PULSE ISSUE 2, AUTUMN 2015
Too Many Interests
Too Little Time
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Contents Welcome to the second edition of Pulse, a magazine for undergraduates interested in healthcare careers. The magazine has been brought to you by the Pre-Medical Students Association at The Univeristy of Chicago.
1 Letter From the Editor 1 Contributors 2
Committee Bios
3 Gap Years 5
Summer Internships
7
Campus Jobs
8
Tips From the Board
9
Premeds with Double the
Duty: Resident Assistants
11
Premeds with Double the
Duty: Athletes
17 Premeds with Double the
Duty: Athletes Teaching
Assistants 19 Studying Abroad 9 Global Health & Ethics
Visit us at our facebook page, Pre-Medical Students Association: https://www.facebook.com/ uchicagopmsa?fref=ts. and website: http://pmsa.uchicago.edu
Letter From the Editor
Happy New Year! Thank you for your gracious support and feedback on our first issue - we had more than 500 people view our issue online. In our second installment of Pulse, we explore nonacademic opportunities that have accentuated students' pre-health experience at UChicago.
Syeda Akila Ally
Class of 2016
Our main Feature focuses on Athletes, Housing Resident Assistants and Teaching Assistants balancing an intensive high-time commitment with academics. To add a Global perspective, we have an Opinion section on Global Health and Ethics and a guideline on Studying Abroad as a Premed. We have some nuggets of wisdom from past and current Board Members. And, lastly, we have a list of Campus Job Opportunities and an overview on Finding A Summer Internship that we hope will aid you as you buckle down and research on these opportunities. We hope you will enjoy what the Committee and our Contributors have put together this quarter. As always, we welcome all ideas and feedback you may have. Stay warm! -Akila
Contributors Writing
Meera Dhodapkar '19 Hannah Jacobs-El '18 Stephanie Williams '18 Dagny Vaughn '18 David Gao '17 Breanna Sullivan '17 Natnael Doilicho '16
Illustration Cover and Layout Irena Feng '19
Editing
Luke Versten '16
Committee Bios
Shilpa Mantri
Class of 2018
Preethi Raju
Class of 2018
When she immigrated to the U.S. during first grade, Preethi didn't know how to read. She set out on a mission decipher the hieroglyphs of English and harness the power of language. Now, in addition to being an avid bookworm, she loves to write, design, and create. Preethi is currently a first Economics and Biology second year at the University of Chicago. She is also a founder of a health education nonprofit called PIMed, University Merit Scholar, Dougan Scholar at the Booth School of Business, Clinical Excellence Scholar, and Premedical Student Association Board Member. In her free time, she loves to run, dance, and (badly) (attempt to) sing. Check out her website here: http:// preethi-raju.strikingly.com/
Joyce Chang
Class of 2018
My name is Joyce Chang, and I am currently a second year interested in studying Biology, specifically Neuroscience. I am from the Bay Area in sunny California, and although I do miss the beaches and the nice sunny days tremendously, I have really enjoyed exploring this new city (and I’d have to say, I think I handled my first Chicago winter pretty well). Apart from PMSA, I do the long and triple jump on the Track & Field team here and love going out to play IM’s with my house. I am also involved with Alpha Phi Omega and enjoy engaging with the community through service.
Shilpa Mantri is a second-year undergraduate student from Los Angeles, California. She is currently a Biology major and aspires to be a doctor one day. In taking a gap year before her first year, Shilpa decided to become pre-med after her internship at a biomedical device startup based in Silicon Valley, where she worked in the Research and Development department. On campus, she is also involved with volunteering in the ER at The University of Chicago Hospital and dancing in two South Asian dance teams, Apsara (Indian Classical Dance) and Bhangra (which competes nationwide). With previous journalism experience, Shilpa hopes to combine her passion for writing and interest in medicine as an editor of the Magazine.
MIND the A growing number of students take gap years before and after college. Especially for prospective medical students, gap years provide a break in the midst of consecutive years of education from high school to medical school. To provide a better insight, Stephanie Grach ’14 and Shibandri Das ’13 reflect on their gap year experiences before attending medical school while Sahiba Borisuth ’18 and Madhavi Venugopal ’18 speak about their gap years between high school and college. BY: SHILPA MANTRI '18
Stephanie Grach '13 In graduating the University last year as a Biology and HIPS double major, Grach spent her gap year completing her Masters at the Georgetown University Special Masters Program (SMP). According to Grach, the SMP program is beneficial for students who want to engage in medical courses before attending medical school. “For the Georgetown University SMP, you are actually in the classroom with the medical students, taking the tests with them, everything. You learn really quickly whether or not you’re choosing the right path for you. As I see it, better to learn that
in a one-year program than have to trudge through four years of a schooling you didn’t really want,” she said. Grach had not heard much about gap years until her third year as an undergraduate when she was preparing to apply. In desiring to improve her GPA as a medical school applicant, she spoke to the representative for the Georgetown SMP at the PMSA Health Professions conference, after which she became confident in taking a gap year. “Gap years are a great time to improve your application. They are also a great time just to take a break, relax, travel, maybe earn some money before school to lessen the burden of cost. I personally would not have done anything else with my time.” “I get that it feels like we have to rush to become doctors, and faster means cooler, right? But for that line of thought, remember that repeating class material means more exposure, which usually means better Step 1 scores and better residencies. And most importantly to me, this is knowledge that you’re planning on using for the rest of your life, to save people’s lives. Why not take the chance to make yourself the most knowledgeable you can be?”
Shibandri Das '13 Shibandri Das graduated the University in 2013, as a Biology major with a specialization in Endocrinology, and is currently in her second year at Wayne State University School of Medicine. During her gap year, Das was a TA at the University of Chicago for several undergraduate science courses, including Biochemistry, Nutritional Science, and HarperCell Library Molecular Biology, Physiology, Core Biology, Genetics, Microbial and Human Cell Biology, Metabolism and Exercise, How Can We Understand the Biosphere?, and Biological Dynamics. “Other than studying, teaching was what I liked doing for fun. So, I wanted to take a year and teach. UChicago is amazing in that it left me with a passion and there are so many resources to do that.” Das said that she did not originally plan to take a gap year. According to her, the best part of her gap year was the flexibility to travel. “Even though I was TAing a lot of courses, I didn’t physically need to be at UChicago every day of the week. This gave me time to make
G interviews for med school and when interviews were over, I went to different cities. I’d be in New York or Austin." Teaching during her gap year helped Das especially in her medical school classes. “The courses are challenging but
Sahiba Borisuth '18 Sahiba Borisuth is a second-year at the University who decided to
Madhavi Venugopal '18
A
P
I found them a lot easier. It shows that by teaching them during my gap year made it such that it took me less time to relearn the material. A lot of med school is memorization: the more times you’ve gone over a subject, the less you have to go over it in med school.”
Although Das benefited from her gap year, she believes that taking a gap year is a personal choice. “Once you start med school, that’s it. If there’s anything left that you need to do then you should take the time to do that."
take a gap year before college to explore her medical interests. She lived in Bangkok, Thailand for eight months, where she interned with AFRIMS (Armed Forces Research Institute of Medical Sciences) and completed rotations in tropical disease labs. She worked on a project that focused on the molecular biological impact of an AIDS vaccine trial on HIV infection rates. Afterwards, she interned for UNAIDS and worked with a team to study the social impact of HIV on at-risk youth in the Asia-Pacific region. “My gap year gave the chance to
really take initiative in what I wanted to do. Through my internships, I began to gain a better understanding of where my interests lie." During her gap year, she realized that there is no “one way” to pursue medicine. “My internships gave me the chance to see two similar yet very different sides to health. I discovered my interests lie more on the policy aspect of medicine. I am now aiming to pursue public policy. It was great to experience research, but I realized that it didn’t align with my interests or personality. It gives a better idea on what I want to focus on.”
Madhavi Venugopal is a secondyear at the University who decided to take a gap year to take some time before diving into the rigorous course load as a pre-med. She pursued Indian classical dance and started a fellowship in community health from SOCHARA in Bangalore, India. “During the fellowship, I took classes and had many valuable experiences in the field, and learned about health from a new perspective. I have always been extremely passionate about medicine and was
ecstatic when I got the opportunity to work in community and rural hospitals and witness medical practices with minimal equipment. The enthusiasm for helping people get better was ubiquitous and infectious.” After her gap year, Venugopal felt much more ready to start her college career. It definitely helped me since I came to college refreshed and even more excited that I was before and I have cool stories to share with people.”
Summer Internships
Finals are done, school's out, and it's sunny outside! Time to catch up on a year's worth of sleep... but wait! What about summer internships?!
BY: HANNAH JACOBS El '18, MEERA DHODAPKAR '19, STEPHANIE WILLIAMS '18 The importance of summer internships or jobs has always been emphasized for pre-medical students. This crucial time slot in between fully loaded academic quarters gives students the chance to gain not only work experience but also a supplementary non-conventional education. While many pre-medical students choose to shadow a physician or work in a lab, it is important to recognize that there are many more opportunities available that can be rewarding in different ways. This year, before lining up plans for the summer, check out handshake and see what new and unique opportunities are available. Here, we introduce a couple of our favorites. Spending a portion of the summer in a designated “pre-medical” program is an option for students looking for a more academic experience. For first and second year students from “economic, geographic, cultural, racial, and ethnic diverse” groups, there is an opportunity to study with the SMDEP, the Summer Medical and Dental Education Program. The program offers clinical experience and exposure to the medical field for 6 weeks at one of 12 institutions, including Yale, Columbia, Case Western, among others. Students spend the summer in a residential community and attend various educational events, lectures, meetings, as well as
social activities, all designed to prepare them for a career in medicine. Similar to the Atlantis Project, students are allowed a small amount of time in the hospital. However, unlike Atlantis, the focus of the program is more on academic development than on shadowing physicians. For students seeking to volunteer or work in a less clinically-intensive position, but still want to go abroad, there is an opportunity to apply for an International Experience Grant. Applications are due April, and the app must include a specific work position. If students do not know of a specific position abroad, some Jeff Metcalf Internships, paid in-
ternships for UChicago students, are offered outside of the U.S. In addition, students should regularly check the UChicago Career Advancement Page for any pre-medical or science-related Treks; the Treks taking place this December are UCISTEM Treks in San Francisco and Dubai, and February/March are a UCISTEM Trek to Houston and two UCIHP Treks in the Chicagoland area. Although the application deadline for these Treks for February and March have passed, students should be sure to stay updated and fill out applications for Treks in Spring quarter once they become available.
Other opportunities are available to students via certain on-campus RSOs. Genehackers, an RSO that competes in MIT’s IGEM competition each year, offers subsidized research positions to some of its club members during the summer. These positions focus on developing the team’s project, which they present at a national conference at the end of the summer. One program outside of UChicago that is available for pre-medical and public policy students is the Pediatric Injury Prevention Scholars (PIPS) Program in Los Angeles, California. This is a 10 week program that takes place at the Children’s Hospital Los Angeles (CHLA), which is currently ranked #7 under top US Pediatric Hospitals on U.S. News. This program accepts anywhere between 10 and 15 undergraduate and graduate students as interns each summer, and the interns are separated into three groups: Injury Prevention, Research, and Disaster Preparedness. Applicants can decide which ones to apply for depending on what they are looking to achieve during their summer. This internship allows students to better understand the hospital setting,
become comfortable with speaking and interacting in professional situations, and gain skills in both community and research settings. For more information regarding this internship, visit the CHLA website. Nonetheless, many students take advantage of the extra time and freedom of the summer to work in labs conducting basic science research. There are many options to obtain such opportunities. First and foremost, if you already work in a lab and want to research over the summer, I highly encourage you to continue working in your current lab and secure funding by talking to your career office. In addition, ask your professors or career office for grants, scholarships, and special programs offered by your institution. For example, the Universtiy of Chicago offers the BCSD Fellowship as well as the Chicago Academic Medicine Program. In addition, I encourage you to scour the internet to look at the programs offered by other institutions. Many come with stipends, and some even offer housing or other perks.
How to Get Summer Internships The university boasts over 1,000 Metcalf internships across different fields and across the world. Metcalf internships come about when the university partners with organizations to offer funds to its undergraduates. To be eligible, you must apply on the Handshake website. Here are a few examples: • Sloan Kettering • City of Hope • American Medical Association • University of Chicago Medicine More opportunities can be found online.
Campus Jobs In addition to juggling difficult classes, RSOs, and social commitments, many students choose to work jobs around campus to sharpen their resumes, gain experience in fields that interest them, or simply earn some money. Finding a job does not have to be difficult task, as many roles are constantly opening around campus in many areas. Whether you’re looking for a paid position, a job that fulfills work-study, or to volunteer for experience, here are some options to consider. For further information on specific listings, please consult studentemployment.uchicago.edu BY: DAGNY VAUGHN '18
Biological and Medical Research
Junior Research Tech, Halpern Lab Interested in cancer biology? Learn more about the field as an assistant on Dr. Howard Halpern’s laboratory team in the division of Radiology Oncology. This is a paid position to UChicago students with relation to the field. Contact Boris Epel at bepel@uchicago.edu. General Tech, Schreiber Lab Dr. Hans Schreiber, a professor in the pathology department, is looking for students to assist in the maintenance of his lab. However, with demonstrated interest, students are able to learn about experiments in cancer immunology and biology, with the potential of leading to an honor thesis. This is a paid opportunity to first and second year students interested in biomedical research. Contact Hans Schreiber at hszz@uchicago.edu. Research Assistant in Ophthalmology Think ophthalmology could be of interest to you? Help conduct a study on glaucoma screening! The student will initiate a visual test, help assist subjects, and examine results to ensure quality. This position is paid and available to UChicago students with preferred pre-medical background. Contact Shane Semmens at: ssemmens@surgery.bsd.uchicago.edu.
Education
NSP K-12 Tutor/Teaching Assistant Tutors and assistants with the Neighborhood Schools Program assist classroom teachers of all grade levels in order to provide children with more individual attention. Positions are available both in the classroom and in afterschool programs, tutoring one on one, in groups, or assisting the teacher. This is a volunteer or Work-Study position for students interested in working with children and community engagement. Contact Neighborhood Schools Program at: nspers@gmail.com. Child Mentor, Turning the Page Turning the Page is a program within the Chicago North Lawndale neighborhood, focused on engaging parents as active participants in their children’s education. Mentors with Turning the Page will work with students on preplanned curriculmn and activities connected to a parent workshop theme. This position is available to WorkStudy students. Contact Kylia Kummer at: kkummer@turningthepage.org .
Creative
Graphic Design Assistant, ORCSA The Center for Leadership and In volvment is looking for a design assistant to be responsible for market ing materials and publications and will assist with planning all events by ORCSA. If
you have at least a year of graphic design experience and the ability to think “out-of-the-box,” this could be a great opportunity to expand on your skills! Contact Tempris Daniels at: tedaniels@uchicago.edu. Graphic Design Research Assistant The Department of Surgery is looking for a student to develop graphic presentations in Keynote involving design, animation, and layout. This is for a project involving a public health iniative to promote early childhood language and pre-literacy skills in lowincome Chicago children. This positon is available as a volunteer position or for Work Study. Contact Alyssa Anneken at: aanneken@surgery.bsd.uchicago.edu.
Clerical/Administrative
Student Office Assistants Office assistant jobs can be a great way to network in different fields and gain skills fundamental to working in any clerical position. Currently, office assistant positions are available in medical offices, Gastrology, Surgery, Infectious Diseases, Pediatrics, Psychiatry, and other non-medical offices around campus. The best place to find these jobs, which can be paid or work study, is the student employment website. For contacts, please consult: studentemployment.uchicago.edu.
We asked some of the board members of PMSA on how they enriched their premed experiences. Here is what they had to say... "Don’t be afraid to ask! I got all the positions I've worked at simply by emailing the PI and expressing my interest with a resume. The worst they can say is no!”
"Talk to upperclassmen or peers who are currently in labs to see if there are openings, and look out for advertisements in UCIHP and PMSA newsletters
Aliya Moreira
Biological Sciences/Psychology, '17 Fundraising Chair RA at the Peggy Mason lab
Hanna Huang
Biological Sciences, '15 RA at the Matthew Brady lab
“Do some background research into any lab before you apply. If you read one or two papers that they've recently published and center your application e-mail around why their research interests you, it will be a lot easier to secure a position in that lab.”
Alexandra Berthiaume
Biological Sciences '17,Volunteer Coordinator RA at the William Sharp lab
What are you majoring in? Why did you decide on this major? I am a biology major specializing in neuroscience with a minor in molecular engineering. I found I had an interest in cellular biology since first year and began working in a neurobiology lab which has been incredibly rewarding. I. As for the minor, I find molecular engineering interesting since it can be utilized in biology but has a more quantitative aspect. Why are you interested in healthcare? My interest in healthcare is a layered story. My grandfather was a physician, my cousin is a pediatrician, and my brother is currently in medical school, so I grew up exposed to the field. My interest seems mostly to draw from a desire to help others as well as a curiosity for science and exploring human disease in a practical sense. Although I find wet lab research extremely rewarding, I sometimes lose focus on why we are performing the experiments that we are. As a healthcare professional, the application of your work is seen in the every day interactions with patients. What are you involved in on campus? How do they relate/not to your major, or healthcare? On campus I work as Assistant to the Resident Head of Woodward House, work in a neurobiology lab, volunteer as a playroom volunteer at Comer Children's Hospital, am co-president of the Maria Shelter club, and am a member of the podcast, the Vein. I never really tried to relate my extracurricular activities to a particular field but rather chose them based on my interests. The RSOs, that held my interest were the ones where I had interactions and ways to learn from other people, or in which I felt like my actions were doing some sort of good.
What influenced your decision to be an RA? What are the pros and cons of such a huge responsibility? Has the job met your expectations?
What are the advantages/disadvantages of being an RA as a pre-med? What advice would you give to premeds who want to be an RA?
A lot of factors influenced my decision to be an RA. People tend to play off the role as "oh, but you get free food and housing" which isn't actually true as a student on financial aid. It's not as though I get a check cut for the year, but instead, I get paid in proportion to the amount of aid I'm receiving which was a huge thing to consider during the application process. However, I have no regrets in becoming an RA. It has been one of the most rewarding experiences since it gave me the opportunity to get to know over 100 absolutely amazing kids and forced me to make time to do fun things. I don't mean to downplay the role since it is definitely a commitment and at times gets tough to balance with classes and finding time to have a life outside of the house, but it's an experience I am glad I got to have in college.
Being an RA as a pre-med is tough. Double lab means and extra 8 hours a week in class, and between class, MCAT studying, lab work, and extracurricular activities, it is tough to balance without letting something slip through the cracks. Although, if you want to be an RA and are a pre-med, realize that the "pre-med" title does not define you. There are ways to get to medical school without being perfect at every aspect of life. It makes
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BY: SYEDA AKILA ALLY '16
How do you think being an RA will translate into useful skills during your medical career? How do you think it might help you in medical school and medical career? As an RA we are mediators of crisis. In emergencies, we get called to assess and plan and determine the best course of action. We hold people's trust. We care for residents and advise them on the best course of action if they ask for advice. We genuinely care for people's wellbeing and are there if anyone ever needs anything from us. I hope this translates in a medical career as with patients, as I hope they feel the same kind of trust and openness to call on me when needed.
Medha Biswas '16 Biological Sciences you able to relate to students in the house that are also pre-med or thinking about it. I am not the only pre-med RA and certainly will not be the last. But also, don't try to add another major commitment to your life if you are already finding it tough to handle the life, school, health balance.
Cindy, how did you decide on this major? For a long time I was under the strong impression that what you majored and minored in would determine your future success. It took me some time, but I realized that this was NOT the case. Instead, I wanted to make sure I got the most out of my college experience while working with faculty and peers who I thought would challenge me. I started off as a History major asmost of classes I’d taken previously were English, History, or Social Justice themed. I had a miserable time
already good at but rather exploring this “hard-science” and medicine field that was SO foreign to me at the time. I decided I was interested in writing a BA, but also in taking hard-science courses. It’s the only major where a formal defense is required in front of a committee. Why are you interested in healthcare? I ask myself this all the time, and the answer is always changing. I think that this is a good thing, because the field is always changing too. I don’t know of any other profession where the word “care” is included in the title. It has two key features I believe are indicators of my professional success. 1) to be a lifelong learner and 2) to provide personalize care. Healthcare is a diverse and impactful profession, and the real beauty is that you get the chance to change people’s lives that impacts spiritual, emotional, physical, social, and mental well being. That is a HUGE responsibility, and it is also an honor in my opinion.
A)NTICs Cindy Avilia '16 History, Philosophy, and Social Studies of Science and Medicine in first year Gen Chem and I felt defeated when I dropped it after one quarter. It wasn’t that I didn’t have an interest in Chem, but rather than I wasn’t prepared for UChicagolevel Chemistry. I realized I wanted to spend the rest of my college career not improving on what I was
What influenced your decision to be an RA? How do you think being an RA will translate into useful skills during your medical career? I studied abroad, lived in an apartment, and then commuted for a quarter during my second year and realized how valuable (and impactful) one’s experience in the house can be. I thought that being an RA would be a good way to leave a positive legacy at school (since I would primarily be working with first and second years), and it would force me to engage with the city and participate in pretty bizarre activities.
(Last week I spent most of my Saturday making four gourmet dishes with my residents for BJ Iron Chef). If I wasn’t an RA, I predict that I would otherwise fill my time with more work and studying…which didn’t sound NEARLY as fun. The pros are that being an RA is essentially an advanced pre-med clinical program, if we want to look at it from a medical school perspective. There’s an important balance between maintaining leadership status as an RA but also earning your residents trust and making sure they feel comfortable approaching you with any issue they might be facing. You realize that people are people. They come with strengths and weaknesses, and you realize that nobody is perfect. I have to listen to people’s stories on the daily, macro/micro manage a lot of situations, work with students and staff who I might not normally want to work with, remain professional, be resourceful, and manage my own well being at the same time…sounds kind of like what I predict it will be like as a doctor! What advice would you give to premeds who want to be an RA? I encourage you to ask yourself, “what do I want out of my college experience?” If you want to travel abroad, make sure to find time either with a summer internship or perhaps applying as an RA during your fourth year. Think about how you manage stressful situations. Just make sure this is right for YOU. Don’t do it because you think it looks good on your resume or because other people tell you to apply. When it comes down to it, you’re going to be investing HOURS into the job…not them. Make it worth your time and reach out to current RA’s if you want more opinions!
In the Long Run... Current and graduated student-athletes talk about their experience juggling practices with BY: JOYCE CHANG '18 the pre-med courseload.
Meet the Athletes
Brett Wiesen '16 Soccer
Chijioke Ikonte Jr. '15 Track & Field
Maren Loe '16 Volleyball
Paul Papoutsis '16 Wrestling
Christine Carqueville, B.A. '04, M.D. '10 Anesthesiologist Soccer
Jenna Lillemoe, B.A. '13, expected M.D. '17 Student Basketball
Megan Applewhite, B.A. '03, M.A. '04, M.D. '09 Resident Surgeon Softball
Sung-Lana Kim, B.A. '89, M.D. '93 Orthopaedic Physician Volleyball, Track & Field
A Chat with Recent Athletes What do you like most about being a student-athlete at UChicago? BW: The team environment it places you in. It really allows you to establish a friend group quickly and you begin to feel at home on campus fairly quickly.
put on the Maroon jersey, and it's something I take very seriously. At the end of the day, I remind myself of how lucky I am to be able to compete at a high level in the sport I love and attend an elite undergraduate research institution.
learn how different people can come together to accomplish a goal. Outside of athletics, sports has also taught me how to motivate others, and read subtle things like body language to know how individuals react to different situations.
PP: I have been able to
ML:
continue to compete in a
CI: What I love most sport I really enjoy, and about being a student athlete at UChicago is being part of a giant family. My biological family is all the way in Los Angeles, and when I came out here for school I was a bit worried about finding a group to fit into. But the athletes here all get along with and support one another which is great. Regardless of performance in their sport, there is an incredible level of respect among everyone which is awesome. Being a student-athlete at UChicago definitely means having a second family.
ML: I really have the best of all possible worlds. My priority can be my classes and my academic goals, because my coaches and teammates fully support me off the court. They all want me to be successful and challenge myself academically. As an athlete, I have an extra support system. I love being a part of a team, and knowing that I belong to something bigger than and more important than me. It's a privilege to
last year it was really nice to come into school with a pre-established network of great guys. I think I've already made some lifelong friends on the team. Also I'm feel like I'm learning skills that are essential to success, like time management and discipline.
What lessons from your sport have helped you outside of athletics? BW: Hard work. If you want to succeed at being a Pre-Med here at the college, you have no other choice then to work extremely hard. I believe my work ethic directly correlates with my attitude towards soccer. CI: As cliche as it sounds, sports really has taught me how to work in a team setting academically, and has greatly improved my communication skills. Playing sports is an easy way to interact with and spend time with people from all walks of life on a daily basis, and
Volleyball has helped me learn how to focus on the details without losing sight of the bigger picture. In a sport where poor technique can lead to chronic shoulder pain or a torn ACL, it is important to execute every technique at a high level, from arm swing to hip position is critical. Learning to critique myself and accept others' constructive criticism has helped me in my research. I have also been able to develop a sense of self within a team. Each member of a team has a specific role they must play, and the same is true of research and medicine.
PP: My time management skills have definitely improved, as well practicing the self control that is required in any sport but especially wrestling (because of the cutting weight aspect of it). I've gotten lot better at being able to make myself study that extra bit or put in additional hours for workouts that have helped me succeed both in academics and athletics.
How do you manage your time between athletics and academics? BW: It was a struggle at first but you adapt quickly. Most people enjoy naps but I'd rather just drink an extra cup of coffee and power through the day so that I'm able to fall asleep at night.
CI: Writing down your schedule is a very underrated tool nowadays. A lot of people try to remember everything they need to do by memorizing it, but this can lead to forgetfulness and poor time management. I find that sitting down and writing out my days and what I need to be doing down to the hour helps me stay focused and balanced between track and school. You do have to micromanage yourself to an extent, but it's very possible to balance athletics and academics, and have success in both.from all walks of life on a daily basis, and learn how different people can come together to accomplish a goal. Outside of athletics, sports has also taught me how to motivate others, and read subtle things like body language to know how individuals react to different situations.
ML:
Organization is critical. I have to know my schedule and my own personal limitations very well. Keeping a quarterly calendar helps me know when my major academic and extracurricular com-
mitments are, as well as travel days for volleyball.
PP: It takes a lot of foresight. If I have a test in two or so weeks, I need to be able to outline what my schedule will be in order to make sure I have enough time to study during the week, so that I won't be at a disadvantage in comparison with other students, due to the long hours dedicated to competitions on the weekends.
What role do you see athletics play in your future? BW: Once I graduate, I'll only play semi serious soccer but I intend on playing the game that I love for the rest of my life.
CI: In the future, I would like to have at least part of my clinical work focus on treating athletic injuries. I've interacted with the sports doctors at UChicago in the past, and they are awesome individuals who go out of their way to help out and treat athletes. In addition to other medical duties, I could see myself playing a role like that to some University/sports program.
ML: Living an athletic and balanced lifestyle has always been very important to me. I hope to continue playing or coaching volleyball after medical school. I will definitely have to pick up another hobby when I graduate!
PP: I think it shows that I
have a lot of discipline, and hopefully medical schools will recognize the self-control and time management skills required for successfully balancing schoolwork and varsity sports.
What advice do you have for other pre-med student athletes? CI: My advice is "be upfront and explicit with your coaches" Always make sure you are communicating with them and making sure they know your schedule and any conflicts that may come up as a premed. All the coaches at this University are extremely flexible, all you have to do is approach them. My track coach would work out with me at 7AM on days I had lab and couldn't be at
regular practice. They will go out of their way to help you, as long as you communicate.
ML: Stay organized. Set goals for yourself academically and athletically. Only do the things that are most important to you, because your time is very limited at this school.
to catch up. Obviously this is easier said than done, but your TA's and even other teammates can really help you out in these types of situations. Also understanding that you're going to have setbacks, for example if you don't do as well as you want to on a
"Don't give up. Everyone seems to have hit rock bottom at one point but you need to constantly remind yourself why you're going through all the hard work and that everything will be worth it in the end."
-Brett Wiesen '16
PP: Always ask for help in a subject as soon as possible if you are having trouble, because if you get too far behind it can be very difficult
midterm, but it is important to stay motivated and focused to achieve your goals.
Paul Papoutsis ('16) finishes in third place at the Trine University Open in November 2014
Advice from The Alumnus What do you miss most about being a student-athlete at UChicago? CC: I think that what I miss most about being a studentathlete at UC is being around a group of people who are not only my teammates but also my closest friends and role models. I knew when and where I would see them next, and that we would be working hard at practice or games (or even in the Reg!) and having a blast in the process. Cell phones were relatively new and social media had not taken off yet, so spending time together face to face was (and still is) the best way to find out what was going on. Being involved with WAA and other extra-curricular activities helped expand this social and support group to other like-minded athletes.
JL: I mostly miss my teammates and spending so much time working with a group all towards a goal. I loved going to practice every day - not necessarily because of practice itself, but because I got to spend time with 12 of my best friends! I also miss the life balance I had when I was a student-athlete at UChicago. My schedule is much more hectic now and I definitely could not fit in a 2-3 hr practice every day. MA: I miss my teammates. Playing a sport in
college was like having a second family; they were somehow a built-in group of friends that always looked out for one another both on the field and off. I am lucky enough to have maintained close friendships with some of them.
SK: Being a part of a real team, to which you were accountable.The feeling and comfort level of knowing that you belonged somewhere. Having the feeling of pride wearing your spirit wear around campus. Your teammates were like a second family. No matter how different you all were, everyone worked together as a unit and encouraged each other.
What skills/lessons from your sport have helped you outside of athletics and in your career? CC: I think that what I miss most about being a student-athlete at UC is being around a group of people who are not only my teammates but also my closest friends and role models. I knew when and where I would see them next, and that we would be working hard at practice or games (or even in the Reg!) and having a blast in the process. Cell phones were
relatively new and social media had not taken off yet, so spending time together face to face was (and still is) the best way to find out what was going on. Being involved with WAA and other extra-curricular activities helped expand this social and support group to other like-minded athletes.
be a leader, to manage my time well and to work well in teams.others' constructive criticism has helped me in my research. I have also been able to develop a sense of self within a team. Each member of a team has a specific role they must play, and the same is true of research and medicine.
JL: Being an athlete forces you to learn to be flexible and adaptable. On a team, you have to fill different roles, work with the strengths/weaknesses of others and overall just be a team player. Playing basketball made me strengthen my ability to work on a team and really showed me how powerful a cohesive team can be. Also, athletics teach you hard work and discipline. During season, you can't procrastinate work or waste time on Netflix (or at least not too much time)... you have to focus during the time you have to complete your school work. The productivity skills I developed as a student-athlete has definitely helped me post-grad.
SK: Working together as
MA: Without question, the
CC: I don't think I can say
ability to work together in teams is critical in surgery, and I was well prepared to do this after playing softball as a premed. University of Chicago students are very diverse in both their academic and extra curricular pursuits, so athletes here really learn to work with many different types of people and it enriches both the personal and athletic experience. I learned to
that playing soccer at UC made me become a doctor, but I think that some of the people I met and the skills I acquired helped point me in that direction. I was premed from the start of college and I definitely found that being busy allowed me to get more done. I was able to schedule studying around practice and traveling for games. There were several other pre-
a team. The understanding that the team would only improve if everyone worked together. Learning how to win and loose gracefully. How to encourage others. learn how to take criticism from others. Learn how to focus on a goal. Learned how to work under pressure. Learn how to calm down when nervous. Learn to balance the importance of team goals, in additional to personal goals. helped me succeed both in academics and athletics.
How did your experience as a student-athlete shape your career path?
med athletes on other teams that I could study and commiserate with, and I also gained research and work experience during the summer as I elected to take summer classes to better even out my quarterly class load. I feel that being a student-athlete helped me learn to manage my time effectively and not get burned out with academics or athletics.
JL: Basketball made me seek professions where I would be working with others and collaborating on a day-to-day basis. I also wanted a more active profession, where I knew I wouldn't be at a desk the majority of the day. These desires and my interest in science/health care made the decision to go into medicine a natural one. Also, as an athlete, I was exposed to many medical professionals through my own injuries and my teammates. I saw the role physicians can play in athletics and overall in helping improve the health of others, which was further shaped my career path. MA: I really came to rely on the structure that sports afforded my schedule. I do not think I would have been as academically successful if my time had not been so so strictly appropriated. I also sang in the Motet Choir, and with those two activities combined I really felt like I was able to exercise different parts of my brain throughout the day so that when I sat down to
read or do problem sets I was much more focused. This focus led me to General Surgery because it is a very structured discipline that demands mental and manual dexterity and allows me to work as part of a team every day.
SK: I think all student athletes have an inherent knowledge of physical fitness and about their bodies. I ended up choosing to study medicine late in my college years. I ended up in the field of Physical Medicine and Rehabilitation. One of the primary missions of this field is to "maximize patients function recovery". this is not much different that what I did as a student athlete. We were always trying to maximize our functional ability.
How do athletics play a role in your life now? CC: I wish I could say I was still playing soccer, but I am still staying active! I had a downhill skiing injury 2 years ago that required ACL and meniscus repair, so while I have not played soccer or skied since then, I have been doing a lot of hiking and running. My fiance and I are currently living in Seattle for the first time and we are exploring the Pacific Northwest and plan on getting into kayaking and biking as well. One thing that I have not given up is being competitive, and
with both of us being 'former athletes', it has made for some hilarious impromptu races and competitions that sometimes feel like those goofy practice drills that Coach Reifert thought up. I think that the underlying competitive nature that was developed during my soccer career at UC has also pushed me to constantly want to improve myself both physically and mentally to this day.
JL: Unfortunately, not much. As a medical student, I am unable to consistently exercise or compete in athletics. I try to follow my old team at UChicago - they've had a great year this year! Go UCWB! However, it seems I talk very frequently with classmates, teachers, patients, etc. about athletics. Being a college athlete immerses you into a community of individuals who share a similar history, which most are nostalgic about. Talking about my time in athletics happens more frequently than I would have ever anticipated and it allows me to make personal connections with strangers or colleagues. at UChicago in the past, and they are awesome individuals who go out of their way to help out and treat athletes. In addition to other medical duties, I could see myself playing a role like that to some University/sports program.
MA: It gets more and more difficult to play organized sports as you get
older, just because of other commitments. I try to go on a run most days after I get home from work and I would say that my job allows me to integrate the team atmosphere every day and I am thankful for that.
SK: I cannot image going through school without athletics. It was such a major part of my high school and college life. Now with three children, I encourage them to participate in sports. I hope that they can continue to be a part of some team as they go through their teenage years where finding your identity seems to be so crucial. In terms of myself, i was always looking for that alternative exercise class, or something to replace the void of being on a team. At first it was intramural sports in med school, then it was aerobic classes. Finally when I hit 40 I started doing Tae Kwon Do. Here I have found some regularity, with a group of people that are like a team. I am currently a second degree black belt and hope to continue on as a Master someday.
What advice do you have for other pre-med student athletes? CC: Have fun, work hard and build great relationships. If you are pre-med, you know that studying is important, and I wish I could say that the MCAT was the last important
Jenna Lillemoe graduated in 2013 with a B.A. in History, Philosophy, and Social Studies of Science and Medicine and is currently a medical student at NYU.
exam you will ever need to take, but I would be lying. The exams never end, I am still taking them! I digress... The important thing to remember is that U of C is structured to build lifelong learners. You are learning how to learn. Learning how to balance work, studies and a healthy social life is one of the most important things you can take away from your pre-med experience. Medical schools, residency programs, and future employers are all looking for interesting and balanced individuals.
JL: Enjoy it! You will not remember even 2 years out from college what games you won or how many points you scored... you will remember your teammates and the late
nights together at the reg or the goofy stories from being on the road. Play hard, have fun, don't get hurt! Med school is SO much harder than UChicago. So get ready... and cherish the fun you do get to have at UChicago.
MA: It is an honor and a huge responsibility to take care of people when they are sick. In my experience, the leadership and commitment to those around me that I learned playing softball was an invaluable preparation for that responsibility. My teammates and Coach Kmak became good friends and mentors that I think were critical pieces in my development and ultimate career choice. I can't stress enough how much being a student ath-
lete can prepare you for a career in medicine. When people interview you for medical school and residency and they see that you have played competitive sports at the collegiate level, it says something about you. It suggests that you have the ability to multitask, work with others toward a common goal and that you have discipline and focus. This is important because in the end of the day, what matters is that we are committed to taking good care of our patients and always continuing to work on the skills that help us do that.
SK: Only go into this field if you have a passion for it. Do it if it is what you want for yourself, not because someone else wants it for you. Don't worry about
the length of time of your medical training. It goes by fast, and you will build a bond among your classmates that is similar to being on a team. You will have enduring experiences along with your fellow classmates, and eventually your fellow resident mates. Many of these people will become your closest friends. Enjoy the time you have as an athlete at the University of Chicago. Your experiences will serve you well and inspire your future challenges. Even though you will be graduating someday and no longer be a student athlete, that doesn't mean you will no longer be an athlete. Find something to fill that void, and continue to challenge yourself from within. Be proud of what you have become. Stay fierce and strong, and know that you can do it. If you go into an interview and feel unsure of yourself, do me a favor. Remember the time of when you were part of your University of Chicago team. Remember the pride. Remember the feeling of being a part of something bigger that you alone. Remember that you made difference and impacted others. Remember the feeling of victory, and walk through that door with confidence. Then go kick some serious butt!
From the other side of the classroom
A look at BIOS 20200: an Introduction to Biochemistry by David Gao, TA: Oliver Zhu
What is your favorite part about TA-ing? Why? Definitely working with the students. There are so many amazing students here, and it is a huge privilege for me to be able to help them and contribute to their education. In particular, one of the most rewarding aspects of being a TA, for me, was being able to share the various tips and tricks I’ve gleaned from when I was a student in the class and see it benefit the students—by either directly helping them understand and memorize the material, or at the very least, making the material more approachable. Oftentimes, approaching the material is half the battle, and being able to diminish, or better, push students past that ‘energy barrier’ is an extremely gratifying experience.
What is your least favorite part about TA-ing?
Grading exams, not because of the monotony (quite the opposite, in fact), but because it is often a heartbreaking experience—taking points off from students. In contrast to my
normal role as a supporter, I have to take on the role of a judge or jury, trying to fairly partition points out across all students. Generally, I try to be as considerate as possible while grading; I read and interpret an answer from multiple perspectives to award as many points as I can for each response (partial credit!). But, when the student explicitly writes the wrong answer, or worse—missing an answer, there’s not much I can do except follow the rubric. It’s not a very fun experience.
What did you learn from being a TA? The most surprising thing I’ve learned about is how much work goes on “backstage” in preparing for and organizing a class. For the class I TA, the professor puts an incredible amount of time into the class, far beyond what a student normally sees during lecture. Usually, each problem set is newly written (questions are rarely recycled) and thus, undergoes a huge amount of editing and refinement before being assigned. Anything from the wording to the figures can be changed between drafts—and they often are. Also surprising is the amount of flexibility a class can have (though this may vary between professors). At the beginning and end of the quarter, the professor holds a meeting with the TAs to discuss potential improve-
ments to the class and implements changes surprisingly quickly. These changes are not trivial—including anything from adding or removing quizzes, altering due dates, and the like—and are highly dependent on feedback from the students, so make sure to do those evaluations!
As someone looking at a class from the other side, what advice would you give to students? Ask questions! The TAs along with the professor all want to help students succeed, but we don’t know how to help unless you tell us. Though the textbook for the class is an amazing reference, sometimes the professor and the TAs may have insights beyond the textbook that make the material even more fascinating, and hopefully, more understandable. Also along those lines, please provide us feedback! Like I stated before, the class is incredibly flexible, and anything that could be done to improve the class likely will be done—and we’re always looking for ideas!
What specific qualities of students help them succeed in your class?
In general, I think that students that participate consistently often learn more and perform better. Don’t be afraid to ask questions--of both the
professor and the TAs! Specifically to my class, though, it’s also very important to keep up with the work and memorization. The pacing is fast (and becomes faster!) and the huge amounts of material does not lend itself well to overnight study sessions at the Reg. Don’t hesitate to study ahead and get the basic material memorized—a bit of work in preparation often goes a long way in keeping pace.
What has been a funny, story about TA-ing?
I have a funny story for you. So, interestingly enough, I met some of my high school classmates in the class I TA. In particular, one classmate was once the head of a club I participated in, and when she saw me, she exclaimed “Ah, the tables have turned!” Indeed they have! Well, at least for a quarter. She’s still pretty far ahead of me in some other classes. In any case, the tables have turned back now!
What advice would you give to prospective TAs?
My advice for prospective TAs is to plan ahead and think about how to navigate through the material. As a TA, the ‘calendar’ is in your hands and the class is only as organized as you are, more or less. Being a TA can be a huge time commitment, so make sure you leave ample time in your schedule for office hours, discussions, and other administrative duties. Furthermore, you should always keep in mind that you will be responsible for teaching a class of extremely smart students! Thus, not only should you know how to navigate through the material, you should also know how to communicate your understanding of the material effectively to students. You are their reference, after all. Now, while this job can be extremely de-
manding, it can also be extremely rewarding—for both you and your students!
If you could re-do one experience about TAing what would it be?
I would redo my first week as a TA. This goes back to what I said previously about organization. When I first started TAing, I thought that there was already a system in place for the class—that office hours and discussions were already scheduled. I quickly found out that the scheduling for the events are completely managed by the TAs; that
it is completely up to the TAs when and where office hours or discussions are held every week, as well as how they would be organized. It took some time for me to get organized, and as a result, the first two weeks didn’t run as smoothly as I liked. If I had known, I would have done much more planning in preparation for the quarter. Well, now I know!
Oliver Zhu is a third-year majoring in Biological Chemistry and Biology. He took An Introduction into Biochemistry during Spring 2014 and became a TA for the course during the Fall quarter.
The Best of Both Worlds: Studying Abroad as a Pre-Med BY: Breanna Sullivan '17 Among many of the misconceptions told of pre-med students, the worst is quite possibly that it’s impossible for us to study abroad. With the plethora of classes and labs necessary to fulfill the major, pre-med, and Core requirements, in addition to the pressure to gain research, work and volunteer experience outside of the classroom, while also preparing for the MCAT, it seems that in the four years spent as a premed student here at the University of Chicago, there is just not enough time to study abroad. But we can’t all be expected to remain bound to our lab benches, peering out longingly from behind our safety goggles as our non pre-med friends pack their suitcases and hop on planes to embark on adventures all over the world. One can only handle being in the BSLC for so long before beginning to wonder what life is like outside of it anyway. The good news however, as many students who have lived to tell the tale can prove, is that being a pre-med student and studying abroad are not mutually exclusive. As Rachelle Koch (‘16), a biology major/pre-med who studied in Paris in the spring of 2014, points out, “It takes a bit of creativity to fit study abroad into a pre-med schedule, but it's definitely possible.” There is hope, my friends; free yourselves from your benches, whip off those safety goggles and leave the BSLC behind for a quarter- you’re going abroad! Your first question may be: “Where am I going?” With a total of fortynine study abroad programs offered
in twenty-two different countries, the answer to that question is simply, wherever you want to go. However, it is most useful to choose a program that helps you fulfill some classes off of that long list of requirements, most often for those of your major or the Core. One new program offered that is of special interest to many pre-meds who are also biology majors is the Global Health in Paris program. This program, running for the first time this winter quarter, is specifically designed for biology majors so that the biology courses taken while abroad will count towards the major requirement. The program features a sequence of three courses focusing on epidemiology, microbiology, and global health issues, supplemented by laboratory activities and field trips around Paris. One French language course is also required, which will help students to balance their science-heavy course load with something geared more towards immersing themselves in Parisian culture. Many pre-med students also take advantage of study abroad programs as a way to fulfill Core requirements. Bonnie Song (‘17), who will be studying in Oaxaca, Mexico this winter quarter, explains how she chose where to study abroad; “I'm interested in Latin American studies, having participated in cultural immersion experiences in Central America before. The Oaxaca civ program was perfect for me because it offers classes on Latin American history and I have to fulfill my Civ requirements anyway.” Noah Hellermann (’17), a
Photo by Aixin Chen, '16, Collected from Study Abroad webpage. biology major/pre-med also minoring in Spanish, had a similar idea when he decided to study in Barcelona this winter, stating, “I chose my program based on a few things – I needed to get my civ requirement out of the way, I wanted to be out of Chicago in the winter, and I wanted to go somewhere that used Spanish.” Civilization programs are not the only ones pre-meds can take advantage of to tackle the Core requirements though; Rachelle (‘16) chose to participate in the Paris Humanities Program during the spring of her second year, commenting, “I always wanted to go to Paris, and the art history class in the program counted toward the Core.” With so many different programs offered, counting toward the biology major, non-biology majors, and Core requirements alike, there are many opportunities for pre-meds to study abroad while still staying on track to fulfill all of
their requirements. While there may be ample study abroad programs for pre-meds to participate in, one valid concern is that there is not ample time to do it, and so the next big question when planning your study abroad trip becomes: “When am I going?” For anyone interested in studying abroad, it is best to start mapping the trip out as soon as possible. Rachelle (‘16) points out how she did this, stating, “I made an outline of my next four years at UChicago as a first year in order to understand when the best time would be to study abroad.” For pre-med students, that “best time to study abroad” is a time that does not interfere with any required sequences, MCAT studying, or medical school applications/interviews. What it often comes down to for pre-med students planning to study abroad is when they want to take the MCAT and whether or not they want to take a gap year. For students planning to apply directly to medical school, it often makes the most sense to study abroad either second or third year so that study abroad does not conflict with medical school interviews taking place during fourth year. Additionally, it is important to ensure that all of the required sequences are completed so that study abroad does not conflict with or interrupt these. Bonnie (‘17) explains how she did this when she was planning on applying direct; “I took physics and chem my first year. That meant I could finish all my sequence classes second year so that I could study abroad my third year.” Rachelle (‘16) also commented on she planned study abroad around her required sequences, stating, “I took organic chemistry over the summer, which made it possible for me to fit it (study abroad) in.” Students who are planning on taking a gap year before medical school have a bit more flexibility in decid-
ing when to go abroad since they don’t have to worry about taking the MCAT third year and being available for interviews fourth year. Noah (‘17), who plans on taking a gap year, explains how study abroad fit into his medical school plans, “I actually chose study abroad before planning my med school application time line. Going abroad was something that I felt was very important to my education, and I knew that I could apply to medical school fourth year.” One other fantastic option for pre-meds who still think a quarter abroad during the academic school year is impossible for them is the Foreign Language Acquisition Grant (FLAG). This grant awards students $3,000 to help cover the cost of intermediate or advanced language study during the summer in a region where that language is primarily spoken. This opportunity, along with all of the other study abroad programs, can be very applicable to pre-med students hoping to gain fluency in another language in order to serve a wider patient pool. Bonnie (‘16) points this out as one of the primary reasons she wanted to study abroad in the first place; “Studying abroad, for me, is important to get a wider perspective of the world and be able to connect with the diverse group of patients that I will serve.” As Rachelle, Bonnie and Noah prove, it is certainly not impossible to study abroad as a pre-med. While it may sometimes be more difficult for pre-med students to juggle study abroad along with all of their other responsibilities, if it is something important to you and your college experience, there is definitely a way to make it happen. “It just takes some planning and flexibility,” acknowledges Rachelle Koch (‘16).
Pre-Med Requirements
You can choose any major, as long as the following requirements are fulfilled: • 3 quarters of calculus (recommended) • 3 quarters of physics • 3 quarters of general chemistry • 3 quarters of organic chemistry (one quarter may be biochemistry) • 3 quarters of biology with a laboratory • 3 quarters of humanities
Joyce Lu '16 Biological Sciences Recipient of the SITG (Student International Travel Grant) in 2015
Medical Ethics in Global Health Why Students-in-Training Should Not be Allowed to do Anything Abroad that They Cannot do at Home
BY: NATNAEL DOILICHO '16
Human well-being is woefully variable around the world, and global health disparities are no secret. For perspective, consider these numbers: In 2009, globally, an estimated 8.1 million children died before their fifth birthday – these deaths occurred nearly exclusively in low- and middle-income countries (LMIC). It is also estimated that in 2008, nearly 350,000 women died in childbirth, with 99 percent occurring in LMIC [1]. Significant yet remediable disparities in human health and welfare exist globally, with inequality most notably plaguing low-income countries as well as low-income communities within high-income countries. The medical field has appropriately responded to the above numbers with increased support for aspiring healthcare professionals interested in pursuing global health experiences aimed at addressing health disparities. According to the American Medical Students Association (AMSA), the number of medical students participating in opportunities in LMICs, both in research and clinical settings, is steadily increasing. I look upon such developments with gratitude because, as a native of Ethiopia, I am familiar with the acute lack of doctors in Sub-Saharan Africa, a subcontinent sustaining only three non-LMIC countries. Accord-
ing to the World Health Organization (WHO), Sub-Saharan Africa shoulders 24% of the global disease burden while only housing 3% of the worldwide health workforce [2]. This shortfall of doctors in places where they are most needed leads to the common misperception that those living in poverty will benefit from any medical services, regardless of the professional experience of the provider. To rephrase in simpler terms, there exists a pervasive “beggars-can't-bechoosers” mentality when it comes to addressing the health and welfare of those in poverty. Presently, we face the opportunity in the field of global health to address this potentially detrimental perception.
where medical students must attain a certain level of knowledge before inheriting clinical responsibilities, a patient can often rest assured of the level of skill and experience possessed by a given clinician. Not so in in the LMIC setting. It is not uncommon for a student to be charged with providing clinical care without adequate supervision from a licensed physician. As one British Medical Journal article warns, ‘‘in countries where healthcare provision is extremely scarce, students must recognize that there may be pressures to exceed their role" [3]. I am not suggesting that this occurs in every program, but when it does occur, it creates a double standard for ethical and professional conduct.
The commendable desire to help underserved populations is one of the factors that motivate the participation of largely first- and second-year medical students in clinical experiences in LMICs. However, in resource-poor settings, it may be tempting to circumvent the standard path to clinical responsibility. Because indigent, underserved populations in LMICs often do not have alternative sources of healthcare, they accept whatever care is provided, irrespective of quality. Unless disclosed to them, patients may not know the level of training of the student. In the United States,
To this end, I refer to the guidelines set by the AAMC for medical professionalism in the United States. Three key attributes are:
1.
adhering to high ethical and moral standards
2.
responding to societal needs, and behavior that reflects a social contract with the communities served
3.
subordinating one’s self-interest to the interest of others [4]. Patients in low-resource settings are
Doctors Without Borders medical worker feeds an Ebola child victim in Kailahun, Sierra Leone. [photo by AFP] often unaware of a student's education status and/or simply unable to seek better care due to limited resources. The burden of upholding the tenants of professionalism noted above, therefore, falls heavily on students and their supervisors.
with limited clinical experience. Alternatively, they can contribute to the health of populations in LMICs through research, cultural study, education, and advocacy, in addition to closely supervised medical prac-
"Beyond being unethical and unprofessional, it's illegal The problem, and, for students or trainees to indirectly, the soperform activities without lution, distills to an issue of oversight. supervision by a faculty perThis was impressed son who is credentialed to upon me through practice in the local setting." the reflections of
Dr. Sola Olopade, -Dr. Sola Olopade Clinical Director of the Center for Global Health at UChi- tice. Currently, numerous organizacago Medicine. tions, including the American Medical Student Association, are working This does not mean that the "local set- to develop global health curriculum ting" should be off-limits to students that can serve medical schools. Ide-
ally, curricula will underscore ethical and professional methods of serving the underserved, and will draw important lessons from issues raised by the common perceptions and misperceptions present in modern global healthcare. [1] “8.1 Million: The Number of Children Who Died before Their Fifth Birthday in 2009 Was 8.1 Million.” UNICEF. Accessed November 15, 2015. http://www.unicef.org/factoftheweek/ index_56556.html. [2] Anyangwe, Stella C. E., and Chipayeni Mtonga. “Inequities in the Global Health Workforce: The Greatest Impediment to Health in Sub-Saharan Africa.” International Journal of Environmental Research and Public Health 4, no. 2 (February 2007): 93–100. [3] Banatvala, Nicholas, and Len Doyal. “Knowing When to Say ‘no’ on the Student Elective.” BMJ : British Medical Journal 316, no. 7142 (May 9, 1998): 1404–5. [4] Release. Assessment of Professionalism Project. American Association of Medical Colleges. https://www.aamc.org/download /77168/data/professionalism.pdf (accessed 07 Jan 2015)
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