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Medical School Leadership Essay: Complete Guide

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One of the most challenging parts of the application process for many candidates is composing the leadership essay. They find it difficult to define what leadership is. 

Saying you have "strong leadership skills" is simple, but what does that entail? 

Does that imply you guided a 400-person team toward impossible, lofty objectives? 

Does that mean your chances of demonstrating leadership are zero if you have yet to do that? 

No, definitely not.

It is possible to be a leader in any capacity. However, finding or analyzing one's leadership experiences is not always straightforward. 

Still, it is crucial to ace this essay and convince the admissions committee that you are a determined, goal-oriented leader.

This article will guide you through composing your leadership essay. We have gathered the best tips and sample leadership essays to make it easier.

What is a Leadership Essay for Medical School?

Leadership is an essential skill needed in medical school. Moreover, effective leadership is critical for the healthcare industry to execute reforms and change its corporate culture. 

It is because the current state of the American healthcare system is plagued by several issues, such as rising healthcare expenses, unequal access to care, and racial discrimination in medical practice. 

Hence, you must ensure that when you compose your leadership essay for medical school, the admissions committee will know you are ready to take the challenge. 

Consider Paul Farmer , Vivek Murthy , and Atul Gawande as physicians who have sparked change. These physicians are leaders in their fields and have influenced structural change in particular branches of medicine, whether through study, writing, or policy. 

Like the physicians mentioned above, medical institutions seek out students who are willing to put forth an effort to address issues.

Tips for Writing Medical School Leadership Essays

Your medical school secondary essays will flood your inbox once you hit submit on your primary medical school application . 

If you apply to more schools, you will undoubtedly increase your chances of being accepted somewhere. Still, there is a catch: you will proportionally receive excessive secondaries.

How can you maximize your success when 75+ essays fall into your lap simultaneously? 

Keeping in mind that you should apply to 25–30 schools to be on the safe side and that each program has anywhere from one to nine secondary prompts, the question is: how can you?

We have listed some tips for writing secondary essays for medical school to help you get through the writing process.

Plan Your Time Accordingly

You might wonder how long the application process takes before you compose leadership essays for medical school. 

Your medical school secondary essays will trickle in throughout the summer after you submit your primary, usually starting at the end of June.

You will quickly experience writing fatigue because most medical schools automatically send secondaries back to every primary that has been finished. Therefore, your secondary timetable should be carefully thought out. 

Schools will assume you do not care about your essays if you take too long to send them. 

If you send them in a day but do not take the time to proofread them for grammar and other issues, you will come across as a careless applicant.

Think the Way an Admission Committee Would

Professors and students make up a large portion of admissions panels. They will also read countless leadership essays for medical education. 

Reading applications after application, 75% of which sound the same, will make them incredibly bored.

They will undoubtedly have glazed eyes. With your beginning and introduction, in particular, you need to catch their interest. You definitely do not want your reader to yawn straight away! 

Keep your vocabulary straightforward and your grammatical construction simple throughout your answers.

Avoid Reiterating Yourself

Your AMCAS application is already on file with the selection committee. You will benefit from repetition when composing leadership essays for medical school. 

Admissions officers will become tired and unimpressed if you restate what you said in the personal statement with your secondaries.

You must instead present new knowledge. That does not mean you cannot discuss the same experiences or activities; you most definitely can. However, it implies that you must examine each event differently.

Answer the Prompt Clearly

Too many students when writing leadership essays for medical school, too many students get caught up in what they want to say and fail to answer the question. As a result, similar topics for many essays will have minor variations. 

Ensure you respond to each query even though they are essentially asking the same thing.

Before beginning to write, underline each keyword and sentence. 

When writing your leadership essays, be aware of the questions the school is asking, and structure your essay appropriately. Then, make sure your response directly addresses the query and avoids any major detours.

Do Not Forget to Edit and Proofread

You will grow weary of writing once you have gone through many prompts for each of your institutions. 

The temptation, however, to send the first draft should be resisted. Your chances of obtaining an interview may depend on how well your leadership essays are written.

So, if you require a pause, do so. After that, go back and look over the work for any mistakes. 

Your word processor might have missed a grammatical or spelling mistake that you made. For example, it is possible that you wrote the name of one institution by mistake rather than the other. 

You are human, so errors like this can occur. However, if the admissions committee sees them, you will appear to lack professionalism. So do your best to edit.

Enter your text here...

Leadership Essay Sample Prompts 

Writing a leadership essay can be nerve-wracking. You have to impress the admissions committee while being humble at the same time.

 Hence, it would help if you put a lot of thought into developing a brilliant essay. 

To get you started, here are a few leadership essays prompts that you may encounter during your medical school application:

• How can a good leader improve the healthcare system in your country?
• What are your unique leadership skills? How will you apply it in medical school?
• What are the characteristics of a good leader and follower? Which among these qualities do you have and not have? How can you improve?
• Leadership, Curiosity, and Commitment are the three pillars of our program. Describe how you have exhibited one or more of these qualities on your journey to becoming a doctor. Which categories offer the most tremendous potential for personal development, and why?

Sample Medical School Leadership Essays

Your leadership essay plays a crucial role in your medical school application. Remember that you are competing against hundreds of candidates and must find a way to stand out.

Here are a few model leadership essays you could get ideas for your reference.

Leadership Essay for Medical School Sample 1:

I was chosen to serve as the executive director of BerkeleyShelter. During my second year of college, this undergraduate volunteer group runs a shelter for students facing homelessness. The following year, I established HealthGroup, a nonprofit organization dedicated to expanding access to reasonably priced medications for people with chronic illnesses. My perception of what it means to be a leader has started to shift due to these activities. 

By creating legislation, collaborating with elected officials, and launching campaigns to increase public knowledge of the problems related to medication prices, HealthGroup attempted to effect change. As the company's creator, I took it upon myself to develop a strategy that other employees and members could adhere to. I believed that as a boss, I was responsible for overseeing the organization's operations. 

However, HealthGroup found it challenging to make any noticeable difference in the cost of prescribed drugs. There were too many barriers brought on by pre-existing issues with the American healthcare system. In reality, not much had altered a year after HealthGroups was founded. So, naturally, I didn't expect the healthcare system to be fixed immediately. Still, I didn't anticipate my efforts to have been so ineffective. 

Before my final year of college, I started considering what I could do as the organization's leader to alter HealthGroup. I realized that I hadn't allowed others to express their opinions; instead, I had presumed that I needed to lead the group by myself. Maybe my role as a leader was to foster an environment where others would voice their opinions rather than to determine the organization's course on my own.

Leadership Essay for Medical School Sample 2:Enter your text here...

"Laura needs the ball, please!" "Okay, keep moving forward; don't let her grab the ball!" "You can outrun her by moving your thighs and putting more effort into running." 

My soccer friends frequently overheard these words during practice and during games. I've played soccer for my school for the past two years. I have forged strong relationships with my colleagues over the past two years and have observed that one of a leader's qualities is the capacity to inspire others. John Quincy Adams once said,  "You are a leader if your actions motivate others to dream bigger, learn more, do more, and become more."

I always wanted to be a leader in any circumstance as a young child. When my class was split into groups to work on projects, for instance, I wanted to be the leader—not bossy or overbearing, but rather to make sure my group produced the finest work. When we have group activities, my peers want me to be in charge because they know I'm smart and will push them until the task is completed.

I was a sophomore in college when I decided I wanted to play on an athletic squad. I knew I wouldn't be our top scorer as a rookie player, but I was confident the experience would be helpful. I stood at the sideline on my first day on the field and carefully observed each squad move.

Even though we worked together, I observed that we weren't playing as a team. We were missing a crucial component. After days of research, I concluded that motivation and unity were the keys to building a stronger team. I inspired my peers to push themselves past their comfort zones during practice. After training, I made them run an additional lap or course for ten more minutes. Even though I occasionally annoyed them, they eventually realized how much my persistence had helped them.

I developed into a leader by inspiring my team members. Leadership capacity is more important than subject-matter expertise for someone to be a good leader. Although I didn't have the best performance or the most goals scored on the squad, I did help the team as a whole. We played as individuals at the start of the season but as a team toward the finish. 

Because I'm always willing to assist others, my leadership abilities and experiences in soccer and the classroom have helped me improve. I need to be able to do that if I want to become an excellent orthodontist. I have acquired it and proven it throughout my existence. I'll keep leading by example and pushing others and myself forward as I have so far.

Additional FAQs – Medical School Leadership Essay

How do you show leadership in medical school application, what should be included in a leadership essay, what should you not do in a medical school essay, you're no longer alone on your journey to becoming a physician.

10 Successful Medical School Essays

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-- Accepted to: Harvard Medical School GPA: 4.0 MCAT: 522

Sponsored by A ccepted.com : Great stats don’t assure acceptance to elite medical schools. The personal statement, most meaningful activities, activity descriptions, secondaries and interviews can determine acceptance or rejection. Since 1994, Accepted.com has guided medical applicants just like you to present compelling medical school applications. Get Accepted !

I started writing in 8th grade when a friend showed me her poetry about self-discovery and finding a voice. I was captivated by the way she used language to bring her experiences to life. We began writing together in our free time, trying to better understand ourselves by putting a pen to paper and attempting to paint a picture with words. I felt my style shift over time as I grappled with challenges that seemed to defy language. My poems became unstructured narratives, where I would use stories of events happening around me to convey my thoughts and emotions. In one of my earliest pieces, I wrote about a local boy’s suicide to try to better understand my visceral response. I discussed my frustration with the teenage social hierarchy, reflecting upon my social interactions while exploring the harms of peer pressure.

In college, as I continued to experiment with this narrative form, I discovered medical narratives. I have read everything from Manheimer’s Bellevue to Gawande’s Checklist and from Nuland’s observations about the way we die, to Kalanithi’s struggle with his own decline. I even experimented with this approach recently, writing a piece about my grandfather’s emphysema. Writing allowed me to move beyond the content of our relationship and attempt to investigate the ways time and youth distort our memories of the ones we love. I have augmented these narrative excursions with a clinical bioethics internship. In working with an interdisciplinary team of ethics consultants, I have learned by doing by participating in care team meetings, synthesizing discussions and paths forward in patient charts, and contributing to an ongoing legislative debate addressing the challenges of end of life care. I have also seen the ways ineffective intra-team communication and inter-personal conflicts of beliefs can compromise patient care.

Writing allowed me to move beyond the content of our relationship and attempt to investigate the ways time and youth distort our memories of the ones we love.

By assessing these difficult situations from all relevant perspectives and working to integrate the knowledge I’ve gained from exploring narratives, I have begun to reflect upon the impact the humanities can have on medical care. In a world that has become increasingly data driven, where patients can so easily devolve into lists of numbers and be forced into algorithmic boxes in search of an exact diagnosis, my synergistic narrative and bioethical backgrounds have taught me the importance of considering the many dimensions of the human condition. I am driven to become a physician who deeply considers a patient’s goal of care and goals of life. I want to learn to build and lead patient care teams that are oriented toward fulfilling these goals, creating an environment where family and clinician conflict can be addressed efficiently and respectfully. Above all, I look forward to using these approaches to keep the person beneath my patients in focus at each stage of my medical training, as I begin the task of translating complex basic science into excellent clinical care.

In her essay for medical school, Morgan pitches herself as a future physician with an interdisciplinary approach, given her appreciation of how the humanities can enable her to better understand her patients. Her narrative takes the form of an origin story, showing how a childhood interest in poetry grew into a larger mindset to keep a patient’s humanity at the center of her approach to clinical care.

This narrative distinguishes Morgan as a candidate for medical school effectively, as she provides specific examples of how her passions intersect with medicine. She first discusses how she used poetry to process her emotional response to a local boy’s suicide and ties in concern about teenage mental health. Then, she discusses more philosophical questions she encountered through reading medical narratives, which demonstrates her direct interest in applying writing and the humanities to medicine. By making the connection from this larger theme to her own reflections on her grandfather, Morgan provides a personal insight that will give an admissions officer a window into her character. This demonstrates her empathy for her future patients and commitment to their care.

Her narrative takes the form of an origin story, showing how a childhood interest in poetry grew into a larger mindset to keep a patient's humanity at the center of her approach to clinical care.

Furthermore, it is important to note that Morgan’s essay does not repeat anything in-depth that would otherwise be on her resume. She makes a reference to her work in care team meetings through a clinical bioethics internship, but does not focus on this because there are other places on her application where this internship can be discussed. Instead, she offers a more reflection-based perspective on the internship that goes more in-depth than a resume or CV could. This enables her to explain the reasons for interdisciplinary approach to medicine with tangible examples that range from personal to professional experiences — an approach that presents her as a well-rounded candidate for medical school.

Disclaimer: With exception of the removal of identifying details, essays are reproduced as originally submitted in applications; any errors in submissions are maintained to preserve the integrity of the piece. The Crimson's news and opinion teams—including writers, editors, photographers, and designers—were not involved in the production of this article.

-- Accepted To: A medical school in New Jersey with a 3% acceptance rate. GPA: 3.80 MCAT: 502 and 504

Sponsored by E fiie Consulting Group : “ EFIIE ” boasts 100% match rate for all premedical and predental registered students. Not all students are accepted unto their pre-health student roster. Considered the most elite in the industry and assists from start to end – premed to residency. EFIIE is a one-stop-full-service education firm.

"To know even one life has breathed easier because you have lived. This is to have succeeded." – Ralph Waldo Emerson.

The tribulations I've overcome in my life have manifested in the compassion, curiosity, and courage that is embedded in my personality. Even a horrific mishap in my life has not changed my core beliefs and has only added fuel to my intense desire to become a doctor. My extensive service at an animal hospital, a harrowing personal experience, and volunteering as an EMT have increased my appreciation and admiration for the medical field.

At thirteen, I accompanied my father to the Park Home Animal Hospital with our eleven-year-old dog, Brendan. He was experiencing severe pain due to an osteosarcoma, which ultimately led to the difficult decision to put him to sleep. That experience brought to light many questions regarding the idea of what constitutes a "quality of life" for an animal and what importance "dignity" plays to an animal and how that differs from owner to owner and pet to pet. Noting my curiosity and my relative maturity in the matter, the owner of the animal hospital invited me to shadow the professional staff. Ten years later, I am still part of the team, having made the transition from volunteer to veterinarian technician. Saving a life, relieving pain, sharing in the euphoria of animal and owner reuniting after a procedure, to understanding the emotions of losing a loved one – my life was forever altered from the moment I stepped into that animal hospital.

As my appreciation for medical professionals continued to grow, a horrible accident created an indelible moment in my life. It was a warm summer day as I jumped onto a small boat captained by my grandfather. He was on his way to refill the boat's gas tank at the local marina, and as he pulled into the dock, I proceeded to make a dire mistake. As the line was thrown from the dock, I attempted to cleat the bowline prematurely, and some of the most intense pain I've ever felt in my life ensued.

Saving a life, relieving pain, sharing in the euphoria of animal and owner reuniting after a procedure, to understanding the emotions of losing a loved one – my life was forever altered from the moment I stepped into that animal hospital.

"Call 911!" I screamed, half-dazed as I witnessed blood gushing out of my open wounds, splashing onto the white fiberglass deck of the boat, forming a small puddle beneath my feet. I was instructed to raise my hand to reduce the bleeding, while someone wrapped an icy towel around the wound. The EMTs arrived shortly after and quickly drove me to an open field a short distance away, where a helicopter seemed to instantaneously appear.

The medevac landed on the roof of Stony Brook Hospital before I was expeditiously wheeled into the operating room for a seven-hour surgery to reattach my severed fingers. The distal phalanges of my 3rd and 4th fingers on my left hand had been torn off by the rope tightening on the cleat. I distinctly remember the chill from the cold metal table, the bright lights of the OR, and multiple doctors and nurses scurrying around. The skill and knowledge required to execute multiple skin graft surgeries were impressive and eye-opening. My shortened fingers often raise questions by others; however, they do not impair my self-confidence or physical abilities. The positive outcome of this trial was the realization of my intense desire to become a medical professional.

Despite being the patient, I was extremely impressed with the dedication, competence, and cohesiveness of the medical team. I felt proud to be a critical member of such a skilled group. To this day, I still cannot explain the dichotomy of experiencing being the patient, and concurrently one on the professional team, committed to saving the patient. Certainly, this experience was a defining part of my life and one of the key contributors to why I became an EMT and a volunteer member of the Sample Volunteer Ambulance Corps. The startling ring of the pager, whether it is to respond to an inebriated alcoholic who is emotionally distraught or to help bring breath to a pulseless person who has been pulled from the family swimming pool, I am committed to EMS. All of these events engender the same call to action and must be reacted to with the same seriousness, intensity, and magnanimity. It may be some routine matter or a dire emergency; this is a role filled with uncertainty and ambiguity, but that is how I choose to spend my days. My motives to become a physician are deeply seeded. They permeate my personality and emanate from my desire to respond to the needs of others. Through a traumatic personal event and my experiences as both a professional and volunteer, I have witnessed firsthand the power to heal the wounded and offer hope. Each person defines success in different ways. To know even one life has been improved by my actions affords me immense gratification and meaning. That is success to me and why I want to be a doctor.

This review is provided by EFIIE Consulting Group’s Pre-Health Senior Consultant Jude Chan

This student was a joy to work with — she was also the lowest MCAT profile I ever accepted onto my roster. At 504 on the second attempt (502 on her first) it would seem impossible and unlikely to most that she would be accepted into an allopathic medical school. Even for an osteopathic medical school this score could be too low. Additionally, the student’s GPA was considered competitive at 3.80, but it was from a lower ranked, less known college, so naturally most advisors would tell this student to go on and complete a master’s or postbaccalaureate program to show that she could manage upper level science classes. Further, she needed to retake the MCAT a third time.

However, I saw many other facets to this student’s history and life that spoke volumes about the type of student she was, and this was the positioning strategy I used for her file. Students who read her personal statement should know that acceptance is contingent on so much more than just an essay and MCAT score or GPA. Although many students have greater MCAT scores than 504 and higher GPAs than 3.80, I have helped students with lower scores and still maintained our 100% match rate. You are competing with thousands of candidates. Not every student out there requires our services and we are actually grateful that we can focus on a limited amount out of the tens of thousands that do. We are also here for the students who wish to focus on learning well the organic chemistry courses and physics courses and who want to focus on their research and shadowing opportunities rather than waste time deciphering the next step in this complex process. We tailor a pathway for each student dependent on their health care career goals, and our partnerships with non-profit organizations, hospitals, physicians and research labs allow our students to focus on what matters most — the building up of their basic science knowledge and their exposure to patients and patient care.

Students who read her personal statement should know that acceptance is contingent on so much more than just an essay and MCAT score or GPA.

Even students who believe that their struggle somehow disqualifies them from their dream career in health care can be redeemed if they are willing to work for it, just like this student with 502 and 504 MCAT scores. After our first consult, I saw a way to position her to still be accepted into an MD school in the US — I would not have recommended she register to our roster if I did not believe we could make a difference. Our rosters have a waitlist each semester, and it is in our best interest to be transparent with our students and protect our 100% record — something I consider a win-win. It is unethical to ever guarantee acceptance in admissions as we simply do not control these decisions. However, we respect it, play by the rules, and help our students stay one step ahead by creating an applicant profile that would be hard for the schools to ignore.

This may be the doctor I go to one day. Or the nurse or dentist my children or my grandchildren goes to one day. That is why it is much more than gaining acceptance — it is about properly matching the student to the best options for their education. Gaining an acceptance and being incapable of getting through the next 4 or 8 years (for my MD/PhD-MSTP students) is nonsensical.

-- Accepted To: Imperial College London UCAT Score: 2740 BMAT Score: 3.9, 5.4, 3.5A

My motivation to study Medicine stems from wishing to be a cog in the remarkable machine that is universal healthcare: a system which I saw first-hand when observing surgery in both the UK and Sri Lanka. Despite the differences in sanitation and technology, the universality of compassion became evident. When volunteering at OSCE training days, I spoke to many medical students, who emphasised the importance of a genuine interest in the sciences when studying Medicine. As such, I have kept myself informed of promising developments, such as the use of monoclonal antibodies in cancer therapy. After learning about the role of HeLa cells in the development of the polio vaccine in Biology, I read 'The Immortal Life of Henrietta Lacks' to find out more. Furthermore, I read that surface protein CD4 can be added to HeLa cells, allowing them to be infected with HIV, opening the possibility of these cells being used in HIV research to produce more life-changing drugs, such as pre-exposure prophylaxis (PreP). Following my BioGrad laboratory experience in HIV testing, and time collating data for research into inflammatory markers in lung cancer, I am also interested in pursuing a career in medical research. However, during a consultation between an ENT surgeon and a thyroid cancer patient, I learnt that practising medicine needs more than a scientific aptitude. As the surgeon explained that the cancer had metastasised to her liver, I watched him empathetically tailor his language for the patient - he avoided medical jargon and instead gave her time to come to terms with this. I have been developing my communication skills by volunteering weekly at care homes for 3 years, which has improved my ability to read body language and structure conversations to engage with the residents, most of whom have dementia.

However, during a consultation between an ENT surgeon and a thyroid cancer patient, I learnt that practising medicine needs more than a scientific aptitude.

Jude’s essay provides a very matter-of-fact account of their experience as a pre-medical student. However, they deepen this narrative by merging two distinct cultures through some common ground: a universality of compassion. Using clear, concise language and a logical succession of events — much like a doctor must follow when speaking to patients — Jude shows their motivation to go into the medical field.

From their OSCE training days to their school’s Science society, Jude connects their analytical perspective — learning about HeLa cells — to something that is relatable and human, such as a poor farmer’s notable contribution to science. This approach provides a gateway into their moral compass without having to explicitly state it, highlighting their fervent desire to learn how to interact and communicate with others when in a position of authority.

Using clear, concise language and a logical succession of events — much like a doctor must follow when speaking to patients — Jude shows their motivation to go into the medical field.

Jude’s closing paragraph reminds the reader of the similarities between two countries like the UK and Sri Lanka, and the importance of having a universal healthcare system that centers around the just and “world-class” treatment of patients. Overall, this essay showcases Jude’s personal initiative to continue to learn more and do better for the people they serve.

While the essay could have benefited from better transitions to weave Jude’s experiences into a personal story, its strong grounding in Jude’s motivation makes for a compelling application essay.

-- Accepted to: Weill Cornell Medical College GPA: 3.98 MCAT: 521

Sponsored by E fie Consulting Group : “ EFIIE ” boasts 100% match rate for all premedical and predental registered students. Not all students are accepted unto their pre-health student roster. Considered the most elite in the industry and assists from start to end – premed to residency. EFIIE is a one-stop-full-service education firm.

Following the physician’s unexpected request, we waited outside, anxiously waiting to hear the latest update on my father’s condition. It was early on in my father’s cancer progression – a change that had shaken our entire way of life overnight. During those 18 months, while my mother spent countless nights at the hospital, I took on the responsibility of caring for my brother. My social life became of minimal concern, and the majority of my studying for upcoming 12th- grade exams was done at the hospital. We were allowed back into the room as the physician walked out, and my parents updated us on the situation. Though we were a tight-knit family and my father wanted us to be present throughout his treatment, what this physician did was give my father a choice. Without making assumptions about who my father wanted in the room, he empowered him to make that choice independently in private. It was this respect directed towards my father, the subsequent efforts at caring for him, and the personal relationship of understanding they formed, that made the largest impact on him. Though my decision to pursue medicine came more than a year later, I deeply valued what these physicians were doing for my father, and I aspired to make a similar impact on people in the future.

It was during this period that I became curious about the human body, as we began to learn physiology in more depth at school. In previous years, the problem-based approach I could take while learning math and chemistry were primarily what sparked my interest. However, I became intrigued by how molecular interactions translated into large-scale organ function, and how these organ systems integrated together to generate the extraordinary physiological functions we tend to under-appreciate. I began my undergraduate studies with the goal of pursuing these interests, whilst leaning towards a career in medicine. While I was surprised to find that there were upwards of 40 programs within the life sciences that I could pursue, it broadened my perspective and challenged me to explore my options within science and healthcare. I chose to study pathobiology and explore my interests through hospital volunteering and research at the end of my first year.

Though my decision to pursue medicine came more than a year later, I deeply valued what these physicians were doing for my father, and I aspired to make a similar impact on people in the future.

While conducting research at St. Michael’s Hospital, I began to understand methods of data collection and analysis, and the thought process of scientific inquiry. I became acquainted with the scientific literature, and the experience transformed how I thought about the concepts I was learning in lecture. However, what stood out to me that summer was the time spent shadowing my supervisor in the neurosurgery clinic. It was where I began to fully understand what life would be like as a physician, and where the career began to truly appeal to me. What appealed to me most was the patient-oriented collaboration and discussions between my supervisor and his fellow; the physician-patient relationship that went far beyond diagnoses and treatments; and the problem solving that I experienced first-hand while being questioned on disease cases.

The day spent shadowing in the clinic was also the first time I developed a relationship with a patient. We were instructed to administer the Montreal cognitive assessment (MoCA) test to patients as they awaited the neurosurgeon. My task was to convey the instructions as clearly as possible and score each section. I did this as best I could, adapting my explanation to each patient, and paying close attention to their responses to ensure I was understood. The last patient was a challenging case, given a language barrier combined with his severe hydrocephalus. It was an emotional time for his family, seeing their father/husband struggle to complete simple tasks and subsequently give up. I encouraged him to continue trying. But I also knew my words would not remedy the condition underlying his struggles. All I could do was make attempts at lightening the atmosphere as I got to know him and his family better. Hours later, as I saw his remarkable improvement following a lumbar puncture, and the joy on his and his family’s faces at his renewed ability to walk independently, I got a glimpse of how rewarding it would be to have the ability and privilege to care for such patients. By this point, I knew I wanted to commit to a life in medicine. Two years of weekly hospital volunteering have allowed me to make a small difference in patients’ lives by keeping them company through difficult times, and listening to their concerns while striving to help in the limited way that I could. I want to have the ability to provide care and treatment on a daily basis as a physician. Moreover, my hope is that the breadth of medicine will provide me with the opportunity to make an impact on a larger scale. Whilst attending conferences on neuroscience and surgical technology, I became aware of the potential to make a difference through healthcare, and I look forward to developing the skills necessary to do so through a Master’s in Global Health. Whether through research, health innovation, or public health, I hope not only to care for patients with the same compassion with which physicians cared for my father, but to add to the daily impact I can have by tackling large-scale issues in health.

Taylor’s essay offers both a straightforward, in-depth narrative and a deep analysis of his experiences, which effectively reveals his passion and willingness to learn in the medical field. The anecdote of Taylor’s father gives the reader insight into an original instance of learning through experience and clearly articulates Taylor’s motivations for becoming a compassionate and respectful physician.

Taylor strikes an impeccable balance between discussing his accomplishments and his character. All of his life experiences — and the difficult challenges he overcame — introduce the reader to an important aspect of Taylor’s personality: his compassion, care for his family, and power of observation in reflecting on the decisions his father’s doctor makes. His description of his time volunteering at St. Michael’s Hospital is indicative of Taylor’s curiosity about medical research, but also of his recognition of the importance of the patient-physician relationship. Moreover, he shows how his volunteer work enabled him to see how medicine goes “beyond diagnoses and treatments” — an observation that also speaks to his compassion.

His description of his time volunteering at St. Michael's Hospital is indicative of Taylor's curiosity about medical research, but also of his recognition of the importance of the patient-physician relationship.

Finally, Taylor also tells the reader about his ambition and purpose, which is important when thinking about applying to medical school. He discusses his hope of tackling larger scale problems through any means possible in medicine. This notion of using self interest to better the world is imperative to a successful college essay, and it is nicely done here.

-- Accepted to: Washington University

Sponsored by A dmitRx : We are a group of Chicago-based medical students who realize how challenging medical school admissions can be, so we want to provide our future classmates with resources we wish we had. Our mission at AdmitRx is to provide pre-medical students with affordable, personalized, high-quality guidance towards becoming an admitted medical student.

Running has always been one of my greatest passions whether it be with friends or alone with my thoughts. My dad has always been my biggest role model and was the first to introduce me to the world of running. We entered races around the country, and one day he invited me on a run that changed my life forever. The St. Jude Run is an annual event that raises millions of dollars for St. Jude Children’s Research Hospital. My dad has led or our local team for as long as I can remember, and I had the privilege to join when I was 16. From the first step I knew this was the environment for me – people from all walks of life united with one goal of ending childhood cancer. I had an interest in medicine before the run, and with these experiences I began to consider oncology as a career. When this came up in conversations, I would invariably be faced with the question “Do you really think you could get used to working with dying kids?” My 16-year-old self responded with something noble but naïve like “It’s important work, so I’ll have to handle it”. I was 16 years young with my plan to become an oncologist at St. Jude.

As I transitioned into college my plans for oncology were alive and well. I began working in a biochemistry lab researching new anti-cancer drugs. It was a small start, but I was overjoyed to be a part of the process. I applied to work at a number of places for the summer, but the Pediatric Oncology Education program (POE) at St. Jude was my goal. One afternoon, I had just returned from class and there it was: an email listed as ‘POE Offer’. I was ecstatic and accepted the offer immediately. Finally, I could get a glimpse at what my future holds. My future PI, Dr. Q, specialized in solid tumor translational research and I couldn’t wait to get started.

I was 16 years young with my plan to become an oncologist at St. Jude.

Summer finally came, I moved to Memphis, and I was welcomed by the X lab. I loved translational research because the results are just around the corner from helping patients. We began a pre-clinical trial of a new chemotherapy regimen and the results were looking terrific. I was also able to accompany Dr. Q whenever she saw patients in the solid tumor division. Things started simple with rounds each morning before focusing on the higher risk cases. I was fortunate enough to get to know some of the patients quite well, and I could sometimes help them pass the time with a game or two on a slow afternoon between treatments. These experiences shined a very human light on a field I had previously seen only through a microscope in a lab.

I arrived one morning as usual, but Dr. Q pulled me aside before rounds. She said one of the patients we had been seeing passed away in the night. I held my composure in the moment, but I felt as though an anvil was crushing down on me. It was tragic but I knew loss was part of the job, so I told myself to push forward. A few days later, I had mostly come to terms with what happened, but then the anvil came crashing back down with the passing of another patient. I could scarcely hold back the tears this time. That moment, it didn’t matter how many miraculous successes were happening a few doors down. Nothing overshadowed the loss, and there was no way I could ‘get used to it’ as my younger self had hoped.

I was still carrying the weight of what had happened and it was showing, so I asked Dr. Q for help. How do you keep smiling each day? How do you get used to it? The questions in my head went on. What I heard next changed my perspective forever. She said you keep smiling because no matter what happened, you’re still hope for the next patient. It’s not about getting used to it. You never get used to it and you shouldn’t. Beating cancer takes lifetimes, and you can’t look passed a life’s worth of hardships. I realized that moving passed the loss of patients would never suffice, but I need to move forward with them. Through the successes and shortcomings, we constantly make progress. I like to imagine that in all our future endeavors, it is the hands of those who have gone before us that guide the way. That is why I want to attend medical school and become a physician. We may never end the sting of loss, but physicians are the bridge between the past and the future. No where else is there the chance to learn from tragedy and use that to shape a better future. If I can learn something from one loss, keep moving forward, and use that knowledge to help even a single person – save one life, bring a moment of joy, avoid a moment of pain—then that is how I want to spend my life.

The change wasn’t overnight. The next loss still brought pain, but I took solace in moving forward so that we might learn something to give hope to a future patient. I returned to campus in a new lab doing cancer research, and my passion for medicine continues to flourish. I still think about all the people I encountered at St. Jude, especially those we lost. It might be a stretch, but during the long hours at the lab bench I still picture their hands moving through mine each step of the way. I could never have foreseen where the first steps of the St. Jude Run would bring me. I’m not sure where the road to becoming a physician may lead, but with helping hands guiding the way, I won’t be running it alone.

This essay, a description of the applicant’s intellectual challenges, displays the hardships of tending to cancer patients as a milestone of experience and realization of what it takes to be a physician. The writer explores deeper ideas beyond medicine, such as dealing with patient deaths in a way to progress and improve as a professional. In this way, the applicant gives the reader some insight into the applicant’s mindset, and their ability to think beyond the surface for ways to become better at what they do.

However, the essay fails to zero in on the applicant’s character, instead elaborating on life events that weakly illustrate the applicant’s growth as a physician. The writer’s mantra (“keep moving forward”) is feebly projected, and seems unoriginal due to the lack of a personalized connection between the experience at St. Jude and how that led to the applicant’s growth and mindset changes.

The writer explores deeper ideas beyond medicine, such as dealing with patient deaths in a way to progress and improve as a professional.

The writer, by only focusing on grief brought from patient deaths at St. Jude, misses out on the opportunity to further describe his or her experience at the hospital and portray an original, well-rounded image of his or her strengths, weaknesses, and work ethic.

The applicant ends the essay by attempting to highlight the things they learned at St. Jude, but fails to organize the ideas into a cohesive, comprehensible section. These ideas are also too abstract, and are vague indicators of the applicant’s character that are difficult to grasp.

-- Accepted to: New York University School of Medicine

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“Is this the movie you were talking about Alice?” I said as I showed her the movie poster on my iPhone. “Oh my God, I haven’t seen that poster in over 70 years,” she said with her arms trembling in front of her. Immediately, I sat up straight and started to question further. We were talking for about 40 minutes, and the most exciting thing she brought up in that time was the new flavor of pudding she had for lunch. All of sudden, she’s back in 1940 talking about what it was like to see this movie after school for only 5¢ a ticket! After an engaging discussion about life in the 40’s, I knew I had to indulge her. Armed with a plethora of movie streaming sights, I went to work scouring the web. No luck. The movie, “My Son My Son,” was apparently not in high demand amongst torrenting teens. I had to entreat my older brother for his Amazon Prime account to get a working stream. However, breaking up the monotony and isolation felt at the nursing home with a simple movie was worth the pandering.

While I was glad to help a resident have some fun, I was partly motivated by how much Alice reminded me of my own grandfather. In accordance with custom, my grandfather was to stay in our house once my grandmother passed away. More specifically, he stayed in my room and my bed. Just like grandma’s passing, my sudden roommate was a rough transition. In 8th grade at the time, I considered myself to be a generally good guy. Maybe even good enough to be a doctor one day. I volunteered at the hospital, shadowed regularly, and had a genuine interest for science. However, my interest in medicine was mostly restricted to academia. To be honest, I never had a sustained exposure to the palliative side of medicine until the arrival of my new roommate.

The two years I slept on that creaky wooden bed with him was the first time my metal was tested. Sharing that room, I was the one to take care of him. I was the one to rub ointment on his back, to feed him when I came back from school, and to empty out his spittoon when it got full. It was far from glamorous, and frustrating most of the time. With 75 years separating us, and senile dementia setting in, he would often forget who I was or where he was. Having to remind him that I was his grandson threatened to erode at my resolve. Assured by my Syrian Orthodox faith, I even prayed about it; asking God for comfort and firmness on my end. Over time, I grew slow to speak and eager to listen as he started to ramble more and more about bits and pieces of the past. If I was lucky, I would be able to stich together a narrative that may or may have not been true. In any case, my patience started to bud beyond my age group.

Having to remind him that I was his grandson threatened to erode at my resolve.

Although I grew more patient with his disease, my curiosity never really quelled. Conversely, it developed further alongside my rapidly growing interest in the clinical side of medicine. Naturally, I became drawn to a neurology lab in college where I got to study pathologies ranging from atrophy associated with schizophrenia, and necrotic lesions post stroke. However, unlike my intro biology courses, my work at the neurology lab was rooted beyond the academics. Instead, I found myself driven by real people who could potentially benefit from our research. In particular, my shadowing experience with Dr. Dominger in the Veteran’s home made the patient more relevant in our research as I got to encounter geriatric patients with age related diseases, such as Alzhimer’s and Parkinson’s. Furthermore, I had the privilege of of talking to the families of a few of these patients to get an idea of the impact that these diseases had on the family structure. For me, the scut work in the lab meant a lot more with these families in mind than the tritium tracer we were using in the lab.

Despite my achievements in the lab and the classroom, my time with my grandfather still holds a special place in my life story. The more I think about him, the more confident I am in my decision to pursue a career where caring for people is just as important, if not more important, than excelling at academics. Although it was a lot of work, the years spent with him was critical in expanding my horizons both in my personal life and in the context of medicine. While I grew to be more patient around others, I also grew to appreciate medicine beyond the science. This more holistic understanding of medicine had a synergistic effect in my work as I gained a purpose behind the extra hours in the lab, sleepless nights in the library, and longer hours volunteering. I had a reason for what I was doing that may one day help me have long conversations with my own grandchildren about the price of popcorn in the 2000’s.

The most important thing to highlight in Avery’s essay is how he is able to create a duality between his interest in not only the clinical, more academic-based side of medicine, but also the field’s personal side.

He draws personal connections between working with Alice — a patient in a hospital or nursing home — and caring intensely for his grandfather. These two experiences build up the “synergistic” relationship between caring for people and studying the science behind medicine. In this way, he is able to clearly state his passions for medicine and explain his exact motives for entering the field. Furthermore, in his discussion of her grandfather, he effectively employs imagery (“rub ointment on his back,” “feed him when I came back from school,” etc.) to describe the actual work that he does, calling it initially as “far from glamorous, and frustrating most of the time.” By first mentioning his initial impression, then transitioning into how he grew to appreciate the experience, Avery is able to demonstrate a strength of character, sense of enormous responsibility and capability, and open-minded attitude.

He draws personal connections between working with Alice — a patient in a hospital or nursing home — and caring intensely for his grandfather.

Later in the essay, Avery is also able to relate his time caring for his grandfather to his work with Alzheimer’s and Parkinson’s patients, showcasing the social impact of his work, as the reader is likely already familiar with the biological impact of the work. This takes Avery’s essay full circle, bringing it back to how a discussion with an elderly patient about the movies reminds him of why he chose to pursue medicine.

That said, the essay does feel rushed near the end, as the writer was likely trying to remain within the word count. There could be a more developed transition before Avery introduces the last sentence about “conversations with my own grandchildren,” especially as a strong essay ending is always recommended.

-- Accepted To: Saint Louis University Medical School Direct Admission Medical Program

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The tension in the office was tangible. The entire team sat silently sifting through papers as Dr. L introduced Adam, a 60-year-old morbidly obese man recently admitted for a large open wound along his chest. As Dr. L reviewed the details of the case, his prognosis became even bleaker: hypertension, diabetes, chronic kidney disease, cardiomyopathy, hyperlipidemia; the list went on and on. As the humdrum of the side-conversations came to a halt, and the shuffle of papers softened, the reality of Adam’s situation became apparent. Adam had a few months to live at best, a few days at worst. To make matters worse, Adam’s insurance would not cover his treatment costs. With no job, family, or friends, he was dying poor and alone.

I followed Dr. L out of the conference room, unsure what would happen next. “Well,” she muttered hesitantly, “We need to make sure that Adam is on the same page as us.” It’s one thing to hear bad news, and another to hear it utterly alone. Dr. L frantically reviewed all of Adam’s paperwork desperately looking for someone to console him, someone to be at his side. As she began to make calls, I saw that being a physician calls for more than good grades and an aptitude for science: it requires maturity, sacrifice, and most of all, empathy. That empathy is exactly what I saw in Dr. L as she went out of her way to comfort a patient she met hardly 20 minutes prior.

Since high school, I’ve been fascinated by technology’s potential to improve healthcare. As a volunteer in [the] Student Ambassador program, I was fortunate enough to watch an open-heart surgery. Intrigued by the confluence of technology and medicine, I chose to study biomedical engineering. At [school], I wanted to help expand this interface, so I became involved with research through Dr. P’s lab by studying the applications of electrospun scaffolds for dermal wound healing. While still in the preliminary stages of research, I learned about the Disability Service Club (DSC) and decided to try something new by volunteering at a bowling outing.

As she began to make calls, I saw that being a physician calls for more than good grades and an aptitude for science: it requires maturity, sacrifice, and most of all, empathy.

The DSC promotes awareness of cognitive disabilities in the community and seeks to alleviate difficulties for the disabled. During one outing, I collaborated with Arc, a local organization with a similar mission. Walking in, I was told that my role was to support the participants by providing encouragement. I decided to help a relatively quiet group of individuals assisted by only one volunteer, Mary. Mary informed me that many individuals with whom I was working were diagnosed with ASD. Suddenly, she started cheering, as one of the members of the group bowled a strike. The group went wild. Everyone was dancing, singing, and rejoicing. Then I noticed one gentleman sitting at our table, solemn-faced. I tried to start a conversation with him, but he remained unresponsive. I sat with him for the rest of the game, trying my hardest to think of questions that would elicit more than a monosyllabic response, but to no avail. As the game ended, I stood up to say bye when he mumbled, “Thanks for talking.” Then he quickly turned his head away. I walked away beaming. Although I was unable to draw out a smile or even sustain a conversation, at the end of the day, the fact that this gentleman appreciated my mere effort completely overshadowed the awkwardness of our time together. Later that day, I realized that as much as I enjoyed the thrill of research and its applications, helping other people was what I was most passionate about.

When it finally came time to tell Adam about his deteriorating condition, I was not sure how he would react. Dr. L gently greeted him and slowly let reality take its toll. He stoically turned towards Dr. L and groaned, “I don’t really care. Just leave me alone.” Dr. L gave him a concerned nod and gradually left the room. We walked to the next room where we met with a pastor from Adam’s church.

“Adam’s always been like that,” remarked the pastor, “he’s never been one to express emotion.” We sat with his pastor for over an hour discussing how we could console Adam. It turned out that Adam was part of a motorcycle club, but recently quit because of his health. So, Dr. L arranged for motorcycle pictures and other small bike trinkets to be brought to his room as a reminder of better times.

Dr. L’s simple gesture reminded me of why I want to pursue medicine. There is something sacred, empowering, about providing support when people need it the most; whether it be simple as starting a conversation, or providing support during the most trying of times. My time spent conducting research kindled my interest in the science of medicine, and my service as a volunteer allowed me to realize how much I valued human interaction. Science and technology form the foundation of medicine, but to me, empathy is the essence. It is my combined interest in science and service that inspires me to pursue medicine. It is that combined interest that makes me aspire to be a physician.

Parker’s essay focuses on one central narrative with a governing theme of compassionate and attentive care for patients, which is the key motivator for her application to medical school. Parker’s story focuses on her volunteer experience shadowing of Dr. L who went the extra mile for Adam, which sets Dr. L up as a role model for Parker as she enters the medical field. This effectively demonstrates to the reader what kind of doctor Parker wants to be in the future.

Parker’s narrative has a clear beginning, middle, and end, making it easy for the reader to follow. She intersperses the main narrative about Adam with experiences she has with other patients and reflects upon her values as she contemplates pursuing medicine as a career. Her anecdote about bowling with the patients diagnosed with ASD is another instance where she uses a story to tell the reader why she values helping people through medicine and attentive patient care, especially as she focuses on the impact her work made on one man at the event.

Parker's story focuses on her volunteer experience shadowing of Dr. L who went the extra mile for Adam, which sets Dr. L up as a role model for Parker as she enters the medical field.

All throughout the essay, the writing is engaging and Parker incorporates excellent imagery, which goes well with her varied sentence structure. The essay is also strong because it comes back full circle at its conclusion, tying the overall narrative back to the story of Dr. L and Adam, which speaks to Parker’s motives for going to medical school.

-- Accepted To: Emory School of Medicine

Growing up, I enjoyed visiting my grandparents. My grandfather was an established doctor, helping the sick and elderly in rural Taiwan until two weeks before he died at 91 years old. His clinic was located on the first floor of the residency with an exam room, treatment room, X-ray room, and small pharmacy. Curious about his work, I would follow him to see his patients. Grandpa often asked me if I want to be a doctor just like him. I always smiled, but was more interested in how to beat the latest Pokémon game. I was in 8th grade when my grandfather passed away. I flew back to Taiwan to attend his funeral. It was a gloomy day and the only street in the small village became a mourning place for the villagers. Flowers filled the streets and people came to pay their respects. An old man told me a story: 60 years ago, a village woman was in a difficult labor. My grandfather rushed into the house and delivered a baby boy. That boy was the old man and he was forever grateful. Stories of grandpa saving lives and bringing happiness to families were told during the ceremony. At that moment, I realized why my grandfather worked so tirelessly up until his death as a physician. He did it for the reward of knowing that he kept a family together and saved a life. The ability for a doctor to heal and bring happiness is the reason why I want to study medicine. Medical school is the first step on a lifelong journey of learning, but I feel that my journey leading up to now has taught me some things of what it means to be an effective physician.

With a newfound purpose, I began volunteering and shadowing at my local hospital. One situation stood out when I was a volunteer in the cardiac stress lab. As I attached EKG leads onto a patient, suddenly the patient collapsed and started gasping for air. His face turned pale, then slightly blue. The charge nurse triggered “Code Blue” and started CPR. A team of doctors and nurses came, rushing in with a defibrillator to treat and stabilize the patient. What I noticed was that medicine was not only about one individual acting as a superhero to save a life, but that it takes a team of individuals with an effective leader, working together to deliver the best care. I want to be a leader as well as part of a team that can make a difference in a person’s life. I have refined these lessons about teamwork and leadership to my activities. In high school I was an 8 time varsity letter winner for swimming and tennis and captain of both of those teams. In college I have participated in many activities, but notably serving as assistant principle cellist in my school symphony as well as being a co-founding member of a quartet. From both my athletic experiences and my music experiences I learned what it was like to not only assert my position as a leader and to effectively communicate my views, but equally as important I learned how to compromise and listen to the opinions of others. Many physicians that I have observed show a unique blend of confidence and humility.

What I noticed was that medicine was not only about one individual acting as a superhero to save a life, but that it takes a team of individuals with an effective leader, working together to deliver the best care.

College opened me up to new perspectives on what makes a complete physician. A concept that was preached in the Guaranteed Professional Program Admissions in Medicine (GPPA) was that medicine is both an art and a science. The art of medicine deals with a variety of aspects including patient relationships as well as ethics. Besides my strong affinity for the sciences and mathematics, I always have had interest in history. I took courses in both German literature and history, which influenced me to take a class focusing on Nazi neuroscientists. It was the ideology of seeing the disabled and different races as test subjects rather than people that led to devastating lapses in medical ethics. The most surprising fact for me was that doctors who were respected and leaders in their field disregarded the humanity of patient and rather focused on getting results from their research. Speaking with Dr. Zeidman, the professor for this course, influenced me to start my research which deals with the ethical qualms of using data derived from unethical Nazi experimentation such as the brains derived from the adult and child euthanasia programs. Today, science is so result driven, it is important to keep in mind the ethics behind research and clinical practice. Also the development of personalized genomic medicine brings into question about potential privacy violations and on the extreme end discrimination. The study of ethics no matter the time period is paramount in the medical field. The end goal should always be to put the patient first.

Teaching experiences in college inspired me to become a physician educator if I become a doctor. Post-MCAT, I was offered a job by Next Step Test Prep as a tutor to help students one on one for the MCAT. I had a student who stated he was doing well during practice, but couldn’t get the correct answer during practice tests. Working with the student, I pointed out his lack of understanding concepts and this realization helped him and improves his MCAT score. Having the ability to educate the next generation of doctors is not only necessary, but also a rewarding experience.

My experiences volunteering and shadowing doctors in the hospital as well as my understanding of what it means to be a complete physician will make me a good candidate as a medical school student. It is my goal to provide the best care to patients and to put a smile on a family’s face just as my grandfather once had. Achieving this goal does not take a special miracle, but rather hard work, dedication, and an understanding of what it means to be an effective physician.

Through reflecting on various stages of life, Quinn expresses how they found purpose in pursuing medicine. Starting as a child more interested in Pokemon than their grandfather’s patients, Quinn exhibits personal growth through recognizing the importance of their grandfather’s work saving lives and eventually gaining the maturity to work towards this goal as part of a team.

This essay opens with abundant imagery — of the grandfather’s clinic, flowers filling the streets, and the village woman’s difficult labor — which grounds Quinn’s story in their family roots. Yet, the transition from shadowing in hospitals to pursuing leadership positions in high schools is jarring, and the list of athletic and musical accomplishments reads like a laundry list of accomplishments until Quinn neatly wraps them up as evidence of leadership and teamwork skills. Similarly, the section about tutoring, while intended to demonstrate Quinn’s desire to educate future physicians, lacks the emotional resonance necessary to elevate it from another line lifted from their resume.

This essay opens with abundant imagery — of the grandfather's clinic, flowers filling the streets, and the village woman's difficult labor — which grounds Quinn's story in their family roots.

The strongest point of Quinn’s essay is the focus on their unique arts and humanities background. This equips them with a unique perspective necessary to consider issues in medicine in a new light. Through detailing how history and literature coursework informed their unique research, Quinn sets their application apart from the multitude of STEM-focused narratives. Closing the essay with the desire to help others just as their grandfather had, Quinn ties the narrative back to their personal roots.

-- Accepted To: Edinburgh University UCAT Score: 2810 BMAT Score: 4.6, 4.2, 3.5A

Exposure to the medical career from an early age by my father, who would explain diseases of the human body, sparked my interest for Medicine and drove me to seek out work experience. I witnessed the contrast between use of bone saws and drills to gain access to the brain, with subsequent use of delicate instruments and microscopes in neurosurgery. The surgeon's care to remove the tumour, ensuring minimal damage to surrounding healthy brain and his commitment to achieve the best outcome for the patient was inspiring. The chance to have such a positive impact on a patient has motivated me to seek out a career in Medicine.

Whilst shadowing a surgical team in Texas, carrying out laparoscopic bariatric procedures, I appreciated the surgeon's dedication to continual professional development and research. I was inspired to carry out an Extended Project Qualification on whether bariatric surgery should be funded by the NHS. By researching current literature beyond my school curriculum, I learnt to assess papers for bias and use reliable sources to make a conclusion on a difficult ethical situation. I know that doctors are required to carry out research and make ethical decisions and so, I want to continue developing these skills during my time at medical school.

The chance to have such a positive impact on a patient has motivated me to seek out a career in Medicine.

Attending an Oncology multi-disciplinary team meeting showed me the importance of teamwork in medicine. I saw each team member, with specific areas of expertise, contributing to the discussion and actively listening, and together they formed a holistic plan of action for patients. During my Young Enterprise Award, I facilitated a brainstorm where everyone pitched a product idea. Each member offered a different perspective on the idea and then voted on a product to carry forward in the competition. As a result, we came runners up in the Regional Finals. Furthermore, I started developing my leadership skills, which I improved by doing Duke of Edinburgh Silver and attending a St. John Ambulance Leadership course. In one workshop, similar to the bariatric surgeon I shadowed, I communicated instructions and delegated roles to my team to successfully solve a puzzle. These experiences highlighted the crucial need for teamwork and leadership as a doctor.

Observing a GP, I identified the importance of compassion and empathy. During a consultation with a severely depressed patient, the GP came to the patient's eye level and used a calm, non-judgmental tone of voice, easing her anxieties and allowing her to disclose more information. While volunteering at a care home weekly for two years, I adapted my communication for a resident suffering with dementia who was disconnected from others. I would take her to a quiet environment, speak slowly and in a non-threatening manner, as such, she became talkative, engaged and happier. I recognised that communication and compassion allows doctors to build rapport, gain patients' trust and improve compliance. For two weeks, I shadowed a surgeon performing multiple craniotomies a day. I appreciated the challenges facing doctors including time and stress management needed to deliver high quality care. Organisation, by prioritising patients based on urgency and creating a timetable on the ward round, was key to running the theatre effectively. Similarly, I create to-do-lists and prioritise my academics and extra-curricular activities to maintain a good work-life balance: I am currently preparing for my Grade 8 in Singing, alongside my A-level exams. I also play tennis for the 1st team to relax and enable me to refocus. I wish to continue my hobbies at university, as ways to manage stress.

Through my work experiences and voluntary work, I have gained a realistic understanding of Medicine and its challenges. I have begun to display the necessary skills that I witnessed, such as empathy, leadership and teamwork. The combination of these skills with my fascination for the human body drives me to pursue a place at medical school and a career as a doctor.

This essay traces Alex's personal exploration of medicine through different stages of life, taking a fairly traditional path to the medical school application essay. From witnessing medical procedures to eventually pursuing leadership positions, this tale of personal progress argues that Alex's life has prepared him to become a doctor.

Alex details how experiences conducting research and working with medical teams have confirmed his interest in medicine. Although the breadth of experiences speaks to the applicant’s interest in medicine, the essay verges on being a regurgitation of the Alex's resume, which does not provide the admissions officer with any new insights or information and ultimately takes away from the essay as a whole. As such, the writing’s lack of voice or unique perspective puts the applicant at risk of sounding middle-of-the-road.

From witnessing medical procedures to eventually pursuing leadership positions, this tale of personal progress argues that Alex's life has prepared him to become a doctor.

The essay’s organization, however, is one of its strengths — each paragraph provides an example of personal growth through a new experience in medicine. Further, Alex demonstrates his compassion and diligence through detailed stories, which give a reader a glimpse into his values. Through recognizing important skills necessary to be a doctor, Alex demonstrates that he has the mature perspective necessary to embark upon this journey.

What this essay lacks in a unique voice, it makes up for in professionalism and organization. Alex's earnest desire to attend medical school is what makes this essay shine.

-- Accepted To: University of Toronto MCAT Scores: Chemical and Physical Foundations of Biological Systems - 128, Critical Analysis and Reading Skills - 127, Biological and Biochemical Foundations of Living Systems - 127, Psychological, Social, and Biological Foundations of Behavior - 130, Total - 512

Moment of brilliance.

Revelation.

These are all words one would use to describe their motivation by a higher calling to achieve something great. Such an experience is often cited as the reason for students to become physicians; I was not one of these students. Instead of waiting for an event like this, I chose to get involved in the activities that I found most invigorating. Slowly but surely, my interests, hobbies, and experiences inspired me to pursue medicine.

As a medical student, one must possess a solid academic foundation to facilitate an understanding of physical health and illness. Since high school, I found science courses the most appealing and tended to devote most of my time to their exploration. I also enjoyed learning about the music, food, literature, and language of other cultures through Latin and French class. I chose the Medical Sciences program because it allowed for flexibility in course selection. I have studied several scientific disciplines in depth like physiology and pathology while taking classes in sociology, psychology, and classical studies. Such a diverse academic portfolio has strengthened my ability to consider multiple viewpoints and attack problems from several angles. I hope to relate to patients from all walks of life as a physician and offer them personalized treatment.

I was motivated to travel as much as possible by learning about other cultures in school. Exposing myself to different environments offered me perspective on universal traits that render us human. I want to pursue medicine because I believe that this principle of commonality relates to medical practice in providing objective and compassionate care for all. Combined with my love for travel, this realization took me to Nepal with Volunteer Abroad (VA) to build a school for a local orphanage (4). The project’s demands required a group of us to work closely as a team to accomplish the task. Rooted in different backgrounds, we often had conflicting perspectives; even a simple task such as bricklaying could stir up an argument because each person had their own approach. However, we discussed why we came to Nepal and reached the conclusion that all we wanted was to build a place of education for the children. Our unifying goal allowed us to reach compromises and truly appreciate the value of teamwork. These skills are vital in a clinical setting, where physicians and other health care professionals need to collaborate as a multidisciplinary team to tackle patients’ physical, emotional, social, and psychological problems.

I hope to relate to patients from all walks of life as a physician and offer them personalized treatment.

The insight I gained from my Nepal excursion encouraged me to undertake and develop the role of VA campus representative (4). Unfortunately, many students are not equipped with the resources to volunteer abroad; I raised awareness about local initiatives so everyone had a chance to do their part. I tried to avoid pushing solely for international volunteerism for this reason and also because it can undermine the work of local skilled workers and foster dependency. Nevertheless, I took on this position with VA because I felt that the potential benefits were more significant than the disadvantages. Likewise, doctors must constantly weigh out the pros and cons of a situation to help a patient make the best choice. I tried to dispel fears of traveling abroad by sharing first-hand experiences so that students could make an informed decision. When people approached me regarding unfamiliar placements, I researched their questions and provided them with both answers and a sense of security. I found great fulfillment in addressing the concerns of individuals, and I believe that similar processes could prove invaluable in the practice of medicine.

As part of the Sickkids Summer Research Program, I began to appreciate the value of experimental investigation and evidence-based medicine (23). Responsible for initiating an infant nutrition study at a downtown clinic, I was required to explain the project’s implications and daily protocol to physicians, nurses and phlebotomists. I took anthropometric measurements and blood pressure of children aged 1-10 and asked parents about their and their child’s diet, television habits, physical exercise regimen, and sunlight exposure. On a few occasions, I analyzed and presented a small set of data to my superiors through oral presentations and written documents.

With continuous medical developments, physicians must participate in lifelong learning. More importantly, they can engage in research to further improve the lives of their patients. I encountered a young mother one day at the clinic struggling to complete the study’s questionnaires. After I asked her some questions, she began to open up to me as her anxiety subsided; she then told me that her child suffered from low iron. By talking with the physician and reading a few articles, I recommended a few supplements and iron-rich foods to help her child. This experience in particular helped me realize that I enjoy clinical research and strive to address the concerns of people with whom I interact.

Research is often impeded by a lack of government and private funding. My clinical placement motivated me to become more adept in budgeting, culminating in my role as founding Co-President of the UWO Commerce Club (ICCC) (9). Together, fellow club executives and I worked diligently to get the club ratified, a process that made me aware of the bureaucratic challenges facing new organizations. Although we had a small budget, we found ways of minimizing expenditure on advertising so that we were able to host more speakers who lectured about entrepreneurship and overcoming challenges. Considering the limited space available in hospitals and the rising cost of health care, physicians, too, are often forced to prioritize and manage the needs of their patients.

No one needs a grand revelation to pursue medicine. Although passion is vital, it is irrelevant whether this comes suddenly from a life-altering event or builds up progressively through experience. I enjoyed working in Nepal, managing resources, and being a part of clinical and research teams; medicine will allow me to combine all of these aspects into one wholesome career.

I know with certainty that this is the profession for me.

Jimmy opens this essay hinting that his essay will follow a well-worn path, describing the “big moment” that made him realize why he needed to become a physician. But Jimmy quickly turns the reader’s expectation on its head by stating that he did not have one of those moments. By doing this, Jimmy commands attention and has the reader waiting for an explanation. He soon provides the explanation that doubles as the “thesis” of his essay: Jimmy thinks passion can be built progressively, and Jimmy’s life progression has led him to the medical field.

Jimmy did not make the decision to pursue a career in medicine lightly. Instead he displays through anecdotes that his separate passions — helping others, exploring different walks of life, personal responsibility, and learning constantly, among others — helped Jimmy realize that being a physician was the career for him. By talking readers through his thought process, it is made clear that Jimmy is a critical thinker who can balance multiple different perspectives simultaneously. The ability to evaluate multiple options and make an informed, well-reasoned decision is one that bodes well for Jimmy’s medical career.

While in some cases this essay does a lot of “telling,” the comprehensive and decisive walkthrough indicates what Jimmy’s idea of a doctor is. To him, a doctor is someone who is genuinely interested in his work, someone who can empathize and related to his patients, someone who can make important decisions with a clear head, and someone who is always trying to learn more. Just like his decision to work at the VA, Jimmy has broken down the “problem” (what his career should be) and reached a sound conclusion.

By talking readers through his thought process, it is made clear that Jimmy is a critical thinker who can balance multiple different perspectives simultaneously.

Additionally, this essay communicates Jimmy’s care for others. While it is not always advisable to list one’s volunteer efforts, each activity Jimmy lists has a direct application to his essay. Further, the sheer amount of philanthropic work that Jimmy does speaks for itself: Jimmy would not have worked at VA, spent a summer with Sickkids, or founded the UWO finance club if he were not passionate about helping others through medicine. Like the VA story, the details of Jimmy’s participation in Sickkids and the UWO continue to show how he has thought about and embodied the principles that a physician needs to be successful.

Jimmy’s essay both breaks common tropes and lives up to them. By framing his “list” of activities with his passion-happens-slowly mindset, Jimmy injects purpose and interest into what could have been a boring and braggadocious essay if it were written differently. Overall, this essay lets the reader know that Jimmy is seriously dedicated to becoming a physician, and both his thoughts and his actions inspire confidence that he will give medical school his all.

The Crimson's news and opinion teams—including writers, editors, photographers, and designers—were not involved in the production of this content.

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• 2024 Medical School Secondary Essays Examples

Be Memorable. Claim an interview spot. Get Accepted.

Our team of physician and medical student editors had the pleasure of helping students craft the following medical school secondary essays. 

“Why This School” Essay

Adversity essay, diversity essay, “how will you contribute to our school” essay, “future goals” essay, “academic lapses or breaks” essay, “why d.o.” essay, why are secondaries important, tell us about any specific reason(s) (personal, educational, etc.) why you see yourself here at the wake forest school of medicine..

The ending of the motto of the Moravian church, which has a strong historical connection with Winston-Salem, is “…in all things, love.” This concluding statement is an apt description of how I attempt to live my life. Wake Forest upholds such values of inclusion and love through the Lovefest tradition and programs such as the student-run DEAC Clinic. After working at free clinics in rural areas, I am committed to becoming a physician that will promote systems of care in the community. With my exposure to rural primary care, I want to use the Rural/Underserved Health experience offered to Wake Forest students through the North Carolina Academy of Family Physicians to further my understanding and training in this career path. Furthermore, as an extension of working in primary care, I am interested in being a geriatrician. Wake Forest, as one of the best geriatric hospitals in the country, has a curriculum that aligns with my interests. I am confident that through research, service, and patient care, Wake Forest will shape me into a leader of rural health care for the geriatric community.

Application Status: Accepted |School of choice: Wake Forest School of Medicine | Class of 2024

More Examples and Writing Tips for a Convincing  Medical School “Why Us” Essay | Click Here

Describe a significant challenge you have experienced in your life, share the strategies you employed to overcome the challenge, and what you learned from the experience..

One personal adversity I have overcome is my lack of self-confidence. I was always a quiet child who grew up with two older sisters doing most of the talking. As I aged, I came out my shell to an extent and became more outgoing. I have always struggled in one particular area: public speaking. My passion for medicine grew early as I observed my eldest sister work alongside physicians during her nursing training. However, my shy nature led me to select pre-nursing as my major, since nursing does not require the ability to speak publicly like being a physician often does. I did not truly consider a career as a doctor until my anatomy and physiology professor suggested I do so after recognizing my drive, aptitude, and passion. Even so, it took introspection and time to recognize that I held the potential to become a successful physician.

Over my undergraduate career, I have participated in many group presentations during classes without the benefit of being taught how to successfully prepare. On every occasion, I would become so nervous that I was unable to sleep the entire night prior. By the time I presented, I would be so distracted that I could not think straight, let alone get my point across clearly. This went on until I had the opportunity to participate in a class called Peer Instruction in Laboratory Occupational Training (PILOT), which was an extension of a class that I had succeeded in, Quantitative Biological Methods.

PILOT was designed to expose students to research articles and assist with laboratory techniques and homework. A large part of the grade for the class consisted of teaching a laboratory section of around 40 students for 15 minutes. I almost opted out of the class because of this requirement, but ultimately decided it was a great opportunity to work through my personal fear of public speaking and build my self-confidence.

I set a schedule six weeks ahead of the presentation to begin preparing. A few helpful peers offered advice, telling me that knowing what I wanted to say verbatim was a good way to improve confidence. Thus, I practiced daily until three weeks before the class. I found another tip online: practicing in the actual location of the presentation can help reduce nerves. Subsequently, I approached one of my laboratory teaching assistants and asked if he would let me practice in the laboratory. He was an excellent teaching assistant and took the time to watch me practice and provide feedback.

Ultimately, I felt that I was able to present eloquently and received an excellent grade. Life is full of challenges, and I learned that preparation is key to success. I planned and prepared early, pulled from available resources, and implemented advice from faculty and peers. This experience taught me that I do have the aptitude, strength, and drive to succeed in medical school and overcome any obstacle that I might face. I am eager to embrace more personal growth and realize my full potential as I continue on to medical school.

Application Status: Accepted |School of choice: Nova Southeastern University College Of Osteopathic Medicine | Class of 2024

More Examples and The 6 Steps for Writing the Medical School Adversity Essay | Click Here

“do you consider yourself a person who would contribute to the diversity of the student body of tufts university school of medicine” if yes, briefly explain why..

I am a Muslim, Saudi woman, but I am not the preconceived notions of being close minded, uncultured, or oppressed. I’m a passionate helper, an open-minded extrovert, and a curious explorer of the world. 

Though I grew up attending a school that taught me to be a leader and encouraged competition, and though travelling the world allowed me to explore new cultures, homogeneity was the ‘norm’ everywhere I went until I attended school in the US. George C. Marshall High School showed me how enriching diversity is. There, in a mixture of backgrounds and ethnicities, I was an ‘other’ among many ‘others’. The following year in Nebraska was different, and I experienced the damage of prejudice when I was the only ‘other’. My experiences drove me to work to bring different people together to give back. Years later, at NYU, this personal passion pushed me to create a volunteer tutoring nonprofit organization. 

I believe the ‘other’ in me, with the uncommon background, the unique experiences, and the interesting perspectives, will contribute to the diversity of the student body at Tufts.

Application Status: Accepted |School of choice: Albert Einstein College of Medicine | Class of 2024

Click here for More Examples and Steps on How to Write an Effective Medical School Diversity Essay

Explain how interactions with people who are different from you have shaped your worldview and relate how you would enrich the VTC community.

From my academic and work experiences, I have frequently worked with people who are different from myself. Working with students and professors from different backgrounds through college helped me appreciate different viewpoints, especially during my bioethics training.  Listening to my classmate, who was a Catholic hospice nurse, explain her differing stance on end-of-life care showed me to appreciate the legitimacy of different opinions. Likewise, I learned from sociology graduate students about the issue of the medicalization of mental illness, which I had not had to consider prior to speaking and working with them. These experiences will help me contribute to the community by enabling me to approach problems from multiple lenses and to listen to and value the input of experts in different fields.

My experiences engaging with different individuals will help me to enrich the community at Virginia Tech. As a tutor, I have been able to work with students of different ages and backgrounds with unique learning goals. For example, my student, Danny, was an adult student taking classes at a community college and had failed his statistics course three times before meeting with me. Even though I had excelled in math classes during school, I was able to listen to his frustrations and identify different ways to help him learn the content and be able to apply it for quizzes and exams. I helped him navigate through the material, and he ended up passing the course comfortably. By working with a wide variety of students like Danny, I have been able to understand the importance of listening actively to individuals’ struggles and unique experiences to learn about how to best help them and I am excited to apply this skill to help future individuals.

In addition to my experiences tutoring, I have been able to interact with individuals different from myself through volunteering. For example, at Judson Park, I volunteered by helping one resident, Ron, participate in art therapy. Ron had suffered two prior strokes and was wheelchair-bound and hemiplegic. I was able to help bring him down to the art room and organize supplies for him. Ron was unique in his needs, which was why he required individualized care to be able to participate in the art therapy. He also struggled with communicating verbally due to deficits from his prior strokes. I adapted by patiently waiting for him to respond at his own pace and looking for body language cues for what he needed at the moment. He was able to make incredible art creations, showing me the resilience of differently abled individuals.

These experiences have shown me the importance of valuing everyone’s unique perspectives and utilizing that consideration and compassion to help others. I can enrich the VTC community by providing this diverse perspective to help my peers and ultimately serve the greater community as a physician.

Application Status: Accepted |School of choice: University of Virginia School of Medicine | Class of 2024

Need help writing your secondary essays?

After residency, describe the community in which you see yourself practicing medicine..

Currently, I can see myself practicing medicine in a variety of clinical settings: a private specialty care system, a nonprofit medical facility, individual practice, or a different setting. I am open to all of the new experiences that medical school will bring, including exposure to a variety of clinical settings.

I have worked as a medical scribe at the largest non-profit health care provider in Seattle and have also volunteered for a private specialty hospital. Both of these experiences have exposed me to a different type of medical practice, and I have enjoyed both although in different ways. I loved the diversity of patients I encountered at the nonprofit and enjoyed experiencing different clinic visits whether for constipation or throat pain. At the specialty hospital, I was able to encounter unique and rare medical cases that I’ve only read about in books such as spina bifida or hydrocephalus. I was also able to witness the very specialized and personalized care. I am excited to explore the various clinical setting options in medical school and residency, and figure out which environment best suits my strengths and interests!

Application Status: Accepted |School of choice: Stanford School of Medicine | Class of 2024

Use this space if you’d like to address any identified deficiencies in your application.

When I suddenly lost my father to pancreatic cancer shortly before starting college, I was confused and frustrated about my loss. Although I had dreamt of becoming a doctor since I was a little girl, I was newly unsure of whether medicine was right for me. Because I lacked a tangible goal and motivation, my studies and grades suffered during my first years of college. However, once I began volunteering at the Children’s Hospital during my sophomore year, I developed a renewed sense of appreciation and passion for medicine. I started to care a lot more about school and enjoyed learning again. I began working extremely hard in my classes, and slowly but surely, my GPA rose.

Application Status: Accepted |School of choice: Rowan University School of Osteopathic Medicine   | Class of 2024

How do your professional ambitions align with osteopathic medicine?

My professional ambitions have always aligned with a medical career, ever since I observed my childhood hero and oldest sister, Brittany, work alongside physicians as a registered nurse. At the time, I was only eight years old and not yet privy to the nuances of allopathic versus osteopathic medicine.

Throughout my experiences with the medical profession as a patient and mother, I have found myself disappointed with some of the allopathic medical treatments. I have myself been treated pharmaceutically with medications and became non-compliant with my treatment due to side effects. Several years ago, I was diagnosed with herpetic neuralgia. My neurologist prescription Neurontin, which helped with the symptoms but left me in a fog. I found myself questioning whether there could be a better method.

As an undergraduate student, I was fortunate to have the opportunity to listen to a presentation by a doctor of osteopathy from Lake Eerie College of Medicine in Bradenton, FL. The speaker discussed osteopathic medicine, its principles, and manipulative medicine (OMM). He talked about a time when he bumped into an old friend who had been diagnosed with plantar fasciitis. His friend’s condition was so severe that he needed a cane to ambulate independently. The D.O. performed OMM for his friend and provided him with a set of exercises to perform daily at home. Ultimately, the friend did not require the surgery his allopathic physician had recommended.

After listening to his presentation, I felt as though I had a breakthrough. I realized that I wholeheartedly supported these principles as the better solution that I had been looking for. With osteopathic medicine, I could practice medicine in a traditional manner while wielding a valuable skill set that could spare patients from invasive surgeries and pharmaceutical therapeutics causing undesired side effects.

Furthermore, while studying for the MCAT a year ago, I developed a constant waxing and waning neck pain that would radiate to my right shoulder and down my arm. This worsened over a period of four weeks, and I took increasing amounts of ibuprofen to calm the symptoms. A good friend of mine is a physical therapist who manipulated my spine and sent me home with instructions for an exercise plan. She also taught me how to self-evaluate my posture, which has been valuable in preventing additional episodes. I was incredibly impressed with the outcome of the treatment that used my own body and its muscles to treat the pain without using pharmaceuticals or leaving me with residual deficits. As such, my personal trust in natural treatments has emphasized to me that osteopathic medicine is the path I am meant to follow. 

The more I learn about osteopathic medicine, the more excited I am to incorporate its principles into my future practice. I am thrilled to learn and practice medicine with a holistic approach to evaluate and treat patients. As a healthcare partner to my future patients, I feel inspired to encourage the implementation of prevention, maintenance, and natural remedies into their treatment plans.

Application Status: Accepted |School of choice: Touro College of Osteopathic Medicine   | Class of 2024

Why are secondary essays important?

• Schools ask these questions for a specific reason
• It’s your final chance to make a strong impression
• When they’re done right, you will lockdown an interview spot

Join over 1,500 of our accepted med school applicants by using Motivate MD's review service.

Meet Some of Your Editors

Ansel N., MD,PhD

The ohio state university college of medicine.

Alexa S., MD

University of Cincinnati College of Medicine

Harvard Medical School

Yale School of Medicine

George Washington School of Medicine

DUKE UNIVERSITY SCHOOL OF MEDICINE

NYU Grossman School of Medicine

Columbia University Vagelos College of Physicians and Surgeons

University of California San Francisco School of Medicine

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Ansel N., MD/PhD

Radiation Oncology Resident Former Medical School: Ohio State

My name is Ansel Nalin. I am a current Radiation Oncology resident at MD Anderson Cancer Center in Houston, TX. I graduated from the Ohio State University College of Medicine MD/PhD program.

While in medical school, I tutored first- and second-year medical students, helping them review lecture material and prepare for block exams. I taught study strategies to first-year students adjusting to the medical school curriculum. I worked individually with students during board exam preparation. I also led a review course for MD/PhD students prior to taking Step 1. In addition to my role as a tutor, I was also selected by the Ohio State College of Medicine Academic Office staff to serve in a leadership role for two years. In this role I led the team of 40 students on the peer tutoring team. I met weekly with College of Medicine staff to plan academic programs benefitting first- and second-year medical students. Together we organized and managed academic resources for medical students including our peer tutoring programs, group review sessions, and student-led review lectures. I coordinated the tutoring assignments for medical students involved in the program; over 100 students utilized the programs. We oversaw the creation of new student-led anatomy review sessions that were incorporated into the medical school academic program.

While enrolled in the MD/PhD program, I completed my PhD in cancer immunology studying natural killer cell development. I also collaborated on translational research projects seeking to identify new cell-based therapies for cancer. I published multiple papers in high impact journals and had the opportunity to present my work at both local and international conferences. I continue to pursue research that develops immune-based therapies for cancer and plan to pursue a career as a physician-scientist.

I joined the team at Motivate MD to help students achieve their goals in medicine. I have benefitted from the support of many outstanding mentors, and I strive to have a similarly positive impact in helping students succeed. My experiences as a tutor and teaching assistant, in both undergraduate and medical school, have helped me develop excellent skills in communication and mentoring. In addition to my teaching and leadership experience, I have developed specific skills to help students with the application and interview process for medical school and residency programs.

Not only am I familiar with what makes a strong application, I am prepared to help students highlight their strengths in their essays and interviews. I have extensive writing and speaking experience from my graduate studies. I have coached other students in communicating effectively. From my own experience in interviewing for medical school and residency, I can help students gain confidence in their communication skills and clearly express their motivations and goals. As a member of the Motivate MD team, I am passionate about helping students work toward their goal of a successful career in medicine.

I am an OBGYN resident and graduate of the University of Cincinnati. Throughout medical school, I engaged in research at Cincinnati Children’s Hospital and UCCOM’s OBGYN department. I have a strong background in mentorship. In medical school, I was a part of an organization that would mentor local Cincinnati youths. I was also involved in mentoring medical students in the years below through her medical scholar’s program. I also have a lot of experience editing medical school essays and mentoring my scribes when I was a chief scribe during my gap years. I took two years off prior to applying for medical school. During this time, I completed research at WashU with a neuroimaging lab as a clinical research coordinator and scribed in an emergency department. The medical application process was daunting for me. I went through the process of taking the MCAT multiple times and struggled to figure out where I would be a competitive applicant. I chose to work for Motivate MD to assist students with this intimidating process and help in areas where I felt I was lacking guidance prior to medical school! I am very excited to get the opportunity to work with you!

Jisoo is a medical student at Harvard Medical School. She has a background in neurobiology wet-lab research, and has a strong interest in mentorship, especially of underserved populations. Everyone has a unique journey to medical school, and Jisoo is committed to helping applicants present their own unique journeys in a meaningful and comprehensive manner. She has lots of experience working with individuals that have diverse pathways to medical school and closely collaborates with applicants from the beginning to the end of their application process, providing individualized support for each applicant.

Hi! My name is Rhys (pronounced like “Reese’s Pieces”) and I am a medical student at Yale School of Medicine.

I have upwards of 9 years experience mentoring peers, most recently aiding students through the premedical path at my undergrad. I also have worked as an executive function/planning tutor for Los Angeles area high school and college students. Earlier in college, I worked as a research aide/teaching assistant helping students leverage “writing-to-learn” in order to improve their understanding of complex concepts.

After graduating  Summa Cum Laude  with a Bachelors of Science in Biomedical Engineering and Health Policy from the University of Southern California in 2021, I took a gap year primarily to scribe at a pediatric clinic to boost my clinical experience hours and to continue to work on a philanthropic start-up I co-founded while at USC.

At USC, I had multiple research experiences ranging from biomedical device research in a hybrid wet lab to policy analysis. I also was heavily involved in pro-bono consulting for non-profits and social enterprises.

I have personal experience approaching the common “Why Medicine?” question from a non-traditional angle (engineering major/activities and low clinical hours compared to non-clinical), tying in a non-standard major “X factor” extracurricular into the overall theme of an application, and expressing interest in dual degrees/interdisciplinary medical careers (policy, public health etc).

I look forward to helping you plan for and execute your unique path to medical school!

George Washington School of Medicine and Health Sciences

Hi Everyone! My name is Anthu Gnanakumar and I am a medical student at the George Washington School of Medicine and Health Sciences. I majored in neuroscience and minored in English at the University of Virginia prior to taking a gap year and attending medical school. During my gap year, I worked as a medical assistant (MA) at endocrinology and pediatric primary care practices. I really value the hands-on experience I got through being an MA and would highly recommend taking a gap year if you are at all considering it!

I remember being daunted by the significant uptick in medical school applications during the pandemic and can empathize with the ever-increasing competitiveness of getting into medical school. I have mentored and advised multiple peers and friends from high school and college as they navigated the application process and look forward to extending that mentorship to many of you. It is my hope that we can work together to shape your narrative into meaningful essays and interview responses!

Duke University School of Medicine

Hi all! My name is Arthi and I’m a medical student at Duke. I am originally from New Jersey and went to Duke for undergrad where I was able to discover interests in medical humanities, global health, and peer mentorship. Having previously taught in an art studio, I found ways to engage with medical humanities through storytelling and creative arts with elders with dementia. In medical school, I help run a program that allows admitted patients to share their life story and with cartoon creations to simplify medical diagnoses. I also majored in global health and worked on projects in based in Uganda and India during undergrad that focused on studying how evidence-based interventions actually function in practice. I spent my gap year as a global health research assistant which allowed me to gain experience with all stages of project initiation, management, and dissemination. I’m working towards spending Duke’s MS3 research year engaging with global health implementation research on site. I don’t have any family in medicine so I asked for a lot of advice from upperclassmen and medical students throughout. I was a peer tutor for over 3 years and during my senior year, I started a peer advising program that’s goal was to reach beyond just academics. During that time, I mentored many premed students on course choice, finding research and volunteering experiences, applying to summer program and gap year jobs, MCAT, and building a school list. I continued many of these relationships since graduating and have been able to provide continued support through brainstorming and editing primary and secondary applications, interview prep, and ultimately decision making. One thing I’ve come to learn from my process and that my classmates is that there isn’t one right way to do things and it can be valuable to talk through and understand your priorities and the things that make you the most excited and craft your application around those. I know how stressful and draining each step of the application process can be and I would love the chance to provide some of guidance and support I received at whichever turn you need.

NYU Grossman School of Medicine Admissions Committee Experience

Hi! My name is Kate and I’m a current medical student at NYU Grossman School of Medicine in New York City! I’m originally from Kingsport, Tennessee and attended Clemson University where I completed my undergraduate degree in Chemical Engineering and a master’s degree in Applied Health Research. I have many years of experience as an advisor and mentor, mainly through working as study abroad ambassador and as a peer tutor and peer mentor through a Women in Engineering organization at my school. Later in college, I also worked as a teaching assistant for a challenging chemical engineering course in my degree. I also volunteered my time as a tour guide and was able to provide loads of advice and guidance to future students through that role. While finishing my master’s degree at Clemson University, I worked as a scribe at a gastroenterology clinic to boost my clinical experience hours. During this time, I also served as a mentor and health coach for a local volunteer organization with a mission to help people get off of government assistance. At Clemson, I had multiple research experiences ranging from social psychology to OB/GYN clinical research. I was also heavily involved with STEM outreach at local schools, ran a pitch competition, and volunteered as a conversational partner for international students who were learning English. I also spent the summer after I graduated college working at Interlochen Arts Camp as a camp counselor and reigniting my passion for theatre and the arts. I have had a slightly more non-traditional path to medicine (engineering degree/extracurriculars, taking a year to do a master’s, working at an arts camp), and I have a lot of experience in how to best weave together your own unique story in order to stand out to admissions committees. As a current medical student, I now spend my time working as an Admissions Ambassador and serving as a mentor to incoming students. I also currently interview for my medical school and so I can provide a lot of insight as I’ve sat on both sides of the Zoom interview screen. I look forward to helping you put your best foot forward in your applications and interviews for medical school!

Hello! I am a medical student at Columbia University Vagelos College of Physicians and Surgeons planning to apply into neurology this upcoming fall. I have extensive mentoring and advising experience both prior to medical school, when I served as a peer advisor for my undergraduate institution’s pre-health club, and as a medical student, continuing to advise undergraduates on essay writing, interview preparation, and general application and career advice. I also work as a mentor in the local community, tutoring and advising 8 th grade and high school age students interested in the health sciences. I have significant research and publication experience beginning as an undergraduate and continuing throughout medical school, having published four first-author manuscripts while contributing to multiple others. Prior to medical school, I spent a gap year as a National Institutes of Health Post-baccalaureate Intramural Research Training Award fellow, a role in which I studied Alzheimer’s disease proteomics and metabolomics. Currently, my research focus has shifted towards neuroinfectious diseases and contributions of infectious exposures to lifetime dementia risk. In addition to clinical medicine, I have a strong interest in public health and anthropology that informs my research and clinical pursuits. 

Hello! My name is Jessica, and I am a medical student at the University of California San Francisco School of Medicine. I completed my undergraduate degree in Molecular & Cellular Biology at Johns Hopkins University, along with a minor in Entrepreneurship & Management. At Hopkins, I played on the varsity tennis team, served as a peer tutor, and volunteered at the JHH Sickle Cell Infusion Center. After graduating from college, I took on a full-time position at the Sickle Cell Infusion Center as a clinical research coordinator. I stayed in this role for one gap year, where I ran the largest registry of sickle cell disease patients in the United States, helping to characterize disparities faced in health outcomes and access to care. Since starting medical school, I have become heavily involved in cervical cancer research, volunteering at the Chinese Hospital in downtown San Francisco, and advocating for vulnerable populations. As a first-generation medical student, I understand how overwhelming the application process is and how vital near-peer guidance can be. I’ve helped several applicants through their application writing and interview process, who will all be matriculating to medical school this upcoming fall. I look forward to helping you curate your own story, put your best foot forward, and pursue your dream career!

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The Only 3 Medical School Personal Statement Examples You Need to Read

Posted in: Applying to Medical School

Table of Contents

The personal statement is one of the most important parts of the med school application process because t his mini-essay is a critical opportunity for you to stand out from other prospective medical students by demonstrating your passion and personality, not just your grades.

Admissions committees receive hundreds or more AMCAS medical school applications , so yours should be unique and captivating. Your medical school personal statement shows admissions officers who you are beyond your high school or pre-med GPA , extracurriculars , and MCAT score . 

The best personal statements are… well, personal . This is your chance to share what life experiences have compelled you toward a career in healthcare or the medical field , and how those experiences shape the picture of your ideal future.

MedSchoolCoach has crucial advice for writing your personal statement . 

Read these examples of personal statements for prospective med students.

Writing a great medical school personal statement is a lot easier with the right support. We’ve helped numerous med school applicants craft top-notch personal statements and can do the same for you.

But first: 7 steps to writing an engaging personal statement.

Before you read these excellent examples, you need to understand the process of writing a personal statement.  

Include these in your medical school personal statement:

• Why you’re passionate about becoming a doctor
• Your qualities that will make you a great physician
• Personal stories that demonstrate those qualities
• Specific examples of the communities you want to serve as a member of the medical field

What are the most important things to remember when writing a medical school personal statement ?

• Begin the writing process early: Give yourself plenty of time for brainstorming and to revisit your first draft, revising it based on input from family members and undergrad professors. Consult the application timeline for your target enrollment season.
• Choose a central theme: An unfocused essay will leave readers confused and uninterested. Give your statement a clear thesis in the first paragraph that guides its formation.
• Start with a hook: Grab the reader’s attention immediately with your statement’s first sentence. Instead of opening with a conventional introduction, be creative! Begin with something unexpected.
• Be the you of today, not the you of the future: Forecasting your future as a physician can come across as empty promises. Don’t get caught up in your ambitions; instead, be honest about your current situation and interest in the field of medicine.
• Demonstrate your passion: It’s not enough to simply state your interest in becoming a doctor; you have to prove it through personal stories. Show how your perspectives have been shaped by formative experiences and how those will make you an effective physician.
• Show, don’t tell : Avoid cliches that admissions committees have heard hundreds of times, like “I want to help people.” Make your writing come alive with dynamic, persuasive storytelling that recounts your personal experiences.
• Tie everything together: Conclude by wrapping up your main points. Reiterate your passion for the medical profession, your defining personal qualities, and why you’ll make a good doctor.

You can read more about our recommended method in our step-by-step guide , but those are the major points.

Example 1 — From the Stretcher to the Spotlight: My Journey to Becoming an Emergency Medicine Physician

Another siren shrieks as the emergency room doors slide open and a team of EMTs pushes a blood-soaked stretcher through the entrance. It’s the fifth ambulance to arrive tonight — and only my first clinical shadowing experience in an emergency medicine department since my premed education began.

But it wasn’t my first time in an emergency room, and I knew I was meant to be here again.

In those crucial moments on the ER floor, many of my peers learned that they stumble in high-pressure environments. A few weeks of gunshot wounds, drug overdoses, broken bones, and deep lacerations in the busiest trauma bay in the region were enough to alter their career path.

They will be better practitioners somewhere predictable, like a pediatrician in a private practice where they choose their schedules, clients, and staff.

Every healthcare provider has their specialties, and mine are on full display in those crucial moments of lifesaving care. Why am I pursuing a career in Emergency Medicine? Because I’ve seen firsthand the miracles that Emergency Medicine physicians perform.

12 years ago, I was in an emergency room… but I was the one on the stretcher.

A forest-green Saturn coupe rolled into my parent’s driveway. The driver, my best friend Kevin, had just passed his driving test and was itching to take a late-night run to the other side of town. I had ridden with Kevin and his father many times before when he held his learner’s permit. But this time, we didn’t have an adult with us, and the joyride ended differently: with a 40-mph passenger-side collision, T-boned by a drunk driver.

I distinctly recall the sensation of being lifted out of the crumpled car by a paramedic and laid onto a stretcher. A quick drive later, I was in the care of Dr. Smith, the ER resident on call that night. Without missing a beat, he assessed my condition and provided the care I needed. When my mom thanked him for saving my life, he simply responded, “It’s what he needed.”

Now I’m watching other doctors and nurses provide this life-saving care as I observe as a premed student. I see the way the staff works together like a well-oiled machine, and it reminds me of my time in high-school theater.

Everyone has a role to play, however big or small, to make the show a success. All contributions are essential to a winning performance — even the technicians working behind the scenes. That’s what true teamwork is, and I see that same dynamic in the emergency department.

Some actors freeze during performances, overcome by stage fright. Other students are too anxious to even set foot in front of an audience; they remain backstage assisting with split-second costume changes.

Not me. I felt energized under the spotlight, deftly improvising to help my co-stars when they would forget their lines. Admittedly, I wasn’t the best actor or singer in the cast, but I provided something essential: assurance under pressure. Everyone knew me as dependable, always in their corner when something went awry. I had a reputation for remaining calm and thinking on my feet.

My ability to stay unruffled under pressure was first discovered on stage, but I can use it on a very different platform providing patient care. Now, when other people freeze under the intensity of serving public health on the front lines, I can step in and provide my calm, collected guidance to see them through.

As an ER doctor, I will have to provide that stability when a nurse gets flustered by a quarrelsome patient or shaken from an irreparably injured infant. When you’re an Emergency Medicine physician, you’re not following a script. It takes an aptitude of thinking on your toes to face the fast pace and unpredictable challenges of an emergency center.

During my time shadowing, I saw experienced physicians put those assured, gentle communication skills to use. A 13-year-old boy was admitted for a knife wound he’d received on the streets. He only spoke Spanish, but it was clear he mistrusted doctors and was alarmed by the situation. In mere minutes, one of the doctors calmed the patient so he could receive care he needed.

Let me be clear: I haven’t simply gravitated toward Emergency Medicine because I liked it most. It’s not the adrenaline or the pride that compel me. I owe Emergency Medicine my life, and I want to use my life to extend the lives of other people. Every person brought into the trauma bay could be another me , no matter what they look like.

People are more than their injury, health record, or circumstances. They are not just a task to complete or a challenge to conquer.

My childhood injury gave me an appreciation for the work of ER doctors and a compassion for patients, to foster well-being when people are most broken and vulnerable. I already have the dedication to the work and the heart for patients; I just need the medical knowledge and procedural skills to perform life-saving interventions. My ability to remain calm, think on my toes, be part of a team, and work decisively without making mistakes or overlooking critical issues will serve me well as an Emergency Medicine physician.

Some ER physicians I spoke with liked to think that they’re “a different breed” than other medical professionals — but I don’t see it that way. We’re just performing a different role than the rest of the cast.

Breaking It Down

Let’s look at what qualities make this a great personal statement for med school.

• Engaging opening: The writer painted a vivid scene that immediately puts the reader in their shoes and leaves them wanting more.
• Personal examples: The writer demonstrated his ability to stay calm, work as a team, and problem-solve through theater experience, which he also uses as a comparison. And, he explained his passion for Emergency Medical care from his childhood accident.
• Organized: The writer transitions fluidly between body paragraphs, connecting stories and ideas by emphasizing parallels and hopping back and forth between time.
• Ample length: Makes full use of the AACOMAS and AMCAS application personal statement’s character limit of 5,300 characters (including spaces), which is about 850-950 words.

Unsure what traits and clinical or research experience your preferred medical school values ? You can research their admissions requirements and mission statement using the MSAR .

Example 2 — Early Clinical Work For Empathetic Patient Care

The applicant who wrote this personal statement was accepted into University of South Florida Morsani College of Medicine, University of Central Florida College of Medicine, and Tufts University School of Medicine.

As I walked briskly down the hall to keep up during our daily rounds in the ICU, I heard the steady beeping of Michelle’s cardiac monitor and saw a ruby ornament twinkling on the small Christmas tree beside her. She was always alone, but someone had decorated her room for the holidays.

It warmed my heart that I wasn’t the only one who saw her as more than a patient in a coma. I continually felt guilty that I couldn’t spend more time with her; her usual companions were ventilators, IV bags, and catheters, not to mention the golf ball-sized tumors along her spine. Every day, I thought about running to Michelle’s bedside to do anything I could for her.

Thus, I was taken aback when my advisor, who was visiting me that day, asked me if I was okay. It never crossed my mind that at age 17, my peers might not be able to handle the tragedies that healthcare workers consistently face. These situations were difficult, but they invoked humanity and compassion from me. I knew I wanted to pursue medicine. And I knew I could do it.

From my senior year of high school to my senior year of college, I continued to explore my passion for patient interaction.

At the Stepp Lab, I was charged with contacting potential study participants for a study focusing on speech symptoms in individuals with Parkinson’s Disease. The study would help future patients, but I couldn’t help but think: “What are we doing for these patients in return?” I worried that the heart and soul behind the research would get lost in the mix of acoustic data and participant ID numbers.

But my fears were put to rest by Richard, the self-proclaimed “Parkinson’s Song & Dance Man,” who recorded himself singing show tunes as part of his therapy. Knowing that he was legally blind and unable to read caller ID, I was always thrilled when he recognized my voice. The spirit in his voice indicated that my interest in him and his journey with Parkinson’s was meaningful. Talking with him inspired me to dive deeper, which led to an appreciative understanding of his time as a sergeant in the U.S. military.

It was an important reminder: my interest and care are just as important as an effective prescribed treatment plan.

Following graduation, I began my work as a medical assistant for a dermatologist. My experience with a patient, Joann, validated my ability to provide excellent hands-on patient care. Other physicians prescribed her painkillers to relieve the excruciating pain from the shingles rash, which presented as a fiery trail of blisters wrapped around her torso. But these painkillers offered no relief and made her so drowsy that she fell one night on the way to the bathroom.

Joann was tired, suffering, and beaten down. The lidocaine patches we initially prescribed would be a much safer option, but I refused for her to pay $250, as she was on the brink of losing her job. When she returned to the office a week later, she held my hand and cried tears of joy because I found her affordable patches, which helped her pain without the systemic effects.

The joy that pierced through the weariness in her eyes immediately confirmed that direct patient care like this was what I was meant to do. As I passed her a tissue, I felt ecstatic that I could make such a difference, and I sought to do more.

Since graduation, I have been volunteering at Open Door, a small pantry that serves a primarily Hispanic community of lower socioeconomic families. It is gut-wrenching to explain that we cannot give them certain items when our stock is low. After all, the fresh fruits and vegetables I serve are fundamental to their culturally-inspired meals.

For the first time, I found myself serving anguish rather than a helping hand. Usually, uplifting moments strengthen one’s desire to become a physician, but in this case, it was my ability to handle the low points that reignited my passion for aiding others.

After running out of produce one day, I was confused as to why a woman thanked me. Through translation by a fellow volunteer, I learned it was because of my positivity. She taught me that the way I approach unfavorable situations affects another’s perception and that my spirited attitude breaks through language barriers.

This volunteer work served as a wake-up call to the unacceptable fact that U.S. citizens’ health suffers due to lack of access to healthy foods. If someone cannot afford healthy foods, they may not have access to healthcare. In the future, I want to partner with other food banks to offer free services like blood pressure readings. I have always wanted to help people, but I now have a particular interest in bringing help to people who cannot afford it.

While the foundation of medicine is scientific knowledge, the foundation of healthcare is the word “care” itself. I never found out what happened to Michelle and her Christmas tree, but I still wonder about her to this day, and she has strengthened my passion to serve others. A sense of excitement and comfort stems from knowing that I will be there for people on their worst days, since I have already seen the impact my support has had.

In my mind, becoming a physician is not a choice but a natural next step to continue bringing humanity and compassion to those around me.

How did this personal statement grab and sustain attention so well?

• Personalization: Everything about this statement helps you to understand the writer, from their personal experiences to their hope for how their future career will look.
• Showing, not telling: From the first sentence, the reader is hooked. This prospective medical student has plenty of great “on paper” experience (early shadowing, clinical experience, etc.), but they showed this with storytelling, not by repeating their CV.
• Empathy: An admissions committee reading this personal statement would know beyond a shadow of a doubt that this student cares deeply about their patients. They remember first names, individual details, and the emotions that each patient made them feel.
• A clear path forward: The writer doesn’t just want to work in the medical field — they have a passion for exactly how they want to impact the communities they serve. Outside of strictly medical work, they care about the way finances can limit access to healthcare and the struggle to find healthy food in food deserts around the US .

Read Next: How Hard Is It to Get Into Medical School?

Example 3 — Beyond the Diagnosis: The Importance of Individualized Care in Medicine

The applicant who wrote this personal statement was accepted into Touro College of Osteopathic Medicine and Nova Southeastern University College Of Osteopathic Medicine.

Dr. Haywood sighs and shakes her head upon opening the chart. “I was worried about her A1C. It’s up again. Hypertension, too. Alright, let’s go.”

As we enter the patient’s room, I’m expecting the news about her blood sugar and pressure to fill the room. Instead, Dr. Haywood says, “Roseline! How are you doing? How’s your girl, doing well?”

Dr. Haywood continues to ask questions, genuinely interested in Roseline’s experience as a new mother. If not for the parchment-lined examination chair and anatomy posters plastered to the wall, this exchange could be happening in a grocery store. What about her A1C? Her blood pressure? Potential Type II diabetes?

As I continue to listen, Dr. Haywood discovers that Roseline’s mother moved in with her, cooking Haitian meals I recognize as high on the glycemic index. Dr. Haywood effortlessly evolves their conversation to focus on these. Being Haitian herself, she knows some traditional dishes are healthier than others and advises Roseline to avoid those that might exacerbate her high blood sugar and blood pressure. Dr. Haywood also suggests Roseline incorporate exercise by bringing her baby on a walk through her neighborhood.

During my shadowing experience, I observed one of the core components of being a physician through several encounters like this one. By establishing a relationship with her patient where Roseline was comfortable sharing the details of new motherhood, Dr. Haywood was able to individualize her approach to lowering the patient’s A1C and hypertension. Inspired by her ability to treat the whole person , I began to adopt a similar practice as a tutor for elementary kids in underserved areas of D.C.

Shaniyah did not like Zoom, or math for that matter. When I first met her as a prospective tutee online, she preferred to keep her microphone muted and would claim she was finished with her math homework after barely attempting the first problem. Realizing that basing our sessions solely on math would be fruitless, I adapted my tutoring style to incorporate some of the things for which she had a natural affinity.

The first step was acknowledging the difficulties a virtual environment posed to effective communication, particularly the ease at which distractions might take over. After sharing this with Shaniyah, she immediately disclosed her struggles to share her work with me. With this information, I found an online platform that allowed us to visualize each other’s work.

This obstacle in communication overcome, Shaniyah felt more comfortable sharing details about herself that I utilized as her tutor. Her love of soccer gave me the idea to use the concept of goal scoring to help with addition, and soon Shaniyah’s math skills and enthusiasm began to improve. As our relationship grew, so did her successes, and I suspect the feelings I experienced as her tutor are the same as a physician’s when their patient responds well to prescribed treatment.

I believe this skill, caring for someone as a whole person , that I have learned and practiced through shadowing and tutoring is the central tenet of medicine that allows a doctor to successfully treat their patients.

Inspired by talking with patients who had received life-altering organ transplants during my shadowing experience, I created a club called D.C. Donors for Georgetown University students to encourage their peers to register as organ donors or donate blood. This experience taught me that to truly serve a person, you must involve your whole person, too.

In starting this club to help those in need of transplants, I had to dedicate my time and effort beyond just my physical interactions with these patients. For instance, this involved reaching out to D.C.’s organ procurement organization to inquire about a potential partnership with my club, to which they agreed. In addition, I organized tabling events on campus, which required significant planning and communication with both club members and my university.

Though exciting, starting a club was also a difficult process, especially given the limitations the pandemic imposed on in-person meetings and events. To adapt, I had to plan more engaging meetings, designing virtual activities to make members more comfortable contributing their ideas. In addition, planning a blood drive required extensive communication with my university to ensure the safety of the staff and participants during the pandemic.

Ultimately, I believe these behind-the-scenes actions were instrumental in addressing the need for organ and blood donors in the D.C. area.

From these experiences, I have grown to believe that good medicine not only necessitates the physician cares for her patient as a whole, but also that she fully commits her whole person to the care of the patient. Tutoring and starting D.C. Donors not only allowed me to develop these skills but also to experience such fulfilling emotions: the pride I had in Shaniyah when her math improved, the gratefulness I felt when she confided in me, the steadfast commitment I expressed to transplant patients, and the joy I had in collaborating with other passionate club members.

I envision a career as a physician to demand these skills of me and more, and I have confirmed my desire to become one after feeling so enriched by practicing them.

Here’s what makes this personal statement such a good example of what works:

• Desirable qualities: The student clearly demonstrates qualities any school would want in an applicant: teachability, adaptability, leadership, organization, and empathy, to name a few. This again uses the “show, don’t tell” method, allowing the readers to understand the student without hand-holding.
• Personalized storytelling: Many in the healthcare profession will connect with experiences like the ones expressed here, such as addressing patient concerns relationally or the lack of blood donors during the recent pandemic. The writer automatically makes a personal link between themselves and the admissions committees reading this statement.
• Extensive (but not too long): Without feeling too wordy, this personal statement uses nearly all of the 5,300 characters allowed on the AMCAS application. There’s no fluff left in the final draft, only what matters.

Avoid These Common Mistakes

You can learn a lot from those personal statements. They avoid the most common mistakes that med school applicants make when writing the medical school personal statement.

Here are some things you should avoid in your personal statement if you want to be a doctor:

• Name-dropping: Admissions counselors won’t be impressed when you brag about your highly regarded family members, associates, or mentors. You need to stand on your own feet — not someone else’s.
• Dishonesty: Lies and exaggerations can torpedo your application. And they’re bad habits for anyone entering the medical field. Don’t do it.
• Unedited AI content: Artificial intelligence can help you edit and improve your writing, but don’t let it do the work for you. Your statement needs to be authentic, which means in your voice! A chatbot can’t feel or adequately convey your own empathy, compassion, trauma, drive, or personality.
• Grammatical errors and typos: Have someone reliable proofread your essay and scour it for typos, misspellings, and punctuation errors. Even free grammar-checking apps can catch mistakes!
• Telling without showing: I’ll reiterate how important it is to prove your self-descriptive statements with real-life examples. Telling without showing won’t persuade readers.
• Too many examples: Have 3-4 solid personal stories at most; only include a few that are crucial for providing your points. The more experiences you share, the less impact they’ll make.
• Fluff and filler: Cut all fluff, filler words, and irrelevant points. There are many other places you can include information in your application, such as secondary essays on your clinical experience, volunteer work, and research projects . 

You can find more valuable do’s and don’ts in our in-depth guide to writing your best personal statement .

Need extra help? We’ve got you covered.

Schedule a meeting with medschoolcoach for expert support on writing and editing your personal statement. we’re here to help you impress medical school admissions committees .

Renee Marinelli, MD

Dr. Marinelli has practiced family medicine, served on the University of California Admissions Committee, and has helped hundreds of students get into medical school. She spearheads a team of physician advisors who guide MedSchoolCoach students.

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An analysis of student essays on medical leadership and its educational implications in South Korea

• I Re Lee 1   na1 ,
• Hanna Jung 1   na1 ,
• Yewon Lee 2 ,
• Jae Il Shin 3 &
• Shinki An 1 , 4  

Scientific Reports volume  12 , Article number:  5788 ( 2022 ) Cite this article

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To examine medical students’ perceptions of leadership and explore their implications for medical leadership education. We conducted a qualitative analysis of the essays submitted by students in the medical leadership course from 2015 to 2019. We categorised the essays by the characteristics of the selected model leaders (N = 563) and types of leadership (N = 605). A statistically significant proportion of students selected leaders who were of the same gender as themselves (P < 0.001), graduate track students chose leaders in science (P = 0.005), while; military track students chose leaders in the military (P < 0.001). Although the highest proportion of students chose politicians as their model leaders (22.7%), this number decreased over time (P < 0.001), and a wider range of occupational groups were represented between 2015 and 2019. Charismatic leadership was the most frequently selected (31.9%), and over time there was a statistically significant (P = 0.004) increase in the selection of transformational leadership. Students tended to choose individuals whose acts of leadership could be seen and applied. Medical leadership education should account for students’ changing perceptions and present a feasible leadership model, introducing specific examples to illustrate these leadership skills.

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RETRACTED ARTICLE: Creating an optimal environment for distance learning in higher education: discovering leadership issues

Introduction.

Contemporary medical environments are facing complex issues, such as rising costs of treatment and inadequate access to and inconsistent quality of health care 1 . To address the ever-perplexing issues in medicine, there is an increasing need for effective leadership in health care 2 , 3 . In the past, medical care was primarily conducted by an individual physician. In addition, medical education heavily focused on the diagnosis and treatment of illnesses rather than working as a team to provide solutions that ensure higher quality medical care and safety 4 . However, in modern health care environments, a doctor’s role as a leader has become much more significant not only in physician–patient relationships but also in coordinating team-based tasks in the hospital and managing medical organizations 5 . For instance, as the socioeconomic environment becomes an essential component of a community’s health, physicians are expected to exert leadership in organisations that address public health issues 6 . Accordingly, physicians must be prepared to serve as leaders in health care.

Following the increasing need for leadership in healthcare, leadership skills are being included in physician evaluation criteria. The Association of American Medical Colleges has included leadership as the core requirement for medical students entering residency 7 . The Royal College of Physicians and Surgeons in Canada also includes the role of a leader as one of the main capability frameworks and has reflected this in their medical education 8 . Medical schools in the United States are proceeding with various leadership programs and incorporating leadership curricula into their undergraduate medical education 9 . Further, research shows that medical students now recognize the need for leadership education following the changing environment; 85% of medical students agreed that they should be taught leadership communication skills and teamwork abilities during their medical school years 10 . Korean medical educators also attempt to incorporate medical leadership education into medical education curriculum 11 . Yonsei University College of Medicine (YUCM) offers a leadership curriculum, Doctoring & Medical Humanities: Medical Leadership (DMH-ML), which is a core course covering 16 h (two hours per week for eight weeks) and offered to first-year medical students in the final quarter since 2014. The first 3 weeks feature lectures on basic concepts of leadership. The next three weeks are divided into three elective tracks, from which students choose lessons about leadership taken from: (1) the history of Severance Hospital in South Korea; (2) medical missions and international public health development; (3) business aspects of medicine. The final two weeks of the curriculum provide a summary of the topics covered. The written assignment of the course is a leadership model critique whereby students select a leader of their choice, summarize the leader’s accomplishments, and analyse the strengths and weaknesses found in that leadership. The course aims to facilitate medical students’ understanding of the nature of leadership from various leaders and help them recognize that their role as a leader is one of the fundamental responsibilities as physicians. All students who participated in the class submitted the written assignment, and the prompts for the written assignments were not changed between 2015 and 2019.

As no profiles have been reported on the leader models selected by medical students to date, in this study, we aimed to examine the medical students’ perceptions of leadership and provide directions for leadership education by analysing the characteristics and types of leadership models presented in leadership model critique essays.

We analysed a total of 585 essays submitted between 2015 and 2019. After excluding 35 essays that did not present a model, and double-counting 13 essays that presented two individuals, a total of 563 essays were chosen for this study (125 in 2015, 84 in 2016, 113 in 2017, 120 in 2018, and 121 in 2019). Of the 563 essays, 407 (72.3%) were written by male students and 156 (27.7%) by female students. Regarding admission types, 381 students (67.7%) were identified as undergraduate , 153 students (27.1%) as transfer/graduate, and 29 students (5.2%) as military (Table 1 ). We analysed the demographic characteristics of the model leaders selected in the essays (Table 2 ). A total of 563 individuals were selected as model leaders, 499 men (88.6%), 55 women (9.8%) and 9 other (1.6%), such as names of industries. The comparison of the gender ratio between the selected model leaders and the students showed that male students tended to select male leaders while female students were significantly more likely to select female leaders (P < 0.001) (Table 3 ). A total of 331 leaders (58.8%) belonged to the present generation category, and 232 (41.2%) belonged to the previous generation category. The occupational groups of the model leaders were as follows: politics (n = 128, 22.7%), business (n = 121, 21.5%), science (n = 117, 20.8%), sports (n = 45, 8.0%), social activism (n = 34, 6.0%), arts (n = 33, 5.9%), military (n = 32, 5.7%), religion (n = 18, 3.2%), education/law/exploration (n = 7, 1.2%), and other (n = 28, 5.0%). The comparative analysis of the selected model leaders’ occupational groups and the demographic characteristics of the students showed that a statistically significant proportion of female students (P = 0.0014) chose leaders in science, and a statistically significant proportion of male students chose leaders in sports (P = 0.003) (Table 4 ). Further, a statistically significant proportion of undergraduate students (P = 0.049) chose leaders in politics, transfer/graduate students (P = 0.005) chose leaders in science, and military students chose leaders in the military. When we analysed the changes in the occupational groups of the selected model leaders from 2015 to 2019, the decrease in the number of students who chose leaders in politics was statistically significant (P < 0.001), and the increase in the number of students who chose leaders in sports was statistically significant (P = 0.015) (Table 5 ).

Qualitative analysis

We analysed the leadership types of the selected models in 563 essays according to a qualitative framework developed from thematic and content analysis. Based on the analysis, a total of 605 essays were selected (seven essays with no specific category of leadership type were excluded, and 49 essays that presented two types of leadership were counted twice). Six types of leadership were identified in the following order: (1) Charismatic leadership (193; 31.9%) represented by the keywords “authority”, “ability”, “drive”, “firmness”, “determination”, and “strong execution”, (2) Servant leadership (150; 24.8%) by the keywords “sacrifice”, “serving”, “devotion”, “empathy”, “listening”, “respect”, “embrace”, “humility”, and “love”, (3) Collaborative leadership (117;19.3%) by the keywords “communication”, “team”, “cooperation”, “together”, “member”, “network”, and “horizontal”, (4) Transformative leadership (109;18.0%) by the keywords “change”, “innovation”, “creativity”, “novelty”, “pioneering”, “boldness”, “challenge”, and “creation”, (5) Self-leadership (23; 3.8%) by the key phrases “achievement of one’s goals and achievement of tasks”, and (6) Super-leadership (13;2.1%) by key phrases such as “education”, “teaching”, “human resources”, and “making good leaders” (Table 6 ). A comparison of the proportion of the leadership types in the selected models from 2015 to 2019 revealed that the selection of the transformative leadership type has significantly increased (P = 0.004) (Table 7 ).

The role models as leaders selected by students differed on the basis of the students’ gender and admission type. Although male leaders were dominant, the proportion of female leaders selected by female students was higher than that selected by male students. The selection of the contemporary leaders of the present generation was more common than those leaders of the previous generation. A high proportion of the transfer/graduate students, many with bachelor’s degrees in the sciences, chose leaders who worked in science fields, and a high proportion of the military students chose leaders related to the military. These findings imply that students tend to admire models as leaders among the contemporary figures whose acts of leadership can be observed in real-time as well as models with whom they share more in common, such as gender, academic backgrounds, or occupations, likely because the actions and achievements of such leaders are more understandable and more applicable to their own lives. The educational implication of these findings is the importance of role modelling as well as the influence of the informal, hidden curriculum 12 , 13 , 14 , 15 , 16 , 17 . Just as clinical knowledge and skills can be transmitted formally and informally in clinical situations, leadership in health care can also be transmitted through formal and informal means 18 . Although there are individuals officially designated as leaders in healthcare settings, the presence of individuals influencing other persons in informal ways should be acknowledged. Since individuals can be role models regardless of whether they are officially designated as leaders or whether they have an educational intention, medical educators need to understand the role of informal leadership training 19 . Although many medical schools strive to implement leadership education using various methods 20 , they overlook how informal leadership such as students’ experiences in leading and organizational culture play an important role in developing students' leadership skills 21 . Therefore, medical schools need to develop a faculty development program based on the importance of role modelling, recognizing the fact that role modelling can have both positive and negative effects on medical students 22 . A training program to enhance the leadership abilities of the instructors for better transfer of knowledge to the new generation of students is necessary 23 .

The occupations of leaders chosen by the students changed over the course of the 5 years analysed. At first, many students chose politicians as their model leaders, but the percentage of politicians selected decreased over time, and a wider variety of occupations were represented. This change implies that the students’ perceptions of leadership are shifting and that leaders recognized by society are emerging in various occupational fields. Therefore, medical leadership education and research need to incorporate the interdisciplinary and transdisciplinary approaches to meet continuous social changes 22 . Building a leadership curriculum based on a balanced interdisciplinary approach through the theoretical background in various fields, introducing specific examples of leadership in various areas, and having students reflect on case studies will help students develop various leadership-related competencies 24 .

The types of leadership delineated by the qualitative analysis of the essays showed that the most common type of leadership among the six types was the charismatic type, which is the most traditional leadership type. The traditional figure of a physician with ability, a firm and determined mind, the power to execute, and authority remains the most prominent model as a leader for medical students. As the charismatic leadership type tends to parallel the traditional heroic medical practice led by one-person, medical educators need to emphasize the possible limitations of charismatic leadership in the current health care context, which requires a substantially more team-based approach. As the ratio of students choosing diversified leadership types has gradually increased, it can be considered that the students’ primary concept of medical leadership is changing according to changes in medical society.

The second and third types of leadership stated by students were the servant and collaborative leadership types, which were increasingly recognized as essential in the healthcare field. Earlier, the servant leadership, with its image of dedication to treating patients and contributing to the community 18 , was exemplified as the prominent model for healthcare 25 . The function of collaborative leadership has been increasingly emphasized in the changing medical environment where facilitating successful collaboration within teams and flexibly adapting to changes is becoming more important 26 . Moreover, effective team management and cooperation in health care are known to be closely related to improved outcomes in the treatment of patients 27 . The prevalence of the selection of these types of leadership by the students may reflect their correct understanding of the modern health care approach.

The proportion of transformational leadership increased significantly over time. Transformational leadership is a more suitable leadership type for a constantly changing environment such as that of health care where quick adaptation and decision-making are required 25 , 28 . Recently, The fourth industrial revolution is characterised by developments such as precision medicine, AI-based medical treatment, and telemedicine, and related discussions are underway in medical education. This increase in the proportion of transformational leadership indicates that students recognize the importance of leadership that is sensitive to change and can respond quickly and with sound judgment.

When we compared the selected leaders' occupations and leadership types, it was confirmed that the students presented various leadership types in the same occupational group (Supplementary Table S1 ). This finding implied that there is no stereotyped leadership for a specific occupation but that different types of leadership can be manifested depending on the situations and followers in regard to which the leadership is exercised 28 . In other words, physicians as a leader needs to lead organizations, teams, or themselves using various leadership types rather than pursuing one fixed style. Moreover, mature leaders are more proficient in using different types of leadership, and different leadership levels require different skills 29 . These findings suggest that leadership in health care can be learned through case studies of other occupational groups and the curriculum should include various leadership types rather than emphasizing one style.

Limitations

This study has the following limitations. First, the sample of this study is limited to the medical students in South Korea. Considering that effective leadership behaviors are being accepted to be culture-specific, it is difficult to generalize the qualitative analysis conducted on essays collected from a single medical school 30 . Second, although the percentage of students in each admission type corresponds with the average percentages of undergraduate track (70%) and graduate track (30%) admissions in South Korea, the fact that students in the graduate track would have been in their first year of medical school at the time of essay submission is a limitation. Third, it is possible that the essays submitted by the students were influenced by the lectures held in class. In selecting a model leader, the student may have considered leaders, leadership theories, and types of leadership presented by the instructor. Nevertheless, this study is meaningful because it explores the experiences of the medical students over the past five years, analyses leadership recognized by the students, and examines the changes in their perceptions over time.

Conclusions

Whether leadership is innate or acquired remains a matter of debate, but many experts argue that education and experience can teach the skills and behaviours necessary for developing the ability to lead others 23 , 31 . Therefore, a well-designed leadership curriculum that presents feasible leadership models is needed because students imitate familiar and applicable leaders. Further, in the rapidly changing medical environment, leadership roles are diversifying, and students' perceptions of leadership are changing. Therefore, when medical schools encourage the various approaches to leadership required in modern society, students can foster broad skills in medical leadership.

We reviewed all essays submitted in the first-year core course, titled Doctoring & Medical Humanities: Medical Leadership , from 2015 to 2019, to investigate changes in the perceptions of leadership among medical students. The prompt of the essay required students enrolled in the DMH-ML course to select a model leader, summarize that leader’s achievements, and reflect on the strengths and weaknesses of leadership found. We collected a total of 585 essays and performed quantitative and qualitative analysis (Fig.  1 ).

Schematic diagram of quantitative and qualitative analyses on the essays.

Student demographics and data collection

To perform quantitative analysis, we classified the characteristics of the students as well as those of the leaders they selected. We collected demographic information such as gender and type of admission of the medical students at YUCM who submitted the essays and classified them into three groups: (1) undergraduate track, (2) graduate track, and (3) military track. The undergraduate track is a conventional 6-year program in South Korea and is for students who have immediately graduated from high school. The first two years are equivalent to the pre-med years of an undergraduate degree, and the remaining 4 years are equivalent to the medical years (2 years for preclinical and 2 years for clerkship) of medical schools elsewhere. Thus, by the time of their essay submission, students in the undergraduate track would be in their third year having enrolled at medical school. The graduate track is a four-year program for those with an undergraduate degree. Thus, students transfer straight into the medical years, skipping the pre-med years of medical school. This track is typical of admission to medical school in the United States and Canada. In Australia, England, Ireland, Singapore and South Korea, the undergraduate track and the graduate track are mixed (Fig.  2 ) 32 . Finally, the military track is for the military students with an undergraduate degree commissioned by the army.

Schematic diagram of medical educational system in South Korea.

Quantitative analysis

We also classified the gender, generation, and occupational groups of the selected model leaders. We classified the selected leaders as (1) the previous generation if they had passed away before 2000 and (2) the present generation if they had passed away after 2000 or were still living at the time of the study. The occupational groups of the model leaders were classified as politics, business, science, sports, social activism, arts, military, religion, and education/law/exploration. In addition, when students selected an individual with whom they had a personal relationship such as a parent or a character in a book or movie, we classified them as “other”.

After classifying the characteristics of students and leaders, we analysed the characteristics of selected leaders according to the characteristics of students and observed how the students' perceptions of leadership changed over time from 2015 to 2019.

We used a combination of thematic and contents analyses for our qualitative analysis 33 , 34 . Two authors independently analysed each essay. We omitted essays that did not establish a model leader. For essays with two selected leaders, we analysed them as two separate model leaders. The strengths of each selected model leader portrayed by students were summarized. Disagreements were resolved through group discussion and consensus.

In the first step, we extracted the main contents that delineated the selected leaders' performance, strengths, and weaknesses from the essays for thematic analysis. We then, classified these extracted contents by thematic keywords with similar meanings.

Second, we developed a framework for content analysis through a review of previously published literature.

Finally, the result of the thematic analysis was combined with the result of the content analysis. The framework was formed based on six types of model leadership by matching the 10 leadership types (adaptive, authentic, charismatic, collaborative, servant, self, situational, super, transformational, and transactional) selected through the analysis of previous studies with the leadership types described by the students 27 , 35 , 36 , 37 , 38 , 39 , 40 , 41 : charismatic, servant, collaborative, transformational, super-, and self-leadership.

The six leadership model types are defined as follows. Charismatic leadership centres on the leader’s strong charisma and resolute style that allows members to follow the decisions they make 35 . Servant leadership is based on respect for humans, whereby the leader volunteers to serve each member to help develop their full potential 36 . Collaborative leadership is exerted by leaders who establish a horizontal and trusting relationship with members that enables the group to complete the given tasks through cooperation 27 . Transformational leadership recognises the need for a change within the organisation and opportunities for a leader to envision and enact change 37 . Self-leadership is a force that drives leaders themselves to accomplish their goals, whereas super-leadership nurtures other individuals(followers) and empowers them to lead themselves 38 .

Statistical analysis

We used descriptive statistics to analyse the characteristics of the study subjects. We indicated frequencies and percentages for categorical variables, and a chi-square test and linear-by-linear association were performed to analyse the correlation between two categorical variables. Fisher's exact test was performed if the expected frequency was five or less in the chi-square test. All statistical analyses were performed using IBM SPSS ver. 25.0 (IBM Corp., Armonk, NY, USA), and the statistical significance level was set to p = 0.05.

Ethical considerations

The Yonsei University Health System Institutional Review Board (IRB No: Y-2020-0206) approved the study. We used anonymised materials collected in commonly accepted educational settings according to Article 2 of the Bioethics and Safety Act Enforcement Rule in South Korea. The informed consent requirement was exempt from institutional review board approval. All procedures were conducted in accordance with the relevant guidelines and regulations.

Data availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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These authors contributed equally: I Re Lee and Hanna Jung.

Authors and Affiliations

Department of Medical Education, Yonsei University College of Medicine, Yonsei-ro 50, Seodaemun-gu, CPO Box 8044, Seoul, 03722, Republic of Korea

I Re Lee, Hanna Jung & Shinki An

Eulji University School of Medicine, Daejeon, Republic of Korea

Department of Pediatrics, Yonsei University College of Medicine, Seoul, Republic of Korea

Jae Il Shin

Yonsei Institute for Global Health, Yonsei University Health System, Seoul, Republic of Korea

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S.A. and J.I.S. designed the study. I.R.L. and H.J. collected the data, and I.R.L., H.J., and S.A. conducted the analysis. I.R.L., H.J., Y.L., S.A. and J.I.S. wrote the first draft of the manuscript. All authors had full access to all of the study data. All authors reviewed, wrote, and approved the final version.

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Lee, I.R., Jung, H., Lee, Y. et al. An analysis of student essays on medical leadership and its educational implications in South Korea. Sci Rep 12 , 5788 (2022). https://doi.org/10.1038/s41598-022-09617-8

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Great Medical School Personal Statement Examples (2024-2025) Insider’s Guide

A physician and former medical school admissions officer teaches you how to write your medical school personal statement, step by step. Read several full-length medical school personal statement examples for inspiration.

In this article, a former medical school admissions officer explains exactly how to write a stand-out medical school personal statement!

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This guide also includes:

• Real life medical school personal statement examples
• Medical school personal statement inventory template and outline exercise
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So, if you want your medical school personal statement to earn more more medical school interviews, you will love this informative guide.

Let’s dive right in.

Table of Contents

Medical School Personal Statement Fundamentals

If you are getting ready to write your medical school personal statement for the 2024-2025 application year, you may already know that almost 60% of medical school applicants are not accepted every year . You have most likely also completed all of your medical school requirements and have scoured the internet for worthy medical school personal statement examples and guidance.

You know the medical school personal statement offers a crucial opportunity to show medical schools who you are beyond your GPA and MCAT score .

It provides an opportunity to express who you are as an individual, the major influences and background that have shaped your interests and values, what inspired you to pursue medicine, and what kind of a physician you envision yourself becoming.

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We are real medical school admissions insiders and know what goes on behind closed doors and how to ensure your medical school personal statement has broad appeal while highlighting your most crucial accomplishments, perspectives, and insights.

With tight limits on space, it can be tough trying to decide what to include in your medical school personal statement to make sure you stand out. You must think strategically about how you want to present your personal “big picture” while showing you possess the preprofessional competencies med schools are seeking.

When a medical school admissions reviewer finishes reading your medical school personal statement, ask yourself:

• What are the most important things you want that person to remember about you?
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It’s pretty obvious to most admissions reviewers when applicants are trying too hard to impress them. Being authentic and upfront about who you are is the best way to be a memorable applicant.

The Biggest Medical School Personal Statement Mistakes

The most common medical school personal statement mistake we see students make is that they write about:

• What they have accomplished
• How they have accomplished it

By including details on what you have accomplished and how, you will make yourself sound like every other medical school applicant. 

Most medical school applicants are involved in similar activities: research, clinical work, service, and social justice work. 

To stand out, you must write from the heart making it clear you haven’t marched through your premedical years and checking boxes.

We also strongly discourage applicants from using ChatGPT or any AI bot to write their medical school personal statement. Writing in your own voice is essential and using anything automated will undermine success.

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MedEdits students stand out in the medical school personal statement because in their personal statements they address:

WHY they have accomplished what they have.

In other words, they write in more detail about their passions, interests, and what is genuinely important to them. 

It sounds simple, we know, but by writing in a natural way, really zeroing in on WHY YOU DO WHAT YOU DO, you will appeal to a wide variety of people in a humanistic way. 

MedEdits students have done extremely well in the most recent medical school admissions cycle. Many of these applicants have below average “stats” for the medical schools from which they are receiving interviews and acceptances.

Why? How is that possible? They all have a few things in common:

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Keep reading for a step by step approach to write your medical school personal statement.

“After sitting on a medical school admissions committee for many years, I can tell you, think strategically about how you want to present your personal “big picture.” We want to know who you are as a human being.”

As physicians, former medical school faculty, and medical school admissions committee members, this article will offer a step by step guide to simplify the medical school personal statement brainstorming and writing process.

By following the proven strategies outlined in this article, you will be and to write a personal statement that will earn you more medical school interviews . This proven approach has helped hundreds of medical school applicants get in to medical school the first time they apply!

Learn the 2024-2025 Medical School Personal Statement Prompts ( AMCAS , TMDSAS , AACOMAS )

The personal statement is the major essay portion of your primary application process. In it, you should describe yourself and your background, as well as any important early exposures to medicine, how and why medicine first piqued your interest, what you have done as a pre med, your personal experiences, and how you became increasingly fascinated with it. It’s also key to explain why medicine is the right career for you, in terms of both personal and intellectual fulfillment, and to show your commitment has continued to deepen as you learned more about the field.

The personal statement also offers you the opportunity to express who you are outside of medicine. What are your other interests? Where did you grow up? What did you enjoy about college? Figuring out what aspects of your background to highlight is important since this is one of your only chances to express to the med school admissions committee before your interview what is important to you and why.

However, it is important to consider the actual personal statement prompt for each system through which you will apply, AMCAS, AACOMAS, and TMDSAS, since each is slightly different.

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2024 AMCAS Personal Statement Prompt

The AMCAS personal statement instructions are as follows:

Use the Personal Comments Essay as an opportunity to distinguish yourself from other applicants. Consider and write your Personal Comments Essay carefully; many admissions committees place significant weight on the essay. Here are some questions that you may want to consider while writing the essay:

• Why have you selected the field of medicine?
• What motivates you to learn more about medicine?
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In addition, you may wish to include information such as:

• Unique hardships, challenges, or obstacles that may have influenced your educational pursuits
• Comments on significant fluctuations in your academic record that are not explained elsewhere in your application

As you can see, these prompts are not vague; there are fundamental questions that admissions committees want you to answer when writing your personal statement. While the content of your statement should be focused on medicine, answering the open ended third question is a bit trickier.

The AMCAS personal statement length is 5,300 characters with spaces maximum.

2024 TMDSAS Personal Statement Prompt

The TMDSAS personal statement is one of the most important pieces of your medical school application.

The TMDSAS personal statement prompt is as follows:

Explain your motivation to seek a career in medicine. Be sure to include the value of your experiences that prepare you to be a physician.

This TMDSAS prompt is very similar to the AMCAS personal statement prompt. The TMDSAS personal statement length is 5,000 characters with spaces whereas the AMCAS personal statement length is 5,300 characters with spaces. Most students use the same essay (with very minor modifications, if necessary) for both application systems.

You’ve been working hard on your med school application, reading medical school personal statement examples, editing, revising, editing and revising.  Make sure you know where you’re sending your personal statement and application.  Watch this important medical school admissions statistics video.

2024 AACOMAS Personal Statement Prompt

The AACOMAS personal statement is for osteopathic medical schools specifically. As with the AMCAS statement, you need to lay out your journey to medicine as chronologically as possible in 5,300 characters with spaces or less. So you essentially have the same story map as for an AMCAS statement. Most important, you must show you are interested in osteopathy specifically. Therefore, when trying to decide what to include or leave out, prioritize any osteopathy experiences you have had, or those that are in line with the osteopathic philosophy of the mind-body connection, the body as self-healing, and other tenets.

Medical School Application Timeline and When to Write your Personal Statement

If you’re applying to both allopathic and osteopathic schools, you can most likely use the same medical school personal statement for both AMCAS and AACOMAS. In fact, this is why AACOMAS changed the personal statement length to match the AMCAS length several years ago.

Most medical school personal statements can be used for AMCAS and AACOMAS.

Know the Required Medical School Personal Statement Length

Below are the medical schools personal statement length limits for each application system. As you can see, they are all very similar. When you start brainstorming and writing your personal statement, keep these limits in mind.

AMCAS Personal Statement Length : 5,300 characters with spaces.

As per the AAMC website :   “The available space for this essay is 5,300 characters (spaces are counted as characters), or approximately one page. You will receive an error message if you exceed the available space.”

AACOMAS Personal Statement Length : 5,300 characters with spaces

TMDSAS Personal Statement Length : 5,000 characters with spaces

As per the TMDSAS Website (Page 36): “The personal essay asks you to explain your motivation to seek a career in medicine. You are asked to include the value of your experiences that prepare you to be a physician. The essay is limited to 5000 characters, including spaces.”

Demonstrate Required Preprofessional Competencies

Next, your want to be aware of the nine preprofessional core competencies as outlined by the Association of American Medical Colleges . Medical school admissions committees want to see, as evidenced by your medical school personal statement and application, that you possess these qualities and characteristics. Now, don’t worry, medical school admissions committees don’t expect you to demonstrate all of them, but, you should demonstrate some.

• Service Orientation
• Social Skills
• Cultural Competence
• Oral Communication
• Ethical Responsibility to Self and Others
• Reliability and Dependability
• Resilience and Adaptability
• Capacity for Improvement

In your personal statement, you might be able to also demonstrate the four thinking and reasoning competencies:

• Critical Thinking
• Quantitative Reasoning
• Written Communication
• Scientific Inquiry

So, let’s think about how to address the personal statement prompts in a slightly different way while ensuring you demonstrate the preprofessional competencies. When writing your personal statement, be sure it answers the four questions that follow and you will “hit” most of the core competencies listed above.

1. What have you done that supports your interest in becoming a doctor?

I always advise applicants to practice “evidence based admissions.” The reader of your essay wants to see the “evidence” that you have done what is necessary to understand the practice of medicine. This includes clinical exposure, research, and community service, among other activities.

2. Why do you want to be a doctor?

This may seem pretty basic – and it is – but admissions officers need to know WHY you want to practice medicine. Many applicants make the mistake of simply listing what they have done without offering insights about those experiences that answer the question, “Why medicine?” Your reasons for wanting to be a doctor may overlap with those of other applicants. This is okay because the experiences in which you participated, the stories you can tell about those experiences, and the wisdom you gained are completely distinct—because they are only yours. 

“In admissions committee meetings we were always interested in WHY you wanted to earn a medical degree and how you would contribute to the medical school community.”

Medical school admissions committees want to know that you have explored your interest deeply and that you can reflect on the significance of these clinical experiences and volunteer work. But writing only that you “want to help people” does not support a sincere desire to become a physician; you must indicate why the medical profession in particular—rather than social work, teaching, or another “helping” profession—is your goal. 

3. How have your experiences influenced you?

It is important to show how your experiences are linked and how they have influenced you. How did your experiences motivate you? How did they affect what else you did in your life? How did your experiences shape your future goals? Medical school admissions committees like to see a sensible progression of involvements. While not every activity needs to be logically “connected” with another, the evolution of your interests and how your experiences have nurtured your future goals and ambitions show that you are motivated and committed.

4. Who are you as a person? What are your values and ideals?

Medical school admissions committees want to know about you as an individual beyond your interests in medicine, too. This is where answering that third open ended question in the prompt becomes so important. What was interesting about your background, youth, and home life? What did you enjoy most about college? Do you have any distinctive passions or interests? They want to be convinced that you are a good person beyond your experiences. Write about those topics that are unlikely to appear elsewhere in your statement that will offer depth and interest to your work and illustrate the qualities and characteristics you possess.

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Complete Your Personal Inventory and Outline (Example Below)

The bulk of your essay should be about your most valuable experiences, personal, academic, scholarly, clinical, academic and extracurricular activities that have impacted your path to medical school and through which you have learned about the practice of medicine. The best personal statements cover several topics and are not narrow in scope. Why is this important? Many different people with a variety of backgrounds, interests, and ideas of what makes a great medical student will be reading your essay. You want to make sure you essay has broad appeal.

The following exercise will help you to determine what experiences you should highlight in your personal statement. 

When composing your personal statement, keep in mind that you are writing, in effect, a “story” of how you arrived at this point in your life. But, unlike a “story” in the creative sense, yours must also offer convincing evidence for your decision to apply to medical school. Before starting your personal statement, create an experience- based personal inventory:

• Write down a list of the most important experiences in your life and your development. The list should be all inclusive and comprise those experiences that had the most impact on you. Put the list, which should consist of personal, extracurricular, and academic events, in chronological order.
• From this list, determine which experiences you consider the most important in helping you decide to pursue a career in medicine. This “experience oriented” approach will allow you to determine which experiences best illustrate the personal competencies admissions committees look for in your written documents. Remember that you must provide evidence for your interest in medicine and for most of the personal qualities and characteristics that medical school admissions committees want to see.
• After making your list, think about why each “most important” experience was influential and write that down. What did you observe? What did you learn? What insights did you gain? How  did the experience influence your path and choices?
• Then think of a story or illustration for why each experience was important.
• After doing this exercise, evaluate each experience for its significance and influence and for its “story” value. Choose to write about those experiences that not only were influential but that also will provide interesting reading, keeping in mind that  your goal is to weave the pertinent experiences together into a compelling story. In making your choices, think about how you will link each experience and transition from one topic to the next.
• Decide which of your listed experiences you will use for your introduction first (see below for more about your introduction). Then decide which experiences you will include in the body of your personal statement, create a general outline, and get writing!

Remember, you will also have your work and activities entries and your secondary applications to write in more detail about your experiences. Therefore, don’t feel you must pack everything in to your statement!

Craft a Compelling Personal Statement Introduction and Body

You hear conflicting advice about application essays. Some tell you not to open with a story. Others tell you to always begin with a story. Regardless of the advice you receive, be sure to do three things:

• Be true to yourself. Everyone will have an opinion regarding what you should and should not write. Follow your own instincts. Your personal statement should be a reflection of you, and only you.
• Start your personal statement with something catchy.  Think about the list of potential topics above.
• Don’t rush your work. Composing thoughtful documents takes time and you don’t want your writing and ideas to be sloppy and underdeveloped.

Most important is to begin with something that engages your reader. A narrative, a “story,” an anecdote written in the first or third person, is ideal. Whatever your approach, your first paragraph must grab your reader’s attention and motivate him to want to continue reading. I encourage applicants to start their personal statement by describing an experience that was especially influential in setting them on their path to medical school. This can be a personal or scholarly experience or an extracurricular one. Remember to avoid clichés and quotes and to be honest and authentic in your writing. Don’t try to be someone who you are not by trying to imitate personal statement examples you have read online or “tell them what you think they want to hear”; consistency is key and your interviewer is going to make sure that you are who you say you are!

When deciding what experiences to include in the body of your personal statement, go back to your personal inventory and identify those experiences that have been the most influential in your personal path and your path to medical school. Keep in mind that the reader wants to have an idea of who you are as a human being so don’t write your personal statement as a glorified resume. Include some information about your background and personal experiences that can give a picture of who you are as a person outside of the classroom or laboratory.

Ideally, you should choose two or three experiences to highlight in the body of your personal statement. You don’t want to write about all of your accomplishments; that is what your application entries are for!

Write Your Personal Statement Conclusion

In your conclusion, it is customary to “go full circle” by coming back to the topic—or anecdote—you introduced in the introduction, but this is not a must. Summarize why you want to be a doctor and address what you hope to achieve and your goals for medical school. Write a conclusion that is compelling and will leave the reader wanting to meet you.

Complete Personal Statement Checklist

When reading your medical school personal statement be sure it:

Shows insight and introspection

The best medical school personal statements tell a great deal about what you have learned through your experiences and the insights you have gained.

You want to tell your story by highlighting those experiences that have been the most influential on your path to medical school and to give a clear sense of chronology. You want your statement always to be logical and never to confuse your reader.

Is interesting and engaging

The best personal statements engage the reader. This doesn’t mean you must use big words or be a literary prize winner. Write in your own language and voice, but really think about your journey to medical school and the most intriguing experiences you have had.

Gives the reader a mental image of who you are

You want the reader to be able to envision you as a caregiver and a medical professional. You want to convey that you would be a compassionate provider at the bedside – someone who could cope well with crisis and adversity.

Illustrates your passion for, and commitment to, medicine

Your reader must be convinced that you are excited about and committed to a career in medicine!

Above all, your personal statement should be about you. Explain to your reader what you have done and why you want to be a doctor with insight, compassion, and understanding.

Medical School Personal Statement Myths

Also keep in mind some common myths about personal statements that I hear quite often:

My personal statement must have a theme.

Not true. The vast majority of personal statements do not have themes. In fact, most are somewhat autobiographical and are just as interesting as those statements that are woven around a “theme.” It is only the very talented writer who can creatively write a personal statement around a theme, and this approach often backfires since the applicant fails to answer the three questions above.

My personal statement must be no longer than one page.

Not true. This advice is antiquated and dates back to the days of the written application when admissions committees flipped through pages. If your personal statement is interesting and compelling, it is fine to use the entire allotted space. The application systems have incorporated limits for exactly this reason! Many students, depending on their unique circumstances, can actually undermine their success by limiting their personal statement to a page. That said, never max out a space just for the sake of doing so. Quality writing and perspectives are preferable to quantity.

My personal statement should not describe patient encounters or my personal medical experiences.

Not true. Again, the actual topics on which you focus in your personal statement are less important than the understanding you gained from those experiences. I have successful clients who have written extremely powerful and compelling personal statements that included information about clinical encounters – both personal and professional. Write about whichever experiences were the most important on your path to medicine. It’s always best, however, to avoid spending too much space on childhood and high school activities. Focus instead on those that are more current.

In my personal statement I need to sell myself.

Not exactly true. You never want to boast in your personal statement. Let your experiences, insights, and observations speak for themselves. You want your reader to draw the conclusion – on his or her own – that you have the qualities and characteristics the medical school seeks. Never tell what qualities and characteristics you possess; let readers draw these conclusions on their own based on what you write.

Medical School Personal Statement Examples and Analysis for Inspiration

Below are examples of actual medical school personal statements. You can also likely find medical school personal statements on Reddit.

AMCAS Medical School Personal Statement Example and Analysis #1 with Personal Inventory  

We will use Amy to illustrate the general process of writing an application to medical school, along with providing the resulting documents. Amy will first list those experiences, personal, extracurricular, and scholarly, that have been most influential in two areas: her life in general and her path to medical school. She will put this personal inventory in chronologic order for use in composing her personal statement.

She will then select those experiences that were the most significant to her and will reflect and think about why they were important. For her application entries, Amy will write about each experience, including those that she considers influential in her life but not in her choice of medicine, in her application entries. Experiences that Amy will not write about in her activity entries or her personal statement are those that she does not consider most influential in either her life or in her choice of medicine.

Amy’s personal inventory (from oldest to most recent)

• Going with my mom to work. She is a surgeon — I was very curious about what she did. I was intrigued by the relationships she had with patients and how much they valued her efforts. I also loved seeing her as “a doctor” since, to me, she was just “mom.”
• I loved biology in high school. I started to think seriously about medicine then. It was during high school that I became fascinated with biology and how the human body worked. I would say that was when I thought, “Hmm, maybe I should be a doctor.”
• Grandmother’s death, senior year of high school. My grandmother’s death was tragic. It was the first time I had ever seen someone close to me suffer. It was one of the most devastating experiences in my life.
• Global Health Trip to Guatemala my freshman year of college. I realized after going to Guatemala that I had always taken my access to health care for granted. Here I saw children who didn’t have basic health care. This made me want to become a physician so I could give more to people like those I met in Guatemala.
• Sorority involvement. Even though sorority life might seem trivial, I loved it. I learned to work with different types of people and gained some really valuable leadership experience.
• Poor grades in college science classes. I still regret that I did badly in my science classes. I think I was immature and was also too involved in other activities and didn’t have the focus I needed to do well. I had a 3.4 undergraduate GPA.
• Teaching and tutoring Jose, a child from Honduras. In a way, meeting Jose in a college tutoring program brought my Guatemala experience to my home. Jose struggled academically, and his parents were immigrants and spoke only Spanish, so they had their own challenges. I tried to help Jose as much as I could. I saw that because he lacked resources, he was at a tremendous disadvantage.
• Volunteering at Excellent Medical Center. Shadowing physicians at the medical center gave me a really broad view of medicine. I learned about different specialties, met many different patients, and saw both great and not-so-great physician role models. Counselor at Ronald McDonald House. Working with sick kids made me appreciate my health. I tried to make them happy and was so impressed with their resilience. It made me realize that good health is everything.
• Oncology research. Understanding what happens behind the scenes in research was fascinating. Not only did I gain some valuable research experience, but I learned how research is done.
• Peer health counselor. Communicating with my peers about really important medical tests gave me an idea of the tremendous responsibility that doctors have. I also learned that it is important to be sensitive, to listen, and to be open-minded when working with others.
• Clinical Summer Program. This gave me an entirely new view of medicine. I worked with the forensics department, and visiting scenes of deaths was entirely new to me. This experience added a completely new dimension to my understanding of medicine and how illness and death affect loved ones.
• Emergency department internship. Here I learned so much about how things worked in the hospital. I realized how important it was that people who worked in the clinical department were involved in creating hospital policies. This made me understand, in practical terms, how an MPH would give me the foundation to make even more change in the future.
• Master’s in public health. I decided to get an MPH for two reasons. First of all, I knew my undergraduate science GPA was an issue so I figured that graduate level courses in which I performed well would boost my record. I don’t think I will write this on my application, but I also thought the degree would give me other skills if I didn’t get into medical school, and I knew it would also give me something on which I could build during medical school and in my career since I was interested in policy work.

As you can see from Amy’s personal inventory list, she has many accomplishments that are important to her and influenced her path. The most influential personal experience that motivated her to practice medicine was her mother’s career as a practicing physician, but Amy was also motivated by watching her mother’s career evolve. Even though the death of her grandmother was devastating for Amy, she did not consider this experience especially influential in her choice to attend medical school so she didn’t write about it in her personal statement.

Amy wrote an experience-based personal statement, rich with anecdotes and detailed descriptions, to illustrate the evolution of her interest in medicine and how this motivated her to also earn a master’s in public health.

Amy’s Medical School Personal Statement Example:

She was sprawled across the floor of her apartment. Scattered trash, decaying food, alcohol bottles, medication vials, and cigarette butts covered the floor. I had just graduated from college, and this was my first day on rotation with the forensic pathology department as a Summer Scholar, one of my most valuable activities on the path to medical school. As the coroner deputy scanned the scene for clues to what caused this woman’s death, I saw her distraught husband. I did not know what to say other than “I am so sorry.” I listened intently as he repeated the same stories about his wife and his dismay that he never got to say goodbye. The next day, alongside the coroner as he performed the autopsy, I could not stop thinking about the grieving man.

Discerning a cause of death was not something I had previously associated with the practice of medicine. As a child, I often spent Saturday mornings with my mother, a surgeon, as she rounded on patients. I witnessed the results of her actions, as she provided her patients a renewed chance at life. I grew to honor and respect my mother’s profession. Witnessing the immense gratitude of her patients and their families, I quickly came to admire the impact she was able to make in the lives of her patients and their loved ones.

I knew I wanted to pursue a career in medicine as my mother had, and throughout high school and college I sought out clinical, research, and volunteer opportunities to gain a deeper understanding of medicine. After volunteering with cancer survivors at Camp Ronald McDonald, I was inspired to further understand this disease. Through my oncology research, I learned about therapeutic processes for treatment development. Further, following my experience administering HIV tests, I completed research on point-of-care HIV testing, to be instituted throughout 26 hospitals and clinics. I realized that research often served as a basis for change in policy and medical practice and sought out opportunities to learn more about both.

All of my medically related experiences demonstrated that people who were ‘behind the scenes’ and had limited or no clinical background made many of the decisions in health care. Witnessing the evolution of my mother’s career further underscored the impact of policy change on the practice of medicine. In particular, the limits legislation imposed on the care she could provide influenced my perspective and future goals. Patients whom my mother had successfully treated for more than a decade, and with whom she had long-standing, trusting relationships, were no longer able to see her, because of policy coverage changes. Some patients, frustrated by these limitations, simply stopped seeking the care they needed. As a senior in college, I wanted to understand how policy transformations came about and gain the tools I would need to help effect administrative and policy changes in the future as a physician. It was with this goal in mind that I decided to complete a master’s in public health program before applying to medical school.

As an MPH candidate, I am gaining insight into the theories and practices behind the complex interconnections of the healthcare system; I am learning about economics, operations, management, ethics, policy, finance, and technology and how these entities converge to impact delivery of care. A holistic understanding of this diverse, highly competitive, market-driven system will allow me, as a clinician, to find solutions to policy, public health, and administration issues. I believe that change can be more effective if those who actually practice medicine also decide where improvements need to be made.

For example, as the sole intern for the emergency department at County Medical Center, I worked to increase efficiency in the ED by evaluating and mapping patient flow. I tracked patients from point of entry to point of discharge and found that the discharge process took up nearly 35% of patients’ time. By analyzing the reasons for this situation, in collaboration with nurses and physicians who worked in the ED and had an intimate understanding of what took place in the clinical area, I was able to make practical recommendations to decrease throughput time. The medical center has already implemented these suggestions, resulting in decreased length of stays. This example illustrates the benefit of having clinicians who work ‘behind the scenes’ establish policies and procedures, impacting operational change and improving patient care. I will also apply what I have learned through this project as the business development intern at Another Local Medical Center this summer, where I will assist in strategic planning, financial analysis, and program reviews for various clinical departments.

Through my mother’s career and my own medical experiences, I have become aware of the need for clinician administrators and policymakers. My primary goal as a physician will be to care for patients, but with the knowledge and experience I have gained through my MPH, I also hope to effect positive public policy and administrative changes.

What’s Good About Amy’s Medical School Personal Statement:  

Paragraphs 1 and 2: Amy started her personal statement by illustrating a powerful experience she had when she realized that medical caregivers often feel impotent, and how this contrasted with her understanding of medicine as a little girl going with her mother to work. Recognition of this intense contrast also highlights Amy’s maturity.

Paragraph 3: Amy then “lists” a few experiences that were important to her.

Paragraph 4: Amy describes the commonality in some of her experiences and how her observations were substantiated by watching the evolution of her mother’s practice. She then explains how this motivated her to earn an MPH so she could create change more effectively as a physician than as a layman.

Paragraph 5: Amy then explains how her graduate degree is helping her to better understand the “issues in medicine” that she observed.

Paragraph 6: Amy then describes one exceptional accomplishment she had that highlights what she has learned and how she has applied it.

Paragraph 7: Finally, Amy effectively concludes her personal statement and summarizes the major topics addressed in her essay.

As you can see, Amy’s statement has excellent flow, is captivating and unusual, and illustrates her understanding of, and commitment to, medicine. She also exhibits, throughout her application entries and statement, the personal competencies, characteristics, and qualities that medical school admissions officers are seeking. Her application also has broad appeal; reviewers who are focused on research, cultural awareness, working with the underserved, health administration and policy, teaching, or clinical medicine would all find it of interest.

med school personal statement examples

Osteopathic Medical School Personal Statement Example and Analysis #2

Medical School Personal Statement Example Background: This is a nontraditional applicant who applied to osteopathic medical schools. With a 500 and a 504 on the MCAT , he needed to showcase how his former career and what he learned through his work made him an asset. He also needed to convey why osteopathic medicine was an ideal fit for him. The student does an excellent job illustrating his commitment to medicine and explaining why and how he made the well-informed decision to leave his former career to pursue a career in osteopathic medicine.

What’s Good About It: A nontraditional student with a former career, this applicant does a great job outlining how and why he decided to pursue a career in medicine. Clearly dedicated to service, he also does a great job making it clear he is a good fit for osteopathic medical school and understands this distinctions of osteopathic practice.. 

Working as a police officer, one comes to expect the unexpected, but sometimes, when the unexpected happens, one can’t help but be surprised. In November 20XX, I had been a police officer for two years when my partner and I happened to be nearby when a man had a cardiac emergency in Einstein Bagels. Entering the restaurant, I was caught off guard by the lifeless figure on the floor, surrounded by spilled food. Time paused as my partner and I began performing CPR, and my heart raced as I watched color return to the man’s pale face.

Luckily, paramedics arrived within minutes to transport him to a local hospital. Later, I watched as the family thanked the doctors who gave their loved one a renewed chance at life. That day, in the “unexpected,” I confirmed that I wanted to become a physician, something that had attracted me since childhood.

I have always been enthralled by the science of medicine and eager to help those in need but, due to life events, my path to achieving this dream has been long. My journey began following high school when I joined the U.S. Army. I was immature and needed structure, and I knew the military was an opportunity to pursue my medical ambitions. I trained as a combat medic and requested work in an emergency room of an army hospital. At the hospital, I started IVs, ran EKGs, collected vital signs, and assisted with codes. I loved every minute as I was directly involved in patient care and observed physicians methodically investigating their patients’ signs and symptoms until they reached a diagnosis. Even when dealing with difficult patients, the physicians I worked with maintained composure, showing patience and understanding while educating patients about their diseases. I observed physicians not only as clinicians but also as teachers. As a medic, I learned that I loved working with patients and being part of the healthcare team, and I gained an understanding of acute care and hospital operations.

Following my discharge in 20XX, I transferred to an army reserve hospital and continued as a combat medic until 20XX. Working as a medic at several hospitals and clinics in the area, I was exposed to osteopathic medicine and the whole body approach to patient care. I was influenced by the D.O.s’ hands-on treatment and their use of manipulative medicine as a form of therapy. I learned that the body cannot function properly if there is dysfunction in the musculoskeletal system.

In 20XX, I became a police officer to support myself as I finished my undergraduate degree and premed courses. While working the streets, I continued my patient care experiences by being the first to care for victims of gunshot wounds, stab wounds, car accidents, and other medical emergencies. In addition, I investigated many unknown causes of death with the medical examiner’s office. I often found signs of drug and alcohol abuse and learned the dangers and power of addiction. In 20XX, I finished my undergraduate degree in education and in 20XX, I completed my premed courses.

Wanting to learn more about primary care medicine, in 20XX I volunteered at a community health clinic that treats underserved populations. Shadowing a family physician, I learned about the physical exam as I looked into ears and listened to the hearts and lungs of patients with her guidance. I paid close attention as she expressed the need for more PCPs and the important roles they play in preventing disease and reducing ER visits by treating and educating patients early in the disease process. This was evident as numerous patients were treated for high cholesterol, elevated blood pressure, and diabetes, all conditions that can be resolved or improved by lifestyle changes. I learned that these changes are not always easy for many in underserved populations as healthier food is often more expensive and sometimes money for prescriptions is not available. This experience opened my eyes to the challenges of being a physician in an underserved area.

The idea of disease prevention stayed with me as I thought about the man who needed CPR. Could early detection and education about heart disease have prevented his “unexpected” cardiac event? My experiences in health care and law enforcement have confirmed my desire to be an osteopathic physician and to treat the patients of the local area. I want to eliminate as many medical surprises as I can.

Texas Medical School Personal Statement Example and Analysis #3

Medical School Personal Statement Example Background: This applicant, who grew up with modest means, should be an inspiration to us all. Rather than allowing limited resources to stand in his way, he took advantage of everything that was available to him. He commuted to college from home and had a part-time job so he was stretched thin, and his initial college performance suffered. However, he worked hard and his grades improved. Most medical school admissions committees seek out applicants like this because, by overcoming adversity and succeeding with limited resources, they demonstrate exceptional perseverance, maturity, and dedication. His accomplishments are, by themselves, impressive and he does an outstanding job of detailing his path, challenges, and commitment to medicine. He received multiple acceptances to top medical schools and was offered scholarships.

What’s Good About It: This student does a great job opening his personal statement with a beautifully written introduction that immediately takes the reader to Central America. He then explains his path, why he did poorly early in college, and goes on to discuss his academic interests and pursuits. He is also clearly invested in research and articulates that he is intellectually curious, motivated, hard working, compassionate and committed to a career in medicine by explaining his experiences using interesting language and details. This is an intriguing statement that makes clear the applicant is worthy of an interview invitation. Finally, the student expresses his interest in attending medical school in Texas.

They were learning the basics of carpentry and agriculture. The air was muggy and hot, but these young boys seemed unaffected, though I and my fellow college students sweated and often complained. As time passed, I started to have a greater appreciation for the challenges these boys faced. These orphans, whom I met and trained in rural Central America as a member of The Project, had little. They dreamed of using these basic skills to earn a living wage. Abandoned by their families, they knew this was their only opportunity to re-enter society as self- sufficient individuals. I stood by them in the fields and tutored them after class. And while I tried my best to instill in them a strong work ethic, it was the boys who instilled in me a desire to help those in need. They gave me a new perspective on my decision to become a doctor.

I don’t know exactly when I decided to become a physician; I have had this goal for a long time. I grew up in the inner city of A City, in Texas and attended magnet schools. My family knew little about higher education, and I learned to seek out my own opportunities and advice. I attended The University with the goal of gaining admission to medical school. When I started college, I lacked the maturity to focus on academics and performed poorly. Then I traveled to Central America. Since I was one of the few students who spoke Spanish, many of the boys felt comfortable talking with me. They saw me as a role model.

The boys worked hard so that they could learn trades that would help them to be productive members of society. It was then I realized that my grandparents, who immigrated to the US so I would have access to greater opportunities, had done the same. I felt like I was wasting what they had sacrificed for me. When I returned to University in the fall, I made academics my priority and committed myself to learn more about medicine .

Through my major in neuroscience, I strengthened my understanding of how we perceive and experience life. In systems neurobiology, I learned the physiology of the nervous system. Teaching everything from basic neural circuits to complex sensory pathways, Professor X provided me with the knowledge necessary to conduct research in Parkinson’s disease. My research focused on the ability of antioxidants to prevent the onset of Parkinson’s, and while my project was only a pilot study at the time, Professor X encouraged me to present it at the National Research Conference. During my senior year, I developed the study into a formal research project, recruiting the help of professors of statistics and biochemistry.

Working at the School of Medicine reinforced my analytical skills. I spent my summer in the department of emergency medicine, working with the department chair, Dr. Excellent. Through Dr. Excellent’s mentorship, I participated in a retrospective study analyzing patient charts to determine the efficacy of D-dimer assays in predicting blood clots. The direct clinical relevance of my research strengthened my commitment and motivated my decision to seek out more clinical research opportunities.

A growing awareness of the role of human compassion in healing has also influenced my choice to pursue a career in medicine. It is something no animal model or cell culture can ever duplicate or rival. Working in clinical research has allowed me to see the selflessness of many physicians and patients and their mutual desire to help others. As a research study assistant in the department of surgery, I educate and enroll patients in clinical trials. One such study examines the role of pre-operative substance administration in tumor progression. Patients enrolled in this study underwent six weeks of therapy before having the affected organ surgically excised. Observing how patients were willing to participate in this research to benefit others helped me understand the resiliency of the human spirit.

Working in clinical trials has enabled me to further explore my passion for science, while helping others. Through my undergraduate coursework and participation in volunteer groups I have had many opportunities to solidify my goal to become a physician. As I am working, I sometimes think about my second summer in Central America. I recall how one day, after I had turned countless rows of soil in scorching heat, one of the boys told me that I was a trabajador verdadero—a true worker. I paused as I realized the significance of this comment. While the boy may not have been able to articulate it, he knew I could identify with him. What the boy didn’t know, however, was that had my grandparents not decided to immigrate to the US, I would not have the great privilege of seizing opportunities in this country and writing this essay today. I look forward to the next step of my education and hope to return home to Texas where I look forward to serving the communities I call home.

Final Thoughts

Above all, and as stated in this article numerous times, your personal statement should be authentic and genuine. Write about your path and and journey to this point in your life using anecdotes and observations to intrigue the reader and illustrate what is and was important to you. Good luck!

Medical School Personal Statement Help & Consulting

If all this information has you staring at your screen like a deer in the headlights, you’re not alone. Writing a superb medical school personal statement can be a daunting task, and many applicants find it difficult to get started writing, or to express everything they want to say succinctly. That’s where MedEdits can help. You don’t have to have the best writing skills to compose a stand-out statement. From personal-statement editing alone to comprehensive packages for all your medical school application needs, we offer extensive support and expertise developed from working with thousands of successful medical school applicants. We can’t promise applying to medical school will be stress-free, but most clients tell us it’s a huge relief not to have to go it alone.

MedEdits offers personal statement consulting and editing. Our goal when working with students is to draw out what makes each student distinctive. How do we do this? We will explore your background and upbringing, interests and ideals as well as your accomplishments and activities. By helping you identify the most distinguishing aspects of who you are, you will then be able to compose an authentic and genuine personal statement in your own voice to capture the admissions committee’s attention so you are invited for a medical school interview. Our unique brainstorming methodology has helped hundreds of aspiring premeds gain acceptance to medical school.

Sample Medical School Personal Statement

Example Medical School Personal Statement

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The Ultimate Guide to Medical School Extracurriculars: Leadership

Find out what’s important for medical school applications, how to stand out to admissions committees, and what you actually need to do to be competitive.

In this post of our medical school extracurricular guide , we’re going to discuss leadership as it pertains to medical school. If you haven’t already, check out the initial post for a broad overview of extracurricular activities and general advice for how to make any experience standout.

Leadership is defined as a position, assigned or otherwise, with a purpose and direct responsibility for others.

WHY IS LEADERSHIP IMPORTANT TO MEDICAL SCHOOLS?

Leadership is often an overlooked component for many premedical students as prioritizing shadowing experiences, research, and community service is more clean-cut.  Leadership is a little more vague.  Nonetheless, leadership a very important skill to cultivate for aspiring physicians.

Becoming a physician endows you with leadership roles often whether you ask for it or not.   The days of the solo-independent practitioner are fading away. Instead, healthcare is increasingly delivered through care-teams of which a physician is often at the center.  Learning to manage personalities, delegate work, and maximizing efficiencies are important skills to develop for in and out of clinical practice.  Outside of clinical work, physicians serve as leaders in educational roles (to residents and medical students), in research projects, and in public health arenas.  Medical schools want physicians who are capable of doing great things and advancing the field forward.  

HOW MUCH LEADERSHIP EXPERIENCE DO I NEED?

Shadowing must be done with a USA based MD or DO.  The University of Utah School of Medicine has long provided recommendations for prospective applicants to better understand what medical schools are looking for in extracurriculars.  They recommend having at least 1 leadership experience lasting 3 months within the last 4 years at a minimum.  In order to be competitive, they recommend 3 different leadership experiences each lasting 3 months within the last 4 years.  Ideally, we recommend at least 1 of these experiences be at least 6 months in length to be competitive in order to show dedication to a singular cause.

EXAMPLES OF LEADERSHIP EXPERIENCES

Leadership can come in many forms.  Premedical students can demonstrate these skills in multiple ways.  Remember, activities that aren’t directly related to medicine still count!  What’s important is the skills you will develop from your leadership experience.  The below are some ideas:

• Starting a campus club, nonprofit, or other organization
• Taking leadership roles in a student organization/student council
• Serving as a teaching assistant or tutoring
• Leadership roles in your community such as church or athletic endeavors
• Create a specific project that addresses an existing need to serve your community
• Lead a research project

Ready to master the rest of the major extracurricular activities? Check out the remainder of our extracurricular guide posts about service , shadowing , research , and clinical experience .  If you find yourself needing any help , our advisors love working with students to help them make the most of their experiences.

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• Medical School Secondary Essays

Columbia Medical School Secondary Essay Examples

If you are stumped for ideas, writing becomes almost impossible, and reading through some Columbia medical school secondary essay examples is a great way to jostle your mental blocks.

There are plenty of ways to approach writing your medical school secondary essays, and how to prepare for your medical school application can be tricky. Columbia Medical School has its own prompts for you to answer, and despite reading up on how to make your medical school application stand out , you might want something more.

In this article, we will give you exactly that: examples of Columbia medical school secondary essay prompts, so you can study them for inspiration and technique and write your own.

>> Want us to help you get accepted? Schedule a free strategy call here . <<

Article Contents 9 min read

Essay prompts and example answers.

“Did you work for compensation during college, during the year, or the summer?”

Word limit: 300 words

Example for option A: If you answered “yes”:

I worked in my school’s library at college. Although I needed the money, the smell of books alone would have enticed me to keep the job. However, this job also afforded me great insights into organization, cataloguing, and data management.

Working in a library also made me understand how to find data on a particular topic in a far more efficient and effective manner because I got to help my fellow students look up the materials they needed. Working in a library brought me closer to information.

Finally, my library work sparked my curiosity, and I found myself reading up on topics that other students were researching; they would ask me for materials, and I would get curious and read about that subject later.

In the summer, I held two jobs. The first was a job as a lifeguard at a recreational center. The second was working for my father, who co-owns a woodworking business. The former kept me near the water – which is one of my favorite places to be – and allowed me time to exercise before and after my shifts. I believe physical health is very important, which is one of the reasons I want to become a physician.

My father’s shop is a small one and focuses on highly detailed carving work. I was allowed to do some of that work – with my dad’s supervision – and helped to craft some lovely pieces for our customers. I am proud of a lot of the work I have done there. Working with my hands, particularly with intricate and delicate detail, has boosted my fine motor skills – essential for surgery – and my patience.

While paying tuition and living expenses was my primary goal, I believe my school year jobs left me with many valuable life lessons as well.

“Please describe your most meaningful leadership positions.”

Leadership has never come easily to me, as I always have a large dose of imposter syndrome telling me I shouldn’t even be trying to be a leader. Nevertheless, I have increasingly found myself in leadership roles over the last few years. I will tell you about three of them.

First, I consider it an honor to be a scoutmaster; I was a scout myself while I was growing up. Because I went to a local college, I could keep up with my scouting troop and work with them, passing on my good experiences and knowledge of how to find your way if lost in the woods, how to set up a shelter, and how to make the perfect s’more. Teaching children in this capacity has been very rewarding – I love passing on what I have to the next generation.

Second, I was the team leader on a semester-long group assignment as part of my biological science course in my third year of college. Each team was tasked with researching a self-selected area of human biology. We chose how the aging process affects muscle development, and I was elected team leader. In addition to research, I was responsible for keeping the others on track and on schedule, arranging our data, and delegating other responsibilities. I quickly learned that letting go, assigning tasks, and building a team that relies on and cares for one another is the most important aspect of leadership.

Third, I found myself reading for pleasure less and less, and I didn’t like that one of my favorite pastimes was being neglected, so I started – and led – a small on-campus book club. This not only enabled me to refresh my reading for pleasure, but also allowed me to dive deeper into the books I read. I conducted discussions and arranged meetings.

“Columbia Vagelos College of Physicians and Surgeons values diversity in all its forms. How will your background and experiences contribute to this important focus of our institution and inform your future role as a physician?”

There is, for some people, a distinction between “adopted” and “natural” children, but all children are natural, and adoption as a process is as natural as any other form of social care we give each other in civilization. My brother, Wesley, is adopted, and visibly so. My introduction to race relations came through the daily experience of living in a multi-racial household. This gently brought me into a world where I understood the intrinsic humanity of everyone and where skin color and background were less important than care and empathy.

As we grew, we learned that our family’s comity is not always the norm in society-at-large. Sometimes, we had this unpleasant truth communicated gently, verbally, but other times, we had to learn the hard way. Wesley and I stuck up for each other, always remained friends as well as brothers, and often found ourselves up against adversity that threatened our diversity.

We grew still more and became old enough to participate in politics and social discourse. We participated in rallies for social justice and volunteered with municipal politicians who would champion diversity and reconciliation in our city. These activities brought us up against severe resistance, and we had to remove ourselves from a protest when the police broke it up, but we always returned to keep fighting for justice.

Now, here’s a question: what race am I? What race is Wesley? I haven’t said, although you might have imagined us a particular way in your mind. My point is that I don’t care, and Wesley doesn’t care. We are human beings and brothers first – that’s who we are. That kind of love, compassion, and togetherness – whether in the calm of a loving family or the harsh reality of a protest – is what I can bring to Vagelos. That’s my kind of diversity.

“Anything else?”

I must discuss a painful subject here, for me and my application, but which is necessary for both and for my chance of procuring a position in the cohort of Columbia Vagelos College of Physicians and Surgeons. On my transcript, you will notice my first semester of environmental science has a low grade – a C. I’m sure you have noticed already. I offer this as my apologia for my low grade. Note that word: this is not an excuse, but a formal written defense, as per the definition.

Why didn’t I accept the offer to take the course at a future date? My grandfather had died, and we were very close. I had even lived with my grandparents for a few years while my mom recovered from some of her own health problems, so Grandpa’s death shook me to my core. My teacher asked if I wanted time off or a lighter workload, but I didn’t want to wind up taking classes in the summer, and I felt like I should work hard – as Grandpa taught me – to make it through. This was my mistake: not knowing enough about myself to know how much I would be distracted. My grief took longer to process than I thought, put me behind just before an important exam halfway through the course, and severely hurt my final grade.

After reflecting on this, I sought counselling, and have been seeing a therapist to deal with my loss. Being able to sort through my psyche helped me with both processing my grief and keeping that grief from derailing my life. I have taken away a big lesson from this experience about knowing when I need help and accepting help when it is offered.

Due to this growth, I am convinced I won’t repeat these errors that led to a low grade.

“If you have graduated from college, please briefly summarize what you have done in the interim.”

Having completed my final semester of college in the Fall-Winter term, but not wanting to matriculate during the Winter-Spring term, I had months ahead of me. Still, I knew that those days would be eaten up like a fast-burning fuse if I was not careful. I started working on my medical school applications immediately. This extended time meant that I could do more research on which institutions I was interested in. I loved this because research makes me feel prepared and focuses my mind. I could also spend more time crafting my application.

Columbia stood out immediately to me because of your focus on research, which has always been one of my favorite aspects of study. I know that sounds strange, but it’s true. Researching a topic feels like uncovering a mystery to me, and I have always been a puzzle solver and a planner. With this in mind, I knew that I could use my interim months adding research experiences to my resume. I found a job working as a research assistant with the Red Cross, which was perfect for me. Although much of my workload involved menial tasks like data entry or looking up obscure facts, I felt like I was an important member of the team and able to really help with what they were accomplishing.

I still hold that job, and although I will regrettably have to leave it to attend medical school, I will be forever grateful for the lessons I have learned and how it has honed my mind to a keen edge. Even if it does not improve my application, I would consider it worthwhile.

Confused about how to respond to your secondary medical prompts? This useful video can help you stay ahead!

Armed thus with expertly written essay examples, you should have a good idea of how to structure and execute your own essays for Columbia medical school. You might want to avail yourself of college essay review services to help you polish and refine your own essays, but however you move forward, do so with confidence to create the best medical school secondary essays that you can.

Prompts change, but not as often as every year. When they do change, they are often very similar from year to year. You will encounter similar types of prompts, such as “why this school?” or why you decided to take a gap year before medical school . Every year won’t be exactly the same, but you can know roughly what to expect.

Slightly, but you will see similar themes pop up. Most schools are looking for a lot of similar characteristics. With that said, you can expect to see different wording – which can certainly change the way you should write your essays.

If they are applicable, yes; with similar essays, some overlap happens, and transferring one essay to another school can seem like a great way to avoid some writing. You can certainly do that but double-check the second school’s requirements to see if you missed anything.

Yes. Limits are placed for a reason, and you must adhere to them. Even an infraction of one word isn’t allowed. Always follow the instructions on any aspect of your application, including word counts, character counts, or page counts.

BeMo recommends that you spend 2–3 weeks working on your essays, with at least a small amount of time set aside each day for that purpose. You must come up with a topic, write the essay, edit it, proofread it, and take enough time to get it right. 

Essays aren’t formally graded, but they are being evaluated – your application does depend on this. Consider every aspect of your application to be of high importance, as any given part of the application, done poorly, can be the part that keeps you out of a spot at your dream school. If done right, any aspect can also be what gets you your place.

Of course they do. Again, without grades you aren’t going to lose “points” or something like that, but you do need to communicate clearly and present a good “verbal image” of yourself. Spelling and grammar matter in this respect. If you present as someone who is sloppy and doesn’t spell-check, it will not reflect well on you or your application. Likewise, if you form sentences incoherently, discerning your meaning becomes frustrating for any reader, and whether you are a great candidate or not becomes a huge question mark for the admissions committee. Don’t let that happen; double-check all aspects of your writing.

It might be tempting to skip what is optional in your application – it’s a lot of work, after all – but we recommend that you write all the essays. Each one is a chance for the application committee to know you better and think, “Yes, this is the right person for Columbia.” Optional essays give them more to work with, and as you will be putting the time and effort in anyways, you should fill them out. It’s worth it to secure your position in your ever-brightening future.

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July 24, 2022

Duke University School of Medicine Secondary Application Essay Tips [2022 – 2023]

Duke University’s Medical School is ranked 6th by U.S. News for research and 78th for primary care, and is known for its focus on interdisciplinary learning . It aims to use medical research to solve global problems. Duke emphasizes diversity, inclusion, and attention to community health problems. Consequently it comes as no surprise that Duke’s secondary application questions ask you to consider your role as a physician in global and local communities.

For more information about the program, check out our podcast episode: Deep Dive Into Duke Medical: An Interview With Dr. Linton Yee, Associate Dean of Admissions >>

Duke secondary application tips 2022-2023

Duke secondary application essay #1: advocacy.

Describe a situation in which you chose to advocate for someone who was different from you or for a cause or idea that was different from yours. Define your view of advocacy. What risks, if any, might be associated with your choice to be an advocate? (400 words)

Advocacy is fighting for, recommending, or supporting – a person, cause, system or ideal. What is your style of advocacy? When have you helped someone after they experienced discrimination, hardship, or bias? When did you recommend someone often overlooked due to bias to receive recognition, opportunity or reward? Have you ever amplified a marginalized person’s viewpoint, supported services to improve the life of someone with a disability? What happened? What did you do? What was the outcome of your actions? Looking back, what was the risk of advocating in light of the situation? 

The prompt asks for an individual example, but you can also think about an individual you have worked with who represents a broader group of people. This question is asking you to think about your role as a physician-advocate, someone who will represent their patient in the quest to obtain fair and adequate healthcare. The question also addresses Duke’s emphasis on the physician as a member of the community with a duty to improve care for all.

Duke secondary application essay #2: Coping with Disappointment

Not achieving a goal or one’s desire can sometimes be disheartening. What have you learned/gained from your setbacks and disappointments and how does this translate to your current way of thinking? (400 words)

This prompt challenges applicants to be truthful about a disappointing moment, an initiative or effort that didn’t have the desired results. If looking at oneself as “having failed” sounds too self-deprecating, then turn the table here. Tell the story of a setback as a growth moment. Keep in mind, hitting road bumps on the way to achieving life goals is inevitable. Being able to adapt and learn, perhaps, is the moral of this story because physicians adapt to circumstances and compensate for gaps in patient care often.

Duke secondary application essay #3: Value Systems

Describe a situation in which you had to utilize your values to interact with people from different backgrounds. How did those values impact the relationship? ( 400 words )

We are all shaped by our cultures, experiences and values. People respond to challenges often in keeping with ingrained cultural habits. For instance, was it common to have friends join your family at the dinner table? What value is associated with always having room to feed another person at the table? Have you invited international friends or friends whose families live far away to join you and yours when they had nowhere to go to celebrate Thanksgiving? Why did you do this? What belief led you to extend such an invitation? 

Were you ever asked to assist with a ceremony that was not part of your own spiritual practice? Was this challenging? How did this request feel like an honor? 

Did this experience change or build relationships?

One could take this prompt in another direction too, to engage with people of a different background whom you do not know. If you are white, did you ever attend a Black Lives Matters march because it was unequivocally the right thing to do? If you are straight, did you help others achieve LGBTQIA+ inclusivity, hang a “safe zone” sticker on your door and someone seeking a safe place came knocking? If you are a woman, did you ever endorse a white man for a leadership position even though leadership positions are saturated with white men? 

What relationship, if any, came from a “doing the right thing” experience? What did you learn about how to build multicultural, diverse friendships or relationships?

Duke secondary application essay #4: Leadership

Leadership, teamwork, and communication flow synergistically. What do you value most as a leader and as a contributor? What attributes do you possess as a leader and as a team member and how do you apply them on a daily basis? (400 words)

This is a very broad question about critical skills in medicine. Doctors are leaders, but they are also part of a medical team. Communication with patients, peers, and other members of the healthcare professions is mandatory.

When did you take on a leadership role ? How did that go? What guiding principles helped you lead effectively, or what guiding principles came to light while adapting to a leadership role? Discuss which skills and attributes contributed to your effectiveness as a leader and/or a team member . What worked for you when you were in a leadership role? How did this experience change how you “walk the walk” of a leader?

Duke secondary application essay #5: Critical Thinking

Critical thinking involves a number of characteristics. Research experience enhances critical analysis skills. Describe any research experience or another situation in which you utilized critical thinking. How will critical thinking be important in your future career? (400 words)

In your research, how do you analyze and evaluate the progress of your work to stay in line with the research goal? How do you provide context for a research outcome so others understand its value or potential impact in medicine? Effective critical thinking demonstrates cognitive ability to assess complexity. Your answer, therefore, should demonstrate how you think through an essential issue inherent in the research project. How does this research progress or propel medicine into the 21st century?

Duke secondary application essay #6: Understanding the Need for Health Care Changes

Potential sources of health inequities exist. Duke’s Moments to Movement (M2M) is a collective stand to address these issues. Describe your experience and reflection with race and its relationship to disparities in health, health care and society. Consider the values of justice, diversity, inclusion and equity (400 words)

Minority populations are often at risk for poor health and have limited or complicated access to care. Why is this so? Tell a story about race, your own or someone else’s experience, as it was affected by health care disparities. How was race a critical factor to a poor outcome? Be sure to briefly explain the reality of this truth. From here, what does this disparity mean regarding a doctor’s approach to patient care? How should physicians respond to this situation?

Duke secondary application essay #7: COVID-19 Implications

How has the COVID-19 pandemic influenced your journey to medical school? Have these events changed your outlook on medicine’s role in society? (400 words) 

Almost all medical schools require a response from applicants to the current COVID-19 pandemic . This prompt, like others, asks how you were affected. If possible, you should also answer with how you responded — did you start or participate in an initiative to help shut-ins obtain food, for example? However, the emphasis in this prompt, and the majority of one’s thought in addressing it, should be spent on the answer to the second question. Duke University SOM is asking you what this unexpected shift in preparing to be a doctor has done to you. Moreso, it is asking how this unexpected shift in preparing to be a doctor has revised your vision of “doctoring” in the future. This surely engages some insight and perspective about public health, the common good, the disparity of risk among less advantaged populations, cultures and demographics. It may also be an opportunity for you to reveal adaptability, initiative, grit, and/or resilience.

Duke secondary application essay #8: Tell Us Who You Are

Tell us more about who you are. This is your opportunity to tell us how you wish to be addressed, recognized and treated. (500 words)

As schools are taking more factors into consideration when it comes to diversity, they are also asking applicants to put more thought into the relationship between diversity (of patients and colleagues) and their own identity. This is one such question. You should feel free to talk about aspects of your identity that might not be obvious from your application. I suggest doing so through the use of examples in order to illustrate how those parts of your personality inform your behavior towards others. You should also explain how these qualities or experiences will impact how you treat and interact with others. What story can you tell about yourself that defines you?

Duke secondary application essay #9 [Optional]: Race/Ethnicity/Geographic Origin/Socioeconomic Status/ Advantage/Disadvantage/ Religious Affiliation

Use the text box below to provide additional information on how these parameters have/will influence you.( Optional , 200 words )

Clearly, any aspect of yourself that identifies and is defined by Race, Ethnicity, Region/Country, SES, Advantage, Disadvantage or Religious affiliation suggests that this aspect of you will continue into the future, and perhaps influence how you regard others, practice inclusivity, and take action to help others. Avoid telling a story that makes one parameter an identity marker that limits your ability. For instance, don’t write about your family’s economic struggle when you were young as a reason you could not participate in exclusive academic programs, even though that may have been true, but rather tell the story in such a way that how you had to claim an education worthy of a noble career like being a physician was only possible by having ingrained resilience at a young age due to an economic struggle or disadvantage. How does this truth influence what you do for others – this should be a “never forget” story or “forever formed by” story that compels you to lift up others.

Applying to Duke? Here are some stats:

Duke average MCAT score: 518

Duke Medical School average GPA: 3.86

Duke Medical School acceptance rate: 2.9%

U.S. News  ranks Duke #6 for research and #78 for primary care.

Check out the Med School Selectivity Index for more stats.

Has this blog post helped you feel more confident about approaching your Duke secondary application? We hope so. It’s our mission to help smart, talented applicants like you gain acceptance to your top choice medical school. With so much at stake, why not hire a consultant whose expertise and personalized guidance can help you make your dream come true? We have several flexible consulting options— click here to get started today !

Duke University Med School application timeline 2022 – 2023

Source: Duke University School of Medicine website

Related Resources:

• School-Specific Secondary Application Essay Tips
• Deep Dive Into Duke Medical: An Interview With Dr. Linton Yee, Associate Dean of Admissions , a podcast episode
• What NOT to Write in Your Medical School Secondary Application Essays
• 7 Simple Steps to Writing an Excellent Diversity Essay

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• Sample Essays

Sample Medical School Essays

Applying to medical school is an exciting decision, but the application process is very competitive. This means when it comes to your application you need to ensure you’ve put your best foot forward and done everything you can to stand out from other applicants. One great way to provide additional information on why you have decided to pursue a career in medicine and why you’re qualified, is your medical school essay. Read these samples to get a good idea on how you can write your own top-notch essay.

This section contains five sample medical school essays

• Medical School Sample Essay One
• Medical School Sample Essay Two
• Medical School Sample Essay Three
• Medical School Sample Essay Four
• Medical School Sample Essay Five

Medical School Essay One

When I was twelve years old, a drunk driver hit the car my mother was driving while I was in the backseat. I have very few memories of the accident, but I do faintly recall a serious but calming face as I was gently lifted out of the car. The paramedic held my hand as we traveled to the hospital. I was in the hospital for several weeks and that same paramedic came to visit me almost every day. During my stay, I also got to know the various doctors and nurses in the hospital on a personal level. I remember feeling anxiety about my condition, but not sadness or even fear. It seemed to me that those around me, particularly my family, were more fearful of what might happen to me than I was. I don’t believe it was innocence or ignorance, but rather a trust in the abilities of my doctors. It was as if my doctors and I had a silent bond. Now that I’m older I fear death and sickness in a more intense way than I remember experiencing it as a child. My experience as a child sparked a keen interest in how we approach pediatric care, especially as it relates to our psychological and emotional support of children facing serious medical conditions. It was here that I experienced first-hand the power and compassion of medicine, not only in healing but also in bringing unlikely individuals together, such as adults and children, in uncommon yet profound ways. And it was here that I began to take seriously the possibility of becoming a pediatric surgeon.

My interest was sparked even more when, as an undergraduate, I was asked to assist in a study one of my professors was conducting on how children experience and process fear and the prospect of death. This professor was not in the medical field; rather, her background is in cultural anthropology. I was very honored to be part of this project at such an early stage of my career. During the study, we discovered that children face death in extremely different ways than adults do. We found that children facing fatal illnesses are very aware of their condition, even when it hasn’t been fully explained to them, and on the whole were willing to fight their illnesses, but were also more accepting of their potential fate than many adults facing similar diagnoses. We concluded our study by asking whether and to what extent this discovery should impact the type of care given to children in contrast to adults. I am eager to continue this sort of research as I pursue my medical career. The intersection of medicine, psychology, and socialization or culture (in this case, the social variables differentiating adults from children) is quite fascinating and is a field that is in need of better research.

Although much headway has been made in this area in the past twenty or so years, I feel there is a still a tendency in medicine to treat diseases the same way no matter who the patient is. We are slowly learning that procedures and drugs are not always universally effective. Not only must we alter our care of patients depending upon these cultural and social factors, we may also need to alter our entire emotional and psychological approach to them as well.

It is for this reason that I’m applying to the Johns Hopkins School of Medicine, as it has one of the top programs for pediatric surgery in the country, as well as several renowned researchers delving into the social, generational, and cultural questions in which I’m interested. My approach to medicine will be multidisciplinary, which is evidenced by the fact that I’m already double-majoring in early childhood psychology and pre-med, with a minor in cultural anthropology. This is the type of extraordinary care that I received as a child—care that seemed to approach my injuries with a much larger and deeper picture than that which pure medicine cannot offer—and it is this sort of care I want to provide my future patients. I turned what might have been a debilitating event in my life—a devastating car accident—into the inspiration that has shaped my life since. I am driven and passionate. And while I know that the pediatric surgery program at Johns Hopkins will likely be the second biggest challenge I will face in my life, I know that I am up for it. I am ready to be challenged and prove to myself what I’ve been telling myself since that fateful car accident: I will be a doctor.

Tips for a Successful Medical School Essay

• If you’re applying through AMCAS, remember to keep your essay more general rather than tailored to a specific medical school, because your essay will be seen by multiple schools.
• AMCAS essays are limited to 5300 characters—not words! This includes spaces.
• Make sure the information you include in your essay doesn't conflict with the information in your other application materials.
• In general, provide additional information that isn’t found in your other application materials. Look at the essay as an opportunity to tell your story rather than a burden.
• Keep the interview in mind as you write. You will most likely be asked questions regarding your essay during the interview, so think about the experiences you want to talk about.
• When you are copying and pasting from a word processor to the AMCAS application online, formatting and font will be lost. Don’t waste your time making it look nice. Be sure to look through the essay once you’ve copied it into AMCAS and edit appropriately for any odd characters that result from pasting.
• Avoid overly controversial topics. While it is fine to take a position and back up your position with evidence, you don’t want to sound narrow-minded.
• Revise, revise, revise. Have multiple readers look at your essay and make suggestions. Go over your essay yourself many times and rewrite it several times until you feel that it communicates your message effectively and creatively.
• Make the opening sentence memorable. Admissions officers will read dozens of personal statements in a day. You must say something at the very beginning to catch their attention, encourage them to read the essay in detail, and make yourself stand out from the crowd.
• Character traits to portray in your essay include: maturity, intellect, critical thinking skills, leadership, tolerance, perseverance, and sincerity.

Medical School Essay Two

If you had told me ten years ago that I would be writing this essay and planning for yet another ten years into the future, part of me would have been surprised. I am a planner and a maker of to-do lists, and it has always been my plan to follow in the steps of my father and become a physician. This plan was derailed when I was called to active duty to serve in Iraq as part of the War on Terror.

I joined the National Guard before graduating high school and continued my service when I began college. My goal was to receive training that would be valuable for my future medical career, as I was working in the field of emergency health care. It was also a way to help me pay for college. When I was called to active duty in Iraq for my first deployment, I was forced to withdraw from school, and my deployment was subsequently extended. I spent a total of 24 months deployed overseas, where I provided in-the-field medical support to our combat troops. While the experience was invaluable not only in terms of my future medical career but also in terms of developing leadership and creative thinking skills, it put my undergraduate studies on hold for over two years. Consequently, my carefully-planned journey towards medical school and a medical career was thrown off course. Thus, while ten-year plans are valuable, I have learned from experience how easily such plans can dissolve in situations that are beyond one’s control, as well as the value of perseverance and flexibility.

Eventually, I returned to school. Despite my best efforts to graduate within two years, it took me another three years, as I suffered greatly from post-traumatic stress disorder following my time in Iraq. I considered abandoning my dream of becoming a physician altogether, since I was several years behind my peers with whom I had taken biology and chemistry classes before my deployment. Thanks to the unceasing encouragement of my academic advisor, who even stayed in contact with me when I was overseas, I gathered my strength and courage and began studying for the MCAT. To my surprise, my score was beyond satisfactory and while I am several years behind my original ten-year plan, I am now applying to Brown University’s School of Medicine.

I can describe my new ten-year plan, but I will do so with both optimism and also caution, knowing that I will inevitably face unforeseen complications and will need to adapt appropriately. One of the many insights I gained as a member of the National Guard and by serving in war-time was the incredible creativity medical specialists in the Armed Forces employ to deliver health care services to our wounded soldiers on the ground. I was part of a team that was saving lives under incredibly difficult circumstances—sometimes while under heavy fire and with only the most basic of resources. I am now interested in how I can use these skills to deliver health care in similar circumstances where basic medical infrastructure is lacking. While there is seemingly little in common between the deserts of Fallujah and rural Wyoming, where I’m currently working as a volunteer first responder in a small town located more than 60 miles from the nearest hospital, I see a lot of potential uses for the skills that I gained as a National Guardsman. As I learned from my father, who worked with Doctors Without Borders for a number of years, there is quite a bit in common between my field of knowledge from the military and working in post-conflict zones. I feel I have a unique experience from which to draw as I embark on my medical school journey, experiences that can be applied both here and abroad.

In ten years’ time, I hope to be trained in the field of emergency medicine, which, surprisingly, is a specialization that is actually lacking here in the United States as compared to similarly developed countries. I hope to conduct research in the field of health care infrastructure and work with government agencies and legislators to find creative solutions to improving access to emergency facilities in currently underserved areas of the United States, with an aim towards providing comprehensive policy reports and recommendations on how the US can once again be the world leader in health outcomes. While the problems inherent in our health care system are not one-dimensional and require a dynamic approach, one of the solutions as I see it is to think less in terms of state-of-the-art facilities and more in terms of access to primary care. Much of the care that I provide as a first responder and volunteer is extremely effective and also relatively cheap. More money is always helpful when facing a complex social and political problem, but we must think of solutions above and beyond more money and more taxes. In ten years I want to be a key player in the health care debate in this country and offering innovative solutions to delivering high quality and cost-effective health care to all our nation’s citizens, especially to those in rural and otherwise underserved areas.

Of course, my policy interests do not replace my passion for helping others and delivering emergency medicine. As a doctor, I hope to continue serving in areas of the country that, for one reason or another, are lagging behind in basic health care infrastructure. Eventually, I would also like to take my knowledge and talents abroad and serve in the Peace Corps or Doctors Without Borders.

In short, I see the role of physicians in society as multifunctional: they are not only doctors who heal, they are also leaders, innovators, social scientists, and patriots. Although my path to medical school has not always been the most direct, my varied and circuitous journey has given me a set of skills and experiences that many otherwise qualified applicants lack. I have no doubt that the next ten years will be similarly unpredictable, but I can assure you that no matter what obstacles I face, my goal will remain the same. I sincerely hope to begin the next phase of my journey at Brown University. Thank you for your kind attention.

Additional Tips for a Successful Medical School Essay

• Regardless of the prompt, you should always address the question of why you want to go to medical school in your essay.
• Try to always give concrete examples rather than make general statements. If you say that you have perseverance, describe an event in your life that demonstrates perseverance.
• There should be an overall message or theme in your essay. In the example above, the theme is overcoming unexpected obstacles.
• Make sure you check and recheck for spelling and grammar!
• Unless you’re very sure you can pull it off, it is usually not a good idea to use humor or to employ the skills you learned in creative writing class in your personal statement. While you want to paint a picture, you don’t want to be too poetic or literary.
• Turn potential weaknesses into positives. As in the example above, address any potential weaknesses in your application and make them strengths, if possible. If you have low MCAT scores or something else that can’t be easily explained or turned into a positive, simply don’t mention it.

Medical School Essay Three

The roots of my desire to become a physician are, thankfully, not around the bedside of a sick family member or in a hospital, but rather on a 10-acre plot of land outside of a small town in Northwest Arkansas. I loved raising and exhibiting cattle, so every morning before the bus arrived at 7 a.m. I was in the barn feeding, checking cattle for any health issues and washing the show heifers. These early mornings and my experiences on a farm not only taught me the value of hard work, but ignited my interest in the body, albeit bovine at the time. It was by a working chute that I learned the functions of reproductive hormones as we utilized them for assisted reproduction and artificial insemination; it was by giving vaccinations to prevent infection that I learned about bacteria and the germ theory of disease; it was beside a stillborn calf before the sun had risen that I was exposed to the frailty of life.

Facing the realities of disease and death daily from an early age, I developed a strong sense of pragmatism out of necessity. There is no place for abstractions or euphemisms about life and death when treating a calf’s pneumonia in the pouring rain during winter. Witnessing the sometimes harsh realities of life on a farm did not instill within me an attitude of jaded inevitability of death. Instead, it germinated a responsibility to protect life to the best of my abilities, cure what ailments I can and alleviate as much suffering as possible while recognizing that sometimes nothing can be done.

I first approached human health at the age of nine through beef nutrition and food safety. Learning the roles of nutrients such as zinc, iron, protein and B-vitamins in the human body as well as the dangers of food-borne illness through the Beef Ambassador program shifted my interest in the body to a new species. Talking with consumers about every facet of the origins of food, I realized that the topics that most interested me were those that pertained to human health. In college, while I connected with people over samples of beef and answered their questions, I also realized that it is not enough simply to have adequate knowledge. Ultimately knowledge is of little use if it is not digestible to those who receive it. So my goal as a future clinical physician is not only to illuminate the source of an affliction and provide treatment for patients, but take care to ensure the need for understanding by both patient and family is met.

I saw this combination of care and understanding while volunteering in an emergency room, where I was also exposed to other aspects and players in the medical field. While assisting a nurse perform a bladder scan and witnessing technicians carry out an echocardiogram or CT scan, I learned the important roles that other professionals who do not wear white coats have in today’s medical field. Medicine is a team sport, and coordinating the efforts of each of these players is crucial for the successful execution of patient care. It is my goal to serve as the leader of this healthcare unit and unify a team of professionals to provide the highest quality care for patients. Perhaps most importantly my time at the VA showed me the power a smile and an open ear can have with people. On the long walk to radiology, talking with patients about their military service and families always seemed to take their mind off the reason for their visit, if only for a few minutes. This served as a reminder that we are helping people with pasts and dreams, rather than simply remedying patients’ symptoms.

Growing up in a small town, I never held aspirations of world travel when I was young. But my time abroad revealed to me the state of healthcare in developing countries and fostered a previously unknown interest in global health. During my first trip abroad to Ghana, my roommate became ill with a severe case of traveler’s diarrhea. In the rural north of the country near the Sahara, the options for healthcare were limited; he told me how our professor was forced to bribe employees to bypass long lines and even recounted how doctors took a bag of saline off the line of another patient to give to him. During a service trip to a rural community in Nicaragua, I encountered patients with preventable and easily treatable diseases that, due to poverty and lack of access, were left untreated for months or years at a time. I was discouraged by the state of healthcare in these countries and wondered what could be done to help. I plan to continue to help provide access to healthcare in rural parts of developing countries, and hopefully as a physician with an agricultural background I can approach public health and food security issues in a multifaceted and holistic manner.

My time on a cattle farm taught me how to work hard to pursue my interests, but also fueled my appetite for knowledge about the body and instilled within me a firm sense of practicality. Whether in a clinic, operating room or pursuing public and global health projects, I plan to bring this work ethic and pragmatism to all of my endeavors. My agricultural upbringing has produced a foundation of skills and values that I am confident will readily transplant into my chosen career. Farming is my early passion, but medicine is my future.

Medical School Essay Four

I am a white, cisgender, and heterosexual female who has been afforded many privileges: I was raised by parents with significant financial resources, I have traveled the world, and I received top-quality high school and college educations. I do not wish to be addressed or recognized in any special way; all I ask is to be treated with respect.

As for my geographic origin, I was born and raised in the rural state of Maine. Since graduating from college, I have been living in my home state, working and giving back to the community that has given me so much. I could not be happier here; I love the down-to-earth people, the unhurried pace of life, and the easy access to the outdoors. While I am certainly excited to move elsewhere in the country for medical school and continue to explore new places, I will always self-identify as a Mainer as being from Maine is something I take great pride in. I am proud of my family ties to the state (which date back to the 1890’s), I am proud of the state’s commitment to preserving its natural beauty, and I am particularly proud of my slight Maine accent (we don’t pronounce our r’s). From the rocky coastline and rugged ski mountains to the locally-grown food and great restaurants, it is no wonder Maine is nicknamed, "Vacationland.” Yet, Maine is so much more than just a tourist destination. The state is dotted with wonderful communities in which to live, communities like the one where I grew up.

Perhaps not surprisingly, I plan to return to Maine after residency. I want to raise a family and establish my medical practice here. We certainly could use more doctors! Even though Maine is a terrific place to live, the state is facing a significant doctor shortage. Today, we are meeting less than half of our need for primary care providers. To make matters worse, many of our physicians are close to retirement age. Yet, according to the AAMC, only 53 Maine residents matriculated into medical school last year! Undoubtedly, Maine is in need of young doctors who are committed to working long term in underserved areas. As my primary career goal is to return to my much adored home state and do my part to help fill this need, I have a vested interest in learning more about rural medicine during medical school.

I was raised in Cumberland, Maine, a coastal town of 7,000 just north of Portland. With its single stoplight and general store (where it would be unusual to visit without running into someone you know), Cumberland is the epitome of a small New England town. It truly was the perfect place to grow up. According to the most recent census, nearly a third of the town’s population is under 18 and more than 75% of households contain children, two statistics which speak to the family-centric nature of Cumberland’s community. Recently rated Maine's safest town, Cumberland is the type of place where you allow your kindergartener to bike alone to school, leave your house unlocked while at work, and bring home-cooked food to your sick neighbors and their children. Growing up in such a safe, close-knit, and supportive community instilled in me the core values of compassion, trustworthiness, and citizenship. These three values guide me every day and will continue to guide me through medical school and my career in medicine.

As a medical student and eventual physician, my compassion will guide me to become a provider who cares for more than just the physical well-being of my patients. I will also commit myself to my patients’ emotional, spiritual, and social well-being and make it a priority to take into account the unique values and beliefs of each patient. By also demonstrating my trustworthiness during every encounter, I will develop strong interpersonal relationships with those whom I serve. As a doctor once wisely said, “A patient does not care how much you know until he knows how much you care.”

My citizenship will guide me to serve my community and to encourage my classmates and colleagues to do the same. We will be taught in medical school to be healers, scientists, and educators. I believe that, in addition, as students and as physicians, we have the responsibility to use our medical knowledge, research skills, and teaching abilities to benefit more than just our patients. We must also commit ourselves to improving the health and wellness of those living in our communities by participating in public events (i.e by donating our medical services), lobbying for better access to healthcare for the underprivileged, and promoting wellness campaigns. As a medical student and eventual physician, my compassion, trustworthiness, and citizenship will drive me to improve the lives of as many individuals as I can.

Cumberland instilled in me important core values and afforded me a wonderful childhood. However, I recognize that my hometown is not perfect. For one, the population is shockingly homogenous, at least as far as demographics go. As of the 2010 census, 97.2% of the residents of Cumberland were white. Only 4.1% of residents speak a language other than English at home and even fewer were born in another country. Essentially everybody who identified with a religion identified as some denomination of Christian. My family was one of maybe five Jewish families in the town. Additionally, nearly all the town’s residents graduated from high school (98.1%), are free of disability (93.8%), and live above the poverty line (95.8%). Efforts to attract diverse families to Cumberland is one improvement that I believe would make the community a better place in which to live. Diversity in background (and in thought) is desirable in any community as living, learning, and working alongside diverse individuals helps us develop new perspectives, enhances our social development, provides us with a larger frame of reference, and improves our understanding of our place in society.

Medical School Essay Five

“How many of you received the flu vaccine this year?” I asked my Bricks 4 Kidz class, where I volunteer to teach elementary students introductory science and math principles using Lego blocks. “What’s a flu vaccine?” they asked in confusion. Surprised, I briefly explained the influenza vaccine and its purpose for protection. My connection to children and their health extends to medical offices, clinics and communities where I have gained experience and insight into medicine, confirming my goal of becoming a physician.

My motivation to pursue a career in medicine developed when my mother, who was diagnosed with Lupus, underwent a kidney transplant surgery and suffered multiple complications. I recall the fear and anxiety I felt as a child because I misunderstood her chronic disease. This prompted me to learn more about the science of medicine. In high school, I observed patients plagued with acute and chronic kidney disease while briefly exploring various fields of medicine through a Mentorship in Medicine summer program at my local hospital. In addition to shadowing nephrologists in a hospital and clinical setting, I scrubbed into the operating room, viewed the radiology department, celebrated the miracle of birth in the delivery room, and quietly observed a partial autopsy in pathology. I saw many patients confused about their diagnoses. I was impressed by the compassion of the physicians and the time they took to reassure and educate their patients.

Further experiences in medicine throughout and after college shaped a desire to practice in underserved areas. While coloring and reading with children in the patient area at a Family Health Center, I witnessed family medicine physicians diligently serve patients from low-income communities. On a medical/dental mission trip to the Philippines, I partnered with local doctors to serve and distribute medical supplies to rural schools and communities. At one impoverished village, I held a malnourished two-year old boy suffering from cerebral palsy and cardiorespiratory disease. His family could not afford to take him to the nearest pediatrician, a few hours away by car, for treatment. Overwhelmed, I cried as we left the village. Many people were suffering through pain and disease due to limited access to medicine. But this is not rare; there are many people suffering due to inadequate access/accessibility around the world, even in my hometown. One physician may not be able to change the status of underserved communities, however, one can alleviate some of the suffering.

Dr. X, my mentor and supervisor, taught me that the practice of medicine is both a science and an art. As a medical assistant in a pediatric office, I am learning about the patient-physician relationship and the meaningful connection with people that medicine provides. I interact with patients and their families daily. Newborn twins were one of the first patients I helped, and I look forward to seeing their development at successive visits. A young boy who endured a major cardiac surgery was another patient I connected with, seeing his smiling face in the office often as he transitioned from the hospital to his home. I also helped many excited, college-bound teenagers with requests for medical records in order to matriculate. This is the art of medicine – the ability to build relationships with patients and have an important and influential role in their lives, from birth to adulthood and beyond.

In addition, medicine encompasses patient-centered care, such as considering and addressing concerns. While taking patient vitals, I grew discouraged when parents refused the influenza vaccine and could not understand their choices. With my experience in scientific research, I conducted an informal yet insightful study. Over one hundred families were surveyed about their specific reasons for refusing the flu vaccine. I sought feedback on patients’ level of understanding about vaccinations and its interactions with the human immune system. Through this project, I learned the importance of understanding patient’s concerns in order to reassure them through medicine. I also learned the value of communicating with patients, such as explaining the purpose of a recommended vaccine. I hope to further this by attending medical school to become a physician focused on patient-centered care, learning from and teaching my community.

Children have been a common thread in my pursuit of medicine, from perceiving medicine through child-like eyes to interacting daily with children in a medical office. My diverse experiences in patient interaction and the practice of medicine inspire me to become a physician, a path that requires perseverance and passion. Physicians are life-long learners and teachers, educating others whether it is on vaccinations or various diseases. This vocation also requires preparation, and I eagerly look forward to continually learning and growing in medical school and beyond.

To learn more about what to expect from the study of medicine, check out our Study Medicine in the US section.

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How Premeds Can Develop Strong Leadership

Acquire leadership skills that strengthen you as an individual and convey them in your medical school application.

Get Premed Leadership Experience

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Leading a research project is an excellent way for premed students to develop strong leadership experience.

One important quality in a good physician is leadership. Doctors usually work in medical teams and are often viewed by other team members as an authority because of their knowledge level and expertise.

Med School Early Decision Considerations

Cassie Kosarek March 7, 2017

Doctors are also held to very high professional standards and are thus expected to take the lead not just in providing care to patients, but also in resolving conflicts that may arise among team members and inspiring all other health care staff to work together cohesively.

Further, physicians have extensive opportunities to take on leadership roles at health care institutions, universities, nongovernmental organizations and within the government to bring about change.

Given that both clinical practice and the broader advancement of medicine require strong leadership, medical schools are keen on selecting candidates who have demonstrated leadership in various capacities. While there are many ways to do so, it's worth first considering what leadership means.

While there are many definitions, one simple way to think about leadership is the ability to assume responsibility for an activity or project, take ownership of it and direct a team to bring the project to fruition. Good leaders often identify problems they want to address and take initiative to solve them. A good leader is resourceful and can find ways to achieve a goal.

There are many ways premed students can acquire leadership skills and demonstrate that they possess this ability. Here are three:

• Start an organization.
• Lead a research project.
• Give to the underserved.

Start an Organization

Starting an organization, whether a campus club or a nonprofit organization, is an excellent way to demonstrate leadership skills. If you plan on doing this, it is crucial to identify a cause that you are passionate about.

For example, if you live in a community where vaccination rates for COVID-19 are low, you may decide that you want to set up an organization that promotes vaccination. You can set your organization's mission as something concrete and tangible: increasing uptake of COVID-19 vaccines, for example.

Begin by recruiting a team of individuals who can help you champion this cause and work with them to define clear objectives through which you can accomplish your mission. For example, your objectives may be to create resources that let people know where they can get vaccinated, to help those with limited computer knowledge sign up for vaccine appointments online, or to provide information about the risks and benefits of vaccination.

If the idea of starting your own organization seems too daunting, you can always join an organization that pursues a cause that interests you and take initiative through that organization.

Often when premeds think about leadership, they focus too much on getting a prestigious title such as president of a club or director of an organization. While these titles can sound impressive, medical schools are much more interested in what you have accomplished than what title you have held. For example, a volunteer member of an organization who helped set up on-campus tutoring programs is much more impressive than the president of a club without a clear mission or tangible accomplishments.

Lead a Research Project

Research is a great way to develop strong leadership experience. While it may be difficult as a premed student to launch your own research project, you can gain leadership by becoming involved in a professor's research study, joining an established ongoing project and gradually branching off and cultivating your own project as you gain more experience.

When you first join a research team, make sure to educate yourself about the specific topic and show your interest in it. Gradually, as you demonstrate your commitment, most professors will give you the autonomy to design your own experiments or studies . You can then use those opportunities to produce tangible results, which you can incorporate into a manuscript or presentation.

Give to the Underserved

One excellent way to demonstrate leadership is through service to the underprivileged. One of the key challenges in U.S. health care is the disparity in access to health care between the rich and the poor. Taking initiative to reduce this disparity is not just a great way to show that you can lead but also demonstrates a concern for the well-being of those less fortunate.

If diabetes is a common problem within homeless shelters near you, you can work with the shelters to develop a program focused on diabetes prevention. This may include teaching shelter residents how to prepare healthy meals or introducing an exercise program that can help them lower their blood sugar levels.

You may also consider getting involved with government initiatives. For example, you can reach out to the office of your district's house of representatives member or a state assembly member who is working on a cause you are interested in. Let their team know that you are passionate about the cause and offer to get involved.

Presenting Leadership Experiences in Medical School Applications

When you share your experiences working in leadership positions, it's not enough to say that you accomplished a certain goal as part of a project and therefore you possess strong leadership skills. You have to go a step further and describe in your essays or interviews what good leadership means to you.

For example, as you talk about a project that you helped bring to fruition, discuss in detail what approaches helped you lead effectively. Perhaps you learned that good leadership is about motivating others. If so, discuss the tactics you employed to motivate your team members.

Or you may say that to you, good leadership involves setting strong examples for the team. Describe how you set such examples.

As you think about embarking on leadership roles and sharing them in your essays , keep in mind that good leadership is about taking on an issue that you are passionate about and working to address that issue without waiting for others to give you detailed instructions.

Of course, good leaders ask for help along the way, but they are willing to go above and beyond to find answers. They are also not afraid to try different approaches and push their limits to achieve a worthy goal.

In doing these things, you will gain invaluable experience, prepare yourself to take care of patients and prove to medical schools that you have the aptitude to become the type of doctor who could one day advance the medical profession.

10 Medical School Applications Costs

Tags: education , students , medical school , graduate schools , leadership

About Medical School Admissions Doctor

Need a guide through the murky medical school admissions process? Medical School Admissions Doctor offers a roundup of expert and student voices in the field to guide prospective students in their pursuit of a medical education. The blog is currently authored by Dr. Ali Loftizadeh, Dr. Azadeh Salek and Zach Grimmett at Admissions Helpers , a provider of medical school application services; Dr. Renee Marinelli at MedSchoolCoach , a premed and med school admissions consultancy; Dr. Rachel Rizal, co-founder and CEO of the Cracking Med School Admissions consultancy; Dr. Cassie Kosarec at Varsity Tutors , an advertiser with U.S. News & World Report; Dr. Kathleen Franco, a med school emeritus professor and psychiatrist; and Liana Meffert, a fourth-year medical student at the University of Iowa's Carver College of Medicine and a writer for Admissions Helpers. Got a question? Email [email protected] .

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How to Write the Medical School Secondary Diversity Essay

• By Med School Insiders
• June 13, 2022
• Secondary Application

The medical school secondary diversity essay exists because admissions committees want to ensure their campus is as diverse as possible. Medical schools want to attract applicants from all walks of life so that each student contributes something unique to the student body. The diversity essay is an opportunity for applicants to discuss their minority background or otherwise unique history or identity and how their uniqueness will contribute to the college community.

In this post, we’ll break down why this prompt is asked, what admissions committees are looking for, and how to best answer it.

Medical School Secondaries

The AMCAS application opens for the following year’s medical school class around the first week of May. Submissions open around the end of May to early June, so you have a month to prepare your primary application. Therefore, if you hope to begin medical school in the fall of 2023, you must apply in the spring of 2022.

Your secondary applications will take about two to four weeks to arrive after you submit your primary application. Secondaries must be completed as soon as possible without compromising quality. We recommend taking no longer than 7-14 days to submit each secondary you receive.

This is especially true because, at Med School Insiders, we recommend applicants apply to around 20 different medical schools . This could mean receiving 20 different secondaries, all within the same general time frame.

For more information about ideal scheduling, read our Medical School Application Timeline Guide .

Why Do Schools Include a Diversity Essay?

Colleges, and not just medical schools, believe their college culture, community, and campus learning experience can be enriched by including a wide array of different backgrounds, perspectives, identities, and beliefs. Therefore, many admissions committees assign a diversity essay so that each applicant can explain in their own words how their identity and background will help enhance the student body at large.

Diversity essays are an opportunity for applicants with minority backgrounds, unique family histories, an unconventional education, or otherwise distinctive experiences to explain how their uniqueness will add to the campus community.

How to Answer the Medical School Secondary Diversity Essay

1 | diversity comes in many forms.

This is an extremely important point, as many applicants who don’t come from a specific socioeconomic or ethnocultural background believe they are unable to add diversity to a prospective medical school class. This is a common misconception. Diversity isn’t limited to the color of your skin or which religion your family belongs to.

Did you experience a non-traditional upbringing growing up? This could include losing a family member, having a sibling or family member with a health concern or disability, growing up in a single parent home, needing to work at a young age, or much more. There are many, many factors that could contribute to your diversity.

Focus on your story. Which personal qualities make you unique? What aspect of your personal identity, upbringing, or family has separated you from your peers?

2 | What is Your Personal Identity?

If you’re stuck on what direction to take this essay, take time to look inward and consider your own identity. Who are you? What kind of person are you? What makes you, well, you? What makes you unique from other candidates?

Your identity is made up of a number of different factors, including your ethnicity, gender, sexual orientation, religion, and health.

You might also consider any non-traditional experiences you’ve had or a non-traditional upbringing.

• What was your home life like?
• What was your financial situation growing up?
• What is your family’s education level?
• How much did you have to work when you were younger?
• Do you come from a multicultural background?
• Have you experienced a personal health scare?
• Do you have family members who have significant health concerns?
• Have you lost close family members?
• Did you lose a parent at a young age?
• Did you grow up in a single parent home?
• Have you experienced any kind of traumatic event that has informed your values and identity?

3 | Get Personal

Don’t hold back when sharing your experiences. Surface-level stories or bland anecdotes will not stand out. What personal details can you add that will better illustrate your points?

Describe in detail how the experience made you feel. What did you learn? What qualities have you developed as a result of the experience? How will you apply what you learned and the qualities you earned to your medical education and eventual career?

At the same time, remember that your experience may be brought up during your interview. Anything you mention in your application is fair game to be asked about on the interview trail. Do not write about any experience you will be unable to speak about in person. It’s good to be open and show vulnerability, but it’s also vital that you maintain your composure during your interview.

If you don’t think you can speak about the experience face-to-face with an interviewer, leave it out of your essay.

4 | Don’t Repeat Yourself

You may have been asked a diversity question in your primary application, or you may have chosen to focus on this aspect of your life in your personal statement.

Do not repeat yourself in your secondary. Admissions committees already have access to your primary application. Repeating the same stories won’t provide adcoms with any additional insight into who you are. The secondaries are an opportunity to add something new to your story.

If you’re going to touch on an experience, moment, or lesson you’ve already mentioned, ensure that you are adding to it. You must provide a notable amount of additional context if you utilize the same examples in your secondaries.

5 | Continue Crafting Your Narrative

An essential piece of a successful primary application is the cohesive narrative you build throughout it about who you are and why you want to be a doctor. The secondary application is no different. The diversity essay is an opportunity to continue the narrative you established in your primary application.

It’s important that the diversity essay fits well with the rest of your secondary application. Each piece of the application should add to your story and provide additional context about how you’ve arrived at where you are today.

Learn How to Develop a Cohesive Narrative for Medical School Applications .

Medical School Secondary Diversity Essay Examples

There are a number of different directions you can take your diversity essay.

You might discuss a time when you or someone you care about experienced prejudice. How did that experience make you feel? What did you learn? How did it shape who you are? If you took action in response to this, what action did you take? Did you try to support others who are experiencing prejudice?

You might discuss the difficulties you’ve had growing up with parents who have different values than your own. How did these differences change your relationship with your family? How did that conflict in your life shape who you are today? Were you able to resolve your differences with your family, or did you need to prioritize your own needs and identity?

You might discuss how your cultural background has been a positive influence on your life. How has learning another language and participating in cultural values distinct from those of the US shaped who you are? What have you learned from the traditional values of your family? How can you apply what you’ve learned to interacting with people who come from other ethnic or socioeconomic backgrounds?

You might discuss how from a very young age you needed to help support your family financially. How did taking on that burden when you were young shape you? How were you able to help and support your family? Was it financially or with your time? What did you learn from that experience growing up, and how has it informed your priorities and outlook on life?

Other Common Secondary Questions

The diversity essay is only one of the common medical school secondary prompts you can expect to see in one form or another. Knowing which questions are likely to appear on secondaries will help you prepare your answers in advance.

Some of the most common secondary questions include:

• Why are you a good fit for our school?
• What are your strengths and weaknesses?
• Why do you want to be a doctor?
• Why us? / Why do you want to join this program?
• Describe a moral or ethical dilemma you faced. What did you learn from the experience?
• Describe a time when you failed and what you learned.
• Did you take time off after undergrad? What did you achieve during this time?
• Where do you see yourself in ten years?

With these questions in mind, start writing your responses to common secondary questions long before you actually receive your secondaries. Once you do receive a secondary, deeply research the program and tailor your answers to suit their values and offerings.

Learn more about the complete secondary process and how to plan ahead in our Medical School Secondary Application Guide .

Secondary Application Editing With Med School Insiders

We get it. We understand how long you’ve already been working on the application process,  but now is not the time to give up. It’s time to knuckle down and drive this thing home.

Med School Insiders can help. Our Medical School Secondary Application Editing services will help you write the kind of singular secondary applications that will get you noticed by your top choice medical schools. Our doctor advisors have served on medical school admissions committees, and they’ve read hundreds of secondary essays. Our team will help you craft a stellar secondary application tailored to each school you apply to.

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2024 TMDSAS Secondary Application Guide

Learn how to create a stand out TMDSAS secondary application, including secondary deadlines, costs, the types of questions asked, and critical strategies.

2024 AACOMAS Secondary Application Guide

Learn how to create a stand out AACOMAS secondary application, including secondary deadlines, costs, the types of questions asked, and critical strategies.

2024-2025 Medical School Application Timeline and Monthly Schedule

This is the medical school application timeline you should follow, including key dates and an ideal month-by-month preparation schedule.

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AMCAS Work and Activities Examples: How to Stand Out

• Cracking Med School Admissions Team

Dr. Rachel Rizal and Dr. Rishi Mediratta , your Cracking Med School Admissions application advisors, have literally read tens of thousands of AMCAS Work and Activities descriptions. We strategize new ways to help our students stand out on their AMCAS Activities section each year. We update this “AMCAS Work and Activities Examples” blog post several times a cycle so that you have the latest, high-yield tips.  Read all our tips to write an outstanding medical school application below. Learn from several AMCAS work and activities examples from successful applicants!

BOOKMARK THIS PAGE TO MAKE IT YOUR GO-TO GUIDE FOR AMCAS ACTIVITIES DESCRIPTIONS!

Last Update May 2024

Learn how to write  excellent AMCAS work and activities descriptions: 

How to Write an AMCAS Activity Description

Amcas activity categories.

• Shadowing descriptions
• Research descriptions
• Clinical descriptions, including Paid and Volunteering
• Non-Clinical Volunteering descriptions
• Paid employment descriptions
• Publication descriptions
• Poster presentation descriptions
• Conferences Attended descriptions
• Honors/Awards/Recognitions descriptions
• Leadership descriptions
• Extracurricular activities descriptions
• Intercollegiate athletics descriptions
• Military service descriptions
• Teaching / Tutoring / Teaching Assistant

AMCAS Work and Activities Tips

• FAQs about AMCAS work and activities
• Cracking Med Medical School Application Packages – get edits for your med school applications!

Need help with your AMCAS primary application, including the AMCAS activity section? Send us a question below .  We can help you shine on your medical school primary applications, secondary essays, and interviews!

OUr Students Were Accepted at These Medical Schools the Past 2 Years!

How To Write an AMCAS Activity Description

The basics: how to fill out the work and activities section .

On the AMCAS application, one of the major sections is the AMCAS Activities section. You have space to fill up to 15 work and activities entries. For each activities entry, you can identify which category best describes your experience, and you have 700 characters to describe the activities, known as the “activity description.”  Additionally, you can designate three of your activities as your most meaningful experiences. For these 3 most meaningful activities , you have an additional 1325 characters to write why this activity is meaningful to you. We have an entire blog post dedicated on how to write your AMCAS most meaningful experiences .

An AMCAS activity description contains several pieces of information, including demographic information and descriptive information.

• Experience Type (Look at AMCAS Activity Categories right below)
• Experience Name
• Organization Name
• Hours per Week
• Contact Name, Title, email, and phone number
• City / State / Country
• Experience Description – 700 characters each
• 3 Most Meaningful Activities – 1325 characters each

The experience description on the AMCAS is where students can really shine and stand out among thousands of applications. It is absolutely critical that you try to optimize the 700 characters allotted. When you look at the AMCAS example below, you’ll see the various elements of a good AMCAS activity description. 

Look at the AMCAS activity description example below to see what an AMCAS activity description looks like to an admission committee application reviewer! 

This is what an AMCAS activities section description looks like filled out

Elements of an AMCAS description:

Your 15 AMCAS activity entries need to complement each other. In some, you may highlight your clinical knowledge. In others, you may talk more about your research and analytical skills. Here are elements you can incorporate into your AMCAS work and activities descriptions. 

• Organization overview: If it is not obvious what the organization what the organization is, then you can write one sentence MAX about the organizations goals and mission. This will help provide context about your extracurricular activity experience. 
• What you did: Write a description highlighting what YOU did for that specific work or activity. Focus on impact. One common mistake our Cracking Med School Admissions team finds is that applicants talk too much about the organization and not enough about what the applicant did during the activity.
• Story:  You may want to discuss a challenge you overcame or a memorable patient. Stories bring you and the individuals you help through your activities to life. We strongly recommend incorporating a story! The stories you include in your AMCAS experience description  should not be the same as the stories that you include in your medical school personal statement . 
• Reflections and Lessons Learned:  You can add specific lessons learned and insights from your experience. The key to standing out is to be very specific.
• Leadership Role:  Highlight any leadership roles you had, especially if you were a Founder or President. 
• Awards / Publications / Impact: If you won any awards, make sure to note them. Finally, if you can tie the activity with how you can relate it to your future career in medicine, you should mention it in the end. You can use a few characters to say “1st author publication” or any other notable presentations or publications. But, you should also have an entire AMCAS activity description dedicated to your publication(s) and another AMCAS activity description dedicated to presentation(s).

As you can see, you can write a lot in 700 characters! It is definitely an art to bring together a solid AMCAS activity section. 

How Many Activities on AMCAS primary application? 

You can put up to 15 activities on your AMCAS application. No, that does not mean you had to be involved with 15 school activities. AMCAS activities include: gap year activities, including gap year jobs and gap year volunteering; summer internships and other summer opportunities; part-time work experiences; and other special talents you possess. 

FAQ: How Many Activities Should I Put on AMCAS? 

Our Cracking Med School Admissions team only wants you to stand out. So, we will only advise you to submit strong applications. From our experience as admissions readers and medical school admissions experts, we see that strong applicants write 13 or more AMCAS activity entries on their AMCAS applications.

AMCAS Experience Hours

Med school applicants can add different date ranges for when they were involved in an activity. For example, if you did an activity two different summers in college, you may have dates ranging 06/2022 – 08/2022 and 06/2023 – 08/2023, and include the hours for each period. 

AMCAS also differentiates between completed hours – for activities that you have already participated in – versus anticipated hours – for anticipated activities. 

There’s an entire strategy as to whether you should split your hours into numerous date ranges or put it as one continuous date. In general, we recommend that our students split their activities into different date ranges when applicable. 

FAQ: What should you do if you are expecting to do the activity this upcoming year? 

If you are doing this activity only in the next year, then you would put one date range, with the end date as the last month you expect to do that activity. For example, you would put the experience date range like 07/2024 – 05/2025 (# of expected future hours).”

FAQ: What should you do if you are expecting to do the activity this upcoming year AND you have already started the activity?

But what if you have already been doing the activity? In this case, we want to showcase the amount of time and dedication you have already done the activity  and  the amount of work that you will continue to do for the experience. Therefore,  our team recommends putting two date ranges: the past and the future. For example, you would put something like 09/2022 – 05/2023 (# of past hours) AND 07/2024 – 05/2025 (# of expected future hours). 

FAQ: Should you even include an anticipated activity?  In general, medical school admissions committee members know that plans change. In general, Drs. Rachel Rizal and Rishi Mediratta do not think you should prioritize writing about an anticipated activity (or anticipated activities). There are some exceptions:

• Anticipated work or research related to a post-graduate award (for example, if you will be pursuing a Fulbright Fellowship or the NIH postbacc program).
• Pursuit of a graduate degree related to your healthcare interests.
• You do not have all 15 work & activities entries filled out, and there is space for a major anticipated activity.
• You want to convey you will have a clinical role during the following year (e.g., full-time medical scribe or full-time medical assistant).

Contact us  or email us at  [email protected] if you have questions about your AMCAS activity hours! We’re master AMCAS activities strategists and we’ll help your AMCAS activities stand out to the medical school admissions committees!

FAQ: Should my AMCAS Descriptions be in Bullet Points or Paragraph Style?

There are two main ways an applicant can write the work activities descriptions for the AMCAS.

• Bullet points: Think about this as “resume” style. These descriptions tend to be to the point and emphasize what an applicant did for each activity.
• Paragraph form: This allows medical school applicants to write more stories and describe their activities. We recommend this format for the AMCAS and AACOMAS. 

It is a personal preference and there is not one correct format to write your AMCAS extracurricular activities descriptions. We’ve seen students succeed both ways! We strongly suggest that you stick to one format, and not alternate between bullet point and paragraph form.

We recommend our students to write most of their AMCAS work and activities descriptions in paragraph form because you can more easily incorporate a story and reflections. 

Must have Elements for Each Activity Description

• What YOU did:  What were your responsibilities? What impact did you have in this organization? Oftentimes, we read descriptions that describe the program or project, and barely touch on what the applicant did. Leaving this out is one of the most common mistakes we see.
• Reflection is KEY:  Reflection shows maturity and growth. Some reflections you can discuss in your description – What lessons did you learn? Did you face any difficulties? How did this experience impact you or change the way you think about patient care and healthcare? What did you gain from this experience that you will bring to the medical field? 

Step Up Your Game: Make Your Activities Descriptions From Good to Great

Add these components to strengthen your AMCAS activities descriptions.

• Awards and Accolades: Did you win any awards? Did you publish your research? Accolades are external validations that support the strength of your medical school application. 
• Leadership:  Especially if you were founder, first author, or president, highlight your leadership role in your activity description and make it bold.
• Impact:  Discuss the impact you had on the organization, project, or people you served. You can think about these questions: How did you impact the patients or individuals you helped – how did you change their lives or health? How did you individually drive your research project? How did your leadership and effort affect that organization’s performance? 

Most Meaningful Experience Remarks

You choose 3 activities that are your “most meaningful activities” and you have an extra 1325 to write a short essay in the “most meaningful experience remarks” description box. Think of your most meaningful experience remarks as mini personal essays. At least one of your most meaningful activities should be a clinical experience / clinical activity. Your most meaningful experience remarks should also complement what you write in the experience description section. Read the research activity example below to see how the “most meaningful experience remarks” and “experience description” can complement each other.

Additionally, we have an entire blog post dedicated to AMCAS most meaningful experience remarks tips! 

There’s a lot of strategy with filling out the work and activities section AMCAS. We’ve helped numerous students strategize about how to present their activities and work experience. And we can help you transform your AMCAS descriptions to your AACOMAS application and TMDSAS application.

If you need a second opinion or need help with how to best position your activities,  don’t hesitate to schedule a call with us by filling out the contact form below. 

AMCAS Work and Activities Categories

In the “Experience Type” field of the AMCAS activity section, there are several AMCAS activities categories that you can choose from for each of your activities. Keep scrolling for AMCAS work and activities categories tips and frequently asked questions ! You can also click the hyperlinks for AMCAS work and activities examples for various categories!

AMCAS Work and Activities Categories:

• Artistic Endeavors
• Community Service/Volunteer – Non-Medical/Clinical
• Community Service/Volunteer – Medical/Clinical
• Conferences Attended
• Extracurricular Activities
• Honors/Awards/Recognitions
• Intercollegiate Athletics
• Leadership – Not listed elsewhere
• Military Service
• Paid Employment – Medical/Clinical
• Paid Employment – Non-Medical/Clinical
• Physician Shadowing/Clinical Observation
• Presentations/Posters
• Publications
• Research/Lab
• Social Justice/Advocacy
• Teaching/Tutoring/Teaching Assistant

If you need to add context about the organization or program, then you can write a short description about the organization or activity background. You do not need a description of the organization if you are writing about a "Teaching Assistant" position; medical school admissions committee members know what teaching assistants do. If you are going to write about the organization in your AMCAS work and activities description, then we typically recommend it to be one sentence in length. We strongly recommend 2 sentences MAX.

There is no better way to get your question answered than to email us at [email protected] or contact us below. However, we want to give you some examples of common premed activities and under what category you can list them on the AMCAS. 

Leadership - Not Listed Elsewhere

• Student club officer
• Student activism/government/Greek activities
• Starting a non-profit/student organization/business
• Academic awards (e.g. honor societies, dean's list)
• Certifications and recognitions you received, including non-clinical certifications (e.g. a black belt in a martial arts, placing in a competition, certified as pilot, EMT certification, CPR certification)
• Competitive research position or grant funding which you had to apply for
• Phi Beta Kappa, Cum Laude, Dean's List

Community Service - Medical/Clinical

• If you are working in close proximity with patients, it is clinical.

Community Service - Non-Medical/Clinical

• If it doesn't fall into the above, you didn't get paid for it, and it isn't a leadership or teaching opportunity, it probably falls here. For example, volunteering for non-profits or charitable organizations, volunteer work you have done at your university.

Teaching/Tutoring/TA

• Activities that fall under these AMCAS work and activities categories not only include formal TA-ing and tutoring, but also mentoring and coaching.
• Use this if you were a keynote speaker, received major recognition, or attended a medical conference related to your interests or research. 
• Typically, we do not suggest students to fill out an activity description that falls under the "conferences attended" category because it's a passive activity. However, if you have fewer than 12 AMCAS activities, we strongly suggest that you think about filling a "conferences attended" description.
• Important Note: If the conference gave you an opportunity to present a poster or presentation, consider labeling it as Presentations/Poster s instead with the name of the conference attended so application screeners can easily find it.

If you’re going to write in bullet-point fashion, make sure to use strong action verbs . Additionally, applicants use the same verbs for multiple bullet points in a row. Don't do this - it does not appeal to the reader.

Here's an example...

Not Ideal Description:

• Helped my research professor in collecting samples for our experiment
• Helped analyze the data for our research paper

Instead, here's a better way to write this description:

• Developed a bioengineered composite scaffold capable of promoting cellular proliferation 
• Analyzed 3,000 samples using STATA to discover that our new scaffolding technique was 30% more efficient than the current standard practice

These tips will help you STAND OUT on your work and activities.

1. You do not need an experience for each activity category.

2. Some AMCAS work and activities categories are stronger than other AMCAS work and activities categories.

Read more details right below in the FAQ section .

Question: Do I need to have an experience for each category?  

Definitely not! You do not have to fill out an activity for each one of the categories. For example, you can have 4 “extracurricular activities” and 0 “artistic endeavors.”

There is a lot of strategy related to choosing categories and activity type, so  contact us if you want help with strategizing and editing help with your AMCAS primary application. We can help you with all parts of the application process! 

Question: Which AMCAS categories are better than others?

You should accurately place your various work and activities experiences in the appropriate categories. However, some activities can be placed in multiple AMCAS categories. And this is where our Cracking Med School Admission s strategy comes in!

Here are common AMCAS category strategies we have recommended to students we help through medical school application editing.

• Many med school applicants will list their school clubs as extracurricular activities. But, when we read their descriptions, they have actually had leadership within the school club! It is better to identify the activity as “leadership” than “extracurricular activities” in almost all cases.
• In more than half of cases, if you LED a community service initiative, we think “leadership” is a better AMCAS category than “Community Service/Volunteer.” However, this is a case by case basis and it depends on whether you have other leadership experiences and other community service activities. Contact us if you have questions on this one.
• Medical school admission committee members will always be more impressed if you presented research at a conference rather than attended a conference. If you did a oral presentation or poster presentation, please label this experience as a “Presentation/Posters” AMCAS category rather than a “Conferences Attended” AMCAS category.
• When premeds serve as Scribes or Medical Assistants, they are working in a clinic (paid or unpaid), speaking with patients, setting up the facilities, conducting vitals, and shadowing physicians all at the same time! In general, you should designate these activities on your AMCAS as Medical/Clinical activities (doesn’t matter if it’s paid or unpaid) and  not the “Shadowing/Clinical Observation.” Medical schools want to see that you are taking an active role in patient care. They do not want you to be merely an observer on the side lines. Don’t get us wrong. Observing is great but having direct clinical exposure is even better!
• This is typically not a strong AMCAS category. Our strongest applicants will not write hobbies on their AMCAS activities section and they will still fill 15 work and activities descriptions. 

The best way to start planning your AMCAS categories and descriptions is to brainstorm using our AMCAS Workbook ! It is totally free. We created it so students can start brainstorming and reflecting on their activities. 

Download the AMCAS workbook directly here or fill out the form right below !

FREE AMCAS Work & Activities Workbook

Use this workbook to write STELLAR AMCAS descriptions. This section is as important as your personal statement.

" * " indicates required fields

Question: What are examples on the AMCAS where a student has written something for the “Other” category?

AMCAS activities section examples for the “Other” category include: 

• Taking care of a sick family members or friend
• Taking care of a sibling
• Other large, personal time commitments

AMCAS Work and Activities Examples

We want to give you samples of common medical school application activities and excellent AMCAS work and activities examples. We want to share our advice on popular premed AMCAS work and activities! Want more examples, download our AMCAS Work and Activities workbook here or fill out the form right above . It is also a brainstorming tool to help you figure out what to write in your activities descriptions! 

Shadowing AMCAS Examples

How to list shadowing on amcas.

• You can list your shadowing on AMCAS either through bullet points or paragraph style.  It depends on the number of different doctors you have shadowed.
• Additionally, you can list shadowing experiences on your AMCAS in 2 different activity descriptions. When do we advise this? If students have 1 medical doctor they’ve shadowed a lot and you want to write about that shadowing experience in detail. OR If you did shadowing abroad vs. shadowing in the United States, then you can have 2 different shadowing AMCAS activities descriptions. 

We always push students to optimize the space by either writing clinical details or insights from their shadowing experiences. 

A common question the Cracking Med School Admissions team receives is, “ How to write about shadowing experiences in the AMCAS work and activities section? ” Read out examples and tips below!

AMCAS Work and Activities Example – Shadowing

STAND OUT: Make Your Activities Descriptions From Good to Great

One thing you can do in  your AMCAS work and activities description is to describe the significance of each shadowing experience or highlight key points. Looking back on the above example, the following sentences definitely stand out on their own:  

• “Observed open heart surgeries” (You’ll never see this in Family Medicine!)
• “Patient consultations…dialysis centers” (Again, unique to nephrology)
• “Attended international infectious disease conferences” (Sounds like an exciting opportunity, and makes one think of the 1995 film Outbreak, starring Dustin Hoffman)

Your AMCAS shadowing experience can give the application reviewer a sense of the broad clinical exposure you have had as a premed student.  For example, this applicant has shadowed in 5 different clinical settings across at least 4 different medical specialties. As evident by the periods of time identified in each shadowing activity, the applicant took advantage of summer breaks and her gap years to shadow various doctors. Her clinical exposure shows her that she was interested in learning more about medicine over a long, sustained period of time. 

Analysis: The applicant has had several shadowing opportunities throughout college, so she decided to mention several of them. The applicant was specific about procedures, types of chief complaints, and patients they encountered in certain shadowing experiences, as much as space would allow. 

The benefit of having a wide range of shadowing experiences is that you can clearly convey that you’ve acquired a multifaceted perspective of healthcare. The best way to do this is to incorporate experiences unique to each specialty in your description.

Other shadowing AMCAS examples:

• OB/GYN: Shadowed live births or fetal ultrasound sessions
• Radiology: Shadowed dark room sessions during an ER shift and learned to differentiate matter based on density on MRI scans.
• Orthopedic Surgery: Shadowed rounds at clubfoot clinic
• Plastic surgery: Shadowed cleft palate repair surgery and follow-up outpatient care clinic.

For more AMCAS activities examples, download our FREE AMCAS work and activities workbook . 

Experience Type: Physician Shadowing/Clinical Observation

Experience Name: Neurosurgery and Nephrology Shadowing

While shadowing residents and faculty neurosurgeons, I observed morning rounds and observed several ventriculoperitoneal shunt surgeries, lumbar spinal fusions, and skull base tumor resections. During one surgery, I was asked to reset a 3D brain mapping device. My requested participation illustrated how treating a patient is not just a one-person job, but a team effort. I also had the opportunity to round with nephrologists at an in-patient hemodialysis clinic. I learned that for patients with chronic kidney disease, maintaining proper phosphorus levels is vital to prevent the weakening of bones and calcification of blood vessels.

Our Cracking Med School Admissions team wanted to show you an AMCAS shadowing description experience example in paragraph form. 

• Give specific procedures and clinical skills you learned – the more specific, the better!  
• You can highlight your favorite patient encounter or procedure

Analysis: This applicant is very interested in neurosurgery and neurology. Therefore, he focused one clinical experience story on a neurosurgery case he witnessed. Additionally, this student shows strong clinical acumen, as he discussed the phosphorus levels with dialysis patients. The more insights you can bring about clinical medicine, the better! But remember, you might get asked about these in your medical school interview . 

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Amcas research experience examples, amcas work and activities – research description tips.

Many med school applicants will have research experience as one of their AMCAS extracurricular experiences. However, the AMCAS research experience entries are the most common fields in which applicants FAIL TO EFFECTIVELY SELL THEMSELVES. We have met students who have invested three years into a research lab, but failed to effectively convey their research experiences. And we’ve coached them through our application advising services to make sure their AMCAS activities help them stand out.

In your AMCAS research activities description, you should highlight the following elements:

• Your specific research study question and goals. Oftentimes, people make the mistake and talk too much about their overall labs’ missions and not enough about their independent research project’s goals.
• What YOU did; many students spend too much space talking about what the lab does in general.
• Skills you applied and learned. This can include: basic research techniques gained; how to write IRB approval applications; grant writing; patient recruitment into clinical studies; research design; analysis; and special programming skills like R and STATA.
• Publication & presentation mentions (although you should also allocate an entire AMCAS experience  for “publications” and another AMCAS experience dedicated to “posters & presentations.”
• How you independently led the research project, and what specific parts of the project.
• Highlight your critical thinking.
• Impact and transformative nature of your research project – what impact will your research have in medicine?

Did you create a research project of your own? Did you mentor somebody in your lab? Make sure to write about these teaching experiences because they show leadership and a propensity to clearly communicate! 

AMCAS Work and Activities Research Example

Here’s a basic science AMCAS research experience example.

Experience Type: Research/Lab

Experience Name: Mycoplasmology Lab Research Assistant

I investigated the proteomic differences of Mycoplasma iowae cells, a pathogen associated with decreased hatchability and leg abnormalities in poultry, grown in aspartic acid and asparagine. I performed multiple SDS-PAGE gels, allowing for comparison of proteins present or absent in whole cell lysate. Additional observations were measured by staining cellular DNA with 4′,6-diamidino-2-phenylindole and calculating the aspect ratios of the cell bodies. Ultimately, I proposed a potential mechanism promoting intracellular survivability and learned to refine my techniques in each subsequent experiment in order to attain reputable results.

Publication: Co-author, Veterinary Microbiology Journal.

• We have a clear idea about the research topic and research project from this medical school research applicant.
• Give specific procedures you learned – the more specific, the better!  
• There was space to highlight the publication

Analysis: We get a good sense that this applicant played a key role in conducting this independent research. Her actions are technical, but the reader still understands the overall topic and her involvement. Added bonus was the publication addition! Not all students will have a publication, and that is okay. Moreover, some students with a publication may not have space. If you have the space, you should strive to put a line about your publications or posters, even if you have a separate AMCAS activity designated for  all your publications, posters, and oral presentations. Dr. Mediratta and Dr. Rizal work with a handful of students each year on their AMCAS applications. Check out our medical school application packages and contact us if you are interested in working with us! 

FAQ: How much of my research experience has to be technical jargon?

You should be able to describe key points of your research, i.e. relevant information, utilized techniques and procedures, etc. in your activity. (Keep in mind that you may have to elaborate on your research during the interview). However, you need to write your description geared towards an individual who does not have a science background and knowledge about your field of study. Additionally, our Cracking Med School Admissions team thinks it’s very important to also describe what you learned from this research project. You can add personal reflections and insights.

Let’s read another AMCAS research example, but this time, we’ll read an excellent description from a student who was in a clinical research role, involved with several research studies.

Experience Name: Breast Cancer Clinical Research at UCLA

At the Breast Cancer Clinic at UCLA, I investigated the barriers to care for breast cancer patients and  coordinated 4 clinical trials. In one of my main studies, I analyzed the oncology registry to assess the utility of ultrasound monitoring following chemotherapy compared to MRI monitoring. I found that ultrasound and MRI were equally effective in distinguishing chemotherapy response. Our work will allow for most cost-effective techniques for oncology management. Throughout my career, I aspire to conduct more research and clinical trials to decrease the costs and barriers to care for oncology patients.

Presentation: 1st author, American Cancer Society Conference

• We have a clear idea about the research topic and research project from this medical school research applicant. The studies were communicated clearly and concisely.
• The applicant told us that she was involved in multiple studies.
• Based on how she talked about a specific project, we understand that the applicant  led at least one of the research projects. And because she did a good job, the reader may infer that she was heavily involved in the 3 other research projects. 
• The reader understands the impact of her work.
• The reader understands the applicant’s career aspirations to improve oncology care and to decrease the overall barriers to care. 

Analysis: Similar to the example above, we also get a good sense that this applicant played a key role in conducting this independent research. This applicant did not have a publication, but she did have a poster, which she mentioned at the end of the activity description. Have questions about YOUR AMCAS research descriptions? Contact Dr. Mediratta and Dr. Rizal!

FAQ: What if I have multiple research projects and studies within the same lab – do I need to talk about all research studies?

Typically, there is not enough room in the 700-character AMCAS activity description to write about  all your research studies. You can mention that you were involved in a number of studies, similar to the clinical research AMCAS description above. We typically advise students who work with us through our Application Packages to include more details about one of the studies. It is important to show the admissions committee that you led a project, and weren’t just collecting data for numerous projects. They want to see that you were critically involved in the research as well as problem-solving through the research project.

FAQ: What if I don’t have posters and presentations to include?

That’s okay! A majority of students do not have posters and publications for their research projects! However, you can still write an EXCELLENT activities descriptions that highlight your strong research work. If there is any extra space, you can discuss what you learned about the research process.

The next AMCAS research experience example is a more creative research example, and the student also selected this as a most meaningful activity.

Insights to learn from this research AMCAS work activity example: 

From the above experience, note how the research study is limited to one brief – yet extremely descriptive – sentence. Then, the applicant highlighted the laboratory skills & research techniques he gained. As a reader, we can envision this applicant dissecting tissue samples in the lab! 

Second, the applicant’s research example in the AMCAS Work and Activities emphasized two points:

• Learning from his mistakes (“I never wasted my failures”)
• Establishing a pristine work ethic (“scrubbed flasks, washed counters, keeping my mind busy to rub away regrets, rinse thoughts, and repeat…”) and discipline “methodical discipline, meticulous organization…”

Third, look at how the most meaningful experience remarks description complements the experience description. The individual gave additional details that showed impactful experiences during his research journey. The most meaningful experience remarks did not repeat the AMCAS activity experience description. Instead, the applicant told a story about a time when he failed and how the procedure (and the research experience overall) helped him become more disciplined and resilient in research.  The reader learns about the reader’s resilience, critical thinking abilities, and problem solving capabilities. This will help the applicant stand out among thousands of applications!

Another common type of research premedical students write on their AMCAS work and activities section is public health research. Here, we’ll include an AMCAS work and activities example in which a student conducted qualitative public health research.

Experience Name:  Barriers to Immunization in Multi-ethnic parents in Hawaii

For my senior thesis, I conducted a study to explore the barriers to immunizations in parents whose children were not immunized by age 2. I recruited participants and organized 13 focus groups. I learned how to conduct qualitative research, including: creating a standardized questionnaire; coding participant; and analyzing themes from responses. The research found that parental issues like substance abuse, lack of motivation, and limited mobility were core themes as to why children were not immunized. In medical school, I want to continue conducting public health research that understands barriers to preventive care and work with communities to combat challenges.

• We understand in detail what the applicant did for the research project.
• The applicant discusses what the type of research and healthcare issues she wants to pursue in medical school.
• Based on how she talked about a specific project, we understand that the applicant  led this qualitative research project.

Analysis: The applicant did a good job communicating the various steps she did for the research project. We love how she gave the research results and linked them to her desire to improve challenges to preventive care. Compared to the research examples above, this person did not have a presentation or publication, and that’s okay! The applicant used the space effectively in order to walk the reader through details of the research. Have questions about YOUR AMCAS research descriptions? Contact Dr. Mediratta and Dr. Rizal!

AMCAS Clinical and Medical Activities

Amcas work and activities – medical / clinical experience description tips.

Having medical / clinical experiences is a must! There are some medical schools that calculate all your clinical hours and then reject applicants who don’t have enough clinical hours. If you have questions about whether you have enough clinical hours, definitely contact us below!

But, how do you stand out on your medical / clinical AMCAS work and activities descriptions? 

• Include a patient study
• Show your involvement in a person’s medical care
• Discuss the impact you had on an individual’s health
• Give your reflections about taking care of patients. What did you learn about clinical medicine and being a medical doctor? How will you apply what you learned to your medical career?

AMCAS Work and Activities Examples – Medical Experiences

Let’s take a look at different but strong ways to write about your clinical and medical experiences on your AMCAS work and activities section. 

Experience Type: Paid Employment – Medical / Clinical

Experience Name: Dermatology Medical Assistant

I aided dermatologist Dr. Manche in skin cancer removal surgeries. I conducted patient interviews to document medical histories in the “History of Present Illness” (HPI) format. Presenting cases to Dr. Manche using HPI format readies me for future presentations to attending physicians. One 46-year-old patient with a history of prolonged sun exposure presented to our clinic with a growing lesion on their arm. We diagnosed them with melanoma, necessitating immediate surgery. Clarifying our treatment plan, gathering patients’ feedback, and addressing questions strengthened my patient rapport. These experiences are pivotal in shaping me into a physician with strong communication abilities.

• Add a patient story.
• Use medical terminology, when appropriate.
• Show that you were directly involved with patient care.

Insights learned from the Clinical Activity:  

Many medical school applicants are Medical Assistants and Medical Scribes, so we thought this would be a great AMCAS activity description to include! We loved how the student used the term “History of Present Illness” and even gave an example of a brief HPI of a patient. This will show the medical school admissions committee that he has tons of clinical experience and he is functioning at the level of a medical school clinical student! Additionally, we liked this activity description because it showed that the applicant was directly involved in patient care. 

Dr. Mediratta and Dr. Rizal work with a handful of students each year on their AMCAS applications. Check out our medical school application packages and contact us if you are interested in working with us! 

Experience Type: Community Service / Volunteer – Medical / Clinical

Experience Name: President of Stanford Blood Donation Drives

As President, I organized 4 blood drives at Stanford, resulting in 180 pints donated, helping 540 patients. At the drives, I educate donors about the importance of blood donations and closely monitor patients after donations. Once, I was the first to notice a donor who was at risk of fainting on his bike ride home due to his pale complexion. I immediately called our on-staff physician and we continued to monitor the donor until he felt better.

I partnered with other universities to plan blood drives around our community. I created video educational modules to train other students about blood donations. As a physician, I will use my leadership skills to organize health fairs in my community.

• Include any leadership or initiative you took in somebody’s medical care.
• Add #’s and quantitative data when applicable. Frequent #’s include the number of patients you met and the number of health events you organized.
• Include any connection to what you want to do in the future as a physician.

This clinical activity is unique because it showed a premedical student’s leadership in a medical setting. It’s great that the student enumerated the number of blood drives she organized. Since she went to a strong undergrad institution, it’s great that she squeezed in her University’s name (Stanford). We loved how this student discussed her ambitious desire to make a greater impact beyond her university. By saying that she worked with other schools to plan blood drives in the community, we saw this applicant’s commitment to improving the health or her community. Finally, the applicant emphasized leadership by discussing how she was the President, organizing events at school and in the community, and creating video modules. She also stated that she wanted to be a physician leader at the end. This applicant used the space efficiently!

Dr. Mediratta and Dr. Rizal can help you stand out as a leader, even through your clinical experiences! Check out our medical school application packages and contact us if you are interested in working with us! 

• Include your impact and initiatives you led. This will help the reader understand your leadership. 
• Relate the activity to what you learned or how this activity relates to what you will do in your career. Why was this an important life experience? 

For more AMCAS activities volunteering examples, download our free AMCAS work and activities workbook .

AMCAS Community Service and Volunteer Examples

Amcas work and activities – community service & volunteer experience description tips.

Many premeds have volunteered in both clinical and non-clinical settings. To differentiate yourself, you need to write about your experiences with insight and demonstrate passion. Therefore, while it is important to describe your responsibilities, the bulk of your description should focus on the impact you had and the lessons you learned. Furthermore, remember that medical schools want to recruit mature students with rich life experiences. Ultimately, being a doctor is about connecting with patients on a human level, so take advantage of discussing your volunteer experiences and describe what you learned about working with people. 

AMCAS Work and Activities Examples – Volunteer Experiences

Experience Type: Community Service / Volunteer – Non-medical/clinical

Experience Name: Volunteer head basketball coach for at-risk and low-income middle schoolers through Coaching Corps

As a volunteer coach, I ran practices and games. I became a dependable mentor for kids who lacked a consistent figure in their lives. Most recently, I created a virtual basketball class that kept 15 kids across Orange Unified School District physically engaged throughout the pandemic. Working with kids from low-income communities also illustrated the need to increase health education. In one instance, I explained basic preventative health strategies, the importance of vaccines, and what a head injury is to Zane, an 8th grader who shared my teachings with his family. As a physician, I will push policies that open more free clinics and increase public school funding for health education.

• Add a story if you can – especially if you write in paragraph form. 
• Relate the activity to what you learned or how this activity relates to what you will do in your career. What insights did you gain that will help you in your future career as a physician? Why was this an important life experience? 

Insights learned from the Volunteer Activity:  

We gain a sense of compassion and commitment to underserved communities through this applicant’s activity description. It was great that this applicant even included a story of Zane. The applicant goes above and beyond  in teaching his team about preventative health strategies. This shows the applicant’s dedication to health education. Finally, we love how this individual has a vision to improve public schools and healthcare for low-income communities. 

Frequently Asked Questions about AMCAS Volunteering and Community Service

Here are some commonly asked questions about AMCAS volunteering. Read more AMCAS tips and AMCAS FAQs at the end of this blog post!

Typically, we love students to have at least 50 hours from an activity in order to include it as one of the 15 AMCAS activity descriptions. However, if a community service or volunteering project was particularly meaningful, put it in as 1 of your 15 AMCAS activities descriptions! The quality and meaning matter more than the number of hours. 

If you include these smaller-length community service activities, the reader can still learn a lot about you! Stick to the AMCAS work and activities tips we've been preaching throughout this blog post.

• Include stories
• Tell the reader what you gained from the experience

We typically recommend students to combine their smaller volunteer activities into a single AMCAS activity description. Discuss any commonality in your volunteer activities if there is one. For example, students we've worked with through our medical school application packages group their volunteering by writing it was all part of a service fraternity / sorority. Or, some students we've worked with have a "problem they are trying to solve" through their volunteering, such as advocacy, working with individuals with disabilities, or environmentalism. You can still highlight one volunteer activity by adding details, an example, or a story.

AMCAS does not verify your volunteer hours or any of your other hours in any description. There is an honor system though. So, you should put the accurate number of hours you volunteered. Don't stress if it's 161 hours versus 162. Make your best and most accurate estimate of volunteer hours. 

It is also very rare for medical school admissions committees to call individuals you listed as "contact" in your various activities. However, we have heard about rare instances every few years when admission committee members will call individuals on applicant's AMCAS. How do we know this? Because students whom we've done mock interviews with have told us that their medical school interviewer contacted somebody on their AMCAS contact information. 

Any volunteering experience where you interacted with patients or volunteered in a medical or clinical setting counts as clinical volunteering on the AMCAS. These should be unpaid. These including experiences with patients not in physical hospitals and clinics, such as volunteering in the community.

Here are a list of common clinical volunteering we see students list on the AMCAS:

• COVID clinic volunteer
• Mobile health clinical volunteer
• Free clinic volunteer
• Volunteer at a hospital or medical clinic
• Tutoring sick pediatric patients at a Children's Hospital
• Scribing (unpaid)
• Medical assistant (unpaid)
• EMT (unpaid)
• Translator at a clinic
• Crisis Text Line or other Crisis Lines

AMCAS Paid Employment Examples

Many premeds have full-time and part-time work experiences, including tutoring and summer jobs. Some applicants think that these non-clinical work experiences are not relevant, but they definitely are! Additionally, working a job during the school year shows medical school admissions committees that you can handle several responsibilities at a time. 

There are two Paid Employment categories on the AMCAS: 1) Paid Employment. – Medical / Clinical and 2) Paid Employment – Non-Medical / Clinical

Common Paid Employment Activities By Previous Applicants:

• Medical Assistant
• EKG or Medical Procedure Tech

Non-Clinical

• Summer internships, including research, consulting, technology companies
• Full-time jobs, including working for a consulting firm or technology company
• Tutoring (usually part-time)
• Teaching in a classroom
• Restaurant – waitressing or manager
• Research Coordinator or Research Technician

 AMCAS Work and Activities – Paid Employment Description Tips

Some medical school applicants think that they should not write about non-medical jobs they held, especially non-medical part-time jobs. WRONG!  We strongly encourage applicants to include AMCAS activities descriptions for non medical/clinical paid employment. Think your Starbucks barista job is not related to clinical medicine? WRONG! You definitely have learned customer service skills. 

Dr. Rizal wrote an article for the U.S. News that shows how students can leverage their non-clinical experiences:  How to Make Premed Non-Clinical Experiences Relevant to Medicine

We strongly encourage students to link their non-clinical experiences with medicine in their AMCAS descriptions. 

AMCAS Work and Activities Examples – Paid Employment

Analysis of AMCAS Activity Description:

This applicant did a great job in balancing what she did and what she learned. She was able to include a story, and we can visualize the applicant in this story.

We see this student in action! She even says that she performed CPR! We see that this student can apply her theoretical medical training in acute, life-saving settings. 

• If you are discussing a clinical experience, use the same tips from the clinical volunteering experiences that we have already discuss. Bring in skills and procedures that you learned.
• You can write about a lot of aspects of your job. However, highlight the ones that were most impactful to your personal growth and the most impactful to the organization / people you were serving. Additionally, highlight your leadership and initiative in your job. 

Category: Paid Employment

Starbucks Barista – August 2017 – May 2018

• Responsible for training new employees, customer service, and product ordering.
• Worked 20 hours per week while attending school full-time

Mayor’s Office for the City of Memphis – Summer 2018

• Worked at the Mayor’s Office for the City of Memphis.
• Responsible for organizing community events for underserved communities in Memphis.
• Worked on projects related to decreasing health disparities.
• Worked 40 hours per week while taking 1 summer class

Grocery Store Worker – August 2018 – May 2020

• Worked as a cashier for a major grocery store chain.
• Worked 30 hours per week while attending school full-time

Tip: As you can see in this AMCAS activity description, the applicant combined 3 jobs. We suggest appilcants do this when you have more than 15 activities but you want to include all your non-clinical jobs. Remember, non-medical jobs show a lot about a student’s character related to teamwork, hard work, grit, and customer service. Additionally, it can show a person’s commitment to specific populations like immigrants or underserved communities. By combining multiple jobs into one activity, you are able to save 2 spaces in the Work/Activities section. But, you are still able to show that you have significant work experience and have the ability to juggle a job and school. Contact us if you have questions about application strategy !

AMCAS Work and Activities - Publications

Amcas work and activities – publication description tips.

If you do not have a publication, do not worry! You can still get into medical school!

If you do have a publication, kudos to you! It will certainly help increase the strength of your medical school application. It is important to put all your publications in the AMCAS work and activities section. 

Shorten the author list. You do not need to list all the authors in the paper. Because there are very few characters, we advise students to shorten their AMCAS publication description by not listing all the authors.

The typical format we recommend for listing publications on your AMCAS is the following: What author order (1st author among 3 co-authors), Article title, Journal name, Year publication. PMID # so someone can find your abstract on PubMed.

For example: “1st of 6 authors, Increasing Vaccination Access in Middle-Income Countries, Journal of Global Health, 2021. PMID #######.”

If you need to shorten further, you could remove the title, but definitely keep the PMID number. 

• While we typically recommend all your journal publications be listed as bullet points in one activity, there are certain circumstances where you can split your publications into different AMCAS experience entries. For example, let’s say you have multiple publications in two broad topics (health economics & OB/GYN). You might want to put one AMCAS experience entry for your publications in health economics and one AMCAS experience entry for your OB/GYN publications.
• What did you learn about the publication process? 
• What motivated you to study this topic (these topics)? 
• How is this research related to your career?

AMCAS Work and Activities Example – Publications

To maintain privacy and confidentiality, we did not want to use the actual publication from our advisee’s application for an example. The AMCAS publication example below emulates a strong AMCAS publication description.  

1st of 6 authors, Increasing Vaccination Access in Middle-Income Countries, Journal of Global Health, 2021. PMID #######.

I was inspired to conduct research on vaccination access because I learned during my “Vaccines” seminar at Princeton that successful vaccination campaigns required an interdisciplinary effort among pharmaceutical companies, public health officials, health policymakers, & physicians. I aim to continue doing research on access to preventative health services in my future career. 

As we mentioned in our AMCAS publication description tips above, you should include utilize any extra space for any insights about your motivations and/or lessons learned. 

In this AMCAS publication example, the application reader learns that this individual is passionate about vaccinations and conducted a senior thesis in college. The admissions committee members or med school interviewer may be prompted to ask you about your senior thesis, which is great! The application reader also learns that the person understands the various stakeholders in the healthcare ecosystem. 

AMCAS Work and Activities - Posters & Presentations

 amcas work and activities – poster and presentation description tips.

The same tips and strategies apply for posters & presentations as what we discussed in the AMCAS publication description tips above. 

First off, what is considered a presentation? Typically, presentations include: 1) poster presentations and 2) oral presentations / podium presentations.

In poster presentation sessions, there is a room full of individuals who each showcase a poster about his or her research. In oral presentations at conferences, a conference participant does a podium presentation in front of a room and presents on his or her research topic. After the podium presentation, the presenter answers questions from the audience. Oral presentations do not include presentations you make for a college class or a school club. You can include university-wide research symposiums for undergraduate students. 

Some people include lectures or talks at large conferences. For example, we had one mentee present to the World Health Organization!

How do you write posters and presentations? 

Because there are very few characters, we advise students to shorten their AMCAS poster presentation description by not listing all the authors.

The typical format we recommend for listing publications on your AMCAS is the following: What author order (1st author among 3 co-authors), Poster or presentation title, Conference you presented at, Year. 

For example: “1st of 6 authors, Increasing Vaccination Access in Middle-Income Countries, United for Sight Global Health & Innovation Conference, 2021.

If you need to shorten it further, you could shorten the name of the conference as long as it will still be recognizable. 

Lastly, if your presentation relates to one of your activities, you can include the poster or presentation as part of another activity description.

Here is an example of how an application included a presentation at the World Health Organization: 

AMCAS Work and Activities Example – Posters & Presentations

To maintain privacy and confidentiality, we did not want to use the actual presentation from our advisee’s application for an example. The AMCAS presentation example below emulates a strong AMCAS poster and presentation description.  

1st of 6 authors, Increasing Vaccination Access in Middle-Income Countries, Yale Global Health Symposium, Poster Presentation, Connecticut, 2021.

2nd of 5 authors, Epidemiology of Hepatitis B, Infectious Disease Conference, Oral Presentation, India, 2020.

I presented my senior thesis work on vaccination access and policy at conferences. I shared ideas to improve vaccination campaigns with global health leaders at these conferences. I learned that partnerships with local NGOs and health centers are key for success. I will continue doing research on access to preventative health services in my future career. 

Analysis of the AMCAS Poster & Presentation Example:

Notice that we still have enough space after the 2 poster presentations. Therefore, you can add more context about why these topics 

Alternatively, students discuss what they learned through presenting. These can be presentation techniques or discussions they had with other individuals at the conference!

• We recommend all your posters and oral presentations be listed as bullet points in one AMCAS activity.
• What did you learn about the presenting your research? 

AMCAS Work and Activities – Poster and Presentation Description FAQs

Question: what if i did a virtual presentation during the covid-19 pandemic .

Poster presentations and oral presentations have been virtual throughout the COVID pandemic. You should definitely include those in your Work and Activities section! 

Our Cracking Med School Admissions team has advised students in which we broadened the definition of presentations. Some of our students have given presentations for City Councils, State Legislatures, and international bodies like the World Health Organization. We typically recommend that they include these accomplishments under the AMCAS Posters and Presentations category. 

Question: What if my presentation is not in the medical field? 

Include your non-medical presentation in your AMCAS activities! We typically recommend med school applicants to include presentations in non-medical fields. We have had students include presentations at poetry readings and history conferences on their AMCAS applications!

 AMCAS Work and Activities – Conferences Attended Tips

Almost all students will not add a “conferences attended” category description in their AMCAS work and activities section. In general, we do think this is a weaker category to write in your AMCAS activities section. 

So, when is it valid to write a “conferences attended” activities description? 

Our Cracking Med School Admissions advisors think that students should put a conferences description attended if: 

• The conference is relevant to your interest
• Chatted with physicians and other healthcare professionals
• Able to articulate what you learned and gained from the conference
• You have less than 10 activities descriptions and need more activities (not ideal that this is the situation though)

AMCAS Work and Activities Example – Conferences Attended

With an interest in surgery, I attended the 2023 International Conference on Surgical Cancer Care in Boston, Massachusetts. Here, I was able to speak and learn from Surgical Oncologists. For example, I spoke to Dr. Patel about his work in pioneering the techniques of Hyperthermic Intraperitoneal Chemotherapy and Cytoreductive Surgery throughout Indonesia. I learned about this procedure and the financial barriers indigent cancer patients in Indonesia encounter. This opportunity showed me that complex care in Surgical Oncology is multifactorial. As a fierce advocate for my future patients, I will be cognizant of factors, such as healthcare disparities, that my patients may be facing.

AMCAS Work and Activities - Honors, Awards, and Recognitions

 amcas work and activities – honors, awards, and recognitions.

Believe it or not, many students forget to include awards and honors in their AMCAS activities section!

Do not forget any awards from school, community service, or any other organization that has recognized your awesomeness!

Awards and honors you should include:

• National or international awards and recognitions
• Post-graduate Fellowships and Scholarships like the Fulbright, Rhodes, Marshall, and Gates
• Awards and recognitions from professional societies
• Awards and recognitions from non-profit organizations
• Non-academic awards from school organizations
• Academic awards from your university. Don’t forget the Dean’s List!
• Scholarships from your university
• Special academic recognitions from your university
• Awards received for your research or presentations at research symposiums & conferences

How to list awards on AMCAS

Awards are usually written in a list format. A good format is 1 honor or award per line. 

If you have multiple awards, choose one award organization to write for the contact information. For example, if you have many academic awards, you can put your Major’s Department Chair or your School Registrar’s Office.

STAND OUT: Tips for Optimizing Your Awards AMCAS Description

If students only have 1 or 2 awards, we suggest that you utilize the space to discuss an aspect of your background related to your award.

For example, if you received a community service award, then you can discuss a community service project that you enjoyed. Make sure it doesn’t duplicate information in other activities that you have discussed in your AMCAS activities section. 

As another example, if you receive an academic award from your major, you can discuss your favorite class or your honors thesis. 

AMCAS Work and Activities Example – Honors/Awards/Recognitions

Fulbright Scholarship – Selected as 1 of 10 Fulbright Scholars for the Philippines 2018-2019

Cum Laude – Princeton University

Global Scholar Award – Philippines National Cancer Institute

Dean’s List (2015, 2016, 2017, 2018) – Princeton University

I enjoyed the small, discussion classes at Princeton. My favorite classes were the graduate-level classes in the Princeton School of Public & International Affairs. In one seminar, we discussed the pros and cons of Thailand’s approach to HIV prophylaxis education among sex workers. I will continue pursuing health public policy and advocacy as a physician. 

Insights to learn from this Conferences Attended AMCAS Activities description: 

Your conferences attended AMCAS experience can give the application reviewer the impression that you are a lifelong learner. These activities show that she has made an effort to continue her education in her field of research and reflect on the research that she has conducted. While attending conferences are worthwhile and provide students with the opportunity to learn about a wide variety of topics, we want to stress that solely attending a conference is not as strong as presenting at a conference .

AMCAS Work and Activities - Leadership

 amcas work and activities -leadership activity description tips.

Including impactful leadership experiences in your application can be beneficial for several reasons:

• Demonstrates that you possess qualities that are highly valued in medicine, such as initiative, teamwork, consistency and communication skills. Exemplifying these qualities show medical school admissions committees that you are ready to take on the challenges of a career in medicine.
• Sets you apart. Engaging in leadership activities can help set you apart from applicants who have similar academic achievements. For example, describing an experience in which you have served a community that is important to you can demonstrate that you are committed to making a positive impact in a specific niche of medicine. Ultimately, highlighting the impact that you have made and will continue to make as a future physician.
• Provides examples of your ability to overcome challenges. Leading a multi-faceted healthcare team in the future will be challenging. Admissions committees look for applicants that can overcome obstacles and solve problems. Describing how you adapted to certain circumstances and unexpected situations through examples can attest that you have what it takes to be a successful healthcare leader. These qualities are essential for success in medical school and in your career as a physician.

AMCAS Work and Activities Leadership Example

In the AMCAS example description below, the applicant wrote about starting a non-profit. 

Insights to learn from this Leadership not listed elsewhere AMCAS description: 

From the above experience, note that the applicant describes a unique leadership experience that she is passionate about. Through this description, the application reviewer gains insight into the student’s impact, initiative ability and teamwork skills. Moreover, the applicant shows the admissions committee that she would be an asset to the student body because she is passionate about a specific niche in medicine and demonstrates that she is committed to making a positive impact on others.

• Tell a story! Work on going one step further in your reflections; provide concrete examples to showcase your potential.
• Emphasize your impact. Did you lead a team in a ground-breaking research project? Did you organize a community health fair to educate underserved patient populations that are often overlooked?

Demonstrate your consistency. Committing to your leadership experience for a long period time can demonstrate your passion and provides you with the opportunity to showcase admissions committees that you can make a sustained impact as a leader.

Leadership Not Listed Elsewhere AMCAS Frequently Asked Questions

Question: how many hours for leadership amcas work and activities, question: how to list leadership experience on amcas.

When listing hours for a leadership position on AMCAS you must be honest. Include all hours spent preparing, training, and working in your leadership experience. Estimate the “Hours Per Week” and multiply it by the “Weeks per Year” spent in this position to get the total number of hours.

Question: How to put hours for leadership position on the AMCAS?

One mistake applicants make is to not include time they are planning activities. Make sure to include all the time you invest in planning and organizing the organization (or events)! As we said in the first FAQ above, there is no minimum or maximum number of hours. 

AMCAS Work and Activities - Extracurricular Activity

 amcas work and activities -extracurricular activity description tips, question: what counts as an extracurricular activity .

One common mistake that we mentioned in the “ AMCAS Categories ” section above is that students categorize leadership or community service as an extra-curricular activity. It is not wrong to do this, but it is not ideal because you are not selling yourself as well as you can.

Activities that we typically advise to label as an “Extracurricular Activity” is involvement in a school club without a leadership position. 

• Member of a fraternity or sorority
• Member of a pre-professional club
• Member of a ethnic or diversity club

AMCAS Extracurricular Activities Example

Experience Type: Extracurricular Activities                                     Dates: 02/2018 – 06/2022

Experience Name: Alpha Chi Omega sorority member

Contact Name & Title: B. Evans

Organization Name: Alpha Chi Omega sorority member

In college, I was a member of the Alpha Chi Omega sorority. The sorority was a great way for me to make a close group of friends in my large university. We were involved in various community volunteering project, including the Garden Club, where we taught gardening to inner-city elementary school students in Chicago. After a local organization donated several plant seeds, we worked with students to growing herbs that they could sell in their neighborhoods. This project taught students about budgeting, space parameters, and the conditions needed for seed germination. I realize that as a physician, I have the power to be a resourceful to improve the health of my local community.

• Even though you don’t hold an official leadership position in an activity you would label as an AMCAS Extracurricular Activities, you can still include a story and specific examples.

Analysis of AMCAS Extracurricular Activity description:

We love how the student talked about a specific volunteer project she did with her sorority. From the single entry above, note that the applicant describes a singular, impactful experience from an extracurricular activity he was involved in for two years.

She also tied it to her interest in working with the community, especially urban communities, by saying she taught in an “inner-city” school. Through this description, the application reviewer gains insight into the value the applicant brings to his community and how insightful he is.

Moreover, the applicant shows that he learned important problem-solving skills which he will utilize both in medical school and as a physician.

Finally, we loved the medical school applicant’s integration with her reflections about being a physician in the last sentence.

AMCAS Work and Activities - Intercollegiate Athletics

 amcas work and activities – intercollegiate athletics description tips.

Intercollegiate athletics are a unique part of the college experience that can have a significant impact on undergraduate students both during and after their college years. Whether participating in sports as an athlete, coach, or fan, collegiate athletics offers students the opportunity to develop interpersonal and leadership skills.

Involvement in intercollegiate athletics can be a valuable addition to your AMCAS application. Participation in sports can demonstrate your ability to balance academic and extracurricular commitments, as well as your dedication to teamwork, discipline, and perseverance. Additionally, being a student-athlete often involves time management skills, which can be beneficial in medical school and as a physician. You may also have developed leadership skills as a captain or team member, and these experiences can provide unique examples for your personal statement or interview responses. Overall, highlighting your involvement in intercollegiate athletics can showcase your well-roundedness and ability to excel in multiple areas of your life.

AMCAS Work and Activities Example – Intercollegiate Athletics

Experience Type: Intercollegiate Athletics                                            Dates: 08/2019 – 06/2021

Experience Name: Arizona State University Women’s Tennis

Contact Name & Title: A. Smith

Organization Name: Arizona State University

Tennis has always played an influential role in my life. This sport serves as my primary source of stress relief. As a former team member of ASU’s Women’s Tennis team, I have the ability to remain focused for an extended amount of time and have learned to employ good sportsmanship and discipline in pertinent life skills. I expect to demonstrate these skills as a physician by working hard, upholding the values of the Hippocratic Oath and overcoming adversity and failures. Additionally, tennis will provide me with an outlet in the face of overwhelming responsibilities as a physician.

• Discuss important skills you gained through collegiate sports: teamwork, leadership, communication, and resiliency. 
• Tie to a career in medicine.

Insights to learn from this AMCAS work activity example:

When deciding whether to label your athletics experience as an “Intercollegiate Athletics Experience” or as an “Extracurricular Activity,” note that intercollegiate athletics is conducted between colleges. If you were part of an intramural sports team that was not conducted between colleges, consider listing your involvement as an “Extracurricular Activity.” In addition, although this applicant could have described her athletic skill in detail, she focuses on the valuable non-athletic skills that she can utilize both in medical school, and as a physician. Through involvement in Intercollegiate Athletics, the application reviewer gains insight into the applicant’s dedication and future outlet to recharge as a medical student.

AMCAS Work and Activities - Artistic Endeavors

 amcas work and activities – artistic endeavors.

It can be beneficial to include an artistic endeavor on your AMCAS application because it has the potential to set you apart from others. Although an artistic endeavor will not help you overcome a low science GPA, you can demonstrate that this endeavor will serve as an outlet for stress in the face of overwhelming responsibilities as a medical student.

AMCAS Work and Activities Example – Artistic Endeavors

• Don’t be afraid to put thousands of hours and a long time range (as you can see from the above AMCAS description example). Many people have played a musical instrument or danced since they were younger, and continued it during college! 
• Connect your artistic endeavor with medicine or medical school if you can.

From the above experience, note that the applicant describes an impactful artistic endeavor she has been involved in for nearly a decade. Through this description, the application reviewer gains insight into the applicant’s diversity and dedication. Moreover, the applicant shows the admissions committee that she would be an asset to the incoming class because she has a unique perspective that encourages her humanitarianism .

Question: Can I include activities before college?

In general, we advise our application package students to only include college experiences and gap year experiences. The exception to that is if an individual has been involved in a college experience / gap year experience that he or she started before college. Then, you can add a long time horizon. For example, the harmonium player in the Artistic Endeavor example above played the harmonium for 9 years and even anticipates playing the harmonium during the application cycle! 

AMCAS Work and Activities - Hobbies

 amcas work and activities – hobbies.

Most medical school applicants make the mistake that they should look “well-rounded” and include an activity for each category. That is incorrect. Yes, medical schools want a “diverse” student body class — but that does not mean they are trying to recruit students with different hobbies from one another. That is not the medical school admissions committee’s priority; adcoms want to recruit diverse student bodies in which students have a wide range of passions and talents to improve healthcare. As we stated in the “ AMCAS categories ” section, there are some categories that are stronger than others. The strongest applicants to medical schools have 15 or more activities that are not classified as “Hobbies.”

Again, do not feel like you have to include a hobbies in your AMCAS activities section. 

AMCAS Work and Activities Example – Hobbies

• Similar to artistic endeavors, don’t feel bad if you have 1000+ hours dedicated to a hobby. 

From the above experience, note that the applicant describes a hobby she has been involved in for nearly a decade. Through this description, the application reviewer gains insight into the student’s discipline and determination. Moreover, the applicant shows medical school admissions committees that she would be an asset to the student body because she has a strong coping mechanism to rely on when faced with difficulties.

AMCAS Work and Activities - Military Service

 amcas work and activities – military service description tips.

Thank you for your military service! We commend you.

Some medical school applicants think that military service or ROTC involvement should not be included in their AMCAS 15 activities section. We disagree.

Involvement in military service can be a compelling addition to your AMCAS application. Military service can demonstrate your commitment to serving others, as well as your ability to handle high-pressure situations, adapt to challenging circumstances, and work collaboratively with diverse groups of people. Additionally, military service can provide unique experiences that may have helped shape your character, values, and perspective on the world. Your military background may also be relevant to certain medical specialties, such as emergency medicine or psychiatry, where understanding and working with individuals who have experienced trauma or stress is critical. Overall, highlighting your involvement in military service can demonstrate your leadership, resilience, and dedication to serving others, making you a strong candidate for medical school and the medical profession.

AMCAS Work and Activities Example – Military Service

Experience Type: Military Service                                            Dates: 02/2014 – 06/2016

Experience Name: Combat Medic Specialist

Contact Name & Title: J. Bell

Organization Name: United States Army

As a Combat Medic Specialist, I administered emergency medical care to both soldiers in combat and civilians in humanitarian situations. I have been trained, meticulously, on starting IVs, administering advanced drugs and caring for patients with conditions, such as tension pneumothorax. Aside from working on the field, I trained 19 junior soldiers in first responder courses and provided care during emergencies. With my team, I implemented a curriculum involving navigating disasters, preparing for different causalities, and stabilizing wounded soldiers in the field. This experience fostered my growth as a teacher and taught me the pivotal role collaboration plays in sustaining success.

• Highlight your leadership and teamwork.
• Include a story, if you can. The military service AMCAS activities descriptions we’ve read have been fascinating and inspiring!

An applicant’s service in the military can distinguish him or her from other med school applicants. From the above experience, the application reviewer is able to gauge the applicant’s aptitude for stressful situations, teamwork, and leadership roles. These are important qualities for future doctors. If you have a military background, consider listing your experience as a “most meaningful experience.” You can utilize the additional characters to tell stories that can be applied to medicine.

AMCAS Work and Activities - Teaching / Tutoring / Teaching Assistant

 amcas work and activities – teaching description tips.

Teaching is very relevant to medicine because you will be teaching the public about health topics and you will be educating your patients about how to take care of their health. We all must remember, a career as a physician incorporates lots of peer-to-peer teaching and the option to train the incoming generation of doctors entering the field. Additionally, as an effective clinician, one must stay up to date, each year, as practice standards and guidelines are updated and new medications are released. Thus, with a teaching experience, you can draw many parallels to medicine and demonstrate your leadership capabilities.  It is no surprise that “Doctor” comes from the Latin word “Teacher”!

• Tell a story! Work on going one step further in your reflections; bring the value of your work to life by sharing a personal experience with a student. 
• Connect this with how you envision your role as a physician to be! For example, teaching students with different learning styles could help you be more flexible/adaptable when communicating illnesses to patients.
• If you have multiple teaching experiences, then the lesson learned or application to patient care should be nuanced and different each time. 
• Answer “How does this experience reflect why I will be a good medical doctor?”

Read below for Teaching AMCAS work and activities examples. 

Frequently Asked Question: Can you abbreviate Teaching Assistant as TA on the AMCAS?

Yes. We typically tell students to spell out Teaching Assistant the first time they write it out.

Example: “As a Teaching Assistant (TA) for Organic Chemistry lab.”

AMCAS Work and Activities Teaching Examples

From the above experience, note that the applicant describes a unique overseas teaching experience that will help her stand out from others. Through this description, the application reviewer gains insight into the student’s diversity of thought and skillsets. Moreover, the applicant shows the admissions committee that she would be an asset to the incoming class and future interdisciplinary teams because she values collaboration and teamwork.

Experience Type: Teaching/Tutoring/Teaching Assistant

Experience Name: Huntington Learning Center Tutor

Organization Name: Huntington Learning Center

Total Hours: 1200

I teach students who possess developmental or learning disabilities. My responsibilities include creating a rapport with students over time to shape lessons that fit their unique needs and academic goals while accommodating positivity. For example, I taught the ACT Math and Science curriculum to Mareena, a student diagnosed with ADHD. I created engaging sample problems and strategies to solve these to ensure score improvement . I established a caring relationship with every student and in turn they demonstrated dramatic changes in behavior, effort, and performance. I am confident that this will translate well in a career that incorporates lots of peer-to-peer teaching and patient education.

One thing we love about this activity is that there is a story of a specific individual the applicant helped. Mareena comes to life. From the above experience, note that the applicant describes an insightful teaching experience that will help her stand out from others. Through this description, the application reviewer gains insight into the student’s leadership, adaptability, and commitment to disadvantaged populations. Additionally, we can picture the applicant working with a student, because of the story of Mareena. An admissions committee reader can infer that the applicant will work well with diverse patients and medical professionals. Finally, the applicant shows the medical school admissions committee how this experience has prepared her for a multifaceted career as a future physician.

Experience Name: Organic Chemistry Teaching Assistant

Organization Name: Harvard University

Total Hours: 120

As a Teaching Assistant (TA) for Honors Organic Chemistry, I worked with students who each possessed different learning patterns. This challenged me to adjust to everyone by customizing each student depending on their level of understanding and speed. One of my students, Mina, was struggling with passing their Organic Chemistry course, I knew that our sessions needed to accommodate her personal drive and meta-cognition. Most of our sessions were spent working through complex problems related to concepts such as reaction mechanisms and verbalizing her thought process throughout. As a physician, I will have the aptitude for effectively communicating difficult diagnoses to each patient.

Many times, applicants will write Teaching Assistant descriptions and write all the logistics they did. While that is not wrong,  it does not stand out.

In the above TA description, we read about what this applicant learned through being a TA. We particularly liked this sentence: “This challenged me to adjust to everyone by customizing each student depending on their level of understanding and speed.”

Additionally, there is once again a very specific story of a specific person the applicant worked with. This is what we push our students to do.

How Will You Stand Out?

How will you make your medical school application stand out among the 50,000 other applicants? 

The two big pieces of medical school application tips we give to premeds so that you can stand out are:

• Highlight a niche in medicine you are interested in: Make sure your entire medical school application highlights a niche in medicine you are interested in. It doesn’t have to be a specific medical specialty, like radiology or pediatrics. It can also be an aspect of patient care or a problem in the medical field that you are passionate about. Are you a global health guru? Love research? Figure out your niche. And highlight these strengths throughout your medical school application. For example, say you are interested in health education. You should highlight this passion in your personal statement, AMCAS activities reflections, secondary essay applications, and your medical school interviews.
• Paint a picture of your s elf through stories:   Our Cracking Med School Admissions team has found that stories are the most powerful way to display an applicant’s relationships with other individuals, teamwork, compassion, and empathy. Your AMCAS personal statement, AMCAS letters of recommendation, and secondary essays should all include stories.

More AMCAS Work and Activities Tips

Amcas work and activities tip #1:, don’t talk too much about your extracurricular activities themselves. instead write more about what you did and the impact you had..

One of the common mistakes we see applicants make is that they do not focus their AMCAS activities section on THEM. Instead, they write too much about the organization or what the team accomplished as a whole. While it is important to show that you are a team player, it should not be at the expense of the reader learning about YOU. When filling out the AMCAS activities section, remember to explain WHY you did something and your personal motivations. One of the key components of a good application is the ability to weave the entire application into a coherent story. Explaining your motivations is a great way to connect your past experiences to your future goals and aspirations. It’s also a great place to talk about your personal reflections on how you’ve grown as a person.

For examples of great AMCAS activities descriptions, download our AMCAS work & activities workbook  here . 

AMCAS Work and Activities Tip #2:

Don’t duplicate information on your primary application and your secondary applications.

To be successful on your AMCAS application, you must combine a variety of stories together to explain why you are a good match for a medical school. Avoiding redundancy is key here, which goes to say that you do NOT want to be repeating information an admissions committee already knows about you. This seems obvious, yet you’d be surprised how many pre-med applicants either re-state information in their secondaries, or complain that they don’t have enough unique stories to craft a winning application.

If you want to write about the same activity in your personal statement, AMCAS activities section, and your specific medical school secondary essays, we definitely support it. However, you should highlight different aspects about the activity. For example, you could use a hospital shadowing opportunity to write both about the rigors of the emergency room, and in a separate essay, you can talk about a personal interaction you had with a patient in the emergency room. Although both of these experiences came from shadowing, they reveal totally different yet essential qualities of a medical professional. And, if you talk about emergency medicine in different activity entries, then you can showcase your interest in emergency medicine.

AMCAS Work and Activities Tip #3:

Spelling and grammar mistakes .

No matter how many times some people are told to proofread and get essays edited, spelling and grammar mistakes always seem to slip through the cracks on the AMCAS application and on secondary applications as well. Unfortunately, that doesn’t give them an excuse, and spelling and grammar mistakes will be looked at unfavorably and taken as carelessness. It’s simple – get your essays edited!

AMCAS Work and Activities Tip #4:

Don’t forget to put all your activities down in your amcas activities section.

This happens more commonly than you think.

Some premed applicants have expressed that they feel they shouldn’t put non-medical related activities in their application because non-clinical activities may be perceived as a lack of focus and doesn’t contribute to their medical school candidacy. This couldn’t be further from the truth. In fact, going “too deep” on a certain activity and not showing a variety of experiences can contribute to not getting any secondaries! Don’t feel bad to show you are well-rounded! However, also remember that there is a difference between a well-rounded applicant and an unfocused applicant. You should be able to explain how your diverse experiences have shaped you as a person and how these experiences will help you succeed in medical school and beyond.

AMCAS Work and Activities Tip #5:

Don’t forget to put all your honors and awards.

On a similar note to med school applicants forgetting to write down their activities, many premeds forget to write all their leadership positions and awards.  We are often on the phone with our premed advisees making sure they don’t forget about a lab presentation or a “Dean’s List” nomination.

The most common information premeds forget on their primary medical school applications: Students forget to put awards, honors, and leadership positions for each activity. Don’t forget to add your presentations, posters, or any other recognitions you’ve had! Even presenting in a lab meeting or to a small group of students should be recognized!

AMCAS Work and Activities Tip #6:

Show depth and commitment through your activities.

One of the common medical school application mistakes students make is that they do not show enough depth and commitment through their activities. From an admissions committee members’ perspective, this results in generic-sounding AMCAS extracurricular activities descriptions and essays. 

There are many opportunities for you to show commitment and passion with your activities throughout your medical school application.  First, your AMCAS work and activities section is a good place to show depth. Be sure to enter the number of activity hours you’ve committed to each activity. It goes without saying that you should choose activities you’ve spent a considerable amount of time across a long period of time. Note: activities picked up 3 months before applying to medical school are usually not strong activities.

Second, write a detailed description of the activity, and any leadership roles you’ve taken on shows commitment. Literally, we’ve been trying to highlight how to write strong AMCAS activities section examples throughout this entire “AMCAS Work and Activities Examples” blog post!

A second way to show your commitment to your activities and the people around you is through your essays – both your personal statement and your secondary essays. As we stated above in our 2 biggest medical school application advice section, be sure to tell stories. You can tell stories about how you have made a difference to an individual, how you have helped your community, and how you have made changes in an organization you lead. 

Frequently Asked Questions

Responses by Dr. Rachel Rizal and Dr. Rishi Mediratta – your Cracking Med School Admissions premed advisors

Work with us through our medical school application packages ! We will personally edit all your essays, and our packages include  unlimited edits!

We love helping students with their medical school applications! Simply leave us a message in the contact form below.

If you want personalized advising and detailed help with your medical school application, including personal statement edits and activities description edits, then check out our medical school application packages . 

Yes! In fact, we have many tips and pieces of wisdom to share with medical school applicants about their impactful experiences. We wrote an entire blog post dedicated towards the AMCAS most meaningful experience descriptions.

In case you missed it, there is also a research most meaningful experience remarks in the research activity description example . 

Here's our best practice - we advise students to have at least 13 activities. If you don't have this many activities, make sure you aren't forgetting any of your part-time jobs, awards, or extracurricular activities.

Remember, you can add non-clinical employment, like working as a barista or as an executive assistant to your AMCAS activities!

Most commonly, people forget that they did a volunteer activity and won an award from freshmen or sophomore year. Don't forget to use a space for awards, hobbies, and work experiences.

We have other strategies to increase the number of activities you have, like separating your honors / awards into multiple activities description. Feel free to contact us if you have questions or issues. 

AMCAS does not verify your hours. There is an honor system though. So, you should put the accurate number of hours you volunteered. Don't stress if it's 161 hours versus 162. Make your best and most accurate estimate of hours for each activity. 

Most pre-meds we've worked with or met through our Cracking Med School Admissions workshops typically underestimate their hours. Remember to include hours where you are planning. For example, students will write the numbers they are physically in lab, but they do not include all the hours they read literature or write publications!

Work experience is definitely important for you to list. 

The Work/Activities section is there for you to show off all of your skills. Holding down a job while doing well as a student, is a huge accomplishment that not everyone can handle. It also shows a well-rounded applicant who can move beyond the lab bench.

The most common mistakes we see applicants make are:

• Talk too much about the organization and not enough about what THEY did.
• Write too little. Some applicants only write 200 characters per activity.
• Forget their activities!

If you do not have 15 activities already, then yes, we recommend using 1 or 2 of the activities descriptions as hobbies. They oftentimes make students sound interesting.

However, if you are short on activities descriptions and you have 15 or more strong extracurricular experiences,  we do not advise you to add hobbies here. You can always write about your hobbies and interesting personality qualities in your secondary application essays. 

If you want more examples of AMCAS activities descriptions, download our AMCAS workbook !

Another trick for entering your activities is to group several different activities under one heading so that you are not wasting multiple spots.

For example, you can put all your works, poster presentations, or awards under one activity. 

Another popular activity that is grouped together is shadowing. In the shadowing example , the applicant groups all their shadowing experiences together. 

There are several ways to list your shadowing experiences on the AMCAS work and activities section. Here is what we see commonly among applicants:

• Write an activity description for each of your shadowing experiences. Since you have a lot of space, you can talk about what you learned, what type of doctor you want to be based on your observations of other physicians, and interesting patient cases.
• Group multiple or all your shadowing experiences in 1 AMCAS activities description. See the example above. 

Write down an individual who can vouch for you and can verify that you participated in that activity. Be sure to include the individual's contact information, such as an email address and phone number, even if it's an international number.

The only time we have heard medical school admissions committee members reach out to your AMCAS experience contacts is a) if they know the individual personally and want to ask about you (we hear this happens often with med school interviewers) and b) if the activity hours and information are egregiously extreme that they want to verify the accuracy of your application.

In general, medical school applications are an honor system. Medical school admissions committees do not want to waste time on figuring out whether your AMCAS application is accurate or not. 

Since the 2022-2023 application cycle, The AMCAS Work and Activities section has been updated to allow students to distinguish completed activities from anticipated activities. A completed activity is an activity that is finished, and its end date must be the current month or earlier. Keep in mind, the current month is the month and year your application is submitted. An anticipated activity is either a new activity or an activity that you are continuing past the month your application is submitted until August of the matriculating year.

This section can help you stand out as an applicant because you can show the admissions committee how you plan to grow while simultaneously applying to medical schools. Moreover, anticipated experiences can help the admissions committee gauge your interests and dedication through certain activities. It is important to note, however, you cannot list the following categories as an anticipated experience:

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