students. Once you have successfully completed your program (and found a way to work through these common prob-lems), you will find yourself to be well prepped for medical school. Not only will you have a stronger academic background through your concentrated science course work, but you also will have success-fully faced many of the struggles fought by medical students before even entering medical school. Find-ing ways to conquer tendencies towards procrastina-tion and feelings of burnout while you are in your post-bac program will help you be an even stronger student (and person) during medical school.

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BY CARLEEN EATON, MD


APPLicAntS SeArching for A PoSt-BAc Pre-Med ProgrAM are sometimes overwhelmed by the array of options

available. The first step in the search for the right pro-

gram is to understand the difference between the two

major categories of post-bacs: career-changers and

academic record enhancers. These programs are intend-

ed for different groups of applicants, so it’s important to

know which category you should be considering. >>>>


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PrograM tyPes

Career changer programs are aimed at students who have a bachelor’s degree but haven’t taken the science prerequisites for medical school. Some students who attend these programs have had previous careers be-fore switching to a premed path, while others start the program immediately after college, despite the “career changer” label often used to describe these post-bacs. Academic record enhancer programs are designed for students who need to improve their science GPAs in order to be competitive for admission to medical school. These programs usually require ap-plicants to have already completed the core science courses required for medical school admission. The coursework in these programs consists of upper di-vision and/or graduate level science courses which will strengthen a student’s academic foundation while also giving them a second chance to prove to medical schools that they can excel in science classes.

Some academic record enhancers lead to a certifi-cate of completion, while others lead to a master’s degree in biomedical sciences, human physiology, or a related area. Record enhancers that culminate in a master’s degree are often referred to as “special master’s programs” or “SMPs.” While many students fall neatly into one of these categories, finding the right fit can be more compli-cated for students who have completed some, but not all, of the core science courses, which include general biology, general chemistry, organic chem-istry, and physics. Many career changer programs place limits on the number of prerequisite science courses students can have completed prior to enter-ing the program. Therefore, students who started on the premedical path as an undergraduate, but didn’t finish it, should look for programs that are flexible about previous coursework or will tailor the curric-ulum to individual students’ needs. For example, some career-changers allow students to have taken

several science courses previously. Conversely, there are some record enhancers that allow students to finish up missing core science courses. Check the admissions websites for the programs you’re inter-ested in or contact the admissions office to ask if the program will be able to accommodate you. Note that some programs are focused on students from minority groups that are underrepresented in medicine or who are socioeconomically disadvan-taged. There are both career changer and record en-hancers geared to these students to help increase the diversity of the medical school applicant pool.

adMission

Admission to career changer programs is typical-ly based on factors that include GPA, SAT/ACT scores, activities, letters of recommendation, a per-sonal statement, and in some cases, an interview. For academic record enhancers, GPA, activities, letters of recommendation, and application essays, and in-


terviews are also considered; in addition, an MCAT score may be required. Some record enhancers ac-cept SAT/ACT or GRE scores instead. Programs of both types have rolling admissions, so apply early in the cycle to give yourself the best chance of ac-ceptance.

MediCal sChool linkages

Many career changer programs have linkage agree-ments with particular medical schools. Linkage agreements allow students to apply to medical school during the post-bac program and eliminate the “gap year” that students otherwise need to take after fin-ishing their post-bac courses. Post-bac programs and their linkage schools establish requirements for el-igibility to apply, such as a particular GPA in the post-bac. Taking the MCAT is sometimes, but not always, required. Academic record enhancers may guarantee an interview to a medical school affiliated with their program or give other preference to appli-cants who perform well in their program.

length

Both program types range from one to two years in length. One-year career changer programs often include a summer session in addition to two semes-ters during the academic year. Other career changers take 15 months or longer to complete. Academic record enhancers are typically one year, but may be two years, or offer the option for students to receive a certificate after one year and a master’s degree for completing a second year. There are also programs that lead to a master’s degree after only one year.

finding PrograMs

The Association of American Medical Colleges (AAMC) has a searchable database of post-baccalau-reate premedical programs at http://services.aamc.org/postbac/. In addition, the pre-health advising office at your undergraduate school may maintain a list of programs, so check with your advisor as well. The right post-bac program can be a valuable bridge to medical school whether you’re a career changer

just getting started with science courses or you need upper level coursework to boost your GPA. There are more options than ever for students who are switching to pre-med or who are seeking to become more competitive for admission to medical school. Once you’ve determined which type of pro-gram you need, you’ll be ready to delve more deeply into specific programs, and find a great match that will get you to your goal of admission to medical school.

Carleen eaton, MD is the founder of prehealthadvising.com, which provides personalized advising to applicants to medical school and other health professions programs. Dr. Eaton is a graduate of the UCLA School of Medicine and the author of Getting into Medical School for Dummies, part of the popular Dummies series.

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POSTBACCALAUREATEPRE-MEDICAL PROGRAMSAmong the 43,000 pre-medical students who applied to medical school last year, more than 15 percent completed a post-baccalaureate pre-medical program to gain admission. The following is a list of post-baccalaureate pre-medical programs available across the US.

ARIZONAMS in the Science of Health Care DeliveryArizona State University | Phoenix, AZWebsite: chs.asu.edu/shcdProgram Type: Career-changer, Academic enhancement, Underrepresented minority stu-dents, Economically or educationally disadvan-taged studentsDescription: Designed for career-changer students (those who lack prerequisite math and science courses). Students enroll in the appro-priate undergraduate courses with non-matric-ulating graduate student status. The undergrad-uate coursework, coupled with the advisement resources of the pre-professional advisement office is designed to help prepare students for the application process to medical school.

Professional Studies in Health Sciences, Pathway Scholars ProgramThe University of Arizona College of Medicine | Phoenix, AZWebsite: phoenixmed.arizona.edu/pathwayProgram Type: Underrepresented minority students; Economically or educationally disad-vantaged studentsDescription: The program is intended to iden-tify and retain students who are fully expected to meet the rigors of the College of Medicine – Phoenix curriculum. Guaranteed admission is granted for the next academic year to students who meet the set criteria.

MA in Biomedical ScienceMidwestern University | Glendale, AZWebsite: midwestern.edu/az-biomed/Program Type: Academic enhancementDescription: A full-time, one-year, coursework only program designed to help those who are already good candidates for professional school improve their academic credentials. The curricu-lum culminates in a Capstone Project.

MA in Biomedical ScienceMidwestern University | Glendale, AZWebsite: midwestern.edu/az-biomed/Program Type: Academic enhancementDescription: A full-time, one-year, coursework only program designed to help those who are already good candidates for professional school improve their academic credentials. The curricu-lum culminates in a Capstone Project.

CALIFORNIAChapman University Post Baccalaureate ProgramChapman University | Orange, CAWebsite: chapman.eduProgram Type: Career-changerDescription: Designed for students who already possess a bachelor’s degree in an unrelated field of science, who now desire to change their career path toward a healthcare profession. The program offers the student an opportunity to take various courses required of: medical, dental, veterinary, pharmacy, physical therapy, occupational therapy, physician’s assistant, and nurse practitioner schools/programs.

EXAMPLE

Post-Baccalaureate Pre-Health ProgramPreMedLife University | Stony Brook, NY

Website: www.premedlife.com

Program Type: The type of program or student focus (i.e. Career changer, Academic Enhancement; Underrepresented minority students, Economically or educationally disadvantaged students)

Description: Provides a brief description about the program and any unique fea-tures or opportunities available to students enrolled in the program.

POSTBACPremedlife


UC Irvine School of Medicine Postbaccalaureate ProgramUniversity of California, Irvine | Irvine, CAWebsite: meded.uci.edu/admissions/postbac.aspProgram Type: Academic enhancement, Economically or educationally disadvantaged studentsDescription: Designed to assist disadvantaged appli-cants in gaining acceptance to medical school, with the ultimate goal of increasing the number of physicians in underserved areas. While in the program students are provided with an environment to: strengthen their learning skills; show proficiency in the sciences; prepare for the MCAT exam and to become a more competitive applicant.

Pre-Health Professions CertificateCalifornia State University | San Marcos, CAWebsite: csusm.eduProgram Type: Career-changerDescription: Designed to provide a student with the Science and Math courses they need to prepare for entrance into various Health Professions programs. This program will prepare students who have completed a non-life science degree in areas such as Anthropology or English to gain the knowledge base required to become competitive applicants to health professional schools

MS in Biomedical Imaging (MSBI) ProgramCalifornia State University | San Marcos, CAWebsite: csusm.eduProgram Type: Career-changer, academic-enhancementDescription: The program is intended for students with Bachelors degrees, advanced pre-doctoral students, postdoctoral fellows, residents, researchers and faculty members who wish to master biomedical imaging and research methods to enhance their research designs and broaden their investigative projects. The degree can be completed in one year of full-time study or two years of part-time study.

University of California, San Diego Post Baccalaureate Premedical ProgramUniversity of California, San Diego | La Jolla, CAWebsite: postbacpremed.ucsd.edu/Program Type: Academic-enhancementDescription: he UC San Diego Post Baccalaureate Premedical Program is a full-time intensive experience offering a rigorous curriculum within a supportive, cohort-based environment to individuals who want to strengthen their academic record for application to medical schools across the country.

UCLA RAP ProgramDavid Geffen School of Medicine at UCLA | Los Angeles , CAWebsite: medstudent.ucla.eduProgram Type: Underrepresented minority students, Economically or educationally disadvantaged studentsDescription: A comprehensive, structured re-application program designed to assist students from disadvantaged backgrounds who have been unsuccessful in gaining admission to any U.S. medical school.

Loyola Marymount University Pre-Medical Post-Baccalaureate ProgramLoyola Marymount University | Los Angeles, CAWebsite: cse.lmu.eduProgram Type: Career-changerDescription: The program is geared for career changers who are interested in pursuing a career in medicine or dentistry. The program provides an opportunity for stu-dents to acquire the academic competencies to prepare themselves for the rigors of medical or dental school.

UCSF Interprofessional Health Post Baccalaureate Program University of California, San Francisco | San Francisco, CAWebsite: meded.ucsf.edu/outreachProgram Type: Academic record-enhancers; Underrepre-sented minority students; Economically or educationally disadvantaged studentsDescription: The UCSF program is designed to help individuals increase their chances of gaining admission to medical school by offering intensive MCAT review, assistance with medical school application preparation, science courses at UC Berkeley Extension, seminars on health care issues in underserved communities, and academic skills workshops.

UC Davis Postbaccalaureate Program UC Davis School of Medicine | Sacramento, CAWebsite: ucdmc.ucdavis.eduProgram Type: Academic record-enhancers; Underrepre-sented minority students; Economically or educationally disadvantaged studentsDescription: A one-year program designed to help educationally and/or socio-economically disadvantaged students become more competitive applicants to medical school. The program accepts first-time applicants to medical school and reapplicants.

Post-baccalaureate Premedical Certificate Program Keck Graduate Institute | Claremont, CAWebsite: kgi.eduProgram Type: Academic enhancementDescription: A one-year program give students the opportunity to demonstrate their ability to succeed in a rigorous graduate environment and to learn unique knowledge and skills from biomedical industry to offer medical schools. The program is best suited for students who are looking to improve upon their credentials.

Pre-Medical and General Science Studies Certificate UCLA Extension | Los Angeles, CAWebsite: uclaextension.edu/premedcertProgram Type: Academic enhancementDescription: The program is designed for individuals returning to school on a part-time or full-time basis. The program is approved for the Guaranteed Student Loan Program and will assist post-baccalaureate students who are completing medical or other health related studies, to become eligible for financial aid which is not usually available to students who have already completed under-graduate degrees.

Postbaccalaureate Premedical Program University of Southern California | Los Angeles, CAWebsite: chem.usc.edu/postbacc/Program Type: Academic enhancement; Career-changerDescription: The program enables students who are beyond their undergraduate studies to complete the science core classes required for medical, dental and veterinary school in a supportive environment. The program accommodates both recent graduates and career-changers.

Post-Baccalaureate Program in Pre-Medicine Charles Drew University | Los Angeles, CAWebsite: cdrewu.eduProgram Type: Academic enhancement; Career-changerDescription: The program gives college graduates and professionals the opportunity to take courses required for admission to medical, nursing, osteopathic, pharmacy, and dental schools. In an environment of academic ex-cellence and personalized attention, the program enables students to competitively apply to health professional schools. The certificate program is flexible and tailored to suit each student’s specific goals and background.

Post-Baccalaureate Certificate Program for Pre-Health Professionals California State University | Los Angeles, CAWebsite: web.calstatela.eduProgram Type: Academic enhancement; Underrepre-sented minority students; Economically or educationally disadvantaged studentsDescription: Provides an opportunity for pre-health career students to strengthen their academic background prior to application for admission to a health professional school. The program is designed to make post-baccalau-reate students more competitive for admission through a combination of coursework and health science activities.

Pre-Professional Health Academic Program Cal State East Bay | Hayward, CAWebsite: ce.csueastbay.edu/certificate/Pre-HealthProgram Type: Academic enhancement; Career-changerDescription: Specifically designed to provide you with the competitive advantage to enter into health profes-sional schools and, ultimately, a career in the health care industry.

Post-baccalaureate Pre-Med Program Mills College | Oakland, CAWebsite: mills.edu/premedProgram Type: Career-changerDescription: Designed for students with bachelor’s de-grees who lack some or all of the basic science courses to pursue study in the fields of allopathic medicine, osteopathic medicine, dentistry, pharmacology, veteri-nary medicine, or optometry. The program is flexible and can be tailored to fit a student’s specific background in science and mathematics.

POSTBAC Premedlife


POSTBACPremedlifePost-Baccalaureate Premedical Program Scripps College | Claremont, CAWebsite: scrippscollege.edu/postbac/ Program Type: Career-changerDescription: Provides individuals with the opportunity to change the direction of their professional lives in order to pursue a career in medicine. By offering an intensive 13-month or two year part-time curriculum of prerequi-site science, the program enables returning students to prepare for admission to medical, dental, and veterinary school. The women and men in the Post-Baccalaureate Program comprise a diverse and interesting group of people who are characterized by their intelligence, moti-vation, maturity, and commitment to increasing their own knowledge and life possibilities.

Formal Post-Bac Program San Francisco State University | San Francisco, CAWebsite: online.sfsu.edu/~brothman/formalindex.htmlProgram Type: Career-changerDescription: In June, 2010, the school split the Program into two components, the original Career Changer Track (CCT), and a new Academic Enhancer Track (AET), for those retaking some pre-requisite courses and upper-division science electives and taking for the first time a number of upper-division electives. CCTs tend to have not been natural science majors as undergraduates, whereas “Late-Arriving” CCTs and AETs tend to have been Biology majors as undergraduates.

MS in Medical Sciences (MSMS)Western University of Health Sciences | Pomona, CAWebsite: prospective.westernu.eduProgram Type: Academic enhancement; Underrepre-sented minority students; Economically or educationally disadvantaged studentsDescription: 12-month Master of Science in Medical Sciences (MSMS) program designed to provide students with the critical evaluation skills and research awareness necessary for you to become a well-informed, evi-dence-based professional; something that is impossible to achieve exclusively within the time constraints of most professional degree programs.

COLORADO

Post-Baccalaureate Pre-Health CoursesColorado State University OnlinePlus | Online coursesWebsite: online.colostate.eduProgram Type: Career-changers; Academic enhance-mentDescription: The post-bac pre-health courses are designed to provide students the opportunity to gain knowledge of fundamental science concepts, build an understanding for the integration of life science theories, complete prerequisite courses, and improve your grades in previously taken courses. After successfully completing the courses of their choice, students will have a more competitive application to submit to a health profession-al program admissions committee.

MS in Biomedical Sciences Regis University | Denver, COWebsite: regis.eduProgram Type: Academic enhancementDescription: The Master of Science in Biomedical Sciences nine month degree program is designed to provide record enhancing post-baccalaureate studies for students who wish to pursue a career in healthcare fields such as medicine (DO, MD, PA) and dentistry. The program provides a team-focused, academically intensive and supportive environment in which to prove readiness for future study. It includes a hands-on externship com-ponent in the Denver healthcare community, culminating in an integrative capstone project.

MS in Modern Human AnatomyUniversity of Colorado | Aurora, COWebsite: ucdenver.eduProgram Type: Academic enhancementDescription: Designed to integrate traditional anatomy with modern medical and scientific technologies, the program offers a unique blend of classical anatomical education with an introduction to medical imaging mo-dalities. Students also cover major medical and scientific imaging modalities and receive instruction in advanced digital image processing and 3D modeling using indus-try-standard software.

Post Baccalaureate Health Professions ProgramUniversity of Colorado Boulder | Boulder, COWebsite: http://conted.colorado.eduProgram Type: Career changerDescription: Designed for “career changers” who were academically successful as undergraduates and have completed a bachelor’s degree, but have not completed the prerequisite courses needed to apply to medical and other healthcare-related professional schools. This inten-sive yearlong post-baccalaureate program is appropriate for students who are either recent college graduates or experienced professionals seeking a career change.

Post Baccalaureate Health Professions ProgramUniversity of Colorado Boulder | Greeley, COWebsite: unco.edu/biologyProgram Type: Academic enhancementDescription: This is a one-year degree program of coursework that leads to a Master’s in Biomedical Sci-ence degree. The program is appropriate for students considering a future in medicine, dentistry, veterinary medicine or biomedically related Ph.D. programs.

Master of Science in Biomedical Sciences (1 year)Colorado State University | Fort Collins, COWebsite: csu-cvmbs.colostate.eduProgram Type: Academic enhancementDescription: he Master of Science in Biomedical Sciences (1 year) prepares students for the rigors of professional school by offering an analogous curriculum. Core courses feature extensive laboratory instruction, hands-on dissection, and recitations with problem-based learning exercises.

CONNECTICUT

Master of Health Science Medical Laboratory Sciences Quinnipiac University | Hamden, CTWebsite: quinnipiac.edu/Program Type: Academic enhancementDescription: Provides students with the cutting-edge skills they need to manage the more complex operations carried out today in hospitals and research facilities as well as allowing students to develop their critical thinking skills and knowledge of the biomedical sciences, sought after by PhD programs and medical schools. Students also will have the added benefits of working closely with faculty mentors and the guidance of Quinnipiac’s director of pre-health advising as they prepare to continue their biomedical education.

Post Baccalaureate Program University of Connecticut | Storrs, CTWebsite: med-dent.postbac.uconn.eduProgram Type: Career-changers; Academic enhance-ment; Underrepresented minority studentsDescription: The University of Connecticut School of Medicine developed the program in 1990 to assist the School in recruiting a more diverse medical school class. The program originally featured and continues to emphasize the Program A Track (for non-traditional applicants who typically pursued non-science collegiate plans and who have since decided to prepare for a med-ical career). Opportunities have also been provided (to a lesser degree) through the Program B Track (for students needing enhancement of upper division science courses and experiential activities).

DISTRICT OF COLUMBIA

Post-Baccalaureate Pre-Medical Certificate ProgramGeorgetown College | Washington D.C.Website: premed.georgetown.eduProgram Type: Career-changerDescription: Designed for qualified students who have finished their undergraduate degrees, but lack all or most of the core pre-med science courses (Biology, General Chemistry, Organic Chemistry, Physics, or Math). The program is not appropriate for those who have complet-ed the basic pre-med courses and wish to enroll only in advanced coursework. The program is also not intended for those who want to improve their GPA by repeating basic pre-med courses that they have already completed. Students in these categories should consider the Special Masters Program offered by the Georgetown University Medical Center Department of Physiology or the GEMS program offered by the Georgetown University School of Medicine.


Post-Baccalaureate Premedical Program The George Washington University | Washington , DCWebsite: smhs.gwu.edu/postbac-premed Program Type: Career-changerDescription: Designed to provide future physicians with the foundational coursework, standardized test prepa-ration, and access to real-world experience necessary for a successful medical school application, the one-year program offers a unique opportunity to build a strong foundation towards a new and rewarding career path. The program benefits those who want to apply to medi-cal school but have not yet taken the courses necessary for admission. Students will also be well prepared to take the newly revised MCAT2015 through a course offered on-site by the Princeton Review.

Postbaccalaureate Premedical Certificate The George Washington University | Washington , DCWebsite: american.edu/cas/premed/CERT-GPMD.cfmProgram Type: Career-changer; Academic enhancementDescription: Designed for students who have a bache-lor’s degree and either lack the prerequisites required by health professional schools, or wish to strengthen their credentials. The program offers guidance and assistance in preparing for health professional school, helping students polish essay-writing and interviewing skills and prepare for entrance exams (MCAT, DAT or GRE). Each student emerges with a composite letter of evaluation, which can be sent to health professional schools along with individual letters of recommendation.

DELAWARE

Premedical Post-Baccalaureate Certificate ProgramUniversity of Delaware | Newark, DEWebsite: pcs.udel.edu/pre-medProgram Type: Career-changerDescription: The University of Delaware has developed a new Premedical Post-Baccalaureate Certificate program to help those with a non-science related bachelor’s de-gree to prepare for medical school or other professional schools like dentistry, physician assistant, physical ther-apy, pharmacy, veterinary medicine and more. Students work closely with UD’s Center for Premedical and Health Profession Studies to develop an individualized program of study that addresses requirements for admission into professional schools in their desired field.

FLORIDA

MS in Biomedical SciencesLarkin Health Sciences Institute | Miami, FLWebsite: larkinhospital.comProgram Type: Academic enhancementDescription: The Masters of Science in Biomedical Sciences program has been designed with the Pre-med-ical and Pre-dental applicants in mind. The curriculum contains coursework similar to that experienced in the first year of medical or dental school. The Biomedical Sciences Program at Larkin University has a unique advantage due to its partnership with Larkin Community Hospital, one of only 8 teaching hospitals in Florida.

One-year Master of Science in Medical SciencesUniversity of South Florida | Tampa, FLWebsite: gradaffairs.health.usf.edu/masters.htmlProgram Type: Academic enhancementDescription: Developed to provide a novel interdis-ciplinary and concentrated program of study that is designed for students interested in either future doctoral or professional programs in the biomedical sciences and who value the interdisciplinary approach. The rigorous program is designed to allow students to demonstrate their full academic ability and suitability for future careers in healthcare in either academic or clinical environ-ments. Students in this track take selected pre-clinical medical school courses and are able to complete the requirements for a Master of Science degree in Medical Sciences within one year.

MS in Medical Science with a Concentration in Interdisciplinary Medical Science (IMS)University of South Florida | Tampa, FLWebsite: health.usf.edu/medicine/mdprogramProgram Type: Academic enhancementDescription: Designed to provide qualified students with advanced training in the sciences basic to the practice of medicine. Students successfully completing the program will have a foundation that fosters opportunities in the private sector, teaching, or the pursuit of further ad-vanced degrees. A goal of this concentration is to provide promising medical school applicants an opportunity to develop the knowledge, skills, and attitudes that would enable them to have a career in the medical sciences.

Pre-Health Post-Baccalaureate ProgramUniversity of Florida | Gainesville, FLWebsite: clas.ufl.edu/prehealthpostbac/Program Type: Career changerDescription: Offers dedicated and motivated students an opportunity to complete academic pre-requisite courses for admission to medical school, dental school, and other health professional graduate programs. This program assists students in developing academic skills, application skills, and professional competencies necessary for the application to professional healthcare schools.

Bridge to Clinical MedicineMS in Biomedical SciencesFlorida State University | Tallahassee, FLWebsite: med.fsu.eduProgram Type: Academic enhancement; Underrepre-sented minority students; Economically or educationally disadvantaged studentsDescription: The Bridge to Clinical Medicine major of the M.S. Program in Biomedical Sciences is designed to expand the pool of successful medical school appli-cants from medically underserved, rural, and inner-city communities. It is a 12-month program that provides both education in medical knowledge and experiences in clinical practice. The Bridge to Clinical Medicine M.S. major provides disadvantaged students with a bridge to medical school or a career in healthcare. While preparing students for the rigors of medical school the Bridge to Clinical Medicine also provides training appropriate for a graduate degree and a career in healthcare-related

biomedical sciences for those students who elect not to continue toward a medical degree.

Pre-Health Post-Baccalaureate Career Changer ProgramUniversity of Miami | Coral Gables, FLWebsite: miami.eduProgram Type: Career changerDescription: The Pre-Health Post-Baccalaureate program at the University of Miami is specifically designed for career changers, not for pre-health course enhancement. Students applying to the post-baccalaure-ate program cannot be currently enrolled in any graduate program, must be a U.S. citizen or permanent resident, possess an undergraduate degree from an accredited four year college, and must have earned a 3.5 grade point average (on a 4.0 scale) in the last four semesters of academic work (undergraduate or graduate).

MS in Biomedical SciencesBarry University | Miami Shores, FLWebsite: barry.edu/biomedical-sciencesProgram Type: Career changer; Academic enhancementDescription: The Biomedical Sciences Program has been designed to prepare students to advance as biomedical scientists or health care professionals. Specifically, the curriculum has been designed to educate students through rigorous, graduate level science courses in order to strengthen their application for graduate and professional school.

GEORGIA

MS in Preclinical SciencesMercer University School of Medicine | Macon, GAWebsite: medicine.mercer.edu/admissions/preclinical/Program Type: Career-changer; Academic enhancementDescription: A one-year curriculum of science courses addressing concepts that are foundational to the practice of medicine and to research in the biomedical field. The two main goals of the MSPCS are to prepare graduates for careers in science teaching, academic laboratory re-search, publishing or policy-making, and to enhance the scientific knowledge of graduates who desire to pursue a Ph.D. in the biomedical sciences, a medical degree through either a MD or DO program, or other degrees in healthcare, such as in Pharmacy, Physician Assistant, or Dentistry.

Post-Baccalaureate Pre-Medical ProgramAgnes Scott College | Decatur, GAWebsite: agnesscott.edu/academics/post-bacProgram Type: Career-changerDescription: Open to highly motivated men and women with successful undergraduate academic careers in non-science fields. The post-baccalaureate pre-med cohorts are a lively mix of new graduates and seasoned career professionals. The program has admitted attor-neys, individuals with doctorates, ordained ministers, public health professionals and several recent graduates with majors that span the social sciences and human-ities. The 12-month program—the only one offered in Georgia—features comprehensive studies in pre-medical laboratory sciences available through our undergraduate departments.

POSTBAC


ILLINOIS

Post- Baccalaureate Biomedical Sciences Certificate ProgramLewis University | Romeoville, ILWebsite: lewisu.edu/academics/post-bac-pre-medProgram Type: Career-changersDescription: Students who aspire to enter medical school or pursue graduate-level education in the health sciences may complete a certificate program in lieu of the Bachelor of Arts with 32 semester hours of advisor-approved coursework from major-level offerings in the departments of Biology, Chemistry, and Physics. This program will help students prepare for the next step in their education by giving them the tools they need to become more competitive for entry into medical, dental or other professional schools. In addition, the faculty and staff will provide guidance to assist students with applications and interview preparation.

Master of Science in Medical Physiology (MSMP) ProgramLewis University | Romeoville, ILWebsite: stritch.luc.edu/physio/education/msProgram Type: Academic enhancementDescription: Designed for college graduates who are interested in strengthening their understanding of medical physiology with the intent of enhancing their academic credentials to succeed in future applications to medical schools. Students interested in attending medical school will be guaranteed an admissions interview at the Loyola University Chicago, Stritch School of Medicine by achieving a GPA in the MSMP Program of 3.5 or higher and whose most recent MCAT score is 30 or higher.

MA in Medical SciencesLoyola University | Chicago, ILWebsite: luc.eduProgram Type: Academic enhancementDescription: Designed to help students enhance their understanding of the biological disciplines that are the intellectual foundation for medical school curricula and to help them develop formal skills in analysis of the biomedical literature and of ethical questions that impact the medical profession. The program is a good fit for students with a good overall medical school application package who need an additional opportunity to demon-strate their ability to master challenging coursework. Students benefit from instruction from faculty members who are well-respected leaders in pre-medical education.

Post Baccalaureate Pre-Medical Studies ProgramLoyola University | Chicago, ILWebsite: luc.eduProgram Type: Career changer; Career enhancerDescription: Designed as an academic bridge for students who have completed a bachelor’s degree and who intend to pursue a degree in the medical sciences. The program is appropriate both for students who have never before taken introductory natural science courses (career-changers) and for students who need to improve their grades in the science pre-requisites before applying to a professional program (career enhancers).

Medical/Dental Education Preparatory Program (MEDPREP)Southern Illinois University School of Medicine | Carbondale, ILWebsite: siumed.edu/medprep/Program Type: Underrepresented minority students; Economically or educationally disadvantaged studentsDescription: Provides assistance to educationally and/or economically disadvantaged students, preparing them to achieve success in the health professions. The program operates on a year-round basis, beginning in June of each year. Students complete the program in five semesters (summer, fall and spring in their first year; fall and spring in their second year). Most students enroll in MCAT/DAT preparation courses during the first academ-ic year and in upper-level science enrichment courses during the second academic year.

Post-baccalaureate Program in Pre-medicineNorthwestern University | Chicago, ILWebsite: sps.northwestern.edu/program-areas/post-baccalaureate/premedicine/index.phpProgram Type: Career-changerDescription: Students in the program have the oppor-tunity to meet their educational goals at a world-class university. The program admits post-baccalaureate stu-dents seeking the laboratory science courses in biology, general and organic chemistry and physics required for the application to most medical and related professional schools. The highly regarded Northwestern University curriculum and faculty give students an in-depth science foundation. The flexible schedule allows students to prepare for advanced study at a pace that meets their individual needs. This program is designed for career changers and students who have not completed the coursework needed to apply to medical school.

MS in Biomedical SciencesRosalind Franklin University | North Chicago, ILWebsite: rosalindfranklin.edu/Degreeprograms/Biomed-icalSciences.aspxProgram Type: Career-changer; Academic enhancementDescription: The mission of the Master of Science in Biomedical Sciences program is to prepare students to continue their graduate education in a variety of healthcare professions including allopathic and podiatric medicine, dentistry, healthcare administration & man-agement, and physician assistant studies, by providing a rigorous background in the biomedical sciences. This challenging one-year course of study includes a number of graduate-level courses in the basic medical sciences and the choice of educational concentrations in a variety of healthcare fields. Students in this unique program take classes with students in other degree programs, including various graduate programs, allopathic and podiatric med-icine, nutrition, physical therapy, and physician assistant studies.

INDIANA

MS Pre-Professional Degree ProgramIndiana University | Indianapolis, INWebsite: physiology.medicine.iu.eduProgram Type: Academic enhancementDescription: A unique, one-year Master of Science, non-thesis degree program. This program is specifically designed for graduates with B.S. degrees who wish to improve their academic credentials and their chances of successful admission to medical and other professional school applications.

KANSAS

Post-Baccalaureate ProgramThe University of Kansas | Kansas City, KSWebsite: physiology.medicine.iu.eduProgram Type: Underrepresented minority students; Economically or educationally disadvantaged studentsDescription: A 13-month structured academic program designed to strengthen the biological and social sciences foundation for students preparing for careers in medi-cine. This is a conditional admission program; as a result of the successful completion of the program with a 3.0 G.P.A., each participant will matriculate into The Uni-versity of Kansas School of Medicine the following fall. Eligible students have applied to the University of Kansas School of Medicine and been granted an interview, the student may then receive an invitation to apply to the Post Baccalaureate Program (Post-Bac) if admission is not offered.

KENTUCKY

Post-Baccalaureate Pre-Med ProgramUniversity of Louisville School of Medicine | Louisville, KY Website: louisville.edu/medicine/degrees/postbacpre-medProgram Type: Career-changerDescription: Specifically designed for career changers with a bachelor’s or advanced degree who desire to become a physician, but lack the pre-med requirements to apply to medical school. This program is available for Kentucky residents and out of state residents. The pro-gram has been successful in matriculating the majority of our students to medical school; not only at the University of Louisville School of Medicine,but medical schools throughout the United States and abroad. The program currently have an 80% matriculation rate which includes some re-applicants. Each student has a program plan tailor made just for them based on course offerings each semester and their availability. Students attend school either on a part-time or full-time basis. Some students must work while in the program. Our students may take a minimum of six credit hours per semester (summer courses are optional). Most classes are available morning, afternoon and evening during the week. Classes are tak-en with the general student population, including current undergraduate students.

POSTBACPremedlife


LOUISIANA

MS in PharmacologyTulane University School of Medicine | New Orleans, LA Website: tulane.edu/somProgram Type: Career-changerDescription: A one year post-baccalaureate program leading to the MS degree in Pharmacology. Designed for those interested in improving their credentials to gain admission to a medical or dental school. Class size is maintained at less than 35 to create a more personal connection between students & faculty. Students in our MS program take the School of Medicine’s Medical Phar-macology course along with 2nd year medical students. All other graduate courses are also taught within the School of Medicine by full time Medical School facultySuccessful performance will significantly improve ones credentials for applying to medical or dental school.

MS in Microbiology and ImmunologyTulane University School of Medicine | New Orleans, LA Website: tulane.edu/som/departments/microbiology/education/ms.cfmProgram Type: Career-changer; Academic enhancementDescription: This one-year post baccalaureate program leading to the degree of Master of Science in Microbi-ology and Immunology has been designed to prepare students for careers in biomedical sciences and to provide an in-depth educational experience to improve the probability of gaining admission to a postgraduate professional school such as medical, dental, veterinary schools or Ph.D. programs. Class size is limited to 15 students. Some courses are taken with first-year medical students or doctoral graduate students enrolled in the Ph.D. Biomedical Sciences Program.

MASSACHUSETTS

Premedical Program/Health CareersHarvard Extension School | Cambridge, MA Website: extension.harvard.edu/degrees-programs/pre-medical-program/admissionProgram Type: Career-changerDescription: The Premedical Program is a good fit if: stu-dents have an undergraduate degree but need to com-plete premedical coursework before applying to graduate school; students are looking for flexibility and afford-ability, including part-time study, evening courses, and reasonable tuition; students need rigorous coursework that prepares you for graduate school and demonstrates your competency to admissions committees; students are seeking a program that has a strong medical school placement record.

Pre-Health Professions CertificateUniversity of Massachusetts | Dartmouth, MA Website: umassd.edu/premedProgram Type: Career-changerDescription: Designed for any student who already has completed a bachelor’s degree from an accredited four-year institution but needs to complete the professional program undergraduate requirements before applying to the allied health program of their choice.

Post-Bac Premedical ProgramElms College | Chicopee, MA Website: elms.edu/academics/graduate-studiesProgram Type: Career-changer; Academic enhancementDescription: Open to students who have earned a B.A. or B.S. from an accredited college or university, the program is designed for those who need further undergraduate course work to meet professional health program prerequisites. Students seeking to improve their GPA and enhance their academic and extracurricular record can complete the postbacc premed program in 2 semesters (less than 1 year). Students seeking to change their career by taking premed prerequisite courses for the first time can complete their studies in 4 semesters (less than 2 years).

Post-Baccalaureate ProgramWorcester State University | Worcester, MA Website: worcester.edu/Pre-Medical-and-Health-Profes-sions-Advisory-Programs/Program Type: Career-changer; Academic enhancementDescription: This program is expected to meet the needs of students interested in medical, dental, and vet-erinary school as well as those interested in pharmacy, physician’s assistant, physical therapy, and optometry programs. This program is part-time and classes are offered primarily in the evening. It is designed for students who need the basic science curriculum either as new courses (career changers) or as repeat attempts (GPA enhancement). A GPA of 2.75 overall is required for admission into the program. Students wishing to take an advanced curriculum are advised to seek a second baccalaureate degree through the undergraduate school. The basic courses are offered throughout the academic year, primarily in the evening. Summer courses are also available.

MAINE

Premedical Program/Health CareersLawrence Technological University | Southfield, MIWebsite: ltu.eduProgram Type: Career-changer; Academic enhancementDescription: Designed for college graduates who are interested in pursuing a professional medical career but have taken few or none of the science courses needed for admission to a medical, dental, veterinary, pharmacy, or other allied health school. The first such program in Michigan, the Post-Baccalaureate Certificate in Premed-ical Studies provides the specific, rigorous preparation in English, biology, chemistry, mathematics, and physics that medical schools require. The program also offers students intensive academic advising, help preparing for the MCAT, and substantial support in assembling your portfolio for application to professional schools.

MAINE

Post-Baccalaureate Pre-Health ProgramNorthwestern Health Sciences University | Southfield, MIWebsite: nwhealth.edu/undergraduate-health-sciences/post-bacProgram Type: Career-changerDescription: The program allows students with a bach-elor’s degree to complete the prerequisite requirements for a healthcare professional school. The program offers a comprehensive curriculum for students who are seek-ing Post-Bac Pre-Med or other pre-health coursework. Students can tailor coursework to fit individual needs and goals by choosing from a range of courses in Human Biology as well as our Health Professions Core, which includes relevant Social Sciences and Humanities courses with an emphasis on health care. The rigorous curriculum prepares you well for pre-professional entrance exams (MCAT, DAT) and the academic demands of a healthcare professional school.

MISSOURI

Post-Baccalaureate Certificate in Pre-Health ProfessionsStephens College | Columbia, MOWebsite: stephens.edu/academics/explore-by-school/sohas/post-baccalaureate-pre-medical-program/Program Type: Career-changer; Academic enhancementDescription: This certificate program designed for those interested in pursuing a medical, veterinary, dental, occu-pational therapy, physical therapy, physician’s assistant or other health professions program.

Post-Baccalaureate Premedical ProgramWashington University | St. Louis, MOWebsite: ucollege.wustl.edu/programs/postbaccalaure-ate/premedProgram Type: Career-changer; Academic enhancementDescription: Offers a curriculum that not only helps fulfill program admission requirements but is also tailored to a student’s needs. Whether a student is seeking to establish a strong premedical foundation or to enhance your eligibility, the program includes a robust offering of premedical courses; clinical and nonclinical volunteer opportunities; research opportunities in the top-ranked Washington University School of Medicine and in the College of Arts & Sciences; MCAT preparation; one-on-one advising; and a supportive, active community that will share in a student’s goals. The Traditional Curric-ulum offers a strong foundation in the introductory lab sciences for those who need the standard medical school prerequisite courses. Additional electives are also available. The Enhancement Curriculum, designed for students who have taken the prerequisites, offers upper level biology courses to enhance a previous academic record and demonstrate science mastery.

POSTBAC Premedlife


NORTH CAROLINA

Pre-Health Post-Baccalaureate CertificateMeredith College | Raleigh, NCWebsite: meredith.eduProgram Type: Career-changerDescription: Designed for individuals with bachelor’s degrees, the program offers two distinct tracks. The preparation track provides non-science degree holders the opportunity to earn prerequisite coursework needed for admission into health programs. The enhancement track is designed for students who need to enhance their academic credentials for re-application to medical school. Each track offers a flexible program. Small classes. Shad-owing and clinical experiences. Individualized advising. And MCAT preparation is available if you’re aiming for acceptance to medical school.

Post-Baccalaureate Pre-Health ProgramGuilford College | Greensboro, NCWebsite: guilford.eduProgram Type: Career-changerDescription: The post-baccalaureate pre-medical and pre-health studies program is designed for students who have a bachelor’s degree and now wish to prepare for graduate study in the health professions such as medi-cine, dentistry, veterinary medicine, physician assistant, pharmacy, physical therapy or occupational therapy. The post-baccalaureate pre-medical & pre-health studies program provides a coherent, individualized course of study that allows students to complete or retake the required science and social science courses to prepare for admission to a graduate program in the health field of their choice.

Premedical and Predental Post-Baccalaureate ProgramThe University of North Carolina | Greensboro, NCWebsite: biology.uncg.eduProgram Type: Career-changerDescription: This program is designed for career-change individuals who have not yet completed the courses that are required for applying to medical, dental, or other health professional schools. It can also serve students who have earned a science degree, but now desire to enhance their academic records. Even post-baccalau-reate students who lack any science background can, within 15 months of summer matriculation, complete the prerequisite courses for the MCAT or DAT.

NEW JERSEY

MS in Biomedical SciencesRobert Wood Johnson Medical School | Piscataway, NJWebsite: rwjms.umdnj.edu/education/gsbs/msbio.htmlProgram Type: Career-changer; Academic enhancementDescription: designed to meet the diverse needs of talented individuals who have an interest in pursuing a career in the biomedical sciences or a health related profession, especially medicine. The comprehensive curriculum is tailored to students who have a solid undergraduate record but require additional coursework and guidance to achieve their goals.

Pre-Medical Post-Baccalaureate Certificate ProgramCaldwell University | Caldwell, NJWebsite: caldwell.eduProgram Type: Career-changerDescription: Designed for recent college graduates as well as those who explored other interests or careers before choosing to pursue a career in medicine or other health professions. The program assists individuals with a bachelor’s degree seeking to change careers to a health-care field and need to complete the science courses required for medical school application. It also serves those who wish to strengthen their academic records to prepare for application to medical school or other health professional school.

NEW YORK

Premedical Post-Baccalaureate Certificate ProgramHofstra University | Hempstead, NYWebsite: hofstra.eduProgram Type: Career-changerDescription: This program provides the opportunity for students who hold a bachelor’s degree and who have not previously studied the sciences to prepare for entrance into a medical profession of their choice. Students may also retake science courses to demonstrate an improved mastery of those subjects.

Postbaccalaureate Premedical StudiesPurchase College | Purchase, NYWebsite: purchase.eduProgram Type: Career-changerDescription: Designed for the college graduate who desires a medical career, but has little or no preparation in the sciences, or whose science courses are outdated. The program provides the basic course requirements to enroll in professional schools in medicine, dentistry, vet-erinary medicine, and allied health. Additionally, students complete internships and clinical experiences individually tailored to complement their background and interests. The program focuses on achieving success on the appro-priate entrance examinations and attaining acceptance by the professional school.

Post Baccalaureate Pre-Health (PBPH) ProgramManhattanville College | Purchase, NYWebsite: mville.edu/programs/post-baccalaure-ate-pre-healthProgram Type: Career-changerDescription: Geared toward students interested in applying to graduate or professional programs in the Health Sciences, particularly in the fields of Medicine. The program is designed for two types of students: Students who have earned a Bachelor’s degree with a major and/or minor outside of the sciences and are now seeking to complete the necessary pre-requisite core courses required of most graduate programs in the Health Sciences; and Students who have earned a Bach-elor’s degree with a major or minor in the sciences and are currently seeking academic enhancement of existing science courses by repeating course work already taken and/or enrolling in upper-level science courses.

OHIO

Post Baccalaureate/M.D. PathNortheast Ohio Medical University | Rootstown, OHWebsite: neomed.edu/admissions/medicine/csuProgram Type: Career-changer; Academic enhancementDescription: Offers students the necessary pre-medical courses and a reserved seat at the College of Medicine. This program is intended for students who are interested in urban primary care. The students will complete a Bachelor of Science in Health Science with an Urban Health Concentration at CSU prior to matriculating to Northeast Ohio Medical University (NEOMED). The curriculum is designed for those who hold a bachelor’s degree from an accredited four-year college or university. The program is open to both career changers and those in need to academic enhancement who have an interest in a primary care specialty and urban medicine.

MS in PhysiologyUniversity of Cincinnati College of Medicine | Cincinnati, OHWebsite: med.uc.edu/physiology/MS-program.htmProgram Type: Academic enhancementDescription: The one-year program is designed to help college graduates strengthen their academic credentials in preparation for application to U.S. medical schools. The cornerstone of the MS program curriculum provides our students with a significant integrated experience with first-year medical students at the University of Cincinnati College of Medicine.

OKLAHOMA

Post Baccalaureate Prehealth Certificate ProgramNortheastern State University | Broken Arrow, OKWebsite: academics.nsuok.edu/prehealth/Program Type: Career-changerDescription: The program targets students who have earned a non-science bachelor degree and provides them with the opportunity to obtain necessary prerequi-sites for competitive entry into their health professions program of interest. The post bac curriculum provides the rigor that the professional programs require, which will enhance your competitive edge for admission. The post baccalaureate programs primarily targets second career individuals with little or no science background.

PENNSYLVANIA

MS in BiologyChatham University | Pittsburgh, PAWebsite: chatham.edu/msbioProgram Type: Career-changer; Academic enhancerDescription: The MS Biology-non-thesis track is available as a one-year, accelerated degree, primarily for students heading to medical school, dental school, pharmacy school, physician assistant programs, etc., who wish to improve their credentials and/or complete requirements. The MS Biology-thesis track typically takes 4-5 semesters to complete and provides the research experience needed for students who wish to apply to Ph.D. programs or who wish to teach.

POSTBACPremedlife

Health Sciences Post Baccalaureate ProgramLake Erie College of Osteopathic Medicine| Erie, PAWebsite: lecom.eduProgram Type: Career-changer; Academic enhancerDescription: Offers a rigorous curriculum centered on the basic medical sciences to prepare students for medi-cal, pharmacy or dental programs.

Post-Baccalaureate Pre-Medical and Health Professions ProgramDuquesne University | Pittsburgh, PAWebsite: duq.eduProgram Type: Career-changer; Academic enhancerDescription: Designed to assist students, both those who decide later in their undergraduate programs but who lack the basic requirements, or those who hope to enhance their record, in gaining the necessary course work and preparation to achieve higher scores on entrance examinations (e.g., MCAT, DAT, GRE, OAT) needed for admission.

Post Bacc Medical ProgramUniversity of Pennsylvania | Philadelphia, PAWebsite: sas.upenn.edu/lps/postbacc/pre-healthProgram Type: Career-changer; Academic enhancerDescription: The Pre-Health Core Studies program supplies students who have little scientific background with key concepts and the rigorous training necessary to succeed in the health professional school of their choice. The Pre-Health Specialized Studies program is for students who possess a background in the sciences, but who are seeking to bolster their academic credentials and extend their scientific studies.

VIRGINIA

Medical Master’s ProgramEastern Virginia Medical School | Norfolk, VA Website: evms.edu/medicalmastersProgram Type: Academic enhancerDescription: The Eastern Virginia Medical School Medi-cal Master’s degree is a one or two year special master’s program. The majority of the courses are medical school courses taken with first year medical students. This post-baccalaureate program is an academic record enhancing program designed to make students more competitive for allopathic and osteopathic medical schools as well as dental schools. The Medical Master’s Program is now offers a new two-year option which will include MCAT Preparation, MPH Courses (to help with MCAT preparation), Physician Shadowing, and Volunteer opportunities. The program also offers: majority of class-es taken with medical students; practice medical inter-views and feedback; exposure to standardized patients; assistance with medical school applications; volunteer/community service opportunities; committee letter; and more. Unique to the 2-year program: structured clinical opportunities, structured volunteer activities, and MCAT/DAT test preparation.

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Baby Got Books ToteCarry the message of your well-read ways everywhere you go with this quirky tote on your arm. In bold hues of cherry-red and black, this neutral canvas bag proudly flaunts your astutely charming truth - when it comes to books, you like ‘em “bound” and big!

uVitapensWhen your writing needs some TLC, reach for these adorable pill-shaped highlighters and scrawl your prescription of changes in the margin! This set of ten highlighters - with a pair of each of the five hues - fits perfectly into its pop-top bottle container, adding col-orful whimsy to your desk. Whether you’re performing syntax surgery or tone therapy, these colored highlighters will be just what the doctor ordered!

Brain Cell PlushThe average person has approximately 100 billion brain cells (or neurons), but who wants to be average? Give your brain a boost with this wide-eyed plush doll, made by Giant Microbes. It’s millions of times the size of an actual neuron, and we’re guessing it’s a lot cuter!

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Plantable Wish CardsThese plantable wish cards encourage you to write down your wishes, dreams, goals and prayers, and watch them bloom! Simply write a wish for yourself or someone else on the card, plant, water and watch it grow. Each card is packed with annual and perennial wildflower seeds. Plant a whole garden at a baby shower or wedding, or plant a wish each year for yourself.

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The Only Constant is Change Desk ClockWhen life feels like it’s constantly in flux, this pewter desk clock’s provocative paradox offers a moment of comforting clarity, time after time. In lieu of ordinary numerals, it features the wisdom of Greek philosopher Heraclitus (THE ONLY CONSTANT IS CHANGE) in a continuous, contemplative loop. Whether your day is flying by or creeping along, you’ll be grounded in a reminder to go with the flow.

Do One Thing Every Day That Scares You JournalCatalog an entire year of bold, brave acts inside this thoughtful paperback journal! Just like the cover, which features a quote by one of the fiercest first ladies, Eleanor Roosevelt, every page of this daily diary encourages you to seize the day with an in-spiring axiom from a historical icon. With bulleted action plans for you or a friend to personalize as you meet new challenges, this delightfully designed companion will see you through to success with each motivational motto.

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THE L IFEpremedlife

Cell phone users who are separated from their devic-es experience serious psychological and physiological effects, according to a study conducted by research-ers from the University of Missouri. The study, published in the Journal of Comput-er-Mediated Communication, was designed to bet-ter understand the impact of cell phone usage and what occurs when people are unable to answer their ringing phones. Involved iPhone users who were told that the purpose of the study was to test out a new wireless blood pressure cuff. In reality, researchers observed and recorded heart rate and blood pressure data as study participants sat at a cubicle. While at the cubi-cle with their iPhone in their possession, participants completed a word search puzzle. Researchers then asked participants to complete a second word puzzle without their iPhone.

As they completed the first puzzle, researchers recorded each patients’ heart rate and blood pressure responses. Then, researchers informed the partic-ipants that their devices were causing interference with the wireless blood pressure cuffs and that they would need to place the phones further away in the room for the rest of the experiment. Finally, as partic-ipants worked on the second puzzle, the researchers called the participant’s iPhones and the measure the blood pressure and heart rates of the participants. Researchers found that when participants were unable to answer their ringing iPhones while solving the word puzzles, their heart rate and blood pressure jumped. In addition, the participants feelings of anx-iety and unpleasantness increased. “Our findings suggest that iPhone separation can negatively impact performance on mental tasks,” said Russell Clayton, lead researcher. “Additionally, the results from our study suggest that iPhones are capable of becoming an extension of ourselves such that when separated, we experience a lessening of ‘self ’ and a negative physiological state.” ¡

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The burden of student loan debt may affect the health and well-being of recent graduates, according to a new study. The first-of-a-kind study, led by researchers at the University of South Carolina and the University of California, Los Angeles, examined the relationship between student loans and early adult mental health. Two questions were explored: What is the associa-tion between the amount that students accrue during undergraduate studies and their mental well-being post graduation and what is the association between annual student loan borrowing and the mental well being of currently enrolled students? The team also looked at whether the relationship between student loan debt and mental health well-being as associated by the amount of money their family had, whether they attended a 2-year or 4-year college, and the de-gree they ultimately obtained. The research team used data from the a survey representative of young adults in the United States. The findings revealed that those who had higher amounts of student debt reported higher levels of symptoms consistent with depression. Moreover, student loans were associated with poorer psycho-logical functioning.

“We are speculating that part of the reasons that these types of loans are so stressful is the fact that you cannot defer them, they follow you for the rest of your life until you pay them off,” explained Ka-trina Walsemann, lead author. “We speculate that the American middle class is suffering the most from post-graduation debt, since they do not qualify for governmental assistance, nor is their family able to take on the bulk of the costs associated with college.” According to background information provided in the press release announcing the results, in 2012, student loan debt totaled over $1 trillion in the Unit-ed States, making this type of loan second only to home mortgage debt. “The present findings raise novel questions for further research regarding student loan debt and the possible spillover effects on other life circumstances, such as occupational trajectories and health inequi-ties,” the authors wrote. “The study of student loans is even more timely and significant given the ongo-ing rise in the costs of higher education.” The study "Sick of our loans: Student borrowing and the mental health of young adults in the United States" was published in the journal Social Science & Medicine. ¡

Student Loan Debt Affects Graduates’Mental Health

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While there is a lot of research showing the benefit of exercise among older adults, new research now shows that regular physician activity among young adults improves brain function. The new study, led by researchers at the University of Otago, was designed to examined whether regular sustained exercise could boost cognitive ability among students 18-30 years old. The study involved 52 students who took a series of cognitive tests while the researchers measured oxygen availabili-ty in the frontal lobe of their brains, as well as their self-reported exercise frequency. The findings, which were published in the journal Psychophysiology, re-vealed that both blood supply to the brain and cognitive functioning appear to benefit from regular exercise in young adults. Moreover, the researchers also found that body mass index did not play a significant role in how well the brain functioned. This may suggest that regular activity, rather than ac-tual body weight, may be more important overall. “This provides compelling evidence that regular exercise, at least 5 days per week, is a way to sharpen our cognitive ability as young adults – chal-lenging the assumption that living a sedentary lifestyle leads to problems only later in life,” said Dr. Liana Machado, senior lecturer at the University of Otago and lead researcher. ““I think the idea that young people do not have to worry about exercising since they are in their prime developmentally is rapidly being overturned by mounting evidence that even the brains of young adults can benefit from regular exercise.” ¡

Regular Exercise May HelpSharpen Brain Function

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Balamurali AmbatiAt the age of 17 he graduated from a New York medical school and became the World’s Youngest Doctor. Today, he is an ophthalmologist, educator, and researcher.

EXIT INTERVIEWpremedlife

DOING WHAT HE LOVESAt 37, Dr. Ambati donates his time overseas with his organization Orbis, the world’s only flying eye hospital. In 2013 alone, the organization trained 22,000 medical professionals and provided 5.7 million treatments to adults and children.

Who or what inspired you to pursue a ca-reer in medicine?I became a doctor for several reasons. When I was 4 years old, I was burned on both of my legs and I was in the hospital for about three months. I had three surgeries at the time for skin grafts. This was a very formative experience; just seeing the doctors and the nurses. As I got older, I enjoyed biology and that seemed to fit well. My uncle was also a physician and I was able to see a little bit of what he did. All of those things were influential factors.

Do you remember if any of the questions asked during your medical school inter-views were particularly easy or difficult to answer?There were some interviewers that were hostile because I was very young. It is what it is. I did the best that I could at the time. So let’s see – I was interviewing when I was age 13 and some interviewers would be hostile in a sense of asking questions like “how would you react to seeing a naked man or a naked woman?” I don’t remem-ber how I answered the questions but that was a tough question at the time.

What do you think best prepared you during your college years to be successful in medi-cal school?Well, NYU has a very challenging curriculum – or-ganic chemistry was my hardest class. And going from high school where I breezed through most of my classes to hitting a wall in organic chemistry was good preparation for showing me that I had to step my game up a notch. And that experience of a much higher level of competition was very humbling.

What attracted you to Ophthalmology?Ophthalmology is something that I choose be-cause in medical school you go through different rotations. I liked Internal Medicine, General Surgery, and Pediatrics – I feel like my specialty combines all of those. You see all kinds of diseases, you do exquisite surgery, you see patients of all ages – in what other field could I be a transplant surgeon, a prosthetic surgeon, an emergency surgeon, do international and overseas work? I conduct wonderful research as well. It’s really a very nice combination.

What’s the best advice you ever received as a college student?My mentor and he organic chemistry professor Dr. Edward McNeils told me to never forget what it’s like to be a student. I think a lot of doctors forget their training years and treat students poorly.

What do you think premeds should be most aware of?I’d say that every premed should understand what they’re getting into and understand their own reasons for doing medicine. Students should consider what kind of life they want to lead and when they want to do different things in terms of job, career, family, children, and enjoying life.

March/April 2015 Issue

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