January/February 2014 Issue

January/February 2014 | PreMedLife Magazine |1

PREMEDLIFETHE 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 ProgramsCheck out these summer opportunities specifi callygeared towards students aspiring to pursue medicine

Check out these summer opportunities specifi callyUniversity Announces Brand New Pre-Med Program p. 10 | Professor Suggest Med Ed is New Market Bubble p.14

Access DeniedDiff erences between the two main

degrees to practice medicine

Fighting AgainstYour Own Mind

A premed student’s advicefor dealing with jealousy

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.

PROUD SPONSOR ofFederal StudentAid the AMERICAN MIND '· An OFFICE of the U.S. DEPARTMENT of EDUCATION

StudentAid.gov


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COVER STORY

6 CROWDFUNDING SITES TO HELP PAY FOR MEDICAL SCHOOL It has become one of the fastest growing trends in the country, and fi nancing 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 medi-cal school. From the popular sites to those specifi cally designed for individu-als looking to fund higher ed costs, there’s nothing to lose when pursuing this resource.

ACCESS DENIED: A CLOSER LOOK AT OSTEOPATHIC VERSUSALLOPATHIC DEGREEAlthough many people do not know, there are many diff erent degrees one could achieve to practice medicine in the United States

FIGHTING AGAINST YOUR OWN MINDA premed’s student’s advice for dealing with jealousy

2014 SUMMER PROGRAMS FOR PRE-MEDICAL STUDENTSOur listing of summer programs for pre-health students. Th e list includes programs nationwide in several states, including: California, Connecticut, Florida, Maryland, Massachusetts, and many more.

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“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

4 | PreMedLife Magazine | January/February 2014

contents/departments

IN THIS ISSUEBACK IN THE DAY | 52A 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 .

DEPARTMENTSNEWSBITES | 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 Loom-ing Physician Shortage; and more.

THE GOODS | 56Gadgets, gizmos, and other unique things to keep you entertained. Check out our picks for this issue includ-ing skeleton stackable espresso cups, crap storage boxes, vitapens highlighters, and more.

IN THE STACKS | 59Books to inspire you or provide you with advice to make it through your med school admissions journey.

premedlife | january/february 2014“To many allopathic physicians, it is a “quack” of a state-ment to say that one could cure a biological disease by the adjustment of one’s musculoskeletal system.” p. 24p.12

p.14

p.56Th e Goods: Vitapens Highlighters

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from the publisher PREMEDLIFEthe lifestyle magazine for premedical students

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PreMedLife magazine is published six times per year by Kisho Media, LLC. and copies are provided to select colleges and universities free of charge. Th e information in PreMedLife magazine is believed to be accurate, but in some instances, may represent opinion or judgement. Consult your pre-medical/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

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HAPPY HAPPY NEW YEAR!

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.” Th e new year brings with it a fresh set of goals, challenges, triumphs, and of course, new opportunities to move one step closer to fulfi lling 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 one-on-one interviews with medical school personnel (i.e, deans, directors, admission committee members), current medical students, practicing physicians, MCAT experts, admission consul-tants, 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. Th ank 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. Th ank you for your continued support, and we look forward to the days, weeks, and months ahead.

SheemaSheema [email protected]

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THELATESTRecent news & information relevant to students applying to medical school

Th e 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}

AMSNY’s Postbacc Program Meets Goal to Diversify Medical School

Th e Associated Medical Schools of New York (AM-SNY) 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. Th e University at Buff alo (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 un-derrepresented communities and economically dis-advantaged backgrounds, and bring them into the medical fi eld. Since the program welcomed its fi rst 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 graduat-ing and pursuing their medical residencies. “AMSNY’s diversity programs help to ensure ac-cess to essential quality primary care in all commu-nities,” said Jo Wiederhorn, AMSNY’s President and Chief Executive Offi cer. “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 communi-ties into the medical profession. When they become doctors, they are likely to return to those communi-ties to practice medicine, helping to alleviate health care disparities. Th e AMSNY/UB Post-Baccalaure-ate Program has been extremely successful in ad-

dressing these concerns and preparing students for the academic rigors of medical school.” To participate in the UB Post-Baccalaureate Pro-gram, students must 1.) be from a group underrepre-sented in medicine, 2.) educationally or economically disadvantaged, and 3.) received a referral to the pro-gram via the admissions process at one of AMSNY’s 10 participating medical schools. “Th e AMSNY post-baccalaureate program is a phenomenal investment by the state of New York,” said Nilda Soto, Assistant Dean for Offi ce 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 diff erence in the medical profession.”

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THELATEST

University Announces Brand New Program for Pre-Med StudentsOhio’s Baldwin Wallace University has an-nounced that it will soon off er a new pre-med program to address the shortage of primary-care physicians. Th e 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 fi eld. According to the school’s website, the pro-gram will combined coursework from the Uni-versity’s Public Health major with a medically oriented science curriculum, giving students the undergraduate foundation needed to suc-cessfully pursue primary care medical training. “No other institution has a program like this which educates students about the signifi cance 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. “Th e traditional pre-med approach usually includes a list of basic science courses added to the students’ major of choice.” Th e 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 ad-dition, the school has signed agreements with Ohio University and its Heritage College of Os-teopathic 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 Pri-mary Healthcare Advancement Program visit, www.bw.edu/academics/bio/pre-medical.

An announcement of a new partnership between univer-sity leaders in Nevada offi cially kicked off the process of establishing full 4-year MD degrees in Reno and Las Ve-gas, according to a press release issued by the University of Nevada. Th e collaboration – NSHE, the University of Nevada, Las Vegas (UNLV), University of Nevada, Reno (UNR), and the University of Nevada School of Medicine (UN-SOM) – will allow for the opportunity to bring the “full-scale” medical school to Southern Nevada. Th e UNR currently runs the UNSOM with students completing their core classes in Reno and can complete their clini-cal 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, affi liated 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 Th omas L.Schwenk, dean of the University of Nevada School of Medicine. “Th e quality of life and economic development of the state are dependent on our ability to educate more medi-cal students, train more residents and fellows in more spe-cialties and subspecialties, and improve the quality of care through clinical research. Th is agreement is a huge step forward in accomplishing those goals.”

Process Started to Open New Medical School in Las Vegas

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New models for the way primary care is deliv-ered may help ease the expected physician short-age, say researchers from the RAND Corpora-tion, a nonprofi t institution that helps improve policy and decision making through research and analysis. Th e study, which was published in the journal Health Aff airs, looked at the impact of two emerg-ing 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 short-ages were substantially reduced in plausible sce-narios 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. Th e key fi nding: Expansion of patient-centered medical homes and nurse-managed health centers could help eliminate 50 percent or more of the primary care physician shortage ex-pected to face the U.S. by 2025.

“Growing use of new models of care that de-pend more on non-physicians as primary care providers could do much to reduce the nation’s looming physician shortage,” said David Auer-bach, the study’s lead author and a policy analyst at RAND, a nonprofi t 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.”

THELATEST

Collaborative Teams May Help Avoid Looming Physician Shortage

Innovative ideas regarding the future of primary-care medicine may help the U.S. fi nd a solution to shortage of physicians expected to have an enormous eff ect on the state of health care now and in the future of the nation.

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Debt Worries May Deter Blacks from Applying to Med School

THELATEST

Th e 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 medi-cal schools across the country, according to a study recently published in PLoS ONE. Th e study, led by researchers from Columbia Uni-versity Mailman School of Public Health and Stony Brook University School of Medicine, was designed to examine and evaluate the racial and/or ethnic dis-parities 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 medi-cal school jumped close to double the rate of infl ation. Th e 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 fi nancial aid. Th e results revealed that 62.1% of medical students anticipated debt in excess of $150,000 upon gradua-tion. Specifi cally, the proportion of Blacks, Whites, Hispanics, and Asians reporting anticipated educa-tional 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 signifi cantly higher likelihood of anticipated debt in excess of $150,000 when compared to Asians. “Our fi ndings 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 counter-parts 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.”

Th e researchers concluded by making the following four points:

• Th e fi ndings suggest that the burden of medical student debt is substantial, and that the distribu-tion of debt across race and ethnicity is dispro-portionate. Importantly, this disproportionate burden may be having an impact on diversity within the physician workforce.• While the fi ndings showed that Blacks take on the highest burden of medical student debt, research is needed to assess the ramifi cations of this inequality in medical student debt. • Future research is needed to identify the etiol-ogy of racial and ethnic disparities in medical student debt.• Investigations into the relatively high matricu-lation and low debt of Hispanics in comparison to other minority groups may be insightful.

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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 Aff airs. Th e 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 bet-ter health care outcomes for the U.S. population; and how medical education can be improved to produce competent and compas-sionate physicians more effi ciently and eff ectively? Aft er two years, the group of med ed reps produced a report which describes a new approach to medical education that is “de-signed to produce board-eligible, practice-ready primary care physicians who have the abilities needed for today’s evolving de-liver systems.” Th e goal would be for graduates of the new “Path-way 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, fami-lies, 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, benefi ting 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 foun-dation their students receive position osteopathic medical educa-tion 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 fi ve principles underly-ing their new “Pathway for Medical Education”: prepare DOs for primary care practice, incorporating traditional osteopathic prin-ciples and practices; build upon a competency-based curriculum centered on the biomedical, behavioral, and clinical science foun-dations 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 Os-teopathic 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.

Shorter Training Proposed for Osteopathic Medicine

www.oymed.edu.do


THELATEST

Penn Professor Suggests Medical Education is Next Market Bubble Th e 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 educa-tion. “We don’t have to believe that the high cost of medical education is what causes in-creases 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 pay-ing doctors a lot of money, and there are strong signs that we can’t or won’t.” Asch’s article fi rst presents evidence of his

beliefs namely, data that may suggest that we are approaching such a collapse in primary care fi elds. 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 stu-dents or schools which students will choose what fi elds, the income of the average doctor can sustain the debt of the average doctor even as the diff erences among specialties create pres-sures for primary care and psychiatry.” He concludes by stating: “Th e general lesson is that if we want to keep health care costs down and still have access to well-qualifi ed physi-cians, we also need to keep the cost of creat-ing those physicians down by changing the way that physicians are trained.”

In an article that appeared on Bloomberg.com, titled “For-Profi t 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 fi nancial-aid loophole that allows on-line students to receive loans for living expenses. As the debate surrounding the fi nancial burden tied to the cost of obtaining a medical education intensifi es, fi nd-ing a way to get a break on the price tag of an MD would almost naturally be luring. Th e article details what the president of the nonprofi t Western Interstate Commission for Higher Education calls “a shenanigan.” According to the article, through the graduate Staff ord 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 on-line healthcare management MBA track. While students attending school in the Caribbean grap-ple with their options for fi nancing 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 fi nancial-aid loophole and as long the federal gov-ernment does not seem to be making a fuss about it and schools and students are meeting the requirements, the trend will continue. Th e full list of schools mentioned in the article can be found here: http://www.bloomberg.com/news/2013-12-03/for-profi t-caribbean-medical-schools-use-federal-funds-loophole.html.

Caribbean Med Students Take Online Courses to Get Access to U.S. Loans

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The Power of Difference: Enhancing a Community of Inclusion OHSU Center for Diversity & Inclusion

Summer Equity Research ProgramThinking 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:

• 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 MentorshipWe 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 ApplyThe 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.

CONNECT Website: www.ohsu.edu/equity-research

Email: [email protected]

Phone: 503 494-5657

Facebook: facebook.com/OHSU.CDI

Twitter: twitter.com/OHSU_CDI

Center for Diversity & Inclusion www.ohsu.edu/diversity

www.ohsu.edu/equity-research

facebook.com/OHSU.CDI

twitter.com/OHSU_CDI

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CROWDFUNDING MEDICAL SCHOOL

TUITIONThe trend of seeking funds from family, friends, and even strangers is

growing so listen up because paying for medical school is not off limits.

Like 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 oft en 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 aft er 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 educa-tion, the dream of becoming a doctor is expensive, and you’re going to need a whole lot of cash for that degree. Th at’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. >>>

Cover Story


WHAT IS CROWDFUNDING?Crowdfunding, as the name suggests, gives in-dividuals an opportunity to raise money for a personal or professional cause, project, or idea. While this latest trend in fundraising has be-come quite popular for individuals looking to raise money for business ventures, the method now has widespread appeal, even among stu-dents looking to fund their education. With hundreds crowdfunding sites, some general and others tailored for specifi c audi-ences, the overall concept is the same – you post your “message” to the website for poten-tial donors to see, and those who are inter-ested in supporting you will do so. Most of the crowdfunding websites will allow you to post your message at no costs so there’s noth-ing to lose. It could be the perfect solution: In 2012, the average debt for medical school gradu-ate was $170,000, and 86 percent of gradu-ates reported having education debt, accord-ing 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 fi nancial support for a student’s medical school dreams, medi-cal students could feel relieve from their im-pending debt even as tuition rises out of pro-portion to the national infl ation rate. Here are 6 websites that could help you crowdfund your medical school tuition:

1 /Fundly www.fundly.com

launched: 2009funding model: keep it all

Currently, one of the most popular crowd-funding site for individuals raising money for medical school, Fundly is an online fun-draising site where individuals can tell their

story and connect with potential donors. Built a lot around the power of social promo-tion, Fundly allows users to turn each dona-tion 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.” Th is added benefi t 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 fi rst 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, send-ing 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 fi rst few weeks of your campaign. You’ll also get emails and push notifi cations when something new hap-pens and an easy way to respond. Th ere 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 confi gured to further speed things up.

2 /Piglt www.piglt.com

launched: may 2012funding model:

all or nothing or keep it all

Piglt is a crowdfunding site that is specifi cal-ly geared toward individuals who are look-ing to fund their education. According to the website, Piglt (pronounced “piglet”) – educa-

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, stu-dent loan debt, nonprofi t orgs, schools, etc) is called a Dreamer. To get started Dreamers create video campaigns sharing their dreams inarticulate, creative, and fantastic ways. Th ese 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 “be-liever” will help contribute in exchange for unique incentives they can off er. Incentives are typically skills, abilities, or products that are unique to each “dreamer” and their back-ground/training. For individuals who may grapple with debt up to $150,000 (i.e. medi-cal school students), Piglt encourages these individuals to raise money in smaller, more manageable amounts. Th is not only ensure that the funding goal is met, but also helps Dreamers ensure success in delivering on-time, quality incentives to their Believers.

3 /Pavewww.pave.com

launched: 2009funding model: keep it all

For individuals looking to raise money online, Pave is a unique online commu-nity where people invest in each other, sup-port work that matters, and share in what’s achieved. Like tomorrow’s doctors, prospects on Pave are hard-working and driven indi-viduals looking to take their careers to the next level. Th ey begin by creating a profi le that states their career goals, experience, and the amount they hope to raise. To be funded,

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 off er, 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.


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 de-pends on your specifi c 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). Th e 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) pur-sue 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. Th e Pave team then independently verifi es everything that a prospect has claimed to be true (identity, education, and credit history) before they even appear on the site. Aft er everything an individual has shared in their profi le and campaign is checked out, Pave works with prospects to set a funding rate. Th ey do this by predicting the prospect’s future in-come using a proprietary income model and pro-pose 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. Spe-cifi cally, 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 indi-viduals accomplish their goals, earn substantial returns. Finally, once the campaign is over, pros-pects 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 /Upstartwww.upstart.com

launched: april 2012funding 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 off er 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 en-ables anyone to literally invest in a person and their future earning potential. To start, potential upstarts create a profi le. For medical students or graduates, the site can be used to help invest in your education or relieve student debt. Upstarts’ identity, aca-demic credentials, and credit status are veri-fi ed 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 ac-tual terms will vary on a case by case basis, Upstart’s specifi c model is designed to target a 8% average annual return to backers. To in-vest in an individual, backers can search by school, area of study, or career interest, and then read one’s profi le to learn about an in-dividual’s background and/or unique goals. Th ey can make off ers in increments of $100, but upstarts always have the right to choose whether to accept any particular backer.

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>>>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 Cam-paign 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 re-ceive the funding, but Piglt charges an 8% fee. The pay-ment processing fees is 3%.

Bonus: It is absolutely free to create a Dreamer Campaign or Believer Fund. While you can only have a single cam-paign running at one me, a er your campaign ends, you can create another one to con nue paying off your educa- on expenses and/or debt.

>>>Pave.com<<<Pricing/Fees: If a prospect’s campaign is successfully fund-ed, 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 off ers 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 Endeav-ors who, through a grant to Upstart, makes $5,000 invest-ments, referred to as an “Innova on Match”, in select up-starts 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 pro-cess dona ons.

Bonus: The site transfer dona ons directly into your Pay-Pal or WePay account as soon as they are received. They do not charge our fundraisers, regardless of the amount of money they raise.

5/Rallywww.rally.org

launched: 2009, rebranded 2011funding 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. Ac-cording to the site, Rally.org’s 4.5 million users vary in size and scope and address a wide range of topics. Un-like many other sites that only off er user one-time cam-paigns, 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 dona-tion into video and images that they can then share via social media. As of February 2013, the site had approxi-mately 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 2011funding 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. Th e site is supported 100% by donations from a major contributor and the public. Th e site allows user to cre-ate 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. Th e site is open to individu-als who need to raise fund in one of seven categories, including tuition help. YouCaring.com is also open to individuals outside the United States. Th e 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 aft er your goal has been reach, your cam-paign can continue raising money and can still accept donations even.

||| crowdfunding for med school quick facts

Course includes:• LectureswithUNCfacultymembersandseminars withvisitingprofessorsfromgraduateprograms acrossthecountry

• Mentoredresearchexperience

• Team-buildingactivitiesandfieldtrips

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.

Formoreinformationortorecommendastudent,emailEllenMackall:[email protected],orvisitwww.biophysics.org.

“…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.”

“I learned new lab techniques as well as worked on the project inde-pendently. I was able to complete |my own experiments and when I had questions or hit a snag, my mentor was available to help.”

“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.”

Recommended Prerequisites: • Studyingquantitativescience:chemistry,physics, biochemistry,and/orcomputerscience

• 2semestersofbiology

• 2semestersofcalculus-levelphysics

•3.0cumulativeorhigherGPAinsciencecourses

See what past students have to say about the Summer Research Program!

2014 Summer Research Program in Biophysics

University of North Carolina at Chapel Hill

Priority Application Deadline: February 15, 2014

Biophysical Society

www.biophysics.org

22 | PreMedLife Magazine | January/February 2014123r

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AccessDenied

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).

>>>


There are many opportunities that an osteopathic degree can off er a student, but due to pre-deter-mined bias by other physicians, osteopathic physicians are still

viewed diff erently and are not off ered the same opportunities. Even though osteopathic physi-cians are becoming more important in today’s society, they are continuously pushed away from opportunities due to the physician’s post-nomi-nal 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. Th e os-teopathic 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 recog-nized 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 quot-ed 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 Th is has been one of the main causes for the segregation of D.O. physicians vs. M.D. physicians. To many allo-pathic physicians, it is a “quack” of a statement to say that one could cure a biological disease by the adjustment of one’s musculoskeletal sys-tem. Sadly, the osteopathic degree is still viewed as inferior to the allopathic degree because of their beliefs and how they are given training in “pseudoscientifi c practices”.3 Th is belief for osteopathic physicians has changed due to the scientifi c proof that has caused medicine to be-come what it is today. Th e osteopathic physi-cians 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 os-teopathic degree is important in understanding why osteopathic physicians are excluded from much of the medical fi eld. Looking further into the topic, it can be understood that many of these unavailable opportunities for osteo-

paths aff ect their career as well. Th e 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, allo-pathic schools are. Th is proves that patients are very biased when it comes to their physician’s degree and the education behind it. Many os-teopathic physicians fall victim to this thought process and can have a diffi cult time making a successful career when constantly being consid-ered inferior or incompetent when attempting to treat a patient. Not only are patients exclud-ing 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 pre-med student”4 when compared to M.D. medical students. Although both degrees end up cov-ering just about the same material, osteopathic physicians are still considered inferior due to their past, whether it be the history of the de-gree, or the personal life of the student. It is al-most as though the allopathic residencies are a “privilege” for osteopaths to apply for, and they wish to keep their residencies full of M.D. phy-sicians. 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. Th e osteopathic physician may be more qualifi ed for the position in the residency

program when compared to the competing allo-pathic physician. However, due to the competi-tiveness within the allopathic degree, they are more likely to be chosen over the osteopathic physician and that is a prime example of exclu-sion. In order to get into any medical school how-ever, no matter osteopathic or allopathic, one must look at the statistics when preparing to ap-ply. Th e 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. Th e 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 med-ical school, and the number of applicants that have applied has increased “from 33,600 a de-cade ago to almost 45,000 last year!”5 Unfortu-nately, medical schools are not expanding to fi t 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 pre-med 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 competi-tive and it is a rigorous process; every physician in the United States has been through it. Th e

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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. Th e 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 ex-cluded from many opportunities aft er medi-cal 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. Os-teopathic 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

many students, there are many more physicians that are able to save lives and provide patient care to those who are in need. Th e 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 learn-ing the same material, the M.D. and D.O. phy-sicians 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. Th ere are some diff erences 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 diff er-ence is the position that each physician takes when treating a patient. An allopathic physi-cian “tends to focus on medication and surgical procedures”, while an osteopathic physician fo-cuses more on “naturopathic treatments and pre-ventative measures.”4 As you can see, much has changed from the initial beliefs that osteopathy founder, A.T. Still was quoted for in his autobiog-raphy. Th e 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 os-teopathic physicians from opportunities. What

determines the physician’s ability and career the most is residencies, not what they were like as an undergraduate student. Th e residencies that train these osteopath-ic physicians are mostly new, but are very well qualifi ed to teach the students that it hires on. Th e preparation for osteopathic physicians is “identical for both [M.D. and D.O.].”7 Unfor-tunately, many people who compare these only look at one aspect. Th ere are many diff erent aspects of these residencies that make that pro-gram a good program to join. For example, there are diff erent schools that off er programs that excel in research, while others excel in Pri-mary 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 benefi t one more than an allopathic degree. For example, “the cultural practices and educa-

tional structures in osteopathic medical schools better support the production of primary care physicians.”8 Th is 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. Th ey have simply chosen a diff erent path due to the diff erent belief that they have. In today’s day, some allopathic physicians are beginning to understand that “the two diff erent 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 diff erent degree. It has been admit-ted by many physicians that even “conventional medicine included all kinds of nutty practices, but it has moved on, as has osteopathy.”7 Under-standing that there is becoming a smaller diff er-ence between the two degrees is very important since many practicing physicians are aff ected by the uneducated that want treatment from ‘the best’. Medicine has changed and adapted to where there are more “specialists” than just “doctors”. Th ese specialists become the primary resource for many patients and many other physicians.

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. physi-cians that are in the same specialty. Th e biggest reason for this is because they were “more com-petitive” in medical school. With the role of os-

teopathic physicians becoming more important every year, there will be a time when osteopaths have a major role in the medical world. Th ey are adapting and changing based on what science proves and hold themselves to the same stan-dards of other physicians. Keeping them from residencies and positions in a fellowship is ex-clusion 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.

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“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.”


A premed student’s advice for dealing with jealousy

Have 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 hap-pened 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 refl ect 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-aware-ness. Eventually, I started to notice a diff erence. 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 emo-tions, 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. Th ink 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 fi rst step to heal.

Find the Root of your jealousy: Why is someone else’s success aff ecting you so much? Chances are you probably don’t hate that person. Jealousy, it is said, happens when some-one 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 noth-ing 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 fi nd the source of your negativity.

Stop Comparing: Understand that someone’s success does not im-ply your failure. Because society is so competi-tive, we have started to believe that if someone is more skilled at something than us, we will be doomed forever. Th at might seem true at fi rst but if we think about it, every single person that has created history is known for diff erent 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 in-dividual 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 com-pare, do so with yourself. Compare yourself with the person you were yesterday and aim to be bet-ter today.

Realize that jealousy is a waste of energy: Jealousy, instead of motivating us, actually blocks

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 eff ort into our tasks. Th erefore, jealousy, subse-quently 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. Ap-preciate 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. Ev-ery day, try to make one decision that will get you closer to the goal. Th at means choosing to do your homework, instead of watching a show or going to offi ce hours, instead of taking a nap. Realize that nothing in life comes without work-ing 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!

PREMEDTOPREMED

Fighting Against Your Own Mind




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FREEDIGITAL COPY

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PROGRAM NAME LOCATION DATE DESCRIPTION PERKS OR COSTS DEADLINE

David Geffen School of Medicine at UCLA Los Angeles, California June -August 2014 üMeals MARCH 6, 2014Summer Medical and Dental Education Program (SMDEP) üStipend

üHousing

Seaver Undergraduate Research in Biology at Pepperdine University Malibu, California May 11 - July 26, 2014 üStipend FEBRUARY 14, 2014üRoom + BoardüTravel Costs

Stanford Summer Research Program (SSRP)-Amgen Scholars Stanford, California June 21 - August 23, 2014 ü$3,500 Stipend FEBRUARY 3, 2014

PRE-MEDSUMMER PROGRAMS20

14Summer Undergraduate Research Fellowship (SURF) Little Rock, Arkansas Early June 2014 ü$3000 Stipend MARCH 6, 2013

January/February 2014 | PreMedLife Magazine | 29


David Geffen School of Medicine at UCLA Los Angeles, California June -August 2014 üMeals MARCH 6, 2014Summer Medical and Dental Education Program (SMDEP) üStipend

üHousing

Seaver Undergraduate Research in Biology at Pepperdine University Malibu, California May 11 - July 26, 2014 üStipend FEBRUARY 14, 2014üRoom + BoardüTravel Costs

Stanford Summer Research Program (SSRP)-Amgen Scholars Stanford, California June 21 - August 23, 2014 ü$3,500 Stipend FEBRUARY 3, 2014

PRE-MEDSUMMER PROGRAMS

Summer Undergraduate Research Fellowship (SURF) Little Rock, Arkansas Early June 2014 ü$3000 Stipend MARCH 6, 2013Paid 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 ina laboratory of a faculty member at either the Universityof Arkansas, the University of Arkansas at Little Rock, orthe University of Arkansas for Medical Sciences. The Bio-medical Research fellowships are designed for students witha solid background in science who wish to be part of an ongoing research project, develop their technical skills andare interested in pursuing a research career.

The UCLA SMDEP will serve as a model learning commu-nity in which students examine health care issues in med-ically underserved communities. Through a research project,problem-based learning cases, lectures, clinical experiences,and small-group discussions, students will also improve theirlearning skills and increase their science knowledge. The program targets educationally and financially disadvantagedcommunity college students.

Summer research program geared specifically to undergrad-uate students who are interested in pursing a career in bio-logical research, science education, environmental scienceor biotechnology. Over the summer, students will pursueindividual research seminars in one of five research areas students may elect to study.

Program offers undergraduates who want to prepare forand enter Ph.D programs in the sciences an opportunity towork with Stanford's distinguished faculty and work in oneof Stanford's state-of-the-art research facilities. Participantswill work with a faculty member and a lab mentor to crafta research project. The program culminates with a research symposium, where students present individual talks andposters on their summer projects in front of the faculty, labmentors, and University administrators.

Summer research and academic enrichment geared toward pre-medicalstudents are a great way to strengthen your medical school application.Most students who get accepted to medical school have participated inone or more summer pre-med programs during the course of their un-dergraduate studies.

The following is a list of summer programs available to students as-piring to become doctors. There are various opportunities available ina number of institutions across the US. If you want to participate inacademic enrichment programs, test preparation courses, research proj-ects, or hospital internships, check out the following list of opportu-

nities for Summer 2011. Be sure to check individual websites for ap-plication deadlines!

The list includes opportunities nationwide in several different areas.Among the areas include are: California, Connecticut, Florida, Mary-land, Massachusetts, New Jersey, New York, North Carolina Ohio,Pennsylvania, Texas, Virginia, and more.

To find more information about any of the programs listed, search thename of any of these program in Google.



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) Duarte, California May-August 2014Continuing Umbrella of Research Experience (CURE) Program June-August 2014

June-September 2014

UCLA Pre-Medical Enrichment Program (PREP) Los Angeles, California June - July 2014

UCSD Medical Scientist Training Program (MSTP) San Diego, California June - August 2014Summer Undergraduate Research Fellowship (SURF)

Graduate Experience for Multicultural Students (GEMS) Denver, Colorado June 2- August 8, 2014at the University of Colorado - Denver School of Medicine



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) Duarte, California May-August 2014Continuing Umbrella of Research Experience (CURE) Program June-August 2014

June-September 2014

UCLA Pre-Medical Enrichment Program (PREP) Los Angeles, California June - July 2014

UCSDMedical Scientist Training Program (MSTP) San Diego, California June - August 2014Summer Undergraduate Research Fellowship (SURF)

Graduate Experience for Multicultural Students (GEMS) Denver, Colorado June 2- August 8, 2014at the University of Colorado - Denver School of Medicine

Program designed to provide premedical and predental stu-dents from disadvantaged background with a means ofstrengthening their ability and readiness to study medicineor dentistry. Students will work at a rigorous pace with ahighly focused scope to prepare for the MCAT and DAT. Participants will engage in an extensive and lively classroomreview of Biology, Chemistry, Physics, and Verbal Reason-ing. Participants are also assigned to observe practicingphysicians, dentists, and medical researchers performing thetypical functions of their professions.

A comprehensive, structured re-application program de-signed to assist students from disadvantaged backgroundswho have been unsuccessful in gaining admission to anyU.S. medical school. The program begins with an intensiveeight-week summer session, focused upon prerequisite sci-ence review and on MCAT preparation.

Program gives promising students with an interest in re-search and health science careers practical experience andhelps them develop important skills for their futures. Ourinstructors are world-renowned physicians and scientistswho guide students in their research, while helping them develop their critical thinking skills. Weekly seminars allowstudents to present research findings to their peers, a goodprimer for what graduate and postdoctoral students do.

Program is designed to engage the scientific curiosity ofpromising young high school and undergraduate studentsfrom underrepresented populations who are interested incancer research as a career.

Program for motivated undergraduate students interestedin seeking future training in a combined MD/PhD pro-gram. Principle focus is an 8-week research project con-ducted in the laboratory of a faculty member in thebiomedical sciences.

Selected GEMS interns will enroll in a research internshipcourse, Topics in Biomedical Science and Research. Thecourse will be conducted by distinguished research facultyand will consist of lectures, demonstrations, and laboratoryresearch assignments with a mentor.

üTravel Allowance MARCH 1, 2014

MAY 2014

ü$4,000 Stipend MARCH 14, 2014

ü$4,000 Stipend CONTACT PROGRAM

FEBRUARY 14, 2014

FEBRUARY 15, 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 Student Research Fellowship at Hartford Hospital Hartford, Connecticut June 2-August 8, 2014

Summer Medical/Dental Education Program (SMDEP) Washington, DC June 1 - July 12, 2014at Howard University

Boehringer Ingelheim Corporation Internship Program Ridgefield, Connecticut Open



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 Student Research Fellowship at Hartford Hospital Hartford, Connecticut June 2-August 8, 2014

Summer Medical/Dental Education Program (SMDEP) Washington, DC June 1 - July 12, 2014at Howard University

Boehringer Ingelheim Corporation Internship Program Ridgefield, Connecticut Open

Program offers a unique clinical research opportunity forcollege students pursuing careers in medicine. Fellowship isdesigned exclusively for pre-medical students completing ei-ther their junior or senior year in college. It offers the stu-dent an introduction to research methodology, patienttreatment, and ethical issues in medicine as well as exposureto a broad spectrum of health care providers within a largecommunity teaching hospital.

Program for highly motivated college students who are con-sidering a career in medicine. The Program exposes studentsto a problem-based learning model of science educationthat is similar to that used in medical school.

The program addresses the needs of University of Con-necticut freshmen and sophomores. The program is de-signed to provide sound development of scientific andmathematical skills. The program consists of courses in in-dividual programs of study in: Organic Chemistry, Bio-chemistry, Calculus, and Physics. The program will consistof 30 hours per week of formal lecture, laboratory, directedstudy, and clinical experiences addressing the needs of college freshman or sophomores.

The program is designed to offer undergraduates who arecompleting their sophomore, or preferably their junior yearof college, and plant to purse a career as a MD, DMD,MD/PhD, or DMD/PhD. Once a student is accepted tothe program and has selected and found a faculty sponsorin which to do research, the student will meet with the fac-ulty sponsor in June and develop a research protocol and suitable project description.

The program is designed to provide an educational experi-ence of exceptional quality that will strengthen the overallacademic preparation of underrepresented minority, disad-vantaged, and low-income students who express interest inadmission to medical or dental school.

Research & Development: Throughout the summer, in-terns will have the opportunity to work side-by-side withtop researchers in their field. Medical: Interns within themedical department have the opportunity to assist on bothearly and late phase clinical trails. Whether the project entailsenrolling participants into a clinical trail or measuring andanalyzing trail results, interns work with leading doctors andresearchers to assure that all Boehringer Ingelheim productsmeet all requirements set forth by the FDA.

ü$4,000 Stipend FEBRUARY 5, 2014üTravel Allowance

MARCH 1, 2014

üStipend APRIL 2014üFoodüHousingüTravel Allowance

MARCH 15, 2014

ü$2,500-$3,000 MARCH 1, 2014üStipendüHousing

MARCH 1, 2014



Pre-Medical Summer Enrichment Program (PSEP) Tampa, Florida May - June 2014at The University of South Florida

Minority Students Health Careers Motivation Program Miami, Florida June-July 2014

Health P.A.S.S. Program Des Moines, Iowa June 9 - 27, 2014

Georgetown Summer Medical Institute (GSMI) Washington, DC June - July 2014

Professional Education Preparation Program (PEPP) Lexington, Kentucky n/aat The University of Kentucky

MCAT-DAT Review Summer Workshop Louisville, Kentucky June 4 - June 28, 2014at the University of Louisville School of Medicine

Buck for Brains Summer Research Program Lexington, Kentucky Variesat the University of Kentucky



Pre-Medical Summer Enrichment Program (PSEP) Tampa, Florida May - June 2014at The University of South Florida

Minority Students Health Careers Motivation Program Miami, Florida June-July 2014

Health P.A.S.S. Program Des Moines, Iowa June 9 - 27, 2014

Georgetown Summer Medical Institute (GSMI) Washington, DC June - July 2014

Professional Education Preparation Program (PEPP) Lexington, Kentucky n/aat The University of Kentucky

MCAT-DAT Review Summer Workshop Louisville, Kentucky June 4 - June 28, 2014at the University of Louisville School of Medicine

Buck for Brains Summer Research Program Lexington, Kentucky Variesat the University of Kentucky

The program, combined with the informative and support-ive environment at Georgetown University School of Med-icine, will provide preparation and insight for individualsexploring the calling of medicine as a career, and those mak-ing-up medical school course.

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 is designed for highly motivated tudents whoare preparing for medical school. The program includes areview of concepts in biology, general and organic chem-istry, and physics. Participants will work closely with facultyin areas of reading skills, test taking skills, etc. Participantsare also paired with physicians in the local community tohave an opportunity to develop an appreciation of the "realworld of medicine" through weekly clinical experiences.

The program is designed to be a mini first-year medical ed-ucation experience that exposes participants to classroominstruction in select basic science courses in the medical ed-ucation curriculum and offers physician-shadowing oppor-tunities. Great attention is placed on identifying andremoving any barriers that may prevent a participant frombeing a competitive medical school applicant.

The program is for promising college sophomores and jun-iors to prepare for and enhance their chances of getting intomedical school and other health professions programs. Inthe program's courses, clinical opportunities and practicalexposure, students will gain the confidence that they canachieve a degree and career in any of Des Moines Univer-sity's four clinical areas- and the knowledge they need to get started.

The program provides academic enrichment in chemistryand biology, as well as clinical experiences, medical and den-tal experiential activities, laboratory experiences, seminars,demonstrations, and clinical site visits.

Free MCAT review workshop for eligible students

The program provides undergraduates at the Universityof Kentucky with hands-on experience in academic re-search, working alongside "Bucks for Brains" faculty.Students are placed in research settings ranging from plant biochemistry to computer science to Americanhistory.

ü$3,862 (5 Credits) TBAü$3,090 (4 Credits)

ü$1,500 Grant MARCH 2014

ü$400 Stipend MARCH 2014üHousingüMealsüTravel Allowance

üTravel Stipend MARCH 1, 2013üMealsüMaterials

üHousing N/AüMeals

üStipend MARCH 2014üHousingüMeals

ü$3,500 Stipend APRIL 15, 2014



Summer Internship Program in Biomedical Research Bethesda, Maryland mid-May-June 2014National Institutes of Health (NIH) Baltimore, Maryland

Frederick, Maryland

Summer Internship Program Baltimore, Maryland May 25 - August 2, 2014at Johns Hopkins University School of Medicine

College Summer Enrichment Program Worcester, Massachusetts May 25 - June 20, 2014at the University of Massachusetts Medical School

Frontier Nursing Service Courier Program Wendover, Kentucky TBA

Four Directions Summer Research Program Boston, Massachusetts June 9 - August 7, 2013at Harvard Medical School and Brigham and Women's Hospital

Siteman Cancer Center Summer Opportunity Program St. Louis, Missouri May 27 - August 2, 2014



Summer Internship Program in Biomedical Research Bethesda, Maryland mid-May-June 2014National Institutes of Health (NIH) Baltimore, Maryland

Frederick, Maryland

Summer Internship Program Baltimore, Maryland May 25 - August 2, 2014at Johns Hopkins University School of Medicine

College Summer Enrichment Program Worcester, Massachusetts May 25 - June 20, 2014at the University of Massachusetts Medical School

Frontier Nursing Service Courier Program Wendover, Kentucky TBA

Four Directions Summer Research Program Boston, Massachusetts June 9 - August 7, 2013at Harvard Medical School and Brigham and Women's Hospital

Siteman Cancer Center Summer Opportunity Program St. Louis, Missouri May 27 - August 2, 2014

The program provides a type of internship for youngwomen and men who had a desire to go into the medicalfield. For young women and men who are interested in thehealthcare field, the Courier Program provides limited op-portunities to shadow healthcare professionals including:family nurse practitioners, physicians, nurse-midwives atFNS rural healthcare centers, at Mary Breckinridge Hospitaland Home Health Agency.

The program is designed to provide an independent researchexperience in biomedical and/or public health research toundergraduate students under the direct mentoring of es-tablished Johns Hopkins researchers. During the programinterns work one-on-one with faculty on research projectsin their field of interest and attend a health science seminarseries.

The program provides experience in research laboratoriesto students of diverse backgrounds, including underrepre-sented minority students and students from economicallydisadvantaged and underserved backgrounds. The purposeof this exposure to biomedical and/or public health researchis to encourage students to consider careers in science, med-icine and public health.

A tuition-free four-week residential program for under-graduate sophomores and juniors interested in enteringthe health professions. The goals of the program are tohelp participants improve their qualifications and compet-itive standing for admission to professional, graduateand/or medical school. Sessions include the professionalschool application process with emphasis on medicalschool admissions and financing professional school.

The focus of activity during the summer is participationin a basic science research project. Additional program goals include: Experience cutting edge research at aleading medical school, understand the medical schoolapplication process, exposure to Native American healthcare issues, integrate Native traditions including talkingcircles, networking with Native American students and faculty.

Program provides opportunities for undergraduate, pre-medand medical students enrolled at Washington University orother accredited universities to work on cancer research proj-ects during the summer. Opportunities range from basic lab-oratory research to clinical research to prevention/control and population research.

ü$500 Stipend FEBRUARY 15, 2014

üStipend MARCH 1, 2014

ü$3000 Stipend MARCH 2014üHousing

üStipend MARCH 15, 2014üHousingüTravel Allowance

üTravel Allowance FEBRUARY 17, 2014üHousingüLiving Stipend

ü$3,500 Stipend MARCH 1, 2014



University of Nebraska Medical Center Omaha, Nebraska June 7 - July 18, 2014Summer Medical and Dental Education Program (SMDEP)

Summer Undergraduate Fellowship Program Newark, New Jersey June 2 - August 8, 2014at the Eppley Cancer Research Institute

UMDNJ-New Jersey Medical and New Jersey Dental Schools Newark, New Jersey June 2 - July 11, 2014Summer Medical and Dental Education Program (SMDEP)

Biomedical Research Apprenticeship Program (BioMed RAP) St. Louis, Missouri May 27 - August 2, 2014at Washington University in St. Louis

Biomedical Careers Program (BCP) at Robert Wood Medical School Piscataway, New Jersey June - July 2014

Columbia University College of Physicians and Surgeons New York, New York June 20 - August 2, 2014Summer Medical and Dental Education Program (SMDEP)



University of Nebraska Medical Center Omaha, Nebraska June 7 - July 18, 2014Summer Medical and Dental Education Program (SMDEP)

Summer Undergraduate Fellowship Program Newark, New Jersey June 2 - August 8, 2014at the Eppley Cancer Research Institute

UMDNJ-New Jersey Medical and New Jersey Dental Schools Newark, New Jersey June 2 - July 11, 2014Summer Medical and Dental Education Program (SMDEP)

Biomedical Research Apprenticeship Program (BioMed RAP) St. Louis, Missouri May 27 - August 2, 2014at Washington University in St. Louis

Biomedical Careers Program (BCP) at Robert Wood Medical School Piscataway, New Jersey June - July 2014

Columbia University College of Physicians and Surgeons New York, New York June 20 - August 2, 2014Summer Medical and Dental Education Program (SMDEP)

As a BioMedRAP/CD-BioRAP participant, students willconduct independent research with outstanding facultymentors, work in a cutting edge science and technologyenvironment, gain exposure to some of the nation's finestbiomedical investigators and an extensive variety of re-search 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.

The program is designed to identify, recruit, and assist futuredentists and doctors through a comprehensive six-weeksummer experience for talented freshman and sophomores.The overall goal of the program is to provide each scholarthe navigation tools necessary to reach their current and fu-ture goals. NMC's primary focus on core academics is aspringboard for students in their pursuit of a career as aphysician or dentist.

Students in the summer program work for 10 wks doinghands-on research in Eppley Institute laboratories. Stu-dents get to try research, learn techniques and new con-cepts, and work with professional researchers, all whileearning a competitive summer salary.

Program serves to advance our institution's core missionof meeting society's current and future health care needsby preparing individuals underrepresented in medicine anddentistry, and doing so while championing cultural com-petency and humanism in all aspects of education.SMDEP reaffirms our continued commitment to andinvolvement in pipeline initiatives and will allow our two institutions to attain even greater diversity.

Academic enrichment program for undergraduate stu-dents interested in careers in the health professions.The program targets undergraduates who are econom-ically and/or educationally disadvantaged. BCP offersan intensive six-week summer program to serve stu-dents at all stages of undergraduate education. Studentstake part in a variety of science enrichment and health-care-oriented activities.

The program provides students seriously interested in ap-plying to medical or dental school with a well-defined, inte-grated approach to learning, focusing on the basic sciencecurriculum needed to apply to medical or dental school. Stu-dents engage in intense labs, learning-skills, and career de-velopment courses during the six weeks of the program,while attending weekly clinical rotations and seminars. Theprogram strives to help students enhance and improve their chances of becoming successful applicants and students atthe medical/dental schools of their choice.

üStipend FEBRUARY 3, 2014üTravel AllowanceüHousing

üMeals MARCH 1, 2014üTravel AssistanceüStipendüHousing

ü$4,000 Stipend MARCH 1, 2014üHousing

üStipend MARCH 1, 2014üHousingüMeals

üTuition Free MARCH 15, 2014

üMeals MARCH 1, 2014üTravel AssistanceüStipendüHousing



Summer Undergraduate Mentorship Program Bronx, New York June - July 2014at Albert Einstein College of Medicine of Yeshiva University

Montefiore Medical Center's Health Opportunities Program Bronx, New York TBA(Monte-HOP)

Project Asian Health Education and Development (AHEAD) New York, New York June - August 2014

Gateways to the Laboratory Summer Program New York, New York June - August 2014at Weill Cornell/Rockefeller/Sloan-Kettering

The Travelers Summer Research Fellowship Program New York, New York June 23 - August 8, 2014for Premedical Students at Weill Cornell Medical College

Project Healthcare at NYU Langone Medical Center New York, New York June - August 2014



Summer Undergraduate Mentorship Program Bronx, New York June - July 2014at Albert Einstein College of Medicine of Yeshiva University

Montefiore Medical Center's Health Opportunities Program Bronx, New York TBA(Monte-HOP)

Project Asian Health Education and Development (AHEAD) New York, New York June - August 2014

Gateways to the Laboratory Summer Program New York, New York June - August 2014at Weill Cornell/Rockefeller/Sloan-Kettering

The Travelers Summer Research Fellowship Program New York, New York June 23 - August 8, 2014for Premedical Students at Weill Cornell Medical College

Project Healthcare at NYU Langone Medical Center New York, New York June - August 2014

The program was established for underrepresented minor-ity and disadvantaged college students who wish to pursuethe combined MD-PhD degree. Over the summer, stu-dents will: Work independently on a research project. Stu-dents 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 Ca-reer Development Workshops. Scrub into surgeries at theNew York-Presbyterian Hospital.

The program will be comprised of a six-hour per weekcommitment to a shadowing experience with an assignedmentor and fourteen hours per week of lecture atten-dance. These fourteen hours will be distributed into thefollowing three core curriculum components: six hoursclinical didactic, six hours medical informatics, and twohours of MCAT preparation and test taking strategies.

The program is designed to promote, educate, and en-courage underserved youth to purse careers within thehealth fields. Students will gain valuable knowledge andprofessional skills through interactive workshops, men-torship by physicians, observation of physician-patientinteractions, lecture activities and independent learning.

The program is designed to provide training and experiencefor college students who are interested in pursuing a careerin the health care field. The program consists of a practicalfield placement, seminars and workshops, and participationin the development and completion of a community health project. Students explore various health careers, and gain anunderstanding of the dynamics of the New York AsianAmerican community and of current health issues impactingthe health status of Asian Americans in the United States.

The program is designed to give 25 premedical studentsdeeper insights into the field of medicine, including issuesthat greatly affect the health of traditionally underservedgroups. Through the experiences of laboratory or clinicalresearch, the students learn how one purses a specific re-search problem under the supervision of a faculty member, thus providing an early education into basic research tech-niques that could be applicable to any area of medicine.

Project Healthcare is an innovative volunteer program forenthusiastic and inspired college and post-baccalaureate stu-dents. Created by the Bellevue Hospital Center EmergencyDepartment, PHC allows students an opportunity to expe-rience and many different aspects of healthcare. The pro-gram is comprised of several weekly rotations which are based in the Emergency Department. It offers the commit-ted student a unique healthcare experience, which is intendedto furnish a wealth of knowledge about the numerous op-tions for a career in healthcare.

ü$4,300 Stipend FEBRUARY 15, 2014üTravel Expenses

ü$1,000 Stipend APRIL 2014üTransportationüMeals

MARCH 1, 2014

üMeals FEBRUARY 15, 2014üTravel AssistanceüStipendüHousing

ü$140/Wk FEBRUARY 1, 2014üHousingüTravel Expenses forstudents who live somedistance from NY

üMeals FEBRUARY 14, 2014üTravel AssistanceüStipendüHousing



ACCESS Summer Research Program at Cornell University New York, New York TBA

AGEP Summer Research Institute (SRI) Stony Brook, New York n/aat SUNY Stony Brook University

Bronx-Westchester Area Health Education Center Bronx, New York May/July 2014

Summer Scientific Work Program (SSWP) at Franklin Hospital Valley Stream, New York TBA

Case Western Reserve University School of Medicine Cleveland, Ohio June 7 - July 18, 2014Summer Medical and Dental Education Program (SMDEP)

Ohio University College of Osteopathic Medicine Athens, Ohio June 2 to July 3, 2014Summer Scholars Program



ACCESS Summer Research Program at Cornell University New York, New York TBA

AGEP Summer Research Institute (SRI) Stony Brook, New York n/aat SUNY Stony Brook University

Bronx-Westchester Area Health Education Center Bronx, New York May/July 2014

Summer Scientific Work Program (SSWP) at Franklin Hospital Valley Stream, New York TBA

Case Western Reserve University School of Medicine Cleveland, Ohio June 7 - July 18, 2014Summer Medical and Dental Education Program (SMDEP)

Ohio University College of Osteopathic Medicine Athens, Ohio June 2 to July 3, 2014Summer Scholars Program

The program is designed to help college students decidewhether or not a career in medicine is right for them. Thisrenowned program offers students the opportunity tocomplete a four-week summer internship where they havethe chance to observe and ask questions in order to learnmore about the medical field. Throughout these fourweeks, accepted students rotate through various depart-ments in order to gain a well rounded experience of thehospital. 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 ofMedical Sciences is a summer internship program that trainsunderserved college students in the biomedical sciences In-terns gain hands-on xperience in a biomedical research lab-oratory and are encouraged to apply to PhD programs.Selected students are placed in laboratories at the Weill Cor-nell Medical College under the mentorship of experienced faculty members.

The program is an intensive residential research internshipprogram for underrepresented minority undergraduates ma-joring in science, technology, engineering, or mathematics.Students will get a unique opportunity to work on independ-ent research projects in cutting-edge laboratories under the direction of Stony Brook University faculty.

Health Careers Internship Program (HCIP): This programallows students aspiring toward a career in the health pro-fessions the opportunity to work in a health care setting andinteract regularly with health professionals. Students mustbe Junior or Senior in college. Summer Health InternshipProgram (SHIP): The program provides a six-week summerplacement opportunity for junior/senior high school, and freshman/sophomore college students who have expressed an interest in the health field.

The program is designed to identify, recruit, and assist inpreparing as many highly talented, ommitted, and hard-working minority and economically disadvantaged studentsas possible for careers in dentistry and medicine. We hope to imbue our students with the confidence and skills neces-sary to allow them to return to school better prepared toperform well in more rigorous basic science and mathclasses.

Summer Scholars participants prepare for the challengesand rewards of medical school. Twenty-five applicants areselected each year to participate in this rigorous six-weekprogram designed to give you an intensive and realistic in-troduction to the first-year curriculum at OU-COM. Inaddition to traditional medical school curricula taught bymedical college faculty, graduate students and upper-classmedical students, the program focuses on case-basedproblem solving and small-group/team work.

MARCH 15, 2014

ü$3,000 Stipend FEBRUARY 1, 2014üUp to $300 for TravelüHousing

ü$3,500 Stipend CONTACT PROGRAMüRound-trip airfareüHousingüMeals

APRIL 2014

üMeals` APRIL 2014üTravel AssistanceüStipendüHousing

üRoom + Board MARCH 1, 2014üStipendüProgram MaterialsüRound-Trip Travel Expenses



Research, Observation, Service, and Education (R.O.S.E) Program Cincinnati, Ohio Mid June - Early August 2014at the University of Cincinnati College of Medicine

Chester Summer Scholars Program Cleveland, Ohio May 27 - August 1, 2014

Pre-Professional Internship Program Cincinnati, Ohio n/aat Ohio College of Podiatric Medicine

MedStarz Program at the University of Toledo College of Medicine Toldeo, OH July 2013

Summer Premedical Enrichment Program (SPEP) Cincinnati, Ohio June - July 2014at the University of Cincinnati

Summer Premedical Academic Enrichment Program (SPAEP) Pittsburgh, Pennsylvania June - July 2014at the University of Pittsburgh School of Medicine



Research, Observation, Service, and Education (R.O.S.E) Program Cincinnati, Ohio Mid June - Early August 2014at the University of Cincinnati College of Medicine

Chester Summer Scholars Program Cleveland, Ohio May 27 - August 1, 2014

Pre-Professional Internship Program Cincinnati, Ohio n/aat Ohio College of Podiatric Medicine

MedStarz Program at the University of Toledo College of Medicine Toldeo, OH July 2013

Summer Premedical Enrichment Program (SPEP) Cincinnati, Ohio June - July 2014at the University of Cincinnati

Summer Premedical Academic Enrichment Program (SPAEP) Pittsburgh, Pennsylvania June - July 2014at the University of Pittsburgh School of Medicine

The program provides students exposure to medicine andwill include experiences that encompass sessions on nav-igating the medical school application process, introduc-tion to the Problem Based Learning (PBL) model in small group sessions, hands on experience in the gross anatomylab, clinical lectures on medical topics, diversity and cul-tural competency exercises, and contact with physicians inthe clinical setting.

The R.O.S.E. program is part internship, part early accept-ance to medical school, and part mentorship program.The purpose of the program is to provide stimulating ex-periences and contact with academic medical faculty forhigh ability, intellectually curious pre-medical college stu-dents.

The program awards 15 collegiate undergraduate studentsthe opportunity to spend the summer in clinical labora-tory research at MetroHealth Medical Center. The pro-gram is an opportunity equpment are for pre-medical andscientifically-oriented students provided to explore the po-tential for a career in medical research or academic medi-cine.

The Pre-Professional Internship Program at the OhioCollege of Podiatric Medicine (OCPM) is designed to pro-vide insight into the many facets of podiatric medicineand the education involved with obtaining the Doctor ofPodiatric Medicine Degree.

Residential program for 18 college juniors, seniors, and post-baccalaureate premedical students. Students receive intensiveexposure to medicine as a career through tours, speakers,seminars, and shadowing. Students are exposed to the med-ical school experience and the academic curriculum through a noncredit course in cardiophysiology, extensive interactionwith medical students and faculty, and detailed guidancethrough the medical school application process.

This program, open to high school graduates and collegestudents, is designed specifically to prepare and supportstudents who wish to pursue careers in the field of med-icine. Spend seven weeks in Level I, strengthening youracademic skills and learning more about careers in medi-cine. Or, spend eight weeks immersed and engaged in the work of physician-scientists including laboratory researchand MCAT preparation through Level II. Both programswill enhance your skills and knowledge in science, writingand public speaking. You'll discover a challenging andstimulating program in the environment of a major aca-demic medical center.

üHousing MARCH 1, 2014üTravel Allowance

ü$3,000 Stipend FEBRUARY 3, 2014üROSE students have conditionalacceptance to the Cincinnati Collegeof Medicine

ü2,000 Stipend FEBRUARY 14, 2014üFree ParkingüSupplies and equpment are provided

CONTACT PROGRAM

MARCH 1, 2014

ü$1,000 Stipend MARCH 1, 2014üTransportationüHousingüMeals



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 2013Choose from 7 sessions

Pre-med Enrichment Program Philadelphia, Pennsylvania May 19 - July 25, 2014at the University of Pennsylvania Health System

Vanderbilt Summer Science Academy (VSSA) Nashville, Tennessee June 2 - August 1, 2014

Oncology Education (POE) Program Memphis, Tennessee Mid-June - August 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 2013Choose from 7 sessions

Pre-med Enrichment Program Philadelphia, Pennsylvania May 19 - July 25, 2014at the University of Pennsylvania Health System

Vanderbilt Summer Science Academy (VSSA) Nashville, Tennessee June 2 - August 1, 2014

Oncology Education (POE) Program Memphis, Tennessee Mid-June - August 2014

The aim of this program is to prepare minority studentsfor careers in academic medicine other positions ofleadership in medicine. Students will be engaged in aprogram of research, clinical observations, classroomexercises and teaching observations, designed to stimu-late their interest in academic medicine. In addition, the students will be engaged in the following: activities per-taining to the medical school application process andmedical school admissions; classroom instructions andsimulated testing to prepare the students for the MedicalCollege Admissions Test (MCAT).

This program is for students who have complete their sec-ond year of college with a GPA of at least 3.2 in a courseof study that qualifies them for

The program is designed for college students who havecomplete their junior year and are pursing academic pro-grams leading to medical school. Doylestown Hospitalphysicians assist with the program, which includes lecturesand "hands-on" volunteer work on patient floors and inmany departments.

Participants will experience a medical education as seenthrough the eyes of 3rd and 4th year medical students duringtheir clinical rotations in the hospital and clinical practices.The experience can enlighten participants about a career inmedicine, whether they're about to enter medical school orare just beginning the application process. Participants will accompany the teaching team and 3rd and 4th year medicalstudents on hospital rounds and be part of discussions be-tween physician, patient, and medical students.

The program offers biomedical research opportunities toundergraduates who want to pursue a career in biomedicalsciences. There are two major tracks within the VSSA; theBasic Science Programs for undergraduates interested incareers in research, and the Undergraduate Clinical Re-search Internship Program for undergraduates who wishto pursue a career in medicine.

The POE program offers a unique opportunity for stu-dents preparing for careers in the biomedical sciences,medicine, nursing, pharmacy, psychology, or publichealth to gain biomedical and oncology research expe-rience. The POE program provides a short-term train-ing experience (internship) in either laboratory researchor clinical research. Students participating in the Pedi-atric Oncology Education program will receive training in a superb academic environment created by the inter-action of committed basic scientists, research-orientedphysicians, and postdoctoral fellows.

ü$2,500 Stipend JANUARY 31, 2014

ü$3,000 Stipend CONTACT PROGRAMüConditional acceptance to the UC COM

FEBRUARY 2014

ü Tuition: $1500 MARCH 1, 2014

ü$2,500-$4,000 Stipend FEBRUARY 1, 2014

ü$4,000 FEBRUARY 1, 2014üHousing



Michael E. DeBakey Summer Surgery Program Houston, Texas Mid-June- August 2014at Baylor College of Medicine

The University of Texas Dental Branch and Medical School at Houston Houston, Texas May 27 - July 3, 2014Summer Medical and Dental Education Program (SMDEP)

Health Career Opportunities Program (HCOP) Houston, Texas TBAat The University of Houston College of Optometry

Dialysis Clinic, Inc. Collegiate Nashville, Tennessee TBAMedical Summer Internship Program

Physiology Undergraduate Research Experience (PURE) San Antonio, Texas June - July 2014

Scholars Program in Organic Chemistry Dallas, Texas TBAat University of Texas - Southwestern Medical Center



Michael E. DeBakey Summer Surgery Program Houston, Texas Mid-June- August 2014at Baylor College of Medicine

The University of Texas Dental Branch and Medical School at Houston Houston, Texas May 27 - July 3, 2014Summer Medical and Dental Education Program (SMDEP)

Health Career Opportunities Program (HCOP) Houston, Texas TBAat The University of Houston College of Optometry

Dialysis Clinic, Inc. Collegiate Nashville, Tennessee TBAMedical Summer Internship Program

Physiology Undergraduate Research Experience (PURE) San Antonio, Texas June - July 2014

Scholars Program in Organic Chemistry Dallas, Texas TBAat University of Texas - Southwestern Medical Center

This program is a summer internship for pre-medical stu-dents in the clinical area of organ transplantation. The in-ternship includes shadowing physicians on rounds in thehospital, observing and assisting in an outpatient/clinicfacility, and observing transplant and transplant-relatedsurgical operations.

The Michael E. DeBakey Summer Surgery Program offersthe pre-medical student a glimpse of a career in surgery longbefore they will ever pick up a scalpel for the first time. Dur-ing the eight weeks, students become familiar with the hos-pital environment, the operating room, and the lifestyle ofa surgeon. They are expected to become an integral part oftheir surgical teams by participating in rounds, surgery, andconferences.

The program seeks motivated students from a variety ofbackgrounds including those who are underrepresented orunderserved that are interested in pursuing a career in den-tistry and medicine, including those who have an interest inserving the underserved. Students will have clinical experi-ences in such areas as emergency medicine, family practice,internal medicine, restorative dentistry, and oral surgery.

The program involves specific activities designed to en-hance qualifications for entry to the professional pro-gram including preparation for the OptometryAdmission Test (OAT), counseling regarding the admis-sion and application process, academic counseling, timemanagement training, and test-taking/skills.

This research program designed for highly motivated col-lege undergraduate students with a genuine interest in ex-perimental research careers in biomedical science.Undergraduates will have the opportunity to receivehands-on experience in on-going research projects underthe direction of a faculty member as well as work withpostdoctoral fellows and graduate students.

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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 Medi-cal 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 regularclasses and as I went through school I was involved and mostly interestedin science and math. I was kind of an adventurer growing up - mixing

chemicals, creating contraptions, so the overall pursuit of science inspiredme. My parents were very much supportive of everything I did and theywere supportive of my interest in science, they allowed me to take extra sci-ence classes. Th e motivation for me to pursue a career in science came early in life. Th en basically, as I went through college I saw that it was a good fi t for me. I enjoyed working with people, I enjoyed the experiences that I had in the health care fi eld 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. Th ere was no one who tried to trip me up or throw me a hardball question. Th ere are always people who say the process was a nightmare for them, but I never had that experience. Th e questions were mostly from my applica-tion, 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. Th e hard question I remember was when one gentleman gave me a patient’s narra-tive 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 cover-ing 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 fi ght 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 fi ght 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. Th en I took the MCAT prep course which was about 2-3 months of going to classes and taking practice test. Th e 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 Medi-cal 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 pro-cess. Th ere was no one who tried to trip me up or throw me a hardball question. Th ere are always people who say the process was a nightmare for them, but I never had that experience. Th e 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. Th e hard question I remember was when one gentleman gave me a patient’s narra-tive 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 cover-ing 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 fi ght 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 fi ght 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. Th en I took the MCAT prep course which was about 2-3 months of going to classes and taking practice test. Th e 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 fi nd a set of material to dedicate your time to and read it repeatedly instead of trying to fi nd 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 sacrifi ce much. Granted it did involve studying and a lot of hard work. I was lucky enough to have a nice

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 sacrifi ce 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 forc-ing 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 attend-ing 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 sacrifi ce too much.

I didn’t stress about the medical school admission process. Th e 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 ear-lier 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.

Th e 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 go-ing 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 fi nd 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 sacrifi cing 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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THEGOODSOur pick of items that will add some fl air to your pre-medical life and perhaps put a smile on your face

Make Your Own ‘To Do’ ListYeah, 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 com-plete, the simple stamp is a perfect little gift for the organized and the craft y.

Crap & More Crap Storage BoxesWith 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. Aft er all, even your crappiest crap deserves a tidy home.

Vitapens HighlightersAnyone who’s ever written anything will know that ac-cidents happen. Th e 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 affl ictions using Vitapens Highlighters! Ten highlighter markers shaped like cap-sules, inside a sealed bottle.


Skeleton Espresso Cup StackTh ese beautifully illustrated Phoebe Richardson coff ee cups, inspired by 16th century medical engravings are guaranteed to make your espresso a bona fi de talking point. Comes as a stackable set of four cups.

Tick Talk ClockPersonalize how you tell the time with this DIY set of 12 white board talk bubbles with adhesives for mount-ing. Clock mechanism, marker and template included.

Operation Porcelain MugTh e 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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INTHESTACKSBooks we think those aspiring to become doctors might be interested in reading

PRESSING MY LUCK: A DOCTOR’S LOTTERY JOURNEYby 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 mil-lionaire, winning 56 million dollars (17.5 million aft er 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 grow-ing 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 confi dence 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 fl oodwaters rose following Hurricane Katrina. Th e devastating event aff ected 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. Th e fi rst half of this book, which is well paced, covers the fi ve days of the title,” wrote Jason Berry of Th e New York Times. “Th en the viewfi nder shift s 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 MEDICINEby Victoria Sweet

Awarded the Barnes & Noble and San Francisco Chronicle Best Non-fi ction 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. Th e book will give readers a inside look at health care and the many factors and moving parts that are in action in the background. Th is is a great read for students who are preparing for medical school interview and allows for another perspective behind how patients are cared for.


Engaging in exercise may help overcome mental blocks and promote creativity, according to a new study published in journal Frontiers of Human Neu-roscience. Th e study, led by researchers from Leiden Uni-versity in the Netherlands examined whether cre-ativity in diff erent thinking tasks was aff ected by acute moderate and intense physical exercise in ath-letes 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-ath-letes if they did not exercise on a regular basis (less than 1 time per week).

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 fi tness of the individual. Th ree signifi -cant fi ndings were: (1) non-athletes did not benefi t from acute exercise; in fact, exercise caused their performance to drop in both creativity tasks, (2) athletes tended to benefi t 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 non-athletes the most. “Th e fi ndings suggest that acute exercise may aff ect both, divergent and convergent thinking,” the authors wrote. “In particular, it seems to af-fect control-hungry tasks through exercise-induced “ego-depletion,” which however is less pronounced in individuals with higher levels of physical fi tness, presumably because of the automatization of move-ment control, fi tness-related neuroenergetic ben-efi ts, or both."

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

newstouse Health | Wellness | Fitness | Nutrition | Mind &Body

Exercise May Aff ect Levels of Creativity

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 ef-fects on mice with age-associated cognitive decline. Th e fi ndings strongly suggest that the extracts made from herbs might have benefi cial eff ects on al-tering the course of age-associated cognitive decline.

Specifi cally, 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 eff ects 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 intrigu-ing, the research team does not suggest individuals rush to overload on the benefi cial herb and suggest proceeding with caution. “Th is probably means eating spearmint and rosemary is good for you,” Farr explained. “How-ever, 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.”

Extracts Enhanced With Spearmint, Rosemary MayHelp Memory

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Consuming a Late Cup of Coff ee May Disrupt Regular SleepConsuming caff eine hours before going to sleep at night can have signifi cant negative eff ects on sleep, according to a study published in the November 15, 2013 issue of the Journal of Clinical Sleep Medicine. According to the authors, “Caff eine Eff ects on Sleep Taken 0, 3, or 6 Hours before Going to Bed” is the fi rst study to investigate the eff ects of a given dose of caff eine taken at diff erent times before sleep. Th e 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 caff eine can disrupt sleep long aft er it is consumed,” said American Academy of Sleep Medicine President M. Safwan Badr, MD. “Th is study provides objective evidence supporting the general recommenda-tion that avoiding caff eine in the late aft ernoon and at night is benefi cial for sleep.”

Cell Phone Use Linked to College GradesCollege students who use their cell phones frequently do not perform as well in academics, and experience anxiety and unhappiness, ac-cording to a study published in the journal Computers in Human Be-havior. For the study researchers from Kent State University’s College of Education, Health and Human Services surveyed over 500 college students about how oft en 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. Th e fi ndings revealed a negative association to student GPA and cell phone usage. Specifi cally, 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. ““Th ese fi ndings 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.

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LASTWORDSome fi nal thoughts on getting through your days as a college student

“We look for medicine to be an orderly fi eld of knowledge and procedure. But it is not. It is an imperfect science, an enterprise of constantly changing knowledge, uncertain information, fallible individu-als, and at the same time lives on the line. Th ere is science in what we do, yes, but also habit, intuition, and sometimes plain old

guessing. Th e 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, Th omas Jeff erson, 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 fi rst.”

WILLIAM OSLER was a Canadian physician and one of the four founding professors of Johns Hopkins Hospital

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