Educators from University of Michigan’s Medical School Push for AI Training in the Medical School Curriculum

A group of educators and researchers from University of Michigan’s Medical School called for integrating AI and machine learning into the medical school curriculum in a recent Cell Reports Medicine article. They claimed that AI and its usage is relevant to nearly all areas of clinical practice and that current medical school graduates are left “under prepared” to interface effectively with these technologies. 

Two of the article’s authors, Erkin Ötleş, a machine learning researcher and current medical and Ph.D. Student at the University of Michigan, and Jim Woolliscroft, a former Michigan Medical School dean, followed up on these ideas in an interview in Stat Magazine.

Ötleş expressed concern about medical providers who use AI systems without the understanding needed to ask questions and validate the output, as this can lead to unchecked system errors or biases that cause harm. “We’re going to be at a point where we’re not going to be able to catch up and be able to call out the technology defects or flaws,” Ötleş said. “Without being armed with that set of foundational knowledge into how these things work, we’re going to be at a disadvantage.”

Ötleş and Woolliscroft also described the current training in AI and machine learning in medical school as predominantly student-driven. Interested students are mostly left to independently seek out additional degrees, courses, or electives as there is currently no systemic approach to teach medical students about AI in an integrated and meaningful way. “Medical students don’t know about this stuff, and they need to see it as basic as pharmacology and physiology. Already, machine learning algorithms, and more generally AI, are essentially ubiquitous,” Woolliscroft said.

In Stat Magazine, the authors proposed a “spiral curriculum” for AI, which would introduce and reintroduce AI topics to medical students routinely and within different contexts. Students would start with the basics, then circle back later to learn about AI alongside other specialized knowledge. While neither Ötleş nor Woolliscroft suggested that medical students need to become programmers, they did say that integrating AI into the curriculum will empower medical students to ask validating questions about how the AI works and about the data underlying it. 

“So, when they’re on radiology, they can ask: So this mammogram interpretation, what was it based on? Did it include women from, say, Egypt that have a lot more inflammatory breast cancer? It didn’t. Oh, OK. Well, here in Michigan, we have a lot of people from the Middle East. So is this going to be applicable to this population or not? As they get into all of these different things, they’ll have a foundation that they can plug in these specific examples to fill out the flesh of those bones that have been laid.” Woolliscroft said.

Exploring Careers in Medicine: Podiatry

Many prospective medical students do not realize that podiatrists, physicians and surgeons who treat the foot, ankle, and structures of the leg below the knee, do not attend allopathic or osteopathic medical schools. Rather, these doctors attend a specialized program in podiatric medicine and receive a Doctor of Podiatric Medicine (DPM) degree.

Did you know?...

• Podiatric programs cost less than MD and DO programs.

• All podiatric residencies are surgical (as opposed to DO and MD residencies), and the residencies are shorter in length (3 years). Podiatrists can also opt to extend their training and specialize further.

• Podiatric programs, while competitive, tend to have more forgiving admissions requirements (MCAT and GPA), than MD or DO programs. In 2021, the American Association of Colleges of Podiatric Medicine (AACPM) reported that the mean overall GPA for matriculants was 3.4 (Science: 3.2, Non-Science: 3.5), and the mean MCAT was 494.3.

• Graduates of DPM programs enter a secure, lucrative field that provides a solid work-life balance, with a humane number of working hours per week.

There are 11 accredited podiatry schools and the AACPM website is an excellent resource for information on them. They have breakdowns of each school's mission, special programs and services, demographics, and social media handles. We’ve included the list of schools below, along with average MCAT scores and GPAs for matriculants.

*Data reflects 2021 matriculating class

If you are interested in podiatric medicine and want to apply, you should plan to submit your application in August or early fall the year before you hope to matriculate (which will be your senior year if you plan to enter after graduation). AACPMAS begins processing primary applications in August for fall admission the following year. For priority consideration, AACPMAS says you should submit before March. While the final application deadline date is June 30th for fall admission of the same year, we don’t typically recommend submitting your application so late in the cycle. 

State Medical Boards Drop Broad Mental Health and Substance Abuse Questions from Licensure Applications

In a win for physician mental health, 21 states have opted to remove broad mental health or substance abuse questions from medical licensure applications, according to data gathered by the Dr. Lorna Breen Heroes Foundation.

Among these 21 states, the licensing application language is consistent with one of three options: it asks one question that addresses all mental and physical health conditions (consistent with the Federation of State Medical Board’s (FSMB) recommended language), does not ask about applicant health at all, or implements an attestation model with supportive language around mental health and “safe haven” non-reporting options for physicians who are receiving care.

The Dr. Lorna Breen Heroes Foundation, whose namesake died by suicide after experiencing severe burnout while working in emergency medicine during the early period of the covid pandemic in NYC, advocates for better mental health practices for physicians and policies that reduce physician burnout. Two components of the Foundation’s mission include working with state medical boards to remove mental health and substance abuse questions from credentialing applications, and increasing transparency around states’ policies.

The mission is personal for the foundation. Shortly before Dr. Breen’s death, she had shared her reluctance to seek help with family members. She feared that she would no longer be able to practice medicine if she did so. And, Dr. Breen’s hesitance is reflective of the physician population. According to Medscape’s 2023 Physician Burnout & Depression Report, 40 percent of physicians said that they would not seek help for burnout or depression out of fear of repercussions from their employer or state medical board.

The Foundation is not alone in advocating for changes that support clinician wellbeing. Other organizations within the medical community have also voiced support for reform. In 2020, over 40 professional medical organizations, including the AMA, the American Academy of Family Physicians and the American Psychiatric Association, signed a joint statement in support of changing disclosure practices about mental health. And, the AMA and FSMB recommendations support questions that focus only on current impairments rather than historical struggles.

According to the FSMB, "Application questions must focus only on current impairment and not on illness, diagnosis, or previous treatment in order to be compliant with the Americans with Disabilities Act." Similarly, the AMA recommends that any questions required of physicians be restricted to “conditions that currently impair the clinician’s ability to perform their job." And the Joint Commission, an organization that accredits hospitals, removed the requirement for hospitals to question applicants on their mental health history. “We strongly encourage organizations to not ask about past history of mental health conditions or treatment," they wrote in a statement. "It is critical that we ensure health care workers can feel free to access mental health resources."

Stay up-to-date on state policy using the Dr. Lorna Breen Heroes Foundation tracker, here.

Medical and Legal Associations Express Disappointment in Supreme Court Ruling on Affirmative Action

Last week the Supreme Court ended Affirmative Action in its 6-3 ruling against UNC and Harvard. The ruling determined that the schools, which used race as a component in admissions decisions, did not adequately justify their use of race and violated the Equal Protection Clause of the 14th amendment. Chief Justice John Roberts wrote, “Eliminating racial discrimination means eliminating all of it.”

The court left some room for nuance noting that a candidate may discuss race in terms of how it played a role in their development. “A benefit to a student who overcame racial discrimination, for example, must be tied to that student’s courage and determination,” Roberts wrote. “In other words, the student must be treated based on his or her experiences as an individual—not on the basis of race.”

Nationally, many in the medical and legal communities shared their disappointment in the decision and noted their belief that it will negatively impact diversity. Below, we’ve provided highlights of some of the statements released after the decision.

• American Medical Association (AMA): “Today’s decision by the U.S. Supreme Court undermines decades of progress centered on the educational value of diversity, and will reverse gains made in the battle against health inequities. This ruling restricts medical schools from considering race and ethnicity among the multiple factors in admissions policies and will translate into a less diverse physician workforce. Diversity is vital to health care, and this court ruling deals a serious blow to our goal of increasing medical career opportunities for historically marginalized and minoritized people.” Full statement available here.

• Association of American Medical Colleges (AAMC): “We are deeply disappointed with the U.S. Supreme Court’s decision to dismantle its longstanding precedent in the 2003 case, Grutter v. Bollinger, which had recognized student body diversity as a compelling interest permitting the limited consideration of race in admissions. Today’s decision demonstrates a lack of understanding of the critical benefits of racial and ethnic diversity in educational settings and a failure to recognize the urgent need to address health inequities in our country.” Full statement available here.

• American Medical Student Association (AMSA): “In accordance with our Preamble, Purposes and Principles, AMSA remains steadfast in its unwavering commitment to advocating for racial equity in education and healthcare. As future physicians committed to justice and equality, we are profoundly outraged and decry the restriction of affirmative action. We strongly support increased representation of minority students in all levels of education, including colleges and medical schools. By fostering diversity and inclusion, institutions have the power to create more empathetic and inclusive learning environments. Moreover, it has been repeatedly evidenced that diversity within the healthcare workforce and medical education system improves healthcare outcomes.” Full statement available here.

• American Bar Association (ABA): “The U.S. Supreme Court has ruled that the admissions programs at Harvard University and the University of North Carolina violate the equal protection clause of the 14th Amendment. The ABA has a long history of supporting affirmative action and the consideration of race as one of many factors in law school admissions. We believe it is imperative that colleges, universities and state legislatures find alternative ways to create a diverse and talented student body. Law schools are training grounds for lawyers and play an important role to ensure a diverse bench and bar, which are critical to minimizing implicit bias and inspiring greater public faith in the rule of law.” Statement available here.

• AccessLex Center for Legal Education: Executive Director, Aaron Taylor, told Reuters that the decision, "deprives schools of one of the most effective tools for fostering student diversity."

• Law School Admission Council (LSAC): President, Kellye Testy, told Reuters that the decision will negatively impact law schools’ ability to keep up diversity levels. “All of us in legal education, at bar associations, and in practice are going to have to redouble efforts to make sure the entire pre-law to practice pipeline is better,” she said.

Applying to Both Allopathic and Osteopathic Medical Programs? Here’s What You Need to Know.

If you’re a prospective medical student, particularly one interested in primary care, it’s a good idea to consider osteopathic medical programs in addition to allopathic ones. While many students grow up dreaming of an MD behind their name, osteopathic medicine continues to grow in popularity. One in four medical students in the United States attends an osteopathic program, according to the American Osteopathic Association (AOA). 

The program requirements for MD and DO programs are similar, although osteopathic students are required to take an additional 200 hours of osteopathic manipulative medicine (OMM) training, which focuses on the spine, bones, and muscles. “Osteopathic physicians use all of the tools and technology available to modern medicine with the added benefits of a holistic philosophy and a system of hands-on diagnosis and treatment known as osteopathic manipulative medicine. Doctors of osteopathic medicine emphasize helping each person achieve a high level of wellness by focusing on health education, injury prevention, and disease prevention,” the AACOM says.

Additionally, while osteopathic programs are highly competitive, entrants typically have slightly lower GPAs and MCAT scores than their allopathic counterparts.

Mean GPA and MCAT scores for Entering 2022 Osteopathic Students:

• Overall GPA: 3.61

• Science: 3.53

• Non-Science: 3.70

• Overall MCAT: 504.8

• Psychological, Social, and Bio: 125.3

• Bio and Biochemical: 127.2

• Chemical and Physical: 126.4

• Critical Analysis and Reasoning: 126.0

Mean GPA and MCAT scores for Entering 2022 Allopathic Students:

• Overall GPA: 3.75

• Science: 3.68

• Non-Science: 3.84

• Overall MCAT: 511.9

• Psychological, Social, and Bio: 128.9

• Bio and Biochemical: 128.2

• Chemical and Physical: 127.9

• Critical Analysis and Reasoning: 127.0

Recipients of both degrees have similarly high residency match rates (over 90 percent for both in 2023), though DOs tend to specialize in primary care at higher rates. In May 2021, the AOA’s Physician Masterfile reported that 56.5% of osteopathic doctors (DOs) practiced primary care (including specialties like obstetrics and gynecology and pediatrics). And in 2022, nine colleges of osteopathic medicine were in U.S. News & World Report’s list of the top 10 schools with the most graduates practicing primary care. 

Among the more competitive specialties, MDs continue to outnumber DOs in residency placement. But DOs can increase their competitiveness by taking the USMLE (MD accreditation) in addition to the COMLEX (DO accreditation). 

Sounds appealing? Here’s what to keep in mind for your DO application:

• Submit your AMCAS and secondary applications first. Then, turn to your osteopathic applications (AACOMAS), which you’ll want to submit by October. 

• Spend at least 20 hours working alongside a DO and ensure your application demonstrates your understanding of and motivation to pursue a career in osteopathic medicine.

• Request a recommendation letter from a DO. 

• Review the guidelines for any program where you would be considered in-state, as some schools must admit a certain percentage of in-state students.

• Review the residency placements for the DO programs you are considering to ensure the school’s placements align with your goals. 

AMA Formally Opposes Legacy Preference in Medical School Admissions

During the AMA’s Annual Meeting earlier this month, the House of Delegates announced that they formally oppose, rather than just discourage, the use of legacy preference in medical school admissions. Specifically, the AMA objects to the inclusion of “formal and specific legacy questions” in the application, which can serve as a screening mechanism and discriminate against applicants from historically underrepresented groups. 

In the discussion prior to the resolution’s passage, Anna Yap, MD and Delegate for the Section Council on Preventive Medicine and the Resident Fellows Section, said, "We should remove this question that can be used as a filter that further cements structural racism." 

A delegate for the Women’s Physician Section, Nicole Plenty, MD, pointed out that the inclusion of a legacy section on the application may discourage underrepresented students from even applying. This section can highlight for some students, particularly among those from historically underrepresented backgrounds, a lack of connection to the school in comparison to other prospective applicants. 

A full summary of the AMA’s policy adoptions and updates is available here.

Katie Couric Commencement Address Urges Medical School Graduates to “Talk to Your Patients in Human”

Katie Couric, best known for her years as a broadcaster and outspoken advocate for cancer research, recently addressed the graduating class at UMass Medical School.  Her speech focused on the power of humanity and the irreplaceable role that empathy plays in the doctor-patient relationship, especially in our increasingly technological world. 

Her speech included a quote from Jeremy Faust, MD and Editor-in-Chief of MedPage Today. “My friend, Dr. Jeremy Faust, an emergency physician at Brigham and Women’s Hospital, put it this way: ‘Use every bit of technology that you possibly can to prepare for each patient. But then drop all that and do the one thing that technology never can do: Look at your patient and think, ‘What would I do if this were my mother or my brother?’ No machine will ever be able to know that feeling and it will change what you do, more often than you’d expect.’”

After Couric’s speech, Faust expanded upon his quote in a blog post published on MedPage Today. In it, he provides tactical advice about what “speaking human” and the marriage of technology and human connection can look like for a physician. 

We’ve provided highlights from his post here, as well as links to the full text of Couric’s speech and Faust’s blog below.

• Introduce Yourself. Not only should you introduce yourself, but ensure that the patient also identifies themself by name. This does the double-duty of starting politely and also confirming that you are in the right place with the right person. Take the time also to meet and understand the role of other family members or friends who are present. 

• Make the Human Connection. Create a connection through the means available. When applicable, Faust said that he will share a relevant personal struggle that parallels the patient’s experience. This can help him to demonstrate his understanding of what a patient is facing as a person. Additionally, he mentions that he’ll often invoke his own family as he discusses potential options. This communicates to the patient that he is thinking through his advice to them with no less rigor or personalization than he would his own family. 

• Make Your Professional Experience a Part of the Conversation. Establish credibility by being upfront with how experienced you are with a particular situation. Let the patient know that you’ve seen similar situations often (or, for newer physicians, that you have observed similar cases and are working in partnership with an experienced attending physician). Conversely, if you don’t have the experience, make sure to let the patient know that you’re calling on the advice of someone who does. Either way, providing the patient with an honest evaluation establishes confidence and trust. 

• Make Technology an Open Part of Your Workflow. Use technology to gather ideas, or to level-set with a patient who you think has already turned to technology. Share your use of technology with them as well as your assessment of the findings. Review with the patient which ideas are worthy of exploration, as well as those that are not. Faust contends that technology is a meaningful resource for physicians. “If I look something up, I'll tell a patient. That’s not ‘cheating.’ That’s going the extra mile,” he wrote. 

Find the full text of Katie Couric’s speech here.

Find the full text of Dr. Jeremy Faust’s blog here.

Establish a Self-Care Routine Before Starting Medical School

This blog is the third in a series that we are publishing on the soft skills and self-care rituals that all premedical students should work on developing prior to starting medical school.

The toll that medical school takes on students is well-documented. A 2020 article published in Medical Education Online summarized research findings on the impact of starting medical school on student wellness. “Prior studies suggest that mental health is especially affected, with higher levels of anxiety, depression, and perceived stress among medical students compared to age-matched non-medical student peers,” the article noted.

If you’re thinking, “Sure, medical school is stressful, but it’s temporary…,” you may be underestimating the problem. The American Medical Association references physician burnout as an epidemic, noting that just under two-thirds of doctors report signs of burnout including “emotional exhaustion and depersonalization.” In 2017, as a response to the gravity and universality of physician burnout and its negative impact on patient care, the World Medical Association amended the Geneva Declaration’s Physician Pledge, a modernized companion to the Hippocratic Oath, to include (among other things) the line “I WILL ATTEND TO my own health, well-being, and abilities in order to provide care of the highest standard.”

You must take care of yourself, to take care of others.

This is why we recommend that aspiring medical students do not wait to consider integrating self-care practices into their schedules. Because, while school is temporary and residency is temporary and fellowships are temporary—practicing medicine is not and it will continue to bring stress throughout the many phases of your career.

Although self-care looks different for everyone, there are some basic practices we recommend you consider. The Harvard Health Blog offers “four ways to nourish your body and soul,” that overlap considerably with the AMA’s recommendations for medical students.

• Physical Activity. Finding a regular exercise routine is a powerful way to ensure that you stay physically healthy, but it can be difficult. Harvard’s blog recommends that, no matter how, you make it a practice to incorporate movement into your day as much as possible. Park further away, take the stairs, stand up and stretch routinely while studying, discuss your coursework while taking a walk or flip through flash cards while on an exercise bike. The minutes and benefits will add up.

• Good Nutrition. Eat as plant-based and colorfully as possible. Try to avoid high-carbohydrate and sugar snacks, and don’t try to compensate for a poor diet with supplements and vitamins. Practice what you will (eventually) preach to the fullest extent possible. The AMA also recommends that students try to avoid high-sugar energy drinks and vending machines in favor of proper, nutritious meals.

• Obtain calm. Take at least a few minutes every day to engage yourself in something that calms you. This could be meditation, yoga, painting, reading, knitting, baking, or playing an instrument. What works best to soothe your busy mind?

• Sleep. Yes, even in medical school. Routinely get the amount of sleep that you need. Usually that’s around eight hours. And be sure to stay away from electronic devices and/or alcohol directly before bedtime. Erin Ayala, PhD, and the lead author of the medical student self-care study, provided the AMA with the following tips to improve medical student sleep:

  • Track your sleep so that you understand the amount you’re actually getting and what improvements you need to make.

  • Create a routine based on consistent bedtime and wake-up times.

  • Relax prior to going to bed, and don’t use your bed as a study spot.

  • Consider your caffeine and alcohol intake and how those may impact your sleep.

Read the rest of the series:

• Learn How to Accept Critical Feedback Before Starting Medical School

• Before Starting Medical School: Create a Study Routine that Works for You

Given the Choice, Most Physicians Would Choose Medicine Again. Most Would Even Opt for the Same Specialty.

Medscape recently published its 2023 Physician Income report. For this year’s report, over 10,000 providers, across 29 specialties, submitted responses.

We provide highlights from the report below:

Amidst the well-documented physician shortage and effects of the pandemic, which further reduced the supply of providers, it is not surprising that physician incomes are continuing to increase. From 2018 to 2023, the average physician income increased from $299,000 to $352,000. In 2023, Specialists’ compensation averaged $382,000, and Primary Care Physicians (PCPs) averaged $265,000. Male physicians continue to make more than women, with average salaries 19 percent higher for PCPs and 27 percent higher for specialists. The gap between the sexes, however, is smaller in 2023 than it was in previous years for both groups.

The top 10 highest paid specialties have remained relatively unchanged for the past decade with the exception of Plastic Surgery, which now garners the highest annual compensation ($619,000). Average pay increased the most from last year among Oncology (+13 percent), Gastroenterology (+11 percent), Anesthesiology, Radiology, Critical Care, and Urology (all +10 percent). The specialties with the biggest declines from last year include Ophthalmology (-7 percent), Emergency Medicine (-6 percent), Physician Medicine and Rehab, Nephrology, Allergy & Immunology, and Rheumatology (all -5 percent).

Most physicians (52 percent) feel that they are compensated fairly. Satisfaction does not correlate perfectly with average compensation, as physicians in some of the lower-paying specialties are among the most likely to report that they are satisfied. Physicians who work in Psychiatry (68 percent), Dermatology (65 percent), Public Health and Preventative Medicine (65 percent), and Critical Care (63 percent) are the most likely to feel compensated fairly. And, with the exception of Dermatology, none of the specialties fall within the top ten highest paid. Physicians working in Infectious Disease (35 percent), Ophthalmology (42 percent), Internal Medicine (43 percent), and Nephrology (43 percent) are the least likely to feel satisfied with their pay.

Almost three-quarters (73 percent) of physicians reported that they would choose medicine again and most would choose their specialty. Almost all Plastic Surgeons (97 percent), Urologists (96 percent), and Orthopedists (95 percent) would opt for their specialty again. The least likely to say that they would choose their specialty again are physicians working in family medicine (66 percent) and Internal Medicine (61 percent).

Physicians feel rewarded by their expertise and their relationships with patients, although they name many challenges. Just under one-third of respondents (30 percent) said that the work itself or “being very good at what I do” is the most rewarding part of the job. An additional 24 percent named “gratitude/relationships formed with patients,” and 19 percent said “helping others and doing good”. When asked about the challenges, physicians responded with a variety of items, including rules/regulations (21 percent), long hours (16 percent), dealing with difficult patients (15 percent), dealing with Medicare and/or insurers (13 percent), and working with electronic health records (13 percent), among others.

On average physicians spend 15.5 hours per week on administrative duties. This includes an average of nine hours on EHR documentation weekly. Specialists who spent an average of 18 (plus) hours per week on these duties, include Physical Medicine and Rehabilitation (19 hours), Critical Care (18), Internal Medicine (18), Nephrology (18), Neurology (18), and Oncology (18). On the other end of the spectrum, Anesthesiologists (9) and Ophthalmologists (10) spent fewer hours on administrative work.

Need Clinical Experience? Consider a Medical Scribe Position.

If you’re a pre-med on the hunt for some high-quality clinical experiences, medical scribing could be an excellent fit. This paid position can help you to develop a strong network of provider relationships, gain an excellent foundation in medical terminology, observe clinical decision-making first-hand, and learn about the daily work and challenges of life as a physician. 

The work. Medical scribes serve as assistants to a physician (or multiple physicians) taking notes and charting patient encounters, inputting documentation into the Electronic Health Record (EHR), responding to patient questions and messages as directed by the physician, locating health records, and even researching information as requested by the physician. Scribes play a key role on a medical team as they free up the physician to focus on patient interactions while the scribe takes responsibility for administrative tasks. Scribes work closely under the supervision of a physician and do not have independent decision-making responsibilities. They work across a variety of specialties, including but not limited to: Emergency Medicine, Oncology, Dermatology, Gastroenterology, Family Practice, Pediatrics, Internal Medicine, and Pain Management.

The training. After obtaining the position, medical scribes receive between a few weeks to a month of training in preparation for the position. This training is typically paired with a period of shadowing a fellow medical scribe. Even with this onboarding, most scribes feel overwhelmed early on in the role due to the steep learning curve. Scribes need to learn the styles and preferences of the physicians that they work alongside, including their preferred charting methods, as well as the EHR system and the new terminology. 

The benefits. 

• Medical school admissions committees view scribing favorably. A scribe’s work demonstrates their commitment to a career in medicine by showing that they have an intimate understanding of the work of a medical provider. They will gain foundational medical knowledge and experience that will be useful throughout medical school and may ease the transition between their undergraduate and medical studies, and inform their future career path.

• Scribes can gain experience within a specialty, including a more thorough understanding of the challenges that physicians in those roles face. 

• Scribes will have the opportunity to develop a wide network of provider relationships, some of whom may be willing, and able to write detailed recommendations based on their work alongside of them.  

• Scribes will demonstrate their ability to thrive on a team. Scribes must learn to work well with a variety of physicians who will each have a different style. They will also learn to deal with stress and be proactive in asking questions and picking up information quickly, which will benefit them as a medical student, resident, fellow, and attending physician.

Related: The Must-Knows if You’re a Premed Considering EMT Training

U.S. News Posts Updated 2023-2024 Best Medical School Rankings

The U.S. News and World Report has posted the final 2023-2024 Best Medical School (Research) rankings and Harvard Medical School is back on top. The final rankings are significantly different from the “preview” of the 2023-2024 top 15 programs published in April. A U.S. News spokeswoman explained the reasoning behind the changes in an emailed statement to Medpage Today. The preview, “did not include affiliated hospitals for NIH funding," she wrote.

Johns Hopkins and University of Pennsylvania’s Perelman each dropped by one rank to second and third, respectively. Vanderbilt and the University of Washington, which were not included within the top 15 programs in the preview, are now tied for the fifth and 13th ranks, respectively. 

See the top 13-ranked programs below, which due to a multitude of ties includes 17 schools. We also show the final and preview ranks. 

Final Rank Preview Rank School

1 3 Harvard University

2 1 Johns Hopkins University

3 2 University of Pennsylvania (Perelman)

4 6 Columbia University

5 9 Duke University (tie)

5 7 Stanford University (tie)

5 4 University of California—San Francisco (tie)

5 n/a Vanderbilt University (tie)

5 4 Washington University in St. Louis (tie)

10 14 Cornell University (Weill) (tie)

10 13 New York University (Grossman) (tie)

10 7 Yale University (tie)

13 14 Mayo Clinic School of Medicine (Alix) (tie),

13 12 Northwestern University (Feinberg) (tie)

13 9 University of Michigan—Ann Arbor (tie)

13 11 University of Pittsburgh (tie)

13 n/a University of Washington (tie)

The Medical School Application: Key Tips to Consider Before you Begin Drafting the Work and Activities Section

The AMCAS application allows for a total of 15 entries. For each entry, you will provide a description of the activity (700-characters including spaces), experience dates, and completed/anticipated hours. You will then designate three of these entries as your “most meaningful,” which will give you an additional 1,325 characters (including spaces) to provide depth on the perspective you gained during the involvement.

Key tips to consider before you begin drafting:

• Take advantage of all 15 entries. What have been your most meaningful experiences that influenced your decision to apply to medical school? To start, brainstorm and write them all down in chronological order, limiting yourself to college or postgraduate experiences. This section is purposely broad and can include activities from a multitude of categories. (Read about the newly established social justice/advocacy category here.) If you can’t find 15, think about that one-day community service event that had a particular impact on you, that tutoring involvement where you worked with middle school students, or how playing the piano helps you to de-stress. While not all experiences will be equally meaningful, several are probably still worth sharing if they influenced your path in some way.

• You may also include anticipated experiences—past experience(s) that you have participated in and expect to continue with after you submit your application or an entirely new experience you have yet to start, but have a good idea what your work will involve. Just keep in mind that you may not enter anticipated activities in the following categories: Honors/Awards, Conference, Publications, Presentation.  

• After brainstorming all of your potential activities, take note of the 15 most relevant, some of which should fall into clinical work, research experience, community service, and social justice/advocacy, though make sure to span a diverse array of categories.

• When selecting your three most meaningful experiences, highlight first those that will show the reader your commitment to medicine. Then think about those that will show the reader your abilities in critical thinking and problem solving and/or leadership, as these qualities set physicians apart from other members of a healthcare team. What did you think, feel, see, and do in each involvement? What did you learn? How did you grow? 

• After writing each of your descriptions, read them aloud, and edit. Confirm that you are within the allotted number of characters. Such a stringent character limitation emphasizes the importance of clear language and perfect grammar. Treat these descriptions with as much care as you would your personal statement.

• Note that medical schools receive entries in plain text. If you write your descriptions and paste them into AMCAS, do not use formatted text (such as bullets) as it may not come across as you intend and you cannot edit the section after submission. 

The Work and Activities section gives the medical school admissions committee a summary of your meaningful involvements since the start of your college career experiences, which reinforced your interest in the study and practice of medicine. Thus, it is vital to ensure each word moves your candidacy forward in a compelling way.

Related:

AMCAS Work & Activities Section: Hobbies

2024 AMCAS Work & Activities Section Will Include New Experience Category: Social Justice/Advocacy

Before Starting Medical School: Create a Study Routine that Works for You

This blog is the second in a series on the soft skills that all premedical students should develop prior to starting medical school. 

Medical school admissions officers admit applicants who have demonstrated their ability to thrive in a challenging academic environment through competitive transcripts and test scores, meaningful experiences, and high-quality letters of recommendation.  Yet many first-year medical students find themselves shocked by the intensity of the curriculum. 

Dr. Aron Sousa, Senior Associate Dean of Academic Affairs at Michigan State University’s medical school, described this phenomenon in an email written to U.S. News and World Report.  "For the most part, the intellectual difficulty of the work is about the same as a meaningful upper-level college course, but there is so much studying and work that even very good students work long hours," he wrote. "Most medical schools expect their students to work 60-80 hours a week every week." 

David Delnegro, a fourth-year medical student at the University of South Florida, also via an email to U.S. News and World Report, echoed this sentiment. "The speed in which medical school material is delivered is breathtaking and will humble every incoming student, especially since little guidance is given on how to prioritize the mountain of material," he wrote.

We share this, not as a cause for alarm, but as a point for preparation. Incoming medical students often have a history of taking on academic challenges with relative ease, but many have not yet learned the study skills effective for an even more demanding environment.  

According to a Medscape article, Study Hacks for Medical School, written by Kolin Meehan, research shows that effective study habits can be distilled into three simple rules. “Accomplished students actively construct a study plan and configure the surroundings to maximize their chance of success. Whether using 3x5 flashcards or Quizlet, one highlighter or a rainbow of colors, effective study strategies share common features borne out in the literature: Fully remove all distractions, temporally disperse the material, and repeatedly test concepts. These three simple rules stand to beget untold benefits to students at every level,” Meehan wrote.

As the article’s title promises, Meehan also provides suggested “hacks” for meeting these three conditions: removing distractions, dispersing the material, and testing yourself. We’ve summarized them below. 

1. Mold your environment. Opt to go somewhere to study that is free of distractions. It should be away from others and quiet. Don’t just silence your phone, but keep it out of your sight. Meehan notes that research shows that even silenced and without notifications, keeping your phone within your field of vision creates a psychological distraction. You will waste energy trying to ignore it, so help yourself by keeping it put away.

2. Define your time. Meehan recommends that you use the “Pomodoro Technique.” This involves setting a timer for a set interval to work. For example, 25 minutes with no interruptions. Follow this with a five-minute break. Do this for about four iterations and then take a longer break, for about 30 minutes. Meehan explains why this strategy works. “Study sessions structured in this manner enable students to accomplish a day's work without perceiving the level of fatigue normally felt during long, uninterrupted study cycles. The short breaks punctuating the day are sufficient to initiate the consolidation process and enable longer study periods,” he wrote.

3. Slow and steady wins the race. While Meehan recommends the Pomodoro Technique for daily work, he emphasizes the need to study consistently throughout the full semester. Do. Not. Cram. Research shows that spaced repetition is necessary for long-term retention. “Study structures that incorporate spaced repetition vastly outperform single, large cramming sessions,” he wrote.

4. Test yourself. Use frequent self-assessments to ensure that you are recalling the information that you are attempting to learn. He notes that studies have shown the brain must be asked to recall the information to ensure retention. “Students face a very real ‘use it or lose it’ situation,” Meehan wrote.

5. Seriously, do not cram. Meehan again pointed to the superior results in studies of spaced learning combined with self-assessment and recall over passive review (or cramming). If you have been properly spacing your learning and testing yourself, the benefits of cramming are negligible. Save your time to enjoy a walk (or perhaps a quick rest!) before the exam. 

Try incorporating these three hacks into your day-to-day and let us know how they work for you. We think it will pay off.

Read the rest of the series: Learn How to Accept Critical Feedback Before Starting Medical School

U.S. News and World Report Takes Down Law School and Medical School Rankings Previews

The U.S. News and World Report just removed the Best Law School and Best Medical School previews, which were posted earlier this month. In place of the previews, which showed the Top 14 Law Schools and Top 15 Medical Schools: Research, U.S. News posted this announcement, which explains that the organization has received a number of data update requests from law and medical schools:

As U.S. News previously announced, we are dealing with an unprecedented number of inquiries during our embargo period for the 2023-2024 Best Graduate Schools, including requests from law and medical schools to update data submitted after the collection period.

While we address these inquiries, we have removed the preview content for the 2023-2024 Best Medical Schools: Research and 2023-2024 Best Law Schools rankings published here on April 11. As previously noted, the rankings are not final until they are published in their entirety on USNews.com.

The previews’ removal falls after two announced delays in the publication of the full rankings for law and medical schools. The organization has not yet provided an expected publication date for the rankings, although it published other graduate school rankings, including business schools, today. 

U.S. News and World Report Postpones Law and Medical School Rankings Indefinitely

The U.S. News and World Report just announced that the release of the “Best Law School” and “Best Medical School” rankings will be postponed indefinitely. The news comes shortly after the organization delayed the publication of all graduate rankings by a week, from April 18th to April 25th, to account for additional data review and validation. U.S. News still plans to publish all other graduate program rankings, including business schools, on April 25th. 

The withdrawal of many law and medical schools from the rankings earlier this year spurred U.S. News to depend more heavily on publicly available data than in the past. After publishing a preview of the top 14 ranked law schools and top 15 ranked medical research programs earlier this month, the organization allowed school officials the opportunity to review the data under an embargo period. This standard practice led to an “unprecedented” number of questions and calls for additional review, which has apparently led to the delay. 

In a letter written to the U.S. News and shared with Reuters, Harvard Law Assistant Dean Marva de Marothy wrote, "Although we no longer participate in the U.S. News rankings, we expect the magazine to use accurate, publicly available numbers if it intends to continue to make representations about our law school.” 

2024 AMCAS Work & Activities Section Will Include New Experience Category: Social Justice/Advocacy

The American Medical College Application Service (AMCAS) just announced that the 2024 application will include a new experience category in the Work and Activities section: Social Justice/Advocacy.  

AMCAS defines a social justice/advocacy experience as “one in which the applicant worked to advance the rights, privileges, or opportunities of a person, a group of people, or a cause.” It is specifically noted that experiences in this category do not need to be tied to any particular ideology, and that the category is “not intended to solicit experiences campaigning for a particular political candidate or party.” Rather, it is based on the applicant’s understanding of social justice/advocacy.

AMCAS provides examples of social justice/advocacy activities, which include: Registering people to vote, advocating for civil rights, decreasing health inequities, addressing food deserts, building awareness for a particular cause or health condition, advocating for vulnerable populations (children, homeless, etc.), and assisting with policy change or development. Previously, some applicants might have included advocacy work and social justice-related volunteering in other categories.

It's likely that you’ve already had experiences that will fall into this category. If so, we recommend that you include them. More schools are emphasizing social justice in their mission statements—and they’re looking for students whose values align with theirs.

As you consider this new category, remember these tips:

• Provide specific information about your social justice/advocacy experiences instead of making broad or generalized statements. For what specific issues did you advocate? What vulnerable population did you intend to benefit? What actions did you take on behalf of this issue/population? What did you learn that will make you a more effective member of the medical community?

• Avoid using overly-political or inflammatory language in your description. You want to resonate with a broad audience. Keep your description centered on the issues or population for which you worked and explore how it prepared you for medical school and your future career.

• While showing dedication to social justice and advocacy is important to admissions committees, ensure that you come across as well-rounded and include experiences across many different categories. If you have many social justice/advocacy experiences, select the strongest few to share or group them together. Consider the efforts where you played a meaningful leadership role, issues that you have a particular passion for, or experiences that relate directly to the mission of a school where you are applying.

• Conversely, if you don’t have any of these experiences, first think carefully about your volunteer activities and if there are components of those activities that may fit into this category. A good deal of volunteer work advocates for vulnerable populations or seeks to change an issue. However, if you are unsure or uncomfortable, don’t try to stretch an experience to make it fit. While this is a meaningful category for the medical community, there are many other experiences that will also prove your readiness for medical school.

Johns Hopkins Takes Top Spot in U.S. News’ Best Research Medical Schools Ranking Preview

In the U.S. News’ preview of its 2024 Best Medical Schools (Research), Johns Hopkins University overtook perennial leader, Harvard, for the top rank. The full rankings will be released April 18th.  

In addition to the noteworthy change at the top, significant movement occurred elsewhere within the top-ranked schools when compared to the 2023 rankings. 

• University of Michigan and Northwestern University entered the elite tier of medical schools, climbing to 9th and 12th, respectively, from a tie at 17th last year. 

• Three schools dropped out of the top 15: University of Washington (ranked 8th in 2023), Icahn School of Medicine at Mount Sinai (ranked 11th in 2023), and Vanderbilt University (ranked 13th in 2023). 

• NYU Grossman saw a sharp decline, although it still remained in the top 15, falling from 2nd in 2023 to 13th in 2024. 

• Washington University in St. Louis climbed seven spots from last year, moving from the 11th rank in 2023, to tie for 4th in 2024. 

Rank School

1 Johns Hopkins University, +2 from 2023

2 University of Pennsylvania (Perelman), +4

3 Harvard University, -2

4 University of California—San Francisco (tie), -1

4 Washington University in St. Louis (tie), +7

6 Columbia University, -3

7 Stanford University (tie), +1

7 Yale University (tie), +3

9 Duke University (tie), -3

9 University of Michigan—Ann Arbor (tie), +8

11 University of Pittsburgh, +3

12 Northwestern University (Feinberg), +5

13 New York University (Grossman), -11

14 Cornell University (Weill) (tie), no change

14 Mayo Clinic School of Medicine (Alix) (tie), no change

U.S. News has also made changes to their ranking methodology, which includes the addition of a research quality metric, increased weight given to faculty-student ratios, and a reduced weight for reputation surveys, MCAT, and GPA scores.

Briefly addressing the departure of many medical schools from the rankings—including those at Harvard, Columbia, Stanford, University of Pennsylvania, Cornell, Duke and University of Chicago—U.S. News explained that it ranked all schools using publicly available data from the National Institutes of Health, as well as data submitted through surveys in 2023 (or 2022 if 2023 was not available).  

AMCAS 2024: “Disadvantaged Applicant” Question Revised to Broader Adversity Question

The AMCAS “disadvantaged applicant” question is no more. This year’s AMCAS application has introduced a new question in its place that asks more broadly about an applicant’s “impactful experiences.” 

The 2024 AMCAS application will now include the following question and guidance: 

Other Impactful Experiences 

To provide some additional context around each individual’s application, admissions committees are interested in learning more about the challenges applicants may have overcome in life. The following question is designed to give you the opportunity to provide additional information about yourself that is not easily captured in the rest of the application. 

Please consider whether this question applies to you. Medical schools do not expect all applicants to answer “yes” to this question. This question is intended for applicants who have overcome major challenges or obstacles. Some applicants may not have experiences that are relevant to this question.  Other applicants may not feel comfortable sharing personal information in their application.  

o Yes o No 

Please use the space below to describe why you selected “yes.” [This text and the textbox only appear if “yes” is selected for this question.] 

In a pop-up box, AMCAS provides some helpful examples. It reads:

The following examples can help you decide whether you should respond “yes” to the question, and if so, what kinds of experiences you could share. Please keep in mind that this is not a fully inclusive list and any experiences you choose to write about should be ones that directly impacted your life opportunities. 

Example Experiences 

• Family background: serving as a caretaker of a family member (e.g., siblings, parent/guardian), first generation to college 

• Community setting: rural area, food scarcity, high poverty or crime rate, lack of access to regular health care (e.g., primarily used urgent care clinics or emergency room, no primary care physician) 

• Financial background: low-income family, worked to support family growing up, work-study to pay for college, federal or state financial support 

• Educational experience: limited educational opportunities, limited access to advisors or counselors who were knowledgeable/supportive of higher education requirements 

• Other general life circumstances that were beyond your control and impacted your life and/or presented barriers (e.g., religion) 

Why the change?

The AAMC made the revision in response to “limitations” identified with the previous question, which asked a candidate if they wished to identify themself as a “disadvantaged applicant.” Research into the text found that applicants found the question ambiguous, and that many had a negative reaction to the use of the term “disadvantaged applicant.” 

However, AAMC’s research also found that both applicants and admissions officers found value in the intent of the question, which was “to provide rich contextual information about an applicant’s journey and how their lived experiences align with schools’ missions and/or the communities they serve.” 

The revised question and associated guidance was piloted using the Summer Health Professions Education Program and the supplemental Electronic Residency Application Service. And both the question and guidance received “generally positive feedback” from administrators and applicants. 

Should I respond to this question?

As with the question that preceded it, this question text states that not all candidates are expected to respond. Rather, it is intended for those who have had “major challenges or obstacles.” 

That being said, this updated question provides applicants with a broader scope for responses. So, we urge you to consider any significant challenges that you have faced, using the following questions:

1. Did this experience impact my life in such a way that it provides meaningful context to my application? 

Examples of such adversity include: Facing a significant health challenge such as cancer or a disability; serving as the guardian to your younger siblings, while also attending classes (likely, negatively impacting your resume); living in an underserved medical community that made it difficult to gain shadowing or clinical experiences, but also inspired your interest in rural medicine. 

Alternatively, more typical experiences that likely do not represent significant adversity (but potentially belong in your personal statement or secondary essays) include: Breaking a bone during high school athletics and going through a difficult recuperation process; facing a life-impacting food allergy, the dissolution of a romantic relationship, a domestic move, and/or your parents’ divorce. While these experiences likely impacted you greatly, they may not belong in this response. 

2. What did I learn from the experience? 

Your essay response should detail the adversity, but should center on what you learned from going through the experience. Did this experience provide you with an “ah-ha!” moment that changed your perspective and impacted your life? If the take-aways from the adversity do not feel relevant to your application (i.e., your learnings do not clearly make you a stronger candidate for a medical school), you should reconsider the take-aways or including the experience.

3. Have I already spoken to this experience in my personal statement? 

You will want to avoid redundancy by sharing different stories and anecdotes in this essay and your personal statement. If you fully explored the experience in your personal statement, do not feel compelled to re-write about the experience here. Not all applicants are expected to have responses to this question. 

Your writing approach:

Overcoming adversity makes for a stronger medical school candidate and this is what you will want to emphasize in your response: Provide the reader background on the situation in the first 20 percent of the response. But the remaining 80 percent should be devoted to what you learned from the adversity.

How will your future classmates and patients benefit from the lessons you gained from the adversity? Keep in mind the qualities that medical schools are looking for in prospective students and show the reader how your experience improved your dedication to medicine and resilience and/or your abilities in leadership, teamwork, empathy, and critical and creative thinking.

Some Students Don’t Match on Residency Match Day. Do they Need More Support?

Match rates improved across all applicant types in the 2023 National Match. U.S. MD seniors garnered a 93.7 percent match rate (+0.8 percentage points from 2022) and U.S. DOs achieved an all-time high with a match rate of 91.6 percent (+0.3 percentage points from 2022). Among international medical graduates, who historically match at lower rates, U.S. citizens achieved a record high match rate of 67.6 percent (+6.2 percentage points from 2022) and non-U.S. citizens matched at a rate of 59.4 percent (+1.3 from 2022).

The Match generally brought positive feedback for the improving rates, but what about those who don’t match? “After the match, of course, there's an uptick [in calls] every year," said Pamela Wible, MD and Founder/Operator of a mental health helpline for doctors and medical students. "Matchless medical students reach out to me who don't know what to do with their lives, sitting on $300,000 of student loans, sobbing on their couch" continued Dr. Wible, in a MedPage article published after the 2021 Match.

A recent MedScape op-ed considers the challenges for matchless medical students and urges the medical community to provide more proactive and structured advice and guidance on how to navigate not matching to a position. The authors suggest the following ways that medical schools or national medical organizations can offer more meaningful support: 

• Prior to Match Day, organizations can facilitate webinars/meetings that both normalize not matching to a position and also provide guidance on useful actions. The meeting might include topics such as how to adjust career plans, approach loan repayment, enter the SOAP process, explore alternative positions in research or other fields, and reapply to a future Match process. 

• Medical schools should focus on providing mental health support services and ensuring that students know how to access these resources both prior to, on, and after Match Day. In addition to providing access to emergency counseling services, the authors suggest that schools offer stress reduction workshops/tips and opt-out mental health services prior to the Match.

• Finally, schools and the medical community must work together to destigmatize not matching. Students should feel comfortable and safe pursuing next steps knowing that their school and the wider medical community will support them as they determine how they will continue to pursue their dream of practicing medicine. 

“Stay in touch with your dean and others at your medical school and ask them for help…Also, get involved in a research project. Look for mentors at your medical school who are working in the field of medicine you want to work in and volunteer to help,” said Margarita Loeza, MD, MPH and Assistant Dean of Student Affairs and Admissions at the Charles R. Drew University of Medicine and Science in AMA article published last month. 

Learn How to Accept Critical Feedback Before Starting Medical School

This blog is the first in a new series that we are publishing on the soft skills that all premedical students should develop prior to starting medical school. While your academic preparation has been underway for many years, we don’t want you to forget about those skills we believe will be vital to your success in medical school (and beyond).

Many pre-medical students have spent the majority of their lives receiving praise and playing starring roles both inside and outside of the classroom. Your commitment to success is part of why you made it into medical school, but it can also make the transition particularly tough. Medical school is not only a challenging academic environment, it is a time filled with new experiences and, accordingly, a lot of mistakes. You will get critical feedback in large doses. 

“My first piece of written feedback during my clinical year was ripe with criticism. I regrettably reacted to it by reading and re-reading it, allowing discouragement and imposter’s syndrome to slowly infiltrate my psyche. My voice began quivering during my presentations on rounds. My thoughts quickly became consumed with what every attending might be thinking of me at any given moment. It became harder to concentrate and learn. I stood in my own way, allowing my dependence on external validation to hamper my professional growth,” said Nabeel Salka, a third-year medical student at the University of Michigan, in a personal essay.  

In preparation for medical school, we want you to gain some comfort with the discomfort. We urge you to practice requesting and receiving negative feedback because feedback plays a critical role in performance and leadership effectiveness. Dr. Sheila Heen, a lecturer at Harvard Law School and author of Thanks for the Feedback: The Science and Art of Receiving Feedback Well, regularly references research that says those who regularly seek critical feedback report higher job satisfaction, adapt better into new roles, and receive higher performance reviews than those who do not seek out feedback. 

But it’s not always easy. Dr. Heen points out that feedback can cause various “trigger” responses, such as truth triggers, relationship triggers, and identity triggers that make it difficult to productively receive the provider’s message. 

--Truth triggers: When we question the veracity of the feedback. We may feel misunderstood, wronged, or indignant, and we are more likely to reject the feedback or go on the defensive.

--Relationship triggers: When the person providing the feedback colors how we receive it. We may feel targeted or bullied. 

--Identity triggers: When feedback hits at how we see ourselves. We may feel shaken, confused, and particularly sensitive. 

So, once you identify your triggers, what’s the next step? Tasha Eurich, organizational psychologist and executive coach, provides guidelines for overcoming the initial emotional reaction, and accepting critical feedback for the useful tool that it is. 

--Don’t rush it. Negative feedback is inherently uncomfortable and emotional. Sit with the discomfort, feel the emotions, and don’t feel compelled to respond to feedback immediately. While researching for her book, Insight, Eurich interviewed a group of people who dramatically improved in self-awareness. Within this group, two clear patterns emerged: First, she found that they made a habit of seeking out critical feedback (although many agreed it was “unpleasant”). Second, after receiving feedback, they took their time, days or even weeks, to respond. During this reflection period, some worked to transform their view of the feedback from an emotional reaction (e.g, “upsetting”) to a rational one (e.g, “helpful and productive data”). Others used “self-affirmation” techniques such as considering their many good qualities (“I am a committed medical student.'') to contextualize the feedback into a broader picture, thus making it feel less threatening.  

--Gather more data. Request additional data points via feedback from others to understand the situation more completely. Is this feedback relevant to many interactions or is it an outlier? Find out if others agree and what additional context they can provide. In addition to providing a more complete picture and reducing personal blind spots, the additional data can help inform an improvement strategy. 

--Don’t choose isolation. There is a real tendency for people to cut off relationships with those who provide negative feedback, to their own detriment. Eurich references research by Marshall Goldsmith and Howard Morgan, who tracked 11,000 leaders within a leadership development program; the contingent who received critical feedback and continued to engage with their coworkers made dramatic behavioral improvements, while those who didn’t were much less likely to see improvement. Maintaining relationships with those who provide difficult feedback drives better progression over time. 

Within medicine, particularly in the clinical setting, there are additional barriers to feedback beyond our own emotional responses. An article in the NEJM Resident 360 identifies the following: not enough time, conflicting priorities, lack of physical/private space to provide feedback, power differentials (particularly for upward feedback), lack of (enough) observations, and a lack of a growth mindset (receiver). Understanding these barriers can help you to create structures to overcome them, such as seeking out feedback on a routine basis, learning to identify feedback in whatever form it may come, gaining comfort in hearing feedback publicly, and accepting that some feedback may not be valid due to a lack of observations. 

Nabeel Salka ended his personal essay by describing the power he felt when he learned to accept negative feedback for what it is, a growth opportunity rather than an indictment of his abilities as a physician. He wrote, “Nearly a year after receiving my first piece of written feedback, I read it again. This time I didn’t feel hurt or ashamed. In fact, I felt like I understood the actual content of the criticism for the first time. Rather than concerning myself with the grade and how much the resident disapproved of my performance, I learned that I could be more organized when presenting.” 

Starting medical school with an ability to see criticism as a learning moment, and nothing more, will allow you to enjoy and take advantage of challenging opportunities in this unique period of your life.