PreMedLife Magazine - September - October 2011

PREMEDLIFETM

ChoosingMedicalSchools toApply toThings to Consider When Deciding On Which Medical Schools To Apply To

SchoolSpotlight

University of VirginiaSchool of Medicine

Log onto www.premedlife.com to view the digital edition of this issue for FREE!

Spotlight on the MCAT

Section-By-SectionGuide to the MCAT

Especially This Specialty

What Does It Take to Be a Dermatologist?

A Day in the LifeInside the Life of

a Wife, Mother, and Med School Student

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2011Summer

PreMed

Program List

Included!

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September/October 2011 | PreMedLife Magazine | 3

FEATURES Making Your Medical School List | 14Things to consider when deciding on which medical schools you should (or shouldn’t) apply to

10 Tips to Succeed in Medical School| 24Two physicians offer their candid advice for students who plan to attend medical school

Spotlight on the MCAT | 34A section-by-section guide to perhaps to mostimportant part of your medical school application

DEPARTMENTSAsk The Experts | 12Your questions answered by knowledgeable insiders who give insight about the medical school admissions process

School Spotlight| 23Get a glimpse into what the University ofVirginia School of Medicine has to offer

Especially This Specialty | 33Find out what being a Dermatologist is all about and what it will take to become one

IN EVERY ISSUENewsbites| 6Recent news & information relevant to students applying to medical school

A Day in the Life| 33Get a real life account of what life is like for med school students and doctors

Gadgets & Gizmos| 79Gadgets & gizmos we’ve picked out - they’re sure to keep you entertained. From a USB FlashDrive Bracelet to a Ramen Noodle Recipe Book,these items will make you smile.

In The Stacks| 79Books to inspire you or provide you with advice along your journey to medical school

Better Life, Better You| 80Advice & tips for taking care of yourself tomake it through your hectic pre-med life

College 101| 86Here are some things that every studentattending college should know

CONTENTS14 11

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September/October 2011

new!

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SUMMER PRE-MED PROGRAM LISTA listing of summer opportunities for pre-health students. The list includes opportu-nities nationwide in several different areas. Among the areas included are: California,Connecticut, Florida, Maryland, Massachusetts, New Jersey, New York, NorthCarolina, Ohio, Pennsylvania, Texas, Virginia, AND MANY MORE! | 4420

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Exclusively oon tthe WWebPreMedLife magazine provides a host offeatures, covering everything from getting into medical school to tips for acing the MCAT,promoting the optimal status and candidacy forpre-medical students. Visit www.premedlife.comoften to get news and articles covering the topicsthat pre-med students care about.

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PreMedLife magazine is published six timesper year by Kisho Media, LLC. and copiesare provided to select colleges and universi-ties free of charge. The information inPreMedLife magazine is believed to be accu-rate, but in some instances, may representopinion or judgment. Consult your pre-medadvisor with any questions you may haveabout the medical school admission processand related topics. Unless otherwise noted,all photographs, artwork, and and may notbe duplicated or reprinted without expresswritten permission from Kisho Media, LLC.PreMedLife magazine and Kisho Media, LLC.are not liable for typographical or produc-tion errors or the accuracy of informationprovided by advertisers. PreMedLifeMagazine reserves the right to refuse anyadvertising. All inquires may be sent to:Kisho Media, LLC. P.O. Box 7049, NewYork, NY 10116. Or call (347) 231-6429 oremail [email protected].

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from thepublisher“Begin with the end in mind.” This is Habit #2 in the book “The 7 Habitsof Highly Effective People” by Stephen Covey. My father often spoke thesewords to me and these are the same words I share with anyone who has long-term goals. And for a pre-medical student like yourself, this same way ofthinking totally applies. If you’re a freshman just starting your first semesterof college, begin your undergraduate career with the end-medical school-inmind. And if you’re already in college, it’s not to late to start thinking thisway. If you need a bit of motivation to wake up in the morning to go to yourorgo lecture-begin with the end-medical school-in mind. Beginning with theend in mind is a way to keep reminding yourself why you’re studying harderthan everyone else.

And as many of you who’ve been reading PreMedLife magazine from thevery first issue, I always like to start off the academic year by sharing thewords of one of my old professors who said with a bold sense of certainty“Everyone starts with an ‘A’ - it’s what you do from this point on to keep that‘A’.” So it’s pretty simple - do what you have to do and take care of your busi-ness so that you can keep that ‘A’ grade. It will all be well worth it in the end(which I know you’ve already been thinking about).

[email protected]

Sheema


6 | PreMedLife Magazine | September/October 2011

NEWSBITES>>> Recent news & information relevant to pre-medical students applying to medical school

Different Interview Process BecomesMore Popular Among Medical Schools

If you haven’t already heard, more and more med-ical schools are ditching the traditional way ofinterviewing medical school candidates for a newformat called the Multiple Mini Interview (MMI).Originally developed by the folks at Canada’sMcMaster University, the MMI process was createdto do what the traditional interview apparentlycouldn’t do effectively – assess characteristics likecompassion, teamwork, reliability, responsibility,and professionalism.

Comparable to a speed-dating style set-up, theMMI process involves candidates moving from sta-tion to station to complete a series of short, struc-tured interviews. While the process may varyslightly from school to school, for two minutesbefore each mini interview students read a ques-tion/scenario and “mentally prepare” before theyactually enter the interview room. Then the candi-date enters the interview and holds an eight minutedialogue with one interviewer about the ques-tion/scenario they were just presented with. Thisprocess will then repeat 10-12 more times until thecandidate completes the “interview circuit.”

According to one study published in MedicalEducation (2009. 43:360-367), both candidate andinterviewers felt that the one-to-one format of theMMI improved the quality of the overall interac-tion during the interview and reduced the candi-date’s stress associated with facing a panel.Moreover, the study revealed that “candidatesspoke about how the multiple stations gave them achance to redeem a ‘bad first impression with oneperson’ and to regain their composure.”

So why are more and more schools in the U.S.adopting this style of interviewing? Well, not onlydoes the MMI process allow schools to gain multiplechances to learn more about a candidate’s abilities, italso allows schools the flexibility to design stations toevaluate whichever personal attributes the schooldesires most in a candidate.

“We hope that multiple mini interview formatwill provide a more balanced assessment than thetraditional face-to-face format,” said MarkHenderson, associate dean for admissions at theUniversity Of California Davis School OfMedicine. “Individual interviews are notoriouslyunreliable and subject to bias. So instead of a 45-minute interview with a single faculty member orstudent, we’re putting our candidates through a

series of brief, but telling situations designed toilluminate key characteristics of a good physician,including resourcefulness, listening skills, and eventeamwork.” Through the MMI process, schoolscan focus on personal attributes such as communi-cation skills and a candidate’s maturity level. Inaddition, certain stations may be structures tospecifically measure a candidate’s critical analysisskills and ethical beliefs. Research has also shownthat the MMI process is a good predictor of futureclinical performance among medical students.

Several medical schools in the U.S. which are cur-rently using the MMI process including: VirginiaTech Carilion School of Medicine, Robert WoodJohnson Medical School, Oregon Health & ScienceUniversity School of Medicine, Stanford School ofMedicine, University of Cincinnati College ofMedicine, University of Arizona College ofMedicine, University of California-RiversideSchool of Medicine, David Geffen School ofMedicine at UCLA, and UC Davis School ofMedicine.

While the actual scenarios you will get are ofcourse confidential until interview day, here is anexample of an MMI scenario that was used for astudy conducted by Kevin Eva, BSc, PhD, fromMcMaster University on the MMI process – remem-

ber this is what you would see before walking intoyour interview room: Parking Garage(Communication Skills) The parking garage atyour place of work has assigned parking spots. Onleaving your spot, you are observed by the garageattendant as you back into a neighboring car, a BMW,knocking out its left front headlight and denting theleft front fender. The garage attendant gives you thename and office number of the owner of the neigh-boring car, telling you that he is calling ahead to thecar owner, Tim. The garage attendant tells you thatTim is expecting your visit. Enter Tim's office.

Here’s another sample question presented in astudy by led by Chris Roberts, from the University ofSydney. Humiliating Film (Ethical Decision-Making) Imagine you are the principal of a large,respected school. There has been an allegation that ahumiliating film of a young disabled person has beencirculating on the Internet. Two final year studentsare up before you to explain their actions in the cre-ation of the video. The video appears to show ayoung person with intellectual impairment being ver-bally abused by one of the students whilst a group ofsenior students look on laughing. What are the issuesthat you, as the principal, are likely to consider bothbefore and at a disciplinary hearing?

An increasing number of medical schools across the country are trading in the traditional way of interviewing medical school candidates for a newer format called the Multiple Mini Interview

www.uag.edu/medicine

http://www.facebook.com/uagschoolofmedicine


The University of Kansas School of Medicinehas opened the doors to its new campus inSalina to encourage medical students to practicein the area once they graduate.

The location of the new campus is a part ofthe school’s efforts to help address the state’sneed for more physicians. And with only eightstudents, KU’s Salina campus is now consideredthe smallest four-year medical education site inthe U.S. "Many parts of the United States aresparsely populated geographic areas where peo-ple need medical care," said William Cathcart-Rake, MD, director at the KU School ofMedicine-Salina. "By training physicians in a non-metropolitan area, we are showing young medicalstudents that life can be good, and practice can bestimulating outside of the big city."

The school's medical education program isdesigned to implement an innovative approachand support those students who have a strongdesire to practice in rural areas once they obtaintheir license. School officials say the program isideal for Kansas students who are self-motivat-ed, independent learners who enjoy workingwith a small group of peers for the duration ofmedical school. "Twelve Kansas counties don'thave a single full-time physician. Even thosecounties with full-time physicians are strugglingto meet the population's needs. Our graduateshave a deep commitment to practicing in theseunderserved areas," said Barbara F. Atkinson,MD, executive dean of the University ofKansas School of Medicine and executive vice

chancellor of the University of Kansas MedicalCenter. "The eight students who are startingmedical school in Salina this year, and the eightwho follow in their footsteps each year fromnow on, will benefit our state tremendously."

According to the school's Website, the cur-riculum is identical to that at the School ofMedicine campuses in Kansas City and Wichita.During the first two years, the Salina studentswill train on-site and through distance learningwith their peers on the Kansas City and Wichitacampuses via video and podcasts. During theirthird and fourth years, the students will workwill work with experienced physicians practic-ing in Salina and the surrounding communities.

"We hope these experiences will produce well-trained physicians who want to return to prac-tice in similar rural communities in Kansas afterthey've completed medical school and post-graduate training," said Dr. Cathcart-Rake. "Ifour new model is successful, it could become atemplate for other states needing to addressphysician shortages, especially in rural areas."

Officials say students who attend the Salinacampus will have an education experience that isintimate and one that will match the school's repu-tation for being one of the nation's leading institu-tions for training primary care and rural physicians.For more information about UKSM's Salina cam-pus visit http://salina.kumc.edu.

NEWSBITESSmallest Medical School Class Starts at Brand New Campus In Kansas

Hofstra North Shore-LIJ School of Medicinehas finally opened its doors as New York's firstnew allopathic medical school in 40 years.From more than 700 applicants, the schoolcarefully selected 40 students to make up itsinaugural class. The 20 women and 20 mencome from more than 38 different states andpossess undergraduate degrees ranging fromEnglish to chemistry to anthropology.

"With this inaugural class, we are bringingin 40 bright, talented individuals who recognizethat we are offering an extraordinary opportu-nity to create an entirely new model for the waymedicine is practiced in this country," said

Michael Dowling, president and chief executiveofficer of the North Shore-LIJ Health System."Most of them had other offers to attend more

traditional medical schools, but they chose tocome here - and make history by becoming partof a new breed of physicians who understandthe importance of teamwork and communica-tion in the future of healthcare delivery."

Learning will take place on Hofstra's cam-pus in Hempstead at a newly renovated facilitythat previously housed the New York Jets sum-mer training facility. The school features a 108-seat capacity Medical Education Theater and aStructure Lab, which is a state-of-the-art envi-ronment that is designed to offer students themost advanced tools to learn gross and micro-scopic anatomy-coupled with clinically relevantpathology and imaging.

The school plans to eventually increase theincoming class size to 100 by 2014. For moreinformation about the Hofstra North Shore-LIJ School of Medicine visit http://medi-cine.hofstra.edu.

New York’sNewest MedicalSchool Opens

http://salina.kumc.edu

http://medicine.hofstra.edu


NEWSBITES

As part of a new course that has been addedto the curriculum at The Ohio StateUniversity College of Medicine students arebeing exposed to what the school is callingP4 Medicine - predictive, preventive, per-sonalized, and participatory medicine. Thecourse is part of a program designed to shifttraditional medical training from focusingon treating sick patients to helping patientspractice well-being. As the first program ofits kind, faculty of P4 Medicine hope thatthe program will pave the way for lowerhealth care costs and improve quality careand outcomes for patients. "Rather thanemphasizing and relying on genetics orgenomics, the program incorporates behav-ior health and current strategies beingapplied at Ohio State to show P4 medicinecan and will be applied," explained Dr.Kandamurugu Manickam, director of theP4 Scholars program. "Students will still get

a thorough education in medical care, but itwill be supplemented with a personalizedapproach to accelerate self-directed learninginto the students' interests."

In the course students will receiveinstruction on a wide range of topics includ-ing, but not limited to shared decision-mak-ing with patients, preventative medicineconcepts, changing patient health behaviors,the role of physical activity, bioethics, andthe complexities of health and disease.

The inaugural class of the seven-weekprogram was comprised of over 20 studentsfrom the medical school's class of 2014. Dr.Manickam says that there are plans toexpand the P4 Scholars Program to otherState colleges in Ohio and some of the pro-gram's concepts will be integrated into thenew medical school curriculum come 2012.For more information about P4 medicine atOhio State visit http://phc.osumc.edu.

Ohio Medical School Introduces ItsNew, One-of-a-KindP4 Medicine Course

CALIFORNIA NORTHSTATEUNIVERSITYCOLLEGE OF MEDICINERancho Cordova, CaliforniaAnticipated TBA

WESTERN MICHIGANUNIVERSITY SCHOOL OFMEDICINEKalamazoo, MichiganAnticipated TBA

PALM BEACH MEDICALCOLLEGEPalm Beach, FloridaAnticipated TBA

UNIVERSITY OF CALIFORNIA,RIVERSIDE SCHOOL OFMEDICINERiverside, CaliforniaAnticipated Fall 2012

CENTRAL MICHIGANUNIVERSITY SCHOOL OFMEDICINEMount Pleasant, MichiganAnticipated Fall 2012

COOPER MEDICAL SCHOOLOF ROWAN UNIVERSITYCamden, New JerseyAnticipated Fall 2012

UNIVERSITY OF SOUTHCAROLINA SCHOOL OFMEDICINE, GREENVILLEGreenville, South CarolinaAnticipated Fall 2012

QUINNIPIAC UNIVERSITYSCHOOL OF MEDICINENorth Haven, ConnecticutAnticipated Fall 2013 or 2014

UPDATED 8/2011

Here’s a list of new medical schoolsthat are being developed in the U.S.

MEDICAL SCHOOL PIPELINE

http://phc.osumc.edu


Students in Texas may soon be able to participatein a program that will allow them graduate frommedical school earlier than usual by linking under-graduate schooling with medical school courses tocreate a 7-year BS/MD program. This could meanthat 7-year medical degrees may soon be offeredthroughout Texas.

Under the program the first group ofTransformation in Medical Education (TIME)students would begin college in Fall 2013 andgraduate from medical school in Spring 2020,essentially cutting out a year of schooling.Students selected for the program would be intheir freshman year and would have a record ofhigh academic achievement and if they maintaingood grades are guaranteed a spot in the enter-ing class of a partnering medical school. In gen-eral, programs are being planned which wouldcombined plans for bachelor’s and medicaldegrees and decreased the traditional 8-yeartimeline of undergraduate and medical schooleducation to 7, and maybe even 6 years.

The program would also reduce the costs ofundergraduate schooling, and more importantlymedical school education. With students carry-ing outrageous amounts in medical school debt,programs like TIME may help offset the cost ofobtaining a medical degree and have some other,not so obvious benefits as well. “With studentdebt loads frequently exceeding $100,000 for amedical degree, a program that reduces costsalso could help steer medical students towardbadly needed positions as primary care physi-cians” said Kenneth Shine, MD, the executive vicechancellor for health affairs in the UT system.“Many medical students favor higher paying spe-cialty positions in the medical field to help offsetthe anticipated heavy debt they will incur uponcompleting medical school,” he concluded. “Topay back debt that can be overwhelming, today’smedical school graduates sometimes feel forcedto choose the highest paying specialties, whichfrequently are not a match with the public’sgreatest needs.”

The pilot program partnerships and the insti-tutions associated with them are as follows:

SHAPE: UT Southwestern, Houston,Austin Professional Education (UTSouthwestern Medical Center, UT HealthScience Center-Houston, UT Austin): Eachyear 60 UT Austin freshmen will be selected forearly admission to a partnering medical schooland will then complete their undergraduate work

in three years. An individualized flex year at eachmedical school will enable SHAPE students toacquire advanced research or professional skillsand to grow as future physician-leaders.

PACT: Partnership in Advancing ClinicalTransition (UT Dallas, UT SouthwesternMedical Center): This partnership’s goal is toachieve better integration of undergraduate andgraduate studies in preparation for careers inhealth care. Initial efforts are focused on establish-ing an accelerated 6- or 7-year training programleading to B.S. and M.D. degrees. Students transi-tion to the medical school in the fourth year, main-taining ties to UTD from which electives inhumanities, health care policy, and biomedicalengineering will continue to broaden their per-spective and skills as health care professionals.

FAME: Facilitated Acceptance toMedical Education (UT San Antonio, UTHealth Science Center-San Antonio): Thegoal of the FAME Program is to graduatephysicians who have acquired exceptionalknowledge of the sciences basic to medicalpractice, in addition to acquiring professionalskills, and a keen understanding of the social,cultural and behavioral aspects of health care.The students in this program will complete allrequirements for a baccalaureate and M.D.degree in seven years. The capstones of theFAME program are GATEWAY seminar

courses which will expose students to the manyaspects of patient care and to the unique needsof their community.

A-PRIME: Accelerated Professional,Relevant, Integrated Medical Education (UTBrownsville, UT El Paso, UT Pan American,UT Medical Branch at Galveston, UT HealthScience Center-Houston): The goal of A-PRIME is to develop a model of physician edu-cation that is widely recognized for its innovativeapproach, educational effectiveness and profes-sionalism of its graduates through a curriculumthat is accessible to diverse groups of studentsand produces competent, compassionate physi-cians; fosters students to become caring andcompassionate physicians by learning about acareer in medicine while developing a profession-al identity early in their academic timetable;enables academic and medical institutions tojointly create a shared and more efficient, coordi-nated curriculum in a shortened timeframe; edu-cates physicians trained and assessed in a range ofcognitive, affective and psycho-motor traitsthroughout their undergraduate and medical edu-cation; and achieves better health care outcomesfor Texas.

According to the AAMC, about 20 medicalschools in the U.S. offer combined BS/MDdegrees designed to shorten the time to graduatefrom medical school.

Initiative Aims to Shorten Med SchoolThe push to help medical students finish medical school faster will not only reduce the cost ofschool but will also steer medical students toward badly needed positions as primary care docs

NEWSBITES


The University of South Florida (USF) College ofMedicine and Lehigh Valley Health Network havejoined together to launch a new medical educationhonors program. The Scholarly Excellence,Leadership Experiences, Collaborative Training(SELECT) program is designed to prepare students tonot only be physicians but to also be leaders in medi-cine who are passionate about accelerating change inhealth care.

Founded on the principle that students with highemotional intelligence-that is someone who has theability to identify and control not only their own emo-tions, but of others, and of groups-are more likely todevelop the skills needed to make a difference inhealth care reform and improve the health of com-munities. In other words, "students with higher emo-tional intelligence can become more engaged, com-passionate physicians who work effectively with teamsand can lead change in health care organizations."And according to the program's Web site, "academicresearch shows that students with higher levels ofemotional intelligence have a stronger sense of selfand knowledge that they can handle problems or chal-lenges effectively, indicating that emotional intelli-gence may be a good predictor of success or failure inboth academics and careers.

The program is designed so that students spendtheir first two years taking classes at the USF Collegeof Medicine and then focus on clinical education atLehigh Valley Health Network during their third andfourth year. Because of the program's emphasis onleadership development, students complete uniquecoursework that is covered in three blocks: BasicScience of Leadership, Advanced Science Leadership,and Transforming Science of Leadership. "Thisemphasis on leadership means our students not onlymaster the scientific foundation of medicine but cul-tivate "big picture" skills that enable them to workeffectively with others."

For more information about the program visithttp://health.usf.edu/medicine/select/index.html.

percentage of students at U.S. medical schools who were under 24 years old when they graduated in 20110.4

ProgramSeeks HighEmotionalIntelligence

Pottery Class TeachesFuture MDs Lessons

You may not see the connection at first, butstudents who took a pottery class at UnionCollege are getting a head start on becomingbetter physicians. In an effort to teach stu-dents a lesson in dealing with challenges,Carole Weisse, director of HealthProfessions, who oversee the Leadership inMedicine program at Union College, along-side ceramics instructor Nancy Niefield led agroup of pre-medical students on campus

taking summer classes in molding brains,lungs, and hearts out of potter's clay.

"For students who are so formulaic andtechnical, this is a great way to teach themabout the arts and have them use the rightside of their brains," explained Weisse.During the class the students also completeda writing aspect of the experience whichcalled for them to reflect on the successes andfailures in medicine.

Every Brown Med Student Must Buy iPadSince officials at the Warren Alpert MedicalSchool of Brown University are requiring stu-dents in its incoming class to purchase multi-media-rich iPad version of textbooks, all stu-dents must purchase iPads. It was apparentlythe interactive learning approach offeredthrough these e-textbooks that caught theattention of officials and prompted the “man-date” for the school’s medical students.

According to Luba Dumenco, MD,director of preclinical curriculum atBrown University Medical School, the

interactivity and portability of the digitaltextbooks is what sold her.

The chapter option, in which students canpurchase single chapters of textbooks, wasanother plus Dr. Dumenco pointed out say-ing that it could potentially be "useful forstudents looking to brush up on concepts -cell biology, say - that they were expected tohave learned before medical school."

For more information about BrownUniversity Medical School visitbms.brown.edu

NEWSBITES

Photo credit:Christen Gow

an/Union College

http://health.usf.edu/medicine/select/index.html


The number of applicants to Mayo Medical School which only accepted 87in 2010, making it the school with the lowest acceptance rate in the U.S.

ASK THE EXPERTS>>> Your questions answered by knowledgeable insiders who give insight about the medical school admissions process

I really want to make sure I score well on the MCAT butI'm afraid that if I begin studying too soon I will forget alot of what I learn. When should I start preparing?

Preparing for the MCAT essentially begins when you start col-lege. Beginning in your freshman year, the material that you learn

in your medical school prerequisite courses will be needed to performwell on the MCAT. The science portion of the MCAT is based on con-cepts taught in General Biology, General Chemistry, OrganicChemistry and Physics so doing well in these courses will give you thefoundation you'll need when you revisit and review specific topics andconcepts for the test. So when should you "officially" begin studyingfor the MCAT? Most students have found it best to begin actuallystudying for the MCAT three months before they are scheduled to sitfor the test. To fully prepare within this three month period, studentsoften spend several hours studying to cover all of the material coveredin the MCAT. The verbal reasoning section of the MCAT will requirea separate set of skills and knowledge that you can begin working onas far in advance of the test as you wish. To prepare for the verbal rea-soning section, you should make it a habit to read challenging materialin journals, newspapers, or books on topics in the hard sciences, socialsciences, and humanities. And for the writing section, you're going towant to make sure you pay attention in any of your English composi-tion or writing courses that you make take as a freshman or sophomore.Knowing what goes into writing a well put together essay will be essen-tial to doing well on the writing portion of the MCAT. Your study planfor the MCAT should essentially span over the course of your under-graduate career and begin to get more focused as your test day drawscloser.

Q|

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MCAT Studies

My MCAT scores and GPA are not that strong but I reallydon't want to participate in a Master's program or post-bac-calaureate program to enhance my credentials. Will it hurtme to just apply to medical school and see what happens?

Getting into medical school is highly competitive to begin with,so it is always best to apply when you are the strongest candidate

possible. You should never apply to medical school "just to see whathappens" if the odds are not in your favor because this move mightactually make it harder to gain acceptance in the next applicationcycle. If you don’t get accepted and do not get in and reapply duringthe next cycle, the school will compare your new application to yourprevious one and if they do not identify a significant difference inyour records they will probably deny you admission - again. Whenyou begin the application process not only do you need to be honestwith yourself about where you stand as an applicant, but it will be wellworth your while to sit down with the pre-health advisor at yourschool to get a more accurate assessment of where you stand.

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Taking Chances

GOT QUESTIONS?Get answers to your important premedical questions with the helpof experts and insiders about the process. Our Ask the Expert sec-tion connects you with individuals who can answer questions on awide variety of topics. Send them to [email protected].

3,989

I am currently a sophomore and was wondering when is agood time to start gaining clinical experience?

Aside from gaining clinical experience to "look good" to med-ical school admission committees, participating in a "real life"

experiences in medicine will give you the chance to discover what youlike (or dislike) about medicine. So the earlier you get a chance toimmerse yourself in the medical community the better. The earlieryou start the more time you'll have to explore the different areas ofmedicine and possible career options once you graduate. Startingearly will also give you the years of clinical experience needed to showmedical school's how committed you are to medicine as a career.

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Making Moves

Your study plan for theMCAT should essentiallyspan over the course ofyour undergraduate career

Both my father and brother are doctors and my family wantme to become a doctor too. I have good grades and scoredwell on the MCAT but I really don’t want to be a doctor. Howshould I tell my family that I really don’t want to attend med-ical school?

If you truly do not want to be a doctor you shouldn’t go to medicalschool. If you’ve thought about your decision not to go to medicalschool make sure that you’re comfortable with your choice and thatyou’re okay with “explaining yourself.” Going to medical school andpracticing medicine is something that you shouldn’t be doing if yourheart isn’t in it. If you received good grades in your science coursesand scored well on the MCAT you may want to explore other careersin medicine other than actually practicing as a doctor.

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Second Thoughts

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COVER STORY

The list of medical schools that you will apply toshould be well researched and well thought out

ChoosingMedicalSchools toApply to


If you thought that getting through organic chem-istry and taking the MCAT were your biggest con-cerns as a pre-medical student, think again. With133 medical schools scattered across the country,and so many factors to consider, finding a medical

school that best fits who you are as an individual, a student, anda future doctor can be a challenging task. So, how do you goabout choosing the best medical school for you? Well, forstarters, you’re going to have to know exactly what you want.From geographical location to teaching style, there are severalthings you will need to think about as you embark on the mis-sion to choose the school that will ultimately lend its name tothe rest of your medical career. As you begin making your listof 15-20 medical schools to apply to (which is the range manypre-medical advisors tell their students to aim for), here aresome things we think are most important for you to consider tohelp you apply to the right mix of school and narrow in onwhich schools will ultimately be the best fit for you.

APPLY TO SCHOOLS WHERE YOU’LL BE A“COMPETITIVE” CANDIDATESince applying to medical school is a highly competitiveprocess, it is best that you only apply to schools that will posi-tion you as a “competitive” student within the applicant pool.Yes, we know that you’ve dreamed of going to Harvard MedicalSchool since you were 10 years old, but what sense would itmake to apply there if your GPA and MCAT scores fall wellbelow the average GPA and MCAT scores of students whowere accepted? The truth is, many medical schools will not evenconsider your application unless your GPA and MCAT scoresare at or above a certain cut-off point. So you’ll have to thinkrealistically about where you stand “grade-wise” as an applicant.This will be a good starting point for determining whichschools you can add to your list.

Many students have found that the Medical ResourceGroup’s Medical School Finder tool (available at www.student-doc.com/medfind) is a useful online tool to compare yourscores, both GPA and MCAT, to those of students who matric-ulated at medical schools in the U.S. All you do is enter yourscores and GPA and the system will generate a list of schoolswhich will provide users with color-coded results of schools atwhich your GPA and MCAT scores are “very competitive”,“competitive,” and “less competitive.” In addition, the MedicalSchool Finder tool will also provide users with a detailed break-down of how your score was generated from the informationyou entered and the information of the specific school. TheWeb site does note that while the formula used for the tool isbased on reasonable assumptions and historical data, it cannotpredict future trends in medical school acceptances. In additionto this, another great resource is the Medical SchoolAdmissions Requirements guide which is published each year

by the Association of American Medical Colleges(www.AAMC.org). This guide will give you information abouteach medical school in the U.S., including the average GPA andMCAT scores of students in each entering class.

But remember, numbers aren’t everything. If you discover thatyour numbers are below average for a particular school that you’rereally interested in, you should still apply since there are a numberof other factors that go into medical school admissions.

Questions tto aask yyourself: Which schools will I be considered a “competi-tive” applicant? If my GPA and MCAT aren’t competitive enough forany school, are there any post-baccalaureate pre-medical programs I canapply to?

APPLY TO SCHOOLS IN YOUR HOME STATEUnless you have a very good reason not to, you should apply toall the schools in your home state. Many medical school admis-sions committees give preference to applicants who are resi-dents of the school’s state. Sometimes, in-state residents makeup as much as 90% of the school’s entering class. And thisdoesn’t only go for public schools. Even many private schoolshave strong preference for in-state residents. The fact of thematter is – an applicant’s state of residence has a huge influenceon the chances of being admitted to medical school. Why?Well, many states require its public medical schools and encour-age private medical schools to give preference to applicants

STATE RESIDENCY ⎯⎯WHAT DOES THIS ACTUALLY MEAN?

The definition of “legal residency” may not always matchwhat a medical school defines as “residency status.” Ingeneral, medical schools will consider an applicant to bean “in-state” candidate if they meet one or more of thefollowing criteria:

•• Have lived in the state for at least one year•• Have a state driver's license•• Be registered to vote in the state•• Have a car (if one is owned) registered in the state•• Pay or qualify to pay income tax as a state resident•• Live permanently in the state•• Have an apartment lease in the state

Remember, these are only general factors for determining res-idency status. You should always contact the school directly tofind out how they define state residency. Many students findout too late they they do not hold status as a legal resident andcannot reap the benefits that may come with the status.

continued on next page>>>


who live within the school’s state or region inorder to increase the number physicians who willpotentially remain in the state to practice medi-cine. Believe it or not, an unspoken commonbelief, which many also play a part in admittingmore in-state applicants than out-of-state appli-cants is that many schools tend to believe that astudent will be more successful in medical schoolif they have a strong emotional support systemaround them and the goal for most schools is toproduce successful students who will go on to besuccessful doctors.

Another plus to applying and gaining admissionto a state school as an in-state resident is that resi-dents generally pay lower tuition rates than stu-dents who are considered out-of-state.

Questions tto aask yyourself: What do I have to lose byapplying to schools in my home state or region?

APPLY TO SCHOOLS IN AREASWHERE YOU WON’T MIND LIVINGDon’t make the mistake of thinking that locationdoesn’t matter. Location is one of the mostimportant factors to consider since it will ulti-mately in one way or another influence your abil-ity to focus academically , how much moneyyou’ll be spending (ie. cost of living expenses),educational opportunities/learning experiences,and your personal life (or lack thereof) - with thelatter being of less importance as you focus onyour schooling. The location of whichever med-ical school you choose to attend is very importantfor a number of reasons:

If you are the type of student who relieda lot on family and friends to get you throughtough times during your undergraduate years,then you may want to attend a school close tohome, either in the same city (or a couple hoursaway). Many pre-medical advisors will tell stu-dents to attend a medical school that is close tohome because during the trying times, which willmost likely come on your journey to becoming adoctor, you will most likely rely on your supportsystems of family and friends, and the closer theyare, the better! The best thing to do is to seri-ously think about your current relationships andweigh the pros and cons of moving away or stay-ing close. On the other hand, if you’ve alwayslived at home and are ready to see what otherplaces have to offer, this may very well be theperfect opportunity for you to attend a schoolthat’s not close to home.

Many times, applicants do not put asmuch thought as they should into where theyare going to spend the next four years of theirlife because they are so consumed with attendinga “great” school. But if that “great school is in aless desirable area, or an area that doesn’t appealto the student, chances are he/she is going to bemiserable. The point is – know what you’re get-ting yourself into and have an idea of what lifewill be like wherever your medical school is locat-ed. So if you’ve lived in Florida your entire lifeand are thinking about applying to the Universityat Buffalo School of Medicine and Biomedical

Sciences, be prepared to weather to storm – bothfiguratively and literally!

With some medical schools located insmall towns and some in larger cities, some incountry setting and others in downtown areas,your surroundings are very much to be consid-ered when thinking about where you plan toattend medical school. If you’re from New YorkCity and not only like the “fast” life,but also know the cost of living forsuch a city, then attending a medicalschool in a big city may not be a baddecision. However, there are peoplewho love living in a small town set-ting and hate the big city life.

These are all things to be con-sider when thinking about whereyou will apply to medical school.Some may be higher on your priori-ty list than others and some thingsyou may not even care about. So ifat the end of it all you decide on acertain school and find that you’remiserable for not considering onefactor or another, you can’t say thatwe didn’t tell you. If you plan onapplying to a school in a locationthat is completely brand new to you,or even if you are familiar with the location, it ishighly suggested that you actually visit the schooland attend an open house. Once you do this, youwill get a chance to get a feel for where you maybe spending the next 4 to 6 years of your life.

Questions tto aask yyourself: How far will you be fromfriends and family? What is the climate like in the area?What is the cost of living? Will you be living in the cityor a rural area?

APPLY TO SCHOOLS THAT MATCHYOUR “LEARNING STYLE”No matter which medical school you choose toattend you will still graduate as a doctor. But it isvery important to research what type of curricu-lum and academic program the school offersbecause if the school’s curriculum design and aca-demic environment fails to suit your personallearning style, you may be in for a rude awakening.

Generally, there are three approaches to howmedical school curricula are structured –Traditional, Integrated/Systems-Based, orProblem-Based Learning (PBL). You need toknow the difference between the three and whichone you believe will be the best route for you. Sowhat’s the difference between them?

Traditional: If you are thinking about apply-ing to a school with a traditional-style curriculum,then be prepared to spend the bulk of your firsttwo years in the classroom studying the basic sci-ences, the third will be devoted to clinical scienceand the fourth to electives. This type of curricu-lum is similar to the learning environment stu-dents experience during undergrad. The courses

are lecture-based and are specific to whatever dis-cipline of medicine is being taught.

Problem Based Learning (PBL): This cur-riculum requires students to solve carefullyselected problems using basic sets of knowledgeof a particular concept, skills in problem solving,self-directed learning strategies, and skills withworking in a group-setting. However, this type ofcurriculum varies from school to school.According to a study at one university, the PBLcurriculum cuts lecture time by 60 percent,decreases the rate of memorization, and teachesthe science of medicine in the context of clinicalcases. In addition, PBL typically gives studentsthe opportunity to interact with patients soonerthan a traditional program may allow.

Integrated/Systems – Based: If you’re thetype of student who doesn’t mind lectures butalso likes the idea of the PBL environment, thena school that offers an Integrated/Systems-Basedcurriculum may be just what the doctor ordered(no pun intended). This type of curriculum is amixture between the two previously mentionedteaching styles. With year progression, theamount of patient contact increases, which manystudents in such a program are okay with, as theyfeel they do not know enough in the beginning.

Over the last several years, many medicalschools have moved away from a more tradition-al curriculum which offers, during the pre-clinicalyears, mostly lecture-based courses to PBL,which is an innovative educational teachingmethod that presents students with complexproblems and scenarios as the context and thebasis for “active” learning. So, it’s your job toread all you can about the teaching methods atdifferent schools and figure out which philoso-phies are most important to you This is some-

If you’re a pre-medical student withless basic science courses under your

belt (meaning, you’ve only takencourses to satisfy your medical schoolpre-requisites), then a medical schooloffering a PBL-style curriculum may

actually work best for you.

experts say....

(continued on page 18)


thing that you will seriously want to considerwhen choosing which schools to apply to.

Questions tto aask yyourself: Is there an emphasis onbuilding problem-solving skills, on collaborative work,or on early contact with patients?

APPLY TO SCHOOLS THATMATCH YOUR ULTIMATECAREER GOALWhile you can train to become a doctor at anymedical school, it’s important for you to thinkabout what you ultimately want to do once youobtain your degree. In general, medical schoolsfall into two categories, primary-care andresearch. If you are interested in dedicatingyour life to actually practicing medicine as aprimary-care doctor who interacts and treatspatients, then you may want to apply to a schoolthat has a program which emphasizes primary-care training. In such a program, students willhave more patient contact and have the oppor-tunity to participate in longer clinical rotationsthan a research based medical school would. Onthe other hand, if you’ve always been interestedin the research–side of medicine, then youshould apply to schools with strong researchprograms. Graduates of these types of pro-grams usually pursue careers in academic medi-cine or biomedical research.

Questions tto aask yyourself: What kind of work do Iwant to do after I get my degree?

APPLY TO SCHOOLS WHICHPAINT THE BEST PICTURE“MONEY-WISE”There’s no question that medical school isexpensive. So it’s best cut cost and reduce thehefty price tag attached to becoming a doctorwherever you can. If this means choosing apublic school over a private school, then so beit. Or if meet all of the requirements for ascholarship a school may be offering, then whatsense would it make not to apply, that is con-sidering all other factors pan out in your favor.

The opportunity to graduate debt free shouldbe not be overlooked. There are some schoolsnow, like the University of Central FloridaCollege of Medicine, Vanderbilt UniversitySchool of Medicine, and Washington Universityin St. Louis School of Medicine, which haveoffered completely free rides to some of theirtop-notch incoming students.

So do your research, find out what’s out there.From diversity initiatives offering scholarships tominorities to innovative programs pairing stu-dents with sponsors, there are several avenues toinvestigate the possibility to reduce, if not elimi-nate, your medical school bill.

Questions tto aask yyourself: Which schools offer scholar-ship that I may qualify for? Could a less expensive pub-lic school offer me the same opportunities that a priceyprivate school can?

Overall, the list of medical schools to whichyou ultimately apply to should be the result ofthorough research on your part. On your listyou should have schools that fall into 3 cate-gories: “dream” schools-where your academiccredentials don’t meet the school’s range for theaverage accepted student, “safe” schools-whereyour academic credentials are well above theschool’s range for its average student, and“match” schools-where your academic creden-tials meet or exceed the school’s average incom-ing student. Once you’ve gone through our listand factored in some things that we didn’t men-tion that are important to you (ie. student body,research opportunities, etc.) then you’ll be readyto apply to a few schools from each category.

Choosing a medical school is one of themost important decisions you will make.You have a huge task ahead of you andyou’ll need to choose a good medicalschool where you will spend the fouryears of medical education. Here aresome starting points to get you off on theright foot:

Most students start their list by consult-ing the Medical School AdmissionsRequirements book (available atwww.aamc.org and sometimes at youruniversity library or advising office),which will give you a nice overall profileof each school. In addition, AAMC hasa list of medical schools on its Web sitehttp://services.aamc.org/memberlist-ings which links directly to eachschool’s Web site.

AAMC’s Medical School Directory isanother valuable resource students canuse to obtain information about individ-ual medical schools. It can be found athttps://services.aamc.org/30/msar. Thedirectory allows you to search, sort, com-pare, and save your favorite schools.

The U.S. NNews && WWorld RReport publishesits annual rankings of top medicalschools in primary care and research.This is a good resource to use if you’reinterested in knowing which schoolsranked highest in categories of primary-care, research, and specialty areas.http://grad-schools.usnews.rankingsan-d r e v i e w s . c o m / b e s t - g r a d u a t e -schools/top-medical-schools.

In The Princeton Review’s book TheBest 1168 MMedical SSchools students can learnthe facts about admissions requirementsand curricula at 142 accredited U.S.,Canadian, and Puerto Rican allopathicschools, 20 accredited osteopathicschools, and 6 accredited naturopathicschools. The book also provides answersto all the practical questions you shouldask when applying to medical school

Don’t be lazy! Be prepared to do a lotof research as you begin making your listof medical schools to apply to.

OOKKAAYY,, SSOO WWHHEERREESSHHOOUULLDD YYOOUU SSTTAARRTT??

just for funMedical Specialty Aptitude Test

www.med-ed.virginia.edu/specialtiesTake this test to find out which medicalspecialties are the “best” match for you


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GLOBAL EDUCATION New Jersey native Kathryn Waksmundzki knewshe would be embarking in a unique opportunitywhen she moved to Grenada, a small island in theCaribbean, for medical school. But she neverimagined how much she would gain in only twoyears at St. George's University.

St. George's University draws students andfaculty from over 140 countries, which enhancesthe international character of its students' educa-tional experience. Kathryn, who received herundergraduate degree from Rutgers University,admits that at first she was overwhelmed by thishuge transition.

"Rutgers is barely an hour from where I grewup," explains Kathryn. "It took some time for meto fully adjust to island life on Grenada, as it wasso different from anything I was used to, but Iquickly realized that all St. George's students

were going through the same situation. Studentsare from all over the world with completely dif-ferent backgrounds and experiences, so duringthose first few weeks we all formed a great sup-port system for one another."

PREPARING FOR THE FUTURE In its almost 35 years of academic achievement, St.George's University has contributed over 11,000physicians who have practiced in over 45 countriesaround the world, including all 50 states in the US.The University prides itself on the success andpreparation of its graduates, a fact Kathryn recent-ly put to the test when she took her medical boards."Taking the boards is what I've been workingtoward for the last two years," Kathryn explains."Although I'm anxiously awaiting my scores, I feltcompletely prepared while taking my boards-a tes-tament to the quality of education I received at St.George's University."

The School of Medicine is affiliated with 60+hospitals in the United States and the UnitedKingdom. St. George's students have the rareopportunity to spend their first two years study-ing in Grenada and then completing their clinicalyears in the US or Canada-a key factor forKathryn when deciding to attend the University.

"I knew I wanted to complete my clinicalplacement program in a hospital near home,"states Kathryn. "I'm now waiting to hear whereI'll spend my next two years, but I'm confident I'llbe placed in one of my top three choices."

A WORLD-CLASS CAMPUSOver the last decade, more than $130 million hasbeen spent to create a beautiful, state-of-the-artcampus, rivaling those of the most prestigious uni-

versities in the world. "Photos just don't do it jus-tice," recalls Kathryn. "St. George's is absolutelygorgeous and Grenada is the perfect island for out-door activities." Kathryn says she and her fellowpeers spent many hours on the beautiful beaches,hiking in the mountains, and taking day boat tripsto nearby islands.

The sprawling campus includes over 65 buildingsand provides all the amenities and technologicallyadvanced facilities of a world-class institution, whileoffering beautiful scenery and majestic views of theCaribbean Sea.

Information on the University is available atwww.sgu.edu, and through YouTube, Facebook, andTwitter at StGeorgesU. St. George's UK students arefeatured on www.sgu.edu/uk.

STUDENTPROFILE

Kathryn Waksmundzki, far right, and friends on campus

KATHRYNWAKSMUNDZKI, 3RD YEAR MED

www.sgu.edu

www.sgu.edu/uk

http://sgu.edu/future-students

http://www.facebook.com/StGeorgesU

twitter.com/stgeorgesu

http://www.youtube.com/stgeorgesu

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With a brand new $40.7 million building equippedwith state-of-the-art learning spaces and the latestinnovations to support academic success, it's nowonder why the University of Virginia School ofMedicine's Vice President and Dean Steven T.DeKosky, MD is calling his school the most techno-logically advanced school of medicine in the nation.Why all the new fancy stuff you ask? Well, in 2010,the University of Virginia underwent a significantshift from traditional ways of medical education towhat they now refer to as their "Next Generation:Cells to Society" curriculum. According to theschool's Web site, "the program is intended toinspire and motivate students to learn the knowl-edge, skills and values needed for the practice of sci-entific clinical medicine."

Through this new curriculum, the school hopesto give its students the opportunity to have a differ-ent learning experience than what the traditional,cookie-cutter approach provided previous genera-tions. "It's become pretty clear in the past couple ofdecades that this is probably not the best way tolearn something as complex as medicine," said theschool's Senior Associate Dean for EducationRandolph J. Canterbury, MD. "The idea that physi-cians ought to learn the facts of all these various dis-ciplines - anatomy, physiology, biochemistry and soforth-to the depth that we once thought they shoulddoesn't make much sense.” Unlike present-dayapproaches to medical education, which one studycalled "inflexible, excessively long and not learner-centered," the University of Virginia School ofMedicine doesn't implement the traditional split ofbasic and clinical sciences but utilizes the system-based learning (SBL) model, with a few of its ownunique components sprinkled in.

For one, the school's neat new lecture hall, eh um-"Learning Studio," is what they like to call an active-learning classroom which is designed to support andpromote an interactive, hands-on learning environ-ment in which students work together in smallgroups. "One of the goals of this whole model - ofhaving students do a lot of the learning themselvesrather than passively listening - is that they need tobe lifelong learners," said Dr. Canterbury.

Second, as a way to aid retention of learnedinformation the schools newly expanded Medical

Simulation Center is designed to provide studentswith a high-tech place for them to practice skillsand case scenarios in clinical settings that mimicreal life situations.

"You want the learner to be stressed enough tomake this relevant and important to them, and tore-create the emotions that they are going to feelwhen they have to take care of a patient, especiallyin a crisis situation, without scaring them so muchthat they are disabled," says Keith Littlewood, anassociate professor of anesthesiology and co-direc-tor of U.Va.'s Medical Simulation Center. With asimulated operating room, emergency room, inten-sive care unit and labor and delivery room,equipped with video cameras, even first-year med-ical students at U. Va.'s Medical School can experi-ence what it's like to put concepts into actionthrough realistic medical scenarios.

Finally, but definitely not the last componentU.Va.'s innovative curriculum, we thought it wouldbe important to mention the school's Clinical SkillsCenter, a place where students "treat" patients, whoare really acting sick so that students receive hands-on training, patient interaction, examination practiceand assessments skills and refine their clinical, pro-fessional, and communications skills.

For this unique and exciting learning environmentalone, pre-medical students are applying to U.Va'sMedical School by the thousands.

UNIVERSITY OF VIRGINIASCHOOL OF MEDICINE

Charlottesville, Virginia

DEGREE(S) OFFERED:MD/PhDMD/MPHMD/MBAMD/MS-CR (Master of Science in Clinical Research)

SCHOOL TYPE

Public

OVERALL GPA 3.76

AVERAGE MCAT34.23

# OF APPLICANTS4, 214

# Interviews Offered576

# Student Accepted156

Tuition$41,489 - In-State$51,161 - Out-of-State

quickfacts

SCHOOLSPOTLITEGet a glimpse into what one medical school in the U.S. has to offer prospective students <<<

Students at the University of Virginia School of Medicinework in groups inside of the high-tech Learning Studio


(with the least amount of trauma)

BY ANTHONY YOUN, MD, AND BRIAN SMITH, MD

Becoming a doctor isn't easy. If you're planning to gointo medical school, be prepared. These four years willbe sleep-deprived, stressful, exhausting, and humbling -but ultimately rewarding. We went through medicalschool together at the Michigan State University Collegeof Human Medicine. Although there were times whenit didn't look like it would happen, we survived, matchedin our top residency choices, and are now successfuldoctors with the practices we always dreamed of.

Looking back, most physicians have certain words ofadvice they wished they heard prior to becoming a doc-tor. Here are our ten tips - learned the hard way - forpre-med students on how to succeed in medical schoolwith the least amount of trauma.

PREPARING FOR MEDICAL SCHOOL

TTIP ##11:: Have Fun Before You StartThe day your medical school orientation begins, life as youknow it is over. For the next four years you will be dedi-cated to learning everything it takes to become a doctor.

This means that you will never again have a three monthsummer vacation. Any vacation time you have in medicalschool should be spent shadowing doctors in clinics, per-forming research, or studying for your boards. So thesummer between undergrad and medical school is a keytime for you to HAVE FUN. Enjoy yourself, do sometravelling, and see some old friends and family. If youwant to glance at an anatomy atlas or your old college bio-chemistry notes, feel free. Just don't forego that trip youalways wanted to take. Do not stay home and study. Therewill be plenty of time for that later.

TTIP ##22:: Minimize Distractions When preparing for medical school life, it's best tominimize any distractions that could take time awayfrom what will be your most important task: studying.It's like Tony wrote in his medical school memoir, InStitches: "Overall, medical school means study. Andthen study some more. And when you finish all thatstudying, you will definitely feel the need to study."That means you should consider cancelling your

ANTHONY YOUN, MD,is a board-certifiedplastic surgeon in MetroDetroit. He's been fea-tured on the RachaelRay Show, The Doctors,Dr. 90210 and the CBSEarly Show. He is theauthor of In Stitches, a critically-acclaimed, humorous memoir about med-ical school. Dr. Youn is available toSkype with book clubs and pre-med stu-dent groups about his book. [email protected] for details.

BRIAN SMITH, MD, isa board-certified childpsychiatrist and assis-tant professor in theDepartment ofPsychiatry at MichiganState University. Dr.Smith has 3 young chil-dren, and, no matter how much theybeg, they are not allowed to read"Uncle Tony's" book about their time inmedical school until they are at least16 years old.

ABOUT THE AUTHORS


tenTips to Succeed in Medical School

If you're planning to go intomedical school, be prepared.

These four years will besleep-deprived, stressful,

exhausting, and humbling -but ultimately rewarding.


Netflix subscription, since your days of watching an entire season of It'sAlways Sunny in Philadelphia in one sitting are over. Only perform essen-tial functions on your computer -- you will not have time to tweet or blognearly like you did in college. Don't take a video game system to medicalschool. You may have a few minutes for Cut the Rope on your smartphone, but that's about it. Consider ending any bad romances, since it'sbest to limit the drama in your life. Unhealthy relationships steal valuabletime and focus. Finally, don't spend a ton of dough on a brand new, big-screen 3-D television. You will either feel obligated to watch it, causingyour test scores to drop, or you'll neglect it and four years later find it wasbarely used and now obsolete.

TTIP ##33:: Live Off Campus One of the biggest mistakes we made when preparing for medical school wassigning up to live in the graduate dorm. We were both single males who erro-neously believed that living in the grad dorm would enhance our social livesand give us a good place to study. NOT TRUE. There were two main prob-lems. First, the grad dorm was filled with international students. We had littlein common with our neighbors and therefore didn't make many friends.Second, living in dorms, whether graduate or not, came with distractions. Thewalls were thin, people were talking at all hours, and our rooms were the sizeof veal pens with comparable aesthetics. Tony spent most of his first days asa medical student listening to his neighbor flush the toilet in their shared bath-room. Even worse, he was forced to spend his nights hearing an over-enthu-siastic couple in the room above enjoying each other. This is not the way tostart life as a doctor-in-training. As a medical student, you are no longer anundergrad. Get an apartment.

TTIP ##44:: Relax - You’ve Made It.The weeding out process is over. Once you receive the golden ticket of admis-sion to medical school, you are almost certainly going to be a doctor. Mostmedical schools really want you to succeed. This is not like undergrad, wherethe pre-med professor tells you, "Look to your left. Look to your right. Onlyone of you will become a doctor." On the contrary, it's more like, "Look toyour left. Look to your right. All of you will become doctors… except thatshifty-looking guy in the corner of the auditorium." So relax: the next fouryears will be tough, but you will likely survive and get your M.D. or D.O. likethe majority of other medical students.

BEING A SUCCESSFUL MEDICAL STUDENT

TTIP ##55:: BalanceIt's easy to let the stress of passing exams and attending classes in medicalschool completely take over your life. When Tony was in medical school hetook up running. He hates, and has always hated, running. Tony took up run-ning as a medical student because it was the most efficient way to burn a bunchof calories and get back to studying. Don't neglect sleep, exercise, or eating abalanced diet. Most importantly, keep in contact with the ones you love - espe-cially your parents, your spouse, and (if you have any) children. Studying is avery convenient excuse to avoid returning emails and calls, so resist the urge touse it. You will need these relationships to help support you during those try-ing times in both med school and residency. Plus, you will need people topractice your physical exams and blood draws on.

TTIP ##66:: Run AwayEvery so often get away from campus and visit your parents or some oldfriends. Get perspective on life. It's easy to become completely self-absorbedin the intense world of medical training and forget that there is a whole worldoutside of medicine to enjoy. Sometimes it's therapeutic to chat with someoneabout something other than the next anatomy exam or the Kreb's Cycle. Or

to eat a meal without hearing tales of the grossest medical problems imagina-ble. Spend time talking with people who work in fields outside of medicine…as long as they're not ambulance-chasing attorneys.

TTIP ##77:: Look Professional This is not the Hard Rock Café in Las Vegas. You may want to consider get-ting rid of your chin or lip piercings, low cut tops, gauge earrings, funky hair,and Speedos. Patients expect their doctors to look mature and professional.Doctors expect the same out of their medical students. In the clinical years,many medical students have been graded down due solely to their inappropri-ate attire. Look the part and others will believe you in the role.

TTIP ##88:: Wear Plastic ShoesTake a tip from the nurses and buy a pair of plastic shoes, such as Crocs. Yourshoes are going to come into contact with multi-colored bodily fluids, just likeyour blindingly white short lab coat. Crocs and other plastic/rubber slip-onshoes are comfortable, perfect for a night on-call, and easy to hose off after adirect hit from the afterbirth on your OB rotation.

TTIP ##99:: NetworkWe encourage all medical students to take some time to network duringtheir few weeks off in medical school. Meet doctors in the specialtyyou're considering by shadowing them in their offices and volunteering inclinics. At the beginning of your fourth year you will need at least onedoctor in the specialty you choose to write you a letter of recommenda-tion. The more you network the better chance you have to get a greatreference. These references can point you toward the best residencies -sometimes chaired by your references' good friends. In medicine, whoyou know and what they say about you counts a ton.

TTIP ##1100:: Don’t Take It PersonallyTony writes a lot about this in his book In Stitches. There is a definite hierarchyin the hospital. As a medical student you were probably at the top of your highschool class, have four years of college under your belt, and are within a fewyears of getting an M.D. or D.O. So where do you lie on the hospital foodchain? THE BOTTOM. While you will undoubtedly encounter physiciansand nurses who treat you like dirt (Tony described a nurse who threatened tocut off his scrub pants in the middle of an operation, leaving him with onlyhis Joe Boxers), do not take it personally. This, too, shall pass. Embrace thefact that you are a student, put your ego aside, and use your four years of med-ical school to learn as much as possible. You owe it to yourself, your teachers,and - especially - your future patients.

Good lluck!

Dr. Anthony Youn’s medicalschool memoir In Stitches


6:30AM: Wake up (maybe) just in time to barelywatch the hubby run out to his truck for work. But, ifthis is one of those instances where I just hit "snooze"(historically, it is) and roll over, I might not see him forthe first time until dinner.

7:00AM: Get up and quietly get dressed before it istime to get the little one up. This is the most efficient strat-egy otherwise everything takes an additional 10 minutes…

7:15AM: (Yes, 15 minutes later seriously, I shouldspend more time on myself, but us moms are so self sac-rificing. Combine that with a medical student's choosingcomfort over fashion for a day of lectures, and voila!)Wake up my son (he's 2, and so much fun, but not in themorning LOL). Somehow I have to turn his crying forbed into excitement for school - this is usually accom-plished with cheers for waffles and the help of the pro-gramming on PBS Kids.

7:40AM: Move to the kitchen to fix a quick breakfastand pack lunches for the little one and I. I usually paceour progress based on the morning show that Nate iswatching. I tell myself "We have to be out the doorbefore Clifford the Big Red Dog goes off" - whateverworks, right?

8:00AM (i.e. while Clifford's credits roll): We're outthe door and on the way to daycare.

8:08AM: Walk Nate to his classroom and leave aftera big kiss and hug.

8:15AM: Back on the road to campus for class.

8:35AM: Park. Go get coffee - this is only if I don'tbring some from home, but some mornings requireespresso…

9:00AM: Physiology Lecture. In one semester wecovered all of the body systems - muscular, circulatory,digestive, respiratory, urinary, endocrine, reproductive,etc. Not much else to say about that…haha

10:00AM: Microbiology Lecture. This class is prettycool (and gross) because it's about all the infectious bugs,viruses, fungi, parasites, etc., their clinical presentations,and basics on how to treat. It also makes you think twiceabout walking around outside barefoot (think tape-worm), eating pork (think trichinosis), and interactingwith armadillos (think leprosy).

11:00AM: Physiology Lecture. No, this is not a typo. Onephysiology lecture per day is not enough for our voraciousmedical student brains :SIGH:

12:00PM: Lunch. Pending the unpredictable Indianaweather, we might be able to spend some of our breakoutside in the sunshine like those in the real world ;-)

PERSONAL STORIES>>>Follow medical students and doctors as they give students a glimpse into what their lives in medicine is like

Jasmine Johnson

Jasmine Johnson is currently a second year medicalstudent at Indiana University School of Medicine.She gives us a peek into what she calls her “fabulous(but crazy) life.” Written a few weeks before startingher second year at IUSM, Jasmine shares what herday was like a few months ago in her second semes-ter as a first year medical student.

a day in the life of

WANT TO SHAREYOUR STORY?

Are you currently inmedical school, prac-ticing medicine, orknow someone whowould might be inter-ested in giving us apeek into what anactual day is like?Then we would loveto feature you in thissection. Email us [email protected]


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1:00PM: ICM Lecture. Introduction toClinical Medicine is a yearlong course in howwe as clinicians relate to different patient pop-ulations. In addition to learning how to take acomplete history, we had regular lectures ondifferent areas of medicine - such as geriatrics,pain management, or public health.

2:00PM: Histology Lecture and Lab.After a semester of anatomy (sort of likemacro histology), we now got the chance tosee things on a microscopic level. Lectureconsists of the professor going through pre-made notes that we had to fill in. In lab, wehave a chance to look at the slides at our ownmicroscopes and ask our professors anyquestions that may arise.

4:00PM: Depending on the day or if anexam block was soon, I might stay at thelibrary and study. The hubby is responsiblefor daycare pick-up (and usually dinner, too)so this frees me up to efficiently take care ofschool stuff until I go home (which wouldbe around 7 at the latest).

7:00PM: Dinner. Spend time with thefamily and start getting the little one readyfor bed.

9:00PM: Do anything I have to do to getready for the next day - for example, whiletaking anatomy I would preview lectures bywatching what was posted the year before.There is usually some TV watching scatteredin there depending on the day…

11:00PM (12 at the latest): DIVE into bed.

JASMINE JOHNSON graduated from to the University of Michigan in 2009, and iscurrently a second year medical student at Indiana University School of Medicine.Jasmine is a student blogger for IUSM,and you can read more about her life as a wife, mommy, and medical student atwww.mrsmommymd.com.

Microbiology Lecture.This class is pretty cool (andgross) because it's about allthe infectious bugs, viruses,fungi, parasites, etc., theirclinical presentations, andbasics on how to treat

“

”

Photo credit::Provided by Jasmine Johnson

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ESPECIALLY THIS SPECIALTYLearn more about various specialties and what it will take to pursue a certain specialty<<<

DermatologistBecoming a...

"Once upon a time, dermatologists could wear many hats at the same timeand wear them well. We could diagnose (and even treat) complex systemicdiseases, turn around and excise a cutaneous malignancy, then take on a pedi-atrician's bedside manner with a toddler and concerned parent, all withoutmissing a beat. This was the great allure of dermatology: the field's surpris-ing depth and diversity." - Graeme Lipper, MD, Dermatologist, AdvancedDermcare, Danbury, Connecticut

WHAT DOES A DERMATOLOGIST DO?From minor acne to skin cancer, dermatologists specialize in assessing andtreating diseases and conditions of the skin, hair, and nails. To treat diseasesand conditions, dermatologists may often prescribe or administer medicationfor sufferers of skin diseases. There are four main areas which dermatologistscan work in: diagnosis, prevention, surgery or cosmetic procedures. Commonskin procedures that dermatologists perform include, but are not limited to,laser therapy, scar removal/reduction, and Botox injections. Because of theirvast knowledge about the skin, Dermatologists often educate their patients onmaintaining and/or achieving optimal skin health. Dermatologists primarilywork out of a medical office and unlike other specialties, most dermatologistsdo not have to be on-call to cover hospital patients. In general, dermatologistshandle much fewer emergency calls and urgent care situations than physiciansin other areas of expertise.

HOW LONG WILL IT TAKE TO BECOME ANANESTHESIOLOGIST? Undergraduate - (4 Years) to obtain bachelor's degree

Medical School - (4 Years) to obtain a doctor of medicine degree (MD)

Residency - (3-4 Years) involves inpatient and outpatient clinical rounds.During residency training, dermatology students receive training in phototherapy, dermatopathology, and Mohs and cutaneous surgery.Dermatology residents may also receive training in addition subspecialties,including pediatric dermatology, laser and cosmetic surgery, and skin cancer.

Fellowship (optional) - (1 Year) some residents take one more year ofstudy in a specific area of dermatology such as critical care medicine, pain medicine, research or education.

WHAT ARE SOME SUB-SPECIALTIES OFDERMATOLOGY? Cosmetic Dermatology, Dermatopathology, Immunodermatology, MohsSurgery, Pediatric Dermatology, Teledermatology

WHAT ARE CHARACTERISTICS OF A GOODDERMATOLOGIST?A good dermatologist will have good analytical and critical thinking skills.In addition to being able to work both independently and with a group, theymust also have excellent communication and interpersonal skills.

WHAT IS THE CAREER OUTLOOK FOR DERMATOLOGISTS?Excellent. Future employment opportunities will increase in health care ingeneral, dermatologist is no exception.

WHAT DO SOME DERMATOLOGISTS SAY THEYLOVE ABOUT THEIR FIELD?Work-life balance.

WHAT DO SOME DERMATOLOGISTS SAY THEYHATE ABOUT THEIR FIELD?Competition for residency spots.

WHAT DO DERMATOLOGISTS EARN?The average dermatologist earns $193,870/year

Dermatologists are medical doctors trained to diagnose and treatdisease and conditions of the skin, hair, and nails. They typicallyadvise patients on skin reactions to both internal and external fac-tors that adversely affect the skin. Patients of all ages are seen bydermatologists with various skin diseases ranging from acne andeczema to dermatitis and psoriasis.

Dermatologists specializein assessing and treating

diseases and conditions ofthe skin, hair, and nails.


FEATURESTORY

taking a closer look at the MCAT section-by-section

(MCAT 101) Each multiple-choicesection includes some

experimental questionsthat do not counttoward your score

did you know?

Data has shown that the

verbal reasoning

portion of the MCAT is a

good predictor of future

success 5 years la

ter for

students in Canada

did you know?


If you think that your summer research internshipworking alongside a notable scientist at the NationalInstitutes of Health or your personal statement aboutyour life-changing experience in at a local health clin-ic in Africa is going to be your shoe in to medicalschool - you are sadly mistaken! The fact that a four-and-a-half hour standardized test carries as muchweight as four years of classes should tell you howimportant the MCAT is. This means that the time andhard work that you spent to get good grades in yourundergraduate course can potentially be undone ifyou draw a blank when you get to the writing samplefor the MCAT and need to explain what "history is therecord of humanity's wars," means.

Although most applicants to medical school dread tak-ing the MCAT, there are 133 reasons (called medicalschools in the U.S.) you’ll need to submit MCAT scores.So, if you're not already intimately familiar with what theMCAT is, here is an unofficial guide to what it is and whatit's all about. You'll also get a chance to see some samplequestions and get tips and advice on acing the MCAT.

WWHHYY TTHHEE HHEECCKK DDOOEESS TTHHEE MMCCAATT EEXXIISSTT?? Could you image being able to apply to medical schoolin the U.S. with just a high school diploma? Well,imagine it - before the MCAT was born, admission tomedical school was based on college grades fromsophomore to senior undergrad years, sometimesmerely a high school diploma, in addition to a biogra-phical statement and letters of recommendation. Andas a student who knows the bane of their pre-medexistence rests, in part, on their MCAT scores, youprobably ask yourself - whose bright idea was it tomake up the MCAT, anyway? We can start by thankingthe group of students who decided, for one reason oranother, to ditch medical school in the 1920s. Thismassive surge in dropouts, which resulted in a 45%increase in dropouts in the U.S., caught the attentionof physician and psychologist F.A. Moss who, with afew of his colleagues, saw the need to evaluate med-ical school applicants' readiness for professional edu-cation. So, in 1928 when Amelia Earhart was flyingacross the Atlantic Ocean, Alexander Flemming wasworking to discover penicillin, and Mickey Mouse wasmaking his on screen debut, the first MCAT, which,back then, was known as the "Scholastic Aptitude Testfor Medical Students," was administered to pre-med-ical students. So did the test live up to its hype?Needless to say, fast forward 18 years later, the nation-al dropout rate among freshman medical students hasdecreased to 7% in 1946.

MMCCAATT SSEECCTTIIOONN AANNAALLYYSSIISS:: AA DDEETTAAIILLEEDD LLOOOOKK AATT EEAACCHH SSEECCTTIIOONN OOFF TTHHEE MMCCAATTThe way the sections appear below is the same exactorder in which they will appear on test day.

SSeeccttiioonn:: Physical SciencesTTiimmee:: 70 minutesFFoorrmmaatt:: 52 multiple-choice questions 7 passages with 4-7 multiple-choice questions thataccompany each passage + 13 standalone questions(not based on a descriptive passage). The questionsthat are presented in a passage-based format are writ-ten about various topics and used to evaluate a stu-dent's "text comprehension, data analysis, ability toevaluate an argument, or apply knowledge from thepassage to other contexts." Each passage will requireyou to do one of the following things:

1. Extract information presented in context: Thesepassages are going to be like what you would see pre-sented in a textbook or an article in an academic jour-nal. The questions that are associated with this type ofpassage will be used to determine how well you canunderstand and evaluate information presented in thisway and if you are able to use the information in var-ious, sometimes not so straight-forward ways, toanswer the associated questions.

2. Utilize problem-solving techniques: These pas-sages are going to describe problems that have to dowith concepts relating to general chemistry or physics.When specific phenomena or scenarios are presented,you will need to determine likely causes and possiblesolutions to the specific problem.

3. Thoughtfully Evaluate Persuasive Argument:These passages are imposing viewpoints which areused to "convince the reader that particular perspec-tives, methodologies, pieces of evidence, or productsare correct." You will be tested on your ability to seeclearly the issue that is actually being argued and yourability to evaluate the validity of the arguments.

4. Comprehend Scientific Data: These passages aregoing to present the information that is often associ-ated with content for research studies. The passageswill "document all or part of the rationales, methods,and results or research projects." So if you've neverread a study published in a scientific journal, you bet-ter get started familiarizing yourself with the type oflanguage often presented within the context ofresearch projects.

Topics/Skills Tested in This Section:General Chemistry, Basic Physics, Data Interpretation,Analytical Reasoning, Reading Comprehension,Problem-Solving Skills. To view the full content out-line for the Physical Sciences section of the MCATprovided by the American Association of MedicalColleges (AAMC) visit https://www.aamc.org.

The MCAT is important, but as a pre-medical student whohas probably known since you were 10 years old that youwant to attend medical school, that's probably not news toyou. Often regarded as one of the most important factors todetermine medical school admission, the MCAT is aninevitable part of your life as a pre-medical student.



Why does this section exist? To assess a student's knowledge of basic con-cepts in physical science

To successfully complete this section you willneed to…

apply knowledge of basic science concepts to determine the correct answer

identify cues given in passages to help answer question on basic science concepts

quickly comprehend new information that may be presented within a passage

interpret data presented on graphs, tables diagrams, and figures

know equations used in introductory courses

Which courses are covered in this section?General Chemistry I & II, General ChemistryLab I & II, Introductory Physics I & II. Whichadditional courses may come in handy? InorganicChemistry, Physical Chemistry, IntroductoryAlgebra, Trigonometry, Statistics.

This is the first section that you will encounter onthe big day, so if stoichiometry was never your"thing," you'll need to psyche yourself out soyou're ready to take this section by storm. In anhour and ten minutes you'll need to demonstratehow solid your knowledge is of key principlesand concepts presented mainly in general chem-istry and physics courses offered at most under-graduate institutions. For this section, in additionto your smarts, you'll need to rely on the nifty setof problem-solving skills you picked up over theyears to get through these questions. Some stu-dents are intimidated by the passage-based for-mat of the questions but they won't bite - wepromise. As long as you take our advice and getplenty of practice tests under your belt, you

should be fine with tackling questions presentedto you this way.

Sample questionHere's an example of a standalone question, notbased on a descriptive passage.

Evaporation occurs when molecules at the sur-face of a liquid overcome the attractive forces ofthe liquid. This occurs when molecules within theliquid attain a sufficient amount of:A) resonance.B) kinetic energy.C) surface tension.D) potential energy.

For more sample questions provided by AAMC,including passage-based questions visithttps://www.aamc.org.

SSeeccttiioonn:: Verbal ReasoningTTiimmee:: 60 minutesFFoorrmmaatt:: 40 multiple-choice questions Information is presented in multiple passages,which can range from 500-600 words long each.There are 5-10 multiple-choice questions whichare all based on the information presented in therelated passage. All information needed toanswer the question will be presented in theaccompanying passage and you will not be testedon specific topics which may be presented in thepassage. Each passage will require you to do oneof the following things:

1.Identify the main idea: These passages aredesigned to basically see if you understand thegist of the body of text being presented. For pas-sages like these, you may be asked to convey whatthe purpose of the passage is or even a possibletitle for the passage.

2.Read from a critical view: These passages willrequire you to draw inferences from a given argu-ment to determine what reasonable assumptionscan and cannot be made. To get through this typeof passage you'll need to essentially "readbetween the lines" and look beyond the text thatis presented.

3.Find supportive evidence: These passageswill present an argument to you and ask you toidentify the evidence that is used to support theargument. You may also need to have the ability

to determine whether or not the passage is sup-ported by solid arguments.

4.Make educated assumptions: These passagesmay require you to evaluate a given argumentmake an educated guess on "what comes next?"In addition, you may be presented with brandnew facts which may (or may not) affect the orig-inal argument.

5.Define an author's tone: These passages maybe straightforward for some, but can be tricky forothers because you will have to make a judgmentabout the author based on his/her writing andidentify what his/her attitude may be on a partic-ular topic or subject.

Topics/Skills tested: Verbal Reasoning (duh),Critical Thinking, Reading Comprehension. Toview the full content outline for the VerbalReasoning section of the MCAT provided by theAmerican Association of Medical Colleges(AAMC) visit https://www.aamc.org.

Why does this section exist? To assess astudent's ability to understand and evaluate infor-mation you read. Although many of you will bepracticing medicine in the U.S., data has shownthat the verbal reasoning portion of the MCAT isa significantly good predictor of future successfive years later on the Medical Council of CanadaQualifying Examination Part II (MCCQE PartII), which is the exam medical graduates takeenter into independent clinical practice.


learn about argument as a form of written discourse

read non-scientific on a regular basis to build up your verbal and reading comprehension skills

answer questions without necessarily understanding the passage perfectly

retain important details as you swiftly read through passages

Which courses may come in handy? EnglishComposition, Rhetoric and Language, and courses inHumanities, Social Sciences, and Natural Sciences.If you're an avid reader, than you'll probably breeze

MCAT GUID

On any given test

day there are up to

10 different ver-

sions of the MCAT

being administered

did you know?


A periodic table of theelements, including

atomic numbers andatomic weights, is

provided in the exam

did you know?


right though this section. For the rest of you, itshard to say what particular strategy may work bestfor you, but there's no doubt that visiting yourschool's library and picking a copy of The New YorkTimes, Scientific American, or The Economist will surelyhelp you get started. According to the AAMC'sWebsite students should: "Read to develop a broad,solid knowledge base that can enhance your work-ing vocabulary and equip you to understand a vari-ety of topics. Reading is a process based on skilland like most other activities, the skills attendant toit improve with practice." So it is strongly advisedthat you take steps to strengthen your reading skills.

Sample questionThe following is only the question portion anddoes not include the given passage.

Given the claims made in the passage, the expres-sions "She's brimming with vim and vigor,""She's overflowing with vitality," "He's devoid ofenergy," and "I don't have any energy left at theend of the day" would suggest that:

A) some people have more energy than other people.B) most people wish that they had more energy.C) many people think of vitality as a substance.D) some people think that vitality affect our

ability to argue.

To view the actual passage and for more samplequestions provided by AAMC, visithttps://www.aamc.org.

Section: Writing SampleTime: 60 minutesFormat: 2 30-minute essaysEach essay that you will write will be based on atopic statement, which will be a sentence printedin bold type. And for each topic statement youwill be required to complete the following three"writing tasks":

Task 1: Explain what you think the statementmeans: This task is pretty straightforward. All youwill need to do is explain or provide your inter-pretation of what you think the topic statementmeans. This first task will be the same for bothessays you write. For each essay you will need toaddress specific topics which will require you tocraft an expository response, which simply meansthat you'll need to explain something.

Tasks 2 & 3: The second and third tasks will varydepending on which topic statement is presented.Following your explanation or interpretation ofthe topic statement, many tasks will instruct youto "describe a specific situation" related to thetopic statement and the last task will most likelyrequire you to "discuss what you think" about anissue once again relating to the topic statement.

Topics/Skills tested: WrittenCommunication, Analytical Thinking,Organizational Skills

Why does this section exist? It's quite sim-ple - medical schools want to get a feel for howwell you write. Being able to effectively commu-nicate through writing is a significant indicator ofhow well you will be able to interact with, notonly your future patients and fellow physicians,but pretty much anyone who you may come incontact with. "Medical school deans and facultyhave reported that communication and writingskills are often deficient among medical studentsand have emphasized the importance of analyti-

cal and communication skills for physician candi-dates" the AAMC states on their Web site. "Theinclusion of a writing sample on the MCAT, byrequiring candidates to develop and present ideasin a cohesive manner, offers medical schooladmission committees evidence of their appli-cants' writing and analytical skills."


acclimate yourself to what a well-written, well put together essay looks (reads) like

quickly (but effectively) plan and brainstorm what you're going to write about

write clearly, following basic grammar rules, including correct punctuation

think analytically and communicate clearly through writing

develop a central idea and clearly support your idea with evidence

Students who readless than 300wpm may have difficulty completing theverbal section

did you know?

We’re looking for a photo that captures your life as a pre-medical student. Whether it’s your handwritten organic chemnotes or the stack of MCAT books on your desk, we want you capture a single moment in your life and tell us why itrelates to your life as a premed. You may have a chance to be featured in an upcoming issue of PreMedLife magazineand have your photo published. Upload your photos to our facebook page or email them to [email protected].

PREMEDLIFEphoto contest


DE >>>


Which additional courses may come inhandy? Expository Writing, Freshman EnglishComposition, and undergraduate courses in thehumanities, social sciences, political science, andnatural sciences.

This section is the only section of the test thatdoesn't have multiple choice questions and forsome of you who may have mastered the art ofanswering multiple choice questions and think thatessays are lightweight, think again. There are manystudents who underestimate this section and findthemselves wishing they would have spent moretime preparing. Don't worry, little outside knowl-edge of the topic presented will be needed to suc-cessfully write your essay, since the goal of thissection is to essentially get a sense of your abilityto think critically and organize your thoughts in anintellectual manner, not your familiarity with tech-nological advances or global affairs.

So hopefully you were paying attention in yourfreshman English Composition class and are able toremember how to write a good essay. To put it sim-ply, when writing your essay, you're going to want todo 3 things: 1.) Tell Them What You're Going To TellThem 2.) Tell Them What You're Telling Them and3.) Tell Them What You Told Them. The instruc-tions given call for you to write a "unified essay"which is wording that was specifically used to conveyhow important it is for you to write an essay that iscohesive and flows nicely from beginning to end.And oh yeah, for all of you out there who type withone-finger, you may want to bring your typing skillsare up to par because remember, you will have to typeyour essays into the computer.

Here's the good news, before you take yourtest you can get a copy of the list of topic state-ments which will be similar, and sometimes evenidentical to those selected for use on the MCAT.This list is available at https://www.aamc.org.

Sample promptThe role of a political opposition is to criticizethe policies of those in power. Write a unifiedessay in which you perform the following tasks.Explain what you think the above statementmeans. Describe a specific situation in which therole of a political opposition might be somethingother than to criticize the policies of those inpower. Discuss what you think determines whenthe role of a political opposition should be to crit-icize the policies of those in power and when itshould not..

SSeeccttiioonn:: Biological SciencesTTiimmee:: 70 minutesFFoorrmmaatt:: 52 multiple-choice questions The passage format used for the BiologicalSciences section of the MCAT is identical to thoseused in the Physical Sciences section, which meansthat this section also contains passage-based setsof questions. 7 passages with 4-7 multiple-choicequestions that accompany each passage + 13standalone questions (not based on a descriptivepassage).

Topics/Skills tested: Biology, OrganicChemistry, Data Interpretation, AnalyticalReasoning, Reading Comprehension, Problem-Solving Skills. To view the full content outline forthe Physical Sciences section of the MCAT pro-vided by the American Association of MedicalColleges (AAMC) visit https://www.aamc.org.

Why does this section exist? Medical schooladmission committees need a way to not onlyassess a student's understanding of scientific con-cepts, but also examine problem-solving skills. Tosuccessfully complete this section you will needto…

Utilize knowledge beyond memorization offacts and concepts learned in biology and organic chemistry

Recall concepts taught in your undergraduate introductory courses in biology and organic chemistry

Know when to apply common sense and logic to correctly answer questions

Apply knowledge of basic concepts in biology and organic chemistry to answer questions

Which courses are covered in this section?Biology I & II, Organic Chemistry Lab I & IIWhich additional courses may come in handy forthis section? Microbiology, Cell Biology, Genetics,Anatomy & Physiology, Immunology

So this is the last section of the MCAT and you'llprobably be thinking the last three-and-a-halfhours (that is if you didn't take any breaks) is thelongest three-and-a-half hours you've ever experi-ence in your life, but you'll have 70 more minutesremaining so you'll have to just hang in there.

Sample questionHere's an example of a standalone question, notbased on a descriptive passage.

The enzyme pepsin, which catalyzes the hydrolysisof proteins in the stomach, has a pH optimum of1.5. Under conditions of excess stomach acidity(pH of 1.0 or less), pepsin catalysis occurs veryslowly. The most likely reason for this is that belowa pH of 1.0:

A) pepsin is feedback-inhibited.B) pepsin synthesis is reduced.C) the peptide bonds in pepsin are more stable.D) the 3-dimensional structure of pepsin is changed.

For more sample questions provided by AAMC,including passage-based questions visithttps://www.aamc.org.

MCAT 6.0: The Future of the MCATIf you don't already know, the MCAT is expectedto undergo some significant changes to contentand format come 2015 if the AAMC implementsrecent recommendations made by the 22 memberson their MCAT advisory committee. This commit-tee is tasked with conducting the fifth review ofthe MCAT since 1928 and recommending changesthat are likely to increase the value of the MCATto medical school admissions committees.

According to the AAMC's Web site "the con-tent and format of the new exam will preservewhat works best about the current MCAT exam,eliminate what does not work, and enrich the examby giving attention to concepts that future physi-cians are likely to need - using a testing format thatalready has proven to be successful." If the pro-posed recommendations are accepted by theAAMC, the new MCAT would reflect a few differ-ences, including the following key changes:


If you believe a question

is flawed or ambiguous,

you have the right to a

written response from

MCAT exam officia

ls

did you know?

MCAT GUIDIf you believe a question

is flawed or ambiguous,

you have the right to a

written response from

MCAT exam officia

ls

did you know?

Instead of the current four sections,Physical Sciences, Verbal Reasoning,Writing Sample, and Biological Sciences, thenew test would include four sections whichwould be called: 1.) Molecular, Cellular, andOrganismal Properties of Living Systems 2.)Physical, Chemical, and Biochemical Properties ofLiving Systems 3.)Behavioral and Social SciencesPrinciples and 4.) Critical Analysis and Reason

Elimination of the Writing Samplesection of the test. This section wouldessentially be replaced by the newBehavioral and Social Sciences section.Apparently, medical schools gain no pre-dictive validly from the writing sectionbeyond what they already know from astudent's college grades.

Revision of the current VerbalReasoning section which would be thenew Critical Analysis and Reason sec-tion. The transformation would poten-tially test the way students reasonthrough passages on topics relating toethics and philosophy, cross-culturalstudies, population health, etc.

Increase in test time by 90 minuteswhich will make the test nearly 7 hours.

Why the changes? Well, in a message to undergraduate stu-dents Steven G. Gabbe, chair of thecommittee that drafted the plan and sen-ior vice president for health affairs atOhio State University, wrote "you doneed a solid foundation in the sciences,but you need more than that. You needto think critically and reason, and under-stand the differences in our society andthe patients you see as a physician. Weneed people who are critical thinkers andpeople who have sensitivity and under-standing of different cultures."

Aside from changes to the actual test,the recommendations issued by the MR5Committee also called for the possibleaddition of a new section on the medicalschool application which would gatherdata about personal characteristics ofthe applicant.

From the beginning, the MCAT wasmeant to be a tool to measure a student's

future success in medical school. A goodscore on the MCAT is generally viewedby many to be the most important partof getting into a top-tier medical school.But it is important that you rememberthat it is only one factor that goes intodetermining your acceptance to medicalschool. When test day arrives make surethat you can say to yourself you've doneeverything you could to prepare for theday. If you're serious about getting intomedical school "don't talk about it - beabout it" and make a commitment toyourself and your future patients towork and study your hardest to performat peak level.

So, What’s The Bottom Line?To put it simply - you’re going to needmore than just luck to get a “medicalschool acceptable” score on the MCAT.And it’s going to take some work on yourpart to prepare well enough so that yougive yourself the best chance possible todo well.

Even if you consider yourself to be apretty smart student, there’s more to theMCAT than just being smart. Doing wellon the MCAT will not depend on a sin-gle factor alone and will require a combi-nation of many things from how wellyou know your sciences to how well yourreading comprehension skills are.

So do yourself a favor and give your-self the best chance for scoring well onthe MCAT by setting goals, makingplans, and taking action. If you put thetime in now to prepare for the MCATand execute your personal study planyou’ll be glad you did and will thankyourself in the long run.

ONLINEexclusivesTips for taking the MCAT

To view this article visitwww.premedlife.com

DE

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www.University.Bastyr.edu


When Joshua Goldenberg decided tostudy natural medicine, he located therare pay phone in rural Guatemala

that made international calls and dialed an oldfamily friend back home in Philadelphia, a physi-cian who had known him since he was a kid.

You're crazy, the doctor told him. You're an IvyLeague graduate. You're smart enough for a convention-al medical school. Why would you pass that up?

Goldenberg was taken aback. He liked thedoctor and respected his opinion. He didn't havea ready answer for why natural medicine, whichintegrates Western medical science with cen-turies-old knowledge of natural treatments,excited him so much. He just knew that some-thing inside him was tugging in that direction.

Now that he's a fourth-year student at BastyrUniversity, an accredited naturopathic institutionjust outside of Seattle, he's grown comfortabletalking about his decision. It's always complicat-ed to explain a field that draws on disciplines asdiverse as acupuncture, botanical medicine,nutrition and counseling psychology. ButGoldenberg appreciates the holistic approach -studying the health of body, mind and spirit allat once, with a focus on prevention and wellnessrather than on treating isolated symptoms.

When he meets MDs at professional conferences,he says he's able to earn their respect.

"The challenge is that no one's heard of naturo-pathic medicine," he says. "That's fair - I had neverheard of it either. But every time I've had a conver-sation with a conventional doctor, within a few min-utes they see that I speak their language and knowexactly what they're talking about."

It helps that Doctor of NaturopathicMedicine (ND) students at Bastyr take basic sci-ences courses as rigorous and extensive as thoseat conventional medical schools, and that NDsare recognized as licensed primary care physi-cians in 16 states (they practice all aspects offamily care, from pediatrics to geriatrics).

It helps that Goldenberg is conducting profes-sional-level research, with a forthcoming articleundergoing Cochrane review, a widely respectedmedical review system.

And it helps that he had a career as a research biol-ogist all mapped out, before he found a way to listento his heart along with his science-loving mind.

Goldenberg, a 28-year-old with close-cropped dark hair and a quick, disarm-ing laugh, grew up a block from the

Philadelphia city line, the son of a professor ofJewish history and a clinical social worker. Hewas naturally drawn toward life sciences as achild, he says, especially once he learned aboutthe molecular realm.

"I thought it was the most beautiful thing inthe world," he says. "There was this entire worldof things going on that you could never see, andit was really the crux of where things seemed tobe happening, and it just blew my mind."

He studied molecular biology as an under-

TheHeadPERSONALSTORIES

By Jonathan Hiskes

Naturopathic medicine student Joshua Goldenbergconsidered enrolling at a conventional medicalschool before he became convinced he couldreceive the same scientific rigor at Bastyr University,a natural medicine school just outside Seattle.

Photo credit:Derek Sheppard,Bastyr

and TheHeart

Natural medicine student unites lab research and healing work


graduate at the University of Pennsylvania,looking forward to sharing "a sense of wonderabout the human body" with his classmates.Instead, among the pre-med students, hefound a relentless focus on grades. That wasunderstandable, given the competition formedical school slots. But it wasn't for him.

Goldenberg focused on research instead.For his senior project he studied tree barksused medicinally by Native Americans, meas-uring the effect of extracts on culturedmicrobes. For a kid raised on "very conven-tional" health beliefs, with little exposure toother traditions, that was something new. "Ithought it was cool," he says of ethnobotany."But I didn't know if there were careeroptions in it."

Starting a career in research, however, cameeasily. Immediately after graduationGoldenberg landed a job at a molecular ecol-ogy lab in an attractive forest location outsideof Philadelphia. He spent his days studyinggenetic fragments from the Philadelphia watersystem, trying to figure out what organismsthey originally came from. It was a grown-upjob with a grown-up salary, directly in linewith his research interests, and ideal prepwork for a Ph.D. program.

It should have been a perfect fit. It wasn't."By about six months in, I was miserable,"

says Goldenberg. "I wasn't happy being in alab all day. I felt really trapped."

It was too repetitive. Too solitary. Too …Goldenberg wasn't sure what.

He recounts the story in the Bastyr DiningCommons, finishing off a plate of curriedvegetables in between morning lab work andafternoon classes. He puts on a slightly apolo-getic smile before telling the next chapter.

"I bought a rucksack at Goodwill," he says. Hequit his job and booked a plane ticket for CentralAmerica. "I saved up some money and did this,you know, very trite 'finding yourself' trip that alot of people do. And I said, 'I'm off!'"

He started in Mexico and worked hisway south, without a timeframe, vol-unteering on organic farms, learning

Spanish, having a ball and wondering just a littlewhere he was headed.

"I was thinking, 'Great, Josh,'" he says."'This is a lot of fun. Now what the hell areyou going to do when you get back? You don'tknow what you're doing with your life.'"

In Guatemala, he was persuaded to stay awhile by the postcard-perfect Lago de Atitlán,a deep mountain lake ringed by volcanoes. Hespent his days reading, writing in his journaland practicing Spanish. It was there that hemet the woman he calls, with a touch of bothirony and sincerity, his "oracle."

She was a midwife from Boulder, Colo., vol-unteering at a village health clinic. When he toldher about his career crisis - loving research but

wanting to help people directly, wanting cama-raderie more than competition - she told himabout natural medicine. He could learn the phi-losophy of doctor as teacher, educating patientsand encouraging self-responsibility. He couldcontinue in research and also prepare for acareer helping patients heal.

The idea felt intensely calming. Later, in hisFundamentals of Traditional ChineseMedicine class at Bastyr, Goldenberg wouldlearn to call the source of this calm his "hun"(literally, "cloud soul"), a sort of inner spiritu-al guide located near the gut. When a person ison their proper life path, his hun lets himknow. Same deal with the wrong path.

For the moment, Goldenberg wanted toknow more, a lot more, about natural medi-cine and the schools teaching it. He learnedwhat he could from internet cafes, then start-ed making calls home. That's when he got thecold dose of skepticism from the longtimefamily friend.

"I don't begrudge him what he said," saysGoldenberg. "He was looking out for me."

Goldenberg brought that same skepti-cism with him when he visited natur-opathic medical schools. He knew

they would offer psychological and spiritualcomponents that other schools wouldn't have."I still needed to be convinced they weredoing serious research and that I would getreally stellar biomedical training," he says.

He was convinced on both counts by all fourregionally accredited schools that he visited.Bastyr University rose to the top of his listbecause it had the largest research programs -both laboratory- and clinic-based. He liked thatBastyr's campus lies within a lush PacificNorthwest forest along Lake Washington. It feltlike an appropriately peaceful site to study well-ness and preventive care.

But he also appreciates that Bastyr's teach-ing clinic lies in the heart of Seattle, where heconfronts the human need that compelled himto study medicine in the first place. He beganclinical shifts last summer, seeing each patientalongside another ND student, then consult-ing with a faculty supervisor before makingdiagnoses and recommendations.

"It changes everything," he says of clinicalwork. "Instead of just looking at books, youhave actual patients who need you. It remindsyou why you're here."

Goldenberg says he's found plenty of researchopportunities funded by the National Institutesof Health (NIH), which gave a multimillion-dol-lar grant to the Bastyr University ResearchInstitute. One of his projects explored theimmune-system benefits of the "turkey tail"mushroom, Trametes versicolor, long believed tohave cancer-fighting properties. He also designeda meta-analysis (a study looking at other studies)on probiotics - live microorganisms thought to

WHAT'S AN ND?Naturopathic medicine is a distinct system of pri-mary health care that emphasizes prevention andthe self-healing process through the use of natu-ral therapies. Naturopathic doctors (NDs) blendcenturies-old knowledge and a philosophy thatnature is the most effective healer with currentresearch on health and human systems.

Naturopathic diagnosis is focused on identify-ing the underlying causes of disease, while natur-opathic therapies are supported by research drawnfrom peer-reviewed journals.

Philosophical Principles• First do no harm• Respect the healing power of nature

and the body's natural ability to heal• Identify and treat the cause, not

just symptoms• Treat the whole person, mind, body

and spirit together• Doctor as teacher, educating patients

and encouraging self-responsibility• Prevention is the best "cure"

Training and CareersNDs attend a four-year naturopathic medicalschool, train in clinics and work in all aspects offamily health - from pediatrics to geriatrics.Sixteen states license NDs to practice as primarycare physicians.

Most NDs provide primary care throughoffice-based private practice. Many receive addi-tional training in areas such as midwifery andacupuncture and Oriental medicine. Because NDsintegrate natural remedies with conventional med-icine, they cooperate with other medical profes-sionals, referring patients to (and receivingpatients from) conventional medical doctors, sur-geons and other specialists when appropriate.

Differences from MDsNDs are educated in all of the same basic sciencesas medical doctors (MDs) and use Western med-ical sciences as a foundation for diagnosis andtreatment. Like MDs, NDs must pass rigorousprofessional board exams before they can belicensed by a state or jurisdiction. After graduationand licensing exams, some NDs go on to option-al residencies at naturopathic health clinics.

NDs also study holistic approaches to therapywith a strong emphasis on disease prevention andwellness. In addition to a standard medical cur-riculum, NDs are trained in clinical nutrition,homeopathic medicine, botanical medicine, psy-chology, physical medicine and counseling.Another distinguishing feature is the treatmentphilosophy: Naturopathic doctors see the physi-cian as someone who facilitates healing by identi-fying and removing barriers to health.



have health benefits, such as the "good" bacte-ria in some yogurts.

Goldenberg's passion for research issomething he wants to share. He startedthree student clubs to encourage others toget into research: a research society, a journalclub and a biomedical statistics group. Healso organized an open house that made itless intimidating for inexperienced studentsto link up with research faculty, according toclassmate Renee Choi.

"He's made it so much easier for studentsto get into research," says Choi. "Facultysupport was already there, but a lot of stu-dents felt like they didn't know how to start."

"His enthusiasm is infectious," adds Mark R.Martzen, Ph.D., CIP, director of Bastyr's Centerfor Student Research and senior director ofresearch development.

When Goldenberg graduates, he hopes tobuild a career that balances research and see-ing patients. It's challenging to do both well,says Dr. Martzen, but multiple Bastyr facultyconduct original research and also maintain apatient practice.

"You have to be extremely well organizedand committed to maintain high standards ofpatient care, run a research program and alsoreserve time for your personal work-life bal-ance," says Dr. Martzen. "Joshua has the moti-vation, skills and compassionate heart of a heal-er necessary to succeed as a clinician researcher."

Goldenberg still finds it challenging toexplain the concept of natural medicine toskeptical family members. (Imagine trying tosummarize Western medicine to someonewho's never encountered it.) When he madehis final choice to pursue an N.D. instead of

an M.D. degree, he remembers the decisiongnawing at him.

He was lying on his childhood bed at his par-ents' home, back from Central America. "I wasliterally writhing in bed," he says, laughing in ret-rospect. "It was horrible."

He discovered, he says, that the voice in himthat wanted an MD was chiefly concerned withacceptance from others. When he listened to adeeper part of himself - his hun - he knew whathe wanted to do.

"You've only got one life, right?" he says."Why spend it doing something you're not real-ly happy about? You only get to do this once."

PREMEDLIFEMAGAZINE

Goldenberg and fellow student clinicians meetwith their faculty supervisor before a shift at the

Bastyr Center for Natural Health. "It changeseverything," he says of clinical work. "Instead of

just looking at books, you have actual patientswho need you. It reminds you why you're here."

Photo credit:Derek Sheppard,Bastyr

JONATHAN HISKES writes about naturalmedicine education and research at BastyrUniversity in Kenmore, Washington.


PRE-MEDSUMMER PROGRAMLIST2

012

Arizona Heart Foundation Cardiovascular Summer Students Program Phoenix, Arizona June/July 2012 6-Week

PROGRAM NAME LOCATION DATE DURATION

Summer Research Fellowship at the University of Arkansas Little Rock, Arkansas May 2012 8 Weeks

David Geffen School of Medicine at UCLA Los Angeles, California June-August 2012 6 WeeksSummer Medical and Dental Education Program (SMDEP)

Seaver Undergraduate Research in Biology at Pepperdine University Malibu, California TBA TBA


Summer research and academic enrichment geared toward pre-medical students are a great wayto strengthen your medical school application. Most students who get accepted to medical schoolhave participated in one or more summer pre-med programs during the course of their under-graduate studies.

The following is a list of summer programs available to students aspiring to become doctors.There are various opportunities available in a number of institutions across the US. If you wantto participate in academic enrichment programs, test preparation courses, research projects, orhospital internships, check out the following list of opportunities for Summer 2011. Be sure tocheck individual websites for application deadlines!

The list includes opportunities nationwide in several different areas. Among the areas includeare: California, Connecticut, Florida, Maryland, Massachusetts, New Jersey, New York, NorthCarolina Ohio, Pennsylvania, Texas, Virginia, and more.

A, pro bono, six-week program designed tomotivate and inspire students considering acareer in medicine. Students attend didactic(designed or intended to teach) lectures and par-ticipate in clinical rotations at both the ArizonaHeart Institute and Arizona Heart Hospital.

Phone(602) 200-0437 MARCH 2012Email [email protected]

Paid summer research fellowships are availablefor undergraduate students who will be juniorsor seniors by the fall semester. Selected studentswill work on a project relevant to human healthin a laboratory of a faculty member at either theUniversity of Arkansas, the University ofArkansas at Little Rock, or the University ofArkansas for Medical Sciences. The BiomedicalResearch fellowships are designed for studentswith a solid background in science who wish tobe part of an ongoing research project, developtheir technical skills and are interested in pursu-ing a research career.

Phone(501) 526-6503 FEBRUARY 2012

Websitebrin.uams.edu/students2.asp

$3200 StipendLiving Allowance

The UCLA SMDEP will serve as a model learn-ing community in which students examinehealth care issues in medically underservedcommunities. Through a research project, prob-lem-based learning cases, lectures, clinical expe-riences, and small-group discussions, studentswill also improve their learning skills andincrease their science knowledge. The programtargets educationally and financially disadvan-taged community college students.

Phone(310) 825-9573 MARCH 1, 2012Email [email protected]

Websitewww.medsch.ucla.edu/smdep

MealsStipendHousing

Summer research program geared specifically toundergraduate students who are interested inpursing a career in biological research, scienceeducation, environmental science or biotech-nology. Over the summer, students will pursueindividual research seminars in one of fiveresearch areas students may elect to study.

[email protected] FEBRUARY 2012

Websiteseaver.pepperdine.edu/surb

StipendRoom & Board

DESCRIPTION PERKS PROGRAM INFO APPLICATION DEADLINE


UCLA Pre-Medical Enrichment Program (PREP) Los Angeles, California June 20-August 3 2012 7 Weeks

Stanford Summer Research Program (SSRP) Stanford, California TBA 8 Weeks


UCLA Re-Application Program (RAP) Los Angeles, California June 20-August 3, 2012 11 Months Summer Session7 Weeks + Academic Session9 Months

Eugene and Ruth Roberts Summer Student Academy Duarte, California May-July 2012 10 WeeksorJune-August 2012

UCSD Medical Scientist Training Program (MSTP) San Diego, California TBA 8 WeeksSummer Undergraduate Research Fellowship (SURF)

2012 PREMED SUMMER PROGRAM LIST

National Cancer Institute (NCI) Duarte, California May-August 2012 12 WeeksContinuing Umbrella of Research Experience (CURE) Program June-August 2012

June-September 2012


Program offers undergraduates who want toprepare for and enter Ph.D programs in the sci-ences an opportunity to work with Stanford'sdistinguished faculty and work in one ofStanford's state-of-the-art research facilities.Participants will work with a faculty memberand a lab mentor to craft a research project. Theprogram culminates with a research sympo-sium, where students present individual talksand posters on their summer projects in frontof the faculty, lab mentors, and Universityadministrators.

Email: [email protected] CONTACT PROGRAM

Websitessrp.stanford.edu

Program designed to provide premedical andpredental students from disadvantaged back-ground with a means of strengthening theirability and readiness to study medicine or den-tistry. Students will work at a rigorous pace witha highly focused scope to prepare for theMCAT and DAT. Participants will engage in anextensive and lively classroom review ofBiology, Chemistry, Physics, and VerbalReasoning. Participants are also assigned toobserve practicing physicians, dentists, andmedical researchers performing the typical func-tions of their professions.

Phone(310) 825-3575

Websitewww.medstudent.ucla.edu/prospective/?pgID=181

Travel allowancefor eligible participants

Comprehensive, structured re-application pro-gram designed to assist students from disadvan-taged background who have been unsuccessfulin gaining admission to any U.S. medical school.The program begins with an intensive 8-weeksummer session, focused upon prerequisite sci-ence review and MCAT preparation. An indi-vidualized academic-year program that consistsof a science curriculum will follow.

Stipend(Depending onavailability)

Program gives promising students with an inter-est in research and health science careers practi-cal experience and helps them develop impor-tant skills for their futures. Our instructors areworld-renowned physicians and scientists whoguide students in their research, while helpingthem develop their critical thinking skills.Weekly seminars allow students to presentresearch findings to their peers, a good primerfor what graduate and postdoctoral students do.

$4000 Stipend

Program is designed to engage the scientificcuriosity of promising young high school andundergraduate students from underrepresentedpopulations who are interested in cancerresearch as a career.

$4800 Stipend

PREMEDLIFE MAGAZINE

Program for motivated undergraduate studentsinterested in seeking future training in a com-bined MD/PhD program. Principle focus is an8-week research project conducted in the labo-ratory of a faculty member in the biomedicalsciences.

Email: (800) 925-8704 FEBRUARY 2012

Websitemstp.ucsd.edu/surf/Pages/default.aspx

$1600/MonthStipendHousingTravel Allowance

MARCH 1, 2012

Phone(310) 825-3575

Websitewww.medstudent.ucla.edu/prospective/?pgID=183

MAY 3, 2012 (priority deadline)MAY 10, 2012 (final deadline)

Email: [email protected]

Websitewww.cityofhope.org/education/sum-mer-student-academy/Pages/default.aspx

MARCH 2012

Websitewww.cityofhope.org/education/summer-student-academy/Pages/CURE-pro-gram.aspx

CONTACT PROGRAM


www.medstudent.ucla.edu

www.medstudent.ucla.edu/prospective

www.cityofhope.org/education

www.cityofhope.org/education

www.mstp.ucsd.edu/surf


Graduate Experience for Multicultural Students (GEMS) Denver, Colorado June - August 2012 10 Weeksat the University of Colorado - Denver School of Medicine


Summer Student Research Fellowship at Hartford Hospital Hartford, Connecticut June-August 2012 10 Weeks

Yale University Summer Medical/Dental Education Program (SMDEP) New Haven, Connecticut June-July 2012 6 Weeks

College Enrichment Program (CEP) at the University of Connecticut Storrs, Connecticut May - July 2012 6 Weeks

College Summer Fellowship Program at UConn School of Medicine Farmington, Connecticut TBA 10 Weeks


Boehringer Ingelheim Corporation Internship Program Ridgefield, Connecticut TBA TBA


Selected GEMS interns will enroll in a researchinternship course, Topics in Biomedical Scienceand Research. The course will be conducted bydistinguished research faculty and will consist oflectures, demonstrations, and laboratoryresearch assignments with a mentor.

Program offers a unique clinical research oppor-tunity for college students pursuing careers inmedicine. Fellowship is designed exclusively forpre-medical students completing either theirjunior or senior year in college. It offers thestudent an introduction to research methodolo-gy, patient treatment, and ethical issues in med-icine as well as exposure to a broad spectrum ofhealth care providers within a large communityteaching hospital.

$1500 Award

$3400 stipendTravel Allowance

Program for highly motivated college studentswho are considering a career in medicine. TheProgram exposes students to a problem-basedlearning model of science education that is sim-ilar to that used in medical school

(203) 785-7545 MARCH 1, 2012Email: [email protected]

Websitewww.smdep.org/progsites/yale.htm

StipendFood HousingTravel Allowance

Research & Development: Throughout thesummer, interns will have the opportunity towork side-by-side with top researchers in theirfield. Medical: Interns within the medicaldepartment have the opportunity to assist onboth early and late phase clinical trails. Whetherthe project entails enrolling participants into aclinical trail or measuring and analyzing trailresults, interns work with leading doctors andresearchers to assure that all BoehringerIngelheim products meet all requirements setforth by the Food and Drug Administration.

(202) 798-9988 CONTACT PROGRAM

Websiteus.boehringer-ingelheim.com/career/internship.html

The program addresses the needs of Universityof Connecticut freshmen and sophomores. Theprogram is designed to provide sound develop-ment of scientific and mathematical skills. Theprogram consists of courses in individual pro-grams of study in: Organic Chemistry,Biochemistry, Calculus, and Physics. The pro-gram will consist of 30 hours per week of for-mal lecture, laboratory, directed study, and clin-ical experiences addressing the needs of collegefreshman or sophomores.

(860) 468-3574 APRIL 2012Email: [email protected]

Websitemedicine.uchc.edu/prospective/hcop/college.html

$800 StipendRoom & Board

The program is designed to offer undergradu-ates who are completing their sophomore, orpreferably their junior year of college, and plantto purse a career as a MD, DMD, MD/PhD, orDMD/PhD. Once a student is accepted to theprogram and has selected and found a facultysponsor in which to do research, the student willmeet with the faculty sponsor in June and devel-op a research protocol and suitable projectdescription. The student will commit approxi-mately 30+ hours per week for the project andwill work with the faculty sponsor or his/herdesignates.

(860) 679-2487Email: [email protected]

Websitemedicine.uchc.edu/prospec-tive/enrichment/collegefel-low/index.html

$2500-$3000StipendHousing

PREMEDLIFE MAGAZINE

MARCH 2012(303) 724-6084Email: [email protected]

Websitewww.ucdenver.edu/academics/colleges/med-icalschool/programs/GEMS/Pages/default.aspx

FEBRUARY [email protected]

Websitewww.harthosp.org/ResidenciesFellowships/default.aspx

MARCH 15, 2012


www.ucdenver.edu/academics/colleges/medicalschool/programs/GEMS/Pages/default.aspx

www.harthosp.org

www.smdep.org

http://medicine.uchc.edu/prospective

http://medicine.uchc.edu/prospective/


Summer Medical/Dental Education Program (SMDEP) Washington, DC June-July 2012 6 Weeksat Howard University


Georgetown Summer Medical Institute (GSMI) Washington, DC June/July 2012 Varies

STEP-UP/BSURE Program Baltimore, Maryland June - August 2012 8 Weeksat the University of Maryland, Baltimore County

Pre-Medical Summer Enrichment Program (PSEP) Tampa, Florida TBA 6 Weeksat The University of South Florida

Minority Students Health Careers Motivation Program Miami, Florida June-July 2012 7 Weeks



The program is designed to provide an educa-tional experience of exceptional quality that willstrengthen the overall academic preparation ofunderrepresented minority, disadvantaged, andlow-income students who express interest inadmission to medical or dental school.

(202) 806-0378 MARCH 1, 2012Email: [email protected]

Websitewww.smdep.org/progsites/howard.htm

The program, combined with the informativeand supportive environment at GeorgetownUniversity School of Medicine, will providepreparation and insight for individuals exploringthe calling of medicine as a career, and thosemaking-up medical school course.

Tuition: $3,862 (5 Credits) for Human GrossAnatomy and Human Physiology; $3,090 (4Credits) for Medical Histology (MicroscopicAnatomy) and Medical Biochemistry. Tuitionincludes the use of course textbooks and labfees (for Anatomy).

Email: :[email protected]

Websitesom.georgetown.edu/prospectivestudents/specialpro-grams/summer

StipendHousingMeals

Summer research program for talented studentswho are dedicated to the advancement ofunderrepresented groups in the sciences andmathematics. Students selected for this intern-ship will experience state-of-the-art scientificresearch and are encouraged to consider andpursue biomedical research careers in areas ofspecific interest to the National Institute ofDiabetes and Digestive and Kidney Diseases(NIDDK).

(410) 455-2271 FEBRUARY 2012 OR Email: [email protected] UNTIL THE PROGRAM IS FILLED

Websitewww.umbc.edu/bsure

$4,000 StipendTravel Allowance

The program is designed for highly motivatedstudents who are preparing for medical schoolor physical therapy school. The program isdesigned to enhance the competitiveness of tal-ented minority and disadvantaged students foradmission into medical school and serves as arecruitment tool to USF COM Medicine. Theprogram includes a review of concepts in biol-ogy, general and organic chemistry, and physics.Participants will work closely with faculty inareas of reading skills, test taking skills, etc.Participants are also pared with physicians in thelocal community to have an opportunity todevelop an appreciation of the "real world ofmedicine" through weekly clinical experiences.

$1500 Grant

The program is designed to be a mini first-yearmedical education experience that exposes par-ticipants to classroom instruction in select basicscience courses in the medical education cur-riculum and offers physician-shadowing oppor-tunities. Great attention is placed on identifyingand removing any barriers that may prevent aparticipant from being a competitive medicalschool applicant. Workshops develop skills forpreparing strong admissions and financial aidapplications.

$400 StipendHousingMealsTravel Allowance

PREMEDLIFE MAGAZINE

JUNE 2012

(813) 974-4707Email:[email protected]

Websitehealth.usf.edu/medicine/osde/psep.htm

CONTACT PROGRAM

(305) 284-3187

Websitewww6.miami.edu/provost/oae/motivationprogram.html

LATE MARCH 2012


www.smdep.org/progsites/howard.htm

som.georgetown.edu

www.umbc.edu/bsure

www.health.usf.edu

http://www6.miami.edu/provost/oae/motivationprogram.html


Health P.A.S.S. Program Des Moines, Iowa July 2012 4 Weeks


Professional Education Preparation Program (PEPP) Lexington, Kentucky TBA TBAat The University of Kentucky

MCAT-DAT Review Summer Workshop Louisville, Kentucky July-August 2012 4 Weeksat the University of Louisville School of Medicine

Buck for Brains Summer Research Program Lexington, Kentucky Varies 8 Weeksat the University of Kentucky

Frontier Nursing Service Courier Program Wendover, Kentucky TBA Up to 12 weeks

Summer Internship Program in Biomedical Research Bethesda, Maryland mid-May-June 2012 8 WeeksNational Institutes of Health (NIH) Baltimore, Maryland

Frederick, Maryland


Summer Internship Program Baltimore, Maryland June-August 2012 9-10 Weeksat Johns Hopkins University School of Medicine


The program is for promising college sopho-mores and juniors to prepare for and enhancetheir chances of getting into medical school andother health professions programs. HealthP.A.S.S. will provide participants with well-rounded perspectives on what it's like to be amedical school student in osteopathic medicine,podiatric medicine and surgery, physical thera-py, and physician assistant studies. In the pro-gram's courses, clinical opportunities and prac-tical exposure, students will gain the confidencethat they can achieve a degree and career in anyof Des Moines University's four clinical areas-and the knowledge they need to get started.

(800) 240-2767 x 1709 FEBRUARY 2012

Websitewww.dmu.edu/healthpass

The program provides academic enrichment inchemistry and biology, as well as clinical experi-ences, medical and dental experiential activities,laboratory experiences, seminars, demonstra-tions, and clinical site visits.

(859) 257-1968; CONTACT PROGRAMEmail: [email protected]

Websitewww.uky.edu/pimser/programs/peppbrochure.pdf

Travel stipendMealsMaterialsHousing

HousingMeals

Free MCAT-DAT review workshop for eligiblestudents

(502) 852-8109; CONTACT PROGRAMEmail [email protected]

The program provides undergraduates at theUniversity of Kentucky with hands-on expe-rience in academic research, working along-side "Bucks for Brains" faculty. Students areplaced in research settings ranging fromplant biochemistry to computer science toAmerican history.

(859) 257-6322 APRIL 15, 2012Email [email protected]

Websitewww.research.uky.edu/students/rctf.html

$3500 Stipend

The program provides a type of internship foryoung women and men who had a desire to gointo the medical field. For young women andmen who are interested in the healthcare field,the Courier Program provides limited opportu-nities to shadow healthcare professionalsincluding: family nurse practitioners, physicians,nurse-midwives at FNS rural healthcare centers,at Mary Breckinridge Hospital and HomeHealth Agency.

(606) 672-2317 CONTACT PROGRAMEmail [email protected]

Websitewww.frontiernursing.org/Courier/TodayCourier.shtm

$42/week forroom and boardand for the com-plete 12 weeks -$500.

The program is designed to provide an inde-pendent research experience in biomedicaland/or public health research to undergraduatestudents under the direct mentoring of estab-lished Johns Hopkins researchers. During theprogram interns work one-on-one with facultyon research projects in their field of interest andattend a health science seminar series.

[email protected] MARCH 1, 2012 (more info avail mid Nov 2012)

Websitewww.jhsph.edu/student_affairs/diversity/DSIPFactSheet.pdf

Stipend

PREMEDLIFE MAGAZINE

The program provides experience in researchlaboratories to students of diverse backgrounds,including underrepresented minority studentsand students from economically disadvantagedand underserved backgrounds. The purpose ofthis exposure to biomedical and/or public healthresearch is to encourage students to considercareers in science, medicine and public health.

Email [email protected] FEBRUARY 1, 2012$3,000 StipendHousing


www.dmu.edu/healthpass

www.uky.edu/pimser/programs/peppbrochure.pdf

www.research.uky.edu/students/rctf.html

www.frontiernursing.org/Courier/TodayCourier.shtm

www.jhsph.edu/student_affairs/diversity


College Summer Enrichment Program Worcester, Massachusetts May 27-June 22, 2012 4 Weeksat the University of Massachusetts Medical School


Four Directions Summer Research Program Boston, Massachusetts June 11-August 2, 2012 8 Weeksat Harvard Medical School and Brigham and Women's Hospital

Siteman Cancer Center Summer Opportunity Program St. Louis, Missouri June - August 2012 10 Weeks

Biomedical Research Apprenticeship Program (BioMed RAP) St. Louis, Missouri TBA 10 Weeksat Washington University in St. Louis



A tuition-free four-week residential programfor undergraduate sophomores and juniorsinterested in entering the health professions.The goals of the program are to help partici-pants improve their qualifications and com-petitive standing for admission to profession-al, graduate and/or medical school. The pro-gram includes enrichment activities toenhance participants' academic and communi-cation skills. Sessions include the profession-al school application process with emphasison medical school admissions and financingprofessional school. Seminars on biomedicalresearch and cultural contemporary healthissues are also provided. Additionally, the SEPoffers participants the opportunity to interactwith medical students, scientists, physicians,and other health care professionals

(508) 856-2707 MARCH 15, 2012

Websitewww.umassmed.edu/outreach/sep.aspx

StipendHousingTravel Allowance

The focus of activity during the summer isparticipation in a basic science research proj-ect. Students are assigned a medical schoolfaculty mentor who will work closely withthe student to ensure completion of a proj-ect over the 8-week summer period.Additional program goals include:Experience cutting edge research at a leadingmedical school, understand the medicalschool application process, exposure toNative American health care issues, integrateNative traditions including talking circles,networking with Native American studentsand faculty

(617) 525-7644 FEBRUARY 8, 2012 @ [email protected]

Websitewww.fdsrp.org

Travel AllowanceHousingLiving stipend forfood and othernecessities

Program provides opportunities for undergrad-uate, pre-med and medical students enrolled atWashington University or other accredited uni-versities to work on cancer research projectsduring the summer. Opportunities range frombasic laboratory research to clinical research toprevention/control and population research.

(314) 454-8439 MARCH 1, 2012Email [email protected]

Websitewww.siteman.wustl.edu/internal.aspx?id=254

$3500 Stipend

As a BioMedRAP/CD-BioRAP participant,students will conduct independent researchwith outstanding faculty mentors, work in acutting edge science and technology environ-ment, gain exposure to some of the nation'sfinest biomedical investigators and an exten-sive variety of research topics, receive individ-ualized career counseling and develop yourcareer interests, participate in workshops, sem-inars and journal clubs, build a social networkwith student peers and faculty, and prepare toapply to the best Ph.D. and M.D. /Ph.D. pro-grams in the United States

(314) 362-7963 JANUARY 31, [email protected]

StipendTravel AllowanceHousing

PREMEDLIFE MAGAZINE DESCRIPTION PERKS PROGRAM INFO APPLICATION DEADLINE

www.umassmed.edu/outreach/sep.aspx

www.fdsrp.org

www.siteman.wustl.edu/internal.aspx?id=254


Premedical Achievement Program (PMAP) East Lansing, Michigan June - July 2012 6 Weeksat Michigan State University


Summer MCAT Review Program East Lansing, Michigan May 21 -25 2012 1 Weekat Michigan State University

University of Nebraska Medical Center Omaha, Nebraska June - July 2012 8 WeeksSummer Medical and Dental Education Program (SMDEP)

Summer Undergraduate Fellowship Program Newark, New Jersey TBA 10 Weeksat the Eppley Cancer Research Institute



The program is an intensive MCAT and med-ical school admissions preparation program isopen to disadvantaged students who will beapplying to medical school.

Email: [email protected] MARCH 2012(517) 432-6589

Websitewww.mdadmissions.msu.edu

The program is designed to help students pre-pare for the MCAT by building upon theirundergraduate learning by helping them to syn-thesize a stronger overall command of relatedscientific and biological principles. The programwill help students solidify the knowledge andskills students they have already developed intheir undergraduate work and show them howto tap the critical thinking skills necessary forsuccess in the MCAT. Instructors explain con-cept overviews, then provide guided practicethrough problem sets, followed by close analysiswith an eye to understanding MCAT philoso-phies and mechanics, and while instructors areavailable outside of class time for consultation,this approach may not be suited to every stu-dent's learning style.

Tuition: $800 (includes all materials, pre- andpost-testing and follow-up advising).

(517) 355-2363 MAY 1, 2012

Websitelrc.msu.edu/gre/CLIMB.php

Stipend maybe availablefor eligiblestudents

The program is designed to identify, recruit, andassist future dentists and doctors through acomprehensive six-week summer experiencefor talented freshman and sophomores. Theoverall goal of the program is to provide eachscholar the navigation tools necessary to reachtheir current and future goals. NMC's primaryfocus on core academics is a springboard forstudents in their pursuit of a career as a physi-cian or dentist. What makes this programunique is its emphasis on small-group learning.Instruction includes areas, such as health dis-parities, medical ethics, and public health.Various clinical shadowing experiences will helpstudents build a strong foundation in their cho-sen discipline as well as potentially spark newpassions in the medical and dentistry field.


Websitewww.smdep.org/progsites/nebraska.htm

MealsTravel AssistanceStipendHousing

Students in the summer program work for 10weeks doing hands-on cancer research inEppley Institute laboratories. Students get totry research, learn techniques and new con-cepts, and work with professional researchers,all while earning a competitive summer salary.Virtually all of our former summer studentshave been successful in gaining acceptance tograduate and professional schools. Studentsgain hands-on laboratory experience in cancerresearch labs, daily interactions with researchfaculty, staff, and students, weekly seminarprogram, and present your own research at aposter session.

[email protected] MARCH 1, 2012

Websitehttp://www.unmc.edu/eppley/summer.htm

$4000 StipendHousing


www.mdadmissions.msu.edu

http://lrc.msu.edu/gre/CLIMB.php

www.smdep.org/progsites/nebraska.htm

http://www.unmc.edu/eppley/summer.htm


UMDNJ-New Jersey Medical and New Jersey Dental Schools Newark, New Jersey June-July 2012 6 WeeksSummer Medical and Dental Education Program (SMDEP)


Biomedical Careers Program (BCP) at Robert Wood Medical School Piscataway, New Jersey June - July 2012 6 Weeks

Columbia University College of Physicians and Surgeons New York, New York June-July 2012 6 WeeksSummer Medical and Dental Education Program (SMDEP)

Gateways to the Laboratory Summer Program New York, New York June - August 2012 10 Weeksat Weill Cornell/Rockefeller/Sloan-Kettering



Program serves to advance our institution'score mission of meeting society's current andfuture health care needs by preparing individ-uals underrepresented in medicine and den-tistry, and doing so while championing cultur-al competency and humanism in all aspects ofeducation. SMDEP reaffirms our continuedcommitment to and involvement in pipelineinitiatives and will allow our two institutionsto attain even greater diversity. SMDEP willalso allow us to continue strengthening theacademic portfolios of these college studentsso that they are competitive candidates formedicine and dentistry.

(973) 972-3762 MARCH 1, [email protected]

Websitewww.smdep.org/progsites/newjersey.htm

StipendHousingMeals

Academic enrichment program for under-graduate students interested in careers in thehealth professions. The program targetsundergraduates who are economicallyand/or educationally disadvantaged. BCPoffers an intensive six-week summer pro-gram to serve students at all stages of under-graduate education. Students take part in avariety of science enrichment and health-care-oriented activities.

(732) 235-4558 MARCH [email protected]

Websiterwjms.umdnj.edu/osap/bcp.html

Tuition Free

The program provides students seriously inter-ested in applying to medical or dental schoolwith a well-defined, integrated approach tolearning, focusing on the basic science curricu-lum needed to apply to medical or dentalschool. Students engage in intense labs, learn-ing-skills, and career development courses dur-ing the six weeks of the program, while attend-ing weekly clinical rotations and seminars. Theprogram strives to help students enhance andimprove their chances of becoming successfulapplicants and students at the medical/dentalschools of their choice.


Websitewww.smdep.org/progsites/columbia.htm


The program was established for underrepre-sented minority and disadvantaged college stu-dents who wish to pursue the combined MD-PhD degree. Over the summer, students will:Work independently on a research project.Students will present and participate in weeklyjournal clubs. Participate in a hands-on tour ofthe Gross Anatomy Lab. Sit for a Mock MCATexam. Partake in a Lab Techniques Workshopand Clinical Skills Workshop. Participate inCareer Development Workshops. Scrub intosurgeries at the New York-PresbyterianHospital. Give an oral, written and poster pres-entation of your research in front of your fam-ily, friends and colleagues. Have on going men-torship by your "Big Sib" (a current MD-PhDstudent) as well as weekly meetings with theProgram's leadership.

(212) 746-6023Email [email protected]

www.med.cornell.edu/mdphd/summerprogram

$4300 StipendTravel expenses

PREMEDLIFE MAGAZINE

FEBRUARY 1, 2012


www.smdep.org/progsites/newjersey.htm

rwjms.umdnj.edu/osap/bcp.html

www.smdep.org/progsites/columbia.htm

www.med.cornell.edu/mdphd/summerprogram


Summer Undergraduate Mentorship Program Bronx, New York June-July 2012 6 weeksat Albert Einstein College of Medicine of Yeshiva University


Montefiore Medical Center's Health Opportunities Program Bronx, New York July - August 2012 6 Weeks(Monte-HOP)

Project Asian Health Education and Development (AHEAD) New York, New York June - August 2012 8 Weeks

The Travelers Summer Research Fellowship Program New York, New York June - August 2012 8 Weeksfor Premedical Students at Weill Cornell Medical College

Project Healthcare at NYU Langone Medical Center New York, New York June - August 2012 10 Weeks



The program will be comprised of a six-hourper week commitment to a shadowing experi-ence with an assigned mentor and fourteenhours per week of lecture attendance. Thesefourteen hours will be distributed into the fol-lowing three core curriculum components: sixhours clinical didactic, six hours medicalinformatics, and two hours of MCAT prepa-ration and test taking strategies. Students arealso expected to conduct a research projectwhile in the program.


Websitewww.einstein.yu.edu/hcoe

$1000 StipendTransportation Meals

The program is designed to promote, edu-cate, and encourage underserved youth topurse careers within the health fields.Students will gain valuable knowledge andprofessional skills through interactive work-shops, mentorship by physicians, observa-tion of physician-patient interactions, lectureactivities and independent learning.

(718) 920-4678 APRIL [email protected]

Websitewww.einstein.yu.edu/hcoe

The program is designed to provide trainingand experience for college students who areinterested in pursuing a career in the health carefield. The program consists of a practical fieldplacement, seminars and workshops, and par-ticipation in the development and completionof a community health project. Studentsexplore various health careers, and gain anunderstanding of the dynamics of the NewYork Asian American community and of cur-rent health issues impacting the health status ofAsian Americans in the United States.

(212) 379-6988 ext. 619 FEBRUARY 2012

Websitewww.cbwchc.org/job/ahead/ahead.html


The program is designed to give 25 premedicalstudents deeper insights into the field of medi-cine, including issues that greatly affect thehealth of traditionally underserved groups.Through the experiences of laboratory or clini-cal research, the students learn how one pursesa specific research problem under the supervi-sion of a faculty member, thus providing anearly education into basic research techniquesthat could be applicable to any area of medicine.

(212) 746-1057 FEBRUARY 1 2012

Websitewww.med.cornell.edu/education/programs

$140/WeekStipendHousingTravel expensesare paid for students that livesome distancefrom Ne w York

Project Healthcare is an innovative volunteerprogram for enthusiastic and inspired collegeand post-baccalaureate students. Created by theBellevue Hospital Center EmergencyDepartment, PHC allows students an opportu-nity to experience and observe many differentaspects of healthcare. The program is com-prised of several weekly rotations which arebased in the Emergency Department. It offersthe committed student a unique healthcareexperience, which is intended to furnish awealth of knowledge about the numerousoptions for a career in healthcare.

(212) 562-3041 JANUARY 2012Email [email protected]

Websiteemergency.med.nyu.edu/electives/college-students


www.einstein.yu.edu/hcoe

www.einstein.yu.edu/hcoe

www.cbwchc.org/job/ahead/ahead.html

www.med.cornell.edu/education/programs

emergency.med.nyu.edu/electives/college-students


Summer Scientific Work Program (SSWP) at Franklin Hospital Valley Stream, New York TBA 4 weeks


ACCESS Summer Research Program at Cornell University New York, New York TBA 10 weeks

AGEP Summer Research Institute (SRI) Stony Brook, New York TBA 10 Weeksat SUNY Stony Brook University

Bronx-Westchester Area Health Education Center Bronx, New York May/July 2012 Varies



The program is designed to help college stu-dents decide whether or not a career in medi-cine is right for them. This renowned programoffers students the opportunity to complete afour-week summer internship where theyhave the chance to observe and ask questionsin order to learn more about the medical field.Throughout these four weeks, accepted stu-dents rotate through various departments inorder to gain a well rounded experience of thehospital. Some of these departments includethe operating room, emergency room, radiol-ogy, geriatrics, laboratory, psychiatry as well asthe rehabilitation unit. Participants also havenumerous opportunities to go on rounds withdoctors, observe physicians in their privateoffices and attend hospital conferences.

[email protected] FEBRUARY 15, 2012

Websitehttp://www.northshorelij.com/NSLIJ/Pre-Med+Internship+Program

The Access program of Weill Cornell GraduateSchool of Medical Sciences is a summer intern-ship program that trains underserved collegestudents in the biomedical sciences. Interns gainhands-on experience in a biomedical researchlaboratory and are encouraged to apply to PhDprograms. Selected students are placed in labo-ratories at the Weill Cornell Medical Collegeunder the mentorship of experienced facultymembers. n addition to the laboratory experi-ence, students attend lectures and discussionsaimed at enhancing their understanding of thecurrent status of biomedical research, the path-ways available for entering research careers, andthe range of available career opportunities.Students also participate in weekly journal clubs,attend workshops that teach them how to pre-pare for interviews and seminars, and take partin social activities.

(212) 746-6565 FEBRUARY 1, [email protected]

Websiteweill.cornell.edu/gradschool/summer/index.html

$3000 Stipend Up to $300 fortravel expensesHousing

The program is an intensive residential researchinternship program for underrepresentedminority undergraduates majoring in science,technology, engineering, or mathematics.Students will get a unique opportunity to workon independent research projects in cutting-edge laboratories under the direction of StonyBrook University faculty.

$3500 StipendRound-trip airfareHousingMeals

Health Careers Internship Program (HCIP):This program allows students aspiring toward acareer in the health professions the opportunityto work in a health care setting and interact reg-ularly with health professionals. Students mustbe Junior or Senior in college. Summer HealthInternship Program (SHIP): The program pro-vides a six-week summer placement opportuni-ty for junior/senior high school, and fresh-man/sophomore college students who haveexpressed an interest in the health field.Students are exposed to a variety of careers inthe health fields as well as to health issues affect-ing their communities.

(718) 590-1110 VARIES

Websitewww.bwahec.org/programs

PREMEDLIFE MAGAZINE

(631) [email protected]

Websitewww.stonybrook.edu/agep/undergrad.shtml#sri

FEBRUARY 2012



MD/PhD Summer Undergraduate Research Program Omaha, Nebraska TBA 10 Weeksat University of Nebraska Medical Center


Summer Program for Future Doctors at East Carolina University Greenville, North Carolina TBA 8 Weeks

Science Enrichment Preparation (SEP) Program Chapel Hill, North Carolina TBA 8 Weeksat the University of North Carolina at Chapel Hill

Indians into Medicine Program at the University of North Dakota Grand Forks, North Dakota TBA 6 Weeks



The program is designed to provide appropri-ate experience and training to enable studentsto become competitive for admission to theschool's MD/PhD Scholars Program.Benefits of the program include, gainingresearch training and experience that willmake them more competitive for medicalschool, graduate school, other summerresearch programs, and MD/PhD program,exploring personal motivation for a career inmedicine and biomedical research, meetingthe UNMC faculty, participating in a studentposter session.


Websitewww.unmc.edu/com/summer/9.htm

$3000 Stipend

The program is an intensive, challenging, edu-cational summer program that allows partici-pants to experience the pedagogical style anddemands of the medical school curriculum.The Summer Program for Future Doctors is agreat opportunity for participants to strength-en their basic science knowledge base,enhance their critical thinking skills, gain a bet-ter understanding of the application andadmissions process, and exhibit their abilitiesto successfully handle the academic, social,and emotional demands of medical school.

(252) 744-2500 CONTACT [email protected]

Websitewww.ecu.edu/cs-dhs/ascc/SPFD.cfm

Housing andTravel Stipend

The SEP Program is an honors-level academicenrichment program for disadvantaged under-graduate students (rising sophomores and jun-iors) who seek admissions into graduate/healthprofessional programs. Students will engage inmore than 150 hours of classroom instructionin physics, organic chemistry, human physiolo-gy and quantitative skills/biostatistics, attendclasses and seminars in reading speed and com-prehension, test-taking strategies, essay writing,and interview techniques, visit local health facil-ities and network with health care professionals,and shadow a working professional in yourhealth field of interest.

(919) 966-2264 FEBRUARY 15, 2012

Websitenchcap.unc.edu/sep.php

2 programs. Pathway at UND: This program isfor tribal community college students planningto transfer to UND in health care or pre-healthcurricula. Pathway courses are taught byUniversity instructors, and are designed to pre-pare participants for advanced courses in theareas of anatomy, physiology, biology andphysics. Pathway also includes a learning skillscomponent to promote successful learningstyles and study habits. Pathway students are eli-gible to apply for one-year tuition waivers atUND. Med Prep at UND: This program is forAmerican Indian college upperclassmen andgraduates who are preparing for medical schoolcoursework. The program is divided into twomajor components: pre-medical studentspreparing to take or retake the Medical CollegeAdmissions Test (MCAT) and students enteringmedical school.

(701) 777-3037 MARCH 31, 2012

Websitewww.med.und.edu/inmed/summerprograms.html

Stipend Travel Stipend


www.unmc.edu/com/summer/9.htm

www.ecu.edu/cs-dhs/ascc/SPFD.cfm

nchcap.unc.edu/sep.php

www.med.und.edu/inmed/summerprograms.html


Case Western Reserve University School of Medicine Cleveland, Ohio June - July 2012 6 WeeksSummer Medical and Dental Education Program (SMDEP)


Ohio University College of Osteopathic Medicine Athens, Ohio June 11 to July 17, 2012 6 WeeksSummer Scholars Program

MedStarz Program at the University of Toledo College of Medicine Toldeo, OH July 2012 1 Week

Research, Observation, Service, and Education (R.O.S.E) Program Cincinnati, Ohio Mid June - Early August 2012 8-10 Weeksat the University of Cincinnati College of Medicine

Chester Summer Scholars Program Cleveland, Ohio June - August 2012 10 Weeks

Pre-Professional Internship Program Cincinnati, Ohio January 3-6, 2012 1- 2 Weeksat Ohio College of Podiatric Medicine January 10-13, 2012

June 5-8, 2012June 12-15, 2012July 10-13, 2012July 17-20, 2012



The program is designed to identify, recruit, andassist in preparing as many highly talented,committed, and hard-working minority andeconomically disadvantaged students as possi-ble for careers in dentistry and medicine. Wehope to imbue our students with the confidenceand skills necessary to allow them to return toschool better prepared to perform well in morerigorous basic science and math classes.


Websitewww.smdep.org/progsites/casewestern.htm


Summer Scholars participants prepare for thechallenges and rewards of medical school.Twenty-five applicants are selected each yearto participate in this rigorous six-week pro-gram designed to give you an intensive andrealistic introduction to the first-year curricu-lum at OU-COM. In addition to traditionalmedical school curricula taught by medicalcollege faculty, graduate students and upper-class medical students, the program focuseson case-based problem solving and small-group/team work.


Websitewww.oucom.ohiou.edu/summerscholars

Room and boardStipendProgram materialsRound-trip travelexpenses

The program provides students exposure tomedicine and will include experiences thatencompass sessions on navigating the medicalschool application process, introduction tothe Problem Based Learning (PBL) model insmall group sessions, hands on experience inthe gross anatomy lab, clinical lectures onmedical topics, diversity and cultural compe-tency exercises, and contact with physicians inthe clinical setting.


Websitewww.utoledo.edu/med/md/admissions/medstarz.html

HousingTravel allowance

The R.O.S.E. program is part internship, partearly acceptance to medical school, and partmentorship program. The purpose of the pro-gram is to provide stimulating experiences andcontact with academic medical faculty for highability, intellectually curious pre-medical col-lege students.


Websitewww.med.uc.edu/rose/index.html

ROSE studentshave conditionalacceptance to theUniversity ofCincinnati Collegeof Medicine;$3000 Stipend

The program awards 15 collegiate undergrad-uate students the opportunity to spend thesummer in clinical laboratory research atMetroHealth Medical Center. The program isan opportunity for pre-medical and scientifi-cally-oriented students to explore the poten-tial for a career in medical research or aca-demic medicine.

(216) 778-5940 FEBRUARY [email protected]

Websitewww.metrohealth.org/body.cfm?id=289

$2000 StipendFree ParkingSupplies andequipment areprovided

The Pre-Professional Internship Program atthe Ohio College of Podiatric Medicine(OCPM) is designed to provide insight intothe many facets of podiatric medicine and theeducation involved with obtaining the Doctorof Podiatric Medicine Degree.

(216) 916-7488 DEC 13, 2011 FOR JAN [email protected] MAY 15, 2012 FOR JUN PROGRAM

JUNE 19, 2012 FOR JUL PROGAMWebsitewww.ocpm.edu/?page=admission-internships


www.smdep.org/progsites/casewestern.htm

www.oucom.ohiou.edu/summerscholars

www.utoledo.edu/med/md/admissions/medstarz.html

www.med.uc.edu/rose/index.html

www.metrohealth.org/body.cfm?id=289

www.ocpm.edu/?page=admission-internships


Summer Premedical Enrichment Program (SPEP) Cincinnati, Ohio June - July 2012 6 Weeksat the University of Cincinnati


Summer Premedical Academic Enrichment Program (SPAEP) Pittsburgh, Pennsylvania June - July 2012 8 Weeksat the University of Pittsburgh School of Medicine

Pre-med Enrichment Program Philadelphia, Pennsylvania May - August 2012 10 Weeksat the University of Pennsylvania Health System

Pre-Med Program at St. Mary Healthcare Center Langhorne, Pennsylvania Begins May 2012 TBA

Summer Pre-Med Program at Doylestown Hospital Doylestown, Pennsylvania Late-May - August 2012 10 Weeks



Residential program for 18 college juniors, sen-iors, and postbaccalaureate premedical students.Students receive intensive exposure to medicineas a career through t ours, speakers, seminars,and shadowing. Students are exposed to themedical school experience and the academiccurriculum through a noncredit course in car-diophysiology, extensive interaction with med-ical students and faculty, and detailed guidancethrough the medical school application process.Emphasis is on strengthening critical think-ing/problem solving skills, increasing self-awareness, and making each participant a com-petitive medical school applicant.


Websitecomdo-wcnlb.uc.edu

This program, open to high school graduatesand college students, is designed specifically toprepare and support students who wish topursue careers in the field of medicine. Spendseven weeks in Level I, strengthening youracademic skills and learning more aboutcareers in medicine. Or, spend eight weeksimmersed and engaged in the work of physi-cian-scientists including laboratory researchand MCAT preparation through Level II.Both programs will enhance your skills andknowledge in science, writing and publicspeaking. You'll discover a challenging andstimulating program in the environment of amajor academic medical center.


Websitewww.medschool.pitt.edu/future/future_03_spaep.asp

$1000 StipendTransportationHousingMeals

The aim of this program is to prepareminority students for careers in academicmedicine or other positions of leadership inmedicine. Students will be engaged in a pro-gram of research, clinical observations,classroom exercises and teaching observa-tions, designed to stimulate their interest inacademic medicine. In addition, the studentswill be engaged in the following: activitiespertaining to the medical school applicationprocess and medical school admissions;classroom instructions and simulated testingto prepare the students for the MedicalCollege Admissions Test (MCAT).


Websitewww.uphs.upenn.edu/coeomh/premed.html

$2500 Stipend

This program is for students who have com-plete their second year of college with a GPAof at least 3.2 in a course of study that quali-fies them for medical school entrance.


Websitewww.stmaryhealthcare.org/body.cfm?id=132

Conditionalacceptance to theUniversity ofCincinnati Collegeof Medicine;$3000 Stipend

The program is designed for college studentswho have complete their junior year and arepursing academic programs leading to medicalschool. Doylestown Hospital physicians assistwith the program, which includes lectures and"hands-on" volunteer work on patient floorsand in many departments.


Websitewww.dh.org/body.cfm?id=616


http://comdo-wcnlb.uc.edu

www.medschool.pitt.edu/future/future_03_spaep.asp

www.uphs.upenn.edu/coeomh/premed.html

www.stmaryhealthcare.org/body.cfm?id=132

www.dh.org/body.cfm?id=616


Mini-Med Spring Break at Drexel University College of Medicine Philadelphia, Pennsylvania March/April 2012 Choose from 7 1-week sessions


Vanderbilt Summer Science Academy (VSSA) Nashville, Tennessee June - August 2012 TBA

Oncology Education (POE) Program Memphis, Tennessee Mid-June - August 2012 Varies

Dialysis Clinic, Inc. Collegiate Nashville, Tennessee June 1 - July 30, 2012 8 WeeksMedical Summer Internship Program



Participants will experience a medical educationas seen through the eyes of 3rd and 4th yearmedical students during their clinical rotationsin the hospital and clinical practices. The expe-rience can enlighten participants about a careerin medicine, whether they're about to entermedical school or are just beginning the appli-cation process. Participants will accompany theteaching team and 3rd and 4th year medical stu-dents on hospital rounds and be part of discus-sions between physician, patient, and medicalstudents. Throughout the five-day program,participants will also see patients in clinical prac-tice, attend department lectures, or go into theoperating room. Participants will have theopportunity to talk with 3rd and 4th year med-ical students about their experiences preparingfor medical school, what their first two yearswere like and what it's like now that they're outof the classroom and in the hospital.

Tuition: $1500


Websitewww.drexelmed.edu/Home/OtherPrograms/MiniMedSchool

The program offers biomedical researchopportunities to undergraduates who want topursue a career in biomedical sciences. Thereare two major tracks within the VSSA; theBasic Science Programs for undergraduatesinterested in careers in research, and theUndergraduate Clinical Research InternshipProgram for undergraduates who wish to pur-sue a career in medicine. Participation in anyone of the Summer Science Academy pro-grams is a valuable learning experience thatenhances a student's skills and makes him orher more competitive for acceptance to front-line graduate programs.


Websitemedschool.mc.vanderbilt.edu/ssa/

$2500-$4000Stipend

The POE program offers a unique opportu-nity for students preparing for careers in thebiomedical sciences, medicine, nursing,pharmacy, psychology, or public health togain biomedical and oncology researchexperience. The POE program provides ashort-term training experience (internship)in either laboratory research or clinicalresearch. Students participating in thePediatric Oncology Education program willreceive training in a superb academic envi-ronment created by the interaction of com-mitted basic scientists, research-orientedphysicians, and postdoctoral fellows.


Websitewww.stjude.org/poe

$4000 StipendHousing

This program is a summer internship for pre-medical students in the clinical area of organtransplantation. The internship includes shad-owing physicians on rounds in the hospital,observing and assisting in an outpatient/clinicfacility, and observing transplant and trans-plant-related surgical operations.

(615) 327-8814 FEBRUARY 25, 2012

Websitehttp://www.dciinc.org/summer_internship.php


www.drexelmed.edu/Home/OtherPrograms/

http://medschool.mc.vanderbilt.edu/ssa/

www.stjude.org/poe

http://www.dciinc.org/summer_internship.php



Michael E. DeBakey Summer Surgery Program Houston, Texas Mid-June- August 2012 8 Weeksat Baylor College of Medicine


The University of Texas Dental Branch and Medical School at Houston Houston, Texas May-June 2012 6 WeeksSummer Medical and Dental Education Program (SMDEP)

Health Career Opportunities Program (HCOP) Houston, Texas TBA 6 Weeksat The University of Houston College of Optometry

Physiology Undergraduate Research Experience (PURE) San Antonio, Texas June - July 2012 8 Weeks

Scholars Program in Organic Chemistry Dallas, Texas TBA 10 Weeksat University of Texas - Southwestern Medical Center



The Michael E. DeBakey Summer SurgeryProgram offers the pre-medical student aglimpse of a career in surgery long before theywill ever pick up a scalpel for the first time.During the eight weeks, students become famil-iar with the hospital environment, the operatingroom, and the lifestyle of a surgeon. They areexpected to become an integral part of theirsurgical teams by participating in rounds, sur-gery, and conferences.

[email protected] JANUARY 17, 2012

Websitehttp://www.debakeydepartmentofsurgery.org/home/content.cfm?menu_id=17

The program seeks motivated students from avariety of backgrounds including those who areunderrepresented or underserved that are inter-ested in pursuing a career in dentistry and med-icine, including those who have an interest inserving the underserved. The mission ofSMDEP is to assist students in enhancing theirknowledge, skills, and attitudes to make themmore competitive and to improve their chancesof becoming successful applicants to a medicalor dental school of their choice. SMDEPscholars will experience academic enrichment infive core areas: microbiology, anatomy andphysiology, pre-calculus/calculus, physics, andorganic chemistry. Students will have clinicalexperiences in such areas as emergency medi-cine, family practice, internal medicine, restora-tive dentistry, and oral surgery.


Websitewww.smdep.org/progsites/houston.htm


The program involves specific activitiesdesigned to enhance qualifications for entryto the professional program includingpreparation for the Optometry AdmissionTest (OAT), counseling regarding the admis-sion and application process, academiccounseling, time management training, andtest-taking/skills.


Websitewww.opt.uh.edu/students/undergrad

Financial aidassistance infor-mation is given toall students

This research program designed for highlymotivated college undergraduate students witha genuine interest in experimental researchcareers in biomedical science. Undergraduateswill have the opportunity to receive hands-onexperience in on-going research projectsunder the direction of a faculty member aswell as work with postdoctoral fellows andgraduate students.


Websitehttp://physiology.uthscsa.edu/new/teaching/undergrad_sum_program.asp

$3000 Stipend

The goals of the program are to improve col-lege students' performance in organic chem-istry and to provide these students with expo-sure to clinical medicine. The SPOC programwill be conducted on the UT Southwesterncampus in Dallas and has two components: 1)a 10 week course in Organic Chemistry and 2)clinical preceptorships with practicing physi-cians at UT Southwestern or in one of ouraffiliated clinical sites.

(214) 648-7517 [email protected]

Websitewww.utsouthwestern.edu/utsw

$1000 Stipend


http://www.debakeydepartmentofsurgery.org/

www.smdep.org/progsites/houston.htm

www.opt.uh.edu/students/undergrad

http://physiology.uthscsa.edu/new/teaching/

www.utsouthwestern.edu/utsw


Virginia-Nebraska Alliance Summer MCAT Preparatory Program Richmond, Virginia TBA 5 Weeks


Integrated Biological Sciences Summer Research Program (IBS-SRP) Madison, Wisconsin June - August 2012 10 Weeks

Study and Treatment of Human Disease in Mwandi, Zambia Mwandi, Zambia Early July - August 2012 4 Weeks

UC Irvine Summer Premed Program Irvine, California June - July, 2012 2 Week Sessions



The program offers a summer MCATPreparatory Program to students enrolled inVirginia's historically black colleges and univer-sities and other Alliance schools. The programprovides students the opportunity to advancetheir skills through an intensive course.

(804) 287-6484 APRIL [email protected]

Websitehttp://prehealth.richmond.edu/mcat-preparation/virginia-nebraska-alliance.html

$1500 StipendHousingMeals

In the program students do independentresearch projects with faculty mentors for tenweeks in one of seven research areas: BioenergyCellular and Molecular Biology ComputationalBiology & Biostatistics Environmental BiologyNeurobiology Plant Development, Breedingand Genetics Virology. These seven disciplinaryclusters are intellectually woven together atweekly meetings in an interdisciplinary learningcommunity through evolutionary theory andthe research process. In addition to meetingwith the interdisciplinary group, students pre-pare research proposals, final papers, and oralpresentations summarizing their work.

(608) 262-5267 FEBRUARY [email protected]

Websitecbe.wisc.edu/srp-bio/

The summer program in Mwandi, Zambiaoffers students an opportunity to work orvarious research & service projects at theUnited Church of Zambia's mission hospi-tal, primary school or preschool. UCZ's mis-sion hospital compound is affiliated with thePresbyterian Church (U.S.A.).Immediatelyfollowing the spring semester, students willtravel to Mwandi to conclude their coursework which will consist of an independentproject and a medical experience at the UCZhospital compound. Students will spendapproximately 3 weeks on-site in Mwandiand will write a final research paper based ontheir independent project.

ELIGIBILITY:Students in good standingDavidson students enrolled in a pre-medspring course

[email protected] CONTACT PROGRAM

Websitewww.bio.davidson.edu/people/vecase/mwandi/index.html

Housing

This program is for high school students whoare not in college yet. UC Irvine's SummerPremed Program is dedicated to fostering inhigh school students an interest in pursuingcareers in medicine. It also seeks to empowermedical students and pre-professional stu-dents who are accepted as program coaches tobecome lifelong teachers and leaders.The two-week courses combine lectures given by UCIrvine School of Medicine faculty membersand hands-on workshops to provide studentswith a first-rate exposure to the medical field.Students also are exposed to the practice ofmedicine and patient care at UC IrvineMedical Center, Orange County's only univer-sity hospital.

[email protected] CONTACT PROGRAM

Websitehttp://www.som.uci.edu/summerpremed/


http://prehealth.richmond.edu/

http://cbe.wisc.edu/srp-bio/

www.bio.davidson.edu/people/vecase/mwandi/index.html

http://www.som.uci.edu/summerpremed/


GADGETS&GIZMOS>>>Our pick of cool and unusual items that we thought our readers might be interested in

Memo Mug This ceramic 8 oz. mug doubles as a message board inbetween sips of your coffee or tea. The mug is smart designallows you to easily write your notes and messages on a flatsurface. If you're not already thinking it, this would be theperfect place for you to put that new equation you justlearned in class. You can wipe it clean and start again! $14.99

Citations for Real Life You can now let your fellow students knowwhen they've committed a faux pas in your pres-ence. The Citations for Real Life features 60tear-out citations so you can assess others' con-duct and then inform them on how to improve.And get this - it also features a citation protestfor appeal on the back of each violation report.$14.99

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Bobble Filtered Water Bottles These reusable personal water bottles have a built-incarbon filter that is designed to remove organic con-taminants from regular municipal tap water and isgood for up to 300 bottles of water. They are tasteand odor BPA-free and will help you save money onbuying bottled water on a regular basis. $9.99

Desk Dots These ceramic magnets can be used as anorganizer, picture holder, desk sculpture, indexcard holder and stress reliever. They switchfrom function to fun and can also be used onyour refrigerator, filing cabinet, or even as amagnetic push pin. $9.99


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BECOMING A DOCTOR: FROM STUDENT TOSPECIALIST, DOCTOR-WRITERS SHARE THEIREXPERIENCES by Lee GutkindIn a collection of 19 stories from doctors of varied specialties,journalist Lee Gutkind shares each person's unique experiencewith the medical profession and what life was like for them asphysicians-in-training. "Becoming a Doctor portrays the broadarch of a doctor's life, from a medical student's uneasy firstencounter with a cadaver and her realization that the experi-ences' redemption will lie ahead in the lives saves, to a resi-dent's reliance on dance during her grueling year in an inner-city hospital, and a veteran doctor's profound rumination onwhat it means to really listen to a patient's story."

THE MEDEDITS GUIDE TO MEDICAL SCHOOLADMISSIONS by Jessica Freedman, MDIf you're looking for a medical school admission guide thatgives advice and direction beyond the obvious then this isthe book for you. From considering where to apply to med-ical school to how to start your personal statement, formermember of the Mount Sinai School of Medicine admissioncommittee, Jessica Freedman, MD offers sound advice tostudents no matter what stage of the process they are at. Ina straight-forward kind of way, Dr. Freedman takes readersthrough the whole application process step-by-step andeven offers "insider" tips and advice along the way. You canalso follow Dr. Freedman @MedEditsMedical on Twitterfor bouts of useful information.

TAKE THE RISK: LEARNING TO IDENTIFY,CHOOSE, AND LIVE WITH ACCEPTABLE RISK by Sujay M. Kansagra, MDKnown for always encouraging others to think big, Dr. BenjaminCarson uses the pages of this book to focus on the idea of tak-ing risk. In his book Dr. Carson presents what he calls hisBest/Worst Analysis for any situation which includes askingyourself: 1. What's the best thing that can happen if I do this? 2.What the worst thing that can happen if I do this? 3. What's thebest thing that can happen if I don't do it? 4. What's the worstthing that can happen if I don't do it?

BETWEEN EXPECTATIONS: LESSONS FROM APEDIATRIC RESIDENCY by Meghan WeirIn a personal chronicle of her residency at Boston's ChildrenHospital and Boston Medical Center, Meghan Weir shares les-sons she learned and recounts what life was like for her duringthese days. Her story reveals the countless challenges and obsta-cles, as well as the rewards, that come with practicing medicine.Dr. Weir also talks about the many patients she encounters, fromchildren in an oncology ward to treating premature babies withheart defects. This is a good read for any student considering acareer in pediatric medicine.

IN THE STACKSBooks we thought that aspiring doctors might be interested in reading<<<


General Health Activity RecommendationsFrequency Intensity Time Type Enjoyment5-7 days per week Moderate (enough to increase 30 minutes total per day General activities The greater, the better

heart and respiration rates) WalkingUsing stairsGardeningMowing the yard

BETTERLIFEBETTERYOU>>> Information on taking care of yourself as a student living a busy pre-med life

You can walk, jog, run outdoors or on the tread-mill, play basketball, football, tennis or performany activity that involves and places stress on thecardiorespiratory system. When putting togetheryour cardio routine, identify with your fitness goalsand objectives, and then factor in your 1.Frequency (How many day a week?), 2. Intensity(How easy or difficult?), 3. Duration (How long of

a time), and 4. Activity (What type of exercise?)Determine all of the above factors to put togetheryour cardiorespiratory training regimen. In yourcardio program use a variety of exercises in yourroutine which will effectively ensure an improvedfitness level. Mixing it up to incorporate a varietyof activities will maximize the results. By maximiz-ing the body’s ability to adapt and plateau.

Examples of cardio training are: Circuit WeightTraining, Treadmill, Bicycling, Tennis, Basketball,and Football.

Below are two charts of cardiorespiratory trainingguidelines and a template of a cardio program.

BURNBODYFAT

Tone up with cardio! The misconception is thatcardio is just for weight loss. We’ll think again!Body fat reduction takes place when there is moreenergy being burned than consumed. When theobjective is body fat reduction, focus on burningcalories, not burning fat.

BY COACH JAYPEE, Celebrity Trainer and Fitness Consultant

Improved Fitness Recommendations Source: NASM Essentials of Personal Fitness Training

Frequency Intensity Time Type Enjoyment5-7 days per week 60-90% HR max 20-60 minutes per day Any activity The greater, the better

Source: NASM Essentials of Personal Fitness Training

Source: NASM Essentials of Personal Fitness Training


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Train the entire body by combining variable resistancebody weight training, elements of instability and multi-ple planes of movement. Built with industrial construc-tion, the TRX® weighs less than 2lbs., requires minimalstorage space, and can easily be set up anywhere.Locking equalizer loop prevents premature wear andenables single-sided exercises to be performed instantly.

TRX® Workout from Coach Jaypee1. TRX Chest Press2. TRX Squats3. TRX Rows4. TRX Single Leg Squats5. TRX Shoulder Pres6. TRX Hip Press

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conditionsolution #2

Resistance Tube and BandsTubing and bands are one of the most affordable train-ing tools available and can provide an effective upperbody, lower body, and core workout for just about any-one. Unlike conventional equipment, tubing and bandsallow you to work in multiple planes of movement.Their elastic properties give you varying levels of inten-sity, and every exercise provides a full range of motion.Whether your workout involves training indoor or out-door, tubing comes in a multitude of sizes, forms, andresistance levels to match most individuals abilities.Nothing can beat resistance tube and bands for conven-ience and portability.

Tube Workout from Coach Jaypee1.Resistance Tube Chest Press2. Resistance Tube Lunges3. Resistance Tube Rows4. Resistance Tube Squats5. Resistance Tube Shoulder Press6. Resistance Lunges with Twist

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If you’re quick to hop on the campus shut-tle to travel to your classes, you may want tothink about walking to class instead. In anarticle published in the journal Circulation,

researchers revealed that say that people whowalk or jog for just a couple of hours each weekare at lower risk of heart disease than those whodon't exercise. The study, led by Jacob Sattelmair,MSc, ScD, of Harvard School of Public Health,was conducted to get a better picture of just howmuch exercise (or just physical activity) is neces-sary for providing beneficial effects for the heart..For the study, researchers collected data from

nine previous studies that asked participants howfrequently they exercised, and for how long eachtime, and followed them to see who was diag-nosed with heart disease over anywhere from afew years to a couple decades. The United Statesguidelines from 2008 recommend 150 minutes ofmoderate exercise (such as brisk walking) eachweek, or 30 minutes five days per week, as a min-imum for health benefit. The authors of thestudy say that if you double the time recommendwithin the US guidelines, additional benefits willbe the result. The results of the study revealedthat people who exercised according to the mini-

mum guidelines (equivalent to burning about 550calories per week through exercise) had a 14 per-cent lower risk of heart disease than those whodidn't exercise at all. The United States guidelinesfrom 2008 recommend 150 minutes of moderateexercise (such as brisk walking) each week, or 30minutes five days per week, as a minimum forhealth benefit. While the findings show that moreis generally better, "If you're doing nothing, youdon't have to start walking an hour a day toachieve benefit," Sattelmair concluded “Somephysical activity is better than none.”


Health | Wellness | Fitness | Nutrition | Mind & Bodynewstouse

walkingwondersFor big health benefits, walk or jogfor just a couple hours every week.

PreMedLife MagazineStudent Advisory Board

NOW ACCEPTING

APPLICATIONSPreMedLife Magazine is now accepting applications for its StudentAdvisory Board. This is a great opportunity for you to be the voiceof pre-med students nationwide.

Deadline: Friday, September 30th, 2011

Don’t delay, only a limited number of positions available!

APPLICATIONS AVAILABLE ONLINE ATWWW.PREMEDLIFE.COM

A salty diet and sedentary lifestyle may be linkedto cognitive decline in old age, according to astudy published in the journal Neurobiology ofAging. For the study researchers used data on morethan 1,200 people ages 67-84 years old and exam-ined data from a three-year period. According tothe study authors, their study is the first of its kindto link the benefits of low sodium intake to brainhealth in older adults.

Researchers found that men and women withthe highest daily sodium intake and the lowestlevel of exercise performed poorer over time oncognitive tests than those with low sodium intakeand an active lifestyle. And even when theresearchers controlled for such factors as waist cir-cumference, diabetes status, and overall diet, thefindings held up.

"It's important for people to know there arethings you can do to help protect your brain asyou're aging," said study author Carol Greenwood,a nutrition scientist and interim director of theBaycrest Kunin-Lunenfeld Applied and EvaluativeResearch in Toronto. "You do have some control,and lifestyle is key."

While the study is observational, and thereforedoes not mean that salt causes cognitive decline,the authors say that their results add to the grow-ing body of evidence that too much salt can haveserious health consequences.

"Whether or not dietary sodium directly affectscognitive function in older people, its intakeshould be restricted to recommended levels, bestachieved by eating fewer processed foods, andmore foods direct from nature," said Dr. DavidKatz, director of Medical Studies in Public Healthat Yale University.”

Low SodiumDiet Linked to“Healthier”Brain in Adults

www.premedlife.com



Exercise can work as effectively as taking a second medication fordepressed patients who condition doesn’t improve with a single medica-tion, say researchers from the University of Texas Southwestern MedicalCenter. The study, led by Madhukar Trivedi, of the Mood DisordersResearch Program and Clinical UTSMC, involved participants diagnosedwith depression, ages 18-70, who had not remitted with treatment usinga selective serotonin reuptake inhibitor antidepressant medication.

Each group received a different level of exercise intensity for 12weeks. Participants, whose average depression length was seven years,exercised on treadmills, cycle ergometers or both, kept an online diary

of frequency and length of sessions, and wore a heart-rate monitorwhile exercising.

The study found that almost 30 percent of patients in both groupsachieved full remission from their depression. In addition, 20 percentexperienced a significant improvement based on standardized psychi-atric measurements. The researchers also reported that moderate exer-cise was more effective for the female patients with a family history ofmental illness but intense exercise was more effective in women whosefamilies did not have a history of the disease.

The findings were published in the Journal of Clinical Psychiatry.

Exercise May Help Deal With Feelings of Depression, Researchers Say

Write For Us!If you consider yourself a good writer and would like a chance to have your article published in an issue of PreMedLife Magazine, we’relooking for student writers to submit articles. From your personal experiences as a pre-med student to living everyday life as a collegestudent, we want to share your story with our readers. Or if you need an idea to write about - we’ve got tons of them. For more infor-mation about writing for PreMedLife Magazine, visit our Web site at www.premedlife.com or email us at [email protected].

www.premedlife.com


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COLLEGE101>>> Helpful advice to manage and deal with life as a college student

As you begin a new semester it is very important that you avoid gettingcaught up in what many people like to call the Premed Jungle, a placewhere pre-medical students enter the instant they decide that they want togo to medical school. The Premed Jungle, like any other jungle, is synony-mous with “survival of the fittest.” However, there is a way to avoid get-ting caught up in the dangling vines of grades and imobilizing swamp ofcompetitiveness, and it entails minding your own business - literally. Yourown business is working your hardest to do the best you can in your class-es without comparing yourself to others and what others are doing.Minding your own business means that you are your own competition.

The point is - try not to get consumed with what kind of grades yourfellow pre-meders are pulling in. Study to the markings of your own high-lighter, set personalized goals for yourself, and work on becoming the bestpre-medical candidate that you can be.

The pre-med years can be a very stressful time for many students, butbecause of the difficult courseload combined with making time to prepare

for the MCAT, the pressure that comes along with being a premed may notbe avoidable - so learning how to handle the pressure is key.

Sometimes a little competition can be healthy, but knowing when to callit quits is quite important. Always putting yourself up to compete withothers can take a toll on you mentally, which can infect many other aspectsof your premed life. Sticking to your own routine and building yourself upto set yourself apart from all of the other pre-meds out there is even moreimportant. If you compete with others you may forget why you becamepremed in the first place. So you have to stop and think about what’s mostimportant in the bigger scheme of things. Getting a higher grade on yourgeneral chemistry mid-term than your fellow classmate or working towardsbecoming the most well-rounded candidate possible.

So make this semester a good one! Tighten the elastic straps on your gog-gles and crack open those organic chem modeling kits - its time to take thissemester on my storm. Forget about what everyone else is doing, now’s thetime to show yourself what you’ve got. Make yourself proud of yourself.

PreMedLife Magazine - September - October 2011

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Transcript of PreMedLife Magazine - September - October 2011