THE LIFESTYLE MAGAZINE FOR PREMEDICAL STUDENTS
JULY/AUGUST 2013
THE FUTURE OF
MEDICAL SCHOOL A Closer Look at How Eleven Schools Are Changing the Look of Medical Education for Tomorrow’s Doctors
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Why I Chose a DO Over an MD Degree
PLUS: 10 Medical Schools Getting The Most Government Money
A Closer Look at Why One Would Pursue a DO Degree Over an MD
The Great Debate
Justifying My Reasons for Choosing DO Over an MD Degree
Residents Use Google to Help Treat Patients p.8 | Med School May Soon Admit Undocumented Students p.10
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contents
premedlife|july/august 2013 “As medical school enrollment begins to surge, medical schools must begin to close the widening gap between how students are training and the future needs of the health care system” p. 14
Elimiating MCAT-related anxiety may be the key to your peak performance on test day
p.28
14 COVER STORY
THE FUTURE OF MEDICAL SCHOOL
A closer look at how eleven medical schools are chaning the look of medical education for tomorrow’s doctors. Through the “Accelerating Changes in Medical Education” grant award, the Amercian Medical Association is giving these schools a chance to train students in a way that will hopefully align with the quickly changing health care landscape.
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FIVE OUTRAGEOUS (BUT PROVEN) STRATEGIES FOR TACKLING MCAT ANXIETY Elminating MCAT-related anxiety may be the key to your peak performance on test day
30
TOP MEDICAL SCHOOLS RECEIVING THE MOST GOVERNMENT MONEY In 2013, the government awarded a whole lot of money to schools of medicine - here are the top 10 that received the most
32
THE GREAT DO/MD DEBATE One student shares insight into the decision to choose DO versus an MD degree
July/August 2013 | PreMedLife Magazine | 3
contents/departments
premedlife|july/august 2013
“Despite taking numerous practice test, one of the most significant barriers to rocking the MCAT is your anxiety� p. 28
DEPARTMENTS Newsbites| 8 Relevant news & information for students applying to medical school The Goods| 34 Gadgets & gizmos to keep you entertained. Check out our picks for this issue In The Stacks|37 Books to inspire you or provide you with advice along your journey to medical school Better Life, Better You| 40 Advice & tips for taking care of yourself to make it through your hectic pre-med life
Medical schools in the U.S. on pace to enroll more students by 2017
p.11
Justifying my reason for choosing DO over MD
p.32
4 | PreMedLife Magazine | July/August 2013
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BYE-BYE SUMMER, HELLO NEW SEMESTER!
Let the countdown begin - to the beginning of the rest of your pre-med life, or as some would call it - the beginning of the new academic year. For some, the start of a brand new semester may bring on feelings of anxiousness and for others the chance for a fresh start at the beginning of the semester is welcomed with open arms. Regardless of where you may fall, the time is coming and it’s up to you to make the best of it. I personally love the beginning of the new academic year because with it comes an awesome energy from our readers. When we hear from them and they share with us their ideas like no other time during the year. I truly love the opportunity to connect with our readers and hope that we can stay connected beyond the first few months of the year. So, bring it on. Let’s work together to make this year your best year yet and push like you’ve never pushed before, work like you’ve never worked before, want it like you’ve never wanted it before! Tell us what you want to see in the coming months in the magazine. Tells us what kind of articles you want to see in the magazine. Tell us what it is that you need from us to get you to the next step along your premed journey. We at PreMedLife magazine are here to serve you and we’re going to make sure that we do just that.
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PREMEDLIFE the lifestyle magazine for premedical students www.premedlife.com Publisher/CEO | Sheema Prince Executive Director/COO | Jonathan Pearson EVP, Operations | Monique Terc Managing Editor | Monica Lee Contributing Editor | Njeri McKenzie Digital Editor | Donald Gibbons Production Coordinator | Shawn Klein Social Media Manager | Tammy Li Find us on Twitter @premedlife Find us on Facebook.com/premedlife Here’s How To Reach Us: Kisho Media, LLC P.O. Box 7049 New York, NY 10116 Main Office (347) 857 - 7491 Have a Story Idea? Email us at editor@premedlife.com Want To Subscribe? Log onto www.premedlife.com and sign-up to receive an email when the latest issue is available Interested in Partnering With Us? Email us at info@premedlife.com Advertising Questions? Email us at advertise@premedlife.com 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 admissions process and related topics. Unless otherwise noted, all photographs, artwork, and images may not be duplicated or reprinted without express written permission from Kisho Media, LLC. PreMedLife magazine and Kisho Media, LLC. are not liable for typographical or production errors or the accuracy of information provided by advertisers. PreMedLife Magazine reserves the right to refuse any advertising. All inquires may be sent to: Kisho Media, LLC. P.O. Box 7049 New York, NY 10116 To reach us by phone call (347) 857-7491 or email us at info@premedlife.com.
6 | PreMedLife Magazine | July/August 2013
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THELATEST
Despite a shortage of doctors in the US, new doctors are choosing not to pursue careers in the primary care field, according to researchers at George Washington University. {PAGE 10}
Recent news & information relevant for students applying to medical school
Would it be a surprise to know that medical students use Google to help them diagnoses, treat, and manage their patients? A new survey published in Academic Medicine shows that 68 percent of residents use Google for locating Web sites and general information about diseases and Google Scholar to help treat and manage decisions or locating a journal article. By comparison, 80 percent of residents said they used UpToDate (an evidence-based, physician-authored clinical knowledge database) at least daily and 77 percent of residents frequently consult with faculty, according to the survey. Sixty-two percent of residents say they used resources like Chochrane, Guidelines.gov, and TRIP database less frequently (no more than one time a month). Residents indicated that they consider multiple factors when deciding whether or not to choose a particular resource at the point-of-
care (POC). "Speed, trust in the quality of information, and portability were the biggest drivers of resource selection for the participants in our study," the authors wrote in the survey report. The survey findings also note that 68 percent of residents report using the Google general search engine for point-of-care decision making compared to 41 percent who use Google Scholar. Furthermore, when residents were asked how often their Google search results in an answer to their question, 43 percent answered "often," 40% answered "sometimes," and 2% answered "always" or "never." The survey involved responses from 167 residents from three internal medicine residency programs at the University of Minnesota Medical School, Oregon Health & Sciences University School of Medicine, and Hennepin County Medical Center in
8 | PreMedLife Magazine | July/August 2013
Minneapolis, Minnesota. Fifty-three respondents were in their first year of residency, 45 were in their second year, 47 were in their third year, and 9 were "other" (fourth year or higher). "Our study findings suggest that residents prefer electronic resources for answering questions at the POC, with UpToDate and Google being the most commonly used resources for medical decision making," the study authors concluded. "It is clear that the responding residents favored speed, trust, and portability in their resources used at the POC." The study authors did point out limitations of their study and reported that 1.) because their survey involved only three internal medicine residency programs, it may not be generalizable to all of graduate medical education and 2.) data collection was based on selfreport of information-seeking behaviors. „
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Medical Residents Use Google to Help Treat Patients, Survey Finds
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New Report Shows Small Fraction of New Docs Choose Primary Care
Medical School Will Soon Allow Undocumented Students to Enroll For the first time ever, a medical school in the United States will accept applications from undocumented immigrants. Under President Barack Obama's Deferred Action for Childhood Arrivals (DACA) program, Loyola University Chicago Stritch School of Medicine has announced that it will welcome DREAM Act applications to help fill a void in the medical community. "As a medical school built on Catholic and Jesuit values we have a tradition of reaching out and encouraging the growth and development of future doctors from all walks of life," said Linda Brubaker, MD, dean and chief diversity officer of Loyola University Chicago Stritch SOM. According to the press release announcing the decision, the DREAM Act enables qualified undocumented immigrants to receive a
two-year renewable authorization to remain and work in the United States. For one to obtain DACA status, they would have had to arrive to the United States before they turned 16 years old, currently be under 31 years old, and meet specified levels of education or military service and have no felony convictions or problematic records of misdemeanors. "We believe these students will help broaden the diversity of the physician workforce," said Mark Kuczewski, PhD, director of Loyola University Chicago Stritch School Medicine's Neiswanger Institute for Bioethics and Public Health. "This will benefit not only the many patients who one day these physicians will serve, but also our entire student body. This will help all our students better understand the variety of cultures and people they will be treating." „
10 | PreMedLife Magazine | July/August 2013
Despite a shortage of doctors in the US, new doctors are choosing not to pursue careers in the primary care field, according to researchers at the George Washington University School of Public Health and Health Services (SPHHS). For the study, Candice Chen, MD, MPH, Assistant Research Professor of Health Policy at George Washington University SPHHS and colleagues analyzed data to examine the career paths of nearly 9,000 physicians and looked where they settled down in their professional lives 3 to 5 years after graduation. The results of the study revealed that overall only 25.2 percent of those included in the study worked as primary care physicians. Furthermore, the researchers reported that 198 out of 759 institutions failed to produce any physicians practicing in rural areas. The findings suggest that the 'abysmally low' production of primary care physicians in the US underscores the need to address the looming shortage of physicians within the field. "If residency programs do not ramp up the training of these physicians the shortage in primary care, especially in remote areas, will get worse," said lead study author Candice Chen, MD, MPH, an Assistant Research Professor of Health Policy at SPHHS. "The study's findings raise questions about whether federally funded graduate medical education institutions are meeting the nation's need for more primary care physicians." The findings were published ahead-of-print in the online edition of Academic Medicine. „
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THELATEST
THELATEST
Medical Schools in the U.S. On Pace to Enroll More Students by 2017 U.S. medical schools are on target to reach enrollment goals by 2017, according to a recent survey conducted by the Association of American Medical Colleges (AAMC) Center for Workforce Studies. The results of the survey revealed that firstyear medical school enrollment on pace to reach a 30 percent increase or 21,434 in 2017-18. The findings showed that of the projected growth in medical school enrollment between 2002 and 2017, 62 percent will occur in the 125 medical schools that were accredited as of 2002, 31 percent will occur in the schools accredited since 2002, and 7 percent will come from schools that are currently applicant or candidate schools with the Liaison Committee on Medical Education (LCME). Furthermore, the data show that most of the new positions projected by 2017 are expected to come from public medical schools, with the greatest increase happening in the South, where medical schools make up a surprising 46 percent of the increase between 2002 and 2017. "We're pleased to see our nation's medial schools increasing enrollment to address the projected physician shortage," said AAMC President and CEO Darrell G. Kirch, M.D. "But as we saw in the results of this year's match, Congress now needs to do its part and act quick-
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Newly released data from the Association of American Medical Colleges show that medical schools in the U.S. are expected to see a thirty percent growth in first-year medical student enrollment
ly to increase the number of federally funded residency training positions in order for all medical school graduates to be able to complete their training and become practicing physicians." Despite the promising enrollment projections, 40 percent of the deans surveyed for the study revealed feelings of "major concern" when it came to enrollment growth outpacing the number of
available residency training positions. "Increasing enrollments show that medical schools are doing their part to avert the shortage of more than 90,000 primary care and specialty doctors this nation faces by 2020. However, this will not result in a single new practicing physician unless Congress acts now to lift the cap on residency training positions," said Dr. Kirch.
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There is a growing need to train new doctors to match the needs of America’s changing health care landscape. The American Medical Association has step forward to make this happen more sooner than later.
Innovative. Smart. Forwa AS MEDICAL SCHOOL ENROLLMENT BEGINS TO SURGE, medical schools must begin to close the widening gap between how students are trained and the future needs of the nation’s health care system. Through its “Accelerating Changes in Medical Education” initiative, the American Medical Association (AMA) is already taking a step forward to close this gap by investing $10 million in innovative ideas designed to align medical student training with the quickly changing health care landscape. The following 11 recipient medical schools were selected for their bold, ground-breaking projects designed to alter education significantly for the country’s future doctors. Each school will receive a grant for work in one or more of the following areas, to in some way or another, match medical student training with the rapidly changing health care environment: 1.) Improving health outcomes and reducing health care costs, 2.) Accelerating change in medical education to align physician training and education with the evolving health care system, and 3.) Enhancing professional satisfaction and practice sustainability. 14 | PreMedLife Magazine | July/August 2013
Ryan Jorgensen / 123RF Stock Photo
rd-Thinking.
New Dual Degree Program
The Warren Alpert Medical School of Brown University Thanks to the grant award the Warren Alpert Medical School of Brown University will receive from the AMA, the Warren Alpert Medical School of Brown University will move forward with its plans for a new dual-degree program in medicine and population health. The novel MD/ScM program would help develop physicians who, with training focused on public health, can be future leaders in community-based primary care. “The goal is to educate a new type of physician leader with a primary care background and the skills to promote the health of the population they serve,” said Dr. Phil Gruppuso, associate dean for medical education. “The course of study will emphasize teamwork and leadership, population science, and behavioral and social medicine.” According to the shcool’s website, the funds will be used for planning, piloting, creating an admissions process, and evaluation.
July/August 2013 | PreMedLife Magazine | 15
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Enhanced Systems Based Learning Curriculum
Penn State College of Medicine With plans to implement a new component in its medical education curriculum in which students will serve as “patient navigators” it’s no wonder Penn State College of Medicine was among those choosen for this award recognizing and supporting innovation. The school will use its award to create Systems Based Learning, a new component of their curriculum. According to the school’s website, this new addition will allow students to serve patients in a meaningful way during their education, preparing them to work within all aspects of the nation’s evolving health care system. Penn State COM was the only school in Pennsylvania to receive the AMA grant and says the grant will position the school as one of the nation’s innovators in medical education. “As one of the nation’s leading integrated health systems, Penn State Hershey is in an excellent position to teach medical students how to provide excellent care while also helping their patients better understand and navigate a rapidly changing health care system,” said Dr. Harold L. Paz, CEO of Penn State Milton S. Hershey Medical Center and Penn State Hershey Health System, Penn State’s senior vice president for health affairs and dean of Penn Stat College of Medicine. “Ultimately, this will prepare our students to be better clinicians as well as effective leaders ready to develop innovative solutions for improving the quality, efficiency and accessibility of care.”
16 | PreMedLife Magazine | May/June 2013
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Curriculum 2.0
Vanderbilt University School of Medicine Designed to coach students how to become life-long learners, Vanderbilt School of Medicine’s Curriculum 2.0 may have been exactly what the AMA envisioned in what the future of medical education should look like. From introducing students to a clinical site in the second month of medical school to self-assessments, personalized learning plans, faculty coaching, and curricular flexibility, Vanderbilt School of Medicine’s Curriculum 2.0 “represents the departure from a highly regarded, but traditional medical school curriculum to a complex, integrated, collaborative and flexible course schedule that includes less traditional lecture and more clinical and case-based experience.” The school will use its grant money to support changes within its Curriculum 2.0, as well as pay for enhancements in the school’s informatics infrastructure supporting student learning. “This is a validation that Curriculum 2.0 represents some of the most exciting and innovative ideas for medical education,” said Bonnie Miller, M.D., senior associate dean for Health Sciences Education. “It is just what the AMA is looking for. Through its grant, the AMA hopes to disseminate best practice to medical educators throughout the nation. We believe this funding and collaboration will allow us to accelerate the changes we hope to bring about with Curriculum 2.0, and to rigorously evaluate the curriculum’s effectiveness.”
July/August 2013 | PreMedLife Magazine | 17
University of Michigan Medical School With a new curriculum that will put medical students in front of patients earlier in their training, the University of Michigan Medical School is creating a way for students to build skills while working with patients and other health care professionals. Furthermore, the school plans to place a lot of attention on helping students develop leadership skills and their professional identity.. According to the school’s press release announcing the award, the proposal continues the school’s long tradition of emphasizing accountability throughout the learning process, and strong training in the scientific underpinnings of human disease and also adds greater flexibility in how students will progress and choose to focus on certain areas. “We need to bring medical education into the 21st century, where data-driven, team-based health care, grounded in science and quality, and informed by ethical, social and patient-centric factors, is the norm,” said Rajesh Mangrulkar, M.D., associate dean for medical student education, associate professor of Internal Medicine and Medical Education, and Principal investigator of the proposal. “Our new curriculum will ensure we produce doctors who will be ready to lead changes in different aspects of health care that will have an impact on patients and their communities.”
18 | PreMedLife Magazine | July/August 2013
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From Flexner to Flexible
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New Comprehensive Core Curriculum
The Brody School of Medicine at East Carolina University The Brody School of Medicine at East Carolina University will receive funding to train its students under a new comprehensive core curriculum in patient safety and clinical quality improvement. As with other innovative approaches, ECU will feature integration with other health-related disciplines to foster interprofessional skills and prepare students to successfully lead health care teams as part of the transformation. “Our medical schools today not only have the imperative to teach the art and science of medical care, but to train our graduates how to work in, and improve, complex health systems,” said Dr. Elizabeth Baxley, senior associate dean for academic affairs and professor of family medicine in the Brody School of Medicine. “Preparing students to work in teams with other health professionals is a hallmark of the needed changes, as is a better understanding of the ‘health’ of a community and how we can positively impact that.” The grant will also be used to fund training for faculty members who will be tasked with teaching the new program. Faculty will work to engage students more actively in their own education through various strategies, including but not limited to, e-learning, simulation, problem-based learning, clinical skills training and targeted clinical experiences.
July/August 2013 | PreMedLife Magazine | 19
THE STRENGTH TO HEAL
and learn lessons in courage. The pride you’ll feel in being a doctor increases dramatically when you care for our Soldiers and their families. Courage is contagious. Our Health Professions Scholarship Program may help you reach your goals. If you qualify, the Army may provide full tuition, money for books and lab fees, a sign-on bonus, plus a monthly stipend of more than $2,000. To learn more about the U.S. Army health care team, call 866-213-2077 or visit healthcare.goarmy.com/info/s076.
Š2013. Paid for by the United States Army. All rights reserved.
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Integrated Care Coordination and Analysis Curriculum
New York University School of Medicine
Through the combined efforts of NYU’s Division of Education Informatics and NYU Langone Medical Center’s Clinical Integrated Network (CIN), NYU School of Medicine plans to roll out its new Integrated Care Coordination and Analysis Curriculum (CCAC) as soon as next year. According to the press release announcing its grant award, the CCAC project will feature innovative technology solutions and CIN’s collection of clinical practice data for the creation of a new program that will allow students to manage an authentic panel of patients within the CIN. “Our hope is that this robust curriculum will prepare our graduates to meet the future needs of the ever evolving healthcare delivery system by giving them the tools and skills necessary to care for not just an individual patient, but for an entire population of patients,” said Marc Triola, M.D., associate dean for education informatics, assistant professor of medicine, director, Division of Educational Informatics at NYU School of Medicine, who is the principal investigator for the CCAC initiative. Using what they call, ePortfolio, students will be tested and evaluated to measure their progress, serving as a way to integrate a variety of data, including computer-based exams, simulation center performance, clinical evaluations, and patient logs.
July/August 2013 | PreMedLife Magazine | 21
Photo credit: Susan Merrell / UCSF
Bridges Curriculum
University of California - San Francisco School of Medicine In an effort to “reboot” the medical school curriculum, the University of California San Francisco is transforming physician training through its Bridges Curriculum. Preparing students to contribute more than clinical expertise, the school hopes to will train students to collaboratively and continuously innovate to improve the country’s health care and biomedical discovery systems. The school says they will provide “authentic workplace learning experiences that leverage the talents and commitment of students to improve health today while sustaining these skills in future practice.” “We are excited that the AMA has recognized the importance of UCSF’s vision for a curriculum designed to prepare graduates who are experts in providing patient-centered care, as well as in working collaboratively within interprofessional systems to continuously improve the quality, safety and equity of health care for all,” said Catherine Lucey, M.D., vice dean for education at the UCSF School of Medicine.
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Oregon Health & Science University School of Medicine In 2012, Oregon Health & Science University School of Medicine was ahead of the game when it launched its Curriculum Transformation initiative, which will now be amplified and accelerated thanks to funding from the AMA grant. Through the initiative, the school is looking to answer the question: What will society need from physicians and health care professionals over the next 20 to 30 years? “Transforming medical education is essential to maintaining and enhancing education excellence at OHSU, and to contributing to the evolution of Oregon and the nation’s health care landscape,” said Dean Mark Richardson. “The physician of the future will require different skills as we move into a new era in which genetics, health care reform and technology will exert strong influences on the future health care landscape.” Some of the school’s guiding principles behind its innovative curriculum include acknowledging the different learning styles among students, emphasizing student-centered instruction, active learning over passive learning, and application and synthesis of knowledge in critical reasoning over memorization.
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M.D. Curriculum Transformation
STUDY MEDICINE IN ST. LUCIA
ATLANTIC UNIVERSITY SCHOOL OF MEDICINE 4-year MD Program • Courses designed to acquire Residency and Licensure in the USA & abroad • Consists of 4-semester Basic Science program in St. Lucia • Fifth semester completed at a U.S. teaching hospital • Fifth semester includes a live USMLE board review • Basic Science tuition $3,800.00 per semester • 72-week Clinical Study program in the U.S. at teaching hospitals • Clinical Science tuition $7,900.00 per semester For an application, call toll-free (516) 368-1700 Or write to: Atlantic University School of Medicine Admissions Office 367 Long Beach Rd. # 456 Island Park, NY 11558 or email us at info@ausom.edu.lc Visit our website at http://www.ausom.edu.lc
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Accelerated Competency-Based Education in Primary Care Program
University of California Davis School of Medicine
Focused on an elite group of medical students committed to careers in primary care, the University of California Davis School of Medicine’s innovative training comes in the form of an unconventional program called the Accelerated Competency-based Education in Primary Care (ACEPC). The program, which will be funded through the AMA’s grant award, keeps students for three years, including training and education during the summer. Through the program’s partnership with Kaiser Permanente, students will have the opportunity to gain clinical experiences, gaining immediate and valuable exposure to patient-centered clinical practice. Additionally, students learn patient-focused communication, population health, chronic disease management, quality improvement, team-based care and preventive health, emphasizing providing care to diverse and undersreved patients. “ACE-PC is an intensive, integrated, current approach to education for a subset of highly motivated students who know what medical specialty they want to pursue,” said Tonya Fancher, UC Davis associate professor of internal medicine and principal investigator for the grant. “The need for generalists is greater today than ever before and is expected to grow as health-care reform is implemented. We applaud the AMA fro being a catalyst in addressing this critical need.”
July/August 2013 | PreMedLife Magazine | 25
Mayo Medical School To speed change in medical education, Mayo Medical School has created a new model for undergraduate education that gives students the option of completing a master’s degree in the science of health care delivery as they earn Mayo medical degrees. In collaboration with Arizona State University (ASU), Mayo will expand its reach to the Phoenix metro area. “The health care landscape is changing so quickly, and we need to ensure that medical education keeps pace,” said Michele Halyard, M.D., vice dean of Mayo Medical School. “We are eager and ready to implement the transformative changes needed, such as the science of health care delivery degree, with ASU to respond to the future needs of patients.” According to the school’s website, the master’s degrees components include social and behavioral determinants of health, health care policy, health economics, management science, biomedical informatics, systems engineering and value principles of health care.
26 | PreMedLife Magazine | July/August 2013
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New Second Degree Option
Photo :Courtesy of Indiana University
Virtual Health Care System Curriculum
Indiana University School of Medicine To prepare students for practice in a changing care delivery system, Indiana University School of Medicine will introduce its novel virtual health system curriculum, utilizing a teaching version of an electronic medical record that incorporates actual patient data - with identifying information removed. The school hopes that its innovative approach to training students will provide the realistic environment needed to develop clinical decision-making skills. In addition, students will have the opportunity to monitor health care decisions and costs, compare their decisions to those of practicing physicians and to their peers, and learn how huge quantities of data and genomic information are changing the way health care is delivered. “It’s critical that students learn about how systems of care delivery affect the health of their patients and about how patient and social factors impact both health and disease,” said Dr. Gusic, Dolores and John Read Professor of Medical Education and professor of pediatrics. “Importantly, this proposal meets our institutional mission to advance health in the state of Indiana and beyond by promoting excellence in education and patient care.”
GETTING IN Advice and tips for becoming the most successful candidate for medical schools admissions ticipants experienced low test anxiety. “For students in anxious situations such as in-class tests, standardized examinations, final examinations, oral presentations, and so on, knowing this technique can be the difference between success and failures,” the study authors wrote. “For a nervous student or anyone who knows too well how anxiety manifests itself in the body and mind, the knowledge that something as simple as breathing differently can produce a different physical and mental response is quite powerful.”
Put on a happy face.
Five Outrageous (but Proven) Strategies for Tackling MCAT Anxiety Eliminating MCAT-related anxiety may be the key to your peak performance on test day test, you can improve your performance. In a study published in the journal Science, researchers reported that when they tested this method - which they called a psychological intervention - they found that when test-takers completed a quick, expressive writing assignment immediately before taking an important test, they significantly improved their performance on their exam. This was especially true for students who reported being habitually anxious about taking test. So go ahead, pour your heart out and write a letter to express how you feel, what you’re thinking, or anything else you want to get off your chest if the MCAT was a person and you had the opportunity to share your true feelings about how you felt.
Write a love (or hate) letter.
Strike a pose.
You’re probably thinking what on Earth does this really mean and how in the heck is it going to help you ease your testing worries come the big day? Well, it’s pretty simple - by writing about any worries you may have about the MCAT and the consequences of your scores before you actually take the
A meditation pose that is. When it comes time to take the MCAT, a simple seated pose may very well be the answer to all of your test anxiety woes. According to one study, the simple breathing techniques of Pranayama had a positive effect on lowering test anxiety. Specifically, 73% of the par-
Scratch and sniff. You’ve heard about aromatherapy before, but could this really be the solution to calming your MCAT jitters? Some say yes, and hey, it won’t hurt to try it out. When researchers at Florida Atlantic University sought out to test the effects of lavender and rosemary essential oils on test-taking anxiety among graduate nursing students they were simply looking to help students realize their goals of graduation. As it turns out, the use of oil sachets of these two oils actually reduce test-taking stress in the students as evidenced by lower scores on test anxiety measure, personal statements, and pulse rates.
Be anxious. What? Yes, that’s right. As stressful as your life has been leading up to the MCAT and as much as you are stressing about how much you’re stressing about, this might actually be a good thing. In a study published in the British Journal of Psychology, researchers reported that while individuals with high working-memory capacity experienced an increase in anxiety before taking their exam, this pre-test anxiety was actually associated with higher test scores. “The research is exciting because it enhances our knowledge of when, specifically, anxiety can have a negative impact on taking tests,” said lead researcher Dr. Matthew Owens, who conducted the study at the University of Southampton. “The findings also suggest that there are times when a little bit of anxiety can actually motivate you to succeed.”
Photo credit: cc licensed Flickr by Meredith Harris
Despite taking numerous practice tests, one of the most significant barriers to achieving the best score on the MCAT is your anxiety about the actual test. Feelings of anxiety can range from getting sweaty palms as you wait in line to enter the testing room to blanking out when you take a look at the first question that pops up on the computer screen. Some premeds may just get a few jitters and feel a few butterflies in their stomach while others may completely lose it. While it may be impossible to completely defeat your MCAT-related anxiety, there are some things you can do to ensure that you can actually apply all of the things you’ve learned and studied so hard and score at or above what you’ve been getting on your practice test.
The anxiety you my feel leading up to the day of the MCAT has a lot of feelings of stress rolled up with it. In a study involving students from Midweatern university, researchers found that smiling during brief stressors can help to lower the intensity of how the body responds to the stressful situation. “Age old adages, such as ‘grin and bear it’ have suggested smiling to be not only an important nonverbal indicator of happiness but also wishfully promotes smiling as a panacea for life’s stressful events,” said study author Tara Kraft.
THE TOP 10 MEDICAL SCHOOL RECEIVING THE MOST GOVERNMENT MONEY -- AND HOW MUCH THEY GOT Schools of Medicine spending by the U.S. government, 2013
Johns Hopkins University Baltimore, MD
University of California San Diego La Jolla, CA
$306,190,648
$226,896,042 for 486 awards
for 704 awards
Yale University New Haven, CT
$228,532,845 for 603 awards
University of Pittsburgh Pittsburgh, PA
$224,463,877
Total spending, 2013 fiscal year
for 584 awards
2.5 billion
University of Pennsylvania
Philadelphia, PA
Washington University St. Louis, MO
$244,595,576 for 606 awards
among 10 medical schools in the country
$285,857,189 for 676 awards
University of Washington Seattle, WA
University of California San Francisco San Francisco, CA
$226,774,071 for 494 awards
Stanford University Stanford, CA
$214,722,011 for 518 awards
Source: NIH RePORTer, “NIH Awards by Location & Organization - Schools of Medicine”
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$293,857,189 for 747 awards
Duke University Durham, NC
$215,386,218 for 463 awards
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DOING THE “D.O.” THING Four reasons why I chose DO over MD
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Shadowing Experiences
Like many premeds, as an undergrad I had the opportunity to shadow many physicians who were both MDs as well as DOs. This experience was probably the best thing I could have ever done and is probably the #1 reason for my decision to pursue osteopathic medicine. Having the opportunity to see and experience first hand what each doctor does in each setting allowed me to compare apples to apples and oranges to oranges. For any student pursuing medicine, I would advise getting a taste of each - MD and DO - so you can say with confidence that you know whichever you choose in the end was truly for you. Besides, how can you say something is not for you if you’ve never even tried it?
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Personal Beliefs
I can honestly say that I’ve never been one who is big on treating any illness or injury I’ve had with medications or any other type of “traditional” method. For me, understanding the bigger picture of my condition was most important and moving forward with preventative measure has always been “my thing.” As such, my affinity toward osteopathic medicine was a natural one. Even though I knew that I would most likely have to explain my decision to people who “just don’t get it,” I was more than enough confident with my decision to move forward.
Z
Clinical Knowledge Lover
Justifying my reasons for pursuing a career as a DO rather than an MD and sharing a deeper look into the decision I made
I
t was probably in high school when I decided that I wanted to become a doctor and there I was, off to pursue a career in medicine. From then on, I looked forward to the day that I would see the letters MD following my name. Becoming a Doctor of Medicine was all I ever wanted to do - or so I thought. It wasn’t until my sophomore year in college that I began to realize that there were actually two types of doctors that practice medicine. And there I was, left questioning the only decision I was ever so sure of.
Could there be something else out there for me? Fast-forward two years later, and I find myself thinking about every great thing I felt about becoming a Doctor of Medicine, but only this time it was for a Doctor of Osteopathic. The way I saw it, it was virtually the same as an MD degree but for me, the DO degree just offered me something more. After looking at both options and considering the differences between the two (or lack thereof), here are the top four reasons why I made the decision to pursue a DO degree over an MD:
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[
Additional Things to Learn
I have to admit, I love to learn about medicine. Only later on in my academic career did I realize that not only would I learn about things my MD counterparts were learning about, but I would learn even more. In osteopathic medicine, there are things that we learn - additional types of treatment - that MDs are not exposed to. Personally, I like to have more information than less.
Photo credit: cc licensed flickr by Upupa4me
The great debate
An important component of osteopathic medicine is the evidence-based aspect of practicing. I have always had a passion for biomedical research and had the opportunity as an undergrad to participate in a summer research program in New York City. Being able to pursue medicine in a way that would nurture my clinical side, as well as my research side had osteopathic written all over it. While some MD programs may present some of the same teaching philosophies when it comes to integrating the clinical aspect of medicine, it seemed to me that DO was actually rooted in that approach - I liked the idea of this a lot.
UC DAVIS DEPARTMENT OF SURGERY Pre-Medical Surgical Internship & Mentorship Program
The UC Davis Department of Surgery Pre-Medical Surgical Internship & Mentorship Program is a unique opportunity for pre-medical students to work with and be mentored by surgeons and physicians in the nationally recognized medical center. This program is not volunteering, but the ability to experience what surgeons do everyday. You will be with the physicians every step of their day when they are working and treating patients in the clinic, by the bedside, in the intensive care unit, Emergency Department, and right next to them in the operating room. This program is open to all pre-medical students regardless of school attended or grade level (graduates and returning students are welcome as well). This program seeks to foster a relationship between physicians and pre-medical students. There will be 3 cycles throughout the academic year that you can apply and participate.
For more information about the program: www.premedsurgery.org
Don’t just watch Grey’s Anatomy. Be a part of it!
www.premedsurgery.org Become a Fan: premedsurgery.org/facebook
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THEGOODS
PI
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Our pick of items that will add some flair to your pre-medical life and perhaps put a smile on your face
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TO R
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Index Finger Stickies Most of us have to make do with four fingers and a thumb on each hand and sometimes, it just is not enough. The stickies are self-adhesive, re-positionable, paper digits that are here to help.
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Specialty Journal: My Life in Graphs This fun, interactive journal will have you mapping out the details of your experiences, preferences and belongings in ways you’ve never before experienced. With 128 pages of infographics and surprising prompts, you may learn some unexpected things about yourself - and have all kinds of fun doing it.
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Elements Photo Card Deck A mesmerizing memorizing aid for people ages 10 to adult, it features big, beautiful photographs of all 118 elements and scientific facts on the back of each one. The deck also includes additional cards that explain the properties and arrangements of the elements and suggest activities to help you study.
Zipboard Retractable Whiteboard This portable board knows no bounds and is easy to transport anyplace where visuals enrich the conversation. The dry-erase marker included stows conveniently in the center of the cylindrical board, so you’ll be ready to draw whenever motivation strikes.
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Six Color Pen
Bring back the days when you were lucky enough to have a multi-color pen. You were the envy of the class and probably your teacher! Now you can do it again with the Six Color Pen.
Bloom Box
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Bring a little life to your electronics with this multifunctional docking station. The hollow center helps naturally amplify your favorite tunes, while leaving space for you to grow a garden of miniature plants
July/August 2013 | PreMedLife Magazine | 35
I am Bold, Brilliant, and Beautiful. I am a Scientist
Join a new cadre of scientists with the Brilliant and Beautiful Foundation BBF supports the aspirations of women in scientific research and scientific enterprise. We provide educational, leadership, and mentorship opportunities for women pursuing careers in science. LEADERSHIP l MENTORSHIP l EMPOWERMENT l SCHOLARSHIP
WWW.BRILLIANTANDBEAUTIFUL.ORG
INTHESTACKS Books we think that those aspiring to become doctors might be interested in reading HOUR 30: AN UNCENSORED MEMOIR OF A DOCTOR IN TRAINING by Brandon Musgrave, MD In his memoir, Dr. Musgrave offers a candid look at what his life was like as a medical student at Loyola University Chicago Stritch School of Medicine. Dr. Musgrave compares the exhaustion he felt during those days to somewhat the same way one might feel after running a marathon, hence the title of his book. Giving readers an up-close look at what takes place during medical training programs, as well as in hospitals, Dr. Musgrave describes his crazy work hours and impressionable patient encounters. Dr. Musgrave currently resides at Henry Ford Health System in Detroit where he first began his residency in Otolaryngology: Head and Neck Surgery. CRACKING MED SCHOOL ADMISSIONS: TRUSTED ADVICE FROM STUDENTS WHO’VE BEEN THERE by Rishi Mediratta, James Xie, Devin Nambiar, Rachel Rizal This group of medical students from Stanford University (plus an entrepreneur specializing in education and technology) offer their unique perspective on medical school admissions and aim to provide prospective medical school applicants some “near-peer” advice. Having recently completed the application process themselves, the med student authors and entrepreneur co-author highlight the many different approaches for and stories about getting into medical school. Included in the book 1) 50 primary and secondary essays from medical students accepted at elite medical schools, 2) practical examples and tips about completing the primary application, letters of recommendation, interviews, and selecting schools, and more. WHEN A GENE MAKES YOU SMELL LIKE FISH:...AND OTHER AMAZING TALES ABOUT THE GENES IN YOUR BODY by Lisa Seachrist Chui For any student taking Genetics in the Fall, this book will make everything you learn a little bit more interesting. Referred to by some as the layman’s guide to human genetics, Chui “highlights some of the tragic and bizarre ways our bodies go wrong when genes fall prey to mutation and the curious ways in which genes have evolved for our survival.” Readers who are looking for a way to translate what they’ve learn into real-life experience will be highly satisfied with Chui’s account of modern genetics. THE EMPEROR OF ALL MALADIES: A BIOGRAPHY OF CANCER by Siddhartha Mukherjee Magnificently title, The Emperor of All Maladies chronicles the life and times of cancer. Beginning thousands of years ago from when the first case was documented to where the field has come today, Mukherjee simply tells the story of not so simple cancer. As an physician and researcher in the oncology space, Mukherjee gives readers a behind the scenes look at how the medical research field has taken on cancer in the past, where it has come in the present, and what the future might look like for the disease. For any student considering oncology, or any medical student for that matter, this is definitely a must read.
July/August 2013 | PreMedLife Magazine | 37
ŠDepositphotos/nelka7812
the anti-freshman 15
thafitnessgroup.com
BETTERLIFEBETTERYOU Latest news and information on taking care of yourself as a busy student living the pre-med life
Exercise Helps the Brain Fight Off Stress Exercise reduces stress and anxiety, while also triggering the growth of new brain cells, according to a study published in the Journal of Neuroscience. The study, led by researchers from Princeton University, involved mice that were divided into two groups: one group had the opportunity to access a running wheel as often as they liked and the second group had no running wheel at all. The study revealed that when mice allowed to participate in physical activity on a regular basis experience a stressful prompt, like being exposed to cold water, their brains reacted in a way that
Fatty Diet May Have LongLasting Effects on Memory for Adolescents A diet filled with calories from unhealthy, saturated fat may have long-lasting effects on the developing brain in adolescence, according to researchers from Spain. For the study lead author Mariano RuizGayo, PhD a professor of pharmacology at CEU-San Pablo University in Madrid, and colleagues, gave one group of male adolescent mice a diet in which almost half of the calories cam from saturated fat and the other group of mice a “conventional” diet with the same
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Findings show that physical activity may play a significant role in lowering levels of stress and anxiety.
caused the excited and stimulated stress neuron to “shut off.” According to the researchers, no other study has explored the effect of physical activity on the ventral hippocampus specifically. Thus, the research team sought out to map brain cells and identify regions responsible for regulating anxiety levels. Researchers explained that when the mice who ran engaged in physical activity, these actions actually prevented new neurons from activating in response to stress. Specifically, in the mice that were not active, new neurons were activated in the hippocampus in response to stress. On the other hand, after 6 weeks of the study, the activation response that was seen for both new and existing neurons disappeared. “Understanding how the brain regulates behavior gives us potential clues about helping people with anxiety disorders,” said senior author Elizabeth Gould, Princeton University’s Dorman T. Warren Professor of Psychology. It also tells us something about how the brain modifies itself to respond optimally to its own environment.”
amount of calories, minus the high-fat content. Then, researchers conducted test to asses the rodents’ spatial memory. The researchers reported that the mice that received the high-fat diet took significantly longer to complete the memory test to find a new object. Moreover, researchers explained that even after the mice received a reducedcalorie diet, the damage to their memory did not reverse, suggesting that the changes were long-term. “The study shows that normocaloric diets containing high amounts of saturated fat might have deleterious and long-lasting effects on the developing brain, even in the absence of apparent diabetes,” Dr. Ruiz-Gayo noted. Dr. RuizGayo suggested that the brain’s memory centers are easily affected by a high-fat diet during adolescent years due to changes in hormone levels. The study findings were presented at The Endocrine Society’s Annual Meeting in San Francisco.
cc licensed flickr photo by andy in nyc
Health | Wellness | Fitness | Nutrition | Mind & Body
cc licensed flickr photo by It’s Danno!
newstouse
For fitness tips, motivation, healthy eating, and workouts visit www.THAFitnessGroup.com
cc licensed flickr photo by babyben
Eating Yogurt Has Positive Affect on Brain Function
Facebook May Help Improve Self Esteem
Stress and anxiety can be relieved by eating yogurt twice a day, according to a new study conducted by researchers from the UCLA School of Medicine. To examine the link between priobiotics and how the brain functions, the researchers studied three groups of women: the first group was fed yogurt with probiotics, the second group were give a diary product similar to yogurt, and the last group were not given anything. At the start and at the end of the study the research team used functional magnetic resonance imaging (fMRI) scans to determine the women’s brains in the state of rest and in response to a task to measure their emotions. The results of the study revealed that compared to the women who
were given the “yogurt-like” product, participants who consumed probiotic yogurt had lower activity in the parts of the brain associated with emotions. “Many of us have a container of yogurt in our refrigerator that we may eat for enjoyment, for calcium, or because we think it might help our health in other ways,” said Dr. Kirsten Tillisch, an associate professor of medicine in the digestive diseases division at UCLA’s David Geffen School of Medicine and lead author of the study. “Our findings indicate that some of the contents of yogurt may actually change the way our brain responds to the environment. When we consider the implications of this work, the old sayings ‘you are what you eat’ and ‘gut feelings’ take on a new meaning.”
cc licensed flickr photo by Jason McKim
In one of the first studies of its kind, researchers have revealed that using Facebook and looking at the profile page can boost levels of self-esteem. Unfortunately, however, this same behavior can also reduce motivation to perform well in simple tasks. To determine the effect of Facebook on self-esteem or behavior, lead researcher Catalina Toma, an assistant professor of communication arts at University of Wisconsin-Madison, and colleagues, used a test called the “Implicit Association Test”. This tool be used to assess whether or not any psychological factors came into play when study participants used the online networking site. The findings showed that after only a few minutes of looking at their Facebook profile page, participants experienced a significant boost in self-esteem. “If you have high self-esteem, then you can very quickly associate words related to yourself with positive evaluations, but have a difficult time associating words related to yourself with negative evaluations. But if you have low self-esteem, the opposite is true,” Toma explained. “Our culture places great value on having high self-esteem. For this reason, people typically inflate their level of self-esteem in self-report questionnaires. The Implicit Association Test removes this bias.” The new research was published in Media Psychology.
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LASTWORD
Some final thoughts on getting through your days as a college student
“I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. ” 26 times I’ve been trusted to take the game winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed. -Retired professional basketball player MICHAEL JORDAN as quoted in Nike Culture : The Sign of the Swoosh by Robert Goldman and Stephen Papson.
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Set your sights high, the higher the better.
Expect the most wonderful things to happen, not in the future but right now
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Realize that nothing is too good. Allow absolutely nothing to hamper you or hold you up in any way. – EILEEN CADDY, a spiritual teacher and new age author, best known as one of the founders of the Findhorn Foundation community in northeast Scotland.
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When I was 5 years old, my mother always told me that happiness was the key to life.
When I went to school, they asked me what I wanted to be when I grew up. I wrote down ‘happy’.
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They told me I didn’t understand the assignment, and I told them they didn’t understand life. –JOHN LENNON, the English musician, singer and songwriter who rose to worldwide fame as a founder member of the Beatles
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Would you like me to give you a formula for success? It’s quite simple, really.
Double your rate of failure. You are thinking of failure as the enemy of success. But it isn’t at all.
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You can be discouraged by failure or you can learn from it, So go ahead and make mistakes. Make all you can. Because remember that’s where you will find success.
–THOMAS J. WATSON, chairman and CEO of International Business Machines
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Premed / Pre-Health / Post Bacc Electives & Study Abroad in Africa
A F R I C A
Our program offers the following: Ø Opportunity for early exposure to medicine Ø A unique way to demonstrate intent and interest in medical school application Ø See healthcare delivery in a different setting Ø Cultural exchange and an appreciation of other cultures, including a Safari to famous Maasai Mara if placed in Kenya
info@electiveafrica.com
www.electiveafrica.com
Elective Africa's Premed / Pre-Health / Post Bacc program offers well structured and well supervised placements for Premed / Pre-Health / Post Bacc students seeking to study abroad, get independent study and be involved in experiential learning or volunteer programs in Africa.
Medical Programs
Safari to Masai Mara
Ø Student electives ð Surgery, Pediatrics, General Medicine, Obstetrics
& Gynecology, Emergency & Critical Care, Dentistry Ø Premed programs Ø Public health research Ø Medical camps Ø Nursing Ø Midwifery Ø Physician Assistant
“Doing a medical elective in Kenya was an eye opening experience. I got to see the developing world health system and range of tropical diseases not normally prevalent in Australia. It was a really hands on experience. I got to learn and perform skills like administering injections, catheters and suturing patients. I was also able to take part in the examining, differentials, diagnosing and formulating treatment plans. The highlight for me would have to be the amazing new friends I have made and the motivation I have taken back home. I would recommend this program to anyone considering it.” Cassanne Eccleston Charles Sturt University Australia, August 2010
http://www.electiveafrica.com
Student Innovators Program | Summer 2013 US University Students: June 10 to August 2, 2013 Non-US University Students & US High School Students: June 17 to August 9, 2013 Are you interested in medicine and in biomedical innovation? Would you like to observe surgeries or shadow physicians while at the same time working on an exciting research project in one of the best children’s hospitals in the United States? If so, the unique 8-week Student Innovators Summer Program may be for you!
• Learn about the theory and practice of innovation • Join a group of 15-20 students from around the world • Discover the world of pediatric medicine The Sheikh Zayed Institute for Pediatric Surgical Innovation at Children’s National Medical Center invites all interested graduate, medical, undergraduate, and advanced high school students to apply.
Applications will be reviewed on a rolling basis. FINAL DEADLINE FOR SUMMER 2013: January 31, 2013
Hear from past Student Innovators....
Even though I was not directly involved with laboratory research, the project I worked on benefited me in more ways than I can express. I have walked away with more from my time at SZI than I had ever thought possible. Thank you! – Grace, MBA, Howard University PhD Student This program definitely gave me more than I would have gotten at an institution such as NIH, a popular choice for students at my school. I didn’t learn just about doing the lab work and writing the report, but also how to choose the best ideas, how to get a patent, sharing my work with other researchers and even how to get my final paper published. – Charmi, Montgomery Blair HS Senior Shadowing physicians and observing surgeries, along with my research project, were definitely a very educational and incredible experience that made me more determined to pursue a medical degree after my graduation. – Noura, Khalifa University Senior (UAE)
READ MORE ABOUT THE PROGRAM HERE: http://www.childrensnational.org/education/other-programs/sheikh-zayed-institute/student-innovators-summer-program.aspx