PreMedLife Magazine - September - October 2011 by PreMedLife Magazine

PREMEDLIFE

Choosing Medical Schools to Apply to

Spotlight on the MCAT

Things to Consider When Deciding On Which Medical Schools To Apply To

Section-By-Section Guide to the MCAT

SchoolSpotlight

University of Virginia School of Medicine

S eMe st Pr am Li r ! ProngcludeEdS I AG 34 P

What Does It Take to Be a Dermatologist? NEW!

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Especially This Specialty A Day in the Life Inside the Life of a Wife, Mother, and Med School Student

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CONTENTS

September/October 2011

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

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

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

DEPARTMENTS Ask The Experts | 12 Your questions answered by knowledgeable insiders who give insight about the medical school admissions process School Spotlight| 23 Get a glimpse into what the University of Virginia School of Medicine has to offer Especially This Specialty | 33 Find out what being a Dermatologist is all about and what it will take to become one

IN EVERY ISSUE

plus...

2012

SUMMER PRE-MED PROGRAM LIST A listing of summer opportunities for pre-health students. The list includes opportunities nationwide in several different areas. Among the areas included are: California, Connecticut, Florida, Maryland, Massachusetts, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Texas, Virginia, AND MANY MORE! | 44

Exclusively on the Web PreMedLife magazine provides a host of features, covering everything from getting into medical school to tips for acing the MCAT, promoting the optimal status and candidacy for pre-medical students. Visit www.premedlife.com often to get news and articles covering the topics that pre-med students care about.

Newsbites| 6 Recent news & information relevant to students applying to medical school ! neAw Day in the Life| 33 Get a real life account of what life is like for med school students and doctors Gadgets & Gizmos| 79 Gadgets & gizmos we’ve picked out - they’re sure to keep you entertained. From a USB Flash Drive Bracelet to a Ramen Noodle Recipe Book, these items will make you smile. In The Stacks| 79 Books to inspire you or provide you with advice along your journey to medical school Better Life, Better You| 80 Advice & tips for taking care of yourself to make it through your hectic pre-med life College 101| 86 Here are some things that every student attending college should know

September/October 2011 | PreMedLife Magazine | 3

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www.facebook.com/premedlife PreMedLife magazine is published six times per year by Kisho Media, LLC. and copies are provided to select colleges and universities free of charge. The information in PreMedLife magazine is believed to be accurate, but in some instances, may represent opinion or judgment. Consult your pre-med advisor with any questions you may have about the medical school admission process and related topics. Unless otherwise noted, all photographs, artwork, and and may not be duplicated or reprinted without express written permission from Kisho Media, LLC. PreMedLife magazine and Kisho Media, LLC. are not liable for typographical or production errors or the accuracy of information provided by advertisers. PreMedLife Magazine reserves the right to refuse any advertising. All inquires may be sent to: Kisho Media, LLC. P.O. Box 7049, New York, NY 10116. Or call (347) 231-6429 or email info@premedlife.com.

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“Begin with the end in mind.” This is Habit #2 in the book “The 7 Habits of Highly Effective People” by Stephen Covey. My father often spoke these words to me and these are the same words I share with anyone who has longterm goals. And for a pre-medical student like yourself, this same way of thinking totally applies. If you’re a freshman just starting your first semester of college, begin your undergraduate career with the end-medical school-in mind. And if you’re already in college, it’s not to late to start thinking this way. If you need a bit of motivation to wake up in the morning to go to your orgo lecture-begin with the end-medical school-in mind. Beginning with the end in mind is a way to keep reminding yourself why you’re studying harder than everyone else. And as many of you who’ve been reading PreMedLife magazine from the very first issue, I always like to start off the academic year by sharing the words 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 business 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).

Sheema Publisher info@premedlife.com

September/October 2011 | PreMedLife Magazine | 5

NEWSBITES

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

Different Interview Process Becomes More Popular Among Medical Schools 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 If you haven’t already heard, more and more medical schools are ditching the traditional way of interviewing medical school candidates for a new format called the Multiple Mini Interview (MMI). Originally developed by the folks at Canada’s McMaster University, the MMI process was created to do what the traditional interview apparently couldn’t do effectively – assess characteristics like compassion, teamwork, reliability, responsibility, and professionalism. Comparable to a speed-dating style set-up, the MMI process involves candidates moving from station to station to complete a series of short, structured interviews. While the process may vary slightly from school to school, for two minutes before each mini interview students read a question/scenario and “mentally prepare” before they actually enter the interview room. Then the candidate enters the interview and holds an eight minute dialogue with one interviewer about the question/scenario they were just presented with. This process will then repeat 10-12 more times until the candidate completes the “interview circuit.” According to one study published in Medical Education (2009. 43:360-367), both candidate and interviewers felt that the one-to-one format of the MMI improved the quality of the overall interaction during the interview and reduced the candidate’s stress associated with facing a panel. Moreover, the study revealed that “candidates spoke about how the multiple stations gave them a chance to redeem a ‘bad first impression with one person’ and to regain their composure.” So why are more and more schools in the U.S. adopting this style of interviewing? Well, not only does the MMI process allow schools to gain multiple chances to learn more about a candidate’s abilities, it also allows schools the flexibility to design stations to evaluate whichever personal attributes the school desires most in a candidate. “We hope that multiple mini interview format will provide a more balanced assessment than the traditional face-to-face format,” said Mark Henderson, associate dean for admissions at the University Of California Davis School Of Medicine. “Individual interviews are notoriously unreliable and subject to bias. So instead of a 45minute interview with a single faculty member or student, we’re putting our candidates through a

series of brief, but telling situations designed to illuminate key characteristics of a good physician, including resourcefulness, listening skills, and even teamwork.” Through the MMI process, schools can focus on personal attributes such as communication skills and a candidate’s maturity level. In addition, certain stations may be structures to specifically measure a candidate’s critical analysis skills and ethical beliefs. Research has also shown that the MMI process is a good predictor of future clinical performance among medical students. Several medical schools in the U.S. which are currently using the MMI process including: Virginia Tech Carilion School of Medicine, Robert Wood Johnson Medical School, Oregon Health & Science University School of Medicine, Stanford School of Medicine, University of Cincinnati College of Medicine, University of Arizona College of Medicine, University of California-Riverside School of Medicine, David Geffen School of Medicine at UCLA, and UC Davis School of Medicine. While the actual scenarios you will get are of course confidential until interview day, here is an example of an MMI scenario that was used for a study conducted by Kevin Eva, BSc, PhD, from McMaster University on the MMI process – remem-

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ber this is what you would see before walking into your interview room: Parking Garage (Communication Skills) The parking garage at your place of work has assigned parking spots. On leaving your spot, you are observed by the garage attendant as you back into a neighboring car, a BMW, knocking out its left front headlight and denting the left front fender. The garage attendant gives you the name and office number of the owner of the neighboring car, telling you that he is calling ahead to the car owner, Tim. The garage attendant tells you that Tim is expecting your visit. Enter Tim's office. Here’s another sample question presented in a study by led by Chris Roberts, from the University of Sydney. Humiliating Film (Ethical DecisionMaking) Imagine you are the principal of a large, respected school. There has been an allegation that a humiliating film of a young disabled person has been circulating on the Internet. Two final year students are up before you to explain their actions in the creation of the video. The video appears to show a young person with intellectual impairment being verbally abused by one of the students whilst a group of senior students look on laughing. What are the issues that you, as the principal, are likely to consider both before and at a disciplinary hearing?

NEWSBITES Smallest Medical School Class Starts at Brand New Campus In Kansas The University of Kansas School of Medicine has opened the doors to its new campus in Salina to encourage medical students to practice in the area once they graduate. The location of the new campus is a part of the school’s efforts to help address the state’s need for more physicians. And with only eight students, KU’s Salina campus is now considered the smallest four-year medical education site in the U.S. "Many parts of the United States are sparsely populated geographic areas where people need medical care," said William CathcartRake, MD, director at the KU School of Medicine-Salina. "By training physicians in a nonmetropolitan area, we are showing young medical students that life can be good, and practice can be stimulating outside of the big city." The school's medical education program is designed to implement an innovative approach and support those students who have a strong desire to practice in rural areas once they obtain their license. School officials say the program is ideal for Kansas students who are self-motivated, independent learners who enjoy working with a small group of peers for the duration of medical school. "Twelve Kansas counties don't have a single full-time physician. Even those counties with full-time physicians are struggling to meet the population's needs. Our graduates have a deep commitment to practicing in these underserved areas," said Barbara F. Atkinson, MD, executive dean of the University of Kansas School of Medicine and executive vice

chancellor of the University of Kansas Medical Center. "The eight students who are starting medical school in Salina this year, and the eight who follow in their footsteps each year from now on, will benefit our state tremendously." According to the school's Website, the curriculum is identical to that at the School of Medicine campuses in Kansas City and Wichita. During the first two years, the Salina students will train on-site and through distance learning with their peers on the Kansas City and Wichita campuses via video and podcasts. During their third and fourth years, the students will work will work with experienced physicians practicing in Salina and the surrounding communities.

"We hope these experiences will produce welltrained physicians who want to return to practice in similar rural communities in Kansas after they've completed medical school and postgraduate training," said Dr. Cathcart-Rake. "If our new model is successful, it could become a template for other states needing to address physician shortages, especially in rural areas." Officials say students who attend the Salina campus will have an education experience that is intimate and one that will match the school's reputation for being one of the nation's leading institutions for training primary care and rural physicians. For more information about UKSM's Salina campus visit http://salina.kumc.edu.

New York’s Newest Medical School Opens

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

traditional medical schools, but they chose to come here - and make history by becoming part of a new breed of physicians who understand the importance of teamwork and communication in the future of healthcare delivery." Learning will take place on Hofstra's campus in Hempstead at a newly renovated facility that previously housed the New York Jets summer training facility. The school features a 108seat capacity Medical Education Theater and a Structure Lab, which is a state-of-the-art environment that is designed to offer students the most advanced tools to learn gross and microscopic anatomy-coupled with clinically relevant pathology and imaging. The school plans to eventually increase the incoming class size to 100 by 2014. For more information about the Hofstra North ShoreLIJ School of Medicine visit http://medicine.hofstra.edu.

Hofstra North Shore-LIJ School of Medicine has finally opened its doors as New York's first new allopathic medical school in 40 years. From more than 700 applicants, the school carefully selected 40 students to make up its inaugural class. The 20 women and 20 men come from more than 38 different states and possess undergraduate degrees ranging from English to chemistry to anthropology. "With this inaugural class, we are bringing in 40 bright, talented individuals who recognize that we are offering an extraordinary opportunity to create an entirely new model for the way medicine is practiced in this country," said

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NEWSBITES

Ohio Medical MEDICAL School Introduces Its SCHOOL New, One-of-a-Kind PIPELINE P4 Medicine Course

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

As part of a new course that has been added to the curriculum at The Ohio State University College of Medicine students are being exposed to what the school is calling P4 Medicine - predictive, preventive, personalized, and participatory medicine. The course is part of a program designed to shift traditional medical training from focusing on treating sick patients to helping patients practice well-being. As the first program of its kind, faculty of P4 Medicine hope that the program will pave the way for lower health care costs and improve quality care and outcomes for patients. "Rather than emphasizing and relying on genetics or genomics, the program incorporates behavior health and current strategies being applied at Ohio State to show P4 medicine can and will be applied," explained Dr. Kandamurugu Manickam, director of the P4 Scholars program. "Students will still get

a thorough education in medical care, but it will be supplemented with a personalized approach to accelerate self-directed learning into the students' interests." In the course students will receive instruction on a wide range of topics including, but not limited to shared decision-making with patients, preventative medicine concepts, changing patient health behaviors, the role of physical activity, bioethics, and the complexities of health and disease. The inaugural class of the seven-week program was comprised of over 20 students from the medical school's class of 2014. Dr. Manickam says that there are plans to expand the P4 Scholars Program to other State colleges in Ohio and some of the program's concepts will be integrated into the new medical school curriculum come 2012. For more information about P4 medicine at Ohio State visit http://phc.osumc.edu.

CALIFORNIA NORTHSTATE UNIVERSITY COLLEGE OF MEDICINE Rancho Cordova, California Anticipated TBA

WESTERN MICHIGAN UNIVERSITY SCHOOL OF MEDICINE Kalamazoo, Michigan Anticipated TBA

PALM BEACH MEDICAL COLLEGE Palm Beach, Florida Anticipated TBA

UNIVERSITY OF CALIFORNIA, RIVERSIDE SCHOOL OF MEDICINE Riverside, California Anticipated Fall 2012

CENTRAL MICHIGAN UNIVERSITY SCHOOL OF MEDICINE Mount Pleasant, Michigan Anticipated Fall 2012

COOPER MEDICAL SCHOOL OF ROWAN UNIVERSITY Camden, New Jersey Anticipated Fall 2012

UNIVERSITY OF SOUTH CAROLINA SCHOOL OF MEDICINE, GREENVILLE Greenville, South Carolina Anticipated Fall 2012

QUINNIPIAC UNIVERSITY SCHOOL OF MEDICINE North Haven, Connecticut Anticipated Fall 2013 or 2014

UPDATED 8/2011

September/October 2011 | PreMedLife Magazine | 9

NEWSBITES Initiative Aims to Shorten Med School The push to help medical students finish medical school faster will not only reduce the cost of school but will also steer medical students toward badly needed positions as primary care docs Students in Texas may soon be able to participate in a program that will allow them graduate from medical school earlier than usual by linking undergraduate schooling with medical school courses to create a 7-year BS/MD program. This could mean that 7-year medical degrees may soon be offered throughout Texas. Under the program the first group of Transformation in Medical Education (TIME) students would begin college in Fall 2013 and graduate from medical school in Spring 2020, essentially cutting out a year of schooling. Students selected for the program would be in their freshman year and would have a record of high academic achievement and if they maintain good grades are guaranteed a spot in the entering class of a partnering medical school. In general, programs are being planned which would combined plans for bachelor’s and medical degrees and decreased the traditional 8-year timeline of undergraduate and medical school education to 7, and maybe even 6 years. The program would also reduce the costs of undergraduate schooling, and more importantly medical school education. With students carrying outrageous amounts in medical school debt, programs like TIME may help offset the cost of obtaining a medical degree and have some other, not so obvious benefits as well. “With student debt loads frequently exceeding $100,000 for a medical degree, a program that reduces costs also could help steer medical students toward badly needed positions as primary care physicians” said Kenneth Shine, MD, the executive vice chancellor for health affairs in the UT system. “Many medical students favor higher paying specialty positions in the medical field to help offset the anticipated heavy debt they will incur upon completing medical school,” he concluded. “To pay back debt that can be overwhelming, today’s medical school graduates sometimes feel forced to choose the highest paying specialties, which frequently are not a match with the public’s greatest needs.” The pilot program partnerships and the institutions associated with them are as follows: SHAPE: UT Southwestern, Houston, Austin Professional Education (UT Southwestern Medical Center, UT Health Science Center-Houston, UT Austin): Each year 60 UT Austin freshmen will be selected for early admission to a partnering medical school and will then complete their undergraduate work

in three years. An individualized flex year at each medical school will enable SHAPE students to acquire advanced research or professional skills and to grow as future physician-leaders. PACT: Partnership in Advancing Clinical Transition (UT Dallas, UT Southwestern Medical Center): This partnership’s goal is to achieve better integration of undergraduate and graduate studies in preparation for careers in health care. Initial efforts are focused on establishing an accelerated 6- or 7-year training program leading to B.S. and M.D. degrees. Students transition to the medical school in the fourth year, maintaining ties to UTD from which electives in humanities, health care policy, and biomedical engineering will continue to broaden their perspective and skills as health care professionals. FAME: Facilitated Acceptance to Medical Education (UT San Antonio, UT Health Science Center-San Antonio): The goal of the FAME Program is to graduate physicians who have acquired exceptional knowledge of the sciences basic to medical practice, in addition to acquiring professional skills, and a keen understanding of the social, cultural and behavioral aspects of health care. The students in this program will complete all requirements for a baccalaureate and M.D. degree in seven years. The capstones of the FAME program are GATEWAY seminar

10 | PreMedLife Magazine | September/October 2011

courses which will expose students to the many aspects of patient care and to the unique needs of their community. A-PRIME: Accelerated Professional, Relevant, Integrated Medical Education (UT Brownsville, UT El Paso, UT Pan American, UT Medical Branch at Galveston, UT Health Science Center-Houston): The goal of APRIME is to develop a model of physician education that is widely recognized for its innovative approach, educational effectiveness and professionalism of its graduates through a curriculum that is accessible to diverse groups of students and produces competent, compassionate physicians; fosters students to become caring and compassionate physicians by learning about a career in medicine while developing a professional identity early in their academic timetable; enables academic and medical institutions to jointly create a shared and more efficient, coordinated curriculum in a shortened timeframe; educates physicians trained and assessed in a range of cognitive, affective and psycho-motor traits throughout their undergraduate and medical education; and achieves better health care outcomes for Texas. According to the AAMC, about 20 medical schools in the U.S. offer combined BS/MD degrees designed to shorten the time to graduate from medical school.

Photo credit: Christen Gowan/Union College

Pottery Class Teaches Future MDs Lessons You may not see the connection at first, but students who took a pottery class at Union College are getting a head start on becoming better physicians. In an effort to teach students a lesson in dealing with challenges, Carole Weisse, director of Health Professions, who oversee the Leadership in Medicine program at Union College, alongside ceramics instructor Nancy Niefield led a group 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 and technical, this is a great way to teach them about the arts and have them use the right side of their brains," explained Weisse. During the class the students also completed a writing aspect of the experience which called for them to reflect on the successes and failures in medicine.

Every Brown Med Student Must Buy iPad Since officials at the Warren Alpert Medical School of Brown University are requiring students in its incoming class to purchase multimedia-rich iPad version of textbooks, all students must purchase iPads. It was apparently the interactive learning approach offered through these e-textbooks that caught the attention of officials and prompted the “mandate” for the school’s medical students. According to Luba Dumenco, MD, director of preclinical curriculum at Brown University Medical School, the

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interactivity and portability of the digital textbooks is what sold her. The chapter option, in which students can purchase single chapters of textbooks, was another plus Dr. Dumenco pointed out saying that it could potentially be "useful for students looking to brush up on concepts cell biology, say - that they were expected to have learned before medical school." For more information about Brown University Medical School visit bms.brown.edu

NEWSBITES Program Seeks High Emotional Intelligence The University of South Florida (USF) College of Medicine and Lehigh Valley Health Network have joined together to launch a new medical education honors program. The Scholarly Excellence, Leadership Experiences, Collaborative Training (SELECT) program is designed to prepare students to not only be physicians but to also be leaders in medicine who are passionate about accelerating change in health care. Founded on the principle that students with high emotional intelligence-that is someone who has the ability to identify and control not only their own emotions, but of others, and of groups-are more likely to develop the skills needed to make a difference in health care reform and improve the health of communities. In other words, "students with higher emotional intelligence can become more engaged, compassionate physicians who work effectively with teams and can lead change in health care organizations." And according to the program's Web site, "academic research shows that students with higher levels of emotional intelligence have a stronger sense of self and knowledge that they can handle problems or challenges effectively, indicating that emotional intelligence may be a good predictor of success or failure in both academics and careers. The program is designed so that students spend their first two years taking classes at the USF College of Medicine and then focus on clinical education at Lehigh Valley Health Network during their third and fourth year. Because of the program's emphasis on leadership development, students complete unique coursework that is covered in three blocks: Basic Science of Leadership, Advanced Science Leadership, and Transforming Science of Leadership. "This emphasis on leadership means our students not only master the scientific foundation of medicine but cultivate "big picture" skills that enable them to work effectively with others." For more information about the program visit http://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 2011 September/October 2011 | PreMedLife Magazine | 11

ASK THE EXPERTS

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

GOT QUESTIONS? Get answers to your important premedical questions with the help of experts and insiders about the process. Our Ask the Expert section connects you with individuals who can answer questions on a wide variety of topics. Send them to info@premedlife.com.

MCAT Studies want to make sure I score well on the MCAT but Q| II'mreally afraid that if I begin studying too soon I will forget a lot of what I learn. When should I start preparing? Your study plan for the MCAT should essentially span over the course of your undergraduate career

Taking Chances MCAT scores and GPA are not that strong but I really Q| My don't want to participate in a Master's program or post-baccalaureate program to enhance my credentials. Will it hurt me to just apply to medical school and see what happens? into medical school is highly competitive to begin with, A| Getting so it is always best to apply when you are the strongest candidate possible. You should never apply to medical school "just to see what happens" if the odds are not in your favor because this move might actually make it harder to gain acceptance in the next application cycle. If you don’t get accepted and do not get in and reapply during the next cycle, the school will compare your new application to your previous one and if they do not identify a significant difference in your records they will probably deny you admission - again. When you begin the application process not only do you need to be honest with yourself about where you stand as an applicant, but it will be well worth your while to sit down with the pre-health advisor at your school to get a more accurate assessment of where you stand.

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

from gaining clinical experience to "look good" to medA| Aside ical school admission committees, participating in a "real life" experiences in medicine will give you the chance to discover what you like (or dislike) about medicine. So the earlier you get a chance to immerse yourself in the medical community the better. The earlier you start the more time you'll have to explore the different areas of medicine and possible career options once you graduate. Starting early will also give you the years of clinical experience needed to show medical school's how committed you are to medicine as a career.

3,989

in your medical school prerequisite courses will be needed to perform well on the MCAT. The science portion of the MCAT is based on concepts taught in General Biology, General Chemistry, Organic Chemistry and Physics so doing well in these courses will give you the foundation you'll need when you revisit and review specific topics and concepts for the test. So when should you "officially" begin studying for the MCAT? Most students have found it best to begin actually studying for the MCAT three months before they are scheduled to sit for the test. To fully prepare within this three month period, students often spend several hours studying to cover all of the material covered in the MCAT. The verbal reasoning section of the MCAT will require a separate set of skills and knowledge that you can begin working on as far in advance of the test as you wish. To prepare for the verbal reasoning section, you should make it a habit to read challenging material in journals, newspapers, or books on topics in the hard sciences, social sciences, and humanities. And for the writing section, you're going to want to make sure you pay attention in any of your English composition or writing courses that you make take as a freshman or sophomore. Knowing what goes into writing a well put together essay will be essential to doing well on the writing portion of the MCAT. Your study plan for the MCAT should essentially span over the course of your undergraduate career and begin to get more focused as your test day draws closer.

Second Thoughts

Making Moves

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

my father and brother are doctors and my family want Q| Both me to become a doctor too. I have good grades and scored

well on the MCAT but I really don’t want to be a doctor. How should I tell my family that I really don’t want to attend medical school?

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

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

12 | PreMedLife Magazine | September/October 2011

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COVER STORY

Choosing Medical Schools to Apply to The list of medical schools that you will apply to should be well researched and well thought out

14 | PreMedLife Magazine | September/October 2011

f you thought that getting through organic chemistry and taking the MCAT were your biggest concerns as a pre-medical student, think again. With 133 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, and a future doctor can be a challenging task. So, how do you go about choosing the best medical school for you? Well, for starters, you’re going to have to know exactly what you want. From geographical location to teaching style, there are several things you will need to think about as you embark on the mission to choose the school that will ultimately lend its name to the rest of your medical career. As you begin making your list of 15-20 medical schools to apply to (which is the range many pre-medical advisors tell their students to aim for), here are some things we think are most important for you to consider to help you apply to the right mix of school and narrow in on which schools will ultimately be the best fit for you.

APPLY TO SCHOOLS WHERE YOU’LL BE A “COMPETITIVE” CANDIDATE Since applying to medical school is a highly competitive process, it is best that you only apply to schools that will position you as a “competitive” student within the applicant pool. Yes, we know that you’ve dreamed of going to Harvard Medical School since you were 10 years old, but what sense would it make to apply there if your GPA and MCAT scores fall well below the average GPA and MCAT scores of students who were accepted? The truth is, many medical schools will not even consider your application unless your GPA and MCAT scores are at or above a certain cut-off point. So you’ll have to think realistically about where you stand “grade-wise” as an applicant. This will be a good starting point for determining which schools you can add to your list. Many students have found that the Medical Resource Group’s Medical School Finder tool (available at www.studentdoc.com/medfind) is a useful online tool to compare your scores, both GPA and MCAT, to those of students who matriculated at medical schools in the U.S. All you do is enter your scores and GPA and the system will generate a list of schools which will provide users with color-coded results of schools at which your GPA and MCAT scores are “very competitive”, “competitive,” and “less competitive.” In addition, the Medical School Finder tool will also provide users with a detailed breakdown of how your score was generated from the information you entered and the information of the specific school. The Web site does note that while the formula used for the tool is based on reasonable assumptions and historical data, it cannot predict future trends in medical school acceptances. In addition to this, another great resource is the Medical School Admissions Requirements guide which is published each year

by the Association of American Medical Colleges (www.AAMC.org). This guide will give you information about each medical school in the U.S., including the average GPA and MCAT scores of students in each entering class. But remember, numbers aren’t everything. If you discover that your numbers are below average for a particular school that you’re really interested in, you should still apply since there are a number of other factors that go into medical school admissions. Questions to ask yourself: Which schools will I be considered a “competitive” applicant? If my GPA and MCAT aren’t competitive enough for any school, are there any post-baccalaureate pre-medical programs I can apply to?

APPLY TO SCHOOLS IN YOUR HOME STATE Unless you have a very good reason not to, you should apply to all the schools in your home state. Many medical school admissions committees give preference to applicants who are residents of the school’s state. Sometimes, in-state residents make up as much as 90% of the school’s entering class. And this doesn’t only go for public schools. Even many private schools have strong preference for in-state residents. The fact of the matter is – an applicant’s state of residence has a huge influence on the chances of being admitted to medical school. Why? Well, many states require its public medical schools and encourage private medical schools to give preference to applicants continued on next page>>>

STATE RESIDENCY ⎯ WHAT DOES THIS ACTUALLY MEAN? The definition of “legal residency” may not always match what a medical school defines as “residency status.” In general, medical schools will consider an applicant to be an “in-state” candidate if they meet one or more of the following 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 residency status. You should always contact the school directly to find out how they define state residency. Many students find out too late they they do not hold status as a legal resident and cannot reap the benefits that may come with the status.

September/October 2011 | PreMedLife Magazine | 15

who live within the school’s state or region in order to increase the number physicians who will potentially remain in the state to practice medicine. Believe it or not, an unspoken common belief, which many also play a part in admitting more in-state applicants than out-of-state applicants is that many schools tend to believe that a student will be more successful in medical school if they have a strong emotional support system around them and the goal for most schools is to produce successful students who will go on to be successful doctors. Another plus to applying and gaining admission to a state school as an in-state resident is that residents generally pay lower tuition rates than students who are considered out-of-state. Questions to ask yourself: What do I have to lose by applying to schools in my home state or region?

APPLY TO SCHOOLS IN AREAS WHERE YOU WON’T MIND LIVING Don’t make the mistake of thinking that location doesn’t matter. Location is one of the most important factors to consider since it will ultimately in one way or another influence your ability to focus academically , how much money you’ll be spending (ie. cost of living expenses), educational opportunities/learning experiences, and your personal life (or lack thereof) - with the latter being of less importance as you focus on your schooling. The location of whichever medical school you choose to attend is very important for a number of reasons: If you are the type of student who relied a lot on family and friends to get you through tough times during your undergraduate years, then you may want to attend a school close to home, either in the same city (or a couple hours away). Many pre-medical advisors will tell students to attend a medical school that is close to home because during the trying times, which will most likely come on your journey to becoming a doctor, you will most likely rely on your support systems of family and friends, and the closer they are, the better! The best thing to do is to seriously think about your current relationships and weigh the pros and cons of moving away or staying close. On the other hand, if you’ve always lived at home and are ready to see what other places have to offer, this may very well be the perfect opportunity for you to attend a school that’s not close to home. Many times, applicants do not put as much thought as they should into where they are going to spend the next four years of their life because they are so consumed with attending a “great” school. But if that “great school is in a less desirable area, or an area that doesn’t appeal to the student, chances are he/she is going to be miserable. The point is – know what you’re getting yourself into and have an idea of what life will be like wherever your medical school is located. So if you’ve lived in Florida your entire life and are thinking about applying to the University at Buffalo School of Medicine and Biomedical

Sciences, be prepared to weather to storm – both figuratively and literally! With some medical schools located in small towns and some in larger cities, some in country setting and others in downtown areas, your surroundings are very much to be considered when thinking about where you plan to attend medical school. If you’re from New York City and not only like the “fast” life, but also know the cost of living for such a city, then attending a medical school in a big city may not be a bad decision. However, there are people who love living in a small town setting and hate the big city life. These are all things to be consider when thinking about where you will apply to medical school. Some may be higher on your priority list than others and some things you may not even care about. So if at the end of it all you decide on a certain school and find that you’re miserable for not considering one factor or another, you can’t say that we didn’t tell you. If you plan on applying to a school in a location that is completely brand new to you, or even if you are familiar with the location, it is highly suggested that you actually visit the school and attend an open house. Once you do this, you will get a chance to get a feel for where you may be spending the next 4 to 6 years of your life. Questions to ask yourself: How far will you be from friends and family? What is the climate like in the area? What is the cost of living? Will you be living in the city or a rural area?

APPLY TO SCHOOLS THAT MATCH YOUR “LEARNING STYLE” No matter which medical school you choose to attend you will still graduate as a doctor. But it is very important to research what type of curriculum and academic program the school offers because if the school’s curriculum design and academic environment fails to suit your personal learning style, you may be in for a rude awakening. Generally, there are three approaches to how medical school curricula are structured – Traditional, Integrated/Systems-Based, or Problem-Based Learning (PBL). You need to know the difference between the three and which one you believe will be the best route for you. So what’s the difference between them?

experts say.... If you’re a pre-medical student with less basic science courses under your belt (meaning, you’ve only taken courses to satisfy your medical school pre-requisites), then a medical school offering a PBL-style curriculum may actually work best for you.

Traditional: If you are thinking about applying to a school with a traditional-style curriculum, then be prepared to spend the bulk of your first two years in the classroom studying the basic sciences, the third will be devoted to clinical science and the fourth to electives. This type of curriculum is similar to the learning environment students experience during undergrad. The courses

are lecture-based and are specific to whatever discipline of medicine is being taught. Problem Based Learning (PBL): This curriculum requires students to solve carefully selected problems using basic sets of knowledge of a particular concept, skills in problem solving, self-directed learning strategies, and skills with working in a group-setting. However, this type of curriculum varies from school to school. According to a study at one university, the PBL curriculum cuts lecture time by 60 percent, decreases the rate of memorization, and teaches the science of medicine in the context of clinical cases. In addition, PBL typically gives students the opportunity to interact with patients sooner than a traditional program may allow. Integrated/Systems – Based: If you’re the type of student who doesn’t mind lectures but also likes the idea of the PBL environment, then a school that offers an Integrated/Systems-Based curriculum may be just what the doctor ordered (no pun intended). This type of curriculum is a mixture between the two previously mentioned teaching styles. With year progression, the amount of patient contact increases, which many students in such a program are okay with, as they feel they do not know enough in the beginning. Over the last several years, many medical schools have moved away from a more traditional curriculum which offers, during the pre-clinical years, mostly lecture-based courses to PBL, which is an innovative educational teaching method that presents students with complex problems and scenarios as the context and the basis for “active” learning. So, it’s your job to read all you can about the teaching methods at different schools and figure out which philosophies are most important to you This is some(continued on page 18)

16 | PreMedLife Magazine | September/October 2011

thing that you will seriously want to consider when choosing which schools to apply to. Questions to ask yourself: Is there an emphasis on building problem-solving skills, on collaborative work, or on early contact with patients?

APPLY TO SCHOOLS THAT MATCH YOUR ULTIMATE CAREER GOAL While you can train to become a doctor at any medical school, it’s important for you to think about what you ultimately want to do once you obtain your degree. In general, medical schools fall into two categories, primary-care and research. If you are interested in dedicating your life to actually practicing medicine as a primary-care doctor who interacts and treats patients, then you may want to apply to a school that has a program which emphasizes primarycare training. In such a program, students will have more patient contact and have the opportunity to participate in longer clinical rotations than a research based medical school would. On the other hand, if you’ve always been interested in the research–side of medicine, then you should apply to schools with strong research programs. Graduates of these types of programs usually pursue careers in academic medicine or biomedical research. Questions to ask yourself: What kind of work do I want to do after I get my degree?

APPLY TO SCHOOLS WHICH PAINT THE BEST PICTURE “MONEY-WISE” There’s no question that medical school is expensive. So it’s best cut cost and reduce the hefty price tag attached to becoming a doctor wherever you can. If this means choosing a public school over a private school, then so be it. Or if meet all of the requirements for a scholarship a school may be offering, then what sense would it make not to apply, that is considering all other factors pan out in your favor.

The opportunity to graduate debt free should be not be overlooked. There are some schools now, like the University of Central Florida College of Medicine, Vanderbilt University School of Medicine, and Washington University in St. Louis School of Medicine, which have offered completely free rides to some of their top-notch incoming students. So do your research, find out what’s out there. From diversity initiatives offering scholarships to minorities to innovative programs pairing students with sponsors, there are several avenues to investigate the possibility to reduce, if not eliminate, your medical school bill. Questions to ask yourself: Which schools offer scholarship that I may qualify for? Could a less expensive public school offer me the same opportunities that a pricey private school can? Overall, the list of medical schools to which you ultimately apply to should be the result of thorough research on your part. On your list you should have schools that fall into 3 categories: “dream” schools-where your academic credentials don’t meet the school’s range for the average accepted student, “safe” schools-where your academic credentials are well above the school’s range for its average student, and “match” schools-where your academic credentials meet or exceed the school’s average incoming student. Once you’ve gone through our list and factored in some things that we didn’t mention that are important to you (ie. student body, research opportunities, etc.) then you’ll be ready to apply to a few schools from each category.

just for fun Medical Specialty Aptitude Test www.med-ed.virginia.edu/specialties Take this test to find out which medical specialties are the “best” match for you

OKAY, SO WHERE SHOULD YOU START? Choosing a medical school is one of the most important decisions you will make. You have a huge task ahead of you and you’ll need to choose a good medical school where you will spend the four years of medical education. Here are some starting points to get you off on the right foot: Most students start their list by consulting the Medical School Admissions Requirements book (available at www.aamc.org and sometimes at your university library or advising office), which will give you a nice overall profile of each school. In addition, AAMC has a list of medical schools on its Web site http://services.aamc.org/memberlistings which links directly to each school’s Web site. AAMC’s Medical School Directory is another valuable resource students can use to obtain information about individual medical schools. It can be found at https://services.aamc.org/30/msar. The directory allows you to search, sort, compare, and save your favorite schools. The U.S. News & World Report publishes its annual rankings of top medical schools in primary care and research. This is a good resource to use if you’re interested in knowing which schools ranked highest in categories of primarycare, research, and specialty areas. http://grad-schools.usnews.rankingsandreviews.com/best-g raduateschools/top-medical-schools. In The Princeton Review’s book The Best 168 Medical Schools students can learn the facts about admissions requirements and curricula at 142 accredited U.S., Canadian, and Puerto Rican allopathic schools, 20 accredited osteopathic schools, and 6 accredited naturopathic schools. The book also provides answers to all the practical questions you should ask when applying to medical school Don’t be lazy! Be prepared to do a lot of research as you begin making your list of medical schools to apply to.

18 | PreMedLife Magazine | September/October 2011

Advertorial

STUDENT PROFILE KATHRYN

WAKSMUNDZKI, 3RD YEAR MED Kathryn Waksmundzki, far right, and friends on campus

GLOBAL EDUCATION New Jersey native Kathryn Waksmundzki knew she would be embarking in a unique opportunity when she moved to Grenada, a small island in the Caribbean, for medical school. But she never imagined how much she would gain in only two years at St. George's University. St. George's University draws students and faculty from over 140 countries, which enhances the international character of its students' educational experience. Kathryn, who received her undergraduate degree from Rutgers University, admits that at first she was overwhelmed by this huge transition. "Rutgers is barely an hour from where I grew up," explains Kathryn. "It took some time for me to fully adjust to island life on Grenada, as it was so different from anything I was used to, but I quickly realized that all St. George's students

were going through the same situation. Students are from all over the world with completely different backgrounds and experiences, so during those first few weeks we all formed a great support system for one another."

A WORLD-CLASS CAMPUS Over the last decade, more than $130 million has been spent to create a beautiful, state-of-the-art campus, rivaling those of the most prestigious uni-

PREPARING FOR THE FUTURE In its almost 35 years of academic achievement, St. George's University has contributed over 11,000 physicians who have practiced in over 45 countries around the world, including all 50 states in the US. The University prides itself on the success and preparation of its graduates, a fact Kathryn recently put to the test when she took her medical boards. "Taking the boards is what I've been working toward for the last two years," Kathryn explains. "Although I'm anxiously awaiting my scores, I felt completely prepared while taking my boards-a testament 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 United Kingdom. St. George's students have the rare opportunity to spend their first two years studying in Grenada and then completing their clinical years in the US or Canada-a key factor for Kathryn when deciding to attend the University. "I knew I wanted to complete my clinical placement program in a hospital near home," states Kathryn. "I'm now waiting to hear where I'll spend my next two years, but I'm confident I'll be placed in one of my top three choices."

20 | PreMedLife Magazine | September/October 2011

versities in the world. "Photos just don't do it justice," recalls Kathryn. "St. George's is absolutely gorgeous and Grenada is the perfect island for outdoor activities." Kathryn says she and her fellow peers spent many hours on the beautiful beaches, hiking in the mountains, and taking day boat trips to nearby islands. The sprawling campus includes over 65 buildings and provides all the amenities and technologically advanced facilities of a world-class institution, while offering beautiful scenery and majestic views of the Caribbean Sea. Information on the University is available at www.sgu.edu, and through YouTube, Facebook, and Twitter at StGeorgesU. St. George's UK students are featured on www.sgu.edu/uk.

The Fitness Group

For fitness tips, exercise tutorials, health news, events, and workout programs check out The Fitness Group at www.healthandwellness.weebly.com

SCHOOLSPOTLITE

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

UNIVERSITY OF VIRGINIA S CHOOL OF MEDICINE Charlottesville, Virginia With a brand new $40.7 million building equipped with state-of-the-art learning spaces and the latest innovations to support academic success, it's no wonder why the University of Virginia School of Medicine's Vice President and Dean Steven T. DeKosky, MD is calling his school the most technologically advanced school of medicine in the nation. Why all the new fancy stuff you ask? Well, in 2010, the University of Virginia underwent a significant shift from traditional ways of medical education to what they now refer to as their "Next Generation: Cells to Society" curriculum. According to the school's Web site, "the program is intended to inspire and motivate students to learn the knowledge, skills and values needed for the practice of scientific clinical medicine." Through this new curriculum, the school hopes to give its students the opportunity to have a different learning experience than what the traditional, cookie-cutter approach provided previous generations. "It's become pretty clear in the past couple of decades that this is probably not the best way to learn something as complex as medicine," said the school's Senior Associate Dean for Education Randolph J. Canterbury, MD. "The idea that physicians ought to learn the facts of all these various disciplines - anatomy, physiology, biochemistry and so forth-to the depth that we once thought they should doesn't make much sense.â&#x20AC;? Unlike present-day approaches to medical education, which one study called "inflexible, excessively long and not learnercentered," the University of Virginia School of Medicine doesn't implement the traditional split of basic and clinical sciences but utilizes the systembased learning (SBL) model, with a few of its own unique components sprinkled in. For one, the school's neat new lecture hall, eh um"Learning Studio," is what they like to call an activelearning classroom which is designed to support and promote an interactive, hands-on learning environment in which students work together in small groups. "One of the goals of this whole model - of having students do a lot of the learning themselves rather than passively listening - is that they need to be lifelong learners," said Dr. Canterbury. Second, as a way to aid retention of learned information the schools newly expanded Medical

Simulation Center is designed to provide students with a high-tech place for them to practice skills and case scenarios in clinical settings that mimic real life situations. "You want the learner to be stressed enough to make this relevant and important to them, and to re-create the emotions that they are going to feel when they have to take care of a patient, especially in a crisis situation, without scaring them so much that they are disabled," says Keith Littlewood, an associate professor of anesthesiology and co-director of U.Va.'s Medical Simulation Center. With a simulated operating room, emergency room, intensive care unit and labor and delivery room, equipped with video cameras, even first-year medical students at U. Va.'s Medical School can experience what it's like to put concepts into action through realistic medical scenarios. Finally, but definitely not the last component U.Va.'s innovative curriculum, we thought it would be important to mention the school's Clinical Skills Center, a place where students "treat" patients, who are really acting sick so that students receive handson training, patient interaction, examination practice and assessments skills and refine their clinical, professional, and communications skills. For this unique and exciting learning environment alone, pre-medical students are applying to U.Va's Medical School by the thousands.Â&#x201E;

quick facts DEGREE(S) OFFERED: MD/PhD MD/MPH MD/MBA MD/MS-CR (Master of Science in Clinical Research)

SCHOOL TYPE Public

OVERALL GPA 3.76

AVERAGE MCAT 34.23

# OF APPLICANTS 4, 214

# Interviews Offered 576

# Student Accepted 156

Tuition Students at the University of Virginia School of Medicine work in groups inside of the high-tech Learning Studio

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

September/October 2011 | PreMedLife Magazine | 23

ten Tips to Succeed

in Medical School (with the least amount of trauma) ABOUT THE AUTHORS

BY ANTHONY YOUN, MD, AND BRIAN SMITH, MD Becoming a doctor isn't easy. If you're planning to go into medical school, be prepared. These four years will be sleep-deprived, stressful, exhausting, and humbling but ultimately rewarding. We went through medical school together at the Michigan State University College of Human Medicine. Although there were times when it didn't look like it would happen, we survived, matched in our top residency choices, and are now successful doctors with the practices we always dreamed of. Looking back, most physicians have certain words of advice they wished they heard prior to becoming a doctor. Here are our ten tips - learned the hard way - for pre-med students on how to succeed in medical school with the least amount of trauma.

PREPARING FOR MEDICAL SCHOOL

TIP #1: Have Fun Before You Start The day your medical school orientation begins, life as you know it is over. For the next four years you will be dedicated to learning everything it takes to become a doctor.

This means that you will never again have a three month summer vacation. Any vacation time you have in medical school should be spent shadowing doctors in clinics, performing research, or studying for your boards. So the summer between undergrad and medical school is a key time for you to HAVE FUN. Enjoy yourself, do some travelling, and see some old friends and family. If you want to glance at an anatomy atlas or your old college biochemistry notes, feel free. Just don't forego that trip you always wanted to take. Do not stay home and study. There will be plenty of time for that later.

TIP #2: Minimize Distractions When preparing for medical school life, it's best to minimize any distractions that could take time away from what will be your most important task: studying. It's like Tony wrote in his medical school memoir, In Stitches: "Overall, medical school means study. And then study some more. And when you finish all that studying, you will definitely feel the need to study." That means you should consider cancelling your (continued on page 26)

24 | PreMedLife Magazine | September/October 2011

ANTHONY YOUN, MD, is a board-certified plastic surgeon in Metro Detroit. He's been featured on the Rachael Ray Show, The Doctors, Dr. 90210 and the CBS Early Show. He is the author of In Stitches, a criticallyacclaimed, humorous memoir about medical school. Dr. Youn is available to Skype with book clubs and pre-med student groups about his book. Email miplasticsurgeon@yahoo.com for details.

BRIAN SMITH, MD, is a board-certified child psychiatrist and assistant professor in the Department of Psychiatry at Michigan State University. Dr. Smith has 3 young children, and, no matter how much they beg, they are not allowed to read "Uncle Tony's" book about their time in medical school until they are at least 16 years old.

If you're planning to go into medical school, be prepared. These four years will be sleep-deprived, stressful, exhausting, and humbling but ultimately rewarding.

Netflix subscription, since your days of watching an entire season of It's Always Sunny in Philadelphia in one sitting are over. Only perform essential functions on your computer -- you will not have time to tweet or blog nearly like you did in college. Don't take a video game system to medical school. You may have a few minutes for Cut the Rope on your smart phone, but that's about it. Consider ending any bad romances, since it's best to limit the drama in your life. Unhealthy relationships steal valuable time and focus. Finally, don't spend a ton of dough on a brand new, bigscreen 3-D television. You will either feel obligated to watch it, causing your test scores to drop, or you'll neglect it and four years later find it was barely used and now obsolete.

TIP #3: Live Off Campus One of the biggest mistakes we made when preparing for medical school was signing up to live in the graduate dorm. We were both single males who erroneously believed that living in the grad dorm would enhance our social lives and give us a good place to study. NOT TRUE. There were two main problems. First, the grad dorm was filled with international students. We had little in common with our neighbors and therefore didn't make many friends. Second, living in dorms, whether graduate or not, came with distractions. The walls were thin, people were talking at all hours, and our rooms were the size of veal pens with comparable aesthetics. Tony spent most of his first days as a medical student listening to his neighbor flush the toilet in their shared bathroom. Even worse, he was forced to spend his nights hearing an over-enthusiastic couple in the room above enjoying each other. This is not the way to start life as a doctor-in-training. As a medical student, you are no longer an undergrad. Get an apartment.

TIP #4: Relax - You’ve Made It. The weeding out process is over. Once you receive the golden ticket of admission to medical school, you are almost certainly going to be a doctor. Most medical schools really want you to succeed. This is not like undergrad, where the pre-med professor tells you, "Look to your left. Look to your right. Only one of you will become a doctor." On the contrary, it's more like, "Look to your left. Look to your right. All of you will become doctors… except that shifty-looking guy in the corner of the auditorium." So relax: the next four years will be tough, but you will likely survive and get your M.D. or D.O. like the majority of other medical students.

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

TIP #7: Look Professional This is not the Hard Rock Café in Las Vegas. You may want to consider getting 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 inappropriate attire. Look the part and others will believe you in the role.

TIP #8: Wear Plastic Shoes Take a tip from the nurses and buy a pair of plastic shoes, such as Crocs. Your shoes are going to come into contact with multi-colored bodily fluids, just like your blindingly white short lab coat. Crocs and other plastic/rubber slip-on shoes are comfortable, perfect for a night on-call, and easy to hose off after a direct hit from the afterbirth on your OB rotation.

TIP #9: Network We encourage all medical students to take some time to network during their few weeks off in medical school. Meet doctors in the specialty you're considering by shadowing them in their offices and volunteering in clinics. At the beginning of your fourth year you will need at least one doctor in the specialty you choose to write you a letter of recommendation. The more you network the better chance you have to get a great reference. These references can point you toward the best residencies sometimes chaired by your references' good friends. In medicine, who you know and what they say about you counts a ton.

TIP #10: Don’t Take It Personally

BEING A SUCCESSFUL MEDICAL STUDENT

Tony writes a lot about this in his book In Stitches. There is a definite hierarchy in the hospital. As a medical student you were probably at the top of your high school class, have four years of college under your belt, and are within a few years of getting an M.D. or D.O. So where do you lie on the hospital food chain? THE BOTTOM. While you will undoubtedly encounter physicians and nurses who treat you like dirt (Tony described a nurse who threatened to cut off his scrub pants in the middle of an operation, leaving him with only his Joe Boxers), do not take it personally. This, too, shall pass. Embrace the fact that you are a student, put your ego aside, and use your four years of medical school to learn as much as possible. You owe it to yourself, your teachers, and - especially - your future patients.

TIP #5: Balance

Good luck!

It's easy to let the stress of passing exams and attending classes in medical school completely take over your life. When Tony was in medical school he took up running. He hates, and has always hated, running. Tony took up running as a medical student because it was the most efficient way to burn a bunch of calories and get back to studying. Don't neglect sleep, exercise, or eating a balanced diet. Most importantly, keep in contact with the ones you love - especially your parents, your spouse, and (if you have any) children. Studying is a very convenient excuse to avoid returning emails and calls, so resist the urge to use it. You will need these relationships to help support you during those trying times in both med school and residency. Plus, you will need people to practice your physical exams and blood draws on.

TIP #6: Run Away Every so often get away from campus and visit your parents or some old friends. Get perspective on life. It's easy to become completely self-absorbed in the intense world of medical training and forget that there is a whole world outside of medicine to enjoy. Sometimes it's therapeutic to chat with someone about something other than the next anatomy exam or the Kreb's Cycle. Or

Dr. Anthony Youn’s medical school memoir In Stitches

26 | PreMedLife Magazine | September/October 2011

PERSONAL STORIES

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

a day in the life of

Jasmine Johnson 7:15AM:

(Yes, 15 minutes later seriously, I should spend more time on myself, but us moms are so self sacrificing. Combine that with a medical student's choosing comfort over fashion for a day of lectures, and voila!) Wake up my son (he's 2, and so much fun, but not in the morning LOL). Somehow I have to turn his crying for bed into excitement for school - this is usually accomplished with cheers for waffles and the help of the programming on PBS Kids.

7:40AM: Move to the kitchen to fix a quick breakfast and pack lunches for the little one and I. I usually pace our progress based on the morning show that Nate is watching. I tell myself "We have to be out the door before Clifford the Big Red Dog goes off" - whatever works, right? 8:00AM

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

8:08AM: Walk Nate to his classroom and leave after a big kiss and hug. Jasmine Johnson is currently a second year medical student 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 starting her second year at IUSM, Jasmine shares what her day was like a few months ago in her second semester as a first year medical student. WANT TO SHARE YOUR STORY? Are you currently in medical school, practicing medicine, or know someone who would might be interested in giving us a peek into what an actual day is like? Then we would love to feature you in this section. Email us at info@premedlife.com

6:30AM:

Wake up (maybe) just in time to barely watch the hubby run out to his truck for work. But, if this is one of those instances where I just hit "snooze" (historically, it is) and roll over, I might not see him for the first time until dinner.

7:00AM:

Get up and quietly get dressed before it is time to get the little one up. This is the most efficient strategy otherwise everything takes an additional 10 minutes…

8:15AM: Back on the road to campus for class. 8:35AM: Park. Go get coffee - this is only if

I don't bring some from home, but some mornings require espresso…

9:00AM: Physiology Lecture. In one semester we covered 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 pretty cool (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 twice about walking around outside barefoot (think tapeworm), eating pork (think trichinosis), and interacting with armadillos (think leprosy). 11:00AM: Physiology Lecture. No, this is not a typo. One physiology lecture per day is not enough for our voracious medical student brains :SIGH: 12:00PM: Lunch. Pending the unpredictable Indiana weather, we might be able to spend some of our break outside in the sunshine like those in the real world ;-) (continued on page 30)

28 | PreMedLife Magazine | September/October 2011

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“

Microbiology Lecture. This class is pretty cool (and gross) because it's about all the infectious bugs, viruses, fungi, parasites, etc., their clinical presentations, and basics on how to treat

1:00PM:

”

ICM Lecture. Introduction to Clinical Medicine is a yearlong course in how we as clinicians relate to different patient populations. In addition to learning how to take a complete history, we had regular lectures on different areas of medicine - such as geriatrics, pain management, or public health.

2:00PM:

Histology Lecture and Lab. After a semester of anatomy (sort of like macro histology), we now got the chance to see things on a microscopic level. Lecture consists of the professor going through premade notes that we had to fill in. In lab, we have a chance to look at the slides at our own microscopes and ask our professors any questions that may arise.

4:00PM: Depending on the day or if an exam block was soon, I might stay at the library and study. The hubby is responsible for daycare pick-up (and usually dinner, too) so this frees me up to efficiently take care of school stuff until I go home (which would be around 7 at the latest). 7:00PM: Dinner. Spend time with the family and start getting the little one ready for bed. 9:00PM: Do anything I have to do to get ready for the next day - for example, while taking anatomy I would preview lectures by watching what was posted the year before. There is usually some TV watching scattered in there depending on the day…

JASMINE JOHNSON graduated from to the University of Michigan in 2009, and is currently 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 at www.mrsmommymd.com.

30 | PreMedLife Magazine | September/October 2011

Photo credit:: Provided by Jasmine Johnson

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ESPECIALLY THIS SPECIALTY

Learn more about various specialties and what it will take to pursue a certain specialty<<<

Becoming a...

Dermatologist "Once upon a time, dermatologists could wear many hats at the same time and wear them well. We could diagnose (and even treat) complex systemic diseases, turn around and excise a cutaneous malignancy, then take on a pediatrician's bedside manner with a toddler and concerned parent, all without missing a beat. This was the great allure of dermatology: the field's surprising depth and diversity." - Graeme Lipper, MD, Dermatologist, Advanced Dermcare, Danbury, Connecticut

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

HOW LONG WILL IT TAKE TO BECOME AN ANESTHESIOLOGIST? Undergraduate - (4 Years) to obtain bachelor's degree Medical School - (4 Years) to obtain a doctor of medicine degree (MD)

Dermatologists are medical doctors trained to diagnose and treat disease and conditions of the skin, hair, and nails. They typically advise patients on skin reactions to both internal and external factors that adversely affect the skin. Patients of all ages are seen by dermatologists with various skin diseases ranging from acne and eczema to dermatitis and psoriasis.

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

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

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

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

WHAT DO DERMATOLOGISTS EARN? The average dermatologist earns $193,870/year Dermatologists specialize in assessing and treating diseases and conditions of the skin, hair, and nails.

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 of study in a specific area of dermatology such as critical care medicine, pain medicine, research or education.

WHAT ARE SOME DERMATOLOGY?

SUB-SPECIALTIES OF

Cosmetic Dermatology, Dermatopathology, Immunodermatology, Mohs Surgery, Pediatric Dermatology, Teledermatology

September/October 2011 | PreMedLife Magazine | 33

(MCAT 101)

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FEATURESTORY

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

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34 | PreMedLife Magazine | September/October 2011

The MCAT is important, but as a pre-medical student who has probably known since you were 10 years old that you want to attend medical school, that's probably not news to you. Often regarded as one of the most important factors to determine medical school admission, the MCAT is an inevitable part of your life as a pre-medical student. If you think that your summer research internship working alongside a notable scientist at the National Institutes of Health or your personal statement about your life-changing experience in at a local health clinic in Africa is going to be your shoe in to medical school - you are sadly mistaken! The fact that a fourand-a-half hour standardized test carries as much weight as four years of classes should tell you how important the MCAT is. This means that the time and hard work that you spent to get good grades in your undergraduate course can potentially be undone if you draw a blank when you get to the writing sample for the MCAT and need to explain what "history is the record of humanity's wars," means. Although most applicants to medical school dread taking the MCAT, there are 133 reasons (called medical schools in the U.S.) youâ&#x20AC;&#x2122;ll need to submit MCAT scores. So, if you're not already intimately familiar with what the MCAT is, here is an unofficial guide to what it is and what it's all about. You'll also get a chance to see some sample questions and get tips and advice on acing the MCAT. WHY THE HECK DOES THE MCAT EXIST? Could you image being able to apply to medical school in the U.S. with just a high school diploma? Well, imagine it - before the MCAT was born, admission to medical school was based on college grades from sophomore to senior undergrad years, sometimes merely a high school diploma, in addition to a biographical statement and letters of recommendation. And as a student who knows the bane of their pre-med existence rests, in part, on their MCAT scores, you probably ask yourself - whose bright idea was it to make up the MCAT, anyway? We can start by thanking the group of students who decided, for one reason or another, to ditch medical school in the 1920s. This massive surge in dropouts, which resulted in a 45% increase in dropouts in the U.S., caught the attention of physician and psychologist F.A. Moss who, with a few of his colleagues, saw the need to evaluate medical school applicants' readiness for professional education. So, in 1928 when Amelia Earhart was flying across the Atlantic Ocean, Alexander Flemming was working to discover penicillin, and Mickey Mouse was making his on screen debut, the first MCAT, which, back then, was known as the "Scholastic Aptitude Test for Medical Students," was administered to pre-medical students. So did the test live up to its hype? Needless to say, fast forward 18 years later, the national dropout rate among freshman medical students has decreased to 7% in 1946.

MCAT SECTION ANALYSIS: A DETAILED LOOK AT EACH SECTION OF THE MCAT The way the sections appear below is the same exact order in which they will appear on test day.

Section: Physical Sciences Time: 70 minutes Format: 52 multiple-choice questions 7 passages with 4-7 multiple-choice questions that accompany each passage + 13 standalone questions (not based on a descriptive passage). The questions that are presented in a passage-based format are written about various topics and used to evaluate a student's "text comprehension, data analysis, ability to evaluate an argument, or apply knowledge from the passage to other contexts." Each passage will require you to do one of the following things: 1. Extract information presented in context: These passages are going to be like what you would see presented in a textbook or an article in an academic journal. The questions that are associated with this type of passage will be used to determine how well you can understand and evaluate information presented in this way and if you are able to use the information in various, sometimes not so straight-forward ways, to answer the associated questions. 2. Utilize problem-solving techniques: These passages are going to describe problems that have to do with concepts relating to general chemistry or physics. When specific phenomena or scenarios are presented, you will need to determine likely causes and possible solutions to the specific problem. 3. Thoughtfully Evaluate Persuasive Argument: These passages are imposing viewpoints which are used to "convince the reader that particular perspectives, methodologies, pieces of evidence, or products are correct." You will be tested on your ability to see clearly the issue that is actually being argued and your ability to evaluate the validity of the arguments. 4. Comprehend Scientific Data: These passages are going to present the information that is often associated with content for research studies. The passages will "document all or part of the rationales, methods, and results or research projects." So if you've never read a study published in a scientific journal, you better get started familiarizing yourself with the type of language often presented within the context of research 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 outline for the Physical Sciences section of the MCAT provided by the American Association of Medical Colleges (AAMC) visit https://www.aamc.org. continued on next page>>>

September/October 2011 | PreMedLife Magazine | 35

MCAT GUID did

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Why does this section exist?

To assess a student's knowledge of basic concepts in physical science

should be fine with tackling questions presented to you this way.

to determine whether or not the passage is supported by solid arguments.

Sample question

4.Make educated assumptions: These passages may require you to evaluate a given argument make an educated guess on "what comes next?" In addition, you may be presented with brand new facts which may (or may not) affect the original argument.

To successfully complete this section you will need to…

Here's an example of a standalone question, not based on a descriptive passage.

apply knowledge of basic science concepts to determine the correct answer

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

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

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

know equations used in introductory courses

Which courses are covered in this section? General Chemistry I & II, General Chemistry Lab I & II, Introductory Physics I & II. Which additional courses may come in handy? Inorganic Chemistry, Physical Chemistry, Introductory Algebra, Trigonometry, Statistics. This is the first section that you will encounter on the big day, so if stoichiometry was never your "thing," you'll need to psyche yourself out so you're ready to take this section by storm. In an hour and ten minutes you'll need to demonstrate how solid your knowledge is of key principles and concepts presented mainly in general chemistry and physics courses offered at most undergraduate institutions. For this section, in addition to your smarts, you'll need to rely on the nifty set of problem-solving skills you picked up over the years to get through these questions. Some students are intimidated by the passage-based format of the questions but they won't bite - we promise. As long as you take our advice and get plenty of practice tests under your belt, you

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Section: Verbal Reasoning Time: 60 minutes Format: 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 which are all based on the information presented in the related passage. All information needed to answer the question will be presented in the accompanying passage and you will not be tested on specific topics which may be presented in the passage. Each passage will require you to do one of the following things: 1.Identify the main idea: These passages are designed to basically see if you understand the gist of the body of text being presented. For passages like these, you may be asked to convey what the purpose of the passage is or even a possible title for the passage. 2.Read from a critical view: These passages will require you to draw inferences from a given argument to determine what reasonable assumptions can and cannot be made. To get through this type of passage you'll need to essentially "read between the lines" and look beyond the text that is presented. 3.Find supportive evidence: These passages will present an argument to you and ask you to identify the evidence that is used to support the argument. You may also need to have the ability

36 | PreMedLife Magazine | September/October 2011

5.Define an author's tone: These passages may be straightforward for some, but can be tricky for others because you will have to make a judgment about the author based on his/her writing and identify what his/her attitude may be on a particular topic or subject.

Topics/Skills tested: Verbal Reasoning (duh), Critical Thinking, Reading Comprehension. To view the full content outline for the Verbal Reasoning section of the MCAT provided by the American Association of Medical Colleges (AAMC) visit https://www.aamc.org. Why does this section exist? To assess a student's ability to understand and evaluate information you read. Although many of you will be practicing medicine in the U.S., data has shown that the verbal reasoning portion of the MCAT is a significantly good predictor of future success five years later on the Medical Council of Canada Qualifying Examination Part II (MCCQE Part II), which is the exam medical graduates take enter into independent clinical practice. To successfully complete this section you will need to… 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? English Composition, Rhetoric and Language, and courses in Humanities, Social Sciences, and Natural Sciences. If you're an avid reader, than you'll probably breeze continued on next page>>>

> > > DE right though this section. For the rest of you, its hard to say what particular strategy may work best for you, but there's no doubt that visiting your school's library and picking a copy of The New York Times, Scientific American, or The Economist will surely help you get started. According to the AAMC's Website students should: "Read to develop a broad, solid knowledge base that can enhance your working vocabulary and equip you to understand a variety of topics. Reading is a process based on skill and like most other activities, the skills attendant to it improve with practice." So it is strongly advised that you take steps to strengthen your reading skills.

Sample question The following is only the question portion and does not include the given passage. Given the claims made in the passage, the expressions "She's brimming with vim and vigor," "She's overflowing with vitality," "He's devoid of energy," and "I don't have any energy left at the end 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 sample questions provided by AAMC, visit https://www.aamc.org.

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Tasks 2 & 3: The second and third tasks will vary depending on which topic statement is presented. Following your explanation or interpretation of the topic statement, many tasks will instruct you to "describe a specific situation" related to the topic statement and the last task will most likely require you to "discuss what you think" about an issue once again relating to the topic statement.

cal and communication skills for physician candidates" the AAMC states on their Web site. "The inclusion of a writing sample on the MCAT, by requiring candidates to develop and present ideas in a cohesive manner, offers medical school admission committees evidence of their applicants' writing and analytical skills."

Topics/Skills tested: Written

To successfully complete this section you will need to…

Communication, Analytical Thinking, Organizational Skills

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

Why does this section exist? It's quite simple - medical schools want to get a feel for how well you write. Being able to effectively communicate through writing is a significant indicator of how well you will be able to interact with, not only your future patients and fellow physicians, but pretty much anyone who you may come in contact with. "Medical school deans and faculty have reported that communication and writing skills are often deficient among medical students and have emphasized the importance of analyti-

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

continued on next page>>>

PREMEDLIFE photo contest

Section: Writing Sample Time: 60 minutes Format: 2 30-minute essays Each essay that you will write will be based on a topic statement, which will be a sentence printed in bold type. And for each topic statement you will be required to complete the following three "writing tasks": Task 1: Explain what you think the statement means: This task is pretty straightforward. All you will need to do is explain or provide your interpretation of what you think the topic statement means. This first task will be the same for both essays you write. For each essay you will need to address specific topics which will require you to craft an expository response, which simply means that you'll need to explain something.

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

September/October 2011 | PreMedLife Magazine | 37

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Which additional courses may come in handy? Expository Writing, Freshman English

Composition, and undergraduate courses in the humanities, social sciences, political science, and natural sciences. This section is the only section of the test that doesn't have multiple choice questions and for some of you who may have mastered the art of answering multiple choice questions and think that essays are lightweight, think again. There are many students who underestimate this section and find themselves wishing they would have spent more time preparing. Don't worry, little outside knowledge of the topic presented will be needed to successfully write your essay, since the goal of this section is to essentially get a sense of your ability to think critically and organize your thoughts in an intellectual manner, not your familiarity with technological advances or global affairs. So hopefully you were paying attention in your freshman English Composition class and are able to remember how to write a good essay. To put it simply, when writing your essay, you're going to want to do 3 things: 1.) Tell Them What You're Going To Tell Them 2.) Tell Them What You're Telling Them and 3.) Tell Them What You Told Them. The instructions given call for you to write a "unified essay" which is wording that was specifically used to convey how important it is for you to write an essay that is cohesive and flows nicely from beginning to end. And oh yeah, for all of you out there who type with one-finger, you may want to bring your typing skills are up to par because remember, you will have to type your essays into the computer. Here's the good news, before you take your test you can get a copy of the list of topic statements which will be similar, and sometimes even identical to those selected for use on the MCAT. This list is available at https://www.aamc.org.

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Sample prompt

Which courses are covered in this section?

The role of a political opposition is to criticize the policies of those in power. Write a unified essay in which you perform the following tasks. Explain what you think the above statement means. Describe a specific situation in which the role of a political opposition might be something other than to criticize the policies of those in power. Discuss what you think determines when the role of a political opposition should be to criticize the policies of those in power and when it should not..

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

Section: Biological Sciences Time: 70 minutes Format: 52 multiple-choice questions

Sample question

The passage format used for the Biological Sciences section of the MCAT is identical to those used in the Physical Sciences section, which means that this section also contains passage-based sets of questions. 7 passages with 4-7 multiple-choice questions that accompany each passage + 13 standalone questions (not based on a descriptive passage).

Topics/Skills

tested:

Biology, Organic Chemistry, Data Interpretation, Analytical Reasoning, Reading Comprehension, ProblemSolving Skills. To view the full content outline for the Physical Sciences section of the MCAT provided by the American Association of Medical Colleges (AAMC) visit https://www.aamc.org.

Why does this section exist? Medical school admission committees need a way to not only assess a student's understanding of scientific concepts, but also examine problem-solving skills. To successfully complete this section you will need to… Utilize knowledge beyond memorization of facts 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

38 | PreMedLife Magazine | September/October 2011

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

Here's an example of a standalone question, not based on a descriptive passage. The enzyme pepsin, which catalyzes the hydrolysis of proteins in the stomach, has a pH optimum of 1.5. Under conditions of excess stomach acidity (pH of 1.0 or less), pepsin catalysis occurs very slowly. The most likely reason for this is that below a 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 visit https://www.aamc.org.

MCAT 6.0: The Future of the MCAT If you don't already know, the MCAT is expected to undergo some significant changes to content and format come 2015 if the AAMC implements recent recommendations made by the 22 members on their MCAT advisory committee. This committee is tasked with conducting the fifth review of the MCAT since 1928 and recommending changes that are likely to increase the value of the MCAT to medical school admissions committees. According to the AAMC's Web site "the content and format of the new exam will preserve what works best about the current MCAT exam, eliminate what does not work, and enrich the exam by giving attention to concepts that future physicians are likely to need - using a testing format that already has proven to be successful." If the proposed recommendations are accepted by the AAMC, the new MCAT would reflect a few differences, including the following key changes: continued on next page>>>

Instead of the current four sections, Physical Sciences, Verbal Reasoning, Writing Sample, and Biological Sciences, the new test would include four sections which would be called: 1.) Molecular, Cellular, and Organismal Properties of Living Systems 2.) Physical, Chemical, and Biochemical Properties of Living Systems 3.)Behavioral and Social Sciences Principles and 4.) Critical Analysis and Reason Elimination of the Writing Sample section of the test. This section would essentially be replaced by the new Behavioral and Social Sciences section. Apparently, medical schools gain no predictive validly from the writing section beyond what they already know from a student's college grades. Revision of the current Verbal Reasoning section which would be the new Critical Analysis and Reason section. The transformation would potentially test the way students reason through passages on topics relating to ethics and philosophy, cross-cultural studies, population health, etc. Increase in test time by 90 minutes which will make the test nearly 7 hours.

Why the changes? Well, in a message to undergraduate students Steven G. Gabbe, chair of the committee that drafted the plan and senior vice president for health affairs at Ohio State University, wrote "you do need a solid foundation in the sciences, but you need more than that. You need to think critically and reason, and understand the differences in our society and the patients you see as a physician. We need people who are critical thinkers and people who have sensitivity and understanding of different cultures." Aside from changes to the actual test, the recommendations issued by the MR5 Committee also called for the possible addition of a new section on the medical school application which would gather data about personal characteristics of the applicant. From the beginning, the MCAT was meant to be a tool to measure a student's

future success in medical school. A good score on the MCAT is generally viewed by many to be the most important part of getting into a top-tier medical school. But it is important that you remember that it is only one factor that goes into determining your acceptance to medical school. When test day arrives make sure that you can say to yourself you've done everything you could to prepare for the day. If you're serious about getting into medical school "don't talk about it - be about it" and make a commitment to yourself and your future patients to work and study your hardest to perform at peak level.

So, Whatâ&#x20AC;&#x2122;s The Bottom Line? To put it simply - youâ&#x20AC;&#x2122;re going to need more than just luck to get a â&#x20AC;&#x153;medical school acceptableâ&#x20AC;? score on the MCAT. And itâ&#x20AC;&#x2122;s going to take some work on your part to prepare well enough so that you give yourself the best chance possible to do well. Even if you consider yourself to be a pretty smart student, thereâ&#x20AC;&#x2122;s more to the MCAT than just being smart. Doing well on the MCAT will not depend on a single factor alone and will require a combination of many things from how well you know your sciences to how well your reading comprehension skills are. So do yourself a favor and give yourself the best chance for scoring well on the MCAT by setting goals, making plans, and taking action. If you put the time in now to prepare for the MCAT and execute your personal study plan youâ&#x20AC;&#x2122;ll be glad you did and will thank yourself in the long run. Â&#x201E;

ONLINEexclusives Tips for taking the MCAT To view this article visit www.premedlife.com

and

PERSONALSTORIES

TheHead TheHeart Natural medicine student unites lab research and healing work

It helps that Goldenberg is conducting professional-level research, with a forthcoming article undergoing Cochrane review, a widely respected medical review system. And it helps that he had a career as a research biologist all mapped out, before he found a way to listen to his heart along with his science-loving mind.

oldenberg, a 28-year-old with closecropped dark hair and a quick, disarming laugh, grew up a block from the

Naturopathic medicine student Joshua Goldenberg considered enrolling at a conventional medical school before he became convinced he could receive the same scientific rigor at Bastyr University, a natural medicine school just outside Seattle.

40 | PreMedLife Magazine | September/October 2011

Philadelphia city line, the son of a professor of Jewish history and a clinical social worker. He was naturally drawn toward life sciences as a child, he says, especially once he learned about the molecular realm. "I thought it was the most beautiful thing in the world," he says. "There was this entire world of things going on that you could never see, and it was really the crux of where things seemed to be happening, and it just blew my mind." He studied molecular biology as an under-

Photo credit: Derek Sheppard, Bastyr

hen Joshua Goldenberg decided to study natural medicine, he located the rare pay phone in rural Guatemala that made international calls and dialed an old family friend back home in Philadelphia, a physician who had known him since he was a kid. You're crazy, the doctor told him. You're an Ivy League graduate. You're smart enough for a conventional medical school. Why would you pass that up? Goldenberg was taken aback. He liked the doctor and respected his opinion. He didn't have a ready answer for why natural medicine, which integrates Western medical science with centuries-old knowledge of natural treatments, excited him so much. He just knew that something inside him was tugging in that direction. Now that he's a fourth-year student at Bastyr University, an accredited naturopathic institution just outside of Seattle, he's grown comfortable talking about his decision. It's always complicated to explain a field that draws on disciplines as diverse as acupuncture, botanical medicine, nutrition and counseling psychology. But Goldenberg appreciates the holistic approach studying the health of body, mind and spirit all at once, with a focus on prevention and wellness rather 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 naturopathic medicine," he says. "That's fair - I had never heard of it either. But every time I've had a conversation with a conventional doctor, within a few minutes they see that I speak their language and know exactly what they're talking about." It helps that Doctor of Naturopathic Medicine (ND) students at Bastyr take basic sciences courses as rigorous and extensive as those at conventional medical schools, and that NDs are recognized as licensed primary care physicians in 16 states (they practice all aspects of family care, from pediatrics to geriatrics).

By Jonathan Hiskes

graduate at the University of Pennsylvania, looking forward to sharing "a sense of wonder about the human body" with his classmates. Instead, among the pre-med students, he found a relentless focus on grades. That was understandable, given the competition for medical school slots. But it wasn't for him. Goldenberg focused on research instead. For his senior project he studied tree barks used medicinally by Native Americans, measuring the effect of extracts on cultured microbes. For a kid raised on "very conventional" health beliefs, with little exposure to other traditions, that was something new. "I thought it was cool," he says of ethnobotany. "But I didn't know if there were career options in it." Starting a career in research, however, came easily. Immediately after graduation Goldenberg landed a job at a molecular ecology lab in an attractive forest location outside of Philadelphia. He spent his days studying genetic fragments from the Philadelphia water system, trying to figure out what organisms they originally came from. It was a grown-up job with a grown-up salary, directly in line with his research interests, and ideal prep work 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 a lab 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 Dining Commons, finishing off a plate of curried vegetables in between morning lab work and afternoon classes. He puts on a slightly apologetic smile before telling the next chapter. "I bought a rucksack at Goodwill," he says. He quit his job and booked a plane ticket for Central America. "I saved up some money and did this, you know, very trite 'finding yourself' trip that a lot of people do. And I said, 'I'm off!'"

e started in Mexico and worked his way south, without a timeframe, volunteering on organic farms, learning Spanish, having a ball and wondering just a little where he was headed. "I was thinking, 'Great, Josh,'" he says. "'This is a lot of fun. Now what the hell are you going to do when you get back? You don't know what you're doing with your life.'" In Guatemala, he was persuaded to stay a while by the postcard-perfect Lago de Atitlán, a deep mountain lake ringed by volcanoes. He spent his days reading, writing in his journal and practicing Spanish. It was there that he met the woman he calls, with a touch of both irony and sincerity, his "oracle." She was a midwife from Boulder, Colo., volunteering at a village health clinic. When he told her about his career crisis - loving research but

wanting to help people directly, wanting camaraderie more than competition - she told him about natural medicine. He could learn the philosophy of doctor as teacher, educating patients and encouraging self-responsibility. He could continue in research and also prepare for a career helping patients heal. The idea felt intensely calming. Later, in his Fundamentals of Traditional Chinese Medicine class at Bastyr, Goldenberg would learn to call the source of this calm his "hun" (literally, "cloud soul"), a sort of inner spiritual guide located near the gut. When a person is on their proper life path, his hun lets him know. Same deal with the wrong path. For the moment, Goldenberg wanted to know more, a lot more, about natural medicine and the schools teaching it. He learned what he could from internet cafes, then started making calls home. That's when he got the cold dose of skepticism from the longtime family friend. "I don't begrudge him what he said," says Goldenberg. "He was looking out for me."

oldenberg brought that same skepticism with him when he visited naturopathic medical schools. He knew they would offer psychological and spiritual components that other schools wouldn't have. "I still needed to be convinced they were doing serious research and that I would get really stellar biomedical training," he says. He was convinced on both counts by all four regionally accredited schools that he visited. Bastyr University rose to the top of his list because it had the largest research programs both laboratory- and clinic-based. He liked that Bastyr's campus lies within a lush Pacific Northwest forest along Lake Washington. It felt like an appropriately peaceful site to study wellness and preventive care. But he also appreciates that Bastyr's teaching clinic lies in the heart of Seattle, where he confronts the human need that compelled him to study medicine in the first place. He began clinical shifts last summer, seeing each patient alongside another ND student, then consulting with a faculty supervisor before making diagnoses and recommendations. "It changes everything," he says of clinical work. "Instead of just looking at books, you have actual patients who need you. It reminds you why you're here." Goldenberg says he's found plenty of research opportunities funded by the National Institutes of Health (NIH), which gave a multimillion-dollar grant to the Bastyr University Research Institute. One of his projects explored the immune-system benefits of the "turkey tail" mushroom, Trametes versicolor, long believed to have cancer-fighting properties. He also designed a 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 primary health care that emphasizes prevention and the self-healing process through the use of natural therapies. Naturopathic doctors (NDs) blend centuries-old knowledge and a philosophy that nature is the most effective healer with current research on health and human systems. Naturopathic diagnosis is focused on identifying the underlying causes of disease, while naturopathic therapies are supported by research drawn from 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 Careers NDs attend a four-year naturopathic medical school, train in clinics and work in all aspects of family health - from pediatrics to geriatrics. Sixteen states license NDs to practice as primary care physicians. Most NDs provide primary care through office-based private practice. Many receive additional training in areas such as midwifery and acupuncture and Oriental medicine. Because NDs integrate natural remedies with conventional medicine, they cooperate with other medical professionals, referring patients to (and receiving patients from) conventional medical doctors, surgeons and other specialists when appropriate. Differences from MDs NDs are educated in all of the same basic sciences as medical doctors (MDs) and use Western medical sciences as a foundation for diagnosis and treatment. Like MDs, NDs must pass rigorous professional board exams before they can be licensed by a state or jurisdiction. After graduation and licensing exams, some NDs go on to optional residencies at naturopathic health clinics. NDs also study holistic approaches to therapy with a strong emphasis on disease prevention and wellness. In addition to a standard medical curriculum, NDs are trained in clinical nutrition, homeopathic medicine, botanical medicine, psychology, physical medicine and counseling. Another distinguishing feature is the treatment philosophy: Naturopathic doctors see the physician as someone who facilitates healing by identifying and removing barriers to health.

continued on next page>>>

September/October 2011 | PreMedLife Magazine | 41

PREMEDLIFEMAGAZINE

have health benefits, such as the "good" bacteria in some yogurts. Goldenberg's passion for research is something he wants to share. He started three student clubs to encourage others to get into research: a research society, a journal club and a biomedical statistics group. He also organized an open house that made it less intimidating for inexperienced students to link up with research faculty, according to classmate Renee Choi. "He's made it so much easier for students to get into research," says Choi. "Faculty support was already there, but a lot of students felt like they didn't know how to start." "His enthusiasm is infectious," adds Mark R. Martzen, Ph.D., CIP, director of Bastyr's Center for Student Research and senior director of research development.

When Goldenberg graduates, he hopes to build a career that balances research and seeing patients. It's challenging to do both well, says Dr. Martzen, but multiple Bastyr faculty conduct original research and also maintain a patient practice. "You have to be extremely well organized and committed to maintain high standards of patient care, run a research program and also reserve time for your personal work-life balance," says Dr. Martzen. "Joshua has the motivation, skills and compassionate heart of a healer necessary to succeed as a clinician researcher." Goldenberg still finds it challenging to explain the concept of natural medicine to skeptical family members. (Imagine trying to summarize Western medicine to someone who's never encountered it.) When he made his final choice to pursue an N.D. instead of

42 | PreMedLife Magazine | September/October 2011

an M.D. degree, he remembers the decision gnawing at him. He was lying on his childhood bed at his parents' home, back from Central America. "I was literally writhing in bed," he says, laughing in retrospect. "It was horrible." He discovered, he says, that the voice in him that wanted an MD was chiefly concerned with acceptance from others. When he listened to a deeper part of himself - his hun - he knew what he wanted to do. "You've only got one life, right?" he says. "Why spend it doing something you're not really happy about? You only get to do this once." Â&#x201E;

JONATHAN HISKES writes about natural medicine education and research at Bastyr University in Kenmore, Washington.

Photo credit: Derek Sheppard, Bastyr

Goldenberg and fellow student clinicians meet with their faculty supervisor before a shift at the Bastyr Center for Natural Health. "It changes everything," he says of clinical work. "Instead of just looking at books, you have actual patients who need you. It reminds you why you're here."

2012

PRE-MED

SUMMER PROGRAM LIST

PROGRAM NAME

LOCATION

DATE

DURATION

Arizona Heart Foundation Cardiovascular Summer Students Program

Phoenix, Arizona

June/July 2012

6-Week

Summer Research Fellowship at the University of Arkansas

Little Rock, Arkansas

May 2012

8 Weeks

David Geffen School of Medicine at UCLA Summer Medical and Dental Education Program (SMDEP)

Los Angeles, California

June-August 2012

6 Weeks

Seaver Undergraduate Research in Biology at Pepperdine University

Malibu, California

TBA

44 | PreMedLife Magazine | September/October 2011

Summer research and academic enrichment geared toward pre-medical students are a great way to strengthen your medical school application. Most students who get accepted to medical school have participated in one or more summer pre-med programs during the course of their undergraduate 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 want to participate in academic enrichment programs, test preparation courses, research projects, or hospital internships, check out the following list of opportunities for Summer 2011. Be sure to check individual websites for application deadlines! The list includes opportunities nationwide in several different areas. Among the areas include are: California, Connecticut, Florida, Maryland, Massachusetts, New Jersey, New York, North Carolina Ohio, Pennsylvania, Texas, Virginia, and more.

DESCRIPTION

PERKS

PROGRAM INFO

A, pro bono, six-week program designed to motivate and inspire students considering a career in medicine. Students attend didactic (designed or intended to teach) lectures and participate in clinical rotations at both the Arizona Heart Institute and Arizona Heart Hospital. Paid summer research fellowships are available for undergraduate students who will be juniors or seniors by the fall semester. Selected students will work on a project relevant to human health in a laboratory of a faculty member at either the University of Arkansas, the University of Arkansas at Little Rock, or the University of Arkansas for Medical Sciences. The Biomedical Research fellowships are designed for students with a solid background in science who wish to be part of an ongoing research project, develop their technical skills and are interested in pursuing a research career.

$3200 Stipend Living Allowance

The UCLA SMDEP will serve as a model learning community in which students examine health care issues in medically underserved communities. Through a research project, problem-based learning cases, lectures, clinical experiences, and small-group discussions, students will also improve their learning skills and increase their science knowledge. The program targets educationally and financially disadvantaged community college students.

Meals Stipend Housing

Summer research program geared specifically to undergraduate students who are interested in pursing a career in biological research, science education, environmental science or biotechnology. Over the summer, students will pursue individual research seminars in one of five research areas students may elect to study.

Stipend Room & Board

APPLICATION DEADLINE

Phone(602) 200-0437 Email foundation@azheart.com

MARCH 2012

Phone(501) 526-6503

FEBRUARY 2012

Website brin.uams.edu/students2.asp

Phone(310) 825-9573 Email uclasmdep@mednet.ucla.edu

MARCH 1, 2012

Website www.medsch.ucla.edu/smdep

jay.brewster@pepperdine.edu

FEBRUARY 2012

Website seaver.pepperdine.edu/surb

September/October 2011 | PreMedLife Magazine | 45

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

Stanford Summer Research Program (SSRP)

Stanford, California

TBA

8 Weeks

UCLA Pre-Medical Enrichment Program (PREP)

Los Angeles, California

June 20-August 3 2012

7 Weeks

UCLA Re-Application Program (RAP)

Los Angeles, California

June 20-August 3, 2012

11 Months Summer Session 7 Weeks + Academic Session 9 Months

Eugene and Ruth Roberts Summer Student Academy

Duarte, California

May-July 2012 or June-August 2012

10 Weeks

National Cancer Institute (NCI) Continuing Umbrella of Research Experience (CURE) Program

Duarte, California

May-August 2012 June-August 2012 June-September 2012

12 Weeks

UCSD Medical Scientist Training Program (MSTP) Summer Undergraduate Research Fellowship (SURF)

San Diego, California

TBA

8 Weeks

46 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

PROGRAM INFO

APPLICATION DEADLINE

Email: ssrpmail@stanford.edu

Program offers undergraduates who want to prepare for and enter Ph.D programs in the sciences an opportunity to work with Stanford's distinguished faculty and work in one of Stanford's state-of-the-art research facilities. Participants will work with a faculty member and a lab mentor to craft a research project. The program culminates with a research symposium, where students present individual talks and posters on their summer projects in front of the faculty, lab mentors, and University administrators.

CONTACT PROGRAM

Website ssrp.stanford.edu

Program designed to provide premedical and predental students from disadvantaged background with a means of strengthening their ability and readiness to study medicine or dentistry. Students will work at a rigorous pace with a highly focused scope to prepare for the MCAT and DAT. Participants will engage in an extensive and lively classroom review of Biology, Chemistry, Physics, and Verbal Reasoning. Participants are also assigned to observe practicing physicians, dentists, and medical researchers performing the typical functions of their professions.

Travel allowance for eligible participants

Phone(310) 825-3575

Comprehensive, structured re-application program designed to assist students from disadvantaged background who have been unsuccessful in gaining admission to any U.S. medical school. The program begins with an intensive 8-week summer session, focused upon prerequisite science review and MCAT preparation. An individualized academic-year program that consists of a science curriculum will follow.

Stipend (Depending on availability)

Phone(310) 825-3575

Program gives promising students with an interest in research and health science careers practical experience and helps them develop important skills for their futures. Our instructors are world-renowned physicians and scientists who guide students in their research, while helping them develop their critical thinking skills. Weekly seminars allow students to present research findings to their peers, a good primer for what graduate and postdoctoral students do.

$4000 Stipend

Email: psalv@coh.org

Program is designed to engage the scientific curiosity of promising young high school and undergraduate students from underrepresented populations who are interested in cancer research as a career.

$4800 Stipend

Website www.cityofhope.org/education/s ummer-studentacademy/Pages/CURE-program.aspx

Program for motivated undergraduate students interested in seeking future training in a combined MD/PhD program. Principle focus is an 8-week research project conducted in the laboratory of a faculty member in the biomedical sciences.

$1600/Month Stipend Housing Travel Allowance

Email: (800) 925-8704

MARCH 1, 2012

Website www.medstudent.ucla.edu/prospective/?pgI D=181

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

Website www.medstudent.ucla.edu/prospective/?pgI D=183

MARCH 2012

Website www.cityofhope.org/education/summer-studentacademy/Pages/default.aspx

CONTACT PROGRAM

FEBRUARY 2012

Website mstp.ucsd.edu/surf/Pages/default.aspx

September/October 2011 | PreMedLife Magazine | 47

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

Graduate Experience for Multicultural Students (GEMS) at the University of Colorado - Denver School of Medicine

Denver, Colorado

June - August 2012

10 Weeks

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

Boehringer Ingelheim Corporation Internship Program

Ridgefield, Connecticut

TBA

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

48 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

PROGRAM INFO

Selected GEMS interns will enroll in a research internship course, Topics in Biomedical Science and Research. The course will be conducted by distinguished research faculty and will consist of lectures, demonstrations, and laboratory research assignments with a mentor.

$3400 stipend Travel Allowance

Program offers a unique clinical research opportunity for college students pursuing careers in medicine. Fellowship is designed exclusively for pre-medical students completing either their junior or senior year in college. It offers the student an introduction to research methodology, patient treatment, and ethical issues in medicine as well as exposure to a broad spectrum of health care providers within a large community teaching hospital.

$1500 Award

Program for highly motivated college students who are considering a career in medicine. The Program exposes students to a problem-based learning model of science education that is similar to that used in medical school

Stipend Food Housing Travel Allowance

APPLICATION DEADLINE

(303) 724-6084 Email: GEMS@ucdenver.edu

MARCH 2012

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

Rportal@harthosp.org

FEBRUARY 2012

Website www.harthosp.org/ResidenciesFellowships/default. aspx

(203) 785-7545 Email: Linda.jackson@yale.edu Website www.smdep.org/progsites/yale.htm

(202) 798-9988

Research & Development: Throughout the summer, interns will have the opportunity to work side-by-side with top researchers in their field. Medical: Interns within the medical department have the opportunity to assist on both early and late phase clinical trails. Whether the project entails enrolling participants into a clinical trail or measuring and analyzing trail results, interns work with leading doctors and researchers to assure that all Boehringer Ingelheim products meet all requirements set forth by the Food and Drug Administration.

MARCH 1, 2012

CONTACT PROGRAM

Website us.boehringer-ingelheim.com/career/internship.html

The program addresses the needs of University of Connecticut freshmen and sophomores. The program is designed to provide sound development of scientific and mathematical skills. The program consists of courses in individual programs of study in: Organic Chemistry, Biochemistry, Calculus, and Physics. The program will consist of 30 hours per week of formal lecture, laboratory, directed study, and clinical experiences addressing the needs of college freshman or sophomores.

$800 Stipend Room & Board

The program is designed to offer undergraduates who are completing their sophomore, or preferably their junior year of college, and plant to purse a career as a MD, DMD, MD/PhD, or DMD/PhD. Once a student is accepted to the program and has selected and found a faculty sponsor in which to do research, the student will meet with the faculty sponsor in June and develop a research protocol and suitable project description. The student will commit approximately 30+ hours per week for the project and will work with the faculty sponsor or his/her designates.

$2500-$3000 Stipend Housing

(860) 468-3574 Email: leo.lachut@uconn.edu

APRIL 2012

Website medicine.uchc.edu/prospective/hcop/college.html

(860) 679-2487 Email: dieli@uchu.edu

MARCH 15, 2012

Website medicine.uchc.edu/prospective/enrichment/collegefellow/index.html

September/October 2011 | PreMedLife Magazine | 49

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

Summer Medical/Dental Education Program (SMDEP) at Howard University

Washington, DC

June-July 2012

6 Weeks

Georgetown Summer Medical Institute (GSMI)

Washington, DC

June/July 2012

Varies

STEP-UP/BSURE Program at the University of Maryland, Baltimore County

Baltimore, Maryland

June - August 2012

8 Weeks

Pre-Medical Summer Enrichment Program (PSEP) at The University of South Florida

Tampa, Florida

TBA

6 Weeks

Minority Students Health Careers Motivation Program

Miami, Florida

June-July 2012

7 Weeks

50 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

The program is designed to provide an educational experience of exceptional quality that will strengthen the overall academic preparation of underrepresented minority, disadvantaged, and low-income students who express interest in admission to medical or dental school.

PROGRAM INFO

Stipend Housing Meals

(202) 806-0378 Email: hu_smdep@yahoo.com

MARCH 1, 2012

Website www.smdep.org/progsites/howard.htm Email: gsmi@georgetown.edu

The program, combined with the informative and supportive environment at Georgetown University School of Medicine, will provide preparation and insight for individuals exploring the calling of medicine as a career, and those making-up medical school course.

APPLICATION DEADLINE

JUNE 2012

Website som.georgetown.edu/prospe ctivestudents/specialprograms/summer

Tuition: $3,862 (5 Credits) for Human Gross Anatomy and Human Physiology; $3,090 (4 Credits) for Medical Histology (Microscopic Anatomy) and Medical Biochemistry. Tuition includes the use of course textbooks and lab fees (for Anatomy). Summer research program for talented students who are dedicated to the advancement of underrepresented groups in the sciences and mathematics. Students selected for this internship will experience state-of-the-art scientific research and are encouraged to consider and pursue biomedical research careers in areas of specific interest to the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK).

$4,000 Stipend Travel Allowance

The program is designed for highly motivated students who are preparing for medical school or physical therapy school. The program is designed to enhance the competitiveness of talented minority and disadvantaged students for admission into medical school and serves as a recruitment tool to USF COM Medicine. The program includes a review of concepts in biology, general and organic chemistry, and physics. Participants will work closely with faculty in areas of reading skills, test taking skills, etc. Participants are also pared with physicians in the local community to have an opportunity to develop an appreciation of the "real world of medicine" through weekly clinical experiences.

$1500 Grant

The program is designed to be a mini first-year medical education experience that exposes participants to classroom instruction in select basic science courses in the medical education curriculum and offers physician-shadowing opportunities. Great attention is placed on identifying and removing any barriers that may prevent a participant from being a competitive medical school applicant. Workshops develop skills for preparing strong admissions and financial aid applications.

$400 Stipend Housing Meals Travel Allowance

FEBRUARY 2012 OR UNTIL THE PROGRAM IS FILLED

(410) 455-2271 Email: sutphin@umbc.edu Website www.umbc.edu/bsure

(813) 974-4707 Email:pamattoe@health.usf.edu

CONTACT PROGRAM

Website health.usf.edu/medicine/osde/p sep.htm

(305) 284-3187

LATE MARCH 2012

Website www6.miami.edu/provost/oae/ motivationprogram.html

September/October 2011 | PreMedLife Magazine | 51

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

Health P.A.S.S. Program

Des Moines, Iowa

July 2012

4 Weeks

Professional Education Preparation Program (PEPP) at The University of Kentucky

Lexington, Kentucky

TBA

MCAT-DAT Review Summer Workshop at the University of Louisville School of Medicine

Louisville, Kentucky

July-August 2012

4 Weeks

Buck for Brains Summer Research Program at the University of Kentucky

Lexington, Kentucky

Varies

8 Weeks

Frontier Nursing Service Courier Program

Wendover, Kentucky

TBA

Up to 12 weeks

Summer Internship Program in Biomedical Research National Institutes of Health (NIH)

Bethesda, Maryland Baltimore, Maryland Frederick, Maryland

mid-May-June 2012

8 Weeks

Summer Internship Program at Johns Hopkins University School of Medicine

Baltimore, Maryland

June-August 2012

9-10 Weeks

52 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

The program is for promising college sophomores and juniors to prepare for and enhance their chances of getting into medical school and other health professions programs. Health P.A.S.S. will provide participants with wellrounded perspectives on what it's like to be a medical school student in osteopathic medicine, podiatric medicine and surgery, physical therapy, and physician assistant studies. In the program's courses, clinical opportunities and practical exposure, students will gain the confidence that they can achieve a degree and career in any of Des Moines University's four clinical areasand the knowledge they need to get started.

Travel stipend Meals Materials Housing

The program provides academic enrichment in chemistry and biology, as well as clinical experiences, medical and dental experiential activities, laboratory experiences, seminars, demonstrations, and clinical site visits.

Housing Meals

PROGRAM INFO

APPLICATION DEADLINE FEBRUARY 2012

(800) 240-2767 x 1709 Website www.dmu.edu/healthpass

(859) 257-1968; Email: ctsnyd0@email.uky.edu Website www.uky.edu/pimser/programs/peppbrochure.pdf

Free MCAT-DAT review workshop for eligible students

(502) 852-8109; Email klfarm02@louisville.edu

CONTACT PROGRAM

(859) 257-6322 Email bguer00@email.uky.edu

APRIL 15, 2012

The program provides undergraduates at the University of Kentucky with hands-on experience in academic research, working alongside "Bucks for Brains" faculty. Students are placed in research settings ranging from plant biochemistry to computer science to American history.

$3500 Stipend

The program provides a type of internship for young women and men who had a desire to go into the medical field. For young women and men who are interested in the healthcare field, the Courier Program provides limited opportunities to shadow healthcare professionals including: family nurse practitioners, physicians, nurse-midwives at FNS rural healthcare centers, at Mary Breckinridge Hospital and Home Health Agency.

$42/week for room and board and for the complete 12 weeks $500.

(606) 672-2317 Email information@frontiernursing.org

The program is designed to provide an independent research experience in biomedical and/or public health research to undergraduate students under the direct mentoring of established Johns Hopkins researchers. During the program interns work one-on-one with faculty on research projects in their field of interest and attend a health science seminar series.

Stipend

cohend@mail.nih.gov

The program provides experience in research laboratories to students of diverse backgrounds, including underrepresented minority students and students from economically disadvantaged and underserved backgrounds. The purpose of this exposure to biomedical and/or public health research is to encourage students to consider careers in science, medicine and public health.

CONTACT PROGRAM

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

CONTACT PROGRAM

Website www.frontiernursing.org/Courier/TodayCourier.shtm

MARCH 1, 2012 (more info avail mid Nov 2012)

Website www.jhsph.edu/student_affairs/diversity /DSIPFactSheet.pdf

$3,000 Stipend Housing

Email cwill@jhmi.edu

FEBRUARY 1, 2012

September/October 2011 | PreMedLife Magazine | 53

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

College Summer Enrichment Program at the University of Massachusetts Medical School

Worcester, Massachusetts

May 27-June 22, 2012

4 Weeks

Four Directions Summer Research Program at Harvard Medical School and Brigham and Women's Hospital

Boston, Massachusetts

June 11-August 2, 2012

8 Weeks

Siteman Cancer Center Summer Opportunity Program

St. Louis, Missouri

June - August 2012

10 Weeks

Biomedical Research Apprenticeship Program (BioMed RAP) at Washington University in St. Louis

St. Louis, Missouri

TBA

10 Weeks

54 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

PROGRAM INFO

APPLICATION DEADLINE MARCH 15, 2012

(508) 856-2707

A tuition-free four-week residential program for undergraduate sophomores and juniors interested in entering the health professions. The goals of the program are to help participants improve their qualifications and competitive standing for admission to professional, graduate and/or medical school. The program includes enrichment activities to enhance participants' academic and communication skills. Sessions include the professional school application process with emphasis on medical school admissions and financing professional school. Seminars on biomedical research and cultural contemporary health issues are also provided. Additionally, the SEP offers participants the opportunity to interact with medical students, scientists, physicians, and other health care professionals

Stipend Housing Travel Allowance

The focus of activity during the summer is participation in a basic science research project. Students are assigned a medical school faculty mentor who will work closely with the student to ensure completion of a project over the 8-week summer period. Additional program goals include: Experience cutting edge research at a leading medical school, understand the medical school application process, exposure to Native American health care issues, integrate Native traditions including talking circles, networking with Native American students and faculty

Travel Allowance Housing Living stipend for food and other necessities

(617) 525-7644 FourDirections@partners.org

Program provides opportunities for undergraduate, pre-med and medical students enrolled at Washington University or other accredited universities to work on cancer research projects during the summer. Opportunities range from basic laboratory research to clinical research to prevention/control and population research.

$3500 Stipend

(314) 454-8439 Email waldhofft@siteman.wustl.edu

As a BioMedRAP/CD-BioRAP participant, students will conduct independent research with outstanding faculty mentors, work in a cutting edge science and technology environment, gain exposure to some of the nation's finest biomedical investigators and an extensive variety of research topics, receive individualized career counseling and develop your career interests, participate in workshops, seminars and journal clubs, build a social network with student peers and faculty, and prepare to apply to the best Ph.D. and M.D. /Ph.D. programs in the United States

Stipend Travel Allowance Housing

Website www.umassmed.edu/outreach/sep.aspx

FEBRUARY 8, 2012 @ 11PM

Website www.fdsrp.org

MARCH 1, 2012

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

(314) 362-7963 Biomedrap@msnotes.wustl.edu

JANUARY 31, 2012

September/October 2011 | PreMedLife Magazine | 55

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

Premedical Achievement Program (PMAP) at Michigan State University

East Lansing, Michigan

June - July 2012

6 Weeks

Summer MCAT Review Program at Michigan State University

East Lansing, Michigan

May 21 -25 2012

1 Week

University of Nebraska Medical Center Summer Medical and Dental Education Program (SMDEP)

Omaha, Nebraska

June - July 2012

8 Weeks

Summer Undergraduate Fellowship Program at the Eppley Cancer Research Institute

Newark, New Jersey

TBA

10 Weeks

56 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

The program is an intensive MCAT and medical school admissions preparation program is open to disadvantaged students who will be applying to medical school.

PROGRAM INFO

Stipend may be available for eligible students

APPLICATION DEADLINE

Email: MDadmissions@msu.edu (517) 432-6589 Website www.mdadmissions.msu.edu

(517) 355-2363

The program is designed to help students prepare for the MCAT by building upon their undergraduate learning by helping them to synthesize a stronger overall command of related scientific and biological principles. The program will help students solidify the knowledge and skills students they have already developed in their undergraduate work and show them how to tap the critical thinking skills necessary for success in the MCAT. Instructors explain concept overviews, then provide guided practice through problem sets, followed by close analysis with an eye to understanding MCAT philosophies and mechanics, and while instructors are available outside of class time for consultation, this approach may not be suited to every student's learning style.

MARCH 2012

MAY 1, 2012

Website lrc.msu.edu/gre/CLIMB.php

Tuition: $800 (includes all materials, pre- and post-testing and follow-up advising). MARCH 1, 2012

The program is designed to identify, recruit, and assist future dentists and doctors through a comprehensive six-week summer experience for talented freshman and sophomores. The overall goal of the program is to provide each scholar the navigation tools necessary to reach their current and future goals. NMC's primary focus on core academics is a springboard for students in their pursuit of a career as a physician or dentist. What makes this program unique is its emphasis on small-group learning. Instruction includes areas, such as health disparities, medical ethics, and public health. Various clinical shadowing experiences will help students build a strong foundation in their chosen discipline as well as potentially spark new passions in the medical and dentistry field.

Meals Travel Assistance Stipend Housing

(800) 701-9665 Email smdep@unmc.edu

Students in the summer program work for 10 weeks doing hands-on cancer research in Eppley Institute laboratories. Students get to try research, learn techniques and new concepts, and work with professional researchers, all while earning a competitive summer salary. Virtually all of our former summer students have been successful in gaining acceptance to graduate and professional schools. Students gain hands-on laboratory experience in cancer research labs, daily interactions with research faculty, staff, and students, weekly seminar program, and present your own research at a poster session.

$4000 Stipend Housing

crgp_info@eppleyits.comundefined

Website www.smdep.org/progsites/nebraska.htm

MARCH 1, 2012

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

September/October 2011 | PreMedLife Magazine | 57

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

UMDNJ-New Jersey Medical and New Jersey Dental Schools Summer Medical and Dental Education Program (SMDEP)

Newark, New Jersey

June-July 2012

6 Weeks

Biomedical Careers Program (BCP) at Robert Wood Medical School

Piscataway, New Jersey

June - July 2012

6 Weeks

Columbia University College of Physicians and Surgeons Summer Medical and Dental Education Program (SMDEP)

New York, New York

June-July 2012

6 Weeks

Gateways to the Laboratory Summer Program at Weill Cornell/Rockefeller/Sloan-Kettering

New York, New York

June - August 2012

10 Weeks

58 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

PROGRAM INFO

APPLICATION DEADLINE MARCH 1, 2012

Program serves to advance our institution's core mission of meeting society's current and future health care needs by preparing individuals underrepresented in medicine and dentistry, and doing so while championing cultural competency and humanism in all aspects of education. SMDEP reaffirms our continued commitment to and involvement in pipeline initiatives and will allow our two institutions to attain even greater diversity. SMDEP will also allow us to continue strengthening the academic portfolios of these college students so that they are competitive candidates for medicine and dentistry.

Stipend Housing Meals

(973) 972-3762 anthondd@umdnj.edu

Academic enrichment program for undergraduate students interested in careers in the health professions. The program targets undergraduates who are economically and/or educationally disadvantaged. BCP offers an intensive six-week summer program to serve students at all stages of undergraduate education. Students take part in a variety of science enrichment and healthcare-oriented activities.

Tuition Free

(732) 235-4558 summerprogram@umdnj.edu

The program provides students seriously interested in applying to medical or dental school with a well-defined, integrated approach to learning, focusing on the basic science curriculum needed to apply to medical or dental school. Students engage in intense labs, learning-skills, and career development courses during the six weeks of the program, while attending weekly clinical rotations and seminars. The program strives to help students enhance and improve their chances of becoming successful applicants and students at the medical/dental schools of their choice.

Meals Travel Assistance Stipend Housing

(212) 305-4157 Email smdep-ps@columbia.edu

The program was established for underrepresented minority and disadvantaged college students who wish to pursue the combined MDPhD degree. Over the summer, students will: Work independently on a research project. Students will present and participate in weekly journal clubs. Participate in a hands-on tour of the Gross Anatomy Lab. Sit for a Mock MCAT exam. Partake in a Lab Techniques Workshop and Clinical Skills Workshop. Participate in Career Development Workshops. Scrub into surgeries at the New York-Presbyterian Hospital. Give an oral, written and poster presentation of your research in front of your family, friends and colleagues. Have on going mentorship by your "Big Sib" (a current MD-PhD student) as well as weekly meetings with the Program's leadership.

$4300 Stipend Travel expenses

(212) 746-6023 Email mdphd@med.cornell.edu

Website www.smdep.org/progsites/newjersey.htm

MARCH 2012

Website rwjms.umdnj.edu/osap/bcp.html

MARCH 1, 2012

Website www.smdep.org/progsites/columbia.htm

FEBRUARY 1, 2012

www.med.cornell.edu/mdphd/summerprogram

September/October 2011 | PreMedLife Magazine | 59

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

Summer Undergraduate Mentorship Program at Albert Einstein College of Medicine of Yeshiva University

Bronx, New York

June-July 2012

6 weeks

Montefiore Medical Center's Health Opportunities Program (Monte-HOP)

Bronx, New York

July - August 2012

6 Weeks

Project Asian Health Education and Development (AHEAD)

New York, New York

June - August 2012

8 Weeks

The Travelers Summer Research Fellowship Program for Premedical Students at Weill Cornell Medical College

New York, New York

June - August 2012

8 Weeks

Project Healthcare at NYU Langone Medical Center

New York, New York

June - August 2012

10 Weeks

60 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

The program will be comprised of a six-hour per week commitment to a shadowing experience with an assigned mentor and fourteen hours per week of lecture attendance. These fourteen hours will be distributed into the following three core curriculum components: six hours clinical didactic, six hours medical informatics, and two hours of MCAT preparation and test taking strategies. Students are also expected to conduct a research project while in the program.

PROGRAM INFO

$1000 Stipend Transportation Meals

MARCH 2012

(718) 430-2792 hcoe@einstein.yu.edu Website www.einstein.yu.edu/hcoe

(718) 920-4678 cwhittak@montefiore.org

The program is designed to promote, educate, and encourage underserved youth to purse careers within the health fields. Students will gain valuable knowledge and professional skills through interactive workshops, mentorship by physicians, observation of physician-patient interactions, lecture activities and independent learning.

APRIL 2012

Website www.einstein.yu.edu/hcoe

The program is designed to provide training and experience for college students who are interested in pursuing a career in the health care field. The program consists of a practical field placement, seminars and workshops, and participation in the development and completion of a community health project. Students explore various health careers, and gain an understanding of the dynamics of the New York Asian American community and of current health issues impacting the health status of Asian Americans in the United States.

Meals Travel Assistance Stipend Housing

The program is designed to give 25 premedical students deeper insights into the field of medicine, including issues that greatly affect the health of traditionally underserved groups. Through the experiences of laboratory or clinical research, the students learn how one purses a specific research problem under the supervision of a faculty member, thus providing an early education into basic research techniques that could be applicable to any area of medicine.

$140/Week Stipend Housing Travel expenses are paid for students that live some distance from Ne w York

Project Healthcare is an innovative volunteer program for enthusiastic and inspired college and post-baccalaureate students. Created by the Bellevue Hospital Center Emergency Department, PHC allows students an opportunity to experience and observe many different aspects of healthcare. The program is comprised of several weekly rotations which are based in the Emergency Department. It offers the committed student a unique healthcare experience, which is intended to furnish a wealth of knowledge about the numerous options for a career in healthcare.

APPLICATION DEADLINE

FEBRUARY 2012

(212) 379-6988 ext. 619

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

(212) 746-1057

FEBRUARY 1 2012

Website www.med.cornell.edu/education/programs

(212) 562-3041 Email bellevuepavers@nyumc.org

JANUARY 2012

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

September/October 2011 | PreMedLife Magazine | 61

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

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) at SUNY Stony Brook University

Stony Brook, New York

TBA

10 Weeks

Bronx-Westchester Area Health Education Center

Bronx, New York

May/July 2012

Varies

62 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

The program is an intensive residential research internship program for underrepresented minority undergraduates majoring in science, technology, engineering, or mathematics. Students will get a unique opportunity to work on independent research projects in cuttingedge laboratories under the direction of Stony Brook University faculty. Health Careers Internship Program (HCIP): This program allows students aspiring toward a career in the health professions the opportunity to work in a health care setting and interact regularly with health professionals. Students must be Junior or Senior in college. Summer Health Internship Program (SHIP): The program provides a six-week summer placement opportunity for junior/senior high school, and freshman/sophomore college students who have expressed an interest in the health field. Students are exposed to a variety of careers in the health fields as well as to health issues affecting their communities.

APPLICATION DEADLINE FEBRUARY 15, 2012

MFalzone@nshs.edu

The program is designed to help college students decide whether or not a career in medicine is right for them. This renowned program offers students the opportunity to complete a four-week summer internship where they have the chance to observe and ask questions in order to learn more about the medical field. Throughout these four weeks, accepted students rotate through various departments in order to gain a well rounded experience of the hospital. Some of these departments include the operating room, emergency room, radiology, geriatrics, laboratory, psychiatry as well as the rehabilitation unit. Participants also have numerous opportunities to go on rounds with doctors, observe physicians in their private offices and attend hospital conferences. The Access program of Weill Cornell Graduate School of Medical Sciences is a summer internship program that trains underserved college students in the biomedical sciences. Interns gain hands-on experience in a biomedical research laboratory and are encouraged to apply to PhD programs. Selected students are placed in laboratories at the Weill Cornell Medical College under the mentorship of experienced faculty members. n addition to the laboratory experience, students attend lectures and discussions aimed at enhancing their understanding of the current status of biomedical research, the pathways available for entering research careers, and the range of available career opportunities. Students also participate in weekly journal clubs, attend workshops that teach them how to prepare for interviews and seminars, and take part in social activities.

PROGRAM INFO

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

$3000 Stipend Up to $300 for travel expenses Housing

(212) 746-6565 ffreyre@med.cornell.edu

FEBRUARY 1, 2012

Website weill.cornell.edu/gradschool/summer/index.html

$3500 Stipend (631) 632-1387 Round-trip airfare sunyagep@notes.cc.sunysb.edu Housing Website Meals

FEBRUARY 2012

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

(718) 590-1110

VARIES

Website www.bwahec.org/programs

September/October 2011 | PreMedLife Magazine | 63

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

MD/PhD Summer Undergraduate Research Program at University of Nebraska Medical Center

Omaha, Nebraska

TBA

10 Weeks

Summer Program for Future Doctors at East Carolina University

Greenville, North Carolina

TBA

8 Weeks

Science Enrichment Preparation (SEP) Program at the University of North Carolina at Chapel Hill

Chapel Hill, North Carolina

TBA

8 Weeks

Indians into Medicine Program at the University of North Dakota

64 | PreMedLife Magazine | September/October 2011

Grand Forks, North Dakota

TBA

6 Weeks

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

The program is designed to provide appropriate experience and training to enable students to become competitive for admission to the school's MD/PhD Scholars Program. Benefits of the program include, gaining research training and experience that will make them more competitive for medical school, graduate school, other summer research programs, and MD/PhD program, exploring personal motivation for a career in medicine and biomedical research, meeting the UNMC faculty, participating in a student poster session.

$3000 Stipend

The program is an intensive, challenging, educational summer program that allows participants to experience the pedagogical style and demands of the medical school curriculum. The Summer Program for Future Doctors is a great opportunity for participants to strengthen their basic science knowledge base, enhance their critical thinking skills, gain a better understanding of the application and admissions process, and exhibit their abilities to successfully handle the academic, social, and emotional demands of medical school.

Housing and Travel Stipend

APPLICATION DEADLINE MARCH 1, 2012

(402) 559-8242 sacox@unmc.edu Website www.unmc.edu/com/summer/9.htm

(252) 744-2500 ascc@mail.ecu.edu

CONTACT PROGRAM

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

(919) 966-2264

The SEP Program is an honors-level academic enrichment program for disadvantaged undergraduate students (rising sophomores and juniors) who seek admissions into graduate/health professional programs. Students will engage in more than 150 hours of classroom instruction in physics, organic chemistry, human physiology and quantitative skills/biostatistics, attend classes and seminars in reading speed and comprehension, test-taking strategies, essay writing, and interview techniques, visit local health facilities and network with health care professionals, and shadow a working professional in your health field of interest. 2 programs. Pathway at UND: This program is for tribal community college students planning to transfer to UND in health care or pre-health curricula. Pathway courses are taught by University instructors, and are designed to prepare participants for advanced courses in the areas of anatomy, physiology, biology and physics. Pathway also includes a learning skills component to promote successful learning styles and study habits. Pathway students are eligible to apply for one-year tuition waivers at UND. Med Prep at UND: This program is for American Indian college upperclassmen and graduates who are preparing for medical school coursework. The program is divided into two major components: pre-medical students preparing to take or retake the Medical College Admissions Test (MCAT) and students entering medical school.

PROGRAM INFO

FEBRUARY 15, 2012

Website nchcap.unc.edu/sep.php

Stipend Travel Stipend

(701) 777-3037

MARCH 31, 2012

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

September/October 2011 | PreMedLife Magazine | 65

2011 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

Case Western Reserve University School of Medicine Summer Medical and Dental Education Program (SMDEP)

Cleveland, Ohio

June - July 2012

6 Weeks

Ohio University College of Osteopathic Medicine Summer Scholars Program

Athens, Ohio

June 11 to July 17, 2012

6 Weeks

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 at the University of Cincinnati College of Medicine

Cincinnati, Ohio

Mid June - Early August 2012 8-10 Weeks

Chester Summer Scholars Program

Cleveland, Ohio

June - August 2012

Pre-Professional Internship Program at Ohio College of Podiatric Medicine

66 | PreMedLife Magazine | September/October 2011

Cincinnati, Ohio

January 3-6, 2012 January 10-13, 2012 June 5-8, 2012 June 12-15, 2012 July 10-13, 2012 July 17-20, 2012

10 Weeks

1- 2 Weeks

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

PROGRAM INFO

APPLICATION DEADLINE MARCH 1, 2012

The program is designed to identify, recruit, and assist in preparing as many highly talented, committed, and hard-working minority and economically disadvantaged students as possible for careers in dentistry and medicine. We hope to imbue our students with the confidence and skills necessary to allow them to return to school better prepared to perform well in more rigorous basic science and math classes.

Meals Travel Assistance Stipend Housing

(216) 368-0529 smdep@case.edu

Summer Scholars participants prepare for the challenges and rewards of medical school. Twenty-five applicants are selected each year to participate in this rigorous six-week program designed to give you an intensive and realistic introduction to the first-year curriculum at OU-COM. In addition to traditional medical school curricula taught by medical college faculty, graduate students and upperclass medical students, the program focuses on case-based problem solving and smallgroup/team work.

Room and board Stipend Program materials Round-trip travel expenses

(800) 345-1560 schriner@ohio.edu

The program provides students exposure to medicine and will include experiences that encompass sessions on navigating the medical school application process, introduction to the Problem Based Learning (PBL) model in small group sessions, hands on experience in the gross anatomy lab, clinical lectures on medical topics, diversity and cultural competency exercises, and contact with physicians in the clinical setting.

Housing Travel allowance

(419) 383-4229 medadmissions@utnet.utoledo.edu

The R.O.S.E. program is part internship, part early acceptance to medical school, and part mentorship program. The purpose of the program is to provide stimulating experiences and contact with academic medical faculty for high ability, intellectually curious pre-medical college students.

ROSE students have conditional acceptance to the University of Cincinnati College of Medicine; $3000 Stipend

(513) 558-5581 ROSEProgram@uc.edu

The program awards 15 collegiate undergraduate students the opportunity to spend the summer in clinical laboratory research at MetroHealth Medical Center. The program is an opportunity for pre-medical and scientifically-oriented students to explore the potential for a career in medical research or academic medicine.

$2000 Stipend Free Parking Supplies and equipment are provided

(216) 778-5940 jmoore@metrohealth.org

The Pre-Professional Internship Program at the Ohio College of Podiatric Medicine (OCPM) is designed to provide insight into the many facets of podiatric medicine and the education involved with obtaining the Doctor of Podiatric Medicine Degree.

Website www.smdep.org/progsites/casewestern.htm

MARCH 1, 2012

Website www.oucom.ohiou.edu/summerscholars

MARCH 1, 2012

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

FEBRUARY 1, 2012

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

FEBRUARY 2012

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

(216) 916-7488 lfranck@ocpm.edu

DEC 13, 2011 FOR JAN PROGRAM MAY 15, 2012 FOR JUN PROGRAM JUNE 19, 2012 FOR JUL PROGAM

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

September/October 2011 | PreMedLife Magazine | 67

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

Summer Premedical Enrichment Program (SPEP) at the University of Cincinnati

Cincinnati, Ohio

June - July 2012

6 Weeks

Summer Premedical Academic Enrichment Program (SPAEP) at the University of Pittsburgh School of Medicine

Pittsburgh, Pennsylvania

June - July 2012

8 Weeks

Pre-med Enrichment Program at the University of Pennsylvania Health System

Philadelphia, Pennsylvania

May - August 2012

10 Weeks

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

68 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

PROGRAM INFO

APPLICATION DEADLINE MARCH 1, 2012

(513) 558-7212 lathel.bryant@uc.edu

Residential program for 18 college juniors, seniors, and postbaccalaureate premedical students. Students receive intensive exposure to medicine as a career through t ours, speakers, seminars, and shadowing. Students are exposed to the medical school experience and the academic curriculum through a noncredit course in cardiophysiology, extensive interaction with medical students and faculty, and detailed guidance through the medical school application process. Emphasis is on strengthening critical thinking/problem solving skills, increasing selfawareness, and making each participant a competitive medical school applicant.

Website comdo-wcnlb.uc.edu

This program, open to high school graduates and college students, is designed specifically to prepare and support students who wish to pursue careers in the field of medicine. Spend seven weeks in Level I, strengthening your academic skills and learning more about careers in medicine. Or, spend eight weeks immersed and engaged in the work of physician-scientists including laboratory research and MCAT preparation through Level II. Both programs will enhance your skills and knowledge in science, writing and public speaking. You'll discover a challenging and stimulating program in the environment of a major academic medical center.

$1000 Stipend Transportation Housing Meals

(412) 648-8987

The aim of this program is to prepare minority students for careers in academic medicine or other positions of leadership in medicine. Students will be engaged in a program of research, clinical observations, classroom exercises and teaching observations, designed to stimulate their interest in academic medicine. In addition, the students will be engaged in the following: activities pertaining to the medical school application process and medical school admissions; classroom instructions and simulated testing to prepare the students for the Medical College Admissions Test (MCAT).

$2500 Stipend

(215) 898-3980 jcraig@mail.med.upenn.edu

This program is for students who have complete their second year of college with a GPA of at least 3.2 in a course of study that qualifies them for medical school entrance.

The program is designed for college students who have complete their junior year and are pursing academic programs leading to medical school. Doylestown Hospital physicians assist with the program, which includes lectures and "hands-on" volunteer work on patient floors and in many departments.

CONTACT PROGRAM

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

CONTACT PROGRAM

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

Conditional acceptance to the University of Cincinnati College of Medicine; $3000 Stipend

(215) 710-2096 lschonewolf@stmaryhealthcare.org

CONTACT PROGRAM

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

(215) 354-2204

CONTACT PROGRAM

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

September/October 2011 | PreMedLife Magazine | 69

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

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 Medical Summer Internship Program

Nashville, Tennessee

June 1 - July 30, 2012

8 Weeks

70 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

PROGRAM INFO

APPLICATION DEADLINE MARCH 2012

(215) 762-6800 minimed@drexelmed.edu

Participants will experience a medical education as seen through the eyes of 3rd and 4th year medical students during their clinical rotations in the hospital and clinical practices. The experience can enlighten participants about a career in medicine, whether they're about to enter medical school or are just beginning the application process. Participants will accompany the teaching team and 3rd and 4th year medical students on hospital rounds and be part of discussions between physician, patient, and medical students. Throughout the five-day program, participants will also see patients in clinical practice, attend department lectures, or go into the operating room. Participants will have the opportunity to talk with 3rd and 4th year medical students about their experiences preparing for medical school, what their first two years were like and what it's like now that they're out of the classroom and in the hospital.

Website www.drexelmed.edu/Home/OtherPrograms/ MiniMedSchool

Tuition: $1500 The program offers biomedical research opportunities to undergraduates who want to pursue a career in biomedical sciences. There are two major tracks within the VSSA; the Basic Science Programs for undergraduates interested in careers in research, and the Undergraduate Clinical Research Internship Program for undergraduates who wish to pursue a career in medicine. Participation in any one of the Summer Science Academy programs is a valuable learning experience that enhances a student's skills and makes him or her more competitive for acceptance to frontline graduate programs.

$2500-$4000 Stipend

The POE program offers a unique opportunity for students preparing for careers in the biomedical sciences, medicine, nursing, pharmacy, psychology, or public health to gain biomedical and oncology research experience. The POE program provides a short-term training experience (internship) in either laboratory research or clinical research. Students participating in the Pediatric Oncology Education program will receive training in a superb academic environment created by the interaction of committed basic scientists, research-oriented physicians, and postdoctoral fellows.

$4000 Stipend Housing

This program is a summer internship for premedical students in the clinical area of organ transplantation. The internship includes shadowing physicians on rounds in the hospital, observing and assisting in an outpatient/clinic facility, and observing transplant and transplant-related surgical operations.

(615) 343-2573 michelle.grundy@vanderbilt.edu

CONTACT PROGRAM

Website medschool.mc.vanderbilt.edu/ssa/

(901) 595-2488 Suzanne.gronemeyer@stjude.org

FEBRUARY 1, 2012

Website www.stjude.org/poe

(615) 327-8814

FEBRUARY 25, 2012

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

September/October 2011 | PreMedLife Magazine | 71

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

Michael E. DeBakey Summer Surgery Program at Baylor College of Medicine

Houston, Texas

Mid-June- August 2012

8 Weeks

The University of Texas Dental Branch and Medical School at Houston Houston, Texas Summer Medical and Dental Education Program (SMDEP)

May-June 2012

6 Weeks

Health Career Opportunities Program (HCOP) at The University of Houston College of Optometry

Houston, Texas

TBA

6 Weeks

Physiology Undergraduate Research Experience (PURE)

San Antonio, Texas

June - July 2012

8 Weeks

Scholars Program in Organic Chemistry at University of Texas - Southwestern Medical Center

Dallas, Texas

TBA

10 Weeks

72 | PreMedLife Magazine | September/October 2011 72 | PreMedLife Magazine | September/October 2011

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

PROGRAM INFO

APPLICATION DEADLINE

studentprograms@bcm.tmc.edu

The Michael E. DeBakey Summer Surgery Program offers the pre-medical student a glimpse of a career in surgery long before they will ever pick up a scalpel for the first time. During the eight weeks, students become familiar with the hospital environment, the operating room, and the lifestyle of a surgeon. They are expected to become an integral part of their surgical teams by participating in rounds, surgery, and conferences.

JANUARY 17, 2012

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

The program seeks motivated students from a variety of backgrounds including those who are underrepresented or underserved that are interested in pursuing a career in dentistry and medicine, including those who have an interest in serving the underserved. The mission of SMDEP is to assist students in enhancing their knowledge, skills, and attitudes to make them more competitive and to improve their chances of becoming successful applicants to a medical or dental school of their choice. SMDEP scholars will experience academic enrichment in five core areas: microbiology, anatomy and physiology, pre-calculus/calculus, physics, and organic chemistry. Students will have clinical experiences in such areas as emergency medicine, family practice, internal medicine, restorative dentistry, and oral surgery.

Meals Travel Assistance Stipend Housing

(713) 500-4532 Rebecca.L.Lopez@uth.tmc.edu

The program involves specific activities designed to enhance qualifications for entry to the professional program including preparation for the Optometry Admission Test (OAT), counseling regarding the admission and application process, academic counseling, time management training, and test-taking/skills.

Financial aid assistance information is given to all students

(713) 743-2047 rboykins@optometry.uh.edu

This research program designed for highly motivated college undergraduate students with a genuine interest in experimental research careers in biomedical science. Undergraduates will have the opportunity to receive hands-on experience in on-going research projects under the direction of a faculty member as well as work with postdoctoral fellows and graduate students.

$3000 Stipend

The goals of the program are to improve college students' performance in organic chemistry and to provide these students with exposure to clinical medicine. The SPOC program will be conducted on the UT Southwestern campus in Dallas and has two components: 1) a 10 week course in Organic Chemistry and 2) clinical preceptorships with practicing physicians at UT Southwestern or in one of our affiliated clinical sites.

$1000 Stipend

MARCH 1, 2012

Website www.smdep.org/progsites/houston.htm

CONTACT PROGRAM

Website www.opt.uh.edu/students/undergrad

(210) 567-4324 physiologygrad@uthscsa.edu

MARCH 11, 2012

Website http://physiology.uthscsa.edu/new/teaching/ undergrad_sum_program.asp

(214) 648-7517 SPOCPrograms@UTSiuthwestern.edu

TBA

Website www.utsouthwestern.edu/utsw

September/October 2011 | PreMedLife Magazine | 73

2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME

LOCATION

DATE

DURATION

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

74 | PreMedLife Magazine | September/October 2011

Irvine, California

June - July, 2012

2 Week Sessions

PREMEDLIFE MAGAZINE DESCRIPTION

PERKS

The program offers a summer MCAT Preparatory Program to students enrolled in Virginia's historically black colleges and universities and other Alliance schools. The program provides students the opportunity to advance their skills through an intensive course.

$1500 Stipend Housing Meals

APPLICATION DEADLINE APRIL 2012

(804) 287-6484 jvaugha2@richmond.edu Website http://prehealth.richmond.edu/ mcat-preparation/virginia-nebraska-alliance.html

(608) 262-5267 beasen@wisc.edu

In the program students do independent research projects with faculty mentors for ten weeks in one of seven research areas: Bioenergy Cellular and Molecular Biology Computational Biology & Biostatistics Environmental Biology Neurobiology Plant Development, Breeding and Genetics Virology. These seven disciplinary clusters are intellectually woven together at weekly meetings in an interdisciplinary learning community through evolutionary theory and the research process. In addition to meeting with the interdisciplinary group, students prepare research proposals, final papers, and oral presentations summarizing their work. The summer program in Mwandi, Zambia offers students an opportunity to work or various research & service projects at the United Church of Zambia's mission hospital, primary school or preschool. UCZ's mission hospital compound is affiliated with the Presbyterian Church (U.S.A.).Immediately following the spring semester, students will travel to Mwandi to conclude their course work which will consist of an independent project and a medical experience at the UCZ hospital compound. Students will spend approximately 3 weeks on-site in Mwandi and will write a final research paper based on their independent project.

PROGRAM INFO

FEBRUARY 2012

Website cbe.wisc.edu/srp-bio/

Housing

CONTACT PROGRAM

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

ELIGIBILITY: Students in good standing Davidson students enrolled in a pre-med spring course This program is for high school students who are not in college yet. UC Irvine's Summer Premed Program is dedicated to fostering in high school students an interest in pursuing careers in medicine. It also seeks to empower medical students and pre-professional students who are accepted as program coaches to become lifelong teachers and leaders.The twoweek courses combine lectures given by UC Irvine School of Medicine faculty members and hands-on workshops to provide students with a first-rate exposure to the medical field. Students also are exposed to the practice of medicine and patient care at UC Irvine Medical Center, Orange County's only university hospital.

summerpremed@uci.edu

CONTACT PROGRAM

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

September/October 2011 | PreMedLife Magazine | 75

GADGETS&GIZMOS

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

Memory on Hand This USB Flash Drive bracelet will store any of your digital files from papers and power point presentations to songs and pictures. It is available in 2GB and 4GB memory capacity and comes in assorted colors.

ITO

Râ&#x20AC;&#x2122;

Ă&#x201A;

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

` 76 | PreMedLife Magazine | September/October 2011

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

101 Things to do with Ramen Noodles This is a must-have for noodle lovers everywhere and college students who have no choice but to become noodle lovers. This book features simple recipes for using ramen noodles, like Summer Picnic Salad Ramen. $8.99

Desk Dots These ceramic magnets can be used as an organizer, picture holder, desk sculpture, index card holder and stress reliever. They switch from function to fun and can also be used on your refrigerator, filing cabinet, or even as a magnetic push pin. $9.99

a a

Bobble Filtered Water Bottles These reusable personal water bottles have a built-in carbon filter that is designed to remove organic contaminants from regular municipal tap water and is good for up to 300 bottles of water. They are taste and odor BPA-free and will help you save money on buying bottled water on a regular basis. $9.99

September/October 2011 | PreMedLife Magazine | 77

PreMedLife Magazine don’t worry IT’S FREE... (we know you’re probably broke)

Subscribe Today For more information about PreMedLife Magazine, visit us online at www.premedlife.com

twitter.com/premedlife 78 | PreMedLife Magazine | September/October 2011

facebook.com/premedlife

IN THE STACKS

Books we thought that aspiring doctors might be interested in reading<<<

BECOMING A DOCTOR: FROM STUDENT TO SPECIALIST, DOCTOR-WRITERS SHARE THEIR EXPERIENCES by Lee Gutkind In a collection of 19 stories from doctors of varied specialties, journalist Lee Gutkind shares each person's unique experience with the medical profession and what life was like for them as physicians-in-training. "Becoming a Doctor portrays the broad arch of a doctor's life, from a medical student's uneasy first encounter with a cadaver and her realization that the experiences' redemption will lie ahead in the lives saves, to a resident's reliance on dance during her grueling year in an innercity hospital, and a veteran doctor's profound rumination on what it means to really listen to a patient's story." THE MEDEDITS GUIDE TO MEDICAL SCHOOL ADMISSIONS by Jessica Freedman, MD If you're looking for a medical school admission guide that gives advice and direction beyond the obvious then this is the book for you. From considering where to apply to medical school to how to start your personal statement, former member of the Mount Sinai School of Medicine admission committee, Jessica Freedman, MD offers sound advice to students no matter what stage of the process they are at. In a straight-forward kind of way, Dr. Freedman takes readers through the whole application process step-by-step and even offers "insider" tips and advice along the way. You can also follow Dr. Freedman @MedEditsMedical on Twitter for bouts of useful information. TAKE THE RISK: LEARNING TO IDENTIFY, CHOOSE, AND LIVE WITH ACCEPTABLE RISK by Sujay M. Kansagra, MD Known for always encouraging others to think big, Dr. Benjamin Carson uses the pages of this book to focus on the idea of taking risk. In his book Dr. Carson presents what he calls his Best/Worst Analysis for any situation which includes asking yourself: 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 the best thing that can happen if I don't do it? 4. What's the worst thing that can happen if I don't do it? BETWEEN EXPECTATIONS: LESSONS FROM A PEDIATRIC RESIDENCY by Meghan Weir In a personal chronicle of her residency at Boston's Children Hospital and Boston Medical Center, Meghan Weir shares lessons she learned and recounts what life was like for her during these days. Her story reveals the countless challenges and obstacles, as well as the rewards, that come with practicing medicine. Dr. Weir also talks about the many patients she encounters, from children in an oncology ward to treating premature babies with heart defects. This is a good read for any student considering a career in pediatric medicine.

September/October 2011 | PreMedLife Magazine | 79

BETTERLIFEBETTERYOU

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

BURN BODY FAT Tone up with cardio! The misconception is that cardio is just for weight loss. Weâ&#x20AC;&#x2122;ll think again! Body fat reduction takes place when there is more energy being burned than consumed. When the objective is body fat reduction, focus on burning calories, not burning fat. BY COACH JAYPEE, Celebrity Trainer and Fitness Consultant You can walk, jog, run outdoors or on the treadmill, play basketball, football, tennis or perform any activity that involves and places stress on the cardiorespiratory system. When putting together your cardio routine, identify with your fitness goals and 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 together your cardiorespiratory training regimen. In your cardio program use a variety of exercises in your routine which will effectively ensure an improved fitness level. Mixing it up to incorporate a variety of activities will maximize the results. By maximizing the bodyâ&#x20AC;&#x2122;s ability to adapt and plateau.

Examples of cardio training are: Circuit Weight Training, Treadmill, Bicycling, Tennis, Basketball, and Football. Below are two charts of cardiorespiratory training guidelines and a template of a cardio program.

General Health Activity Recommendations Frequency 5-7 days per week

Intensity Time Moderate (enough to increase 30 minutes total per day heart and respiration rates)

Type General activities Walking Using stairs Gardening Mowing the yard

Enjoyment The greater, the better

Source: NASM Essentials of Personal Fitness Training

Improved Fitness Recommendations Frequency 5-7 days per week

Intensity 60-90% HR max

Source: NASM Essentials of Personal Fitness Training

80 | PreMedLife Magazine | September/October 2011

Source: NASM Essentials of Personal Fitness Training

Time 20-60 minutes per day

Type Any activity

Enjoyment The greater, the better

>>> See upcoming health and fitness events at healthandwellness.weebly.com

conditionsolution #1 TRX速 Suspension Trainer ProPack速 Train the entire body by combining variable resistance body weight training, elements of instability and multiple planes of movement. Built with industrial construction, the TRX速 weighs less than 2lbs., requires minimal storage space, and can easily be set up anywhere. Locking equalizer loop prevents premature wear and enables single-sided exercises to be performed instantly. TRX速 Workout from Coach Jaypee 1. TRX Chest Press 2. TRX Squats 3. TRX Rows 4. TRX Single Leg Squats 5. TRX Shoulder Pres 6. TRX Hip Press Price: $189.95

conditionsolution #2 Resistance Tube and Bands Tubing and bands are one of the most affordable training tools available and can provide an effective upper body, lower body, and core workout for just about anyone. Unlike conventional equipment, tubing and bands allow you to work in multiple planes of movement. Their elastic properties give you varying levels of intensity, and every exercise provides a full range of motion. Whether your workout involves training indoor or outdoor, tubing comes in a multitude of sizes, forms, and resistance levels to match most individuals abilities. Nothing can beat resistance tube and bands for convenience and portability. Tube Workout from Coach Jaypee 1.Resistance Tube Chest Press 2. Resistance Tube Lunges 3. Resistance Tube Rows 4. Resistance Tube Squats 5. Resistance Tube Shoulder Press 6. Resistance Lunges with Twist Price: $5.50-$31

September/October 2011 | PreMedLife Magazine | 81

BETTERLIFEBETTERYOU

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

newstouse

Health | Wellness | Fitness | Nutrition | Mind & Body

walking wonders For big health benefits, walk or jog for just a couple hours every week.

f you’re quick to hop on the campus shuttle to travel to your classes, you may want to think about walking to class instead. In an article published in the journal Circulation, researchers revealed that say that people who walk or jog for just a couple of hours each week are at lower risk of heart disease than those who don'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 how much exercise (or just physical activity) is necessary for providing beneficial effects for the heart.. For the study, researchers collected data from

nine previous studies that asked participants how frequently they exercised, and for how long each time, and followed them to see who was diagnosed with heart disease over anywhere from a few years to a couple decades. The United States guidelines from 2008 recommend 150 minutes of moderate exercise (such as brisk walking) each week, or 30 minutes five days per week, as a minimum for health benefit. The authors of the study say that if you double the time recommend within the US guidelines, additional benefits will be the result. The results of the study revealed that people who exercised according to the mini-

82 | PreMedLife Magazine | September/October 2011

mum guidelines (equivalent to burning about 550 calories per week through exercise) had a 14 percent lower risk of heart disease than those who didn't exercise at all. The United States guidelines from 2008 recommend 150 minutes of moderate exercise (such as brisk walking) each week, or 30 minutes five days per week, as a minimum for health benefit. While the findings show that more is generally better, "If you're doing nothing, you don't have to start walking an hour a day to achieve benefit," Sattelmair concluded “Some physical activity is better than none.”

PreMedLife Magazine Student Advisory Board

NOW ACCEPTING APPLICATIONS Low Sodium Diet Linked to “Healthier” Brain in Adults A salty diet and sedentary lifestyle may be linked to cognitive decline in old age, according to a study published in the journal Neurobiology of Aging. For the study researchers used data on more than 1,200 people ages 67-84 years old and examined data from a three-year period. According to the study authors, their study is the first of its kind to link the benefits of low sodium intake to brain health in older adults. Researchers found that men and women with the highest daily sodium intake and the lowest level of exercise performed poorer over time on cognitive tests than those with low sodium intake and an active lifestyle. And even when the researchers controlled for such factors as waist circumference, diabetes status, and overall diet, the findings held up. "It's important for people to know there are things you can do to help protect your brain as you're aging," said study author Carol Greenwood, a nutrition scientist and interim director of the Baycrest Kunin-Lunenfeld Applied and Evaluative Research in Toronto. "You do have some control, and lifestyle is key." While the study is observational, and therefore does not mean that salt causes cognitive decline, the authors say that their results add to the growing body of evidence that too much salt can have serious health consequences. "Whether or not dietary sodium directly affects cognitive function in older people, its intake should be restricted to recommended levels, best achieved by eating fewer processed foods, and more foods direct from nature," said Dr. David Katz, director of Medical Studies in Public Health at Yale University.”

PreMedLife Magazine is now accepting applications for its Student Advisory Board. This is a great opportunity for you to be the voice of pre-med students nationwide. Deadline: Friday, September 30th, 2011 Don’t delay, only a limited number of positions available!

APPLICATIONS AVAILABLE ONLINE AT WWW.PREMEDLIFE.COM

BETTERLIFEBETTERYOU

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

Exercise May Help Deal With Feelings of Depression, Researchers Say

Exercise can work as effectively as taking a second medication for depressed patients who condition doesn’t improve with a single medication, say researchers from the University of Texas Southwestern Medical Center. The study, led by Madhukar Trivedi, of the Mood Disorders Research Program and Clinical UTSMC, involved participants diagnosed with depression, ages 18-70, who had not remitted with treatment using a selective serotonin reuptake inhibitor antidepressant medication. Each group received a different level of exercise intensity for 12 weeks. 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 monitor while exercising. The study found that almost 30 percent of patients in both groups achieved full remission from their depression. In addition, 20 percent experienced a significant improvement based on standardized psychiatric measurements. The researchers also reported that moderate exercise was more effective for the female patients with a family history of mental illness but intense exercise was more effective in women whose families did not have a history of the disease. The findings were published in the Journal of Clinical Psychiatry.

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’re looking for student writers to submit articles. From your personal experiences as a pre-med student to living everyday life as a college student, 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 information about writing for PreMedLife Magazine, visit our Web site at www.premedlife.com or email us at info@premedlife.com.

84 | PreMedLife Magazine | September/October 2011

jaypee’s workout playlist

1.Someone Adele

Like You

2. Pumped Up Foster The People

Kicks

3. Moves Like Jagger Maroon 5 feat. Christina Aguilera 4. You and Lady Gaga

Jaypee x’s

5. You Make Me Cobra Starship feat. Sabi

CREST 3D WHITE

PURELL INSTANT HAND SANITIZER ($1; drugstores) “It kills 99.99% of common germs...need I say more.”

($4.59; drugstores)

“I keep a bottle in my bookbag at all times.”

Feel

6. Mirror Lil’ Wayne feat. Bruno Mars 7.Cheers Rihanna

(Drink To That) POLAR HEART RATE MONITOR RCX5

8. Party Rock Anthem LMFAO feat. Lauren Bennett & Goon Rock

($400; amazon.com)

“It’s supreme precision performance and provides info on heart rate, calories burned and duration.”

9. Stered Hearts Gym Class Heroes feat. Adam Levine 10. Love Beyonce

On Top

THE NORTH FACE WATER RESISTANT BACKPACK ($99; thenorthface.com)

“I never have to worry about any of my stuff getting wet if I ever get caught in the rain.”

AVEENO ACTIVE NATURALS POMEGRANATE AND RICE BODY WASH

workout&fitnessapps

($7; thenorthface.com)

Runkeeper Pro Jefit BodyBuilding.com

“Hygiene is not a luxury - it’s a necessity.” ZICO PURE COCONUT WATER ($2; drugstores) “This is a great hydrat-

diet&weight lossapps

ing drink that I sometimes enjoy after one of my nice, long workouts.”

Myfitnesspal Mynetdiary SparkPeople Diet & Food Tracker

September/October 2011 | PreMedLife Magazine | 85

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 getting caught up in what many people like to call the Premed Jungle, a place where pre-medical students enter the instant they decide that they want to go to medical school. The Premed Jungle, like any other jungle, is synonymous with “survival of the fittest.” However, there is a way to avoid getting caught up in the dangling vines of grades and imobilizing swamp of competitiveness, and it entails minding your own business - literally. Your own business is working your hardest to do the best you can in your classes 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 your fellow pre-meders are pulling in. Study to the markings of your own highlighter, set personalized goals for yourself, and work on becoming the best pre-medical candidate that you can be. The pre-med years can be a very stressful time for many students, but because of the difficult courseload combined with making time to prepare

86 | PreMedLife Magazine | September/October 2011

for the MCAT, the pressure that comes along with being a premed may not be avoidable - so learning how to handle the pressure is key. Sometimes a little competition can be healthy, but knowing when to call it quits is quite important. Always putting yourself up to compete with others can take a toll on you mentally, which can infect many other aspects of your premed life. Sticking to your own routine and building yourself up to set yourself apart from all of the other pre-meds out there is even more important. If you compete with others you may forget why you became premed in the first place. So you have to stop and think about what’s most important in the bigger scheme of things. Getting a higher grade on your general chemistry mid-term than your fellow classmate or working towards becoming the most well-rounded candidate possible. So make this semester a good one! Tighten the elastic straps on your goggles and crack open those organic chem modeling kits - its time to take this semester on my storm. Forget about what everyone else is doing, now’s the time to show yourself what you’ve got. Make yourself proud of yourself.