What to Expect in Your Traditional Medical School Interview: “Make a Claim and Back it Up” Responses

When it comes to your medical school interview, preparation is the best antidote to anxiety. But there are better ways to prepare than just churning through sample questions. Over the next six days, our new series will walk you through everything you need to know to prepare for the traditional medical school interview. Check back daily as we discuss the six question types you can expect and provide response structures, sample answers, and practice questions.

Make a Claim and Back it Up Responses

Claim Questions are simple and direct—but your answer should be complex and direct. Just like with your Situation-Action-Result (SAR) responses, you will want to use stories here, not just statements. The question may ask you about attributes or skills you have, but do not be fooled, they're not looking for a list. The interviewer wants to hear examples of when you’ve exhibited those things. Go ahead and use multiple examples! They don't all have to be long, but they should be detailed. 

Some questions will be about the hypothetical future, things you'd do as a medical student or doctor. Think: "What would you do if a colleague made a serious clinical mistake?" An ethical question like this should still be backed up with experiences, if possible, or anecdotes that prove that you have the qualities you claim to have. "In the past, I've been quick to remedy others' mistakes. During my work at a university lab…" You want to show your critical thinking too. Explain your thought process, "If I was close to this colleague, I would…”

Questions could also seem to require opinion-only responses. Something like: "What are your feelings about euthanasia?" But don't get it twisted. This is a "make a claim and back it up"-question. You believe or don't believe in it “because…”

One question that you'll almost certainly be asked: What qualities do you have that will make you a good physician? Here's an example of a strong answer: 
“I'm calm and precise under pressure: As a scribe in the ER, I was part of the intake for multiple patients involved in a three car accident. The ER was understaffed and very busy already, so the atmosphere was chaotic. I documented several patients' conditions, bouncing from one doctor's side to another. Later, my supervisor praised my calm demeanor and consistently accurate work. The ER was, of course, a generally hectic place, and I adapted to it quite well. 

I also think a good physician must be able to connect with a diverse array of patients. While volunteering and shadowing at a free clinic, I spoke with patients of all ages, most of them in underserved populations. In one instance, I was asked to give a 5-year-old child a PCR Covid test—but she was terrified and pulling away. Moreover, there was a language barrier; both the girl and her mother only spoke Spanish. I decided to take my time instead of rushing into the test. There was a stethoscope in the room, and I thought she might like listening to her own heart, so I showed her how it worked—mostly through gestures on my end. Her mother was able to translate what was happening as well. I let the young girl listen to my heart, her mother's, and then her own. She was amused and after that, she trusted me more. I then pulled out the PCR test kit again. I spoke soothingly, and I knew she understood my tone. She was uncomfortable during the test—the test is uncomfortable—but she endured it without pulling away. I praised her after the test. I've since begun Spanish lessons, as I think that is the most practical second language to learn in America. I also better understand social determinants of health after working with recent immigrants at the clinic.

Finally, I'm eager to learn and believe a physician must have intellectual curiosity. When I worked on a diabetes study at my university lab, I went beyond my daily responsibilities, reading previous studies unrelated to ours to be more informed about the disease. I now feel like I have a depth of knowledge on this topic.”

Other “make a claim and back it up”-questions that you may be asked:

• How will you add to the diversity of our school?

• What is your greatest strength?

• How do you deal with stress?

• Explain your academic path. (Here, focus on the positives and how they led you to medicine. Illustrate this with maybe three poignant experiences.)

• Where do you see yourself in 10 years? (Here, you can share both past experiences and what you hope to learn in medical school that will help you achieve this goal.)

Related:

What to Expect in Your Traditional Medical School Interview: Lead with a Confident Introduction

What to Expect in Your Traditional Medical School Interview: Situation, Action, Result Responses

What to Expect in Your Traditional Medical School Interview: Situation, Action, Result Responses

When it comes to your medical school interview, preparation is the best antidote to anxiety. But there are better ways to prepare than just churning through sample questions. Over the next six days, our new series will walk you through everything you need to know to prepare for the traditional medical school interview. Check back daily as we discuss the six question types you can expect and provide response structures, sample answers, and practice questions.

Situation, Action, Result Responses

Using stories to make your point engages your interviewer, brings your personality and background to life, and makes your responses more memorable. Almost every answer you give should include a story about one of your experiences or something you've learned, even if the question doesn't outwardly demand a story. (For example, "Why medicine?")

However, there are some questions that you MUST answer with a story. These are "SAR responses" because you'll describe the situation (20% of the response), the action you took, and the result (collectively, 80% of the response). SAR questions are easily identified as they typically lead with prompts such as “Tell me about a time when…” However, questions such as “Tell me about your biggest failure/mistake/weakness.” also fall into the SAR category. Some SAR prompts will be familiar because many schools use them as Secondary questions. Go right ahead and reuse any applicable application responses. Those were your experiences and your takeaways, after all. 

Here's an example of a strong answer: 

“Tell me about a time you worked effectively under pressure.” 

“In my one year working as a certified EMT, I’ve learned a lot about staying calm and working effectively under pressure. However, one of my most memorable experiences occurred prior to my certification and played a key role in my decision to pursue the EMT certification. 

I was home from college during a break, when I agreed to babysit for a neighbor. I love children and am an experienced sitter. This particular child, Henry, was only about a year and a half old. And, on this particular night, I was tasked with feeding Henry the dinner his family had already prepared for him. After I did so, he began to show signs of an allergic reaction. Because I routinely babysat, I was aware of the signs to look out for although I had never before experienced an allergic reaction first-hand. Henry had not been previously diagnosed with food allergies so he did not have a prescription epi-pen. 

I watched him carefully as a few hives appeared around his mouth. I then cleaned his face and hands to remove any trace of a potential allergen and called his mother for instructions. She informed me that she was unaware of any existing food allergies but let me know where the anti-inflammatory medicine was stored. I dosed him appropriately, but noticed that the hives were continuing to spread and that his lips had started to swell. Noting that it was a multi-system reaction, I called 911, grabbed his packed diaper bag, and instructed his mother to meet us at the hospital via text. I’ll never forget holding Henry in my arms and watching his body turn on him, while in the background children’s songs continued to play. It was surreal. Upon arrival, the EMTs dosed Henry with epinephrine immediately, which paused the anaphylactic reaction and we went on safely to the hospital where his mother met us and he remained for observation. 

I received feedback from the physicians that I had followed the correct course of action and that Henry would be fine. My calm under pressure had ensured that he received the care he needed in time for it to be effective. 

That experience, my first with allergic reactions and my first with a medical emergency, gave me increased confidence in my own ability to remain calm under pressure. But it also led me to the realization that I wanted to be able to assist people in emergency situations. Beyond just staying calm and calling the experts, I want to be the expert—the one to relieve the hives and swelling, the one to save Henry or others in situations like him. So, one year later, as my schedule permitted, I sought EMT certification. 

As a certified EMT, I have now garnered a number of experiences with medical emergencies. And I rely on the same qualities that I used that day with Henry—an ability to stay calm, think clearly, communicate, and act accordingly. I know they will serve me well as I pursue medical school and a career as a physician.” 

Practice responses to prompts like these:

• Describe a failure and what you learned from it.

• Tell me about a time when you challenged the group consensus.

• Tell me about a time when you took on a leadership role.

• Tell me about an experience when you've learned from people different from yourself.

• Tell me about an ethical dilemma and what you decided to do.

• Tell me about a time when you came up with an imaginative solution to a problem.

Related:

What to Expect in Your Traditional Medical School Interview: Lead with a Confident Introduction

What to Expect in Your Traditional Medical School Interview: Lead with a Confident Introduction

When it comes to your medical school interview, preparation is the best antidote to anxiety. But there are better ways to prepare than just churning through sample questions. Over the next six days, our new series will walk you through everything you need to know to prepare for the traditional medical school interview. Check back daily as we discuss the six question types you can expect and provide response structures, sample answers, and practice questions.  

The First Response: The Three-Minute Elevator Pitch

The first question your interviewer asks will likely be something general that invites the widest-ranging answer. This question comes in many forms. It could be as short and blunt as: Tell me about yourself. It could be: Walk me through your resume. It could be: Can you talk to me about anything you believe will enhance your candidacy for admission? We had a client who told us her first interview question was: “So…?"

These opening questions require a three-minute answer. Think of it as an elevator pitch response. Naturally, you want to reiterate your commitment to studying medicine. It is okay to stay in a linear timeline: I did X and transitioned to Y. What's important is explaining the motivation behind your decisions. You can also share who you are via your three most impactful experiences. Practice some possible responses to ensure you're not going wildly under or over the three-minute mark. Don't try to memorize anything word-for-word as this will lead to fumbling with your words or coming off as wooden. But have an outline in mind—some milestones you know you want to pass. 

Some sub-questions you might answer to build your "Tell me about yourself"-answer are:

• What was your path to wanting to study medicine?

• How did your undergrad experience prepare you for medical school?

• Do you know what specialty you'd like to study? Why?

• Do you want to take this opportunity to expand on any meaningful clinical or research experiences and how they've impacted you?

• What fun fact about you could you close on?

Here's an example of a strong answer: 

“I'm 24 years old. I'm from Tiny Town, NY, and I'm one of three children raised by a single mom, a veterinarian. I did not grow up wanting to be a doctor. I started at Public University as a psychology major. After learning about the relationship between eating disorders and the brain, I was fascinated. I switched to the pre-med track. As a junior, I served as a T.A. for Biology 156, my favorite course when I was a sophomore. 

I'm currently taking Introduction to Neurobiology, a course at Local College to expand my knowledge of the brain. For the last year, I've worked as a clinical research assistant on a study for a new drug treatment for Parkinson's Disease at SuperCool Hospital. I wrote about this experience in a Most Meaningful response in my Work and Activities. But I'd like to expand on how it's further impacted me since my application. Doing this clinical research has allowed me to connect with patients more than in any of my other clinical experiences. Since applying to medical school, I've only grown closer to our returning patients. One patient, Denise, enrolled in the study after she couldn't hold her newborn grandson due to her tremors. Even simply talking about how the disorder affects her daily life seems to be helping her. Moreover, it's been incredible to see the impact of an emerging treatment that, so far, seems to be improving her and other patients' lives. 

As an undergraduate, I was also involved in a research study. This one incorporated lab rats. I so value the lab and critical thinking skills that I learned in this work—but I must say that I do prefer working with people. They're chattier. [Laughs] Eventually, I'd like to pursue neurology and look forward to participating in future clinical research studies in medical school and as a physician. 

In addition to being an enthusiastic student in my post-graduate course and a clinical research assistant, I'm also in charge of baking elaborate cupcakes for my family's birthday parties. I decided to learn how to bake after watching too many episodes of The Great British Bakeoff. I'm also very involved in planning my hometown's Centennial celebration. I loved growing up in my community, and I'm looking forward to this event.”

Admissions committees like it when applicants include personality in their answers, especially when answering this question. Revealing something fun about yourself encourages a connection between you and the interviewer.

Ten Common Mistakes to Avoid When Writing Your Personal Statement for the Medical School Application

Writing a Personal Statement is a massive undertaking. In a relatively short document, you’re trying to show the admissions committee who you are and what you value, while simultaneously building a case for why you will succeed in medical school and as a physician. It’s a lot. But we can help. 

Below are some of the most common mistakes we see applicants make as they approach the Personal Statement. Try your best to avoid them. 

1. Trying to include everything: You cannot fit every medical experience you've ever had into this essay—and hey, that's why you have Work and Activities. Stick to one or two key experiences that prompted growth and reinforced your interest in medicine. The Personal Statement is about showing depth. 

2. Telling instead of showing: The admissions committee is looking for more than a list of your strengths and traits. Not only is that boring, it is unreliable. A good rule of writing is: “Show, don't tell." Listing off your qualities is meaningless if you're not backing them up with real-life examples. Instead of telling the reader, “I am a good leader because I am diligent and organized,” provide a leadership anecdote that will show you empowering your team. 

   Similarly, don’t tell the school what you will do in the future without showing them why you are capable of achieving such things. We've said it before: Sharing goals works when what comes before it exemplifies your strengths and abilities. More than what you want to do, what you have done tells us who you are.

3. Staying linear: You don’t need the essay to be linear. Imagine your intro paragraph as the opening sequence of a movie—the most thrilling ones start mid-scene. You want to see an action star in action, not waking up to a buzzing alarm clock. Don't save the excitement for many scenes later. Show yourself there, then explain how you got there. 

4. Being uptight: A personal essay is more like journalism than an academic paper. You're telling a story, and this one is about you. You want to sound intelligent and respectful but being a bit colloquial makes you appear confident and relaxed. As if to say, "This is who I am. This is who I plan to become." Boom.

   Also, a profound statement is often a simple one. We've heard more than one med school app reader complain about needing to consult a dictionary because an applicant had been over-consulting a thesaurus. Another reason to write less formally: You're going to interview at these schools. (Hopefully!) If you don't speak at all how you write, they're going to be confused about who you really are. 

5. Getting too poetic: Being a little poetic can show style, but if your point isn't clear, a beautiful turn of phrase is meaningless. One of our mottos is: "Clarity above all things." Leave no room for misinterpretation. The reader needs to see the story how you do. Crisp and untangled writing is also best given the character count limitation and how much you need to share. There is room for imagery but there isn't a lot of room for showiness. 

6. Overusing passive voice: Keep most of your sentences active. Passive voice can minimize your contributions and slow down your essay's momentum. Active sentences move the statement forward. 

   There is flexibility, of course. Some passive sentences aren't slow-going or unnatural. Take the passive "My research has been accepted for an oral presentation at the National Impressive Conference." vs. the active "The National Impressive Conference has accepted my research for an oral presentation." Honestly, both sentences are fine. Neither goes on too long nor is confusing. Both read as a natural way of speaking—the passive one might be a little more natural. 

   There are also times when you'll use passive voice for effect, accuracy, clarity, or flow. Just be mindful of how often you're doing it. 

7. Spouting off clichés: Nothing says, "I don't think outside of the box" quite like the phrase "I think outside of the box." We also read a lot of first drafts that include "puzzle pieces"—skip 'em, they're going to be in a thousand other essays. 

8. Using long quotes: A short conversation you had in an intense circumstance can be illustrative in a Personal Statement. It helps a reader picture the event. But making the point of your essay completely revolve around a long quote of someone else's thoughts about medicine, leadership, integrity, or whatever, makes it their essay, not yours. No literary celebrity, professor, doctor you worked with, or dad is supposed to be the star of this show. 

9. Dwelling on childhood stories: Saying you played doctor as a kid should not feature prominently in your Personal Statement. In fact, we'd skip it: It's not a unique sentiment. Schools don't care how long you've wanted to be a doctor—they care if you have the potential and drive to be one. 

   This doesn't mean that a flashback scene is never relevant. If your mom had cancer when you were eight years old, you grew up fast, and you learned things about the healthcare system and doctor-patient interactions that influenced your medical school goals. That is noteworthy. But you need this essay to focus on your recent impactful experiences. Ones that reinforced your interest in studying medicine and gave you the skills applicable to excelling in a program. 

10. Having too many readers: Having too many readers review your Personal Statement is a common mistake. If you're an Apply Point client, consider asking two people besides your two Apply Point advisors (who work as a team) to read your essays. If you're not working with a consultant, you could ask up to four people to read your work but make that the maximum just so you won't be overwhelmed by input. 

    This is certainly not us saying that you shouldn't have any readers at all. You want eyes or ears on this, especially if they're attached to someone you respect who knows you well. In fact, the top question you should ask them is: "Does this sound like me?" Friends, family members, or a mentor can confirm if your essay gets your personality and best qualities across. That said, send them the edited, polished draft rather than your raw first draft. This way their suggestions and questions won't psych you out because you already have a good idea of what you want to present in your statement. 

    One more note on having too many readers: Never post your essay in an online forum, such as Reddit. Sharing thoughts and advice on the overall application process online with other prospective students is great, but if you post your essay, you'll have too many strangers giving input and be vulnerable to plagiarizers. 

Culinary Course Offerings in Medical Schools Grow

Last April, when Yale Medical School, in partnership with the Yale New Haven Health System, opened the doors to the new Digestive Health Center in North Haven, it included the Irving and Alice Brown Teaching Kitchen. This kitchen has become the home for one of the medical school’s newest courses: Defining “Healthy”: Culinary Medicine for Chronic Disease Prevention. 

The course, co-taught by Nate Wood, MD, and Max Goldstein, the lead dietitian chef, integrates instruction in nutrition, cooking, and evidence-based science. Wood and Goldstein work with students to identify the health-promoting components of evidence-based diets and gain an understanding of how diet impacts disease. And students do all the cooking. 

Wood said that the motivation for the course stemmed from the knowledge gaps he saw between dietetics, medicine, and cooking. Dieticians know how to plan for a healthy diet but not necessarily how to cook. Chefs have the skills to make a meal but typically don’t receive training in nutrition. And physicians, who combat diseases brought on by a poor diet, often serve as a first point of contact for people interested in making better choices. 

“Food is a problem, but it can also be a solution, especially if we can bridge the gap among physicians, dietitians, chefs, and patients. Culinary medicine is not only vital to patient care, but it can also provide necessary nutrition education for students, medical trainees, and health care professionals,” Wood said.

Yale is not the only school to provide instruction in culinary medicine. The first training kitchen, the Goldring Center for Culinary Medicine at Tulane University’s School of Medicine, opened in 2012 and the number of programs offering such courses continues to grow. The Health Meets Food culinary medicine curriculum has now been integrated into 33 medical schools, as well as some residency and nursing programs. 

More Medical Schools Reduce Debt-Burden on Students

According to a Medscape report, 11 medical schools in the last five years have eliminated or reduced tuition. The University of Houston waived tuition for its first class of students. And other programs, like the Yale School of Medicine, are demonstrating a longer-term commitment. The school recently announced that a large donor gift will ensure that all medical students with demonstrated financial need will take on no more than $10,000 in loans. 

On average, medical school tuition has increased by $1500 a year since 2015, which has significantly outpaced inflation. And the majority of students, almost three-quarters, take out loans to pay for its cost. Students bear an average debt burden of $200,000 to $215,000, although about 14 percent have loans worth more than $300,000. This is particularly noteworthy because tuition actually makes up a small percentage of schools’ operating budgets. While it varies between programs, at NYU Grossman, prior to it becoming tuition-free, tuition comprised just 0.25 percent of the budget. Via Medscape, Daniel Barron, MD, and a psychiatrist at Brigham and Women's Hospital in Boston, argued that most schools could cut tuition by belt-tightening and redirecting some existing funds. 

"Tuition can't keep rising without having unintended consequences. The resulting debt is putting a massive amount of pressure on future generations of physicians," said Robert Pearl, MD, and a professor at Stanford’s School of Medicine told Medscape.  

Below, we’ve compiled a list of schools that have created programs to reduce or waive tuition. The Education Data Initiative also provides a complete list of average costs for resident and non-resident attendees at the 193 accredited medical schools (allopathic and osteopathic). 

Schools With Eliminated or Reduced Tuition:

New York University Grossman School of Medicine: Provides full tuition for all admitted students, as well as student health insurance

Cleveland Clinic Lerner College of Medicine (CCLCM): Provides full tuition and select administrative fees for all admitted students

Columbia University Vagelos College of Physicians and Surgeons: Offers the Vagelos Scholarship Program, which will meet 100 percent of a student’s demonstrated financial need

Weill Cornell School of Medicine: Offers need-based financial aid under a financial program that offers full-ride grants (debt-free) instead of loans

Icahn School of Medicine at Mt. Sinai :The Enhanced Scholarship Initiative (ESI) allows qualifying (financial need-based) medical students to graduate with a maximum total debt of $75,000.

Washington University School of Medicine in St. Louis: Considers all admitted first-year students for a full or partial tuition scholarship for all four years of medical school based on need and/or merit (or a combination) 

Stanford School of Medicine: Provides scholarship funding to eliminate medical school debt for qualified students with demonstrated financial need

Geisinger Commonwealth Medical School: The Geisinger Primary Care Scholars Program provides debt-free medical school and living assistance to medical students who commit to work within primary care at the health system after graduating.

NYU Grossman Long Island School of Medicine: Provides full tuition, student health insurance, and offers debt-free scholarships to qualifying students for housing, food, books, and other miscellaneous expenses

Kaiser Permanente School of Medicine: Offers students, entering between 2019-2024, the school’s first five cohorts, a scholarship covering 100 percent of tuition for all four years of medical school

Yale School of Medicine: Beginning with the 2023–2024 academic year, Yale medical students with demonstrated financial need will not need to take out more than $10,000 in loans per year.

Stanford Medical School Offers New Course on Finding Meaning and Balance in Medicine

A new course at Stanford’s Medical School, “Meaning in Medicine: Staying Connected to What Matters Most,” seeks to “immunize” students from future physician burnout by inspiring them to explore and connect with their personal motivations for entering medicine. 

Examples of weekly topics include: What Wellness Means to You, Spirituality and Faith in Medical Care, and Grief and Suffering. And mini lectures cover topics such as how to manage conversations with patients facing serious illness, distinguishing values from goals and preferences, and finding mentors. Each of the weekly sessions also leave space for open dialogue where students can entertain questions of faith, empathy, and what it means to care for a patient while also caring for themselves and their own wellbeing.

The course, developed by Henry Bair, a resident physician and Stanford Med alum, and Tyler Johnson, an oncologist at Stanford Health Care, was inspired by a podcast the two host together. The podcast, A Doctor’s Art, explores themes that seek to reconnect the practice of medicine to its mission, which all too often gets lost in the day-to-day burdens of administration, electronic health records, staffing, and corporatization. 

The response to the course has been overwhelming. Nearly a quarter of Stanford’s pre-clinical students have expressed an interest in taking the course before and just after it opened. And, at the conclusion of the course, every student who participated said that they would recommend the course to others. 

“In medicine, where science converges with art, suffering meets solace, and the human spirit confronts the limits of the body, it is increasingly easy to lose sight of our purpose and of ourselves. But our students have shown an eagerness to cherish their personal, intellectual, emotional, and spiritual motives for entering the profession; this eagerness, in turn, instills the courage and wisdom to seek balance and meaning. All medical trainees ought to be afforded the opportunity to do so, for this, ultimately, is just about the most effective way to individually prepare future clinicians against burnout,” Bair and Johnson wrote in an article for MedPage Today.

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