Tag Archive: med school

Q&A with M Prep: Personal Statements

We recently received this email from a student regarding writing her personal statement:

I have been working on my personal statement and I started out with the free flow writing. It worked out well at getting ideas but I feel my paper sounds egotistical, too ‘health’ related, doesn’t transition well, and kinda feels all over the place… I was first going to attempt to have a great opening and break up the essay on the characteristics I possess that I would demand from a physician. I have a story how I developed them and attempted to perfect them. All of my stories are original to me, but I don’t know if this is what every medical student feels/ experiences and I don’t want to be unoriginal to the reader.

This issue is something a lot of students definitely face during the process of writing personal statements and is probably an inevitable consequence of Steps 1 and 2 from our ‘Pwning the Personal Statement Part II’. What are you supposed to do now that you’ve collected what appear to be several incongruous stories?

Believe it or not, you’re on the right track. The next step is really going to come down to making good choices about the story you want to tell and how your examples tell that story coherently. This happens during the editing process and it doesn’t happen alone. We’re going to deal with the editing process in Part III of the Pwning the Personal Statement series (coming soon!), but for now, here are a few things you can quickly do to figure out whether you’re on the right track.

  1. In 2-3 sentences, briefly tell the best story you can about yourself and why you’ll make a great doctor. Be as flattering to yourself as you want; this isn’t going into your essay. Include all the key reasons that you would want someone else to know if they were to meet you.
  2. Identify any key points that aren’t covered in any of your examples and add them in.
  3. Read over your personal statement and decide which examples tell any of those key points you wrote about in Step 1. Eliminate any redundancies by taking out the weakest one (you will not need two examples showing the same thing in your essay) and eliminate any stories that don’t hit any of your key points. Save this as Draft 2 (you can always bring culled stories back to life later if you want).
  4. Repeat steps 1-3 in their entirety (what you wrote in Step 1 may change after you’ve rewritten your essay a few times). Go through at least 2 full cycles of this process.
  5. Give your essay to someone whose opinion you trust but who doesn’t know you very well personally. Have them read the essay and ask them two questions:
    • Do they think what you wrote in Step 1 makes sense and is sufficient justification for admission to med school.
    • Do they think the essay matches what you wrote in Step 1.

    If you get a yes for both, you’re on the right track. If not, ask for specific feedback and go back to the drawing board.

Got your own questions you want answered? Email us at info@mcatquestionaday.com and we may feature your question and response!

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5 Tips to Acing Premed Requirements

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Are A’s everything in med school admissions? Not really, in fact, you get get away with B’s on your transcript pretty comfortably. Want proof? Based on AAMC admissions data, for students who got a 30 on the MCAT, 54% of those with a GPA of 3.6 were admitted to med school. 72% of those with a 3.8 were admitted to med school. The likelihood is very high that with a 3.6 to 3.7, you’ve got some B’s on your transcript.

Obviously not all B’s are created equal, and in general you want to be performing well in your prerequisites (Organic Chem, Bio, etc.). There’s also no substitute for doing honest, hard work in your classes. In light of that point, what things can you do to optimize your chances of doing well and give you a structural approach to handling your coursework?

  1. Go to lecture!

    Classes like Organic Chemistry are tough to learn from a textbook. Although textbook and online resources such as videos are great supplements, different schools may handle problems in different ways, and you want to be on the same page with your professor. Most premed requirements at larger schools have multiple lecturers for a the course. Since the exams for these classes are usually identical for all sections, if you don’t like your lecturer, just go to a different one! You still need to take your exams with your section, but if you don’t like your lecturer you aren’t necessarily stuck.

  2. Show up for office hours.

    There are a bunch of reasons to do this.

    • You get your questions answered and help with the content.
    • The TA’s and/or professor may be able to “use personal discretion” and move your grades around if you are on the cusp of the next letter grade and they feel like you’ve been genuinely working hard for your grade.
    • The TA’s and/or professor may be helpful down the road for recommendation letters.
  3. Do the work!

    Seriously, just do it. A lot of the content covered in your premed requirements is going to show up on the MCAT too, so you get a double bonus for learning it well. Try the Pomodoro Technique for balancing work/relaxation time. Learn more about the technique here, and get a timer for it here.

  4. Look up what the med school requirements are from your premed department.

    Don’t get fooled into thinking upper level courses are requirements – they may not be! Your pre-health advisor/department can usually help and may have a list of courses. Use your advisors as a resource!

  5. Check the averages for different courses.

    Note: not all schools allow public access to grades, but it’s worth a check to see if yours does. If not, you can also get by using something like RateMyProfessor.com or other service to gauge different classes. Not all courses are created equal! While in theory you should be taking classes that interest you and not just those that have high averages, be realistic about the weighting adcoms will give your interests. At the end of the day it’s important to do well, and monitoring course averages to avoid bombing classes can do wonders for your GPA and your psyche. Different sections may have different averages with different profs as well! While this is sometimes due to random chance of the section cohort, it’s clear that some profs just don’t do their teaching job as well as others.

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Getting Into Research: Part III

We’re continuing our series on “Getting Into Research” as a strategy to increase competitiveness for medical school. Check out Part I and Part II or continue reading for Part III:

3. Reach out.

You’ve got a couple avenues depending on whether you’re taking the co-op/research program approach or a direct approach.  Research programs and co-op programs often have strict application guidelines and deadlines, so this approach is easy: follow the instructions. If you want to learn more or you’re not sure about what they are looking for, reach out to the coordinators – they are often more than happy to entertain your questions.

The direct approach is more challenging.

Establish Common Ground

Establishing common ground is a critical way to reach out to someone professionally. Most researchers and people in industry won’t talk to you if you’re a random connection. You need to have some basis of connecting with them so that your contact doesn’t seem contrived.

First, look to see if you know anyone who has worked in the researcher’s lab.  If so, ask them to make an introduction. It’s always easier to make a professional connection when you have an “in”.

Second, if you don’t know anyone who has worked in the lab before, see if you have had any instructors in the same department (TA’s or professors). If nothing else, you can reference the fact that you took a class with someone the researcher knows.

Third, if you don’t have any connections whatsoever, look for common interests or themes. Are you an avid rock climber and the researcher has their department photo of them rock climbing? Bingo.

Get in touch

If you have someone to make an introduction, great. Wait for the introduction to be made, and then reply to the researcher directly with your introduction. If not, then craft a concise but complete email that will function as your cover letter.  Request an informational interview or ask about opportunities in the lab. Do not do both at the same time. Send your resume only if you are asking for opportunities.  Don’t send your resume if you’re requesting an informational interview, but bring it with you when you meet.

Email, don’t call. At least for first contact. If you really want to work with them and they don’t respond, you can call.
Your email needs to contain the following components:

  • Salutation
  • Brief intro about yourself (e.g. “I’m a Biology major here at [your school] interested in [your interests that overlap with the researcher’s”].
  • Reference to the common ground (e.g. “I learned about your research from my friend Joe Smith who worked with you last summer”)
  • Call to action (e.g. “I would love to meet with you and learn more about your research in person.  Please let me know if you are available in the next several weeks to talk more.”)
  • Thank them for their time.

Your email should lack the following (among other things):

  • An immature email address. If your email is ilovecutekittens1992@hotmail.com, it’s time to get a grown-up email address.
  • Seeming desperate. If you don’t know how to not sound desperate, have a friend read your email.
  • Any detailed review of their research papers or their work.  The researcher cares that you care, but not enough to read over an essay about their own work.  That’s particularly true since they know their work far better than you do, and the more you talk, the more you increase your chances that you will butcher it.
  • Random, unrelated stories of any kind.  Cool, you both like rock climbing.  You can talk all you want about it in person; it shouldn’t get anything more than a mention in your email.
  • Overly verbose or formal language.  Be a real person.  People know when you’re putting on a show.
  • More than 150 words.  Researchers are busy people and won’t read that much text even if they’re marginally interested.

The meeting

Dress cleanly but not too formally.  Researchers usually dress casually.  If you overdress, it says “I don’t understand you,” if you underdress, it says “I don’t respect you.”  Strike the balance.

And that’s it!  Ask questions, be interesting, see if it’s a good fit.  Ask if they have any opportunities for you to get involved.  Go with the flow of the conversation and you’ll be great!

Permanent link to this article: http://portal.mcatquestion.com/getting-into-research-part-iii/

Getting Into Research: Part II

We’re continuing our series on “Getting Into Research” as a strategy to increase competitiveness for medical school.  Check out Part I or continue reading Part II below:

2. Build your case.

Researchers are often very busy people. If you ask “do you have a job?” and they don’t, you’ll be lucky if they respond to tell you no. But if you ask “do you have time next week to tell me more about your research,” you’re in business. Researchers are far more likely to respond to a request for an informational interview than to a request for a job. If they see that you are interested in their work and just want to learn more, they may even create a spot for you that didn’t previously exist. This is a great way to learn about researchers’ needs. It’s also an easy way to get your foot in the door.

Go through your resume, your coursework (including high school, if recent enough), and any other experience you’ve had which might be relevant. Tie together common themes into a narrative, tell your story. Update your resume and have it include as much technical experience as you can. Students will often create a “scientific” resume and a “regular” resume. Your experiences may be limited to working in the university bookstore, the dorm cafeteria, or as a server in a restaurant. Err on the side of including a few stronger positions that you have held that show your dedication and work ethic. You can also demonstrate these features with excellence in coursework or volunteer projects.

Make a list of your technical skills. This is a personal list and it’s there for you to remember what you’ve learned and add/replace items on your resume as needed for the researcher. As you get more experience and learn more, keep adding to your list. You’ll be surprised how quickly it grows.

Remember that your case involves more than just your resume.  As you look through your list of researchers, think about what concerns they may have. Is the lab a factory, housing over 100 scientists, or a small one with just a grad student or two? Your narrative should be tailored as best as possible to each lab. Here are some general rules to keep in mind that will help you answer concerns and boost your case:

  • Small labs (fewer than 5 people) are much more interested in mentoring students, especially first-timers. Researchers in large labs do not have time for you (sorry).
  • If you lack experience in the lab, one of the researcher’s primary concerns will be whether you can handle yourself and how much training you’ll need. You can overcome this by showing that you’re overall a competent and clean person. Think about hobbies you might have that require attention to detail – those are things you may want to emphasize if you don’t have a strong technical foundation.
  • Undergrads are usually managed by grad students/post-docs. That means that if the prof doesn’t respond, reaching out to their grad students may prove more successful.
  • Very large labs are inevitably prestigious. Prestigious labs want rockstars and are often the target of many qualified undergrads, which means it’s very hard to get in if you don’t have sufficient lab experience.
  • All labs want to see an overlap in interest. It’s common for researchers to hire a weaker student who shows genuine interest in continuing the work than a strong student whose passion is lackluster.
  • Many PhD and even MD/PhD researchers are wary of undergrads using them as stepping stones to med school. The best way to deal with this stigma is to express and demonstrate genuine interest in the work itself and their desire to put effort in the work.
  • Nothing strokes a researcher’s ego more than a student who has read some of the researcher’s publications and can engage in discussion with the research. Prior reading will also give you valuable insight into whether the lab’s work is interesting for you and heavily impress your potential boss.
  • All labs should pay their students, but the reality is many researchers salivate when undergrads come knocking because they see you as free labor. They may even apply for grants to pay for your salary and keep half of it to fund the lab instead of giving it to you.  This is something you should prepare to accept if it’s your first time in the lab, but don’t put up with it when you have experience under your belt. Your first time in the lab really is a learning experience and the researcher is investing time (and therefore money) to train you.
  • Not all researchers want the same level of commitment. Some only have a temporary opening while others want someone to stay for 2 years or even become a grad student with them (unlikely if you’re headed to med school!). Being aware of their needs will help you figure out how to position yourself. You can be up front asking this question, or you can also get a sense of it from current grad students in the lab.
  • If you’re planning on committing only a few hours per week, don’t expect to be welcomed with open arms and don’t expect to be paid. Researchers typically want someone who can commit 10 hours per week or more. If you aren’t able to do that, the summer is a great way to offer more commitment.

Stay tuned for Part 3 of the “Getting Into Research” series. Check out Part 1.

Permanent link to this article: http://portal.mcatquestion.com/getting-into-research-part-2/

Taking Time Off After Undergrad

You’re approaching the end of your undergraduate career and deciding whether to take time off after undergrad. Perhaps you applied to schools and didn’t get in (where you want to go), or for some other reason, you’re considering taking time off between undergrad and med school. What should you do in that time? How much time should you take off? You are not alone with these questions. A number of students in med school take time off after undergrad – some worked in industry jobs, others work on a nonprofit or volunteer, some backpack through Europe, others get a graduate degree or a post-bac. But what about you?

Step 1: Identify why you want to take time off

Is it to retake the MCAT? Is it to beef up your application due to a low GPA? Are you just burnt out after undergrad or do you want to indulge in a different experience before heading off to more school? Your motivations for taking time off will come up in med school interviews so make sure you take full advantage of that time.

As you think about your reasons for taking time off, consider what is most important to you and beneficial to you as an individual and applicant. Consider including volunteering, research, work experience, etc… to keep yourself active. An idle year or two will stick out in your application and interviewers will likely ask you more about your time off.  Be confident in what you will gain from your time off and be ready to stand by the activities you choose to pursue.

Step 2: Decide what to do during this time

Now that you’re sure time off is right for you, what should you do? Activities future med students typically undertake include:

  • Career Building
    • Post-bac. These programs are geared for individuals who perhaps did not have the highest GPA/MCAT in undergrad or are coming from non-science fields and have not completed their premedical coursework.  These are excellent programs geared towards giving you the foundations to apply and be accepted to medical school.
    • Graduate degrees. There are several programs that individuals pursue prior to medical school to gain experience and a broader knowledge base. Masters of Public Health and Public Policy are common for those looking to go to medical school.
    • Work experience. Many students choose to get work experience in a variety of industries prior to pursuing medical school. Engineering, business consulting, and scientific research can segue into med school and be a great way to explore other interests.
  • Outreach/Personal Fulfillment Experiences
    • Research or other volunteering. This demonstrates a commitment to science and health which is a key factor in the admissions process. It’s also a great networking opportunity since many individuals working in these fields have connections to doctors, med schools, and other med students.
    • Study, work, or volunteering abroad. This is a great opportunity to broaden your horizons with a totally new experience. It’s often a humbling test of your commitment to medicine and can enhance both your passion for your career and your application.
  • Relaxation (this is ok!)
    • You don’t have to be sick or experience trauma to justify a break. Students who choose to take a break can still be incredibly successful in the admissions process and in med school. The key is to take the time to ensure it’s right for you and that you can justify it. You should also take advantage of that free time to pursue other interests, hobbies, or other experiences above to stay active and keep sharp. Couple relaxation with one of the activities above to make a good case that your break was reenergizing to your health as a student.

Step 3: Stay Organized

While you’re taking time off after undergrad, remember to make a list of your mentors in college and to ask for letters of recommendation.  Don’t put this off until you’re ready to come back and apply; the longer you wait, the less chance they’ll be able to write a great recommendation with specificity.

Caution:  Remember that your MCAT scores expire eventually, so don’t take off so much time that you have to retake the exam!

The most important thing is to not stress out about taking time off. The average age at matriculation for schools is around 25, so you’re not alone.  As long as you plan and spend your time wisely, you will be well-positioned when you’re ready to attend. Use your time to grow as an individual and your experiences will compound to make you a better applicant, and eventually a more compassionate and effective physician.

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