PreMedLife Magazine - July/August 2013

JULY/AUGUST 2013THE LIFESTYLE MAGAZINE FOR PREMEDICAL STUDENTS

Why I Chose a DOOver an MD Degree

A Closer Look at Why One Would Pursue a DO Degree Over an MD

The Great DebateJustifying My Reasons for Choosing

DO Over an MD Degree

+10 Medical SchoolsGetting The Most Government Money

MEDICALSCHOOL

THE FUTURE OF

A Closer Look at How Eleven SchoolsAre Changing the Look of MedicalEducation for Tomorrow’s Doctors

Residents Use Google to Help Treat Patients pp..88 | Med School May Soon Admit Undocumented Students pp..1100

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July/August 2013 | PreMedLife Magazine | 3

contents premedlife|july/august 2013“As medical school enrollment begins to surge, medical schoolsmust begin to close the widening gap between how students aretraining and the future needs of the health care system” p. 14

14COVER STORY

THE FUTURE OF MEDICAL SCHOOLA closer look at how eleven medical schools are chaning the look of medical edu-cation for tomorrow’s doctors. Through the “Accelerating Changes in MedicalEducation” grant award, the Amercian Medical Association is giving theseschools a chance to train students in a way that will hopefully align with thequickly changing health care landscape.

FIVE OUTRAGEOUS (BUT PROVEN)STRATEGIES FOR TACKLING MCATANXIETYElminating MCAT-related anxiety may be thekey to your peak performance on test day

TOP MEDICAL SCHOOLS RECEIVINGTHE MOST GOVERNMENT MONEYIn 2013, the government awarded a whole lotof money to schools of medicine - here arethe top 10 that received the most

THE GREAT DO/MD DEBATEOne student shares insight into the decision tochoose DO versus an MD degree

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ElimiatingMCAT-related

anxiety may bethe key to your

peak performanceon test day

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4 | PreMedLife Magazine | July/August 2013

contents/departments premedlife|july/august 2013“Despite taking numerous practice test, one of the most signifi-cant barriers to rocking the MCAT is your anxiety” p. 28

DEPARTMENTSNewsbites| 8Relevant news & information for students applying to medical school

The Goods| 34Gadgets & gizmos to keep you entertained.Check out our picks for this issue

In The Stacks|37Books to inspire you or provide you with advice along your journey to medical school

Better Life, Better You| 40Advice & tips for taking care of yourself tomake it through your hectic pre-med life

Medical schools in the U.S. onpace to enroll more studentsby 2017p.11

Justifying my reason forchoosing DO over MD

p.32

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Let the countdown begin - to the beginning of the rest of your pre-med life, or as some wouldcall it - the beginning of the new academic year. For some, the start of a brand new semestermay bring on feelings of anxiousness and for others the chance for a fresh start at the begin-ning of the semester is welcomed with open arms. Regardless of where you may fall, the timeis coming and it’s up to you to make the best of it.

I personally love the beginning of the new academic year because with it comes an awesomeenergy from our readers. When we hear from them and they share with us their ideas like noother time during the year. I truly love the opportunity to connect with our readers and hopethat we can stay connected beyond the first few months of the year.

So, bring it on. Let’s work together to make this year your best year yet and push like you’venever pushed before, work like you’ve never worked before, want it like you’ve never wanted itbefore! Tell us what you want to see in the coming months in the magazine. Tells us what kindof articles you want to see in the magazine. Tell us what it is that you need from us to get youto the next step along your premed journey. We at PreMedLife magazine are here to serve youand we’re going to make sure that we do just that.

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THELATESTRecent news & information relevant for students applying to medical school

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Despite a shortage of doctors in the US, new doctors are choos-

ing not to pursue careers in the primary care field, according to

researchers at George Washington University. {PAGE 10}

Would it be a surprise to know that medical stu-dents use Google to help them diagnoses, treat,and manage their patients?

A new survey published in Academic Medicineshows that 68 percent of residents use Googlefor locating Web sites and general informationabout diseases and Google Scholar to help treatand manage decisions or locating a journal article.

By comparison, 80 percent of residentssaid they used UpToDate (an evidence-based,physician-authored clinical knowledge data-base) at least daily and 77 percent of residentsfrequently consult with faculty, according tothe survey. Sixty-two percent of residents saythey used resources like Chochrane,Guidelines.gov, and TRIP database less fre-quently (no more than one time a month).

Residents indicated that they consider mul-tiple factors when deciding whether or not tochoose a particular resource at the point-of-

care (POC). "Speed, trust in the quality ofinformation, and portability were the biggestdrivers of resource selection for the partici-pants in our study," the authors wrote in thesurvey report.

The survey findings also note that 68 percentof residents report using the Google generalsearch engine for point-of-care decision makingcompared to 41 percent who use Google Scholar.Furthermore, when residents were asked howoften their Google search results in an answer totheir question, 43 percent answered "often," 40%answered "sometimes," and 2% answered"always" or "never."

The survey involved responses from 167residents from three internal medicine resi-dency programs at the University ofMinnesota Medical School, Oregon Health &Sciences University School of Medicine, andHennepin County Medical Center in

Minneapolis, Minnesota. Fifty-three respon-dents were in their first year of residency, 45were in their second year, 47 were in theirthird year, and 9 were "other" (fourth year orhigher).

"Our study findings suggest that residentsprefer electronic resources for answering ques-tions at the POC, with UpToDate and Googlebeing the most commonly used resources formedical decision making," the study authorsconcluded. "It is clear that the responding resi-dents favored speed, trust, and portability intheir resources used at the POC."

The study authors did point out limitationsof their study and reported that 1.) becausetheir survey involved only three internal med-icine residency programs, it may not be gener-alizable to all of graduate medical educationand 2.) data collection was based on self-report of information-seeking behaviors.

Medical Residents Use Google toHelp Treat Patients, Survey Finds

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For the first time ever, a medical school in theUnited States will accept applications fromundocumented immigrants. Under PresidentBarack Obama's Deferred Action forChildhood Arrivals (DACA) program, LoyolaUniversity Chicago Stritch School of Medicinehas announced that it will welcome DREAMAct applications to help fill a void in the med-ical community.

"As a medical school built on Catholic andJesuit values we have a tradition of reaching outand encouraging the growth and development offuture doctors from all walks of life," said LindaBrubaker, MD, dean and chief diversity officer ofLoyola University Chicago Stritch SOM.

According to the press release announcingthe decision, the DREAM Act enables quali-fied undocumented immigrants to receive a

two-year renewable authorization to remainand work in the United States. For one toobtain DACA status, they would have had toarrive to the United States before they turned16 years old, currently be under 31 years old,and meet specified levels of education or mil-itary service and have no felony convictions orproblematic records of misdemeanors.

"We believe these students will help broadenthe diversity of the physician workforce," saidMark Kuczewski, PhD, director of LoyolaUniversity Chicago Stritch School Medicine'sNeiswanger Institute for Bioethics and PublicHealth. "This will benefit not only the manypatients who one day these physicians will serve,but also our entire student body. This will helpall our students better understand the variety ofcultures and people they will be treating."

Medical School Will Soon AllowUndocumentedStudents to Enroll

New ReportShows SmallFraction ofNew DocsChoosePrimary Care

Despite a shortage of doctors in the US, new doc-tors are choosing not to pursue careers in the pri-mary care field, according to researchers at theGeorge Washington University School of PublicHealth and Health Services (SPHHS).

For the study, Candice Chen, MD, MPH,Assistant Research Professor of Health Policy atGeorge Washington University SPHHS and col-leagues analyzed data to examine the career pathsof nearly 9,000 physicians and looked where theysettled down in their professional lives 3 to 5 yearsafter graduation.

The results of the study revealed that overallonly 25.2 percent of those included in the studyworked as primary care physicians. Furthermore,the researchers reported that 198 out of 759 insti-tutions failed to produce any physicians practicingin rural areas.The findings suggest that the 'abysmally low' pro-duction of primary care physicians in the US under-scores the need to address the looming shortage ofphysicians within the field.

"If residency programs do not ramp up the train-ing of these physicians the shortage in primary care,especially in remote areas, will get worse," said leadstudy author Candice Chen, MD, MPH, an AssistantResearch Professor of Health Policy at SPHHS."The study's findings raise questions about whetherfederally funded graduate medical education institu-tions are meeting the nation's need for more primarycare physicians."

The findings were published ahead-of-print in theonline edition of Academic Medicine.

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Medical Schools in the U.S. On Paceto Enroll More Students by 2017

U.S. medical schools are on target to reachenrollment goals by 2017, according to a recentsurvey conducted by the Association ofAmerican Medical Colleges (AAMC) Center forWorkforce Studies.

The results of the survey revealed that first-year medical school enrollment on pace to reacha 30 percent increase or 21,434 in 2017-18. Thefindings showed that of the projected growth inmedical school enrollment between 2002 and2017, 62 percent will occur in the 125 medicalschools that were accredited as of 2002, 31 per-cent will occur in the schools accredited since2002, and 7 percent will come from schools thatare currently applicant or candidate schools withthe Liaison Committee on Medical Education(LCME). Furthermore, the data show that mostof the new positions projected by 2017 areexpected to come from public medical schools,with the greatest increase happening in theSouth, where medical schools make up a sur-prising 46 percent of the increase between 2002and 2017.

"We're pleased to see our nation's medialschools increasing enrollment to address theprojected physician shortage," said AAMCPresident and CEO Darrell G. Kirch, M.D. "Butas we saw in the results of this year's match,Congress now needs to do its part and act quick-

ly to increase the number of federally fundedresidency training positions in order for all med-ical school graduates to be able to completetheir training and become practicing physicians."

Despite the promising enrollment projections, 40percent of the deans surveyed for the studyrevealed feelings of "major concern" when it cameto enrollment growth outpacing the number of

available residency training positions. "Increasingenrollments show that medical schools are doingtheir part to avert the shortage of more than90,000 primary care and specialty doctors thisnation faces by 2020. However, this will notresult in a single new practicing physician unlessCongress acts now to lift the cap on residencytraining positions," said Dr. Kirch.

Newly released data from the Association of American Medical Colleges show that medical schools inthe U.S. are expected to see a thirty percent growth in first-year medical student enrollment

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THELATEST

getpublished.write for usIf you consider yourself a good writer and would like a chance to have your article published in an issue of PreMedLife Magazine, we’re looking forstudent writers to submit articles. From your personal experiences as a pre-med student to living everyday life as a college student, we want to shareyour story with our readers. Or if you need an idea to write about - we’ve got tons of them. For more information about writing for PreMedLifeMagazine, visit our Web site at www.premedlife.com or email us at [email protected].

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There is a growingneed to train new doctors to match theneeds of America’schanging healthcare landscape. TheAmerican MedicalAssociation has stepforward to make thishappen more soonerthan later.

Innovative. Smart. ForwaAS MEDICAL SCHOOL ENROLLMENT BEGINS TO SURGE, medical schools must beginto close the widening gap between how students are trained and thefuture needs of the nation’s health care system. Through its “AcceleratingChanges in Medical Education” initiative, the American Medical Association(AMA) is already taking a step forward to close this gap by investing $10million in innovative ideas designed to align medical student training withthe quickly changing health care landscape.

The following 11 recipient medical schools were selected for theirbold, ground-breaking projects designed to alter education significant-ly for the country’s future doctors. Each school will receive a grant forwork in one or more of the following areas, to in some way or another,match medical student training with the rapidly changing health careenvironment: 1.) Improving health outcomes and reducing health carecosts, 2.) Accelerating change in medical education to align physi-cian training and education with the evolving health care system,and 3.) Enhancing professional satisfaction and practice sustainabil-ity.


rd-Thinking. New Dual Degree Program The Warren Alpert Medical School ofBrown University

Thanks to the grant award theWarren Alpert Medical School ofBrown University will receive fromthe AMA, the Warren AlpertMedical School of BrownUniversity will move forward withits plans for a new dual-degree pro-gram in medicine and populationhealth. The novel MD/ScM pro-gram would help develop physicianswho, with training focused on pub-lic health, can be future leaders incommunity-based primary care.“The goal is to educate a new typeof physician leader with a primarycare background and the skills topromote the health of the popula-tion they serve,” said Dr. PhilGruppuso, associate dean for med-ical education. “The course of studywill emphasize teamwork and lead-ership, population science, andbehavioral and social medicine.”According to the shcool’s website,the funds will be used for planning,piloting, creating an admissionsprocess, and evaluation.

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Enhanced Systems Based Learning CurriculumPenn State College of Medicine

With plans to implement a new component in its medical education curriculum in which students will serve as “patient navigators” it’s no wonder PennState College of Medicine was among those choosen for this award recognizing and supporting innovation. The school will use its award to createSystems Based Learning, a new component of their curriculum. According to the school’s website, this new addition will allow students to serve patientsin a meaningful way during their education, preparing them to work within all aspects of the nation’s evolving health care system. Penn State COM wasthe only school in Pennsylvania to receive the AMA grant and says the grant will position the school as one of the nation’s innovators in medical educa-tion. “As one of the nation’s leading integrated health systems, Penn State Hershey is in an excellent position to teach medical students how to provide excellentcare while also helping their patients better understand and navigate a rapidly changing health care system,” said Dr. Harold L. Paz, CEO of Penn State Milton S.Hershey Medical Center and Penn State Hershey Health System, Penn State’s senior vice president for health affairs and dean of Penn Stat College of Medicine.“Ultimately, this will prepare our students to be better clinicians as well as effective leaders ready to develop innovative solutions for improving the quality, efficiencyand accessibility of care.”

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Curriculum 2.0Vanderbilt University School of Medicine

Designed to coach students how tobecome life-long learners, VanderbiltSchool of Medicine’s Curriculum 2.0may have been exactly what the AMAenvisioned in what the future of med-ical education should look like. Fromintroducing students to a clinical sitein the second month of medicalschool to self-assessments, personal-ized learning plans, faculty coaching,and curricular flexibility, VanderbiltSchool of Medicine’s Curriculum 2.0“represents the departure from a high-ly regarded, but traditional medicalschool curriculum to a complex, inte-grated, collaborative and flexiblecourse schedule that includes less tra-ditional lecture and more clinical andcase-based experience.” The schoolwill use its grant money to supportchanges within its Curriculum 2.0, aswell as pay for enhancements in theschool’s informatics infrastructuresupporting student learning. “This is avalidation that Curriculum 2.0 repre-sents some of the most exciting andinnovative ideas for medical educa-tion,” said Bonnie Miller, M.D., seniorassociate dean for Health SciencesEducation. “It is just what the AMA islooking for. Through its grant, theAMA hopes to disseminate best prac-tice to medical educators throughoutthe nation. We believe this fundingand collaboration will allow us toaccelerate the changes we hope tobring about with Curriculum 2.0, andto rigorously evaluate the curriculum’seffectiveness.”

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From Flexner to FlexibleUniversity of MichiganMedical School

With a new curriculum that will putmedical students in front ofpatients earlier in their training, theUniversity of Michigan MedicalSchool is creating a way for studentsto build skills while working withpatients and other health care pro-fessionals. Furthermore, the schoolplans to place a lot of attention onhelping students develop leadershipskills and their professional identity..According to the school’s pressrelease announcing the award, theproposal continues the school’s longtradition of emphasizing accounta-bility throughout the learningprocess, and strong training in thescientific underpinnings of humandisease and also adds greater flexi-bility in how students will progressand choose to focus on certainareas. “We need to bring medicaleducation into the 21st century,where data-driven, team-basedhealth care, grounded in science andquality, and informed by ethical,social and patient-centric factors, isthe norm,” said Rajesh Mangrulkar,M.D., associate dean for medicalstudent education, associate profes-sor of Internal Medicine andMedical Education, and Principalinvestigator of the proposal. “Ournew curriculum will ensure we pro-duce doctors who will be ready tolead changes in different aspects ofhealth care that will have an impacton patients and their communities.”

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New Comprehensive Core CurriculumThe Brody School of Medicine at East Carolina University

The Brody School of Medicine at East Carolina University will receive funding to train its students under a new comprehensive core curriculum inpatient safety and clinical quality improvement. As with other innovative approaches, ECU will feature integration with other health-related disciplines tofoster interprofessional skills and prepare students to successfully lead health care teams as part of the transformation. “Our medical schools today notonly have the imperative to teach the art and science of medical care, but to train our graduates how to work in, and improve, complex health systems,”said Dr. Elizabeth Baxley, senior associate dean for academic affairs and professor of family medicine in the Brody School of Medicine. “Preparing stu-dents to work in teams with other health professionals is a hallmark of the needed changes, as is a better understanding of the ‘health’ of a communityand how we can positively impact that.” The grant will also be used to fund training for faculty members who will be tasked with teaching the new pro-gram. Faculty will work to engage students more actively in their own education through various strategies, including but not limited to, e-learning, simu-lation, problem-based learning, clinical skills training and targeted clinical experiences.

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Integrated Care Coordination and Analysis CurriculumNew York University School of Medicine

Through the combined efforts of NYU’sDivision of Education Informatics andNYU Langone Medical Center’s ClinicalIntegrated Network (CIN), NYU School ofMedicine plans to roll out its new IntegratedCare Coordination and Analysis Curriculum(CCAC) as soon as next year. According tothe press release announcing its grant award,the CCAC project will feature innovativetechnology solutions and CIN’s collection ofclinical practice data for the creation of anew program that will allow students tomanage an authentic panel of patients with-in the CIN. “Our hope is that this robustcurriculum will prepare our graduates tomeet the future needs of the ever evolvinghealthcare delivery system by giving themthe tools and skills necessary to care for notjust an individual patient, but for an entirepopulation of patients,” said Marc Triola,M.D., associate dean for education informat-ics, assistant professor of medicine, director,Division of Educational Informatics atNYU School of Medicine, who is the princi-pal investigator for the CCAC initiative.Using what they call, ePortfolio, studentswill be tested and evaluated to measure theirprogress, serving as a way to integrate a vari-ety of data, including computer-basedexams, simulation center performance, clini-cal evaluations, and patient logs.

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Bridges CurriculumUniversity of California - San Francisco School of Medicine

In an effort to “reboot” the medical school curriculum, the University of California San Francisco is transforming physician training through its BridgesCurriculum. Preparing students to contribute more than clinical expertise, the school hopes to will train students to collaboratively and continuouslyinnovate to improve the country’s health care and biomedical discovery systems. The school says they will provide “authentic workplace learning experi-ences that leverage the talents and commitment of students to improve health today while sustaining these skills in future practice.” “We are excited thatthe AMA has recognized the importance of UCSF’s vision for a curriculum designed to prepare graduates who are experts in providing patient-centeredcare, as well as in working collaboratively within interprofessional systems to continuously improve the quality, safety and equity of health care for all,”said Catherine Lucey, M.D., vice dean for education at the UCSF School of Medicine.

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M.D. Curriculum TransformationOregon Health & ScienceUniversity School ofMedicine

In 2012, Oregon Health &Science University School ofMedicine was ahead of the gamewhen it launched its CurriculumTransformation initiative, whichwill now be amplified and accel-erated thanks to funding from theAMA grant. Through the initia-tive, the school is looking toanswer the question: What willsociety need from physicians andhealth care professionals over thenext 20 to 30 years?“Transforming medical educationis essential to maintaining andenhancing education excellence atOHSU, and to contributing to theevolution of Oregon and thenation’s health care landscape,”said Dean Mark Richardson.“The physician of the future willrequire different skills as we moveinto a new era in which genetics,health care reform and technolo-gy will exert strong influences onthe future health care landscape.”Some of the school’s guidingprinciples behind its innovativecurriculum include acknowledg-ing the different learning stylesamong students, emphasizing stu-dent-centered instruction, activelearning over passive learning,and application and synthesis ofknowledge in critical reasoningover memorization.

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Accelerated Competency-Based Education inPrimary Care ProgramUniversity of CaliforniaDavis School of Medicine

Focused on an elite group of med-ical students committed to careersin primary care, the University ofCalifornia Davis School ofMedicine’s innovative trainingcomes in the form of an unconven-tional program called theAccelerated Competency-basedEducation in Primary Care (ACE-PC). The program, which will befunded through the AMA’s grantaward, keeps students for threeyears, including training and educa-tion during the summer. Throughthe program’s partnership withKaiser Permanente, students willhave the opportunity to gain clinicalexperiences, gaining immediate andvaluable exposure to patient-cen-tered clinical practice. Additionally,students learn patient-focused com-munication, population health,chronic disease management, qualityimprovement, team-based care andpreventive health, emphasizing pro-viding care to diverse and under-sreved patients. “ACE-PC is anintensive, integrated, currentapproach to education for a subsetof highly motivated students whoknow what medical specialty theywant to pursue,” said TonyaFancher, UC Davis associate profes-sor of internal medicine and princi-pal investigator for the grant. “Theneed for generalists is greater todaythan ever before and is expected togrow as health-care reform is imple-mented. We applaud the AMA frobeing a catalyst in addressing thiscritical need.”

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New Second Degree OptionMayo Medical School

To speed change in medical education,Mayo Medical School has created anew model for undergraduate educa-tion that gives students the option ofcompleting a master’s degree in thescience of health care delivery as theyearn Mayo medical degrees. In collab-oration with Arizona State University(ASU), Mayo will expand its reach tothe Phoenix metro area. “The healthcare landscape is changing so quickly,and we need to ensure that medicaleducation keeps pace,” said MicheleHalyard, M.D., vice dean of MayoMedical School. “We are eager andready to implement the transformativechanges needed, such as the science ofhealth care delivery degree, with ASUto respond to the future needs ofpatients.” According to the school’swebsite, the master’s degrees compo-nents include social and behavioraldeterminants of health, health carepolicy, health economics, managementscience, biomedical informatics, sys-tems engineering and value principlesof health care.

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Virtual Health Care System CurriculumIndiana University School of Medicine

To prepare students for practice in a changing care delivery system, Indiana University School of Medicine will introduce its novel virtual health systemcurriculum, utilizing a teaching version of an electronic medical record that incorporates actual patient data - with identifying information removed. Theschool hopes that its innovative approach to training students will provide the realistic environment needed to develop clinical decision-making skills. Inaddition, students will have the opportunity to monitor health care decisions and costs, compare their decisions to those of practicing physicians and totheir peers, and learn how huge quantities of data and genomic information are changing the way health care is delivered. “It’s critical that students learnabout how systems of care delivery affect the health of their patients and about how patient and social factors impact both health and disease,” said Dr.Gusic, Dolores and John Read Professor of Medical Education and professor of pediatrics. “Importantly, this proposal meets our institutional missionto advance health in the state of Indiana and beyond by promoting excellence in education and patient care.”

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Despite taking numerous practice tests, one of themost significant barriers to achieving the best scoreon the MCAT is your anxiety about the actual test.Feelings of anxiety can range from getting sweatypalms as you wait in line to enter the testing roomto blanking out when you take a look at the firstquestion that pops up on the computer screen.Some premeds may just get a few jitters and feel afew butterflies in their stomach while others maycompletely lose it. While it may be impossible tocompletely defeat your MCAT-related anxiety,there are some things you can do to ensure that youcan actually apply all of the things you’ve learnedand studied so hard and score at or above whatyou’ve been getting on your practice test.

Write a love (or hate) letter.You’re probably thinking what on Earth does thisreally mean and how in the heck is it going to helpyou ease your testing worries come the big day?Well, it’s pretty simple - by writing about any wor-ries you may have about the MCAT and the conse-quences of your scores before you actually take the

test, you can improve your performance. In a studypublished in the journal Science, researchers report-ed that when they tested this method - which theycalled a psychological intervention - they foundthat when test-takers completed a quick, expressivewriting assignment immediately before taking animportant test, they significantly improved theirperformance on their exam. This was especiallytrue for students who reported being habituallyanxious about taking test. So go ahead, pour yourheart out and write a letter to express how you feel,what you’re thinking, or anything else you want toget off your chest if the MCAT was a person andyou had the opportunity to share your true feelingsabout how you felt.

Strike a pose.A meditation pose that is. When it comes time totake the MCAT, a simple seated pose may verywell be the answer to all of your test anxiety woes.According to one study, the simple breathingtechniques of Pranayama had a positive effect onlowering test anxiety. Specifically, 73% of the par-

ticipants experienced low test anxiety. “For stu-dents in anxious situations such as in-class tests,standardized examinations, final examinations,oral presentations, and so on, knowing this tech-nique can be the difference between success andfailures,” the study authors wrote. “For a nervousstudent or anyone who knows too well how anxi-ety manifests itself in the body and mind, theknowledge that something as simple as breathingdifferently can produce a different physical andmental response is quite powerful.”

Put on a happy face.The anxiety you my feel leading up to the day ofthe MCAT has a lot of feelings of stress rolled upwith it. In a study involving students fromMidweatern university, researchers found that smil-ing during brief stressors can help to lower theintensity of how the body responds to the stressfulsituation. “Age old adages, such as ‘grin and bear it’have suggested smiling to be not only an importantnonverbal indicator of happiness but also wishful-ly promotes smiling as a panacea for life’s stressfulevents,” said study author Tara Kraft.

Scratch and sniff.You’ve heard about aromatherapy before, but couldthis really be the solution to calming your MCAT jit-ters? Some say yes, and hey, it won’t hurt to try it out.When researchers at Florida Atlantic Universitysought out to test the effects of lavender and rose-mary essential oils on test-taking anxiety amonggraduate nursing students they were simply lookingto help students realize their goals of graduation. Asit turns out, the use of oil sachets of these two oilsactually reduce test-taking stress in the students asevidenced by lower scores on test anxiety measure,personal statements, and pulse rates.

Be anxious.What? Yes, that’s right. As stressful as your life hasbeen leading up to the MCAT and as much as you arestressing about how much you’re stressing about, thismight actually be a good thing. In a study publishedin the British Journal of Psychology, researchers reportedthat while individuals with high working-memorycapacity experienced an increase in anxiety beforetaking their exam, this pre-test anxiety was actuallyassociated with higher test scores. “The research isexciting because it enhances our knowledge of when,specifically, anxiety can have a negative impact ontaking tests,” said lead researcher Dr. MatthewOwens, who conducted the study at the University ofSouthampton. “The findings also suggest that thereare times when a little bit of anxiety can actuallymotivate you to succeed.”

GETTING INAdvice and tips for becoming the most successful candidate for medical schools admissions

Five Outrageous (but Proven)Strategies for Tackling MCAT AnxietyEliminating MCAT-related anxiety may be the key to your peak performance on test day

Photo credit:cc licensed Flickr by Meredith H

arris

WWW.STUDENTDOCTOR.NET


THE TOP 10 MEDICAL SCHOOL RECEIVING THE MOST GOVERNMENT MONEY -- AND HOW MUCH THEY GOT Schools of Medicine spending by the U.S. government, 2013

2.5 billionTotal spending, 2013 fiscal year

among 10 medical schools in the country

Source: NIH RePORTer, “NIH Awards by Location & Organization - Schools of Medicine”

Johns HopkinsUniversityBaltimore, MD

$306,190,648for 704 awards

University of CaliforniaSan Francisco

San Francisco, CA

$293,857,189for 747 awards

University ofPennsylvaniaPhiladelphia, PA

$285,857,189for 676 awards

Yale University New Haven, CT

$228,532,845for 603 awards

University of CaliforniaSan Diego

La Jolla, CA

$226,896,042for 486 awards

WashingtonUniversitySt. Louis, MO

$244,595,576for 606 awards

University of WashingtonSeattle, WA

$226,774,071for 494 awards

University of PittsburghPittsburgh, PA

$224,463,877for 584 awards

Duke UniversityDurham, NC

$215,386,218for 463 awards

Stanford UniversityStanford, CA

$214,722,011for 518 awards

weknowyou love us...so why don’t you ‘LIKE US’?

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It was probably in high school when I decidedthat I wanted to become a doctor and there Iwas, off to pursue a career in medicine. Fromthen on, I looked forward to the day that Iwould see the letters MD following my name.Becoming a Doctor of Medicine was all I

ever wanted to do - or so I thought. It wasn’t untilmy sophomore year in college that I began to real-ize that there were actually two types of doctorsthat practice medicine. And there I was, left ques-tioning the only decision I was ever so sure of.

Could there be something else out there for me?Fast-forward two years later, and I find myselfthinking about every great thing I felt about becom-ing a Doctor of Medicine, but only this time it wasfor a Doctor of Osteopathic. The way I saw it, itwas virtually the same as an MD degree but for me,the DO degree just offered me something more.

After looking at both options and consideringthe differences between the two (or lack thereof),here are the top four reasons why I made the deci-sion to pursue a DO degree over an MD:

DOING THE “D.O.” THINGFour reasons why I chose DO over MD

Shadowing ExperiencesLike many premeds, as an undergrad I had the

opportunity to shadow many physicians who wereboth MDs as well as DOs. This experience wasprobably the best thing I could have ever done

and is probably the #1 reason for my decision topursue osteopathic medicine. Having the opportu-

nity to see and experience first hand what eachdoctor does in each setting allowed me to com-

pare apples to apples and oranges to oranges. Forany student pursuing medicine, I would advise

getting a taste of each - MD and DO - so you cansay with confidence that you know whichever youchoose in the end was truly for you. Besides, how

can you say something is not for you if you’venever even tried it?

Personal BeliefsI can honestly say that I’ve never been one who isbig on treating any illness or injury I’ve had withmedications or any other type of “traditional”

method. For me, understanding the bigger pictureof my condition was most important and moving

forward with preventative measure has alwaysbeen “my thing.” As such, my affinity towardosteopathic medicine was a natural one. Even

though I knew that I would most likely have toexplain my decision to people who “just don’t get

it,” I was more than enough confident with mydecision to move forward.

Clinical Knowledge LoverAn important component of osteopathic medi-cine is the evidence-based aspect of practicing. I

have always had a passion for biomedical researchand had the opportunity as an undergrad to par-ticipate in a summer research program in New

York City. Being able to pursue medicine in a waythat would nurture my clinical side, as well as myresearch side had osteopathic written all over it.While some MD programs may present some ofthe same teaching philosophies when it comes to

integrating the clinical aspect of medicine, itseemed to me that DO was actually rooted in that

approach - I liked the idea of this a lot.

Additional Things to LearnI have to admit, I love to learn about medicine.

Only later on in my academic career did I realizethat not only would I learn about things my MD

counterparts were learning about, but I wouldlearn even more. In osteopathic medicine, there

are things that we learn - additional types of treat-ment - that MDs are not exposed to. Personally, I

like to have more information than less.


The great debateJustifying my reasons for pursuing a career as a DO rather thanan MD and sharing a deeper look into the decision I made

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The UC Davis Department of Surgery Pre-Medical Surgical Internship & Mentorship Program is a unique opportunity for pre-medical students to work with and be mentored by surgeons and physicians in the nationally recognized medical center.

This program is not volunteering, but the ability to experience what surgeons do everyday. You will be with thephysicians every step of their day when they are working and treating patients in the clinic, by the bedside, in the intensive care unit, Emergency Department, and right next to them in the operating room.

This program is open to all pre-medical students regardless of school attended or grade level (graduates andreturning students are welcome as well). This program seeks to foster a relationship between physicians andpre-medical students. There will be 3 cycles throughout the academic year that you can apply and participate.

For more information about the program: www.premedsurgery.org

Don’t just watch Grey’s Anatomy. Be a part of it!

UC DAVISDEPARTMENT OF SURGERY

Pre-Medical Surgical Internship& Mentorship Program

Become a Fan:premedsurgery.org/facebook

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THEGOODSOur pick of items that will add some flair to your pre-medical life and perhaps put a smile on your face

Index Finger StickiesMost of us have to make do with four fin-gers and a thumb on each hand and some-times, it just is not enough. The stickies areself-adhesive, re-positionable, paper digitsthat are here to help.

Elements Photo Card DeckA mesmerizing memorizing aid for people ages10 to adult, it features big, beautiful photographsof all 118 elements and scientific facts on theback of each one. The deck also includes addi-tional cards that explain the properties andarrangements of the elements and suggest activi-ties to help you study.

Specialty Journal:My Life in GraphsThis fun, interactive journal will have you mappingout the details of your experiences, preferences andbelongings in ways you’ve never before experienced.With 128 pages of infographics and surprisingprompts, you may learn some unexpected thingsabout yourself - and have all kinds of fun doing it.

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Zipboard Retractable WhiteboardThis portable board knows no bounds and is easy to transportanyplace where visuals enrich the conversation. The dry-erasemarker included stows conveniently in the center of the cylindri-cal board, so you’ll be ready to draw whenever motivation strikes.

Six Color PenBring back the days when you were lucky

enough to have a multi-color pen. You were the envy ofthe class and probably your teacher! Now you can do itagain with the Six Color Pen.

Bloom BoxBring a little life to your electronics with this multi-functional docking station. The hollow center helpsnaturally amplify your favorite tunes, while leaving spacefor you to grow a garden of miniature plants

I am Bold, Brilliant,

and Beautiful.

I am a Scientist

Join a new cadre of scientists with the Brilliant and Beautiful Foundation

BBF supports the aspirations of women in scientific research and scientific

enterprise. We provide educational, leadership, and mentorship opportunities for

women pursuing careers in science.

LEADERSHIP l MENTORSHIP l EMPOWERMENT l SCHOLARSHIP

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INTHESTACKSBooks we think that those aspiring to become doctors might be interested in reading

HOUR 30: AN UNCENSORED MEMOIR OF A DOCTORIN TRAININGby Brandon Musgrave, MDIn his memoir, Dr. Musgrave offers a candid look at what his life waslike as a medical student at Loyola University Chicago Stritch Schoolof Medicine. Dr. Musgrave compares the exhaustion he felt duringthose days to somewhat the same way one might feel after running amarathon, hence the title of his book. Giving readers an up-closelook at what takes place during medical training programs, as well asin hospitals, Dr. Musgrave describes his crazy work hours and impres-sionable patient encounters. Dr. Musgrave currently resides at HenryFord Health System in Detroit where he first began his residency inOtolaryngology: Head and Neck Surgery.

CRACKING MED SCHOOL ADMISSIONS: TRUSTEDADVICE FROM STUDENTS WHO’VE BEEN THEREby Rishi Mediratta, James Xie, Devin Nambiar, Rachel RizalThis group of medical students from Stanford University (plus anentrepreneur specializing in education and technology) offer theirunique perspective on medical school admissions and aim to provideprospective medical school applicants some “near-peer” advice.Having recently completed the application process themselves, themed student authors and entrepreneur co-author highlight the manydifferent approaches for and stories about getting into medicalschool. Included in the book 1) 50 primary and secondary essaysfrom medical students accepted at elite medical schools, 2) practicalexamples and tips about completing the primary application, letters ofrecommendation, interviews, and selecting schools, and more.

WHEN A GENE MAKES YOU SMELL LIKE FISH:...ANDOTHER AMAZING TALES ABOUT THE GENES INYOUR BODYby Lisa Seachrist ChuiFor any student taking Genetics in the Fall, this book will make every-thing you learn a little bit more interesting. Referred to by some as thelayman’s guide to human genetics, Chui “highlights some of the trag-ic and bizarre ways our bodies go wrong when genes fall prey tomutation and the curious ways in which genes have evolved for oursurvival.” Readers who are looking for a way to translate what they’velearn into real-life experience will be highly satisfied with Chui’saccount of modern genetics.

THE EMPEROR OF ALL MALADIES:A BIOGRAPHY OF CANCERby Siddhartha MukherjeeMagnificently title, The Emperor of All Maladies chronicles the lifeand times of cancer. Beginning thousands of years ago from whenthe first case was documented to where the field has come today,Mukherjee simply tells the story of not so simple cancer. As an physi-cian and researcher in the oncology space, Mukherjee gives readers abehind the scenes look at how the medical research field has taken oncancer in the past, where it has come in the present, and what thefuture might look like for the disease. For any student consideringoncology, or any medical student for that matter, this is definitely amust read.

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Health | Wellness | Fitness | Nutrition | Mind & Bodynewstouse

Exercise reduces stress and anxiety, while alsotriggering the growth of new brain cells,according to a study published in the Journal ofNeuroscience.

The study, led by researchers from PrincetonUniversity, involved mice that were divided intotwo groups: one group had the opportunity toaccess a running wheel as often as they liked andthe second group had no running wheel at all.

The study revealed that when mice allowed toparticipate in physical activity on a regular basisexperience a stressful prompt, like being exposedto cold water, their brains reacted in a way that

caused the excited and stimulated stress neuron to“shut off.”

According to the researchers, no other studyhas explored the effect of physical activity onthe ventral hippocampus specifically. Thus, theresearch team sought out to map brain cells andidentify regions responsible for regulating anxi-ety levels.

Researchers explained that when the micewho ran engaged in physical activity, theseactions actually prevented new neurons fromactivating in response to stress. Specifically, in themice that were not active, new neurons were acti-vated in the hippocampus in response to stress.On the other hand, after 6 weeks of the study,the activation response that was seen for bothnew and existing neurons disappeared.

“Understanding how the brain regulates behav-ior gives us potential clues about helping peoplewith anxiety disorders,” said senior authorElizabeth Gould, Princeton University’s DormanT. Warren Professor of Psychology. It also tells ussomething about how the brain modifies itself torespond optimally to its own environment.”

ExerciseHelps theBrain FightOff Stress

A diet filled with calories from unhealthy, satu-rated fat may have long-lasting effects on thedeveloping brain in adolescence, according toresearchers from Spain.

For the study lead author Mariano Ruiz-Gayo, PhD a professor of pharmacology atCEU-San Pablo University in Madrid, and col-leagues, gave one group of male adolescentmice a diet in which almost half of the caloriescam from saturated fat and the other group ofmice a “conventional” diet with the same

amount of calories, minus the high-fat content.Then, researchers conducted test to asses therodents’ spatial memory.

The researchers reported that the mice thatreceived the high-fat diet took significantlylonger to complete the memory test to find anew object. Moreover, researchers explainedthat even after the mice received a reduced-calorie diet, the damage to their memory didnot reverse, suggesting that the changes werelong-term.

“The study shows that normocaloric dietscontaining high amounts of saturated fat mighthave deleterious and long-lasting effects on thedeveloping brain, even in the absence of appar-ent diabetes,” Dr. Ruiz-Gayo noted. Dr. Ruiz-Gayo suggested that the brain’s memory centersare easily affected by a high-fat diet during ado-lescent years due to changes in hormone levels.

The study findings were presented at TheEndocrine Society’s Annual Meeting in SanFrancisco.

Fatty Diet MayHave Long-Lasting Effectson Memory forAdolescents

BETTERLIFEBETTERYOULatest news and information on taking care of yourself as a busy student living the pre-med life

Findings show that physical activity may

play a significant rolein lowering levels of

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In one of the first studies of its kind, researchers have revealed thatusing Facebook and looking at the profile page can boost levels ofself-esteem. Unfortunately, however, this same behavior can alsoreduce motivation to perform well in simple tasks.

To determine the effect of Facebook on self-esteem or behav-ior, lead researcher Catalina Toma, an assistant professor of com-munication arts at University of Wisconsin-Madison, and col-leagues, used a test called the “Implicit Association Test”. This toolbe used to assess whether or not any psychological factors cameinto play when study participants used the online networking site.

The findings showed that after only a few minutes of lookingat their Facebook profile page, participants experienced a signifi-cant boost in self-esteem.

“If you have high self-esteem, then you can very quickly asso-ciate words related to yourself with positive evaluations, but have adifficult time associating words related to yourself with negativeevaluations. But if you have low self-esteem, the opposite is true,”Toma explained. “Our culture places great value on having highself-esteem. For this reason, people typically inflate their level ofself-esteem in self-report questionnaires. The Implicit AssociationTest removes this bias.”

The new research was published in Media Psychology.

Facebook MayHelp Improve Self Esteem

Stress and anxiety can be relieved byeating yogurt twice a day, accordingto a new study conducted byresearchers from the UCLA Schoolof Medicine.

To examine the link between pri-obiotics and how the brain func-tions, the researchers studied threegroups of women: the first groupwas fed yogurt with probiotics, thesecond group were give a diary prod-uct similar to yogurt, and the lastgroup were not given anything.

At the start and at the end of thestudy the research team used functionalmagnetic resonance imaging (fMRI)scans to determine the women’s brainsin the state of rest and in response to atask to measure their emotions.

The results of the study revealedthat compared to the women who

were given the “yogurt-like” product,participants who consumed probioticyogurt had lower activity in the partsof the brain associated with emotions.

“Many of us have a container ofyogurt in our refrigerator that we mayeat for enjoyment, for calcium, orbecause we think it might help ourhealth in other ways,” said Dr. KirstenTillisch, an associate professor of med-icine in the digestive diseases division atUCLA’s David Geffen School ofMedicine and lead author of the study.“Our findings indicate that some of thecontents of yogurt may actually changethe way our brain responds to the envi-ronment. When we consider the impli-cations of this work, the old sayings‘you are what you eat’ and ‘gut feelings’take on a new meaning.”

Eating Yogurt HasPositive Affect onBrain Function

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For fitness tips, motivation, healthy eating, and workouts visitwww.THAFitnessGroup.com


LASTWORDSome final thoughts on getting through your days as a college student

“I’ve missed more than 9000 shots in my career.I’ve lost almost 300 games.

26 times I’ve been trusted to take the game winning shot and missed.I’ve failed over and over and over again in my life. And that is why I succeed.”

-Retired professional basketball player MICHAEL JORDAN as quoted in Nike Culture : The Sign of the Swoosh by Robert Goldman and Stephen Papson.

“Set your sights high, the higher the better.Expect the most wonderful things to happen,

not in the future but right now Realize that nothing is too good. Allow absolutely nothing to hamper you or hold you up in any way.”

– EILEEN CADDY, a spiritual teacher and new age author, best known as one of the founders of the Findhorn Foundation community in northeast Scotland.

“When I was 5 years old, my mother always told me that happiness was the key to life.

When I went to school, they asked me what I wanted to be when I grew up. I wrote down ‘happy’.”They told me I didn’t understand the assignment, and I told them they didn’t understand life.

–JOHN LENNON, the English musician, singer and songwriter who rose to worldwide fame as a founder member of the Beatles

“Would you like me to give you a formula for success? It’s quite simple, really.Double your rate of failure.

You are thinking of failure as the enemy of success. But it isn’t at all.You can be discouraged by failure or you can learn from it, So go ahead and

make mistakes. Make all you can. Because remember that’s where you will find success.”–THOMAS J. WATSON, chairman and CEO of International Business Machines

Student Innovators Program | Summer 2013US University Students: June 10 to August 2 , 2013

Non-US University Students & US High School Students: June 17 to August 9, 2013

READ MORE ABOUT THE PROGRAM HERE:

http://www.childrensnational.org/education/other-programs/sheikh-zayed-institute/student-innovators-summer-program.aspx

Are you interested in medicine and in biomedical innovation? Would you like to observe surgeries or shadow physicians while at the same time working on an exciting research project in one of the best children’s hospitals in the United States? If so, the unique 8-week Student Innovators Summer Program may be for you!

•Learnaboutthetheoryandpracticeofinnovation •Joinagroupof15-20studentsfromaroundtheworld •Discovertheworldofpediatricmedicine

The Sheikh Zayed Institute for Pediatric Surgical Innovation at Children’s National Medical Center invites all interested graduate, medical, undergraduate, and advanced high school students to apply.

Hear from past Student Innovators....

Even though I was not directly involved with laboratory research, the project I worked on benefitedmeinmorewaysthanIcanexpress.Ihavewalkedawaywithmorefrommytime at SZI than I had ever thought possible. Thank you! – Grace, MBA, Howard University PhD Student

This program definitely gave me more than I would have gotten at an institution such as NIH, a popular choice for students at my school. I didn’t learn just about doing the lab work and writing the report, but also how to choose the best ideas, how to get a patent, sharing my work with other researchers and evenhowtogetmyfinalpaperpublished. – Charmi, Montgomery Blair HS Senior

Shadowingphysiciansandobservingsurgeries,alongwithmyresearchproject,weredefinitelyavery educational and incredible experience that made me more determined to pursue a medical degree after my graduation. – Noura, Khalifa University Senior (UAE)

Applications will be reviewed on a rolling basis. FINAL DEADLINE FOR SUMMER 2013:

January 31, 2013

PreMedLife Magazine - July/August 2013

Documents

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medical schoolbetter

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