keepsake 2012
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Keepsake 2012TRANSCRIPT
Keepsake 2012Dreams Within Reach
®
2
Learn more at residency.kp.org
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Kaiser Permanente Residency Programs
INTERNAL MEDICINE, INTERNAL MEDICINE/MPH, INTERNAL MEDICINE/PREVENTATIVE MEDICINE,
OB/GYN, OTOLARYNGOLOGY, PEDIATRICS, PODIATRY, FAMILY MEDICINE, EMERGENCY MEDICINE,
GLOBAL HEALTH PROGRAM, FELLOWSHIPS, CLERKSHIPS
Charter Members 2012
These special friends of the Journal for Minority Medical Students have demonstrated their commitment to reach out to minority medical students by placing their recruitment messages in each quarterly issue.
We salute them and encourage our readers to consider these programs as they continue their medical education.
Michigan State UniversityKalamazoo Center for Medical Studies
Keepsake 2012®
AAFP
fmignet.aafp.org
you always wanted to be.BE THE DOCTOR
medicine
MYPASSION:health and fitness
MYCALLING:family
My family medicine training gave me the skills I need to treat patients on and off the field.
2010 StudAdSportsFull.indd 1 2/15/10 2:25 PM
DENTISTRY
A WORLD OF OPPORTUNITY 7
ALLOPATHIC VS. OSTEOPATHIC 9
WHAT DO DOCTORS EARN? 10
PREMED TIMELINE 12
THE MCAT® 15
YOUR APPLICATION: FROM START TO FINISH 19
MED SCHOOL ADMISSIONS: THE INSIDE SCOOP 22
POSTBACCALAUREATE PROGRAMS 32
TOP TEN AMCAS APPLICATION TIPS 39
INTERVIEW LIKE A CHAMPION 40
IN THE SPOTLIGHT: AMELIE MUSE ROMELUS, MD 45
SMDEP PROGRAM 44
KEEPSAKE COLLEGE STUDENT PROFILE: RHODA ASIMENG SIENA COLLEGE 40
SCHOLARSHIPS 52
SERVICE SCHOLARSHIPS & REPAYMENT PROGRAMS 53
LOANS 59
FINANCIAL AID RESOURCES 60
MEDICAL STUDENT RESOURCES 61
WHY DENTISTRY? 63
WHAT A DENTIST EARNS 64
BECOMING A DENTIST 67
DENTAL SCHOOL TIMELINE 68
ADEA PROFILE: VICTOR BRADFORD BOND 70
HOW TO APPLY 71
THE DAT 71
ASSOCIATED AMERICAN DENTAL SCHOOLS APPLICATION SERVICE (AADSAS) 71
INTERVIEWING FOR DENTAL SCHOOL 72
PAYING FOR DENTAL SCHOOL 72
DENTAL STUDENT RESOURCES 73
TABLE OF CONTENTS
MEDICINE
MORE GREAT HEALTH CAREERS 74
Keepsake 2012 | 3
Model: Allie TranPhoto illustration by Jeff Garrett
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VISITING ELECTIVES PROGRAM FOR STUDENTS UNDERREPRESENTED IN MEDICINE (VEPSUM)
VEPSUM offers four-week electives at Mount Sinai School of Medicine (MSSM) and its affiliates in the Graduate Medical Education Consortium to qualified 3rd-year and 4th-year medical students who are from groups underrepresented in medicine1 and who attend U.S. accredited medical schools. In collaboration with the MSSM Center for Multicultural and Community Affairs, VEPSUM is designed to increase diversity in the house staff and subsequently the faculty of the Mount Sinai School of Medicine and its affiliated institutions.
Electives are available between July and February. Students must have completed their required core clerkships before starting the program.
Tuition is not charged.
Housing and travel expenses are subsidized for one month.
Students are provided the potential to network with residency program
directors, residents, minority faculty, and students, and have access to the Office of Graduate Medical Education, Center for Multicultural and Community Affairs, medical school library, seminars, and workshops.
To learn more about VEPSUM and the application process, please visit: http://www.mssm.edu/about-us/diversity/initiatives/visiting-electives-program
We look forward to receiving your application and to having you visit with us!
For more information please contact:
Monique Sylvester, MA at [email protected]
1 The Association of American Medical Colleges (AAMC) defines groups underrepresented in medicine “those racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general
population."
www.mssm.edu
AAOS
MYTH:Orthopaedic surgery isn’t welcomingto women and minorities.
FACT: More talented womenand minorities are entering andenriching the orthopaedicprofession every day.
The truth is, while males still make up themajority of orthopaedic surgeons today, the specialtyis quickly diversifying to integrate more women andminorities. And the profession is taking an activeinterest in supporting this transition. So, if you’redriven to deliver exceptional patient care, we offerprograms that can help open doors.
Choose a career in Orthopaedics –our focused mentoring programs offerpersonalized guidance and support to helpyou successfully enter this profession.
For more information, visitaaos.org/diversity or [email protected]
Myth Fact - JMMS:Myth Fact for JMMS 1/31/11 5:06 PM Page 3
KEEPSAKE 2012
PUBLISHER Bill Bowers
EDITOR-IN-CHIEF Laura L. Scholes
SENIOR ACCOUNT EXECUTIVE Gail Davis
CAMPUS REP LIAISON Nisha Branch, Howard University
College of Medicine
ART DIRECTOR Jeff Garrett
CONTRIBUTING WRITER Benjamin Van Loon
COPY EDITOR Robert Wilder Blue
PUBLISHER’S ADVISOR Michelle Perkins, MD
EXECUTIVE ASSISTANT to the PUBLISHER
Sara Huff
SPECTRUM HEALTHCARE DIVERSITY & INFORMATICS
PRINCIPAL INVESTIGATOR Bill Bowers
VICE PRESIDENT OF OPERATIONS Tamika Goins
SENIOR DEVELOPER/DBA Naresh Kumar
www.spectrumpublishers.comwww.spectrumunlimited.com
Keepsake 2012 | 5
VANDERBILT
ALBERT EINSTEIN COLLEGE OF MEDICINE
6 | Keepsake 2012
UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
What are traits that set you apart from the others? You are
trusted. You are intelligent. You are confident. You are deter-
mined and focused. You are curious. And most importantly, you
have faith in yourself. Your goals are clear and you are commit-
ted to the health and wellness of your community. You can be a
doctor, and you can start today.
A WORLD OF OPPORTUNITY
A career as a medical professional will bring you places you never
thought possible. Doctors work in constantly evolving environ-
ments where no two days are the same. You might be servicing
families in a rural clinic one day and offering assistance in a busy
urban hospital the next. Wherever you go, your knowledge and
skill will be valued.
Figuring out your future is
tough. Thousands of ca-
reer industries are competing
for your attention, your time,
and your cash. These days, a
lot of careers turn over as fast
as your paychecks. Lasting ca-
reers are built on lasting needs,
and despite constant changes
in technology, society, and the
workplace, one need will always
remain: doctors.
Within our community, doc-
tors are respected, doctors are
trusted, doctors are well paid,
and most importantly, doc-
tors are always needed. They’re
modern-day superheroes. A doctor
might hang up her lab coat after her
shift, but her responsibilities con-
tinue 24/7. Her reward (aside from
a big salary) is the satisfaction of a
meaningful job well done.
Like anything worthwhile, be-
coming a doctor isn’t easy. You
have to be ready for medical school,
tests, internships, and the unwrit-
ten know-how for navigating the
fast-changing world of professional
medicine. If you’re up for the chal-
lenge and the reward, you can do it.
You havewhat it takes
to be a... DOCTOR
PH
OTO
BY
HA
RR
AS
ZAID
VANDERBILT Keepsake 2012 | 7
There are hundreds of different
types of medical professionals. As
a primary care physician, you will
be the main contact for individuals
needing everyday care, and you will
know how to treat a broad range of
health issues. As a specialist, your
knowledge will be useful in a par-
ticular area: Oncologists specialize
in cancer treatment, dermatologists
are skin specialists, pediatricians
work with children. Curious about
the brain? Try neurology. How about
pregnancy and prenatal care? Be-
come an obstetrician.
Your skills as a doctor can also be
used outside traditional patient care.
You can assist with research at phar-
maceutical companies, you can lobby
on Capitol Hill for health reform,
you can even teach the next genera-
tion of doctors at the nation’s leading
universities. Have you ever imagined
treating sports-related injuries? You
can even become a resident doctor
for your favorite professional team
and stand ringside at every game.
Ethnic, cultural and social diversity are some of our country’s greatest strengths. It’s time for the medical profession to catch up. Caucasians make up almost 61 percent of the nation’s 77,722
medical students, while Asians comprise 22 percent. Only 7
percent are African American, and about 8 percent are His-
panic. The U.S. needs more doctors from diverse ethnic and
social backgrounds to help improve our understanding and
treatment of health needs specific to “minority” patients.
Here are the ways you will help improve your profession
and the care your patients will receive:
You will improve health care accessStudies show that minority physicians are more likely to treat
minority and indigent patients and will also be more likely to
practice in underserved communities.
Your patients will be happyStudies also indicate that when minority patients can select
a health care professional, they are more likely to choose
someone with a similar racial and ethnic background. Rela-
tionships between patients and physicians of the same race
or ethnic background also are characterized by higher levels
of trust, respect, and the increased likelihood that patients
will recommend their physician to others.
You can help others learnThe nation needs a culturally competent health care work-
force—that is, one with the knowledge, skills, attitudes, and
behaviors required to provide the best care to a diverse pop-
ulation. Exposure to racial and ethnic diversity in medical
school contributes importantly to the cultural competence
of all of tomorrow’s doctors, and diversity in the physician
workforce ensures that the health care system
is representative of the nation’s population and
responsive to its health care needs.
Can Make An ImpactYOU
8 | Keepsake 2012
ALLOPATHIC vs. OSTEOPATHIC
There are two types of physicians: the MD,
who practices allopathic (or ‘conventional’)
medicine; and the DO, who practices osteo-
pathic (or ‘holistic’) medicine. Both types of
physicians complete medical school programs,
and both are licensed to practice medicine and
prescribe medications in all 50 states.
Approximately one in five medical students
in the United States is studying to become an
osteopathic physician. Osteopathic students
receive the same comprehensive training as
allopathic students. However, osteopaths will
also receive additional training in muscular
and skeletal manipulation, osteopathic prin-
ciples, and other alternative treatments, such
as holistic healing and massage therapy.
Other similarities:
• Both DOs and MDs complete four
years of medical school.
• Both can choose to practice in a
specialty areas of medicine—a such as
surgery or obstetrics—after complet-
ing a residency program that requires
an additional two to six years.
• Both must pass state licensing ex-
aminations.
• Both practice in fully accredited
and licensed health care facilities.
Why become an osteopath? Osteopathic
physicians tend to focus on preventive health
care, with a greater focus on the musculoskel-
etal system and how an injury or illness in one
area can affect another. It has been said that
osteopaths focus on treating a patient, not a
disease.
An osteopathic physician’s training focuses
on looking at the
“whole person,”
including home
and environmental
factors that might
be contributing to
the person’s health.
More than half of
all osteopathic phy-
sicians practice in
primary care areas
such as pediatrics,
family practice,
UNIVERSITY OF MINNESOTA
Keepsake 2012 | 9
obstetrics and gynecology, and internal medicine.
Although osteopathic physicians represent only
five percent of all U.S. physicians, they handle ap-
proximately 10 percent of all primary care visits.
According to a 2010 study by the American As-
sociation of Colleges of Osteopathic Medicine,
overall osteopathic student enrollment in the U.S.
has increased more than nine times over the last
40 years. Female enrollment has also grown from
three percent in 1969 to just almost 50 percent in
2011. There were a record 14,087 applicants to os-
teopathic medical schools for the 2010-11 applica-
tion cycle. This number is over 200 percent greater
than the 6,324 applicants in 2003!
WHAT DO DOCTORS EARN?
Finding a job is hard. Finding a job that pays well
is harder. Finding a job that’s personally reward-
ing and pays well—that’s the job you deserve.
Aside from the personal reward for being a medi-
cal professional, salaries for physicians and sur-
geons are among the highest of any occupation.
Primary care physicians make about $185,000 a
year and medical specialists can earn upwards of
$340,000. Salaries vary according to field of med-
icine, whether or not you’re self-employed (if you
have your own practice), geographic region, range
of skill, reputation, and of course, personality.
With a large percentage of physicians and sur-
geons expected to retire over the next 10 years,
job opportunities promise to be strong for upcom-
ing medical professionals. Job prospects are also
very good for doctors specializing in areas such as
breast cancer and heart disease, which continue to
affect our rapidly changing and aging population.
CASE WESTERN SCHOOL OF MEDICINE 10 | Keepsake 2012
HOW YOU CAN PREPARE
Medical school admissions are extremely com-
petitive. There are 133 medical schools in the U.S.
Only about half of the prospective students who
apply are accepted.
In the early stages of the process, numbers speak
louder than words. A high GPA and strong MCAT
scores will help set you apart from your competi-
tors. If you’re a motivated student, you’ll have a
much better chance of being accepted. Put all your
effort into the elements you can control (how much
you study) instead of the ones you can’t (having a
parent on the admissions committee).
When it comes to admissions, you matter. De-
mographics and increased attention to diversity
continue to have a significant impact on who is
accepted to medical school. No school wants all
of their students to be white male biology majors
with photocopied MCAT scores. They want to cre-
ate a mix of students who will create a strong, uni-
fied class as a whole. This means women and men,
science and liberal arts majors, and people of all
ethnicities. (If you don’t make it into a particular
school, don’t take it personally. Just think of it this
way: Each school is picking a team, and your “posi-
High School Health Program Profile: Future Health Care Leaders
The Future Health Care Leaders
(FHL) program is a collaboration with
the 21st Century Visions program of
the Port Chester High School in Port
Chester, NY. All Port Chester High
School students are eligible to regis-
ter for the FHL summer program. The
goal of the program is to introduce
students to various careers and op-
portunities in the health care field.
Students are introduced to health care
professionals through workshops, in-
formation sessions, field trips to health care facilities, and hands-on projects. Students are also trained
in CPR, first aid, and vital signs. Not only do students have the opportunity to meet health profession-
als, but they also learn about the topical issues that providers, patients, governments, insurance provid-
ers, and many other health care players are facing today. Students receive up to one half of a health or
elective credit towards their high school degree upon satisfactory completion of the program.
Izu Ibe (standing), a first-year med student at New York Medical College, teaches high school students in the Future Health Care Leaders Program to take blood pressure readings.
Keepsake 2012 | 11
FRESHMAN YEAR• Schedule a meeting with the prehealth
advisor.
• Join a premed club to hear useful
talks, meet others with common inter-
ests.
• Begin working on prerequisite courses,
especially biology.
• Research majors.
• Develop good study habits!
• Get some clinical experience by vol-
unteering or shadowing a health profes-
sional.
• Talk to advisor about research.
• Find healthy ways to relax and relieve
stress.
SOPHOMORE YEAR• Continue taking premed requisite
courses: chemistry, physics, math and
English.
• Select a major.
• Meet with prehealth advisor.
• Remain active in premed club.
• Cultivate relationships with profes-
sors.
• Pursue research through volunteering
in a lab or for academic credit.
• Get more clinical experience (volun-
teer, intern, paid and/or shadow).
• Maintain a strong GPA or consult with
major or prehealth advisor for resources
and strategies to improve your GPA.
• Look for summer volunteer/work/
research opportunities; see your career
counselor for internship options. Also try
the Summer Medical and Dental Educa-
tion Program http://www.smdep.org/. It’s
a free (including housing and meals) six-
week summer medical and dental school
preparatory program that offers eligible
students intensive and personalized
medical and dental school preparation.
• Maintain fun, enjoyable extracurricu-
lar activities.
JUNIOR (APPLICATION) YEAR• Finish science prereqs before studying
for MCAT.
• Consider taking some of the follow-
ing: biochemistry, physiology, genetics,
molecular biology, English lit.
• Continue pursuing research opportu-
nities.
• Become a leader in a club or volunteer
organization.
• Get letters of recommendation from
professors you have a relationship with.
• Take spring or early summer MCAT if
applying this year, any date if applying
next year. Register early!
• Enroll in an MCAT prep course or
PREMED TIMELINE
12 | Keepsake 2012
study on your own?
• Start work on AMCAS personal essay
(and don’t underestimate its importance).
• Research medical schools in AAMC’s
Medical School mission Requirements
(http://www.aamc.org).
• Submit AMCAS in summer.
• Look for summer volunteer/work/in-
ternship/research opportunities.
• Attend your prehealth club meetings,
read and discuss health care issues.
SENIOR (INTERVIEW/ ACCEPTANCE!) YEAR
• Make sure you have fulfilled require-
ments for your major, core and for medi-
cal school.
• Have fun.
• Become a leader in a club or volunteer
organization.
• Get more clinical experience.
• Do research.
• Consider taking some of the following
courses: math and English prerequisites,
bioethics, biochemistry, Spanish, etc.
• Turn in secondary applications and
have recommendation letters sent from
your file.
• Find scholarships.
• Check out information on financing
medical school on www.aamc.org/md2
• Do a video practice interview; recruit
a friend to record with a handheld or
smart phone camera.
• Interview at medical schools.
• Along with applying, make sure you
are developing ‘Plan B’ in case you are not
accepted this time.
PREMED TIMELINE
Keepsake 2012 | 13
tion” this year may already be occupied.)
Medical school takes four years to complete. Af-
ter your second year in medical school, you will be-
gin the United States Medical Licensing Examina-
tion® (USMLE), a three-part exam which assesses
a physician’s abilities and skills to provide effective
patient care.
The first test, USMLE Step 1, covers all basic sci-
ence material taught in the first two years of medi-
cal school. You must pass Step 1 in order to gradu-
ate to years three and four. During your third and
fourth years at medical school you will take class-
es and also spend time on rotations in hospitals,
where you get hands-on medical experience and
are able to observe other doctors.
USMLE Step 2 will assess your medical knowl-
edge, patient skills, and understanding of clinical
science. Step 2 has two parts: Clinical Knowledge,
a multiple-choice exam that tests (yes) your clinical
knowledge; and Clinical Skills, which uses real-life
“patients” to test your ability to work with patients
and colleagues.
After four years in medical school, you will grad-
uate with a doctor of medicine degree (MD). How-
ever, before you are allowed to practice medicin,
you need to spend three to eight years in a residen-
cy program, depending on your medical specialty.
DREXEL UNIVERSITY
“No matter how good you are, always keep working on your game.” —Michael Jordan
14 | Keepsake 2012
For example, family physicians spend three years
in residency, while urologists and cardiovascular
surgeons spend five.
During your residency, you must pass USMLE
Step 3 in order to complete the full USMLE exami-
nation. Step 3 is a final assessment of your ability
to deliver effective medical care in an independent
setting.
After you’ve passed Step 3, you can begin your
official practice, or you may then decide to special-
ize in a particular field (such as gastroenterology,
which is a subspecialty of pediatrics and of internal
medicine). This will require more years of training,
though your knowledge will be increasingly valued.
THE MCAT®
The Medical College Admission Test, known as the
MCAT, is the entrance exam required by almost all
medical schools in the United States and Canada.
Designed by the Association of American Med-
ical Colleges (AAMC), the MCAT tests a student’s
knowledge of subjects within the biological and
physical sciences, and also assesses writing and
critical thinking skills. The MCAT is adminis-
tered multiple times throughout the year (from
late January through early September), and is
about five-and-a-half hours long. You must pre-
register online. The registration fee is normally
$235, but if you qualify, the fee can be reduced
to $85 through the AAMC’s Fee Assistance Pro-
gram (FAP). Complete information is available at
www.aamc.org/students/applying/mcat.
You should plan to take the MCAT within the
same year that you will apply to medical school.
If you’re planning to apply to medical school in
2012 (for entrance in 2013), you should take the
MCAT that same year. Different medical schools
have different application deadlines, so be sure
to choose an MCAT test date that meets the re-
quirements of the school(s) to which you’re ap-
plying.
In determining new student enrollment, medical
schools consider your MCAT score and your GPA as
major factors in their decision. Good scores open
AAMC Fee Assistance Program The AAMC Fee Assistance Program (FAP) offers
financial assistance to individuals who might not
be able to afford standard MCAT fees or costs as-
sociated with AMCAS applications. The FAP does
not offer retroactive fee assistance, so be sure you
get the decision on your FAP application before
you pay the MCAT registration fee. Go to www.
aamc.org/students/applying/fap for information
on eligibility, deadlines, and instructions on how
to apply online.
NOTE: FAP eligibility decisions are based on
the U.S. Department of Health and Human Ser-
vices poverty guidelines. For the 2011 calendar
year, eligibility is limited to applicants whose total
family income for 2010 is 300 percent
or less than the 2010 poverty level for
their family size.
Keepsake 2012 | 15
Annual Events... Cookies
“Cookies” is an opportunity to mingle, over some yummy cookies, with the Deans and faculty of the medical school. No discussion of classes or exams whatsoever! It is a great opportunity to get to know your professors, Deans and fellow classmates early in the semester, and learn interesting things about them.
Follies Follies is a student‐run comedy performance where members from each class are given time to present musical numbers, skits and parodies.
A Day in the Life of a Medical Student This day‐long event provides family and friends of medical students an insider’s view of medical students’ lives by taking friends and family through a variety of classroom and clinical experiences.
Medical Student Formal This annual event allows medical students and their signicant others or friends enjoy a night on the town in style. This annual event is more affectionately known as the “Medical School Prom.”
For more information, please visit our website: http://smhs.gwumc.edu/mdprograms
Questions? Email us: [email protected]
Student Opportunities... The HEALing Clinics
The HEALing Clinics (Healthcare, Education, and Active Living) are student‐run clinics that provides primary care to underserved patients regardless of insurance status or ability to pay in the Howard/Shaw and Anacostia neighborhoods of DC. The clinics are managed by students, funded entirely through student fundraising efforts, and staffed by GW student volunteers. Students take on a number of different jobs at each clinical site including working as part of the exam room team, assisting laboratory technicians, and serving as patient educators.
The Track Program The Track Program at the GW School of Medicine and Health Sciences is one of the most unique components of a GW medical education. Hosted by the Office of Student Opportunities (OSO), the popular track program— a for‐mal series of nine elective paths including: Community/Urban Health, Emergency Management, Environmental Health, Global Health. Health Policy, Integrative Medicine, Medical Education Leadership. Medical Humanities and Research — encourages students to pursue an area of interest beyond the core curriculum.
ISCOPES The Interdisciplinary Student Community‐Oriented Prevention Enhancement Service (ISCOPES) is a year‐long in‐terdisciplinary team service‐learning experience geared toward providing a wide range of health‐related services in Washington, DC. These experiences involve planning, implementing, and evaluating multi‐dimensional pro‐jects at selected neighborhood sites around the DC Metro area.
Profile of the Entering Class of 2011 49% female, 51%
male Average age of 24
years 29 states, D.C.
and Canada rep‐resented
89 Undergraduate Schools and 17 Graduate schools represented Majors/Areas of Study: 109 Science, 45 Non‐Science, 24 Dual Degree
Doctor of Medicine Program Washington D.C.
The George Washington University School of Medicine and Health Sciences is located in the very heart of Washington, DC. As the nation’s 11th oldest medical school, GW has been at the forefront of clinical medical education since 1825. It boasts an innovative curriculum of traditional lecture, digital laboratory, small groups, hands‐on clinical practice, and community ser‐vice. The Office of Student Opportunities offers unique learning experiences at local, national, and international levels, includ‐ing nine Track Programs that allow students to adopt an elec‐tive course of study. Students can find a collaborative commu‐nity of learners to compliment their challenging medical train‐ing. The GW Hospital contains an entire floor dedicated to medical education, including the CLASS Center with a Surgical Skills Simulation Center and 12 Standardized Patient Rooms.
Profile of the Entering Class of 2011 49% female, 51%
male Average age of 24
years 29 states, D.C.
and Canada rep‐resented
89 Undergraduate Schools and 17 Graduate schools represented Majors/Areas of Study: 109 Science, 45 Non‐Science, 24 Dual Degree
Doctor of Medicine Program Washington D.C.
The George Washington University School of Medicine and Health Sciences is located in the very heart of Washington, DC. As the nation’s 11th oldest medical school, GW has been at the forefront of clinical medical education since 1825. It boasts an innovative curriculum of traditional lecture, digital laboratory, small groups, hands‐on clinical practice, and community ser‐vice. The Office of Student Opportunities offers unique learning experiences at local, national, and international levels, includ‐ing nine Track Programs that allow students to adopt an elec‐tive course of study. Students can find a collaborative commu‐nity of learners to compliment their challenging medical train‐ing. The GW Hospital contains an entire floor dedicated to medical education, including the CLASS Center with a Surgical Skills Simulation Center and 12 Standardized Patient Rooms.
doors, so knowledge and preparation are essen-
tial. Many of the questions on the MCAT can be
answered from the information covered in the
required premed courses: biology, general chem-
istry, organic chemistry, and physics. Invest your
time now: Sacrifice nights out with your friends
so that you can do well in school, and not only
will you get a good GPA, you’ll also have better
chances to do well on the MCAT.
The MCAT contains four sections: Verbal Rea-
soning, Physical Sciences, Biological Sciences,
and a Writing Sample. Verbal Reasoning pres-
ents a series of passages that cover the social and
natural sciences, the humanities, and it will also
test your reasoning skills based on a given text.
The Physical Sciences and Biological Sciences
sections contain questions on biology, general
chemistry, organic chemistry, and physics. The
Writing Sample assesses your ability to develop
a well-written, well-organized essay.
Scoring well on the MCAT is all about good
preparation. There are two ways to prepare: Pay
to take a test preparation course, or study on your
own. Most likely, you’ve already completed two
or three years of undergraduate study and have
taken the required course work in the sciences.
Before you begin either method, review all class
notes, outlines, and textbooks that you have from
How to prepare for the MCAT® While there is no one way to prepare for the MCAT, your study plan should begin at least
three months before your chosen exam date. Here’s an outline you can model to fit your
situation:
• Get a copy of The Official Guide to the MCAT Exam (available through bookstores and
at www.aamc.org).
• Read and understand the MCAT Essentials (download the free PDF at www.aamc.org/
students/applying/mcat/preparing/).
• Read “Preparing for the MCAT Exam” at www.aamc.org/students/applying/mcat/.
• Note any material that is unfamiliar to you or that you haven’t studied recently.
• Review science topics with relevant course materials such as textbooks, course out-
lines, and notes.
• Take the MCAT practice tests, which are books of practice tests published by compa-
nies such as Kaplan and Simon and Schuster. You can also use the diagnostic reports in
online tests to help you identify topics and skills that need additional review.
• If your test pace is slow, take advantage of any services your college offers to help im-
prove reading speed and comprehension.
• Do you have a study partner? Each of you can use your strengths to help the other ad-
dress weak areas.
• Avoid last-minute cramming.
• Make sure to get enough sleep, food, and exercise, especially in the days before the test.
18 | Keepsake 2012
those courses over the past few years.
If your budget allows, test prepara-
tion companies such as Kaplan and The
Princeton Review can be extremely help-
ful as you near your test date. Both com-
panies offer a wide variety of options for
online and classroom-based learning, as
well as private tutoring.
For studying on your own, these companies also
offer up-to-date MCAT review books, which have
study material and full-length practice versions
of real MCAT exams. All of these books are avail-
able online, new or used, for a range of prices. Ex-
amkrackers is another popular company offering
similar options for independent study.
Kaplan also offers videos and study materi-
als that you can download on your smartphone
or mobile device. Finally, the AAMC has its own
practice MCAT exams, books, guides, and lots of
free information and resources available on its
website.
YOUR APPLICATION: FROM START TO FINISH
Get Started EarlyUnlike admissions to standard colleg-
es and universities, spots in medical
school are filled on a rolling basis. In
other words, for medical schools— it’s
first come, first served. For example,
if you complete your primary applica-
tion in June, submit your secondary
application in September, and inter-
view in October, you could get in by
December.
However, if you finish your primary
application in late July, send your
secondary in November, and inter-
view in February, there could only be
20 seats left by the time you apply.
Instead of competing for one of 145
seats, you’re now competing for one
of 20. Don’t let this happen to you!
Start early.
UNIVERSITY OF ARIZONA
“Doing the best at this moment puts
you in the best place for the next moment.” —Oprah Winfrey
Keepsake 2012 | 19
Choosing Where to ApplyTo start narrowing down a list of pre-
ferred schools, ask yourself a few ba-
sic questions: Who are the teachers?
Where are the alumni working? Would
you prefer to vstay close to your family?
Would you want to go to school in a dif-
ferent state? Can you see yourself living
there for four years? Eight years? What
kind of aid is available? These are good
things to consider.
Choose five or six schools you’d re-
ally like to attend. They should also be
schools where you have a reasonable
chance of acceptance. Next, add three
“safety” schools that you wouldn’t mind
attending. Finally, add three “dream”
schools (because anything can happen).
National ranking and “Top Ten” lists
are helpful, but it’s important for you
to pinpoint what you value about your
education. Minority medical students
often face obstacles unique to their cul-
ture, like being responsible for a family
at a young age or handling significant
financial concerns. Upper- and middle-
class white students may encounter
these issues much less. Because of
this, you might consider applying to a
medical school that has a high minor-
ity enrollment and has programs and
resources in place to recruit minority
students. For example, African-Amer-
ican students may find that histori-
cally black colleges or universities can
provide not only an excellent education,
but also a deep range of cultural under-
standing.
The AMCAS and AACOMAS Primary ApplicationsMost medical schools in the U.S. belong to the AAMC. For-tunately, all of these AAMC schools accept one centralized application, which you’ll register for and complete online through the American Medical College Applications Ser-vice® (AMCAS®). Once your application is complete, AM-CAS, which is sponsored by the AAMC, then sends your in-formation to all the schools you request.
For entrance to osteopathic medical schools, the process is the same: The Association of American Colleges of Osteo-pathic Medicine (AACOMAS®) also has an online application service. (Osteopathic schools in Texas are an exception; see below for more information.)
Using the AMCAS or AACOMAS online application, you can apply to as many AMCAS or AACOMAS medical schools as you wish. The AMCAS application cost is based on how many schools to which you apply. Fee waivers are available through both services.
AMCAS and AACOMAS follow set deadlines, so procrasti-nators beware! Both applications generally contain the same sections: personal information, work/activities history, let-ters of evaluation, personal essays, coursework history, and test scores.
When filling out the work/activities sections, be sure to spotlight those activities and honors that are most impor-tant to you, and the ones that will help distinguish your ap-plication. List them in descending order of priority to draw the attention to your most significant accomplishments. You can also highlight health-related activities, public service work, and scientific or medically-related work experience.
SECONDARY APPLICATIONAfter each medical school has reviewed your information, it will decide whether or not to invite you to submit a second-ary application. This application will include a statement of authenticity (your signed confirmation that all of your in-formation is true and correct), another application fee, and letters of recommendation (which includes letters from your instructors). Once the school has review your secondary ap-plication, it will then decide whether to offer you an inter-view.
20 | Keepsake 2012
If you can’t find diversity information on a
particular school you’re interested in (and it
usually should be available from the AAMC, as
well as from the school itself), don’t be afraid to
ask. “How important is racial diversity to your
school?” “What kind of support services do you
have for minority students?” You may want to
speak to currently enrolled students with similar
ethnic backgrounds to get a firsthand account of
what the school is like.
Looking at these lists of schools and programs
can be daunting, so compare requirements and
offerings, and narrow down your list as best as
you can. You can also ask yourself specific ques-
tions:
• Do you prefer large lecture classes or
small-group discussions? Most schools
offer some of both, as well as the op-
portunity for independent study. Ask
your premedical advisor about what your
potential schools offer.
• Do you want early experience in clini-
cal work? Traditionally, medical school
offers classroom work in the first two
years, followed by clinical work in the
third and fourth years. Some schools,
however, involve students in clinical work
as early as the first year.
• Is the school’s grading scale important
to you? You might want to consider how
much of the coursework at your potential
school is pass-fail and how much is based
on the standard letter-grading system.
Non-AMCAS Schools and Texas Medical Schools For non-AMCAS schools, you will need to contact and apply to each school individually. You can use the
application that the school provides, or use a non-AMCAS application service. If you are applying to a
medical school in Texas, you’ll need to use their application service: the Texas Medical and Dental Schools
Application Service (TMDSAS). Application fees, fee waivers, and deadlines vary from school to school.
Gather Your MaterialsRequest a copy of the official transcript
from each school you attended after high
school, and confirm that your grades are cor-
rect. Professors can make mistakes too!
Use your transcript(s) to help you fill out
your AMCAS or AACOMAS application. You’ll
be asked to enter information about each and
every course that you enrolled in after high
school.
Write class names exactly as they appear on
your transcript. The AMCAS will check your
transcripts against what you’ve written. If the
information isn’t accurate, costly delays will
occur. Make the process easy for them.
Prepare your information in advance. You’ll
be asked to supply detailed academic, work,
and personal information such as coursework
details, work hours per week, and academ-
ic dates of attendance. Plan to create a full
“sample” version of your application
to help you fill out the final online
application more easily.
Keepsake 2012 | 21
What are the biggest misconceptions students have about the med school admissions process? Dr. Michael: One thing I see in our applicants is that they
think you have to be a certain kind of major—physics, biol-
ogy—or that science majors have a leg up on others, such as
English majors. At our medical school, we want you to be a
diverse person,
About 30 percent of our students are non-science majors.
In fact, we have at least 45 different kinds of majors in our
class of 186 that we have entering each year.
The most important thing, no matter what your major, is
that you need to do very well in your science classes. So you
can be a philosophy major, but you also need to be a good
scientist, and you need to have a good GPA. The major you
choose should be something you love
Another thing I hear is that students feel they have to
speed right into medical school after undergraduate school.
For us, that’s just not true. Some of our very best applicants
have taken a year or two off to do something else in the
world—volunteer, study abroad, Teach for America. If it’s
something you’re passionate about, you will likely be in a
better position
Let's say a student's academic credentials are just barely on the side of what's considered okay; they’re borderline. What’s the best way for him or her to boost his or her chances of ac-ceptance?Dr. Michael: The bottom line is that you have to have a
competitive grade point average and good MEDCAT (MCAT)
Med School Admissions: The Inside Scoop
Baylor College of MedicineApplicants: 5,000 Vying for: 186 spots
Lloyd Michael, PhD, Senior Dean of Admissions and Karen E. Johnson, MD, Associate Dean of Admissions
LLOYD MICHAEL, PhD
KAREN E. JOHNSON, MD
22 | Keepsake 2012
scores. The competition to get into medical
school is so great; it’s one of those things that
freshman need to have hammered into them
over and over. If you have a low GPA and
MEDCAT scores, you could be the greatest
volunteer person in the world and the most
compassionate individual in the world, but it
won’t help you get into med school.
So what can you do if your MEDCAT and
GPA are on the edge? You can't do much
about improving your GPA if you have 120 or
130 hours already taken. But you might be
able to take additional courses or dedicate a
couple of years to a master's degree and show
that you can do some graduate work and get
As. Or you could go to a postbac program.
And with the MEDCAT, you can obviously
take it again.
But if you've tried it for several years and
you still can't get the grades and the MED-
CAT scores you need, then maybe it's time
for re-evaluating what you're going to be able
to do in life because it might not be possible.
Dr. Johnson: But it’s important to remem-
ber that there are plenty of ways to work in
health care besides becoming a physician.
I know some students have a bad freshman year, but then really excel the other three years. Do you only look at cumulative GPA? Dr. Michael: At the end of the day, the cu-
mulative overall and the cumulative science
GPAs are key, but we are very mindful of
what you just described. So while we won't
dismiss their overall GPA, we appreciate see-
ing a person who had some difficulty tran-
sitioning, who learned how to become more
disciplined and got more focused to improve
their GPA.
Assuming that general academics require-ments are met well, what is the single most important thing an applicant should know about the process of getting into med school?Dr. Michael: Once we know someone’s aca-
demically prepared for our school, we then
start to look at characteristics: motivation,
maturity, perseverance, resilience, altruism,
and all of the other things that show us who
you really are. Many times, these are revealed
through your extracurricular activities. For
us, it’s much more important to have depth
rather than breadth. If you’ve volunteered
for a certain organization consistently since
high school, that's better than having your
name attached to eight club memberships.
Do these experiences need to be health care related?Dr. Michael: Medical schools definitely
want to know if you know what you're getting
into. In other words, do you have any expe-
riential base which would suggest that you
might be really happy being a physician? So
if that question is answered in other places
in your application, it doesn't make any dif-
ference what kind of volunteer work you do.
Dr. Johnson: If we can see from your ac-
tivities that you care about people’s well-be-
ing—teaching, mentoring, etc.—we can make
some inferences about your understanding
Baylor College of MedicineApplicants: 5,000 Vying for: 186 spots
Keepsake 2012 | 23
of what you're getting into. The main thing
is that you need to be passionate about some
aspect of helping others.
How important a part of the process is the interview?Dr. Johnson: A face-to-face encounter
with the next generation is a good way for
us to try to glean some of these characteris-
tics that Dr. Michael alludes to. Our hope is
to find some genuineness and some unique-
ness that will help us know that this person
will be a good fit for our institution. It also
gives us an opportunity to assess communi-
cation skills, which are paramount to people
becoming effective physicians. Something
that people applying to medical school really
need to understand is that how you commu-
nicate with your patients and your peers is
crucial. The interview gives us an opportu-
nity to assess that.
Dr. Michael: One thing that should also
be stressed to applicants is that the inter-
view is the time we confirm that they really
are the people that wrote the application.
In other words, this person really can talk
about these different subjects that he or she
brought up in the application. So whatever
you put on the application, know that you
need to be willing and able to answer po-
tential questions about it. Don't over-stress
something if you can't justify it.
What about the essay portion of the applica-tion?Dr. Michael: With the competitive nature
of admissions, if you have any part of the
personal essay or other parts of the applica-
tion that raise what we call the “red flag,”
it makes it easier for us to just move on to
the next application. For example, if an es-
say has serious grammar or spelling issues,
that's a negative to me. It means that you
haven't spent enough time getting prepared
for the serious nature of the application.
And though it should be personal, it should
also be logically structured and clear. Some
people try to make it something flashy and
spectacular, but that can backfire.
Dr. Johnson: It may sound trite, but we
want to “see” a real person, the real you, in
your essay. What meaningful experience or
relationship made you want to become a phy-
sician? Medical schools want to know: why
did you choose to do this? And it needs to be
as personal and as experiential as possible.
It needs to come from your heart. You've got
to spend a tremendous amount of time on
this, writing and rewriting and then show-
ing it to other people and asking not only if
it’s good, but, "Does this sound like me?" If
I see any lack of depth or lack of sincerity, I
have a whole lot of others to choose from.
24 | Keepsake 2012
What’s the biggest misconception applicants have about the med school admissions pro-cess?Essman: That you can wait until the dead-
line. Yes, we have a deadline, but the earlier
you get your application in, the better. That’s
because we have interview slots we need to
fill. There are more interview slots in July
than there are in December, so we have a little
more latitude with applicants in the summer-
time. There have been some times in Decem-
ber where we’ve said about an applicant, “If
we had seen him back in August, we would
have brought him in, but now we don’t have
a chance.”
Another big misconception about the pro-
cess is the cost. It can cost up to $6000 to ap-
ply to medical school when you factor in ev-
erything: MCAT prep, MCAT, application fees,
interview costs. So applying isn’t just a psy-
chological and emotional commitment, it is a
financial commitment. You can’t put this stuff
in a financial aid package. You have to save up
the money or talk to your grandparents or put
it on your credit card.
How important is the personal statement to your evaluation process?Essman: I’ve heard people say that we don’t
really read them, and that’s just not true. On
the other hand, people think that the personal
statement can make or break you, and that’s
not true either.
That said, when a personal statement is
sloppy (typos, punctuation, and grammar er-
rors), we take that as a sign that they’re not
paying attention to detail and we wonder: is
that how they are as a person? I want our doc-
tors to pay attention to detail.
In terms of content, some students spend so
much time agonizing over the personal state-
ment that it can delay the submission of their
application. We tell applicants it doesn’t have
Med School Admissions: The Inside Scoop
Case Western School of MedicineApplicants: 5,200 Vying for: 199 spots (including MD/PhD and 5-year MD programs)
Christian Essman, Director of Admissions
CHRISTIAN ESSMAN
Keepsake 2012 | 25
to be the Great American Novel; just tell us your
story and why you want to go to medical school.
It should be a professional document, organized,
well thought out, with excellent grammar and
punctuation, but it doesn’t have to be something
that’s going to win a Pulitzer. Some students
spend so much time agonizing over the personal
statement that it can delay the submission of their
application.
We understand that most of our applicants are
undergraduate students and they don’t have amaz-
ing life experiences to relate. I think that makes
some people nervous, and so they go over the top,
and it comes off as kind of disingenuous.
Assuming the general academic requirements are met, what is the single most important thing an applicant can do to solidify his or her chances of getting into school? Essman: The numbers are important, but what
we really want to see is that a student is pursuing
something he or she is passionate about. That’s
why we don’t always give interviews to the top stu-
dents “on paper” (4.0 and a 40 MCAT). We want a
well-rounded student.
What would you counsel someone who’s creden-tials are just good enough to boost their chances of acceptance in such a tight market?Essman: Often we’ll tell somebody who has
marginal academics that doing really well on the
MCAT is going to potentially have more value for
them. When we’re reviewing an application, we
might say, “Well, gosh, they had to work 20 hours
a week since they were a freshman, but their
MCAT score is 35.” Maybe had they had 20 more
hours of free time to study, they would have had a
much higher GPA.
But as far as counseling students that are de-
laying their application because they want to in-
crease their chances, I’d say if they are a non-sci-
ence major, they might want to look into a postbac
program. If they were a science major and just
didn’t do as well as they’d have like, it might be
worth taking some time off and pursuing a gradu-
ate program. They then can apply once they have
a good track record established. You have to make
sure you invest your money wisely.
Overall, how important is the interview portion of the application process to your decision making?Essman: It is critical. Usually when a person gets
an invitation for the interview, that’s when the
playing field is level for everybody, and it’s pretty
much your spot to lose. We’re evaluating interper-
sonal skills and communication skills, how they
interact with people, and looking for other quali-
ties, like what’s their motivation in life? What are
their passions? At this point, it’s not about the
numbers. It’s about what they are like as a per-
son? Do we see them as being a good fit here for
our program?
So what constitutes a “bombed” interview for you?Essman: [laughs] It can be anything from over-
confidence—it’s as delicate balance between hu-
mility and confidence—where they come across
as very arrogant, like they’re entitled. “Well, I
have the numbers, so this is just more of a formal-
ity, right?” I see that from time to time, and that
doesn’t go over well with interviewers.
Otherwise, anything that would be considered
unprofessional behavior does not go over well—
being disrespectful, swearing, or texting during
26 | Keepsake 2012
interview day or talking on your phone during
the information session. There are a lot of eyes on
people during the interview day.
Finally, if they just overall can’t communicate
well or their communication skills aren’t smooth,
that can hurt people, too.
How important is it in the interview process for ap-plicants to show you that they are very enthusiastic about Case Western? Essman: We realize that the average number of
schools applicants apply to is 13-15 so we know
we’re not their only choice. What I want to know
during the interview is what it was about Case
that put us on the radar for them.
We tell our faculty interviewers and the medi-
cal student interviewers, “Don’t judge them on
whether you think they’re going to come here or
not if we accept them. If you think they’re a great
student and you think they’d be a good fit and
we’d be proud to have them as one of our medical
students, then let’s give them the opportunity to
make that decision to come to Case.”
If you had one piece of advice for a URM student who has a dream of getting accepted into med school, what would that be?Essman: It’s possible. I think sometimes when
we see underrepresented minority students as
prospective applicants at undergraduate universi-
ties, they think that because they don’t have fam-
ily members who are medical professionals they
can’t do it. But it is possible. If you are doing well
in school and you’re following the advice of your
premed advisor, it’s possible.
Every medical school wants to have diverse
classes, and I don’t just mean by skin color either.
We want diverse classes from people from dif-
ferent walks of life, and if you’re a well qualified,
underrepresented minority student, it’s possible
that you could have people kind of fighting over
you.
Get advice from your advisors and listen to it.
These people can be such a big help in getting you
to the right programs and opportunities that will
enhance your competitiveness and get you where
you want to go.
“Education is the passport to the future, for tomorrow belongs to those who
prepare for it today.” —Malcolm X
Keepsake 2012 | 27
What is the biggest misconception applicants have about getting into med school?Dr. Garcia: I can’t tell you how many times
I speak to students and the first question they
ask is, “What MCAT score do I need to get into
Stanford?” In some ways, that’s not the con-
versation that I generally want to have. The
conversation I generally want to have is: What
life experiences do you bring? What life experi-
ences have you had that will enhance the learn-
ing environment for all the students in your
class? What personal qualities do you possess
that will help you be an excellent health care
provider? What will others who
study with you learn from you?
Do you have a professional and
personal life that’s grounded in
strong ethical principles?
Of course, it is much more
difficult to assess relevant
life experiences and personal
qualities than it is to use quan-
titative measures of academic
readiness. But we value this
tremendously, and we want
very, very much make sure that
we understand your life expe-
riences from your single voice,
from the voice of the applicant, and from the
voices of the people who know the applicant
well.
For us, the experience section of the applica-
tion and the additional questions that we ask
the students in our supplemental application
and the letters of reference are really what in-
forms our applications the most. We don’t lack
an amazing number of really talented, academi-
cally ready students. What we lack is the knowl-
edge that they also have the life experiences
and personal qualities that we seek.
Med School Admissions: The Inside Scoop
Stanford University School of MedicineApplicants: 6,800 Vying for: 90 spots (including MD/PhD programs)
Gabriel Garcia, MD, Director of Admissions
GABRIEL GARCIA, MD
28 | Keepsake 2012
If a student’s academic credentials are border-line, but you feel this person does have that thing that you’re looking for, what is the best thing he or she can do to boost the chances of accep-tance?
Dr. Garcia: Academic credentials are either
acceptable or not acceptable. Within the ac-
ceptable range, some are better than others.
If the credentials are acceptable for us, which
means we think we can work with this person
and have them succeed in our school, then the
admissions decision is predominantly driven
by their life experiences, by the educational
context in which they’ve lived their life, and by
the personal qualities that they have demon-
strated.
The essay is often one of the most daunting tasks for an applicant. How do you advise stu-dents about writing it so their essence and pas-sion comes through?Dr. Garcia: Our undergraduate school, and I
know many others, have writing
centers and other resources that
students can use to help them
craft an essay that is well written
and reflects who they are. I rec-
ommend seeking out and using
any and all resources available to
you.
One thing I want to make clear
about our school: When my file
reviewers review a student’s file,
they do not look at the essay first.
They look first at their life experi-
ences. Then they will look at the
specific questions we ask in our supplemental
application, which are quite simple: What kind
of career do you have in mind in medicine? How
have you prepared yourself for that career up to
this point? How will Stanford help you achieve
that goal? What unique voice will you contrib-
ute to our learning environment?
After we go there, we read the essay and the
letters of reference that pertain to the specific
activities they’ve done and listed in their activi-
ties section.
So though we don’t start with the essay, it
goes without saying that the essay should be
well written.
Stanford University School of MedicineApplicants: 6,800 Vying for: 90 spots (including MD/PhD programs)
Keepsake 2012 | 29
Do you look for your students to have mostly health care related experience in their extracur-ricular activities?Dr. Garcia: Most medical experiences that stu-
dents who are anticipating a career in medicine
have are mostly observational. Our successful
applicants generally have greater degrees of
community engagement than merely observa-
tional, and so our best applicants are probably
not doing so many health care experiences as
they are doing community engagement experi-
ences in health. What we expect in those experi-
ences is lots of depth and lots of length.
What about the interview at Stanford? What are you hoping to get from that encounter?Dr. Garcia: We use the multiple mini inter-
view technique to evaluate personal qualities
on the day of interview for our candidates. We
want people who can think creatively. We want
people to communicate effectively. We want
people whose behaviors and attitudes are rooted
in good, strong, and ethical principles. We want
people who have leadership skills, and we want
people who are empathic, who understand the
feelings of others. We evaluate each of those do-
mains in the multiple mini-interview process.
Also, students should know that after you’ve
been invited to interview, every interaction
could potentially be an evaluative moment—
from the moment you first make a contact with
our office to the moment the selection commit-
tee makes its decisions. We expect everybody
to behave respectfully and to engage with our
students, faculty, staff equally well when they’re
in an evaluative setting or when they’re in an in-
formal setting.
Interviewing is a very scary process for most people. How do you counsel them to put their best foot forward.Dr. Garcia: An interview at a medical school
in which you seek admissions is a high-risk day,
so there’s a certain amount of stress that should
come along it. That said, we try to make the day
as comfortable for you as we can make it. You
get to meet students ahead of time. We send a lot
of information in advance about the interview
day and what to expect. I actually orient every
group that undergoes the evaluation and give
them tips on how to succeed in it. But I’m not
deluded in thinking that this is not a high-risk
day, and an individual who comes to a high-risk
day without any stress probably isn’t getting the
message that this is a high-risk day for both us
and them.
If you had just one piece of advice specifically for our readers, what would it be? Dr. Garcia: My advice would be to learn how
to tell your life story very well, both in writing
and in person.
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Join our online community for exclusive online content, directory of residency programs, information on upcoming events, and much more!
30 | Keepsake 2012
www.SpectrumPublishers.comwww.SpectrumPublishers.com
Join our online community for exclusive online content, directory of residency programs, information on upcoming events, and much more!
Keepsake 2012 | 31
POSTBACCALAUREATE PROGRAMS
Some schools have a formal postbaccalau-
reate premedical program for students who
are trying to enter medical school after
earning their baccalaureate degree. Post-
baccalaureate premed programs generally
cater to a specific population; many are tar-
geted toward helping underrepresented stu-
dents of all backgrounds to enter the field of
medicine.
Postbaccalaureate premed programs offer
undergraduate premed course work as well
as upper-division courses in biology. They
provide extensive guidance on applying to
medical school and preparing for the MCAT.
Postbaccalaureate premed programs also
allow students with similar nontraditional
backgrounds and goals to support each oth-
er. Although postbaccalaureate premed pro-
grams are generally very expensive, finan-
cial aid is available to help lessen the weight.
Just like with medical school, postbacca-
laureate premed programs often have more
applicants than open slots. GPA is the most
important element in choosing who gets ad-
mitted to a program.
UNIVERSITY OF FLORIDA
32 | Keepsake 2012
Here is a list of postbaccalaureate premed programs offered throughout the U.S.:
American University: Postbaccalaureate Premedical Certificate ProgramWashington, DCwww.american.edu/cas/premed/cert-gpmd.cfm
California State University: Postbaccalaureate Cer-tificate Program for Pre-health ProfessionalsLos Angeles, CAwww.calstatela.edu/academic/biol/certprehealth.php
Charles Drew University: Postbaccalaureate Certifi-cate in Pre-medicineLos Angeles, CAwww.cdrewu.edu/cosh/programs/graduate/pre-medicine
Creighton University: Premedical PostbaccalaureateOmaha, NEwww.creighton.edu/health/hsmaca/index.php
Dominican University: Postbaccalaureate Premedi-cal Studies ProgramRiver Forest, ILwww.dom.edu/departments/pbmedical
Edward Via Virginia College of Osteopathic Medi-cine: Biomedical Science Post-Baccalaureate Pro-gramBlacksburg, VAwww.vcom.vt.edu/post-baccalaureate/index.html
Hunter College of CUNY: Postbaccalaureate Pre-health Certificate ProgramNew York, NYwww.hunter.cuny.edu/prehealth/information-for-postbaccalaureates
Indiana University-Purdue University: Purdue School of Science Premedical ProgramIndianapolis, INwww.science.iupui.edu/node/207
OSU Center for Health Sciences: Bridge ProgramTulsa, OKwww.healthsciences.okstate.edu/student/bridge/index.cfm
Roswell Park Cancer Institute: Student Summer ProgramsBuffalo, NYwww.roswellpark.edu/education/summer-programs
San Francisco State University: Health Professions @SFSUSan Francisco, CAonline.sfsu.edu/~brothman/index.html
San Francisco State University: Dental Postbacca-laureate ProgramsSan Francisco, CAonline.sfsu.edu/~brothman/dentalindex.html
Southern Illinois University School of Medicine: Medical/Dental Education Preparatory Program (MEDPREP)Carbondale, ILwww.siumed.edu/medprep
UC Berkeley Extension: Postbaccalaureate Health Professions ProgramBerkeley, CAextension.berkeley.edu/spos/premed.html
UC Davis School of Medicine: Postbaccalaureate Program Davis, CAwww.ucdmc.ucdavis.edu/ome/postbacc/index.html
UC Irvine School of Medicine: Postbaccalaureate Program Irvine, CAwww.meded.uci.edu/admissions/postbac.html
Keepsake 2012 | 33
Huntington
WVMedical Students Rafting
WV Rock Climber
Small class size
Low faculty-to-student ratio
International Opportunities
Did You Know?Marshall only accepts 75 students, providing a family-like atmosphere, easy access to dedicated teaching faculty, and greater opportunity for skills development than you might find at other larger schools.
Marshall UniversityJoan C. Edwards school of Medicine Did You Know?
Marshall students have participated in international electives in as many as 38
countries.
Huntington
WVMedical Students Rafting
WV Rock Climber
Small class size
Low faculty-to-student ratio
International Opportunities
Did You Know?Marshall only accepts 75 students, providing a family-like atmosphere, easy access to dedicated teaching faculty, and greater opportunity for skills development than you might find at other larger schools.
Marshall UniversityJoan C. Edwards school of Medicine Did You Know?
Marshall students have participated in international electives in as many as 38
countries.
UCLA David Geffen School of Medicine: Aca-demic Preparation ProgramsLos Angeles, CAwww.medstudent.ucla.edu/offices/aeo/Academic_Preparation_Program.cfm
UCSF School of Medicine: Outreach and Post-baccalaureate ProgramsSan Francisco, CAwww.medschool.ucsf.edu/outreach
UC San Diego School of Medicine: Postbaccalau-reate ProgramSan Diego, CAhttps://meded.ucsd.edu/asa/dcp/postbac/
University of Massachusetts Boston: The Pre-medical Program Boston, MAwww.uac.umb.edu/premed/
UNT Health Science Center: Master of Science Degree in Medical SciencesFort Worth, TXwww.hsc.unt.edu/education/gsbs/medicalsciences.cfm
Virginia Commonwealth University Medical Cen-ter: Premedical Graduate Certificate ProgramRichmond, VAwww.medschool.vcu.edu/graduate/premed_cert/index.html
Washington University in St. Louis: Postbacca-laureate Premedical Program St. Louis, MOhttp://ucollege.wustl.edu/programs/special-programs/post-baccalaureate-pre-medical-program
West Chester University: Premedical ProgramWest Chester, PAhttp://www.wcupa.edu/_ACADEMICS/SCH_CAS/MED/post_bac_info.asp
UC RIVERSIDE
36 | Keepsake 2012
William Paterson University: Post-baccalaureate Premedical Prepro-fessional ProgramWayne, NJhttp://www.wpunj.edu/cosh/departments/biology/PostBacc/
Worcester State College Postbacca-laureate Premedical ProgramWorcester, MAhttp://www.worcester.edu/Graduate/Shared%20Documents/Cert/CertPreMedicalPreDental.aspx
GET RECOMMENDED
While your test scores and tran-
scripts will reflect your technical
skills, recommendation letters are
what will truly set your application
apart from the rest. These letters
advertise your personal skills, your
academic dedication, and your abil-
ity to network. They are tokens of
respect, and may even be the key to
your dream school. Most applicants
submit five or six letters with each
application.
Remember: Letters of recom-
mendation should reflect you as a
person. Don’t ask for a letter from
a random organic chemistry teach-
er you barely know. The better you
know someone, the more enthusi-
astic and personal the recommen-
dation will be. Ideally, you should
SUMMER PROGRAM PROFILE: CHICAGO ACADEMIC MEDICINE PROGRAM (CAMP)
CAMP is a part of the summer pipeline programs offered at
the University of Chicago’s Pritzker School of Medicine. You
must be a rising 1st, 2nd or 3rd year to apply. The website is:
http://pritzker.uchicago.edu/about/diversity/pipeline/camp.
shtml.
Lizzette Melo-Benitez (University of Chicago Class of 2013)
attended CAMP in the summer of 2010.
What’s the goal of the program?Melo-Benitez: The purpose of this program is to expose
minority students to the medical field through a series of
lectures, labs, and doctor shadowing experiences. The par-
ticipants are informed about pressing medical issues such as
the influence of wealth, geography, and culture in health. Stu-
dents are also given the opportunity to work collaboratively
for biweekly presentations about disease affecting the cardio-
vascular, reproductive, and nervous systems. The program
aims to establish a network among these students sharing an
interest in medicine, as well as give them insight in the medi-
cal school application process and what it takes to become a
physician.
What was your experience with the program?Melo-Benitez: As a participant, I heard many lectures about
three body systems (2 weeks were dedicated to each) and pre-
pared a PowerPoint presentation with 1-2 fellow CAMPers.
Preparation for the presentations required that I spend more
time in the library than I would have liked in the summer-
time, but developing the necessary skills to research articles
from medical journals made it worthwhile.
Each presentation allowed me to practice public speaking
as we had to present in front of CAMPers, medical students,
doctors, and deans. Presentations were every other Friday.
Every Thursday I shadowed a doctor in various fields of medi-
cine, such as OB/GYN, ansthesiology, cardiology, community
health, and emergency medicine.
Keepsake 2012 | 37
Could you talk about the great things about your program?Melo-Benitez: The best part of the ex-
perience was shadowing doctors. Not
only do you get an opportunity to ob-
serve open heart surgery, but you get
to see what being a doctor is like in dif-
ferent settings and different stages of
the career. Shadowing a resident was
always the best because they like to ex-
plain everything that’s going on during
your observation. Shadowing an attend-
ing allows you to ask questions about the
choices they made in their career path
that may or may not be helpful to you in
the future. Another great part of the program was the topic of health disparities. Although we didn’t
get much in-depth discussion from the two books we read throughout the program, I thought it was
great to have lectures about how health affects our community as minorities.
What about things in the program that could have been better?Melo-Benitez: A lot us thought that adding a community service component would definitely im-
prove the program. The lectures about health disparities were very interesting, however, just hear-
ing about it wasn’t enough. Having a community-based project we could have worked on over the
weekends would have sent a stronger message about taking action rather than just sitting through the
lecture.
Anything important that you learned during your experience that you want to share?Melo-Benitez: I would say the most important thing I learned from CAMP is that there really is no
“right” way to pursue a career in medicine. It’s easy to forget that sometimes as an undergrad. Well,
for me anyway. With the reassurance from all the doctors that shared their experiences with us and
my discussion with a Dean of Admissions, I know that I need to make decisions based on what is best
for me, not on what everyone else is doing.
Could you explain how you found out about the program, the application process, and any tips for stu-dents interested in the program?Melo-Benitez: I found out about the program through a friend. All you have to do is write a short
personal statement, send a letter of recommendation and your transcripts.
Melo-Benitez’s Tips for Getting into the ProgramThe central theme of the program is diversity, so I suggest using the essay portions of the application
to express why you feel diversity is important in academic medicine. Also, if you have demonstrated
an interest in serving underprivileged populations in any way during high school and/or your college
years, definitely include that in your application.
LIZZETTE MELO-BENITEZ
38 | Keepsake 2012
have a good relationship with
a professor, physician, or an-
other well-respected person
who can truly speak to your
abilities. For example: Are
you working with a mentor in
a lab? Can that mentor vouch
for your work ethic and scien-
tific rigor?
If you don’t like doing re-
search, then find recommend-
ers from fields you’re interest-
ed in pursuing. This can be a
hospital where you’ve worked
directly with nurses or doc-
tors; at a mental health clinic
where you’ve volunteered as a
counselor; or in a totally non-
medical related arena such
Top Ten AMCAS Application Tips1. Read the AMCAS Instruction Manual and use the Help section of the online application.
2. Begin your application as early as possible.
3. Know the admissions requirements and restrictions for your medical schools.
4. Request official transcripts for every institution from which you have attended.
5. Use a copy of your official transcript when completing the Course Work section.
6. Proofread, Proofread, Proofread! Especially in the Essay(s) section.
7. Very few updates/edits/changes are permitted once you have sub-mitted your application.
8. Resubmit your application in order to save any post-submission changes.
9. Monitor your application’s progress and read your e-mails.
10. Make sure the contact information that AMCAS has for you is correct and current.Source: AAMC
UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
PHO
TO B
Y H
AR
RA
S ZA
ID
Keepsake 2012 | 39
as sports, theater, or the arts.
Let the admissions committee
hear from people who know the
“real” you.
Be sure to have at least two
of your letters reflect your sci-
entific skills. Other than that,
make sure the other sides of
you (writing abilities, commu-
nication skills, academic dili-
gence) are well represented in
your letters.
INTERVIEW LIKE A CHAMPION
Now that you’ve done all of
the legwork—test scores, tran-
scripts, recommendation let-
ters and essays—admissions
will review your work and in-
vite you for an interview. The
interview puts the cap on your
application and gives you a
chance to make a meaningful
impression.
Interviews are generally one on one, with two
interviews per school. An interviewer may be a
faculty member, a current medical student, or
a voting member of the admissions committee.
You may or may not be told who will interview
you, and the interviewer may or may not know
whom he or she is interviewing. The interview
format varies for each school. Do your research.
Know what to expect.
Men: Wear a suit and tie, or, at the very least,
wear khaki slacks and a sport coat. But the tie is
a must: Dress like you mean business, or your
interviewers won’t take you seriously.
Women: Stick to sleek, conservative and pro-
fessional business attire. You want to present
yourself as a mature woman, not a sexy teenager.
Both: Be professional. Talk about yourself in a
thoughtful, informative way, but be a good lis-
tener, too. Come prepared with questions. Don’t
UNIVERSITY OF PENNSYLVANIA
40 | Keepsake 2012
talk over your interviewer. Your
goal is to have a good, two-way
conversation about your inter-
ests and what you have to offer.
Finally, avoid coming into your
interview with loose papers and
a school catalog slipping out of
your nervous, sweaty hands.
Bring a folder to hold personal
information that you can refer
to (a copy of your recommen-
dation letters, test scores, etc.),
plus materials that you’ll re-
ceive during your interview. You
can find stylish, professional
folders at any good office sup-
plies store.
S.T.A.R.S.The University of South
Alabama’s Student
Training for Academic
Reinforcement in the
Sciences (S.T.A.R.S.)
Program is an enrich-
ment program for rising
seniors in high school
and provides students
with a standardized test
guidance, science and
math reinforcement, col-
lege and career aware-
ness, tutoring, and shadowing internships.
The program’s ultimate goal is to increase the number of minority students who graduate from
college in the sciences and assist them in becoming health care providers who will address minority
health disparities through culturally appropriate health care and research. The program requires
six weeks of summer coursework and a six-week summer internship in a health care provision site.
Shawnterrica Junior and Eglon “E” Mitchell, along with Beverly Rossini, assistant librarian at the USA Biomedical Library, apply a formula for analyzing credible information on Websites.
Keepsake 2012 | 41
At Midwestern University, health care education is all we do. As a graduate-level institution, we offer 13 health science programs in eight colleges on two campuses. Our Downers Grove, Illinois campus is home to over 2,300 students and is located on 105 acres 25 miles from vibrant downtown Chicago. The Glendale, Arizona cam-pus houses over 2,800 students and is located in a desert oasis on 144 acres, just 20 miles from the growing city of Phoenix. Midwestern University has over 100 years of history in educating future health care professionals and employs the latest technologies and innovations, creat-ing an interdisciplinary, team-oriented atmosphere for a 21st-century health care team.
To train future professionals in the art of patient-centered care, the University has invested in dedicated, skilled faculty committed to providing an outstanding professional education. We offer solid programs in the sciences, extensive hands-on experience in local and na-tional clinical rotations, and a compassionate perspective toward your patients. Our faculty and programs inspire excellence in our students, and our graduates are found in leading hospitals, private practices, laboratories, phar-
macies, and health care facilities across the United States.Midwestern University is actively engaged in com-
munity service through University-sponsored events, alliances with health care organizations, and numerous student work-study programs. Faculty and students also participate in a wide variety of outreach projects, includ-ing TOPS (Team of Physicians for Students), St. Jude Chicago to Peoria Run, Health Sciences Career Day for High School Students, DuPage PADS (Public Action to Deliver Shelter and Services), and Give Kids a Smile; provide health screenings and education throughout Illinois and Arizona; host numerous fund-raising and awareness events in the community; and offer expert advice through the Midwestern University Community Health Lecture Series and the Mini Medical School.
Midwestern also offers a range of leadership oppor-tunities and peer interactions through its numerous diverse student organizations, such as the Emergency Medicine Club, Sports Medicine Club, National Os-teopathic Women Physicians’ Association (NOWPA), Kappa Psi Pharmaceutical Fraternity, Wilderness Medi-cine Club, Student Volunteers for Optometric Services to Humanity (SVOSH), and dozens of others.
Our commitment at Midwestern University is to pro-vide a rigorous and complete education for our students; comprehensive, compassionate care for our patients; and generous, giving service to our community. We are tomorrow’s health care team.
Midwestern University can be found online at http://www.midwestern.edu. For more information, contact the Midwestern University Admissions Of-fice at 800.458.6253 (Downers Grove, IL Campus) or 888.247.9277 (Glendale, AZ Campus).
YOU alwaYs wanted [a career in healthcare.]MIDWESTERN UNIVERSITY: WE’LL BUILD YOUR FUTURE.
www.midwestern.edu
CHICAGO COLLEGE OF OSTEOPATHIC MEDICINE ARIZONA COLLEGE OF OSTEOPATHIC MEDICINE
CHICAGO COLLEGE OF PHARMACY COLLEGE OF PHARMACY–GLENDALE
COLLEGE OF HEALTH SCIENCES
COLLEGE OF DENTAL MEDICINE-ARIZONA COLLEGE OF DENTAL MEDICINE-ILLINOIS
ARIZONA COLLEGE OF OPTOMETRY
LEARN MORE AbOuT OuR PROFESSIONAL DEGREE PROGraMS IN HEALTH CARE AT www.MIDwESTERN.EDu.
Educating Tomorrow’s Healthcare Team
DOwNERS GROvE CAMPuS555 31ST STREET | DOwNERS GROvE, ILLINOIS 60515800.458.6253 | [email protected]
GLENDALE CAMPuS19555 N. 59TH AvENuE | GLENDALE, AZ 85308888.247.9277 | [email protected]
Physician Assistant StudiesPhysical TherapyOccupational TherapyBiomedical Sciences
Cardiovascular Science/Perfusion
Podiatric Medicine
Nurse AnesthesiaClinical Psychology Health Science
YOU alwaYs wanted [a career in healthcare.]MIDWESTERN UNIVERSITY: WE’LL BUILD YOUR FUTURE.
www.midwestern.edu
CHICAGO COLLEGE OF OSTEOPATHIC MEDICINE ARIZONA COLLEGE OF OSTEOPATHIC MEDICINE
CHICAGO COLLEGE OF PHARMACY COLLEGE OF PHARMACY–GLENDALE
COLLEGE OF HEALTH SCIENCES
COLLEGE OF DENTAL MEDICINE-ARIZONA COLLEGE OF DENTAL MEDICINE-ILLINOIS
ARIZONA COLLEGE OF OPTOMETRY
LEARN MORE AbOuT OuR PROFESSIONAL DEGREE PROGraMS IN HEALTH CARE AT www.MIDwESTERN.EDu.
Educating Tomorrow’s Healthcare Team
DOwNERS GROvE CAMPuS555 31ST STREET | DOwNERS GROvE, ILLINOIS 60515800.458.6253 | [email protected]
GLENDALE CAMPuS19555 N. 59TH AvENuE | GLENDALE, AZ 85308888.247.9277 | [email protected]
Physician Assistant StudiesPhysical TherapyOccupational TherapyBiomedical Sciences
Cardiovascular Science/Perfusion
Podiatric Medicine
Nurse AnesthesiaClinical Psychology Health Science
USE YOUR SUMMER
Medical school is more than just
going to classes and taking tests.
It’s a lifestyle. The Summer Medi-
cal and Dental Education Program
(SMDEP) is a six-week summer
academic enrichment program de-
signed to prepar you for the medi-
cal school life. Best of all, SMDEP
offers free housing, food and tu-
ition! It’s designed as a tool to be
used by students of all social, eth-
nic, and academic backgrounds...
and did we mention that it’s free?
SMDEP takes place at 12 program
sites across the nation. Each site
provides scholars with academic
enrichment in math, the basic sci-
ences, clinical experiences, career
development activities, learning
and study skills seminars, and a
financial planning workshop. Pro-
grams have varied start times and
different emphases within their
core curricula, but all of them will
be valuable in the long run.
SMDEP PROGRAM SITES Case Western Reserve University, Schools of Medicine and Dental MedicineCleveland, OH
Columbia University, College of Physicians and Surgeons and College of Dental MedicineNew York, NY
David Geffen School of Medicine at UCLA and UCLA School of DentistryLos Angeles, CA
Duke University School of MedicineDurham, NC
Howard University: Colleges of Arts and Sciences, Dentistry, and Medi-cineWashington, DC
University of Medicine and Dentistry of New Jersey, New Jersey Medi-cal School and New Jersey Dental SchoolNewark, NJ
University of Louisville, Schools of Medicine and DentistryLouisville, KY
University of Nebraska Medical Center, Colleges of Medicine and Den-tistryOmaha, NE
University of Texas Dental Branch and Medical School at HoustonHouston, TX
University of Virginia School of MedicineCharlottesville, VA
University of Washington, Schools of Medicine and DentistrySeattle, WA
Yale School of MedicineNew Haven, CT
For more information on SMDEP, go to: www.smdep.org
44 | Keepsake 2012
In the SpotlightAmelie Muse Romelus, MD
Med School + Residency: University of Florida
Recent med school grad Dr.
Amelie Muse Romelus emigrat-
ed from Haiti when she was 10
and credits her mother for much
of her success and drive. Her
mom boldly moved to the U.S.
from Haiti alone, working and
preparing for a year to bring her
children to South Florida. Rom-
elus describes her mom as the
type of woman who would do
anything for her kids and has
worked two jobs since she’s been
in this country.
After staying with an uncle in
Haiti for a year, Romelus moved
to Boynton Beach to join her
mom. It wasn’t easy. She landed
in a country where she couldn’t
understand the language and was placed in an English language program at school. In Haiti,
she spoke Creole at home and French at school.
But she and her two younger sisters excelled—one sister is a pharmacist in Tampa and the
youngest, who’s 17, wants to become a dentist. Their mother encouraged her daughters to go
into health care, viewing it as a stable field.
“She inspires me, and she works so hard for me,” Romelus says. “I feel it’s only fair for me to
work just as hard for her.”
Romelus initially resisted the notion of becoming a doctor, getting bachelor degrees in psy-
AMELIE MUSE ROMELUS, MD
Keepsake 2012 | 45
chology and health science, then her master’s degree in health administration, all from
University of Florida (UF). She was involved in numerous leadership organizations,
including being an ambassador for UF through Florida Cicerones, and was named UF
Homecoming Queen in 2003.
After working as a receptionist for an administrator at a local nursing home while
she was in high school, Romelus’ original goal was to become a hospital executive. She
loved working with geriatric patients and thought such a job would allow her to lead as
well as have hands-on experience in her work.
But she reconsidered her choice during graduate school when she overheard one of
her classmates commenting that he was going into health-care administration so he
wouldn’t have to deal with patients. She was still volunteering at a nursing home in
Gainesville because she loved the elderly patients and knew she wanted regular patient
contact.
“I realized I needed to go to medical school,” Romelus said, adding that meant she had
to take the needed prerequisite classes for medical school while finishing her master’s
degree program.
Medical school was intense, mainly due to the amount of information she had to di-
gest and master in a short time. It’s the friendships she’s made in her class that have
gotten her through, she said, adding that one of her favorite things to do to relax is cook
new recipes to share with friends.
“There are late nights and early mornings, and you get through it together,” she says.
“Sometimes all you need is for someone to sit there with you and not say anything.”
There have been tough times, like the catastrophic earthquake that hit Haiti in Janu-
ary 2010. She recalled her mom calling the morning of the quake, telling her to turn
on the news. After seeing the death and destruction in the island nation, she spent five
agonizing days, unable to reach anyone in Haiti and fearing the worst. Fortunately, ev-
eryone in her immediate family survived, although the home and business of the uncle
she had stayed with as a child was destroyed.
Romelus chose internal medicine because she likes the close, continuing relationship
with patients that the specialty offers. One of her role models within the specialty is
George J. Caranasos, MD, a professor in UF’s division of internal medicine.
“His patients trust him and he genuinely loves what he does,” she says.
We’re sure Romelus’s patients feel the same way about her.
46 | Keepsake 2012
WEIGH YOUR COSTS
The most important question for medical
school is the money question. Medical school
isn’t cheap. Not including housing and living ex-
penses, annual tuition and fees for state medi-
cal schools in 2010-2011 averaged $24,150 for
state residents and $44,816 for non-residents.
Annual fees for private medical schools average
$43,616 for residents and $43,788 for non-resi-
dent students.
Tuition and fees aren’t the only financial obli-
gations you’ll have in medical school. While fees
usually cover such items as books, supplies, and
sometimes room and board; you’ll need to fac-
tor in other items like equipment, transporta-
tion, and class-related travel. Find out exactly
what the fees for your prospective schools will
cover. Personal expenses like clothing, rent or
mortgage, public transportation, child-care ex-
penses, credit card payments, relocation costs,
and internship/residency applications and in-
terviews are generally not covered within a fi-
nancial aid package.
School
OHSU
Stanford University
UC Davis
UC Irvine
UCLADrew/UCLA
UC Riverside
UC San Diego
UC San Francisco
U of Arizona
USC Keck
U of Utah
U of Washington
Western
Good connectionsUSING THE LMSA MENTORING PRO-GRAM TO BOOST YOUR SUCCESS IN MED SCHOOL
The Latino Medical Student Associ-
ation (LMSA) Mentorship Program
helps match up prehealth students
with medical student members of
their organization to help you figure
out all the challenges of getting into
medical (or other health profession-
al) school.
Want an LMSA mentor? It’s as easy
as sending an email!
Keepsake 2012 | 47
The practice of medicine is a delicate bal-ance of art and science, new technology andconventional wisdom. Philadelphia Collegeof Osteopathic Medicine provides a holisticapproach to health care and education thatcombines the most current advances in med-ical training with the time-honored traditionof human interaction.
PCOM and GA–PCOM have a commit-ment to underserved populations and presentopportunities for students to train in culturalcompetency to become effective physicians ina variety of settings. And, with a “Doctorfrom Day One” philosophy, students aregiven the opportunity to interact withpatients during their first year.
As an osteopathic medical college, PCOMembraces a “whole person” approach to medi-cine. Students learn to see patients in theirentirety, not as a collection of systems. Witha focus on preventive care, doctors of osteopathic medicine help patients developattitudes and lifestyles that don’t just fight ill-ness, they help prevent it as well.
Philadelphia College of Osteopathic isalso home to the Robert Berger, DO, ClinicalLearning and Assessment Center, whichhouses some of the most sophisticated medical simulation technology availabletoday. From human patient simulators tolaparoscopic, endoscopic and arthroscopictrainers, simulators provide the opportunityfor students to become proficient in a widerange of medical scenarios.
New to PCOM is a combined DO/PhDprogram in cellular and molecular biology.The dual degree is offered in conjunctionwith University of the Sciences inPhiladelphia.
PHILADELPHIA COLLEGE OF OSTEOPATHIC MEDICINE
PCOM medical students learn primary care skills with the assis-tance of standardized patients—actors who simulate patients.Students receive honest, constructive feedback based on their perfor-mance as they become proficient in performing medical exams.
Medical simulators allow students to become skilled in criticalthinking, decision making, clinical techniques and team work inareas ranging from emergency medicine to obstetrics and gynecology.
Hands-on learning is an essential part of the PCOM experience.Students conduct original research with PCOM faculty, often serv-ing as co-authors on published papers.
PHILADELPHIA COLLEGE OF OSTEOPATHIC MEDICINE
Contact Marsha Williams at 800-999-6998 or 215-871-6700
pcom.edu
Philadelphia College of Osteopathic Medicine has been training highly-qualified, caring osteopathicphysicians for over 100 years with a long-standing commitment to minority students. Whether youchoose PCOM in Philadelphia or GA–PCOM in Suwanee, Georgia, when you are accepted toPCOM, you become part of a rich tradition of excellence in education and leadership.
Dedicated to providing every student with the resources necessary to be successful in their field,PCOM seeks individuals who demonstrate compassion and dedication to the challenges of a career inosteopathic medicine.
WE ALSO OFFER THE FOLLOWING GRADUATE PROGRAMS:
Philadelphia College of Osteopathic Medicine
Physician Assistant StudiesClinical PsychologyCounseling and Clinical Health PsychologySchool PsychologyBiomedical SciencesForensic MedicineOrganizational Development and Leadership
Georgia Campus – Philadelphia College of Osteopathic Medicine
Biomedical SciencesDoctor of PharmacyOrganizational Development and Leadership
Keepsake College Student ProfileRHODA ASIMENG SIENA COLLEGE
Rhoda Asimeng, a junior at Siena College in Loudon-
ville, NY, received national attention when she was
featured on the American Medical News website for
her participation in a summer program at Monte-
fiore Medical Center in Bronx, NY. The Montefiore
program was designed to give students from racially
diverse backgrounds the opportunity to explore ca-
reers in medicine.
During the intense six-week program, Asimeng
attended lectures, learned medical techniques, and
shadowed physicians in a variety of different spe-
cialties. Asmieng also conducted research and wrote
a final paper on infant mortality rates.
“The whole experience gave me a sense of confi-
dence,” said Asimeng.
Asimeng has dreamed of becoming a physician
since she was 13 years old. It is a dream that stemmed
from her experience with both of her parents being
diagnosed with cancer. The compassionate medical
care her parents received sparked her interest in a
career based on helping others. Asimeng hopes to
become a general practitioner in a high-needs area.
“Minorities don’t have access to good physicians,”
said Asimeng. “It’s easier to relate to a doctor if
you’re from the same background.”
Asimeng is a member of Siena’s Arthur O. Eve
Higher Education Opportunity Program (HEOP).
HEOP gives students who might not be able to at-
tend college, due to educational and financial limi-
tations, the chance to study here at Siena. When
Asimeng applied to the program, she was one of
seventeen students chosen from an applicant pool of
more than 470 students.
“Rhoda impressed me immediately with her moti-
vation and commitment to pursuing her education,”
said HEOP Associate Director Cynda Brousseau. “It
was evident that Rhoda was a student who would
engage thoroughly in the Siena experience and give
back to the Siena community wholeheartedly.”
Asimeng is actively involved in the HEOP peer-
mentoring program. Asimeng is also a member of
the American Red Cross Club, Ambassador Club, Bi-
ology Club, and was an orientation leader for first-
year students. Her experiences and interactions at
Siena are preparing her for a career in the medical
field.
“People here care about each other. I’ve learned
how to be compassionate and personable,” said
Asimeng. “These are qualities that will make me a
good physician.”
While Asimeng still has a long road ahead, she re-
mains focused on achieving her dream. “With Rho-
da’s drive, determination, and perseverance,” said
Brousseau, “I have no doubt that we will be calling
her Dr. Asimeng someday.”
RHODA ASIMENG
50 | Keepsake 2012
Once you’ve calculated your expected costs, move
on to determining how much funding a school may
provide in scholarships and grant aid. Remember:
The real issue is not how much school costs. It’s
how much you will actually have to pay.
DON’T BE DETERRED
Medical school may be one of the biggest invest-
ments you’ll ever make. Even in the years before
tuition inflation, aspiring medical students were
shouldering heavy debts. They were confident
about these investments because of the projected
income waiting for them at the end of their residen-
cies.
These days, with new areas of specialization and
longer training periods, students have to wait lon-
ger to start earning an income. The cost of medi-
cal school continues to swell, while some physician
salaries have plateaued or dwindled. Yet, even with
higher debts, there are lots of options to help lessen
your costs (and give you more experience).
A wide array of loans, scholarships, and grants
are available to those who are determined to get a
medical education. Some of these may minimize
your debt. Some are need-based; some are not.
Some options are targeted to individuals who plan
to pursue careers in primary care or who agree
VANDERBILT UNIVERSITY
“Teaching is touching life.” —Jaime Escalante
Keepsake 2012 | 51
to practice in underserved areas for a
predetermined amount of time.
However, you will need to plan your
budget carefully so that you don’t end up
with more debt than necessary.
Most medical students borrow at least
a portion of the money they need to fi-
nance their education. According to the
AAMC 2010 Graduation Questionnaire
(GQ) data, an average of 86% of medical
students graduate with some type of ed-
ucational debt. Many receive substantial
financial assistance from loans guaran-
teed by the federal government.
The GQ data from 2010 shows that
the median student debt was $160,000.
That’s no small amount. However, a
medical education is an investment that
promises strong returns throughout the
entirety of your career.
SCHOLARSHIPS
School scholarships are reserved for the
best of the best. If you work hard, you can
make yourself eligible for these special
gifts. Most medical schools have schol-
arships they award from endowed funds
donated by individuals or organizations.
These awards are distributed according
to a particular donor’s applicant-eligibil-
ity criteria.
For an exhaustive list of scholarships,
see the AAMC site: http://bit.ly/glcBPU
A few scholarship opportunities we really like... Herbert W. Nickens Medical Student ScholarshipsThough it takes a while to qualify for this one,
this AAMC scholarship is well worth the wait. It
recognizes outstanding academic achievement
of medical students entering their third year
who have shown leadership in efforts to elimi-
nate inequalities in medical education, health
care, and the educational, social, and physical
needs of minorities in the United States. Recipi-
ents receive a $5,000 scholarship in November
of the year the scholarships are awarded. For
more information: https://www.aamc.org/ini-
tiatives/awards/101280/nickens_scholarship_
overview.html
National Medical Fellowships (NMF)NMF’s mission is to diversify the health care
workforce, and to do that, they award millions
of dollars to minority students through need-
based scholarships, grants and fellowships to
medical students. More than 65 percent of NMF
scholars have annual family incomes of $35,000
or below.
For more information: www.nmfonline.org
52 | Keepsake 2012
INDIANA STATE UNIVERSITY
UNIVERSITY OF LOUISVILLE
SERVICE SCHOLARSHIPS & REPAYMENT PROGRAMS
Some programs offer you the op-
tion to supplement your medical
school expenses with work or
other service-based opportuni-
ties. These help build your re-
sume and your bank account.
NHSCWith the passage of the Health-
care Reform Law (Patient Pro-
tection and Affordable Care Act),
the National Health Service
Corps (NHSC), a popular service
scholarship program, received a
huge financial boost. The law permanently authorized the program and awarded it over $1.5 billion
of enhanced funding. This money will help an estimated 15,000-17,000 clinicians.
It works like this: Successful applicants receive up to $170,000 in loan repayment for complet-
ing a five-year service commitment in underserved communities across the country. If you don’t
have that much time, there’s also
a two-year option that pays back
$60,000 of your loan.
Recipients of these awards will
commit to practice in NHSC-
approved sites located in Health
Professional Shortage Areas (HP-
SAs). Approved HPSAs include
rural and Indian Health Service
clinics, public health department
clinics, hospital-affiliated prima-
ry care practices, managed care
networks, prisons, and U.S. Im-
migration and Customs Enforce-
UNIVERSITY OF LOUISVILLE SMDEP
Keepsake 2012 | 53
ment sites. About half of the NHSC members
serve in federally-supported health centers.
For more information: http://nhsc.hrsa.gov
The Military HPSPIn return for active military service, the U.S. Air
Force, Army, and Navy offer the Health Profes-
sions Scholarship Program (HPSP). HPSP pays full tuition and fees, books and supplies, along with a
monthly stipend, for 12 months. For each year students participate in the program, they must serve one
year in the Armed Forces. Applicants are selected based on academic performance, leadership potential,
faculty recommendations, and a strong commitment to practice as a medical officer.
Applicants must meet the following criteria:
• Be a United States citizen.
• Be enrolled or accepted for enrollment in an accredited medical school in the U.S., Puerto
Rico, or any U.S. territory.
• Be physically and morally qualified.
• Sign an agreement to complete the program, accept commission in the appropriate service,
and accept an internship in a
military institution.
Medical students in the HPSP also
receive a small monthly remunera-
tion for living expenses. In return,
students must serve a year-for-year
match in terms of active and reserve
duty. Students can typically attend
the medical school of their choice.
It is important to note, however,
that they must be accepted by the
medical school prior to applying for
HPSP. The military does not help
students gain admittance to medi-
cal schools.
Accepted students in the HPSP are
commissioned as inactive reservists
during their school studies. However, they are still required to participate in 45 days of active duty each
year as part of their scholarship requirements. Upon graduation, students will apply for medical residen-
cy through a military match program and are elevated in rank to officer status. Typically this residency
UNIVERSITY OF NEBRASKA
“Without a struggle, there can be no progress.” —Frederick Douglass
54 | Keepsake 2012
UAB
is served in one of the military hospitals, although in some instances, it can be served in a civilian
hospital.
Upon residency completion, the student must complete four years of active duty. At the end of four
years, doctors can choose to continue their military career or enter into service in the civilian sector. If
doctors choose the civilian option, they must offer four additional years as a reservist.
For additional information, contact your local Armed Services Recruitment Office.
NIHIf medical research is your passion, the National Institutes of Health can help you repay your student
loans with assistance from one of their generous Loan Repayment Programs (LRPs).
NIH created its LRPs to encourage outstanding health professionals to pursue careers in biomedical,
behavioral, social, and clinical research. To qualify, you must commit at least two years to conducting
qualified research funded by a domestic nonprofit organization or U.S. federal, state, or local govern-
ment entity. In return, NIH may repay up to $35,000 per year towards your qualified student loan debt
(which covers most undergraduate, graduate and medical school loans). Repayment benefits are in ad-
dition to the institutional salary you will receive during your research.
For more info: www.lrp.nih.gov
Keepsake 2012 | 55
Sum mer S ch o l a r s ap p l i c a t i on s a r e a va i l ab l e on l i n e a t www. o u com.oh iou . edu /SummerScho la r s / app l i c a t i on .h tm .
TAKE THE F IRST STEP. BEGIN YOUR JOURNEY WITH THE OHIO UNIVERSITY HERITAGE COL LEGE OF OSTEOPATHIC MEDICINE’S SUMMER SCHOLARS PROGRAM!
I t a l l b e g i n s w i t h S U M M E R S C H O L A R S
It can be difficult preparing for
and surviving medical school
but you don’t have to do it
alone. In fact, the Ohio University
Heritage College of Osteopathic
Medicine is committed to making
sure that you don’t. With a range
of programs designed to assist
underrepresented, economically
and/or educationally disadvantaged
students, OU-HCOM provides
resources for your success every
step of the way.
Summer Scholars and the Prematriculation program gave me the skills and confidence I needed heading into medical school. Because of OU-HCOM’s premedical programs and the college’s commitment to training culturally competent physicians, I can proudly say that I’m living my dream of becoming a family physician.”
– Mirna L. Martinez, First-Year Resident Specializing in Family Practice and Osteopathic Manipulative Treatment
“
Summe r S cho l a r s app l i c a t i on s a r e a va i l ab l e on l i n e a t www.oucom.oh iou . edu /SummerScho la r s / app l i c a t i on . h tm .
TAKE THE F IRST STEP. BEGIN YOUR JOURNEY WITH THE OHIO UNIVERSITY HERITAGE COL LEGE OF OSTEOPATHIC MEDICINE’S SUMMER SCHOLARS PROGRAM!
I t a l l b e g i n s w i t h S U M M E R S C H O L A R S
It can be difficult preparing for
and surviving medical school
but you don’t have to do it
alone. In fact, the Ohio University
Heritage College of Osteopathic
Medicine is committed to making
sure that you don’t. With a range
of programs designed to assist
underrepresented, economically
and/or educationally disadvantaged
students, OU-HCOM provides
resources for your success every
step of the way.
Summer Scholars and the Prematriculation program gave me the skills and confidence I needed heading into medical school. Because of OU-HCOM’s premedical programs and the college’s commitment to training culturally competent physicians, I can proudly say that I’m living my dream of becoming a family physician.”
– Mirna L. Martinez, First-Year Resident Specializing in Family Practice and Osteopathic Manipulative Treatment
“
Medical Students:A Career In Pediatrics
Can Open Up New Doors
The American Academy of Pediatrics (AAP) has a membership opportunity for medical students. The AAP offers many benefits, both general and specific to medical students, including: Affiliate membership in the Section on Medical Students, Residents and Fellowship Trainees FREE admission to the AAP National Conference & Exhibition (NCE) Discounts on all AAP products and services Pediatrics 101—a resource guide from the AAP Online Resources - An e-newsletter for medical students, - Medical Student Listserv®, - Access to the YoungPeds Network AND the new networking site YPConnection!!!
And much, much more! For information please contact us at: [email protected] or call Julie Raymond at (800) 433-9016 ext. 7137 or visit www.aap.org/ypn
LOANS
Because medical students have a high probability of post-
graduation employment, private student loan agencies
consider them “safe” options. This can work in your favor.
More than 88 percent of all medical students borrow
money to pay for their education, with debts averaging al-
most $160,000 after four years of medical school for med-
ical students who graduated in 2010. Despite these numbers, loans are an accessible and popular
tool for subsidizing the high costs of education.
Borrowing limits vary by lender, but most offer up to “full-expense less aid,” though “full-ex-
pense” can sometimes be liberally defined. Individual lenders (like those listed below) set their
own interest rates.
Here’s a brief list of loan providers: Access Groupwww.accessgroup.org
Citi Student Loans & CitiAssist Health Professions and Residency Loanshttps://www.studentloan.com/
Graduate Leveragewww.graduateleverage.com
Nellie Maewww.nelliemae.com
Sallie Maewww.salliemae.com
TERIwww.teri.org
Student debt statistics• $157,944—According to the
Association of American Medi-
cal Colleges (AAMC), the aver-
age educational debt of indebted
graduates of the class of 2010.
• 78 percent of graduates have
debt of at least $100,000.
• 59 precent of graduates have
debt of at least $150,000.
• 88 percent of graduating
medical students carry out-
standing loans.
Source: AAMC 2010 Graduation Ques-
tionnaire
GEORGE WASHINGTON UNIVERSITY
Keepsake 2012 | 59
FINANCIAL AID RESOURCES
American Educational Guidance Center, Free Scholar-ship Searcheswww.college-scholarships.com/free_scholarship_searches.htm
Catching the Dream, Native American Scholarship Fundwww.catchingthedream.org/Scholarship.htm
College Boardwww.collegeboard.com
CollegeNET Mach25 Scholarship Searchwww.collegenet.com/mach25/app
CollegeView Financial Aidwww.collegeview.com/financialaid/index.html
EducationPlanner.org, “Paying”http://www.educationplanner.org/students/paying-for-school/index.shtml
Fastweb.com Financial Aid Guidewww.fastweb.com/financial-aid
Fastweb.com Scholarship Guidewww.fastweb.com/college-scholarships
FinAid! The SmartStudentTM Guide to Financial Aidwww.finaid.org
FreSch! Free Scholarship Searchwww.freschinfo.com
Hispanic Scholarship Fundwww.hsf.net
Minority College Scholarshipsscholarships.fatomei.com/minority-scholarships-medical.html
Sallie Mae®
www.salliemae.com
Sallie Mae® College Answer®
www.collegeanswer.com
SuperCollege.comwww.supercollege.com
U.S. News & World Report, “Paying For College”www.usnews.com/sections/education/paying-for-college/index.html
UNIVERSITY OF TEXAS
Minority Funding Programs and InformationIf you’re a member of an underrepresented minority group,
be sure to check out AspiringDocs.org. This AAMC web-
site is targeted toward increasing diversity in medicine
and is chock full of information and inspiration, including
real-life testimonials from people like you. www.aspir-
ingdocs.org
National Medical Fellowships (NMF)—see page 42.
Indian Health Service—Scholarships for Native Ameri-
can and native Alaskan students are also available. Check
out the Indian Health Service Loan Repayment program:
www.ihs.gov/jobscareerdevelop/dhps/lrp/
60 | Keepsake 2012
MEDICAL STUDENT RESOURCES
American Association of Colleges of Osteopathic Medicinewww.aacom.org
American Medical Association, AMA Resources for Medical Students www.ama-assn.org/ama/pub/medical-students/medical-students.shtml
American Medical Student Associationwww.amsa.org/
Association of American Medical Colleges, Aspiring-Docs.orgwww.aspiringdocs.org/
Association of American Medical Colleges, Consider-ing a Medical Careerwww.aamc.org/students/considering/
The Education Resources Institutewww.teri.org/college-planning/index.asp
Penn Medicine, The Office for Diversity: “The Journey to Medical School”www.med.upenn.edu/diversityume/journey.shtml
Student Osteopathic Medical Associationwww.studentdo.com
Summer Medical and Dental Education Programwww.smdep.org/
“THOSE WHO SAY IT CAN'T BE DONE ARE USUALLY INTERRUPTED BY OTHERS DOING IT.”
—James Baldwin
Keepsake 2012 | 61
www.ExploreHealthCareers.org is
a comprehensive source for information
about health careers
including health-
related education
and training pro-
grams, financial
aid resources, and
contemporary topics
in health care.
Opportunities for Minority Students in
U.S. Dental Schools expands on these re-
sources for individuals interested in dentistry
and includes profiles of dental professionals,
information on the necessary preparation
for dental school, and additional resources
of interest to minority students.
For more information on the American
Dental Education Association and to order
Opportunities for Minority Students in
U.S. Dental Schools, visit www.adea.org.
AMERICANDENTALEDUCATIONASSOCIATION
The American Dental Education
Association (ADEA) and ExploreHealthCareers.org
are committed to preparing individuals from diverse
backgrounds for careers in the health professions.
KEEPSAKE AD 2010.indd 1 11/19/10 2:14 PM
62 | Keepsake 2012
UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
and adaptable specialists. Increasingly, efficient pain manage-
ment methods and treatments help ease patients’ apprehension,
making everyone’s job a little better. Finally, new breakthroughs
in cosmetic dentistry make once-expensive treatments more af-
fordable, allowing dentists to serve a broader range of clientele.
As a dentist, you are awarded greater professional flexibility
than other medical professionals. Many dentists will open an
office in their own name, utilizing their dental skill along with
a healthy dose of good business sense. As a potential business
owner, you will enjoy tax incentives to develop your business, you
can build a staff around your professional philosophy, and you
Nothing brightens your day
like a perfect smile. Dentists
make these smiles happen. As a
dentist, you can build relationships
with your patients, you can be your
own boss, you can make your own
hours—and your car will look nice,
too. Dentists are well paid, intelli-
gent, and independent profession-
als. Dentistry is also one of the old-
est forms of health care. While not
everyone enjoys office visits, their
smiles will speak volumes.
WHY DENTISTRY?
Dental care is a life-long necessity.
No matter how old people are, they
will need cleanings, checkups, cor-
rections, and the occasional cos-
metic consultations. While other
jobs on the market are being ter-
minated or downsized, the need
for dentists stays the same. As life-
style habits and choices continue to
evolve, the dental profession will
continue to utilize the skills of dy-
namic young professionals.
New technology, treatments, and
methods are constantly introduced
into the dental profession, bringing
with them a need for knowledgeable
You havewhat it takes
to be a... DOCTORDENTIST
“The point is not to pay back kindness
but to pass it on.” —Julia Alvarez
www.ExploreHealthCareers.org is
a comprehensive source for information
about health careers
including health-
related education
and training pro-
grams, financial
aid resources, and
contemporary topics
in health care.
Opportunities for Minority Students in
U.S. Dental Schools expands on these re-
sources for individuals interested in dentistry
and includes profiles of dental professionals,
information on the necessary preparation
for dental school, and additional resources
of interest to minority students.
For more information on the American
Dental Education Association and to order
Opportunities for Minority Students in
U.S. Dental Schools, visit www.adea.org.
AMERICANDENTALEDUCATIONASSOCIATION
The American Dental Education
Association (ADEA) and ExploreHealthCareers.org
are committed to preparing individuals from diverse
backgrounds for careers in the health professions.
KEEPSAKE AD 2010.indd 1 11/19/10 2:14 PM
Keepsake 2012 | 63
can make your own hours. Alternately, you can enter into a partnership with another practice and enjoy
the reward of working with others.
After you get the cool new technology, your name on the door, and a meaningful career, the real reward
of being a dentist is the simple satisfaction of a job well done. While some people will work for years with
little to show, you’ll see smiles around town and know that you’re the one making those smiles shine.
WHAT A DENTIST EARNS
According to the American Dental Association (ADA), the average net income for an independent private
practitioner who owned all or part of his or her practice in 2009 was $192,680 for a general practitioner
and $305,820 for a specialist.
Dental school enrollment was at its highest level during the late 1970s/early 1980s, with peak enrollment
of 22,842 in the 1980-81 academic year. In the last ten years, first-year predoctoral enrollment has risen
an average of 1.8% annually. It’s estimated
that the need for new dentists will continue
to grow, especially in underserved areas.
WHERE DENTISTRY IS PRACTICED
Though you might have only visited your
dentist at a community clinic or private
practice, dentistry skills can actually be
used a wide variety of areas.
PRIVATE PRACTICE The most common way to be a dentist is also
the most hands-on. You can work in solo
private practice or in partnerships with oth-
er dentists. The majority of private practice
dentists own their own practices.
ACADEMIC DENTISTRY An academic dentistry career combines
teaching, research, community service, and
patient care. The university is an intellectu-
ally stimulating and exciting environment,
What Does a Dentist Do?• Diagnoses, prevents, and treats teeth and tis-
sue diseases, injuries and malformations.
• Fills cavities, removes decay, and performs
corrective surgery on gums and supporting bones
to treat gum disease.
• Extracts teeth and makes models and take
measurements for dentures to replace missing
teeth.
• Gives instructions on dental care such as diet,
brushing, f lossing, and the use of f luoride.
• Examines x-rays, place protective sealants on
children’s teeth, and repairs fractured teeth.
• Administers anesthetics and write prescrip-
tions for antibiotics and other medications.
• Hires and oversees a staff of dental hygienists,
dental assistants, dental laboratory technicians
and receptionists.
64 | Keepsake 2012
and there is a huge need for URM den-
tists in the academic setting. For more
information, go to the American Dental
Education Association’s (ADEA) website,
http://www.adea.org.
PUBLIC HEALTH DENTISTRYAs opposed to a solo or group private
practice, dentists in public health work in
a community clinic or other community
setting. You’ll work to promote dental
health, develop health policy and prevent
disease, as well as have opportunities for
research and teaching. Through the U.S.
Public Health Service, you can have the
chance to work in unique settings: Indian
Reservations, Coast Guard bases, Federal
prisons, and others.
RESEARCH If you’re more interested in scientific de-
velopment for dentistry, a research ca-
reer might be right for you. As a dental
researcher, you’ll be on the cutting edge
of scientific discoveries that improve patient care. Researchers often work at universities, though some
also work for federal agencies such as the National Institute of Dental and Craniofacial Research (NI-
DCR), www.nidcr.nih.gov. Unless you limit yourself to clinical research (research within the scope of your
practice), a research degree requires an advanced degree or additional training beyond the dental degree.
INTERNATIONAL HEALTH CARE Love to travel? A career in international health could be your ticket. You could work with populations
around the globe for such agencies as the World Health Organization (WHO), the United Nations Educa-
tional, Scientific and Cultural Organization (UNESCO), and the Food and Agricultural Organization of
the United Nations (FAO).
HOSPITAL DENTISTRY If you’re energized by working in a hospital setting, you might want to consider hospital dentistry. You’ll
UNIVERSITY OF NEBRASKA
Keepsake 2012 | 65
work alongside physi-
cians and other health
care professionals to
treat patients with medi-
cal conditions and dis-
abilities. Hospital den-
tists usually have a
strong interest in medi-
cine and collaborative
care and have spent a
year or more training in
a hospital-based setting
after dental school.
WHAT YOU CAN DO FOR DENTISTRY
Statistics indicate that
58 percent of the population will be comprised of
underrepresented groups by the year 2050, which
means that the need for dentists in these commu-
nities will continue to grow. Dentists from diverse
ethnic and social backgrounds will often practice
in their home communities, and those communi-
ties need you! Individuals and families living in
underserved communities often lack the resourc-
es to visit the dentist regularly or ensure proper
dental care. Many of these communities may not
even have a local dental office.
DENTAL SPECIALISTS
If you want to do more than fill cavities and tell
people to floss, you might want to consider a den-
tal specialization. You’ll have to spend a little
longer in school, but your specialty can be used
across different fields (and your paychecks will be
a little bigger, too).
• Periodontists diagnose, prevent and
treat gum disease. They can also place
dental implants as well as perform cos-
metic periodontal treatments.
• Pediatric dentists specialize in den-
tal care for children from toddlerhood
through adolescence.
• Endodontists perform a variety of
procedures including root canal therapy,
endodontic retreatment, surgery, treating
cracked teeth, and treating dental trauma.
Root canal therapy is one of the most
common procedures.
• Orthodontists treat malocclusions
UNIVERSITY OF MISSOURI
66 | Keepsake 2012
(improper bites), which may be
a result of tooth irregularity,
disproportionate jaw relation-
ships, or both. The most com-
mon treatment is the use of
braces and retainers, but some
orthodontists actually work on
reconstructing the entire face
rather than focusing exclusively
on teeth.
• Prosthodontists help their
patients regain function and
appearance after suffering with
missing or deficient teeth. They
do cosmetic restoration and
tooth replacement.
BECOMING A DENTIST
Much like the medical school process,
dental school takes a lot of work. The best
way to get started is to dedicate yourself
to the basic sciences as an undergradu-
ate, and compliment your education with
relevant extra-curriculars that will look
good on your résumé. When it’s time to
apply, every little bit counts.
Dental school typically takes four
years to complete. Schools award either
a degree of Doctor of Dental Surgery
(DDS) or a Doctor of Dental Medicine
(DMD). Additional postgraduate train-
ing is required to if you wish to pursue a
dental specialization, such as orthodon-
tics or periodontics (see above). BOSTON UNIVERSITY
“If my mind can conceive it, and my heart can believe it, then I can achieve it.” —Muhammad Ali
UNIVERSITY OF MISSOURI
Keepsake 2012 | 67
DENTAL SCHOOL TIMELINE
Freshman & Sophomore Years
Plan your coursework• The prerequisite courses covered on the Dental Admission Test (DAT) should already be com-
pleted as you end of the spring semester of your junior year of college.
• At a minimum, these courses are 8 semester hours of general biology, 8 semester hours of inor-
ganic chemistry, and 8 semester hours of organic chemistry.
• Be aware that the DAT covers general biology topics.
• Note that physics is not covered on the DAT; many predental students take the required physics
courses in their senior year, after they have taken the DAT.
Make contact with your college professorsWhile you are in college, take the time to establish personal connections with your professors. You are go-
ing to need to ask some of these instructors for letters of recommendation, and they can’t write a letter if
they don’t know you. Additionally, these professional connections can become useful as you continue your
education and career.
Make good use of your summers• Take part in an academic en-
richment program such as the
Summer Medical and Dental
Education Program http://www.
smdep.org/. It’s a free (including
housing and meals) six-week sum-
mer medical and dental school
preparatory program that offers
eligible students intensive and
personalized medical and dental
school preparation.
• You can also try to work in a
dental office to see what the day-
to-day life of a dentist is all about.
• Get information from schools
regarding diversity and admis-
INDIANA UNIVERSITY
68 | Keepsake 2012
sions requirements. Talk to guidance coun-
selors at these schools to get an idea how
you’ll fit with their programs.
Junior and Senior Years
Take the Dental Admission Test (DAT) as early as possible• The DAT is a computerized test given in
local testing centers across the US almost
every day of the year.
• You can apply to take the DAT at www.
ada.org.
• Plan to take the DAT either in late spring
or very early summer between your junior
and senior year in college, or take it early
in the year you plan on submitting your ap-
plication.
• Important: you must wait a minimum
of 90 days to retake the DAT. If you’re not
happy with your scores and you waited too
long to take the DAT, you may not be able
to retake it in time to affect your applica-
tion.
Apply to AADSAS• File an application with the American
Association of Dental Schools Application
Service (AADSAS) in the summer a year
before you plan to enroll in dental school.
• The earlier you apply to AADSAS, the
earlier your application can be reviewed by
the Admissions Committee.
• Applying early allows you plenty of time
for the unexpected; things like test delays,
or lost mail and late letters of recommen-
dation. If you get started early, you can
build in room for errors, which will make
things easier for you and the AADSAS.
Send in all parts of your dental school applica-tion• Applications become available May 15,
and AADSAS starts processing on June 1.
An early application significantly enhances
your chances of being admitted to dental
school. Don’t procrastinate and let that ap-
plication deadline sneak up on you!
• Submit your AADSAS application. Note:
fee reductions are offered to individuals
who can demonstrate extreme financial
need.
Prepare for your interviewIf you are selected for an interview, it will help re-
lieve your anxiety if you come prepared. Participate
in mock interviews offered by your predental orga-
nization or college career center.
• Get a good interviewing outfit. Profes-
sional business attire is the norm, and if
you look sharp, you’ll make a great first
impression.
• Know where the school is located and
how long it takes to get there.
• Congratulations! All your hard work
paid off and you got into dental school! Use
the summer before your fall enrollment to
travel, relax or work to earn a bit of money
before starting your first year. Whatever
you do, have fun and enjoy the beginning of
your new career path!
Keepsake 2012 | 69
WHAT SCHOOLS WANT FROM YOU
Dental schools want smart, dedicated, and self-reliant students. Because of this, they’re going to look at your
GPA and Dental Admission Test (DAT) scores before they look
at anything else. Your background, experience, internships,
and letters of recommendation are also important. The more
work you do at the front end, the better your chances will be.
ADEA STUDENT PROFILEVICTOR BRADFORD BONDUNIVERSITY OF FLORIDA COLLEGE OF DENTISTRY HOMETOWN: JACKSONVILLE, FLORIDA
Why dentistry? Growing up, my father stressed to my brothers and me
that we should always strive to make a change in the
lives of others. I was 17 when I saw that dentistry would
allow me to provide health care to those in need, give
back to the community, and, most importantly, devel-
op relationships that truly impact the lives of others.
My second eldest brother had just enrolled in dental
school, and it was through his guidance and mentoring
that I realized dentistry was the medical field for me.
Any advice for applicants?People say that applying to dental school is all about efficiency and playing your cards correctly. They are
right! Get your applications in as soon as possible. Give yourself ample time to take the DAT; it is one of the
most important tests of your young career and you’ll want to be well prepared. Dentistry is a great profes-
sion. Go to your nearest dentist and shadow him or her. You will see the profession up close and if it’s truly
for you.
What are your short-term and long-term goals?I am focusing on learning and absorbing as much as possible during my clinical years of dental school.
There is so much to learn, and so little time to learn it. After graduation, I would like to continue my dental
education and pursue a specialty in orthodontics. While in pursuit of my ultimate goal, I will continue to
be a strong advocate for community outreach by encouraging betters standards in oral health care.
VICTOR BRADFORD BOND
“I change myself, I change the world.”
—Gloria Anzaldua70 | Keepsake 2012
HOW TO APPLY
Plan on starting the application process at least a year before you’ll be admitted. There are three main steps
in the application process:
• Take the DAT at least a year before you want to
start school.
• Submit a centralized application form to AD-
EA’s Associated American Dental Schools Appli-
cation Service (AADSAS).
• Submit all of your school-specific materials.
THE DAT
The Dental Admission Test (DAT) is a computerized
test given by the ADA and is required for admissions
by all dental schools. The test is composed of four ar-
eas: natural science survey, perceptual ability, read-
ing comprehension, and quantitative reasoning. DAT
tests are held year round, and take about five hours.
The current cost of the test is $320.
The test is designed to measure general academic
ability, comprehension of scientific information, and
perceptual ability. While all dental schools require
applicants to take the DAT, test results are only one
factor considered in evaluating the admission poten-
tial of an examinee.
For more info: http://www.ada.org/dat.aspx
ASSOCIATED AMERICAN DENTAL SCHOOLS APPLICATION SERVICE (AADSAS)
Most dental schools use the Associated American Dental Schools Application Service (AADSAS), which pro-
vides a single, standard application form. This saves you time filling out multiple applications and also gives
dental schools the ability to access a single set of information.
The fee for the 2011 ADEA AADSAS application is $235 for the first dental school and $75 for each ad-
ditional school. ADEA AADSAS offers a Fee Assistance Program (FAP) for applicants who demonstrate
extreme financial need. Details of this program can be obtained at www.adea.org/dental_education_path-
ways/aadsas.
Tips For Standing Out• Apply early!
• Read all instructions carefully
before completing the ADEA AADSAS
application.
• Print a copy of your ADEA AADSAS
application.
• Monitor your application online.
Check messages from ADEA AADSAS
by email or online.
• Remember that ADEA AADSAS
considers your application complete
and will begin processing your appli-
cation after they receive your submit-
ted ADEA AADSAS application, your
official college transcripts from all
schools attended (even if coursework
is posted to another, more recently at-
tended college), and the total applica-
tion fee.
Source: ADEA AADSAS
Keepsake 2012 | 71
INTERVIEWING FOR DENTAL SCHOOL
The dental school interview is
the final step for your applica-
tion. It gives you a chance to
learn more about the school,
and have the school learn more
about you. Treat it like a job in-
terview. Make a good impres-
sion and in a few years, you
might be on the other side of
that desk.
Dress conservatively and be
prepared by practicing with a
friend first. A video camera is helpful for improving your style. Interviewers will be asking you
questions to assess your self-confidence, ability to meet challenges, capacity to work independently,
and motivation for seeking a dental career. Be sure you ask questions about the program to learn if
it’s right for you.
PAYING FOR DENTAL SCHOOL
Even though dental school isn’t cheap, the risk is worth the reward. Think of the price of your edu-
cation as an investment in your future success, but be smart about how you invest your money. The
choices you make now will affect the path of your career. Aside from private and federal loan assis-
tance, seek out scholarships designed for people like you.
The Underrepresented Minority Dental Student Scholarship program was created by the ADA for
underrepresented students in dental schools: http://www.ada.org/applyforassistance.aspx#adaf
The Scholarship for Disadvantaged Students (SDS) program provides scholarships for full-time,
financially needy students from underprivileged backgrounds enrolled in a health professions pro-
gram. The Loans for
Disadvantaged Stu-
dents (LDS) program
offers long-term, low-
interest rate loans to
similar students, as
DID YOU KNOW?Over 77% of graduates have a debt over $100,000Source: Annual ADEA Survey of Dental School Seniors: 2009 Graduating Class
PHO
TO C
OU
RTE
SY O
F A
DEA
72 | Keepsake 2012
does the Health Professions Student Loan
(HPSL) program. Go to http://bhpr.hrsa.gov/
dsa/
The American Fund for Dental Health
offers scholarships of $2500 for first-year
minority students. Write to them at 211 E.
Chicago Ave. #820, Chicago, IL 60611. Appli-
cations are due by July 31, prior to the second
year of dental school.
The Hispanic Dental Association Founda-
tion has four different scholarship funds to
encourage the entry of Hispanics into dental
health careers. Go to http://www.hdassoc.
org/site/epage/8351_351.htm.
The National Health Service Corps offers
loan repayment for dental school. http://
nhsc.hrsa.gov
DENTAL STUDENT RE-SOURCES
Associated American Dental Schools Application Service https://portal.aadsasweb.org/
American Dental Associationwww.ada.org
National Dental Associationwww.ndaonline.org
Student National Dental Associationwww.sndaonline.com
American Dental Education Associationwww.adea.org
American Student Dental Associationwww.asdanet.org
American Academy of Periodontologywww.perio.org
Hispanic Dental Associationhttp://www.hdassoc.org/
Society of American Indian Dentists Associationhttp://www.aaip.org/?page=SAID
Society for the Advancement of Chicanos and Na-tive Americans in Science http://www.sacnas.org/
Black Dental Edge: www.blackdentaledge.com
UNIVERSITY OF NEBRASKA
Keepsake 2012 | 73
ACUPUNCTURE/ORIENTAL MEDICINE PRACTITIONERSalary: Salary: $30,000-150,000Training: 5-8 years
ANESTHESIOLOGIST ASSISTANTSSalary: Salary: $110,000-120,000Training: 6-8 years
ART THERAPISTSalary: $35,000-40,000Training: 6 years
AUDIOLOGIST (DOCTOR OF AUDIOLOGY)Salary: $52,000-90,000Training: 8 years
BEHAVIORAL SCIENCE/HEALTH EDUCATIONSalary: $33,000-86,625Training: 6-9 years
BIOSTATISTICSSalary: $33,000-63,000Training: 6-9 years
BLOOD BANK TECHNOLOGY SPECIALISTSalary: $41,000-56,000Training: 4-6 years
CHIROPRACTORSalary: $90,000Training: 7-8 years
CLINICAL LABORATORY TECHNOLOGIST/TECHNICIANSalary: $32,000-62,400Training: 2-4 years
CLINICAL NURSE SPECIALISTSalary: $50,800-100,000Training: 6-10 years
COMMUNITY HEALTH WORKERSalary: $35,000-60,000
CRIME SCENE INVESTIGATOR (CSI)Salary: $27,683-52,471Training: 2-6 years
MORE GREAT HEALTH CARE CAREERSIF MEDICINE OR DENTISTRY ISN’T RIGHT FOR YOU, THERE ARE HUNDREDS OF OTHER CAREERS IN HEALTH ARE FOR YOU TO CONSIDER. HERE ARE JUST A FEW IDEAS TO GET YOU STARTED WITH DATA PROVIDED FROM WWW.EXPLOREHEALTH CAREERS.ORG
74 | Keepsake 2012
CYTOTECHNOLOGISTSalary: $54,870-66,766Training: 4-5 years
DENTAL ASSISTANTSalary: $27,248Training: 1-2 years
DENTAL HYGIENISTSalary: $55,307Training: 2-6 years
DENTAL LABORATORY TECHNICIANSalary: $28,496
DIAGNOSTIC MEDICAL SONOGRAPHERSalary: $48,660Training: 2-4 years
DIETITIANSalary: $42,000-55,000Training: 4-5 years
EMERGENCY MEDICAL TECHNICIAN/PARAMEDICSalary: $24,030Training: 2 years
ENVIRONMENTAL HEALTH ADVOCATESalary: $45,000-110,000Training: 4-6 years
ENVIRONMENTAL HEALTH PRACTITIONERSalary: $45,000-113,000
Training: 4-6 years
EPIDEMIOLOGYSalary: $38,175-136,237Training: 6-9 years
EXERCISE PHYSIOLOGISTSalary: $37,479-48,431Training: 4-6 years
FOOD SAFETY SPECIALISTSalary: $35,000-70,000Training: 4-6 years
FORENSIC BIOLOGISTSalary: $27,683-52,471Training: 4-8 years
FORENSIC CHEMISTSalary: $27,683-52,471Training: 4-6 years
GERIATRIC STAFF NURSESalary: $45,000-55,000Training: 4-6 years
HEALTH ADMINISTRATORSalary: $40,000-110,000Training: 4-6 years
HEALTH SERVICES ADMINISTRATIONSalary: $37,050-161,400Training: 6-9 years
HEALTHCARE INTERPRETERSalary: $25,000-45,000Training: 2-5 years
MATERNAL AND CHILD HEALTHSalary: $33,000-63,000Training: 6-9 years
Keepsake 2012 | 75
*According to data by Wirthlin Worldwide and Gallup International
Why pharmacy?
While it varies by pharmacy practice area, recent pharmacy graduates can earn top salaries right out of college! Pharmacy is a career that offers great benefits, flexible work schedules, outstanding growth opportunities, profit sharing and much more.
If you enjoy working with people, excel in science and would like a rewarding healthcare career, pharmacy is for you!
A well-rounded career. Pharmacy is an exciting blend of science, healthcare, direct patient contact, computer technology and business. A vital part of the
healthcare system. Pharmacists play an integral role in improving patients’ health through the medicine and information they provide.
Excellent earning potential. Pharmacy is one of the most financially rewarding careers.
Outstanding opportunities. There is a need for pharmacists in a wide variety of occupational settings.
A trusted profession. Pharmacists are consistently ranked as one of the most highly trusted professionals because of the care and service they provide.*
Prescription
fOr A rEWArding
cArEEr
American Association of Colleges of PharmacyDiscover · Learn · Care : Improve Health
1727 King Street · Alexandria, VA 22314p: 703-739-2330 · f: 703-836-8982 · www.aacp.org
Visit the AACP Web site to learn more about pharmacy education and careers www.aacp.org/pharmacycareers
MEDICAL ASSISTANTSalary: $21,620-24,460
Training: 1-2 years
MEDICAL CODERSalary: $30,000-40,000
MEDICAL ILLUSTRATORSalary: $63,000-77,000Training: 4-6 years
MEDICAL LIBRARIANSalary: $40,832-158,000Training: 6-10 years
NATUROPATHIC DOCTORSalary: $80,000Training: 8 years
NUCLEAR MEDICINE TECHNOLOGISTSalary: $65,000Training: 1 years
NURSE ANESTHETISTSalary: $130,000Training: 6-7 years
NURSE EDUCATORSalary: $70,000-90,000Training: 6-10 years
76 | Keepsake 2012
The demand for pharmacy services contin-ues to grow and, according to the Pharmacy Workforce Center, there will be a need for more than 400,000 pharmacists in 2020. As the demand for services increases, the professional opportunities for pharmacists will expand. Currently, pharmacists have the ability to work in a variety of settings such as community, hospital, clinical, industry, government, consulting and academia.Because of their drug therapy knowledge, pharmacists have a critical role on the health care team. They are responsible for working with other health professionals to manage patients’ medication therapy regi-men. Oftentimes this includes selection of the medication and dose to ensure the best outcome for the patient.
As the minority population continues to grow in the U.S., the profession has recognized the need to train more minor-ity pharmacists. Pharmacists with similar backgrounds as their patients are more likely to be aware of the cultural factors that may impact patients’ treatment regimen and quality of life. This is especially important when managing diseases that disproportionately affect minorities such as diabetes, cancer and HIV/AIDS. -Rondall E. Allen, PharMDAACP MemberClinical Assistant ProfessorAssociate Dean for Student Affairs Xavier University of Louisiana College of Pharmacy
Visit the AACP Web site to learn more about pharmacy education and careers at www.aacp.org/pharmacycareers
“This is an exciting time to be in the profession of pharmacy…”
Rondall E. Allen, PharMD
NURSE MIDWIFESalary: $70,000Training: 6-10 years
NURSE PRACTITIONERSalary: $74,812Training: 6-8 years
NURSE RESEARCHERSalary: $95,000-100,000Training: 8-11 years
NURSES AIDE/NURSING ASSISTANTSalary: $16,640-29,120
OCCUPATIONAL HEALTH AND SAFETY EXPERTSalary: $46,000-113,000Training: 4-6 years
OCCUPATIONAL HEALTH NURSESalary: $63,472Training: 5-8 years
OCCUPATIONAL THERAPISTSalary: $54,660
OCCUPATIONAL THERAPY AIDESalary: $22,040
OCCUPATIONAL THERAPY ASSISTANTSalary: $38,430Training: 2 years
OPHTHALMIC LABORATORY TECHNICIANSalary: $21,757
OPTICIAN (DISPENSING)Salary: $25,600-35,000Training: 1-2 years
OPTOMETRISTSalary: $104,414Training: 8 years
ORTHOTIST AND PROSTHETISTSalary: $33,742-89,334Training: 4-6 years
PATHOLOGISTS’ ASSISTANTSalary: $60,000-90,000Training: 4-6 years
PEDIATRIC NURSESalary: $48,000-68,000Training: 4-6 years
PERFUSIONISTSalary: $45,000-80,000Training: 4-6 years
PHARMACISTSalary: $107,403
Training: 6-8 years
PHARMACY TECHNICIANSalary: $25,625Training: 1-2 years
PHLEBOTOMISTSalary: $25,177-30,470Training: 2-4 years
78 | Keepsake 2012
PHYSICAL THERAPISTSalary: $68,000Training: 6-9 years
PHYSICAL THERAPIST ASSISTANTSalary: $37,000Training: 2 years
PHYSICIAN ASSISTANTSalary: $93,105Training: 2-6 years
PODIATRIST (DOCTOR OF PODIATRIC MEDICINE)Salary: $134,414Training: 8 years
PSYCHOLOGISTSalary: $30,000-76,604Training: 6-8 years
PUBLIC HEALTH NURSESalary: $51,000-55,000Training: 4-6 years
PUBLIC HEALTH PRACTICE & PROGRAM MANAGEMENTSalary: $33,000-63,000Training: 6-9 years
RADIOLOGIC TECHNOLOGISTSalary: $42,000-65,000
Training: 1-4 years
REGISTERED NURSE (RN)Salary: $57,784Training: 3-4 years
REHABILITATION COUNSELORSalary: $42,110Training: 4-6 years
RESPIRATORY THERAPISTSalary: $42,078-73,000Training: 2-5 years
SOCIAL WORKERSalary: $29,100-49,500Training: 4-10 years
SPEECH LANGUAGE PATHOLOGISTSalary: $45,000-68,600Training: 6 years
SURGICAL TECHNOLOGISTSalary: $31,210Training: 1-2 years
VETERINARIANSalary: $101,040Training: 8 years
VETERINARY TECHNOLOGIST/TECHNICIANSalary: $25,000-27,000Training: 2 years
VOCATIONAL/LICENSED PRACTICAL NURSESalary: $31,440Training: 1 year
Keepsake 2012 | 79
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80 | Keepsake 2012
American Academy of Family Physicians
American Academy of Orthopaedic Surgeons
American Academy of Pediatrics
American Association of Colleges of Pharmacy
American Dental Education Association
Georgetown University School of Medicine
George Washington University School of Medicine
Harvard Medical School
Kaiser Permanente
Marshall University School of Medicine
Michigan State University-Kalamazoo
Midwestern University
Mount Sinai School of Medicine
Ohio University Heritage College of Osteopathic Medicine
Philadelphia College of Osteopathic Medicine
University of Alabama at Birmingham
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VISITING RESEARCH INTERNSHIP PROGRAM (VRIP)Sponsored by the Harvard Catalyst Program for Faculty Development and Diversity, VRIP is an 8-week mentored summer research program open to 1st and 2nd year U.S. medical students, particularly underrepresented minority and/or disadvantaged individuals from accredited U.S. medical schools. VRIP is designed to enrich medical students’ interest in research and health-related careers, particularly clinical/translational research careers. VRIP offers students housing as well as a salary and transportation reimbursement for travel to and from Boston. Applicants must be U.S. Citizens or U.S. Noncitizen Nationals or Permanent Residents of U.S.
SUMMER CLINICAL AND TRANSLATIONAL RESEARCH PROGRAM (SCTRP)Sponsored by the Harvard Catalyst Program for Faculty Development and Diversity, SCTRP is a 10-week mentored summer research program designed to enrich students’ understanding of and interest in pursuing clinical and/or translational research, as well as to increase underrepresented minority and disadvantaged college student exposure to clinical/ translational research. College sophomores, juniors and seniors are eligible to apply, particularly those attending Minority Biomedical Research Support (MBRS) and Minority Access to Research Careers (MARC) NIH-funded institutions, historically black colleges and universities, Hispanic-serving institutions, and/or Tribal Colleges with baccalaureate degree programs, and/or alumni of the Harvard Medical School Minority Faculty Development Program and/or the Biomedical Science Careers Program. SCTRP offers students housing as well as a salary and transportation reimbursement for travel to and from Boston. Applicants must be U.S. Citizens or U.S. Noncitizen Nationals or Permanent Residents of U.S.
Program Director:Joan Y. Reede, MD, MPH, MBADean for Diversity and Community Partnership Associate Professor of MedicineHarvard Medical School
For more information please contact:Vera Yanovsky, Program CoordinatorPhone: 617-432-1892 E-mail: [email protected] Site: www.mfdp.med.harvard.edu/catalyst
Student Programs at Harvard Medical SchoolBoston, Massachusetts
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