PreMedLife Magazine - November-December 2011

PREMEDLIFETM

SevenHabits of Highly EffectivePremedsCertain behaviors set some premeds apart from the rest

SchoolSpotlight

State University of New YorkUpstate Medical University

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

Post-BaccalaureatePre-med Programs

Exploring alternate paths tomedical school admission

Especially ThisSpecialty

What it takes tobecome a Neurologist

Premed RealityInside the lives of premeds, medical

students, and doctors

+2011Summer

PreMed

Program List

Included!

3344 PPAAGGEESS

NOVEMBER/DECEMBER 2011THE MAGAZINE FOR PREMEDICAL STUDENTS

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For fitness tips, exercise tutorials, health news,events, and workout programs

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November/December 2011 | PreMedLife Magazine | 3

FEATURES 7 Habits of Highly Effective Premeds| 18There are certain behaviors which set some stu-dents apart to become highly effective premeds

Taking the Post-Baccalaureate Route| 29Many students use post-baccalaureate pre-medicalprograms to gain admission to medical school

A+ Mommy | 34Is it possible to be an A+ mommy and an A+ student at the same time?

DEPARTMENTSAsk The Experts | 16Your questions answered by knowledgeable insiders who give insight about the medical school admissions process

School Spotlight| 27Get a glimpse into what the State University ofNew York Upstate Medical University has to offer

Especially This Specialty | 37Find out what being a Neurologist isall about and what it will take to become one

IN EVERY ISSUENewsbites| 8Recent news & information relevant to students applying to medical school

Personal Stories| 39A look inside the lives of premeds, medical students, and doctors

The Goods| 78Gadgets & gizmos we’ve picked out - they’re sure to keep you entertained. From an Optimist HalfFull Glass to Plush DNA Molecules, these items aresure to make you smile.

In The Stacks| 81Books to inspire you or provide you with advice along your journey to medical school

Better Life, Better You| 82Advice & tips for taking care of yourself tomake it through your hectic pre-med life

College 101| 84Here are some things that every studentattending college should know

CONTENTS34 8

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November/December 2011www.premedlife.com

SUMMER PRE-MED PROGRAM LISTA listing of summer opportunities for pre-health students. The list includes opportu-nities nationwide in several different areas. Among the areas included are: California,Connecticut, Florida, Maryland, Massachusetts, New Jersey, New York, NorthCarolina, Ohio, Pennsylvania, Texas, Virginia, AND MANY MORE! | 4620

12pl

us...

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

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4 | PreMedLife Magazine | November/December 2011

from the

As your winter break approaches and you finish offwhat seemed to be a never-ending semester, it's aboutthat time of the year when you ought to start thinkingabout what you're going to be doing for the summer -yes, the summer. As a pre-med student, you shouldknow that your job is never done. And if you're notwilling to commit even as little as a week to doingsomething "premed-ish," during your oh-so well-deserved summer break, just know that there are otherpre-meds (a.k.a. your competition) who are out theretrying to be "rockstar premeds." This is not to say thatyou have to spend your entire summer cooped up insome lab without windows or drill away at MCAT prac-tice problems for hours - but do SOMETHING whydon't you! Find a program that you feel comfortablewith, whether you want to dedicate eight weeks of yoursummer participating in an academic enrichment pro-gram or would rather explore a more flexible way tochannel your inner doctor, maybe you can volunteer atyour local hospital. There are so many things you cando and what you choose doesn't have to be cookie-cut-ter premed. If you've done the "researchy" stuff andcan't bear the thought of participating in anotherresearch program, switch it up a little bit and thinkabout working at a science camp as a counselor orinterning at a medical publishing company. The pointis, don't sell yourself short - make sure you're doing allthat you can do to be the best medical school candidatepossible. By putting yourself in different places, you’llhave the opportunity to meet different people andexperience different things, all of which allow you todevelop a unique pre-med persona, one that couldmake you stand out from other pre-meds. You neverknow what may come of a particular experience. Sowhat if you say "okay, okay it'll find something to do tobecome a better pre-med blah blah blah,” and duringyour summer experience you have an encounter, with aperson, place, or thing, but not just any old encounter,an extraordinary encounter which becomes the "per-fect" story for your personal statement. The experienceinspires you so much, it brings the Pulitzer Prize win-ning writing skills out of you - and viola, your state-

ment is the talk of the town in the medical schooladmissions office and all of the committee memberscan't wait to bring you in for an interview to meet theperson behind the personal statement. Next thing youknow, thanks to your "page-turning" statement, and ohyeah, your GPA and MCAT score, you're in! Hey, younever know.

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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 thephysicians 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 andreturning students are welcome as well). This program seeks to foster a relationship between physicians andpre-medical students. There will be 3 cycles throughout the academic year that you can apply and participate.

For more information about the program: www.premedsurgery.org

Don’t just watch Grey’s Anatomy. Be a part of it!

UC DAVISDEPARTMENT OF SURGERY

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

PREMEDLIFEthe magazine for premedical students

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Diana AltamiranoPost Baccalaureate @ Georgia GwinnettCollegeDiana is a non-traditional studentwith a business degree. She is cur-rently taking science classes as apre-med post-baccalaureate student.

Tamara EdginBiology @ University of ArkansasCommunity College at BatesvilleTamara is currently workingtowards an associates degree andplans to transfer to Lyon College,a four-year university.

Jaime GarciaInternational Economics @ University ofWashingtonJamie is the first in his family toattend college. He has gained experi-ence in the medical field and is cur-rently an emergency room volunteer.

Ola HadayaMiddle Eastern Studies @ RutgersUniversity, New BrunswickOla is a 17-year-old student who isin the process of applying to medicalschool. She speaks 3 languages.

Chesha HayterBiomedical @ Southern OregonUniversityChesha is a non-traditional studentand a mother, who after starting hereducation later in life has learnedmany things.

Hillary LeeNeural Science @ New York UniversityHillary will start on the pre-medtract in Fall 2012. She says her tran-sition from Missouri is an experi-ence she can share to help otherslike herself.

Alexandra MassaNeuroscience @ Stonehill CollegeAlexandra is currently a volunteer ather local hospital’s emergency depart-ment. She is interested in providingcare to third-world countries whereaccess to medical supplies are limited.

Linda MukumbutaBiology & Public Health @ Universityof Texas, San AntonioLinda is a 19-year-old junior who iscurrently affiliated with 4 pre-medorganizations. She says a career inmedicine is truly her calling in life.

Touria RguigBiochemistry @ University ofTexas, AustinTouria is a honors student whospeaks 6 languages. She’s also anauthor on a research paper publishedin Synthetic Metals Journal.

Will SmithPost Baccalaureate @ California StateUniversity, SacramentoWill is a non-traditional pre-medstudent with a degree in compara-tive religion. He has worked as anER tech.

Chandler StisherBiology @ University of Texas, AustinChandler is the first in his family toattend a 4-year university and hashad aspirations of becoming a doc-tor since he was 11 years old.

Marina ZeledonBiology @ Potsdam State UniversityMarina likes to read, research, andtalk about medical school journeyswith current doctors. She is on herschool’s equestrian team and has astrong passion to become a doctor.

THE PREMEDLIFE MAGAZINE STUDENT ADVISORYBOARD IS AN EXEMPLARY GROUP OF PREMED STU-DENTS from a variety of backgrounds who have a widerange of accomplishments. They will help keep usinformed about what we need to know to makePreMedLife magazine the go-to resource for aspiringdoctors. If you have any questions for any of our board mem-bers email us at [email protected] >>>

studentstudentadadvisorvisoryyboardboard

Tiffany Que-SmithArt & Design @ San Jose State UniversityTiffany is a non-traditional studentwho translates her thoughts into artwhich luckily for her, is extremelyhelpful when studying.


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

Premed Curriculum Experiment MayHelp Students Better Prepare for MCAT

As part of a four-year, $1.8 million NationalExperiment in Undergraduate Science Education(NEXUS), four universities will work on creating acurriculum based on what science students shouldlearn, connecting biology with physics, math, andchemistry. The experiment, launched by theHoward Hughes Medical Institute, will join theforces of Purdue University, the University ofMaryland Baltimore County, the University ofMaryland, College Park, and the University ofMiami, to create and share different ideas forteaching interdisciplinary science, including newcourses and ways of assessing how well they work.The universities will also work towards figuring outhow to move beyond testing a student's knowledgeof facts to assessing their ability to demonstratescientific competency, such as applying knowledgeto analyze a problem.

The idea for the NEXUS project came after therelease of a report which recommended funda-mental changes in undergraduate education andoutlined eight interdisciplinary competencies thatscience undergraduate students should masterbefore they go on to medical school. Like insteadof requiring specific physics courses, the report'sauthors say premedical students should have toactually "demonstrate" their knowledge of basicphysical principles and their application to theunderstanding of living systems.

Each school will be responsible for focusing onspecific topics and creating a model that can then bedropped into an existing course or integrated into theredesign of an entire curriculum at any school.

WHAT IS EACH SCHOOL TASKED WITH? Well, Purdue University has to revise the intro-ductory chemistry curriculum to include more bio-logical chemistry. The University of Maryland,Baltimore County will be tasked with infusingmathematical concepts into introductory biologycourses. The University of Maryland, CollegePark will take a look at their introductory coursefor biology majors and rework the material to pres-ent physics concepts in a biology context to teachthe physics of life. And the University of Miami

is developing biomedical case studies that will bedesigned to challenge students to use scientificinquiry to analyze the biology, physics, chemistry,and math involved in human health and disease.

Philip Rous, chair of the NEXUS committee,believes that if all the pieces of the experiment cometogether, the impact could go beyond just modulesthat faculty can use in classes. "If you are going to

build something like that, and you can test it out atdifferent types of schools across the country, thenyou have the potential for a national impact," saidRous. "Finding out something that is completelynew, that is what makes this exciting."

For more information about the NEXUS program visitwww.hhmi.org/grants/office/nexus.

Prompted by a report recommending changes to undergraduate pre-medical education, four universities will work together to create a curriculum to best prepare future doctors of the world

www.uag.edu/medicine


Starting in 2012, up to 10 Hawaii residentfreshman entering the University of Hawaii atManoa will also be accepted into the UHMJohn A. Burns School of Medicine (JABSOM)upon successful completion of their baccalau-reate degree. In addition, these “JABSOMScholars” will be lucky enough to receivescholarships covering undergraduate tuitioncosts for four years.

Students involved in the new BS/MD pro-gram will be a part of a special peer-mentoredresidential learning community, take intensivecourses to satisfy their pre-medical curriculum,and participate in summer clinical, research, andservice internship programs.

The program’s curriculum is expected to berigorous as students will need to completechallenging, individualized courses of study.Students will conduct research, shadow or vol-unteer service for a physician for a minimumof one year, and participate in the medicalcommunity through professional organiza-tions. As part of the program, JABSOM

Scholars will also have the opportunity tostudy abroad if they wish and even as a fourth-year medical student get a chance to study forone month through the schools Global HealthProgram.

“This exciting initiative encourages andsupports Hawaii’s outstanding high schoolgraduates who are committed to future med-ical careers,” said UH Mano ChancellorVirginia S. Hinshaw. “This is a great way to usethe excellent education opportunities offeredby UH Manoa and our medical school to helpstudents become physicians and practice med-icine here in Hawaii.”

JAB-SOM Scholars will still be required totake the MCAT and file an AMCAS applica-tion. The program will launch as a pilot pro-gram in Fall 2012 and will be reassessed forcontinuation on an annual basis. For moreinformation about the JAB-SOM Scholarsprogram visit www.manoa.hawaii.edu/admis-sions/undergrad/early_admissions.

NEWSBITESNew BS/MD Program Offers EarlyAcceptance to Students Living in Hawaii

If you are looking to attend a medical school withinnovation and state-of-the-art offerings, thenUniversity of California - San Diego School ofMedicine might just be the place for you. UCSDSchool of Medicine has opened a $70 million,100,000 square foot training center for its medicalstudents. What's cool is that the new MedicalEducation and Telemedicine Center, is a three-story facility that features authentic replicas ofhospital intensive care units, emergency depart-ments, and surgery and treatment rooms.

"A student can practice his or her diag-nostic skills in one of the 18 exam rooms,then walk down the hall to work in a simulat-ed hospital room or operating room or gettraining in laboratories teaching the latesttechniques and technologies in surgery," said

Maria Sovia, MD, dean for medical education."At the same time, we're equipped withadvanced networking technologies that let uswork with doctors and students in far-flungplaces, from Tijuana to Mozambique."

The new medical education complex isbusting from its seams with high tech stuffand can brag about its 350-seat tiered audito-rium which will be used for large lectures, pre-sentations and other major gatherings on siteand through videoconferencing, as well asclassrooms and space for computer-basedtesting along with dining facilities, a studentlounge and common areas.

What's more, the facility includes aninstructional operating room with 22 com-plete surgical tables, a 20-station microsurgerylab, and 18 exam rooms, where students prac-tice interviewing and examining actors posingas patients. "I'm really excited about this," saidfourth-year resident Amanda Holden, whograduated from UCSD School of Medicinebefore entering the residency program. "Thiswill be a much better education for medicalstudents. You're exposed to so much moreand have so many opportunities to practice."For more information about UCSD School ofMedicine visit www.som.ucsd.edu.

UCSD MedStudents Learn at New TrainingComplex


NEWSBITES

A new internship program started by LakeCounty Jail is brining medical students insidethe facility to shadow workers. The intern-ship is designed to help student learn every-thing from how to read a heart monitor tohow to understand the criteria for placingsomeone on suicide watch. Think no onewould sign up? Think again. The first roundof internships drew five students to the dayshift. Valerie Kalamaras, clinical servicesdirector at the jail, said she expects the pro-

gram will spark a desire for students in themedical field to consider a career in correc-tions. "Many of them probably don't realizeit is an option," she said. "The jail is an ideallearning environment because of the broadrange of medical and mental health issuesthat arise."

Dr. Johann Farley, medical director at thejail, admits it does take a certain type of per-son - one with a sense of compassion towardindigent people - to intern in a jail setting.

Med Students Get"Jail Time" DuringInternship Program

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

MEDICAL SCHOOL PIPELINE

Virginia will soon be home to a new medicalschool that will be funded in part by theVirginia Tobacco Commission which is giving$25 million of settlement money taken fromtobacco companies because of the product'snegative health effects. The city of Abingdonwill soon be home to Virginia's medical educa-tion facility The King School of Medicine andHealth Sciences.

The school is planning for students to par-ticipate in case-based learning with local fami-

lies in area hospitals, clinics, and physicianoffices. From their first year through their resi-dency programs, the program will designed toengage students with the health needs of theregion. Emphasis will be placed on developingprimary care doctors along with medical spe-cialists who will be committed to working in therural community. The initial class entering theMD program will range in number from 60-75students which are expected to be welcomed in2013 or 2014.

Money Taken From Tobacco CompaniesWill Help Fund New Med School

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lk @premedlife Survey reveals Nucleic Acids (taught in orgo) is mostimportant concepts to know in order to succeed in medschool.

@premedlife Kudos to @OUMedicine which has raised more than $4.1million to help students pay tuition. More schools should do the same!

@premedlife #Medschool student carves jack-o-lantern of SteveJobs bit.ly/tJJuig - what a way to take a break from studying!

CALIFORNIA NORTHSTATEUNIVERSITYCOLLEGE OF MEDICINERancho Cordova, CaliforniaAnticipated TBA

WESTERN MICHIGANUNIVERSITY SCHOOL OFMEDICINEKalamazoo, MichiganAnticipated Fall 2014

PALM BEACH MEDICALCOLLEGEPalm Beach, FloridaAnticipated TBA

UNIVERSITY OF CALIFORNIA,RIVERSIDE SCHOOL OFMEDICINERiverside, CaliforniaAnticipated Fall 2012

CENTRAL MICHIGANUNIVERSITY SCHOOL OFMEDICINEMount Pleasant, MichiganAnticipated Fall 2012

COOPER MEDICAL SCHOOLOF ROWAN UNIVERSITYCamden, New JerseyAnticipated Fall 2012

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

QUINNIPIAC UNIVERSITYSCHOOL OF MEDICINENorth Haven, ConnecticutAnticipated Fall 2013 or 2014

UPDATED 10/2011


A controversial Logo block test for applicantsto the University of British Columbia MedicalSchool has been dismantled for the school'snext round of interviews. The block-buildingexercise was one of several stations that appli-cants visited during their mini-medical schoolinterview process and was used as part of theschools screening scheme. The applicants whomade it past a first cut went through variousstations where they would have brief encoun-ters with interviewers. According to the school,the block-building exercise was intended toevaluate critical thinking, the ability to followcomplicated instructions, and to seek clarifica-tion when instructions were imprecise.

"The ability to express needs, collaborate,question and think critically is instrumental forphysician," said Dr. Joseph Finkler, associatedean of admissions. And although the block-building exercise is being dropped, Dr. Finklerdefended the overall multiple mini interviewmodel, which also includes a station whereapplicants might write an essay on which kindof animal they'd like to be. "The purpose ofthat exercise is to demonstrate writing style and

ability," Dr. Finkler said. "The topic of theshort essay is of little consequence," he noted,since the apparently the writing sample is notscored in the selection process but is consid-ered in cases where there are concerns aboutwriting ability.

Critics of the school's block activity call themove odd and describe the block-building and

some other parts of their model as a "con-trived, artificial, and bizarre" process that ismore appropriate for kindergarten children.

Last year, 1,891 students applied for 288medical school spots at UBC. Just under 700were invited for the interview process, wherethey were presented with the surprise scenariosor situations.

UBC Eliminates Lego Block-buildingTest for Med School Applicants

Several critics slam one medical school’s decision to use a block-building exercise as part of theirmultiple mini-interview circuit presented to prospective medical students during their visit

NEWSBITES

UVM Med Students ChallengedTo Look Beyond the BooksAt the University of Vermont College ofMedicine, first year students take a theatre-themed doctoring skills class as an exercise inobservation and interpretation. The class ispart of the school's creative approach to helpits students "hold on to their humanity in afield that will become increasingly technicaland competitive."

Some of the scenes are non-medical, cir-cumstances new medical students might easilyrelate to - like coming home for Thanksgivingthe first year of college and interacting with agrandmother, a blind date, a man at an airportbar. "I love the link between the arts and the sci-ences," says theatre professor Sarah Carleton,whose students performed for the College ofMedicine's doctoring skills class, an exercise inobservation and interpretation. After each skit,students break into small groups to talk, and

then join in on a class discussion which clearlyhighlighted the focus on observation.

"It took people out of this zone that we oftenget in that's focused on medicine and forcedthem to think about people and interpersonalinteraction, humanizing that relationship," saidstudent Andrew Jones. "As medical studentswe're inclined to think about getting rightanswers. If the situation had been (to make) adiagnosis, I guarantee that most of my peerswould have been thinking, 'What's wrong withthis guy? How do we fix him? Look at the wayhe's sitting, maybe has back pain.' Instead wewere forced to look at this person, listen to thisperson and ask, “What are they feeling? Whatare they thinking?"

For more information about the Universityof Vermont College of Medicine visitwww.uvm.edu/medicine


Although grades and test scores are important inadmissions, medical school admission officers thinkthey are slightly less important after interviews,according to recent data published in the AAMC'sAnalysis in Brief report.

The two-part study involved calculating the per-centages of 2008, 2009, and 2010 applicants accept-ed into medical school according to their undergrad-uate grade point averages and MCAT scores and alsointerviewing admission deans, committee members,and staff at eight medical schools.

The results revealed that although undergraduategrade point average (UGPAs) and MCAT scores areimportant factors in admissions, they are not the soledeterminants of admission decisions. Specifically,approximately 8% of applicants with UGPAs rang-ing from 3.80 to 4.00 and MCAT total scores rang-ing from 39 to 45 were rejected by all of the medicalschools to which they applied. On the other hand,about 18% of applicants with UGPAs ranging from3.20 to 3.39 and MCAT scores ranging from 24 to26 were accepted by at least one school.

The study’s authors pointed out that admissionscommittees use a wide range of data - such as inter-view recommendation, UGPA, medical communityservice - to decide which applicants to accept intomedical school."

percentage of MCAT test takers who received a scoreof 42 during the 2011 academic school year thus far0.1

Study Reveals WhatMatters Most toMedical SchoolAdmission Officers

University of SouthAlabama SwitchesMed School CurriculumBeginning next year, students at theUniversity of South Alabama College ofMedicine will take courses in a system-basedcurriculum, studying how each particularorgan works and gain clinical experienceearly on.

Since there is a lot more emphasis on stu-dent-initiated coursework, the new curricu-lum structure is considered to be more chal-lenging than some traditional lecture-basedclasses. For example, from almost the verybeginning of their schooling, the students willhave to work together in teams to completeproblem-solving exercises. "Medicine is tak-ing much more of a team approach," said Dr.Samuel Strada, the school's dean. "When stu-dents begin to think and solve problems andto work together, it's a way to promote themas lifelong learners."

And although the students will not be intro-duced to actual patients right away, first-yearstudents will still have access to standardizedpatients, who will be actors trained to presentvarious health issues in clinical situations."The whole business is that they have a betterintegration of the whole system and there willbe less redundancy," said Dr. Strada. "Nowthey will have everything first."

All new students will receive instruction insix core competencies: patient care, medicalknowledge, practice-based learning andimprovement, interpersonal and communica-tion skills, professionalism, and systems-based practice.

For more information about the Universityof South Alabama College of Medicine visitwww.usahealthsystem.com/com .

NEWSBITES


NEWSBITES

In an effort to stay true to their commitment todiversity, starting in 2012, the Yale School ofMedicine says they have plans to target lesbian,gay, bisexual, transgender, and queer applicantswith its recruitment efforts. The school hasalready released a LGBTQ-specific admissionsbrochure and plans to release the material inthe official informational packets for futureentering classes.

The brochure includes greetings from Dean ofStudent Affairs Dr. Nancy R. Angoff and an invi-tation to LGBTQ students to participate in themany events and activities available for them atthe medical school. The pamphlet also explainsthat the Gay-Straight Medical Alliance is only onepart of a larger network of LGBTQ graduate andprofessional student groups at Yale University.

"It's a big step for our medical school to bedoing this," said Jorge Ramallo, a medical studentat Yale University who heads the school's Gay-Straight Medical Alliance. "It will put Yale on themap as a leader in LGBT health, just by makingthis simple step." Ramallo explained that theLGBTQ community is often underrepresented asphysicians. He said he did not notice many peoplein his medical school class who identify them-selves as part of the LGBTQ community.

Ramallo hopes that the Gay-Straight MedicalAlliance in conjunction with the medical schoolcould narrow that gap.

Joseph Rojas, a medical student who designedthe recruitment pamphlets, and is now a first-yearpediatrics resident at the University of CaliforniaLos Angeles Medical Center said he believes it is

important that applicants are "able to tell their sto-ries and share who they are." He added that hethinks people often do not believe that LGBTQpeople can be doctors, lawyers, and professionalsafter only meeting them as baristas and bartenders.

For more information about Yale School ofMedicine visit www.medicine.yale.edu.

Yale Med Targets LGBTQ ApplicantsRecruitment efforts at Yale School of Medicine now include reaching out to lesbian, gay, bisexual,transgender, and queer applicants as a way to stay true their commitment to diversity

Med School Deans Say PopularUS News Rankings Are Flawed

A panel of prominent medical school deansand academic representatives from acrossthe country have recently agreed that thepopular medical school rankings issued bythe U.S. News & World Report are deeplyflawed. The conclusion came after thedeans discussed the future of the annualmedical school rankings at a summit co-sponsored by the magazine itself.

Several deans on the panel pointed outthat one of the rankings weaknesses wasthat only 17 to 19 percent of the residen-cy program directors that were sent a sur-vey actually completed it - a measure thataccounts for one-fifth of the overall rank-ing score. Moreover, the deans pointedout other flaws, including a heavy weight-ing of high MCAT scores. Turns out,admitting students with lower scores neg-atively impacts a school's ranking eventhough it's widely accepted that many stu-

dents with lower MCAT scores prove tobe excellent medical school students,physicians, and physician-scientists.

Apparently, the deans and the audiencefor the panel discussion, which includedmany medical students and prospective stu-dents, agreed that the US News rankings dolittle to reflect the educational quality ofeach medical school or its commitment tocommunity service.

To better represent medical school quali-ty, the panelists recommended that U.S. Newscollaborate with the Association ofAmerican Medical Colleges to developimproved methodologies. In addition, theysuggested presenting rankings in quartiles orquintiles instead of a list, and fielding morestudent input about the medical school qual-ities they value most, such as financial aidopportunities and global health initiatives.

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: [email protected] Web: www.acu.edu/studyabroad

110509


The number of students admitted to medical school in 2011,according to the Association of American Medical Colleges

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

I'm going into my fifth year at the University of Maryland,Baltimore County. Many things led to me not graduatingon time and even worst, to my below 3.0 GPA. I am hard-

working and believe that if given a second opportunity, at a post-baccalaureate program, I can raise my GPA and chances of gain-ing acceptance into a medical school. However, with that manymistakes I want to make sure that I do not make any more. Mybiggest concern is that I will get to a program that will be socompetitive that I will get lost in a crowd and not properly guid-ed, further delaying me from my dreams of medical school. Howdo I know that a school will make it their priority to see to it thatI learn, raise my GPA, and become overly prepare to become asuccessful medical student? - Isatu

When going into a post-baccalaureate pre-medical programgeared toward enhancing your academic credentials it is extreme-

ly important that you first identify the reasons behind your history ofpoor academic performance during your undergraduate career. Wasyour course load too heavy? Did you dedicate enough time to yourstudies? Did you seek academic help in the form of tutoring when hav-ing trouble? These are some of the questions you must ask yourself sowhen moving into the next phase of your academic career you alreadyknow the weaknesses that led to your past poor performance. You'reright - getting accepted into a post-baccalaureate pre-medical programis a second chance for you to prove that you have what it takes to suc-ceed in medical school. However, it is not the program's responsibilityto hold your hand along the way. In many cases, a lot of the studentsin post-baccalaureate pre-medical programs are older and more maturethan many undergraduate pre-meds. Once you are in there's less com-petition among students than you think to get the highest gradesbecause if the program is a linking program that is affiliated with amedical school, there are set requirements and if you - as an individualregardless of how many other students have the same or better gradesand scores than you - meet the requirements for acceptance to a med-ical school or a guaranteed interview then that's all you need to worryabout. You'll need to do you homework and research the different post-baccalaureate pre-medical programs that are out there. Take a look atwhat the program's success rate is and how many of their students aresuccessful with admission to medical school. Since a lot of the pro-grams know that students like yourself are looking for that secondchance and may need some guidance the second go-around, there aremany supportive elements put in place, from academic tutoring andmedical student peer mentoring to mock medical school interviews andeven enrichment sessions. So what you really should be concernedabout is getting in!

Q|

A|

Seeking Guidance

I've always wanted to be a doctor since I was a child but asI grew up I lost sight of that dream and now I want to get it

back. I'm in my late 20's and still completing my bachelor'sdegree in Chemistry. I still have two more years until I graduate.Am I too late if I want to pursue a career in medicine and is itadvisable to retake classes that I received a "C" grade? -Jimel

It's never too late to pursue your dream of becoming a doctor!As a second year undergrad student there are still many options

available to you if you really want to go to medical school. Figuringout which route you'll need to take will depend on whether or notyou've taken the prerequisites required by most medical schools(which is usually general chemistry I & II with labs, physics I and IIwith labs, organic chemistry I & II with labs, biology I & II with labs,in addition to a few other courses). But if you have already taken yourprerequisite courses and these are the courses you received the "C"grades you mentioned, and it's not just one course you received a "C"grade in, you may want to think about applying to a post-baccalaure-ate pre-medical program to enhance your academic credentials. Someof these programs are really great and are even linked to medicalschools which can offer admission to the medical school based onyour academic performance during the program. There are evenpost-baccalaureate pre-medical programs that you can pursue if youhaven't already taken the medical school prerequisite courses at yourschool so you can complete your chemistry degree and wish to addthese courses into your current course load. While most of thesepost-baccalaureate pre-medical programs are competitive and dohave a GPA requirement, there are some that do consider studentswith less than stellar academics that do demonstrate their desire topractice medicine in other facets of their student career. So it alldepends on what route you wish to take, but remember that it's neverto late to pursue your dreams of becoming a doctor.

Q|

A|

Late Bloomer

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

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The journey to medical school can bring many challenges and obsta-cles along the way. Some students make it and some don’t. There’s noright way or wrong way of getting there, but there are some things thatjust might make it a bit easier to gain admission to medical school

SevenHabits ofHighlyEffectivePremeds

FEATURE ARTICLE

BY ALEXANDRA SIMMONS

A s one of approximately 42,000 applicants, ittakes a special kind of student to gain admis-sion to medical school. A journey reservedfrom those who are only ridiculously dedicat-ed, but also academically skillful, the road to

becoming a doctor may present many unique challenges andobstacles. Unfortunately, however, premeds need to take amoment to step back and evaluate their premed state-of-mind. No matter if you're a freshman tackling generalchemistry or a post-baccalaureate student taking classesalongside a first-year medical student, there are a few habitsyou should pick up. Our seven habits of highly effective pre-meds might be just want you need to become one of themedical school hopefuls whose file lands in the "yes" pile.

Habit#1: Treat College Like A Job.Think of your college acceptance letter like it was an offerletter you received for a job that you wanted ‘oh so bad’. Yougot the job! Now what? You arrive to work on your first dayand are ready to hit the ground running - this is exactly thesame approach you should take when you get to college.From the very moment you set your sights on a career inmedicine, taking on the job of being a premed studentcomes with a lot of work - and you should treat it exactly assuch - work! Taking a "job-like" approach to your life as a

premed student may help whip you into shape and putthings into perspective. You may begin looking at yourduties as a premed student in a totally different way. If youtreat college like a job, you'll succeed academically. In the"real world" when you're hired for a job, if you do crappywork and fail to fulfill your responsibilities, you'll probablyget fired - do the same as a premed and you won't get intomedical school - simply put. Although working as a premedcan be pretty demanding at times, it will all be worth it in theend when you're paid with an acceptance to medical school.

While a bit of flexibility comes with being a college stu-dent, when you wake up in the morning, treat each day likeyou're going off to work by having set uninterrupted blocksof time reserved for your job as a premed student. This maybe challenging given that many students may work part-timejobs, participate in extracurricular activities, or have othercommitments, but it can be done. You’ll need to map outyour schedule so that you can have multiple chunks of timeto either study or complete assignments.

As a premed student, you know that the road to gettinginto medical school requires at least as much work as a 40-hour gig. Organize your day in slots of time that can be ded-icated to your premed duties, and whether it's studying for aphysics exam or taking a practice MCAT, setting asideblocks of time will give you a structure to work within and


Many students don’trealize that getting into

medical school willtake a lot more than

just being “smart”


will make it a whole lot easier to stay committed. Duringyour "working hours" it's very important that you havethe "work mentality" imprinted in your psyche becauseit will help keep you disciplined. The things you tellyourself and the power of your mental attitude canmean the difference between what you can tell yourselfto stay focused and get some studying done and whatyou tell yourself that makes you think it's okay to getsidetracked and to do something other than study.

In college, having a "work-like" mindset can bejust what you need to motivate you to get thingsdone. Once you get into the habit of working as apremed, you may be surprised just how far a little bitof scheduling and self-discipline can go. And ofcourse, what would life be like with all work and noplay? It's okay to schedule in some fun time too, butmake sure that you're deserving of it.

Habit #2: Reward YourselfWhile the road to medical school may be more difficultfor some than it is for others, no one will ever say thatpreparing for medical school is a piece of cake - but youcan eat a piece of cake as a way to pat yourself on theback for accomplishing some feat. Whether it's scoringwell on your first physics exam or completing anotherpractice MCAT (without picking up your phone once totext), treating yourself to something nice is a great wayto reward yourself. If it's taking a break to watch anepisode of "Jersey Shore" or treating yourself to one ofthose double chocolate ganache-filled cupcakes youpeeped in the cafeteria, go for it if you've done some-thing "reward-worthy." Almost like when you were a kidand you received a sticker for doing a "good job," creat-ing your own reward system is a healthy habit, especial-ly since your work as a premed student isn't easy. Setgoals and when you reach them, whether it's a little oneor a big one, go ahead and give yourself a reward. Justanother motivation factor to keep you going, celebratefor moving one step closer toward your dreams of get-ting into medical school.

You know what you like so it should be rather easy foryou to come up with something that you know will getyou motivated to do well. Once you decide on yourreward, it's important that you stick with the stipulationsof whether or not you'll receive the reward in the end.Even if you cheat and reward yourself in the long run,you're only selling yourself short - what good could evercome from rewarding yourself for "bad" behavior? Andwhether you want to believe it or not, by rewarding your-self when you've done nothing to deserve it will do youmore harm than good. Working towards, and achievinggoals you've set out for yourself will help give you a senseof accomplishment and having a sense of accomplish-ment can mean a lot more than you realize. Studies haveshown that feeling accomplished can lead to enhancedfeelings of self-worth. Creating positive internal expecta-tions for yourself will increase your feelings of self-com-petence and give you the confidence you need to contin-ue making positive steps in the right direction.

Habit #3: Keep Friends Close, and Professors Closer.After your GPA and your MCAT score, the next mostimportant factor that medical school admission officerslooks at to decide whether or not they wish to invite youfor an interview are your letters of recommendation.

“Never lookback unlessyou’re goingthat way.”-HENRY DAVID THOREAU

Furthermore, if you're invited for an interview, theweight of your letters of recommendation actuallymoves ahead of your GPA and MCAT score, andadmission officers feel they fall right below how wellyou did on your interview. So whether you like it or not,professors can either make or break you when it comesto getting into medical school. From your freshmanyear, it is extremely important that you get in the habitof getting to know your professors and giving them anopportunity to get to know you. It is crucial during thefirst few weeks to begin to establish a connection withyour professor. All too often students fall into the trapof not talking to their professor because they are afraidof the person who stands in front of them lecturingabout a subject he/she basically lives for. But sooner orlater, if you know what is good for you, you are going tohave to muster up the courage to talk to him/her.

While at times it may be hard to fathom, professorsare people too! They are more than lecturers andresearchers and yes they are human. So don't be intimi-dated by them. If your professor comes across as"intimidating", chances are that it is just their teachingstyle. And if a professor appears annoyed when youapproach him or her, don't take it personal. Chances areit has nothing to do with you. Believe it or not, they dohave lives off campus. They are raising families, writingbooks, and might be even struggling to make due finan-cially. They won't bite. Say hello when you walk passedthem on campus. They like spending time doing thingsthat they find fun. Like students, professors have adiverse range of personalities; some are welcoming


from the minute they enter the classroom, while oth-ers will at first seem reserved. Many are unaware thattheir students might feel uncomfortable approachingthem, but none of them wish to make their studentsfeel unwelcome.

If you think about it, what is the worse that couldhappen if you take the initiative to go to your profes-sor? It can't hurt your grade. Take the time to get toknow them as people and not just a professor. Showyour interest in their field - didn't you know people liketalking about themselves? Ask what research projectsthey're working on or what books they're writing, andyou might be surprised at how accomplished some ofyour professors are and you may even learn that theyare actually really interesting people with a personality.However, don't come off like you're trying to becometheir best friend. You'll really want to actively pursueforming relationships with your professor becausethey can help you succeed academically and prepareyou for your future. Studies have shown that studentswho make an effort to get to know their professoroutside of the classroom setting are more likely tosucceed in college.

If you are worried about making the first trip tooffice hours, you can start by just going up after classand introducing yourself. Since you are planning togo to medical school, it is a very good idea to startworking more closely with the professors who are inthe field in which you are interested. This will meantaking multiple courses with the same professors, vis-iting them during office hours, and perhaps doing a

research project under their guidance. A single officevisit won't change your life, but it could eventuallylead to many "periphery" benefits that wouldn't havecome your way if you hadn't gotten to know yourprofessors. The relationship you form with your pro-fessors can play a significant role in your success.

Habit #4: Mind Your Own Business.It might be hard not to compare yourself to other pre-meds, but you need to get into the habit of mindingyour own business - literally! Focus on the grades yourmaking instead of worrying about how other studentsare doing. By comparing yourself to other students,you begin to lose focus of what you personally needto accomplish and achieve in a particular class. Afterasking your fellow classmate what grade they scoredon a test either of two things may happen 1.) they'lltell you how high they scored and you'll feel like crapor 2.) they'll tell you how bad they did and you'll feelbetter about yourself.

You shouldn't care about how others are doingbecause their performance shouldn't influence howmuch studying you do or don't do. The premed jungleis already considered a competitive environment as itis, but being able to tune out all the rumble of whoscored what and who did what will be well worth it.Why would you wait until after you see you've scoredlower than another classmate to step up your studygame? In all reality, shouldn't you have been givingyour all from the start? Comparing yourself to othersand then making a change to work harder shouldn't beyour means of motivation. While you may not bedoing so well in one subject area than another student,there may be other subject areas that you excel in andthe other student does not. Your weaknesses maybesomeone else's strengths and someone else's weak-nesses may be your strengths.

By learning how to mind your own premed busi-ness, you'll be able to focus more of your attention onyour personal issues so that you can address anyweaknesses that you may have, do better, and moveon. However, on the flip side, the one thing that cancome from minding someone else's business is if youfind out that they understand a particular concept bet-ter than you and they can, and are willing to help you!

Habit #5: Find Ways to Round Yourself OutThe best medical school applicants are pre-med stu-dents who are well-rounded, so it's important that youget into the habit of not being so one-dimensional -hands down! While it may be easy to get caught upwith being a pre-medical student and all the workinvolved with pursuing your medical school dreams,you should not neglect other areas of your life. Butwhat does being well-rounded really mean? Some maythink this means to joining 13 clubs and organizationsand spending hours at the hospital volunteering, butschools are usually suspicious of students with laun-dry lists of extracurricular activities because it suggeststhat the student may not have had the chance to devel-op an "passionate" engagement with any one activity.

Develop your talents and your interests and havefun. If you haven’t done so already, find an opportu-nity that will help you build both your social and pro-fessional networks - this will surely make you a morewell-rounded student. And don’t look to the typical-

ly pre-med activities that every other premed isdoing, find something different. Different experi-ences can have an unexpected influence on your pas-sion for becoming a medical school and you neverknow what may come from (or who you may meet)by doing something different. From taking a interna-tional music course to spending a semester abroad, itis very important that you’re not just studying!

Habit #6: Become an Avid ReaderFor the busy premed student, reading can be theperfect way to do many things at once. And thatdoesn’t mean textbook reading just in case youwere wondering. Reading can not only help fine-tune the reading comprehension skills you’ll needto do well on the MCAT, but it can also help tobuild your vocabulary. We know it might be hardto engage in reading for something other than oneof your courses, but it is a habit that you reallyshould seriously think about making time for.

From the earliest stages of education as chil-dren, reading has always been known as somethingthat can set two groups apart, and the bottom lineis, those who read are usually a step ahead ofthose who don’t. So go ahead, check out the latestThe New York Times best-sellers list and see ifthere’s a book on there that interest you. It doesn’thave to be any kind of “heavy” reading, butshould rather be something you pick for leisure.And if it’s not a book, try a magazine likeNewsweek or The Economist, just find something toread. You’ll most likely be doing a lot of schoolreading as it is, so it may be nice to break up themonotony of your textbook reading. And it does-n’t have to be for long, 10-15 minutes a few timesa week should do the trick. This habit, while it mayseem rather passive, will help you out a great dealin the long run as a premed student and futuremedical student.

Habit #7: Don’t Talk About It, Be About ItThere’s no hidden message behind this habit andyou should begin to practice it today. Applicable toany tasks at hand, stop talking about it, stop talk-ing about getting ready to do it, stop talking aboutwhat you’re going to do after you do it, stop talk-ing about it and just do it. Whether it’s a lab reportthat you have to prepare or some MCAT problemsyou’ve been putting off for a few days, stop talk-ing about it and just do it already.

You don’t want to be one of those studentswho are always talking about what you’re going todo and how well you’re going to do it. As the say-ing goes, “you can show them better than you cantell them,” and it’s true.

Don’t keep telling people that you’re going tomedical school. If you’re doing what you have todo, they’ll know you’re taking care of businesswithout you even having to say anything. Don’t’keep telling yourself that you’re going to study forthat test, when the time comes for you to study,just do it!

Getting things done and checking them off ofyour to-do list is something that not many peoplecan do because their always just “talking” anddon’t get passed that point - “just do it!”

Medical school admissions are just as competitiveas ever. If you are really ready to put all the timeand effort into the school and interning, you needto start now. Put that same dedication into theprocess of admissions. Obviously, if you do notget in, the rest is a dream.

Applying early to medical school is key. Yourapplication will not be reviewed until all the sup-porting documents are there. Do yourself a favorand make a timeline for getting things done andstick to it.

The first step is going to be preparing for theMCAT. You are going to want to take this in timeto get it in early in the process. Which means youneed to start preparing even earlier. Althoughsome people say it is acceptable to just go take an

exam and see what it is like, this is may not best.If you have to take it again, and you probably willwithout preparation, having to take it two orthree times still does not look good.

Spend the money on a preparation class. Thisis part of preparing you for the competition. Agood class does not just teach you how to calcu-late answers. It should teach you how to thinkabout the questions and what is in the mind ofthe test creators. Knowing how to think will helpyou to narrow down answers on questions youdo not know.

Answer everything on your application thor-oughly. If you are given space to write, use it. You areselling yourself on your application. When you havethe chance to explain more than your test scores and

transcripts can tell, use it. Just be sure that youranswers to shorter questions and your essay respons-es do not overlap.

When writing personal essays, make them per-sonal. Be honest about who you are and what leadyou to this point in your life. Any challenges youhave faced should be discussed, as these show thatyou can overcome adversity and handle difficulties.This is a chance to show how you are unique andwhat you will bring to the school. Be passionateabout your desire to be a physician.

Send an application to several different schoolsof varied ranking. By all means, apply to your topchoices. But also apply to one or two below thosethat you know you are likely to get into.

Practice your interview skills. Again, you areselling yourself. Get someone to work with youand help you feel more comfortable with beingquestioned. Make sure you know a lot about theschool you are interviewing at so you can be readywith questions as well. It is a great idea to try tomeet with an alumnus to help you gear your inter-view in the proper direction. A good interview canget you past shortcomings in other areas soapproach each one with the best attitude.

Medical school admissions can be looked at asthe first step on your path to becoming a doctor.Look at them as an exciting beginning to your jour-ney, rather than a necessary evil. Your attitude willbe far more positive and that attitude will comethrough on every step throughout the process.

Looking for ways of getting into medical school?You're going to have some competition. Prepareyourself for medical school admissions by followingthese steps and improve your chances!


Medical School Admissions: Tips For Making It Through The CompetitionBy Annabelle Harlotta

online exclusiveslog onto www.premedlife.com to read these articles

3 Useful Tips to Survive Organic ChemistryHere are some quick and easy ways to help you make it throughthe infamous “weed-out” course many premeds dread taking

College Classes Every Premed Should TakeBeside your medical school prerequisites, there are some coursesthat all pre-meds could benefit from in one way or another.

5 Things You’re Roommate Will Never Tell YouEver wonder what what your roommate thinks or feels about youor something you do? Here’s what they’re thinking, not saying

ADVICE

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Most people like having options, and when it comesto making decisions about a career in medicine, theCollege of Medicine at State University of NewYork (SUNY) Upstate, gives students the uniqueoption to choose from two campuses, that offer twoseparate educational experiences suited for what stu-dents believe will work best for them. Two weeksafter their interview, applicants select their prefer-ence for moving to the university's BinghamtonClinical Campus at the start of their third year orstaying put at the Upstate Medical UniversityCampus in Syracuse, New York. According to theuniversity's Web site, the Binghamton campus fos-ters the development of strong student-mentor rela-tionships as students work with physicians in theirown practice community-based settings, while stu-dents at the Syracuse campus are exposed to a vari-ety of medical settings and learn alongside doctorsusing the most advanced technology and techniques.Approximately a quarter of the class completes theirtraining in Binghamton. For those who pursue theSUNY Upstate's MD/PhD route, a seven-year pro-gram that combines medical school and graduatestudies, tuition is waived and students receive a com-petitive stipend.

The College of Medicine at SUNY Upstate isvery big on their incoming students having clini-cal experience and say that it is essential. "Beforeyou invest all the time, money and hard work thatgoes into becoming a doctor, you should be surethis is a career that "fits" you and clinical expo-sure is the way to help you determine this," theyadvise prospective students.

From high school seniors to college sophomores,the College of Medicine at SUNY Upstate alsooffers a few "special admission" options, includingearly acceptance and/or guaranteed admission, aswell as a simplified admission process. When askedwhat science course beyond the pre-requisites couldmake an applicant more competitive, they suggestthat Physiology, Genetics, Cell Biology, andBiochemistry all have some tricky concepts that maybe useful once students enter medical school. Whenit comes to non-science courses, they recommendcourses related to psychology, statistics, publichealth, and ethics. What's also good is that theschools accepts advanced placement credits, but rec-ommends completing advanced science courseworkto remain competitive for admission. Also, begin-ning in the first year, students can take a MedicalSpanish elective to help them become fluent with

medical terms to communicate with Spanish-speak-ing patients. They offer more than 200 electives,including The Miracle Elective, which pairs studentswith mothers-to-be for the pregnancy, delivery, andthe baby's first year, and Away Electives, which caninvolve spending several weeks at other medicalschools, at the Center for Disease Control, theNational Institutes of Health, or seeing patients inmedically underserved parts of the United States orin other countries. The Away Elective is even anoption of students to take the summer after theirfirst year at SUNY Upstate.

And for students who apply to SUNY UpstateMedical University and are offered an interview, youmay be able to impress your interviewer by throwingout some facts you learn from reading SUNYUpstate Medical University: A Pictorial History -when we last checked there was only one copy left instock so your competition may be up to the samething. Each year approximately 700 students areinvited to interview so you better make sure find away to stand out from the crowd. On interview day,applicants may also have the opportunity to sit in onclasses, chat with current students, and visit thelibrary and residence hall. In addition, the school'sdirector of the admissions office wrote a book, 101Tips on Getting into Medical School which was writ-ten as a guide for students in pursuit of becoming adoctor "from the moment of desire to be a doctorthrough the application process and personal inter-view to the acceptance or rejection letter."

STATE UNIVERSITY OFNEW YORK UPSTATEMEDICAL UNIVERSITY

New York - Syracuse, NY Campus + Binghamton, NY Campus

DEGREE(S) OFFERED:MD

MD/MPHMD/PhD

SCHOOL TYPEPublic

AVG. OVERALL GPA 3.59

AVG. NON-SCIENCE GPA 3.69

AVG. SCIENCE GPA3.53

AVG. MCAT BIOLOGICAL SCIENCES10.47

AVG. MCAT PHYSICAL SCIENCE10.08

AVG MCAT VERBAL REASONING9.53

# OF APPLICANTS5,321

# Student Accepted160

Tuition$27,090 - In-State

$53,650 - Out-of-State

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The State University of New York (SUNY) Upstate MedicalUniversity teaching hospital.

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years later, Stevenson found that science was not his strength,decided on a major in Economics. Soon after graduating andlanding a job as a financial analyst at one of the largest globalinvestment banks in the world, Stevenson was happy to have ajob but was miserable. "As such an unsure and vulnerablepoint in my life I began to worry and knew I needed to thinkabout what I was going to do with my life," Stevenson admit-ted. "The thing I kept coming back to was how I wish I couldstill become a doctor." That's when Stevenson said he remem-bered hearing a former schoolteacher speak at a pre-medicalforum about gaining admission to medical school through apost-baccalaureate program.

There is more than one way to get to medical school. Somestudents know that they want to become a doctor from a veryyoung age, and participate in health-related activities and take rel-evant courses from high school through college. Others makethe decision to become doctors much later, sometimes well intotheir college career or even beyond, shifting gears from otherfields that may not have been health or science-focused.Furthermore, some pre-medical students have maintained strongacademic records throughout their undergraduate years, whileothers may need to make themselves more attractive and takecourses after graduation.

With the number of premeds applying to U.S. medical schoolsreaching an all time high in October 2011, more and more stu-dents are saying to themselves, if there's a will there's a way andfor many students that way is through post-baccalaureate pre-medical programs. Exactly as the name implies, post-baccalaureate pre-medicalprograms are for those who already have a bachelor's degree. Post-baccalaureatepre-medical programs are designed to help students pursue a career in medicineafter they have already earned their undergraduate degrees. From career changersto recent college grads who either need to take the necessary pre-requisites formedical school or need to strengthen their academic portfolio, post-baccalaureatepre-medical programs are gaining in popularity as students do what it takes topursue their dream of becoming a doctor. Running from one to two years inlength, students in these programs can take the required undergraduate level sci-ence courses for medical school in an extremely shortened period of time.

There are many reasons why a student might apply for a post-baccalaureate pro-gram. Post-baccalaureate pre-medical programs are traditionally designed to moldstudents into more competitive medical school applicants and attract studentsfrom many different backgrounds. There are many different types of pre-medicalpost-baccalaureate programs but they generally fall into several categories: aca-demic enhancers, career-changers, special master's programs, programs designedspecifically for economically or educationally disadvantaged students, and groupsunder represented in the field of medicine and research.


Taking a closer look at using pre-medical post-baccalaureate pro-grams to gain admission to medical(SecondChances

a closer look at post-baccalaureate pre-medical programs

Growing up in a family of doctors, JonathanStevenson had a passion for medicine for as longas he could remember and recalls always answer-ing the "what do you want to be when you growup" question with “doctor.” Fast-forward ten

FEATURE STORY

)

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STARTING FROM SCRATCH - CAREER-CHANGER PROGRAMS(the AAMC currently list 75 of these programs)

With today's challenging economy, many individu-als might be considering a change of career. Forthose who have held a job as an experienced pro-fessional in the "real" world but have no training inthe sciences or have decided to attend medicalschool but it's too late to change majors, thencareer-change post-baccalaureate pre-medical pro-grams may be the way to go. Individuals who havetheir "ah-ha" moment later on in life and decideafter they have completed their undergraduatedegree that they want to go to medical school prob-ably told themselves, "this is what I want to do andI’ll do whatever it takes," and in this case the “what-ever it takes” way is through post-baccalaureatecareer-changer programs. Many colleges and uni-versities offer these types of programs to meet theneeds of "career-change" individuals who need tocomplete premed requirements, as well as liberalarts graduates whose interest in health careerssolidified later in their undergraduate careers. Themajority of these students are either recent gradu-ates or experienced professionals seeking a careerchange who were academically successfully asundergraduates. Sometimes students enter theseprograms right after finishing an undergraduatedegree, and sometimes they do so after severalyears in the working world. These programs are notmeant for students wishing to retake the prerequi-site science courses to strengthen their grade point

average or MCAT performance. Post-baccalaureatecareer-change students run the gamut from recentcollege grads in their 20's to individuals in their late30's who have had successful careers but want toredirect their lives.

Career-change post-baccalaureate pre-medicalprograms are designed to provide a strong educa-tional foundation in basic science prerequisites nec-essary for competitive admission to medical school.These programs can be both rigorous and reward-ing. Over the course of these programs, studentsendure intensive study to help them prepare for thechallenges of medical school. The characteristics ofa good program will feature a highly focused cur-riculum that includes optimally sequenced coursesin chemistry, biology, physics, and organic chem-istry; an MCAT preparation course; and opportuni-ties for students to interact and engage with med-ical students and medical faculty. These programsusually offer an advising element to help studentswith managing courses, finding clinical experience,and preparing to apply to medical school. In addi-tion, they usually offer a letter from a program fac-ulty member in support of the student.

BOOSTING THAT "UN-MEDICALSCHOOL LIKE" GPA - ACADEMIC ENHANCER PROGRAMS(the AAMC currently list 76 of these programs)

It's no secret that getting into medical school is adifficult process and some students might have notbeen accepted the first time around and need to

improve their credentials. For students that arelooking for that "second chance" to become doc-tors, there are programs that address the studentwho has a bachelor's degree, but does not have astrong enough academic record to apply immedi-ately to medical school or those who have appliedbut were unsuccessful. This type of post-baccalau-reate pre-medical program allows students to showthat they can compete at a level required of medicalstudents. While any post-baccalaureate program is atime when students need to excel academically, thisis especially true for the student needing to enhancetheir academic profile. Students in these programsmay have struggled academically early in their col-lege years, or have had a particular semester thatcaused their GPA to drop. This type of program isright for students who truly believe that they arecapable of doing the coursework the second go-round to successfully increase their GPA or MCATscore.

For students who have a GPA that misses themark for getting accepted into medical school butmanaged to score fairly well on the MCAT, a "specialmasters" degree that offers medical schools coursesmay be the way to show medical schools that you arecapable of succeeding on the level needed to com-plete medical school-level courses. With this type ofprogram, students have the opportunity to take actu-al medical school courses alongside actual medicalstudents, and are even graded on the same curve asthe medical students. For some students, and defi-nitely for some medical schools, it might be sufficientthat a post-baccalaureate student demonstrate excel-

getpublished.write for us

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

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lence along medical students in graduate level courses.However, a student who has a weak undergraduateGPA may need to take additional undergraduatecourses in order to show their readiness. In this case,only additional undergraduate (not graduate) courseswill raise the undergraduate grade point average(uGPA) that the AMCAS application computes formedical school applicants.

FALLING IN A CERTAIN CATEGORY -PROGRAMS THAT TARGET UNDER REP-RESENTED MINORITY ANDECONOMICALLY DISADVANTAGEINDIVIDUALS (The AAMC currently list 30 such programs)

"Underrepresented in medicine" means those racialand ethnic populations that are underrepresentedin the medical progression relative to their num-bers in the general population.

According to a study conducted by researchersat the University of California, San Francisco, post-baccalaureate pre-medical programs are a valuabletool for increasing the number of disadvantagedand underrepresented students who matriculateinto medical school. The findings from this studystrongly support the premise that this type of edu-cational program is a positive and important inter-vention that furthers the academic achievementand health career aspirations of minority and low-income students.

While any post-baccalaureate program could bebeneficial to students who are members of groupsunderrepresented in medicine, there are schools thatoffer programs specifically designed for these stu-dents. Many of the schools that offer such programsare aligned with the AAMC's belief that both medical

education and health care delivery benefit from diver-sity among medical students and physicians.

This type of program can be an essential part offorming a competitive academic reputation for thoseindividuals who are eligible to utilize them. Like theother types of programs, students who participate inthese receive the same type of assistance to gainadmission to medical school. Additionally, however,many of these programs offer more financial aid,mentoring, research opportunities, and MCAT prep.

LINKAGE AGREEMENTSAn exciting and encouraging feature of many pro-grams is the medical school linkage element that offersconditional early acceptance to students. If you arelucky enough to find a post-baccalaureate pre-medicalprogram that has a linkage program, you might be ableto completely avoid the infamous "glide" year, whichis the time from applying to medical school to whenyou actually enroll. Linkage is a formal agreementbetween a post-baccalaureate program and a medicalschool that enables exceptional students with a stronginterest in a specific medical school to accelerate theapplication progress. A linkage arrangement enablesstudents to avoid the pressure and expenses of themedical school application process, and provides"peace of mind" knowing that a place is reserved inthe medical school of their choice. Through theselinkage programs, medical schools guarantee inter-views and even spots in their first-year class basedupon a student's academic performance in the post-baccalaureate program and performance on theMCAT.

PROGRAM STRUCTURE: INFORMAL,FORMAL,AND MASTER'S PROGRAMSWithin these types of post-baccalaureate programs,

there are a range of options, both formal and informal.Formal programs are typically a year to two years

for either academic enhancement or career changers.Participating in these programs means that you are ina specific program geared to enhance your applicationto medical school. While these programs can be rathercostly, students will most likely obtain a certificate orrecognition of completion of some sort rather thanjust a grade on a transcript.

On the other hand, informal programs are moreindependent and for those that don't need as much"guidance." In these programs, individual students areresponsible for their own progress and course plan-ning. Taking this path means that you're not associat-ed with any program and you are just taking the nec-essary pre-medical classes you need in order to com-plete your application process. The up side to informalprograms is that they generally cost less than formalprograms and you can finish classes you need withoutfulfilling any other prerequisites. However, studentsparticipating in informal programs don't receive adegree after completion.

Students who have completed their undergraduatedegree can also enhance their chances for medicalschool by pursuing a master's degree in a specific pro-gram geared to what the student is interested in study-ing like a Master of Bioengineering or Master ofPublic Health. These type of programs essentiallycombine medical school classes with a master's degree.Students with a bachelor's degree have the opportuni-ty to take classes within a strong, challenging biomed-ical science core curriculum in the environment of ahealth science institution.

For a complete list of post-baccalaureate pre-medical programs, visit the AAMC's website atwww.aamc.org

THE PROGRAMThis unique post-baccalaureate pre-medical program offered by DrexelUniversity College of Medicine givesindividuals who have already earned

their bachelor's degree and work full-time during the day to complete med-ical school pre-requisite coursework -isn't that convenient? The program isthe equivalent of five semester and

takes two years to complete. Duringthe first year, general chemistry andgeneral physics with laboratories areoffered. During the second year, stu-dents take organic chemistry and gen-eral biology, in sequence in the sum-mer and fall semesters.

REQUIREMENTS Bachelor's degree from an accredit-ed US institution An applicantshould have a minimum combinedSAT score of 1000 or ACT score of21 and a minimum undergraduateGPA of 3.0. For those individualsfar removed from the college years,additional factors, or other morerecent coursework, will also be con-sidered. At least 6 credits of course-work in English literature and the

behavioral sciences (psychology,sociology, or philosophy).

LINKAGE COMPONENTStudents who complete this programmay be eligible to apply to medicalschool sooner than a typical medicalschool applicant through one of theschools linkage agreements. Currently,linkage is available to the DrexelUniversity College of Medicine, theUniversity of Medicine and Dentistryof New Jersey Robert Wood JohnsonSchool of Medicine, and to TheEdward Via College Virginia Collegeof Osteopathic Medicine.

For more information about this pro-gram visit www.drexelmed.edu.

Program Spotlight Drexel University College of Medicine’s Evening Post-Baccalaureate Pre-Medical Programis ideal for students who may have a full-time job or other commitments during the day

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mommyI glance up from my books to check the clock on

my computer, 1:00 a.m.; the house is quiet withonly the sound of shuffling papers and the hum

of my computers fan. This will be the fourth nightin a row that I have stayed up past midnight and stillhad two hours’ worth of homework ahead of me.As I diligently flip the page to my lab manual know-ing that I am slowly dwindling down the stack of “todo” papers, I hear it. Soft at first, slowly progressingto a more helpless, sharp whine, cutting through thesilence of the night like someone slowly ripping apiece of paper from top to bottom. “Don’t move” Ithink, “If he doesn’t hear you he will fall back asleepand you will be able to finish this!” I slowly lay myforehead down on the desk and shut my eyes.“Please, please, please, go back asleep.”, and then Ihear it, the piercing whale of my newborn son, wak-ing for his midnight snack. He was barely a monthwhen fall term had started. I stand up and quietlyshuffle down the hall, making sure not to wake mytwo year old in the other room. After feeding him Ilay him gently in his bed, cover him with his blanketand tip-toe back to the warm glow of my computerand the desk lamp. I sit back down, rub my eyes andsleepily look again at the clock, 1:55 a.m., at this rateI’m not going to sleep tonight.

I have lived like this for the last year; this ismy second time experiencing the needs of anewborn while in school. Needless to say, likemany others, somehow I have made it. Throughthe 1:00, 3:00 and 5:00 a.m. wake-up calls, fevers,upset bellies, doctor appointments, playdates,messes, breakfast, lunch and dinner, to learninghow to crawl and walk and “explore” their sur-roundings, to the ever popular “I just want to beheld.” A mother has many duties, many haveattempted to do this while in school, and evenfewer have done this while attempting to get intomedical school. The awesome responsibility ofparenting topped with the stress and anxiety ofgetting good grades, volunteering, and shadow-ing physicians. This is all while trying to maintainsome sense of sanity which has driven manymothers and mothers-to-be away from suchdaunting tasks. But for the few that can with-

stand the pressure and persistence required to doboth, the reward is well worth the work.

Trust me, if you would have asked me five yearsago if I ever thought that I would be barricadingmyself in a conference room at college in order topump milk for my son, you would get a much dif-ferent answer than you would today. If you are likeme, becoming a mother changed virtually everyaspect of your life. # 1. Being the things (humilia-tion included) you will put yourself through for yourchildren. #2. What you are willing to give up, i.e.friends, sleeping, time, mental stability.

However, making the decision to declare myself“pre-med” was an easy choice. It came naturally,just like my instincts during motherhood; I knew itwas the right choice. Many people questioned myabilities, stating the obvious. “It’s going to behard!” and “You’re going to need help.”,“Really??” I thought, I just figured the babiescould watch themselves and clean the house whileI was away! Although sarcasm was usually myrebuttal to such statements, I did find myself won-dering, “Was I ready for this journey; was it possi-ble to be an A+ student and an A+ mom?”

Thus far in this journey I felt like I had been doinga pretty good job. Through the last two and a halfyears I feel I had found the delicate balance betweenmy family and school. Basically this was becausethat’s all there was time for. In-between doinghomework, studying, and reading books, there werebrief windows of time where I could remove myself

from the carbon chains and theories long enough tosee my children growing up. Since my immediatefamily is really the only interaction I have with oth-ers outside of my career planning and school, I feellike it has helped me appreciate the little things more.Being able to stay home and watch a movie (withoutreading a book at the same time), going to the parkand playing with my kids, and sleeping for more thanfive hours a night all took on a new meaning.Granted these moments usually occurred duringsummer and winter break, still, they helped putthings in perspective for me. Those being, what Imust do to achieve my goals, and the immenserespect I have for those who have preceded me.These choices are depicting what is important to me,and if this involves giving up any sort of social lifeoutside of your family and school, I feel, it is with-out a doubt worth it. This would be a huge part ofthe rest of my life. Choosing to go into the medicalfield, a career that is ever changing, one that is con-

Is it possible to be an A+ mommyand an A+ student at the same time?By Chesha Hayter

Making the decisionto declare myself“pre-med” was aneasy choice. It camenaturally, just like myinstincts during motherhood; I knew itwas the right choice

PERSONALSTORIES

A+


tinually evolving and developing new techniques andadvancements leaves little leisure time, so when it doeshappen it must be spent wisely.

Yes, time is a valuable commodity. I wanted toensure that my time was spent effectively and wisely.I would budget time for volunteering and shadowinghoping that there was a possibility that I could com-bine the two, luckily most hospitals have volunteerprograms, that not only allow you to be involved withthe community but also have some sort of clinicalexperience, which was the case for me. I started vol-unteering at my local hospital and shortly after start-ed shadowing. Finding a physician to shadow was notas easy as I had predicted; I did not know any doctorspersonally nor did anyone I knew. So while going infor a routine visit after the delivery of my son I justasked, I asked my OB doctor for advice and if she hasanyone shadowing her. She was wonderful. She satdown and talked to me like perhaps maybe someoneat some time did for her. Not only did she welcomeme to shadow her, she talked to me about the same

pressures she went through raising two childrenthrough medical school.One aspect of my scholastic career that I have foundexponentially important, is the help of someone athome. Now whether that means a supportive partner,parent, roommate, friend or family member may be dif-ferent for everyone; however, I have found it to be thefoundation of my success thus far. The relief you haveknowing that your family is safe and taken care ofallows you to truly maximize the little time you have to

prepare yourself for such a great feat as medical school.For me, I have been blessed with both a supportivefamily and partner, who have been doing what theycould to ease the process, making this trip a memorablestep in my journey to fulfilling my life dream. Likemany parents, we joke about the day that we will be ableto leave the house without a diaper bag or car seat, andjust maybe have a few minutes to ourselves. Becausededicating so much of yourself takes most of your timeand energy, I had to give up most luxuries. As time goeson and the classes get harder, the category of luxuriescontinues to grow: brushing my hair, eating at regulartime intervals, and of course there is the biggest luxurythat is missed the most, sleep. Friends have beenaccommodating, knowing that my life now revolvesaround my school work and family, they have alleviatedsome of the stress with compassion and understanding;I would not be able to keep the same company that Iuse to because of the demands that this new endeavorwould hold. They understood this and have made aneffort to accommodate by my schedule, we keep intouch, and with friends that have gone through some-thing similar before we share tips, new ideas, and thestories that have lead us to where we are today.

A new realm that I have recently ventured out tois the world of day care. For the last two and a halfyears since my daughter has been born, we havebeen fortunate enough to have schedules that haveallowed us to care for our children ourselves. Wewill not be so lucky the last two years of my under-graduate, with my partner going to barbering schooland the degree of difficulty and time needed formy classes increasing, this was an inevitable coursethat would have to be taken. Finding childcare thatwould not only cater to my schedule as well as carefor an infant was no easy task. After scouring theinternet and classifieds and asking friends and fam-ily we were able to pinpoint our perfect match.

These are the decisions that I will continue to haveto make, what child care to put my children into,whether or not to answer the phone when a friend calls,whether there is time to go to my mother’s for dinner,or even am I going to sleep tonight. The answers to allof these questions have changed over time, and I alsohave changed. What is important has taken on a newmeaning, and sometimes I have to remind myself ofwhat is really important. I am doing all of this for thesame reason many of you may be doing the same thing,the very simple statement of love, love for my children,love for learning and accomplishment and a love forpeople. To learn from others, to understand that theirlife has an array of interesting stories and events thathas turned them into the person they are today. I feel soblessed to be at this point in my life; I have a wonderfulrewarding career ahead of me, and two beautiful chil-dren that have taught me more about patience, dream-ing, and love than I could have ever learned from abook. So at times when I may be up until three in themorning finishing a lab report or studying for a test thenext day and I hear my son waking for his early morn-ing meal I can smile. Because I know now that it is pos-sible to be an A+ mom and an A+ student, even with-out any sleep.

Chesha Hayter is a full time honor roll student at Southern Oregon University.She has two children, a son Niko and a daughter Acaica. For the last year shehas been volunteering at Rogue Valley Medical Center and has recently startedvolunteering at Hope Equestrian, a therapeutic horse riding program.

So while going in for aroutine visit after the delivery of my son I justasked, I asked my OB doctor for advice and if shehas anyone shadowing her.

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

NeurologistBecoming a...

Nationally there is a significant shortage of neurologist now and there will con-tinue to be a shortage of neurologist for a least the next 20 years. For medicalstudents looking for a challenging field in medicine that will produce the oppor-tunity to have a lot of patient contact, neurology might be the way to go. A neu-rologist may be charged with making an initial diagnosis for neurological dis-eases and then providing long-term care for either recurrent or chronic medicalconditions.

WHAT DOES A NEUROLOGIST DO?Neurologists deal with disorders of the nervous system and are trained to diag-nose and treat neurological disorders that affect the central nervous system(brain and spinal cord), the peripheral nervous system, or the autonomic nerv-ous system. A related but distinct field of medicine is psychiatry, which dealswith diagnosis and treatment of disorders of the mind. Patients are usuallyreferred to a neurologist in either an inpatient or outpatient setting. When aneurologist examines a new patient, the physical exam will focus mainly on thepatient's nervous system. This may include determining a patient's cognitivefunction and state of their cranial nerves, motor strength, sensation, reflexes,coordination, and gait. They will give the patient a neurological exam, whichtypically tests vision, coordination, strength, and reflexes and sensation. Not allneurologist practice medicine and may choose to become a non-medical neu-roscientist, which is essentially a scientist who instead of diagnosing and treat-ing, works behind the scenes researching the very same neurological disorders.

Some of the most common medical conditions neurologists encounter areheadaches, radiculopathy, neuropathy, stroke, dementia, seizures and epilepsy,Parkinson's disease, multiple sclerosis, head trauma, sleep disorders, neuromuscu-lar diseases, and various infections and tumors of the nervous system. On a typi-cal day, neurologist can spend a portion of their day in an office setting, examin-ing patients, and then spend the rest of their time visiting and reviewing theprogress of patients who may be in the hospital. The majority of neurologistswork full-time, seeing patients five days a week, and may put in 40 to 50-hour workweeks. Depending on the neurologist's experience and type of position, the num-ber of hours worked may vary considerably. They may be on call or work withother neurologists on a rotating shift schedule. When on call, they can be calledinto the hospital at any time, day or night.

Oliver Sacks is the author of the book "The Man Who Mistook His Wife fora Hat and Other Clinical Tales," and is also a neurologist. In his book Sacksdescribes the case histories of some of his patients, including the patient with acondition called visual agnosia, whose case is where the book's title comes.

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

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

Residency - (4 Years) consists of one year of internal medicine trainingfollowed by three years of training in neurology. The first of four years con-sists of either a transitional or internal medicine internship, which includes

broad exposure to general adult medicine. The second through fourth years arespend in a devoted neurology residency, after which time the resident can applyfor licensure. Residency consists of practical, on-the-job training, in hospitalsor other medical settings.

Fellowship (optional) - (1 or 2 Years) are available following completion ofthe neurology residency if additional subspecialty training is desired.

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

Graduate School - (2 Years) to obtain master's degree in neuroscience

Post Graduate Education - (4 Years) to obtain PhD to become a uni-versity professor or a research scientist

WHAT ARE SOME SUB-SPECIALTIES OF NEUROLOGY?Stroke or vascular neurology, interventional neurology, epilepsy, neuromuscu-lar, neurorehabilitation, behavioral neurology, sleep medicine, pain manage-ment, neuroimmunology, clinical neurophysiology, movement disorders.

WHAT ARE CHARACTERISTICS OF A GOOD NEUROLOGIST? Neurologists must have a lot of patience, good eye-hand coordination, excellentcommunication skills, and work well in groups. They must also be able to makeeffective decisions in stressful situations and are intellectually curious when itcomes to their field and medicine in general. In addition, a good neurologist willneed to be mature and be emotionally strong. Neurologists are also usually thetype to enjoy finding solutions to problems and are okay will pursuing a course oflifelong learning.

WHAT IS THE CAREER OUTLOOK FOR NEUROLOGIST? Very good. Due to the highly specialized nature of the field, there has so farbeen no saturation in the job environment. Though competitive, there are alot of job opportunities and the outlook for neurology positions in thefuture is growing

WHAT DO SOME NEUROLOGISTS SAY THEY LOVE ABOUTTHEIR FIELD? Flexibility of work options, rotating between research, academics, and clinical.

WHAT DO SOME NEUROLOGISTS SAY THEY HATE ABOUTTHEIR FIELD? Competing for residency slots

WHAT DO NEUROLOGISTS EARN? The median salary for neurologist in 2010 was $200,000. About 14% earned$100,000 or less and about 9% earned $500,000 or more.

Neurologists are medical doctors trained to diagnose and treat dis-orders in the nervous system, whether caused by disease or injury.Conditions include muscle, spinal cord, nerve and brain diseases.The emerging field of cosmetic neurology highlights the potential oftherapies to improve such things as workplace efficacy, attention inschool, and overall happiness in personal lives.

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

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EMPATHY


For the past 7 years I've paid the bills, put food onthe table and paid (increasing) tuition by workingin an emergency room. Because the hospital I

work at is a trauma center, the cases I've seen rangefrom car crashes, shootings, SIDS babies, meth labexplosions and much much more. When I go home tomy wife I look her in the eye, give her a hug and tell herhow much I love her. If I need to talk, we do; other-wise we just enjoy each others' company. She allows meto decompress. For as willing as she is to listen to anyand everything I have to bring to the proverbial table,there are two cases that I have never told her about.One of them was an 11-month-old baby girl that camein under CPR. I carry around a copy of her EKG stripin my wallet to this very day. The other case is this one:

I knew something was going to be different aboutthis call from the moment that it came in. Dr. G hadbeen in the radio room getting water when the medicline rang. He looked at me, took a sip of water andpicked it up. "Hi! This is Dr. G your ER physician" hesaid with a smile, "What are you bringing us and whatcan I do for you?" As the information came in fromthe medic line, Dr. G listened more and more intent-ly. His demeanor started to change. He put his nowempty cup of water on the desk, tucked his free handin between his triceps and left chest and slowly start-ed nodding his head. "Thank you Medic 25. At thistime I'm going to have you stop chest compressions,keep assisting with respirations and drive in nice andeasy. I appreciate your efforts and I will see you in 7minutes." Dr. G took the telephone handset awayfrom his ear, held it over the receiver and slowly let itfall from his fingers. By this time there was a crowdhuddling around the phone. Not only was it a rarityfor a doctor to answer the ambulance phone, but itwas even more rare to see Dr. G in a somber mood;the ambulance that was coming in 7 minutes wasbring in something very sad.

Without looking up Dr. G started to give report"We have an 83-year-old female coming in after beingfound down at home by her 85-year-old husband.CPR was started on scene by the medics. The sonproduced a DNR (do not resuscitate order) but itexpired yesterday. The husband was getting ready togo take her to the doctor to renew it, when he found

her lying facedown in the bedroom. I ordered themedics to stop CPR and get here safe." Slowly rais-ing his head, Dr. Gs' eyes found those of the chargenurse. He continued "I want one tech and one nurse.Nobody else! As soon as the ambulance gets here Iwill call it and let this poor lady rest. I understand themedics were doing their job, but I want to honor thiswoman's wishes."

The somber mood was contagious; everyonestanding around the medic line was starting to feel thesame sentiments. With my head down and a heavyheart, I walked back to room 26 and started to getthings ready. It was obvious this wasn't what the fam-ily wanted. However, because the paperwork wastechnically invalid, the paramedics had no choice butto try and resuscitate her. Before I had any more timeto think about what was happening, the medics, gur-ney and patient entered the room. Without a wordbeing spoken, myself, along with 5 other medics andfirefighters delicately lifted the frail 85 pound womanoff the ambulance gurney and onto the ER bed. Hertan SAS shoes were carefully tied, brown pants per-fectly pressed and her lavender blouse was neatlytucked in. Her make-up was done perfectly and herpearl earrings matched her pearl necklace. The onlyimperfections in her outfit were the wrinkles aroundher sternum; undoubtedly placed there by the medics.

I pealed off the backing of the cardiac monitorstickers. As I placed the three leads on her upperchest and abdomen, the medics quietly made theirway out of the room. Ittook the monitor aminute to detect the sig-nal. Lifting up her head, Iplaced a pillow under-neath her snowy whitehair. She looked peaceful.The monitor finally start-ed to register and con-firmed what we all pre-sumed; she had passed.Dr. G looked up at theclock and fulfilling herand her family's wishes hesaid "The time is 1847.

PERSONALSTORIES

By Will Smith

I knew something was going tobe differentabout this call from themoment thatit came in.


Thank you." It was a cognitive dissidence. Ifmedical professionals are taught to save livesand stamp out disease, then why weren't wedoing anything? For the first time I understoodthat the right thing to do was to do nothing! Itwas very apparent from the peacefulness in theroom that "nothing" was the right thing to do.

Turning off the monitor and removing theleads off the patient I heard a very soft andslow shuffle from the corner of the room. Thecurtain was drawn back by a helping hand, yetnobody was stepped through. A sound ofshuffling slowly crescendo and a frail little manmade his way into the room. White knuckle-head, his boney fingers clutched the crook ofhis withered cane. His chin was tucked to hischest as if he was trying to not reveal thewelled up tears in his eyes. As he turned to seehis wife on the hospital gurney, two waterystreaks ran over and down each sagging droopycheek. He slowly made his way over to herbedside, using his walking stick to steady hisgait. I put the bed rail down and offered him achair so that the couple could have one lastmoment together. I started to make my wayout of the room when the sound of a cane hit-ting the floor broke the silence. I froze.Before I could turn around and see what hadhappened I heard a raspy crackling voice, "Ilove you so much Mary. Oh Mary! I love you somuch!" Turning around, his withered cane withthe worn handle was lying on the floor. Nextto it was the tattered cabby hat that the elderlyman was wearing when he first entered theroom. I looked up just in time to see an 85year old husband, climbing into the gurney tolay down with his wife for the last time. "Iknow we had 65 years together Mary, butplease, I just want one more night with you."

These words are something that have stuckwith me through the thousands of hours I'veworked in the hospital and the tens of thou-sands of patients that I have helped treat.Every time, without fail, thinking about themmakes me cry. Although it can be embarrass-ing at times, I wouldn't want it any other way!"I know we had 65 years together Mary, butplease, I just want one more night with you."These are the words of a man who loved hiswife dearly, had spent his whole life with herand now he was laying with her one last timeon a gurney in an Emergency Room. Morethan polar feelings, this showed me the effect

that my actions can have on another person'slife. Medicine has its rules and protocols, butthey have to be used very carefully when deal-ing with the lives of others. More then a sci-ence, medicine is an art!

As premeds apply to medical school, thereare a lot (and I mean A LOT) of students thathave > 3.7 GPAs and > 37 MCAT scores.Those that are lucky enough to get acceptedwill go on to learn and acquire medical knowl-edge that they can use in patient care and hope-fully enrich the lives of those they treat.However, perhaps the biggest irony is that oneof the most important pieces of becoming adoctor is not something that can be taught, norcan it be found in a book. It is something thathas to be experienced first hand and manytimes it goes against everything that one istaught in medical school.

There isn't much contention that when apatient sits down and talks to their doctor, firstand foremost, they want answers. Equally asimportant, when a patient looks to their doctorfor answers, they want to make sure that theyhave a set of eyes that are looking back atthem; not at a clipboard or into their chart,they want someone to look at them. Theywant a doctor with real emotions. People wantto see compassion and feel sincerity; someonewho actually cares. Yes, medical knowledge isimportant, but so is the empathetic way that itis delivered. Going through undergrad studiesand even medical school, there is such anintense focus on learning facts, concepts, num-bers and correlations, that the humanity andreason for why we are doing this in the firstplace easily gets lost. We need to rememberwho we are treating and why we are doing it.The forest getting lost in the trees can bealmost as dangerous as having no trees at all.These are real people we are treating, not justnumbers and clinical presentations.

Dr. G chose to go down a different routethat clinical medicine would have suggested.There are entire books, classes and algorithms

devoted to what should happen when a per-son's heart stops and when medical staffshould cease their resuscitation efforts. Hechose to bypass each and every one of them.Instead, his empathy and compassion for thefamily in their time of great loss and sadnesshad him choose a different route. Instead, hechose to uphold the family's wishes and allowher to go peacefully.

So often, as premeds we get caught up intrying to find an answer that is substantiated byresearch and facts. Sometimes in medicine it ismore important to forgo science and in itsplace make decisions backed by compassion.The sooner we learn this, the better off ourfuture patients will be. The discretionaryaspect of medicine turns the perfect black andwhite science into shades of grey. Facts, pro-tocols and procedures certainly have their timeand place and are a huge part of medicine, butalways remember, we didn't choose to go downthe path to medical school because we like tofollow algorithms; we chose it because we havea passion to help people.

WIILLLL SMMIITTHH is the epitome of a non-traditionalpremed. After graduating from the University ofCalifornia, Davis with a Bachelor of Arts inComparative Religion, he wasn't sure what he wanted todo with his life. Soon after moving back to his hometownafter college, Will got a job as an E.R. Tech and quick-ly discovered his passion for emergency medicine. Willtried to quench his insatiable search for medical knowl-edge by submersing himself in the medical community.He joined a volunteer group called Rock Medicine thatexposed him to invaluable experiences and showed himthe importance of providing non-judgmental healthcare.Currently, with the unconditional support of his amaz-ing wife, Will is working on a postbac program and hopesto apply to med school in the next few years. When Willisn't studying for classes or working in the ER, he andhis wife are enjoying time with their daughter Macie, bornthis past January

“Perhaps the biggest irony is that one ofthe most important pieces of becoming adoctor is not something that can betaught, nor can it be found in a book.”

ABOUT THE AUTHOR

www.electiveafrica.com

info

@ele

ctiv

eafr

ica.c

om

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.

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

“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 EcclestonCharles Sturt UniversityAustralia, August 2010

Medical Programs

ØStudent electivesðSurgery, Pediatrics, General Medicine, Obstetrics

& Gynecology, Emergency & Critical Care, Dentistry

ØPremed programs

ØPublic health research

ØMedical camps

ØNursing

ØMidwifery

ØPhysician Assistant

http://www.electiveafrica.com

Premed / Pre-Health / Post BaccElectives & Study Abroad in AfricaA F R I C A

Safari to Masai Mara

http://www.electiveafrica.com


MEDSCHOOL INTERVIEW SWAG{

COMFORTABLE PUMPS. $39, Marshall's

CLASSIC SHIRT. $22, Old Navy

PROFESSIONAL TROUSER. $30, Macy's

SUIT JACKET $49, TJ Maxx

for t

he la

dies


Dressing well for your medical school interview is just asimportant as the interview itself. Here are some tips tohelp you coordinate a well put-together outfit for yourbig day.

LADIES:Skirt (to the knees) or pant suit is usually the best way to go. Wearinga suit will give you a clean and professional look.

Suit Color: Navy Blue, Black, Grey, Beige

Blouse should be a solid color, long sleeve (with a collar), and thecolor should ALWAYS be lighter than your suit color - white, cream, orlight blue.

Shoes should be close-toed pump with a heel no taller than 1.5 inch-es. Adding a pearl necklace, earrings, and bracelet is are nice pro-fessional accessories that aren’t too flashy, but convey a sense ofmaturity and say you took time to put together your outfit.

Panty hose or knee highs should be nude, off black, or navy and youshould always carry an extra pair in your bag just in case you devel-op a run.

GENTLEMEN:Single breasted suit is simple and considered to be the staple of anyprofessional motif and should be navy blue, black, or grey.

Long sleeve shirt should be a solid color that is either white or lightblue. Once you start going with patterns or stripes you risk the chanceof wearing something that is not so conservative but you think is okay.So to be on the safe side, stick with solid colors.

Tie shouldn’t be too fancy or flashy. Going with a blue silk tie lighterthan your suit shade should be a good way to go.

Shoes don’t have to be pricey but you should stick with ones that laceup as opposed to ones with buckles or slip on shoes. Lace up shoeslook very professional.

MEN looks on next page>>>

ADD SOME COLOR. You can wear a scarf to add a bitof color to your suit but remember to remove it whenyou get to your interview and tuck it away in your bag.

COSTUME PEARS $19, H&M

COLORFUL SCARF $11, Old Navy

LEATHER BELT $9, Old Navy


CLASSIC SUIT PANTS $50, Marshall's

SUIT JACKET. $79, Burlington Coat Factory

LACE UP SHOES $55, DSW Shoe Warehouse

PROFESSIONAL BUTTON UP $25, Macy's

for the gentlemen


SOLID TIE $13, Century 21 Department Store

BASIC BELT $10, Old Navy

CALF SOCKS $2.50, Old Navy

HEART CUFF LINKS $19, Amazon.com


PRE-MEDSUMMER PROGRAMLIST2

012

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

PROGRAM NAME LOCATION DATE DURATION

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

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

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


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

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

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

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

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

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

Phone(501) 526-6503 FEBRUARY 2012

Websitebrin.uams.edu/students2.asp

$3200 StipendLiving Allowance

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

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

Websitewww.medsch.ucla.edu/smdep

MealsStipendHousing

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

[email protected] FEBRUARY 2012

Websiteseaver.pepperdine.edu/surb

StipendRoom & Board

DESCRIPTION PERKS PROGRAM INFO APPLICATION DEADLINE


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

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


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

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

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

2012 PREMED SUMMER PROGRAM LIST

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

June-September 2012


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

Email: [email protected] CONTACT PROGRAM

Websitessrp.stanford.edu

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

Phone(310) 825-3575

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

Travel allowancefor eligible participants

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

Stipend(Depending onavailability)

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

$4000 Stipend

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

$4800 Stipend

PREMEDLIFE MAGAZINE

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

Email: (800) 925-8704 FEBRUARY 2012

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

$1600/MonthStipendHousingTravel Allowance

MARCH 1, 2012

Phone(310) 825-3575

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

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

Email: [email protected]

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

MARCH 2012

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

CONTACT PROGRAM



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


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

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

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

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


Boehringer Ingelheim Corporation Internship Program Ridgefield, Connecticut TBA TBA


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

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

$1500 Award

$3400 stipendTravel Allowance

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

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

Websitewww.smdep.org/progsites/yale.htm

StipendFood HousingTravel Allowance

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

(202) 798-9988 CONTACT PROGRAM

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

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

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

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

$800 StipendRoom & Board

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

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

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

$2500-$3000StipendHousing

PREMEDLIFE MAGAZINE

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

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

FEBRUARY [email protected]

Websitewww.harthosp.org/ResidenciesFellowships/default.aspx

MARCH 15, 2012



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


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

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

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

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



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

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

Websitewww.smdep.org/progsites/howard.htm

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

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

Email: :[email protected]

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

StipendHousingMeals

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

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

Websitewww.umbc.edu/bsure

$4,000 StipendTravel Allowance

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

$1500 Grant

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

$400 StipendHousingMealsTravel Allowance

PREMEDLIFE MAGAZINE

JUNE 2012

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

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

CONTACT PROGRAM

(305) 284-3187

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

LATE MARCH 2012



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


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

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

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

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

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

Frederick, Maryland


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


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

(800) 240-2767 x 1709 FEBRUARY 2012

Websitewww.dmu.edu/healthpass

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

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

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

Travel stipendMealsMaterialsHousing

HousingMeals

Free MCAT-DAT review workshop for eligiblestudents

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

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

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

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

$3500 Stipend

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

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

Websitewww.frontiernursing.org/Courier/TodayCourier.shtm

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

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

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

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

Stipend

PREMEDLIFE MAGAZINE

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

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



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


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

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

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



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

(508) 856-2707 MARCH 15, 2012

Websitewww.umassmed.edu/outreach/sep.aspx

StipendHousingTravel Allowance

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

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

Websitewww.fdsrp.org

Travel AllowanceHousingLiving stipend forfood and othernecessities

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

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

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

$3500 Stipend

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

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

StipendTravel AllowanceHousing

PREMEDLIFE MAGAZINE DESCRIPTION PERKS PROGRAM INFO APPLICATION DEADLINE


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


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

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

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



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

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

Websitewww.mdadmissions.msu.edu

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

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

(517) 355-2363 MAY 1, 2012

Websitelrc.msu.edu/gre/CLIMB.php

Stipend maybe availablefor eligiblestudents

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


Websitewww.smdep.org/progsites/nebraska.htm

MealsTravel AssistanceStipendHousing

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

[email protected] MARCH 1, 2012

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

$4000 StipendHousing


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


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


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

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

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



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

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

Websitewww.smdep.org/progsites/newjersey.htm

StipendHousingMeals

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

(732) 235-4558 MARCH [email protected]

Websiterwjms.umdnj.edu/osap/bcp.html

Tuition Free

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


Websitewww.smdep.org/progsites/columbia.htm


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

(212) 746-6023Email [email protected]

www.med.cornell.edu/mdphd/summerprogram

$4300 StipendTravel expenses

PREMEDLIFE MAGAZINE

FEBRUARY 1, 2012



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


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

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

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

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



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


Websitewww.einstein.yu.edu/hcoe

$1000 StipendTransportation Meals

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

(718) 920-4678 APRIL [email protected]

Websitewww.einstein.yu.edu/hcoe

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

(212) 379-6988 ext. 619 FEBRUARY 2012

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


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

(212) 746-1057 FEBRUARY 1 2012

Websitewww.med.cornell.edu/education/programs

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

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

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

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



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


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

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

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



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

[email protected] FEBRUARY 15, 2012

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

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

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

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

$3000 Stipend Up to $300 fortravel expensesHousing

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

$3500 StipendRound-trip airfareHousingMeals

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

(718) 590-1110 VARIES

Websitewww.bwahec.org/programs

PREMEDLIFE MAGAZINE

(631) [email protected]

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

FEBRUARY 2012


http://www.northshorelij.com/NSLIJ/


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


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

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

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



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


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

$3000 Stipend

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

(252) 744-2500 CONTACT [email protected]

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

Housing andTravel Stipend

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

(919) 966-2264 FEBRUARY 15, 2012

Websitenchcap.unc.edu/sep.php

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

(701) 777-3037 MARCH 31, 2012

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

Stipend Travel Stipend



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


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

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

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

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

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

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



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


Websitewww.smdep.org/progsites/casewestern.htm


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


Websitewww.oucom.ohiou.edu/summerscholars

Room and boardStipendProgram materialsRound-trip travelexpenses

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


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

HousingTravel allowance

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


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

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

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

(216) 778-5940 FEBRUARY [email protected]

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

$2000 StipendFree ParkingSupplies andequipment areprovided

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

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

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



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


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

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

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

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



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


Websitecomdo-wcnlb.uc.edu

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


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

$1000 StipendTransportationHousingMeals

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


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

$2500 Stipend

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


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

Conditionalacceptance to theUniversity ofCincinnati Collegeof Medicine;$3000 Stipend

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


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



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


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

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

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



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

Tuition: $1500


Websitewww.drexelmed.edu/Home/OtherPrograms/MiniMedSchool

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


Websitemedschool.mc.vanderbilt.edu/ssa/

$2500-$4000Stipend

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


Websitewww.stjude.org/poe

$4000 StipendHousing

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

(615) 327-8814 FEBRUARY 25, 2012

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


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


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


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

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

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

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



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

[email protected] JANUARY 17, 2012

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

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


Websitewww.smdep.org/progsites/houston.htm


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


Websitewww.opt.uh.edu/students/undergrad

Financial aidassistance infor-mation is given toall students

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


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

$3000 Stipend

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

(214) 648-7517 [email protected]

Websitewww.utsouthwestern.edu/utsw

$1000 Stipend


http://www.debakeydepartmentofsurgery.org/

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


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


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

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

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



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

(804) 287-6484 APRIL [email protected]

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

$1500 StipendHousingMeals

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

(608) 262-5267 FEBRUARY [email protected]

Websitecbe.wisc.edu/srp-bio/

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

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

[email protected] CONTACT PROGRAM

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

Housing

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

[email protected] CONTACT PROGRAM

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


http://prehealth.richmond.edu/

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


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

Crocheted HeadphonesYour headphones don’t have to look so plain anymore thanksto these adjustable ones which are outfitted in a yarn coverhandmade by artist Traci Medeiros-Began. The “gear muffs”have a 44-inch long cord and come in turquoise, pear, andmustard.

Maze PenWhile many in the corporate world may use thisMaze Pen to entertain themselves during a bor-ing office meeting, you’ll be using it as a quickbrain game to keep those mental gears turning.See how fast you can move the balls from thetop of the pen through the maze to the bottomand back again.

Half Full Optimist's Glass For the student who could always use some positive reassurance, get

a daily dose of optimism with a glass that will always be half full.

EDITO

R’S PI

CK


Doodle Table ClothInstead of using this for your table, use this need cover

for your desk and when you’re working on problems, feelfree to draw on it. The Doodle Tablecloth is pre-shrunk100% cotton and is printed to look like a giant piece ofgraph paper, complete with printed lines, holes, and red

margins. It comes with eight wash-out fabric markers.Nomatter what gets doodled on the tablecloth, it all washes

out in the hot cycle of your washing machine.

The Hungry Scientist Handbook When you mix DIY projects with food, it's both funand tasty. The Hungry Scientist Handbook is filledwith 20 projects created by a mix of programmers,geeks, and professors, including edible origami, glow-ing lollipops, a pumpkin pinhole camera, integratedcircuit trivets, and more. It may help you look atyour chemistry lecture in a whole new way.

The Daily Mood Flip Chart This amusing flip-chart lets everyone knowjust what your mood is on a certain day.There are 47 moods to choose from and eachincludes its own smiley, sarcastic definition,fascinating facts and even sample sentences.

80 | PreMedLife Magazine | September/October 2011

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BETWEEN EXPECTATIONS: LESSONS FROM APEDIATRIC RESIDENCY by Meghan WeirIn a personal chronicle of her residency at Boston's ChildrenHospital and Boston Medical Center, Dr. Meghan Weir shareslessons she learned and recounts what life was like for her dur-ing these days. Her story reveals the countless challenges andobstacles, as well as the rewards, that come with practicing med-icine. Dr. Weir also talks about the many patients she encounters,from children in an oncology ward to treating premature babieswith heart defects. This is a good read for any student consider-ing a career in pediatric medicine.

THE IMMORTAL LIFE OF HENRIETTA LACKS by Rebecca SklootIn this captivating real-life medical mystery, science journal-ist Rebecca Skloot tells the story of Henrietta Lacks, a 31-year-old who died of cervical cancer in 1951. The problemcomes in when without her knowledge, the doctors whowere treating her took tissue samples from her cervix to usefor research. From these tissue samples, these researchersultimately "spawned the first viable, indeed miraculouslyproductive, cell line that has been the cornerstone of signif-icant medical discoveries from AIDS treatments to the poliovaccine. In a story that could be a model case for an ethicsdiscussion (in a medical school interview perhaps), Sklootwrites about ethics, science, and the pursuit of scientificresearch.

INTERPRETING THE MEDICAL LITERATURE by Stephen GehlbachFrom the moment you decide that you want to attend medicalschool it is important to begin to read medical literature.Becoming an avid reader of medical literature will not only ben-efit those who are preparing to take the MCAT, but will alsocarry over into a future in medicine, making the task of readingthis type of literature less daunting and more digestible. StephenGehlbach's guide is designed to help the reader gain the toolsneeded to effectively interpret the complex language of researchstudies, a skill required to perform well on the MCAT's verbalsection. If you're part of a journal club at your school, this is abook that should definitely be on the list of books to cover. It’sespecially good for those who may need to learn how to critical-ly evaluate studies for the purposes of preparing for the MCATor simply becoming better versed and familiar with medical lit-erature in general.

BECOMING DR. Q: MY JOURNEY FROM MIGRANTFARM WORKER TO BRAIN SURGEON by Alfredo Quinones-Hinojosa, Mim Eichler RivasAn internationally renowned neurosurgeon and neuroscien-tist, Dr. Alfredo Quinones-Hinojosa, also known as Dr. Q,shares with readers how he made it to Harvard Medical Schoolfrom a small village in Mexico. Without reading his story, somemay ask how a farm worker earning $3.35 an hour who didn'tspeak any English could overcome adversity and pursue hisdreams of becoming a doctor. Dr. tells of how he make hisdreams reality.

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


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

It starts on Halloween and doesn't stop until NewYears...the demise of our healthy diet and lifestyle.Every year we go into the holidays with goodintentions, yet we come out with an extra 10pounds. And what's worse, some serious doubts towhether or not we will ever get the weight off andkeep it off.

Well, doubt no more my friends...I have comeup with your Holiday Plan of Attack - a plan thatwill have you holding steady through the holidaysand have you ready for serious weight loss in theNew Year. Look, very few of us can actually loseweight during the holidays, BUT if you go in fight-ing, you can certainly keep from gaining...and whoknows, maybe lose a little?

First off...ask yourself...are you willing to do thework? It will take some planning, and WILLPOW-ER to make this work but you can do it. Now, youneed to tell yourself that you can do it. When youthrow in the towel on the entire holiday season, eatevery finger food, casserole and dessert you can getyour hands on, while kidding yourself thinking "I'lljust diet come the new year"...you are setting your-self up for failure.

The healthy and thin people don't do it thisway. They don't eat everything in sight and makeup for it later. They plan ahead, budget their calo-ries, exercise religiously throughout the season,yet they enjoy the holidays just as anyoneelse...they just go about it smarter!

So how do you get in on this secret healthy hol-iday lifestyle? Here are 10 simple steps that willwork for anyone:

1) PLAN! Print out or use a pocket size calendarfrom now through Jan 1. Write in all parties andevents immediately as you know about them. Also,write in planned shopping days or family func-tions...down to your kid's sports or music practicesand programs. Now, pencil in 5 times each weekwhen you can exercise. Yes, I said 5 (at least). So, ifyou know you have a party on a certain evening,plan to exercise that morning before work instead.

When you don't plan your workouts, the busyseason will get the best of you and exercise will bethe first thing you cut out. Remember, all this exer-cise is THE KEY to burning off the excess fat andcalories you will most certainly be taking in. Justthink about how many extra candy dishes, bakedgoods, food gifts, etc. that floats around. You arebound to have a nibble (or a feast) here and thereso you need the extra calorie burn...FOR SURE!

2) Clean House! If you have a party, get rid of thenon-healthy foods ASAP! Restock your kitchen bythrowing out ALL the seasonal treats, chips, sweetsor other high calorie/ empty foods right after theparty (or simply send EVERYTHING home withsomeone else). That's right, throw them out! If the"bad" food is not there you won't be tempted to eat

it! Oka7 if you feel really guilty about throwing itaway just take it to work and leave it in the kitchenor break room...it'll be gone in minutes!

3) Don't go to that party hungry! Have a halfof a turkey sandwich, spoonful of naturalpeanut butter or handful of nuts or maybe apiece of fruit before that party, especially thelate one's. You'll be much less likely to overeatand do some serious damage.

4) Don't stuff yourself ! If you are at a holidaydinner and don't want to overindulge I have a foolproof way of keeping yourself from overeating.And there is NO rule that says you have to eateverything on your plate. Try this trick...shake lotsof salt all over your food when you find yourselfstarting to feel the slightest bit full. It will appearyou are still joining in on the fun but will keep youfrom continuing to eat when you are already fulland satisfied.

5) Choose Wisely. Look, I'm not going to tell youto not eat all your favorite holiday foods. What Iwill say is portion control! Have a little of yourfavorites but NOT a lot. Here are a few foodchoice tips: skip the skin on the turkey and go forbreast only, watch those casseroles and lean heavieron vegetables that are au natural, watch the high fatgravies, and drink lots of water!

10'NO FAIL'STEPS TO PREVENTHOLIDAY WEIGHT GAIN!


>>> See upcoming health and fitness events athealthandwellness.weebly.com

6) Be the "healthy" lone ranger. Be the onewho brings a healthy fruit platter, a lower fat andcalorie version of pumpkin pie (yes, it does exist),a nice healthy pumpkin or ginger bread, a yummysalad or that favorite broccoli salad using low fatversions of mayo or substituting yogurt. My point,there are healthy ways to make those holidayfavorites...you just need to give them a try. Manytimes no one will know the difference.

7) Slow down. Chew each bite well, set yourfork down, take your time and give your braintime to tell you when you're full. Party andsocial eating is what I call "mindless" eating.You know....you're talking, eating, talking andeating more and more and more. Keep tabs onhow much you are eating by getting yourselfone plate of food, making the best choices pos-sible, with a few small portions or bites of theyummy sinful stuff (it is the holidays ya know)and then that's all folks. No seconds. Period.

8) Don't go shopping without healthy snacks.Going hours without eating will guarantee overeat-ing when you finally do eat. Take a piece of fruit,a baggie with a dried fruit and nut mix, a proteinbar or some sort of purse sized snack for munch-ing on while shopping. It will keep your energy upand keep you from grabbing a giant pretzel (driz-zled in chocolate I'm sure) or a Cinnabon Rollinstead...Yikes!

9) Take charge at restaurants. Think aheadand plan to go to places where you are sure youcan order something healthful, especially whendoing all that holiday shopping. Take the leadand pick where you eat so you know there arehealthy choices available. Order sauces, toppingand dressings on the side and put half of yourmeal in a "To Go" box first thing, that way youare sure not to overeat.

10) Don't beat yourself up. So you totallyblew your diet at lunch, get back on ship andhave a light healthy dinner and hit the gym toburn a few extra calories. Don't use that onebad meal as a reason to give up on the wholeday, or even worse the whole week. These arethe little mental battles we MUST recognize andnot let get the best of us. The absolute worstthing you can do is throw in the towel and giveinto the holidays. Believe me...it will make yourjob come the first of the year a true battle.

Copyright (c) 2007-2011 Darlene Nicholson

College students, travelers, and those with limit-ed kitchen space are always on the lookout forways and methods that allow them to make asuccessful meal without the usual kitchen appli-ances, such as stoves and ovens.

Step 1. Even a coffee maker can be put to gooduse making a meal – ideal for that hotel room orpoky dorm! Follow these simple instructions tomake ramen noodles using a coffee maker.

Step 2. Crumble the ramen noodles in the pack-age. Smaller pieces are easier to heat up ratherthan an entire block.

Step 3. Add the pieces to the carafe. Make surethat any block pieces are evenly placed so thatthey're not stacking on top of each other.

Step 4. Add the seasoning. Put the seasoninginto the coffee filter. Add about 2 cups (475 ml)of water into the reservoir of the coffee maker.

Step 5. Turn the coffee maker on and wait foryour ramen to be done. Remove and throw awaythe used coffee filter.

Step 6. Pour noodles and water into your bowl.The coffee pot will be hot, so do this with care.

Step 7. Add any desired toppings to your ramennoodles. Serve and enjoy!

Tips: Clean the coffee maker well after use toprevent the flavor tainting your next cup of cof-fee. Alternatively, don't add the flavoring intothe coffee filter. Instead, stir it in after you putthe noodles in the bowl. Then you only need torinse the coffee pot!

Using a different container than the cof-feemaker pot (that fits the hot plate and canwithstand the heat) is usually a good idea,since most homes only have one of thoseand then you don't have to clean it beforemaking coffee. Instant soup and veggie-dogs can also be prepared using the cof-feemaker.

If you're in a dorm room, be sure that it's notagainst dorm policy to be cooking in your room.Clean the coffee maker thoroughly after use sothat the next guest doesn't get an unpleasantsurprise! It's also advisable to add the flavoringto your bowl and not the coffee maker if thecoffee maker isn't your own – the next guestmight have an allergy to the flavoring contents.

Reprinted from wikiHow under a Creative Commons license.

How to Make Ramen NoodlesUsing a Coffee Maker

COOKING 101

www.healthandwellness.weebly.com


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

Next semester, take a class that you’re (really) interested in. If you’replanning for next semester and it looks like it’s going to be jammedpacked only with classes you’re required to take - you’ve got the wrongidea. It’s okay if it’s not a science class and you shouldn’t feel guilty abouttaking a class that has nothing to do with your long-term career goal.Flip through your Spring 2012 course book and identify some of theclasses that, from their name alone, catch your eye as something youmight be interested in. Whether it’s art for beginners or intro to tapdance, get it in there. Taking a course or multiple courses outside of yourpre-medical requirements will help to make you a more well-roundedindividual. And even if the class that you’re (really) interested in so hap-pens to be a science course that is an upper division course or a coursenot required for your particular major, it’s still all good. Find a way tomake it happen.

Not only will taking a “different” type of course help you become amore well-rounded individual, it will also, without a doubt, teach you

something about yourself - whether it’s finding out about what you likeor what you dislike, what you’re good at or what you’re bad at. For everycourse you take, you can learn something from the book you read, fromthe professor teaching, from the student sitting next to you, as long asyou make a point to reflect on the encounters and experiences you have.

Don’t use being a pre-med as your excuse for not pursuing your intel-lectual passion. You actually have more flexibility for course electivesthan you may realize. Matter of fact, medical schools would probablylove to have more applicants who took more art, history, or music class-es if the applicant was a science major.

By creating a balance in your course load you will bring about bal-ance in your, what can sometimes be hectic pre-med life. It is veryimportant that you create this balance now because once you enter med-ical school, it may be possible, but will be extremely hard to pursue yourknowledge curiosities with the demanding course load you’ll have. Socease the moment and make it yours.

Learning Comes in allShapes, Forms, & Classes

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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:

HLiving allowance H$4,725 for tuition or student loans HHealth care HMoving expenses

37 million Americans live in poverty. Take a stand. Join AmeriCorps VISTA.

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Documents

PreMedLife Magazine - November-December 2011