Translating Pre-Medical Experiences into Clinical Skills

1. Camp Counselor

I spent three summers in college as a counselor for Camp Kesem, a free summer camp serving children affected by a parent’s cancer. This was my first time being given a great deal of responsibility for the safety and wellbeing of another person, something I now do each day on the wards. I quickly learned the necessity of adjusting my counselor approach for each camper so I could identify and address what they needed each moment, as well as the value of spending extra time with campers who struggled with communication or the adjustment to camp norms. This past year, I was able to do the same with my patients and their family members: taking extra time to validate distraught parents in pediatrics, to assure confidentiality when discussing drug use with OBGYN patients, or to communicate treatment plans with nonverbal patients on internal medicine and surgery.

2. Intern at a National Nonprofit Organization

In addition to learning the important lesson that a desk job is not for me, my time interning at the Livestrong Foundation enlightened me on the qualities of an ideal work environment. Supervisors were available, approachable, and supportive, and they were always willing to adjust workloads depending on each employee’s circumstances. For example, when my MCAT was approaching, my supervisor adjusted my schedule to allow me to prioritize studying leading up to exam day. This has translated to my being vigilant during my core rotations and carefully observing how leaders in different specialties establish residents’ schedules, expect availability, and resolve conflict. Now that I will soon be selecting a specialty and applying for a residency position, work culture is a major factor in my decision.

3. College Tour Guide

As a tour guide in college, I not only had the privilege of meeting prospective students from all over the world, but I was also challenged to meaningfully engage with many different types of people. This was particularly tough at my alma mater, Rice University, a school where acronyms and jargon are heavily incorporated into student vernacular. Recognizing this, I set the goal to define every Rice-specific term that I referenced on my tours. On the wards, I strive to do the same, defining any unfamiliar medical term so  patients can better understand their state of health and their treatment. Recently, a resident and I went to place a nasogastric (“NG”) tube for a patient. The patient seemed very confused on why we were there and what our equipment was for. I started the discussion by asking that patient if he knew what an NG tube was, and then I explained how the NG tube will go through his nose to his stomach and will help alleviate the pressure building up there. I asked him if he agreed to this procedure, and he enthusiastically consented, no longer exhibiting the confusion that he had earlier.

4. ACT/SAT Tutor

Tutoring was my primary income source throughout college and during my two gap years. However, it also reinforced my ability to process a person’s data and integrate their perspective to create an appropriate plan to help them achieve their goals. My students took a diagnostic ACT or SAT prior to tutoring, which allowed me to identify their strengths and areas for improvement. I would inquire about my students’ obligations at school, afterschool, and at home, asking for their input as we created a study plan together. (“How many hours per week do you think you can put toward your test prep?”) Now, for my patients, I ask them their thoughts on any proposed treatment plan. (“I imagine other providers have recommended that you quit smoking. What are your thoughts on that?” “Are phone reminders something that you think may help you remember to take your medication?”)

5. Math Instructor at an Afterschool Center

My supervisor at the afterschool center Higher Achievement, where I spent my gap years working, did a thorough job preparing me before my students’ first day. However, it would be impossible to fully equip me with the tools needed to be the best educator I could be on my first day During my time there, I learned about the rhythm of the center, the engagement techniques worked best for my students, the importance of asking for help when struggling, and the necessity of patience with myself when not performing at the level to which I aspire. There are many parallels here with starting my clinical rotations, especially because I have a new “first day” with every change in rotation, service, and team. To ease all of these transitions, I strive to approach team members early on to identify weaknesses and a plan to improve, just as I did as an afterschool instructor. This process has allowed me to establish my bearings more quickly and be able to perform at a high level faster.