PULSEISSUE 2, AUTUMN 2015

Too Many InterestsToo Little Time

mContents

1 Letter From the Editor1 Contributors2 Committee Bios3 Gap Years5 Summer Internships7 Campus Jobs8 Tips From the Board9 Premeds with Double the Duty: Resident Assistants11 Premeds with Double the Duty: Athletes17 Premeds with Double the Duty: Athletes Teaching Assistants19 Studying Abroad9 Global Health & Ethics

Welcome to the second edition of Pulse, a magazine for undergraduates interested in healthcare careers. The magazine has been brought to you by the Pre-Medical Students Association at The Univeristy of Chicago.

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Visit us at our facebook page, Pre-Medical Students Association:https://www.facebook.com/uchicagopmsa?fref=ts.

and website: http://pmsa.uchicago.edu

Letter From the Editor

ContributorsWritingMeera Dhodapkar '19Hannah Jacobs-El '18Stephanie Williams '18Dagny Vaughn '18David Gao '17Breanna Sullivan '17Natnael Doilicho '16

illustrationCover and LayoutIrena Feng '19

EditingLuke Versten '16

Syeda Akila Ally Class of 2016

Happy New Year! Thank you for your gracious support and feedback on our first issue - we had more than 500 people view our issue online. In our second installment of Pulse, we explore non-academic opportunities that have accentuated students' pre-health experience at UChicago.

Our main Feature focuses on Athletes, Housing Resident Assistants and Teaching Assistants - balancing an intensive high-time commitment with academics. To add a Global perspective, we have an Opinion section on Global Health and Ethics and a guideline on Studying Abroad as a Premed. We have some nuggets of wisdom from past and current Board Members. And, lastly, we have a list of Campus Job Opportunities and an overview on Finding A Summer Internship that we hope will aid you as you buckle down and re-search on these opportunities.

We hope you will enjoy what the Committee and our Contributors have put together this quarter. As always, we welcome all ideas and feedback you may have. Stay warm! -Akila

My name is Joyce Chang, and I am currently a second year interested in studying Biology, specifically Neuroscience. I am from the Bay Area in sunny California, and al-though I do miss the beaches and the nice sunny days tremendous-ly, I have really enjoyed exploring this new city (and I’d have to say, I think I handled my first Chicago winter pretty well). Apart from PMSA, I do the long and triple jump on the Track & Field team here and love going out to play IM’s with my house. I am also in-volved with Alpha Phi Omega and enjoy engaging with the commu-nity through service.

Committee Bios

When she immigrated to the U.S. during first grade, Preethi didn't know how to read. She set out on a mission decipher the hieroglyphs of English and harness the power of language. Now, in addition to be-ing an avid bookworm, she loves to write, design, and create. Preethi is currently a first Economics and Bi-ology second year at the University of Chicago. She is also a founder of a health education nonprofit called PIMed, University Merit Scholar, Dougan Scholar at the Booth School of Business, Clinical Excellence Scholar, and Premedical Student As-sociation Board Member. In her free time, she loves to run, dance, and (badly) (attempt to) sing.

Check out her website here: http://preethi-raju.strikingly.com/

Preethi Raju Class of 2018

Joyce Chang Class of 2018

Shilpa Mantri Class of 2018Shilpa Mantri is a second-year un-dergraduate student from Los An-geles, California. She is currently a Biology major and aspires to be a doctor one day. In taking a gap year before her first year, Shilpa decided to become pre-med after her internship at a biomedical de-vice startup based in Silicon Valley, where she worked in the Research and Development department.

On campus, she is also involved with volunteering in the ER at The University of Chicago Hospital and dancing in two South Asian dance teams, Apsara (Indian Clas-sical Dance) and Bhangra (which competes nationwide). With previ-ous journalism experience, Shilpa hopes to combine her passion for writing and interest in medicine as an editor of the Magazine.

Harper Library

MIND theTo provide a better insight, Stephanie Grach ’14 and Shibandri Das ’13 reflect on their gap year experiences before attending medical school while Sahiba Borisuth ’18 and Madhavi Venugopal ’18 speak about their gap years between high school and college.

A growing number of students take gap years before and after college. Especially for pro-spective medical students, gap years provide a break in the midst of consecutive years of education from high school to medical school.

In graduating the University last year as a Biology and HIPS dou-ble major, Grach spent her gap year completing her Masters at the Georgetown University Special Masters Program (SMP). Accord-ing to Grach, the SMP program is beneficial for students who want to engage in medical courses be-fore attending medical school. “For the Georgetown University SMP, you are actually in the class-room with the medical students, tak-ing the tests with them, everything. You learn really quickly whether or not you’re choosing the right path for you. As I see it, better to learn that

in a one-year program than have to trudge through four years of a school-ing you didn’t really want,” she said. Grach had not heard much about gap years until her third year as an undergraduate when she was pre-paring to apply. In desiring to im-prove her GPA as a medical school applicant, she spoke to the repre-sentative for the Georgetown SMP at the PMSA Health Professions conference, after which she be-came confident in taking a gap year. “Gap years are a great time to im-prove your application. They are also a great time just to take a break, re-lax, travel, maybe earn some money before school to lessen the burden of cost. I personally would not have done anything else with my time.” “I get that it feels like we have to rush to become doctors, and faster means cooler, right? But for that line of thought, remember that re-peating class material means more exposure, which usually means bet-ter Step 1 scores and better residen-cies. And most importantly to me, this is knowledge that you’re plan-ning on using for the rest of your life, to save people’s lives. Why not take the chance to make yourself the most knowledgeable you can be?”

BY: SHILPA MANTRI '18Shibandri Das '13

Shibandri Das graduated the Uni-versity in 2013, as a Biology major with a specialization in Endocri-nology, and is currently in her sec-ond year at Wayne State University School of Medicine. During her gap year, Das was a TA at the University of Chicago for several undergraduate science courses, including Biochem-istry, Nutritional Science, Cell and Molecular Biology, Physiology, Core Biology, Genetics, Microbial and Human Cell Biology, Metabolism and Exercise, How Can We Under-stand the Biosphere?, and Biological Dynamics. “Other than studying, teaching was what I liked doing for fun. So, I wanted to take a year and teach. UChicago is amazing in that it left me with a passion and there are so many resources to do that.” Das said that she did not originally plan to take a gap year. According to her, the best part of her gap year was the flexibility to travel.

“Even though I was TAing a lot of courses, I didn’t physically need to be at UChicago every day of the week. This gave me time to make

Stephanie Grach '13

G A Pinterviews for med school and when interviews were over, I went to dif-ferent cities. I’d be in New York or Austin." Teaching during her gap year helped Das especially in her medical school classes. “The courses are challenging but

I found them a lot easier. It shows that by teaching them during my gap year made it such that it took me less time to relearn the material. A lot of med school is memorization: the more times you’ve gone over a sub-ject, the less you have to go over it in med school.”

Although Das benefited from her gap year, she believes that taking a gap year is a personal choice. “Once you start med school, that’s it. If there’s anything left that you need to do then you should take the time to do that."

Sahiba Borisuth '18

Sahiba Borisuth is a second-year at the University who decided to

take a gap year before college to ex-plore her medical interests. She lived in Bangkok, Thailand for eight months, where she interned with AFRIMS (Armed Forces Re-search Institute of Medical Sciences) and completed rotations in tropical disease labs. She worked on a proj-ect that focused on the molecular biological impact of an AIDS vac-cine trial on HIV infection rates. Af-terwards, she interned for UNAIDS and worked with a team to study the social impact of HIV on at-risk youth in the Asia-Pacific region. “My gap year gave the chance to

really take initiative in what I want-ed to do. Through my internships, I began to gain a better understanding of where my interests lie." During her gap year, she realized that there is no “one way” to pursue medicine. “My internships gave me the chance to see two similar yet very different sides to health. I discovered my interests lie more on the policy aspect of medicine. I am now aiming to pursue public policy. It was great to experience research, but I realized that it didn’t align with my interests or personality. It gives a better idea on what I want to focus on.”

Madhavi Venugopal is a second-year at the University who decid-ed to take a gap year to take some time before diving into the rigorous course load as a pre-med. She pursued Indian classical dance and started a fellowship in community health from SOCHARA in Bangalore, India. “During the fellowship, I took classes and had many valuable ex-periences in the field, and learned about health from a new perspec-tive. I have always been extremely passionate about medicine and was

ecstatic when I got the opportunity to work in community and rural hospitals and witness medical prac-tices with minimal equipment. The enthusiasm for helping people get better was ubiquitous and infec-tious.” After her gap year, Venugopal felt much more ready to start her college career. It definitely helped me since I came to college refreshed and even more excited that I was before and I have cool stories to share with peo-ple.”

Madhavi Venugopal '18

BY: HANNAH JACOBS El '18, MEERA DHODAPKAR '19, STEPHANIE WILLIAMS '18

Summer Internships

social activities, all designed to prepare them for a career in medicine. Similar to the Atlantis Project, students are allowed a small amount of time in the hospital. However, unlike Atlantis, the focus of the program is more on academic devel-opment than on shadowing physicians.

For students seeking to volunteer or work in a less clinically-intensive posi-tion, but still want to go abroad, there is an opportunity to apply for an Inter-national Experience Grant. Applications are due April, and the app must include a specific work position. If students do not know of a specific position abroad, some Jeff Metcalf Internships, paid in-

ternships for UChicago students, are of-fered outside of the U.S.

In addition, students should regularly check the UChicago Career Advance-ment Page for any pre-medical or science-related Treks; the Treks tak-ing place this December are UCISTEM Treks in San Francisco and Dubai, and February/March are a UCISTEM Trek to Houston and two UCIHP Treks in the Chicagoland area. Although the ap-plication deadline for these Treks for February and March have passed, stu-dents should be sure to stay updated and fill out applications for Treks in Spring quarter once they become available.

The importance of summer intern-ships or jobs has always been em-phasized for pre-medical students. This crucial time slot in between fully loaded academic quarters gives stu-dents the chance to gain not only work experience but also a supplementary non-conventional education. While many pre-medical students choose to shadow a physician or work in a lab, it is important to recognize that there are many more opportunities available that can be rewarding in different ways. This year, before lining up plans for the summer, check out handshake and see what new and unique opportunities are available. Here, we introduce a couple of our favorites.

Spending a portion of the summer in a designated “pre-medical” program is an option for students looking for a more academic experience. For first and second year students from “eco-nomic, geographic, cultural, racial, and ethnic diverse” groups, there is an op-portunity to study with the SMDEP, the Summer Medical and Dental Edu-cation Program. The program offers clinical experience and exposure to the medical field for 6 weeks at one of 12 institutions, including Yale, Columbia, Case Western, among others. Students spend the summer in a residential com-munity and attend various educational events, lectures, meetings, as well as

Finals are done, school's out, and it's sunny outside! Time to catch up on a year's worth of sleep... but wait! What about summer internships?!

Other opportunities are available to students via certain on-campus RSOs. Genehackers, an RSO that competes in MIT’s IGEM competition each year, offers subsidized research positions to some of its club members during the summer. These positions focus on de-veloping the team’s project, which they present at a national conference at the end of the summer.

One program outside of UChicago that is available for pre-medical and pub-lic policy students is the Pediatric In-jury Prevention Scholars (PIPS) Pro-gram in Los Angeles, California. This is a 10 week program that takes place at the Children’s Hospital Los Angeles (CHLA), which is currently ranked #7 under top US Pediatric Hospitals on U.S. News. This program accepts any-where between 10 and 15 undergradu-ate and graduate students as interns each summer, and the interns are sepa-rated into three groups: Injury Preven-tion, Research, and Disaster Prepared-ness. Applicants can decide which ones to apply for depending on what they are looking to achieve during their sum-mer. This internship allows students to better understand the hospital setting,

become comfortable with speaking and interacting in professional situations, and gain skills in both community and research settings. For more informa-tion regarding this internship, visit the CHLA website.

Nonetheless, many students take ad-vantage of the extra time and freedom of the summer to work in labs conduct-ing basic science research. There are many options to obtain such opportuni-ties. First and foremost, if you already work in a lab and want to research over the summer, I highly encourage you to continue working in your current lab and secure funding by talking to your career office.

In addition, ask your professors or ca-reer office for grants, scholarships, and special programs offered by your insti-tution. For example, the Universtiy of Chicago offers the BCSD Fellowship as well as the Chicago Academic Medi-cine Program. In addition, I encourage you to scour the internet to look at the programs offered by other institutions. Many come with stipends, and some even offer housing or other perks.

How to Get Summer Internships The university boasts over 1,000 Met-calf internships across different fields and across the world. Metcalf intern-ships come about when the university partners with organizations to offer funds to its undergraduates. To be eli-gible, you must apply on the Handshake website. Here are a few examples: • Sloan Kettering • City of Hope • American Medical Association • University of Chicago MedicineMore opportunities can be found online.

Junior Research Tech, Halpern Lab Interested in cancer biology? Learn more about the field as an assistant on Dr. Howard Halpern’s laboratory team in the division of Radiology Oncology. This is a paid position to UChicago stu-dents with relation to the field. Contact Boris Epel at bepel@uchicago.edu.

General Tech, Schreiber LabDr. Hans Schreiber, a professor in the pathology department, is looking for students to assist in the maintenance of his lab. However, with demonstrat-ed interest, students are able to learn about experiments in cancer immu-nology and biology, with the potential of leading to an honor thesis. This is a paid opportunity to first and second year students interested in biomedical research. Contact Hans Schreiber at hszz@uchicago.edu.

Research Assistant in OphthalmologyThink ophthalmology could be of in-terest to you? Help conduct a study on glaucoma screening! The student will initiate a visual test, help assist sub-jects, and examine results to ensure quality. This position is paid and avail-able to UChicago students with pre-ferred pre-medical background. Con-tact Shane Semmens at:ssemmens@surgery.bsd.uchicago.edu.

NSP K-12 Tutor/Teaching Assistant Tutors and assistants with the Neigh-borhood Schools Program assist class-room teachers of all grade levels in order to provide children with more in-dividual attention. Positions are avail-able both in the classroom and in after-school programs, tutoring one on one, in groups, or assisting the teacher. This is a volunteer or Work-Study position for students interested in working with children and community engagement. Contact Neighborhood Schools Pro-gram at: nspers@gmail.com.

Child Mentor, Turning the Page Turn-ing the Page is a program within the Chicago North Lawndale neighbor-hood, focused on engaging parents as active participants in their children’s education. Mentors with Turning the Page will work with students on pre-planned curriculmn and activities con-nected to a parent workshop theme. This position is available to Work-Study students. Contact Kylia Kummer at: kkummer@turningthepage.org .

Graphic Design Assistant, ORCSAThe Center for Leadership and In volv-ment is looking for a design assistant to be responsible for market ing ma-terials and publications and will assist with planning all events by ORCSA. If

Campus Jobs

Biological and Medical Research

In addition to juggling difficult classes, RSOs, and social commitments, many students choose to work jobs around cam-pus to sharpen their resumes, gain experience in fields that interest them, or simply earn some money.

Finding a job does not have to be difficult task, as many roles are constantly opening around campus in many ar-eas. Whether you’re looking for a paid position, a job that fulfills work-study, or to volunteer for experience, here are some options to consider. For further information on specific listings, please consult studentemployment.uchicago.edu

Education you have at least a year of graphic de-sign experience and the ability to think “out-of-the-box,” this could be a great opportunity to expand on your skills! Contact Tempris Daniels at:tedaniels@uchicago.edu.

Graphic Design Research AssistantThe Department of Surgery is look-ing for a student to develop graphic presentations in Keynote involving design, animation, and layout. This is for a project involving a public health iniative to promote early childhood language and pre-literacy skills in low-income Chicago children. This positon is available as a volunteer position or for Work Study. Contact Alyssa An-neken at:aanneken@surgery.bsd.uchicago.edu.

Student Office AssistantsOffice assistant jobs can be a great way to network in different fields and gain skills fundamental to working in any clerical position. Currently, office as-sistant positions are available in medi-cal offices, Gastrology, Surgery, Infec-tious Diseases, Pediatrics, Psychiatry, and other non-medical offices around campus. The best place to find these jobs, which can be paid or work study, is the student employment website. For contacts, please consult:studentemployment.uchicago.edu.

Clerical/Administrative

Creative

BY: DAGNY VAUGHN '18

Hanna Huang Biological Sciences, '15RA at the Matthew Brady lab

"Talk to upperclassmen orpeers who are currently in labs to see if there are openings, and look out foradvertisements in UCIHP and PMSA

newsletters

"Don’t be afraid to ask!I got all the positions I've worked at simply by emailing the PI and

expressing my interest with aresume. The worst they

can say is no!”

Aliya Moreira Biological Sciences/Psychology, '17 Fundraising Chair RA at the Peggy Mason lab

Alexandra BerthiaumeBiological Sciences '17,Volunteer CoordinatorRA at the William Sharp lab

“Do some background research into any labbefore you apply. If you read one or two papers that

they've recently published and center your applicatione-mail around why their research interests you, it will

be a lot easier to secure a positionin that lab.”

We asked some of the board members of PMSA on how they enriched their premed experiences. Here is what they

had to say...

What are you majoring in? Why did you decide on this major?

I am a biology major specializing in neuroscience with a minor in molecu-lar engineering. I found I had an inter-est in cellular biology since first year and began working in a neurobiology lab which has been incredibly reward-ing. I. As for the minor, I find molecu-lar engineering interesting since it can be utilized in biology but has a more quantitative aspect.

Why are you interested in healthcare?

My interest in healthcare is a layered story. My grandfather was a physician, my cousin is a pediatrician, and my brother is currently in medical school, so I grew up exposed to the field. My interest seems mostly to draw from a desire to help others as well as a curi-osity for science and exploring human disease in a practical sense. Although I find wet lab research extremely re-warding, I sometimes lose focus on why we are performing the experi-ments that we are. As a healthcare pro-fessional, the application of your work is seen in the every day interactions with patients.

What are you involved in on campus? How do they relate/not to your major, or healthcare?

On campus I work as Assistant to the Resident Head of Woodward House, work in a neurobiology lab, volunteer as a playroom volunteer at Comer Chil-dren's Hospital, am co-president of the Maria Shelter club, and am a member of the podcast, the Vein. I never really tried to relate my extracurricular ac-tivities to a particular field but rather chose them based on my interests. The RSOs, that held my interest were the ones where I had interactions and ways to learn from other people, or in which I felt like my actions were doing some sort of good.

What influenced your decision to be an RA? What are the pros and cons of such a huge responsibility? Has the job met your expectations?

A lot of factors influenced my deci-sion to be an RA. People tend to play off the role as "oh, but you get free food and housing" which isn't actu-ally true as a student on financial aid. It's not as though I get a check cut for the year, but instead, I get paid in proportion to the amount of aid I'm receiving which was a huge thing to consider during the appli-cation process. However, I have no regrets in becoming an RA. It has been one of the most reward-ing experiences since it gave me the opportunity to get to know over 100 absolutely amazing kids and forced me to make time to do fun things. I don't mean to downplay the role since it is definitely a commitment and at times gets tough to balance with classes and finding time to have a life outside of the house, but it's an experience I am glad I got to have in college.

How do you think being an RA will translate into useful skills during your medical career? How do you think it might help you in medical school and medical career?

As an RA we are mediators of cri-sis. In emergencies, we get called to assess and plan and determine the best course of action. We hold people's trust. We care for residents and advise them on the best course of action if they ask for advice. We genuinely care for people's well-being and are there if anyone ever needs anything from us. I hope this translates in a medical career as with patients, as I hope they feel the same kind of trust and open-ness to call on me when needed.

What are the advantages/disadvan-tages of being an RA as a pre-med? What advice would you give to pre-meds who want to be an RA?

Being an RA as a pre-med is tough. Double lab means and extra 8 hours a week in class, and between class, MCAT studying, lab work, and extra-curricular activities, it is tough to bal-ance without letting something slip through the cracks. Although, if you want to be an RA and are a pre-med, realize that the "pre-med" title does not define you. There are ways to get to medical school without being per-fect at every aspect of life. It makes

you able to relate to students in the house that are also pre-med or think-ing about it. I am not the only pre-med RA and certainly will not be the last. But also, don't try to add another ma-jor commitment to your life if you are already finding it tough to handle the life, school, health balance.

the F(R A)NTICs

Medha Biswas '16Biological Sciences

BY: SYEDA AKILA ALLY '16

Cindy Avilia '16History, Philosophy, and Social Studies of Science and Medicine

Cindy, how did you decide on this major?For a long time I was under the strong impression that what you majored and minored in would de-termine your future success. It took me some time, but I realized that this was NOT the case. Instead, I wanted to make sure I got the most out of my college experience while working with faculty and peers who I thought would challenge me.

I started off as a History major as-most of classes I’d taken previously were English, History, or Social Jus-tice themed. I had a miserable time

in first year Gen Chem and I felt de-feated when I dropped it after one quarter. It wasn’t that I didn’t have an interest in Chem, but rather than I wasn’t prepared for UChicago-level Chemistry. I realized I wanted to spend the rest of my college ca-reer not improving on what I was

already good at but rather exploring this “hard-science” and medicine field that was SO foreign to me at the time.

I decided I was interested in writing a BA, but also in taking hard-science courses. It’s the only major where a formal defense is required in front of a committee.

Why are you interested in health-care?

I ask myself this all the time, and the answer is always changing. I think that this is a good thing, because the

field is always changing too. I don’t know of any other profession where the word “care” is included in the ti-tle. It has two key features I believe are indicators of my professional success. 1) to be a lifelong learner and 2) to provide personal-ize care. Healthcare is a di-

verse and impactful profession, and the real beauty is that you get the chance to change people’s lives that impacts spiritual, emotional, physi-cal, social, and mental well being. That is a HUGE responsibility, and it is also an honor in my opinion.

What influenced your decision to be an RA? How do you think be-ing an RA will translate into useful skills during your medical career?

I studied abroad, lived in an apart-ment, and then commuted for a quarter during my second year and realized how valuable (and impact-ful) one’s experience in the house can be. I thought that being an RA would be a good way to leave a posi-tive legacy at school (since I would primarily be working with first and second years), and it would force me to engage with the city and par-ticipate in pretty bizarre activities.

(Last week I spent most of my Sat-urday making four gourmet dishes with my residents for BJ Iron Chef). If I wasn’t an RA, I predict that I would otherwise fill my time with more work and studying…which didn’t sound NEARLY as fun.

The pros are that being an RA is es-sentially an advanced pre-med clini-cal program, if we want to look at it from a medical school perspective. There’s an important balance be-tween maintaining leadership sta-tus as an RA but also earning your residents trust and making sure they feel comfortable approaching you with any issue they might be facing. You realize that people are people. They come with strengths and weak-nesses, and you realize that nobody is perfect. I have to listen to people’s stories on the daily, macro/micro manage a lot of situations, work with students and staff who I might not normally want to work with, remain professional, be resourceful, and manage my own well being at the same time…sounds kind of like what I predict it will be like as a doctor!

What advice would you give to pre-meds who want to be an RA?

I encourage you to ask yourself, “what do I want out of my college experience?” If you want to travel abroad, make sure to find time ei-ther with a summer internship or perhaps applying as an RA during your fourth year. Think about how you manage stressful situations. Just make sure this is right for YOU. Don’t do it because you think it looks good on your resume or because oth-er people tell you to apply. When it comes down to it, you’re going to be investing HOURS into the job…not them. Make it worth your time and reach out to current RA’s if you want more opinions!

the F(R A)NTICs

In the Long Run...

Current and graduated student-athletes talk about their experience juggling practices with the pre-med courseload.

Meet the Athletes

Chijioke Ikonte Jr. '15 Track & Field

Maren Loe '16 Volleyball

Paul Papoutsis '16Wrestling

Brett Wiesen '16 Soccer

Megan Applewhite, B.A. '03, M.A. '04, M.D. '09

Resident SurgeonSoftball

Christine Carqueville, B.A. '04, M.D. '10Anesthesiologist

Soccer

Sung-Lana Kim, B.A. '89, M.D. '93

Orthopaedic PhysicianVolleyball, Track & Field

Jenna Lillemoe, B.A. '13, expected M.D. '17

StudentBasketball

BY: JOYCE CHANG '18

A Chat with Recent AthletesWhat do you like most about being a student-athlete at UChicago?

BW: The team environ-ment it places you in. It re-ally allows you to establish a friend group quickly and you begin to feel at home on campus fairly quickly.

CI: What I love most about being a student ath-lete at UChicago is being part of a giant family. My biological family is all the way in Los Angeles, and when I came out here for school I was a bit worried about finding a group to fit into. But the athletes here all get along with and sup-port one another which is great. Regardless of per-formance in their sport, there is an incredible level of respect among every-one which is awesome. Being a student-athlete at UChicago definitely means having a second family.

ML: I really have the best of all possible worlds. My priority can be my classes and my academic goals, because my coaches and teammates fully support me off the court. They all want me to be successful and challenge myself aca-demically. As an athlete, I have an extra support sys-tem. I love being a part of a team, and knowing that I belong to something bigger than and more important than me. It's a privilege to

put on the Maroon jersey, and it's something I take very seriously. At the end of the day, I remind my-self of how lucky I am to be able to compete at a high level in the sport I love and attend an elite undergrad-uate research institution.

PP: I have been able to continue to compete in a sport I really enjoy, and last year it was really nice to come into school with a pre-established network of great guys. I think I've al-ready made some lifelong friends on the team. Also I'm feel like I'm learning skills that are essential to success, like time man-agement and discipline.

What lessons from your sport have helped you outside of athletics?

BW: Hard work. If you want to succeed at being a Pre-Med here at the col-lege, you have no other choice then to work ex-tremely hard. I believe my work ethic directly correlates with my at-titude towards soccer.

CI: As cliche as it sounds, sports really has taught me how to work in a team set-ting academically, and has greatly improved my com-munication skills. Playing sports is an easy way to in-teract with and spend time with people from all walks of life on a daily basis, and

learn how different people can come together to ac-complish a goal. Outside of athletics, sports has also taught me how to motivate others, and read subtle things like body language to know how individuals re-act to different situations.

ML: Volleyball has helped me learn how to focus on the details without losing sight of the bigger picture. In a sport where poor technique can lead to chronic shoulder pain or a torn ACL, it is impor-tant to execute every tech-nique at a high level, from arm swing to hip position is critical. Learning to cri-tique myself and accept others' constructive criti-cism has helped me in my research. I have also been able to develop a sense of self within a team. Each member of a team has a specific role they must play, and the same is true of research and medicine.

PP: My time manage-ment skills have definitely improved, as well practic-ing the self control that is required in any sport but especially wrestling (because of the cutting weight aspect of it). I've gotten lot better at be-ing able to make myself study that extra bit or put in additional hours for workouts that have helped me succeed both in academics and athletics.

How do you man-age your time between athletics and academics?

BW: It was a struggle at first but you adapt quickly. Most people enjoy naps but I'd rather just drink an ex-tra cup of coffee and power through the day so that I'm able to fall asleep at night.

CI: Writing down your schedule is a very under-rated tool nowadays. A lot of people try to remember everything they need to do by memorizing it, but this can lead to forgetfulness and poor time manage-ment. I find that sitting down and writing out my days and what I need to be doing down to the hour helps me stay focused and balanced between track and school. You do have to micromanage yourself to an extent, but it's very possible to balance ath-letics and academics, and have success in both.from all walks of life on a daily basis, and learn how dif-ferent people can come together to accomplish a goal. Outside of athlet-ics, sports has also taught me how to motivate oth-ers, and read subtle things like body language to know how individuals re-act to different situations.

ML: Organization is critical. I have to know my schedule and my own personal limitations very well. Keeping a quarterly calendar helps me know when my major academic and extracurricular com-

regular practice. They will go out of their way to help you, as long as you communicate.

ML: Stay organized. Set goals for yourself academical-ly and athletically. Only do the things that are most impor-tant to you, because your time is very limited at this school.

PP: Always ask for help in a subject as soon as possible if you are having trouble, because if you get too far be-hind it can be very difficult

to catch up. Obviously this is easier said than done, but your TA's and even other teammates can re-ally help you out in these types of situations. Also understanding that you're going to have setbacks, for example if you don't do as well as you want to on a

midterm, but it is important to stay motivated and fo-cused to achieve your goals.

Paul Papoutsis ('16) finishes in third place at the Trine University Open in November 2014

have a lot of discipline, and hopefully medical schools will recognize the self-con-trol and time management skills required for success-fully balancing school-work and varsity sports.

What advice do you have for other pre-med student athletes?

CI: My advice is "be up-front and explicit with your coaches" Always make sure you are communicating with them and making sure they know your schedule and any conflicts that may come up as a premed. All the coaches at this University are ex-tremely flexible, all you have to do is approach them. My track coach would work out with me at 7AM on days I had lab and couldn't be at

"Don't give up. Everyone seems to have hit rock

bottom at one point but you need to constantly remind yourself why you're going through all the hard work and that everything will be

worth it in the end."-Brett Wiesen '16

mitments are, as well as travel days for volleyball.

PP: It takes a lot of fore-sight. If I have a test in two or so weeks, I need to be able to outline what my schedule will be in order to make sure I have enough time to study during the week, so that I won't be at a disadvantage in comparison with other students, due to the long hours dedicated to compe-titions on the weekends.

What role do you see athletics play in your future?

BW: Once I graduate, I'll only play semi seri-ous soccer but I intend on playing the game that I love for the rest of my life.

CI: In the future, I would like to have at least part of my clinical work focus on treating athletic injuries. I've interacted with the sports doctors at UChicago in the past, and they are awesome individuals who go out of their way to help out and treat athletes. In ad-dition to other medical du-ties, I could see myself play-ing a role like that to some University/sports program. ML: Living an athletic and balanced lifestyle has always been very important to me. I hope to continue playing or coaching volleyball after medical school. I will defi-nitely have to pick up anoth-er hobby when I graduate!

PP: I think it shows that I

What do you miss most about being a student-athlete at UChicago?

CC: I think that what I miss most about being a student-athlete at UC is being around a group of people who are not only my teammates but also my closest friends and role models. I knew when and where I would see them next, and that we would be working hard at practice or games (or even in the Reg!) and having a blast in the process. Cell phones were relatively new and social media had not taken off yet, so spending time to-gether face to face was (and still is) the best way to find out what was going on. Be-ing involved with WAA and other extra-curricular ac-tivities helped expand this social and support group to other like-minded athletes.

JL: I mostly miss my team-mates and spending so much time working with a group all towards a goal. I loved going to practice every day - not necessarily because of practice itself, but because I got to spend time with 12 of my best friends! I also miss the life balance I had when I was a student-athlete at UChicago. My schedule is much more hectic now and I definitely could not fit in a 2-3 hr practice every day.MA: I miss my team-mates. Playing a sport in

college was like having a second family; they were somehow a built-in group of friends that always looked out for one another both on the field and off. I am lucky enough to have maintained close friend-ships with some of them.

SK: Being a part of a real team, to which you were accountable.The feeling and comfort level of know-ing that you belonged somewhere. Having the feeling of pride wearing your spirit wear around campus. Your teammates were like a second fam-ily. No matter how differ-ent you all were, everyone worked together as a unit and encouraged each other.

What skills/les-sons from your sport have helped you outside of ath-letics and in your career?

CC: I think that what I miss most about being a student-athlete at UC is being around a group of people who are not only my teammates but also my closest friends and role models. I knew when and where I would see them next, and that we would be working hard at practice or games (or even in the Reg!) and having a blast in the process. Cell phones were

relatively new and social media had not taken off yet, so spending time to-gether face to face was (and still is) the best way to find out what was going on. Be-ing involved with WAA and other extra-curricular ac-tivities helped expand this social and support group to other like-minded athletes.

JL: Being an athlete forc-es you to learn to be flex-ible and adaptable. On a team, you have to fill dif-ferent roles, work with the strengths/weaknesses of others and overall just be a team player. Playing bas-ketball made me strengthen my ability to work on a team and really showed me how powerful a cohesive team can be. Also, athletics teach you hard work and disci-pline. During season, you can't procrastinate work or waste time on Netflix (or at least not too much time)... you have to focus during the time you have to complete your school work. The pro-ductivity skills I developed as a student-athlete has def-initely helped me post-grad. MA: Without question, the ability to work together in teams is critical in surgery, and I was well prepared to do this after playing softball as a premed. University of Chicago students are very diverse in both their aca-demic and extra curricular pursuits, so athletes here really learn to work with many different types of people and it enriches both the personal and athletic experience. I learned to

How did your expe-rience as a stu-dent-athlete shape your career path?

CC: I don't think I can say that playing soccer at UC made me become a doctor, but I think that some of the people I met and the skills I acquired helped point me in that direction. I was pre-med from the start of col-lege and I definitely found that being busy allowed me to get more done. I was able to schedule study-ing around practice and traveling for games. There were several other pre-

Advice from The Alumnusbe a leader, to manage my time well and to work well in teams.others' construc-tive criticism has helped me in my research. I have also been able to develop a sense of self within a team. Each member of a team has a specific role they must play, and the same is true of research and medicine.

SK: Working together as a team. The understanding that the team would only improve if everyone worked together. Learning how to win and loose gracefully. How to encourage others. learn how to take criticism from others. Learn how to focus on a goal. Learned how to work under pres-sure. Learn how to calm down when nervous. Learn to balance the importance of team goals, in addi-tional to personal goals.helped me succeed both in academics and athletics.

What advice do you have for other pre-med student athletes?

CC: Have fun, work hard and build great relation-ships. If you are pre-med, you know that studying is important, and I wish I could say that the MCAT was the last important

How do athletics play a role in your life now?

CC: I wish I could say I was still playing soccer, but I am still staying ac-tive! I had a downhill ski-ing injury 2 years ago that required ACL and menis-cus repair, so while I have not played soccer or skied since then, I have been do-ing a lot of hiking and run-ning. My fiance and I are currently living in Seattle for the first time and we are exploring the Pacific Northwest and plan on getting into kayaking and biking as well. One thing that I have not given up is being competitive, and

med athletes on other teams that I could study and commiserate with, and I also gained research and work experience dur-ing the summer as I elect-ed to take summer classes to better even out my quar-terly class load. I feel that being a student-athlete helped me learn to man-age my time effectively and not get burned out with academics or athletics.

JL: Basketball made me seek professions where I would be working with others and collaborating on a day-to-day basis. I also wanted a more active profession, where I knew I wouldn't be at a desk the majority of the day. These desires and my interest in science/health care made the decision to go into medicine a natural one. Also, as an athlete, I was exposed to many medi-cal professionals through my own injuries and my teammates. I saw the role physicians can play in ath-letics and overall in help-ing improve the health of others, which was further shaped my career path.

MA: I really came to rely on the structure that sports afforded my schedule. I do not think I would have been as academically successful if my time had not been so so strictly appropriated. I also sang in the Motet Choir, and with those two activities combined I really felt like I was able to exer-cise different parts of my brain throughout the day so that when I sat down to

read or do problem sets I was much more focused. This focus led me to Gen-eral Surgery because it is a very structured disci-pline that demands men-tal and manual dexterity and allows me to work as part of a team every day.

SK: I think all student athletes have an inherent knowledge of physical fit-ness and about their bod-ies. I ended up choosing to study medicine late in my college years. I ended up in the field of Physi-cal Medicine and Reha-bilitation. One of the primary missions of this field is to "maximize pa-tients function recovery". this is not much different that what I did as a stu-dent athlete. We were al-ways trying to maximize our functional ability.

with both of us being 'for-mer athletes', it has made for some hilarious im-promptu races and compe-titions that sometimes feel like those goofy practice drills that Coach Reifert thought up. I think that the underlying competitive nature that was developed during my soccer career at UC has also pushed me to constantly want to improve myself both physically and mentally to this day.

JL: Unfortunately, not much. As a medical stu-dent, I am unable to con-sistently exercise or com-pete in athletics. I try to follow my old team at UChicago - they've had a great year this year! Go UCWB! However, it seems I talk very frequently with classmates, teachers, pa-tients, etc. about athlet-ics. Being a college athlete immerses you into a com-munity of individuals who share a similar history, which most are nostalgic about. Talking about my time in athletics happens more frequently than I would have ever anticipat-ed and it allows me to make personal connections with strangers or colleagues. at UChicago in the past, and they are awesome in-dividuals who go out of their way to help out and treat athletes. In addition to other medical duties, I could see myself playing a role like that to some Uni-versity/sports program. MA: It gets more and more difficult to play or-ganized sports as you get

older, just because of other commitments. I try to go on a run most days after I get home from work and I would say that my job al-lows me to integrate the team atmosphere every day and I am thankful for that.

SK: I cannot image going through school without athletics. It was such a ma-jor part of my high school and college life. Now with three children, I encour-age them to participate in sports. I hope that they can continue to be a part of some team as they go through their teenage years where finding your iden-tity seems to be so crucial. In terms of myself, i was always looking for that al-ternative exercise class, or something to replace the void of being on a team. At first it was intramu-ral sports in med school, then it was aerobic class-es. Finally when I hit 40 I started doing Tae Kwon Do. Here I have found some regularity, with a group of people that are like a team. I am current-ly a second degree black belt and hope to continue on as a Master someday.

Jenna Lillemoe graduated in 2013 with a B.A. in History, Philosophy, and Social Studies of Science and Medicine and is currently a medical student

at NYU.

exam you will ever need to take, but I would be ly-ing. The exams never end, I am still taking them! I digress... The impor-tant thing to remember is that U of C is structured to build lifelong learn-ers. You are learning how to learn. Learning how to balance work, studies and a healthy social life is one of the most important things you can take away from your pre-med expe-rience. Medical schools, residency programs, and future employers are all looking for interesting and balanced individuals.

JL: Enjoy it! You will not remember even 2 years out from college what games you won or how many points you scored... you will remember your teammates and the late

nights together at the reg or the goofy stories from being on the road. Play hard, have fun, don't get hurt! Med school is SO much harder than UChi-cago. So get ready... and cherish the fun you do get to have at UChicago.

MA: It is an honor and a huge responsibility to take care of people when they are sick. In my ex-perience, the leader-ship and commitment to those around me that I learned playing softball was an invaluable prepa-ration for that responsi-bility. My teammates and Coach Kmak became good friends and mentors that I think were critical pieces in my development and ultimate career choice.I can't stress enough how much being a student ath-

lete can prepare you for a career in medicine. When people interview you for medical school and resi-dency and they see that you have played competi-tive sports at the collegiate level, it says something about you. It suggests that you have the ability to multitask, work with oth-ers toward a common goal and that you have disci-pline and focus. This is important because in the end of the day, what mat-ters is that we are commit-ted to taking good care of our patients and always continuing to work on the skills that help us do that.

SK: Only go into this field if you have a passion for it. Do it if it is what you want for yourself, not because someone else wants it for you. Don't worry about

the length of time of your medical training. It goes by fast, and you will build a bond among your class-mates that is similar to being on a team. You will have enduring experienc-es along with your fellow classmates, and eventu-ally your fellow resident mates. Many of these people will become your closest friends. Enjoy the time you have as an ath-lete at the University of Chicago. Your experi-ences will serve you well and inspire your future challenges. Even though you will be graduating someday and no longer be a student athlete, that doesn't mean you will no longer be an athlete. Find something to fill that void, and continue to challenge yourself from within. Be proud of what you have become. Stay fierce and strong, and know that you can do it. If you go into an interview and feel unsure of your-self, do me a favor. Re-member the time of when you were part of your Uni-versity of Chicago team. Remember the pride. Remember the feeling of being a part of something bigger that you alone. Re-member that you made difference and impacted others. Remember the feeling of victory, and walk through that door with confidence. Then go kick some serious butt!

A look atBIOS 20200: anIntroduction toBiochemistryby David Gao, TA: Oliver Zhu

From the other side of the classroom

What is your favorite part about TA-ing? Why?Definitely working with the students. There are so many amazing students here, and it is a huge privilege for me to be able to help them and contrib-ute to their education. In particular, one of the most rewarding aspects of being a TA, for me, was being able to share the various tips and tricks I’ve gleaned from when I was a student in the class and see it benefit the students—by either directly helping them understand and memorize the material, or at the very least, making the material more approachable. Of-tentimes, approaching the material is half the battle, and being able to diminish, or better, push students past that ‘energy barrier’ is an ex-tremely gratifying experience.

What is your least favor-ite part about TA-ing?Grading exams, not because of the monotony (quite the opposite, in fact), but because it is often a heart-breaking experience—taking points off from students. In contrast to my

normal role as a supporter, I have to take on the role of a judge or jury, trying to fairly partition points out across all students. Generally, I try to be as considerate as possible while grading; I read and interpret an an-swer from multiple perspectives to award as many points as I can for each response (partial credit!). But, when the student explicitly writes the wrong answer, or worse—miss-ing an answer, there’s not much I can do except follow the rubric. It’s not a very fun experience.

What did you learn from being a TA?The most surprising thing I’ve learned about is how much work goes on “backstage” in preparing for and organizing a class. For the class I TA, the professor puts an incredible amount of time into the class, far be-yond what a student normally sees during lecture. Usually, each prob-lem set is newly written (questions are rarely recycled) and thus, under-goes a huge amount of editing and refinement before being assigned. Anything from the wording to the figures can be changed between drafts—and they often are. Also sur-prising is the amount of flexibility a class can have (though this may vary between professors). At the be-ginning and end of the quarter, the professor holds a meeting with the TAs to discuss potential improve-

ments to the class and implements changes surprisingly quickly. These changes are not trivial—including anything from adding or remov-ing quizzes, altering due dates, and the like—and are highly dependent on feedback from the students, so make sure to do those evaluations!

As someone looking at a class from the other side, what advice would you give to students?Ask questions! The TAs along with the professor all want to help stu-dents succeed, but we don’t know how to help unless you tell us. Though the textbook for the class is an amazing reference, sometimes the professor and the TAs may have insights beyond the textbook that make the material even more fasci-nating, and hopefully, more under-standable. Also along those lines, please provide us feedback! Like I stated before, the class is incredibly flexible, and anything that could be done to improve the class likely will be done—and we’re always looking for ideas!

What specific qualities of students help them succeed in your class?In general, I think that students that participate consistently often learn more and perform better. Don’t be afraid to ask questions--of both the

professor and the TAs! Specifically to my class, though, it’s also very important to keep up with the work and memorization. The pacing is fast (and becomes faster!) and the huge amounts of material does not lend itself well to overnight study sessions at the Reg. Don’t hesitate to study ahead and get the basic ma-terial memorized—a bit of work in preparation often goes a long way in keeping pace.

What has been a funny, story about TA-ing?I have a funny story for you. So, in-terestingly enough, I met some of my high school classmates in the class I TA. In particular, one class-mate was once the head of a club I participated in, and when she saw me, she exclaimed “Ah, the tables have turned!” Indeed they have! Well, at least for a quarter. She’s still pretty far ahead of me in some other classes. In any case, the tables have turned back now!

What advice would you give to prospective TAs?My advice for prospective TAs is to plan ahead and think about how to navigate through the material. As a TA, the ‘calendar’ is in your hands and the class is only as organized as you are, more or less. Being a TA can be a huge time commitment, so make sure you leave ample time in your schedule for office hours, dis-cussions, and other administrative duties. Furthermore, you should always keep in mind that you will be responsible for teaching a class of extremely smart students! Thus, not only should you know how to navigate through the material, you should also know how to commu-nicate your understanding of the material effectively to students. You are their reference, after all. Now, while this job can be extremely de-

manding, it can also be extremely rewarding—for both you and your students!

If you could re-do one experience about TA-ing what would it be? I would redo my first week as a TA. This goes back to what I said pre-viously about organization. When I first started TAing, I thought that there was already a system in place for the class—that office hours and discussions were already sched-uled. I quickly found out that the scheduling for the events are com-pletely managed by the TAs; that

it is completely up to the TAs when and where office hours or discus-sions are held every week, as well as how they would be organized. It took some time for me to get organized, and as a result, the first two weeks didn’t run as smoothly as I liked. If I had known, I would have done much more planning in preparation for the quarter. Well, now I know!

Oliver Zhu is a third-year majoring in Biological Chemistry and Biology. He took An Introduction into Bio-chemistry during Spring 2014 and became a TA for the course during the Fall quarter.

The Best of Both Worlds: Studying Abroad as a Pre-Med

Among many of the misconcep-tions told of pre-med students, the worst is quite possibly that it’s im-possible for us to study abroad. With the plethora of classes and labs nec-essary to fulfill the major, pre-med, and Core requirements, in addition to the pressure to gain research, work and volunteer experience out-side of the classroom, while also preparing for the MCAT, it seems that in the four years spent as a pre-med student here at the University of Chicago, there is just not enough time to study abroad. But we can’t all be expected to remain bound to our lab benches, peering out long-ingly from behind our safety goggles as our non pre-med friends pack their suitcases and hop on planes to embark on adventures all over the world. One can only handle being in the BSLC for so long before be-ginning to wonder what life is like outside of it anyway. The good news however, as many students who have lived to tell the tale can prove, is that being a pre-med student and studying abroad are not mutually exclusive. As Rachelle Koch (‘16), a biology major/pre-med who studied in Paris in the spring of 2014, points out, “It takes a bit of creativity to fit study abroad into a pre-med sched-ule, but it's definitely possible.” There is hope, my friends; free your-selves from your benches, whip off those safety goggles and leave the BSLC behind for a quarter- you’re going abroad! Your first question may be: “Where am I going?” With a total of forty-nine study abroad programs offered

in twenty-two different countries, the answer to that question is sim-ply, wherever you want to go. How-ever, it is most useful to choose a program that helps you fulfill some classes off of that long list of require-ments, most often for those of your major or the Core. One new program offered that is of special interest to many pre-meds who are also biology majors is the Global Health in Paris program. This program, running for the first time this winter quarter, is specifically designed for biology ma-jors so that the biology courses taken while abroad will count towards the major requirement. The program features a sequence of three courses focusing on epidemiology, micro-biology, and global health issues, supplemented by laboratory activi-ties and field trips around Paris. One French language course is also re-quired, which will help students to balance their science-heavy course load with something geared more towards immersing themselves in Parisian culture. Many pre-med students also take advantage of study abroad programs as a way to fulfill Core requirements. Bonnie Song (‘17), who will be study-ing in Oaxaca, Mexico this winter quarter, explains how she chose where to study abroad; “I'm interest-ed in Latin American studies, having participated in cultural immersion experiences in Central America be-fore. The Oaxaca civ program was perfect for me because it offers class-es on Latin American history and I have to fulfill my Civ requirements anyway.” Noah Hellermann (’17), a

biology major/pre-med also minor-ing in Spanish, had a similar idea when he decided to study in Barce-lona this winter, stating, “I chose my program based on a few things – I needed to get my civ requirement out of the way, I wanted to be out of Chicago in the winter, and I wanted to go somewhere that used Spanish.” Civilization programs are not the only ones pre-meds can take advan-tage of to tackle the Core require-ments though; Rachelle (‘16) chose to participate in the Paris Humani-ties Program during the spring of her second year, commenting, “I always wanted to go to Paris, and the art history class in the program counted toward the Core.” With so many dif-ferent programs offered, counting toward the biology major, non-biol-ogy majors, and Core requirements alike, there are many opportunities for pre-meds to study abroad while still staying on track to fulfill all of

BY: Breanna Sullivan '17

Photo by Aixin Chen, '16, Collected from Study Abroad webpage.

their requirements. While there may be ample study abroad programs for pre-meds to participate in, one valid concern is that there is not ample time to do it, and so the next big question when planning your study abroad trip be-comes: “When am I going?” For any-one interested in studying abroad, it is best to start mapping the trip out as soon as possible. Rachelle (‘16) points out how she did this, stating, “I made an outline of my next four years at UChicago as a first year in order to understand when the best time would be to study abroad.” For pre-med students, that “best time to study abroad” is a time that does not interfere with any required se-quences, MCAT studying, or medi-cal school applications/interviews. What it often comes down to for pre-med students planning to study abroad is when they want to take the MCAT and whether or not they want to take a gap year. For students planning to apply directly to medical school, it often makes the most sense to study abroad either second or third year so that study abroad does not conflict with medical school in-terviews taking place during fourth year. Additionally, it is important to ensure that all of the required se-quences are completed so that study abroad does not conflict with or in-terrupt these. Bonnie (‘17) explains how she did this when she was plan-ning on applying direct; “I took physics and chem my first year. That meant I could finish all my sequence classes second year so that I could study abroad my third year.” Rach-elle (‘16) also commented on she planned study abroad around her required sequences, stating, “I took organic chemistry over the summer, which made it possible for me to fit it (study abroad) in.” Students who are planning on tak-ing a gap year before medical school have a bit more flexibility in decid-

ing when to go abroad since they don’t have to worry about taking the MCAT third year and being avail-able for interviews fourth year. Noah (‘17), who plans on taking a gap year, explains how study abroad fit into his medical school plans, “I actually chose study abroad before planning my med school application time line. Going abroad was something that I felt was very important to my educa-tion, and I knew that I could apply to medical school fourth year.” One other fantastic option for pre-meds who still think a quarter abroad during the academic school year is impossible for them is the Foreign Language Acquisition Grant (FLAG). This grant awards students $3,000 to help cover the cost of in-termediate or advanced language study during the summer in a re-gion where that language is primar-ily spoken. This opportunity, along with all of the other study abroad programs, can be very applicable to pre-med students hoping to gain flu-ency in another language in order to serve a wider patient pool. Bon-nie (‘16) points this out as one of the primary reasons she wanted to study abroad in the first place; “Studying abroad, for me, is important to get a wider perspective of the world and be able to connect with the diverse group of patients that I will serve.” As Rachelle, Bonnie and Noah prove, it is certainly not impossible to study abroad as a pre-med. While it may sometimes be more difficult for pre-med students to juggle study abroad along with all of their other responsibilities, if it is something important to you and your college experience, there is definitely a way to make it happen. “It just takes some planning and flexibility,” ac-knowledges Rachelle Koch (‘16).

Pre-Med RequirementsYou can choose any major, as long as the following require-ments are fulfilled:• 3 quarters of calculus (recom-mended)• 3 quarters of physics• 3 quarters of general chemistry• 3 quarters of organic chemistry (one quarter may be biochemistry)• 3 quarters of biology with a lab-oratory• 3 quarters of humanities

Joyce Lu '16Biological SciencesrEcipiEnt of thE sitg (stu-dEnt intErnational travEl grant) in 2015

Why Students-in-Training Should Not be Allowed to do Anything Abroad that They Cannot do at Home

Human well-being is woefully vari-able around the world, and global health disparities are no secret. For perspective, consider these num-bers: In 2009, globally, an estimated 8.1 million children died before their fifth birthday – these deaths occurred nearly exclusively in low- and mid-dle-income countries (LMIC). It is also estimated that in 2008, nearly 350,000 women died in childbirth, with 99 percent occurring in LMIC [1]. Significant yet remediable dispar-ities in human health and welfare ex-ist globally, with inequality most no-tably plaguing low-income countries as well as low-income communities within high-income countries.

The medical field has appropriately responded to the above numbers with increased support for aspiring health-care professionals interested in pur-suing global health experiences aimed at addressing health disparities. Ac-cording to the American Medical Stu-dents Association (AMSA), the num-ber of medical students participating in opportunities in LMICs, both in re-search and clinical settings, is steadily increasing. I look upon such develop-ments with gratitude because, as a na-tive of Ethiopia, I am familiar with the acute lack of doctors in Sub-Saharan Africa, a subcontinent sustaining only three non-LMIC countries. Accord-

ing to the World Health Organization (WHO), Sub-Saharan Africa shoul-ders 24% of the global disease burden while only housing 3% of the world-wide health workforce [2]. This short-fall of doctors in places where they are most needed leads to the common misperception that those living in poverty will benefit from any medi-cal services, regardless of the pro-fessional experience of the provider. To rephrase in simpler terms, there exists a pervasive “beggars-can't-be-choosers” mentality when it comes to addressing the health and welfare of those in poverty. Presently, we face the opportunity in the field of global health to address this potentially det-rimental perception.

The commendable desire to help un-derserved populations is one of the factors that motivate the participation of largely first- and second-year med-ical students in clinical experiences in LMICs. However, in resource-poor settings, it may be tempting to cir-cumvent the standard path to clini-cal responsibility. Because indigent, underserved populations in LMICs often do not have alternative sources of healthcare, they accept whatever care is provided, irrespective of qual-ity. Unless disclosed to them, patients may not know the level of training of the student. In the United States,

where medical students must attain a certain level of knowledge before inheriting clinical responsibilities, a patient can often rest assured of the level of skill and experience possessed by a given clinician. Not so in in the LMIC setting. It is not uncommon for a student to be charged with provid-ing clinical care without adequate su-pervision from a licensed physician. As one British Medical Journal article warns, ‘‘in countries where healthcare provision is extremely scarce, stu-dents must recognize that there may be pressures to exceed their role" [3]. I am not suggesting that this occurs in every program, but when it does oc-cur, it creates a double standard for ethical and professional conduct.

To this end, I refer to the guidelines set by the AAMC for medical profes-sionalism in the United States. Three key attributes are:

1. adhering to high ethical and mor-al standards

2. responding to societal needs, and behavior that reflects a social contract with the communities served

3. subordinating one’s self-interest to the interest of others [4].

Patients in low-resource settings are

BY: NATNAEL DOILICHO '16

Medical Ethics in Global Health

often unaware of a student's educa-tion status and/or simply unable to seek better care due to limited re-sources. The burden of upholding the tenants of professionalism noted above, therefore, falls heavily on stu-dents and theirsupervisors.

The problem, and, indirectly, the so-lution, distills to an issue of oversight. This was impressed upon me through the reflections of Dr. Sola Olopade, Clinical Director of the Center for Global Health at UChi-cago Medicine.

This does not mean that the "local set-ting" should be off-limits to students

with limited clinical experience. Al-ternatively, they can contribute to the health of populations in LMICs through research, cultural study, education, and advocacy, in addition to closely supervised medical prac-

tice. Currently, numerous organiza-tions, including the American Medi-cal Student Association, are working to develop global health curriculum that can serve medical schools. Ide-

ally, curricula will underscore ethical and professional methods of serving the underserved, and will draw im-portant lessons from issues raised by the common perceptions and misper-ceptions present in modern global healthcare.

Doctors Without Borders medical worker feeds an Ebola child victim in Kailahun, Sierra Leone. [photo by AFP]

"Beyond being unethical and unprofessional, it's illegal for students or trainees to perform activities without

supervision by a faculty per-son who is credentialed to

practice in the local setting." -Dr. Sola Olopade

[1] “8.1 Million: The Number of Children Who Died before Their Fifth Birthday in 2009 Was 8.1 Million.” UNICEF. Accessed November 15, 2015. http://www.unicef.org/factoftheweek/index_56556.html.[2] Anyangwe, Stella C. E., and Chipay-eni Mtonga. “Inequities in the Global Health Workforce: The Greatest Impediment to Health in Sub-Saharan Africa.” International Journal of Environmental Research and Pub-lic Health 4, no. 2 (February 2007): 93–100.[3] Banatvala, Nicholas, and Len Doyal. “Knowing When to Say ‘no’ on the Student Elective.” BMJ : British Medical Journal 316, no. 7142 (May 9, 1998): 1404–5.[4] Release. Assessment of Professionalism Project. American Association of Medical Col-leges. https://www.aamc.org/download/77168/data/professionalism.pdf (accessed 07 Jan 2015)

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