Photo courtesy of Unite for Sight

Photo courtesy of Unite for Sight

Unite for Sight, a non-profit which focuses on global health, is offering a free webinar on global health careers. A panel of eight experts is featured and they will address the skills most appropriate for a career in global health, entrepreneurship in global medicine, and global medical opportunities. The webinar is taking place on Wednesday, February 26th from 4-5 pm Eastern time. This is a wonderful opportunity to learn more about global health and the different paths one can follow to enter the field. Participants will also have the chance to ask the panelists a range of questions. To register please click here.  Enjoy!

–Liza Thompson, Expert Medical School Admissions Consulting

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Photo courtesy of the AAMC

Photo courtesy of the AAMC

The Association of American Medical Colleges (AAMC) is holding a Minority Student Medical Career Awareness Workshop and Recruitment Fair on Saturday, April 26th in San Diego, California. Held at the Hilton Bayfront Hotel, the fair is open to students, parents, and other interested individuals. Participants will meet admissions officials from medical schools, see panel discussions on becoming a physician, and have the opportunity to learn about special programs for minorities. This is a fantastic opportunity to meet fellow premedical students and talk with program representatives about their schools. To register click here.

–Liza Thompson, Expert Medical School Admissions Consulting

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Photo courtesy of SUNY-Downstate

Photo courtesy of SUNY-Downstate

What exactly are “academic competencies”?  In the last several years, there has been a change in the way the acquisition of knowledge is evaluated in medical education. While this started initially in graduate medical education (i.e. during residency training) it has now trickled down to medical education (i.e. medical school) and is trickling down even further to undergraduate premedical education.  The Association of American Medical Colleges describes competency-based medical education as “a curricular concept designed to provide the skills physicians need, rather than solely a large, prefabricated collection of knowledge.” Continue reading

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Photo courtesy of insightmarketingsolutions.net

Photo courtesy of insightmarketingsolutions.net

Be careful what you tweet if you’re a medical school applicant. A recent study in the Postgraduate Medical Journal showed that some medical school admissions officers do Google searches to assess applicants’ professional behavior. Looking at the way applicants use social media, and discovering inappropriate content posted by them, can have a negative effect on applicants’ outcomes. In the study, Dr. Carl Schulman of the University of Miami Miller School of Medicine stated that taking into consideration social media use may become “a standard way of evaluating applicants.” More than half of the med school admissions officers and residency program directors surveyed said that posting questionable material online could hurt applicants’ chances.

Dr. Geoffrey Young, senior director of student affairs and and programs at the Association of American Medical Colleges and the former associate dean for admissions at the Medical College of Georgia, encourages medical school applicants to be mindful of how their online behavior might reflect on their professionalism (or lack thereof). Continue reading

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Photo courtesy of ruraldoctoring.com

Photo courtesy of ruraldoctoring.com

There is an enormous need for more physicians in rural regions of the United States; shortages of doctors exist throughout every rural area of the country. There are efforts to increase the number of doctors in these shortage areas through programs like the National Health Service Corps, which provides scholarships to medical students in exchange for their future service in high-need areas. There are also organizations that seek to expand the number of physicians in underserved regions of the country, such as the National Area Health Education Center and regional AHECs, such as the one in North Carolina.

For students interested in rural medicine they may want to choose a school based on its excellence in this type of medicine. US News publishes a ranking of medical schools’ rural medicine programs.

Dr. Neil Nelson was named Country Doctor of the Year and practices medicine in rural Illinois. Becoming a country doctor was his dream; in the article he shares some of the challenges and rewards he has found as a rural physician. Dr. Janice Boughton also shares her insights into practicing rural medicine, describing her experiences as a physician in Haiti, Sudan, Mexico.

–Liza Thompson, Expert Medical School Admissions Consulting

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Photo courtesy of the Miller School of Medicine at the U of Miami

Photo courtesy of the Miller School of Medicine at the U of Miami

How do medical students learn the art and practice of medicine, especially clinical skills? Many medical schools integrate clinical work within the first two years of a medical education to help students learn clinical skills early.  But how do medical schools assess whether students learn clinical skills appropriately?

One tool used to assess students’ mastery of clinical skills is the Objective Structured Clinical Exam, otherwise known as the OSCE (pronounced os-ki). This exam is designed somewhat similarly to the Multiple Mini Interview in the medical school application process. Students go from station to station, each lasting from 5-15 minutes, performing clinical tasks on either real or standardized patients. Each station presents a different situation and has a different individual assessing each student’s facility and skill in the clinical environment. Each student is evaluated on the same basis as they all go through the same stations, one by one. Thus the name Objective Structured Clinical Exam represents the objectivity and structure of this method of assessing students. The exam is more objective than subjective in that each examiner has a checklist of skills that students should have mastered. The stations are highly structured in that the circumstances of each patient are the same and meant to measure specific learning milestones of the students.

To learn more about the OSCE there are many resources available. There is information about OSCE station categories and schools usually have an explanation of the OSCE on their website. For example, here are descriptions from Indiana University, the University of Washington, the University of Nebraska, and the University of Miami.

–Liza Thompson, Expert Medical School Admissions Consulting

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Photo courtesy of Duke University School of Medicine

Photo courtesy of Duke University School of Medicine

What’s the best way for medical students to learn clinical skills?  Most medical schools have revamped their curricula to include some clinical training from the first year of medical school. This is a welcome change from the previous model of medical education in which clinical training was wholly delayed until the third and fourth years of medical school.

Some schools start the process by having students spend time in the community alongside physicians who serve as mentors.  Students often spend a year with the same clinician, observing him or her care for patients over an extended period of time. Through these experiences students begin to acquire clinical skills and develop an understanding of longitudinal care.

Schools also use “standardized patients” (also called “simulated patients”)— actors who pose as patients — to help students learn clinical skills.  Johns Hopkins uses standardized patients  as does George Washington, the University of Pennsylvania, Stanford, Emory, and many other medical schools. By using actors, medical students can practice their skills taking a medical history and doing a physical exam before doing this with real patients. Students are often videotaped with standardized patients so that they can assess their skills and how they might improve. They are often also observed by physicians who then provide commentary and suggestions for improvement. This is a wonderful learning opportunity for medical students.

The use of standardized patients does not stop after medical school ends. Residency programs also use actors to help teach interns and residents how to deliver bad diagnoses to patients. Montefiore Medical Center uses standardized patients in its training programs as does the University of Pittsburgh, the University of Texas, and many other medical centers. Standardized patients are also used to assess residents’ clinical skills during their training.

–Liza Thompson, Expert Medical School Admissions Consulting

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It’s been widely reported in the media that there is a shortage of primary care physicians which will only increase as the Affordable Care Act is implemented. Several medical schools are making valiant efforts to increase the ranks of primary doctors by increasing the size of their incoming classes. New medical schools have also been established to try to meet this need; 17 new medical schools have opened in the last 8 years.

In addition, several medical schools are establishing specific residency programs and other means to appeal to those who want to pursue primary care. The Association of American Medical Colleges (AAMC) predicts a shortage of 45,000 primary care doctors in just 7 years. Data also show that only about 20% of medical school graduates pursue careers in primary care fields (internal medicine, family medicine, and pediatrics, as defined by the AAMC). There are many reasons students choose not to pursue primary care, as detailed in a recent article in the Wall Street Journal titled, “In Search of More Primary Care Doctors.”

Harvard’s Center for Primary Care was founded in 2010 to promote primary care and one of its missions is to “develop and implement a premier, integrated, and multidisciplinary primary care curriculum that is well-suited to the topnotch future doctors and scientists who attend Harvard Medical School.” Johns Hopkins has established the Medicine-Pediatrics Urban Health Residency Program, which is “designed to train primary care physicians in an urban inner-city environment.” (The quotes are taken from each school’s website.)

The University of California-Riverside School of Medicine was established specifically to meet the need for more primary care physicians in California. The College of Medicine at Central Michigan University aims to meet the needs of rural and underserved regions of Michigan; a majority of the first class of 64 came from rural regions of the state and Michigan has provided financial incentives—it will pay back the loans students assumed to go to medical school—to students who ultimately decide to practice in the neediest sections of the state. These are only some of the novel and exciting programs being established to try to address the shortage of primary care physicians.

–Liza Thompson, Expert Medical School Admissions Consulting

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Photo courtesy of Biola University

Photo courtesy of Biola University

In the medical school application process it’s expected that applicants will have experience with patients to inform their view of the medical profession and to have a realistic view of their intended path. Without this clinical experience it’s highly unlikely that an applicant would be admitted to medical school and with good reason. Spending time with both patients and physicians helps premed students understand the complexity of patient care, the emotional and physical stamina that the profession requires, and the challenges and rewards of being a physician. Furthermore, the training required to be a physician—the years of medical school and residency combined is a minimum of seven—is arduous and long; medical experience helps premed students confirm (or not) that the many years of training are worth the effort.

Getting medical experience can be achieved by sustained volunteering in a clinical setting (hospitals, clinics, nursing homes, hospices, etc.) or by shadowing doctors in different specialties perhaps at one or several institutions. Shadowing tends to be more short term than volunteering, in which a continuing commitment is generally required by the organization for which you volunteer. Most hospitals generally require a minimum time commitment of 75 hours and perhaps more in some cases. Continue reading

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StudentDebt

 

One of the biggest concerns of prospective medical students is figuring out how to pay for a medical education. Let’s face it: medical school is expensive and costs increase each year. Thinking about the cost of medical school and the debt burden that students might accumulate can be overwhelming.

There are ways to control costs, however. Focusing on public school(s) in the state of residence is the easiest and most obvious way to lower tuition cost; public schools typically charge much less than private schools. There are also scholarship and loan repayment programs for medical students who wish to go into primary care.

Premedical students should be mindful of the cost of a medical education and educate themselves on the relative cost of various schools. One way to gauge this is to look at the average debt burden of graduating students. Bear in mind that some of this data may be flawed: students who are less affluent may enroll in these schools, meaning that they may have to take out loans for a larger portion of the cost—it doesn’t necessarily mean that these schools cost more than others. But this list is a good starting point for digging down into the data and assessing the various costs and pros/cons of one school vs. another. Here is a list of the top 10 schools which graduate students who accrue the most debt. It’s interesting that of the top 10 schools, 7 are osteopathic schools. Of allopathic schools, Temple University is at the top of the list.

1. West Virginia School of Osteopathic Medicine = $272,742

2. University of New England School of Osteopathic Medicine = $231,664

3. Western University of the Health Sciences (Osteopathic School) = $218,461

4. Touro University California (Osteopathic School) = $210,000

5. Temple University = $208,122 Continue reading

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