This article appeared in Health Professions Newsline, 4th Quarter, 1995, Volume II, Number 3 and was written by Howard B. Duncan. Howard B. Duncan is Associate Professor of Biology and Premedical Advisor, Norfolk State University.
All
too often premeds wait too long to get serious. Their belated self appraisals
usually begin around the middle of their junior year: a time when the
realization of "one more year before graduation" looms ominously in
students minds. Unfortunately at this time some premedical students are just
beginning an overall evaluation of their academic, personal, and medical
experience credentials. Often they find numerous deficiencies in many
categories and irreparable mistakes in others putting them hopelessly behind.
Students
who are serious about attending medical school understand that there is no
window of opportunity during the undergraduate years to "float along"
for a semester or two (or three or four) in a sea of "C"s. Additionally
it is essential to remember that many preparatory tasks must be accomplished on
a fairly rigid schedule to enter medical school the fall after undergraduate
commencement.
Of all
the criteria used by medical schools to evaluate students, the one that should
be of immediate concern upon arrival on campus as a freshman is your cumulative
and BCPM (biology, chemistry, physics, and mathematics) grade point averages.
Not only will diligent study beginning at this point prevent early
"blemishes" on your academic record, but it will also afford the
opportunity to establish a high GPA at a time prior to the undertaking of more
challenging courses.
Students
often retake courses that they have barely passed with the intention of
improving their grade. Retaking selected freshman or sophomore courses during
your upperclass semesters will only add to an already heavy course load, while
the original grade remains on the academic transcript. Additionally, by junior
year the student's GPA is fairly entrenched and often cannot be raised
significantly by retaking courses. It is more advantageous to work optimally in
every course the first time.
Not
surprisingly, upperclass premedical students often lack real medical
experience. Medical schools desire applicants with some firsthand knowledge of
medicine and medical school. Many medical schools offer summer medical
enrichment programs which provide undergraduates with various experiences
including medical lectures and laboratories, research opportunities, MCAT preparation,
medical specialty rotations, and insight into application and admissions
procedures. Some medical enrichment programs will accept rising sophomores into
their programs.
Medical
experience may also be garnered through volunteering in hospital emergency and
operating rooms, homes for the elderly, public health clinics, and other health
care facilities. Early undergraduate semesters are a time when students can
commit a portion of time to campus and community volunteer activities. However,
such volunteerism should be undertaken with an attitude of sincere contribution
and worthwhile experience rather than merely a necessary requirement. Serving
as a tutor or mentor at area schools, church organizations, youth community
centers and athletic leagues can reflect a social conscience as well as enhance
leadership and interpersonal skills.
Research
has always been an essential component of medicine. Having performed research
during the summer or during the academic year is always a plus to a student's
credentials. Most universities offer undergraduate research courses and some
present select students the opportunity to join a funded professor's research
team. Joining organizations that are supportive and informative to medical
interests is also a step that can be taken at the beginning of freshman year.
These would include premedical societies and campus and national premedical
student organizations. Additionally, induction into honor societies and other
organizations that reflect academic achievements should be a priority as soon
as you become eligible.
Letters of recommendation are an important tool used by medical schools in evaluating applicants. Premedical students may find that when they are ready to approach professors for individual or collaborative letters of recommendation, those persons know nothing about the student other than the grades earned in their classes. This is especially true on larger campuses. Therefore, cultivating relationships with professors through organizations, research, campus volunteerism, and even exceptional classroom or laboratory activity is quite essential in establishing identity beyond an alphabet in a professor's roll book. This effort should also be started in the freshman year.
Premedical
students, who are on schedule in preparation for application to medical school,
begin studying for the Medical College Admissions Test in the fall of junior
year at the latest. The examination is administered in April of the following
spring. Then, the American Medical College Application Service and/or Medical
School Application is mailed in June. Such scheduling allows response from
medical schools concerning interviews and acceptance in late summer or the fall
of the senior year.
The
challenge faced by premedical students is clear. Obviously there are very
definitive steps that must be taken in preparation for medical school. But for
students who wish to enter medical school the fall after spring commencement,
these preparatory steps must be taken in a timely manner. Be a committed and
diligent premedical candidate from the first day of arrival on campus and stay
on schedule.