PREMEDLIFE THE LIFESTYLE MAGAZINE FOR PRE-MEDICAL STUDENTS
JANUARY/FEBRUARY 2014
CROWDFUNDING
MEDICAL SCHOOL TUITION 6 Crowdfunding Sites to Help Fund Your Medical School Dreams
PLUS: 2014 Summer Premed Programs Check out these summer opportunities specifically geared towards students aspiring to pursue medicine
Access Denied
Differences between the two main degrees to practice medicine
Fighting Against Your Own Mind A premed student’s advice for dealing with jealousy
Check out these summer opportunities specifically University Announces Brand New Pre-Med Program p. 10 | Professor Suggest Med 2014 Ed is |New Market Bubble p.14|1 January/February PreMedLife Magazine
M I NOS CAN ACH IEVE ANYTHING. We make sure they get to college. Federal Student Aid provides more than $150 billion each year in grants, loans, and work-study funds to make college possible for anyone with the mind to get there. Learn more about money for college at StudentAid.gov.
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premedlife | january/february 2014 “Crowdfunding, as the name suggest, gives individuals an opportunity to raise money for a personal or professional cause, project, or idea.” p.18
AMSNY’s Postbacc Program Meets Goal to Diversify Medical School
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It has become one of the fastest growing trends in the country, and financing your medical school dream is certainly not off limits. Check out these six websites that can be the answer to taking off the burden of paying for medical school. From the popular sites to those specifically designed for individuals looking to fund higher ed costs, there’s nothing to lose when pursuing this resource.
ACCESS DENIED: A CLOSER LOOK AT OSTEOPATHIC VERSUS ALLOPATHIC DEGREE Although many people do not know, there are many different degrees one could achieve to practice medicine in the United States
COVER STORY
6 CROWDFUNDING SITES TO HELP PAY FOR MEDICAL SCHOOL
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FIGHTING AGAINST YOUR OWN MIND A premed’s student’s advice for dealing with jealousy
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2014 SUMMER PROGRAMS FOR PRE-MEDICAL STUDENTS Our listing of summer programs for pre-health students. The list includes programs nationwide in several states, including: California, Connecticut, Florida, Maryland, Massachusetts, and many more.
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contents/departments p.12
premedlife | january/february 2014 “To many allopathic physicians, it is a “quack” of a statement to say that one could cure a biological disease by the adjustment of one’s musculoskeletal system.” p. 24
IN THIS ISSUE BACK IN THE DAY | 52 A candid interview with Dr. Sujay Kansagra a Duke Medical School graduate and author of the popular book Everything I Learned in Medical School: Besides All the Book Stuff.
DEPARTMENTS NEWSBITES | 8 Relevant news and information for students applying to medical school and pursuing medicine. In this issue: University announces brand new program for pre-med students; process started to open new medical school in Las Vegas; Collaborative Teams May Help Avoid Looming Physician Shortage; and more.
THE GOODS | 56
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Gadgets, gizmos, and other unique things to keep you entertained. Check out our picks for this issue including skeleton stackable espresso cups, crap storage boxes, vitapens highlighters, and more.
IN THE STACKS | 59 Books to inspire you or provide you with advice to make it through your med school admissions journey.
The Goods: Vitapens Highlighters
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As we move into the new year, there couldn’t be a better time to reflect on the experiences we had during 2013 and look ahead to what 2014 may bring. With our sights set for the new year, we look forward to 2014 and all that’s in store. One of my favorite quotes for this time of year is a Hal Borland/ Oprah Winfrey mash up that goes like this: “Year’s end is neither an end nor a beginning but a going on, with all the wisdom that experience can instill in us. Cheers to a new year and another chance for us to get it right.” The new year brings with it a fresh set of goals, challenges, triumphs, and of course, new opportunities to move one step closer to fulfilling your dream of a career in medicine. At PML, we’ve decided to start the new year by featuring the stories that were most popular in 2013. And as we look forward to this new year, we are eager to launch several new and exciting initiatives and features for www.premedlife.com (to be announced soon), as well as more of the relevant, useful information that you have come to know, trust, and seek. Among them: 1) the highly anticipated launch of our redesigned website, 2) in-depth, informative oneon-one interviews with medical school personnel (i.e, deans, directors, admission committee members), current medical students, practicing physicians, MCAT experts, admission consultants, 3) new columns from medical school admission consultants and experts, 4) MCAT book and app reviews, and 5) a variety of new features and coverage on www.premedlife.com. Thank you for joining us for another year! No matter what 2014 may being, all of us at PreMedLife are aware that none of it would be possible without our loyal readers and advertisers. Thank you for your continued support, and we look forward to the days, weeks, and months ahead.
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Sheema Prince Publisher tprince@premedlife.com
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Here’s How to Reach Us: Kisho Media, LLC P.O. Box 7049 New York, NY 10116 Main Office (347) 857-7491 Have a Story Idea? Email us at editor@premedlife.com Want to Subscribe? Visit www.premedlife.com and sign-up to our mailing list to receive an email when the latest issue is available online Want to Join Forces? (a.k.a. Partner With Us) Email us at info@premedlife.com Advertising Inquiries? Email advertise@premedlife.com PreMedLife magazine is published six times per year by Kisho Media, LLC. and copies are provided to select colleges and universities free of charge. The information in PreMedLife magazine is believed to be accurate, but in some instances, may represent opinion or judgement. Consult your premedical/pre-health advisor with any questions you may have about the medical school admissions process and related topics. Unless otherwise noted, all articles, photographs, artwork, and images may not be duplicated or reprinted without express written permission from Kisho Media, LLC. PreMedLife magazine and Kisho Media, LLC. are not liable for typographical or production errors or the accuracy of information provided by advertisers. PreMedLife magazine reserves the right to refuse any advertising. All inquires may be sent to: Kisho Media, LLC. P.O. Box 7049 New York, NY 10116 To reach us by phone call (347) 857-7491 or email us at info@premedlife.com.
THELATEST
The high price tag attached to obtaining a degree in medicine may be having a direct impact on the number of Black students who matriculate at medical schools across the country. {PAGE 12}
Recent news & information relevant to students applying to medical school
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AMSNY’s Postbacc Program Meets Goal to Diversify Medical School
The Associated Medical Schools of New York (AMSNY) post-baccalaureate pre-medical programs are proving to be successful in meeting goals to increase diversity in medical schools in New York, according to a press release issued by the association. The University at Buffalo (UB) Postbaccalaureate Consortium, a partnership between New York State’s 16 private and public medical schools, supports the post-baccalaureate pre-medical program which is designed to help identify talented students from underrepresented communities and economically disadvantaged backgrounds, and bring them into the medical field. Since the program welcomed its first class in 1990, close to 400 students participated in the program, with 93 percent of them moving on to
medical school, and 87 percent ultimately graduating and pursuing their medical residencies. “AMSNY’s diversity programs help to ensure access to essential quality primary care in all communities,” said Jo Wiederhorn, AMSNY’s President and Chief Executive Officer. “While underrepresented minorities make up 34% percent of the New York State population, they account for only 11% percent of New York physicians. Our diversity programs bring students from underrepresented communities into the medical profession. When they become doctors, they are likely to return to those communities to practice medicine, helping to alleviate health care disparities. The AMSNY/UB Post-Baccalaureate Program has been extremely successful in ad-
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dressing these concerns and preparing students for the academic rigors of medical school.” To participate in the UB Post-Baccalaureate Program, students must 1.) be from a group underrepresented in medicine, 2.) educationally or economically disadvantaged, and 3.) received a referral to the program via the admissions process at one of AMSNY’s 10 participating medical schools. “The AMSNY post-baccalaureate program is a phenomenal investment by the state of New York,” said Nilda Soto, Assistant Dean for Office of Diversity Enhancement at Albert Einstein College of Medicine. “Within 12 months, the program provides us with students that are committed, prepared, and will make a major difference in the medical profession.”
Process Started to Open New Medical School in Las Vegas
flickr/stevendepolo
Baldwin University
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University Announces Brand New Program for Pre-Med Students Ohio’s Baldwin Wallace University has announced that it will soon offer a new pre-med program to address the shortage of primarycare physicians. The new initiative, called the Primary Healthcare Advancement Program, is designed as a distinctive pre-med track which will focus on disease prevention and the development of future primary care physicians to address the looming nationwide shortage in the field. According to the school’s website, the program will combined coursework from the University’s Public Health major with a medically oriented science curriculum, giving students the undergraduate foundation needed to successfully pursue primary care medical training. “No other institution has a program like this which educates students about the significance and importance of primary care medicine at the undergraduate level – before they’ve been
indoctrinated otherwise,” said Dr. Joseph P. Yavornitzky, BW professor and director of the program. “The traditional pre-med approach usually includes a list of basic science courses added to the students’ major of choice.” The program is set to start in Fall 2014 and will target students from medical underserved, rural, and urban Ohio communities, with the goal of these students deciding to return back home to pursue their medical practice. In addition, the school has signed agreements with Ohio University and its Heritage College of Osteopathic Medicine that would allow students in the Primary Healthcare Advancement Program to apply for early admission to medical school, based on their intentions to ultimately become primary care physicians. For more information about the new Primary Healthcare Advancement Program visit, www.bw.edu/academics/bio/pre-medical.
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An announcement of a new partnership between university leaders in Nevada officially kicked off the process of establishing full 4-year MD degrees in Reno and Las Vegas, according to a press release issued by the University of Nevada. The collaboration – NSHE, the University of Nevada, Las Vegas (UNLV), University of Nevada, Reno (UNR), and the University of Nevada School of Medicine (UNSOM) – will allow for the opportunity to bring the “fullscale” medical school to Southern Nevada. The UNR currently runs the UNSOM with students completing their core classes in Reno and can complete their clinical training in either Reno or Las Vegas. Now, thanks to the new partnership, two medical school campuses will be developed – one in Las Vegas and one in Reno – and will lead to two separate, 4-year medical schools, affiliated with UNLV and UNR respectively. “I am enthused about the potential for this agreement, which could be described as historic, to guide public medical education’s contributions to the health and health care of Nevada and its residents,” said Thomas L.Schwenk, dean of the University of Nevada School of Medicine. “The quality of life and economic development of the state are dependent on our ability to educate more medical students, train more residents and fellows in more specialties and subspecialties, and improve the quality of care through clinical research. This agreement is a huge step forward in accomplishing those goals.”
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Collaborative Teams May Help Avoid Looming Physician Shortage
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Innovative ideas regarding the future of primary-care medicine may help the U.S. find a solution to shortage of physicians expected to have an enormous effect on the state of health care now and in the future of the nation.
New models for the way primary care is delivered may help ease the expected physician shortage, say researchers from the RAND Corporation, a nonprofit institution that helps improve policy and decision making through research and analysis. The study, which was published in the journal Health Affairs, looked at the impact of two emerging health care models – the patient-centered medical home and the nurse-managed health center – which both shift more responsibilities on nurse practitioners and physicians assistants and
less on the current predominant models of care. Researchers found that projected physician shortages were substantially reduced in plausible scenarios that envisioned greater reliance on the new models, even without increases in the supply of physicians. Moreover, the team reported that some less plausible scenarios even eliminated the shortage. The key finding: Expansion of patientcentered medical homes and nurse-managed health centers could help eliminate 50 percent or more of the primary care physician shortage expected to face the U.S. by 2025.
“Growing use of new models of care that depend more on non-physicians as primary care providers could do much to reduce the nation’s looming physician shortage,” said David Auerbach, the study’s lead author and a policy analyst at RAND, a nonprofit research organization. “But achieving this goal may require changes in policy, such as laws to expand the scope of practice for nurse practitioners and physician assistants, and changes in acceptance, on the part of providers and patients, of new models of care.”
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THELATEST
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Debt Worries May Deter Blacks from Applying to Med School
The high price tag attached to obtaining a degree in medicine may be having a direct impact on the number of Black students who matriculate at medical schools across the country, according to a study recently published in PLoS ONE. The study, led by researchers from Columbia University Mailman School of Public Health and Stony Brook University School of Medicine, was designed to examine and evaluate the racial and/or ethnic disparities in medical student debt. Included in the study was self-reported data from 2,412 medical students enrolled at 111 accredited medical schools in the U.S. between 2010-2011. According to background information provided in the paper, between 1999 and 2010, the average education debt and the average 4-year cost of medical school jumped close to double the rate of inflation. The authors go on to explain that since 2000, increases in medical school tuition have outpaced increases I
the consumer price index, physician compensation, and overall financial aid. The results revealed that 62.1% of medical students anticipated debt in excess of $150,000 upon graduation. Specifically, the proportion of Blacks, Whites, Hispanics, and Asians reporting anticipated educational debt in excess of $150,000 was 77.3%, 65.1%, 57.2%, and 50.2%, respectively. Moreover, Black and White medical students demonstrated a significantly higher likelihood of anticipated debt in excess of $150,000 when compared to Asians. “Our findings may have important implications with respect to the changing demographics of US medical students,” the authors wrote. “We found that Black students had higher debt burdens than their counterparts from other racial and ethnic backgrounds. It is plausible that this disproportionate debt burden may play a role in the decline in medical school attendance among Black students.”
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The researchers concluded by making the following four points: • The findings suggest that the burden of medical student debt is substantial, and that the distribution of debt across race and ethnicity is disproportionate. Importantly, this disproportionate burden may be having an impact on diversity within the physician workforce. • While the findings showed that Blacks take on the highest burden of medical student debt, research is needed to assess the ramifications of this inequality in medical student debt. • Future research is needed to identify the etiology of racial and ethnic disparities in medical student debt. • Investigations into the relatively high matriculation and low debt of Hispanics in comparison to other minority groups may be insightful.
Shorter Training Proposed for Osteopathic Medicine Some fundamental changes in the current medical education model may soon be a reality for DO schools across the country, according to a paper published in the journal Health Affairs. The changes, which were recommendations made by a small group of osteopathic medical education reps, are the proposed solutions to a pair of questions: How can medical education be reorganized to produce physicians who will be able to achieve better health care outcomes for the U.S. population; and how medical education can be improved to produce competent and compassionate physicians more efficiently and effectively? After two years, the group of med ed reps produced a report which describes a new approach to medical education that is “designed to produce board-eligible, practice-ready primary care physicians who have the abilities needed for today’s evolving deliver systems.” The goal would be for graduates of the new “Pathway for Medical Education” to “be prepared to practice in a health care environment driven by concerns about quality and value; imbued with ways to measure those outcomes; and equipped to work in a team-based environment that focuses on patients, families, and communities.” According to the paper, today there are 82,500 osteopathic physicians in the U.S.; 60 percent practice primary care, many of them in rural locations. Additionally, more than 20 percent of U.S. medical students are attending osteopathic medical colleges, benefiting from the community-based, primary care-focused education emphasized by their medical schools, many of which are located in rural areas. “Growth in the number of osteopathic medical schools and students and the strong primary care foundation their students receive position osteopathic medical education to play a leadership role in preparing the physician workforce required to meet the nation’s health care needs,” the authors wrote. In a report, the med ed reps detailed five principles underlying their new “Pathway for Medical Education”: prepare DOs for primary care practice, incorporating traditional osteopathic principles and practices; build upon a competency-based curriculum centered on the biomedical, behavioral, and clinical science foundations of osteopathic primary care medical practice; consist of a continuous, longitudinal education experience; be administered by the Colleges of Osteopathic Medicine in collaboration with their residency program partners within the framework of the Osteopathic Postdoctoral Training Institutions; and focus on health care delivery science, including the principles of the high-quality, high-value, outcomes-based health care environment, health care team leadership; analytic skills; health policy; health information technology; quality assurance, and patient safety.
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flickr/Joe Shalabotnik
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Caribbean Med Students Take Online Courses to Get Access to U.S. Loans
Penn Professor Suggests Medical Education is Next Market Bubble The high costs of health care may be linked to the high price tag attached to earning a medical degree, says a professor at the Perelman School of Medicine. In a perspective piece published in the New England Journal of Medicine titled, “Are We in a Medical Education Bubble Market,” Professor David Asch, who is also the executive director of the Center for Health Care Innovation, says that if we aim to reduce the costs of health care, we need to reduce the costs of medical education. “We don’t have to believe that the high cost of medical education is what causes increases in health care costs in order to develop this sense of urgency,” Asch explained. “We just have to recognize that the high costs of medical education are sustainable only if we keep paying doctors a lot of money, and there are strong signs that we can’t or won’t.” Asch’s article first presents evidence of his
beliefs namely, data that may suggest that we are approaching such a collapse in primary care fields. But then he states that this scenario is probably not going to happen. He points out that for undergraduate medical education, students are charge a single price regardless of whether they will ultimately pursue family medicine or orthopedics. However, he explains that “although it isn’t necessarily clear to students or schools which students will choose what fields, the income of the average doctor can sustain the debt of the average doctor even as the differences among specialties create pressures for primary care and psychiatry.” He concludes by stating: “The general lesson is that if we want to keep health care costs down and still have access to well-qualified physicians, we also need to keep the cost of creating those physicians down by changing the way that physicians are trained.”
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In an article that appeared on Bloomberg.com, titled “For-Profit Caribbean medical Schools Use Federal Funds Loophole” it was reported that at least nine medical schools located outside of the U.S. ally with U.S. colleges to make available a financial-aid loophole that allows online students to receive loans for living expenses. As the debate surrounding the financial burden tied to the cost of obtaining a medical education intensifies, finding a way to get a break on the price tag of an MD would almost naturally be luring. The article details what the president of the nonprofit Western Interstate Commission for Higher Education calls “a shenanigan.” According to the article, through the graduate Stafford Loan program, students who attend school in the U.S. – on campus or online – can take out up to $20,5000 a year to cover the cost of tuition, room, board, books, and transportation. One example of such a partnership was between Urbana University and American University of Antigua (AUA), where nearly 50 AUA students registered for Urbana’s online healthcare management MBA track. While students attending school in the Caribbean grapple with their options for financing there medical school dreams, the number of U.S. schools partnering with island medical schools will continue to grow. Several schools in the U.S. are helping medical students take advantage of this financial-aid loophole and as long the federal government does not seem to be making a fuss about it and schools and students are meeting the requirements, the trend will continue. The full list of schools mentioned in the article can be found here: http://www.bloomberg.com/news/201312-03/for-profit-caribbean-medical-schools-use-federalfunds-loophole.html.
The Power of Difference: Enhancing a Community of Inclusion OHSU Center for Diversity & Inclusion
Summer Equity Research Program Thinking about graduate school? Interested in research, nursing, medicine, or dentistry? Spend eight weeks in the summer working with faculty and graduate students at the OHSU Equity Summer Research, Dental, Nursing, and Medicine Internship Program. Learning opportunities include: • • • • •
CONNECT Website: www.ohsu.edu/equity-research Email:
cdi@ohsu.edu
Phone:
503 494-5657
Facebook: facebook.com/OHSU.CDI Twitter:
twitter.com/OHSU_CDI
Hands-on experience in a research or clinical setting Clinical shadowing and dental observation Weekly seminars and meetings with fellow students and faculty to discuss ongoing research A poster presentation of your research project Ongoing, personal mentoring about your individual career path
Emphasis on Mentorship We strive to match scholars and mentors based on research and clinical interests. During the internship, interns work full-time with their mentors in an OHSU laboratory and/or clinical setting. Who Should Apply The paid internship program seeks diverse students from underserved, economically and socially disadvantaged communities. Applicants must have completed at least one full year of college coursework. The most competitive applicants will have completed coursework in mathematics and basic sciences, (e.g. biology, chemistry, neuroscience, biopsychology). Equity interns will be selected in April, and will receive a stipend for 40 hours of lab or clinical work per week during the program. Applications will be available in December 2013.
Center for Diversity & Inclusion www.ohsu.edu/diversity
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Cover Story
CROWD FUNDING MEDICAL SCHOOL TUITION The trend of seeking funds from family, friends, and even strangers is growing so listen up because paying for medical school is not off limits.
L
ike the majority of students who decide to pursue medicine, you’ve probably had your eyes set on going to medical school since you were still in student attending high school. You were young, motivated, and determined to let nothing get in the way of your medical school dreams. You often picture yourself strutting around with your white coat or scrubs. You think about the moment you’ll be able to add your letters of distinction after your name. Work hard, get good grades, score well on the MCAT, volunteer, intern, and shadow and you’re good to go, right? Unfortunately, in the world of medical education, the dream of becoming a doctor is expensive, and you’re going to need a whole lot of cash for that degree. That’s where crowdfunding websites - a place where family, friends, and even strangers can donate money to fund your dream – can help you fund your dreams. >>>
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Driven by our excitement to help you move one step closer to your medical school dreams, we want to introduce you to 6 crowdfunding websites that could play a huge role in paying for your education. You will see what each website has offer, which can help you decide if this option is even the right one for you. So, if you’ve been worried about not being able to pay for medical school or even more so overwhelmed about the amount of loans you may have to take out, take your best shot at trying to sway your potential sponsors that you want it and you want it bad. WHAT IS CROWDFUNDING? Crowdfunding, as the name suggests, gives individuals an opportunity to raise money for a personal or professional cause, project, or idea. While this latest trend in fundraising has become quite popular for individuals looking to raise money for business ventures, the method now has widespread appeal, even among students looking to fund their education. With hundreds crowdfunding sites, some general and others tailored for specific audiences, the overall concept is the same – you post your “message” to the website for potential donors to see, and those who are interested in supporting you will do so. Most of the crowdfunding websites will allow you to post your message at no costs so there’s nothing to lose. It could be the perfect solution: In 2012, the average debt for medical school graduate was $170,000, and 86 percent of graduates reported having education debt, according to a report released by the AAMC titled “Physician Education Debt and the Cost to Attend Medical School.” But, if a “crowd” of relatives, friends, and even strangers could come together and provide financial support for a student’s medical school dreams, medical students could feel relieve from their impending debt even as tuition rises out of proportion to the national inflation rate. Here are 6 websites that could help you crowdfund your medical school tuition:
story and connect with potential donors. Built a lot around the power of social promotion, Fundly allows users to turn each donation they receive for their cause into a “social donation.” According to the site, “that means whenever one of your supporters makes a donation, they can instantly spread the word to their like-minded friends on Facebook.” This added benefit of being able to get the word out about what you’re up to may get more exposure for your campaign and ultimately help you raise more dough. While your campaign will at first be targeted more towards those in your personal network, the reach can be endless, well not really, but quite far. You’ll have the option of creating an email blast to your potential supporters to introduce them to your new campaign, sending a tweet out with a link to your campaign, or any other channel of communication you have access to including instagramming, pinning, or tumbling. Once your campaign is live you’ll get emails to help direct you through the first few weeks of your campaign. You’ll also get emails and push notifications when something new happens and an easy way to respond. There is no minimum amount to raise in order to keep your funds. Payments are processed quickly and can usually be withdrawn in 24-48 hours of the donation. Automatic transfers can also be configured to further speed things up.
2 /Piglt
1 /Fundly
www.piglt.com
launched: 2009 funding model: keep it all
launched: may 2012 funding model: all or nothing or keep it all
Currently, one of the most popular crowdfunding site for individuals raising money for medical school, Fundly is an online fundraising site where individuals can tell their
Piglt is a crowdfunding site that is specifically geared toward individuals who are looking to fund their education. According to the website, Piglt (pronounced “piglet”) – educa-
www.fundly.com
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tion’s entrepreneurial piggy bank – provides students with the opportunity to fund both their higher education expenses and student loan debt. On Piglt, an individual, group, or organization that is in search of funding for their education-related cause (tuition, student loan debt, nonprofit orgs, schools, etc) is called a Dreamer. To get started Dreamers create video campaigns sharing their dreams inarticulate, creative, and fantastic ways. These videos are ultimately for Believers, yup you guessed it, individuals, organization, or companies looking to support a Dreamer’s dream. So, Dreamers essentially create their campaign videos with the hope that a “believer” will help contribute in exchange for unique incentives they can offer. Incentives are typically skills, abilities, or products that are unique to each “dreamer” and their background/training. For individuals who may grapple with debt up to $150,000 (i.e. medical school students), Piglt encourages these individuals to raise money in smaller, more manageable amounts. This not only ensure that the funding goal is met, but also helps Dreamers ensure success in delivering ontime, quality incentives to their Believers.
3 /Pave
www.pave.com launched: 2009 funding model: keep it all For individuals looking to raise money online, Pave is a unique online community where people invest in each other, support work that matters, and share in what’s achieved. Like tomorrow’s doctors, prospects on Pave are hard-working and driven individuals looking to take their careers to the next level. They begin by creating a profile that states their career goals, experience, and the amount they hope to raise. To be funded,
flickr/401 (K) 2013
prospects are expected to raise $2000 minimum from backers, and current prospects have raised $20,000 on average. As medical school graduates would be interested in gathering up more than 20K, the maximum amount you can raise depends on your specific situation (i.e. how much you’re expected to earn and the percentage of income you would be willing to part with in the future). The funds raised on Pave can be used for one of three things: (1) to pay off burdensome debt and focus on making optimal decision for the long term, (2) to invest in education, or (3) pursue an opportunity, whether it is launching a new biomedical gadget, supporting yourself as you work on your medical venture, or purchasing equipment that allows you to take your career to the next level. The Pave team then independently verifies everything that a prospect has claimed to be true (identity, education, and credit history) before they even appear on the site. After everything an individual has shared in their profile and campaign is checked out, Pave works with prospects to set a funding rate. They do this by predicting the prospect’s future income using a proprietary income model and propose a funding rate that is fair to both prospect’s and backers and all prospects have an estimated
return of 6-8%, according to Pave’s website. Specifically, the funding rate is what can be raised by the prospect for each 1% of income shared for 5 or 10 years. So, who are these backers? Well, backers are individuals who invest directly in prospects they have interest in and “care about,” and therefore in return for helping these individuals accomplish their goals, earn substantial returns. Finally, once the campaign is over, prospects keep their backers in the loop about their career. Furthermore, backers can even choose to engage in a more active relationship by providing advice and support along the way.
4 /Upstart www.upstart.com
launched: april 2012 funding model: keep it all It sounds like a cool idea – borrowing money from your future self. And for medical students who plan to pursue high-paying specialties, the idea may be even more intriguing. Well, that’s what Upstart may be able to offer you. Founded by former Google employers, Upstart is “a fund-
ing marketplace designed to provide people early in their careers with a slice of economic freedom so they can start a business, learn a new skills or just pay off their student loans.” Similar to Pave, Upstart is a platform that enables anyone to literally invest in a person and their future earning potential. To start, potential upstarts create a profile. For medical students or graduates, the site can be used to help invest in your education or relieve student debt. Upstarts’ identity, academic credentials, and credit status are verified before they appear on the site. To predict each upstart’s income of the next 10 years, a funding rate is then calculated based on a statistical model. Upstarts can then choose how much money to raise, but can share no more than 7% of their income. Although actual terms will vary on a case by case basis, Upstart’s specific model is designed to target a 8% average annual return to backers. To invest in an individual, backers can search by school, area of study, or career interest, and then read one’s profile to learn about an individual’s background and/or unique goals. They can make offers in increments of $100, but upstarts always have the right to choose whether to accept any particular backer.
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||| crowdfunding for med school quick facts >>>Fundly.com<<<
Pricing/Fees: There is no fee to sign up. Fundly charges a 4.9% fee plus 3% for credit card fees. Bonus: Manage your campaign on the go with the free Fundly iOS app.
>>>Piglt.com<<<
Pricing/Fees: If a Dreamer’s Tui on Campaign reaches its goal, Piglt charges a 5% fee. If a Dreamer’s Tui on Campaign does not reach its goal, no Believers are charged and all money is returned. If a Dreamer’s Loan Campaign reached its goal, Piglt charges a 5% fee. If a Dreamer’s Loan Campaign does not reach its goal, the Dreamer will s ll receive the funding, but Piglt charges an 8% fee. The payment processing fees is 3%. Bonus: It is absolutely free to create a Dreamer Campaign or Believer Fund. While you can only have a single campaign running at one me, a er your campaign ends, you can create another one to con nue paying off your educaon expenses and/or debt.
>>>Pave.com<<<
Pricing/Fees: If a prospect’s campaign is successfully funded, a 3% fee on the total amount raised is collected. Bonus: Pave will provide guidance to help you reach an income share you’re comfortable with that also offers fair terms for your backers. As a prospect, you may share no more than 10% of your income for 10 years.
>>>Upstart.com<<<
Pricing/Fees: Upstart charges each upstart a funding fee which is 3% of the upstart’s funding amount. Bonus: Upstart Network joined with Innova on Endeavors who, through a grant to Upstart, makes $5,000 investments, referred to as an “Innova on Match”, in select upstarts who are pursuing careers in science, engineering, technology, and math.
>>>Rally.org<<<
Pricing/Fees: There are no feed charged for a fundraisers. The only costs is the fee PayPal or WePay charges to process dona ons. Bonus: The site transfer dona ons directly into your PayPal or WePay account as soon as they are received. They do not charge our fundraisers, regardless of the amount of money they raise.
20 | PreMedLife Magazine | January/February 2014
5/Rally
www.rally.org launched: 2009, rebranded 2011 funding model: keep it all Built on the premise that visually appealing stories have the greatest impact and create a lasting impression with potential supports, Rally.org lets individuals create “beautiful and inspiring” online-fundraising pages. According to the site, Rally.org’s 4.5 million users vary in size and scope and address a wide range of topics. Unlike many other sites that only offer user one-time campaigns, Rally can be used for ongoing fundraisers, as well as one-time initiatives with a set end date. What’s more, a feature called Covers lets users embed a link for donation into video and images that they can then share via social media. As of February 2013, the site had approximately 4.6 million total users. On Rally.org it’s pretty simple – (1) individuals can upload a photo or video with their fundraising story, (2) using the sites robust social-sharing features, users can then invite supports by email, Facebook, Twitter, or other social-networking sites, (3) collect online donations by credit card, debit card, and even eCheck.
6/YouCaring www.youcaring.com
launched: october 2011 funding model: keep it all YouCaring.com is an online fundraising platform but also one of the few sites that doesn’t charge a funding fee. The site is supported 100% by donations from a major contributor and the public. The site allows user to create customizable webpages to help spread the word about your story and raise money for towards your goal. Once a page is created, you can spread the news about your page through email, social networks, or any other way to engage potential donors. The site is open to individuals who need to raise fund in one of seven categories, including tuition help. YouCaring.com is also open to individuals outside the United States. The site sends the funds as they are donated so you always receive all the funds that have been donated in real time, minus the fee PayPal or WePay charges for processing credit cards. In addition, even after your goal has been reach, your campaign can continue raising money and can still accept donations even.
Biophysical Society
2014 Summer Research Program in Biophysics University of North Carolina at Chapel Hill Priority Application Deadline: February 15, 2014 Interested in interdisciplinary science? Want to work in fast growing area of biomedical research? Looking to get some hands-on lab experience this summer? Check out the Summer Research Program in Biophysics, an 11 week course for undergraduate minority students at the University of North Carolina, Chapel Hill. Course expenses, travel costs, meals, and housing are covered.
Course includes:
Recommended Prerequisites:
• Lectures with UNC faculty members and seminars with visiting professors from graduate programs across the country
• Studying quantitative science: chemistry, physics, biochemistry, and/or computer science
• Mentored research experience
• 2 semesters of biology • 2 semesters of calculus-level physics
• Team-building activities and field trips
• 3.0 cumulative or higher GPA in science courses
See what past students have to say about the Summer Research Program!
“…this has been the most useful and wonderful summer of my college career. Not only have I learned academically, I have built multiple bridges that can only benefit me in the future.”
“It has influenced me to take an additional science course at my university as well as has helped me create ideas for my senior project... the environment of the course created learning.”
“I learned new lab techniques as well as worked on the project independently. I was able to complete |my own experiments and when I had questions or hit a snag, my mentor was available to help.”
For more information or to recommend a student, email Ellen Mackall: emackall@biophysics.org, or visit www.biophysics.org.
123rf/moniqcca
22 | PreMedLife Magazine | January/February 2014
Access Denied By Caleb H.
Although many people do not know, there are many different degrees one could achieve to practice medicine in the United States. The two main degrees that students pursue are the osteopathic degree (DO) and the allopathic degree (MD).
>>> January/February 2014 | PreMedLife Magazine |23
flickr/Plutor
T
here are many opportunities that an osteopathic degree can offer a student, but due to pre-determined bias by other physicians, osteopathic physicians are still viewed differently and are not offered the same opportunities. Even though osteopathic physicians are becoming more important in today’s society, they are continuously pushed away from opportunities due to the physician’s post-nominal letters and the history behind them. One of the most important reasons for the exclusion of osteopathic physicians in residency programs and in the workspace is due to the history of the osteopathic philosophy. The osteopathic degree was formed in 1892 by a man named Andrew Taylor Still with a belief, “that the human body has much in common with a machine, one which ought to function if it is mechanically sound.”1 He believed that the musculoskeletal system has much to do with the overall wellness of the body and that the body contains all of the elements needed to maintain health, if properly stimulated. With this belief, he pioneered the idea of “wellness” and recognized the importance of treating illness with context to the body as a whole. Unfortunately, there is more to the story, and some of Dr. A.T. Still’s beliefs were not all true. Dr. Still was quoted in his autobiography stating that he could, “shake a child and stop scarlet fever, croup, diphtheria, and cure whooping cough in three days by a wring of its neck.”2 This has been one of the main causes for the segregation of D.O. physicians vs. M.D. physicians. To many allopathic physicians, it is a “quack” of a statement to say that one could cure a biological disease by the adjustment of one’s musculoskeletal system. Sadly, the osteopathic degree is still viewed as inferior to the allopathic degree because of their beliefs and how they are given training in “pseudoscientific practices”.3 This belief for osteopathic physicians has changed due to the scientific proof that has caused medicine to become what it is today. The osteopathic physicians have adapted to the demands of today’s society and have practiced medicine the same way that allopathic physicians have. Osteopaths have began learning the same material and the same practices as M.D. physicians, yet they are still excluded from certain job opportunities due to a philosophy that is beginning to die off. Understanding the history behind the osteopathic degree is important in understanding why osteopathic physicians are excluded from much of the medical field. Looking further into the topic, it can be understood that many of these unavailable opportunities for osteo-
paths affect their career as well. The world of medicine is very political because patients “want someone who went to one of the best medical schools”.3 Unfortunately, osteopathic schools are not considered the top medical schools, allopathic schools are. This proves that patients are very biased when it comes to their physician’s degree and the education behind it. Many osteopathic physicians fall victim to this thought process and can have a difficult time making a successful career when constantly being considered inferior or incompetent when attempting to treat a patient. Not only are patients excluding osteopathic physicians when it comes to practicing medicine, many residencies might “take into account the fact that [a D.O. medical student was] slightly less competitive as a premed student”4 when compared to M.D. medical students. Although both degrees end up covering just about the same material, osteopathic physicians are still considered inferior due to their past, whether it be the history of the degree, or the personal life of the student. It is almost as though the allopathic residencies are a “privilege” for osteopaths to apply for, and they wish to keep their residencies full of M.D. physicians. Using excuses such as the osteopath’s history as a pre-med student is not necessarily equal and fair for the application process within residencies. The osteopathic physician may be more qualified for the position in the residency
24 | PreMedLife Magazine | January/February 2014
program when compared to the competing allopathic physician. However, due to the competitiveness within the allopathic degree, they are more likely to be chosen over the osteopathic physician and that is a prime example of exclusion. In order to get into any medical school however, no matter osteopathic or allopathic, one must look at the statistics when preparing to apply. The competition is ruthless and one must be at the top of their game at all times to hope for a spot in a medical school. The Association of American Medical Colleges (AAMC) released statistics in 2012 about the number of medical school applicants versus the number of students accepted into medical school. Every year there are more and more students that apply for medical school, and the number of applicants that have applied has increased “from 33,600 a decade ago to almost 45,000 last year!”5 Unfortunately, medical schools are not expanding to fit the demand of the hopeful you physicians-to-be and the acceptance rate into medical school has dropped from a “high of 49.0% in 2002, to 43.8% last year”.5 Due to statistics like these, many premed students “apply to 13 medical schools on average” just to hope for a few interviews or an acceptance letter from one of the schools. As you can see, medical schools are very competitive and it is a rigorous process; every physician in the United States has been through it. The
determines the physician’s ability and career the most is residencies, not what they were like as an undergraduate student. The residencies that train these osteopathic physicians are mostly new, but are very well qualified to teach the students that it hires on. The preparation for osteopathic physicians is “identical for both [M.D. and D.O.].”7 Unfortunately, many people who compare these only look at one aspect. There are many different aspects of these residencies that make that program a good program to join. For example, there are different schools that offer programs that excel in research, while others excel in Primary Care. If one were interested in going into research, they would look for a program that excelled in research. If one were interested in going into Primary Care, an osteopathic degree may benefit one more than an allopathic degree. For example, “the cultural practices and educa-
Many physicians’ lives are determined by the degree they choose in medical school and what kind of “specialist” they are able to become. Even within their specialty, osteopaths are still subject to criticism and exclusion from the M.D. physicians that are in the same specialty. The biggest reason for this is because they were “more competitive” in medical school. With the role of osflickr/docoverachiever
most important part of the application process, and the biggest cause for failure of acceptance in medical school comes down to a student’s MCAT score and GPA. The average MCAT score for the year of 2012 was “28.3” and the average MCAT score for those accepted into medical school was “31.2”. 6 Although the osteopathic physicians are excluded from many opportunities after medical school, the degree is still appealing to many people. Due to the high level of competition throughout all those who practice medicine, the osteopathic degree is more approachable to those who would like to practice medicine, but not compete with the Ivy League students who were born with a stethoscope around their neck. Osteopathic schools “are generally considered to be less competitive”7 and are therefore a promising choice for those whose applications are “so-so.”7 With the osteopathic degree as an option for
“USING EXCUSES SUCH AS OSTEOPATH’S HISTORY AS A PRE-MED
STUDENT IS NOT NECESSARILY EQUAL AND FAIR FOR THE APPLICATION PROCESS WITHIN RESIDENCIES. THE OSTEOPATHIC PHYSICIAN MAY BE MORE QUALIFIED FOR THE POSITION IN THE RESIDENCY PROGRAM WHEN COMPARED TO THE COMPETING ALLOPATHIC PHYSICIAN.” many students, there are many more physicians that are able to save lives and provide patient care to those who are in need. The men and women who are osteopaths should not be subjected to criticism from others due to the fact that they were less competitive in school. When learning the same material, the M.D. and D.O. physicians should be able to achieve the same level of success. Unfortunately, some state that since it is easier to get in to osteopathic schools, “the training is not the same.”2 Unfortunately, this is not true when comparing the two degrees. There are some differences in the way the curriculum is taught, but there is a basis of knowledge that is needed for physicians to practice medicine, and that is the same. Looking at the statistics, one major difference is the position that each physician takes when treating a patient. An allopathic physician “tends to focus on medication and surgical procedures”, while an osteopathic physician focuses more on “naturopathic treatments and preventative measures.”4 As you can see, much has changed from the initial beliefs that osteopathy founder, A.T. Still was quoted for in his autobiography. The osteopathic degree has adapted to the needs of patients and what has been proven to be true by medicine. With the adaptation of the degree, there should be no need to exclude osteopathic physicians from opportunities. What
tional structures in osteopathic medical schools better support the production of primary care physicians.”8 This does not necessarily speak on behalf of the exclusion of osteopaths, but it does defend the fact that osteopaths have their own purpose. Just because they are not the chief of surgery at the best hospital in the nation does not mean they are practicing “pseudoscience” and are not considered real doctors as stated before. They have simply chosen a different path due to the different belief that they have. In today’s day, some allopathic physicians are beginning to understand that “the two different paths have largely converged and the training is largely identical.”7 With the training becoming “identical”, then osteopathic physicians should not be subject to exclusion based on the fact that they have a different degree. It has been admitted by many physicians that even “conventional medicine included all kinds of nutty practices, but it has moved on, as has osteopathy.”7 Understanding that there is becoming a smaller difference between the two degrees is very important since many practicing physicians are affected by the uneducated that want treatment from ‘the best’. Medicine has changed and adapted to where there are more “specialists” than just “doctors”. These specialists become the primary resource for many patients and many other physicians.
teopathic physicians becoming more important every year, there will be a time when osteopaths have a major role in the medical world. They are adapting and changing based on what science proves and hold themselves to the same standards of other physicians. Keeping them from residencies and positions in a fellowship is exclusion and unfair to the osteopathic physicians that work hard daily just to be seen as an equal. With the two degrees looking to align, there is much to learn for the rest of the world. Soon, the world will realize how important osteopathic physicians are and how excluding them from their true potential is a danger to medicine and is something that should change. CALEB H. IS A SENIOR AT MISSOURI STATE GRADUATING WITH A MAJOR IN CELL AND MOLECULAR BIOLOGY WITH A MINOR IN BIOCHEMISTRY. HE IS LOOKING TO ATTEND MEDICAL SCHOOL AFTER GRADUATING. HE CURRENTLY WORK IN THE EMERGENCY DEPARTMENT AS A SCRIBE AT MERCY HOSPITAL AND VOLUNTEER IN THE ER AND COX HOSPITAL.
January/February 2014 | PreMedLife Magazine |25
PREMEDTOPREMED
Fighting Against Your Own Mind A premed student’s advice for dealing with jealousy
H
ave you ever felt envious of a premed friend who did better on an exam than you or had a higher GPA than you? You were happy for your friend, sure, but you couldn’t help but also feel a twinge of jealousy. And if you are anything like me, a moment of envy has caused other negative emotions to creep inside your head as well. Every time a premed friend would tell me about something good that happened to her, I would get excited and happy for her. Slowly, though, resentment would start to invade my thoughts. Somehow, it never ended there. Jealousy led to an immeasurable amount of guilt and disappointment in myself for being an unsupportive friend and a bad human being. Tired and frustrated with chatter inside my head, I had to force myself to sit down and deal with my issues. As I started to reflect upon myself, I realized that my envy had nothing to do with my friend’s success and everything to do with my own insecurities. When I came to that realization, I realized I needed to change. Change didn’t happen in a day or a week. It took time, it took discipline, and it took self-awareness. Eventually, I started to notice a difference. I saw myself starting to be genuinely happy for others’ success without spiraling into a cycle of detrimental thoughts. If you feel as disappointed in yourself as I did for being jealous of someone you love and yet, still can’t seem to break away from those emotions, don’t fear! I have already done the work for you! Following are the steps I took to confront myself and I hope they will work for you. HOW TO FACE JEALOUSY HEAD ON: Accept that you are jealous: Do NOT brush your emotions under the rug! It is one of the great ironies of life that the more we run from something, the more those very things become expanded in our heads and take over our peace, joy, and positivity. So do yourself a favor and dare to admit your feelings to yourself. Think about it like this: if you ignore a wound and leave it open, you will never give it a chance to heal. So notice the wound and take the first step to heal.
Find the Root of your jealousy: Why is someone else’s success affecting you so much? Chances are you probably don’t hate that person. Jealousy, it is said, happens when someone else has something that we desperately want for ourselves. Figure out what insecurity your envy is stemming from. Are you not achieving success, or going through a phase where nothing is working? What exactly is the problem? You have to diagnose an illness before you attempt to treat it, right? You don’t know what steps you need to take if you don’t understand why you are jealous. So look within and find the source of your negativity. Stop Comparing: Understand that someone’s success does not imply your failure. Because society is so competitive, we have started to believe that if someone is more skilled at something than us, we will be doomed forever. That might seem true at first but if we think about it, every single person that has created history is known for different traits. We all have abilities and talents that are uniquely ours. So instead of focusing on someone else’s abilities, we should concentrate on our own individual capacities. From far away it seems as if the world needs clones, but the closer we get, we realize that this is not true. If you want to compare, do so with yourself. Compare yourself with the person you were yesterday and aim to be better today. Realize that jealousy is a waste of energy: Jealousy, instead of motivating us, actually blocks
26 | PreMedLife Magazine | January/February 2014
our path to success. When we become jealous, we lose our ability to single-handedly focus on our tasks. So much of our mental energy gets taken over by our negativity, that we get weary, tired and lazy which causes us to not put our full effort into our tasks. Therefore, jealousy, subsequently leads to our own downfall. Celebrate yourself: Remember how far you have come in life and how much you have learned. You are a lot more capable person than you were 10 years ago. Appreciate and celebrate that! Put yourself into a positive frame of mind and realize that even though you still have a lot to learn, you will learn and do all those things in due time. Take little steps towards your goals: So now that you are more positive and upbeat, focus on the goals you have set for yourself. Every day, try to make one decision that will get you closer to the goal. That means choosing to do your homework, instead of watching a show or going to office hours, instead of taking a nap. Realize that nothing in life comes without working hard and so you will have to be disciplined and take little steps daily to become closer to the kind of person you want to be. Remember, jealousy sucks out positivity from you and from others. It makes the world bleak, grey, and dark when it doesn’t need to be. So learn to accept your insecurities and deal with them, only then can you truly live!
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PRE-MED
2014
SUMMER PROGRAMS
PROGRAM NAME
LOCATION
DATE
Summer Undergraduate Research Fellowship (SURF)
Little Rock, Arkansas
Early June 2014
David Geffen School of Medicine at UCLA Summer Medical and Dental Education Program (SMDEP)
Los Angeles, California
June -August 2014
Seaver Undergraduate Research in Biology at Pepperdine University
Malibu, California
May 11 - July 26, 2014
Stanford Summer Research Program (SSRP)-Amgen Scholars
Stanford, California
June 21 - August 23, 2014
28 | PreMedLife Magazine | January/February 2014
Summer research and academic enrichment geared toward pre-medical students are a great way to strengthen your medical school application. Most students who get accepted to medical school have participated in one or more summer pre-med programs during the course of their undergraduate studies.
The following is a list of summer programs available to students aspiring to become doctors. There are various opportunities available in a number of institutions across the US. If you want to participate in academic enrichment programs, test preparation courses, research projects, or hospital internships, check out the following list of opportu-
nities for Summer 2011. Be sure to check individual websites for application deadlines! The list includes opportunities nationwide in several different areas. Among the areas include are: California, Connecticut, Florida, Maryland, Massachusetts, New Jersey, New York, North Carolina Ohio, Pennsylvania, Texas, Virginia, and more. To find more information about any of the programs listed, search the name of any of these program in Google.
DESCRIPTION
PERKS OR COSTS
DEADLINE
Paid summer research fellowships for undergraduate students who will be juniors or seniors by the fall semester. Students will work on a project relevant to human health in a laboratory of a faculty member at either the University of Arkansas, the University of Arkansas at Little Rock, or the University of Arkansas for Medical Sciences. The Biomedical Research fellowships are designed for students with a solid background in science who wish to be part of an ongoing research project, develop their technical skills and are interested in pursuing a research career.
ü$3000 Stipend
MARCH 6, 2013
The UCLA SMDEP will serve as a model learning community in which students examine health care issues in medically underserved communities. Through a research project, problem-based learning cases, lectures, clinical experiences, and small-group discussions, students will also improve their learning skills and increase their science knowledge. The program targets educationally and financially disadvantaged community college students.
üMeals üStipend üHousing
MARCH 6, 2014
üStipend üRoom + Board üTravel Costs
FEBRUARY 14, 2014
ü$3,500 Stipend
FEBRUARY 3, 2014
Summer research program geared specifically to undergraduate students who are interested in pursing a career in biological research, science education, environmental science or biotechnology. Over the summer, students will pursue individual research seminars in one of five research areas students may elect to study. Program offers undergraduates who want to prepare for and enter Ph.D programs in the sciences an opportunity to work with Stanford's distinguished faculty and work in one of Stanford's state-of-the-art research facilities. Participants will work with a faculty member and a lab mentor to craft a research project. The program culminates with a research symposium, where students present individual talks and posters on their summer projects in front of the faculty, lab mentors, and University administrators.
January/February 2014 | PreMedLife Magazine | 29
PROGRAM NAME
LOCATION
DATE
UCLA Pre-Medical Enrichment Program (PREP)
Los Angeles, California
June - July 2014
UCLA Re-Application Program (RAP)
Los Angeles, California
June 18-August 1, 2014
Eugene and Ruth Roberts Summer Student Academy
Duarte, California
May-July 2014
National Cancer Institute (NCI) Continuing Umbrella of Research Experience (CURE) Program
Duarte, California
May-August 2014 June-August 2014 June-September 2014
UCSD Medical Scientist Training Program (MSTP) Summer Undergraduate Research Fellowship (SURF)
San Diego, California
June - August 2014
Graduate Experience for Multicultural Students (GEMS) at the University of Colorado - Denver School of Medicine
Denver, Colorado
June 2- August 8, 2014
30 | PreMedLife Magazine | January/February 2014
DESCRIPTION Program designed to provide premedical and predental students from disadvantaged background with a means of strengthening their ability and readiness to study medicine or dentistry. Students will work at a rigorous pace with a highly focused scope to prepare for the MCAT and DAT. Participants will engage in an extensive and lively classroom review of Biology, Chemistry, Physics, and Verbal Reasoning. Participants are also assigned to observe practicing physicians, dentists, and medical researchers performing the typical functions of their professions.
PERKS OR COSTS
DEADLINE
端Travel Allowance
MARCH 1, 2014
MAY 2014
A comprehensive, structured re-application program designed to assist students from disadvantaged backgrounds who have been unsuccessful in gaining admission to any U.S. medical school. The program begins with an intensive eight-week summer session, focused upon prerequisite science review and on MCAT preparation.
Program gives promising students with an interest in research and health science careers practical experience and helps them develop important skills for their futures. Our instructors are world-renowned physicians and scientists who guide students in their research, while helping them develop their critical thinking skills. Weekly seminars allow students to present research findings to their peers, a good primer for what graduate and postdoctoral students do. Program is designed to engage the scientific curiosity of promising young high school and undergraduate students from underrepresented populations who are interested in cancer research as a career.
端$4,000 Stipend
MARCH 14, 2014
端$4,000 Stipend
CONTACT PROGRAM
Program for motivated undergraduate students interested in seeking future training in a combined MD/PhD program. Principle focus is an 8-week research project conducted in the laboratory of a faculty member in the biomedical sciences.
FEBRUARY 14, 2014
Selected GEMS interns will enroll in a research internship course, Topics in Biomedical Science and Research. The course will be conducted by distinguished research faculty and will consist of lectures, demonstrations, and laboratory research assignments with a mentor.
FEBRUARY 15, 2014
January/February 2014 | PreMedLife Magazine | 31
PROGRAM NAME
LOCATION
DATE
Summer Student Research Fellowship at Hartford Hospital
Hartford, Connecticut
June 2-August 8, 2014
Yale University Summer Medical/Dental Education Program (SMDEP)
New Haven, Connecticut
June 14 - July 26, 2014
College Enrichment Program (CEP) at the University of Connecticut
Storrs, Connecticut
June - July 2014
College Summer Fellowship Program at UConn School of Medicine
Farmington, Connecticut
TBA
Summer Medical/Dental Education Program (SMDEP) at Howard University
Washington, DC
June 1 - July 12, 2014
Boehringer Ingelheim Corporation Internship Program
Ridgefield, Connecticut
Open
32 | PreMedLife Magazine | January/February 2014
DESCRIPTION
PERKS OR COSTS
DEADLINE
Program offers a unique clinical research opportunity for college students pursuing careers in medicine. Fellowship is designed exclusively for pre-medical students completing either their junior or senior year in college. It offers the student an introduction to research methodology, patient treatment, and ethical issues in medicine as well as exposure to a broad spectrum of health care providers within a large community teaching hospital.
ü$4,000 Stipend üTravel Allowance
FEBRUARY 5, 2014
Program for highly motivated college students who are considering a career in medicine. The Program exposes students to a problem-based learning model of science education that is similar to that used in medical school.
The program addresses the needs of University of Connecticut freshmen and sophomores. The program is designed to provide sound development of scientific and mathematical skills. The program consists of courses in individual programs of study in: Organic Chemistry, Biochemistry, Calculus, and Physics. The program will consist of 30 hours per week of formal lecture, laboratory, directed study, and clinical experiences addressing the needs of college freshman or sophomores.
MARCH 1, 2014
üStipend üFood üHousing üTravel Allowance
The program is designed to offer undergraduates who are completing their sophomore, or preferably their junior year of college, and plant to purse a career as a MD, DMD, MD/PhD, or DMD/PhD. Once a student is accepted to the program and has selected and found a faculty sponsor in which to do research, the student will meet with the faculty sponsor in June and develop a research protocol and suitable project description. The program is designed to provide an educational experience of exceptional quality that will strengthen the overall academic preparation of underrepresented minority, disadvantaged, and low-income students who express interest in admission to medical or dental school.
Research & Development: Throughout the summer, interns will have the opportunity to work side-by-side with top researchers in their field. Medical: Interns within the medical department have the opportunity to assist on both early and late phase clinical trails. Whether the project entails enrolling participants into a clinical trail or measuring and analyzing trail results, interns work with leading doctors and researchers to assure that all Boehringer Ingelheim products meet all requirements set forth by the FDA.
APRIL 2014
MARCH 15, 2014
ü$2,500-$3,000 üStipend üHousing
MARCH 1, 2014
MARCH 1, 2014
January/February 2014 | PreMedLife Magazine | 33
PROGRAM NAME
LOCATION
DATE
Georgetown Summer Medical Institute (GSMI)
Washington, DC
June - July 2014
Pre-Medical Summer Enrichment Program (PSEP) at The University of South Florida
Tampa, Florida
May - June 2014
Minority Students Health Careers Motivation Program
Miami, Florida
June-July 2014
Health P.A.S.S. Program
Des Moines, Iowa
June 9 - 27, 2014
Professional Education Preparation Program (PEPP) at The University of Kentucky
Lexington, Kentucky
n/a
MCAT-DAT Review Summer Workshop at the University of Louisville School of Medicine
Louisville, Kentucky
June 4 - June 28, 2014
Buck for Brains Summer Research Program at the University of Kentucky
Lexington, Kentucky
Varies
34 | PreMedLife Magazine | January/February 2014
DESCRIPTION
PERKS OR COSTS
DEADLINE
The program, combined with the informative and supportive environment at Georgetown University School of Medicine, will provide preparation and insight for individuals exploring the calling of medicine as a career, and those making-up medical school course.
ü$3,862 (5 Credits) ü$3,090 (4 Credits)
TBA
The program is designed for highly motivated tudents who are preparing for medical school. The program includes a review of concepts in biology, general and organic chemistry, and physics. Participants will work closely with faculty in areas of reading skills, test taking skills, etc. Participants are also paired with physicians in the local community to have an opportunity to develop an appreciation of the "real world of medicine" through weekly clinical experiences.
ü$1,500 Grant
MARCH 2014
The program is designed to be a mini first-year medical education experience that exposes participants to classroom instruction in select basic science courses in the medical education curriculum and offers physician-shadowing opportunities. Great attention is placed on identifying and removing any barriers that may prevent a participant from being a competitive medical school applicant.
ü$400 Stipend üHousing üMeals üTravel Allowance
MARCH 2014
The program is for promising college sophomores and juniors to prepare for and enhance their chances of getting into medical school and other health professions programs. In the program's courses, clinical opportunities and practical exposure, students will gain the confidence that they can achieve a degree and career in any of Des Moines University's four clinical areas- and the knowledge they need to get started.
üTravel Stipend üMeals üMaterials
MARCH 1, 2013
üHousing üMeals
N/A
Free MCAT review workshop for eligible students
üStipend üHousing üMeals
MARCH 2014
The program provides undergraduates at the University of Kentucky with hands-on experience in academic research, working alongside "Bucks for Brains" faculty. Students are placed in research settings ranging from plant biochemistry to computer science to American history.
ü$3,500 Stipend
Tuition: $3,862 (5 Credits) for Human Gross Anatomy and Human Physiology; $3,090 (4 Credits) for Medical Histology (Microscopic Anatomy) and Medical Biochemistry. Tuition includes the use of course textbooks and lab fees (for Anatomy).
The program provides academic enrichment in chemistry and biology, as well as clinical experiences, medical and dental experiential activities, laboratory experiences, seminars, demonstrations, and clinical site visits.
APRIL 15, 2014
January/February 2014 | PreMedLife Magazine | 35
PROGRAM NAME
LOCATION
DATE
Frontier Nursing Service Courier Program
Wendover, Kentucky
TBA
Summer Internship Program in Biomedical Research National Institutes of Health (NIH)
Bethesda, Maryland Baltimore, Maryland Frederick, Maryland
mid-May-June 2014
Summer Internship Program at Johns Hopkins University School of Medicine
Baltimore, Maryland
May 25 - August 2, 2014
College Summer Enrichment Program at the University of Massachusetts Medical School
Worcester, Massachusetts
May 25 - June 20, 2014
Four Directions Summer Research Program at Harvard Medical School and Brigham and Women's Hospital
Boston, Massachusetts
June 9 - August 7, 2013
Siteman Cancer Center Summer Opportunity Program
St. Louis, Missouri
May 27 - August 2, 2014
36 | PreMedLife Magazine | January/February 2014
DESCRIPTION
PERKS OR COSTS
DEADLINE
The program provides a type of internship for young women and men who had a desire to go into the medical field. For young women and men who are interested in the healthcare field, the Courier Program provides limited opportunities to shadow healthcare professionals including: family nurse practitioners, physicians, nurse-midwives at FNS rural healthcare centers, at Mary Breckinridge Hospital and Home Health Agency.
ü$500 Stipend
FEBRUARY 15, 2014
The program is designed to provide an independent research experience in biomedical and/or public health research to undergraduate students under the direct mentoring of established Johns Hopkins researchers. During the program interns work one-on-one with faculty on research projects in their field of interest and attend a health science seminar series.
üStipend
MARCH 1, 2014
The program provides experience in research laboratories to students of diverse backgrounds, including underrepresented minority students and students from economically disadvantaged and underserved backgrounds. The purpose of this exposure to biomedical and/or public health research is to encourage students to consider careers in science, medicine and public health.
ü$3000 Stipend üHousing
MARCH 2014
A tuition-free four-week residential program for undergraduate sophomores and juniors interested in entering the health professions. The goals of the program are to help participants improve their qualifications and competitive standing for admission to professional, graduate and/or medical school. Sessions include the professional school application process with emphasis on medical school admissions and financing professional school.
üStipend üHousing üTravel Allowance
MARCH 15, 2014
The focus of activity during the summer is participation in a basic science research project. Additional program goals include: Experience cutting edge research at a leading medical school, understand the medical school application process, exposure to Native American health care issues, integrate Native traditions including talking circles, networking with Native American students and faculty.
üTravel Allowance üHousing üLiving Stipend
FEBRUARY 17, 2014
ü$3,500 Stipend
MARCH 1, 2014
Program provides opportunities for undergraduate, pre-med and medical students enrolled at Washington University or other accredited universities to work on cancer research projects during the summer. Opportunities range from basic laboratory research to clinical research to prevention/control and population research.
January/February 2014 | PreMedLife Magazine | 37
PROGRAM NAME
LOCATION
DATE
Biomedical Research Apprenticeship Program (BioMed RAP) at Washington University in St. Louis
St. Louis, Missouri
May 27 - August 2, 2014
University of Nebraska Medical Center Summer Medical and Dental Education Program (SMDEP)
Omaha, Nebraska
June 7 - July 18, 2014
Summer Undergraduate Fellowship Program at the Eppley Cancer Research Institute
Newark, New Jersey
June 2 - August 8, 2014
UMDNJ-New Jersey Medical and New Jersey Dental Schools Summer Medical and Dental Education Program (SMDEP)
Newark, New Jersey
June 2 - July 11, 2014
Biomedical Careers Program (BCP) at Robert Wood Medical School
Piscataway, New Jersey
June - July 2014
Columbia University College of Physicians and Surgeons Summer Medical and Dental Education Program (SMDEP)
New York, New York
June 20 - August 2, 2014
38 | PreMedLife Magazine | January/February 2014
DESCRIPTION
PERKS OR COSTS
DEADLINE
As a BioMedRAP/CD-BioRAP participant, students will conduct independent research with outstanding faculty mentors, work in a cutting edge science and technology environment, gain exposure to some of the nation's finest biomedical investigators and an extensive variety of research topics, receive individualized career counseling and develop your career interests, participate in workshops, seminars and journal clubs, build a social network with student peers and faculty, and prepare to apply to the best Ph.D. and M.D. /Ph.D. programs in the United States.
üStipend üTravel Allowance üHousing
FEBRUARY 3, 2014
üMeals üTravel Assistance üStipend üHousing
MARCH 1, 2014
ü$4,000 Stipend üHousing
MARCH 1, 2014
üStipend üHousing üMeals
MARCH 1, 2014
üTuition Free
MARCH 15, 2014
üMeals üTravel Assistance üStipend üHousing
MARCH 1, 2014
The program is designed to identify, recruit, and assist future dentists and doctors through a comprehensive six-week summer experience for talented freshman and sophomores. The overall goal of the program is to provide each scholar the navigation tools necessary to reach their current and future goals. NMC's primary focus on core academics is a springboard for students in their pursuit of a career as a physician or dentist. Students in the summer program work for 10 wks doing hands-on research in Eppley Institute laboratories. Students get to try research, learn techniques and new concepts, and work with professional researchers, all while earning a competitive summer salary.
Program serves to advance our institution's core mission of meeting society's current and future health care needs by preparing individuals underrepresented in medicine and dentistry, and doing so while championing cultural competency and humanism in all aspects of education. SMDEP reaffirms our continued commitment to and involvement in pipeline initiatives and will allow our two institutions to attain even greater diversity. Academic enrichment program for undergraduate students interested in careers in the health professions. The program targets undergraduates who are economically and/or educationally disadvantaged. BCP offers an intensive six-week summer program to serve students at all stages of undergraduate education. Students take part in a variety of science enrichment and healthcare-oriented activities. The program provides students seriously interested in applying to medical or dental school with a well-defined, integrated approach to learning, focusing on the basic science curriculum needed to apply to medical or dental school. Students engage in intense labs, learning-skills, and career development courses during the six weeks of the program, while attending weekly clinical rotations and seminars. The program strives to help students enhance and improve their chances of becoming successful applicants and students at the medical/dental schools of their choice.
January/February 2014 | PreMedLife Magazine | 39
PROGRAM NAME
LOCATION
DATE
Gateways to the Laboratory Summer Program at Weill Cornell/Rockefeller/Sloan-Kettering
New York, New York
June - August 2014
Summer Undergraduate Mentorship Program at Albert Einstein College of Medicine of Yeshiva University
Bronx, New York
June - July 2014
Montefiore Medical Center's Health Opportunities Program (Monte-HOP)
Bronx, New York
TBA
Project Asian Health Education and Development (AHEAD)
New York, New York
June - August 2014
The Travelers Summer Research Fellowship Program for Premedical Students at Weill Cornell Medical College
New York, New York
June 23 - August 8, 2014
Project Healthcare at NYU Langone Medical Center
New York, New York
June - August 2014
40 | PreMedLife Magazine | January/February 2014
DESCRIPTION
PERKS OR COSTS
DEADLINE
The program was established for underrepresented minority and disadvantaged college students who wish to pursue the combined MD-PhD degree. Over the summer, students will: Work independently on a research project. Students will present and participate in weekly journal clubs. Participate in a hands-on tour of the Gross Anatomy Lab. Sit for a Mock MCAT exam. Partake in a Lab Techniques Workshop and Clinical Skills Workshop. Participate in Career Development Workshops. Scrub into surgeries at the New York-Presbyterian Hospital.
ü$4,300 Stipend üTravel Expenses
FEBRUARY 15, 2014
The program will be comprised of a six-hour per week commitment to a shadowing experience with an assigned mentor and fourteen hours per week of lecture attendance. These fourteen hours will be distributed into the following three core curriculum components: six hours clinical didactic, six hours medical informatics, and two hours of MCAT preparation and test taking strategies.
ü$1,000 Stipend üTransportation üMeals
APRIL 2014
The program is designed to promote, educate, and encourage underserved youth to purse careers within the health fields. Students will gain valuable knowledge and professional skills through interactive workshops, mentorship by physicians, observation of physician-patient interactions, lecture activities and independent learning. The program is designed to provide training and experience for college students who are interested in pursuing a career in the health care field. The program consists of a practical field placement, seminars and workshops, and participation in the development and completion of a community health project. Students explore various health careers, and gain an understanding of the dynamics of the New York Asian American community and of current health issues impacting the health status of Asian Americans in the United States. The program is designed to give 25 premedical students deeper insights into the field of medicine, including issues that greatly affect the health of traditionally underserved groups. Through the experiences of laboratory or clinical research, the students learn how one purses a specific research problem under the supervision of a faculty member, thus providing an early education into basic research techniques that could be applicable to any area of medicine.
Project Healthcare is an innovative volunteer program for enthusiastic and inspired college and post-baccalaureate students. Created by the Bellevue Hospital Center Emergency Department, PHC allows students an opportunity to experience and many different aspects of healthcare. The program is comprised of several weekly rotations which are based in the Emergency Department. It offers the committed student a unique healthcare experience, which is intended to furnish a wealth of knowledge about the numerous options for a career in healthcare.
MARCH 1, 2014
üMeals üTravel Assistance üStipend üHousing
FEBRUARY 15, 2014
ü$140/Wk üHousing üTravel Expenses for students who live some distance from NY
FEBRUARY 1, 2014
üMeals üTravel Assistance üStipend üHousing
FEBRUARY 14, 2014
January/February 2014 | PreMedLife Magazine | 41
PROGRAM NAME
LOCATION
DATE
Summer Scientific Work Program (SSWP) at Franklin Hospital
Valley Stream, New York
TBA
ACCESS Summer Research Program at Cornell University
New York, New York
TBA
AGEP Summer Research Institute (SRI) at SUNY Stony Brook University
Stony Brook, New York
n/a
Bronx-Westchester Area Health Education Center
Bronx, New York
May/July 2014
Case Western Reserve University School of Medicine Summer Medical and Dental Education Program (SMDEP)
Cleveland, Ohio
June 7 - July 18, 2014
Ohio University College of Osteopathic Medicine Summer Scholars Program
Athens, Ohio
June 2 to July 3, 2014
42 | PreMedLife Magazine | January/February 2014
DESCRIPTION The program is designed to help college students decide whether or not a career in medicine is right for them. This renowned program offers students the opportunity to complete a four-week summer internship where they have the chance to observe and ask questions in order to learn more about the medical field. Throughout these four weeks, accepted students rotate through various departments in order to gain a well rounded experience of the hospital. Some of these departments include the operating room, emergency room, radiology, geriatrics, laboratory, psychiatry as well as the rehabilitation unit. The Access program of Weill Cornell Graduate School of Medical Sciences is a summer internship program that trains underserved college students in the biomedical sciences Interns gain hands-on xperience in a biomedical research laboratory and are encouraged to apply to PhD programs. Selected students are placed in laboratories at the Weill Cornell Medical College under the mentorship of experienced faculty members. The program is an intensive residential research internship program for underrepresented minority undergraduates majoring in science, technology, engineering, or mathematics. Students will get a unique opportunity to work on independent research projects in cutting-edge laboratories under the direction of Stony Brook University faculty.
PERKS OR COSTS
DEADLINE MARCH 15, 2014
ü$3,000 Stipend üUp to $300 for Travel üHousing
FEBRUARY 1, 2014
ü$3,500 Stipend üRound-trip airfare üHousing üMeals
CONTACT PROGRAM
Health Careers Internship Program (HCIP): This program allows students aspiring toward a career in the health professions the opportunity to work in a health care setting and interact regularly with health professionals. Students must be Junior or Senior in college. Summer Health Internship Program (SHIP): The program provides a six-week summer placement opportunity for junior/senior high school, and freshman/sophomore college students who have expressed an interest in the health field.
APRIL 2014
The program is designed to identify, recruit, and assist in preparing as many highly talented, ommitted, and hardworking minority and economically disadvantaged students as possible for careers in dentistry and medicine. We hope to imbue our students with the confidence and skills necessary to allow them to return to school better prepared to perform well in more rigorous basic science and math classes.
üMeals` üTravel Assistance üStipend üHousing
APRIL 2014
Summer Scholars participants prepare for the challenges and rewards of medical school. Twenty-five applicants are selected each year to participate in this rigorous six-week program designed to give you an intensive and realistic introduction to the first-year curriculum at OU-COM. In addition to traditional medical school curricula taught by medical college faculty, graduate students and upper-class medical students, the program focuses on case-based problem solving and small-group/team work.
üRoom + Board üStipend üProgram Materials üRound-Trip Travel Expenses
MARCH 1, 2014
January/February 2014 | PreMedLife Magazine | 43
PROGRAM NAME
LOCATION
DATE
MedStarz Program at the University of Toledo College of Medicine
Toldeo, OH
July 2013
Research, Observation, Service, and Education (R.O.S.E) Program at the University of Cincinnati College of Medicine
Cincinnati, Ohio
Mid June - Early August 2014
Chester Summer Scholars Program
Cleveland, Ohio
May 27 - August 1, 2014
Pre-Professional Internship Program at Ohio College of Podiatric Medicine
Cincinnati, Ohio
n/a
Summer Premedical Enrichment Program (SPEP) at the University of Cincinnati
Cincinnati, Ohio
June - July 2014
Summer Premedical Academic Enrichment Program (SPAEP) at the University of Pittsburgh School of Medicine
Pittsburgh, Pennsylvania
June - July 2014
44 | PreMedLife Magazine | January/February 2014
DESCRIPTION
PERKS OR COSTS
DEADLINE
The program provides students exposure to medicine and will include experiences that encompass sessions on navigating the medical school application process, introduction to the Problem Based Learning (PBL) model in small group sessions, hands on experience in the gross anatomy lab, clinical lectures on medical topics, diversity and cultural competency exercises, and contact with physicians in the clinical setting.
üHousing üTravel Allowance
MARCH 1, 2014
The R.O.S.E. program is part internship, part early acceptance to medical school, and part mentorship program. The purpose of the program is to provide stimulating experiences and contact with academic medical faculty for high ability, intellectually curious pre-medical college students.
ü$3,000 Stipend üROSE students have conditional acceptance to the Cincinnati College of Medicine
FEBRUARY 3, 2014
The program awards 15 collegiate undergraduate students the opportunity to spend the summer in clinical laboratory research at MetroHealth Medical Center. The program is an opportunity equpment are for pre-medical and scientifically-oriented students provided to explore the potential for a career in medical research or academic medicine.
ü2,000 Stipend üFree Parking üSupplies and equpment are provided
FEBRUARY 14, 2014
The Pre-Professional Internship Program at the Ohio College of Podiatric Medicine (OCPM) is designed to provide insight into the many facets of podiatric medicine and the education involved with obtaining the Doctor of Podiatric Medicine Degree.
CONTACT PROGRAM
Residential program for 18 college juniors, seniors, and postbaccalaureate premedical students. Students receive intensive exposure to medicine as a career through tours, speakers, seminars, and shadowing. Students are exposed to the medical school experience and the academic curriculum through a noncredit course in cardiophysiology, extensive interaction with medical students and faculty, and detailed guidance through the medical school application process.
MARCH 1, 2014
This program, open to high school graduates and college students, is designed specifically to prepare and support students who wish to pursue careers in the field of medicine. Spend seven weeks in Level I, strengthening your academic skills and learning more about careers in medicine. Or, spend eight weeks immersed and engaged in the work of physician-scientists including laboratory research and MCAT preparation through Level II. Both programs will enhance your skills and knowledge in science, writing and public speaking. You'll discover a challenging and stimulating program in the environment of a major academic medical center.
ü$1,000 Stipend üTransportation üHousing üMeals
MARCH 1, 2014
January/February 2014 | PreMedLife Magazine | 45
PROGRAM NAME
LOCATION
DATE
Pre-med Enrichment Program at the University of Pennsylvania Health System
Philadelphia, Pennsylvania
May 19 - July 25, 2014
Pre-Med Program at St. Mary Healthcare Center
Langhorne, Pennsylvania
June - August 2014
Summer Pre-Med Program at Doylestown Hospital
Doylestown, Pennsylvania
Late-May - August 2014
Mini-Med Spring Break at Drexel University College of Medicine
Philadelphia, Pennsylvania
March/April 2013 Choose from 7 sessions
Vanderbilt Summer Science Academy (VSSA)
Nashville, Tennessee
June 2 - August 1, 2014
Oncology Education (POE) Program
Memphis, Tennessee
Mid-June - August 2014
46 | PreMedLife Magazine | January/February 2014
DESCRIPTION The aim of this program is to prepare minority students for careers in academic medicine other positions of leadership in medicine. Students will be engaged in a program of research, clinical observations, classroom exercises and teaching observations, designed to stimulate their interest in academic medicine. In addition, the students will be engaged in the following: activities pertaining to the medical school application process and medical school admissions; classroom instructions and simulated testing to prepare the students for the Medical College Admissions Test (MCAT). This program is for students who have complete their second year of college with a GPA of at least 3.2 in a course of study that qualifies them for
PERKS OR COSTS
DEADLINE
ü$2,500 Stipend
JANUARY 31, 2014
ü$3,000 Stipend üConditional acceptance to the UC COM
CONTACT PROGRAM
The program is designed for college students who have complete their junior year and are pursing academic programs leading to medical school. Doylestown Hospital physicians assist with the program, which includes lectures and "hands-on" volunteer work on patient floors and in many departments.
FEBRUARY 2014
Participants will experience a medical education as seen through the eyes of 3rd and 4th year medical students during their clinical rotations in the hospital and clinical practices. The experience can enlighten participants about a career in medicine, whether they're about to enter medical school or are just beginning the application process. Participants will accompany the teaching team and 3rd and 4th year medical students on hospital rounds and be part of discussions between physician, patient, and medical students.
ü Tuition: $1500
MARCH 1, 2014
The program offers biomedical research opportunities to undergraduates who want to pursue a career in biomedical sciences. There are two major tracks within the VSSA; the Basic Science Programs for undergraduates interested in careers in research, and the Undergraduate Clinical Research Internship Program for undergraduates who wish to pursue a career in medicine.
ü$2,500-$4,000 Stipend
FEBRUARY 1, 2014
The POE program offers a unique opportunity for students preparing for careers in the biomedical sciences, medicine, nursing, pharmacy, psychology, or public health to gain biomedical and oncology research experience. The POE program provides a short-term training experience (internship) in either laboratory research or clinical research. Students participating in the Pediatric Oncology Education program will receive training in a superb academic environment created by the interaction of committed basic scientists, research-oriented physicians, and postdoctoral fellows.
ü$4,000 üHousing
FEBRUARY 1, 2014
January/February 2014 | PreMedLife Magazine | 47
PROGRAM NAME
LOCATION
DATE
Dialysis Clinic, Inc. Collegiate Medical Summer Internship Program
Nashville, Tennessee
TBA
Michael E. DeBakey Summer Surgery Program at Baylor College of Medicine
Houston, Texas
Mid-June- August 2014
The University of Texas Dental Branch and Medical School at Houston Summer Medical and Dental Education Program (SMDEP)
Houston, Texas
May 27 - July 3, 2014
Health Career Opportunities Program (HCOP) at The University of Houston College of Optometry
Houston, Texas
TBA
Physiology Undergraduate Research Experience (PURE)
San Antonio, Texas
June - July 2014
Scholars Program in Organic Chemistry at University of Texas - Southwestern Medical Center
Dallas, Texas
TBA
48 | PreMedLife Magazine | January/February 2014
DESCRIPTION
PERKS OR COSTS
This program is a summer internship for pre-medical students in the clinical area of organ transplantation. The internship includes shadowing physicians on rounds in the hospital, observing and assisting in an outpatient/clinic facility, and observing transplant and transplant-related surgical operations.
CONTACT PROGRAM
The Michael E. DeBakey Summer Surgery Program offers the pre-medical student a glimpse of a career in surgery long before they will ever pick up a scalpel for the first time. During the eight weeks, students become familiar with the hospital environment, the operating room, and the lifestyle of a surgeon. They are expected to become an integral part of their surgical teams by participating in rounds, surgery, and conferences. The program seeks motivated students from a variety of backgrounds including those who are underrepresented or underserved that are interested in pursuing a career in dentistry and medicine, including those who have an interest in serving the underserved. Students will have clinical experiences in such areas as emergency medicine, family practice, internal medicine, restorative dentistry, and oral surgery.
DEADLINE
JANUARY 3, 2014
üStipend üTravel Assitance üMeals üHousing
The program involves specific activities designed to enhance qualifications for entry to the professional program including preparation for the Optometry Admission Test (OAT), counseling regarding the admission and application process, academic counseling, time management training, and test-taking/skills.
MARCH 1, 2014
MARCH 1, 2014
This research program designed for highly motivated college undergraduate students with a genuine interest in experimental research careers in biomedical science. Undergraduates will have the opportunity to receive hands-on experience in on-going research projects under the direction of a faculty member as well as work with postdoctoral fellows and graduate students.
ü$3,000 Stipend
FEBRUARY 15, 2014
The goals of the program are to improve college students' performance in organic chemistry and to provide these students with exposure to clinical medicine. The SPOC program will be conducted on the UT Southwestern campus in Dallas and has two components: 1) a 10 week course in Organic Chemistry and 2) clinical preceptorships with practicing physicians at UT Southwestern or in one of our affiliated clinical sites.
ü$1,000 Stipend
CONTACT PROGRAM
January/February 2014 | PreMedLife Magazine | 49
ajcotton / 123RF
the anti-freshman 15 Train. Hard. Achieve
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BACKINTHEDAY
chemicals, creating contraptions, so the overall pursuit of science inspired me. My parents were very much supportive of everything I did and they were supportive of my interest in science, they allowed me to take extra science classes. The motivation for me to pursue a career in science came early in life. Then basically, as I went through college I saw that it was a good fit for me. I enjoyed working with people, I enjoyed the experiences that I had in the health care field and that was motivation for me to continue pursuing a career in health care. I remember my medical school interviews to be an overall positive process. There was no one who tried to trip me up or throw me a hardball question. There are always people who say the process was a nightmare for them, but I never had that experience. The questions were mostly from my application, about me, and about my motivation to become a doctor.
“Premeds, Enjoy the Road While You Can” IF YOU’RE A PREMED OR MEDICAL STUDENT ON TWITTER, you’re probably following Dr. Sujay M. Kansagra, better known in the Twitter world as Dr.K (@medschooladvice). We were honored to have an opportunity to speak with Dr. Kansagra who is a Duke Medical School graduate and author of the popular book Everything I Learned in Medical School: Besides All the Book Stuff. Dr. Kansagra was as down-to-earth as his candid and true-to-life tweets make him out to be. What were the premed years like for this doctor and author? What advice would he give to those pursuing a career in medicine? In our interview with him, we spoke about his premed years, what motivated him as a premed, and advice he has for pursuing a medical career. My inspiration to pursue a career in medicine came through regular classes and as I went through school I was involved and mostly interested in science and math. I was kind of an adventurer growing up - mixing
52 | PreMedLife Magazine | January/February 2014
When it came to my medical school interview questions the easiest questions were the ones I knew were coming like, why are you interested in medicine and questions about my volunteering experiences. The hard question I remember was when one gentleman gave me a patient’s narrative in which I would have to prescribe a treatment for the patient but the insurance company wouldn’t cover it and asked what I would do in this situation, and so it kind of stumped me because I didn’t have much patient experience and I didn’t know what the options were in such a situation. So I said I would try to explain to the patient that their insurance wasn’t covering the medication and I would give them the options that I did have and try to push them toward the direction that the insurance company would cover. What the interviewer told me is what I could do is argue with the insurance company and fight for my patient, and so that’s something that I didn’t know much about back then when I was coming out of college but I clearly know that when it comes to patient care you can always fight for your patient by going up against insurance companies. So that was a tough question because I didn’t have any experience with that type of situation, but for the most part everything else was straightforward. To prepare for the MCAT I actually took a MCAT prep course, which I was very happy with. My sister is also in medicine and is two years older than me, so I used her old MCAT material and started looking over the material pretty early to get a sense of the type of questions and content that would be on the exam to familiarize myself with the whole test. Then I took the MCAT prep course which was about 2-3 months of going to classes and taking practice test. The main thing from there was I used a set of books that the test prep company provided which were like lecture notes and I read through those multiple times and tried to remember the important equations. It was very nicely, condensed amount of material that
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IF YOU’RE A PREMED OR MEDICAL STUDENT ON TWITTER, you’re probably following Dr. Sujay M. Kansagra, better known in the Twitter world as Dr.K (@medschooladvice). We were honored to have an opportunity to speak with Dr. Kansagra who is a Duke Medical School graduate and author of the popular book Everything I Learned in Medical School: Besides All the Book Stuff. Dr. Kansagra was as down-to-earth as his candid and true-to-life tweets make him out to be. What were the premed years like for this doctor and author? What advice would he give to those pursuing a career in medicine? In our interview with him, we spoke about his premed years, what motivated him as a premed, and advice he has for pursuing a medical career. I remember my medical school interviews to be an overall positive process. There was no one who tried to trip me up or throw me a hardball question. There are always people who say the process was a nightmare for them, but I never had that experience. The questions were mostly from my application, about me, and about my motivation to become a doctor. When it came to my medical school interview questions the easiest questions were the ones I knew were coming like, why are you interested in medicine and questions about my volunteering experiences. The hard question I remember was when one gentleman gave me a patient’s narrative in which I would have to prescribe a treatment for the patient but the insurance company wouldn’t cover it and asked what I would do in this situation, and so it kind of stumped me because I didn’t have much patient experience and I didn’t know what the options were in such a situation. So I said I would try to explain to the patient that their insurance wasn’t covering the medication and I would give them the options that I did have and try to push them toward the direction that the insurance company would cover. What the interviewer told me is what I could do is argue with the insurance company and fight for my patient, and so that’s something that I didn’t know much about back then when I was coming out of college but I clearly know that when it comes to patient care you can always fight for your patient by going up against insurance companies. So that was a tough question because I didn’t have any experience with that type of situation, but for the most part everything else was straightforward. To prepare for the MCAT I actually took a MCAT prep course, which I was very happy with. My sister is also in medicine and is two years older than me, so I used her old MCAT material and started looking over the material pretty early to get a sense of the type of questions and content that would be on the exam to familiarize myself with the whole test. Then I took the MCAT prep course which was about 2-3 months of going to classes and taking practice test. The main thing from there was I used a set of books that the test prep company provided which were like lecture notes and I read through those multiple times and tried to remember the important equations. It was very nicely, condensed amount of material that I felt I could get through and really truly dedicate my time to the material. By reading through those books I felt like almost every question on the MCAT when it came to the science section I could relate back to something I learned in those books and had some sense of how to answer them, every questions except for like one or two questions. I also took tons and tons of practice tests. I took full-length practice tests a few weekends in a row. I recommend trying to find a set of material to dedicate your time to and read it repeatedly instead of trying to find every single book out there on the MCAT. Try to familiarize yourself with the test itself. During my pre-med years, I didn’t have to sacrifice much. Granted it did involve studying and a lot of hard work. I was lucky enough to have a nice
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group of friends who also made sure I enjoyed my time in college and didn’t spend all of my time just sitting in the library reading. I think every premed goes through that, a little sacrifice has to be made because getting into medical school does involve a lot of hard work. But for me, I always felt that studying wasn’t always necessarily a chore, I almost kind of enjoyed the learning process. I tell a lot of my followers on Twitter, if people get into the mindset of enjoying studying and not something that you’re forcing yourself to do, then it makes your life much easier. I was also involved in a lot of extracurricular activities that were enjoyable and so even though there was a lot of studying I felt like I had a pretty good college experience. I tell my Twitter followers, we have this mindset that we feel that once this step is over, when we’ve worked really hard to get into college things start calming down a bit, and then when we’re in college we think I just have to work my butt off right now just so I could make it into medical school and then I won’t have to work as hard. And then in medical school, the same thing, let me just work really, really hard so I can get to residency then I can start slowing down as far as studying. And then when you’re a resident, you’re like let me just work a little bit harder now so I can become a fellow. And then you’re an attending and as you’re attending you’re still working really hard. So I wish I would have known earlier that every step along the way you’re taking time to enjoy what you’re doing because the work never really ends, it’s ongoing, and so you have to really learn how to enjoy life as you go, because you’re going to realize that no matter what the next step is, there’s always going to be work that needs to be done, so don’t sacrifice too much. I didn’t stress about the medical school admission process. The main thing I did was start everything early. Not only with the admission process, but I also started early when preparing for tests like the MCAT. I think the earlier you start the less stress and anxiety you feel when it comes to whatever it is that you’re trying to tackle. So with the medical school admissions process, I started early, I knew where I wanted to apply, and I felt pretty comfortable about my MCAT scores, I applied to schools based on what my MCAT scores were like, and so I felt prepared and I think that was the main thing to not feeling stressed. The best advice I ever received as a college student was when I was told to explore my options and to not go through college only thinking I was going to be premed. I think that was helpful because I got a chance to explore other potential career opportunities. A lot of people get into the mindset that this is the most competitive thing and this is what I need to shoot for but you have to make sure that during your college years you give yourself a chance to explore and find what your true passions are. My advice for pre-med students is to enjoy the road! I tell people, the destination will never be worth it if you didn’t enjoy the road. Don’t feel like you’re sacrificing all of your life and your youth because you’re only young once and the work never ends! So enjoy your time as you’re going through the process. My most challenging times as a pre-med were when the preparation for medical school took up a lot of my time. I spent a lot of time studying for the MCAT. I remember spring break and studying for the MCAT alone. A lot of my friends were out having fun and me and one of my other pre-med buddies were studying for the MCAT. I tried to make an attitude out of whatever I was doing so I was also kind of enjoying and not really feeling like studying for the MCAT was a punishment per se. Although it was tough sometimes, I had to stay up pretty late studying and work really hard, I think in the end everything worked out.
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THEGOODS Our pick of items that will add some flair to your pre-medical life and perhaps put a smile on your face
Vitapens Highlighters Anyone who’s ever written anything will know that accidents happen. The pressure of a deadline, the furore of creativity, or the lack of spell check… they can all add up to multiple mistakes that need correcting! Help identify these print-based afflictions using Vitapens Highlighters! Ten highlighter markers shaped like capsules, inside a sealed bottle.
Make Your Own ‘To Do’ List Yeah, you could easily just make your own but how boring is that? Complete with lines for your tasks and check boxes for marking them as complete, the simple stamp is a perfect little gift for the organized and the crafty.
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Crap & More Crap Storage Boxes With storage boxes as sturdy and attractive as these, there’s no need to actually be organized. Just gather up those doodads, documents, and whatnots, then let the miracle of four sides and a lid do the rest. You’ll be sane and your stuff will be safe from prying eyes. After all, even your crappiest crap deserves a tidy home.
Skeleton Espresso Cup Stack These beautifully illustrated Phoebe Richardson coffee cups, inspired by 16th century medical engravings are guaranteed to make your espresso a bona fide talking point. Comes as a stackable set of four cups.
Tick Talk Clock Personalize how you tell the time with this DIY set of 12 white board talk bubbles with adhesives for mounting. Clock mechanism, marker and template included.
Operation Porcelain Mug The Operation Porcelain Mug is based on the popular hospital themed board game, where you have to remove pieces from the body without touching any other part which will set the buzzer off. Designed just as the game, the mug features the top and bottom half of the patient on the operating table around the mug.
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CONNECT WITH PREMEDLIFE.
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INTHESTACKS Books we think those aspiring to become doctors might be interested in reading
PRESSING MY LUCK: A DOCTOR’S LOTTERY JOURNEY by Shirley Press, MD Dr. Shirley Press could very well be featured on the show “How the Lottery Changed My Life.” And that is because over 10 years ago, while working as a pediatric emergency room physician, she bought a lottery ticket in the hospital’s gift shop and became an instant millionaire, winning 56 million dollars (17.5 million after taxes) in the Florida lottery. In her book, Dr. Press tells her story of how her “stroke of luck” changed her life, bringing challenges and several moments of self-discovery. She also shares stories about her early years growing up in Camden, New Jersey, her passion for wanting to become a doctor, and her life practicing medicine. “In the end, Dr. Press can hardly believe that most of her confidence and personal growth that she thought was due to winning the Lotto could have been achieved without all the money.”
FIVE DAYS AT MEMORIAL: LIFE AND DEATH IN A STORM-RAVAGED HOSPITAL by Sheri Fink In her book Dr. Sheri Fink, physician and reporter, reconstructs 5 days at New Orleans’ Memorial Hospital as the floodwaters rose following Hurricane Katrina. The devastating event affected the lives of so many including the patients, staff, and families who sheltered the hospital and Dr. Fink gives readers a candid look at what it took and what it was like to survive and get through the days following Hurricane Katrina. The first half of this book, which is well paced, covers the five days of the title,” wrote Jason Berry of The New York Times. “Then the viewfinder shifts to an entwined legal and political story in which state authorities pursue a homicide investigation.”
GOD’S HOTEL: A DOCTOR, A HOSPITAL, AND A PILGRIMAGE TO THE HEART OF MEDICINE by Victoria Sweet Awarded the Barnes & Noble and San Francisco Chronicle Best Nonfiction Book of 2012, God’s Hotel tells Dr. Victoria Sweet’s story as an internal medicine physician and her experiences practicing medicine. at Laguna Honda Hospital, which has pretty much served as a free, public hospital for those with chronic conditions.. In addition to what she learned from her patients, Dr. Sweet also shares the story of the triumphs and tragedies that came along during her personal journey. The book will give readers a inside look at health care and the many factors and moving parts that are in action in the background. This is a great read for students who are preparing for medical school interview and allows for another perspective behind how patients are cared for.
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BETTERLIFE Latest news and information on taking care of yourself as a busy student living the pre-med life.
Engaging in exercise may help overcome mental blocks and promote creativity, according to a new study published in journal Frontiers of Human Neuroscience. The study, led by researchers from Leiden University in the Netherlands examined whether creativity in different thinking tasks was affected by acute moderate and intense physical exercise in athletes and non-athletes. Included in the study were 96 healthy, native Dutch speakers (48 females and 48 males), of which 48 were athletes (average age = 20.6 years; mean body mass index, BMI = 22.3) and 48 non-athletes (average age = 20.7 years; mean BMI = 22.2), participated for an energy bar and a sports drink or one study credit. Participants were considered athletes if they exercised at least three times a week during the recent 2 years and non-athletes if they did not exercise on a regular basis (less than 1 time per week).
Extracts Enhanced With Spearmint, Rosemary May Help Memory Spearmint and rosemary can improve learning and memory, according to new research involving mice presented at Neuroscience 2013, a meeting hosted by the Society for Neuroscience. A research team led by Susan Farr, a professor from Saint Louis University School of Medicine in Missouri used antioxidant-based extracts made from spearmint and rosemary extract to test the effects on mice with age-associated cognitive decline. The findings strongly suggest that the extracts made from herbs might have beneficial effects on altering the course of age-associated cognitive decline.
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Background information provided in the paper explained that there is some literature that already suggests that creative people sometimes use bodily movement to help overcome mental blocks and to get deeper into a problem. Researchers found that there is indeed evidence showing a link between exercise and creativity, but the results also suggest that the nature and the consequences of this link depend on the particular task and the fitness of the individual. Three significant findings were: (1) non-athletes did not benefit from acute exercise; in fact, exercise caused their performance to drop in both creativity tasks, (2) athletes tended to benefit from acute exercise in the convergent-thinking task, and (3) intense exercise seemed to enhance performance in athletes (at least numerically) and to impair performance in nonathletes the most. “The findings suggest that acute exercise may affect both, divergent and convergent thinking,” the authors wrote. “In particular, it seems to affect control-hungry tasks through exercise-induced “ego-depletion,” which however is less pronounced in individuals with higher levels of physical fitness, presumably because of the automatization of movement control, fitness-related neuroenergetic benefits, or both." Specifically, when it came to improving memory and learning in three tested behaviors, the higher dose rosemary compound was most successful. Even the lower doses of rosemary and spearmint had positive effects on the mice and improve their memory for two of the tests conducted. Moreover, researchers also observed reduced oxidative stress in the part of the mice brains that controls learning and memory, which has been noted as a marker of age-related decline. While the results of the study are quite intriguing, the research team does not suggest individuals rush to overload on the beneficial herb and suggest proceeding with caution. “This probably means eating spearmint and rosemary is good for you,” Farr explained. “However, our experiments were in an animal model and I don’t know how much - or if any amount of these herbs people would have to consume for learning and memory to improve. In other words, I’m not suggesting that people chew more gum at this point.”
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Exercise May Affect Levels of Creativity
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Cell Phone Use Linked to College Grades College students who use their cell phones frequently do not perform as well in academics, and experience anxiety and unhappiness, according to a study published in the journal Computers in Human Behavior. For the study researchers from Kent State University’s College of Education, Health and Human Services surveyed over 500 college students about how often they used their cell phones and compared their responses with their academic performance and results of tests used to measure levels of anxiety and life satisfaction or happiness. The findings revealed a negative association to student GPA and cell phone usage. Specifically, the higher the cell phone use, the lower the grades. Moreover, higher cell phone use showed an impactful link to anxiety with higher cell phone use linked to higher levels of anxiety. ““These findings add to the debate about student cell phone use, and how increased use may negatively impact academic performance, mental health, and subjective well-being or happiness,” the authors concluded.
Consuming caffeine hours before going to sleep at night can have significant negative effects on sleep, according to a study published in the November 15, 2013 issue of the Journal of Clinical Sleep Medicine. According to the authors, “Caffeine Effects on Sleep Taken 0, 3, or 6 Hours before Going to Bed” is the first study to investigate the effects of a given dose of caffeine taken at different times before sleep. The study, led by Christopher Drake, PhD, investigator at the Henry Ford Sleep Disorders and Research Center and associate professor of psychiatry and behavioral neurosciences at Wayne State University in Detroit, Michigan, studied 12 healthy normal sleepers, as determined by a physical examination and clinical interview. “Sleep specialists have always suspected that caffeine can disrupt sleep long after it is consumed,” said American Academy of Sleep Medicine President M. Safwan Badr, MD. “This study provides objective evidence supporting the general recommendation that avoiding caffeine in the late afternoon and at night is beneficial for sleep.”
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Consuming a Late Cup of Coffee May Disrupt Regular Sleep
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LASTWORD Some final thoughts on getting through your days as a college student
“We look for medicine to be an orderly field of knowledge and procedure. But it is not. It is an imperfect science, an enterprise of constantly changing knowledge, uncertain information, fallible individuals, and at the same time lives on the line. There is science in what we do, yes, but also habit, intuition, and sometimes plain old guessing. The gap between what we know and what we aim for persists. And this gap complicates everything we do.” ATUL GAWANDE, American surgeon and journalist
“Your time is limited, don’t waste it living someone else’s life. Don’t be trapped by dogma, which is living the result of other people’s thinking. Don’t let the noise of other’s opinion drowned your own inner voice. And most important, have the courage to follow your heart and intuition, they somehow already know what you truly want to become. Everything else is secondary.” STEVE JOBS was an American entrepreneur, marketer, and inventor, who was the co-founder, chairman, and CEO of Apple Inc.
“Don’t say you don’t have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michaelangelo, Mother Teresea, Leonardo da Vinci, Thomas Jefferson, and Albert Einstein.” H. JACKSON BROWN JR., an American author best known for his inspirational book, Life’s Little Instruction Book
“Medicine is learned by the bedside and not in the classroom. Let not your conceptions of disease come from words heard in the lecture room or read from the book. See, and then reason and compare and control. But see first.” WILLIAM OSLER was a Canadian physician and one of the four founding professors of Johns Hopkins Hospital
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