GME Career Counseling Guidebook

Career Counseling Guidebook

WHAT IS ERAS?

https://students-residents.aamc.org/applying-residencies-eras/applying-residencies-eras ERAS is the Electronic Residency Application Service (see link above). It is the application service used by most residency and fellowship programs in the US. ERAS includes the following components:

• Application

• Personal Statement

• Photo

• COMLEX-USA/ USMLE transcripts

• MSPE (medical student performance evaluation or “Dean’s Letter”)

• Letters of Recommendation

The office of the Registrar provides student support for the ERAS for CUSOM medical students.

WHEN DOES ERAS “OPEN”?

ERAS allows distribution of “tokens” to third year medical students second semester. Residency Development rotation occurs as the first rotation during the students’ fourth year. During this rotation, students are given information to help prepare the documents correctly that comprise the electronic application.

After Residency Development month, students will be able to complete and submit their application, personal statement, COMLEX-USA/USMLE transcripts, print letter request forms to distribute to authors of letters of recommendation, and pay fees.

Many specialties have provided new information or guidance for the 2023 application season. The ERAS team has improved the look and functionality of the ERAS 2023 Participating Specialties and Programs page. Specifically, a new sorting capability with a “Specialty Information Available” checkbox on the right side of the home page has been added to allow students to sort specialties based on whether the specialty has provided new 2023 guidance.

The ERAS Specialties with Additional Information Report – which lists all specialties (residency and fellowships) with guidance – is now located in the “Information” (i) box at the top of the page. Students should bookmark this page and refer to it throughout the season for updates. Students can also use or share this direct URL: aamc.org/eras-specialtyinfo

FREQUENTLY ASKED QUESTIONS (FOR APPLYING TO RESIDENCIES)

HOW IMPORTANT ARE LORS?

Appendix II – LoR Example

Letters of recommendation (LoRs) vary in importance depending on the specialty. LoRs are the second most important determinant in being selected for residency placement (after board scores).

ERAS requires that all letters now be submitted directly by the letter author. Most programs require a minimum of 3 LoRs (4 is the maximum) designated to their individual program. The letter author will need to set up a FREE ERAS account to upload the letter directly. The student can have several letters submitted for him/her to the service.

It is a good idea for the student to get a letter from the following people:

1. A person in the specialty he/she is interested in

2. A letter from the school Chair of the Department he/she is interested in

3. His/her Regional Dean, Clerkship Director or Director of Student Medical Education, or advisor from CUSOM

4. A person in the specialty he/she plans to utilize as a backup or parallel plan

The 3rd and 4th year student coordinators at all CUSOM sites can assist by fielding questions and providing guidance for faculty members who have technical questions when uploading.

The best way to get great LoRs is to be an excellent medical student. The student should additionally provide the letter writer with an up-to-date CV that has a recent photograph/ headshot (see example in Appendix I) and a brief comment regarding something that made the rotation or encounter with that person stand out to “jog” letter writer’s memory and allow them to be detailed and specific about the student. Many Program Directors report that LoRs from colleagues in their specialty, people that they know, and remarkably good letters are most helpful when using LoRs to assist with their decision. There is an LoR template/checklist located in New Innovations, as a tab in the Residency Development Blackboard class resources, and in Appendix II of this guidebook.

WHAT IS THE MSPE? Office of the Registrar

The Medical Student Performance Evaluation (MSPE), formerly known as the “Dean’s Letter,” is a letter prepared by the medical school to give a global assessment of the medical student’s performance and covers both curricular as well as service achievements. The Office of the Registrar provides student support for the MSPE for CUSOM medical students. Students are required to complete the 3 personal sentences during Residency Development Month. The MSPE follows a strict guideline and imports comments and transcript information in an unaltered way. Positive as well as negative comments and grades are required to be included in this document and can only be edited for grammar. MSPE’s upload to the ERAS system the first week of October.

A link to further information regarding the MSPE is found here.

HOW IMPORTANT IS A PERSONAL STATEMENT?

A medical student’s personal statement should be reflective of the student as a person, not particularly just an opportunity to express creative writing skills. The personal statement should NEVER be more than 1 page in length; remember that many Program Directors will be requested to read many statements and tend to skip the really long ones.

A personal statement may not help the student with some very competitive residency programs, but certainly can’t hurt in any of the programs, so the student should be sure to have friends, colleagues, and advisors read his/her statement for both content and grammar.

Questions to Consider when Drafting a Personal Statement:

• What might help the evaluating committee better understand me?

• What sets me apart from other applicants who will be applying to the program?

• How did I learn about this field?

• What are my career aspirations?

• Are there any gaps or discrepancies in my academic record that need to be explained?

• What skills or personal characteristics do I possess that would enhance my chances for success in this field?

• Why should a program be interested in me?

WHEN SHOULD STUDENTS REGISTER TO TAKE THE COMLEX-USA 2-CE AND PE?

COMLEX USA Level 1

Mid-December of MS-II Year (Eligibility to register for the exam is based on COMSAE performance)

COMLEX USA Level 2 PE

Indefinitely suspended due to COVID related impact

Deadline for Registering for COMLEXUSA Level 1 is Mid December of MS-II year. Student must register to sit for exam before July 1st preceding MS-III year to have an uninterrupted course of study

Physical exam/Clinical Skills equivalent to be offered at each school. Required for completion of graduation requirements but not required for Match participation

Goal for Registering for COMLEX-USA

COMLEX USA Level 2 CE

March 15th of MS-III year (Eligibility to register for the exam is based on COMSAE performance)

Level 2 CE is Mid-March of MS-III year. Students must register to sit for the exam and to allow time to pass the exam prior to the February Rank list deadline for NRMP participating programs.

HOW DO STUDENTS RESEARCH RESIDENCY PROGRAMS?

https://www.ama-assn.org/residents-students/match/freida

The AMA Freida website is a database that lists searchable ACGME-accredited programs and vacant positions posted by Program Directors (see link above). Additionally, many residency programs now have promotional websites and videos discussing programs. Interviewing current residents personally is also an excellent way to research programs. The best way to really learn about a program is to spend time at the program.

WHAT SHOULD STUDENTS LOOK FOR IN A PROGRAM?

https://www.nrmp.org/interactive-charting-outcomes-in-the-match/

The goal for students is to get into the best program for them that they can reasonably matriculate into (access the interactive Charting Outcomes in the Match 2020 at the link above). Here are some questions students should ask themselves about programs that they are considering:

• Can I get into that program?

• 2020 competitive Board scores Match Data are the most current data available at present (see link above)

• Is the program in a geographical area where I would be happy?

• Will the program give me the skills that I need to be the kind of quality and caring physician who I want to be come?

• How are the residents treated?

• Are the current residents in the program happy?

• Are there DO residents in the program? As faculty?

• Do the residents seem burned out?

• Do residents in the program frequently get terminated or not have their contract renewed?

• Will the program push me to get the service and academic skills that I need?

Students will likely find themselves facing a decision between one of several programs which are all extremely similar from academic and patient-care standpoints. It is important to consider factors relating to your personal happiness and comfort for the duration of your residency (see Figure 1 next page).

**Figure 1 Source = National Resident Matching Program, Data Release and Research Committee: Results of the 2021 NRMP Applicant Survey by Preferred Specialty and Applicant Type. National Resident Matching Program, Washington, DC. 2021

**Figure 1 – DO Seniors Importance Rating in Selecting Programs for which to Apply

The image below displays the percent of U.S. D.O. Seniors citing each factor and mean importance rating for each factor in selecting programs for application.

Figure

App_5

All Specialties

Percent of U.S. DO Seniors Citing Each Factor and Mean Importance Rating* for Each Factor in Ranking Programs, 2022

Summary of Results in Figure 1

Although there was some variability by applicant type, desired geographic location, perceived goodness of fit, quality of residents in the program, and work/life balance were among the factors that applicants considered most frequently when selecting programs to which to apply. Overall, goodness of fit, interview day experience, desired geographic location, and quality of residents in the program were the top four considerations in ranking programs for applicants of all types. Applicants also valued such factors as: program reputation; quality of educational curriculum and training, faculty, and program director; and balance between faculty supervision and resident responsibility for patient care.

Source = National Resident Matching Program, Data Release and Research Committee: Results of the 2021 NRMP Applicant Survey by Preferred Specialty and Applicant Type. National Resident Matching Program, Washington, DC.

WHAT ARE PROGRAM DIRECTORS LOOKING FOR IN AN APPLICANT?

TOP 5

FACTORS FOR SELECTING APPLICANTS FOR INTERVIEW

ü COMLEX-USA Level 1 / USMLE Step 1

ü Letters of Recommendation

ü COMLEX-USA Level 2 CE/ USMLE Step 2

ü Personal Statement

ü MSPE Dean’s Letter

TOP 5 FACTORS FOR RANKING APPLICANTS

ü Interpersonal skills

ü Interactions with faculty and house staff during the interview and visit

ü Feedback from residents

ü Letters of recommendation in the specialty

COVID-19 Modification | Many interviews are being held virtually: Take advantage of all resources to train and prepare for this type of interview. AAMC has a guide available for preparing for virtual interviews HERE

HOW COMPETITIVE ARE SPECIFIC SPECIALTIES?

Interactive Charting Outcomes in the Match is an interactive tool intended to assist Match applicants in determining their “goodness” of fit for specialties.

The Charting Outcomes in the Match: Senior Students of U.S. DO Medical Schools in the Match 2020 is one of the best resources for looking at the competitiveness of residency programs and for predictive data.

2023 Match Results by State, Specialty, and Applicant Type (PDF, 17 pages) - This report includes the numbers of positions offered and filled by state, specialty, and applicant type for the 2022 Main Residency Match.

It is important to be realistic when applying for residency programs. Students should consider their GPA, rotation evaluations, and most importantly board scores when considering their level of competitiveness for a program.

**See sample charts on the following page

HOW DO STUDENTS DECIDE ON WHICH SPECIALTY TO CHOOSE?

https://www.studentdoctor.net/schools/selector

https://www.aamc.org/cim/

Deciding on a specialty is an incredibly personal and important decision. Data suggest those who pursue their passions and strengths tend to be the happiest and most successful. The Student Doctor Network and AAMC Careers in Medicine have a quizzes and tools that might help students decide (see links above)

Experiences during a medical student’s third year can give insight into what life might be like in that specialty. It is nearly impossible to spend time in every conceivable specialty while in medical school. Some students have found it helpful to observe various specialties on their days off within their region. Out-of-region observation rotations on time off is not covered on Campbell malpractice coverage and should be vetted through Clinical Affairs first.

Talking with residents and attending physicians in various specialties can be helpful. Medical students should be careful not to be overly influenced by money, lifestyle, perceived importance of specific specialty, friendly mentors, or choosing specialties that others want them to do (see Table 1 below).

Table 1 – Specialty Preferences by Applicant Type

This report presents survey results by applicant type for 18 specialties where at least 50 total responses were submitted.

1 Excludes a total of 136 applicants withdrawn from the Match after the ROL Certification Deadline for reasons related to ineligibility or participation in an early Match

2 US citizen students and graduates of international medical schools (US IMG), non-US citizen students and graduates of international medical schools (non-US IMGs), US MD graduates, US DO graduates, students and graduates of Canadian medical schools, and Fifth Pathway applicants

3 Diagnostic Radiology/Nuclear Medicine, Emergency Medicine/Anesthesiology, Emergency Medicine/Family Medicine, Family Medicine/Preventive Medicine, Internal Medicine/Anesthesiology, Internal Medicine/Dermatology, Internal Medicine/Emergency Medicine, Internal Medicine/Medical Genetics, Internal Medicine/Preventive Medicine, Internal Medicine/Psychiatry, Neurodevelopmental Disabilities, Osteopathic Neuromusculoskeletal Medicine, Pediatrics/Anesthesiology, Pediatrics/Emergency Medicine, Pediatrics/Medical Genetics, Pediatrics/Physical Medicine and Rehabilitation, Pediatrics/Psychiatry/Child and Adolescent Psychiatry, Psychiatry/Family Medicine, Psychiatry/Neurology, Radiation Oncology, Thoracic Surgery, Vascular Surgery

4 Applicants who listed Transitional Year or PGY-1 preliminary programs first on their rank order lists

Table 1. Distribution and Response Rates by Preferred Specialty and Applicant Type1

WHEN SHOULD STUDENTS DECIDE ON A SPECIALTY?

CUSOM Clinical Affairs and GME/Postgraduate offices are constantly updating our resources to better equip the Clinical Chairs and Clinical Advisors to advise students based on the latest data and to better advise them on their path to residency.

Student participation in the specialty surveys sent out during 2nd and 3rd year semesters is non-binding, but greatly needed to better estimate the needs of each class at application submission time for Military, San Francisco, Urology, and NRMP, and to assist students through the SOAP processes of the post-match periods of all.

WHAT ARE REALISTIC BOARD SCORES FOR EACH SPECIALTY?

COMLEX-USA Level 1 (and/or USMLE Step 1) scores are the single most important determinant on whether student applicants are selected for interviews into their specialty. (After the 2022 Match, Level 1 will go to Pass/Fail, which places higher emphasis on completion and performance of COMLEX-USA Level 2 prior to the Rank list submission for the next Match.) It is important for applicants to be realistic with the programs and specialties that they apply to with their scores in mind. Table 1B and Chart 6 on the following page(s) shows historical data the Charting Outcomes report provided by NRMP from 2020.

Charting Outcomes in the Match: Senior Students of U.S. DO Medical Schools –Characteristics of U.S. DO Seniors Who Matched to Their Preferred Specialty in the 2020 Main Residency Match (2nd edition)

Interactive Charting Outcomes in the Match: Updated with 2020 data, this tool is intended to assist Match applicants in determining their goodness of fit for specialties. Built using data visualization software, it draws from the same data sources as the NRMP’s publication Charting Outcomes in the Match.

Match Summary for DO Seniors, 2023 Table 1B

Chart 3 shows the percentages of U.S DO seniors who matched to their preferred specialty. Overall, 84.9 percent of U.S. DO seniors matched to their preferred specialty, ranging from a high of 96.6 percent (Pediatrics) to a low of 7.7 percent (Vascular Surgery). No U.S. DO seniors who preferred Plastic Surgery matched in the specialty

and Match Status

Sources: COMLEX scores provided by NBOME. Match outcomes from NRMP Data Warehouse

The Comprehensive Osteopathic Medical Licensing Examinations (COMLEX-USA) are required for graduation from a U.S. DO medical school. The COMLEX-USA examination series is designed to assess the osteopathic medical knowledge and clinical skills considered essential for osteopathic generalist physicians to practice osteopathic medicine. COMLEX-USA is constructed

and "Physician Tasks."

Chart 7 COMLEX-USA Level 2-CE Scores of U.S. DO Seniors by Preferred Specialty and Match Status

ChildNeurologyDermatology

DiagnosticRadiology

EmergencyMedicine

The COMLEX-USA Level 2-Cognitive Evaluation (CE) integrates the clinical disciplines of Emergency Medicine, Family Medicine, Internal Medicine, Obstetrics/Gynecology, Osteopathic Principles and Neuromusculoskeletal Medicine, Pediatrics, Psychiatry, Surgery, and other areas relevant to solving clinical problems and promoting and maintaining health in providing osteopathic medical care to patients. Passing COMLEX-USA Level 2-CE is required for graduation with the DO degree in the United States, and COMLEX-USA is used for licensure for DOs in all 50 states Overall, U.S DO seniors who matched to their preferred specialty had mean COMLEX-USA Level 2-CE scores of 570.1 (s.d = 92.5), well above the 2022 minimum passing score of 400. COMLEX-USA Level 2-CE scores were available for 97.4 percent of U.S. DO seniors who participated in the Main Residency Match.

WHAT IS THE TIMELINE FOR THE RESIDENCY APPLICATION PROCESS (ACGME PROGRAMS)?

FEBRUARY 15TH (MS-III)

LATE WINTER/ SPRING (MS-III)

LATE SPRING/ EARLY SUMMER (MS-III)

SEPTEMBER 1ST (MS-IV)

Chart 7 shows the COMLEX-USA Level 2-CE scores for U.S DO seniors by preferred specialty and match status. The horizontal bars are the median values and the vertical lines show the interquartile ranges (IQRs). Unusually wide and unusually narrow IQRs often indicate small sample sizes.

FEBRUARY (MS-IV)

Choose desired specialty

Research Programs and Plan “Audition Rotations“

Attend Residency Fair and Initial Advising Sessions

ERAS opens up to applicants June 9th

Applicants can start sending out links to authors of letters of recommendation to upload.

Applicants can submit applications to programs.

As with the Level 1 scores, for most specialties the IQRs of U.S. DO seniors who matched to their preferred specialties were higher than those who did not match. Matched U.S DO seniors had higher median scores than their unmatched counterparts across all specialties. No U.S. DO seniors who preferred Plastic Surgery matched in the specialty

September 29th –residency programs are able to view applications.

Applicants to ACGMEAccredited programs must submit their rank order list to NRMP.

WHAT ARE “GOLDEN MONTHS”? ARE THEY IMPORTANT? HOW SHOULD STUDENTS PLAN THEIR AUDITION ROTATIONS?

Audition rotations (aka “golden months”) are rotations where fourth-year medical students spend elective time at residency programs to which they are applying during the last half of the calendar year. Experts differ in what the ideal months are, but they are typically considered August - December/January. With the number of applicants to programs and the number of programs being applied to, they are less important than they used to be, but still important.

There are a few small programs that will only rank applicants that have rotated through the program. There are some programs that give “courtesy” interviews to anyone who rotates through the program. These are important things to know when researching programs. These rotations are also probably the best way to find out what a program is really like.

In general, it is advisable for students to schedule audition rotations at the programs in which they are most interested. Popular rotations and competitive specialties typically fill up several months in advance, and it is wise to start planning these rotations in the winter/spring of the third year.

It is important to go through VSAS for the programs that participate. It is also important for students to know that nearly everyone that they encounter during their time in a program may give feedback about their performance, and any negative interactions may prevent them from ever ranking into that program.

HOW SHOULD STUDENTS USE AN INTERNSHIP (TRANSITIONAL YEAR / PRELIMINARY / CATEGORICAL YEAR)?

There are many reasons to utilize the transitional year (ACGME):

• Often this is a prerequisite for a subspecialty such as Dermatology, Neurology or Radiology.

• If students are undecided in their specialty fields, this can provide an opportunity to continue training, build their skill sets, and determine their correct path.

• If students have not had success in achieving stellar board scores, the COMLEXUSA Level 3 is taken during the internship year and along with a stellar internship performance, this may be an opportunity to improve their competitiveness into the primary care programs of their choosing.

• If students have spouses, significant others, or special circumstances in a situation where they need an additional year in a particular location

• If students have not had success in the timing of their board exam COMLEX-USA Level 2 CE or PE so that the results are available in time for the Match, often internship programs are what remain late in the Scramble or SOAP post-match processes.

• Competitive applicants following a good strategic plan will likely match. However, uncompetitive applicants applying to competitive specialties and programs are unlikely to successfully match. It would be wise for the latter group to have backup or safety plans.

• Surgical Specialties should focus on a preliminary Surgical year as the transitional year equivalent for that field related to CMS funding of all 5 year training programs being only for 5 years, and the transferability of the preliminary surgical year where routine transitional year does not transfer into a surgical specialty at a 1:1 ratio.

WHAT IS THE “COUPLES MATCH”?

NRMP Couples Match

Couples and the NRMP Matching Algorithm

A Couples Match is when two residents choose to matriculate into a residency or residencies in close proximity of each other for personal reasons. This is an extremely helpful tool to help keep families together.

This can add additional complexity to the decision-making process for students. It works really well when both applicants are very competitive and applying to programs in a geographic area where they are both likely to be ranked (multiple programs within 50 miles of each other). It can be more challenging if one or both of the students are noncompetitive for programs they are applying to in varied geographic areas.

Being in the couples match can limit students’ chances of matching into their desired programs, but this must be weighed with the desire to be close to their loved ones for the next three to five years. Overall, match rate for couples in 2015 was 94.8%. The general advice is that participants in a couples match should apply to more programs than they would have normally. (NRMP offers more information on strategies at the links above).

TO HOW MANY PROGRAMS SHOULD STUDENTS APPLY?

The number of programs an individual applicant needs to apply for depends on several variables:

• competitiveness of the specialty,

• competitiveness of the applicant,

• interviewing and interpersonal skills of applicant.

The overall goal is to get enough interviews at programs that you are interested in matriculating into to secure your chances of a matching into a desirable residency program. CUSOM is requiring each student to apply to at least 25 programs. Many students will find the need to reassess and continue to apply to several times that number in order to receive the minimum number of interviews.

The national statistics and CUSOM experience show that the student will need to rank a minimum of 12 programs in primary care and 14 programs in the surgical and competitive fields to achieve a mean (89%) match success.

Impact of Length of Rank Order List on Match Results 2004-2023 Main Residency Match (PDF, 5 pages) This report examines the relationship between the average length of the rank order lists (ROL) of matched applicants and filled programs and the average length of rank order lists of unmatched applicants and unfilled programs in the Main Residency Match.

• If the student has only a few interview offers by mid-November, then he/she should assume low competitiveness in the specialty and choose an alternate field of study that is more competitive for his/her personal statistics.

HOW EXPENSIVE IS THE APPLICATION AND INTERVIEW PROCESS FOR RESIDENCY?

Applying and interviewing for residency programs can be costly.

• The ERAS fees for applying to residency programs varies depending on the number of programs applied to and typically range from $300 - $400 for many students (with additional fees for COMLEX-USA and USMLE transcripts if applicable).

• Students are typically responsible for interview expenses such as travel, lodging, and meals (a few programs might pay for lodging and/or food) if interviews are conducted in person.

• Many fourth-year medical students report spending between $5,000 - $10,000 in the process.

• Students can reduce expenses by trying to schedule interviews together geographically and coordinating lodging with other students or friends/relatives in the area if interviews are offered in person.

ERAS 2020 FEES

HOW DO STUDENTS SCHEDULE INTERVIEWS?

Most invitations will come from the program coordinator or another staff member from the residency program. Invitations are typically sent by email and many programs use scheduling platforms to coordinate interview dates/times.

It is important for students to have professional and timely response with the person coordinating the invitation, as this person may offer feedback to the program. It is also important that students only select interview dates that they have a commitment to attend.

If a student’s plan changes, it is important that he/she notifies the program immediately and professionally about his/her intentions. Emailing the program coordinator to cancel an interview is appropriate when done with advance notice; calling the program if no email response is received can serve as a follow-up.

Cancellations for reasons other than illness or unforeseeable tragedy should not occur with a less than 4 week notice to the program so that they can fill that interview slot with another candidate. Unprofessional behaviors, such as “no shows” frequently get reported to the medical school as a professional misconduct and may result in disciplinary action.

Students should refer to the clinical rotation manual for full policy and procedures regarding time off for residency interviews.

HOW IMPORTANT ARE RESIDENCY INTERVIEWS? HOW SHOULD STUDENTS PREPARE?

The interview is the most important determinant for getting into residency after being selected for the interview. CUSOM will require students to participate in mock interviews as part of the residency development course at the beginning of 4th year. A seasoned interviewer will give the students feedback on their interviews as they answer common interview questions.

BEFORE THE INTERVIEWS

Students should research the department and faculty members for each program conducting the interview to get a basic sense of the program. Everyone appreciates interviewing someone who has taken the time to research the organization. Students should read printed materials, visit websites, and talk to any of their contacts and fellow students who might have a connection to the program or supporting institution.

Prepare your own questions.

• This is the applicant’s opportunity to show interest in the program as well as to broaden and deepen his/her knowledge to assess how compatible he/she is with the program.

• Under no circumstances should applicants ask about salary, benefits, vacation, and competition.

• Examples of “good” applicant interview questions = Is there a formal didactic curriculum, and what is its structure? What are the required rotations for the first year and subsequent years? Are there opportunities to do “away” rotations? Are research opportunities provided to residents, and is this a required experience? What teaching

• responsibilities for medical students are expected of residents? Do your residents express that there is an appropriate balance between independence and supervision? Where do your graduates go (e.g., fellowship, academics, private practice)?

• Examples of “low-level” applicant interview questions that should be avoided = What are the basic resident benefits? Are meals paid for when on call? Is there reimbursement for educational supplies and books? Is there a union and is membership mandatory, and are there dues? What is your family leave policy? How are residents represented at the institution level? How is the resident member of GMEC selected?

Be on time and be prepared.

• In-person interviews can be stressful as they involve navigating a foreign city. Students should give themselves enough time to get to their destination without having to rush, as this could add to the stress.

• For virtual interviews, students may need time to make sure they’re in a quiet location, they have strong internet connectivity, their audio and camera are working, their surroundings are neat and tidy, and that there is adequate lighting before the interview starts.

Dress professionally, even for virtual interviews.

• Choose a conservatively colored suit, solid or pinstripes are acceptable, women can wear either a skirt or pants.

• Choose a conservatively colored shirt; men should wear a button-down shirt, women can wear the same or blouse or light sweater.

• (For in-person interviews) Wear simple, comfortable dress shoes that you can walk in easily to tour clinics and hospitals.

• Men should wear a tie. Choose one that is also conservative and is solid, striped or has a small pattern.

• Men should have well-groomed facial hair.

• Make-up for women should be subtle.

• (For in-person interviews) Avoid strong smelling perfumes or cologne.

• Keep jewelry tasteful and to a minimum.

• Avoid drinking coffee or chewing gum during the interview.

DURING THE INTERVIEWS

For in-person interviews, applicants should always carry pens and copies of their CVs. The pen should be professional, not a brightly colored drug rep pen. These interviews involve stamina and are exhausting as applicants may be meeting with multiple faculty members in just one day. Interviewers are looking for eye contact, a firm handshake, and a generally positive attitude. Applicants should also avoid slouching in their chairs. These skills do not always come naturally and can be practiced prior.

• For virtual interviews, applicants should practice looking into the camera (not the screen) to simulate (or give the impression of) eye contact. It’s often tempting to look at oneself or the interviewer on the screen, but this could give the appearance that the applicant is looking away.

Every applicant going into interviews should be prepared to answer common residency interview questions.

• Examples of Common Interview Questions = Why are you interested in this program and specialty? What are your strengths? Where do you see yourself in the future (10 years)? What do you like to do for fun? Describe your weaknesses… board scores, GPA, rotation evaluations, etc. (REMEMBER: Be prepared with a “weakness” that also shows strength, such as too honest, works too hard, can’t stop until a task is completed, etc.). What do you know about this program? What has been your biggest challenge? Why did you choose to go to osteopathic medical school? What kind of (tree, animal, vegetable, etc.) would you be and why? (REMEMBER: that type of question is not about the object, but about the quality it represents to the applicant. Dog= Loyalty, or Carolina Pine = flexibility in adversity)

• Examples of Match Violation Interview Questions = Where else are you applying? How are you going to rank programs? Did you apply to other schools in the (North/South/East/West/Midwest/ State)? (It is NOT a violation to ask why an applicant is interested in living in the program’s location.) Where else have you interviewed?

• If applicants are asked any such type of question while interviewing, they are requested to report this incident to the NRMP. To handle such questions, applicants should be prepared to answer a different question, which doesn’t violate Match (in other words, applicants can respond with “I applied to a number of programs which provide (quality 1, quality 2, quality 3, etc.), which I value in a program.”).

NAIL YOUR INTERVIEW WITH THESE TOP TIPS:

ü Do your research prior to the interview (program & faculty)

ü Prepare your own questions

ü Be on time and be prepared

ü Dress professionally

ü Make eye contact

ü Use good posture

ü Have a postive attitude

ü Be prepared for common residency questions

ü Remember: everything said is on record

ü Ask for clarification of questions if needed

ü Send a thank you note

ü Take notes at the end of the day while information is fresh

While in the interview, if applicants are unclear about what the interviewer is asking, they can request the interviewer restate the question to try to determine what information he/she seeks. Nothing is wrong with pausing briefly to organize thoughts before responding.

• REMEMBER: Everything said before, during, and after the interview is on the record. Even when applicants are speaking informally with residents, they should be careful what they ask. Applicants do not want to be remembered for telling house staff they’re looking for “the cushiest program possible.”

GENERAL “DON’TS” FOR AN INTERVIEW

Students should consider avoiding the following actions:

• Don’t openly compare the program you’re interviewing at with other programs in town.

• Don’t be rude to staff.

• Don’t spend the day asking for special favors (such as asking the program coordinator to run an errand).

• Don’t obsess over getting a parking validation for the interview.

• Don’t slouch during your interview.

• Don’t use your cell phone during the interview. Even if you’re only taking notes, it looks like you’re not paying attention.

• Don’t ask questions that are easily answered by looking at the program’s website.

• Don’t be ingratiating with faculty or the program director.

• Don’t engage in public displays of affection if your spouse or partner accompanies you to a social event.

• Don’t bring infants and small children to the interview since they can disrupt activities.

AFTER THE INTERVIEWS

Students should consider the following tips:

• A thank you note should be written to those with whom the student spoke. It is acceptable to send an e-mail note, but handwritten notes are often more impressive.

• Students should consider asking interviewers for a business card so they know where to send it the note.

• If there are additional questions, students should ask them through e-mail.

• Students often want to do a second visit to certain programs, and it is appropriate to ask about second visits after the interview.

• At the end of the interview day notes should be written about the program. This will help students stay organized and keep from becoming confused about the characteristics of each program visited.

WHAT ARE THE MATCHES?

NRMP (National Residency Matching Program)

Most ACGME Programs http://www.nrmp.org/

SF Match

ACGME - Ophthalmology Plastic Surgery, Neurotology, and various fellowship programs https://www.sfmatch.org/

Urology Match

“Military Match” (Joint Service Graduate Medical Education Selection Board)

ACGME Urology Residencies and Fellowships http://www.urologymatch.com/

AMOPS Branch Timelines

United States Air Force

All military programs (Air force posts the best timeline)

WHAT IS A RANK ORDER LIST (ROL)?

United States Army

United States Navy

The matches require applicants to submit a ROL by a specific deadline. It is important for applicants to never rank a program or specialty on their submitted rank order list to a matching program that they wouldn’t be comfortable with, as a “match” is a LEGALLY BINDING CONTRACT with a program (see Figure 2 and Figure 3 below)

Also, it is important for applicants to rank their preferences in descending order as the match processes will match them with the highest program on their ROL where a program has a position for them.

Programs are not allowed to tell applicants their rank order, nor are they allowed to ask applicants about theirs.

Programs may volunteer generic information such as: “We plan to rank you high” but remember that of 200 applicants being ranked, #10 is still high to them so consider that information as affirmation that the interview went well, not a confirmation of acceptance.

Figure 2 (next page) – DO Seniors Importance Rating in Ranking Programs

This displays the percent of U.S. D.O. Seniors citing each factor and mean importance rating for each factor in ranking programs.

Figure App_5

All Specialties

Percent of U.S. DO Seniors Citing Each Factor and Mean Importance Rating* for Each Factor in Ranking Programs, 2022

*Ratings on a scale from 1 (not important) to 5 (extremely important)

WHAT IS THE “SCRAMBLE” AND THE “SOAP”?

The old “DO” match was called NMS and had a period post-match that was called the scramble. During this time programs that participate in NMS match would get applications from all over the country and offer positions real time. It was quite a stressful experience for both participating sides. This scramble period would last until the last day to withdraw from NRMP.

The Supplemental Offer and Acceptance Program (SOAP) is an “organized scramble” for applicants who participated in NRMP but did not “match” into a participating NRMP residency program on day 1 of results release. The overview of the SOAP process consists of submitting applications to remaining programs and waiting for an interview over the phone or virtually. There are usually 4 rounds of the SOAP which concludes on a Thursday with Match celebration and release of all matched locations being the next day (Friday). It is a sophisticated process and participants of the NRMP match should be familiar with the process at NRMP.org prior to submitting a rank order list with the NRMP.

The participants in the SOAP are not allowed to request preceptors or CUSOM faculty to call a program on their behalf. The contact to any reference listed by the participant must be initiated by the program, not the other way around. If you are registered in NRMP, even if you opted out of SOAP, you are not allowed to accept a contract from any other program until after SOAP concludes on Thursday PM of the NRMP Match week or risk Match violation for yourself, the school, and the program offering the contract out of the context of NRMP match.

**See Figure 3 - Positions Filled during SOAP 2021 - 2022 next page.

Figure 3 – Positions Filled during SOAP 2022 – 2023

(R) positions are PGY-2 positions starting in the year of the Match that are reserved for applicants who have had prior graduate medical education. Physician positions are not available to senior medical students. In Results and Data Books prior to 2014, the numbers of R positions were small and they were included in the categorical position counts. In this report, R positions are listed separately.

This displays the SOAP number comparisons from 2022 to 2023.

Table 18 Participating Programs and Positions Filled in SOAP, 2022 - 2023

WHAT HAPPENS IF STUDENTS DON’T MATCH? WHAT RESOURCES DOES CUSOM MAKE AVAILABLE DURING THE SOAP?

https://services.aamc.org/findaresident/

After the NRMP matches, CUSOM will have a “GME Command Center” staffed by the GME/ Clinical Affairs and Clinical Chairs teams to give students who didn’t match access to open/ available programs, GME experts on scrambling into programs, and access to communication and faculty resources.

The AAMC’s Find A Resident program is a good site to look at to find available positions after the matches (see link above).

Taking a research year is preferable to a gap year in training for many reasons and may be advantageous for obtaining an interview by programs that require heavy scholarly activity to be considered a competitive applicant. The research should be relevant to the desired specialty, and likely should have been discovered as a parallel strategy prior to Match week. Talk with your advisor about discoverable opportunities online and determine if this is a potential assistance to your goals. Some research opportunities may still exist after the Match week completes, but they are often difficult to find, and may be unfunded. Many research opportunities give their results at the same time as NRMP match results are available and require that an applicant NOT participate in both the research opportunity and the simultaneous match as the NRMP Match contract is binding. As student loans start coming due 6 months after graduation, we recommend finding a funded research position.

CAN STUDENTS TRANSFER OUT OF A PROGRAM OR SPECIALTY ONCE THEY MATCH INTO IT?

https://fas.org/sgp/crs/misc/R44376.pdf

Being “matched” into a program is a legally binding commitment to a program (typically a oneyear contract that must be signed within a particular time frame after the match). It is a Match violation to request release from contractual agreement prior to 45 days in the program. To be released from a match obligation, the program director must be willing to release the applicant. This only happens in rare occasions and typically in unusual circumstances. Most residents graduate from the residency (and specialty) that they match into. There are services, such as residentswap.org, that do help to facilitate program transfers.

One reason that transfers between specialties are uncommon is that funding of a resident is potentially reduced if a resident transfers from a shorter duration specialty to a longer duration of a specialty. This is because the funding for an individual resident is defined by CMS as the “initial residency period (IRP)” and is determined as the minimal number of years required to achieve completion in that initially declared specialty.

Most residency programs are funded through CMS (the Centers for Medicare and Medicaid Services). AAMC has an excellent resource on what every medical student and resident should know about GME funding, called, “Medicare Payments for Graduate Medical Education: What Every Medical Student, Resident, and Advisor Needs to Know” (see link above)

WHAT IS CUSOM DOING TO INCREASE RESIDENCY OPPORTUNITIES?

https://medicine.campbell.edu/academics/graduate-medical-education/residencies/ Graduate Medical Education Department currently has 22 programs with one pending program. The GME page on CUSOM’s website provides more information and links to each program’s website (see link above).

SITE

Campbell University

Cape Fear Valley Health

PROGRAMS SPONSORED BY CUSOM

• Sports Medicine**

• Osteopathic Neuromusculoskeletal Medicine

• Emergency Medicine

• Internal Medicine

• General Surgery

• OBGYN

• Psychiatry

• Transitional Year

• Cardiology**

• Child and Adolescent Psychiatry (pending)

• Family Medicine

Conway Medical Center

• Transitional Year

• Family Medicine

Harnett Health

Sampson Regional Medical Center

• Internal Medicine

• Transitional Year

• Family Medicine

• Dermatology

• Transitional Year

• Family Medicine

• Emergency Medicine

UNC Southeastern Health

• Internal Medicine

• Transitional Year

• Micrographic Surgery and Dermatologic Oncology (Mohs)** ** = fellowship

Atlantic Dermatology

USEFUL LINKS

ALTUS AND CASPER

Does your residency program require an ALTUS or CASPer completion before an offer interview is sent? To see which programs require it, go to takealtus.com/dates-times and select United States, than Graduate Medical Education and the specialty (Anesthesia, IM, OB/GYN, Ophtho, and Surgery are listed).

RECEIVING AACOM AND ERAS COMMUNICATIONS / EMAILS:

We’ve heard from a number of students that they have not been getting emails from AAMC about ERAS or the ERAS Supplemental Application. We had ERAS support look into a couple of the students and confirmed that students unsubscribed from all AAMC emails which is why they are not receiving any messages from them and did not receive their Supplemental ERAS Application link.

Individuals who unsubscribe from all AAMC emails do not get any messages sent from AAMC’s two primary email platforms and will not get ERAS emails.

Unsubscribed and not getting ERAS communications? Fill out the AAMC form to re-subscribe: cloud.email.aamc.org/resubscribe-page

AMA’S LIST OF SPECIALTIES UTILIZING THE SUPPLEMENTAL APPLICATION THIS YEAR:

16 specialties using the supplemental application this year: See details HERE.

Adult Neurology, Anesthesia, Dermatology, Diagnostic and Interventional Radiology, Emergency Medicine (Program Signals Only), General Surgery, Internal Medicine (Categorical), IM/Psych, Neurosurgery, OBGYN (Program Signals Only), Ortho Surgery, Pediatrics, PM&R, Preventative Medicine, and Psychiatry

Program Signaling and Supplemental applications are due by the end of August to first part of September. Please be aware of the deadline for your chosen specialty as it is before the application deadline!

SUMMARY CHANGES OF OBGYN INITIATIVES

A summary of the key initiatives for the 2023 – 2024 application cycle can be found HERE.

ARMED FORCES HPSP

Information on the Armed Forces Health Professionals Scholarship Program can be found HERE. The Army will only be accepting ERAS applications for Emergency Medicine for the 2023 – 2024 application cycle. (Note that the deadline for document submission is October 13th, as October 15th is a Sunday.)

RESIDENCY PREPARATION CALENDAR

2022 - 2023

MONTH, YEAR MAIN RESIDENCY MATCH

June 2023

• 6/7 – ERAS opens

• CUSOM – Residency Development Course

• MSPE notable characteristics due to registrar

July 2023

• MS-II – MS-IV Update CV

• MS-IV Complete personal statement

• Request letters of Recommendation by 7/31

EARLY MATCH (MILITARY, OPHTHALMOLOGY, UROLOGY)

• 7/3 – Ophthalmology Application portal opens

• Ophthalmology program interview dates posted on SFM website

• Military Match opened

August 2023

MS-I, MS-II and MS-III focus toward obtaining 2+ Scholarly works on average prior to graduation and 2+ volunteerism prior to graduation

September 2023

• 9/6 – Applicants may begin submitting ERAS applications to programs at 9AM ET

• 9/15 – NRMP Match Registration open

• 8/31 – Military Match GME application deadline

October 2023

• 10/1 - Medical schools began uploading rising seniors MSPE

• 9/1 – Ophthalmology Match application released to programs

• 9/27 – MSPE letters released to programs

• NRMP Match Registration opened

• 10/15 – Military Match Last day for training location preference change

• 10/10 – First date of Ophthalmology interview invitations

• 10/23 – 10/27 – Military Match Application scoring week

• 10/23 – Ophthalmology interviews begin

November 2023

• ERAS tokens for MS-III available from Medical School Registrar

December 2023

• VSAS access made available to MSIII students (can’t request rotations until March)

January 2024

• 1/31 – Applicant Standard Registration Deadline for the Match and SOAP ($50 late fee applies)

• 11/1 – Ophthalmology open house signup begins

• 11/13 – 11/17 – Military Match (JSGMESB)

• 12/13 – Military Match (JSGMESB) results announced

• 12/23 – Ophthalmology interviews conclude by end of business

• 1/4 – Ophthalmology Program rank lists due

• 1/5 – 1/25 – Optional visits to ophthalmology programs may begin

• 1/15 – Military JSGMESB acceptance letters due to Physician Education

• 1/30 – Ophthalmology Applicant rank list due

February 2024

• 2/1 – NRMP Ranking Opens

• 2/1 – Medical Schools begin verifying student /graduate graduation credentials

• 2/28 – Applicant Late Registration for the Match and Soap and Match withdrawal Deadline

• 2/28 – Rank Order List Certification Deadline

• 3/11 – Match Week begins; Match Status Available

• 3/11 – SOAP Begins; SOAP Applicants can start preparing applications in ERAS

• 3/14 – SOAP Rounds 1 – 4

• 3/15 – Match Day!

March 2024

• MS-III request out rotations through VSAS

• MS-III and MS-IV establish with primary clinical chair/advisor for preferred specialty and parallel plan

• CUSOM Residency fair required attendance MS-III; optional MS-II

May 2023 5/31 – ERAS 2024 season ends at 5PM

• 2/6 – Ophthalmology Match results; post-match vacancies announced

CUSOM CONTACTS

APPENDICIES AND OTHER HELPFUL INFORMATION

Appendix I – Sample CV with photo

Bea Smart

2200 East Drive, Somewhere, NC 22222 Phone (919) 867-5301

E-Mail: BSmart@email.campbell.edu

EDUCATION

8/5/2013 Campbell University School of Osteopathic Medicine (CUSOM), Buies Creek, NC

D.O. Anticipated May 2017

2009-2012 College USA, Somewhere, NC

B.S. in Biology

ACADEMICS, HONORS AND AWARDS

2015 | MS-II Classroom GPA

2014 | President Inaugural Class

2013-2015 | Honors Research Program

2013 | Presidential Scholarship for Academics

2010 | Outstanding Community Service Award Habitat for Humanity

RESEARCH AND PRESENTATIONS

Fall 2015 | Poster Presentation ACOFP

Title: Clinical Presentation of Specific Disease process

2014-2015 | Graduate teaching Assistant Osteopathic Manipulative Medicine (OMM)

2012-2013 | Graduate Teaching Assistant Biology 400 and 500 level

2010-2013 | Honors research Program

Project: The effect of Global Warming on Salamander Sp. Published which magazine volume and issue

COMMUNITY SERVICE, MISSIONS AND VOLUNTEER ACTIVITIES

December 2015 | Teaching High School Freshman Health Class WCDS

“Body Image, Nutrition, Drugs”

November 2015 | KaBoom Volunteer with Wayne Memorial Hospital

Construction of play park for underserved in Wayne County NC

September 2015 | Breast Walk with Wayne Memorial Hospital

September 2015 | Softball Fundraiser for Boys and Girls Club Wayne County NC

August 2014 | Wings CAMP Counselor

Camp for Children with terminal/hospice experience related to a family member

July 2014 | Medical Mission Trip

Performed medical services for underserved Haiti population along with CUSOM and The Baptist Men

May – June 2013 | Skin Cancer and Sunburn Awareness Teaching Program- Instructor

Can list brief description of Who was involved or sponsored this type of program

May – June 2012 | Miles for Melanoma Walk – Participant and Fundraiser

PROFESSIONAL MEMBERSHIPS

May 2015 – Present | American College of Physicians (ACP)

August 2015 – Present | Wayne County Medical Society

August 2013 – Present | Student Osteopathic Medical Association (SOMA)

President 2013 – 2014 term

WORK EXPERIENCE

May – June 2012 | Academic Tutor

Courses: Biology 400

June 2009 – July 2013 | Emergency Medical Services

Certified Paramedic Somewhere County EMS, NC

June 2010 – July 2013 | Medical Scribe

Somewhere Hospital or Office, NC

INTERESTS

May 2015 | Iron Man Triathlon Somewhere, NC

Softball League

Travel

(Can omit “interests” if necessary. This area helps the interviewer find common ground, but should not really be used as an opportunity for you to just list things for the sake of listing them. Example would be in orthopedics where the interviewer notices a lot of sports or prior sports things here. Be careful not list drinking activities or parties as it could work against you – “Maybe they will call in sick a lot” kind of thing. Also I wouldn’t list kids or desire for kids in here as the laws state that the interviewer isn’t allowed to ask as this information may make them biased and think “Maybe they are going to ask for all holidays off, or going to call in for childcare issues or child sickness”)

Appendix II – Writing Letters of Recommendation

All medical students need letters of recommendation for residency applications. Most programs require at least three letters from attending physicians who have worked with the student. As a result, this is an important task for all precepting faculty.

THE REQUEST

When a student asks you to write a letter of recommendation, they should provide you with a set of information. Feel free to ask for this if it isn’t immediately offered. A request packet should include

1. A copy of the ERAS (Electronic Residency Application Service) Letter Request Form, with your letter ID number. You will need this to upload your completed letter.

2. Details from the student on the purpose of the letter and to whom it should be addressed.

3. Whether or not the student has waived their right of access to the letter.

4. Copies of the student’s CV and personal statement

5. If you wish, a photograph

Students are routinely instructed to allow a month for faculty to write a letter. Carefully consider your own schedule and their deadline — if you will have difficulty completing a well-composed letter in the time allotted, it’s better to say no initially than to miss the deadline!

DISCUSSION

If your schedule allows, it can be helpful to have a brief conversation with the student. Asking them to schedule a 15-minute appointment to talk about their goals and achievements is quite reasonable. You may know the students’ performance well from working together clinically, but if you haven’t talked about their background or motivations for their future career, this discussion can be revealing. It can also be very helpful to refresh your memory if time has passed since you worked with the student.

It is also appropriate to ask others (residents, fellows, clinical staff) who may have worked with the student to provide input, as long as you reflect the source in your letter.

DECLINING A REQUEST

Be honest with students if you don’t feel you can write a highly supportive letter. Possible ways to put this: I can write you a letter, but I wonder if someone else might be able to write a stronger one. I will write if you like, but I can’t rank you in the top quarter.

If there is pertinent negative information that you feel needs to be included, consider discussing that with the student and asking if they still want you to write. Remember it is your professional responsibility to write an accurate letter based on your experience.

SUBMITTING A LETTER

ERAS now requires that all letters be uploaded directly by the author. This will require you to register and submit the letter through their online Letter of Recommendation Portal (LoRP). Further information about the LoRP, letter guidelines, and accessing the portal can be reviewed at the following web address: https://www.aamc.org/services/eras-for-institutions/lor-portal

ADDITIONAL RESOURCES

• DeZee ICJ, Thomas MR, Mintz M, Durning S.T. Letters of Recommendation: Rating, Writing, and Reading by Clerkship Directors of Internal Medicine. Teaching and Learning in Med 2009; 21(2) 153-8. [Recent review of the literature and a survey of a cohort of experienced internal medicine educators]

• Friedman RIB. Fantasy Land. NEJM [The classic paper]

• Greenburg AG, Doyle J, McClure DK. Letters of Recommendation for Surgical Residencies: What they Say and What They Mean. J Surg Research 1994; 56:192-8. [Specific recommendation for surgeons]

• Irby DM, Milam S. The Legal Context for Evaluating and Dismissing Medical Students and Residents. Acad Med 1989; 64:639-3. [Advice for negative LORs]

• Keim SM, et al. A Standardized Letter of Recommendation for Residency Application. Acad Emerg Med 1999;6(11 1 141-6. [Detailed explanation of the EM standardized LOR, the only currently used standardized LOR]

• Wright SM, Ziegelstein RC. Writing More Informative Letters of Reference, J Gen Intern Med 2004; 19:588-93, [A more detailed and very informative reference for writing LORs]

Appendix III – Personal Statement Tips

INTRODUCTION:

The personal statement is an opportunity to present important personal features not reflected on your CV and letters of recommendation. Unlike the personal statement you wrote to get into medical school, however, it does not carry the same weight in the program’s decision for your acceptance. It is not inconsequential, however; a good personal statement can set you up for a great interview and it may ensure that you match to a program that values the type of person you are.

In short, the personal statement is like the short program in Olympic ice-skating: a great performance will not win the medal, but a bad performance will knock you out of contention.

CRAFTING A STRONG PERSONAL STATEMENT

There are six rules to a strong personal statement:

1. Do not be offensive. Do not try to be too clever or artistic. There is a time and place for this, but the personal statement is not it. It is too subject to misinterpretation. The consequences of being misunderstood can be significant.

2. Show commitment. Convey that you are committed to your career choice (even if you still have doubts). No residency director wants someone who might flake out at any minute.

3. Show direction. Convey that you have spent some time thinking about what you want to do in your career, and that you have insight into what it will require. You do not have to have a definitive plan, but you do want to convey that you have thought about the options, and this one seems to be the best for you.

4. Subtly introduce your admiral personal attributes. This chapter will show you how to boast without being boastful.

5. Use the personal statement to set up a great interview.

6. Write a second personal statement for your parallel strategy, don’t recycle the primary strategy statement.

GENERAL CONSIDERATIONS

1. Be conservative in your personal statement. It is ok to be clever and artistic, but this is not the place to risk being misunderstood.

2. Good writing is as important as good content.

A. Spend ample time with grammar and spelling checks.

B. Ask the following people to read your personal statement.

I. Someone who knows you. Ask them to evaluate the statement with this criteria: “Does this sound like you?”

II. Someone who knows grammar. Do not choose a classmate unless they are an accomplished editor or writer. This person does not need to be a physician, but they do need to know writing.

PERSONAL STATEMENT GENERAL TIPS

ü Be clear and conservative

ü Good writing AND good content are important

ü Check spelling & grammar

ü Ask qualified mentors, program directors, faculty, etc. to read and critique your personal statement

ü Focus on your specific career path ahead.

ü Start early!

III. The program director or someone on the residency admissions committee for the type of residency to which you are applying. They can help you with attributes they are looking for in their residents.

C. Exclude anything that your reviewers find questionable or confusing. Now is not the time for free speech. Be conservative. You can free speak in the interview where you have the opportunity to defend any misinterpretation.

D. Spell check. Silly errors suggest glibness or a lack of attention to detail. Neither is good.

3. Do not waste time discussing why you want to be a doctor: you already are. Focus instead on the career to which you are applying. Integrate the qualities you respect in a physician, and hope to emulate, into the discussion of your specific career.

4. Start early. A great residency personal statement is focused on your talents, your career decision, and why the two fit together. It will be hard for you to write your personal statement until you have decided upon a career. Once you have made this decision, however, write it early. You want to allow enough time to make the changes your reviewers have suggested to you.

PERSONAL STATEMENT METHOD, STRUCTURE AND FLOW (Focus on you, not the profession)

FIRST PARAGRAPH SECOND PARAGRAPH THIRD PARAGRAPH FOURTH PARAGRAPH FIFTH PARAGRAPH

Why did you choose this profession?

Expand on what inspires you to be part of your chosen speciality.

METHOD AND STRUCTURE

What are your strong points?

What do you want to do as part of the profession?

Tie all the components together.

Stay focused on the goal of the statement: You want to link your talents with your career decision. In doing so, you want to show why the two are a nice fit.

1. Paragraph 1: Why did you choose this profession?

A. The first paragraph must be about you. It does not have to be flamboyant, but it should be interesting. Avoid the usual throat-clearing exercise of describing where you were born and what you have done since. Get straight to the point: What about you makes for a nice fit with your profession.

I. Start with a declarative sentence that captures why you have chosen your residency. Begin with something you enjoy or something about you. Samples:

a. Internal medicine: “I enjoy solving problems.”

b. Surgery: “I enjoy using my hands; I like the satisfaction that comes with instituting interventions that result in definitive improvement.”

c. Section VII lists some of the attributes that physicians from different specialties evoke for why they chose their profession.

II. Focus on you, not on the profession

a. Average: “Surgery requires people who are good with their hands.” This is about surgery, not you.

b. Better: “I enjoy working with my hands.” This is about you.

c. Follow this with a personal anecdote or a concrete example for how you came to the conclusion that you value this attribute.

2. Paragraph 2-3. Use the next paragraphs to expand upon what it is that inspires you to be a part of your chosen specialty. If you think hard enough, you will remember some defining moment in which it became apparent that you wanted to be a surgeon or a

psychiatrist. There may also be a personal event during which you realized that you were attracted to some attribute. Now you realize that your chosen profession embodies that attribute. Whatever the event, remember that it must be about you.

3. Paragraph 3: What are your strong points?

A. Now is the time to boast a bit. This does not make you an egoist. If you do not tell us about your special characteristics, we will never know of them.

B. Strategies to do this without sounding arrogant:

I. State how much you respect and value the characteristics of the profession you are choosing. The implicit connection is that you embody what you value. Example, “I respect and value the empathy and bedside manner that is required of the internist.” This also conveys a sense of insight into the profession.

II. “I want to continue to develop…” Note a few attributes you value and how you hope to continue to strengthen these attributes during your residency. State how you pride yourself on developing these traits, the struggle to do so, and how you want a program that supports your efforts to continue to develop them. By recognizing that you could always be better, you relieve yourself of arrogance. Example, “I want to continue the progress I have made in improving my dexterity and procedural skills.”

III. List specific events that “taught you lessons.” Implicit in this is that the lesson learned has endowed upon you that characteristic. “Participating in my summer externship in Ghana taught me the importance of being part of a medical team.”

C. A good paragraph three suggests self-awareness, insight, and the ability to learn from life’s lessons. It establishes you as the person who makes decisions in your life, not someone else’s agenda.

4. Paragraph 4: What do you want to do once you are in the profession?

A. Show that you have thought about what you want to do (clinical practice, research, etc.). Show that you have some insight into the profession, and that you have thought about how your career might take shape.

B. Communicate what you want from your residency. What are your long-term goals? Examples: clinical care, specialization, research, teaching.

5. Final paragraph. Tie all of the components together. What you enjoy about your profession, your strengths, how you can contribute to the profession, and your enthusiasm to do so.

PITFALLS:

1. Do not be too artistic or clever. Remember, be conservative.

2. Do not tell them why you want to be a doctor: you already are. Focus on why you want to be an otolaryngologist, radiologist, Family Doc.

3. Do not tell the surgeon why he should be a surgeon. This is not your time to recruit the surgeon into surgery: he is convinced of the profession’s merits. Tell them why you want to be a surgeon and what about you (your strengths and attributes) makes for a great surgeon.

4. Do not qualify your statements. Confidence and self-awareness are important; both are communicated in how you say things. An example of what not to say, “I feel like I am intelligent, though I know I am no better than anyone else.” This makes you sound ashamed to be intelligent, or even worse, that you are no more intelligent than anyone else. Now is not the time to be overly humble. If you do not believe in you, do not count on other to believe in you either.

5. Do not describe why you did not choose other professions. This is a waste of time; your pediatric program director does not care why you turned down emergency medicine. She wants to know why you chose pediatrics.

6. Do not waste time listing specific characteristics about the program you are looking for. This is not a personal ad. An example of what not to do, “I am looking for a medium sized residency in a large city. I prefer an academic center in the southeast.” Use these preferences to choose which residencies to which you apply. There is no need to restate these requirements here. If you applied to their program, they know you are interested in their type of program.

7. Do not apologize for the profession. Example, “Although some people think that dermatologists make too much money, I think…”

8. Watch out for statements that have multiple interpretations. Example, “I am challenged…” (this makes you sound like you would be a challenging resident).

9. Avoid clichés and overused scenarios.

10. Avoid exaggerated words and phrases (i.e., always, never, for as long as I can remember). Applicants use these words to convey sincerity and authenticity. Because they are so unbelievable, they suggest just the opposite. Have you seriously “always wanted to be a surgeon?”

11. Do not make your personal statement into a prose version of your CV. There are only two reasons past accomplishments should be discussed in the personal statement:

A. The lessons/insight you have learned from the experience

B. The intangible characteristics (teamwork, organizational abilities, etc.) you have developed because the experience

12. Do not be too idealistic. Idealism is great, but if it is excessive it suggests that you are naïve.

13. Do not be too specific in your career plans. Your program will enjoy the idea that they have developed you. No one wants the resident who is rigid in his plans. (i.e., “I want to be a cardiologist who specializes in ablation of the left atrium.”)

14. Do not criticize other professions or physicians. Again, this illustrates how little you know about how difficult this profession is.

SETTING UP A GOOD INTERVIEW

1. The personal statement is unlikely to influence the program’s decision to accept you.

2. By making your personal statement unique and personal, you give the interviewer something to talk about when you arrive for the interview.

GRAMMATICAL TIPS

Residency directors are used to reading the medical literature. The medical literature makes use of short declarative sentences to efficiently communicate information. It is terse, not eloquent. You are not afforded the luxury of using lengthy transitional phrases or prosaic descriptive language. With that said, it is important that you use your own style; this is, after all, your personal statement.

1. Avoid long, drawn-out sentences.

2. Use short declarative sentences.

3. One thought per sentence.

4. Each paragraph should begin with a sentence that captures the focus of that paragraph.

5. Try to keep the statement at 1 page. Program Directors get hundreds of applications and are more likely to read a statement that is informative but less like a novel.