PREMEDLIFE
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MARCH/APRIL 2012
BEST MEDICAL SCHOOLS FOR
ENTREPRENEURIAL
STUDENTS Medical Schools Across the Country Have Partnered Up with Top Business Schools to Offer Combined MD/MBA Programs
SchoolSpotlight
University of Minnesota Medical School 2r 1 0 2ummed
S eMe st Pr am Li r ! Prongcluded S I AGE P 20+
+
Study-Life Balance
5 tips for handling schoolwork and social life when you’re premed
Confessions of a Surgeon A surgeon’s inside look at what happens behind operating room doors
Premed’s Guide to Spring Break Find out what you can do while visiting the top Spring Break destinations for 2012
Premeds Become Top Earners p.8 | New Way to Pay for Med School p.10 | New MCAT Approved p.20
For fitness tips, exercise tutorials, health news, events, and workout programs check out THA (Train Hard Achieve) Fitness Group at www.thafitnessgroup.com
CONTENTS
March/April 2012
www.premedlife.com
46
15
FEATURES Best Medical Schools for Entrepreneurs| 22 Medical schools across the country have partnered up with some of the top business schools to offer top notch MD/MBA combined programs
Achieving the Study-Life Balance| 42 Tips for handling school work and social life when you’re a premed
A Premed’s Guide to Spring Break| 46 If you’re traveling to the top destinations for 2012, here are some premed-friendly activities for you to do
DEPARTMENTS School Spotlight| 37 Get a glimpse into what the University of Minnesota Medical School has to offer
22
Especially This Specialty | 45 Find out what being a Rheumatologist is all about and what it will take to become one
IN EVERY ISSUE Newsbites| 8 Relevant news & information for students applying to medical school The Goods| 70 Gadgets & gizmos to keep you entertained. From a stinky dorm room kit to a never soggy bowl, these items are sure to make you smile. In The Stacks| 73 Books to inspire you or provide you with advice along your journey to medical school
14
Better Life, Better You| 74 Advice & tips for taking care of yourself to make it through your hectic pre-med life SOCIAL MEDIA LOVER? - Check out The Goods to find out what a bracelet that comes with a unique code can do
College 101| 76 Four fast steps to fixing your focus issues
p.71
↖
IN THIS ISSUE
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 our facebook page often to get online exclusive articles covering topics that premed students care about most.
Book Excerpt: Confessions of a Surgeon | 32 A surgeon’s inside look at what happens behind operating room doors
On Campus | 38 One premed shares what her visit the University of Texas Medical Branch in Galveston was like
March/April 2012 | PreMedLife Magazine | 3
publisher from the
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 Assistant Editor | Fred Matthias Digital Editor | Donald Gibbons Contributing Writers |Gloria Davis, Loretta Hines, Ti Hoang, Anne McGrath, Randy Newman, Dave O’Leary, Rachel Smith Production Coordinator | Shawn Klein Social Media Manager | Tammy Li Interns | Bruce Thompson, Nancy Pomales, Kelly Sanchez, Tracey Michaelson, Mara McGee, Kevin Weber, Gary Hill, Tashaun Robinson
SO WHY DO YOU WANT TO BE A DOCTOR?
You may hear this question a lot and although you may know in your head how you would answer this question if asked on the spot - do you really know why you want to pursue a career in medicine? Schooling is long. Tuition is expensive. Training is time consuming. This is why it is important that you pursuing a career in medicine for all of the right reasons. If you’re doing it for the wrong reasons - it will show sooner or later. When you answer this question, answer it in a way that no one else could or would. Make your answer a one-of-a-kind response that encompasses the past, present, and future stages of your life. When you are truly able to answer this question in an honest and candid way, others will easily see how much becoming a doctor means to you. So take some time to reflect closely on events that have occurred in your life or experiences that you’ve had to then mold an answer that will standout from the overused and expected responses that many other premeds often present to the world.
Sheema
Sheema Prince
Publisher tprince@premedlife.com
4 | PreMedLife Magazine | March/April 2012
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INTERESTED IN ADVERTISING OR PARTNERING WITH PREMEDLIFE? Email us at info@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) 2316429 or email us at info@premedlife.com.
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Subscribe Today For more information about PreMedLife Magazine, visit us online at www.premedlife.com
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student advisor y board THE PREMEDLIFE MAGAZINE STUDENT ADVISORY BOARD IS AN EXEMPLARY GROUP OF PREMED STUDENTS from a variety of backgrounds who have a wide range of accomplishments. They will help keep us informed about what we need to know to make PreMedLife magazine the go-to resource for aspiring doctors. If you have any questions for any of our board members email us at info@premedlife.com >>>
Diana Altamirano
Alexandra Massa Neuroscience @ Stonehill College Alexandra is currently a volunteer at her local hospital’s emergency department. She is interested in providing care to third-world countries where access to medical supplies are limited.
Linda Mukumbuta
Post Baccalaureate @ Georgia Gwinnett College Diana is a non-traditional student with a business degree. She is currently taking science classes as a pre-med post-baccalaureate student.
Biology & Public Health @ University of Texas, San Antonio Linda is a 19-year-old junior who is currently affiliated with 4 pre-med organizations. She says a career in medicine is truly her calling in life.
Tamara Edgin
Tiffany Que-Smith
Biology @ University of Arkansas Community College at Batesville Tamara is currently working towards an associates degree and plans to transfer to Lyon College, a four-year university.
Art & Design @ San Jose State University Tiffany is a non-traditional student who translates her thoughts into art which luckily for her, is extremely helpful when studying.
Jaime Garcia
Touria Rguig
International Economics @ University of Washington Jamie is the first in his family to attend college. He has gained experience in the medical field and is currently an emergency room volunteer.
Biochemistry @ University of Texas, Austin Touria is a honors student who speaks 6 languages. She’s also an author on a research paper published in Synthetic Metals Journal.
Ola Hadaya
Will Smith
Middle Eastern Studies @ Rutgers University, New Brunswick Ola is a 17-year-old student who is in the process of applying to medical school. She speaks 3 languages.
Post Baccalaureate @ California State University, Sacramento Will is a non-traditional pre-med student with a degree in comparative religion. He has worked as an ER tech.
Chesha Hayter
Chandler Stisher
Biomedical @ Southern Oregon University Chesha is a non-traditional student and a mother, who after starting her education later in life has learned many things.
Biology @ University of Texas, Austin Chandler is the first in his family to attend a 4-year university and has had aspirations of becoming a doctor since he was 11 years old.
Hillary Lee
Marina Zeledon
Neural Science @ New York University Hillary will start on the pre-med tract in Fall 2012. She says her transition from Missouri is an experience she can share to help others like herself.
Biology @ Potsdam State University Marina likes to read, research, and talk about medical school journeys with current doctors. She is on her school’s equestrian team and has a strong passion to become a doctor.
6 | PreMedLife Magazine | March/April 2012
THE TWEET PEEK FOLLOW US ON TWITTER.COM @PREMEDLIFE FOR DAILY UPDATES LIKE THESE SNEAK PEEK Hey @premedlife Facebook fans, you get an early peek at “5 Things Your Medical School Interviewer Won’t Tell You.” on.fb.me/AbGaja CHANGING MAJORS Esp. if you’re #premed RT@USATODAYcollege: How to tell your parents you are changing your major usat.ly/xQ11Zp TRENDING TOPIC #NothingFeelsBetterThan acing an exam after studying your butt off! #premed #medschool BIGGER ISN’T BETTER Size does matter - Students at new @FlaAtlanticU College of Medicine appreciate small class size: bit.ly/Aal3qh #premed INTERNSHIP OPP Undergrads interested in exploring medical careers? CMSRU’s PULSE program 6 wks this summer. App deadline 3/16 see.sc/isonfl SAY WHAT? Smartphone app from @NUFeinbergMed senses when you’re depressed, and bugs you to call people ayl.lv/ZUr $1 AND A DREAM Wonder how many premeds would still go to med school if they win tonight’s $250 million Powerball
After graduation, take a stand against poverty by joining AmeriCorps VISTA— Volunteers in Service to America. You’ll put your passion to work to help those in need, and you’ll gain experience you can’t find in other kinds of entry-level jobs. You’ll also receive:
H H H H
Living allowance $4,725 for tuition or student loans Health care Moving expenses
37 million Americans live in poverty. Take a stand. Join AmeriCorps VISTA.
800-942-2677
(TTY 800-833-3722)
NEWSBITES
>>> Recent news & information relevant to students applying to medical school
Premedical Students Most Likely to Become Country's Top Earners The majors that give someone the greatest chance of making it to the top 1 percent of earners are pre-med, economics, biochemistry, zoology and biology, according to the Census Bureau's 2010 American Community Survey. As the Occupy Movement began to gain the attention of many leaving minds wondering more about the top 1 percent who controls almost everything, the finding came after the New York Times received a question from an academic
adviser at a Texas university asking what the top 1 percent of earners majored in. But premeds aren’t the only ones living the life on the top, studying law can lead you to a position in the one percent club. Census data also showed that one out of every eight lawyers is in this demographic. The chances rise to one out of every three for lawyers in Wall Street practices. Additionally, chief executive officers are also eligible to join the high earner club, with approximately one in five
Undergraduate Degree Health and Medical Preparatory Programs Economics Biochemical Sciences Zoology Biology International Relations Political Science and Government Physiology Art History and Criticism Chemistry Molecular Biology Area, Ethnic and Civilization Studies Finance History Business Economics Miscellaneous Psychology Philosophy and Religious Studies Microbiology Chemical Engineering Physics Pharmacy, Pharmaceutical Sciences and Administration Accounting Mathematics English Language and Literature Miscellaneous Biology Source: 2010 American Community Survey, via ipums.org
8 | PreMedLife Magazine | March/April 2012
Total
earning in the top one percent. What’s more, if the company the CEO works for is a medical supply or drug company, the chances are even greater that he or she will earn in the top one percent. Below is a chart showing the majors most likely to get into the top 1 percent that everyone's been talking about. More than one in 10 people with a pre-med degree make it into the 1 percent, and about 1 in 100 of the 1 percenters with degrees majored in pre-med.
% Who Are 1 Percenters
Share of All 1 Percenters
142,345
11.8%
0.9%
1,237,863
8.2%
5.4%
193,769
7.2%
0.7%
159,935
6.9%
0.6%
1,864,666
6.7%
6.6%
146,781
6.7%
0.5%
1,427,224
6.2%
4.7%
98,181
6.0%
0.3%
137,357
5.9%
0.4%
780,783
5.7%
2.4%
64,951
5.6%
0.2%
184,906
5.2%
0.5%
1,071,812
4.8%
2.7%
1,351,368
4.7%
3.3%
108,146
4.6%
0.3%
61,257
4.3%
0.1%
448,095
4.3%
1.0%
147,954
4.2%
0.3%
347,959
4.1%
0.8%
346,455
4.1%
0.7%
334,016
3.9%
0.7%
2,296,601
3.9%
4.7%
840,137
3.9%
1.7%
1,938,988
3.8%
3.8%
52,895
3.7%
0.1%
NEWSBITES
Virginia May Soon Get Brand New Medical School A proposal for a new medical school that will focus a lot on hands-on learning and training students in an integrated approach between courses may be in the works for Martinsville, Virginia. The Henricopolis College School of Medicine is hoping to be the first in the U.S. to focus on Native Americans and plans to have a non-traditional student body. "Some that have been maybe a little older, have more experience, come from different backgrounds. It's going to be a very different looking species then the standard medical school," said chairman of the Board and CEO, Dr. Noel Boaz.The board is now trying to raise $25 million, then they will start looking for professors and then begin seeking accreditation. „
Depositphotos\Karen Roach
Depositphotos\CandyBoxImages
New Approach to Pay for Medical School
With soaring tuition of both undergraduate and graduate studies, more and more schools are looking for ways to ease the burden of debt among their students. One school in California has proposed a way to eliminate the upfront costs of college by having working graduates pay 5 percent of their salary back to the system for 20 years. The plan, called the UC Student Investment Proposal, was conceived by students at the University of California but many say it could possibly be used by other states and private universities. According to the schools Web site, under the Student Investment Plan, graduates will only every have to pay a stable, predictable fraction of the money they make - that means no loans and no debt. For an in-dept look into the UC Student Investment Proposal, visit http://www.fixuc.org/proposal. „
Third-year medical residents increasingly forgo small and solo physician practices to work as salaried employees for hospitals, hospital-owned practices, health systems, medical groups and other health care organizations, according to a recent survey from a health care consulting firm. "The great majority of final-year residents surveyed, 94 percent, would prefer a straight salary or a salary with production bonus in their first year of practice," the survey said. "Only 2 percent would prefer an income guarantee, a type of compensation structure usually offered in independent rather than employed practice settings. This reinforces the fact that residents today are not particularly entrepreneurial and would rather earn a paycheck initially than assume the financial risk of practice ownership." Apparently, this is an emerging trend that is showing itself across all specialties and subspecialties. The majority of American Academy of Family Physicians (AAFP) members, 59 percent, now work as salaried physicians, according to
AAFP membership figures. Results from the survey indicate that physicians are facing extraordinary challenges and changes and shying away from entrepreneurial endeavors and moving toward working for hospitals, health systems, medical groups and other organizations. "A great deal of uncertainty still exists regarding how health care will be delivered post reform whether it will be through emerging models, such as accountable care organizations, medical homes and concierge practices, through traditional models or models yet to emerge," the survey revealed. "This uncertainly is heighted by recent and looming cuts to physician reimbursement that may take place through adjustments to the sustainable growth rate, through the debt ceiling agreement and through new payment formulas." Surprisingly, the survey also found that nearly 50% of the residents who took the survey said they are unprepared to handle the business side of medicine. „
10 | PreMedLife Magazine | March/April 2012
Creative Commons Photo
Increasing Number of Medical School Graduates Forgo Opening Solo Practices
NEWSBITES Clinical Experience Fails to Make Premeds Better Students in Med School Medical school applicants who have clinical experience may not be better candidates than those who don't, according to a recent study published in the journal Medical Education. The study, conducted by researchers at the Uniformed Services University (USU) of the Health Sciences in Bethesda, Maryland, was designed to determine if self-reported clinical experience during pre-medical years is a valid indicator of future performance in medical school and internship. The results of the analysis revealed that applicants who self-reported previous clinical experience may not better candidates. Specifically, of the 1112 medical students who graduated from USU between 1993 and 1999, researchers found no difference in the performance between those who had prior clinical experience and those who did not. More surprisingly,
MEDICAL SCHOOL PIPELINE
when it came to overall medical school GPA, applicants who reported previous clinical experience had statistically significantly lower cumulative GPAs upon graduation than those who did not report such experience. "Although replication is certainly needed, we believe the implications of these findings are noteworthy and suggest that medical school admissions committees may need to reconsider the validity of self-reported clinical experience as an indicator of future performance," the authors concluded. "Moreover, our findings provide further evidence for the use of alternative applications procedures for selecting the best medical trainees, such as the multiple mini-interview, a rigorous assessment tool with substantial evidence in support of its reliability and validity."
Here’s a list of new medical schools that are being developed in the U.S.
CALIFORNIA NORTHSTATE UNIVERSITY COLLEGE OF MEDICINE Rancho Cordova, California Anticipated TBA
WESTERN MICHIGAN UNIVERSITY SCHOOL OF MEDICINE
Creative Commons hea_medev/Flickr
Kalamazoo, Michigan Anticipated Fall 2014
Demand for Spanish-Speaking Doctors Draws More Latinos to Medical School
twittertalk
According to statistics compiled by the Association of American Medical Colleges, Latinos are increasingly applying to medical schools in the U.S., a number which also reflects the high demand for Spanish-speaking physicians to serve the growing U.S. Hispanic community. "The number of Latino doctors who are leaving the profession due to retirement or death is so great that not even the present num-
ber of (Hispanic med school) applicants can fill it," said Dr. Jorge Girotti, director of the Hispanic Center of Excellence at the University of Illinois. "Latinos are now 4 percent of all doctors in the United States, but those percentages are even lower among dentists, 2 percent; and nursing, 1.5 percent. So we need Latinos in all branches of medical care."
VIDEO: Watch news coverage of @premedlife names Johnson City one of the nation’s best cities for attending #medschool bit.ly/ypHfD1
fe
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#Premed talks TSA-level security screening before entering MCAT testing room bit.ly/wzWmYH (via @The_Herald) Do you agree? We’ll bring you more than a measly rose! Show us some love this Valentine’s Day - www.facebook.com/premedlife
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 10/2011
March/April 2012 | PreMedLife Magazine | 11
NEWSBITES Med Students and Doctors Take Medical School Recruitment On Tour As part of a new initiative to attract minority students to careers in medicine, 11 doctors, dentists and medical school students have gone on tour to offer a full day of premedical enrichment activities at historically black colleges. The initiative, called Tour for Diversity in Medicine, was made possible with a $210,000 grant from the Aetna Foundation and aims to provide minority college student with information and advice to plan for careers in medicine and dentistry. According to the press release announcing the project, although minority populations comprise more than 26% of the U.S. population, African Americans, Hispanics, and Native Americans combined represent only about 6 percent of practicing physicians and 5 percent of dentists. "Our goal is to increase interest in health care as careers for students from minority populations and help them overcome perceived barriers to medical and dental school, such as high tuition costs, long training and a challenging application process," said Alden Landry, MD, an emergency room physician at Beth Israel Deaconess Medical Center in Boston and co-director of Tour for Diversity in Medicine. "By offering workshops with established health care practitioners from similar backgrounds to theirs, we believe we can open the pipeline for talented young people of color who can make a significant difference in improving health care in the U.S." In February 2012, the inaugural Tour for Diversity in Medicine plans to stop at the following schools: Hampton University, Hampton, Va., Johnson C. Smith University, Charlotte, N.C. , South Carolina State University, Orangeburg, S.C., Tuskegee University, Tuskegee, Ala., and Jackson State University, Jackson, Miss. During each stop, over 100 students are expected to participate in a full-day program of sessions covering the application process, admissions tests, choosing a specialty, and more. In addition, students have the opportunity to interact with physicians and medical students and hear about their stories of achievement and persistence. Without the assistance of mentors over the years, I would not be a doctor today," said
Depositphotos.com\popocorn
New diversity initiative takes recruitment to a whole new level by going on tour to different colleges and universities across the country to encourage minority students to pursue medicine
Kameron Matthews, M.D., J.D., co-director of the Tour for Diversity in Medicine and a family physician in Chicago. "We want to connect students with physicians and dentists who are dedicated to their growth and their future." Planning is already underway for two more tours, one in fall 2012 to colleges with large Latino pop-
12 | PreMedLife Magazine | March/April 2012
ulations and another in spring 2013 to colleges with significant Native American populations. For more information about the Tour for Diversity in Medicine, follow them on Facebook and on Twitter @Tour4Diversity or visit www.tour4diversity.org. „
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!
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NEWSBITES Medical Schools Train Future Docs to Practice Defensive Medicine of Hospital Medicine. "I think we lose track of that and focus on the potential risk to ourselves when we should focus on the potential risk to our patients. We can help trainees with clinical decisionmaking without having to rely on [medical liability] as the motivation." The study also found that also common is physicians who practice assurance behaviors - when they provide additional services that are of little clinical value to the patient. Specifically, 92% of students and 96% of residents witnessed such behaviors, while only 34% of students and 43% of residents saw physicians avoid providing services to patients for fear of medical liability risk.„
Depositphotos.com\Zayakina Natalia
A new study shows that medical students are being taught what's called defensive medicine to help them avoid medical liability. According to the study, published in the February issue of Academic Medicine, nearly two-thirds of students and threequarters of residents said their attending physician implied that they take medical liability concerns into consideration when making clinical decisions. Moreover, nearly half of respondents said their attending directly instructed them to do so. "At its core, medical malpractice is about preventable injury to patients," said Kevin O'Leary, MD, lead study author and associate professor and associate chief of Northwestern's Division
DEFENSIVE MEDICINE IN MEDICAL EDUCATION A 2010 survey of more than 200 medical students and residents found that the majority had witnessed different types of defensive medicine practiced as part of their clinical training.
Medical Students
Residents
Assurance Behavior
Often
Sometimes
Rarely/Never
Often
Sometimes
Rarely/Never
Order more test than medically indicated
45%
42%
13%
43%
50%
7%
Prescribe more medications than medically indicated
15%
48%
37%
17%
41%
42%
Refer patients to specialists more often than medically indicated
26%
41%
33%
28%
49%
24%
Suggest invasive procedures to confirm diagnoses more than medically indicated
7%
40%
53%
5%
34%
61%
Avoidance behavior
Often
Sometimes
Rarely/Never
Often
Sometimes
Rarely/Never
Avoid certain procedures or interventions
6%
24%
70%
5%
33%
62%
Avoid caring for high-risk patients
3%
15%
82%
0%
16%
84%
Source: "Medical Students' and Residents' Clinical and Educational Experiences with Defensive Medicine," Academic Medicine, February (www.ncbi.nlm.nih.gov/pubmed/22189882/)
14 | PreMedLife Magazine | March/April 2012
NEWSBITES Med Students Who Work in Underserved Areas to Share Millions to Payback Loans
Depositphotos.com\Tom Schmucker
In February 2012, it was announced that more than $9 million in funding to help medical students replay school loans if they agree to work in underserved areas. U.S. Health and Human Services Secretary Kathleen Sebelius said the program would encourage more students to pursue careers in family medicine and help relieve a shortage of primary care doctors. The loan repayment program, also funded by the federal law, is part of the National Health Service Corps and provides up to $120,000 to students who commit to spending three years as primary care doctors in areas where there are shortages. The corps was created in 1972 and has tripled in size over the last three years. The program already provided loan repayment for medical residents, while the new effort reaches students while they are still in medical school. "Most Americans who live in underserved areas don't have access to basic care," Sebelius said during the visit to Eisner Pediatric and Family Medical Center. "It is not just a problem in some rural, isolated communities. It's a big problem in cities, like here in L.A." „
Texting has a negative impact on people's linguistic ability to interpret and accept words, according to a recent study. The research, conducted by a graduate student Joan Lee from the University of Calgary for her disseration, was designed to investigate the influences of messaging and print media on judgments to determine whether there are differences in what people find grammatical based on their messaging and print media exposure. Lee said that while some studies point to messaging media as beneficial to or having no effect on language skills, her findings show otherwise. For her study, Lee used a standard means of testing grammaticality in the field of linguistics called acceptability judgments, which enable the examination of "reactions to sentence types that might occur only very rarely in spontaneous speech or recorded writings. She asked 33 university students about their reading habits, including text messaging, and presented them with a range of words both real and fictitious. "Our assumption about text messaging is that it encourages unconstrained language. But the
Depositphotos.com\Suprijono Suharjoto
Texting May Affect MCAT Performance
study found this to be a myth," says Lee. "The people who accepted more words did so because they were better able to interpret the meaning of the word, or tolerate the word, even if they didn't recognize the word. Students who reported texting more rejected more words instead of acknowledging them as possible words."
Lee suggests her study shows that reading traditional print media exposes people to variety and creativity in language that is not found in the peer-to-peer text messaging used by many. Reading encourages flexibility in language use and tolerance of different words. It helps readers to develop skills that allow them to generate reading of new or unusual words.„
March/April 2012 | PreMedLife Magazine | 15
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NEWSBITES NYU Takes Med School Course To New Level With Interactive 3D Cadaver desired," noted Dr. Frenkel. And if seeing organs in 3D wasn't enough, students can also use laboratory iPads to magnify and explore the virtual cadavers in greater detail. The school says adding this 3-D element to anatomical graphics creates an immersive, virtual set up (developed by NYU School of Medicine's Division of Educational Informatics, in collaboration with BioDigital Systems LLC) that is an unprecedented 3D anatomy installation. "While it's fantastic for gaining a spatial sense of anatomy that I found to be lacking in basic anatomy atlases, I don't believe this technology can replace cadaveric dissection because of the unique relationship students build with the human body by being able to hold and feel the body, organs, and cavities," said Susanna Jeurling, a 24-year-old first year student at NYU School of Medicine. "Additionally, when you are learning anatomy you tend to focus intensely on the area that you are studying at the moment -- thorax, abdomen, pelvis, etc. -- and I think the BioDigital Human is a great way to remind yourself not only about the anatomy of specific organs but how the systems interact with each other to form a complete human." The recently debuted learning tool is just one way the school is bringing to life its new
Curriculum for the 21st Century (C21), which was designed to take advantage of computer-assisted instruction innovations and new capabilities of web-based digital applications to drive the evolution of medical education forward. As part of this innovative new curriculum, teaching will rely heavily on new web-based modules, computerassisted instruction, and simulation, as well as increased collaborative teaching and learning among scientists, physicians, nurses, and other health professionals. To learn more about NYU School of Medicine's innovative technology for medical education visit http://school.med.nyu.edu. „
Photo courtesy of NYU Langone Medical Center
Human anatomy - the class most often associated with medical school - just got a lot cooler for firstyear students at New York University (NYU) School of Medicine thanks to a new online 3D interactive virtual cadaver called the BioDigital Human™. Taking dissecting and examining a cadaver to a whole new level, NYU anatomy students are exposed to a unique educational experience that is grounded in realistically simulating 3D organs and other anatomical structures so they can explore in more detail than ever before. And for those students who want to write a letter to their first cadaver, the new, interactive virtual experience will not be a replacement, but will supplement the traditional use of human cadavers in anatomy instruction. "While cadaver dissection will remain a cornerstone of the modern medical curriculum, the BioDigital Human plants medical education at NYU School of Medicine firmly in the 21st century," explained Sally Frenkel, PhD, associate professor at NYU School of Medicine, who worked in partnership with BioDigital Systems, LLC. to create the 3D models of human anatomy. "The BioDigital Human gives students a new way to learn by allowing them to rotate organs or the entire body 360 degrees in any plane, view the continuity of organ systems and vasculature from one region to any other, and zoom in as desired." Typically, anatomy students gather information from various sources like atlases, textbooks, dissection manuals, and class lecture notes. But now, BioDigital Human gives students to chance to engage in new learning strategies never before possible where they can learn any time, at any point and go back to review information as needed. "The BioDigital Human is a state of the art supplement to actual cadaver dissection," said Dr. Frenkel. "Students can continue the lab experience at their own convenience anywhere they can use their iPads and laptops, meaning they can study anatomy in student dormitories or even at Starbucks." Like watching a 3D movie, but in a more sophisticated way, students wear 3-D glasses as they dissect life-sized digital content on a virtual cadaver displayed on a projector screen in the school anatomy lab. "Virtual dissections can be performed in layers, and structures or areas of interest can be isolated or integrated with the surrounding region to another, and zoom in as
Photo courtesy of NYU Langone Medical Center
New York University School of Medicine debuted its virtual cadaver, the BioDigital Human, to give medical students an innovative way to explore the human body in more detail than ever before
March/April 2012 | PreMedLife Magazine | 17
NEWSBITES Michigan State University Reserves Med Schools Spots for Local Premeds
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As part of an agreement between Michigan's Alma College and Michigan State University, premedical students will now have the chance to earn reserved spaces within the MSU's College of Human Medicine. The new early assurance program is designed to give preference to students interested in working with members of underserved populations. "Alma College is a mission-oriented college that shares our medical school's core values," MSU College of Human Medicine Dean Marsha D. Rappley said in a statement. "We are confident that Alma College's early assurance program candidates will bring the rigor of a superb liberal arts and science education along with a passion for serving others that is needed in the physicians of our future." Prospective students will complete a program of clinical and service experiences, as well as academic advising directed toward admission to MSU's College of Human Medicine. Then, students who meet the admission requirements for the College of Human Medicine are eligible to apply during their junior year. Students who make the cut will be guaranteed admission to the College of Human medicine and begin a relationship with the college during their senior year. „
Second Medical School Wins Initial OK to Open in Virginia
The Liaison Committee on Medical Education, which oversees accrediting for medical schools in the U.S., has given the proposed King College School of Medicine & Health Science the "applicant school" status, putting the school one step closer to becoming reality. Expected to open its doors in 2014, King College School of Medicine plans to have 60 to 75 students during its first year. According to a press release issued by the school, "a major objective of the proposed medical school is to graduate welltrained physicians with a desire to practice in non-urban areas in order to reverse a worsening physician shortage while also creating greater access to medical services across Southwest Virginia and the fivestate region. For more information about the proposed King School of Medicine & Health Sciences Center visit, www.kingschoolofmedicine.org. „
18 | PreMedLife Magazine | March/April 2012
NY Medical School Gets Probation A nationally recognized accrediting organization for U.S. medical schools has put Upstate Medical University on probation after growing concerns over how the school is run, its curriculum, and other issues were raised. Accreditation is important because it shows prospective students that a medical school meets national standards. Apparently, Upstate Medical University fell below the standards in multiple areas, one being the school's lack of a central committee with the authority to make changes to the school's courses. There was also concern over a cheating scandal that occurred at the school last year involving fourth-year medical students who helped each other on online quizzes in a required medical literature course. Upstate Medical University will have two years to fix problems identified by the Liaison Committee on Medical Education (LCME). „
NEWSBITES Brand New College of Medicine May Soon Start Accepting Applications Central Michigan University recently received preliminary accreditation for its new College of Medicine which means that they may soon begin recruiting for its first class of students. The inaugural class is expected to start in the summer of 2012 and will be trained to become primary care physicians who are dedicated to serve the needs of communities in mid- and northern Michigan. According to the school's Web site, students admitted to the medical
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school will learn from a curriculum designed to prepare them to practice in Michigan - particularly the medically underserved communities in the central and Northern areas of the state when they complete their residency training. In addition to learning the health needs of Michigan residents throughout the curriculum, students will gain first-hand experience by working with physicians and hospitals throughout the region.
PREMED WASTED
"With the inaugural class now anticipated to begin in the summer 2013, students will be taught the innovative medical curriculum in a $24 million, 60,000-square-foot addition to the Health Professions Building," said Ernie Yoder, M.D., Ph.D., MACP, founding dean of CMU College of Medicine. Housing clinical exam rooms, group study rooms, simulation rooms and anatomy labs, the addition has also been designed as an environmentally-friendly environment. „
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NEWSBITES Overhauled MCAT To Include Two Brand New Sections Starting in 2015 The Association of American Medical Colleges (AAMC) has announced that beginning in 2015, a new version of the MCAT will be given that will place more emphasis on the sociobehavioral sciences in medical school preparation. According to the AAMC, the changes are designed to help students prepare for rapidly changing knowledge, while addressing the needs of growing, aging, and increasingly diverse population. "Being a good doctor is about more than scientific knowledge. It also requires an understanding of people. By balancing the MCAT exam's focus on the natural sciences with a new section on the psychological, social, and biological foundations of behavior, the new exam will better prepare students to build strong knowledge of the socio-cultural and behavioral determinants of health," said Darrell G. Kirch, M.D., AAMC president and CEO. A new section of the exam called the "Psychological, Social, and Biological Foundations of Behavior" will test a student's understanding of core concepts in psychology and sociology, which are essential to working intimately with others within the health care setting. Before this change, the MCAT focused primarily on core science reasoning skills in areas like physiology, physics, and chemistry, along with basic reading comprehension. According to Dr. Kirch, a recent survey showed that the public has high confidence in the medical knowledge and ability of doctors, but feels physicians often lack the basic social skills required to really connect with a patient. "Bedside manner is a complex mix of understanding people, where they come from, and why they behave the way they do, and we think this shift in emphasis [of the test] will actually help us round out that dimension of a good doctor," Dr. Kirch said. Another new section, called "Critical Analysis and Reasoning Skills" will also be added to the revised test to measure a students' ability to analyze and apply information from social sciences and humanities including ethics and philosophy, cross-cultural studies, and population health. Kirch said he hoped the new test would attract students beyond those who majored in a hard science. "We are hoping these changes might help more individuals say that 'I can have a passion for English literature, history, economics and still have a vital career as a physician," said Kirch.
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According to the AAMC, the changes to the MCAT preserves what works about the current exam, eliminates what wasn’t working, and gives attention to the concepts tomorrow’s doctors will need
"That there's not a narrow expectation of where your intellectual interest reside." He added, "It's a signal that somebody who was a psychology major, or conceivably someone who majored in cross-cultural studies, has as much potential to enter medical school as someone who was a physics major." Moreover, the new test will no longer have a writing section and will take an extra two hours to complete. To prepare for the new exam, which will not change until 2015, Dr. Kirch suggested that students might want to add introductory courses in psychology and sociology to the natural-sciences courses they have traditionally been told to focus on. The revamped test was developed by a 21member advisory committee that spent three
20 | PreMedLife Magazine | March/April 2012
years studying the matter and analyzing 2,700 survey responses from college and medical school faculty members, medical residents, students, and advisers. "At a time when medical schools are struggling to attract more minority students to meet the needs of an increasingly multicultural population, a broader, revamped test should help,” Dr. Kirch said. "That, combined with a more holistic look at applicants in both interviews and letters of recommendation, should give medical schools a better sense of which applicants have the personal, as well as the intellectual, attributes to be successful doctors." For a detailed list of all the sections on the 2015 MCAT exam, check out the "Preview Guide for MCAT2015."
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
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FEATURE ARTICLE
BESTMEDICAL SCHOOLS FOR
ENTREPRENEURS WHEN MEDICAL SCHOOLS PARTNER WITH B-SCHOOLS OFFERING TOP NOTCH ENTREPRENEURIAL COMPONENTS, STUDENTS GET THE OPPORTUNITY TO COMBINE EXPERTISE AND LEADERSHIP
What if Mark Zuckerberg were a premed student in college? Would the world of medicine be different because of a service or product dreamt up by the very same guy who revolutionized the world of social networking as we know it? Guess we'll never know what could have become of a prodigy like Zuckerberg in the medical arena but as it turns out there are - and will continue to be - Mark Zuckerberg's of the medicine and science - they're called physician entrepreneurs. From iPhone ECG's and EZ Vein (a device designed to help medical professionals more easily insert an IV catheter into patients during a crisis situation) to private practice startups and innovative health care management system development, more and more doctors are taking on the role of entrepreneur to fill a void or improve some aspect of the medical and scientific worlds. Today, an increasing number of students are bulking up their medical education with a joint MD/MBA degree. The number of medical students turning to dual-degree MD/MBA pro-
22 | PreMedLife Magazine | March/April 2012
grams to prepare them for taking on entrepreneurial roles continues to rise and the interest for programs that offer students to pursue the business side of medicine is steadily growing. Whether it's to get a better grasp around the business side of medicine or if it's to prepare for developing their own ventures, students can now choose from 65 MD/MBA programs across the US, according to the most recent numbers from the Association of MD/MBA Programs (AMMP). The following is a list of MD/MBA programs - but not just any programs. Among the schools listed you'll find those which not only offer a medical degree but that have joined with some of the most notable and distinguished business school programs in the country. From recognized entrepreneurial centers and special conferences to curriculum specializations in entrepreneurship and business plan competitions, the following schools made our list of top schools if you're thinking about becoming a physician entrepreneur. >>>
University of Arizona College of Medicine
Hoang Xuan Pham / UC Irvine
Photo courtesy of the Arizona Health Sciences Center
Eller College of Management at The University of Arizona
University of California, Irvine School of Medicine
The Paul Merage School of Business
This 5/6-year combined MD/MBA program is offered by the University of California, Irvine School of Medicine and The Paul Merage School of Business. Students must first be enrolled in the MD program in order to apply to the combined degree program. During their second or third year of medical school, interested students apply to The Paul Merage School of Business. MBA coursework begins following completion of the student's third year of medical school. The MCAT, along with the completion of three years of medical school training in good standing and passage of USMLE Step I, currently serve as a waiver for the GMAT entrance examination, which is usually required for application to the MBA program. The MD/MBA program offers students the opportunity to take electives such as Healthcare Entrepreneurship: From Physician to CEO which is a course structured to build business development skills to create and manage a medical practice or a science-based enterprise and Development of New Ventures in Healthcare Services which is designed to introduce students to the process of developing a medical services company. The business school is also home to the Don Beall Center for Innovation and Entrepreneurship which serves as the hub of thought leadership in the important science of innovation management. Programs offered through the Don Beall Center include: the Business Plan Competition; Vator.tv People's Choice Poll for entrepreneur elevator speeches; an entrepreneurial skills training workshop series called Students to Start-Ups; The Matrix Mixer, which brings together like-minded colleagues from a number of graduate programs on campus to foster and execute new ideas, and the Orange County Incubation Network, a platform that supports the commercialization of inventions developed at the institution.
24 | PreMedLife Magazine | March/April 2012
This new 5-year combined MD/MBA program is offered by University of Arizona College of Medicine and the Eller College of Management at The University of Arizona. The program is offered at the Tucson and Phoenix campus locations. The program will be five years in length with the first two years in the UA College of Medicine, the third within the Eller College of Business, and the final two years at the UA College of Medicine
with a continuing connection to the resources and classes at the Eller College of Management. The Eller College is home to the McGuire Center for Entrepreneurship, a recognized leader in entrepreneurship education designed to give students the tools needed to launch their enterprise or innovative idea. MD/MBA students are offered electives such as Industrial Analysis and New Venture Development, New Venture Finance, Planning of New Ventures, and Social Entrepreneurship.
Dartmouth Medical School Tuck School of Business at Dartmouth
This 5/6-year combined MD/MBA program is offered by Dartmouth Medical School and the Tuck School of Business at Dartmouth. The MD/MBA degree offers students diverse career opportunities in areas such consulting and entrepreneurship. The five year program is tightly scheduled to allow further medical training or accelerated progression into a career, saving one year's tuition. The six year track will allow students to experience the full impact of both programs, including the Tuck Summer Internship Program. Course work with the program is individualized and determined by the student, with guidance from the MD/MBA directors. Educational plans vary, though students typically spend the first three years at Dartmouth Medical School, acquiring a thorough grounding in
the basic sciences in the classroom and laboratory, and intensive clinical training at the Darthmouth-Hitchcock Medical Center. The fourth year of the program is spent at the Tuck School of Business, where the school's innovative core curriculum provides training in the broad integrative skills that are the hallmark of organizational leadership. In the fifth year, students complete their medical clerkships and required courses, as well as electives for both schools, integrating the experience of the previous four years and applying it to areas of their own special interest. For students who have chosen the sixyear option, years five and six are divided between medical school and business school, which allows the student to participate in the Tuck Summer Internship Program, as well as spread their electives out between the two schools.
Cornell Weill Medical College
The Johnson School of Management at Cornell University
Students who will receive a dual degree will begin their program in the medical college and take a one-year leave of absence after the third year. They then join the Johnson School's Accelerated MBA program in late May of their third year of medical school and complete the MBA degree requirements by the following May. The MBA degree is granted after the student completes the fourth year of medical school and obtains their MD degree. Medical students in their fourth year may apply for the Accelerated MBA program which they will begin in late May of their fourth year, and they complete their fourth year after completing the Accelerated MBA program the following May. The GMAT examination is no longer required for Weill Cornell students to apply. Many of Cornell's alumni who have earned an MD/MBA degree have gone on to develop entrepreneurial ventures in medically related fields such as drug delivery, diagnostic processes, biotechnology, and nanotechnology. For students looking to following the same route, the school has a special program called the Entrepreneurship and Innovation Institute program which is designed to provide a foundation of knowledge and skills needed to develop successful ventures. Up for grabs is a scholarship which is awarded to one medical or graduate student each year for a full-tuition scholarship for the Johnson School portion of the Accelerated MBA program.
Keck School of Medicine Marshall School of Business
Photo courtesy of Creighton University
This 5-year combined MD/MBA program is offered by Weill Medical College of Cornell University and The Johnson School of Management at Cornell University.
Creighton University School of Medicine Creighton University College of Business This 5-year combined MD/MBA program is offered through Creighton University's School of Medicine and the Creighton College of Business. The MBA degree is largely completed during a yearlong absence from medical school. Students in the program complete the MBA curriculum as full-time students between the second and third years of medical school. Prior admission to medical school and the MCAT score implied by that admission is accepted in lieu of a GMAT score submission for this program. One hallmark of the program is its flexibility - as long as students
Chris Shinn/USC
This 5½ -year combined MD/MBA program is offered by the Keck School of Medicine and the Marshall School of Business. Students admitted into the program begin a year of core MBA courses following the successful completion of the first two years of medical school.
take at least 15 credits during their yearlong absence from medical school between years 2 and 3, they can complete the remaining 14 hours for the MBA degree in a number of different ways. This flexibility will give students the opportunity to work at jobs or internships, conduct research, and engage in other activities that enhance their practical experience. Through this MD/MBA program students have the opportunity to delve deeper into bioscience entrepreneurship courses such as Technology Commercialization and Bioscience Entrepreneurship. During the last two and a half years of this dual degree program, students participate in their clinical clerkships at Keck School of Medicine, and students will get the opportunity to take elective courses at the Marshall School of Business which offers a wide range of entrepreneurial-related courses.
March/April 2012 | PreMedLife Magazine | 25
New York University
This 5-year combined MB/MBA is a new program offered by New York University College of Medicine and NYU's Stern School of Business. Students enrolled in the program spend the first three years at NYU School of Medicine. The summer of the third year through the spring semester of the fourth year, students spend their time at NYU Stern to pursue MBA coursework. Then students return to the medical school for the summer and fall of their fifth year, followed by a final semester at NYU Stern in the spring of the fifth year. Students who pursue the MD/MBA degree take 9 less credits than if they were to complete the stand-alone MBA. In addition, students can take advantage of the credit-sharing benefits of the program which allows them to
receive credit for certain aspects of the medical school curriculum. Another nice benefit for those applying to the MD/MBA program is that the GMAT or GRE, which are normally required for the MBA program, is waived and applicants need only complete the MCAT to be considered for the program. MD/MBA students may also obtain a Teaching Fellowship or Graduate Assistantship position while registered at NYU Stern which pays students for these positions in the form of tuition remission at Stern. All MBA electives and specializations, including Entrepreneurship and Innovation which offers courses like Business Start-Up Practicum, Entrepreneurial Finance, Marketing for Entrepreneurs, and New Venture Financing, are available to MD/MBA students.
Photo courtesy of New Wake Forest Baptist Medical Center
Photo courtesy of New York University
Stern School of Business
Wake Forest School of Medicine
Worrell Professional Center
This 5-year combined MD/MBA program is offered by the Wake Forest School of Medicine and the Worrell Professional Center. The first year includes MBA courses in the full-time program, a Wake Forest Business Solutions course and a summer internship; the next two years are devoted to medical school and some management electives; the fourth year is spent in clinical rotations in the medical school; and in the fifth year students complete medical rotations and management electives. So for students looking to take a break before starting medical school, why not spend the time working towards an MBA degree? Elective courses include, but are not limited to Financing The Entrepreneurial Venture, Entrepreneurship & Venture Formation, and Business Plan Practicum.
Photo courtesy of UMDNJ
This 5-year combined MD/MBA program, located at campuses in Newark and New Brunswick, is offered by the University of Medicine and Dentistry in New Jersey and Rutger’s Business School.
University of Medicine and Dentistry in New Jersey Rutger’s Business School
26 | PreMedLife Magazine | March/April 2012
The New Brunswick-based MD/MBA program, which is a collaborative effort with the UMDNJ-Robert Wood Johnson Medical School, is also designed to provide medical students with the knowledge and skills necessary for pursuits within the health care industry. Students interested in the MD/MBA program are required to apply directly to Rutgers University
Business School either prior to matriculation at NJMS or during their first year of medical school. Since Rutgers' business school has an MBA concentration in Entrepreneurship, students needing to fulfill their electives can choose from many of the courses designated for the entrepreneurship concentration such as Business Law for Entrepreneurs, Growing New Ventures in a Supply Chain Environment, Negotiations, and Introduction to Project Management. And among the courses MD/MBA students are required to take is one called Urban Entrepreneurship & Economic Development.
Drexel University College of Medicine
Drexel University LeBow College of Business
Tulane University School of Medicine Freeman School of Business
This 5-year combined MD/MBA program is offered by Tulane University School of Medicine and the Freeman School of Business.
Photo courtesy of Drexel University
Students typically apply to this program during their third year of medical school after taking the GMAT exam. Accepted students spend the fourth year of the program in the Freeman School and the fifth year of the program is divided between the medical school and the Freeman School. Among the courses required, students get the opportunity to take courses in Enterprise Valuation and New Venture
Planning. In addition, a special course, called the Tulane Technology Commercialization Course, is designed to give students the knowledge and tools needed to transform life science technologies into entrepreneurial ventures. At the end of the course, completed business plans are presented to panels of experienced entrepreneurs who provide substantive feedback as the plan's viability and required next steps for development and funding. According to the schools' Web site, the course aims to train the bioinnovators of the future who are able to bring ideas from paper to reality.
This 5-year combined MD/MBA program is offered by Drexel University College of Medicine and Drexel University's LeBow College of Business. The business school has many resources, including the Baiada Center for Entrepreneurship which is designed to bridge education and entrepreneurship by linking research, coursework, experiential learning, and entrepreneurial thinking with practical guidance for budding entrepreneurs. Home to one of the nation's leading entrepreneurship programs, the Baiada Center for Entrepreneurship gives students the opportunity to participate in interactive workshops, entrepreneurial courses, and an annual Business Plan Competition and Entrepreneur Conference.
University of Chicago Pritzker School of Medicine
University of Chicago Booth School of Business This 5/6-year combined MD/MBA program is offered by the University of Chicago Pritzker School of Medicine and the University of Chicago Booth School of Business. Students complete the first two years of medical school before taking a yearlong leave of absence to pursue full-time coursework at Chicago Booth. Following the year of full-time MBA work, students return to the medical school for their clinical clerkship year. During their fourth and final year of the MD degree, students take electives at both the Pritzker School of Medicine and Chicago Booth. Among the 14 concentrations offered by Chicago Booth is Entrepreneurship which offers a curriculum designed to integrate all business areas including marketing, finance, operations, and strategy. From New Venture Strategy to Commercialization Innovation, students will have the option to take courses that address their individual interests.
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Perelman School of Medicine at the University of Pennsylvania
Wharton School of the University of Pennsylvania
PHYSICIANS ENTREPRENEURS IN REAL LIFE... SUSAN NICHOLAS, MD, MBA is a serial entrepreneur and the Founder and CEO of Atlanta-based DocPons, Inc., a website dedicated to health care professionals offering discounted primary-care and allied health services to help doctors attract new clients.
Photo courtesy of PENN Medicine
ASHER HASAN, MD, MBA is the Founder and CEO of Naya Jeevan, a not-for-profit social enterprise dedicated to providing low-income families in Pakistan with affordable access to high-quality health care. In 2012, MITESH PATEL, MD, MBA, Sachin Nanvati, and Derek Juang, MD founded Docphin, a free platform that personalizes medical news and research.
This 5-year combined MD/MBA program is offered by the Perelman School of Medicine and the Wharton School of the University of Pennsylvania. Students are enrolled in the MD program full time for the first three years and in MBA coursework full-time during their fourth year. During the summer between the fourth and fifth year, students typically participate in a business internship.
However, some students elect to do research or additional clinical rotations during the summer. Then in their fifth year, students will take a semester at Wharton and a semester at the Medical School - students can choose to do either one in the Fall and the other in the Spring. What's nice is that the MBA degree counts toward a required component of the medical curriculum called the Scholarly Pursuit.
University of Michigan Medical School Stephen M. Ross School of Business
This 5-year combined MD/MBA program is offered by the University of Michigan Medical School and the Stephen M. Ross School of Business. The program begins with three years at the medical school followed by a year of MBA courses and a summer MBA internship. Then the fifth year is split, with one semes-
ter spent completing medical degree requirements and the other finishing up MBA coursework. The business school offers a variety of entrepreneurial -related electives including, but not limited to, Entrepreneurial Management, Legal Aspects of Entrepreneurship, Entrepreneurship via Acquisitions, and New Venture Creation.
Harvard Medical School Harvard Business School
This 5-year combined MD/MBA program is offered by Harvard Medical School and Harvard Business School. Harvard's MD/MBA program is designed to educate students who work in a take on many roles, including those who develop and market pharmaceuticals, medical devices, and other health-related products. Beginning in
their first year, MD/MBA students participate in a summer internship in Business Management, and in their fourth year students take many entrepreneurial related courses such as Leadership and Organizational Behaviors, and Strategy, The Entrepreneurial Manager. Then, in their final year students can choose from 30+ Entrepreneurial Management courses.
28 | PreMedLife Magazine | March/April 2012
RYAN EGELAND, MD, PHD, MBA is a medical and biotechnological innovator who founded a DNA chip company with genetic pioneer Ed Southern which was acquired after led a partnership with Sharp in Japan. MICHAEL MATLY, MD, MBA is a serial entrepreneur and currently leads business development and new ventures at the Mayo Clinic Center for Innovation. He has led the creation of internally incubated ventures and external partnerships with Fortune 50 companies and cutting-edge start-ups. STEVEN LUI, MD, MBA is the founder of Ingenioius Med, an award-winning mobile platform that automates the revenue and charge capture processes for over 9,000 physicians in more than 800 health care facilities across the US. KEVIN MCGARVEY, MD, MBA is the co-founder of Wilderness Medventures which develops adventure wilderness courses in remote parts of the world for formal medical training. MARY JO BORMAN, MD, MBA founded Advanced ICU Care in 2004 to transform care in the intensive care units of hospitals throughout America by combining the technology of telemedicine with the clinical expertise of experienced intensivists and critical care nurses to provide around-the-clock coverage. LOLETA ROBINSON, MD, MBA is the co-founder and Chief Medical Officer at Syan Biosciences, a privately held, start-up company that focuses on the development of lab-on-a-chip technologies for biosensors used in the in vitro diagnostic point-of-care market. VIVEK MURTHY, MD, MBA founded Epernicus, a social networking website and professional networking platform resource for research scientists.
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In this excerpt Dr. Paul Ruggieri gives readers an introduction to what they’re in store for when he shares what life as a surgeon. He shares the successes, failures, remarkable advances, and camaraderie that make it exciting. He uncovers the truth about the abusive, exhaustive training and the arduous devotion of his old-school
W
hen I meet someone for the first time in a social setting and reveal (sooner or later) that I'm a surgeon, the reaction is often something close to awe (at least among those who don't spend their days in the world of healthcare). This unearned respect can be flattering, but the truth of the matter is I'd rather have my new acquaintance realize that I'm a human being, that I'm not perfect, that I'm not a demigod, and that surgery (as well as the rest of medicine) is an art as much as a science. And some days, calling it an art is a stretch. Becoming a surgeon was the most difficult thing I've ever done. The training is designed to test your mental and physical endurance as much as your intelligence or skill with a scalpel. Those without a deep reservoir of desire and drive need not apply. Yet - once through the fire, the years and years of school and residency - working as a surgeon has provided the most exhilarating times of my life. I wouldn't trade it for anything. Most days, that is… On the good days, I delight in being a member of a unique club of extraordinarily talented, complex, brilliant, driven, and compassionate professionals. We're saving lives. On the bad days, I realize I'm part of a world inhabited by flawed, greedy, egotistical, and insecure practitioners (and I include myself in that description). We're making mistakes but (usually) correcting them before lasting damage is done. The middle ground looks like this: I get to work with a motley crew of healthcare professionals, surrounded by diseased organs, blood, pus, and guts, in a room without windows hidden behind a set of swinging doors, where we spend too much time on your feet but get to improve the quality of someone's life or (maybe) extend someone's life. At the end of the day, it usually feels pretty good. My profession is complex and complicated. It demands a dedication to a way of life that is
like no other. For me, the road leading into the operating room is a lonely one, the path to a place where I am responsible for all that transpires, be it good, bad, or complicated. Most days in the O.R. do go well (thankfully), whether the crew and I experience exhilaration, fear, boredom, satisfaction, or humiliation before we call it quits. I love being surgeon. I love being able to make a clear, tangible difference in the quality of a person's life. Sometimes I even save a life. I am honored every time a patient comes to me, and I'm humbled at the trust that's given. Confessions of a Surgeon is my love letter to all of them, but it's more than that, too. What you have in your hands is the result of my desire to share an honest, open look at this startling profession, an occupation so unfamiliar to most it may as well be taking place on the moon. More than thirty million people a year in this country enter hospitals to undergo surgery, for conditions including bad joints, clogged heart arteries, and diseased gallbladders. Once you are wheeled into an operating room, a host of factors - the most important of which is your surgeon - come together to influence the condition in which you will leave that room. I've long wanted to push open the O.R. doors and show the public the mysterious place where lives are improved, saved, damaged, and sometimes, lost. I wrote this book to take you right up to the operating room table and give you an up-close view of what I see as a surgeon. I want you to meet the person behind the surgical mask. I also want you to get a glimpse of the array of demands and constraints and desires that tug at working surgeons today: A patient's conflicting family members, each with a different idea on how a loved one's condition should be addressed. Repugnant criminals whose lives you are charged with saving. Lawsuits. The uneven, nonsensical reimbursement system. The cost of running a
32 | PreMedLife Magazine | March/April 2012
business (most surgeons are in private practice and, therefore, running a business). Practicing surgery today is much more than being a surgical professional - and a lot of it is stuff we never bargained for in medical school. This book is my story, and my examination of a unique occupation - truly a "calling" in many aspects - that requires years of arduous training, followed by years of arduous work, where fatigue and malpractice lawyers take turns attempting to distract us from the job at hand: a person's life. What in the world possessed me to write this book? This question has floated through my mind ever since the idea was conceived. Even now, I ask myself. I ask, yet I continue to write. I write because I seek the truth about myself and about those I have affected for better or worse. I believe the truth will set you free. It has for me.
PAUL RUGGIERI, MD, FACS is a practicing general surgeon, writer, husband, and stepfather. His practice specializes in general, advanced minimally invasive, and thyroid surgery. Throughout his active twenty year career, Dr. Ruggieri has held department of surgery chairman positions at several community hospitals. He has also been a clinical instructor at Harvard Medical School. He is board certified in his specialty and a Fellow of the American College of Surgeons. Follow Dr. Ruggieri: www.paulruggieri.com Twitter @ConfessionsMD
Global Healthcare for Pre-Health Students Montevideo, Uruguay: Maymester and Summer I, 2012 Dr. Lynette Austin, assistant professor in the Department of Communication Sciences and Disorders, teaches in the areas of child language, bilingualism, and cultural/linguistic diversity. She is also a licensed bilingual speech-language pathologist. Dr. Austin and her husband Stephen served as missionaries while living in Buenos Aires for a number of years, along with their children Alison and Daniel. During that time she worked in private practice as a speech-pathologist and as a consultant to hospitals and schools in the Greater Buenos Aires region.! Dr. Cynthia Powell is an assistant professor in the Chemistry and Biochemistry Department at ACU. She is the chairman of the ACU Health Professions Advisory Committee and the ACU pre-medical advisor. She enjoys working with students, traveling and learning about new cultures. She and her husband Dr. Greg Powell (professor of Chemistry) participated in this program in 2010 and she is excited to be involved again.
The Courses CHEM 340 – World Healthcare Systems – Provides students with knowledge of how health care is provided to various socioeconomic groups in both the United States and Uruguay, comparing the strengths and weaknesses of each system. Students will participate in medical missions clinics and visit professional schools and public and private hospitals in South America. This course is required for all program participants and will count as an upper-level chemistry elective. CORE 220 – The Question of Community – Asks questions of community and explores the foundations of human communities around the world. Using an interdisciplinary approach, the course will examine such influences on communities as culture, politics, ethics, morality, history, economics, gender, religion, the arts, institutions and natural resources. Other topics impacting communities will be discussed, including social justice, poverty, affluence, war and the influence of technology. COMP 353 – Hearing Rehabilitation – Explores habilitation and rehabilitation for persons with hearing impairment. Theory and practice of acoustic amplification, auditory training, speech reading, speech habilitation, and educational considerations for the hearing impaired. Educational programming, cultural influences and social adjustments for the deaf. Please speak with the administrative coordinator in Communication Sciences and Disorders Dept. about any necessary prerequisites. Students must be enrolled in two courses, including World Healthcare Systems. All courses may be subject to change.
Program Features
• Great central location in Montevideo, the capital of Uruguay, a country that boasts a unique blend of European and Latin American cultures. • Planned class-related excursions including Buenos Aires (Argentina) and Iguazu Falls (Brazil). • Health clinic held at the El Chana Church of Christ in conjunction with needs of the local congregation.
The Cost Tuition and fees are the same in Latin America as they are in Abilene (2012-2013 rates). The additional program fee of $5,500-6,000 includes: • Transportation between DFW and Montevideo • Housing in Casa ACU • Program-related excursions and enrichment activities • Basic medical and traveler’s insurance • 10 meals per week Just as in Abilene, student aid may be available. Talk to your financial aid advisor as soon as possible. Call 325-674-2300.
Application Acceptance to the Global Healthcare in Latin America program is based on a variety of factors including: • Completed application packet with satisfactory references. • Availability of space. • $250 non-refundable application fee. • Completion of at least two semesters on campus. • Academic record and interests, a minimum cumulative GPA of 2.5 as of date of application and up to date of departure. • Students must be in good standing with ACU (no probation of any kind) as of date of application and up to date of departure. • Application Deadline: Nov. 4 (May be extended in special cases: please see a study abroad representative for details.) Note: Consideration also will be given to a student’s suitability for participation in a study abroad program.
Further Information All information on this flyer is subject to change without notice. Please contact the ACU Study Abroad office for the most up-to-date information. Mail: ACU Box 28226, Abilene, Texas 79699-8226 Office: Hardin Administration Building 124 Phone: 325-674-2710 Email: study_abroad@acu.edu Web: www.acu.edu/studyabroad 110509
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LEADING THE WAY IN MEDICAL EDUCATION St. George's was the first private medical school in the Caribbean, and first private institution in the region to be accredited by the Caribbean Accreditation Authority for Education in Medicine and Health Professions. In 2010, SGU's US and Canadian medical students surpassed medical school students in the US and Canada with a 94% first time pass rate on the United States Medical Licensing Examination Step 1. In fact, overall, SGU's first-time USMLE takers - students who were from 49 different countries - equaled the first time pass rate of 92% in the US and Canada for 2010.
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A MAJESTIC ENVIRONMENT More than $250 million US was spent to create a beautiful, stateof-the-art campus, rivaling those of the most prestigious universities in the world. St. George's students are truly taken aback by the beauty of their physical accommodations. The sprawling campus includes 52 buildings spread out over 42 acres in a vibrant, tropical seaside location. St. George's True Blue campus 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 http://www.sgu.edu, and through YouTube, Facebook, and Twitter at StGeorgesU. Would-be American medical students may view their contemporaries at St. George's by visiting http://www.sgu.edu/us.
ANNIE BENZIE,
34 | PreMedLife Magazine | March/April 2012
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YOUTUBE. The University of Minnesota Medical school has become known for programs that allow students the opportunity to custom fit their medical education to meet their personal and professional needs. The University of Minnesota Medical School caters to students who are interested in taking a year off to pursue an international medical experience, pursuing research on a particular topic, earning a dual degree, and even practicing medicine in a rural area. The school's innovative structure allows students to pursue these types of opportunities which are designed to meet individual needs and tap into a student's creativity and passion. From the moment students are accepted “they’ve got options” - students can choose to study at either the Twin Cities or Duluth campus. For students looking to collaborate across many disciplines throughout the university, the schools main campus in the Twin Cities of Minneapolis-Saint Paul is the way to go. On the other hand, taking a two-hour ride north will
bring students to the smaller Duluth campus where the focus is on training physicians who will practice in rural and Native American communities. Beginning in their first year, students are emerged in a world of lectures, labs, discussions, and independent learning. But as one student tells it, there's also time for a little fun. No matter which campus a student attends, the first two years of the medical curriculum is designed to link science and clinical medicine, and introduce students to clerkships. Then in the third and fourth years students complete the medical curriculum at the Twin Cities, Duluth, or in the greater Minnesota by participating in the Rural Physicians Associate Program. Unique in its own right, the Rural Physicians Associate Program gives up to 40 third and fourth year medical students the chance to live in rural Minnesota communities for 36 weeks while they study primary health care under the supervision of a local physician. And in addition to its traditional "non-traditional" medical degree, students can also choose from 6 dual-degree which the school also offers in the following areas: medical research, public health, biomedical engineering, law, business, or health informatics. Probably a dream for all the IT premeds out there, the school's MD/MHI degree (MD combined with a master's of health informatics) is designed to prepare students for a future in health informatics, an interdisciplinary field that applies computer, information, and cognitive sciences. According to the school's Web site, the MD/MHI degree prepares medical students to apply information technology to medicine so they can be effective informaticians within their medical specialties." For more information about the University of Minnesota Medical School visit www.med.umn.edu.
quick facts DEGREE(S) OFFERED: MD MD/PhD MD/MPH MD/MS MD/MBA MD/MHI MD/JD
SCHOOL TYPE Public
# OF APPLICANTS 3550 - Twin Cities 1281 - Duluth
# Applicants Interviewed 476 - Twin Cities 148 - Twin Cities
# Applicants Accepted 170 - Twin Cities 60 - Twin Cities
Cumulative GPA 3.73- Twin Cities 3.66 - Twin Cities
Average MCAT Score 32.5 - Twin Cities 29.13 - Twin Cities
Tuition $ 11,217.00 Tuition In State $ 14,806.00 Tuition Out of State
March/April 2012 | PreMedLife Magazine | 37
SUPER PREMED
Interested in writing for PreMedLife magazine? Submit your article to info@premedlife.com.
ON CAMPUS WITH...
TI HOANG
University of Rochester, Class of 2013 HELLO, ALL! I TOOK A DAY FROM BREAK YESTERDAY TO VISIT THE UNIVERSITY OF TEXAS MEDICAL BRANCH (OTHERWISE KNOWN AS UTMB) IN GALVESTON. IT’S THE OLDEST MEDICAL SCHOOL SOUTH OF THE MASON-DIXON LINE, OR YOU CAN LOOK AT IT AS THE OLDEST SURVIVING MEDICAL SCHOOL WEST OF THE MISSISSIPPI RIVER. THE PICTURE ABOVE IS OF THE ASHBEL SMITH BUILDING, WHERE I HAD TO MEET MY TOUR GUIDE, JULIA. YOU THINK IT LOOKS AMAZING IN THE PICTURE? TRY CHECKING IT OUT IN PERSON. IT’S BEAUTIFUL! BUT THE AWESOMENESS DOESN’T STOP THERE. ONCE YOU WALK THROUGH THE DOOR, THERE ARE THESE HUGE, BREATH-TAKING STATUES OF FAMOUS PHYSICIANS, INCLUDING HIPPOCRATES AND LOUIS PASTEUR. I WAS DEFINITELY IMPRESSED. Anyway, I forgot my camera, so I didn’t get to take a bunch of pictures. However, I inundated Julia with questions during our 1.5 hour tour, so I have some info for those who may be considering going to school at UTMB, which includes schools for medicine, nursing, physical therapy, and biomedical sciences. If you’re afraid of coming to Galveston because of its watery destruction during Hurricane Ike, you shouldn’t be anymore – as I’m told – since the new construction in and around the buildings have been revamped to prevent similar future damages. In one of the hospitals, Julia showed me a dent that indicated how much water had entered. It freaked me out when I saw that the water level went all the way up to pretty much the ceiling. We’re looking at between 10 to 15 feet of water! I think we could easily have solved a Texas drought that Fall. Eventually, Julia took me to the bookstore and library, where I naturally asked her about the coursework and the student body. She said it’s a bit overwhelming your first year, only because you’re still adjusting to the idea of med-
Left: Ti Hoang (center) wrote a review for her blog about the University of Texas Medical Branch after taking a tour. Below: The Ashbel Smith Building at the University of Texas Medical.
Creative Commons hea_medev/Flickr
Photo courtesy of Ti Hoang
Campus Visit
ical school. After that, it gets much, much easier. The main library doesn’t stay open for 24 hours, because UTMB’s philosophy is basically “do something besides study, por favor”. However, there are other buildings with libraries that ARE open for 24 hours for those who just can’t get enough of books, copiers, trash bins, and not having a life. There are separate floors for different needs. The second floor is for group study, so people can talk and whatnot. The third floor is where not a creature is stirring, not even a mouse. Also, there’s a separate library with historical medical artifacts. I didn’t get to check it out, but I skimmed a brochure, and the stuff looked pretty neat. There are things, such as letters that Louis Pasteur wrote, drawings of what physicians thought embryos looked like, and old microscopes. I wish I had gotten the chance to explore it! Since we were in the main library, I wanted to look at a few books to see if there were pages ripped out (signs of a competitive environment), but I didn’t want Julia to think I was being a weirdo or too enthusiastic about looking at books, so I straightforwardly asked her if the students are competitive. She said that considering how students are ranked – the top 15% are honors, and then you have high pass and then pass/fail – she thought that students were going to be cutthroat, but in reality, they’re really not. In fact, it’s the complete opposite. Students actually send out their notes, charts, etc. to the class, and everyone helps each other out. Julia said that she learned a lot from her peers, which was good for me to hear, because I’m avoiding highly competitive schools at all costs. Those people just have terrible and selfish personalities… ANYWAY! Speaking of notes from peers, you can purchase all the class notes you’ll need for the year from students the year above you for about $200 to $250. Student scribes type up class notes during lecture, and these notes are later reviewed by a couple of editors and sometimes even faculty members. Exams are mostly lecture-/PowerPoint-based, and you can buy the textbooks if you want to know more or something. It depends on how well you want to do in the class is what Julia said. Lectures don’t change that much each year, so you’ll pretty much have updated notes. Sweet deal, I’d say. On a side note, some students don’t even come to lecture, because all of the lectures are recorded and put online a couple of hours after. Julia skipped her class to give me a tour, so that was cool, haha. And these professors who are giving you these lectures… Are they helpful, you ask? About “95%” of them are friendly and approachable, but you always
>>> 38 | PreMedLife Magazine | March/April 2012
THE STRENGTH TO HEAL
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have the other 5% who aren’t so much (sounds better than my current professor ratio at least). In addition, their exams, which pop up about every 4 weeks, are all multiple-choice and last about 2-3 hours. (The MC-style is supposed to mimic the USMLE so that you can practice your test-taking techniques before taking the USMLE.) Normally, students don’t fail the exams, but if you do, you’re to study independently and retake it. Julia said that she doesn’t know what happens if you fail it again, because she doesn’t know of such a case. Good to hear. But then again, she also told me that UTMB has the best scores in Texas, so… With all of this crazy stuff with exams and professors and whatnot going on, I had to ask about the curriculum. The schedule isn’t bad in Year 1, since you’re done by 4 PM or noon – depending on whether you have PBL, which I’ll explain later – and Julia said that she just goes home and relaxes unless she has an exam coming up. In other words, life isn’t incredibly stressful. These are the classes you’d take. I was curious about where rotations occur, and there are 3 sites – at UTMB, UT-Houston, and at a hospital in Austin, TX. Julia mentioned that most UTMB students stay to do their rotations, because at UT-Houston, there’s a high student-to-professor ratio, so there’s less interaction with the professor. You’d get more of that at UTMB. In Austin, there aren’t any medical schools, so the faculty’s not used to teaching, which could make for an awkward or un-fun time. Okay, so this PBL thing I just mentioned is way cool. It stands for Problem-Based Learning, and those who watch House will enjoy this! A group of 8-9 students will receive cases that you work on together. Your job is to solve these cases by figuring out what’s wrong with the patient, just as Foreman, Thirteen, and Taub would, but you don’t have a House-like figure telling you you’re wrong all the time.
YEAR ONE Gross Anatomy and Radiology (you get to dissect the cadavers yourself! AWEEESSSOMMMMEEE); Molecules, Cells, & Tissues; Pathobiology & Host Defense; Neuroscience & Human Behavior; Practice of Medicine.
SUMMER Free time or research or take electives
YEAR TWO Cardiovascular/Pulmonary; Gastrointestinal/Nutrition; Renal/Fluids & Electrolytes; Endocrine/Reproduction; Derm/Heme/Muscle; Great Syndrome; Practice of Medicine
YEARS THREE & FOUR Vary, since students are getting clinic exposure. Students are not in the clinic in their first 2 years, unless they’re volunteering or shadowing.
The last thing I want to say about the curriculum is that students utilize standardized patients, and I know UT-Houston does, too. Keeps some pressure off and gives students practice, which is nice. OKAY, so let’s get to the non-school component of my visit, even though it was short, since it’s the least of my worries. UTMB is located right by a beach. Like… I’m pretty sure I could’ve biked there from the campus. Awesome bonus points already. There’s also the gym that’s about a 10minute walk from campus, too. Additionally, Julia
ALTERNATIVE SPRING BREAK >>> A different way to spend your time off
had taken me to the student center, where they love to hand out free stuff all the time (apparently, you can get plethora of highlighters/candy or score a poncho) and help you create a club. There was even a whole wall of XBox games and stuff, which I found amusing. Several lounges are open for chill time anytime. There are numerous organizations at UTMB, both academic and non-academic, and you can also go on mission trips during weekends or the summer. Housing right next to the campus is about $1200, but if 4 people split the place, it’s only $300 per person, which isn’t bad. There’s also housing off the island that’s more family-oriented if you’re married or something like that. I ended the last part of my tour asking about financial aid. Ms. Walker, who coordinated the tour for me, told me that UTMB has really good financial aid packages and also gives out scholarships to qualified 1st years. Up to 85% of the loan amount may be canceled! So I think this ends your leg of the tour, too. I tried to remember most of what I was told. But don’t just take my word of UTMB – go check it out yourself! You’ll be wise to pick a gorgeous, sunny day to go so that you can chill on the beach afterwards. Unfortunately, Mother Nature made sure that UTMB almost “blew me away”.
TI HOANG is a pre-medical junior at the University of Rochester and is majoring in Spanish and minoring in political science. She has her own blog called "The StethoSCOOP" at thestethoscoop.wordpress.com and plans to pursue either family medicine or neurology after medical school.
If you want to do something different this Spring Break, check out Gap Medics which offers pre-medical students the opportunity to shadow health care professionals at hospitals located in Africa, India, Thailand, and The Caribbean. From one week to a month or more, the program is designed to provide students with a unique experience to spend time shadowing both junior and senior doctors in every aspect of their work. At the end of each day, students then get the chance to participate in hands on "experience sessions" and ask the doctors any questions they may have about that day. And on the weekends, students get the chance to undertake activities such as safaris in Africa, camel trekking in India, diving and snorkeling in the Caribbean, or temple trekking in Thailand. The programs start every weekend so students can choose any weekend to arrive at the program site. For more information about Gap Medics visit www.gapmedics.com.
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STUDYlife
BALANCE
Tips for handling school work and social life when youâ&#x20AC;&#x2122;re a premed
42 | PreMedLife Magazine | March/April 2012
Do you think that just because you're premed you can't have a social life? Does staying on top of your studies and maintaining a health study-life balance sound like an oxymoron? For many premeds, finding a balance between completing school work and having a social life is often hard to achieve. From attending lectures and completing lab reports to studying for the MCAT and participating in extracurricular activities, premeds have a lot on their plate. Achieving a balance between academics and social life is not a luxury - it's a necessity! Yes, you're
SCHEDULE DOWNTIME INTO YOUR SCHEDULE
While you can't control all of the factors that impact your study/life balance, there are certainly some things that you can control. If you're not in class then, you're studying. If you're not studying, then you're working on a paper. If you're not working on a paper, then you're doing some other activity that must be done, right? We'll as impossible as it may seem, it is quite important to set aside some time in your busy schedule to relax. If you don't have a formal schedule beside the one that forms from your schedule of classes, then you need to make one. It should be quite easy to do this since your classes will become the framework. If it is only for 15 minutes a day, there should be some point during your day which involves doing something that you find enjoyable.
premed, but that doesn't mean that for the next few years while you're preparing to become the best medical school candidate possible that you're a slave to a schedule that has you studying like a maniac. You have the same amount of time in a day as President Barack Obama, who while running the nation, finds time to shoot some hoops and watch an episode of "The Kardashians." So why are we telling you this? Don't tell yourself that you're too busy to have a social life - it's not true. Here are a four ways to bring a little more balance to your premed life:
you. Being involved in many activities is like knowing "a lot about a little bit." Yes, medical school admission committees like to see that you're involved in extracurricular activities, but that doesn't mean that you have to have your hand in everything going on. If you joined a club or organization at the beginning of the semester and a month later find yourself not really gaining anything from going to meetings, then stop going. Don't keep forcing yourself to go just because you think it will look good to medical school admission committees that you were a part of the "Smartest Premeds on Campus" society for three years! If you're not involved and taking something away from attending a weekly meeting run by an organization or group you've joined, then in the best interest of you study/life balance, stop going. Whether the extra time you free up after ditching a "time-draining" activity allows you to spend your time exploring a passion of yours or maybe reading some scientific journals to brush up on your verbal and reading skills, so be it. By getting rid of activities in your life that take more away from you than you gain, you'll begin to see how doable a study/life balance can be.
LEARN HOW DROP ACTIVATES TO SAY"NO" THAT DRAIN YOUR TIME Premeds who spend their time participating in countless activities are often so busy being busy that they don't take a step back to evaluate what they're really spending their time on and if it's still worth what it once was. It's important to spend time on the activities that truly matter to
You don't have to say yes to everything you are asked to do. If you have a weakness for saying "yes" when you really want to say "no," then achieving a study/life balance is not something you really want. You don't have to say "no" all the time, but from time to time, saying these words will give you back the time that you were handing out for free. Learning how to say "no" the "right" way can rid you of the guilt you may feel when turning someone down. If you're able to offer alternatives or sugges-
tions to the person asking for your time, then this may be the best way to handle a "no" situation. If you learn how to say "I can't, butâ&#x20AC;Ś" people will usually be more receptive to your "no" response. So if you're helping a million and one people out and complain about not having a social life or time to do anything you want, here's one way to make a change. Being able to say "no" can mean the world of difference when it comes to finding more "life" time.
CHALLENGE PREMED STEREOTYPES
In the sometimes competitive world of premed students, spending hours studying is considered the norm. But you don't have to study all the time just because everyone else it doing it. What matters most is making the time you do spend studying count. Contrary to popular belief, all premeds do not spend all of their time studying. Yes, it's important that you get awesome grades and score well on the MCAT, but as you already may know, the best medical school candidate is one who is a well-rounded student as well. Don't just go to the library just because in your mind you feel like you need to be studying. And another premed stereotype that can mean a great deal when trying to find a study/life balance declaring one of the "typical" premed majors. If you don't already know, you don't have to be a science major to get into medical school. In fact, each year thousands of non-science majors get accepted into medical school. And by not being weighted down by such a heavy courseload as a science major, students who elect to go the non-science route may find more time to enjoy the things they wouldn't have had time to do if they were taking 3 or 4 science courses at the same time because of their major.Â&#x201E;
March/April 2012 | PreMedLife Magazine | 43
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ESPECIALLY THIS SPECIALTY
Learn more about various specialties and what it will take to pursue a certain specialty<<<
RHEUMATOLOGY As a growing medical specialty, the importance of rheumatology is beginning to emerge as an important practice worldwide. A rheumatologist can hold either a Doctor of Medicine Degree (M.D.) or a Doctor of Osteopathic Medicine degree (D.O.).
WHAT DOES A RHEUMATOLOGIST DO? Rheumatologists receive additional training to investigate and determine the cause of swelling and pain that a patient may feel within their joints, muscles, and bones. There are more over 200 types of rheumatologic diseases, including the following which are among the more familiar: rheumatoid arthritis, gout, back pain, and fibromyalgia. They treat localized pain like in the back, neck, and shoulders, as well as complex systemic pain caused by diseases like rheumatoid arthritis or systemic lupus. During a visit they review medical histories and perform diagnostic tests. Many rheumatologists also conduct research to determine the cause and better treatments for the disabling and sometimes fatal diseases they seek to treat.
HOW LONG WILL IT TAKE TO BECOME A RHEUMATOLOGIST? Undergraduate (4 Years) Medical School (4 Years) Residency - (2-3 Years)
Rheumatology is a sub-specialty of internal medicine and pediatrics, devoted to diagnosis and therapy of rheumatic diseases - arthritis and other clinical conditions involving joints, soft tissues, autoimmune diseases, vasculitis, and heritable connective tissue disorders.
WHAT ARE CHARACTERISTICS OF A GOOD RHEUMATOLOGIST? As all physicians should, rheumatologists must have excellent bedside manner and the ability to help patients feel at ease. Patients, self-motivation, good handeye coordination, and manual dexterity are essential for succeeding within this specialty. They also should have good communication and interpersonal skills and the ability to work with a variety of patients and other professionals. Moreover, the ability to work handle stressful situations and made effective decisions at a moment's notice is also a must.
WHAT DO SOME RHEUMATOLOGISTS SAY THEY LOVE ABOUT THEIR SPECIALTY? The doctor-patient relationships that forms as they work together to discover the causes of various conditions and find the best treatment plans; Educating patients beyond basic science in an easy-to-understand way so they gain a better understanding of their condition; Range of conditions and disease presented; Challenges behind diagnosing conditions that are often difficult to identify during the beginning stages. WHAT DO RHEUMATOLOGISTS EARN?
The annual salary for a rheumatologist ranges from $171,000 to $200,000.
WHAT
UPPER-LEVEL COLLEGE CLASSES SHOULD YOU TAKE IF YOU'RE INTERESTED IN BECOMING A RHEUMATOLOGIST? Immunology, Cell Biology, and Genetics
Fellowship - (2-3 Years) Some rheumatologist choose to complete additional training to further specialize in a specific type of rheumatology such as pediatric rheumatology.
March/April 2012 | PreMedLife Magazine | 45
PREMEDâ&#x20AC;&#x2122;S GUIDE TO SPRING BREAK 2012 Panama City Beach, Florida
Las Vegas, Nevada
Cancun, Mexico
J
ust because you're premed doesn't mean you have to miss out on all the fun that happens during spring break. If you're studying during spring break that's a problem. Not only does spring break give a chance to break up the redundancy that comes along with living the premed life, but it also allows you to bring a balance between your study and social life. So check it out, we searched the top spring break destinations for 2012 and did a little research to see if we could find some "premed" activates that you might be able to plan into your schedule. So if you're planning to visit one of these top spring break destinations, according to StudentCity.com, here's a way to make you feel a little less guilty about taking a "pause for the cause."
Cancun, Mexico Even if you have no plans on taking an astronomy course, the ALFA Planetarium includes an ImaxDome system cinema as well as areas for education exhibitions and interactive activities. Even though it's geared more toward children and young people, the ALFA Planetarium will give you a greater appreciation for science and technology.
46 | PreMedLife Magazine | March/April 2012
It might be nice to visit one of the world's largest underwater museums, submerged in the clear waters of Cancun. The Cancun Underwater Museum aims to demonstrate the interaction between art and environmental science and hopes to form a complex reef structure for marine life to colonize and inhabit. Here's your chance to witness marine biology up close and personal. Bet you've never seen a turtle farm? Isla Mujeres Turtle Farm is a scientific facility where you can see sea turtles in the hundreds, which lay their eggs on its sand from May to September. A trip to the aquarium is always enjoyable so why not stop by Cancun's Interactive Aquarium. At this hands-on attraction, you'll be able to touch sea urchins, swim with dolphins and feed sharks locked in an underwater cage.
Panama City Beach, Florida The Science & Discovery Center of Northwest Florida is designed to educate and inspire visitors through hands-on, interactive exhibits and programs that are designed to promote discovery of science, technology, and history. Don't feel bad if you're one of the "older" kids in the room, let loose and tap into your inner
Puerto Vallarta, Mexico
child. And if you're planning on being in area on Friday, March 30, the Mad Science Soiree is an evening for the older, 16 and over crowd, full of food and science fun. One of Panama City's top beach attractions, WonderWorks is an upside-down building that features over 100 interactive exhibits designed for visitors of all ages. From an anti-gravity chamber and a pulley challenge (did someone say physics in action?) to a piano reminiscent of the movie, "Big" and Mindball pit that puts two participants in a unique mental contest, you'll definitely enjoy yourself at this funfilled attraction. Animals from different species can teach us so much about humans and the world around us, so why not pay a visit to Zoo World, a zoological and botanical conservatory. Home to over 260 animals including exotic and endangered species, Zoo World, offers visitors the opportunity to get an up close and personal view of animals in a lush, tropical setting. And hey, maybe because they know you'll be in town, Zoo World is even offering college students special discounts on admissions and programs with your college ID. And we couldn't leave out Panama City's Ripley's Believe It or Not Odditorium. This popular attraction is more than just a museum of the strange and the unusual, but a collection of oddities housed in what appears to be a sinking ship. The oddity museum features bizarre, one-of-a-kind exhibits and attractions. And if you're not interested in this kind of stuff, then maybe you'll enjoy a competitive Laser Race activity.
Punta Cana, Dominican Republic The Ocean World Adventure Park has gained the reputation as a "must-see" attraction in the Dominican Republic and is the most advanced marine interaction park of its kind. Guests of Ocean World Adventure Park have the opportunity to touch, pet and feed dolphins, sea lions, sharks, stingrays, exotic tropical birds, meet tigers, walk through a tropical rain forest and much more.
Las Vegas, Nevada At the Las Vegas Natural History Museum you'll see everything from a real wooly mammoth tooth and a shark jaw bone to exhibits on just about every wild animal under the sun. It also features so much information and so many lifelike replicas of extinct and present day animals that you'll feel like you're at the zoo, with interactive exhibits featuring animated dinosaurs, a Nevada room with Southern Nevada’s plant and animal life, an international wildlife room, shark exhibit with live sharks, children’s hands-on exploration room and gift shop.
Nassau, Bahamas Waterscape Paradise Island is the largest outdoor aquarium in the world, featuring six lagoons, five swimming pools, 40 waterfalls and underwater walkways for viewing fish. Situated only minutes from the heart of downtown Nassau , Bahamas, the Ardastra Gardens, Zoo and Conservation Center is a one-of-a-kind place.
The 5-½ acre park is part jungle, part gardens and home to hundreds of beautiful mammals, birds and reptiles from around the world, including many endangered species from the Bahamas and the Greater Caribbean . Ardastra offers a very intimate setting to mingle with amazing wildlife and is committed to the preservation and conservation of endangered species. You can’t miss the world famous marching flamingos.
South Padre, Texas Sea Turtle, Inc is dedicated to the education, research, and rehabilitation for the preservation of Sea Turtles and their environment. We are growing and we look forward to continuing and expanding out commitment to the environment and its inhabitants through education and participation in conservation efforts worldwide. Each day a volunteer from Sea Turtle, Inc. meets visitors at the facility and talks about the different species of sea turtles, their importance to the environment, and what we as individuals can do to pull them back from the edge of extinction. Anyone who has learned about Darwin know that birds can teach us a whole lot. So why not pay a visit to the South Padre Island Birding and Nature Center is Rio Grande Valley's premier destination for birdwatching. The unique location on South Padre Island is the perfect place to observe the birds, butterflies and natural wildlife in coastal South Texas. Visit us on South Padre Island, walk the bayfront boardwalks, take a birding tour and explore the nature center. The Dolphin Research and Sea Life Nature Center is a cost-effective way to entertain yourself and engage in understanding the importance of respecting wildlife and preserving nature. Visitors love the "touch tanks" that enable them to get hands-on experience with various live samples of marine life. Within the center, visitors will find knowledgeable volunteers who are willing and able to answer questions about the displays and who give educational presentations to visitors.
Miami, Florida The Miami Science Museum aims to make a difference in people’s lives by inspiring them to appreciate the impact that science and technology can have on every facet of our world. From exhibits called Heart Smart that addresses the issues around heart disease to hands-on exhibits that explore everything from basic energy principles to the future of renewable energy, visitors are sure to find something interesting to do at this attraction. Need some mental exercise? Attend the Annual Brain Fair, a free educational event sponsored by the University of Miami on Saturday, March 17 from 10 am - 4 pm at the Miami Science Museum. Find out if you are a super taster, discover ways to be smarter, and hold a real brain! These and other fun activities will give you the mental workout you've been looking for. The Miami Sequarium is a world-class marine-line entertainment part. It offers a 38-acre tropical paradise with spectacular views of the city's skyline, eight different marine animal shows and presentations offered daily featuring whales, dolphins and sea lions, hands-on experience with feeding California Sea Lions, a Mangrove Habitat with crocodiles, alligators, endangered sea turtles, and native birds.
March/April 2012 | PreMedLife Magazine | 47
TH ES EP RO GR AM S
2012
HU RR Y!
TH ER Eâ&#x20AC;&#x2122;S
ST ILL TIM ET O
AP PL YT O
PRE-MED
SUMMER PROGRAM LIST
PROGRAM NAME
LOCATION
DATE
DURATION
Arizona Heart Foundation Cardiovascular Summer Students Program
Phoenix, Arizona
June/July 2012
6-Week
David Geffen School of Medicine at UCLA Summer Medical and Dental Education Program (SMDEP)
Los Angeles, California
June-August 2012
6 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
48 | PreMedLife Magazine | March/April 2012
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. 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
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
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)
APPLICATION DEADLINE
Phone(602) 200-0437 Email foundation@azheart.com
MARCH 2012
Phone(310) 825-9573 Email uclasmdep@mednet.ucla.edu
MARCH 1, 2012
Website www.medsch.ucla.edu/smdep
Phone(310) 825-3575
MARCH 1, 2012
Website www.medstudent.ucla.edu/prospective/?pgI D=181
Phone(310) 825-3575
MAY 3, 2012 (priority deadline) MAY 10, 2012 (final deadline)
Website www.medstudent.ucla.edu/prospective/?pgI D=183
March/April 2012 | PreMedLife Magazine | 49
2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME
LOCATION
DATE
DURATION
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
Graduate Experience for Multicultural Students (GEMS) at the University of Colorado - Denver School of Medicine
Denver, Colorado
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
TBA
College Enrichment Program (CEP) at the University of Connecticut
Storrs, Connecticut
May - July 2012
6 Weeks
50 | PreMedLife Magazine | March/April 2012
PREMEDLIFE MAGAZINE DESCRIPTION
PERKS
PROGRAM INFO
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
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
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 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
MARCH 2012
Email: psalv@coh.org Website www.cityofhope.org/education/summer-studentacademy/Pages/default.aspx
CONTACT PROGRAM
Website www.cityofhope.org/education/s ummer-studentacademy/Pages/CURE-program.aspx
MARCH 2012
(303) 724-6084 Email: GEMS@ucdenver.edu Website www.ucdenver.edu/academics/colleges/medicalschool/programs/GEMS/Pages/default.aspx
(203) 785-7545 Email: Linda.jackson@yale.edu
MARCH 1, 2012
Website www.smdep.org/progsites/yale.htm
CONTACT PROGRAM
(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. 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.
APPLICATION DEADLINE
Website us.boehringer-ingelheim.com/career/internship.html
$800 Stipend Room & Board
(860) 468-3574 Email: leo.lachut@uconn.edu
APRIL 2012
Website medicine.uchc.edu/prospective/hcop/college.html
March/April 2012 | PreMedLife Magazine | 51
2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME
LOCATION
DATE
DURATION
College Summer Fellowship Program at UConn School of Medicine
Farmington, Connecticut
TBA
10 Weeks
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
52 | PreMedLife Magazine | March/April 2012
Tampa, Florida
TBA
6 Weeks
PREMEDLIFE MAGAZINE DESCRIPTION
PERKS
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. 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
APPLICATION DEADLINE
$2500-$3000 Stipend Housing
(860) 679-2487 Email: dieli@uchu.edu
Stipend Housing Meals
(202) 806-0378 Email: hu_smdep@yahoo.com
Website medicine.uchc.edu/prospective/enrichment/collegefellow/index.html
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.
MARCH 15, 2012
:
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). 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.
$4,000 Stipend Travel Allowance
(410) 455-2271 Email: sutphin@umbc.edu
FEBRUARY 2012 OR UNTIL THE PROGRAM IS FILLED
Website www.umbc.edu/bsure
$1500 Grant
(813) 974-4707 Email:pamattoe@health.usf.edu
MARCH 30 2012
Website health.usf.edu/medicine/osde/p sep.htm
March/April 2012 | PreMedLife Magazine | 53
2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME
LOCATION
DATE
DURATION
Minority Students Health Careers Motivation Program
Miami, Florida
June-July 2012
7 Weeks
Professional Education Preparation Program (PEPP) at The University of Kentucky
Lexington, Kentucky
June 13-July 11 2012
4 Weeks
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
54 | PreMedLife Magazine | March/April 2012
PREMEDLIFE MAGAZINE DESCRIPTION
PERKS
PROGRAM INFO
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
(305) 284-3187
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
(859) 257-1968; Email: ctsnyd0@email.uky.edu
APPLICATION DEADLINE LATE MARCH 2012
Website www6.miami.edu/provost/oae/ motivationprogram.html
MARCH 1, 2012
Website www.uky.edu/pimser/programs/peppbrochure.pdf
Free MCAT-DAT review workshop for eligible students
(502) 852-8109; Email klfarm02@louisville.edu
MARCH 1, 2012
The program provides undergraduates at the $3500 Stipend 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.
(859) 257-6322 Email bguer00@email.uky.edu
APRIL 15, 2012
Website www.research.uky.edu/students/rctf.html
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
CONTACT PROGRAM
Website www.frontiernursing.org/Courier/TodayCourier.shtm
MARCH 1, 2012
Website www.jhsph.edu/student_affairs/diversity /DSIPFactSheet.pdf
March/April 2012 | PreMedLife Magazine | 55
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
Montefiore Medical Center's Health Opportunities Program (Monte-HOP)
Bronx, New York
July - August 2012
6 Weeks
Siteman Cancer Center Summer Opportunity Program
St. Louis, Missouri
June - August 2012
10 Weeks
Summer Undergraduate Mentorship Program at Albert Einstein College of Medicine of Yeshiva University
Bronx, New York
June-July 2012
6 weeks
56 | PreMedLife Magazine | March/April 2012
PREMEDLIFE MAGAZINE DESCRIPTION
PERKS
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
PROGRAM INFO
Stipend Housing Travel Allowance
APPLICATION DEADLINE MARCH 15, 2012
(508) 856-2707 Website www.umassmed.edu/outreach/sep.aspx
(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
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
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.
$1000 Stipend Transportation Meals
(314) 454-8439 Email waldhofft@siteman.wustl.edu
MARCH 1, 2012
Website www.siteman.wustl.edu/internal.aspx?id=254
(718) 430-2792 hcoe@einstein.yu.edu
MARCH 2012
Website www.einstein.yu.edu/hcoe
March/April 2012 | PreMedLife Magazine | 57
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
58 | PreMedLife Magazine | March/April 2012
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
Email: MDadmissions@msu.edu (517) 432-6589
MARCH 2012
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.
APPLICATION DEADLINE
MAY 1, 2012
Website lrc.msu.edu/gre/CLIMB.php
Tuition: $800 (includes all materials, pre- and post-testing and follow-up advising). 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
MARCH 1, 2012
Website www.smdep.org/progsites/nebraska.htm
MARCH 1, 2012
Website http://www.unmc.edu/eppley/summer.htm
March/April 2012 | PreMedLife Magazine | 59
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
60 | PreMedLife Magazine | March/April 2012
PREMEDLIFE MAGAZINE DESCRIPTION
PERKS
PROGRAM INFO
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
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 MARCH 1, 2012
Website www.smdep.org/progsites/newjersey.htm
MARCH 2012
Website rwjms.umdnj.edu/osap/bcp.html
(212) 305-4157 Email smdep-ps@columbia.edu
MARCH 1, 2012
Website www.smdep.org/progsites/columbia.htm
(718) 590-1110
VARIES
Website www.bwahec.org/programs
March/April 2012 | PreMedLife Magazine | 61
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
May 14 -July 12, 2012
8 Weeks
Pre-Professional Internship Program at Ohio College of Podiatric Medicine
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
1- 2 Weeks
Indians into Medicine Program at the University of North Dakota
62 | PreMedLife Magazine | March/April 2012
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
MARCH 2, 2012
Website www.ecu.edu/cs-dhs/ascc/SPFD.cfm
MAY 15, 2012 FOR JUN PROGRAM JUNE 19, 2012 FOR JUL PROGAM
(216) 916-7488 lfranck@ocpm.edu
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.
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
Website www.ocpm.edu/?page=admission-internships
Stipend Travel Stipend
(701) 777-3037
MARCH 31, 2012
Website www.med.und.edu/inmed/summerprograms.html
March/April 2012 | PreMedLife Magazine | 63
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
Mini-Med Spring Break at Drexel University College of Medicine
Philadelphia, Pennsylvania
March/April 2012
Choose from 7 1-week sessions
64 | PreMedLife Magazine | March/April 2012
PREMEDLIFE MAGAZINE DESCRIPTION
PERKS
PROGRAM INFO
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
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.
APPLICATION DEADLINE MARCH 1, 2012
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
(215) 762-6800 minimed@drexelmed.edu
MARCH 2012
Website www.drexelmed.edu/Home/OtherPrograms/ MiniMedSchool
Tuition: $1500
March/April 2012 | PreMedLife Magazine | 65
2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME Summer Premedical Enrichment Program (SPEP) at the University of Cincinnati
LOCATION Cincinnati, Ohio
DATE June - July 2012
DURATION 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
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PREMEDLIFE MAGAZINE DESCRIPTION
PERKS
PROGRAM INFO
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
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.
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.
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.
APPLICATION DEADLINE
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
March/April 2012 | PreMedLife Magazine | 67
2012 PREMED SUMMER PROGRAM LIST PROGRAM NAME
LOCATION
DATE
DURATION
Virginia-Nebraska Alliance Summer MCAT Preparatory Program
Richmond, Virginia
TBA
5 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
May 15-June 29, 2012
6 Weeks
Physiology Undergraduate Research Experience (PURE)
San Antonio, Texas
June - July 2012
8 Weeks
UC Irvine Summer Premed Program
Irvine, California
June - July, 2012
2 Week Sessions
68 | PreMedLife Magazine | March/April 2012
PREMEDLIFE MAGAZINE DESCRIPTION
PERKS
PROGRAM INFO
APPLICATION DEADLINE
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
(804) 287-6484 jvaugha2@richmond.edu
APRIL 2012
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
(210) 567-4324 physiologygrad@uthscsa.edu
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. .The two-week courses combine lectures given by UC Irvine School of Medicine faculty members and hands-on workshops to provide students with a firstrate exposure to the medical field.
Website http://prehealth.richmond.edu/ mcat-preparation/virginia-nebraska-alliance.html
MARCH 1, 2012
Website www.smdep.org/progsites/houston.htm
MARCH 20, 2012
Website www.opt.uh.edu/students/undergrad
MARCH 11, 2012
Website http://physiology.uthscsa.edu/new/teaching/ undergrad_sum_program.asp
CONTACT PROGRAM
summerpremed@uci.edu
Website http://www.som.uci.edu/summerpremed/
March/April 2012 | PreMedLife Magazine | 69
THEGOODS
>>>Our pick of items that will add some flair to your premedlife and perhaps make you smile Obol, the Never Soggy Cereal Bowl
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If you hate soggy cereal than this specially designed bowl is the answer to your soggy problems. The ObolÂŽ has two sections - an upper area for your cereal, and a lower reservoir for milk. The unique design lets you enjoy cereal r anything crispy until the last bite.
Fresh Wave Stinky Dorm Kit The Fresh Wave Stinky Dorm Kit ensures your living space will always receive a passing grade. Use it anywhere or on anything (even your roommate) that could use a good, non-toxic deodorizing. The Natural odor eliminating kit includes a special crystal gel and spray for total dorm de-stinkification.
I Love Trader Joe's College Cookbook The I Love Trader Joe's College Cookbook is a one-stop shopping guide and cookbook designed to offer college students relief from fast food and dining hall duds. Even if you've never cooked before, this book will show you how quick and easy it is to turn your groceries into delicious dishes.
70 | PreMedLife Magazine | March/April 2012
Dream Cheeky Mail Box Friends Alert The Dream Cheeky Mail Box Friends Alert is a message monitoring software that can be personalized for all of your email and social media accounts. This gadget incorporates color and sound to stay connected when you can't.
Skanz Bands The Skanz Bands bracelets come with a QR Code that's unique to you. The second someone scans your code, the free customizable bracelet automatically takes them to your personal Skanzsite. Share your contact info, Facebook, Twitter, LinkedIn, Google+, music, photos and more.
Boogie Board LCD Writing Tablet The Boogie Board is the "green" alternative to paper and ink that lets you take notes without creating any waste. The pressure-sensitive surface allows you to create lines of different thickness depending on how much pressure you use. The tablet displays notes until you erase them with the touch of a button. It's perfect to use for making lists or reminder notes.
March/April 2012 | PreMedLife Magazine | 71
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
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IN THE STACKS
Books we thought that aspiring doctors might be interested in reading<<<
THE NEW YORK TIMES GUIDE TO ESSENTIAL KNOWLEDGE by The New York Times This book from The New York Times will be an indispensable resource for you as you prepare for your medical school interview. While some of the questions you get during your interview will be predictable, you never know what topic might come up in conversation during your sit down with your interviewer. From the history of Western art to an in-depth look at biology, economics, philosophy, theater, and many other subjects, this guide will also come in handy when you're researching a topic for an assignment or paper. Whatever your use, this book of knowledge is an easy reference tool, jam packed with a ton of useful information. DOCTORS IN THE MAKING: MEMOIRS AND MEDICAL EDUCATION by Suzanne Poirier Do you ever think that medical school is just peaches and cream for everyone? In a book put together through close readings of diaries, memoirs, and blogs of physicians-in-training, Suzanne Poirier gives readers a closer look at not only what becoming a doctor is all about, but also the physical, emotional, and spiritual events that occur during the process. "Although most students emerge from medical education as well-trained, well-prepared professionals, few of them will claim that they survived the process unscathed," Poirier wrote. "The authors of these accounts document - for better or for worse - the ways in which they have been changed." 101 TIPS ON GETTING INTO MEDICAL SCHOOL by Jennifer C. Welch From the unique perspective of a medical school admissions director, Welch strives to guide readers through the often overwhelming process of applying to medical school. In this book, Welch uses reallife scenarios from thousands of medical school applications and interviews to show premeds what schools and admissions committees are really looking for. From which premed course to take to making a lasting impression at your medical school interview, this book of 101 tips should give you a feel for what works - and what doesn't when it comes to becoming the best medical school candidate possible. THE REAL LIFE OF AN INTERNIST by Mark D. Tyler-Lloyd From medical student to intern to practicing specialist, this book follows the careers of internists, the largest specialization among doctors. Through a collection of stories, readers get first-hand accounts from students and doctors who are studying internal medicine at different stages of their careers. From stories about patients with mystery ailments to delivering bad news to a patient, the real stories of internists give readers a candid look at what life is like for doctors in the field. If you're thinking about going into internal medicine, this book will surely give you a taste of what your future may hold.
March/April 2012 | PreMedLife Magazine | 73
BETTERLIFEBETTERYOU
>>> Information on taking care of yourself as a student living a busy pre-med life
newstouse
Health | Wellness | Fitness | Nutrition | Mind & Body
The results of a new study published in the Journal of Applied Physiology suggest that physical activity may boost cognition by improving neurons' power supply. The study, conducted by J. Mark Davis, a physiologist at the University of South Carolina, and his colleagues, found that in mice, the levels of a particular signaling molecule, called "a master regulator" of mitochondria production, increased in the brain after thirty minutes a day of treadmill running. "It appears that the brain adapts and changes by bring more of these powerhouses online" said Davis. "The increased energy supply allows the brain to work faster and more efficiently." These new findings could provide further insight into the benefits of exercising and how it influences brain functions overall. "The evidence is accumulating rapidly that exercise keep the brain younger," Davis told Scientific American.
Depositphotos.com\Diego Cervo
Regular Exercise May Keep Your Brain Running
Some foods may help relieve tension and enhance memory power for students preparing to take exams, say researchers at a university in India who are working on creating a special diet for test day. The researchers who have begun testing their special diet among school students say that they are seeing wonderful results, with considerable improvement in academic performance and stress management among the study group. For the study, students were divided into four groups and told to follow four different prescribed diets. Included on the list were cereals and grains, leafy vegetables, and fruits, all foods that produce Tryptophan, which produces serotonin, the neurotransmitter in the brain that normally helps reduce stress. Then, the students' performance was compared with students who were not involved with the study. "The students who followed the prescribed diet exhibited considerable improvement when compared to students of the placebo group," said Rohini Tiwari, who supervised the research at the all-women university. This does not mean that diet management alone will help, warned C Yegammai, who was also involved with the study. "We also give them training on stress and anger management and taught them the importance of a good night's sleep," she said.
74 | PreMedLife Magazine | March/April 2012
Depositphotos.com\Odarka Rusanenko
Special Diet May Help Test Anxiety
Depositphotos.com\John Takai
>>> See upcoming health and fitness events at thafitnessgroup.com
New Study Links Facebook to Depression Among College Students More time spent on Facebook may lead to feeling of unhappiness, according to a study published in the journal of Cyberpsychology, Behavior and Social Networking. For the study, approximately 425 undergraduate students were given questionnaires about their Facebook habits like, how many friends they have, how long they've been on Facebook, and how often they check their pages. In addition, the questionnaire also asked how much they agreed or disagreed with such statements
like "Life is fair" or "Many of my friends have a better life than me." Controlling for several factors including race, gender, religion, and relationship status, researchers found that students who used Facebook longer and more often agreed that others were happier and had better lives and agreed that life is less fair. Adding more evidence to the notion that Facebook is linked to depression, this is not the first study of its kind to analyze the effects of Facebook on adolescents and young adults' happiness.
Students who do not get enough sleep may develop problems later on in life when it comes to their memory, according to a study published in the journal American Academy of Neurology. The study, led Yo-El Ju, M.D., of Washington University School of Medicine and member of the American Academy of Neurology, included 100 people between 45 to 80 years old who had no signs of dementia. For two weeks a device was placed on them to study their sleep patterns. In addition, researchers also analyzed participant questionnaires and sleep diaries. Results from the study revealed participants who woke up more than five times per hour were more likely to have amyloid plaque compared to participants who did not wake up as often. A build-up of amyloid plaques is the usual indication of Alzheimer's disease, in the brains of people without memory loss. Moreover, Participants who spent less than 85 percent of time in bed sleeping were more likely to have markers than those who spent more than 85 percent of time in bed sleeping. "The association between disrupted sleep and amyloid plaques is intriguing, but the information from this study can not determine a cause-effect relationship or the direction of this relationship," said Yo-El Ju. "We need longerterm studies, following individuals' sleep over years, to determine whether disrupted sleep leads to amyloid plaques, or whether brain changes in early Alzheimer's disease lead to changes in sleep."
Depositphotos.com\Lucian Milasan
Lack of Sleep Causes Problems Later in Life
March/April 2012 | PreMedLife Magazine | 75
COLLEGE101
>>> Tips and advice for getting through your days as a student in college
FOUR FAST STEPS TO FIXING YOUR FOCUS ISSUES Focus is the big hairy bugbear that stalks many students. Twenty minutes into their two hour study session they find themselves talking or texting or trimming their toenails or doing absolutely anything rather than studying. So how can you deftly dodge the distraction of friends, phones, Facebook, food, etc.? Follow this simple formula and become the aweinspiring focus fiend you always knew you could be. 1. GET ON YOUR BLINDERS. Way back in times gone by, when your great granpappy was still in knee pants, coach horses wore blinders. Blinders are small shades or screens, mounted beside each eye, that focus the horse’s attention forward and keep them from being spooked by every little thing they trot by. A skittish animal can’t be spooked by what it doesn’t see. Your brain is a skittish animal, so get it blinders. Make a list right now of the things that tend to distract you when you’re studying. Really. Do it now! Bust out your big fat pencil and your big chief pad and get to listing. What did your distractions include? Friends? Your computer? Your phone? Hunger pangs? Now come up with some ways can you blind yourself to those distractions during focus time. You might go to a study carrel way back in the aging spotty bowels of your university library and turn your phone off. Take an apple and a small bottle of water so hunger and thirst won’t lure you out of your study hole. Go to the bathroom on your way in, so you can be at peace with your bladder. This step is a roundhouse kick to the tender midsection of future distractions. Put on those blinders before each study session, and most of your current focus woes will wilt like a supermodel at a spelling bee.
76 | PreMedLife Magazine | March/April 2012
2. SET YOUR FOCUS GOALS. Actually write down those goals and watch your willpower swell to rideeekulous proportions. Here’s how. Track yourself for three days and get an average for how long you usually focus before distraction descends to reek havoc on all your study plans. Set a goal to increase that by 10% per session. Then set a final goal; the goal that represents your entrance into the ranks of the focus demi-gods. For example, after three days tracking, I find that I usually lose focus after about 20 minutes on average. My next goal is to get 22 minutes without losing focus. Once I meet that goal, I will go for 24 minutes. This process stops once I’ve reached four hours straight of laser-like mental cutting-torch intensity. YES! 3. SPUR YOURSELF ON WITH REWARDS. Establish a reward for completion of each goal; small rewards for small goals, and one massive honkin’ ecstasy-inducing hunka-hunka-burnin-love reward for completion of The Final Goal. “Once I’ve successfully maintained my focus for 24 minutes, I get a tenminute reddit fix. When I achieve four hours, I will order the never-ending plate o’ nachos at Mi Familia Taqueria and eat until my jaws cramp.” Don’t neglect the rewards step. The rewards are what turn this whole process from horrible mindnumbing drudgery into a romp through a mystical land full of edible rainbows and beer-sneezing unicorns. 4. TRACK YOUR PROGRESS. Psychological studies in abundance have proved how helpful tracking is to behavioral modification. Bottom line for you: write down your progress as you work on these goals. It functions as a regular source of con-
crete feedback that will keep you cranking out longer and longer focus times. Don’t worry about downloading special apps or using a fancy daytimer to do this. That’s just an excuse to procrastinate. All you need to do is keep a piece of paper in your backpack or notebook that lists dates and times and maybe some comments, like this… 1/12/12 -Focused 22 min. 1/13/12 -24 min. - treated myself to cafe latte, 1/14/12 -23 min. - Aaargh! Curse you brain. You shall not win! 1/15/12 -28 min. - Nyah, nyah! Reward; 10 minutes of “special attention” to the voodoo doll of my biochem prof.
Tracking progress as an aid to achieving behavioral goals has been proven effective for everything from curing phobias to quitting smoking. Put it to work for you by simply taking a few seconds to track your progress after each study session. So put on your blinders, set your focus goals, spur yourself on with rewards, and track your progress, and you will soon find yourself a jedi master of forceful focus. Be gone foul distraction demons! You have no power here! Follow this link for more on building your ability to focus. © Cody Blair, All Rights Reserved. CODY BLAIR has spent over a decade helping students and teachers discover the secrets that make learning simple! His ebook, Secrets Smart Students Know, reveals how the best students use powerful study skills, maximize their memory, avoid procrastination, and maximize their focus to achieve fantastic grades with much less work! Click now to find out more about simple methods to maximize your study skills.
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INSTEAD OF JUST HANGING OUT ON SATURDAYS
I HELP KIDS HANG IN THERE
AT SCHOOL BECAUSE I DON’T JUST WEAR THE SHIRT, I LIVE IT. ®
GIVE. ADVOCATE. VOLUNTEER. LIVE UNITED Michael Cleveland is part of United Way’s ongoing work to improve the education, income, and health of our communities. To find out how you can help create opportunities for a better life for all, visit LIVEUNITED.ORG.
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