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Page 1: Keepsake 2012

Keepsake 2012Dreams Within Reach

®

Page 2: Keepsake 2012

2

Learn more at residency.kp.org

togetherwe build a brighter future.

Our vision is an ambitious one…

to end disparities,

help everyone get the care they need,

and make better health a reality for all.

Follow us on Twitter Find us on Facebook

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

Page 3: Keepsake 2012

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®

Page 4: 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

Page 5: Keepsake 2012

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

Page 6: Keepsake 2012

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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

Page 7: Keepsake 2012

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

[email protected]

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

Page 8: Keepsake 2012

VANDERBILT

ALBERT EINSTEIN COLLEGE OF MEDICINE

6 | Keepsake 2012

Page 9: 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

Page 10: Keepsake 2012

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

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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

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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

Page 13: 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

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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

Page 15: 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

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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

Page 17: 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

Page 18: Keepsake 2012

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.  

 

Page 19: Keepsake 2012

 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.  

 

Page 20: Keepsake 2012

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.

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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

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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.

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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.

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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

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Page 25: 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

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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.

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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

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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

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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

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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

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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)

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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.

www.SpectrumPublishers.comwww.SpectrumPublishers.com

Join our online community for exclusive online content, directory of residency programs, information on upcoming events, and much more!

30 | Keepsake 2012

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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

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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

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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

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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.

Page 37: Keepsake 2012

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.

Page 38: Keepsake 2012

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

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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.

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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

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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

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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

Page 43: 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

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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

Page 45: Keepsake 2012

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

Page 46: Keepsake 2012

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

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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

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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

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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

Email

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

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

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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.

Page 51: Keepsake 2012

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

Page 52: Keepsake 2012

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

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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

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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

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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

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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

Page 57: 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

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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

Page 59: Keepsake 2012

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

Page 60: Keepsake 2012

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

Page 61: Keepsake 2012

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

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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/

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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

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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

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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

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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

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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

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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

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(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

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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

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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!

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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

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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

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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

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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

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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

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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

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*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

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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

Page 80: Keepsake 2012

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

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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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Ad IndexAd Index

Keepsake 2012 is published annually by Spectrum Unlimited, 1194 Buckhead Crossing, Suite A, Woodstock, GA 30189. Request for permission to reprint should be sent to the Permissions and Reprints Department. The title Keepsake is a registered in the U.S. Patent and Trademark Office. Contents copyright © 2012 by Spectrum Un-limited, Inc. All rights reserved. Noting can be reprinted in whole or in part without express written permission from the publisher. Printed in the U.S.A.

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

2

5

58

76-77

62

CV4

16-17

CV3

CV2

34-35

58

42-43

4

56-57

48-49

55

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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

Ad Index

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