PreMedLife Magazine - May/June 2012 Issue by PreMedLife Magazine

PREMEDLIFE

ΤΜ

WWW.PREMEDLIFE.COM

MAY/JUNE 2012

THE

DUAL

DEGREE

Hundreds of programs across the country offer students the option of combining their love for medicine with one of many other fields

SchoolSpotlight

Weill Cornell Medical College How I Got an ‘A’ in Organic Chemistry

Interview with Dr. Ambati

Current “Youngest Doctor” World record-holder talks about his pre-med years

6 Buckets on How to be Premed A breakdown of the complicated process of medical school admissions

Where Do Non-Traditional Applicants Fit? 5 factors to consider when applying to medical school as an older applicant

Hidden Factors Behind Medical School Admissions p.8 | New Scholarship for NYC Med Students p.15

ÂŠDepositphotos/PixelsAway

For fitness tips, exercise tutorials, health news, events, and workout programs check out THA (Train Hard Achieve) Fitness Group at www.thafitnessgroup.com

CONTENTS

May/June 2012

www.premedlife.com

FEATURES Where Do You Fit? Choosing the Right School as a Non-Traditional Student | 18 5 factors that older applicants may want to consider before selecting a medical school

The 6 Buckets of Being Premed| 36 Dr. Miller breaks down the complicated process of the medical school admissions

Dual Degree Medical Programs| 42 Hundreds of programs across the country offer students the opportunity to combine their love of medicine with a number of other fields

DEPARTMENTS

School Spotlight| 31 Weill Cornell Medical College offers students a unique opportunity to continue their passion for music while still pursuing a career in medicine Especially This Specialty | 41 Find out what being an Academic Physician 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| 66 Gadgets & gizmos to keep you entertained. From a personal library kit maker to an electric plug organizer, these goods are sure to keep you entertained.

In The Stacks| 69 Books to inspire you or provide you with advice along your journey to medical school EAT SMART, LITERALLY! - Check out The Goods to find out what an Einstein’s Energy Bar has to offer

p.66

‘LIKE’ US

PreMedLife magazine provides a host of features, everything from getting into medical school to tips for acing the MCAT. Visit our facebook page often to get online exclusive articles covering topics that pre-med students care about most. Facebook.com/PreMedLife

Better Life, Better You| 70 Advice & tips for taking care of yourself to make it through your hectic pre-med life

IN THIS ISSUE Interview with Dr. Balamurali Ambati | 24 Current “Youngest Doctor” World Record Holder Dr. Balamurali Ambati talks about his pre-med years and gives advice about pursuing a life in medicine

How I Got An ‘A’ in Organic Chemistry | 35 One student shares strategies for tackling the infamous weed-out course for students who are applying to medical school

May/June 2012 | PreMedLife Magazine | 3

publisher from the

PREMEDLIFE the lifestyle magazine for premedical students www.premedlife.com

SMART AND AMAZING

Our premed readers are amazing and I’m not just saying that because you’ve made PreMedLife magazine the #1 online magazine for premed students. Whenever I hear from a premed student who is working their butt off to get into medical school to fulfill their dream of becoming a doctor, it moves me. And in a way, for someone who was a premed student myself back in the days, a small part of me lives vicariously through our readers. There’s something about the readers I hear from, whether majoring in theater or history, that makes them so great! I love their drive, their dedication, their passion for medicine, and their uniqueness. Together, it gives me great feeling to know that we here at PreMedLife have entered into their lives through our magazine. I am honored to be a part of your journey and hope that when you “make it big” in a medical student sense of the phrase, that you will continue to be a part of PreMedLife by “saying it forward” and passing on the lessons you’ve learned as a premed to the many students who will follow in your footsteps. With that said, my hope is that PreMedLife magazine will continue to inspire you to work hard for your chance to strut your stuff in that white coat that has your name written all over it.

Sheema

Sheema Prince

Publisher tprince@premedlife.com

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

HERE’S HOW TO REACH US... Kisho Media, LLC P.O. Box 7049 New York, NY 10116 Main Office (347) 231 - 6429

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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) 231-6429 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.

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THE TWEET PEEK FOLLOW US ON TWITTER.COM @PREMEDLIFE FOR DAILY UPDATES LIKE THESE GIVING BACK Should more MDs pay it forward? @kumedcenter grad gives $100K for med students scholarship bit.ly/w2LJ6Z TRENDING TOPIC #SometimesYouHaveTo study when everyone else is partying MCAT NEWS What looming MCAT changes mean for aspiring doctors bit.ly/xMFe6d VICTORY CLIMB Premed climbs mountain to celebrate med school acceptance bit.ly/yW9iq5 - How will YOU celebrate your med school acceptance? AMERICA’S DOCTORS RT @nytimeshealth - Is America Stealing the World’s Doctors? nyt.ms/zYMQVA PERSEVERANCE Woman who becomes MD at 58 years old says “don't’ let anyone discourage you from pursuing your dreams” huff.to/ynjtxc RE-APPLICANT FILES Which Factors Predict the Likelihood of Reapplying to Medical School? An Analysis by Gender bit.ly/w4DIDF #meded CORPORATION CASH Now that’s wuz up! @Comcast pledges $1.055 million to New Jersey med school for scholarships bit.ly/ADjR3B @comcastcares

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:

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NEWSBITES

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

New Study Reveals Hidden Factors Behind Medical School Admissions Medical school applicants tailor their responses to essays based on what they think they know about the admissions process, according to a recent study published in the journal BMC Medical Education. "Applicants were observed to be conforming to the expectations of the selection process in ways intended to maximize their chances of acceptance," wrote the study authors. "Applicants admitted to giving answers perceived to be the most acceptable to the school, and to having a shared understanding about the ‘unwritten rules’ of acceptable conduct in the process." Investigators, led by Jonathan White, from the University of Alberta and Jean-Francois Lemay, from the University of Calgary came to this conclusion when gathering information about how applicants approached the essay questions used in student selection. The investigators based their study on the analysis of three essay questions used in the selection process at their medical school in 2007. The first essay on volunteerism was submitted online before the applicants’ interviews, with the question being posted three months before the application deadline, while the other two essays, on professionalism and reflection were completed by applicants at the conclusion of their multiple mini-interview process. Each essay was approximately one page in length and was completed in 30 minutes. Then essays used for analyses were selected at random from the applicants invited for an interview, and were anonymized before analysis began. The results revealed that in many instances, material given in an answer did not seem to relate directly to the question provided, but appeared to have been included for another, unstated purpose. Specifically, answers included information which did not bear directly on the question asked, but seemed instead to be intended to impress the readers. For example, in the question on volunteerism, an applicant included the following statement "my GPA increased dramatically in the subsequent two years, ending with a 3.78/4 for my final year." Moreover, investigators stated that not only did applicants try to use their answers to express a sense of entitlement to admission to medical school, they answered questions by restating and agreeing with the assumptions implicit in the question. Referred to as the "What do they want me to say?" theory, the investigators said they observed

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©Depositphotos/wavebreakmedia

To increase their chances of getting into medical school, prospective students are admitting to giving answers that they think medical school admissions committees are looking for

many elements of the theory after sitting down with applicants for interviews to discuss their responses. "These findings bring to light the tension between a 'genuine response' and the 'expected response' that we believe applicants experience when choosing how to address an essay question in the admissions process," the investigators wrote. So how can medical school admissions committee make it so that applicants do not feel the need to resort to the "What do they want me to say" mode?

Well, the investigators of this study suggest two ways in which the selection process might be modified to understand and address this effect: discussing the hidden curriculum of the admissions process more openly, and avoiding questions which ask directly about the self. "Studies such as this can help us appreciate the unintended consequences of admission processes and can identify ways to make the selection process more consistent, transparent and fair," the investigators concluded.

NEWSBITES

Flickr\Tax Credit

Certain Factors Affect Decision to Reapply to Medical School, Study Finds

The incentive for applying to the University of Illinois College of Medicine may be getting a little bit bigger. In March 2012, the big wigs at UI College of Medicine discussed plans to possibly scale back a 21 percent increase in medical school tuition. The decision came after a protest by students who expressed concerns over driving away talented recruits and hurting the college's reputation for having a diverse student body. Current students were against the higher increase, saying that the cost of earning a degree could possibly turn prospective students away from attending the school or even push them toward higher-paying specialties to pay back student loans. "We

have the most diverse medical school in the country," said Ricardo Estrada, one of the school's trustees. "A position like this could change that." A revised plan for a much smaller 3 percent tuition increase of only $500 a semester for both current and incoming students from Illinois is underway. According to the press release announcing the revised plan, the original increase was intended to raise about $8.5 million for new initiatives to improve financial aid and update education resources at the school, like computer-based testing and new course directors for certain classes.

Alumni Pledges $1.055 Million Gift to New Jersey Med School

For students considering Cooper Medical School of Rowan University(CMSRU), the pot of financial aid just got a lot bigger. Students enrolled at CMSRU will now have a chance to receive scholarships funded by a $1.055 million gift courtesy of Lawrence J. Salva, who is senior vice president, chief accounting officer and controller of Comcast Corporation. The million dollar endowment - the largest gift yet for CMSRU will benefit students for years to come. The gift will provide $100,000 scholarships for the medical school's charter class which will be welcomed in August 2012. "Today is truly a great day for Rowan, the medical school and South Jersey," said R.R. Tallarida, assistant vice president for development and acting executive director of the Rowan University Foundation.

According to the press release announcing the largest one-time gift by a Rowan alum, the average medical student graduates with nearly $150,000 worth of debt, and about 30 percent of the students accepted at CMSRU will be considered disadvantaged. Mr. Salva and his wife have expressed their excitement about the medical school and the future it brings for Rowan and South Jersey. "We were given the opportunity to help medical students make a positive impact on others," Salva said. "It's especially gratifying to share the fruits of our success to create these opportunities. We hope the physicians trained at CMSRU will stay in South Jersey to practice, especially as primary care physicians. The region needs them."

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Flickr/nc

University of Illinois May Reduce Med School Tuition

There are several factors that affect whether an individual decides to apply to medical school for a second time, according to a study published in Academic Medicine. For the study researchers from the Association of American Medical Colleges analyzed data on 3,326 people who reapplied to medical school in 2010 after being rejected as first-time applicants in 2009. Researchers found that woman were less likely than men to reapply after being rejected by a medical school, while Hispanics and Blacks were more likely to reapply than whites. In addition, being more than 23 years old reduced one's likelihood of applying twice. Moreover, the study also revealed that the less debt people had, the more likely they were to reapply. Specifically, nearly 40% of those who reapplied to medical school in 2010 said they had no debt, while 27% had debt of $20,000 or more. "The study was prompted by a broader goal of better understanding factors that might be associated with a medical school aspirant transitioning to an applicant," said Douglas Grbic, PhD, lead study author and AAMC senior research analyst.

NEWSBITES $9 Million for Med Students Who Go Into Primary Care According to an announcement made by the Department of Health and Human Services Secretary Kathleen Sebelius, the National Health Service Corps (NHSC) program has provided $9 million to fourth-year medical students in exchange for their commitment to work in primary care. The pilot program, which is funded through the Patient Protection and Affordable Care Act, will give students up to $30,000 every year for four years if they agree to practice at least 40 hours a week for three years or at least 20 hours a week for six years in medically underserved rural urban communities. "This new program is an innovative approach to encouraging more medical students to work as pri-

mary care doctors," said Sec. Sebelius. The first round of students participating in the program were selected from 85 applicants and will begin receiving aid in July 2012. "This is wonderful news, because [the program] specifically addresses one of the major issues that we feel challenges the students who seek to practice in primary care, and that is medical school debt," said Perry Pugno, MD, MPH, vice president for education at the American Academy of Family Physicians, who was awarded an NHSC scholarship in 1976. "That program back then worked for me, and I think this new program is just a wonderful support for today's medical students, who certainly face a much larger debt burden," he said.

New York University School of Medicine to Offer Students New MD/MBA Option Students who attend New York University School of Medicine will now have the option of pursuing a Masters of Business Administration (MBA) at the same time through the school's new MD/MBA dual degree. Students who pursue this path will begin their studies at the School of Medicine full-time for the first three years and then spend the summer of their third year through the spring semester of their fourth year taking coursework towards their MBA. Following this, students go back to the medical school for the summer and fall of the fifth year, followed by a final semester at NYU Stern in the spring of the fifth year. "We are thrilled to introduce our new MB/MBA dual degree program and offer our students yet another individualized learning pathway," said Steven Abramson, MD, senior vice president and vice dean for education. "Our growing dual degree program provides

Student

Spotlight

our students with a variety of options to tailor their degree to suit their educational needs and to help prepare them to succeed as future physician leaders in many different settings." Prospective students wishing to participate can apply to the medical school and business school at the same time and must complete separate applicants for the MD and MBA programs. According to the press release announcing the new degree option, the program is part of NYU School of Medicine's Curriculum for the 21st Century (C21), which is designed to seamlessly integrate the basic and clinical science to bedside application throughout medical school. The new program is a move to position the institute at the forefront of transforming medical education in order to best meet the needs of tomorrow's physicians. For more information about NYU's dual MD/MBA degree visit school.med.nyu.edu.

SIMON DOWNES University of Tsukuba, Ibaraki, Japan Simon is 46 years old. Before moving to Japan he was an ER Technician at Kaiser Permanente.. He worked there while doubling as a nursing assistant in hospices in and around the city. At the same time, he took basic sciences at San Francisco State University and San Francisco City College.

MEDICAL SCHOOL PIPELINE 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 Kalamazoo, Michigan Anticipated Fall 2014

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 Want to be featured in our Student Spotlight? Log on to www.premedlife.com and tell us why you should be selected

May/June 2012 | PreMedLife Magazine | 11

NEWSBITES Most Schools Working to Keep Pharma Reps Away from Their Med Students The results of the PharmaFree Scorecard are in and it looks like the majority of medical schools are doing their part when it comes to their policies on pharmaceutical industry interactions As a future medical student, it is important to know that the majority of medical schools in the country are doing their part to keep pharmaceutical sales representatives away from you, that is according results of what the American Medical Student Association calls the PharmaFree Scorecard. The PharamaFree Scorecard, which was first developed five years ago, analyzes gifts and meals from industry to doctors, paid promotional speaking for industry, acceptance of free drug samples, interaction with sales representatives and industry-funded education. This year's scorecard report found that 102 of 152 medical schools (67%) received a grade of A or B for their policies on pharmaceutical industry interaction with not only medical school faculty, but also medical students themselves. Specifically, only two schools - University of South Dakota Sanford School of Medicine and Florida State University College of Medicine - completely ban sales representatives from campus.

Four schools significantly improved their scores from 'F's to 'B's. These schools are: University of Texas Health Science Center at Houston, University of South Carolina, Howard University and Morehouse School of Medicine. All eight of the Texas medical schools scored at least a B. The University of Texas Medical Branch at Galveston, however, remains the lone A in the Lone Star state. Approximately one quarter of U.S. medical schools improved their conflict-of-interest policies since the release of the 2010 PharmFree Scorecard. More than two-thirds of medical schools now have grades of A or B (102 schools).

Flickr/Money

Here are some highlights of the survey: Harvard Medical School received an 'A' this year. In 2008, Harvard had no policies and received an 'F' on the Scorecard. Due in large part to student activism over the past four years, the school now has one of the strongest policies in the country that includes a ban on speaker bureaus in addition to a strong gift, disclosure and samples policy.

Schools with model policies on speaking arrangements have grown tremendously; 17 schools ban or severely restricting participation in speaker bureaus. "The PharmFree Scorecard is an evolving tool which assesses the policies of academic medical centers and medical schools with regards to the

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interaction between students and faculty and the pharmaceutical industry," says Danielle Salovich, AMSA national president. "With all of the persuasive data about how marketing influences even the best-intentioned physicians, it is gratifying to see that medical schools are taking the necessary steps toward practicing evidence-based medicine, which translates into better patient care." Â&#x201E;

Premed / Pre-Health / Post Bacc Electives & Study Abroad in Africa

A F R I C A

Our program offers the following: Ø Opportunity for early exposure to medicine Ø A unique way to demonstrate intent and interest in medical school application Ø See healthcare delivery in a different setting Ø Cultural exchange and an appreciation of other cultures, including a Safari to famous Maasai Mara if placed in Kenya

info@electiveafrica.com

www.electiveafrica.com

Elective Africa's Premed / Pre-Health / Post Bacc program offers well structured and well supervised placements for Premed / Pre-Health / Post Bacc students seeking to study abroad, get independent study and be involved in experiential learning or volunteer programs in Africa.

Medical Programs

Safari to Masai Mara

Ø Student electives ð Surgery, Pediatrics, General Medicine, Obstetrics

& Gynecology, Emergency & Critical Care, Dentistry Ø Premed programs Ø Public health research Ø Medical camps Ø Nursing Ø Midwifery Ø Physician Assistant

“Doing a medical elective in Kenya was an eye opening experience. I got to see the developing world health system and range of tropical diseases not normally prevalent in Australia. It was a really hands on experience. I got to learn and perform skills like administering injections, catheters and suturing patients. I was also able to take part in the examining, differentials, diagnosing and formulating treatment plans. The highlight for me would have to be the amazing new friends I have made and the motivation I have taken back home. I would recommend this program to anyone considering it.” Cassanne Eccleston Charles Sturt University Australia, August 2010

http://www.electiveafrica.com

Flickr/Ben Oh

NEWSBITES Key Questions May Reveal A Lot About Medical School Applicants

In an article published in the journal Academic Medicine, a medical school insider dishes on what he and his colleagues believe are the most revealing interview questions. As it turns out, Steven L. Kanter, MD, the writer of the piece, says that in general, the most revealing questions are simple and to the point, yet provide an opportunity for applicants to show their creativity, their curiosity, and the depth and quality of their thinking. In general, if interviewers ask the "right" questions, they may be able to find out a lot about an applicant and gain insight into many things about an applicant like what inspires them, past behaviors and overall tendencies, how they deal with adversity, and the nature of their decisions overtime. Among all of what Dr. Kanter categorizes as "revealing questions" that colleagues shared with him, the following are three that he said deserved mentioning: Dr. Kanter says that the first question, "What are you going to do to change the world" was a question which the late Peter Safar, a physician who pioneered cardiopulmonary resuscitation, would begin interviews with prospective faculty candidates. "Of course, such a question can be interpreted on several levels and in many ways," said Dr. Kanter "which makes it a question that has the potential to reveal much about the interviewee." The second question, "Tell me about a book you have read recently and how it has changed you" came from the director of a college honors program who said that this was the "simple" questions he asked to pick students from a group of wonderful, talented, and overqualified applicants. According to Dr. Kanter, when the director posed the question to students he wanted to know whether students understood a story or an issue or an

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idea from start to finish. "He felt that this question gave interviewees the opportunity to reveal whether they were critical thinkers and whether they had the ability to develop a deep and sophisticated understanding of a problem or topic," Dr. Kanter explained. "And, as we discussed this question further, we agreed that a question like this can elicit from interviewees whether they read only to fill themselves with new facts or whether they read also because reading transforms them." The last question, "Do you enjoy your own mind? And, if so, how" was shared by a physics professor and recipient of many teaching awards who wondered whether interviewees enjoyed thinking. The question, which is "intentionally broad" does not give interviewees any clue as to how to structure their answer. "This gives interviewees free rein to reveal themselves to the interviewer - for better or worse - in a way that might not occur otherwise," Dr. Kanter noted. "Also, the question allows interviewees to reveal interest they cultivate in addition to professional pursuit. Essentially, it asks them to discuss what they think and feel about what they think and feel." Dr. Kanter says that the common thread linking the questions is the notion of transformation. "These questions give interviewees significant latitude to disclose the depth of their insights, the breadth of their perspectives, and how they respond to and process knowledge," Dr. Kanter concluded. "And the questions provide fertile ground for an applicant competing for a faculty position, a residency slot, or a seat in a medical school class to reveal his or her sources of inspiration and capability to think creatively and independently." The article was published in the April 2012 issue of Academic Medicine. Â&#x201E;

NEWSBITES New Scholarship to Pay Medical School Tuition for New York City Residents Over the next five years, the new CityDoctors medical scholarship program will provide tuition based scholarships worth more than $11 million to New York City residents pursuing medicine. In order to be eligible for the scholarship, students must commit to give back to community by practicing primary care medicine at one of the hospitals that are a part of the Health and Hospitals Corporation (HHC). The scholarship is a partnership between the New York City Health and Hospital Corporation and St. George's University. According to the Association of American Medical Colleges (AAMC), the U.S. could face a shortage of 90,000 physicians by 2020 and the overall shortage could worsen as the physician workforce ages and retires just as more Americans will need care. The demand for primary-care physicians -- general practitioners, internists, family physicians and pediatricians will be even greater as a result of the growth of

Americans over 65 years old, and under the new federal health care reform law which aims to expand health insurance to an additional 32 million Americans and ties reimbursements to improved health outcomes and better coordination of care for each patient. "Primary care providers are the main source of healthcare for many New Yorkers. Yet not enough medical school graduates are choosing a career path in family medicine, pediatrics, or internal medicine, and are often lured into higher paying specialties," said HHC President Alan D. Aviles. "The CityDoctors scholarships will serve as a great incentive to ensure the public hospitals can secure a pool of outstanding primary care physicians who not only share our mission to increase access to preventive care and keep New Yorkers health, but also have real ties to the communities we serve." 25 New Yorkers will be the recipients of the CityDoctors scholarships who have demonstrat-

ed academic excellence and financial need. The first batch of scholarships will be awarded this upcoming summer and fall. For the first year of the program, New York medical students will receive full-tuition scholarships valued at approximately $216,000 each, and another 20 recipients will receive half-tuition scholarships for a medical degree from St. George's University Medical School in Grenada. Students interested in applying for the CityDoctors scholarship must submit an essay explaining why they should be awarded the scholarship and how they will contribute to the health care of New York City using their attending position in primary care at an HHC hospital. Applicants who wish to be considered for Fall semester scholarships should submit their application before June 1, 2012. For more information and to complete a scholarship application, visit the CityDoctors NYC Scholarship website, www.citydoctors.com.Â&#x201E;

Recent study findings reveal that students who are introduced to medicine during a shadowing or observation experience in urban hospitals are less likely to become family physicians. To better understand influences on the areas of medical education associated with students' choice of a family medicine career, researchers developed a questionnaire addressing medical school admission, curriculum, and what they call structural factors. Despite the fact that 20% of the United States population lives in rural areas, only 9% of physicians practice in these areas, and only 3% of current medical students plan to practice in rural areas. One of the questions on the questionnaire was "In what types of medical care settings did you observe or shadow prior to entering medical school 1.) Urban Doctor 2.) Rural Doctor 3.) Rural Hospital 4.) Urban Hospital. The results revealed that the "premedical experience" factor was significant for its association with not choosing family medicine. Specifically, observing or shadowing in an urban hospital was inversely related to family medicine residence.

Flickr/Chris Wong

Shadowing in Urban Settings May Leave Bad Impression on Premed Students

According to the authors, the results of their study can be used by admission committees of special programs geared toward recruiting students who will practice medicine in a rural setting. Despite statements of interest, intentions, plans, and decisions regarding family medicine at the time

of interview, the study authors advise selection committees to be wary of students whose introduction to medicine was informed through shadowing or observing in urban hospitals. The study findings were published in The Journal of Rural Health. Â&#x201E;

May/June 2012 | PreMedLife Magazine | 15

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

NEWSBITES More Medical Students Take Path to Simultaneously Pursue An Extra Degree An increasing number of medical students are deciding to simultaneously pursue an advanced degree in another discipline, according to a report issued by the Association of American Medical Colleges. The report revealed that combined enrollment nationwide in MD/PhD, MD/JD and MD/MBA programs alone has increased 36%, from 3,921 in 2002 to 5,349 in 2011. "Our reason from providing dual-degree programs stems from the realization

that the standard medical school curriculum will not adequately prepare all students for medicine as it will be practiced over the next 30 years," said Joseph P. Grande, MD, PhD, associate dean for academic affairs at Mayo Medical School in Rochester, Minn. "There will be sweeping changes in delivery of medical care, medical care policy, and the relationship between the medical care establishment and government."

Henry Sondheimer, MD, AAMC senior director for student affairs and student programs says that more schools are adding dual-degree programs, and more students are enrolling in them. Specifically, enrollment in MD/PhD and MD/MBA programs in particular are increasing as the health care systems move toward the medical home of care, accountable care organization and evidence-based practice.Â&#x201E;

Johns Hopkins School of Medicine Supports International Students

Flickr /Cali4Beach

A new scholarship sponsored by the global division of Johns Hopkins University School of Medicine in Baltimore, Maryland will provide financial assistance to aspiring medical students from outside the United States to study at the school. "We are pleased to offer this opportunity to our international medical students," says Steven Thompson, Johns Hopkins Medicine International's chief executive officer. "For more than 120 years, Johns Hopkins has been a recognized national and global leader in education, research and patient care. This scholarship is an important component of our core mission to help to raise the standard of health care around the globe." The newly established fund will give students the opportunity to access $80,000, an amount that will be increased by $80,000 each year, totaling $320,000 by 2016. "This has been a long-standing objective for Johns Hopkins and our medical school," says David Nichols, M.D., vice dean for education at the school of medicine. "We hope that it will encourage talented young people who chose a medical career but who don't have substantial personal resources to come to Baltimore and learn at one of the world's most established medical schools. We trust that it will also help us to nurture a new and diverse generation of leaders who will transform medicine around the world and improve the health of the global population." Â&#x201E;

May/June 2012 | PreMedLife Magazine | 17

FEATURE ARTICLE

WHERE DO YOU CHOOSING THE RIGHT MEDICAL SCHOOL AS A NON-TRADITIONAL STUDENT By Suliman El-Amin

Perhaps you took some time off to start a family, serve in the military or even began another career. Although you are confident that you will succeed in medical school you may have some concerns about how well you will adjust to academic life. As a non-traditional medical student your world will be different. You will not only have to master a rigorous curriculum but also readjust to the life of a full-time student. The steady income, set schedule and free time you were used to as a working professional will become a distant memory. Replacing these comforts will be extended hours of study, a fixed budget and limited family time. In addition,

18 | PreMedLife Magazine | May/June 2012

you will have to learn how to work and play with classmates that may be much younger than you. All of these aspects of student life can make medical school more difficult than it has to be. Therefore, as a returning student you should search for programs that make the transition from working professional to student doctor as seamless as possible. Finding the right program is not an entirely straightforward process as it will depend on the specific requirements or preferences of an applicant. Still, there are five factors that older applicants may want to consider before selecting a medical school.

ÂŠDepositphotos/antonprado

As a non-traditional applicant, finding the right program is not an entirely straight forward process.

MISSION STATEMENT

WHAT IS THE SCHOOL'S PURPOSE? First, nontraditional applicants need to review the school's mission statement. It is a simple way for them to determine if they are an ideal candidate for an institution. Admission committees use the statement to guide them in identifying students that are right for their program. For example, a school may say that their core purpose is to create physicians that work to improve healthcare

through patient care and civic activities. The admissions committee of these schools are then likely to seek applicants who show evidence of community service and leadership. Similarly statesupported institutions may express that their goal is to create doctors that provide medical care for their state. In these cases the school may not even consider an applicant if they are out of state or lack strong ties to the state of the institution. Their justification for the rejection would be that the applicant's goals do not align with the school's

objective. This fact highlights the importance of understanding a program's mission. It is a formal statement that outlines the institution's action plan for achieving its vision for medicine. The mission statement also reveals the educational goals of the institution and expectations for its graduates. This may seem like a trivial point but a school's mission mandate will influence the delivery of its curriculum. For instance, some programs state that their aim is to produce primary care doctors or help poor and underserved populations.6

More than likely such institutions will have a specific framework to equip their students to meet these objectives. These ideologies are significant for applicants selecting these schools because they will be incorporated in coursework.

COST HOW WILL YOU FINANCE YOUR EDUCATION? The second factor that older applicants should think about is cost. That is, how much debt will they incur over the course of their entire medical education? According to the AAMC the mean debt for medical school graduates is approximately $160,000. This number includes both undergraduate and non-educational debt such as credit cards and car loans. The debt amount will be larger for students who have accrued loans from post-baccalaureate or graduate programs. For these students, choosing a program with a modest tuition or that offers grant and scholarship money would be beneficial. For example, if a student attends a medical school with tuition of $35,000 a year as oppose to $40,000 they will save $20,000 in educational cost over four years. This amount may seem miniscule compared to the entire debt balance however when you take into account loan interest it becomes significant. The point is that as a nontraditional student you have to realistically consider ways to alleviate the financial burden of a medical education. The smartest practice is to have a financial plan before applying. This begins with having a good budget and knowing how much money you have to borrow to fund your education. The school's financial aid office's website is a good place to start learning about a school's financial aid package. They will give information on student loans, institutional grants and scholarships. It is also important to contact them if there will be a significant reduction in your income as your financial aid package will be based on your previous year's salary. Moreover, schools will require you to submit your parent's information even if you are an independent student or married so if this is a problem you should talk to a financial aid counselor. Taking these simple steps will assure that you will have an adequate amount of funds and the smallest sum of loans possible for your educational career.

SUPPORT WHAT ACADEMIC SERVICES DOES THE SCHOOL OFFER ?

A third element to look for is a strong academic support network. Many schools have learning resource centers in place but the extent of their support services varies. In most institutions you will find peer tutoring, counseling and mentoring, and testing for learning differences. Older students should seek schools that go beyond these services. An ideal program may offer additional assistance such as writing labs, USMLE reviews and study skills workshops. The extra help will come in handy if you initially feel overwhelmed by the workload or inadequately prepared for a class. This also

20 | PreMedLife Magazine | May/June 2012

students of differing faiths, ethnic backgrounds and sexual orientations.

“AS A NON-TRADITIONAL STUDENT YOU HAVE TO LOCATION WHERE WOULD YOU LIKE TO LIVE? REALISTICALLY CONSIDER The final aspect to be assessed before choosing a school is its location. Aside from going to class WAYS TO ALLEVIATE THE every day you have to eat, sleep, and play at or near FINANCIAL BURDEN OF A your campus. So why not have the ideal learning and living environment? It will make the hard road MEDICAL EDUCATION. THE of becoming a physician a little bit softer. Besides, last thing you want to worry about after a long SMARTEST PRACTICE IS the day of lectures is your living space. Some things to think about when choosing the TO HAVE A FINANCIAL location of your school is its setting. In other words, do you prefer suburban, or rural living? If you PLAN BEFORE APPLYING.” have a spousea city, and children you need to take into demonstrates that a school is committed to making sure that all students master the curriculum. Academic support is normally offered through a school's student affairs office so this is a good place to look in order to determine the strength of the institution's support system. Some key aspects to search for are an assigned learning support office with its own staff and administrative team. The individuals providing learning services should also possess a background in education with particular emphasis on adult learning. This will ensure that the academic support team can offer both content tutoring and adult learning strategies. Finally, the academic support services must be confidential and readily available without the need of a referral. This is essential because you do not want to fall too far behind if you are having a problem in a class nor do you want everyone to know you may be struggling in your studies.

DIVERSITY WHAT ARE THE SCHOOL'S DEMOGRAPHICS? Another feature to search for is a diverse student body. The significance of this element is two-fold. First, diversity reacquaints you with the different cultures and ideas that you may have experienced in the workforce. Second, it almost guarantees that you will not stick out as anomaly in your class. A multicultural educational experience is also important because it improves your ability to work with patients of differing race, gender and sexual orientation. Furthermore, it will positively influence your attitude towards caring for traditionally underserved populations. A good way to determine the level of diversity of a school is by reviewing AAMC's statistics on the race and ethnicity of its student body. The school website may also give information on the racial and gender make-up of the past year's entering class; however, this is rare. Keep in mind that statistical data about a program's demographics are just numbers and may not give the full picture of the student body makeup. The best method of finding out about a school's composition is by visiting its campus and observing its students. By doing this you can see if there is a good mixture of older students and that the school is supportive of

account their living preference as well. The neighborhoods near the campus should be closely scrutinized to see if they are affordable, safe and convenient (e.g. lots of grocery stores, banks, post office etc.). Similarly, traffic flow, parking, and mass transit must be carefully assessed if you decide to live far from campus. They will make a big difference as you will have less time to commute. Non-traditional students have many things to think about when deciding on a medical program. Evaluating a school's mission, cost, learning support services, class profile, and location will give them a good idea of what the school has to offer. However, I encourage adding additional criteria to this list and ranking schools by the number of your preferences that they match. Yet, in order to do this, you have to do your homework. Websites only give a snapshot of what the school is about. In order to get a real picture feel free to contact the admissions and diversity departments. They can put you in contact with current students or recent alumni so that you can ask them questions about the school. An open house is also a great way to learn what a school really has to offer. Dr. James Reed, physician and author of Agree or Disagree: Opinions Matter suggests a proactive approach to selecting a school. He explains that "a student has to walk around the campus and speak with people that are not serving as tour guides. Often time these students will give you an unbiased opinion about the program." Remember, becoming a great physician is a lifelong process that requires an immense amount of hard work and dedication. The first real step in this pathway will be receiving your undergraduate medical education. Therefore it is imperative that you attend an institution that you feel closely matches your preferences and requirements. By doing this, it will make the journey of becoming a physician a little more comfortable.

SULIMAN EL-AMIN is a 32-year old medical student at Georgetown University. A former United States Customs Agricultural Specialist, he enjoys spending time with his family and painting.

THE STRENGTH TO HEAL

and learn lessons in courage. We’ll pay you $2,062 a month while you are in a residency program. This monthly living expense will help you gain the strength to heal. In addition, you’ll gain experience with top medical professionals and the most advanced technology. You’ll be able to practice in your community and serve when needed. You’ll be helping our Soldiers, your country and your career. To learn more, call 877-406-5863 or visit healthcare.goarmy.com/info/n474.

ÂŠDepositphotos/nelka7812

the anti-freshman 15

thafitnessgroup.com

BACK - IN THE DAY

24 | PreMedLife Magazine | May/June 2012

“Every premed should understand what they're getting into and understand their own reasons for doing medicine.”

I WAS

premed

WHEN

Balamurali Ambati, MD

was not your average premed student working hard to get into medical school. The premed student, who at the age of 17 graduated from Mount Sinai School of Medicine and entered the Guinness Book of World Records as the World’s Youngest Doctor is now 34. Today, Dr. Ambati is an ophthalmologist, educator, and researcher currently working at the University of Utah. What was life like for him as a premed? Dr. Ambati talked to PreMedLife magazine about making it through his pre-medical years, his drive and motivation to pursue medicine, what becoming the world’s youngest doctor was like, and donating his time overseas with a Flying Eye Hospital. May/June 2012 | PreMedLife Magazine | 25

WHO OR WHAT INSPIRED YOU TO PURSUE A CAREER IN MEDICINE? I became a doctor for several reasons. When I was 4 years old, I was burned on both my legs and I was in the hospital for about three months. I had three surgeries at the time for skin grafts and so on. This was a very formative experience - just seeing the doctors and nurses. And as I got older I enjoyed biology and that seemed to fit well. My uncle was a physician and I was able to see a little bit of what he did. So all of those things were the main factors. YOUR WIKIPEDIA PAGE SAYS THAT YOU WERE DOING CALCULUS AT THE AGE OF 4, HOW TRUE IS THAT? Well, I don't quite remember but my parents say that I was, so I take them at their word. HOW MUCH OF AN INFLUENCE DID YOUR PARENTS HAVE ON YOUR DECISION TO BECOME A DOCTOR? Critical. Everything I've done is due to God's grace, family support. My parents and brother were very vital - helping me learn at home as well as opening doors because of all the administrative resistance that I experienced at various stages because of my age. They were very important. DO YOU REMEMBER YOUR MEDICAL SCHOOL INTERVIEWS? I remember the interviews. I was admitted to one out of nine of the schools I applied to, but all you need is one. DO YOU REMEMBER IF ANY OF THE QUESTIONS YOU WERE ASKED DURING YOUR MEDICAL SCHOOL INTERVIEWS PARTICULARLY EASY OR DIFFICULT TO ANSWER? There were some interviewers that were hostile because I was very young. It is what it is. I did the best that I could at the time. So let's see - I was interviewing when I was age 13 and some interviewers would be hostile in a sense of asking questions like "how would you react to seeing a naked man or a naked woman?" I don't remember how I answered the questions but that was a tough question at the time. DO YOU REMEMBER HOW YOU PREPARED FOR THE MCAT? Yeah - I took the MCAT in April of my Junior year in college and I basically took a practice exam on old test questions every saturday during the Spring semester from January to April and studied two MCAT review guides. Those were the main things I did.

26 | PreMedLife Magazine | May/June 2012

IN GENERAL, DO YOU THINK YOU HAD TO SACRIFICE A LOT DURING YOUR COLLEGE YEARS TO GET WHERE YOU ARE NOW? Well, I didn't smoke, or drink, or do drugs. NYU was a commuter school at the time - 60% of the students commuted from home so there wasn't that much of a party life sort to speak. I'm sure I missed the parties that did happen. But I don't think I scarified anything important. I made a lot of great friends, I had a lot of great times, and a wonderful experience. WHAT DO YOU THINK BEST PREPARED YOU DURING YOUR COLLEGE YEARS TO BE SUCCESSFUL IN MEDICAL SCHOOL? Well, NYU has a very challenging curriculum - organic chemistry was my hardest class. And going from “My parents and brother were very vital - helping me learn at home, as well as opening doors because of all the administrative resistance that I experienced at various stages because of my age. “

high school where I breezed through most of my classes to hitting a wall in organic chemistry was good preparation for showing me that I had to step my game up a notch. And that experience of a much higher level of competition was very humbling. WHAT WOULD YOU SAY WAS THE MOST CHALLENGING TIME FOR YOU DURING YOUR COLLEGE YEARS AS A PREMED? Getting through organic chemistry was the most challenging time for me.

To read more of our interview with Dr. Ambati where he talks about medical TV dramas and the Flying Eye Hospital, visit www.premedlife.com.

PREMEDLIFE

CAMPUS EDITION Want a unique leadership opportunity to add to your medical school application? Now you can apply to be CEO/Editor-in-Chief of the PreMedLife Campus Edition at your school. WHO: You WHAT: As CEO/Editor-in-Chief, you are talked with putting together a staff, producing content, and publicizing your edition on campus - running your own online magazine that is a part of the PreMedLife network. WHERE: Your high school, college, or university. WHEN: The application deadline for Fall 2012 launches is August 6 WHY: Running your own campus edition of PreMedLife magazine will provide you with a unique leadership opportunity that will surly help you stand out from the rest of the crowd.

FOR MORE INFORMATION

www.premedlife.com ‘Start Campus Edition’ Deadline for our FALL 2012 LAUNCH

AUGUST 6TH

The St.George's Way:

REDEFINING TOMORROW'S MEDICAL LEADER Prepare to set aside a good deal of time when speaking to medical students attending St. George's University (SGU)-the pioneer in global medical education located on the Caribbean island of Grenada. SGU students and alumni rarely shy away from boasting about the quality of education the University provides. Particularly, it is the School's reputation for readying their students for a career in global medicine that sets St. George's University apart.

PROGRESSIVE DEGREE OPTIONS FOR FUTURE MEDICAL LEADERS

The University offers multiple degree options tailored to students' unique career goals. American medical students may begin their Basic Sciences studies on the main campus in Grenada, or at St. George's affiliate in the United Kingdom -- the Keith B. Taylor Global Scholars program, delivered at the University of Northumbria. An exciting option beyond the stand-alone MD degree, dual MD/MPH, MD/MBA, and MD/MSc degrees are available to St. George's

medical students. Dual degree graduates are able to participate in a wide range of classes with practical exercises that hone many of the skills required to positively impact private practices, rural hospitals, and health care systems, multifaceted large hospital systems, and more.

A WORLD-C CLASS CAMPUS

THE WORLD IS THEIR CLINIC St. George's is affiliated with educational institutions worldwide, including in the United States, the United Kingdom, Canada, and Ireland. The University draws students and faculty from more than 140 countries to Grenada, enhancing the international character of students' educational experience. All students complete clinical training in the University's 60+ affiliated hospitals and clinical centers around the globe. St. George's has produced nearly 12,000 graduates pursuing careers in over 45 countries. Alumni often point to the University's impressive network of international clinical affiliations and medical selectives as a key component to their deep understanding of global health issues.

A CENTER OF ACADEMIC LEADERS In its more than 35 years of academic achievement, St. George's has achieved impressive pass rates on the USMLE. In 2010, SGU first-time takers-from 49 countries-equalled the 92% firsttime pass rate of students in US and Canadian schools on the United States medical Licensing Examination (USMLE) Step 1. The US Council on Education for Public Health (CEPH) also recently accredited St. George's

28 | PreMedLife Magazine | May/June 2012

Master of Public Health Program, making the University only the fourth non-US institution, and the only school in the Caribbean region to be granted this coveted distinction.

Over the last decade, more than $250 million US dollars have been spent to create a beautiful, state-of-the-art campus, rivaling some of the most prestigious universities in the world. SGU's campus includes 65 state-of-the art buildings spread out over 42 acres in a vibrant, seaside location. The True Blue campus, as it's called, 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 St. George's Universitty is available at www.sgu.edu, and through YouTube, Facebook, and Twitter at StGeorgesU. St. George's American students are featured on www.sgu.edu/usa.

Any patient from any place with any condition could arrive at any time Unpredic tabilit y is the new reality for doc tors today.

our US and Canadian students scored a 94% ﬁrst-time pass

So prepare yourself by studying global medicine at

rate. Successful preparation like this has helped SGU train

St. George’s University, Grenada, West Indies. On the 2010

more than 11,000 physicians now practicing in 45 countries

USMLE Step 1 – one of the most important tests medical

to be leaders in global medicine. See for yourself why SGU

students take to become doctors – SGU’s first-time test

places more doctors into the US health care system than

takers from 49 countries equalled the 92% ﬁrst-time pass

two-thirds of US medical schools. And be ready for anything

rate of students at US and Canadian medical schools, while

headed your way.

US/Canada: 1 (800) 899-6337 ext. 9 1280 sgu.edu/future-students • sguenrolment@ sgu.edu

Grenada, West Indies

©Depositphotos/adam_r

exclusive cont giveaways, rea ent, contests & der polls, & m ore... ‘LIKE US’ on facebook.c Facebook at om/preme dlife

SCHOOLSPOTLITE

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

WEILL CORNELL MEDICAL COLLEGE NEW YORK, NY For musically-trained premeds who have ever thought there would come a point when they would have to choose between their love of music and medicine, a program offered by Weill Cornell Medical College has made it so you will never have to choose one over the other. Launched in 2009 the Music and Medicine Initiative is the brainchild of David Shapiro who wanted to do something for the medical college during his time as an overseer. Today, word the program has spread and prospective students call the school because they are particularly interested in applying to the Music and Medicine program. According to the school's website, the Music and Medicine program is an entirely privately funded initiative undertaken by the school's faculty and students. "We believe strongly that the program will enhance the medical college experience for our students, and that it will also be a great benefit to the Weill Cornell community at large." Aside from this unique program, Weill Cornell Medical College is a top-ranked clinical and medical research institutions that encourages and supports a small group learning structure rather than presenting knowledge through a traditional lecture-style format. Moreover, the medical college's clinical component is designed to give students the opportunity to gain early exposure to patients. Beginning in the first year, medical students are presented with core basic science courses and Medicine, Patients, and Society I, which is where students begin to learn about the patient-physician rela-

tionship from the conceptual and practical angles. Then in the second year, students only take two core basic science courses, the second part of Medicine, Patients, and Society, and an Introductory Clerkship, which will give students their first opportunity to experience all parts of the hospital setting. Next, the student's third year begins with a five-week sequence of introductory courses preparatory for the clinical curriculum that follows immediate thereafter. And finally, in the fourth and final year, medical students "correlate their preceding medical school experiences and begin to function effectively in the physician's role while sharpening their clinical skills in preparation for residency training. During the last leg of medical training, students complete four months of elective courses, a four-week internship in General Medicine or General Pediatrics, an Advanced Biomedical Sciences course, and additional credits of basic science research, a research tutorial or teaches a basic science course. In addition to its Music and Medicine program, Weill Cornell Medical College also offers various programs that have become world-renown in the field of medical education. These programs include, but are not limited to, the Wilderness Medicine and Environmental Preparedness Elective, the Global Health Program, and the Comprehensive Center of Excellence in Disparities Research and Community Engagement. For more information about Weill Cornell Medical College visit weill.cornell.edu. Â&#x201E;

quick facts DEGREE(S) OFFERED: MD MD/PhD MD w/ Honors in Research MD w/ Honors in Service MD/MBA

SCHOOL TYPE Private

# OF APPLICANTS 5,722

# OF APPLICANTS INTERVIEWED 823

# OF STUDENTS ACCEPTED 101

# Science Majors 58 in entering class

# Non-Science Majors 31 in entering class

Science GPA 3.77

Average MCAT Score 34.9

Wikipedia.com/Cornell010

Tuition Tuition and fees for 2010-2011 $48,736

Unique Feature Music and Medicine Program

May/June 2012 | PreMedLife Magazine | 31

SUPER PREMED

Interested in writing for PreMedLife magazine? Submit your article to info@premedlife.com.

Flickr/eric molina

Maximo Jerez Monument in front of the Cathedral de la Asuncion in Leon, Nicaragua

CATCHING UP WITH...

STACY JONES Undergraduate at the University of Pittsburgh WHEN

PEOPLE ASK ME TO TELL THEM ABOUT MY STUDY

LEÓN, NICARAGUA, I OFTEN BLANK OUT - IT'S MUCH TO SUMMARIZE IN A FEW SENTENCES. THE

ABROAD TRIP TO JUST TOO

MAIN REASON FOR MY STUDY ABROAD TRIP WAS TO CONSTRUCT AN INDEPENDENT RESEARCH PROJECT.

I CHOSE TO INTERVIEW REPRE(NGOS) FIELD IN NICARAGUA, ESPECIALLY

SENTATIVES FROM NON-GOVERNMENTAL ORGANIZATIONS THAT WORK IN THE HEALTH

CONCERNING THE TACTICS THEY USE TO DEAL WITH CULTURAL AND LINGUISTIC DIFFERENCES ENCOUNTERED BY VOLUNTEERS. EACH WEEK I HAD TO WRITE A REFLECTION PAPER ABOUT MY PROJECT. THE FOLLOWING IS THE REFLECTION I WROTE DURING MY LAST WEEK IN NICARAGUA WHICH SUMS UP A LOT OF WHAT I LEARNED DURING MY SHORT 6 WEEKS IN LEÓN.

When reflecting on these past few weeks, I had a lot of regrets. I wished I had made more contacts, talked to more people, and conducted more interviews. I was focused on the quality of the written component of my experience, and I was afraid my final paper would fall short of the expectations I had initially established for myself. However, I now see that my thought process was off track. I was focusing on the physical product - the paper - and not paying enough attention to the process that brought me to the writing phase of my research. No, I did not have as many interviews as I set out to have, but the ones I did have were incredibly insightful, and the majority of them turned into deep conversations that lasted well over an hour. Many of my contacts also referred me to other people or resources relating to my topic, and from that I gathered a well-rounded view that I could not have experienced from only poring over journal articles.

32 | PreMedLife Magazine | May/June 2012

The greatest product I took away from this study abroad is a nearly complete change of mentality about NGOs and their work with populations such as those in Nicaragua. Though it may sound corny and cliché, I feel that, as a future health care provider, I have greatly matured. I have begun to see the 'bigger picture' and have changed my views concerning work with underserved populations. I am somewhat ashamed to say that I was one of those people whose intentions were not entirely selfless when I spoke of participating in future health brigades abroad or taking part in short-term service work. I was selfish, and I wanted another space on my résumé to be filled. I felt this was justified by the fact that I would have a fulfilling experience and would have made some huge difference in someone's life. However, I found that on a trip so short-lived, the only real change would occur within oneself, unless that person is lucky enough to make an impact on someone else. I have come to realize the potentially devastating effects such "volunteer tourism" may have on a community. We may think there is nothing wrong with providing free health care or community workshops, as they may be items some populations may never receive - but if done the wrong way, the work of NGOs can lead to dependency and a lack of confidence in a community's own self-sustainability. A two-week medical brigade from the states is likely to have more high-tech equipment and more access to resources like lab tests or specialty care than the health care providers of the native population. Will this lead the members of the community to believe that the care they are provided year round is inferior, and will they lose faith in their local health care providers' work because of his or her lack of resources? Oftentimes, brigades are short-term, provide inadequate follow-up care, and do not work in conjunction with existing organizations or the government. When this occurs, is it really making a positive impact on the community? If it does, then why are there still so many areas in Nicaragua that struggle with inadequate healthcare even after numerous brigades visit every year? Wouldn't you think conditions would be much better after all this hard work? Perhaps the correct reasoning is that not all the time and money from NGOs has been used in sustainable practice. I don't mean to sound pessimistic - there are many great NGOs that do amazing, well-planned work. However, the "good Samaritan" attitude often overlooks the needs of the populations most at risk. To prevent such mistakes we must educate ourselves on the consequences of our actions. As future physicians, we have a calling to serve people in need - let's make sure we do it ethically.

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

Donâ&#x20AC;&#x2122;t just watch Greyâ&#x20AC;&#x2122;s Anatomy. Be a part of it!

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GOODADVICE

Tips from students who have been there and done that...paying it forward <<<

This issue’s Good Advice comes courtesy of PANKTI, a Biomedical Engineering major at the Illinois Institute of Technology who will be starting medical school in the Fall 2012

DID YOU ATTEND EVERY SINGLE ORGO LECTURE? Yes, I attended every lecture.

©Depositphotos/cicuciumama

WHAT WAS YOUR NOTE-TAKING STRATEGY FOR ORGO? I'm a very visual learner, and my professor was great in visualizing a lot of concepts. I would write out processes or general information that she emphasized in class. In retrospect, I wish I had skimmed over chapters before attending lectures - it would have cleared up confusions that I had during lecture. DID YOU RECORD YOUR ORGANIC CHEMISTRY LECTURES? I did not. Since I'm such a visual learner, it would not have helped me. HOW MUCH DID YOU RELY ON YOUR PROFESSOR'S LECTURE TO LEARN WHAT YOU NEEDED TO KNOW? The lecture was the bare minimum amount of information I had to know. I relied more on the homework problems, quizzes, and the study guide that was posted before an exam. Lecture material contained very important facts that my professor wanted to drive home, but I wouldn't have done well on exams just knowing that material.

How I Got an ‘A’ in Organic Chemistry

One student shares an air-tight strategy for acing the infamous premed weed-out organic chemistry course

WHAT WAS YOUR STUDY STRATEGY FOR ORGO? An important aspect about organic chemistry was knowing the different pathways, what normally happens, what the exceptions are, and how it all ties together. I treated it like a math class and continuously practiced problems. It was very difficult for me to memorize pathways or even structures, so I just kept practicing problems, and the more I did - the easier it was to commit to memory. I completed the homework problems a minimum of two times, and even three to four times on sections that were more difficult. DID YOU USE ANY OTHER MATERIALS TO STUDY OTHER THAN YOUR TEXTBOOK AND TEXTBOOK COMPANION/STUDY GUIDE? I mainly focused on the textbook and study guide my professor posted before each exam. WHAT DID YOU DO THE NIGHT BEFORE AN ORGO EXAM? (I.E. DID YOU STUDY OR RELAX?) The night before an exam, a couple friends and I would get together and work through the study guide. We would each go through it once on our own, and do it a second time as a group. Usually the details that are easy to miss arise during the group sessions and you tend to remember them more when you're talking it out. Groups are great to study with, but it's also important to know the general idea, so that's why we would study independently at first.

WERE YOU WORRIED ABOUT HOW WELL YOU'D DO IN ORGANIC CHEMISTRY BEFORE TAKING THE COURSE? I was very worried about organic chemistry before the first semester. I had heard a lot of classmates and upper classmen express how difficult the class was, so I was really nervous going into it. After the first exam, I developed a studying rhythm that worked for me. As the semester goes on, the material gets challenging, so I was still worried throughout, but not as stressed. And the same goes for the second semester. DID YOU PREFER TO STUDY ALONE OR IN A GROUP? I like to study alone initially, to take my own time to understand the general idea and flow of things, but then I like to study in a group to fill in any gaps I may have. You'd be surprised at how much information you do know! HOW MANY HOURS WOULD YOU SAY YOU SPENT EACH DAY OR WEEK STUDYING FOR ORGANIC CHEMISTRY? Each week I would spend about 4 hours studying, and about 6 hours closer to exam time. Ideally, I would have liked to commit at least 45-minutes to an hour each day to organic chemistry, but I wasn't able to do that. The students in my class who did do that, ended up with better grades in the class, and a better long-term memory of the concepts. IS THERE ANYTHING IN PARTICULAR YOU DID TO STAY MOTIVATED WHILE TAKING ORGANIC CHEMISTRY? I was pre-med and I knew how important this class was for the MCATs and my GPA. I just kept working hard to do the best that I could do. WHAT ADVICE WOULD YOU GIVE TO STUDENTS TAKING THE COURSE FOR THE FIRST TIME? Do NOT be afraid at what you hear. But do realize you will have to work hard. Organic chemistry clicks for some people and takes longer to click to for others. I was in the latter category, so that's why I would work on homework problems, and re-work them until I fully understood each problem. Even though I might have done a lot more work than some of my classmates to get the A, I eventually received it and you will too! Practice a lot of problems and don't be afraid to rework problems you have already worked - you'll be surprised at how much you don't remember and how much you do!

May/June 2012 | PreMedLife Magazine | 35

THE SIX BUCKETS OF HOWTOBE |DR. SUZANNE M. MILLER, MD, FACEP

PREMED

NEW FRAMEWORK FOR DESCRIBING AND SIMPLIFYING THE PREMED AND MEDICAL SCHOOL ADMISSIONS PROCESS

©Depositphotos/dvargg

36 | PreMedLife Magazine | May/June 2012

he medical school admissions process is one of the most complex, competitive, and time-consuming admissions methods in the country. For over a decade as a Harvard pre-med advisor and now as a medical school admissions consultant, I have thought about how to break down the complicated medical school

admissions system into one that can be easily understood and followed. The resulting "Six Bucket" structure clearly lays out what it takes to get into medical school and serves as the foundation of a new venture, www.HowtobePreMed.com. Fill up all six buckets and you have a very good chance of getting into medical school.

ACADEMICS BUCKET As you well know, academics are a huge part of the medical school admissions process. The Academics Bucket is filled with items weighed by the medical school admissions committees when assessing if you are ready to excel academically in medical school: GPA (Total, Science, and Non-Science), MCAT Score, Undergraduate/graduate school strength, Course strength, Major. I am often asked, "What GPA and MCAT do I need to get into Harvard Medical School." I always answer, "It

depends." Many pre-meds think it takes a 4.0 GPA and 45 MCAT score to get into medical school. They are wrong. Pre-meds with 4.0 GPAs and 45 MCAT scores have used my consulting services after they were NOT accepted to medical school. Yes, good grades and a decent MCAT score are generally required to gain acceptance to medical school, but there is no exact GPA or MCAT that guarantees admission. Medical school admissions committees look at pre-meds' "whole package"

when deciding whom gets into medical school. Great grades and MCAT scores, a top-20 school pedigree, upper level classes, and a challenging or unique major are not enough to get into medical school. You need to be wellrounded and stand out amongst the other 43,000 applicants. Think of the Academics Bucket as being filled with hurdles. You pass over the GPA and MCAT hurdles and move on to more exciting items that fill the other How To Be Pre-MedTM Buckets. >>>

May/June 2012 | PreMedLife Magazine | 37

When it comes to medical school admissions, community service refers to any activity where you are helping someone else. Medicine is a caring profession, and, through your community service experiences, you can prove your passion for helping others. Medical school admissions committees strongly prefer you show consistency and leadership in your community service activities. For example, it is more impressive to volunteer in the emergency department for four years and receive promotions from volunteer intern to volunteer trainer to volunteer supervisor than to participate in a one-week community health fair for underserved populations each year in college. When choosing your community service activities, think commitment and leadership. Similar to choosing research and extracurricular activities, you can think outside the box and be creative when selecting your community service experiences. You don't necessarily have to volunteer in a medical setting, though that certainly doesn't hurt. You just need to help other people. Here are some of my favorite community service examples from former clients:

Pre-meds frequently ask, "Do I need research to get into medical school." I always emphatically answer, "Yes!" But "research" may not mean exactly what you think. Research does not have to involve pipetting in the lab or creating mutant rats. Laboratory research is an excellent way to delve deeper into basic science and work with other brilliant scientists trying to solve a problem, but it is not the only type of research available to pre-meds. In the eyes of medical school admissions committees, research can be defined as any activity that involves asking a question and then trying to answer it. You form a hypothesis and attempt to solve it. The goal of your research is to prove to the medical school admissions committees your talent for analytical thinking and problem solving. Many activities fall under this broader definition of research, including: z

Studying HIV transmission rates from mother to child in Uganda

Determining the most cost-effective way to implement an electronic health record system at the local health clinic

Investigating scientists to be included in the book Most Notable American Woman Volume V

Teach mahjong to local nursing home residents and then organize tournaments

Institute "Sunday Suppers" on inner city street corner to feed homeless population

Tutor military personnel on how to re-enter college and the workforce

Looking at how states fund immunizations for a congressionally-sponsored immunization finance study

Provide language translation to help individuals applying for government benefits

Using nanotechnology to develop handheld laboratory analyzers to be used at the bedside

Wash the feet of homeless individuals at weekly clinic

Studying GAD65 antigen therapy in recently diagnosed type 1 diabetes mellitus

Analyzing the health disparities of Costa Ricans versus Nicaraguans in San Pablo de Heredia, Costa Rica

Drafting a white paper on global payment systems versus fee-for-service payments for health care reform consulting firm Performing language tests on elderly individuals with and without dementia to determine if subtle language deficits can predict development of Alzheimer's Disease Designing a mechanical straw mechanism that allows quadriplegic patients to control drinking from wheel-chair mounted water bottle As you can see, "research" has a broad meaning. The key is to find a problem you are interesting in solving, and then working to find a solution.

38 | PreMedLife Magazine | May/June 2012

process. This is another chance to be creative and follow your passions. Admissions committees may not remember that you had a 3.7 GPA, but they will likely remember that you climbed 50 14,000-foot mountains in Colorado over the last 5 years or speak fluent Gaelic or collect classic bicycles and auction them off for charity. Do not be afraid to follow your passions, even if they do not directly relate to medicine. Your extracurricular experiences will contribute not only to your medical school admissions chances, but will help you live a happy, well-balanced life. These are the activities that often continue through medical school and beyond and make you who you are. When choosing extracurricular activities, the same rule applies as for choosing every other pre-med experience: focus on commitment and leadership. Fewer stellar experiences are more powerful than many "one-offs," or things you spend little time doing.

COMMUNITY SERVICE BUCKET

RESEARCH BUCKET

CLINICAL EXPERIENCE BUCKET Members of medical school admissions committees often say lack of clinical experience in the most common reason why premeds are not accepted to medical school. Does that surprise you? It initially surprised me until I thought more about it. Even more than academic achievement, research activities, and community service experiences, medical school admissions committees want to see that you know what it is like to be a doctor. Medicine is a grueling profession and certainly not the easiest path you can choose. Do you know what you are getting yourself into? Medical school admissions committees look for the answer to this question in your clinical experiences. The clinical experience category is less broad than the Research, Community Service, and Extracurricular Buckets. It specifically refers to activities related to doctoring. Examples of clinical experience include:

Develop sustainable system for collecting medical supplies for clinic serving Sherpa community in Nepal T h e w o r d EXTRACURRICULARS

Shadowing physicians

Volunteering/working in a clinic, office, or hospital

Performing clinical research

Traveling on international medical missions

BUCKET

"Extracurricular," by strict definition, refers to any activity outside of the classroom. But in the context of medical school admissions, I use extracurricular to mean any experience that does not fit into the category of academics, research, community service, or clinical experience. Examples of extracurricular categories include: Clubs, Sports, Arts/Dance, Hobbies, Travel, Languages. Extracurricular activities are a great way to stand out in the medical school admissions

When looking for clinical experiences, try to get a broad view of the medical profession and witness the day-to-day life of different types of physicians. It's also a good idea to volunteer or work in diverse environments, such as an office setting, emergency department, and inpatient hospital ward.

APPLICATION SKILLS BUCKET I like to refer to application "skills" as application "art" because it takes tremendous creativity, writing, and interviewing skills to gain acceptance to medical school. Through the application, you have to create a story that helps you stand out among the other 43,000 applicants and convinces the medical school admissions committees why you will make an exceptional medical student and physician. You can use the following parts of the medical school application to develop your compelling story: Recommendations, AMCAS Work/Activities, AMCAS Personal Statement, Secondary Essays,Interviews,and Letter of Intent/Update Letters. You may wonder how to decide on your story. This is one of the hardest parts of the admissions process. My suggestion is to look at your experiences and see how they weave together. Have you dedicated significant time and effort to studying infectious disease in the laboratory and clinic? Then you can use these experiences to tell the story of how you want to become a physician-scientist dedicated to treating HIV patients. Have you played competitive sports your whole life and witnessed how orthopedic surgeons help patients and athletes get back on their feet after injuries? Then you can craft an interesting story discussing how you'd like to become an orthopedic surgeon who focuses on sports medicine and dream of becoming an Olympic physician one day. Have you spent years studying how health policy affects public hospitals and recently worked full time at the National Academies' Institute of Medicine? Then you can develop a story focusing on your passion for creating lasting health reform in the US that improves care for the underserved. The key is to look back over all of your life experiences and see how they come together into a unified story that leads to a medical career. This story creation is the true art of medical school applications.

years, starting with your first year of college. Remember, admissions committees strongly prefer commitment and leadership in all activities to "one-offs." Be strategic when choosing how to spend your time. Focus on what you love doing and you will likely do it well. And if you are thinking of applying this cycle and haven't filled all of the buckets, why not wait on applying? There is no rule that says you have to go to medical school right after college. Taking time off will likely only help your application.

DR SUZANNE M. MILLER, MD, FACEP CEO, www.MDadmit.com, Co-Founder and President, www.HowtobePreMed.com, Author of The Medical School Admissions Guide: A Harvard MD's Week-byWeek Admissions Handbook, 2nd Edition.

Good luck and get in!Â&#x201E;

As you can see, the medical school application process is about so much more than grades and MCAT scores. To get into medical school, you need to fill up all Six Buckets, of which the Academics Bucket is but one. Luckily, you can crossfill the buckets. For example, clinical research falls into both the Research and Clinical Experience Buckets. Volunteering in a clinic counts for both Community Service and Clinical Experience Buckets. Given that I was once a pre-med and know the culture well, I expect you are a bit overwhelmed by these Six Buckets and want to run out and fill them all now. Resist this urge. Filling the Six Buckets occurs over

May/June 2012 | PreMedLife Magazine | 39

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ESPECIALLY THIS SPECIALTY

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

ACADEMIC PHYSICIAN WHAT DOES AN ACADEMIC PHYSICIAN DO? More like a career path rather than a medical specialty per se, academic medicine is just another option available to a physician deciding on a practice, and can be either full time or part time. In addition to juggling research and clinical duties, academic physicians are tasked with making teaching rounds to train and mentor medical students and new doctors. Physicians who ultimately make academic medicine their home are attracted to the practice mainly because of the intellectual challenge the field often presents. According to one source, often, individuals interested in academic medicine pursue their careers either as teachers (referred to as clinical-educators) or as researchers (physician-scientists), with patient care as part of both roles.

HOW LONG WILL IT TAKE TO BECOME AN ACADEMIC PHYSICIAN? Undergraduate (4 Years) (to obtain bachelor's degree)

ACADEMIC MEDICINE is a loosely defined term which describes the branch of medicine pursued by doctors who engage in a variety of scholarly activities. While the traditional role of clinical academics is to provide clinical care, do research, and teach, Academic Physicians today may also spend some of their time in managerial and representative roles.

ed an average salary of as much as $282,296. In addition, specialty care professors earned 260,075 and full professors earned up to $280,000. Remember that many academic physicians also hold positions in clinical or research settings and earn a whole separate check for those responsibilities.

WHAT IS A TYPICAL DAY LIKE FOR AN ACADEMIC PHYSICIAN?

Academic physicians are like the multi-taskers of the medical community. For most clinicians, a typical day will involve juggling teaching responsibilities as well as conducting medical research or providing clinical care to patients. In a single day, an academic physician could meet with fellow investigators to discuss results and data from a research study, hold a oneon-one session to mentor a medical student, and make a trip to the hospital to see and care for patients.

WHAT DO SOME ACADEMIC ABOUT THEIR SPECIALTY? Mentoring students.

PHYSICIANS SAY THEY LOVE

Medical School (4 Years) (to obtain MD or DO degree) 1 year of additional year of basic science training (to acquire the knowledge, skills, and experience to begin careers in various areas of academic medicine)

HOW MUCH DO ACADEMIC PHYSICIANS EARN?

DO SOME ACADEMIC PHYSICIANS SAY THEY DISLIKE ABOUT THEIR SPECIALTY? Paperwork.

WHAT UPPER-LEVEL COLLEGE CLASSES SHOULD YOU TAKE IF YOU'RE INTERESTED IN BECOMING AN ACADEMIC PHYSICIAN? Independent research, Leadership development

Flickr/ nayukim

Compensation for physicians employed by medical school varies depending on location. According to one report, while primary care professors report ed an average income of $198,000, primary care department chairs report-

WHAT

May/June 2012 | PreMedLife Magazine | 41

42 | PreMedLife Magazine | May/June 2012

ÂŠDepositphotos/iofoto

More and more medical students are choosing to pursue advanced training in another field in addition to their medical education.

E H T

DUAL degree Hundreds of programs across the country offer students the option of combining their love for medicine with a number of other fields

he decision to pursue a combined degree is typically based on a student's long-term goals. For a student who has always seen themselves as a physician who practices medicine in a hospital, clinic, or at a private practice, a combined degree may not be needed. The level of training and education provided through the typical four-year medical school program will most likely provide sufficient training. Even for highly specialized concentrations, medical school, residency, and internships can usually provide students with the adequate training and background needed. If a student is interested in contributing to the development of health care policies, then maybe an MD/MBA degree is the way to go. Or maybe mitigating intellectual property issues in biotechnology is something that sounds like music to some student's ears - then an MD/JD program would be a great match for such a desire. Either way, there are tons of options for students wishing to branch out and practice medicine in an area other than the traditional roles many have been exposed to for years. For premeds who want the best of both worlds, whatever those two worlds may be, the option of pursuing a dual MD degree (also called combined or joint degree) may be the perfect way to marry two fields of inter-

est. Students enrolled in dual MD programs have the opportunity to combine their passion for practicing medicine with research, law, or many other fields. From popular courses of study like Public Health and Business Administration to those who pursue lesser-known tracks like the MD/Master of Divinity degree for students preparing for the practice of ministry, there are plenty of MD dual programs out there. For those of you who have a strong attraction to a particular interest, how cool would it be if you could have your medical education fit want interest you most? As students who build a strong medical foundation through their medical school curriculum, the addition of combined degree coursework will immerse students into whatever area they've decided to pursue, whether its business administration, public health policy, or law, the benefits of dual degree programs are plentiful. Many student do not even realize they have the option of pursue dual degrees in certain areas and wish they would have known that certain school offered specialized programs ahead of time. Along with some of the more popular dual MD programs offered through many medical schools, PreMedLife magazine has created this first-ever resource that brings all the information about dual degree programs together in one place!

May/June 2012 | PreMedLife Magazine | 43

THE EARLY PHYSICIAN BA/MD or BS/MD Students admitted to these programs pursue a bachelor of science (BS) or bachelor of arts (BA) degree in their chosen major and upon completion of their undergraduate degree, have the opportunity to purse a doctor of medicine (MD) degree from the partnering institution. Entry into BA/BS-MD degree programs are very competitive and highly selective. Some programs may not require the MCAT for acceptance into medical school.

SCHOOLS OFFERING... Baylor University

Rice University

University of Missouri-Kansas City

Boston University

Richard Stockton College of New Jersey

University of Nevada, Reno

Brooklyn College

University of New Mexico

Caldwell College

Robert Wood Johnson Medical School

University of Rochester

College of New Jersey

Rosemont College

University of South Alabama

Drew University

Rutgers University - Newark

University of Texas-Pan American

Drexel University

Sophie Davis School of Biomedical Education

University of Toledo

George Washington University

Villanova University St. George's University

Hofstra University

Wayne State University Stevens Institute of Technology

Howard University

Youngstown State University SUNY Stony Brook University

Kent State University SUNY Geneseo Lehigh University University of Akron Montclair State University University of Alabama New Jersey Institute of Technology

University of California, Riverside

Northeast Ohio Medical University

University of Connecticut

Northwestern University

University of Colorado

Ohio State University

University of Florida

Penn State College of Science

University of Kentucky

Rensselaer Polytechnic Institute

University of Miami

44 | PreMedLife Magazine | May/June 2012

THE PHYSICIAN SCIENTIST MD/PhD (Doctor of Philosophy) These programs are designed to train students in medicine and research. If you are interested in becoming a research physician, like the ones you might find working at the National Institutes of Health, then these programs are designed specifically for this interest. Students who graduate with MD/PhD degrees are called physician-scientists or physician-investigators. In addition to caring for patients, MD/PhD candidates. For more information, visit the AAMC's page MD-PhD Dual Degree Training.

SCHOOLS OFFERING... University of Alabama School of Medicine

University of Connecticut School of Medicine

Rush Medical College of Rush University

University of South Alabama College of Medicine

Yale University School of Medicine

University of Chicago Pritzker School of Medicine

University of Arizona Health Sciences Center University of Arkansas College of Medicine Loma Linda University School of Medicine Stanford University School of Medicine University of California, Davis School of Medicine University of California, Irvine School of Medicine

Georgetown University School of Medicine Howard University College of Medicine University of Florida College of Medicine University of Miami Miller School of Medicine University of South Florida College of Medicine Emory University School of Medicine

University of Illinois at Chicago College of Medicine University of Illinois at UrbanaChampaign College of Medicine Indiana University School of Medicine University of Iowa College of Medicine University of Kansas School of Medicine University of Kentucky College of Medicine

Medical College of Georgia University of California, Los Angeles School of Medicine

Morehouse School of Medicine

University of Louisville School of Medicine

University of California, San Diego School of Medicine

University of Hawaii John A. Burns School of Medicine

Louisiana State University, New Orleans School of Medicine

University of California, San Francisco School of Medicine

Loyola University of Chicago Stritch School of Medicine

Louisiana State University, Shreveport School of Medicine

University of Southern California School of Medicine

Northwestern University Medical School

University of Colorado Health Sciences Center

Rosalind Franklin University of Medicine and Science - Chicago Medical School

For the complete list of school's offering MD/PhD programs visit the AAMC's MD/PhD Degree Programs by State at www.aamc.org.

May/June 2012 | PreMedLife Magazine | 45

THE PHYSICIAN INVESTIGATOR MD/MSTP (Medical Scientist Training Program) To help meet the need for investigators who are well trained in both basic sciences and clinical research, the National Institute of General Medical Sciences established the Medical Scientist Training Program (MSTP) to encourage and support the training of students to undertake careers in biomedical research and academic medicine. MSTP students participate in an integrated program of graduate training in the biomedical sciences and clinical training offered through medical schools. MSTP participants may choose from a wide range of research training programs in the biological, chemical, or physical sciences. Students are supported by grants which provide for stipends, tuition allowance; and modest sums for travel, equipment, and supplies. In addition, many institutions supplement the basic stipend provided by the MSTP grant.

SCHOOLS OFFERING... University of Alabama at Birmingham School of Medicine

University of Iowa Carver College of Medicine

Stanford University University of California, Irvine School of Medicine University of California, Los Angeles School of Medicine/ California Institute of Technology University of California, San Diego School of Medicine

Johns Hopkins University School of Medicine

New York University School of Medicine State University of New York at Stony Brook

University of Maryland School of Medicine

University of Rochester School of Medicine and Dentistry

Harvard Medical School/Massachusetts Institute of Technology

Duke University Medical Center University of North Carolina at Chapel Hill School of Medicine

Tufts University School of Medicine University of California, San Francisco School of Medicine University of Colorado Denver

University of Michigan Medical School University of Minnesota Medical School

Yale University School of Medicine Mayo Medical School Emory University School of Medicine Northwestern University Medical School University of Chicago University of Illinois at Chicago College of Medicine Indiana University School of Medicine

Washington University School of Medicine Albert Einstein College of Medicine Columbia University College of Physicians and Surgeons Weill Cornell/Rockefeller/SloanKettering Tri-Institutional M.D.-Ph.D. Program Mount Sinai School of Medicine

46 | PreMedLife Magazine | May/June 2012

Case Western Reserve University School of Medicine Ohio State University College of Medicine The MSTP currently has 40 participating programs involving 45 degree-granting institutions with a total of 933 trainees. (There are approximately 75 medical schools that do not have NIGMS MSTP training grants but that also offer opportunities for M.D.-Ph.D. studies.) For a list of institutions offering Medical Scientist Training programs visit the National Institute of General Medical Sciences resource. www.nigms.nih.gov

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THE ADVANCED PHYSICIAN MD/MS (Master of Science) or MD/MA (Master of Art) For students who do not wish to pursue a PhD, but want to extend their research portfolio, MD/MS programs are just the way to do that.

SCHOOLS OFFERING... University of California Berkeley

University of Louisville

Northwestern University

Texas A&M Health Science Center College of Medicine

Washington University School of Medicine

THE PHYSICIAN LAWYER MD/JD (Juris Doctor of Law) These programs are designed to accommodate the increasing number of individuals seeking an interdisciplinary education in law and medicine. Programs are generally designed to lead to the

concurrent award of degrees in law and medicine at the completion of the program involving academic and clinical study.

SCHOOLS OFFERING... University of California Berkeley

Ohio State University College of Medicine

University of Florida College of Medicine

University of Louisville

Perelman School of Medicine at the University of Pennsylvania

University of Illinois College of Medicine

Texas A&M Health Science Center College of Medicine

Southern Illinois University School of Medicine

University of Minnesota School of Medicine

Washington University School of Medicine

Texas Tech University School of Medicine

University of South Florida College of Medicine

Baylor College of Medicine

The University of Chicago Pritzker School of Medicine

Vanderbilt University School of Medicine

University of Arkansas College of Medicine

Yale School of Medicine

Northwestern University

Case Western Reserve University School of Medicine Duke School of Medicine Mayo Medical School 48 | PreMedLife Magazine | May/June 2012

University of Iowa Carver College of Medicine

THE PUBLIC HEALTH PHYSICIAN MD/MPH (Masters of Public Health) The Master of Public Health degree supplements a student's medical education by providing them with skills in population-based research, design and evaluation of health promotion and disease prevention programs, and management of the health care delivery system. Programs generally focus on the diseases, health status and system of health care delivery for population groups. This program opens up expanded career opportunities in various fields of service including, but not limited to academic medicine, research, health administration, and public health, including local, state, federal, and international health agencies.

SCHOOLS OFFERING... Baylor College of Medicine Boston University School of Medicine Columbia University College of Physicians and Surgeons Drexel University College of Medicine Duke School of Medicine

Medical University of South Carolina College of Medicine

The University of Toledo College of Medicine

Morehouse School of Medicine

Tufts University School of Medicine

New York Medical College Northwestern University Feinberg School of Medicine Ohio State University College of Medicine

Eastern Virginia Medical School

Oregon Health & Science

Emory University School of Medicine

University School of Medicine

George Washington University School of Medicine

Perelman School of Medicine at the University of Pennsylvania

Harvard Medical School

Saint Louis University School of Medicine

NYU School of Medicine

Stanford School of Medicine

Tulane University School of Medicine University of South Florida College of Medicine University of Buffalo School of Medicine University of Alabama at Birmingham School of Medicine University of Arizona College of Medicine University of Arkansas College of Medicine UC Davis School of Medicine

University of Maryland School of Medicine

Texas A&M Health Science Center College of Medicine

Yeshiva University's Albert

SUNY Upstate Medical University

Einstein College of Medicine

Temple University School of Medicine

Jefferson Medical College Keck School of Medicine of USC

East Carolina University Brody School of Medicine

Louisiana State University School of Medicine

University of Texas School of Medicine

UCLA School of Medicine University of California San Diego School of Medicine University of Connecticut School of Medicine For the complete list, visit our Website www.premedlife.com May/June 2012 | PreMedLife Magazine | 49

THE BUSINESS PHYSICIAN MD/MBA (Masters of Business Administration) These programs are designed for students who are interested in both medicine and the business aspects of medicine. Multiple aspects of the sector are addressed, including health care delivery, the life sciences industry, and health information technology. This combined degree is ideal for students considering advancement in medical leadership, either within group medical practices, government agencies, health care companies, and research and pharmaceutical firms.

SCHOOLS OFFERING... Baylor College of Medicine

New Jersey Medical School

Boonshoft School of Medicine

NYU School of Medicine

Boston University School of Medicine Brody School of Medicine Case Western Reserve University School of Medicine

Ohio State University College of Medicine Perelman School of Medicine at the University of Pennsylvania Saint Louis University School of Medicine

University of California, Irvine School of Medicine University of Cincinnati College of Medicine University of Connecticut School of Medicine University of Florida College of Medicine

Columbia University College of Physicians and Surgeons

Stanford School of Medicine

University of Illinois College of Medicine

Creighton University School of Medicine

Texas Tech University School of Medicine

University of Iowa Carver College of Medicine

Drexel University College of Medicine

The University of Chicago Pritzker School of Medicine

University of Louisville School of Medicine

Duke School of Medicine

Tufts University School of Medicine

University of Maryland School of Medicine

Tulane University School of Medicine

University of Miami School of Medicine

Georgetown University School of Medicine

UC Davis School of Medicine

University of Michigan Medical School

Harvard Medical School

UCLA School of Medicine

Howard University College of Medicine

University of Arizona College of Medicine

Geisel School of Medicine at Dartmouth

Jefferson Medical College

University of Arkansas College of Medicine

Keck School of Medicine of USC Medical University of South Carolina College of Medicine 50 | PreMedLife Magazine | May/June 2012

University of Buffalo School of Medicine

University of Nevada School of Medicine University of North Carolina School of Medicine For a complete list, visit our website www.premedlife.com or go to http://mdmbaprograms.com/5.html

THE INTERNATIONAL PHYSICIAN MD/MPH (Masters of Public Health) in Global Health These programs offer students the opportunity to combined medical training with public health from a global perspective.

SCHOOLS OFFERING... NYU School of Medicine

Duke School of Medicine

THE PUBLIC SERVICE PHYSICIAN MD/MPA (Masters of Public Administration) These programs are designed for students looking to pursue a medical career that combines public health and medicine. For a discussion of the pros and cons of MD/MPH programs in general and the timing of public health course work, see the MD/MPH Guide produced by the American Medical Student Association.

SCHOOLS OFFERING... Boston University School of Medicine

NYU School of Medicine

THE BIOETHICAL PHYSICIAN MD/MA in Bioethics The goal of these programs is to train medical professionals in the basic ethic principles underlying medical practice and to educate them about bioethical issues that they are likely to confront. Students who enroll in these programs will be equipped with an increased ethical awareness during their medical training and in their future careers. In addition, these programs are designed to prepare students for a variety of professional roles including practicing as bioethicists in medical institutions and as public policy administrators in a variety of health care organizations.

SCHOOLS OFFERING... Indiana University School of Medicine

Wake Forest University School of Medicine

Northwestern University Feinberg School of Medicine

NYU School of Medicine

Albany Medical College

Perelman School of Medicine

University of Pittsburgh

Yeshiva University's Albert

University of Louisville School of Medicine

Case Western Reserve University

Einstein College of Medicine May/June 2012 | PreMedLife Magazine | 51

THE PHYSICIAN RESEARCHER MD/Masters of Science in Clinical Epidemiology This program is designed for students who are interested in academic careers in clinical research. The goal of this program is to train individuals for successful careers as independent academic clinical investigators. The program is designed to provide in depth knowledge of the research techniques appropriate for clinical epidemiology research.

SCHOOL OFFERING... Perelman School of Medicine at the University of Pennsylvania

THE PUBLIC SERVICE PHYSICIAN MD/Masters of Health Science This program is designed for medical students who wish to complete an extra year of research.

SCHOOL OFFERING... Yale School of Medicine

THE INDEPENDENT RESEARCH PHYSICIAN MD/Masters of Advanced Studies or MD/MS in Clinical Investigation these programs are designed for students focused on mastering clinical research methods and pursuing independent research careers.

SCHOOLS OFFERING... University of California Davis School of Medicine

University of Louisville School of Medicine

Washington University School of Medicine

NYU School of Medicine

THE JR. PHYSICIAN INVESTIGATOR MD/Masters in Translational Research This program is designed to provide students with in-depth instruction in the fundamental skills, methodology, and principles necessary to be a well-trained junior investigator. These programs strive to produce researchers who are knowledgeable about the complex issues associated with conducting sound clinical research.

SCHOOLS OFFERING... Perelman School of Medicine at the University of Pennsylvania 52 | PreMedLife Magazine | May/June 2012

THE INTERFACING PHYSICIAN MD/Masters of Science in Health Policy Research This program is designed primary for physicians pursuing careers in the interface of health services research and health policy. The primary focus is on: health economics, health policy, qualitative/quantitative data collection, research study design and data analysis.

SCHOOL OFFERING... Perelman School of Medicine at the University of Pennsylvania

THE BIOETHICAL PHYSICIAN MD/MA in Bioethics Designed specifically to meet the needs of the clinician or clinician-in-training by providing a combination of course work and research experiences needed for a successful career in clinical investigation. Students gain an understanding of clinical research methodology, biostatistics, and research ethics and are provided with the necessary skills to conduct independent clinical research, to teach, and to mentor others. Graduates will gain the ability to identify important research questions, develop research protocols, generate pilot data, conduct clinical investigations, analyze and write the results in a publishable form and develop and submit grant proposals.

SCHOOLS OFFERING... University of Maryland School of Medicine

Morehouse School of Medicine

University of Texas Medical School at Houston

UC San Diego School of Medicine Yeshiva University's Albert Einstein College of Medicine

University of Michigan Medical School

Duke School of Medicine

THE ANATOMY-OBSESSED PHYSICIAN MD/Masters of Science in Applied Anatomy Designed for students seeking advanced training in the anatomical sciences.

SCHOOLS OFFERING... Case Western Reserve University School of Medicine

May/June 2012 | PreMedLife Magazine | 53

THE HIGH TECH PHYSICIAN MD/Masters of Science in Biomedical Engineering These programs are designed to prepare medical students to be opinion leaders and bridge the gap between medicine and technology in the evolving biomedical engineering/health care industry, a field that applies high-tech research to improvements in health.

SCHOOLS OFFERING... University of Maryland School of Medicine

University of Minnesota Medical School

THE BIOMEDICAL PHYSICIAN MD/Masters of Science in Biomedical Investigation The goal of this program is to train medical students in basic or clinical research approaches so that the physician graduate may conduct research to advance health.

SCHOOL OFFERING... Case Western Reserve University School of Medicine

THE ETHICALLY-FOCUSED PHYSICIAN MD/Masters of Science in Health Care Ethics These programs offers students the opportunity to earn a medical degree, explore the area of health care ethics in more depth, and gives them a year to explore their passions as they gain a MS degree in Health Care Ethics.

SCHOOLS OFFERING... Creighton University School of Medicine

Drexel University College of Medicine

THE STORYTELLER PHYSICIAN MD/Master of Science in Narrative Medicine This program is designed for the student who wishes to improve the effectiveness of care by developing their capacity for attention, reflection, representation, and affiliation with patients and colleagues through writing and reflection of stories of illness.

SCHOOL OFFERING... Columbia University College of Physicians and Surgeons

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THE BIO-AGENT PHYSICIAN MD/Master in Biohazardous Threat Agents & Emerging Infectious Diseases The program supplements a student's medical education with a degree that addresses the knowledge gap in the science of biohazardous agents and emerging infectious diseases facing the world community; whether such threats occur naturally or are purposefully designed. Graduates of the program find opportunities both in biodefense companies as well as with the government agencies.

SCHOOL OFFERING... Georgetown University School of Medicine

THE ALTERNATIVE MEDICINE PHYSICIAN MD/Master in Physiology & Biophysics This program is designed to train students to objectively assess the safety and efficacy of various Complementary and Alternative Medicine (CAM) modalities such as acupuncture, massage, herbs and supplements, and mind-body interactions and introduces scientific rigor to much needed evidence-based research.

SCHOOL OFFERING... Georgetown University School of Medicine

THE PUBLIC POLICY PHYSICIAN MD/Master in Public Policy Designed for students to understand the intersection of public policy and medicine. Graduates learn to address such policy issues as managing health care costs and access, regulatory requirements, and addressing public health concerns related to topics such as immunizations and disease control.

SCHOOLS OFFERING... University of Maryland School of Medicine

The University of Chicago Pritzker School of Medicine

Harvard Medical School

University of Michigan Medical School

Brown University School of Medicine

THE I.T. PHYSICIAN MD/Master in Health Informatics Through this program students are prepared to apply information technology to medicine so they can be effective informaticians within their medical specialties.

SCHOOLS OFFERING... University of Minnesota Medical School 56 | PreMedLife Magazine | May/June 2012

University of Michigan Medical School

THE PHYSICIAN NEUROSCIENTIST MD/MS in Medical Neurobiology This program adds an additional year of study, research and teaching experience to the medical curriculum, culminating a Master's of Science Degree in Neurobiology and Anatomy that is conferred along with the MD degree upon graduation.

SCHOOL OFFERING... University of Rochester School of Medicine

THE TRANSLATIONAL PHYSICIAN MD/MS in Clinical and Population Translational Science This program is designed to develop competencies in clinical researchers interested in conducting translational research.

SCHOOL OFFERING... Wake Forest University School of Medicine

THE STATISTICS PHYSICIAN MD/Master's in Biomedical Informatics This program allows students to supplement their medical education with a program that applies statistical techniques and technologies to the medical and health sciences.

SCHOOLS OFFERING... Stanford School of Medicine

Robert Wood Johnson Medical School

THE PHYSICIAN DENTIST MD/OMFS Oral/Maxillofacial Surgery or MD/DDS Dental schools, in conjunction with medical school programs, offer a training program leading to the MD degree and a certificate of specialization in oral and maxillofacial surgery. The goal of these programs is to mostly prepare a clinically superior surgeon who possesses the additional knowledge and ability to pursue a career in any aspect of oral surgery, be it clinical, teaching, or researchoriented

SCHOOLS OFFERING... Columbia University College of Physicians and Surgeons

Oregon Health & Science University School of Medicine

University of Michigan Medical School

Mayo Medical School

University of Buffalo School of Medicine

University of Mississippi School of Medicine

Mount Sinai School of Medicine

UCLA School of Medicine

May/June 2012 | PreMedLife Magazine | 57

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THE ANALYTICAL PHYSICIAN MD/Master's in Health Services Research This program is concerned with the analysis of health policy in the public and private sectors.

SCHOOL OFFERING... Stanford School of Medicine

THE BIOMEDICAL PHYSICIAN MD/Masters of Science in Biomedical Sciences This program is aimed at training those individuals wishing to perform research in medical sciences incorporating the perspective and/or skills achieved through clinical medical training.

SCHOOL OFFERING... The University of Toledo College of Medicine

THE DISEASE STUDYING PHYSICIAN MD/Masters in Epidemiology This program involves additional training in the field of epidemiology which involves the study of disease - and predisposing conditions for disease - among human populations in all parts of the world, with an emphasis on approaches to improving levels of health.

SCHOOLS OFFERING... University of Maryland School of Medicine

Stanford School of Medicine

Perelman School of Medicine University of Pennsylvania

THE OTHER PHYSICIAN LAWYER MD/Masters of Advances Studies in Health Law or MD/MS in Jurisprudence These programs are designed to bridge the differences between the practice of health care and the practice of law to establish a common understanding of the principles guiding each profession. The program equips graduates with a more complete understanding of the best scientific, ethical, regulatory, and management practices of concern to both professions, with a goal of establishing mutually compatible solutions in policy and practice.

SCHOOLS OFFERING... UC San Diego School of Medicine

Robert Wood Johnson Medical School

May/June 2012 | PreMedLife Magazine | 59

THE PHYSICIAN NUTRITIONIST MD/MS in Nutrition The combined knowledge of nutrition and medical principles gained from this dual degree program is expected to address the increasing emphasis in medical and graduate education on multidisciplinary work, encourage robust approaches to investigative efforts of major public health problems such as diabetes, obesity, cardiovascular disease can cancer, and improve the ability of the practitioner to use behavior strategies to enhance patient compliance with lifestyle recommendations.

SCHOOL OFFERING... University of Cincinnati College of Medicine

THE RESEARCH PHYSICIAN Masters of Medicine/PhD or MD/Master in Clinical Science This program is designed to train medical students in clinical research methods to translate clinical, biomedical and technological discoveries into advances in population-based, clinical, or basic science research.

SCHOOLS OFFERING... Keck School of Medicine of USC

University of Texas School of Medicine

THE PHYSICIAN TEACHER MD/Master of Arts (Education) Designed for students who would like a strong foundation in educational theory, research, principles and applications - and who would like to acquire this foundation at the same time they are completing the requirements for the M.D. degree.

SCHOOL OFFERING... University of Michigan Medical School

THE PHYSICIAN THEOLOGIST MD/Master of Divinity and Master of Theological Studies This program is designed to prepare students for the practice of ministry. These programs are designed to join the domains of caring for the body and caring for the spirit.

SCHOOLS OFFERING... Vanderbilt University School of Medicine

60 | PreMedLife Magazine | May/June 2012

Yale School of Medicine

THE GLOBAL PHYSICIAN MD/MA in International Relations This degree program combines clinical training with an international diplomacy, language, and business perspective to bridge the fields of international relations and medicine. The program is designed to produce well-rounded physicians who understand the principles of international law, politics, economics, and business.

SCHOOL OFFERING... Tufts University School of Medicine

THE LIBERAL ARTS PHYSICIAN MD/Master of Arts in Liberal Studies This program is designed to offer a multidisciplinary opportunity for students to explore topics in medical history, ethics, theology, and other fields within the medical humanities.

SCHOOL OFFERING... Duke School of Medicine

THE OTHER LIBERAL ARTS PHYSICIAN MD/Master of Arts in Liberal Studies in Ethics and Professionalism This program will supplement a student's medical education with a constellation of issues surrounding the conduct of professional workers in contemporary culture. The goal of this program is to enrich the students' understanding of the moral complexity of professional life, and to assist them in arriving at a balanced, consistent, and defensible judgment of the ethical conduct expected of those in positions of responsibility.

SCHOOLS OFFERING... Georgetown University

THE PHYSICIAN DIRECTOR MD/Master in Health Administration To supplement a student's medical education, this program is designed to help students shape the direction of health care organization.

SCHOOLS OFFERING... Medical University of South Carolina College of Medicine Ohio State University College of Medicine

The Commonwealth Medical College

Virginia Commonwealth University School of Medicine

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THE GENETICS PHYSICIAN MD/Masters of Human Genetics and Genetic Counseling This program trains medical students to understand the molecular, clinical and psychological implications of differences in the human genome, and to translate these intricacies to health care professionals, laboratory researchers and patients/families.

SCHOOL OFFERING... Tufts University School of Medicine

THE BOSS PHYSICIAN MD/Master of Health Services Administration This program prepares students for careers as physicians and health-care executives or to provide administrative support for their medical practice.

SCHOOL OFFERING... University of Kansas School of Medicine

PREMEDREALITY

>>> Premed students share real stories of experiences that happen along their journeys to becoming physicians

"I remain entwined by the memories of days and nights in the E.R., and those memories would never let me go, not even if I were drowning." -Dr. Pamela Grim MD from her book "Just Here Trying to Save a Few Lives"

LESSONS FROM MY

INTERNSHIP A personal story about finding the missing facet of her life through an emergency room internship BY DESIREE HYKES

64 | PreMedLife Magazine | May/June 2012

and due to being heavily devoted to academics on a chaotic commuter schedule, employment was beyond reach. I heard about internships, and like many, I had the image in my mind of someone serving coffee to a superior, not learning anything, or hearing from one who worked in an internship end-

ing up hating the choice they made. Despite my judgments, I was told through my advisors to make an appointment with the university's Career Center. Through discussion with them, I found the missing facet of my life, the tie combining interests I've had since birth to a few months in the real world: The

did not know him, he never played a part in my life, but I could not let a fall on the ice take his life. I pressed my gloved hands on the gentleman's frail chest, eyes locked on his face as I pounded rhythms on his sternum. In those few moments, my own responsibilities and frustrations faded, and I viewed the man under my care as someone of my own blood. Orders were barked, footsteps sounded from every direction, and red flowed into testing tubes, through gauze patches, and onto my gloves as the man's wavering pulse jumped from life to near death. I kept my CPR in rhythm, focus-driven and emotionally pleading for him to stay with us….until he did. Skin once ashen returned to pink, his chest expanding with a breath powerful as one's first. As I stood back, I locked eyes with my patient, and his expression became forever banked in my memory. His eyes spoke the words he could not: "Thank you, I was not ready to go…" Since I was young, I loved the Emergency Room for its unpredictability, tales of survivorship, and support when lives are lost. However, I did not decide to pursue medicine until the end of college, maturity and experience had to mold and guide me toward a career not for temporary means, but for life. The sciences gripped me strongly through college, I have an everlasting interest in anatomy (especially when it goes awry), and people from all paths of life fascinate me. I am one who, late at night, sits with a blanket and watches Trauma: Life in the E.R., guessing the diagnosis while trying to find out more about and what could be done for the person in front of me. As college neared its end, I searched for a way to apply these various interests to real world exposure,

Emergency Medicine Internship at Morristown Medical Center. I applied and was accepted the following January. Medicine has an essential moment-to-moment connection with someone's wonderful and horrifying times in life. Those who wish to become part of it need a vital or powerful role alongside it as partners with patients, dedicated with the doctors. Medicine's career paths branch like the Celtic tree of life, interconnected yet variable, and for the premedical student, choosing a specialty to enter can be quite a challenge. However, the internship provided me sheers to trim these branches with, narrowing down and shaping choices I made into a specialty I could not imagine my life without. My first day as an intern was riddled with nerves, unsure of what to do, who to ask, and how to proceed with the new role I had in an environment I was thankfully familiar with. To connect with patients, physicians, residents, and nurses who could teach me all I wished to learn, I had to take risk. Nothing can prove one's dedication and establish a mentor-follower relationship better than by asking questions. Does a patient make you curious? Ask. Do you wonder how the doctor arrived at their diagnosis? Ask. Does a patient's family seem lost, hesitant, or reluctant? Ask. Priceless experiences could be the result of your questions, so ask, experience, and learn. Are you drawn to emergency scenarios, restoring order from a chaotic situation? Take an evening (or more) as part of the Trauma Response Team. Does new life perk your curiosity? Hold the hand of a woman giving birth or of her newborn to know the science and emotions of a human welcomed to the world. Do the mind's breakdowns go along with your strong listening ability? Console psychiatric patients and their families, become the vital "someone to talk to" as they recover. Do you get satisfaction out of working with your hands and mind in tandem? Assist a surgeon with sutures and other procedures from Outpatient to Operating Room. As an intern, I was blessed with these opportunities, yet I would have none of them if I did not question the physicians I worked alongside of. Ask to do more than shadow, offer to do more than stand back and observe, and your dedication will be remembered by a patient, family, or doctor. By offering yourself to medicine beyond a background role, lessons learned from these experiences can influence decisions regarding your future in medicine. Many say we are shaped by experience, and this can be gained by questioning those around you, participating, risk-taking, and learning while growing intellectually. Shape yourself by utilizing the world around you and all who walk in it, you will have no regrets by doing so, and in the end you will have enriching self-discovery. The five months of my internship gave me more insight into myself then I could have ever obtained in five years. When going into an internship, I encourage you to bring a notebook, one capable of fitting in a lab jacket pocket for example. During the day, write all your thoughts. How did it feel to sit alongside a dying patient, to save a life, to see life lost? What

was it like to tell a patient's loved one their family member survived an emergency situation? How do you feel in the different departments of a hospital, why do you favor one over the other? Commonly, I would go into a patient's room with this small notebook, pen at the ready, and take bulleted notes on their symptoms, interaction with the doctor and medical staff, and on their life in general. I would write as though I was a film director watching a scene, observing fine details of body language to the grand reason why the patient was a patient in the first place. If questions come to your mind while taking notes, write those down as well. The collection of notes you acquire after the internship has passed can serve as valuable springboards for medical school applications, personal statements, jobs, and interviews. Write all your experiences, lessons, questions, and thoughts, and when someone asks you why you choose to enter a certain specialty, the notes reflecting on your experiences in the internship can be attention-grabbing and heartfelt resources from which to provide the answer. Lastly, an internship can be a time of comparison and contrast. Combine observation and thought with every day of the internship, what have you seen that you will mimic for your patients? What actions do you admire or refuse to imitate? This is essential when observing bedside manner. Take note of the body language, words, and mannerisms of the physician and patient you are working with. For example, one evening I worked with a physician who, instead of standing beside the patient gurney and staring down at them, would sit with eyes locked on the patient, hands folded, in a relaxed but attentive state. I noticed the patient felt less intimidated, more comfortable, and open with the doctor who sat at eye level with her, listening and acting as an equal instead of standing over the patient, giving an already emotionally rattled person a feeling of inferiority or being intimidated. The doctor's body language allowed for more effective communication, a stronger feeling of trust, humility, and concern between the doctor and patient, ensuring proper information was obtained for efficient healing. I vowed to take a similar approach with my patients, I wish for them to be partners with me during their recovery, and the physician's body language I witnessed correlated with this personal value of mine. With this in mind, I applied this body language to patients in my care, and I encourage premedical students to try this form of body language with a patient. This observation and application of body language is an example of medicine's favorite adage of "see one, do one, teach one". When the internship was complete, I was left with feelings of self-enlightenment, discovery, and priceless life experience. What I had done for and learned from patients I will pass on to premedical students as I have done through this article. When times of hardship strike, I find myself reflecting on the internship and its daily intellectual and personal gifts. The memory of hugging a grieving family in solace, experiencing the chaos and order of every hospital department, and diagnosing alongside

physicians provides personal strength, reason, and want to pursue medicine despite any obstacle. As I have throughout my life, I support those who strive for their dreams, and I offer my timeless support as you enter medicine. Seek an internship, its value is irreplaceable, and its lessons forever valuable. I hope you find your moment during the internship where, like the turning gears of a grand clock, every piece that creates your identity falls into an entire passion, a purpose in life. In one evening during those five months, I saved the life of a man who, from falling on the ice, had suffered a full myocardial infarction. My understanding of life and death, personal interests, values, and principles I've had since birth were encompassed into seeing my patient return to life. My medical passions lit like lightning when I locked eyes with the man I once thought passed away, and for a moment, my breath was stolen from me. Away from the patient's room, my hands shook and my eyes watered as I realized I found my life's passion. I said to the doctor I worked with that evening, "I don't care what I have to do, I must do what you do for the rest of my life." I entered the internship unsure of my life's direction, but had I never applied, I would be lost on the ocean of uncertainty still. As you advance into your life and career in medicine, may the memories and lessons of your experiences guide you through hardships and victories. Take and utilize the lessons from an internship to future patients, families, and medical students that may one day turn to you for guidance. Let the internship be a partner, like a patient to a doctor, in shaping your life's dream piece by piece. Never be afraid to be curious and ask questions, the answers will become a solid foundation for creating one who understands what healing entails. Desiree Hykes is a Drew University Biology Honors graduate, seasoned theatrical performer, and has obtained multiple awards for her artistic interests and academics. With her passions for the sciences and humanities such as Anthropology, she is pursuing medical school to become a New York City based Trauma Surgeon.

DESIREE HYKES is a Drew University Biology Honors graduate, seasoned theatrical performer, and has obtained multiple awards for her artistic interests and academics. With her passions for the sciences and humanities such as Anthropology, she is pursuing medical school to become a New York City based Trauma Surgeon.

May/June 2012 | PreMedLife Magazine | 65

THEGOODS

>>>Our pick of items that will add some flair to your premedlife and perhaps make you smile Personal Library Kit

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Do you lend out your books to classmates? Now you can keep track of who has what with your very own Personal Library Kit. The kit provides you with old-fashioned library circulation techniques for fun and book retention.

Plug Out Plug Organizers The Plug Out Plug Organizers sticks via non-marking adhesive right below an electrical outlet and keeps unplugged cords neatly in place for when you're ready to switch out one plug for another.

` 66 | PreMedLife Magazine | May/June 2012

Sprout Bookmarks The Sprout Bookmark stays put in the middle of your book while you're reading and is made from silicone so it doesn't slip out. Fun and cool to look at, the bookmarks are quite practical too.

Einstein's Energy Bar The all-natural Einstein's Energy Bar is packed with fruit and nuts to give you the energy boost you need. And when you open up the pack of gum, you'll find fun facts and activities to keep you busy. .

100 Small Favors Tickets If you need a small favor or are willing to give one out, these Small Favors Tickets allow the recipient to redeem for a small favor.

Origami Sticky Notes With Origami Sticky Notes you can practice the Japanese art at your desk (but not in class of course) and make use of the sticky notes you may no longer need.

May/June 2012 | PreMedLife Magazine | 67

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IN THE STACKS

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

THE MINDFUL MEDICAL STUDENT: A PSYCHIATRIST'S GUIDE TO STAYING WHO YOU WARE WHILE BECOMING WHO YOU WANT TO by Jeremy Spiegel, MD In a booked dubbed as a valuable tool in learning the hidden curriculum of medical school, Dr. Jeremy Spiegel shares insight on how he dealt with many of the unspoken experiences of medical school like cynicism, loneliness, and dishonesty. "It is essentially a manual on how to maintain sanity in an often grueling medical environment and culture," one reviewer wrote. Almost like a self-help book for medical students, Dr. Spiegel provides readers with practical ways to identifying and protecting oneself from the downs that may come with becoming a physician. GENETIC ROUNDS: A DOCTOR'S ENCOUNTERS IN THE FIELD THAT REVOLUTIONIZED MEDICINE by Robert Marion For students who are thinking about becoming geneticists, Dr.Robert Marion shares real life stories of daily life as a clinical geneticist. Currently a professor of pediatrics and obstetrics and gynecology and women's health at the Albert Einstein College of Medicine, Dr. Marion touches on dealing with difficult ethical dilemmas faced by patients and their families, making life-changing decisions, and more. In a close to home account, Dr. Marion writes about the time when he tells his former college roommate that his kid is not just a slow starter but likely has a syndrome called Bardet-Biedl - and to make a long story short, his long-time friend is so upset that he never speaks to Dr. Marion after this experience. The collection of stories will surely give readers a glimpse into the world of genetics. A PIECE OF MY MIND: AMERICA'S DOCTORS SHARE THEIR MOST DRAMATIC INSPIRING AND MOVING EXPERIENCE by The Journal of the American Medical Association and Roxanne K. Young Best known as the weekly A Piece of My Mind feature in the popular publication The Journal of the American Medical Association, the book is a collection of stories submitted by physicians, medical students, patients, and spouses. Readers will learn about the fears, feelings, and everyday experiences of not only those who take care of patients but also those who are taken care of too. MEDICAL SCHOOL INTERVIEW GUIDE: PREPARATION AND PRACTICE FOR MEDICAL SCHOOL ADMISSIONS by Matthew Brutsche For any student who wants to be well prepared for their medical school interview, this book aims to provide the most effective ways to effectively make yourself standout as one of the most qualified applicants walking through the medical school doors. In what may seem like an odd bit of information, Brutsche shares with readers sales techniques in order to teach students how to be more "likeable" during their interview. With more than 10 years in the sales industry, plus experience as an admissions representative, Brutsche wrote the book after seeing the deficiency in most students ability to persuade interviewers. Readers can expect to learn interview tips, tricks, and strategies to be fully prepared and confident walking into their medical school interview.

May/June 2012 | PreMedLife Magazine | 69

BETTERLIFEBETTERYOU

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

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Health | Wellness | Fitness | Nutrition | Mind & Body

According to an Australian study, people who spent a lot of time sitting in front of a television or at a desk were more likely to die - yes die- than those who were only sitting a few hours a day. After studying more than 200,000 adults age 45 and older, researchers found that too much time sitting was linked to shortened lives. Specifically, people who said they spent at least 11 hours a day sitting were 40 percent more likely to die during the study than those who sat less than four hours daily. “When your are standing or walking, your leg muscles are constantly working which helps to clear blood glucose and blood fats from the blood stream,” said Hidde van der Ploeg, the study’s lead author from the University of Sydney. The study was published in the journal Archives of Internal Medicine.

Too Much Sitting May Threaten Life Span

For all of the coffee drinkers out there, researchers Ernest Mario School of Pharmacy have reported that a combination of caffeine and exercise reduced the risk of cancer in mice that were at high risk for developing skin cancer. According to the animal study presented at the annual meeting of the American Association for Cancer Research, mice who got a dose of caffeine and exercised on the wheel had 62 percent fewer non-melanoma skin cancers. For the study, researchers exposed high risk mice to ultra violet light and then gave one group of mice caffeine, one group an exercise wheel, and a third group both the caffeine and the exercise wheel. “We found that this combination treatment can decrease sunlight-caused skin cancer formation in a mouse model,” said Yao-Ping Lu, associated research professor of chemical biology and director of skin cancer prevention at the Rutgers Ernest Mario School of Pharmacy. For the mice who only had caffeine but no exercise, researchers reported a 27 percent reduced risk of skin cancers and those that exercised only had a 35 percent reduced risk. The researchers believe that exercise plus caffeine give a combined effect that may keep skin cancer at bay.

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Coffee Helps Reduce Skin Cancer Risk

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Effective Students More Likely to Text Less in Class Than Others A new study published in the journal Communication Education reports that more effective learners are less likely to send and receive text messages during class. The study was designed to study whether texting during class influences students’ cognitive learning. “Because this study showed that sustained attention is a vital variable that mediates the relationship between texting during class and cognitive learning outcomes, it is important for teachers to help students maintain their sus-

tained attention on learning and to lessen unrelated classroom activities via effective instructional strategies, such as by employing hands-on activities or clickers during lectures to sustain students’ attention during class and to prevent them from texting,” the researchers suggested. “Additionally, displaying a visible countdown watch on the lecture screen for a classroom activity may pressure students who text during class to limit unnecessary task switching and to keep the same pace with other students on the assigned learning task.

Popular social networks, like Facebook and Twitter, are not to blame for keeping college students up at night, according to a new survey of students at the University of New Hampshire. Despite a study which reported that the use of Facebook among college students was associated to lower grades, this new survey found that students who use Facebook, Twitter, and other social networks for over one hour or more a day are just as likely as those who use social networks for a half hour or less per day to sleep seven or less hours per night. Of the 1,247 students survey, 97% of them reported that they use Facebook. “The study indicated that using social media is hardly what keeps students up at night,” said Chuck Martin an adjunct professor at UNH. “Using Facebook and to a lesser degree YouTube, blogs or Twitter, do not appear to have any impact on how much or how little students sleep.”

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FB, Twitter Not Keeping Students Up at Night

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COLLEGE101

>>> Tips and advice for getting through your days as a student in college

SUMMER IS HERE! you feel that you need a break from studying or just want to spend some time relaxing and not studying or interning, go right ahead. But just know that after your relaxation time is up it’s important that you get back to business. And with all of the rest you’ve had, you better be sharp as a knife when classes begin in the Fall - there’s no excuse. Getting into medical school is no walk in the park (or on the beach for this matter). If you’re taking a break, you better be on point with where you stand as a premed. Whether it’s remaining academically competitive or planning for premed internship in the future, staying on top of where you are as a premed is important.

Even before the end of the Spring semester rolls around, most students are already thinking about how they will spend their summer. As a premed, there are several ways you can spend your summer, and honestly, there’s no right or wrong way to spend your summer. If you choose to go on vacation with your family and kick up your feet and relax, go ahead and don’t feel bad because, if you’ve worked your butt off all year - you deserve a break! Don’t feel bad if you’re going on vacation when your classmate says that they are participating in an 8-week research internship at the National Institutes of Health for the summer. What is best for them may not be what’s best for you at the moment. If

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