medical professionals essay

Medical School Application

Medical School Personal Statement Examples That Got 6 Acceptances

Featured Admissions Expert: Dr. Monica Taneja, MD

These 30 exemplary medical school personal statement examples come from our students who enrolled in one of our medical school admissions consulting programs. These examples led to multiple acceptance for our student’s dream schools. In this article we'll also provide you a step-by-step guide for composing your own outstanding personal statement from scratch. If you follow this strategy, you're going to have a stellar statement whether you apply to the most competitive or the easiest medical schools to get into .

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Article Contents 31 min read

Stellar medical school personal statement examples that got multiple acceptances, medical school personal statement example #1 – six acceptances.

I made my way to Hillary’s house after hearing about her alcoholic father’s incarceration. Seeing her tearfulness and at a loss for words, I took her hand and held it, hoping to make things more bearable. She squeezed back gently in reply, “thank you.” My silent gesture seemed to confer a soundless message of comfort, encouragement and support.

Through mentoring, I have developed meaningful relationships with individuals of all ages, including seven-year-old Hillary. Many of my mentees come from disadvantaged backgrounds; working with them has challenged me to become more understanding and compassionate. Although Hillary was not able to control her father’s alcoholism and I had no immediate solution to her problems, I felt truly fortunate to be able to comfort her with my presence. Though not always tangible, my small victories, such as the support I offered Hillary, hold great personal meaning. Similarly, medicine encompasses more than an understanding of tangible entities such as the science of disease and treatment—to be an excellent physician requires empathy, dedication, curiosity and love of problem solving. These are skills I have developed through my experiences both teaching and shadowing inspiring physicians.

Medicine encompasses more than hard science. My experience as a teaching assistant nurtured my passion for medicine; I found that helping students required more than knowledge of organic chemistry. Rather, I was only able to address their difficulties when I sought out their underlying fears and feelings. One student, Azra, struggled despite regularly attending office hours. She approached me, asking for help. As we worked together, I noticed that her frustration stemmed from how intimidated she was by problems. I helped her by listening to her as a fellow student and normalizing her struggles. “I remember doing badly on my first organic chem test, despite studying really hard,” I said to Azra while working on a problem. “Really? You’re a TA, shouldn’t you be perfect?” I looked up and explained that I had improved my grades through hard work. I could tell she instantly felt more hopeful, she said, “If you could do it, then I can too!” When she passed, receiving a B+;I felt as if I had passed too. That B+ meant so much: it was a tangible result of Azra’s hard work, but it was also symbol of our dedication to one another and the bond we forged working together.

My passion for teaching others and sharing knowledge emanates from my curiosity and love for learning. My shadowing experiences in particular have stimulated my curiosity and desire to learn more about the world around me. How does platelet rich plasma stimulate tissue growth? How does diabetes affect the proximal convoluted tubule? My questions never stopped. I wanted to know everything and it felt very satisfying to apply my knowledge to clinical problems.

Shadowing physicians further taught me that medicine not only fuels my curiosity; it also challenges my problem solving skills. I enjoy the connections found in medicine, how things learned in one area can aid in coming up with a solution in another. For instance, while shadowing Dr. Steel I was asked, “What causes varicose veins and what are the complications?” I thought to myself, what could it be? I knew that veins have valves and thought back to my shadowing experience with Dr. Smith in the operating room. She had amputated a patient’s foot due to ulcers obstructing the venous circulation. I replied, “veins have valves and valve problems could lead to ulcers.” Dr. Steel smiled, “you’re right, but it doesn’t end there!” Medicine is not disconnected; it is not about interventional cardiology or orthopedic surgery. In fact, medicine is intertwined and collaborative. The ability to gather knowledge from many specialties and put seemingly distinct concepts together to form a coherent picture truly attracts me to medicine.

It is hard to separate science from medicine; in fact, medicine is science. However, medicine is also about people—their feelings, struggles and concerns. Humans are not pre-programmed robots that all face the same problems. Humans deserve sensitive and understanding physicians. Humans deserve doctors who are infinitely curious, constantly questioning new advents in medicine. They deserve someone who loves the challenge of problem solving and coming up with innovative individualized solutions. I want to be that physician. I want to be able to approach each case as a unique entity and incorporate my strengths into providing personalized care for my patients. Until that time, I may be found Friday mornings in the operating room, peering over shoulders, dreaming about the day I get to hold the drill.

Let's take a step back to consider what this medical school personal statement example does, not just what it says. It begins with an engaging hook in the first paragraph and ends with a compelling conclusion. The introduction draws you in, making the essay almost impossible to put down, while the conclusion paints a picture of someone who is both passionate and dedicated to the profession. In between the introduction and conclusion, this student makes excellent use of personal narrative. The anecdotes chosen demonstrate this individual's response to the common question, " Why do you want to be a doctor ?" while simultaneously making them come across as compassionate, curious, and reflective.

This person is clearly a talented writer, but this was the result of several rounds of edits with one of our medical school admissions consulting team members and a lot of hard work.

If your essay is not quite there yet, or if you're just getting started, don't sweat it. A good personal statement will take time and editing.

I was one of those kids who always wanted to be doctor. I didn’t understand the responsibilities and heartbreaks, the difficult decisions, and the years of study and training that go with the title, but I did understand that the person in the white coat stood for knowledge, professionalism, and compassion. As a child, visits to the pediatrician were important events. I’d attend to my hair and clothes, and travel to the appointment in anticipation. I loved the interaction with my doctor. I loved that whoever I was in the larger world, I could enter the safe space of the doctor’s office, and for a moment my concerns were heard and evaluated. I listened as my mother communicated with the doctor. I’d be asked questions, respectfully examined, treatments and options would be weighed, and we would be on our way. My mother had been supported in her efforts to raise a well child, and I’d had a meaningful interaction with an adult who cared for my body and development. I understood medicine as an act of service, which aligned with my values, and became a dream.

I was hospitalized for several months as a teenager and was inspired by the experience, despite the illness. In the time of diagnosis, treatment and recovery, I met truly sick children. Children who were much more ill than me. Children who wouldn’t recover. We shared a four-bed room, and we shared our medical stories. Because of the old hospital building, there was little privacy in our room, and we couldn’t help but listen-in during rounds, learning the medical details, becoming “experts” in our four distinct cases. I had more mobility than some of the patients, and when the medical team and family members were unavailable, I’d run simple errands for my roommates, liaise informally with staff, and attend to needs. To bring physical relief, a cold compress, a warmed blanket, a message to a nurse, filled me with such an intense joy and sense of purpose that I applied for a volunteer position at the hospital even before my release.

I have since been volunteering in emergency departments, out-patient clinics, and long term care facilities. While the depth of human suffering is at times shocking and the iterations of illness astounding, it is in the long-term care facility that I had the most meaningful experiences by virtue of my responsibilities and the nature of the patients’ illnesses. Charles was 55 when he died. He had early onset Parkinson’s Disease with dementia that revealed itself with a small tremor when he was in his late twenties. Charles had a wife and three daughters who visited regularly, but whom he didn’t often remember. Over four years as a volunteer, my role with the family was to fill in the spaces left by Charles’ periodic inability to project his voice as well as his growing cognitive lapses. I would tell the family of his activities between their visits, and I would remind him of their visits and their news. This was a hard experience for me. I watched as 3 daughters, around my own age, incrementally lost their father. I became angry, and then I grew even more determined.

In the summer of third year of my Health Sciences degree, I was chosen to participate in an undergraduate research fellowship in biomedical research at my university. As part of this experience, I worked alongside graduate students, postdoctoral fellows, medical students, physicians, and faculty in Alzheimer’s research into biomarkers that might predict future disease. We collaborated in teams, and by way of the principal investigator’s careful leadership, I learned wherever one falls in terms of rank, each contribution is vital to the outcome. None of the work is in isolation. For instance, I was closely mentored by Will, a graduate student who had been in my role the previous summer. He, in turn, collaborated with post docs and medical students, turning to faculty when roadblocks were met. While one person’s knowledge and skill may be deeper than another’s, individual efforts make up the whole. Working in this team, aside from developing research skills, I realized that practicing medicine is not an individual pursuit, but a collaborative commitment to excellence in scholarship and leadership, which all begins with mentorship.

Building on this experience with teamwork in the lab, I participated in a global health initiative in Nepal for four months, where I worked alongside nurses, doctors, and translators. I worked in mobile rural health camps that offered tuberculosis care, monitored the health and development of babies and children under 5, and tended to minor injuries. We worked 11-hour days helping hundreds of people in the 3 days we spent in each location. Patients would already be in line before we woke each morning. I spent each day recording basic demographic information, blood pressure, pulse, temperature, weight, height, as well as random blood sugar levels, for each patient, before they lined up to see a doctor. Each day was exhausting and satisfying. We helped so many people. But this satisfaction was quickly displaced by a developing understanding of issues in health equity.

My desire to be doctor as a young person was not misguided, but simply naïve. I’ve since learned the role of empathy and compassion through my experiences as a patient and volunteer. I’ve broadened my contextual understanding of medicine in the lab and in Nepal. My purpose hasn’t changed, but what has developed is my understanding that to be a physician is to help people live healthy, dignified lives by practicing both medicine and social justice.

Want to hear more medical school personal statement examples that got accepted?

28 More Medical School Personal Statement Examples That Got Accepted

\u201cWhy didn\u2019t I pursue medicine sooner?\u201d Is the question that now occupies my mind. Leila made me aware of the unprofessional treatment delivered by some doctors. My subsequent activities confirmed my desire to become a doctor who cares deeply for his patients and provides the highest quality care. My passion for research fuels my scientific curiosity. I will continue to advocate for patient equality and fairness. Combining these qualities will allow me to succeed as a physician. ","label":"Med School PS Example #10","title":"Med School PS Example #10"}]" code="tab4" template="BlogArticle">

" It was the middle of the night when I received the call that my friend was trying to jump off the 30th floor of an apartment building. When I got to her, all I could see was anguish and fear in her eyes as she looked back at me from the balcony. I was eventually able to talk her down, but this was only one of many times I came to her aid as she struggled with mental illness."

Medical school personal statement example: #12

" I lost my brother before I had the opportunity to meet him. Technology was not advanced enough in my hometown in India for my mother to know she had lost her child before it laid still in her arms."

Medical school personal statement example: #13

" After six years of being in the closet, I came out to my parents as bisexual in the middle of a family dinner, blurting out the confession as I couldn’t hold it in anymore ... To me, this was just one small piece of me and my identity that was different but for some, it makes all the difference."

Medical school personal statement example: #14

" While shadowing primary care physicians, neurologists and a laryngologist however, I realized just how untrue the idea of doctors failing to feel helpless can be ... Looking back now, I didn’t yet comprehend that doctors were human and didn’t always have all of the answers. This was my first encounter with the limitations of medicine."

Medical school personal statement example: #15

" Having been both a patient and a teacher, I have experienced the importance of paying attention to brief moments that can offer great transformation."

Medical school personal statement example: #16

" “Who are you?” At 20 years old, I stood face to face with my abuela, but I was now a stranger. Our relationship had been erased with those three simple words. My abuela, as I had known her, was gone."

Medical school personal statement example: #17

" As a child growing up, I faced signs in Mandarin and Hindu scriptures with a mixture of curiosity and frustration. Across the street from my childhood home, I saw the effect of misunderstanding played out in reverse at the hospital ... I could not hear the conversations, but I recognized the expression on the receptionist’s face each time she spoke to a Hindi-speaking patient—wrinkled nose and a raised eyebrow with a look of confusion. At a young age, I understood how discouraging even simple communication could be across a language barrier."

Medical school personal statement example: #18

" The high pitched siren broke silence in a frosty winter morning. Stationed on the curbside was an ambulance with flashing red and white lights with my mother inside. Not long ago, our car skidded on ice and hit a tree ... In the next few days, I sat alongside my mother in the hospital, praying that her pain would ease and she would recover soon."

Medical school personal statement example: #19

" Coping with my mother’s visual hallucinations, amnesia, and overall emotional instability was frustrating and exhausting. I was heartbroken watching the strong, independent woman who raised me struggle to be herself. Nevertheless, I witnessed the necessity of having faith and proper support in overcoming hurdles such as these."

Medical school personal statement example: #20

" While it was devastating to learn that there was no treatment for NCL, it highlighted the importance of medical research ... The connection the doctors developed with my family, the way they taught us about NCL, and the hope their research on NCL gave us helped drive my curiosity and love for medicine."

Medical school personal statement example: #21

" We were passing through the blinding lights of New York City when the incident happened. It happened slowly, like in a movie. Shuffling along the crowded sidewalk, holding my mother’s hand, I suddenly felt her fingers slip from my grasp."

Medical school personal statement example: #22

"W hen I was ten years old, I had an uncle I’d never met before come to visit. When my mother introduced him to us, she told us that he was a travelling physician for doctors without borders ... He told us that his job was to provide care for people in need, regardless of race, nationality, class, or creed. 'One day, maybe you can join me,' he said."

Medical school personal statement example: #23

" When I was young, I wanted to be just like my father ... As I got older, the veil of importance I always viewed him with began to lift – the smoke in front of my eyes swept away in a cold gust of wind. On my 16th birthday, he gave me the only advice he would ever give before he died."

Medical school personal statement example: #24

" As I watched smoke curl around my grandfather’s chapped hands, I often wondered if the burning red tip of the cigarette kept him warm in the cold prairie winter ... Cigarettes were bad for you, he'd say, yet he continued the ritual every workday. Adults always told us they were bad for your health. But nobody told Grandpa he shouldn’t smoke."

Medical school personal statement example: #25

" To me, being a psychiatrist is like dropping a few coins in a cup. It doesn’t seem like enough, but little by little, those coins start to add up."

Medical school personal statement example: #26

" I wasn’t supposed to live past the age of 25. Growing up in a neighborhood where drug use was commonplace and crime rates were high, every young person could see what their future held every day on the walk home from school."

Medical school personal statement example: #27

" When we returned home after the mission trip, that sense of pride hung around. I reflected on my trip, and I realized ... while dentistry still didn’t spark my passions, my interest in medicine had been ignited."

Medical school personal statement example: #28

"' People like Annie have problems that won’t go away,' Dr. Dean said, 'but that doesn’t mean we can’t help.'"

Medical school personal statement example: #29

" We were out on patrol one night and heard shouting. We called it in and ran over, fearing the worst. What we found was a small boy – one of the local kids – who had tripped and scraped his knee. Well, didn’t Jeff patch him up with his field kit, showing a great bedside manner for a guy in full tactical gear."

Medical school personal statement example: #30

" I’m not decrying loud music, but ... a series of bad decisions and ignored warnings may have condemned me to a future of obnoxious background noise."

Are you a medical school reapplicant? Check out some medical school reapplicant personal statement examples. ","label":"NOTE","title":"NOTE"}]" code="tab2" template="BlogArticle">

Tips to Create Your Exemplary Medical School Personal Statement

Your med school personal statement is one of the most important medical school requirements . It tells your story of why you decided to pursue the medical profession. Keep in mind that personal statements are one of the key factors that affect medical school acceptance rates . A well-written personal statement can mean the difference between acceptance and rejection!

“Personal statements are often emphasized in your application to medical school as this singular crucial factor that distinguishes you from every other applicant. Demonstrating the uniqueness of my qualities is precisely how I found myself getting multiple interviews and offers into medical school.” – Dr. Vincent Adeyemi, MD

Personal statements remain one of the most challenging parts of students' journeys to medical school. Here's our student Melissa sharing her experience of working on her personal statement:

"I struggled making my personal statement personal... I couldn't incorporate my feelings, motives and life stories that inspired me to pursue medicine into my personal statement" - Melissa, BeMo Student

Let's approach this step-by-step. Here's a quick run-down of what we'll cover in the article:

#1 Review What Makes a Strong Medical School Personal Statement

Before discussing how to write a strong medical school personal statement, we first need to understand the qualities of a strong essay. Similar to crafting strong medical school secondary essays , writing a strong personal statement is a challenging, yet extremely important, part of your MD or MD-PhD programs applications. Your AMCAS Work and Activities section may show the reader what you have done, but the personal statement explains why.

This is how Dr. Neel Mistry, MD and our admissions expert, prepared for his medical school personal statement writing:

"The personal statement is an opportunity for you to shine and really impress the committee to invite you for an interview. The personal statement is your chance to be reflective and go beyond what is stated on your CV and [activities]. In order to stand out, it is important to answer the main questions [of medical school personal statements] well: a bit about yourself and what led you to medicine, why you would make an ideal medical student and future physician, what attracts you to [medicine], and what sets you apart from the other candidates. The key here is answering the last two questions well. Most candidates simply highlight what they have done, but do not reflect on it or mention how what they have done has prepared them for a future medical career." - Dr. Neel Mistry, MD

A personal statement should be deeply personal, giving the admissions committee insight into your passions and your ultimate decision to pursue a career in medicine. A compelling and introspective personal statement can make the difference between getting a medical school interview and facing medical school rejection .

As you contemplate the task in front of you, you may be wondering what composing an essay has to do with entering the field of medicine. Many of our students were surprised to learn that medical school personal statements are so valued by med schools. The two things are more closely related than you think. A compelling personal statement demonstrates your written communication skills and highlights your accomplishments, passions, and aspirations. The ability to communicate a complex idea in a short space is an important skill as a physician. You should demonstrate your communication skills by writing a concise and meaningful statement that illustrates your best attributes. Leaving a lasting impression on your reader is what will lead to interview invitations.

#2 Brainstorm Ideas to Make Your Medical School Personal Statement Stand Out

Personal statements for medical school often start by explaining why medicine is awesome; but the admission committee already knows that. You should explain why you want a career in medicine. What is it about the practice of medicine that resonates with who you are? Here are some additional questions you can consider as you go about brainstorming for your essay:

What motivates you to learn more about medicine?
What is something you want them to know about you that isn't in your application?
Where were you born, how did you grow up, and what type of childhood did you have growing up (perhaps including interesting stories about your siblings, parents, grandparents)?
What kinds of early exposure to the medical field left an impression on you as a child?
Did you become familiar with and interested in the field of medicine at an early stage of your life? If so, why?
What are your key strengths, and how have you developed these?
What steps did you take to familiarize yourself with the medical profession?
Did you shadow a physician? Did you volunteer or work in a clinical setting? Did you get involved in medical research?
What challenges have you faced? Have these made an impact on what you chose to study?
What are your favorite activities?
What kinds of extracurriculars for medical school or volunteer work have you done, and how have these shaped who you are, your priorities, and or your perspectives on a career in medicine?
What was your "Aha!" moment?
When did your desire to become a doctor solidify?
How did you make the decision to apply to medical school?

You shouldn't try to answer all of these in your essay. Try a few main points that will carry over into the final draft. Start developing your narrative by prioritizing the most impactful responses to these prompts and the ideas that are most relevant to your own experiences and goals. The perfect personal statement not only shows the admissions committee that you have refined communication skills, but also conveys maturity and professionalism.

Here's how our student Alison, who was a non-traditional applicant with a serious red flag in her application, used her brainstorming sessions with our admissions experts to get a theme going in her medical school personal statement and her overall application package:

"I think it was during my brainstorming session that we really started talking about... what the theme [was] going to be for my application. And I think that was really helpful in and of itself. Just [reflecting] 'Hey, what's your focus going to be like? How are we going to write this? What's the style going to be?' Just to create an element of consistency throughout..." Alison, BeMo Student, current student at Dell Medical School

After brainstorming, you should be able to clearly see two to four key ideas, skills, qualities, and intersections that you want to write about.

As you begin thinking about what to include in your personal essay, remember that you are writing for a specific audience with specific expectations. The admissions committee will be examining your essay through the lens of their particular school's mission, values, and priorities, as well as the qualities of an ideal physician.

"Make it easy for the reader to be able to work [their] way through [your personal statement]. Because, at the end of the day, I think one thing that helped me a lot was being able to think about who was going to be reading this application and it's going to be these people that are sitting around a desk or sitting at a table and [go] through massive numbers of applications every single day. And the easier and more digestible that you can make it for them, gives you a little bit of a win." - Alison, BeMo student, current student at Dell Medical School

You should think about your experiences with reference to the AAMC Core Competencies and to each school's mission statement so that you're working toward your narrative with the institution and broader discipline in mind. The AAMC Core Competencies are the key characteristics and skills sought by U.S. medical schools.

You are not expected to have mastered all of these competencies at this stage of your education. Display those that are relevant to your experiences will help demonstrate your commitment to the medical profession.

#4 How to Answer the Prompt, Without a Prompt

Your personal statement is, in essence, an essay prompt without a prompt. They give you free rein to write your own prompt to tell your story. This is often difficult for students as they find it hard to get started without having a true direction. However, you can think of this question as essentially having the prompt “why do you want to become a doctor?” . Here are some questions to guide your self-reflection:

The moment your passion for medicine crystallized
The events that led you toward this path
Specific instances in which you experienced opportunities
Challenges that helped shape your worldview
Your compassion, resilience, or enthusiastic collaboration
Demonstrate your commitment to others
Your dependability
Your leadership skills
Your ability to problem-solve or to resolve a conflict

These are personal, impactful experiences that only you have had. Focus on the personal, and connect that to the values of your future profession. Do that and you will avoid writing the same essay as everyone else. Dr. Monica Taneja, MD and our admissions expert, shares her tip that got her accepted to the University of Maryland School of Medicine :

"I focused on my journey to medicine and opportunities that I sought out along the way. Everyone’s path and validation is unique, so walking the reader through your growth to the point of application will naturally be different, but that's what I wanted to share in my personal statement." - Dr. Monica Taneja, MD

#5 reflect on your theme.

Admissions committees don't want your medical school resumé in narrative form. All that stuff is already in the activities section of the application. This is where you should discuss interesting or important life events that shaped you and your interest in medicine (a service trip to rural Guatemala, a death in the family, a personal experience as a patient).

“The essay is not about what you have been through; it's about who it made you into.” – Dr. Vincent Adeyemi, MD

One suggestion is to have an overarching theme to your essay to tie everything together, starting with an intriguing personal anecdote. Alternatively, you can use one big metaphor or analogy through the essay.

Dr. Jaime Cazes, MD encourages you to be creative when it comes to the theme of your personal statement:

"It is very easy to make the 'cookie-cutter' personal statement. To a reviewer who is reading tens of these at a time it can become quite boring. What I did was [tell] a story. Like any good novel, the stories' first lines are meant to hook the reader. This can be about anything if you can bring it back and relate it to your application. It could be about the time your friend was smashed up against the boards in hockey and you, with your limited first aid experience helped to treat him. It is important that the story be REAL." - Dr. Jaime Cazes, MD, University of Toronto Faculty of Medicine

Your personal statement must be well-organized, showing a clear, logical progression, as well as connections between ideas. It is generally best to use a chronological progression since this mirrors your progression into a mature adult and gives you the opportunity to illustrate how you learned from early mistakes later on. Carry the theme throughout the statement to achieve continuity and cohesion. Use the theme to links ideas from each paragraph to the next and to unite your piece.

#1 Review Medical School Personal Statement Structure

Writing the first draft of your essay, it is important to keep an outline in mind: The essay should read like a chronological narrative and have good structure and flow. Just like any academic essay, it will need an introduction, body content, and a conclusion.

Introduction

The introductory sentence of your essay will most certainly make or break your overall statement. Ensure that you have a creative and captivating opening sentence that draws the reader in. The kinds of things that inspire or motivate you can say a lot about who you are as a person.

“ Like any good novel, the stories' first lines are meant to hook the reader. This can be about anything if you can bring it back and relate it to your application. It could be about the time your friend was smashed up against the boards in hockey and you, with your limited first aid experience helped to treat him.” – Dr. Jaime Cazes, MD

That is a lot of work for a single paragraph to do. To better help you envision what this looks like in practice, here is a sample introduction that hits these main points.

I was convinced I was going to grow up to be a professional chef. This was not just another far-fetched idealistic childhood dream that many of us had growing up. There was a sense of certainty about this dream that motivated me to devote countless hours to its practice. It was mostly the wonder that it brought to others and the way they were left in awe after they tried a dish that I recall enjoying the most creating as a young chef. But, when I was 13, my grandfather was diagnosed with stage four lung cancer, and I realized that sometimes cooking is not enough, as I quickly learned about the vital role physicians play in the life of everyday people like my family and myself. Although my grandfather ended up passing away from his illness, the impact that the healthcare team had on him, my family, and I will always serve as the initial starting point of my fascination with the medical profession. Since that time, I have spent years learning more about the human sciences through my undergraduate studies and research, have developed a deeper understanding of the demands and challenges of the medical profession through my various volunteer and extra-curricular experiences, and although it has been difficult along the way, I have continued to forge a more intimate fascination with the medical field that has motivated me to apply to medical school at this juncture of my life. ","label":"Sample Introduction","title":"Sample Introduction"}]" code="tab3" template="BlogArticle">

Check out our video to learn how to create a killer introduction to your medical school personal statement:

In the body of your essay, you essentially want to elaborate on the ideas that you have introduced in your opening paragraph by drawing on your personal experiences to provide evidence.

Depending on the details, a selection of volunteer and extracurricular experiences might be discussed in more detail, in order to emphasize other traits like collaboration, teamwork, perseverance, or a sense of social responsibility – all key characteristics sought by medical schools. Just like an academic essay, you will devote one paragraph to each major point, explaining this in detail, supporting your claims with experiences from your life, and reflecting on the meaning of each plot point in your personal narrative, with reference to why you want to pursue a medical career.

The conclusion is just as important as the introduction. It is your last chance to express your medical aspirations. You want to impress the reader while also leaving them wanting more. In this case, more would mean getting an interview so they can learn more about who you are!

Your final statement should not be a simple summary of the things you have discussed. It should be insightful, captivating, and leave the reader with a lasting impression. Although you want to re-emphasize the major ideas of your essay, you should try to be creative and captivating, much like your opening paragraph. If you can link your opening idea to your last paragraph it will really tie the whole essay together.

#2 Show, Don't Tell

The narrative you construct should display some of your most tightly held values, principles, or ethical positions, along with key accomplishments and activities. If you see yourself as someone who is committed to community service, and you have a track record of such service, your story should feature this and provide insight into why you care about your community and what you learned from your experiences. Saying that you value community service when you've never volunteered a day in your life is pointless. Stating that your family is one where we support each other through challenge and loss (if this is indeed true), is excellent because it lays the groundwork for telling a story while showing that you are orientated towards close relationships. You would then go on to offer a brief anecdote that supports this. You are showing how you live such principles, rather than just telling your reader that you have such principles:

"Remember to use specific personal examples throughout your statement to make it more impactful and memorable for the readers. Often, painting a picture in the reader’s mind in the form of a story helps with this." - Dr. Neel Mistry, MD

A lot of students make the mistake of verbalizing their personal attributes with a bunch of adjectives, such as, "This experience taught me to be a self-reliant leader, with excellent communication skills, and empathy for others..." In reality, this does nothing to convey these qualities. It's a mistake to simply list your skills or characteristics without showing the reader an example of a time you used them to solve a problem. The person reading the essay may not believe you, as you've not really given them a way to see such values in your actions. It is better to construct a narrative to show the reader that you possess the traits that medical schools are looking for, rather than explicitly stating that you are an empathetic individual or capable of deep self-reflection.

While it may be tempting to write in a high academic tone, using terminology or jargon that is often complex or discipline-specific, requiring a specialized vocabulary for comprehension. You should actually aim to write for a non-specialist audience. Remember, in the world of medicine, describing a complex, clinical condition to a patient requires using specific but clear words. Use words that you believe most people understand. Read your personal statement back to a 14-year-old, and then again to someone for whom English is not their first language, to see if you're on the right path.

Ultimately, fancy words do not make you a good communicator; listening and ensuring reader comprehension makes you a good communicator. Show them your communication skills through clear, accessible prose, written with non-specialists in mind. A common refrain among writing instructors is: never use a $10 word where a $2 word will suffice.

#4 Display Professionalism

Professionalism may seem like a difficult quality to display when only composing a personal statement. After all, the reader can't see your mannerisms, your personal style, or any of those little qualities that allow someone to appear professional. Professionalism is about respect for the experience of others on your team or in your workplace. It is displayed when you are able to step back from your own individual position and think about what is best for your colleagues and peers, considering their needs alongside your own.

One easy way to destroy a sense of professionalism is to act in a judgmental way towards others, particularly if you perceived and ultimately resolved an error on someone else's part. Sometimes students blame another medical professional for something that went wrong with a patient.

They might say something to the effect of:

"The nurse kept brushing off the patient's concerns, refusing to ask the attending to increase her pain medications. Luckily, being the empathetic individual that I am, I took the time to listen to sit with the patient, eventually bringing her concerns to the attending physician, who thanked me for letting him know."

There are a couple of things wrong with this example. It seems like this person is putting down someone else in an attempt to make themselves look better. They come across as un-empathetic and judgmental of the nurse. Maybe she was having a busy day, or maybe the attending had just seen the patient for this issue and the patient didn't really need re-assessment. Reading this kind of account in a personal statement makes the reader question the maturity of the applicant and their ability to move past blaming others and resolve problems in a meaningful way. Instead of allocating blame, identify what the problem was for the patient and then focus on what you did to resolve it and reflect on what you learned from the whole experience.

One last note on professionalism: Being professional does not mean being overly stoic, hiding your emotions, or cultivating a bland personality. A lot of students are afraid to talk about how a situation made them feel in their personal statement. They worry that discussing feelings is inappropriate and will appear unprofessional. Unfortunately for these students, emotional intelligence is hugely important to the practice of medicine. Good doctors are able to quickly identify their own emotions and understand how their emotional reactions may inform their actions, and the ability to deliver appropriate care, in a given situation. So, when writing your personal statement, think about how each experience made you feel, and what you learned from those feelings and that experience.

Step 3: Write Your First Draft of Your Personal Statement

As you can see, there is a LOT of planning and consideration to be done before actually starting your first draft. Properly brainstorming, outlining, and considering the content and style of your essay prior to beginning the essay will make the writing process much smoother than it would be you to try to jump right to the draft-writing stage.

“I wrote scores of essays at my desk in those few weeks leading up to application submission. I needed it to be perfect. Do not let anyone tell you to settle. There was no moment when I had this shining light from the sky filtering into my room to motivate me. The ultimate trick is to keep writing. It is impossible to get that perfect essay on the first try, and you may not even get it on your fifteenth attempt, but the goal is to keep at it, keep making those edits, and never back down.” – Dr. Vincent Adeyemi, MD

As you're getting started, focus on getting content on the page, filling in your outline and getting your ideas arranged on the page. Your essay will go through multiple drafts and re-writes, so the first step is to free write and start articulating connections between your experiences and the characteristics you're highlighting. You can worry about flow, transitions, and perfect grammar in later drafts.

#1 Did You Distinguish Yourself From Others?

Is your narrative unique? Our admissions expert Dr. Monica Taneja, MD, shares how she got the attention of the admissions committee with her personal statement:

"I found it helpful to give schools a 'punch-line'. As in I wanted them to remember 1-2 things about me that are my differentiators and I reiterated those throughout [the personal statement]." - Dr. Monica Taneja, MD

Use your narrative to provide a compelling picture of who you are as a person, as a learner, as an advocate, and as a future medical professional. What can you offer?

Remember, you will be getting a lot out of your med school experience, but the school will be getting a lot out of you, as well. This is a mutually beneficial relationship, so use this opportunity to highlight what you bring to the table, and what you will contribute as a student at their institution. Make them see you as a stand out from the crowd .

#2 Does My Essay Flow and is it Comprehensible?

Personal statements are a blessing and a curse for admission committees. They provide a better glimpse of who you are than MCAT scores or GPAs. But they are long and time-consuming to read. And often, they sound exactly alike.

Frankly, if your personal statement is pleasant to read, it will get read with more attention and appreciation. Flow is easier to craft through narrative, which is why you should root the statement in a story that demonstrates characteristics desirable to medical schools . You want this to be a statement that captures the reader's interest by creating a fluid, comprehensible piece that leads the reader to not only read each paragraph but want to continue to the next sentence.

#3 Did You Check Your Grammar?

It is always important to carefully edit your medical school personal statement . Read your statement out loud to yourself and you will almost certainly find an error (and likely several errors). Use fresh eyes to review the statement several times before you actually submit it, by walking away from it for a day or so and then re-reading it.

This step can make or break your essay. Do not waste all the effort you have put into writing, to only be discarded by the committee for using incorrect grammar and syntax.

#4 Did You Gather Feedback From Other People?

While the tips above are all very useful for writing a strong draft, nothing will benefit you more than getting an outside appraisal of your work. This may sound obvious, but it's still an absolute necessity.

“It was very helpful for two of my mentors to review my statements before submitting my application. Ensure you trust the judgement and skills of the person to whom you would be giving your personal statement for review.” – Dr. Vincent Adeyemi, MD

Avoid having people too close to you read your work. They may refrain from being too critical in an effort to spare your feelings. This is the time to get brutal, honest feedback. If you know someone who is an editor but do not feel that they can be objective, try and find someone else.

Want more examples? Check out our video below:

Common Mistakes to Avoid in Your Med School Personal Statement

Part of your essay's body can include a discussion of any discrepancies or gaps in your education, or disruptions in your academic performance. If you had to take time off, or if you had a term or course with low grades, or if you had any other extenuating circumstances that impacted your education, you can take time to address these here. You can approach this in your essay similarly to the question “what is your greatest weakness” that may get asked during interviews.

You will also be able to address weaknesses or setbacks in your AMCAS Statement of Disadvantage or your adversity secondary essay , so make sure there is not too much overlap between these and your personal statements.

Use your personal statement to emphasize your ability to persevere through whatever life has thrown your way. Most of all, if you feel like you have to explain yourself, take accountability for the situation. State that it is unfortunate and then redirect it to what you learned and how it will make you a better doctor. Always focus on being positive and do not lament on the negative situation too much.

Mistakes to Avoid in Medical School Personal Statements

Here are some mistakes that may raise a red flag in your personal statement:

Check out this video on the top 5 errors to avoid in your personal statement!

FAQs and Final Notes

This Ultimate Guide has demonstrated all the work that needs to be done to compose a successful, engaging personal statement for your medical school application. While it would be wonderful if there was an easy way to write your personal statement in a day, the reality is that this kind of composition takes a lot of work. As daunting as this may seem, this guide lays out a clear path. In summary, the following 5 steps are the basis of what you should take away from this guide. These 5 steps are your guide and sort of cheat sheet to writing your best personal statement.

5 Main Takeaways For Personal Statement Writing:

Brainstorming
Content and Theme
Multiple Drafts
Revision With Attention to Grammar

While a strong personal statement alone will not guarantee admission to medical school, it could absolutely squeeze you onto a medical school waitlist , off the waitlist, and onto the offer list, or give someone on the admissions committee a reason to go to battle for your candidacy. Use this as an opportunity to highlight the incredible skills you've worked and studied to refine, the remarkable life experiences you've had, and the key qualities you possess in your own unique way. Show the admissions committee that you are someone they want to meet. Remember, in this context, wanting to meet you means wanting to bring you in for an interview!

Your personal statement should tell your story and highlight specific experiences or aspects of your journey that have led you to medicine. If your first exposure or interest in the medical field was sparked from your own medical struggles, then you can certainly include this in your statement.

All US medical schools require the completion of a personal statement with your AMCAS, TMDSAS or AACOMAS applications. Medical schools in Canada on the other hand, do not require personal statements but may have essay prompts that are similar in nature.

Think about whether or not that bad grade might reflect on you poorly. If you think it will, then it's best to address the academic misstep head-on instead of having admissions committees dwell on possible areas of concern.

No! Students arrive to medicine in all sorts of ways, some change career paths later in life, some always knew they wanted to pursue medicine, and others slowly became interested in medicine through their life interactions and experiences. Your personal statement should address your own unique story.

While your entire statement is important, the opening sentence can often make or break your statement. If your opening sentence is not eye-catching, interesting, and memorable, you risk your statement blending in with the large pile of other statements.

Having your statement reviewed by family and friends can be a good place to start, but unfortunately they will often not be able to provide unbiased feedback and may not have the expertise necessary to understand nuance in statements.

If you have enough time set aside to write your statement without juggling multiple other commitments, it normally takes at least 6-8 weeks to write your statement.

The goal is to show as many of them as you can in the WHOLE application: this includes your personal statement, sketch, reference letters, secondary essays, and even your GPA and MCAT (which show critical thinking and reasoning already). So, you don’t need to address them all in your essay.

Yes, you can. However, if you used an experience as a most meaningful entry, pick something else to talk about in your essay.

The reality is, medical school admission is an extremely competitive process. In order to have the best chance of success, every part of your application must be stellar.

The ones that honestly made the most impact on you. You'll need to reflect on your whole life and think about which experiences helped you grow and pushed you to pursue medicine. Ideally, experiences that show commitment and progression are better than one-off or short-term activities, as they usually contribute more to growth.

Dr. Lauren Prufer is an admissions expert at BeMo. Dr. Prufer is also a medical resident at McMaster University. Her medical degree is from the Schulich School of Medicine and Dentistry. During her time in medical school, she developed a passion for sharing her knowledge with others through medical writing, research, and peer mentoring.

To your success,

Your friends at BeMo

BeMo Academic Consulting

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4 Medical School Personal Statement Examples

The personal statement can be one of the most challenging parts of your medical school application process. You want to show admissions committees the qualities that make you stand out while avoiding cliches. After all, a lot is riding on this essay. Don’t panic. We’ve done our homework, talked to insiders, and gathered firsthand personal statements to help you get started.

Getting Started

Before diving into the personal statement examples, here are some tips on framing your experiences to wow admissions officers.

1. Stick to your real-life experiences. While it’s great to express what you want to do in healthcare in the future, that doesn’t really set you apart. All premed students have goals for what they’ll do in the medical profession, but this often changes after time in medical school. Telling a personal story instead gives admission committee members a look at who you already are and if you have the qualities they deem desirable for med school .

Feel free to mention specialties you’re passionate about and touch on your clinical experience, but make sure the experiences you discuss are unique.

2. Build an in-depth narrative. Nobody wants to read a blanket summary of your research experience. This is your chance to get passionate and demonstrate some communication skills. Explain the driving force behind your desire to work in the medical field.

The old writing rule comes into play here: “show, don’t tell.” You will always capture your reader’s attention more by telling a story than by explaining a circumstance. Medical school admissions committees are no different. Showing them your strong work ethic — or dedication, or whatever personal quality you want — without just saying, “I have a strong work ethic” will have a greater impact.

3. Don’t include metrics. Admissions officers already have access to your GPA and MCAT scores. If they want to know how you did in biochemistry, they can find out. Don’t waste space here. If you’re concerned about those numbers, it’s much more important to nail the personal statement and secure a secondary application and eventual medical school interview.

4. Know the character limits — and try to meet them. Both AACOMAS and AMCAS applications have a character limit of 5,300. You do not necessarily need to use all 5,300 characters, but you also don’t want it to be under 3,000. You want to use as many as possible while staying on topic and being relevant. A too-short essay can look careless.

5. Get comfortable with revising . You’ll do it a lot. Expect your first draft to be just that – a first draft. This writing process will take several weeks, if not months. Once you’re confident in your essay, ask for feedback. Avoid asking family members (unless they’re experts in the field of medicine). Instead, have professors, mentors, and peers read it and offer notes.

|| Read more about capturing readers from the first paragraph with our Medical School Personal Statement Storytelling Guide . ||

6. Use coaching to craft the perfect essay. Personal statements like the ones below only come after countless hours of brainstorming and writing drafts. However, with MedSchoolCoach , you’ll work with professional writing advisors step-by-step to develop an impactful medical school personal statement.

|| Check out more Tips for Writing a Personal Statement ||

Personal Statement Example #1

Our second essay contest winner was a medical student who made their submission an AMCAS personal statement . It serves as a great and effective medical school personal statement example . We also thought it was a good read overall!

A four-letter word for “dignitary.” The combinations surge through my mind: emir? agha? tsar? or perhaps the lesser-used variant, czar? I know it’s also too early to rule out specific names – there were plenty of rulers named Omar – although the clue is suspiciously unspecific. Quickly my eyes jump two columns to the intersecting clue, 53-Across, completely ignoring the blur outside the window that indicates my train has left the Times Square station. “Nooks’ counterparts.” I am certain the answer is “crannies.” This means 49-Down must end in r, so I eliminate “agha” in my mind. Slowly, the pieces come together, the wordplay sending my brain into mental gymnastics. At the end of two hours, I find myself staring at a completed crossword puzzle, and as trivial as it is, it is one of the greatest feelings in the world.

As an avid cruciverbalist, I have a knack for problem-solving. I fell in love with another kind of puzzle in college: organic chemistry. While some of my peers struggled with its complexity, the notion of analyzing mass spectroscopy, IR spectrums, and H-NMR to identify a specific molecule invigorated me. The human body was a fantastic mystery to me in my biology classes. Intricacies such as hormonal up- and down-regulation pulled at the riddler in me; I was not satisfied until I understood the enigma of how the body worked. Graduate school at Columbia was an extension of this craving, and I chose a thesis topic to attempt to elucidate the sophisticated workings of neuro-hormonal balance peri-bariatric surgery.

In non-academic settings, I also pursued activities that would sharpen my intellect. The act of teaching is a form of problem-solving; a good teacher finds the most effective way to convey information to students. So I accepted the challenge and taught in both international and domestic settings. I assumed leadership positions in church because it forced me to think critically to resolve conflicts. In the lab, I volunteered to help write a review on the biological mechanisms of weight regain. It was precisely what I loved: isolating a specific human phenomenon and investigating how it worked.

I believe medicine and puzzles are in the same vein. After participating in health fairs, working at a clinic, and observing physicians, I understand that pinpointing a patient’s exact needs is difficult at times. In a way, disease itself can be a puzzle, and doctors sometimes detect it only one piece at a time – a cough here, lanugo there. Signs and symptoms act as clues that whittle down the possibilities until only a few remain. Then all that is left is to fill in the word and complete the puzzle. Voila!

Actually, it is more complicated than that, and inevitably the imperfect comparison falls through.

I distinctly remember a conversation I had with a psychiatric patient at Aftercare. He had just revealed his identity as Batman — but it turns out he was also Jesus. During downtime between tests, he decided to confide in me some of his dreams and aspirations. He swiftly pulled out a sketchpad and said confidently, “When I get better, I’m going back to art school.” Any doubts stemming from his earlier ramblings vanished at the sight of his charcoal-laden sheets filled with lifelike characters. “They’re… really good,” I stammered. I was looking for the right words to say, but there are times when emotions are so overwhelming that words fail. I nodded in approval and motioned that we should get back to testing.

Those next few hours of testing flew by as I ruminated on what I had experienced. After working 3 years at the clinic, I got so caught up in the routine of “figuring out” brain function that I missed the most important aspect of the job: the people. And so, just as the crossword puzzle is a 15×15 symbol of the cold New York streets, a person is the polar opposite. Our patients are breathing, fluid, and multi-dimensional. I’ve come to love both, but there is nothing I want more in the world than to see a broken person restored, a dream reignited, to see Mr. Batman regain sanity and take up art school again. The prospect of healing others brings me joy, surpassing even the most challenging crosswords in the Sunday paper.

This is why I feel called to a life in medicine. It is the one profession that allows me to restore others while thinking critically and appreciating human biology. I am passionate about people, and medicine allows me to participate in their lives in a tangible way, aligned with my interest in biology and problem-solving skill.

The New York Times prints a new puzzle daily, and so does the Washington Post, USA Today, and the list continues. The unlimited supply of puzzles mirrors the abundance of human disease and the physician’s ongoing duty to unravel the mystery, to resolve the pain. A great cruciverbalist begins with the basics of learning “crosswordese,” a nuanced language; I am prepared to do the same with health, starting with my education in medical school. Even so, I am always humbled by what little I know and am prepared to make mistakes and learn along the way. After all, I would never do a crossword puzzle in pen.

||Read Our First Essay Contest Winner: Considerations Before Applying to Medical School ||

||Read The Formula For A Good Personal Statement | |

Personal Statement Example #2

Student Accepted to Case Western SOM, Washington University SOM, University of Utah SOM, Northwestern University Feinberg SOM

With a flick and a flourish, the tongue depressor vanished, and a coin suddenly appeared behind my ear. Growing up, my pediatrician often performed magic tricks, making going to the doctor feel like literal magic. I believed all healthcare facilities were equally mystifying, especially after experiencing a different type of magic in the organized chaos of the Emergency Department. Although it was no place for a six-year-old, childcare was often a challenge, and while my dad worked extra shifts in nursing school to provide for our family, I would find myself awed by the diligence and warmth of the healthcare providers.

Though I associated the hospital with feelings of comfort and care, it sometimes became a place of fear and uncertainty. One night, my two-year-old brother, Sean, began vomiting and coughing non-stop. My dad was deployed overseas, so my mother and I had no choice but to spend the night at the hospital, watching my brother slowly recover with the help of the healthcare providers. Little did I know, it would not be long before I was in the same place. Months later, I became hospitalized with pneumonia with pleural effusions, and as I struggled to breathe, I was terrified of having fluid sucked out of my chest. But each day, physicians comforted me, asking how I was, reassuring me that I was being taken care of, and explaining any questions related to my illness and treatment. Soon, I became excited to speak with the infectious disease doctor and residents, absorbing as much as possible about different conditions.

I also came to view the magic of healing through other lenses. Growing up, Native American traditions were an important aspect of my life as my father was actively involved with native spirituality, connecting back to his Algonquin heritage. We often attended Wi-wanyang-wa-c’i-pi ceremonies or Sun Dances for healing through prayer and individuals making personal sacrifices for their community. Although I never sun danced, I spent hours in inipis chewing on osha root, finding my healing through songs.

In addition to my father’s heritage, healing came from the curanderismo traditions of Peru, my mother’s home. She came from a long line of healers using herbal remedies and ceremonies for healing the mind, body, energy, and soul. I can still see my mother preparing oils, herbs, and incense mixtures while performing healing rituals. Her compassion and care in healing paralleled the Emergency Department healthcare providers.

Through the influence of these early life experiences, I decided to pursue a career in the health sciences. Shortly after starting college, I entered a difficult time in my life as I struggled with health and personal challenges. I suddenly felt weak and tired most days, with aches all over my body. Soon, depression set in. I eventually visited a doctor, and through a series of tests, we discovered I had hypothyroidism. During this time, I also began dealing with unprocessed childhood trauma. I decided to take time off school, and with thyroid replacement hormones and therapy, I slowly began to recover. But I still had ways to go, and due to financial challenges, I decided to continue delaying my education and found work managing a donut shop. Unbeknownst to me, this experience would lead to significant personal growth by working with people from all walks of life and allowing me time for self-reflection. I continuously reflected on the hospital experiences that defined my childhood and the unmatched admiration I had for healthcare workers. With my renewed interest in medicine, I enrolled in classes to get my AEMT license and gain more medical experience.

As my health improved, I excelled in my classes, and after craving the connections of working with others, I became a medical assistant. In this position, I met “Marco,” a patient traveling from Mexico for treatment. Though I spoke Spanish while growing up, I had little experience as a medical interpreter. However, I took the opportunity to talk with him to learn his story. Afterward, he became more comfortable, and I walked him through the consultation process, interpreting the physician’s words and Marco’s questions. This moment showed me the power of connecting with others in their native language. As a result, I began volunteering at a homeless clinic to continue bridging the language barrier for patients and to help advocate for the Latinx community and those who struggle to find their voice.

My journey to becoming a doctor has been less direct than planned; however, my personal trials and tribulations have allowed me to meet and work with incredible people who have been invaluable to my recovery and personal development. Most importantly, I have seen the value of compassionate and empathetic care. Though I have not recently witnessed any sleight of hand or vanishing acts, what healthcare providers do for patients can only be described as magic.

I look forward to bringing my diverse background as a physician and expanding my abilities to help patients in their path to healing.

||Read: But I Don’t Have 15 Activities ! | Apply to Med School After 3rd or 4th Year? ||

Personal Statement Example #3

Student accepted to Weill Cornell

My path to medicine was first influenced by early adolescent experiences trying to understand my place in society. Though I was not conscious of it then, I held a delicate balance between my identity as an Indian-American and an “American-American.”

In a single day, I could be shooting hoops and eating hotdogs at school while spending the evening playing Carrom and enjoying tandoori chicken at a family get-together. When our family moved from New York to California, I had the opportunity to attend a middle school with greater diversity, so I learned Spanish to salve the loss of moving away and assimilate into my new surroundings.

As I partook in related events and cuisine, I built a mixed friend group and began understanding how culture influences our perception of those around us. While volunteering at senior centers in high school, I noticed a similar pattern to what I sometimes saw: seniors socializing in groups of shared ethnicity and culture. Moving from table to table and language to language, I also observed how each group shared different life experiences and perspectives on what constitutes health and wellness. Many seniors talked about barriers to receiving care or how their care differed from what they had envisioned. Listening to their stories on cultural experiences, healthcare disparities, and care expectations sparked my interest in becoming a physician and providing care for the whole community.

Intrigued by the science behind perception and health, I took electives during my undergraduate years to build a foundation in these domains. In particular, I was amazed by how computational approaches could help model the complexity of the human mind, so I pursued research at Cornell’s Laboratory of Rational Decision-Making. Our team used fMRI analysis to show how the framing of information affects cognitive processing and perception. Thinking back to my discussions with seniors, I often wondered if more personalized health-related messaging could positively influence their opinions. Through shadowing, I witnessed physicians engaging in honest and empathetic conversations to deliver medical information and manage patients’ expectations, but how did they navigate delicate conflicts where the patients’ perspectives diverged from their own?

I realized that the role of a physician was to mediate between the medical care plan and the patient’s wishes to make a decision that preserves their dignity. As we considered possibilities, the physicians’ genuine concern for the patient’s emotional well-being exemplified the compassion I want to emulate as a future doctor. Our discussions emphasized the rigor of medicine — the challenge of ambiguity and the importance of working with the individual to serve their needs.

Moreover, many residents expressed fear or mistrust, such as a 7-person family who could not safely isolate in their one-bedroom and one-bath apartment. I offered to arrange free hotel accommodations but was met with a guarded response from the father: “We’ll be fine. We can maintain the 6 feet.” While initially surprised, I recognized how my government affiliation could lead to a power dynamic that made the family feel uneasy. Thinking about how to make myself more approachable, I employed motivational interviewing skills and small talk to build rapport.

When we returned to discussing the hotel, he trusted my intentions and accepted the offer. Our bond of mutual trust grew over two weeks of follow-ups, leaving me humbled yet gratified to see his family transition to a safer living situation. As a future physician, I realize I may encounter many first-time or wary patients; and I feel prepared to create a responsive environment that helps them feel comfortable about integrating into our health system.

Through my clinical and non-clinical experiences, I have witnessed the far-reaching impact of physicians, from building lasting connections with patients to being a rock of support during uncertain times. I cannot imagine a career without these dynamics—of improving the health and wellness of patients, families, and society and reducing healthcare disparities. While I know the path ahead is challenging, I am confident I want to dedicate my life to this profession.

Personal Statement Example #4

Student Accepted to UCSF SOM, Harvard Medical School

A year of combatting pain and dismissal led me to a group of compassionate and innovative physicians at the Stanford Pain Management Center (SPMC). Working alongside a diverse team including pain management specialists and my PCP, I began the long, non-linear process of uncovering the girl that had been buried in the devastating rubble of her body’s pain.

From struggling with day-to-day activities like washing my hair and sitting in class to thriving as an avid weightlifter and zealous student over the span of a year, I realized I am passionate about preventing, managing and eliminating chronic illnesses through patient-centered incremental care and medical innovation.

Time and time again, specialists dismissed my experience due to ambiguous test results and limited time. I spent months trying to convince doctors that I was losing my body; they thought I was losing my mind. Despite these letdowns, I did not stop fighting to regain control of my life. Armed with my medical records and a detailed journal of my symptoms, I continued scheduling appointments with the intention of finding a doctor who would dig deeper in the face of the unknown.

Between visits, I researched my symptoms and searched for others with similar experiences. One story on Stanford Medicine’s blog, “Young Woman Overcomes Multiple Misdiagnoses and Gets Her Life Back”, particularly stood out to me and was the catalyst that led me to the SPMC. After bouncing from doctor to doctor, I had finally found a team of physicians who would take the profound toll of my pain on my physical and mental well-being seriously.

At times, it felt like my efforts were only resulting in lost time. However, seeing how patient my care team was with me, offering long-term coordinated support and continually steering me towards a pain-free future, motivated me to grow stronger with every step of the process. Success was not an immediate victory, but rather a long journey of incremental steps that produced steady, life-saving progress over time.

My journey brought me relief as well as clarity with regard to how I will care for my future patients. I will advocate for them even when complex conditions, inconclusive results and stereotypes discourage them from seeking continued care; work with them to continually adapt and improve an individualized plan tailored to their needs and goals, and engage in pioneering research and medical innovations that can directly benefit them.

Reflecting on the support system that enabled me to overcome the challenges of rehabilitation, I was inspired to help others navigate life with chronic pain in a more equitable and accessible way. Not everyone has the means to work indefinitely with a comprehensive care team, but most do have a smartphone. As a result, I partnered with a team of physicians and physical therapists at the University of California San Francisco to develop a free mobile application that guides individuals dealing with chronic pain through recovery. Based on my own journey, I was able to design the app with an understanding of the mental and physical toll that pain, fear, and loss of motivation take on patients struggling with chronic pain. Having features like an exercise bank with a real-time form checker and an AI-based chatbot to motivate users, address their concerns and connect them to specific health care resources, our application helped 65 of the 100 pilot users experience a significant reduction in pain and improvement in mental health in three months.

My journey has fostered my passion for patient-centered incremental medicine and medical innovation. From barely living to thriving, I have become a trailblazing warrior with the perseverance and resilience needed to pursue these passions and help both the patients I engage with and those around the world.

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The Medical School Personal Statement: How To Stand Out

Posted in: Applying to Medical School

Impressive GPAs and MCAT scores, research experience, physician shadowing , and meaningful volunteer work are only one part of a successful medical school application . You may meet all other medical school requirements , yet face rejection.

One thing can help you stand above the rest : A compelling personal statement.

The medical school personal statement is important because it highlights your hard work, your pre-medical school accomplishments, and why you’re a better candidate than everyone else.

In other words: Who are you, what makes you unique, and why do you deserve a spot in our school?

We’ve helped thousands of prospective medical students increase their odds at acceptance with better personal statements. Now, we’ll show you exactly how to do it.

Working on your personal statement? Speak with a member of our enrollment team who can walk you through the step-by-step med school application process from start to finish.

Table of contents, what’s in a great med school personal statement.

An excellent medical school personal statement should contain:

Passion for an area of the healthcare field.
Storytelling that captures the reader’s attention from the first sentence.
Emotion and personality to show (not tell) admissions committee members who you are.
A unique answer to the question, “Why do you want to be a doctor?”

A powerful personal statement shows that you are the kind of candidate who will make an exceptional physician and be a valuable asset to the school during your medical education. Additionally, it helps to distinguish your application from the many other students with similar MCAT scores and GPAs.

A weak personal statement would, in turn, have the opposite effect.

Not only does the personal statement weed out unqualified candidates, but it also serves as a foundation for many interview discussions and questions .

Admission committee members often only have a few minutes to review an application. Personal statements provide them with the right amount of information. Since it’s possible this is the only part of your application they’ll read, it needs to be perfect .

When writing your personal statement, you’ll also want to note the AAMC core competencies that are expected of all medical professionals. Some, if not all, of these competencies should shine through in your application essay .

The AAMC premed competencies include:

Professional competencies: Factors like communication skills, interpersonal skills, commitment to learning and growth, compassion, dependability, and cultural awareness and humility
Science competencies: Understanding of human behaviors and living systems, both of which are best demonstrated in data-driven measures like research, MCAT scores, and science GPA (in other words, not things that necessarily need to be displayed in your personal statement)
Thinking & Reasoning competencies: Critical thinking, reasoning, scientific inquiry, and written communication

A MedSchoolCoach review for personal statements, secondary essays, and interview preparation.

It’s important to show passion for something specific — a group of underserved people, a type of patient, the benefit of a particular area of medicine, etc. Your passion should be evident, non-generic, and authentic. Ask yourself, “What makes a good doctor?”

It’s crucial to avoid cliches in your personal statement, like claiming you want to become a doctor “to help people.”

Dr. Renee Marinelli, Director of Advising at MedSchoolCoach, warns that certain cliches may not truly represent meaningful experiences that influenced your decision to pursue medicine.

You may have decided to become a doctor from experiencing a kind physician as a child, but that personal experience doesn’t convey genuine passion. Your enthusiasm for medicine doesn’t need to originate from a grand experience or sudden revelation.

Your interest in medicine probably developed gradually, perhaps when you fell in love with psychology during college and volunteered at nursing homes. You don’t need a lifelong dream to demonstrate passion and become an outstanding doctor.

2. Storytelling

A memorable personal statement captures the reader’s attention from the first sentence, which you can do with an interesting personal story or anecdote. Including some creativity, ingenuity, humor, and character.

Immersing the admissions committee in your personal statement allows you to show , not just tell , how your experiences have impacted your journey to medicine.

Don’t repeat the data your admissions committee can read on the rest of your application — SHOW the passions and experiences that have led you to this field using a narrative approach.

Consider the following examples of statements about a student’s volunteer experience at a food pantry:

"“Through my work at the local food pantry, I came to understand the daily battles many individuals face, and it allowed me to develop deeper empathy and compassion.” “When I saw Mr. Jones, a regular at the kitchen, struggling to maneuver his grocery cart through the door, I hustled over to assist him. My heart sunk when I saw he was wearing a new cast after having been assaulted the night prior.”

Which do you think performed better in terms of conveying personal characteristics? Your personal statement is a deep dive into one central theme, not about rehashing all of your experiences.

3. Emotion & Personality

An engaging personal statement allows your unique personality and real emotions to shine through.

As Dr. Davietta Butty, a Northwestern School of Medicine graduate, avid writer, pediatrician, and MedSchoolCoach advisor, puts it,

“I think the best personal statements are the ones that showcase the applicant’s personality. Remember that this is your story and not anyone else’s, and you get to say it how it makes sense to you.”

This is why storytelling is such an important part of personal statement writing. Your writing process should involve quite a bit of writing and editing to express emotion in a relatable, appropriate way.

A Note On Writing About Tragedy

One way you can show who you are is by expressing an appropriate level of emotion, particularly about challenging or tragic experiences. (But don’t worry — not everyone has a tragic backstory, and that’s perfectly fine!)

If you are discussing a tragedy, don’t go into an extended explanation of how you feel — show emotion and your personality while sticking to the plot.

Personal tragedies, such as the death of a loved one, can powerfully motivate a personal statement. In a field where life and death constantly clash, experiences with death might appear impressive qualifications; however, approach them cautiously.

Focus on the reasons behind your motivation, rather than the details of the tragedy. Explain how the experience impacted your medical career aspirations, including skill development or perspective changes.

How have you applied these new skills or perspectives? How would they contribute to your success as a medical student?

4. Why You Want To Be a Doctor

Becoming a doctor is no small feat. What journey brought you here?

Writing things like “I want to help people” or “I want to make a difference” won’t set you apart from all the other students applying for medical school .

Knowing who you want to serve, why you want to help them (in story form), and where you’d like to end up will show admissions officers that you are serious about your medical career.

After all, this career doesn’t just involve many years of post-graduate education — you need a significant motivation to see this career through. That’s what admissions committees are looking for!

Read Next: Medical School Interviews: What To Do Before, During & After

How long is a personal statement for medical school?

Your statement is limited to:

5,300 characters (including spaces) on the AMCAS application ( MD programs )
5,000 characters on the TMDSAS (Texas MD programs)
5,300 characters for AACOMAS ( DO programs )

That’s roughly 500-700 words, or 3 double-spaced pages of text.

We typically suggest our students divide their personal statement into about 5 full paragraphs — an intro, 2-3 body paragraphs, and a conclusion.

Pro tip: Do not type directly into the text box — if something goes wrong, you’ll lose all of your work. Write in another program first, then copy and paste the edited copy into the application text box.

Use a text-only word processing tool (TextEdit on Mac devices or Basic Text Editor on Windows), or type the essay into Microsoft Word or a Google Doc. Just remember to save the file as a *.rtf. This will eliminate formatting issues when you copy and paste the essay into the AMCAS box.

Read Next: How to Successfully Reapply to Medical School and Get a “Yes!”

How To Write a Personal Statement For Medical School

Your personal statement is an opportunity to showcase your passion for medicine and your unique experiences. Be genuine, focused, and concise; your personal statement will leave a lasting impression on medical school admissions committees.

Some questions you may want to consider while writing your personal statement are:

Why have you selected the field of medicine?
What motivates you to learn more about medicine?
What do you want medical schools to know about you that has yet to be disclosed in another application section?

In addition, you may wish to include information such as unique hardships, challenges, or obstacles that may have influenced your educational pursuits. Comment on significant academic record fluctuations not explained elsewhere in your application.

With thousands of students, we’ve developed a nine-step process for how to write a personal statement that’s sure to get noticed. Follow these steps in order to uplevel your personal statement writing.

1. Choose a central theme.

Sticking to one central theme for your personal statement may sound tricky, but sticking with a central theme can give your statement more of a rhythm.

Here are a few examples to use when thinking of a central theme:

What is an experience that challenged or changed your perspective on medicine?
Is there a relationship with a mentor or another inspiring individual that has significantly influenced you?
What was a challenging personal experience that you encountered?
List unique hardships, challenges, or obstacles that may have influenced your educational pursuits.
What is your motivation to seek a career in medicine?

2. Choose 2-4 personal qualities to highlight.

Keep this part brief and highlight the strengths that will make you an exceptional doctor.

What sets you apart from others? What makes you unique? What are you particularly proud of about yourself that may not be explained by a good GPA or MCAT score?

Here are a few examples of quality traits great doctors possess:

Persistence
Reliability
Accountability
Good judgment under pressure
Excellent communication skills
Leadership skills

3. Identify 1-2 significant experiences that demonstrate these qualities.

In this section, you should include that these experiences exemplify the qualities above and outline your path to medicine.

The top experiences college admissions seek are research projects , volunteer activities, and mentorship.

Here are a few ways to narrow down what makes an experience significant:

Which experiences left you feeling transformed (either immediately, or in retrospect)?
Which experiences genuinely made you feel like you were making a difference or contributing in a meaningful way?
Which experiences radically shifted your perspectives or priorities?
Which experiences have truly made you who you are today?

Pro tip: If you’re still in your third year of pre-med and want to participate in more experiential projects that will support your future medical career, check out Global Medical Brigades . We partner with this student-led movement for better global health, and brigades are a transformative way to begin your medical career.

4. Write a compelling introduction.

Your personal statement introduction is the first thing the admissions committee will read. The first paragraph should be a catchy, attention-grabbing hook or story that grabs the reader’s attention and sets up the main point of your essay .

Check out this webinar for more examples of what makes a great introduction.

5. Use storytelling to write the body paragraphs.

Since the goal is to achieve depth rather than breadth (5,000 characters isn’t a lot!), focus on key experiences instead of discussing everything you’ve accomplished. Remember, you’ll have the Work & Activities section to share other relevant experiences.

Use the following five-step formula to elaborate on important experiences in the body paragraphs of your personal statement:

Discuss why you pursued the experience.
Mention how you felt during the experience.
Describe what you accomplished and learned.
Discuss how your experience affected you and the world around you.
Describe how the experience influenced your decision to pursue medicine.

The best personal statements tell a story about who you are. “Show, don’t tell,” what you’ve experienced — immerse the reader in your narrative, and you’ll have a higher chance of being accepted to medical school.

6. Create an engaging conclusion.

Your goal is to make the person reading want to meet you and invite you to their school! Your conclusion should:

Talk about your future plans.
Define what medicine means to you.
Reflect on your growth.
Reiterate how you’d contribute to your school’s community and vision.

7. Use a spellchecker to proofread for basic errors.

Misusing “your” instead of “you’re” or misspelling a few important words can negatively impact how your personal statement is received. Grammar, spelling, and punctuation should be perfect on your personal statement.

Use Grammarly or a similar spellchecker to check for errors before completing your personal statement. You can also use an AI tool like ChatGPT for proofreading, although it’s more likely to make sweeping changes.

8. Edit your draft.

Editing your personal statement a few times over will benefit you in the long run. Give yourself time to write, edit, reread, and re-edit your personal statement before submitting it with your application.

You can use AI technology like ChatGPT for small edits or to help you add in information where you might feel stuck, but don’t rely too much on it.

9. Ask a few trusted people to read your draft.

Have at least one friend, family member, and at least one person who’s a medical professional review your draft. A professor in your pre-med program would be a great person to review your draft.

Be willing to receive as much feedback as your trusted people are willing to give. Don’t get caught up in obsessing over one statement you really like if all three of your readers suggest cutting it.

If you’d like a professional eye on your personal statement, consider a personal statement editing service. Our editors are medical professionals, often who have reviewed personal statements and applications submitted to admissions committees.

We’d love to help you craft a personal statement that’s sure to stand out.

30 prompts to inspire your personal statement.

Here are 30 prompts to inspire your personal statement:

Describe a defining moment in your life that solidified your desire to pursue a career in medicine.
Discuss a challenging situation you faced and how it shaped your perspective on healthcare.
Reflect on a time when you made a meaningful impact on someone’s life through your actions or support.
Explain your motivation for wanting to become a physician and how it has evolved over time.
Describe a personal quality or skill that will contribute to your success as a medical professional.
Discuss the importance of empathy and compassion in the medical profession and share a personal experience demonstrating these qualities.
Reflect on a specific medical case or patient that inspired you and how it influenced your future goals.
Share a story about an interaction with a mentor or role model who has inspired your path in medicine.
Describe a time when you overcame adversity or faced a significant challenge in your journey to medical school.
Explain how your background, culture, or upbringing has influenced your perspective on healthcare.
Discuss a medical issue or topic you’re passionate about and why it’s important to you.
Describe your experience working or volunteering in a healthcare setting and the lessons you’ve learned.
Reflect on a time when you had to adapt or be resilient in a challenging situation.
Discuss how your interest in research or innovation will contribute to your career as a physician.
Share a personal experience that has shaped your understanding of the importance of teamwork in healthcare.
Describe a leadership role you’ve held and how it has prepared you for a career in medicine.
Discuss the impact of a specific medical discovery or advancement on your decision to pursue medicine.
Reflect on your experience with a particular patient population or community and how it has influenced your perspective on healthcare.
Share your thoughts on the role of social responsibility in the medical profession.
Explain how your experiences with interdisciplinary collaboration have prepared you for a career in medicine.
Describe a time when you advocated for a patient or their needs.
Share your experience with a global health issue or project and how it has impacted your perspective on healthcare.
Discuss your interest in a specific medical specialty and why it appeals to you.
Reflect on a time when you encountered an ethical dilemma and how you resolved it.
Describe an experience that demonstrates your commitment to lifelong learning and personal growth.
Share a story about a time when you had to think critically and problem-solve in a healthcare setting.
Discuss how your experiences with diverse populations have informed your approach to patient care.
Describe an experience that highlights your ability to communicate effectively with others in a medical setting.
Reflect on a time when you demonstrated your commitment to patient-centered care.
Share your thoughts on the importance of balance and self-care in the medical profession and how you plan to maintain these practices throughout your career.

Avoid These Common Personal Statement Mistakes

A review of MedSchoolCoach's personal statement and secondary essay services.

Avoid these 5 common mistakes students make when writing their personal statements:

Clichés : “I just want to help people,” “from a young age,” “I’ve always wanted to,” and “for as long as I can remember,” are just some of the overused phrases in personal statements. Other clichés we’ve seen often include saying that you’ve wanted to be a doctor for your whole life, using overly dramatic patient anecdotes, or prideful-sounding stories about how you saved a life as a pre-med student. Eliminate clichés from your writing.
Typos/grammatical errors: We covered this already, but the grammar in your statement should be flawless . It’s hard to catch your own typos, so use grammar checking tools like Grammarly and ask your readers to look for typographical errors or grammar problems, too.
Name-dropping: At best, naming a prominent member of the medical community in your statement sounds braggadocious and will probably be brushed off. At worst, an adcom reader may think poorly of the person you mention and dismiss you based on the connection. If you do know a well-known and well-respected person in the medical field and worked closely with them, request a letter of recommendation instead.
Restating your MCAT score or GPA : Every character in your personal statement counts (literally). Don’t restate information already found on your application. If your application essay is being read, an algorithm has already identified your prerequisite scores as being worthy of reviewing the rest of your application.
Using extensive quotes from other people: This is your chance to show who you are. Quoting a philosopher or trusted advisor in these few precious characters takes away from the impact you can have. A single short quote might be okay if it’s highly relevant to the story you’re telling, but don’t go beyond that.

Should you use ChatGPT to help you write?

ChatGPT is a great AI tool to help you get your personal statement off the ground. However, since this is your personal statement, ChatGPT won’t be able to effectively write transitions or tie your personal statement together.

Only you can effectively convey what being a doctor means to you. Only you carry the experiences in your mind and heart that have compelled you to pursue this competitive profession. Don’t rely on artificial intelligence to fake those experiences — it will show, and not in a good way.

We’ve found that ChatGPT can help speed the processes of ideation , editing, and grammar-checking. If you’re not using it to emulate human experiences but just treating it as a helpful assistant, go for it!

When should you start writing your personal statement?

Begin writing your personal statement early enough to have months of reflection and editing time before your application cycle begins. We recommend writing your personal statement as the first step when applying to medical school , starting in December or January before applications open.

As you progress, anticipate revising multiple versions of your draft. Spend time reflecting on your life experiences and aspirations.

Dr. Katzen, MedSchoolCoach Master Advisor and previous admissions committee member at GWU, recommends starting your personal statement in December/January if you plan to apply in May/June (you should!).

This gives you plenty of time to have others review it or to get professional personal statement editing services. It also gives you time to write multiple drafts and be 100% satisfied with your final essay.

Read Next: A Complete Guide to the Residency Match Process

9 Personal Statement Examples That Led To Med School Acceptance

We’ve included some of our favorite medical school personal statement examples below. Each of these was written by a student who was accepted at one or more programs of their choice.

1. Embracing Diversity: Healing Through Cultural Connections

Student Accepted to Case Western SOM, Washington University SOM, University of Utah SOM, Northwestern University Feinberg SOM

With a flick and a flourish, the tongue depressor vanished, and from behind my ear suddenly appeared a coin. Growing up, my pediatrician often performed magic tricks, making going to the doctors’ feel like literal magic. I believed all healthcare facilities were equally mystifying, especially after experiencing a different type of magic in the organized chaos of the Emergency Department. Although it was no place for a six-year-old, childcare was often a challenge, and while my dad worked extra shifts in nursing school to provide for our family, I would find myself awed by the diligence and warmth of the healthcare providers.

Though I associated the hospital with feelings of comfort and care, it sometimes became a place of fear and uncertainty. One night, my two-year-old brother, Sean, began vomiting and coughing non-stop. My dad was deployed overseas, so my mother and I had no choice but to spend the night at the hospital, watching my brother slowly recover with the help of the healthcare providers. Little did I know, it would not be long before I was in the same place. Months later, I was hospitalized with pneumonia with pleural effusions, and as I struggled to breathe, I was terrified of having fluid sucked out of my chest. But each day physicians comforted me, asking how I was, taking time to reassure me that I was being taken care of, and explaining any questions related to my illness and treatment. Soon, I became excited to speak with the infectious disease doctor and residents, absorbing as much as I could to learn more about different illnesses.

In addition to conventional medical settings, I also came to view the magic of healing through other lenses. Growing up, Native American traditions were an important aspect of my life as my father had been actively involved with native spirituality, connecting back to his Algonquin heritage. We often attended Wi-wanyang-wa-c’i-pi ceremonies or Sun Dances, for healing through prayer and individuals making personal sacrifices for their community. Although I never sun danced myself, I spent hours in inipis, chewing on osha root, finding my own healing through songs. In addition to my father’s heritage, healing came from the curanderismo traditions of Peru, the home of my mother, who came from a long line of healers, which involved herbal remedies and ceremonies in the healing of the mind, body, energy and soul. I can still see my mother preparing mixtures of oils, herbs, and incense while performing healing rituals. The compassion and care she put into healing paralleled the Emergency Department healthcare providers.

Through the influence of these early life experiences, I decided to pursue a career in the health sciences. Shortly after starting college, I entered a difficult time in my life as I struggled with health and personal challenges. I suddenly felt weak and tired most days with aches all over my body. Soon, depression set in. I eventually visited a doctor, and through a series of tests, we discovered I had hypothyroidism. During this time, I also began dealing with an unprocessed childhood trauma. I decided to take time off school, and with thyroid replacement hormones and therapy, I slowly began to recover. But I still had ways to go, and due to financial challenges, I made the difficult decision to continue delaying my education and found work managing a donut shop. Unbeknownst to me, this experience would lead to significant personal growth by working with people from all walks of life and allowing me time for self-reflection. I found myself continuously reflecting on the experiences in the hospital that defined my childhood and the unmatched admiration I had for healthcare workers. With my renewed interest in medicine, I enrolled in classes to get my AEMT license to get more experience in the medical field.

As my health improved, I excelled in my classes, and after craving the connections of working with others, I became a medical assistant. In this position, I met “Marco,” a patient who came from Mexico for treatment. Though I spoke Spanish while growing up, I had little experience as a medical interpreter. However, I took the opportunity to speak with him to learn his story. Afterwards, he became more comfortable, and I helped walk him through the consultation process, interpreting the physician’s words and Marco’s questions. This moment showed me the power of connecting with others in their native language. As a result, I began volunteering at a homeless clinic to continue bridging the language barrier for patients and to help advocate for the Latinx community and those who struggle to find their voice.

My journey to become a doctor has been less direct than planned; however, my personal trials and tribulations have afforded me the opportunity to meet and work with incredible people who have been invaluable to my recovery and personal development. Most importantly, I have seen the value of compassionate and empathetic care. Though I have not recently witnessed any sleight of hand or vanishing acts, what healthcare providers do for patients can only be described as magic. I look forward to bringing my diverse background as a physician and expanding my abilities to help patients in their path to healing.

2. The Calling to Heal From the Battlefield

Student Accepted to Columbia University Vagelos College of Physicians and Surgeons, Harvard Medical School, Yale SOM

I’ll never forget his screams of pain.

It was the first time I had heard a man cry for help, and it shook me to my core. It had been a long night of training in South Korea for me and my fellow Army Rangers. We were reaching the end, heavy with exhaustion, when my friend took the direct impact of an explosive to his leg. The shockwave momentarily rattled my sense of balance. Struggling to see in the dark, I switched on my headlamp. In that instant, all I could focus on was his face. His eyes darted back and forth, sweeping the surroundings for any semblance of help, but all I could do was stand there and watch as our medics treated him.

No amount of training prepared me to see a friend in pain. As I watched the helicopter fly him away, I couldn’t help but think— even though I’d gone through some of the best military training in the world, in that moment, I could do nothing for him. Fortunately, he is okay, but had there been no medic available, the situation could have ended with tragedy. That night, I realized that through a career in medicine, I could be more than just a bystander to suffering— I could be in the position to not only reduce unnecessary pain but to also help those affected by conflict and trauma be restored to the fullness of life.

Upon returning home from this deployment, I shifted my focus to developing my skills in trauma care. I completed various trainings on caring for casualties in a combat environment and preparing non-medic Rangers to provide self-aid or buddy-aid in the absence of a medical provider. In a final scenario-based training lane, I helped lead my team in the treatment and packaging of a trauma patient for evacuation, setting a record time in our company and earning a military medal. This achievement, however, was only the beginning. These trainings and my successes served as a foundation that I built upon to ensure I could provide life-saving care in combat situations. I continued to hone this skillset over my next two combat deployments as a machine gunner to Afghanistan, where, I was prepared to use these critical abilities to decrease mortality on the battlefield. In medicine, like in the army, the actual practice of one’s craft may be life or death. Therefore, evolving both dependability and proficiency during training is imperative in preparation for that final test, both in war and in medicine.

After leaving the military, confronting injury and trauma continued to be a reality. A year after exiting the service, two Army Ranger leaders whom I knew were critically injured on a mission overseas. One was my former team leader, who was shot in the neck, and the other was caught in an explosion that later resulted in a triple amputation. The relentless efforts of doctors and nurses is the reason why both of these brave men are alive today. Recognizing that without the diligent care of these medical professionals, these men would not have survived, I became ever more dedicated to serving others.

While in college, this dedication pushed me to routinely visit the West Haven VA Hospital to provide a community of support for the older, disabled veterans there. I first began visiting this hospital for my own medical care but witnessing the suffering of the other veterans at the hospital spurred me to return repeatedly not as a patient, but as a friend to my fellow veterans. As a veteran and student, seeing and hearing about the pain and loss of function experienced by many other veterans reminded me of the importance of advocacy in healthcare: to understand, to care for, and to fight for those who are unable to do so themselves.

I continued to see these effects of conflict while volunteering as a tutor to individuals from the Middle East who were affected by the very war I served in. Alaa lives in Syria and dreams of becoming a surgeon. Together, Alaa and I discussed chemistry, biology, and math. Despite his love of learning and dedication, the instability of his community, which was plagued by violence, often barred him from focusing on his studies and committing to a routine tutoring schedule. Although I’ll never intimately know the reality of growing up in a war-torn country, working with Alaa taught me to keep the bigger picture of healthcare in mind. It reminded me that a career as a physician would provide me with the capability to help those like Alaa who are affected by conflict.

When I reflect on medicine, I draw many parallels to my life in army special operations. The training is intense, the hours are long, and the structure is hierarchical. The mission, above all else, is to provide the best outcome for those around you. On my journey to a career in medicine, I plan to continue to add to what I’ve learned from my experiences so far: humility, empathy, dependability, communication, teamwork, and leading from the front. For over four years I lived by the Ranger Creed, and I plan to imbue the same ethos in serving as a physician— to keep myself mentally alert and morally straight, to shoulder more than my share of whatever task presents itself. In crossing from the path of a warrior to that of a healer, I hope to continue a life of service to improve the human condition and reduce unnecessary suffering in the world one person at a time.

3. Community-based Health and Empathy: Serving Underserved Communities in Crisis

Student Accepted to Weill Cornell

My path to medicine was first influenced by early adolescent experiences trying to understand my place in society. Though I was not conscious of it at the time, I held a delicate balance between my identity as an Indian-American and an “American-American.”

As I partook in related events and cuisine, I built an intermixed friend group and began to understand how culture influences our perception of those around us. While volunteering at senior centers in high school, I noticed a similar pattern to what I sometimes saw at school: seniors socializing in groups of shared ethnicity and culture. Moving from table to table, and therefore language to language, I also observed how each group shared different life experiences and perspectives on what constitutes health and wellness. Many seniors talked about barriers to receiving care or how their care differed from what they had envisioned. Listening to their stories on cultural experiences, healthcare disparities, and care expectations sparked my interest in becoming a physician and providing care for the whole community.

Intrigued by the science behind perception and health, I took electives during my undergraduate years to build a foundation in these domains. In particular, I was amazed by how computational approaches could help model the complexity of the human mind, so I pursued research at Cornell’s Laboratory of Rational Decision-Making. Our team used fMRI analysis to show how the framing of information affects its cognitive processing and perception. Thinking back to my discussions with seniors, I often wondered if more personalized health-related messaging could positively influence their opinions. Through shadowing, I had witnessed physicians engaging in honest and empathetic conversations to deliver medical information and manage patients’ expectations, but how did they navigate delicate conflicts where the patients’ perspectives diverged from their own?

My question was answered when I became a community representative for the Ethics Committee for On Lok PACE, an elderly care program. One memorable case was that of Mr. A.G, a blind 86-year-old man with radiation-induced frontal lobe injury who wanted to return home and cook despite his doctor’s expressed safety concerns. Estranged from family, Mr. A.G. relied on cooking to find fulfillment in his life. Recognizing the conflict between autonomy and beneficence, I joined the physicians in brainstorming and recommending ways he could cook while being supervised. I realized that the role of a physician was to mediate between the medical care plan and the patient’s wishes in order to make a decision that preserves their dignity. As we considered possibilities, the physicians’ genuine concern for the patient’s emotional well-being exemplified the compassion that I want to emulate as a future doctor. Our discussions emphasized the rigor of medicine—the challenge of ambiguity and the importance of working with an individual to serve their needs.

With COVID-19 ravaging our underserved communities, my desire to help others drove me towards community-based health as a contact tracer for my county’s Department of Public Health. My conversations uncovered dozens of heartbreaking stories that revealed how inequities in socioeconomic status and job security left poorer families facing significantly harsher quarantines than their wealthier counterparts. Moreover, many residents expressed fear or mistrust, such as a 7-person family who could not safely isolate in their 1 bedroom/1 bath apartment. I offered to arrange free hotel accommodations but was met with a guarded response from the father: “We’ll be fine. We can maintain the 6 feet.” While initially surprised, I recognized how my government affiliation could lead to a power dynamic that made the family feel uneasy. Thinking how to make myself more approachable, I employed motivational interviewing skills and even simple small talk to build rapport. When we returned to discussing the hotel, he trusted my intentions and accepted the offer. Our bond of mutual trust grew over two weeks of follow-ups, leaving me humbled yet gratified to see his family transition to a safer living situation. As a future physician, I realize I may encounter many first-time or wary patients; and I feel prepared to create a responsive environment that helps them feel comfortable about integrating into our health system.

4. Creating a Judgment-Free Zone with The Power of Acceptance in Healthcare

Student Accepted to George Washington SOM and Health Sciences, Drexel University COM

Immigrating into a foreign country without speaking a word of the language is a terrifying task for anyone. My mentee at Computers4kids, Sahil, came to the United States at seventeen and had been struggling to integrate with society due to the language barrier. Although I was born in the United States, I can empathize with the struggle he encounters daily, since both my parents and many members of my family have dealt with the same issues. Often, these barriers exacerbate mundane issues the immigrant population faces as they have difficulty finding people who can understand and care for them. Since I am bilingual in Farsi, when Sahil approached me with his driving instructions manual written in Dari, I thought I could teach him the rules of the road with no issues. I asked him to read the first sentence, but he diverted his gaze and mumbled that he did not know how to read. As I realized he seemed embarrassed by his illiteracy, I placed my hand on his shoulder and assured him that he could learn. I increased my weekly hours at the site to spend an equal amount of time on the rules of the road and on phonetics and reading. Within a few months, he was more comfortable greeting others around the Computers4Kids site and participating in interactive projects. Upon reflection, I appreciate the importance of creating a judgment-free zone that encourages learning and reciprocal care. Once Sahil noticed that I saw him no differently after learning of his illiteracy, he was ready and willing to work on the basics of language and reading, instead of solely memorizing words.

I did not realize how pivotal a judgment-free zone in a medical environment is until I worked at the University of Virginia Emergency Department as a medical scribe. Although I had scribed at a smaller hospital before, I had always strived for a position at a high-volume healthcare center and level one trauma center. Close to the end of a long shift, I walked into the room of a patient with the chief complain of ‘Psychiatric Evaluation’. A male patient with schizophrenia was hyperventilating and speaking through tears as he described seeing his deceased wife and daughter everywhere he looked. Between short breaths, he mentioned he was going to Florida to attack the person who “murdered his family”. The resident diffused the situation by acknowledging the patient’s feelings and suggesting that he stayed for psychiatric help instead of flying to Florida. Eventually, the patient agreed and was admitted. Seeing the resident create this judgment-free environment was eye opening, as the previously distressed patient was now accepting counseling. The powerful influence of acceptance can lead to valuable insights about patients’ lives, potentially increasing the range of care one can administer.

I decided to transition to primary care in the most recent fall season because I would be able to build a more personal relationship with families in my community. I began working at Union Mill Pediatrics and was finally able to serve the community I grew I up in. I was given the responsibility of acting as the primary contact for a few families with children who have autism. Dr. Maura and I perused the plan of care for one of these children, Ayaan, determined by the Board-Certified Behavior Analyst (BCBA), to ensure that set therapeutic goals were reasonable and generalizable. When I asked Salwa, Ayaan’s mother, about some of the goals set by her BCBA and the school, she mentioned they would repeat exercises he already knew how to complete. I informed Salwa of her right as a patient to bring up her concerns with Ayaan’s teachers. I was overjoyed when she updated me that she instructed Ayaan’s teacher to continue putting his hearing aid in despite Ayaan’s constant cries. Salwa explained that the tantrums would curb after two days, which proved to be true. Similarly to how I encourages Salwa to advocate for her son, I will advocate for my patients and help them develop confidence to speak about their needs. After finding her voice as the patient’s guardian, Salwa gained the confidence to ask about a support group as she faces difficulties raising Ayaan alone. After some research, I found a few active groups to send her. By proving to Salwa I had her best interests in heart, she opened up to me about her mental health issues, which enabled me to extend the appropriate resources her way.

I have witnessed the potential that physicians have at work to forever change a family’s quality of life by being open-minded and remaining judgment-free. As a physician, I will aim to provide for my community through attentive healthcare and community service. I will advocate for my patients with cultural, language or socioeconomic barriers to healthcare. Building a trusting relationship with my future patients can result in a more productive office visit and enhance my ability to administer holistic care. My goal is for patients to leave their visit with not only a reasonable plan of care, but also a greater appreciation of their health and their rights as patients.

5. The Intersection of Medicine and Creativity

Student Accepted to Hackensack Meridian SOM, Nova Southeastern CoOM/KPCOM

Growing up, I inherited a deep admiration for medicine. From my grandfather’s chilling stories as a forensic psychiatrist assessing mental fitness, to my father’s heroic accounts as a pediatric dentist operating on toddlers with severe tooth decay, I was enamored with the honor of healing. These exposures nurtured my natural curiosity and innate aptitude for the sciences. Yet my mother, who had studied dance and theatre, instilled in me a fervent love of the arts and creative practice. Following in her footsteps, I took up multiple musical instruments, attended a high school for the arts, and earned a degree in art history coupled with a dance minor. Still, my dream was to pursue medicine, and though it seems counterintuitive, my love of art has only facilitated my enduring love of science, reinforcing why pursuing a career as a holistic, health-centered physician is my deepest aspiration.

My affinity for the health sciences began in the dance studio, where I devoted many hours of my adolescence. Dance, insidious in its promotion of grotesque health practices, demanded that I limit my calories to 1,200 a day counting everything from ibuprofen to a stick of gum, and to dance through a severe hamstring tear. My conceptions of health were severely warped until college dance came to my rescue. These new progressive teachers uplifted dancers of all physical and cognitive abilities, distributed scientific journals on effective warm-up techniques, and abandoned conventional dance norms. I was disturbed by all the unlearning I had to do, but eager to reacquaint myself with my body and disseminate new knowledge. Thus, I was honored when dance again presented an opportunity in health, as I was hired to teach dance at my childhood summer camp. Here, I could separate my curriculum from unreasonable physical expectations and interpersonal competition. I found a fierce sense of joy and fulfillment from being an advocate for physical and emotional health, and I knew I wanted to continue helping others heal while also deconstructing my own negative health experiences.

These formative experiences in the arts profoundly supported my intellectual development, allowing me to thrive in science-based settings and ultimately prompting me to seek out colleges with robust research programs. At the University of Michigan, I had the privilege of participating in a campus research lab, undoubtedly resulting in my most valuable college experience. The world of scientific inquiry can be intimidating, but after a year of reading dozens of papers and learning novice lab protocols, I began my own independent investigation of zebrafish retinas. My goal was to uncover the mechanisms of retinal regeneration in fish, thus addressing vision loss. The excitement I felt in utilizing challenging lab techniques, working with animals, witnessing the culmination of my efforts through image analysis, and being a part of such life-altering research was unmatched. What once seemed like magic was now tangible; I was an artist helping craft the solutions to science’s unanswered questions. In the context of my multidisciplinary interests, my research reinforced the creative, humanitarian side of science, and that science was where I felt compelled to take action and build a career.

Art continued to deepen my passion for and understanding of medicine. The revolutionary approaches of my dance teachers modeled the importance of critique as it pertains to health. This was not a new concept to me; my high school art teachers had urged us to challenge institutional weaknesses. It was not until college, however, that I realized how this line of thinking intersects with medicine. Studying art history, I repeatedly encountered artists whose work tackled issues in health. Keith Haring confronted the AIDS crisis when society had turned on the gay population, and Marc Quinn confronted the disease of addiction in his self-portrait sculptures, made entirely of his own frozen blood. Art, I learned, is so often a response to disease, be it physical, mental, or sociological. These artists had been champions of health in light of its stigmas and politics; art thus fostered new intentions, instilling within me an ardent goal of social activism through medicine.

Art has contributed to my journey, and while it is not my ultimate goal, I hope to incorporate my artistically based insights into my work in science and medicine as a health and social justice advocate. I am driven to continue exploring these intersections, having compiled an entire portfolio on the connection between dance and science, researched disability in the arts, and pursued my personal interest in LGBTQ+ health advocacy by connecting with and shadowing a variety of gender care physicians. My intention to pursue medicine is personal, fulfilling, and pressing, and I take seriously the responsibility I will have as a physician to be a mogul for change in areas of healthcare that compromise the human experience. Further, my natural inclination towards science and involvement in academic research has instilled in me the confidence and skills necessary to be an effective medical practitioner. With this balanced mindset, I know I will contribute to a more ethical and well-rounded approach to healthcare.

6. Innovation in Medicine and a Quest for Discovery

Student Accepted to Johns Hopkins SOM, Washington University SOM, Hofstra Zucker SOM

As a notoriously picky nine-year-old with a penchant for grilled cheese, I was perplexed when I learned that my younger sister, Rachel, had been diagnosed with Celiac Disease. I felt a sting of betrayal knowing my comfort food was the culprit for Rachel’s terrible stomach aches. Yearning to understand how my favorite food was poisoning my favorite person, I developed an insatiable desire to discover the “why” behind Celiac. As Rachel’s doctor explained her disease, I was both fascinated that a simple protein could cause so much damage and inspired by the doctor’s compassion. He described every detail in a way Rachel would understand, addressed her every concern, and held her hand when she was scared. I wanted to be just like Rachel’s doctor so that I too could use science to decipher medical mysteries while also reassuring my patients that I would be their advocate and help them heal.

My interest in medicine drove me to learn more about what it meant to be a doctor. As a freshman in high school, I arranged a shadow day with Dr. M, a cardiologist. He taught me about echoes, showed me a pacemaker implantation, and in the midst of a cardioversion, even beckoned me over to press the button that discharged the defibrillator. I could not contain my excitement recounting how much I had learned during my first day in a clinical setting. From there, my curiosity skyrocketed and I embarked on a relentless pursuit to explore the spectrum of the medical field. I was moved by the supportive atmosphere of the NICU, struck by the precision involved in ophthalmology, absorbed by the puzzle-like reconstruction of Mohs surgery, and awed by the agility of cardiothoracic surgery. Between high school and college, I shadowed over a dozen physicians, cementing my interest and furthering my passion for a future medical career.

My college classes allowed me to immerse myself further in the study of the human body. Following my fascination with cancer, I secured an internship working on a melanoma immunotherapy clinical trial at the National Institutes of Health. I savored the stimulation, grasping new experimental techniques and developing assays; but my work took on even greater meaning when I learned that my grandfather had been enrolled in an early-stage immunotherapy trial himself while battling mucosal melanoma. Although immunotherapy did not heal my grandfather, I was immensely proud to be advancing the science years later. Through long nights and evolving experiments, I gave the trial its final push through an FDA approval checkpoint; ultimately, my contributions will help more grandparents go into remission. The most fulfilling moments came every Monday when I accompanied the leading physician scientists on their rounds. As I met patients, listened to their stories, and celebrated their improvements, the pulsating blister on my thumbpad from endless pipetting became akin to a medal of honor. Reflecting on these encounters, I wanted to continue driving scientific innovation, but I also wanted a more active and personal impact in the patient’s experience.

My desire to connect with patients brought me to Alliance Medical Ministry, a clinic serving uninsured, disadvantaged communities in North Carolina. I stepped up to lead efforts to organize a community COVID-19 vaccination clinic, communicating personally with every eligible patient and arranging vaccine appointments for over a thousand people across the hardest hit areas of Raleigh. The experience became even more rewarding when I trained to administer vaccines, becoming a stable, anchoring presence from the beginning to the end of the process. One memorable patient, “Amy,” had not seen a doctor in years because of the associated financial burden. When she came to the clinic suffering from diabetic ketoacidosis, she was not even aware of her diabetes diagnosis. While I waited with her for transportation to the ER, she expressed her fears about contracting COVID at the hospital. However, she emphatically dismissed my suggestion about receiving a vaccine. I listened intently to all her concerns. Not only was she worried about the vaccine infecting her with the virus, but also her history of being denied healthcare due to her socioeconomic status had instilled fears that she would not be taken care of should she have an adverse reaction. I took her hand in mine and reassured her of the clinic’s mission to provide care regardless of ability to pay. I further explained everything I knew about how the vaccine worked, its safety and efficacy, and how my body reacted when I received my own injection. I could not help but beam behind my N95 when days later, Amy returned, sat in my chair and confidently rolled up her sleeve for me to give her the protective shot.

I have grown by exploring the multifaceted world of medicine through shadowing, pioneering research to advance patient care at the NIH, and cultivating trusting relationships with patients from the vaccine clinic. As a doctor, my desire to be an innovative thinker and problem solver will fuel my unrelenting quest for discovery throughout a lifetime of learning. Most importantly, I aspire to use my medical knowledge to improve lives and establish meaningful patient partnerships, just as Rachel’s doctor did with her.

7. Transforming Pain into Purpose: Inspiring Change in the Field of Medicine

Student Accepted to UCSF SOM, Harvard Medical School

Countless visits to specialists in hope of relief left me with a slew of inconclusive test results and uncertain diagnoses. “We cannot do anything else for you.” After twelve months of waging a war against my burning back, aching neck and tingling limbs, hearing these words at first felt like a death sentence, but I continued to advocate for myself with medical professionals. A year of combatting pain and dismissal led me to a group of compassionate and innovative physicians at the Stanford Pain Management Center (SPMC). Working alongside a diverse team including pain management specialists and my PCP, I began the long, non-linear process of uncovering the girl that had been buried in the devastating rubble of her body’s pain. From struggling with day-to-day activities like washing my hair and sitting in class to thriving as an avid weightlifter and zealous student over the span of a year, I realized I am passionate about preventing, managing and eliminating chronic illnesses through patient-centered incremental care and medical innovation.

A few days after my pain started, I was relieved to hear that I had most likely just strained some muscles, but after an empty bottle of muscle relaxers, the stings and aches had only intensified. I went on to see 15 specialists throughout California, including neurologists, physiatrists, and rheumatologists. Neurological exams. MRIs. Blood tests. All inconclusive. Time and time again, specialists dismissed my experience due to ambiguous test results and limited time. I spent months trying to convince doctors that I was losing my body; they thought I was losing my mind. Despite these letdowns, I did not stop fighting to regain control of my life. Armed with my medical records and a detailed journal of my symptoms, I continued scheduling appointments with the intention of finding a doctor who would dig deeper in the face of the unknown. Between visits, I researched my symptoms and searched for others with similar experiences. One story on Stanford Medicine’s blog, “Young Woman Overcomes Multiple Misdiagnoses and Gets Her Life Back”, particularly stood out to me and was the catalyst that led me to the SPMC. After bouncing from doctor to doctor, I had finally found a team of physicians who would take the profound toll of my pain on my physical and mental well-being seriously.

Throughout my year-long journey with my care team at the SPMC, I showed up for myself even when it felt like I would lose the war against my body. I confronted daily challenges with fortitude. When lifting my arms to tie my hair into a ponytail felt agonizing, YouTube tutorials trained me to become a braiding expert. Instead of lying in bed all day when my medication to relieve nerve pain left me struggling to stay awake, I explored innovative alternative therapies with my physicians; after I was fed up with the frustration of not knowing the source of my symptoms, I became a research subject in a clinical trial aimed at identifying and characterizing pain generators in patients suffering from “mysterious” chronic pain. At times, it felt like my efforts were only resulting in lost time. However, seeing how patient my care team was with me, offering long-term coordinated support and continually steering me towards a pain-free future, motivated me to grow stronger with every step of the process. Success was not an immediate victory, but rather a long journey of incremental steps that produced steady, life-saving progress over time. My journey brought me relief as well as clarity with regard to how I will care for my future patients. I will advocate for them even when complex conditions, inconclusive results and stereotypes discourage them from seeking continued care; work with them to continually adapt and improve an individualized plan tailored to their needs and goals, and engage in pioneering research and medical innovations that can directly benefit them.

8. Overcoming Bias, Stigma, and Disparities in Medicine

Student Accepted to University of Florida COM

Growing up as a Black woman, my family’s experiences with racial bias in medicine were central to my perception of doctors. From my grandmother’s forced electric shock therapy in the Jim Crow South that resulted in severe brain damage, to my father’s ignored appendicitis that led to a near-death infection after rupturing, every trip to the doctor came with apprehension. Will these strange men with sharp tools heal me or hurt me? This question repeated in my head as I prepared to undergo my first surgery to remove suspiciously inflamed lymph nodes at age 11. I woke up groggy from anesthesia with a negative cancer diagnosis but a blistering third degree burn. The surgeon had successfully removed the malignant masses but had left the cauterizing iron resting on my neck in the process. Today when I look in the mirror and see the scar, I am reminded of the troubling reality that myths such as black people having thicker skin and less sensitive nerve endings are still pervasive in the medical field. By challenging the systemic disparities in medicine that disadvantage minority populations, I vow to my inner child that I will be a different kind of doctor, a doctor who values the patient as much as the procedure.

My experiences with a variety of communities, minority and majority, stem from growing up in a military household that came with frequent relocations. I was exposed to a wide range of communities from an early age—rural Oregon to tropical Hawaii, industrious Japan to politicized D.C, sunny San Diego and finally to radical Berkeley where I began my pre-medical education. I chose to view medicine from an anthropological lens while at Cal and supplemented my coursework with community service. As co-coordinator of UC Berkeley’s chapter of Peer Health Exchange, my 9th grade students were, at first, mistrusting –even with my Angela Davis-esque afro, I was clearly not from Oakland and not quite old enough to be lecturing them. But it was the Good Samaritan Law lecture, during which students learned they would not face police penalty for calling 911 if a friend was in trouble, that I finally gained their trust. One student shared, “I always worried that I wouldn’t be able to call for help because I’m undocumented.” Later as a health advocate at UCSF, I encountered the same sentiment from families in the pediatric clinic who worried that accessing healthcare for a sick child might put their immigration or legal status at risk. I learned that to get to the root of barriers to access, trust is invaluable. Navigating marginalized spaces with cultural competency is an asset that I pride myself in.

I carried this foundation into my research and clinical work on HIV, a disease that disproportionately affects Black and Brown communities and is often left untreated by the stigmas surrounding medicine for these communities. As an HIV PreP Navigator at the Oasis clinic, I was on rotation when a thirteen-year-old girl was referred to the clinic after testing positive for HIV. We analyzed her T cell count and viral load, and discovered she fit the AIDs criteria. In the following weeks, we worked on medication adherence, and as the girl’s CD4 count rose, so did her spirits and mine. Medicine is more than just a diagnosis and prescription—it is active compassionate treatment. It is holding steady when the entire ground seems to shake with the magnitude of an illness. It is being able to look a patient in the eye and truly see them despite the myriad of differences.

The disparities and differences in patient circumstances has been emphasized by the COVID-19 pandemic. Recognizing this disproportionate effect of the virus on minority communities, I worked at a COVID-19 testing facility in one of the most underserved and impoverished communities in the Los Angeles’ area. Assuring patients of the safety of Covid testing measures was a big part of the job. “Have you done it?” They would ask. “What about Tuskegee?” Being Black, I felt the burden of responsibility that came with these questions. How could I have such faith in medicine knowing the traumatic past? My response was simple, “I believe in the science. I can explain PCR testing to you if you like.” By eradicating some of the mystery surrounding these lab techniques, people felt more comfortable. The opportunity to serve as a trusted community leader by directly interacting with patients and working on a team with doctors, EMTs, and nurses amid an international crisis reaffirmed my journey into medicine.

Zora Neale Hurston once wrote, “mama exhorted her children at every opportunity to ‘jump at de sun.’ We might not land on the sun, but at least we would get off the ground.” As an aspiring physician, these words have served as a motivating mantra. To “get off the ground” for me means to become the first medical doctor in a lineage of sharecroppers and farmers. Medicine has been my “sun” for as long as I can remember; its promise to bring light has kept me jumping at every opportunity. Like my grandmother, my father, and so many others, I have experienced disparity in medicine. The scars that mar our bodies are my constant reminder that there is much work to be done. I see medicine as the ability to directly enact that change, one patient at a time.

9. Navigating Personal Struggles to Become a Compassionate Physician

Student Accepted to Touro CoOM, Nova Southeastern CoOM/KPCOM

I fight the heavy sleepiness that comes over me, but before I know it, I am out like a light. Forty-five minutes later, I wake up with a sore throat, watery eyes, and an intensely cold, painful feeling plaguing my entire right leg. Earlier, my parents and I arrived at the Beckman Laser Institute for another treatment of my port-wine stain birthmark. Despite my pleas to not undergo these procedures, my parents still took me twice a year. As I was rolled into the cold, sterile operating room on a gurney, I felt like I was experiencing everything from outside of myself. Despite my doctor’s and nurses’ best efforts to comfort me, I felt my heart racing. Feelings of apprehension and fear of the unknown flooded my senses at the sight of beeping machines and tubes that seemed to go everywhere. As the anesthesiologist began to administer the “sleepy juice,” I felt sad, realizing that my birthmark was a permanent resident on my leg and that I would have to receive this treatment for the rest of my life.

As an adult, I am grateful my parents continued to take me to the laser institute. Starting treatment so early aided in the lightening of my birthmark, which did wonders to improve my self-confidence. However, I suffered daily, feeling like I constantly had to hide something about myself. I kept my secret from everyone except my parents. Despite there being several medical doctors in my family, I knew that any sign of illness or disease would be held against me socially amongst other Egyptians. My secrecy was made even more difficult by the advice of my doctor to avoid certain physical activities, as they could worsen the underlying pathology of the veins in my legs. On his advice, I only wore long pants and would not run with other children during recess and gym class. This all added to the isolation I felt growing up, not knowing anyone with a similar condition to mine. Even as a child, no amount of explaining or encouragement could make me understand the benefit of those painful laser treatments.

What eventually changed my perspective was the team of compassionate doctors and nurses who have been caring for me since I began this journey. I was particularly touched when one of my doctors shared with me that she had also undergone a procedure that she would be performing on me. In that moment, I felt an overwhelming sense of relief. Not only was she a specialist in the field, but her empathy for what I would soon go through became a source of instant comfort and ease for me. I knew that what she said was heartfelt, and not simply an attempt to convince me to undergo a procedure. I realized then that one of the reasons I had felt so afraid was because I had been alone in what I was going through.

A few years later, I attended a conference held by the Vascular Birthmark Foundation, where a variety of specialists convened to discuss port-wine stain birthmarks and other related conditions. Once we arrived at the hotel where the conference would take place, I met a woman who had a facial port-wine stain birthmark. As we began sharing stories about our experiences with our condition, we connected over how difficult it had been to receive treatment. We both knew what it felt like to be told that the birthmark was simply a cosmetic issue, and that any form of treatment we received would have no corrective purpose, if it was even considered treatment in the first place. There was a certain sense of freedom that I felt in finally being able to talk about my illness with someone I could trust to understand. Thinking back to the doctor who connected with me over a procedure she had also experienced as a patient, I felt truly called in that moment to pursue my goal of becoming a vascular physician. My goal would be to become a source of comfort and familiarity for patients who struggle as I have, to give them the same relief that I experienced from finally being understood.

Despite the pains I went through, I now realize that the experiences I have had as a patient can help me better understand what it means to be a physician. By being an excellent listener and openly sharing my experiences with receiving treatment, I can foster an honest and safe physician-patient relationship. I believe this approach will not only comfort my patients, but also help them make informed decisions about their treatment. My commitment to this approach has also led me to choose a DO path for my medical career. Having researched the holistic treatment approach that a DO delivers, I realized that being treated by a DO would have done wonders for my self-confidence and overall health as a young patient. The aspects of my port wine stain that were always left untreated were the emotional and social side effects of my condition. As a DO in the dermatology or interventional radiology specialty, I hope to gain the tools to provide empathetic and comprehensive care to my patients that reassures them that they are not alone in their journey to better health.

Want to read a few more great samples? We also broke down the things that make these 3 personal statements excellent and compelling.

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Successful Harvard Medical School Essays | 2024

With a consistently competitive pool of applicants submitting essays to top medical schools each year, it is essential to gain a high-level understanding of what a successful application reads like. Browse through our list of successful medical school applications below from students who were accepted to elite universities and hear from expert college consultants on what made these pieces a success.

Jonathan's Essay

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Successful Harvard Medical School Essay

Jim and I had only spoken once by phone and were now in a soundproof piano practice room in my dorm basement, after dark and out of cell phone range. My new piano student told me he lived in a sober house, was unemployed, and “had time to kill.” He wanted to learn piano and called me because he read favorable online reviews of my piano playing. I was somewhat flattered but mostly uneasy about what I was getting myself into. I have played jazz piano since age 11. My early focus was technique. I loved practicing and spent hours at the piano. Through Boston’s Berklee School of Music summer programs, I gained a solid foundation and connected with exceptional musicians. I led multiple ensembles in school and professional circles. At first, I played wherever I could, including non-paying venues, but as my music further matured, I performed at increasingly high-visibility settings. I particularly treasured playing for charitable causes such as Ronald McDonald House, Gift of Life bone marrow drive, and at Boston Children’s Hospital. During college, I taught jazz piano, helping my students navigate the complexity and nuance of jazz theory. In the last several years, a highlight of each week was playing solo jazz in Yale’s cancer center lobby. Although I could not help patients from the medical perspective, I felt that I made a small contribution when an improvisation on “Somewhere Over the Rainbow” would bring a smile to a patient’s face. To me, there are striking parallels between jazz and medicine. Jazz improvisation encourages freedom of expression and creativity within the confines of a musical structure that is unspoken but understood among performers. Medical practice emphasizes customization of care based on a patient’s unique circumstance within the boundaries of established care paths and standards. In jazz, musicians take turns at improvisation, while the rest of the band “comps” (jazz lingo for “accompanies”). A fine soloist leads without overshadowing. Effective comping highlights the soloist without drawing excessive attention. Jazz, dynamic and fluid, requires teamwork and the ability to listen. I believe jazz prepared me well for the seamless teamwork and collaboration, learning, and adaptability that are intrinsic to medicine. At Yale, I was drawn to Molecular Biophysics and Biochemistry for its scientific rigors and biological applications. A major focus of my work has been laboratory research. Under the guidance of my mentor Dr. Keith Choate, a brilliant physician scientist on the Yale faculty, I identified and studied the function of a palmitoyl transferase gene responsible for a cutaneous inflammatory disorder called erythrokeratoderma variabilis. I also observed Dr. Choate in the pediatric dermatology clinic at Yale New Haven Hospital. I vividly recall a young girl with brown scaly plaques covering almost her entire arm, her tearful efforts at hiding her arm as if she felt shameful, and her mother wringing her hands in anguish. The medical team approached the girl gently, trying to put her at ease. When Dr. Choate mentioned the potential of genomic-driven medicine offering new therapies, her mother’s eyes lit up, even though the solution was not yet at hand. I had been fascinated with the gene from the molecular angle, but seeing firsthand the physical and emotional tolls from the disease strengthened my interest in developing “post-genomic” technologies. At the same time, moments like this remind me why I want to be a doctor. No doubt biomedical research is stimulating and rewarding, and I hope to continue research pursuits. But I want to work directly with patients and personally make a difference in their lives. While it is possible to make a difference through research, I find it particularly meaningful to contribute at the human-to-human level. My aspiration is to learn about the human body and its diseases and impart my knowledge and skills to patients to relieve suffering. Medicine is going through significant changes. There is hope that technologies such as high-resolution genomics may identify more biomarkers for disease diagnosis, prognosis, and therapeutic guidance. Refinements in DNA sequence technology and computational tools already allow higher and higher throughput at lower cost. Application of genetic analytics on a population scale will hopefully help make personalized medicine a reality. Healthcare delivery is also going through a redesign, with increased emphasis on value and teamwork. I look forward to entering medicine at such an exciting time and feel well equipped from my training in molecular biology, computer programming, bioinformatics, and jazz to make a meaningful impact. After months of piano lessons, Jim played an awesome improvisation of “Mary Had a Little Lamb.” We had become friends and shared animated dialogues about art, religion, love, biology, and of course music. Jim was delighted that I also enjoyed rap, his favorite genre. I saw a transformation from aimless addict to proud-yet fragile young man. And then . . . he got a job! Jim was gainfully employed. He told me I was his inspiration. Little did he know that through the opportunity to teach him, grow with him, and observe his remarkable transition, I was in fact inspired by him.

Professional Review by BeMo Academic Consulting

The author of this personal statement has rightfully earned a spot at one of the top medical schools in the world. The introduction creates a sense of intimacy and intrigue, which entices us to uncover what happens next. This personal statement then skillfully showcases Johnathan’s passion for medicine by intertwining his experiences in music and his interest in healthcare. He seamlessly draws parallels between the improvisational nature of jazz and the adaptive nature of medicine. Not only does this illustrate his deep understanding of both pursuits, but it also demonstrates his ability to think critically and make connections across disciplines, a crucial skill for a future physician . Johnathan’s story reveals his other academic and non-academic achievements that he undoubtedly further explores in his Work and Activities section and during his medical school interview! But even here, in this succinct narrative of his research experience , he brilliantly showcases his intellectual curiosity. By demonstrating his achievements in research, Johnathan not only highlights his scholarly acumen but also his desire to alleviate patient suffering, which is a part of Harvard’s mission. At the end, Johnathan masterfully uses the introduction and conclusion as bookends to his narrative, leaving us with a profound sense of closure and a hope that we may someday be under the care of this future physician.

Perry's Essay

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By integrating skills I have gained from conducting translational neuroscience and organic chemistry research, caring for people with Alzheimer’s disease (AD), and studying the brain on molecular, cellular, and systems levels, I want to help alleviate one of society’s most burdensome and significant issues: mental illness. My interest in the brain started in high school when I had the opportunity to investigate the neural correlates of music performance with electroencephalography (EEG) in Scott Makeig’s computational neuroscience lab at UCSD. An avid musician, I was fascinated by how the brain could represent complex behaviors such as emotional perception of music. This fascination with neural processing eventually pushed me to pursue neurobiology at Harvard.

My freshman year I saw a flier calling for student volunteers to work with people with AD. Interested in neurology, I saw this as a perfect opportunity to learn more about brain pathophysiology. Every week I would go to the nursing home to meet my resident— talking, performing music, or even playing crochet. I learned a lot about caring for people with dementia, experiencing firsthand how simple actions such as communicating with facial expressions and touch, and being flexible in conversations, made a big difference. As I learned these lessons, however, my assigned resident also became my friend. I found myself practicing piano pieces for the first time in years to play for her. Being recognized, a simple action many of us take for granted, became a highlight of my day. When I attended lectures about AD, I no longer visualized patients without faces, but instead saw my friend. She brought personal relevance to my previously abstract academic world, and I began to see medicine as a future vocation. I wanted to learn more about the interface of academics and medicine and looked for ways to study the mechanisms of the brain in a clinical context. I found such an opportunity in Diego Pizzagalli’s translational neuroscience lab at McLean Hospital, where I utilized EEG to study clinical depression. In the process, I gained direct insight on the current state of psychiatric research, the clinical research environment, and how to think critically about unsolved problems. More importantly, by applying my research skills and neurobiology coursework in a clinical context, I experienced firsthand how my passion for academic learning and intellectual curiosity could directly fuel a career in medicine. In order to better understand clinical practice, I contacted physicians at Salinas Valley Memorial Healthcare System and Massachusetts General Hospital where I shadowed neurologists and cardiologists. I observed regular check-ups, emergency room procedures, surgeries, and the differences between private clinic and hospital environments. The most memorable aspects, however, were the raw vulnerabilities patients revealed. I saw a wife emotionally leave her husband before heart surgery and watched a surgeon complete the procedure. I listened to a distressed couple discuss options for their disabled child because home care was too demanding and met a woman frustrated by her recent aphasia. The thought that I might be able to respond to these vulnerabilities as a practicing physician was powerful. In my sophomore year, I attended a lecture titled “Resuscitating Psychiatric Drug Discovery” by Dr. Steven Hyman, former Director of the National Institute of Mental Health. Anticipating hearing about exciting developments from the head of psychiatric research at the Broad Institute, I was surprised to hear him instead state that there have been no new mechanisms in psychiatric drug development since the 1950s. Aspiring to enter psychiatry, I was frustrated but thought of ways to train myself to address this pressing need. One of his main points was that drugs bind to brain receptors and interact with catalytic enzymes, yet there is little emphasis placed on the catalysis involved in prescribed drugs. To develop this mechanistic intuition and deepen my understanding of catalytic chemistry, I joined Eric Jacobsen’s organic chemistry lab where I have been working to design and discover small-molecule catalyst systems for the ester hydrolysis reaction. Designing, synthesizing, and screening catalysts parallels much of the drug discovery process, and I hope to be able to apply these skills in the future to psychiatric drug development. I am committed to pursuing a career in medicine. My coursework has prepared me to approach medicine with perspectives from psychology to organic chemistry, and caring for nursing home residents with Alzheimer’s disease has given me intimate familiarity with patient care. Shadowing has taught me the physician’s perspective, and clinical research has shown me how to mediate collaboration between medicine and academia. In medical school, I look forward to exploring how I can integrate my skill sets to best respond to patient vulnerabilities. Although I am most interested in mental health-related fields, I am eager to explore different fields of medicine and to broaden my knowledge in both the lab and the clinic. By doing so, I hope to learn how to maximize my contribution to medicine and my impact on future patients.

Professional Review by My Med Mentor

This personal statement beautifully displays the power of storytelling in an engaging and meaningful way. Perry’s passion for medicine and journey to medicine, with a focus on mental health, is clearly portrayed. Perry is very creative in showcasing their extracurricular activities, extent of involvement, and skills by highlighting memorable stories and the impact on their journey. Instead of regurgitating their resume, they have meticulously selected significant, longitudinal experiences to display their passion for medicine. This is a key step to consider when choosing which experiences to discuss in the personal statement. The reader can tell that Perry’s journey was filled with introspection and reflection as their involvement in various activities was purposeful. This narrative is a phenomenal example of the importance of showing one’s strengths versus telling them.

My Med Mentor ensures applicants receive personalized feedback. Using that approach, we would advise that while this statement displays many strengths, there is room for improvement. As consultants who have been members of the admissions committee and have helped countless applicants in their journey, we are able to provide invaluable and critical feedback. For this statement, Perry’s significant focus on their research experiences comes at the cost of overshadowing their clinical experiences. As such, we would recommend including more clinical experiences to demonstrate their ability to be an astute clinician. Perry has a special interest in mental health which is clear to the reader, however, it is imperative to also highlight the diversity and breadth of their clinical experiences to show a more well-rounded applicant.

Jacqueline's Essay

Solomon Admissions Consulting is a national medical school admissions consulting firm with over 25 Former Medical School Admissions Officers working as consultants. Solomon Admissions Consulting boasts the best acceptance rates at top allopathic (MD) medical schools in the country : 71% of clients are admitted to a Top 35 medical school and 35% of clients are admitted to a Top 15 medical school, including Harvard Medical School, Johns Hopkins University School of Medicine and Stanford University School of Medicine, among others. Solomon Admissions Consulting also provides graduate and undergraduate admissions consulting from the largest team in the industry of over 150 Former Admissions Officers . We provide law school admissions consulting for admission to Top 14 law schools, and MBA admissions consulting for admission to M7 MBA programs . For college admissions, we provide college admissions consulting from the largest team in the industry of over 100 Former College Admissions Officers. Our college admissions consultants have a combined 600+ years of admissions committee experience and have reviewed over 700,000 college applications. Solomon Admissions Consulting is the only firm with success rates verified by an independent accounting firm, and boasts a 5.5x success rate at Ivy Plus schools.

A home on fire for the red of my lips; the golden tassel for the sparkle in my eye—who am I, but a mosaic of my experiences? It seems that with every tick of the clock, each breath, and every blink of the eye, a splotch of color is added. Chaos?—Perhaps; the keen eye, however, sees art in the works, a continuous story—a human being. My own chaos begins in a place of colors and sensations, of ardor and intensity—the Dominican Republic. Between the crowds of warm, bronze skin we boarded and sat in the faded navy-blue cloth seats. The bright sun glinted across the vast Caribbean Sea, and my little island disappeared amidst the never-ending blue. I agreed with the setting. Blue is how I felt. I shut the window, but the sun peeked in, bright and happy. Blue and yellow. That is what I would come to know—dreams and sacrifice all wound up. Initially, the transition was tough—we were the cool Caribbean colors lost in a sea of pinstriped professionals. I watched my parents struggle through years of low-paying jobs. Despite the pain of sixty-hour weeks, three bright white smiles always fueled the fire—my two brothers and I would be given opportunities my parents never had. My own passion began its manifestation when a young Hispanic doctor bestowed the gift of free health care to my younger brother, upon suffering third-degree burns; his benevolence left me in awe, admiration, curiosity, and amazement. A rainbow of wonders. Overnight, that red cross of medicine became my dream of helping others, of actualizing their hopes, and of spreading the favor that helped us. Within a few years, the blackness of fear and near death spilled across our canvas when my father suffered two strokes; nevertheless, the bright sun peeked through his window, and he pushed on. At that point, I more deeply began to realize what it was to have a dream—to endure two strokes and continue as a functional part of society seemed impossible, but proved conquerable to my father, who had a vision for his children. Seeing this, I too aspired.

Encouraged by my parents’ ardor and my passion for medicine, I began the execution of my own pursuit. Throughout high school, my desires for the future pushed me to extremes, and developed a side of me that I had never known. As I headed down that path of aspiration, the sun’s yellow transitioned into the gold that made up the various state awards I achieved for academic and artistic endeavors. I recall the anxiety at the award ceremony for the first state Latin forum that my high school had ever attended. I felt green-—could others see it? Months of preparation had brought me to this moment. My fingernails were still covered in paint. Finally, the judge announced that long yearned for award was indeed mine—First Place in the state.

Life at home, on the contrary, was not quite so glamorous and at the not-quite ripe age of sixteen, I took it upon myself to get my first job, of many to come, at Taco Bell. Four years of high school, thousands of tacos, and hundreds of late nights later, I graduated. Although the blue, yellow, red, pink, and green honors tassels clashed with the royal purple cap and gown, the happiness they brought was far from ignorable—I felt as if the clashing colors evinced the thrashes I surpassed in the process. To college I brought along the colors of experience that have driven me thus far, and pressed on. My dreams of becoming a doctor matured upon a trip to China and another to the island nations of St. Kitts and Nevis. As a result of both journeys, I hold a new understanding of what it means to be given opportunity. Although I surely never felt unloved or unwanted, throughout my youth I felt unfortunate. Miriam Beard once said that “Certainly, travel is more than the seeing of sights; it is a change that goes on, deep and permanent, in the ideas of living.” Never had I truly witnessed poverty, as I did in these countries; on the other hand, never had I discerned happiness under such different circumstances, as in St. Kitts and Nevis, or true respect and inner peace, as in China.

Upon returning from China, the fresh image of a toddler, shoeless and filthy with the dust and grime from the pollution in the air, haunted me. I wanted to make a difference. After much reading, my red cross took on a worldview when Doctors without Borders entered the picture. This time, my red passion mixed with the blue and the yellow of my Caribbean past for a deep purple of desire. Although I had no M.D. yet, I began volunteering at the Shepherd’s Hope clinic, inspired by my experiences abroad. This small clinic, founded solely on donations, provides free medical care to those who cannot afford it. As a Spanish to English interpreter working with immigrants, I am constantly reminded of my own background. At the now ripe age of twenty-one, I have experienced success, pain, happiness, loss, and more. Despite the splashes of unexpected pigment in my life, one thing has always been certain—my dream. I, of blue and yellow origins, will to add a Red Cross of health and altruism to my canvas, and to spread the colors of hope as far as the eye can see. My mosaic of tenacity is continually in the making.

Professional Review by Solomon Admissions

Jacqueline’s medical school personal statement paints a vivid picture of her compelling mission in medicine to serve underserved populations, her immigrant journey and her diverse background. The imagery in the opening hooks the reader and references her diverse background immigrating to the United States from the Dominican Republic. She also employs her diverse background to work as a Spanish to English interpreter for immigrants. Successful medical school applicants must address their compelling mission in medicine in the personal statement and discuss how their research, clinical and volunteer experiences fit around this mission. Jacqueline chooses serving underserved populations as her compelling mission in medicine. She poignantly discusses a Hispanic doctor who treated her brother’s third-degree burns pro bono as inspiring her mission in medicine. She also effectively discusses her volunteer experience with Doctors Without Borders, working with low income populations in China and St. Kitts. Jacqueline also ties in her clinical experience at Shepherd’s Hope clinic, providing medical care to those who cannot afford it. Jacqueline does not mention research experience in her personal statement, which could help to amplify her mission in medicine. But her personal statement does a compelling job of conveying why she is passionate about medicine.

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Top 15 medical school personal statement examples.

Reviewed by:

Jonathan Preminger

Former Admissions Committee Member, Hofstra-Northwell School of Medicine

Reviewed: 5/13/22

Does the perfect medical school personal statement exist? What do good personal statements for medical school look like? All of these questions and more will be answered below!

When you’re writing your personal statement for medical school, you’ll want to keep the three E’s in mind: engagement, enthusiasm, and explanation.

You want your personal statement to be engaging throughout, to clearly illustrate your enthusiasm to join the medical school, and to explain your motivation for pursuing this field.

But this is easier said than done! Including all of these elements in your personal statement while simultaneously ensuring it stands out and showcases your individuality can be challenging.

Luckily, this guide will ease these difficulties! In it, we’ll not only provide you with a step-by-step of how to write your own personal statement, but we’ll also go over 15 medical school personal statement examples!

Get The Ultimate Guide on Writing an Unforgettable Personal Statement

15 Medical School Personal Statement Examples

Before we give you a run down of how to write a winning personal statement for medical school, it will be beneficial to read some samples and explain why they’re successful! Here are 15 excellent personal statement for medical school examples you can draw inspiration from!

Please note, the names and identifying details in these personal statements have been removed to ensure anonymity.

Sarah was the second victim they brought to the hospital that night. Pellets from the shotgun covered the entire right side of her body. The shooter had hit multiple individuals at the birthday party, and Sarah was transported to our emergency department soon after. She was the first patient I ever treated as an EMT.

After evaluating and stabilizing her condition, I used saline and gauze to clean the blood off her exposed skin, making a special effort to gently wash the contours of her face. Jeff, the ER technician I was shadowing that evening, diligently watched my every move. "He's got you looking good as new!" he said, breaking the heavy silence. At that moment, I saw a delicate smile emerge from her shocked, shell-like demeanor. I had treated her physical injuries, and he had addressed her mental well-being. Together, we had cared for the patient. At that moment, I began to understand the charge and function of the modern physician. My journey to that emergency room began in an unexpected place: the rolling foothills of Kentucky in the small town I call home, surrounded by cow farms and fields of soybeans. My parents had immigrated from Nigeria and taught English and Philosophy at our local university. My childhood was a perpetual humanities classroom. Seneca's "Letters from a Stoic" better characterized my understanding of human suffering than the halls of a hospital emergency department.

However, by my freshman year of high school, I knew that my academic interest lay not within ancient literature but rather within the living cell. In my mind, the cell is a metropolis waiting to be explored. I began to carve a professional path to pursue my fascination with the cell and study the mechanisms that create and sustain life. However, during my sophomore year, my diabetic father’s cognitive impairments developed into severe early-onset dementia. As much as I hoped to pursue my interests as a molecular biologist, my perspectives began to shift. My upbringing in the humanities and the challenge of caring for my father deepened my understanding of how our shared human experiences give meaning to our existence. I could spend my life studying the functions and pathologies of the cell. But, beyond the boundaries of its membrane, remains a human being with tangible, immediate needs, just like my father.

To understand this duality between biology and the human experience, I have spent my college career immersed in both research and clinical activities. My passion for molecular biology is manifested in my undergraduate research. My scientific exploration of the cell reinforced my fascination with its mechanisms and cultivated my desire to discover new molecular phenomena. Beyond research, I worked to build a new program in partnership with an internationally renowned medical center that trained undergraduate students to provide social support to geriatric inpatients. As co-president and avid volunteer, I have spent over a hundred hours listening to patients and their life stories as they sat in isolation in their hospital rooms.

Hand in hand, I comforted Mr. Stevens in the face of imminent mortality as he simultaneously mourned his terminal kidney failure and the death of his wife just weeks earlier. Listening to Mrs. Williams jokingly talk about her "adventures" completing word search puzzles during the pandemic always made me laugh. I witnessed a spectrum of human experience as defined by the heritage and identity of these patients, leaving each interaction filled with purpose and meaning. In the quiet rooms of the geriatric ward and the tense hallways of the emergency department, I confronted the vulnerability within the patient experience. I began to understand the individual in the context of disease.

As a researcher, my curiosity with the cell led to a fascination with its hallmark pathology: cancer. In my sophomore year, I worked to redesign a novel inhibitor of HSP90, a molecular chaperone implicated in over 600 types of cancer. Later, as a radiation immunology intern, I genetically modified cancer cell lines, studied their pathology in mice, and worked to find correlations between tumor RNA expression and therapeutic outcomes in human pancreatic cancer. The spectrum between basic and clinical cancer research inspires me with its potential to revolutionize the lives of patients. As a future oncologist, I endeavor to harness the power within biomedical discovery and our shared human experience to push back the boundaries of cancerous dysfunction in favor of the patients I serve.

As I closed the door to Sarah's room and followed Jeff to our next patient, I carried the realization that biomedical science and humanities are not only entwined but entirely interdependent. To serve a patient effectively is to address the disease in the context of the human. I embrace the charge to work at this complex interface. I want to lead patients through their most vulnerable moments with the competency and empathy demanded of the profession as I expand my knowledge of our molecular profile through attentive study and avid research.

Why It Works

This is a powerful personal statement for numerous reasons:

Opening hook : The essay starts with a gripping and dramatic scene of the applicant treating a gunshot victim, immediately capturing the reader's attention.
Personal narrative : The essay weaves a personal narrative throughout, sharing the applicant's journey from their upbringing in a small town to their experiences as an EMT, their father's illness, and their involvement in research and clinical activities, adding personality and authenticity to the story.
Passion and motivation : The applicant’s passion for medicine and their strong desire to make a difference in the lives of patients is clear through their dedication to research, their engagement with geriatric inpatients, and their focus on oncology.
Reflection and growth : The applicant reflects on their experiences and how they have shaped their understanding of medicine. They show personal growth and a shift in perspective, emphasizing the importance of the human experience in healthcare.
Connection between science and humanities : The essay effectively highlights the interdependence between biomedical science and the humanities, showing the applicant's ability to bridge the gap and approach patient care from a holistic perspective.
Clear future goals : The essay concludes by outlining the applicant's future aspirations as an oncologist and their commitment to combining biomedical discovery with compassionate patient care. Having defined goals is essential to portray your commitment to medicine.
Engaging writing style : The essay is well-written and engaging, uses descriptive language, vivid anecdotes, and thoughtful reflections to captivate the reader and convey the applicant's message effectively.

This is the type of statement that leaves a lasting impression on the admissions committee!

‍ My family immigrated from Cuba to the United States roughly 27 years ago. My father fled to the U.S. on a wooden makeshift raft and my mother came as a political refugee—making me a first generation American. After moving to the U.S., my family faced significant adversity—financial, language, and community barriers. As a result of these difficulties, I noticed that my family adopted a “avoid doctors unless you absolutely cannot,” mentality.

The first time my family looked into healthcare resources was during the arrival of my maternal great grandmother to the United States, a previous political prisoner in Cuba. While in solitary confinement for 12 years, she developed thrombosis in her legs, with doctors in Cuba only offering amputation. No one in the family spoke English, and there was a disconnect between providers and my grandmother—both sides could only comprehend about half of what was happening. The physicians were limited on time given the line of patients waiting. However, my family was not only fluent in another language, but they were also from a culture that avoided healthcare professionals. These factors were not able to be conveyed in a 20-minute conversation involving translation issues with an interpreter. Eventually, through other immigrants, they found Dr. Alvarez, an Argentinean physician. He was Spanish speaking and offered her surgical vein reconstruction—most importantly, he was able to build rapport with her quickly, and my grandmother went ahead with his suggested care. After that experience with Dr. Alvarez, my mother would cross state lines to take me to a Spanish-speaking pediatrician, Dr. Arias.

Observing my family’s determination in finding physicians like Dr. Alvarez and Dr. Arias made me realize the importance of Hispanic, Spanish-speaking, culturally competent physicians in the U.S. I spent time learning about healthcare inequities between Hispanic populations and other ethnicities, inside and outside the classroom. I was driven to pursue a career in medicine to be an advocate and manage care for patients from vulnerable communities—bridging the divide in comprehension and quality of care between Hispanic and other underrepresented minorities in the United States.

During my first week at college, I became a volunteer at [Hospital]. My first job was to be an admissions ambassador, a liaison helping patients navigate the hospital. Hispanic patients frequently approached me for guidance. “Olivia,” an Ecuadorian mother with her 3-year-old daughter in a stroller approached me one day. She was lost trying to find a physician’s office. I could see her daughter recently had a surgical procedure done on her little hand. After a few detours, I located the physician’s office. He happened to be there and was eager to have me translate. Olivia asked several questions regarding accrued treatment costs. She was running out of money. After assessing the situation and helping express her concerns to the physician, we reached out to the appropriate personnel and helped her navigate the system—she was relieved by the end of the conversation. I couldn’t help but think back to my own family and struggles they faced as refugees navigating the U.S. healthcare system. Being a resource in this manner brought me a new sense of fulfillment, further inspiring me to pursue medicine.

The comfort my interpreting skills brought to Hispanic patients at [Hospital] sparked my desire to seek more formal interpreting positions. I located a free clinic treating uninsured adults, the [Local Clinic]. As a medical interpreter and patient advocate, I helped Hispanic patients through their check-ups and physical exams. I also worked in the OB-GYN clinic, guiding Hispanic women through intimate conversations with their providers. Many of these patients were a bit hesitant to open up, but after I spoke to them in Spanish, they became more comfortable and told their stories. I remember one story in particular about “Catalina,” a woman from Mexico that immigrated to the U.S. less than a year before visiting the clinic. While waiting for the medical student to return from presenting her case to the attending, she asked me what my future plans were. I told Catalina I wanted to become a physician, and her eyes lit up—she was incredibly supportive, telling me there needed to be more Hispanic physicians and encouraged me to stay on the path. While healthcare is not an easy road, interactions like these continue to drive me—I want to be able to ease concerns, allowing patients to open up.

My family background and personal experiences as an interpreter have ignited my desire to become a physician that provides culturally competent care to patients from vulnerable communities and increase minority representation in the healthcare space. Discovering the positive impact I had as a bridge between patients and the U.S. healthcare system alone, made me imagine the impact I could have as their physician in the future. A career in medicine with public service at the center will allow me to provide direct medical care without the need for this bridge. This would enable me to address health inequities vulnerable communities are burdened by while being a role model for future first generation Americans.

What stands out the most in this essay is the student’s passion! It’s clear they’re determined to make healthcare more accessible and inclusive, which is an excellent goal to have as a future physician. The student also hits the mark in the following ways:

Offers a unique, diverse perspective : The applicant’s background as a first-generation American brings a unique perspective to their personal statement. This diversity adds value to the medical school community and showcases the applicant's ability to bring a different cultural lens to patient care.
Involves cultural competence and advocacy : The applicant demonstrates a clear understanding of the healthcare disparities faced by Hispanic populations and other vulnerable communities. This type of awareness is crucial to have in the medical field.
Shares relevant experiences : The essay highlights the applicant's involvement in volunteer work at a hospital and a free clinic, where they served as a translator and patient advocate. These experiences demonstrate they understand the challenges of healthcare and are still determined to pursue a career in it.
Aligns with the values of medicine : The applicant's desire to provide culturally competent care and increase minority representation in the healthcare field aligns with the core values of medicine, such as social justice and advocacy, making them a more attractive med school candidate.
Is well-balanced : The student maintains a balance between their personal anecdotes and professional aspirations, ensuring the reader gains a comprehensive understanding of their motivations and qualifications.

Overall, this statement is focused and clear. It illustrates this student’s past, present, and potential future as a healthcare provider.

There are sounds, throughout the course of a day, that demand our attention and those that blend, seamlessly, into the static noise of detail that our brain chooses to filter. There is an immediacy to the social demand of a friend calling our name, the ping of an incoming text, and the incessant honking of a car as we attempt to merge lanes. On the other hand, we tend to ignore, even mute, the soft bubbling of a kettle on the stove, the footsteps of someone walking by, and the ticking of a clock.

In a society characterized by a constant influx of information, I believe the mere act of listening can be easily overlooked. Furthermore, listening is the foundation for empathy: the ability to not only understand what another is going through but also to take part in their journey is the bedrock of human relationships. I have come to realize that listening to others – not simply hearing them – is a necessary component to any relationship: the former being intentional and the latter unintentional.

For me, a fulfilling career combines my fascination with the sciences, my desire to serve the community and provides the chance to grow from a variety of relationships through listening. The field of medicine uniquely brings together my diverse interests and experiences while fulfilling my desire to help my fellow man.

Through the study of biology, I have gained a deeper understanding of the interconnectedness of the biotic and abiotic environment. Combined with the exploration of the “instructions” for life, encoded within molecules no wider than strands of hair, I have cultivated a child-like fascination for the human body. The study of economics has provided insight into decision-making and how that is manifested in a world with finite resources. Additionally, my research experiences working with the genetic diversity of Sporisorium ellisii and traumatic brain injuries have given me an appreciation for not only the reliability of the scientific method but also the bridge between creativity and impact. I want to continue to foster my curiosity through a field that explores the challenges facing human life both on a microscopic and macroscopic level.

Although I found my courses interesting, I also found them lacking - I desired to have a more hands-on role within the field. In part to ameliorate this void, I took an active role in leading the committee for a health clinic that my service fraternity hosted at a major hospital in the greater [Local] community. After months of soliciting and coordinating the assistance of various student organizations as well as local professionals, there were fewer than ten attendees during the entire five-hour clinic. Rather than simply admitting failure, I, along with other committee members, went out into the community for an explanation. After listening to locals, we discovered that there was mistrust in the healthcare system. The following year, we addressed the issue by choosing a location where the community frequently gathered: a local church. We were then met with much greater success, as locals interacted with both students and professionals to express concerns regarding healthcare. Actively listening to the individuals’ concerns was the catalyst that ultimately allowed for a greater impact on the community as a whole.

After discovering the impact that could be made from listening to the community, I endeavored to make a difference on a more personal level. I found that my yearning was sated by my experience teaching others leading me to work in an urban high school through City Year following graduation. My goal for the year was to challenge myself and strive to find commonalities that transcend physical differences. Working with these students gave me invaluable experience in understanding the impact backgrounds have on perspectives and helped me develop patience while adhering to time-dependent goals. The patient-doctor relationship is similar to that of the student- teacher: both parties must be willing to learn from one another. I want to not only use my skills to help those in need but also grow from serving my patients. Medicine provides a unique challenge requiring knowledge about the background of physical ailments and an understanding of the relevant social factors that comes about through deep personal relationships.

Through my interests and extracurricular involvement I have learned to remain inquisitive but not overzealous, patient but not complacent and supportive but not overbearing. Coupled with my time volunteering in hospitals and shadowing, I know that practicing medicine provides this harmony I am striving for. In my mind, there can be no greater fulfillment than having the opportunity to enter a dynamic profession that seeks to understand the nuances of the human body, to adapt to healthcare in the 21st century and to serve the community at-large not only as a source of knowledge but also as a student of the human condition. As I embark upon this journey, I hope to gain the skills necessary to champion for the betterment of my patients. I would cherish the opportunity to critically think about the human body, to build meaningful inter-personal relationships, to be a teacher and most importantly, to listen, rather than simply hear.

This personal statement is captivating from beginning to end, and here’s why:

Has a distinct hook : It’s always impressive when students open with seemingly unrelated hooks and tactfully connect them to their interest in medicine, which this student has done perfectly.
It integrates diverse interests and experiences : The applicant effectively integrates their passion for the sciences, community service, and human relationships. They demonstrate how the field of medicine provides a platform to combine these interests, showing their strong critical thinking skills.
Shows a commitment to growth and learning : The student expresses their desire to actively seek out opportunities to challenge themselves and broaden their perspectives. This commitment aligns with the values of medicine as a lifelong learning profession, showcasing their preparedness for med school.
Has a strong conclusion : The conclusion effectively summarizes the applicant's motivations and aspirations, highlighting their desire to critically think about the human body, build meaningful relationships, and listen actively, leaving a lasting impression on the judges.

All of these elements combined create a compelling narrative that showcases the applicant's suitability and passion for a career in medicine!

The shed behind the [Hospital] in Uganda was full of broken wheelchairs. I took one apart, and began to build the framework for a standing wheel that Jeremy, an eight-year-old with cerebral palsy, could spin in circles to strengthen his spastic rotator cuff. As I baked in the midday heat, I tried to ignore my own festering doubts about the integrity of my design project. I wasn’t sure that I would be able to help Jeremy overcome his condition just using discarded parts, but I couldn’t let that stop me from trying.

My path here had not been straightforward. What had started as a project focused on repairing old medical equipment had quickly become a firsthand exploration into patient care. In the United States, healthcare providers and engineers typically work separately from one another, but in Uganda, medical equipment maintenance is performed directly in hospital wards, often bringing me face-to-face with patients. In [Town], for example, I only happened to meet Jeremy, beaming at me from his bright-red walking frame, because I was fixing his hospital bed. I smiled back, assuming our interactions would end there. But he stayed, and as he laughed at my attempts to speak L’Uganda, I started to realize how refreshing it was to have the chance to talk with a patient being impacted by my work. Noticing the pain from his shaking left shoulder, I also grasped the limits on helping patients without face-to-face interaction; I would have never thought to build Jeremy a physical therapy device had I never met him in person. Over time, I grew increasingly interested in acting in a role that bridged the gap between patient and medical technology through direct contact.

Even with my newfound interest in patient care, my exposure to the realities of healthcare disparities proved equally profound. Most strikingly, I recall my time in [Hospital’s] neonatal ICU, where I witnessed multiple premature newborns being placed into incubators only meant to fit one infant. The incubators regulated body temperature, but overcrowding compromised their functionality. One day, this overcrowding resulted in the death of a newborn girl who succumbed to the cold. As the child’s mother grieved, I sat a few feet away, filled with guilt that my inability to fix every piece of equipment made me partly responsible for her loss. Noticing my frustration, my mentor, Dr. Carlos, told me, “three years ago, only a few of these incubators were working. Now only a few are left to fix.” A life had been lost, but by our equipment maintenance, many other lives had been saved. His words encouraged me to stay resolute in my belief that the gradual efforts of the composite healthcare team can - and will - bridge disparities in healthcare. This experience reaffirmed my desire to stay invested in the development of strong medical infrastructure, specifically in a role where I can directly work with patients to avoid the outcome I witnessed at [Hospital].

Returning to [Location], I discovered that inequities in medical care, so plainly visible in the developing world, were hidden right under my nose at home. Volunteering at the [Nursing Home], a Medicaid-funded nursing home for the disadvantaged, I found that another crucial component to addressing these inequities is to connect with those who feel neglected. Here, I came across obstacles to medical care I had grown to expect, such as understaffing, older equipment, and an inability to finance high-cost treatments. However, most residents’ frustrations with their medical care were secondary to their struggles with social isolation. Olivia, one of my favorite residents, has COPD and end-stage renal failure, and cannot sit up in her bed.

Despite all her ailments, nothing hurt her more than the fact that no one came to visit her. Week by week, as we discussed everything from Latin etymology to the merits of broccoli as a side to chicken wings, I watched Olivia’s smile grow with every visit I paid her. The ability I had to brighten her day just by giving her an hour of my time every week helped me appreciate the unique privilege physicians must have to set patients at ease by letting them know that someone is continually invested in their well-being. After a few months at the [Nursing Home], Olivia surprised me with the comment that she didn’t feel alone anymore. I marveled at how just by being present in a patient’s life, I had made my own small contribution to overcome her emotional pain. I was inspired to pursue a role where I could expand upon my ability to heal patients by providing not only emotional support, but also clinical care.

My medical journey has been wayward. It has taken me to Uganda, where a boy taught me to value the patients I encounter even more than the machines I fix. It has led me back to America, where a nursing home resident made me realize the simple but powerful gesture of healing by forming connections. It has been demanding, but extremely fulfilling. As a physician, I hope to merge the lessons from all my experiences to work at the interface of science, society, and person, contributing to advancements in medical infrastructure while never losing sight of the individual patients who make medicine so meaningful.

As you read through this medical school personal statement example, pay particular attention to the way the author implements the following techniques into their personal statement:

Opening with a compelling anecdote : The essay begins with a great description of the applicant's experience building a standing wheel for a child with cerebral palsy in Uganda. This engaging opening captures the reader's attention and creates a sense of curiosity.
Showing personal growth and transformation : The essay demonstrates how the applicant's experiences in Uganda and at a nursing home have shaped their perspective on patient care. This portrayal of personal growth and transformation adds depth to the narrative.
Effectively uses descriptive language and storytelling : The essay utilizes descriptive language to paint a picture of the environments and individuals they’ve encountered. The use of specific details helps the reader visualize the scenes and empathize with the experiences described.
Linking personal experiences to broader themes : The applicant connects their experiences in Uganda and at the nursing home to broader themes of healthcare disparities, patient care, and the importance of human connection, showing their analytic skills and level of perspective.

Consider using some of these techniques to elevate your own personal statement!

As two surgical residents rushed into my room at 10:30 pm with a cart of equipment, a few nightmare scenarios raced through my mind. Where are they going to stick that tube? Why the scissors?

It turned out that my team of doctors had decided that a nasogastric (NG) tube needed to be placed immediately. By that point I had already been through a lot: years of immunosuppressant drugs and steroids that made my face moon-shaped, a series of surgeries to rearrange my digestive tract, and a few bowel obstructions that led me to the emergency room. For some reason, none of those experiences haunt me more than recalling that NG tube on that night. Five painful attempts to force the tube down my nose and into my throat were all unsuccessful. I was in tears, one of the residents was in tears, and blood and mucus covered my hospital gown; the night had gone downhill fast.

Enduring grueling medical interventions was nothing out of the ordinary for me, but the lack of conversation or connection with my team left me emotionally unprepared and in shock. Alone and recovering from surgery, I was vulnerable at that moment and suddenly felt like the doctors were not on my team. I began to feel like the residents were disappointed in me and that I had caused the procedure to fail. I still remember being unable to process what had happened and staring out the window all that night. I knew that residents had already undergone years of training, yet seeing one resident cry made me wonder if she was just as scared as I was. In the same way that nothing could have prepared me for that night, countless hours of training as a medical student does not necessarily prepare one to gain the trust of a vulnerable, anxious patient.

In the days following this experience, I developed a new appreciation for my primary care physician at the time, colorectal surgeon Dr. [NAME]. It is frightening to be surgically sliced into, but Dr. [NAME] had a way about him of making every decision and action seem perfectly natural and safe. He greeted me the same way every morning: “kak dila, Aaronchik,” asking me how I was doing and calling me by the Russian name only my mom used. We would speak in English, but when he dropped in a Russian word at the beginning or end it reminded me that he recognized me not just as a patient, but as a person. His constant efforts to connect with me and reassure me were the basis of my confidence in Dr. [NAME]. I knew that he had gone through extensive training and was technically qualified, but his emotional appeals were the overwhelming factor in the state of my morale. The atmosphere of security Dr. [NAME] brought into the room was the most memorable part of my interactions with him and separated him from all the other physicians I had seen.

In the years prior to the NG tube incident unfolding, through countless conversations with attendings, residents, and medical students who took care of me throughout my adolescence, I cultivated a deep-rooted interest in pursuing a medical career. I learned a great deal about the intellectual and physical challenges of medical school and residency. However, my challenging experience with the NG tube provided me with a new understanding of patient care: I realized that it is not necessarily about what you know but about how you integrate that knowledge to make a meaningful connection with a human being under your care.

Dr. [NAME] exemplified how critical it is as a physician to instill palpable trust, not through pedigree and authority but through humanity. Thinking about Dr. [NAME] crystallized the feelings I had for years as a patient, that the field of medicine could be better, not only through technical advances but through the human touch and word, and that I could directly make this happen. Attending medical school will provide me with the tools and education I need to return to the wards, not as a patient but as a provider. In the back of my mind, I will always retain the inspiration of Dr. [NAME], who helped me recognize that my perspective from hardship will one day benefit those under my care.

As another one of the excellent medical school personal statement examples shared in this guide, let’s breakdown what makes this essay so effective:

Uses personal anecdotes to convey emotional impact : The essay describes the applicant's emotional state during the NG tube placement, highlighting their vulnerability, shock, and feelings of disappointment and isolation. The use of specific details adds depth and evokes empathy from the reader.
Maintains a consistent theme : Throughout the essay, the theme of the importance of empathy, connection, and the human touch in patient care is consistently emphasized, creating a cohesive narrative that reinforces the applicant's passion and commitment to medicine.
It defines what good medicine means to them : The student explains the lack of empathy they faced as a patient and how it informed their own philosophy on medicine and the type of doctor they’d like to become, giving the committee concrete future goals and demonstrating their intent and ambition.
Reflections on the broader implications of their experiences : The applicant reflects on their experiences as a patient and draws broader conclusions about the field of medicine as a whole, which demonstrates their ability to think critically about the healthcare system and how they can contribute to it.

All of these features work together to ensure this personal statement follows the three E’s!

“[NAME] is a seventeen-year-old female with suicidal ideations.” The emergency room nurse continued her report as I nervously riffled through [NAME]’s transfer of care paperwork. Looking toward the room where [NAME] and her parents were waiting to speak with me, I could not shake the overwhelming feeling that I was unprepared.

As a new EMT, I was filled with excitement and anticipation to gain experience in the medical field. After months of training, I was finally using my skills to help real patients. As I saw it, this would affirm my desire to become a doctor, a goal I have had since my aunt was diagnosed with terminal brain cancer when I was eight years old. I witnessed firsthand the comfort that my aunt’s medical team brought to my family during such a daunting time in our lives, and I knew then that I wanted to one day be that source of knowledge and support for others.

My aunt’s illness also illuminated my interest in the science of medicine. I spent a lot of time learning from my uncle, a medical research scientist, who answered my countless questions about astrocytomas, innovative surgeries, and chemotherapies. I carried my fascination for the medical field with me throughout my undergraduate education, where my coursework, research, and my EMT training prepared me to care for patients biologically. And while I knew how to assess vitals, manage an airway, deliver medications, and even the physiologic processes of those actions, I now found myself face-to-face with a much more personal facet of medicine. I felt utterly underqualified to care for [NAME] psychologically.

I knocked apprehensively on the glass sliding door to the emergency department exam room. “Hi [NAME], my name is [NAME]. I’m an EMT with the ambulance service here to transport you to the mental health facility. How are you feeling?” [NAME]’s solemn expression and her parents’ frightened eyes heightened my nerves. Had I already asked the wrong thing? Was I equipped to handle this situation?

After helping [NAME] into the ambulance and taking my seat, I searched for something to say. The nurse had explained that social pressures including moving away for college were exacerbating [NAME]’s struggles with anxiety and depression. I was afraid that approaching topics such as friends and school, as I normally would with patients her age, would make her more upset. Reaching for the blood pressure cuff near her stack of belongings, I spotted a novel by Taylor Jenkins Reid.

“Are you reading The Seven Husbands of Evelyn Hugo? I love that book!” I exclaimed, nervously hoping for a connection.

As it turned out, like me, [NAME] loved to read. I smiled as she looked up and began talking excitedly about her favorite books. [NAME] continued to open up, but an uneasiness returned to her voice when she asked me about the facility and how long her treatment would take. I knew my answer was not one she wanted to hear.

Preparing to deliver the difficult news, I was reminded of talking to my sisters. Growing up, uncertain times were the norm for me and my sisters because of our aunt’s diagnosis. Like me, my sisters were afraid and confused as we watched one of our favorite people slowly succumb to her illness. As the oldest, I often took on the responsibility of explaining my aunt’s condition to my sisters in a way I knew they would understand. When it came time for my aunt to go into hospice care, I wanted to be the one to tell my sisters, knowing I could string the words together delicately for them. It was through caring for my younger sisters that I developed the communication skills needed to discuss difficult subjects.

Holding [NAME]’s hand as I would my own sister’s, I explained that she would likely miss out on time with friends and family during her treatment. I consoled her and gave reassurance that her wellbeing was the main priority of both her medical team and her loved ones.

Offering [NAME] some solace during that uncertain time in her life exemplifies why I want to go into medicine. Through my aunt’s physicians and the ones I have shadowed, I have always been inspired by the role each played in ensuring that patients felt comfortable, informed, and cared for. As an EMT, comforting words were the most I had to offer [NAME], and I learned that these are sometimes the most important medicine we have to offer. I want to be a physician so I can gain the knowledge and skills necessary to care for patients both medically and emotionally through hard times.

While not every patient opens up as [NAME] did, I always do my best to ensure each patient feels safe and heard. I often think of my aunt and my sisters during these encounters and how I would want them to be treated. Studying medicine will be a way for me to honor my family’s story and to use the way it has shaped me to care for others. While I still at times doubt myself when caring for patients, these situations drive my motivation to become a physician. I have learned that I enjoy working in an ever-advancing field where each day brings unique challenges. A career in medicine will always be fulfilling, as every patient interaction is an opportunity for me to become better. I am excited to continue to face challenging situations throughout my career which will push me to be an empathetic physician.

As you read through these medical school personal statement examples, you’ll notice many of them focus on patient care that goes beyond simply diagnosing and treating illness. Instead, they focus on empathetic care and comfort.

This is because so many personal statements tend to focus solely on the former, and approaching patient care from a different angle can make your statement more distinct.

This essay also focuses on being an empathetic physician, which helps it stand out. Here are some other parts of the essay that also stand out:

It shows vulnerability : As an aspiring med student, you’ll have much to learn about healthcare. This student demonstrates their awareness of this by stating they felt unprepared to handle the psychological aspects of patient care, proving they are self-aware and willing to improve their skill set.
It integrates the past, present, and future : The applicant effectively weaves together their past experiences, current interactions with patients, and future aspirations in medicine. They draw connections between their personal experiences, their growth as an EMT, and their vision for their future.
It takes an interdisciplinary approach : The applicant brings a unique perspective by sharing how their background as an EMT prepared them for patient care, but also emphasizes the importance of addressing psychological aspects of medicine, adding depth to their understanding of healthcare.

Overall, the student is able to demonstrate their passion, limitations, and skills while also proving their dedication to patient-centered care and knowledge that comprehensive patient care involves treating the mind and body.

The radio went off, and we burst into action. My crew and I grabbed our medical equipment, taking off in the direction of the dispatch, a student overdose in a nearby freshman dorm room.

I had joined the [COLLEGE]’s Medical Emergency Response Team (MERT) as a freshman because I wanted to be a doctor. I’ve had this dream since I was four, when I began going on rounds with my father at the hospital. I loved seeing the positive impact my father’s job had on people. It made me proud of my father to know that his care helped all of those patients, struggling with fear and anxiety over their ailments, feel safe and comforted. I knew that one day I wanted to have the same impact on people. That excitement about medicine led to my study of pre-medicine and health care economics in college. But my studies, my health care research, and shadowing doctors were not enough to satisfy my medical aspirations. I wanted to participate firsthand. MERT was an opportunity to gain hands-on medical experience.

That night, on the short way over to the dorm, my mind raced. I was just a freshman, with barely more than an untested skill set and a few months of response experience. Not surprisingly, I was second-guessing myself. An overdose? Can I even treat that? And then suddenly there I was, on scene, unbelievably scared. I looked around the room, put on my gloves, took a deep breath, and forgot my fears.

“Hello, my name is [NAME]. I’m an EMT. What’s going on today?”

A freshman, stressed about school and family issues, had overdosed on antidepressants mixed with a few Tylenol and chased with some vodka. She was having trouble breathing, so we started to set up an oxygen mask to help her. But she fought us. She kept trying to take the mask off, repeatedly telling us that she did not want it, then yelling at us that she didn’t need it.

I began to plead with her, my voice nearly breaking. As I slowly attempted to wrestle the mask back into place over her mouth and nose, I told her that we were just trying to help. Her response will never leave me. In a sudden fit of calm, she grabbed my hand, kissed it, looked me in the eyes and said, “I know.”

We continued to care for our patient. Soon enough, the paramedics arrived on scene and they strapped her into a stair chair to be taken to the ambulance and then to the hospital.

My team and I sat in the squad room immediately after the call shaking and wired. As we debriefed and enjoyed a post-call pizza, I began to realize the importance of our interventions. I had seen my fair share of drunken patients, minor injuries, and flu patients—ailments that, while dangerous, allow the care provider time to think, ask questions, and assess. But here, the intervention required had been more immediate. The more experienced EMTs around me walked me through the debrief. They aided me in overcoming my panic and apprehension that we could have done more and that this could have happened to someone I knew.

I thought back to what the patient had said to me, that she knew I wanted to help. Her words made me think about why I wanted to help. On one level, the answer was simple: I wanted to help because I knew I could. But on a deeper level, I helped because I want to have the same positive impact on people as my father. I want to make people feel safe and cared for. I can’t think of anything more satisfying than using my knowledge and skills to assist someone who really needs me.

This event was a turning point for me. I began to dedicate as much time as possible to MERT, eventually rising through the ranks to become a clinical crew chief and then captain.

More recently, toward the end of junior year, I had another overdose call. Another stressed college student, but this time he was completely unresponsive from a heroin overdose. Through proper airway management, I assisted in saving his life. This time there was no second-guessing or anxiety, just a determination to help the patient. I led my crew through the call and, after the call, the debrief. As a leader in MERT, I was able to walk them through overcoming their own feelings of doubt and anxiety, so they could be proud of the work they had done.

Being a college EMT offers a unique set of difficulties. We treat our friends and colleagues, seeing them at their worst. And when it’s all over, we have to sit down, write up what we saw in a patient care report, and then try to go back to just being college students who eat pizza with their friends on weeknights. But I love the work I do with MERT and the determination, stress-management, and compassion I get to practice through it.

MERT has become an integral part of my life. It challenges me every day to learn more and apply my knowledge in critical situations. This has been a hugely influential step for me on my path to becoming a doctor. I know that as I continue learning and striving as an EMT, I will encounter many more high-stress, high-stakes situations. These experiences will shape me as I grow into a more proficient, emotionally adept care provider. I look forward to the challenges I will encounter as an EMT, and later as a doctor.

Sharing a tale where you’re the hero who saves a patient is always a great way to spruce up your personal statement, as this student has! However, that’s not the only aspect that makes this a winning personal statement:

It demonstrates their personal motivation : The writer shares a childhood dream of becoming a doctor that was inspired by their father's impact on patients. This demonstrates a long-standing passion for medicine.
It shows they have hands-on experience : Having experience in the field tells the admissions committee you’re already honing the skills required to thrive in the field. The writer discusses their involvement in MERT,which shows their proactive approach to pursuing opportunities beyond classroom learning.
It's realistic : The writer acknowledges the difficulties of being a college EMT, treating friends and colleagues, and dealing with the emotional aftermath of intense situations. This shows their understanding of the complexities and demands of the medical profession.
It includes their future outlook : The essay concludes by expressing enthusiasm for the continued challenges and growth opportunities that lie ahead as an EMT and future doctor. This demonstrates a resilient and forward-thinking mindset that the admissions committee will surely appreciate.

While this type of experience can certainly add intrigue to your personal statement, remember that you don’t need to share such a heroic tale to write a captivating essay! Any experience you share in your personal statement, if explained descriptively and connected to your desire to pursue medicine, can be powerful!

“We only use around 10% of our brains.” Ms. [LAST NAME]’s voice permeated through the silent 4th grade classroom. All of us intently took notes while she read off of the day’s lesson plan. My brow furrowed - was this correct?

At the dinner table, I asked my parents. They smiled, and told me to use my resources to find out. I used the family computer to ask Google, and as I suspected, website after website labeled the statement as a myth. Many sources echoed a similar rationale, stating that “FDG-PET, relying on the high quantities of glucose absorbed by Neurons and Glia, shows large amounts of brain activity even when we’re asleep.” I read the statement again. And again. We’d learned about glucose in our science class, but what in the world were Neurons and Glia?

My curiosity pushed me down a rabbit hole. The more I read, the more questions I had. What’s an action potential? What’s a synapse? I kept searching until I heard my mother say “Tulog na, [NAME]” It was time to go to bed.

Progressing through school, I never fully understood the answers to my questions. This changed when I took psychology, where we focused on the brain. Although this knowledge answered my 4th grade self’s inquiries, tens more replaced them, all culminating in one large question: how does our brain, and body as a whole, even work?

Looking for answers, I turned to AI. Believing it to be the closest estimate to how the brain worked, I learned Python and other languages. The deeper I went, the more enamored I became - fixing bugs was extremely gratifying, creating a positive feedback loop. Eventually, I wrote and trained my own AI, my first triumph in a sea of errors. By 10th grade, I was set on entering the world of Computer Science (CS). At the time, however, I didn’t realize that something was missing from this profession.

My perspective changed in 11th grade because of one word: Hyperaldosteronism. Battling with hypertension and hypokalemia throughout the majority of his life, my dad finally had a diagnosis. The culprit was a peanut sized tumor in his adrenal glands. The surgeon was confident in its removal. I was amazed - she, in her early 30s, had devised a minimally invasive procedure to resect the tumor. In the same way us coders wrote, debugged, and endlessly tested code, this surgeon studied, tested, and applied her knowledge of human anatomy to craft a less invasive but equally successful procedure. This experience helped me understand exactly what CS was missing: the element of serving others.

Upon diving into what it meant to be a healthcare professional, I realized medicine held the same allure as CS; both were mentally stimulating, and learning the etiology of diseases gave that same feeling of gratification that pushed me in CS. However, instead of a screen displaying lines of code, it was a smiling face that evidenced a job well done. This contrast became apparent when shadowing a neurosurgeon. Our first case was a veteran presenting for a post-op checkup. Previously rendered unable to walk because of an IED, I watched in awe as he took his first steps in 5 years. “It still hurts like hell,” he muttered jokingly. His wife replied, “but you’re walking ain’tcha?” The joy that emanated from deep patient-provider relationships recapitulated itself as I observed how other physicians went the extra mile to guide their patients through tough moments in their lives. Sure, it would take an extra 10 minutes to fully explain a treatment plan, but every one of those seconds was a brick in the shared path to healing.

At [PROGRAM], I’ve explored the intersection of computer science and patient care. Working in a Digital Pathology lab, I am able to apply the concepts of computer vision to aid pathologists in their meticulous investigation of patient slides. My PI believes in using the creative process to solve problems, which provides the independence for us to experience the beauty of the scientific method. Despite the steep learning curve of such an approach, each “eureka!” moment became easier and easier to achieve. This culminated in [TOOL NAME], a tool developed by our lab to expedite the process of validating uncountably many slide annotations. Although I felt a great sense of accomplishment seeing my 3 years of work elegantly manifest in a simple yet powerful tool, the same sense of longing that irked me in high school once again reared its ugly head. I missed the patient-provider interactions of clinical work that completed the field for me.

To that end, I have continued to pursue the provider perspective of medicine. From Cardiology and Endocrinology to Gastroenterology and Neurology, each opportunity showcased the importance of compassionate care. Through these amazing physicians, I was able to see the difference the extra mile makes as patient after patient thanked their provider for explaining their condition and the rationale for their treatment.

With these experiences, my love for medicine has grown immensely. While I am immersed in these clinical settings, it’s apparent that there’s no way humans only use 10% of their brains; rather, seeing and modeling the compassionate work of my physician role models has made it clear I use 100% of my brain when serving those facing paralytic questions of health.

Here’s what works well in this medical school personal statement example:

It starts with a quote : Starting your statement off with a quote can make it cliche unless you do what this student has and use a personal quote that a teacher, friend, or family member—and not an influential leader—said.
It’s coherent and shows progression : The essay flows logically, connecting the writer's childhood curiosity to their exploration of computer science and medicine, and arriving at their current passion for patient care. This allows the reader to follow the writer's journey of self-discovery.
It’s passionate and authentic : Throughout the essay, the writer's genuine passion for both computer science and medicine shines through. While many students solely focus on medicine, including these additional passions helps set this statement apart and add authenticity.
It shares relevant and desirable experiences : The writer mentions their experiences shadowing physicians in various specialties, which provided them with insight into the medical field and reinforced their love for medicine. These experiences demonstrate their commitment to and readiness for medicine.

In summary, this personal statement effectively combines the writer's intellectual pursuits, personal experiences, and reflections to showcase their commitment to medicine. It also portrays their understanding of the importance of compassionate care and their unique perspective as someone with a background in computer science.

If you have a passion other than medicine, use it to your advantage to make your statement memorable! The committee knows you aren’t just interested in medicine, so give them deeper insight into your background and what makes you, you!

“I don’t know.” Those were the words of my infectious disease specialist, who saw me after I lost 20 pounds and was suffering from a temperature of 100-102˚F nearly 24 hours a day. What followed in the next eight months was a battery of tests; everything from Lupus to cancer was ruled out, and upon coming to a diagnostic dead end, I confronted those three devastating words. How could they come out of a physician’s mouth? My disease was labeled as a fever of unknown origin, or FUO. Unlike the other times I had been sick, there was no pill to take or treatment plan to follow.

This experience not only fueled my desire to pursue medicine, but also helped me overcome what was the toughest year of my life. I emerged from the FUO with a new sense of resilience that I attribute to the myriad of interactions with my doctor. Furthermore, I always carried the implicit lesson I learned from him: that it is vital to recognize you will not know everything, but it is equally as important to keep searching for answers.

Ultimately, this poignant realization transformed my deeply ingrained fear of the unknown into a passion to seek, confront, and solve challenging problems. More importantly, it provided a path to pursue that passion; I knew that guiding people through harrowing times, regardless of whether I had all the answers, would give me the same satisfaction that exuded from my doctor when the FUO finally faded away a year later. Specifically, I recognized the courage and commitment that drove my doctor to never surrender were also virtues of my own character. This was made apparent in many experiences, such as rescuing a brother and sister from the deep end as a lifeguard or consoling a decompensating man in the back of an ambulance as an EMT.

My experiences during my FUO and the shadowing of others in healthcare revealed the importance of being comfortable with uncertainty. I have realized that success does not come from “faking it until you make it;” instead, it stems from reaching out to others with the purpose of expanding your own knowledge so that you may in turn guide those who are lost. Early on, I was afraid to do this, as I thought physicians, and therefore me as well, should always have an answer. However, after observing what I believed was an omniscient hospitalist ask the nurses about what they thought of each patient before even walking into the patients’ rooms, that fear subsided.

This realization affected my attitude in the lab as well. To me, research is an archetypal form of the unknown; it is impossible to predict whether a single transformation, let alone an entire experiment, will succeed. My new mentality caused the failed iterations of my antibody cloning projects to become valuable information rather than red X’s in my notebook, and instead of hesitating to tell my PI that “It didn’t work, again,” I strode into his office, determined to brainstorm a new strategy. While this uncertainty was unnerving at first, my lesson on confronting such situations anchored my resolve to be both relentless in effort and unafraid to approach others for guidance.

Despite the drive that emanates from having a passion constantly being reinforced by experiences inside and outside of a healthcare setting, I knew that without certain principles such as resiliency, I would be unable to help others like my specialist helped me. His tenacity inspired me to seek a volunteer experience abroad that challenged me to develop a critical consciousness in an unfamiliar culture. While the societal ills plaguing low-income Scottish communities were similar to those in the U.S., it was difficult to persuade the community members that I was an advocate rather than a critical outsider. The service-users were initially skeptical of my intentions, but I was able to break free from the “voluntourism” stereotype by adapting my dialogue to fit the nuances I encountered.

Attacking this problem required reaching out to [NAME], my supervisor. Whether it was how to respond to someone who tried to warn me about the “dangers of the neighborhood” or brainstorming a more appropriate phrase in the workout guide I was creating, I treated the uncertainty and problems I encountered as temporary roadblocks that could be overcome with enough effort. Ultimately, drawing upon my resiliency resulted in a community gym guide that the organization later printed en masse to hand out to new members. In light of my previous problems in acclimating to the culture, I was ecstatic to hear that I had made a lasting impact on people in what otherwise would have been a transient experience.

Ironically, hearing “I don’t know” from a physician ultimately led me to realizing that I want to become one. I believe the principles and lessons derived from that event and the experiences that followed have set me on the path to medical school with the wind at my back. While I dread the day I utter those three words to my patient, I know that admitting so will never dampen my desire to change lives. It is my values and passion in conjunction with the knowledge gained from facing challenges riddled with uncertainty that I will confidently guide others through their toughest times so they too can pursue their passions unencumbered by sickness or fear.

It tells a unique story : This story is told in a creative way in which ambiguity is turned into inspiration and effectively describes how this student decided to pursue medicine.
It shows awareness : It can be easy to paint doctors as all-knowing individuals who have all the answers. But this isn’t realistic! This student brings attention to this and shows their self-awareness by stating they may not always know the answer as a physician, but it won’t stop them from trying to change lives.
It immerses the reader : The detailed imagery and inclusion of dialogue adds a sense of immediacy and authenticity to the narrative. It brings the reader into the scene and makes the experiences more relatable.
There’s emotional appeal : The author effectively appeals to the reader's emotions by sharing personal struggles and triumphs. By expressing vulnerability and reflecting on the impact of their experiences, the author carefully creates an emotional connection with the reader.

By employing these writing techniques, the author creates a personal statement that is both compelling and impactful–two traits you’ll notice all of the medical school personal statement examples in this guide have!

When I first learned how to whistle as a child, I couldn’t stop. My whistling was endless, from morning to night, until my exasperated parents told me an old Korean superstition that whistling at night brings out snakes and evil spirits. The fact that they were saying this to tame my newfound talents flew past my head. To keep the snakes and spirits safely at bay, I dutifully stopped whistling after sundown.

Because my parents are both doctors who worked long hours during my childhood, they often could not pick me up after school. As the shadows grew longer and darker in the empty school hallways, I would often avoid bad omens out of fear of what could be lurking, such as steering clear of the 13th classroom. At my violin recitals, I would cross my fingers and knock on wood hoping my parents would be able to get out of work and attend. A lot of the time, I was unable to see my parents’ faces among the audience as I got up on the stage. My superstitious beliefs consumed my mind, and I found myself relentlessly performing these habits without a second thought as to their effectiveness.

All throughout high school, I felt pressured to follow in my parents’ footsteps and become a physician. From my childhood experiences, my understanding of medicine was limited to the sacrifices my parents made as they were both hard workers and dedicated physicians. My dad had to stay in South Korea to support us, while my mom lived the life of a single mom in America, without actually being a single mom. I had and still have deep respect for their sacrifices, but I also saw the toll it took on our family. As I entered [COLLEGE], I started taking pre-med courses, but by then, I had a complicated relationship with medicine and had internal conflicts about what it meant to be a doctor.

Just as my childhood superstitious tendencies had been engraved in me without taking a critical look at them, I saw my parents’ lives as doctors as examples of what I should be without questioning it. I didn’t have my own true passion at that point to support this goal. I took some time to reflect within and considered other avenues for my future. Instead of pursuing medicine, I decided to major in Psychology and Public Health.

When my friend was in a bus accident, I spent a great deal of time in the ICU. When I wasn’t by her bedside, I looked around the ICU, curious about the doctors’ discussing their patients’ progress and their ability to heal others, the spotless, white equipment everywhere, and the quiet, contemplative environment filled with people dedicated to helping their fellow human being in pain. This profound experience inspired me to shadow an ICU physician at [HOSPITAL NAME] Hospital to gain real firsthand experience and to decide if this was truly the right path for me.

My experiences there transformed my thoughts about what it meant to be a doctor, when the mother of a coma patient clutched at the coat of the attending physician, begging for answers as to why her previously healthy, happy daughter was now fighting for her life. Suddenly, being a doctor was not just science classes and doctor parents missing my recitals as a child. Being a doctor meant having the education and abilities to give comfort to patients’ families, just as much as it meant treating illness and saving lives. The way that the attending calmly communicated methods of recourse and explanations for the coma struck something within me. No one else in the world could have given that mother the relief and counsel that she needed at a time when she was at her most vulnerable. I wanted nothing more than to take on that role and finally knew, after all this experience, that medicine was my calling.

As a senior student teetering on graduation and going out into the world, and with all the new insight I had gained through shadowing, I decided that becoming a physician was one of my ultimate life goals. With the renewed sense of direction I garnered, along with the firm conviction that a career in medicine is the right path for me, I am confident that I will be able to take on a rigorous pre-med curriculum and succeed. During the time that I was not pre-med, I was able to discover my passion for medicine. As such, this time in my life was instrumental in getting me to where I am today. It would be the privilege of a lifetime to be accepted into [COLLEGE NAME]’s post-baccalaureate program, and I know that it would provide an extraordinary foundation to become a great physician.

Here are some key points to consider as you reflect on this personal statement:

It uses engaging storytelling : The personal statement begins with a descriptive and unique childhood anecdote about whistling and superstition, immediately capturing the reader's attention and immersing the reader.
It has a clear purpose : The personal statement conveys the author's newfound passion and commitment to medicine. It demonstrates a clear understanding of the challenges and responsibilities of being a physician and the desire to make a difference in people's lives.
It flows well : The essay transitions smoothly from discussing childhood experiences to exploring the author's realization and passion for medicine. The transition is logical and allows the reader to understand the development of the author's aspirations.
It’s specific : The personal statement mentions shadowing experiences and highlights the author's desire to pursue a rigorous pre-med curriculum. It shows that the author has gained practical exposure to the field and is dedicated to acquiring the necessary knowledge and skills to succeed in it.
It’s tailored to the institution : The personal statement mentions the student’s desire to be accepted into a specific post-baccalaureate program, indicating research and knowledge about the institution. This demonstrates a genuine interest in the program and a willingness to contribute to its community.

The author's ability to convey their personal experiences and evoke emotion makes this statement stand out. It is a testament to their growth, resilience, and unwavering determination to pursue medicine.

Warm covers slide off my body as I come to my senses. In the corner of my eyes, dust dances in the amber rays that shine through the blinds. As my fingers tap away at my phone, astray text catches my eye. My childhood friend, [NAME], took his own life at a park in our hometown.

Caught in a moment I could never prepare for, my mind races. I inhale, then exhale. “This changes nothing,” I assure myself. Tears soak my eyes and my vision blurs.

As the days passed, I found it difficult to look at life and school the same way. I grappled with the question of how I could become a doctor knowing that I would witness death again. Cycling through the stages of grief, I became irate on certain days and felt hopeless on others.

To cope, I went to great lengths to watch my diet, manage my sleep hygiene and ensure that my health came first. Through countless nights, I would flip through pages on various philosophies and religions; of note to me were Buddhism, Christianity and Stoicism. No amount of self care and enlightenment could bring [NAME] back. Instead, it helped me come to terms with the difficult truth that I had been denying: [NAME]’s passing changed everything.

As I came to accept [NAME]’s passing, I developed the belief that we are responsible for ascribing meaning to the sacrifices of those who have passed. Since [NAME] had struggled with addiction, I began reading to better understand the functions of addiction and observe the many ways it manifested, seeking to spread mental health awareness on campus.

With this knowledge, I would aim to help patients find value in their own lives, in spite of the physical and mental ailments they may face. My responsibility as a doctor would be two-fold - just as I would be responsible for diagnosing and treating patients on a physical level, I must also ensure that their emotional needs are met and they feel comfortable working with me as their doctor.

With time, I saw the impact of my approach pay off. I enlisted to become co-director of the advocacy branch of [COLLEGE NAME]s Active Minds chapter, spreading my story in hopes it would inspire others. I reached out to students who were struggling with their own mental health and provided them with aid and support using the iCBT tools I learned through [COLLEGE NAME]’s STAND program.

By taking into account the lives of the patients and their own mental wellbeing, their path to recovery can be much smoother - their quality of life will improve and they will realize that the doctor is working for the betterment of the patient’s life.

It was through these connections that I began to discover my innate passion and talent for guiding others. By ensuring fellow students and friends felt heard and understood, I could ease their worries and alleviate their tensions in life.

I find this property of the human condition charming; all it takes is a touch of connection to realize that the strife and tiredness that so often arises in life does not control us. I wish to give my future patients hope that even if they are suffering from a physical or mental condition, there will always be a blissful part of our soul that we can find ourselves comfortable in during the healing process.

Though many clinicians are involved in this healing process and can provide this necessary ‘calming presence,’ great doctors effectively shoulder an immense amount of trust and responsibility from both their patients and their colleagues. They often decide how to treat patients while balancing their wealth of knowledge with empathy and compassion.

As a doctor, I would work to use this influence in order to ensure that the needs of people of color, women, LGBTQ+ communities and individuals facing mental illness are properly addressed. My time at [COLLEGE] allowed me to interact and work with members of these communities - opportunities that I did not have in the more culturally homogenous state of [STATE].

My care for patients would extend beyond empathy and compassion. Whether I was looking to elevate my experience in research by administering psychological tests to patients taking initiative to elevate my involvement in Active Minds, [COLLEGE]s mental health organization, I have always sought for ways to pursue new and enriching experiences beyond what was expected of me.

Rather than taking a top-down approach to medicine, it would be my job to facilitate a connection that allows both the patient and myself to grow and understand more about one another.

Just as I would learn more about each patient and case that I review, I know that I would constantly have to research and incorporate new developments in medicine. I hope to embrace these changes in an effort to understand how the body and mind continue to evolve. By approaching each day as a learning experience, rather than a set mission with a set end, I hope to continue expanding my knowledge by understanding patients better, staying informed on the latest treatments and navigating public policy well beyond medical school and residency.

[NAME]’s passing brought me much heartache and grief. Through time, this grief has become a transformative experience. Rather than lamenting on his passing, I hope to do well on his legacy. Just as his deep laughter once brought joy to my life, perhaps my work will afford a future patient many more days of laughter and life.

There are multiple aspects of this medical school personal statement example that work well:

It uses an engaging narrative : The personal statement follows a narrative structure, starting with the initial event and progressing through the author's emotional and intellectual development. This structure helps engage the reader and creates a cohesive flow to the story.
Its integration of personal experience and academic interest : The author effectively connects their personal experience of loss with their academic interest in medicine. They demonstrate how their personal journey led them to develop a strong commitment to mental health advocacy and patient care.
It uses concrete anecdotes : The author includes specific anecdotes and experiences to illustrate their growth and passion for helping others. These anecdotes provide concrete examples of their commitment to medicine.
It ends strong : The author mentions their friend’s legacy and their desire to continue it through their work as a physician, which leaves an impression on the readers and adds depth to their motivation to join the field.

This personal statement is emotional and captivating. It provides the committee with a glimpse of who this student is, what they have been through, and how they resiliently used adversity as inspiration to become a better physician and person overall.

While many students focus on proving their ability to be great physicians, few also prove their ability and desire to be great people overall, but the two go hand in hand! Demonstrating both can make you a more attractive and well-rounded candidate.

The doctor’s voice faded as I stared blankly at the wall behind her. Tears welled in my eyes, and the staccato sips of the oxygen regulator quickened with my pulse. The words “We can’t do anything for you,” echoed and stung.

Just a couple of years before, I identified as a healthy, active young woman, but now I felt like a prisoner in my own body. Bound to 24-hour oxygen, I was nearing end-stage pulmonary hypertension from multiple blood clots that turned to scar tissue in my lungs, and the doctor was telling me the disease would only progress.

Just as vividly as I remember the doctor saying nothing could be done, I also remember the day the care team came into my hospital room after my pulmonary thromboendarterectomy to discuss the Results of my most recent pulmonary diffusion scan. My heart pounded. I wanted nothing more than to hear that I would be okay and that I could return to activities like running and backpacking that previously brought me so much joy.

As my physician pointed out the differences between my pre- and post-op scans, smiles and tears emerged on every face in the room. After two years of severely limited lung capacity, my lungs had nearly normalized, the hypertension was gone, and my heart would heal over the next few months.

I am often at a loss for words when trying to convey the impact my doctors and care team had on the trajectory of my life, and I would not be who I am today without their empathy and dedication to improving my health. Although I always had a strong interest in medicine, this transformative experience inspired me to pursue a career as a physician so I may help others as my physicians have helped me.

One month after my surgery, I went back to school motivated and eager to advance in my prerequisites and achieve my goal of attending medical school and becoming a physician. I earned As in every class I took, often setting the curve on exams and accepting requests by professors to tutor my peers.

Outside of school, I sought out non-profit organizations that aligned with my values and fueled my passion for service, health equity, and education. I dedicated my time to Showing Up for Racial Justice (SURJ) where I helped organize fundraisers to repeal [STATE]s Three Strikes sentencing law.

I also volunteer at the [CLINIC NAME] where I am conducting a client-based study that will impact clinic policy, procedures, and recruitment to better serve marginalized communities.

Along the way, I discovered a love and gift for human connection. Through these human connections, I learned that being a physician does not always mean “fixing” people’s ailments, but making sure people feel heard and validated as they receive the care every human deserves.

While working as a medical assistant, I helped take care of a young, female patient who suffered from a worsening and debilitating eye condition. She came to us desperate, scared, and discouraged after being referred out of six clinics.

When she arrived, I gathered a thorough medical history, taking note of the details leading up to and following the start of her symptoms. As she described her significant decline in vision, she broke down and shared how terrified she was. Drawing from my own experience, I gave her time and space to express her fears and concerns, reassuring her that we were there to take care of her.

Given her recent travel history, we identified a parasitic infection as a likely diagnosis, and we urgently referred her to the top infectious disease clinic in our area. Following this appointment, the patient emailed our clinic to thank us for listening to her and making her feel like she mattered.

During times of uncertainty, the most reassuring gift my physicians gave me was their time, allowing me to feel understood and supported. Knowing I have the capacity and tools to do the same for others is one of the many motivations that will carry me through medical school and beyond.

Reflecting on these experiences, I now understand medicine to be as much of a social practice as it is a scientific one, and, as a physician, I will prioritize patient advocacy, empathetic listening, cultural competency, and holistic approaches to care.

Additionally, after seeing medicine through the lens of a patient, I am fortunate to know what is at stake when someone’s health is stripped from them and am not afraid to be vulnerable or express humility when faced with challenges that do not have a clear resolution. I believe uncovering patient-specific variables is not only key to avoiding generalizations and potential misdiagnoses, but also to fostering the meaningful doctor-patient relationships essential for successful, equitable treatment.

I have been a runner since I was twelve years old but thought I would never run again after I got sick. When running now, my mind sometimes wanders back to that day in the doctor’s office when I sat tethered to an oxygen tank and struggled to accept that life as I knew it was over. I close my eyes and breathe in deeply, listen to the rhythmic taps of my shoes on the pavement, and take inventory of the immense gratitude I feel for life and the physicians who gave me mine back.

I smile, open my eyes, and run into that feeling of lightness, knowing I can provide that for others.

If out of all the medical school personal statement examples, this one catches your eye, here are its most noteworthy features that you can implement in your own essay:

It has an emotional impact : The writer effectively conveys the emotional turmoil they experienced when receiving the diagnosis and hearing the words "We can't do anything for you." The details evoke a sense of empathy, putting the reader right in the writer’s shoes.
It demonstrates excellence and passion : The writer showcases their academic achievements, earning top grades and setting the curve in their classes. They also describe their involvement in non-profit organizations which demonstrate their dedication, leadership, and commitment to making a positive impact.
They reflect on medicine : The writer reflects on their understanding of medicine as a social practice in addition to a scientific one. Their acknowledgment of the complexity and uncertainties of medicine shows their willingness to express humility-–an important and often overlooked trait for physicians to have.
It demonstrates resilience : The passage ends on a hopeful note, as the writer reflects on their ability to run again and the immense gratitude they feel for life and their physicians. They express their determination to provide that sense of lightness and hope to others, proving they have clear direction and intent.

This personal statement is highly reflective, shows the writer’s vulnerability and humility, and proves they have clear goals that they are highly motivated to achieve!

The gravity of a phone call was something I had not fully understood until May 7, 2022. Mere weeks after her wedding, my cousin reached out to our family and delivered news none of us were prepared for. My aunt, affectionately called [AUNT’S NAME] in our native language Telugu, had fallen down the stairs and vomited. My cousin explained that [AUNT’S NAME]'s speech was impaired after the fall, but we did not expect to hear the unimaginable - she was diagnosed with glioblastoma. I felt my cousin's words on a visceral level, trying to put together the pieces she relayed over the phone. [AUNT’S NAME] was the light of every room she walked into, and as a nurse she was able to share her benevolence with patients.

Hearing she was no longer her full-of life self reflected how quickly things would never be the same. Within weeks, she was at [HOSPITAL] undergoing a craniotomy to extract her frontal lobe tumors. The uncertainty my family felt on the ride to visit her post-operation was palpable. Upon arriving, we were assured by the neurosurgeons that the surgery was successful and her tumors were removed. The thorough explanations with which they answered our endless inquiries were immediately noticeable, and I appreciated their patience and compassion in ensuring we were updated on her condition even after a lengthy operation. [AUNT’S NAME] underwent chemotherapy and radiation shortly after. We visited her in August, and the toll these procedures took on her was evident. She could not speak how she once did and her memory and mobility declined: it was painful to see her like this. On Christmas Eve, we visited her as she lay on the hospice bed, opening her eyes every few seconds. She could not experience the new year.

What startled me the most about [AUNT’S NAME]'s death was how sudden everything happened. How could someone who was happy and dancing in April be no longer here with us by December? Glioblastoma had the staggering ability to transform someone who brought warmth and light to everyone into a shell of her former self. As someone fascinated with healthcare since middle school, I had been confident in the ability of medicine to cure any patient's condition. But the doctors did their best, and it still was not enough to save [AUNT’S NAME]'s life. All of their education, training, and work could not fix her affliction.

Arriving at that realization, I candidly reflected on the true societal value of physicians. The advocacy and support they gave our family during our darkest moments together was nothing short of meritorious. The neurosurgeons and oncologists used their medical knowledge to form a treatment plan around my aunt, and their contributions made all the difference despite her tumors' aggressiveness. More importantly, they prioritized explaining their work to our family in a comprehensible and empathetic way very few others can and ensured she was comfortable during her final days. After recognizing their impact, I felt a calling to also provide care and empathy for patients and their families during moments of need, knowing how much that meant to our family. Much like [AUNT’S NAME] was a shining light in our lives, her doctors provided light for us in the form of knowledge and empathy in our darkest hours. Invigorated to experience what it was like to be an advocate for patients like [AUNT’S NAME], I sought to witness firsthand the work physicians do.

My experience shadowing Dr. [NAME] enabled me to connect with patients from all walks of life. I gained clinical experience working at his clinic and, during my time there, was able to interact with patients like [NAME], who had such severe peripheral neuropathy that he was unable to even pick up a cup of water. Realizing [NAME] was once vibrant and healthy like [AUNT’S NAME] was, I knew [NAME] had the ability and privilege to guide him through this condition beyond merely prescribing medications. I saw my aunt in [NAME], and I knew having the assistance of [NAME] meant the world to him as he navigated living with his condition.

The ephemerality of life I understood following [AUNT’S NAME]s death compelled me to further dedicate my efforts towards serving disadvantaged people through volunteer work. From helping coordinate food drives to serving the homeless at soup kitchens, I was able to connect with local communities by offering hope to the underserved. These experiences developed in me a desire and commitment to apply my medical knowledge in treating patients of various backgrounds with the end goal of improving my community's health. My experiences fostering relationships with patients perpetually remind me of how gratifying it is hearing people from different walks of life and being their advocate throughout their journey of overcoming the illnesses they have.

My desire to complete graduate-level coursework is attributed to my eagerness to pursue a career in medicine. I believe this will hone my study skills and enhance my work ethic so I can excel in medical school and beyond. In addition to developing my study skills, I hope to actively engage in the community and continue shadowing to strengthen my competence to serve patients as their resolute advocate by offering hope in their lowest times.

It’s not unusual for students to write about their own or a loved one’s experience being ill in their medical school personal statement. While the topic may be common, there are ways to still ensure you stand out! Here’s how this student does so:

It’s clear and concise : Despite the emotional nature of the subject matter, the writing remains clear and concise. The writer effectively conveys their thoughts and experiences using precise language and impactful imagery.
It adds personal touches : Rather than just focusing on their aunt’s experience with her illness, they give the readers a glimpse into their own thought process, what they felt and saw during this challenging time.
It’s highly reflective : The writer candidly reflects on their initial confidence in medicine's ability to cure any condition and their subsequent realization that even the doctors' best efforts were not enough to save their aunt's life. This introspection adds depth, maturity, and authenticity to the narrative.
There’s a lesson learned : Using their aunt’s story, the writer acknowledges and appreciates the advocacy, support, and empathy provided by their aunt's doctors and explains the importance of physicians that extends beyond just treating sickness, showcasing their well-rounded perspective of a physician’s role.

Overall, these aspects contribute to the effectiveness of the writing by creating an emotionally resonant narrative, highlighting personal growth and reflection, and emphasizing the writer's commitment to compassionate care!

They may take a similar direction as other students, but their anecdote is highly personal which ensures their personal statement is distinct nonetheless!

I woke up suddenly in agony, unable to move my leg. I shouted over to my mom feeling confused and helpless. I was only 11 years old and had never felt this type of pain. The pain endured, simply getting out of bed was a daily struggle. I met with dozens of specialists looking for answers. However, no one was able to diagnose me, deferring the disability as something musculoskeletal with no real solution. I felt demoralized that I was unable to run around with my friends anymore. The hospital became a revolving door. This pain was consuming my life. No one seemed to understand my urgency. After six long months of little progress, I began to lose hope that I would ever be the same. That was when I met Dr. [NAME].

His attention towards my ailment was different. His demeanor of a warm smile and pure enthusiasm made me feel immediately at ease. He was the only doctor that spoke directly to me, instead of to my parents. For the first time, I felt like I mattered. Although I was not sure he would find the solution to my problem, I knew I found someone who would do everything in his power to try. Fortunately, Dr. [NAME]s investment in my well-being helped determine I was suffering from a psoas impingement. Shortly after surgery, I was able to move my leg again, pain-free. Within a few months, to my surprise, I was able to walk without pain. From that moment on, I wanted to be just like Dr. [NAME]. I wanted to be a vector of hope. I wanted to be a doctor.

In college, I wanted to test my own volition for medicine. After volunteering in the ER, I became a [CITY] EMT. While I cherished the responsibility of knowing my patients entrusted me with their health, I experienced first hand that my role was far more than having medical knowledge as a first responder. I recall [NAME], a veteran whom I met transporting from dialysis every week. As I helped him onto bed, I heard him ask an aide for water. When I returned for the nurse’s signature, I noticed he still had not gotten his water and so got it for him instead. [NAME] was a bilateral amputee and due to his limited mobility, was completely dependent on his caregivers.

Although I could not understand [NAME]’s struggles, I knew how it felt to be in a vulnerable state from my own experience as a patient. I could not change [NAME]’s situation; however, I had the opportunity to give [NAME] the same sense of relevance that Dr. [NAME] gave me. I tried to make [NAME] feel at ease – listening and validating his concerns. I connected with him as a person and not just a patient, enabling him to regain a sense of autonomy despite his disabling circumstances. I began to visit him outside of work and helped him find a prosthetist. Seeing the impact I was able to have on [NAME] and so many others as an EMT, further solidified my desire to become a doctor.

Following graduation, I embarked on a unique opportunity to work for Count Me In (CMI), a research organization at the [INSTITUTE NAME]. CMI applies a patient-centered approach to cancer research, partnering directly with patients and empowering them as experts of their own disease. I analyze patient medical records for all metastatic and rare cancers. Initially, it was challenging because most patients were terminally-ill. Each new record was like starting a book that I knew was going to have an unfortunate ending. I found myself subconsciously reconstructing the patient’s narrative. It was difficult to recount their years of trauma only as a bystander without any ability to change their outcome.

Fortunately, I was able to meet several patients including [NAME], a patient diagnosed with metastatic breast cancer. I will always remember the enthusiasm she spoke with as she described how grateful she was for being a part of CMI. She emphasized how it helped her regain a sense of control over her disease and provided purpose to her suffering. It was empowering to see her excitement for the potential of her data helping others and sense of fulfillment from being involved in her own cancer’s research. I realized the reward of assisting patients attain a sense of autonomy superseded any emotional struggle I may experience studying their hardships.

I applied to medical school in 2018 following graduation and again in 2020. Since my last application, I have continued to work for CMI, allowing me countless meaningful patient interactions through advisory council meetings and virtual conferences. Each encounter has been a reminder to stay on course, reinforcing my desire to become a physician dedicated to helping patients. CMI has given me the tools and skills needed to be a strong and effective champion of patient advocacy. As a doctor, I will leverage this experience to push for patient autonomy and prioritize patients at the forefront of their care.

My decision to reapply reflects my conviction that I will be an impactful physician attuned to my patients’ needs. It reflects my endurance as an applicant, which will pay dividends in the long and difficult journey that is medical school and residency. Furthermore, I believe this endurance will allow me to serve as a source of strength for my patients in their disease pathologies, never giving up on finding a solution. I want nothing more than to be a physician. I want to be like Dr. [NAME]. I want to be Dr. [WRITER’S NAME]

Here’s what makes this personal statement effective:

It demonstrates persistence and resilience : The personal statement underscores the writer's persistence and resilience in the face of challenges. They mention reapplying to medical school and continuing to work for CMI, despite previous application setbacks.
It showcases clear communication skills : The writer effectively communicates their thoughts, experiences, and motivations using precise language and impactful storytelling. This demonstrates their ability to articulate their ideas and experiences effectively, a valuable skill for a future physician.
It remains positive : Despite the challenges described, the writer maintains an overall positive and hopeful tone. The writer focuses on the lessons learned and the impact they can make as a future physician. They do not aim to evoke pity, which is a smart move because it never goes well with admissions committees!
It’s authentic : The writing feels genuine and authentic, reflecting the writer's personal experiences, emotions, and motivations. This authenticity makes the personal statement more relatable and compelling to read.

While this personal statement certainly tugs at the heartstrings, it goes beyond simply telling a sad story. Using their difficult experience, they share their inspiration to become a physician, demonstrate their perseverance, and prove they’re dedicated to medicine.

“Who is Wilson and can you tell him that I have basketball practice tonight?” I joked to an assembly of doctors and nurses surrounding my hospital bed. Rather than starting my senior year of high school, I was admitted to the hospital and subjected to several days of relentless testing and consultations. Ultimately, it was confirmed that I was one of 30,000 people in the world diagnosed with Wilson’s disease, a rare copper metabolism disorder that can cause fulminant liver failure. This reserved me a status 1A spot on the national transplant list, a status generally reserved for those who have a prognosis of only a few days of survival. Over the next nine days, I was encephalopathic – dozing in and out of consciousness. Due to the compassionate and selfless act of a twenty--year--old named [NAME], I overcame the inevitable. When no cadaveric donors were available, [NAME] chose to donate a portion of her liver to give me a fighting chance to live. The seventeen-hour surgery and subsequent procedures over the following weeks kick-started an arduous road to recovery and gave me a newfound appreciation for what it means to live. My journey, although daunting, instilled in me a high regard for the fragility of life and has inspired me to want to help others preserve it.

Prior to my own four-month hospital stay, I was no stranger to the weight of a patient’s room. At ten years old, a time when most kids rely on their mom, I instead fulfilled a very different role as mine battled breast cancer. Attending every chemotherapy appointment, emergency room visit, and trip to pick out a new wig, I served as a part of my mom’s care team. I could always be found by her side, painting her nails or watching marathons of I Love Lucy on days when she did not have the strength to get out of bed. Despite all efforts, I lost her. However, I found solace with a newfound appreciation for the impact of death. While she may have physically departed from my presence, her lessons and memories continue to have a hold. My mom’s diagnosis revealed her zest for perseverance. She taught me the immeasurable value of emotional support, which empowered me to provide that to others. I decided to run for the position of Philanthropy Chairman of my sorority at [COLLEGE] and was elected. With this appointment, I strengthened our chapter’s ties with Breastcancer.org — an online forum that supports patients and their families as they are battling breast cancer. I was responsible for raising money and awareness and organized a basketball tournament with the entire student body to support the cause. Just as I sat by my mom’s side throughout every part of her journey, I know she is guiding me wherever my journey leads. And it is because of her that I found resilience when I fought my own battles 7 years later.

Through my personal struggles as a liver transplant recipient, I was invested in understanding more about my disease process. This desire further sparked my interest in the field of medicine and catalyzed my scientific curiosity to be involved in research. I was given the fortuitous opportunity to study organ rejection patterns and the efficacy of two immunosuppressants - Tacrolimus and Sirolimus. Working alongside Dr. [NAME], my former physician while I was a patient at [HOSPITAL], I gained experience on the power of research. My project entailed retrospectively reviewing the Nemours transplant database and collecting data on all liver transplant recipients. Additionally, I had the opportunity to speak and relate directly to patients and their families. Through my firsthand experiences as both a patient and a research assistant, I know that research is an integral component of medical education and advancement. I hope to continue my involvement in investigative and clinical outcomes research in medical school and as a future physician.

Furthermore, I have quickly realized the sense of satisfaction and purpose I gain from sharing my story with others. I solidified my commitment to medicine by enrolling in the [COLLEGE]’s Pre-Health Post-Baccalaureate program. To further bolster my education, I became a medical scribe and inserted myself at the center of the patient-provider interaction. I empower my patients to ask questions and provide them with a say in their own care. With this experience, I have learned that bedside manner is just as important as having the medical knowledge to diagnose and treat illness. As someone who has spent time both in hospital beds and preparing beds for medical procedures, I understand the anxiety and complications that come with human health and take pride in sharing my emotional support with my patients each day.

Rather than allowing my diagnosis to define me, I named my puppy Wilson to remind myself of my journey and perseverance. As I put on my scrubs each morning and take Wilson for a walk, my motivation to become a physician grows stronger. My past has enabled me to appreciate the importance of compassion, value of human life, and the kind of person I want to become. I have fully immersed myself in the field and am ready to embark on the next chapter of my life as a future physician—Wilson always at my side.

The following elements make this a winning personal statement:

It tells a unique personal story : The writer shares a personal journey that is intimate and impactful. From being diagnosed with a rare disease to experiencing the loss of their mother to cancer, the writer's personal experiences add depth and emotional resonance to their narrative.
It demonstrates a commitment to patient advocacy: The writer's philanthropic activities and role as a medical scribe reflect their dedication to advocating for patients. They recognize the importance of empowering patients and involving them in their own care, which are all green flags for the admission committee!
The little details matter : Naming their puppy Wilson as a reminder of their journey and perseverance adds a nice personal touch and symbolizes the writer's unwavering motivation to become a physician. It conveys their deep connection to their experiences and their drive to make a difference.

In case these 15 personal statement examples aren’t enough, you can access a dozen more samples to spark your creativity and help you write a stellar statement!

Steps to Write Your Personal Statement for Medical School

After reviewing the above medical school personal statement examples, you likely noticed some patterns and have a rough idea of how to structure your statement. But, if you’re still feeling a bit unsure about diving into the writing process, here’s a simple roadmap to get you started :

Step one : Spend considerable time on the brainstorming process and reflect on the experiences that have shaped your desire to pursue medicine. Consider your personal growth, the challenges you’ve overcome, your meaningful encounters, and your career aspirations.
Step two : Narrow your choices down and choose one significant story that you can connect your other meaningful experiences to.
Step three : Use effective storytelling throughout your essay. Show, don’t tell, be descriptive, and immerse your readers! Make sure your story is authentic and reflects your unique perspective.
Step four : Prove you’ve done your research and carefully considered your medical school choice. Show how your career goals and interests align with your school’s values.
Step five : Revise and edit your work multiple times until you’re satisfied with it, even if it means rewriting your entire essay or changing your central narrative!
Step six : Get feedback from a trusted friend, family member, or mentor to catch any lingering errors or typos.
Step seven : Be authentic in your personal statement. Don’t try to impress the admissions committee by using overly embellished or exaggerated stories! Admissions committees appreciate honesty and genuine passion, and they can typically see right through insincerity!

Although writing your personal statement may seem overwhelming at first, following these steps and reflecting on the effective elements of the medical school personal statement examples above should help you complete this application requirement with more confidence!

FAQs: Med School Personal Statements

We’ve gone over several medical school personal statement examples, provided you with a run-down of how to approach your statement, and hopefully instilled some hope and motivation in you to begin your writing journey.

In case you have any remaining concerns about this application component, here are the answers to frequently asked questions about personal statements for med school!

1. What Should a Medical School Personal Statement Say?

Your medical school personal statement should clearly articulate your genuine interest in the field and explain what drives you to become a doctor. This could be a personal story, an influential experience, or a deep-rooted desire to make a positive impact on people's lives through healthcare.

You should also share relevant personal experiences that have shaped your decision to pursue medicine and discuss your proudest accomplishments, whether it be extracurriculars , academic achievements, or volunteer endeavors.

Ensure your narrative is unique and that you highlight the qualities that make you a strong candidate for medical school.

2. How Should I Start My Personal Statement for Medical School?

Start your statements as all of the medical school personal statement examples in this guide have—with a unique and intriguing hook. Share an experience that influenced you to become a physician and fully immerse your reader by being descriptive and focusing on several senses.

Try to involve your reader in your writing by painting a vivid picture for them!

3. What Should Be Avoided In a Personal Statement for Medical School?

While there are endless topics you can choose to write about in your personal statement, you should avoid doing the following :

Being generic : Have specific goals, intentions, and concrete examples to demonstrate your commitment to medicine.
Being cliche : Don’t use overused quotes or claim you pursued medicine to change the world. The committee has seen it a million times and wants deeper insight into what medicine means to you and what kind of physician you hope to become.
The Debbie downer : Remain positive in your personal statement, even if you’re mentioning hardship you experienced!
Risky humor : while adding some humor into your statement can elevate it and add personality to it, you want to be very careful with the types of jokes you use and err on the side of caution by avoiding any potentially offensive or niche jokes.
Neglecting to edit your work : Typos, spelling errors, or grammatical mistakes will reduce the efficacy of your statement. Do not skip the final step of proofreading your work!

By avoiding these common mistakes, you’ll be one step closer to writing an excellent med school personal statement!

Final Thoughts

Remember, your personal statement is your opportunity to make a lasting impression on the admissions committee. It’s your time to highlight your achievements and share those transformative experiences that made you realize your calling and the impact you want to make in the world!

Be genuine, think outside of the box, tell your story, and let your passion for medicine shine through. For added benefit, get support from Inspira's med school experts. They can not only look over your essays, but also ensure every other part of your application is submission-ready!

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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.

Best Medical Essay Topics for Students & Expert Writing Tips

#i',$content, -1); --> table of contents medical topics for essay: the essentials medical essay topics: how to choose a good one 15 strong medical argumentative essay topics some interesting medical ethics topics for essay the most relevant medical persuasive essay topics top medical research essay topics to save you time good medical assistant essay topics writing a modern medical education essay can be an effective way of communicating information, discussing research findings, or educating others about important topics related to health and healthcare. in this 5-minute read, we’ll go over the essentials to help you write a very organized and insightful nursing paper, as well as offer an extensive list of fresh medical essay topics that will make your paper outstanding. medical topics for essay: the essentials.

A nursing essay is an academic writing assignment that aims to demonstrate your knowledge throughout the application process for nursing school, a nursing program, or during your years as a medical student. Essay writing for nurses is also a great way to advance careers and emphasize critical issues or exceptional cases.

Admission/Application Essay
Admission Editing
Admission Proofreading
Annotated Bibliography
Argumentative essay
Article paraphrasing
Article review
Book Report/Review
Business plan
Capstone Project
Concept map
Concept paper
Conference Paper
Critical review
Custom List of Topics
Data analysis
Defence Presentation
Discussion Post
Dissertation
Dissertation Chapter - Abstract
Dissertation Chapter - Discussion
Dissertation Chapter - Introduction Chapter
Dissertation Chapter - Literature Review
Dissertation Chapter - Methodology
Dissertation Chapter - Results
Dissertation revision
Evidence-based practice paper
Exam Answers
Grant proposal
Interview essay
Letter of recommendation
Literature review
Literature review outline
Marketing plan
Math Problem
Multiple Choice Questions
Non-word assignment
Nursing care plan
Nursing teaching plan
Paraphrasing
Personal Statement
PICO/PICOT Questions
PowerPoint Presentation Plain
PowerPoint Presentation with Speaker Notes
Problem solution
Proofreading
Quality improvement project
Reaction paper
Reflection paper
Reflective Journal
Research Paper
Research Proposal
Retyping (PDF / PNG / Handwriting to Word)
Scholarship Essay
Scoping review
Shadow health assessment
Statistical Analysis
Statistics Project
Swot-analysis
Systematic review
Thesis chapter - Background
Thesis chapter - Conclusion & future works
Thesis chapter - Implementation
Thesis chapter - Introduction
Thesis chapter - Other (not listed above)
Thesis chapter - Results & evaluation
Thesis chapter - Theory & problem statement
Thesis literature review
Thesis Proposal
Thesis revision
Topic Suggestion
Topic Suggestion + Summary + References

Here’s how to write a good health essay step by step:

Choose a topic that aligns with your subject matter or interest in nursing.
Conduct thorough research to have a strong foundation for your paper.
Develop a clear, concise thesis statement.
Create a detailed outline that arranges the information consistently.
Write a compelling introduction that gives background on the subject.
Develop body paragraphs that focus on particular issues related to your thesis.
Support all claims with valid evidence and cite sources using a suitable citation style (e.g., MLA, APA).
Craft a thoughtful conclusion that sums up the key points examined in the paper and restates the thesis.

Last but not least, use clear and concise language to convey your ideas, and always take the time to proofread the completed paper and ensure it meets the provided guidelines.

Medical Essay Topics: How to Choose a Good One

These are some of the most effective tips for selecting a topic for any essay, including a nursing one:

Think of the nursing essay topics you find interesting.
Check for possible resources to base your paper on; ensure there’s plenty available.
Make sure the topic is not too specific, as it will be harder to research.
Ensure it’s broad enough to tackle lots of ideas and thoughts.
Review samples online to find some inspiration.
Ask a friend or someone from your institution to brainstorm medical topics for essay with you.
Now that we’ve covered the fundamentals, let’s take a look at the best fifteen argumentative medical essay topics available today.

15 Strong Medical Argumentative Essay Topics

The medical argumentative essay topics below were hand-selected by our best experts in the field, so you can quickly get started with your paper.

Should insurance cover holistic treatments?
Recent advances in stem cell research and ethical issues.
Gene editing: ethical implications.
Vaccination: public health necessity or infringement on personal liberty?
AI in healthcare and its potential risks and benefits.
Which way to treat mental health issues is better: psychotherapy or medication?
The effects of genetically modified foods on population health.
Who should be held accountable for childhood obesity?
Cosmetic surgery: a personal preference or a necessity?
Should organ donation be made compulsory or remain voluntary?
The right to try experimental drugs: a humanitarian act or a dangerous business?
Opioid dependence vs. patient autonomy in chronic pain management.
What are the short-term and long-term effects of prenatal drug exposure?
Ethical aspects of human cloning.
Is animal-assisted therapy a pseudoscience or an efficient treatment?

Next, we’ll cover medical ethics essay topics that offer room to build a strong argument and support it with research.

Some Interesting Medical Ethics Topics for Essay

This list of medical ethics topics for essay can help you narrow down your choices and find the one that is both relevant to your studies and interesting:

The implications of pregnancy termination due to a genetic condition.
The ethical side of using social media in medicine.
Should minors have access to birth control without parental consent?
Is it ethical to test potentially dangerous medication on animals?
Should technology be used to do open-heart surgery?
Should artificial intelligence be used to reduce human errors?
Donation of organs and ethnic preference.
What are the ethical implications of active euthanasia and physician-assisted one?
Learning nursing by incorporating handheld devices.
Is it ethical to obtain patient-specific information for predictive analysis?
The global disparities in medical ethics.
The implications of genetically modified animals.
Models of ethical decision-making in counseling.
John Stuart Mill and Immanuel Kant’s moral theories.
The 9/11 attack’s impact on the ethics.

Now let’s move on to persuasive essay medical topics that will definitely impress your professor.

The Most Relevant Medical Persuasive Essay Topics

We’ve combed through several lists of medical persuasive essay topics to provide you with 15 that are relevant, simple, and current:

Does technology positively or negatively impact people’s mental health and well-being?
Are genetically modified crops good or bad for society?
Can science assist people with physical limitations in living better lives?
The influence of mental health disorders on the community.
Is infertility connected to couples’ stress levels and poor lifestyle choices?
Is obesity a result of the food business?
Is biohacking healthy?
Are genetically modified foods harmful to our health?
Can crystal healing help improve our physical and mental health?
Should broad-use drugs have a 20-year patent?
Do needle exchange programs help limit the transmission of blood-borne infections?
Is bone marrow transplantation helpful for patients with blood cancer?
Do contraceptive pills pose risks?
Can food allergies cause behavior problems?
Should dental insurance be required for everyone?

More interested in controversial medical essay topics? Below, you’ll find a collection of specially selected ones so you can find something that is ideal for you.

Best Controversial Medical Essay Topics for Discussion

Another sign of great medical research essay topics is that they leave no one indifferent. Let’s see what ideas you can develop for further discussion.

Is there any connection between poverty and poor health?
What factors influence healthcare costs in the U.S.?
Should the government provide free health care to people without homes?
Is the cost of healthcare in the United States reasonable?
Is it necessary to urge patients to begin utilizing homeopathy?
What donor system is better: opt-in or opt-out?
Should uninsured persons be given access to healthcare?
Should euthanasia be made illegal?
Should surrogacy be utilized on demand or solely for medical reasons?
Is womb transplanting a viable surrogacy option?
Should someone be rejected for an organ transplant just because they lead an unhealthy lifestyle?
Should abortion be legalized?
Should newborn vaccination be mandatory?
Should doctors be permitted to promote certain medicinal products?
Should there be legal consequences for medical mistakes?

In case you’re doing research, the medical essay topics discussed in the next section might come in handy, so check them out now!

Good Medical Assistant Essay Topics

When it comes to choosing medical assistant topics, you need something meaningful. Hover over these examples to spot the fitting idea for your essay:

Is medical assistant a rewarding career?
The role of medical assistants in preventive healthcare.
Reflection on a specialized clinical procedure.
Milestones and pitfalls of being an anesthesiologist assistant.
Ethical considerations of medical assistance.
The role of medical assistants in intravenous therapy.
Medical assistant qualities.
The contribution of assistants to chronic disease management.
The advantages and disadvantages of being a clinical assistant.
Professional development opportunities for medical assistants.
Cultural competence in medical assisting.
Consequences of working outside of the legal scope of practice.
Technological advancements in medical assisting.
The impact of COVID-19 on medical assistant practice.
Trends and innovations in medical assisting.

We hope these ideas will help you find a suitable area to cover. In case you need any further assistance with your paper or want to get more great topics, our medical essay writing service is here for you 24/7!

Medical Professionalism

John A. Benson Jr., MD Professionalism Article Prize
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2018 [Re]Building Trust

What is Medical Professionalism?

Medical P rofessionalism is the daily expression of the desire to help people and society as a whole by providing quality health care to those in need.

Today’s definition of medical professionalism is evolving – from autonomy to accountability, from expert opinion to evidence-based medicine, from self-interest to teamwork and shared responsibility. For many, medical professionalism is the “heart and soul of medicine.” More than the adherence to a set of medical ethics, it is what originally attracted them to the field of medicine.

Many physicians today experience profound obstacles to fulfilling the ideals of medical professionalism in practice. These obstacles range from struggles faced on an individual level to issues that exist throughout the system.

The Physician Charter

Professional competence
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Patient confidentiality
Maintaining appropriate relations with patients
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In medical profession, conflicts of interest occur when the potential of financial or other benefits unduly influence the professional conduct of an individual (Partners Healthcare). Like any other profession, medical professionals also interact with numerous stakeholders who each hold certain rights, thus, it is important for medical professionals to carefully manage conflict of interests.

Physicians are often contacted by drug manufacturers to conduct drug trials on their behalf. Many drug companies are also publicly-listed companies whose stocks’ prices are affected by the market prospects of new drugs and the greater the potential of a drug, the greater may be the impact on stock price. In such scenarios, the physician tasked with drug trial should not purchase the company’s stock or sell if he/she already owns it otherwise he/she will be tempted to report positive findings and hide negative news to increase the prospect of FDA approval as well as stock price appreciation.

Another scenario in which a conflict of interest may occur is when physicians act as marketing agents of drug manufacturers (Lo and Field). If physicians are paid on the basis of patients they prescribe the drug to or the number of presentations they make endorsing a particular drug, they will be less likely to protect the interests of the patients. The potential negligence of duties in such cases may not be making sure that patients are being prescribed the best drug given their particular medical conditions or they are not being exposed to excessive side effects. The third scenario involving conflict of interest may be being involved in the hiring process of new medical professionals at a health facility when one of the applicants is a relative or a friend. In such a case, the individual may favor the friend or relative over a more capable applicant and deny the possibility of optimal care to the future clients of the facility, were the best candidate hired for the position.

Lo, Bernard and Marilyn J. Field. “Conflicts of Interest and Medical Practice.” Conflict of Interest in Medical Research, Education, and Practice. The National Academies Press, 2009. 171.

Partners Healthcare. Description and Examples of Conflicts of Interest. 7 April 2013 <http://www.partners.org/about/ethics/interactions-with-industry/about-interactions-with-industry/description-of-coi.aspx>.

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Medical Professionals Exam Essay (Critical Writing)

To find inspiration for your paper and overcome writer’s block
As a source of information (ensure proper referencing)
As a template for you assignment

Methods of assessing medical terminology

Exam report transcription, determining whether one has learned the language of medicine, works cited.

The medical staff can be assessed using the Occupational English Test. In this case, the likely performance of the medical professionals can be determined (McNamara 21). In addition, there is the International English Language Testing System (IELTS) test, which can be used in the assessment of the medical terminologies. This test is known to examine the use of medical English (O’Neill, Buckendahl, Plake and Taylor, 297).

It can be observed that most of the tests developed to assess proficiency in medical language focus on the use of the English language. Thus, it should be noted that, the tests suggested are not sufficient. In this case, development of specific tests that can be used for the sole purpose of determining medical language proficiency is needed (Fulcher and Davidson, 125).

Jane D was admitted for pain in her right arm. She had been involved in a motorcycle accident. She had problems moving her right arm. The arm had sustained some injuries during the accident. To determine the extent of her condition, it was necessary to take her to the X-ray. The X-ray indicated that there was a blood clot in her acromioclavicular joint. This indicated that she might have suffered from a shoulder sprain during the accident.

She was lucky that she did not suffer a shoulder fracture or a dislocation. Apart from the shoulder injury, Jane had suffered a deep cut on her left part of the mandible. She was bleeding profusely from the injury. During the accident, Jane had also suffered a nasal fracture. In addition, she had suffered fractures on her coccyx. Apart from the fractures and cuts, Jane had soft tissue injuries that caused her excruciating pain. She was given morphine that had been prescribed to ease her pain.

Upon further examination, it was revealed that Jane had suffered a knee injury. In this case, she had suffered a patella fracture and dislocation. An examination on her blood count indicated a deficiency in the erythrocytes. She was injected with an intravenous of lactated ringers to assist her regarding insufficient blood. This also was to prepare her for the surgery in the operating room.

The medical profession uses a unique language, which can only make sense to those in this profession. In this case, the various medical professionals have to be efficient in using this language in order to carry out their duties in an effective manner. Therefore, all individuals in the medical profession have to be tested for their comprehension of the medical language.

Lack of proficiency in the medical language can lead to various errors by the medical professional. In this case, such errors include mis-diagnosis and mistreatment. In the extreme case, fatalities may occur due to lack of proficiency in the medical language. Therefore, a medical professional can be assessed through the various tests to determine his or her proficiency.

Those who score highly will be deemed to be proficient in the language of medicine. In addition, it is easy to tell of one’s proficiency in medical language by observing the amount of errors related to the language of medicine. In this case, few or lack of errors emanating from the language of medicine can indicate that one has learned the language of medicine. On the contrary, numerous errors related to the medical language will indicate that one has not grasped the language effectively.

Fulcher, Glenn and Fred Davidson. “Test Architecture, Test Retrofit.” Language Testing 26. 1 (2009): 123 – 144. Print.

McNamara, Tim. “Problematising content validity: the Occupational English Test (OET) as a measure of medical communication.” Melbourne Papers in Language Testing 6. 1 (1997): 19 – 43. Print.

O’Neill, Thomas, R., Chad W. Buckendahl, Barbara S. Plake and Lynda Taylor. “Recommending a Nursing-Specific Passing Standard for the IELTS Examination.” Language Assessment Quarterly 4. 4 (2007): 295 – 317. Print.

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“The Doctor as a Humanist”: The Viewpoint of the Students

Conference Report and Reflection by Poposki Ognen (University Pompeu Fabra); Castillo Gualda Paula (University of Balearic Islands); Barbero Pablos Enrique (University Autonoma de Madrid); Pogosyan Mariam (Sechenov University); Yusupova Diana (Sechenov University); and Ahire Akash (Sechenov University)

Day 3 of the Symposium, students’ section, Sechenov University, Moscow.

The practice of Medicine as a profession has become very technical; doctors rely on fancy investigations, treatment algorithms and standardized guidelines in treating patients. In a lot of universities, medical students and residents are trained without appreciating the importance of art and the humanities in delivering good care to patients and their families. Factual knowledge is imposed on us, as students, from scientific evidence delivered by highly specialized professionals: those who know more and more about niche subjects.

As a result, when someone decides to become a doctor , it seems that scientific training is the sole priority, with most attention being given to the disease-treatment model. As medical students, we are taught very specific subjects, leaving little or no space or time for any cultural enrichment programs. And yet, Personal growth as a doctor and a human being cannot be achieved unless one is exposed to the whole range of human experience. Learning from art and artists can be one such means of gaining these enriching experiences. We can learn from historians, and from eminent painters, sculptors, and writers, as well as from great scientists. How do we achieve these ends? The following essay summarizes and reviews one attempt at providing answers. The 2nd “Doctor as a Humanist” Symposium took place at Sechenov University in Moscow from the 1 st to the 3 rd of April, 2019, to explore the holistic perspective of interpersonal treatment.

To begin our essay, we would like to clarify some key concepts, such as culture, humanism and humanities, as they were employed at the conference. Culture is a complex phenomenon that includes knowledge, beliefs, artistic production, morals, customs and skills acquired by being part of a society, which can be transmitted consciously or unconsciously, by individuals to others and through different generations.

The humanities are academic disciplines that study the cultural aspects and frailties of being human, and use methods that are primarily analytical, critical, or speculative, which distinguish them from the approaches of the natural sciences. Humanism is the practice of making the human story central. Consequently, the studies of humanities, so invested in human stories, is one aspect of practicing humanism.

Technological and practical progress in medicine has been impressive in the past fifty years. Nevertheless, patients still suffer from chronic conditions such as heart failure, chronic lung disease, depression, and many others. These are conditions where technology cannot significantly change the outcomes or reverse the underlying condition. One of the ways to alleviate suffering is through compassion and empathy where the doctor is a professional who listens to, understands and comforts the patient, as well as engaging the patient as a fellow human being. We need arts and humanities as doctors’ tools to comfort and, perhaps, even to heal. We also need them to remind us that we are ‘merely human’ ourselves, and that we share our humanity with our patients, as equals.

Unquestionably, there are fundamental requirements that every physician must internalize; the conference goal was to explain that one such requirement is the humanistic view. Opera, poetry, philosophy, history, the study of dialectics, biographical readings, and even volunteering abroad can be means of engaging the world for positive change. Sometimes called “soft” skills, these are in fact necessary and valuable qualities to empower ourselves as persons, as well as doctors. The 2nd The Doctor as a Humanist Symposium placed the corner stone in a global project that aims to understand medicine as a multidisciplinary subject, and to establish the concept of humanistic medicine both as a science and an art where the patient and the doctor are human beings working together.

The international group of students after presenting their projects.

STUDENT PARTICIPATION

The event united experts in Medicine and the Humanities from all over the world. The speakers (doctors, nurses and students) were from Russia, the USA, the UK, Spain, Italy, Germany, Mexico and more. Each day’s program was both intense and diverse, and included plenary lectures and panel sessions. Medical students were highly involved in all parts of the conference, offering us a great chance to introduce our projects, share our opinions on various topics, and discuss our questions connected with the role of the humanities in medicine.We participated in roundtable discussions, which were chaired by experts from different countries. Even though this made us nervous, at the same time it was very important for us, as students, to be a part of it. We discussed the future of medical humanities from various perspectives, and above all our thoughts and ideas were listened to and commented on, on an equal basis with the world’s experts. For once, we could see that our views were being taken into consideration, and we hope that in the future this will be the norm and NOT the exception. We are the future of medicine, and our voices should be heard, too.

At the end of the first day there was a students’ session, where we gave our opinions on the relative importance of the medical humanities from a multicultural viewpoint, and on this particular roundtable there were students from Russia, Spain, Iran, Mexico, Italy, as well as a Nursing resident. One of the students during the session shared her view that “I would like to see medicine through the lens of humanism and empathy, and also implement all its principles in my professional life on a daily basis”. All participants agreed, and although we were representing different countries and cultures there was no disagreement about this. Even though we have not yet faced many of the obstacles of the world of medicine, we can see the role of compassion in clinical practice better perhaps than our seniors. We shared our points of view about this question and its relevance in the different countries. It was an incredible moment, as experts and professors demonstrated a great interest in our ideas.

The program was extremely diverse; however, the main idea that most speakers expressed was how to find, sustain and not lose humanist goals. Brandy Schillace gave an impressive presentation entitled “Medical Humanities today: a publisher’s perspective”, which studied the importance of writing and publishing not only clinical trials, but also papers from historians, literary scholars, sociologists, and patients with personal experiences. The nurses Pilar d’Agosto and Maria Arias made a presentation on the topic of the Nursing Perspective that is one of the main pillars of medical practice. Professor Jacek Mostwin (Johns Hopkins University) shared his thoughts on patients’ memoirs. An Italian student, Benedetta Ronchi presented the results of an interview on medical humanities posed to the participants and speakers during the symposium. The plurality of perspectives made this conference an enriching event and showed us how diverse ideas can help us become better doctors. More importantly, it reminded us of our common humanity.

A significant part of the symposium was dedicated to Medicine and Art. Prof Josep Baños and Irene Canbra Badii spoke about the portrayal of physicians in TV medical dramas during the last fifty years. The book “The role of the humanities in the teaching of medical students” was presented by these authors and then given to participants as gifts. Dr Ourania Varsou showed how Poetry can influence human senses through her own experience in communicating with patients. She believed that many of the opinions and knowledge that we have internalized should be unlearned in order to have a better understanding of the human mind. The stimulus of poetry makes this possible. Poetry allows us to find new ways to express ourselves, and thus increase our emotional intelligence and understanding of other people’s feelings.

One of the most impressive lectures was by Dr Joan.B Soriano, who spoke about “Doctors and Patients in Opera” and showed how the leading roles of physicians in opera have changed over the centuries. People used to consider the doctor as the antihero, but with time this view has transformed into a positive one that plays a huge role in history.

It is important to be professional in your medical career, but also to be passionate about the life surrounding you; for instance, Dr Soriano is also a professional baritone singer. For students, this Symposium was full of obvious and hidden messages, which gave us much lot of food for thought. As Edmund Pellegrino, the founding editor of the Journal of Medicine and Philosophy , said: “Medicine is the most humane of sciences, the most empiric of arts, and the most scientific of humanities.”

The first day of the Symposium, students from different countries during the roundtable.

CHOOSING ONE WORD

To conclude our summary of the students’ viewpoint each of us chose One word to encapsulate our thoughts about the symposium.


Medical students should widen their intellectual interests and activities beyond scientific evidence.	Consider Medicine as an art that cures the patient’s illness, and in which the doctor’s soul plays an important role.	To know how to empathize and treat adequately, the physician needs the ability to see things not only with a clinical eye.
Medical students, as well as other university students, need to harmonize their career with their non-academic lives.	Motivate the students beyond formal education in order to become multidisciplinary.	Better trained “humanistic” medical students should become more balanced human beings and doctors; this would benefit both the patients and each Doctor.
The human being is more than the coordinated work of billions of specialized cells	Listen to the patient, understand their suffering, integrate every aspect of their biography and, in this way, achieve the best or “least bad” solution.	Humanities are the only way to enable doctors try to reach this integrative manner to practice medicine.
Humanism enhances interpersonal awareness amongst people.	Cover a wide range of liberal arts topics related to the human condition, namely history, literature, fine arts, philosophy and ethics.	Forging healthy relationships, not only with the patient but also with work colleagues, family and friends, improves one’s ability to make sound judgements, empathize, listen, interact and ultimately communicate.

The Doctor as a Humanist is a multicultural event where everyone can learn and contribute to this global necessity to put the heart and soul back into medicine. Of course, we are aware and delighted that other organizations are championing the cause of the Humanities in Medicine, and in some cases, such as https://www.dur.ac.uk/imh/ , they have been doing so for many years.

As medical students, we appreciate how we have been placed at the centre of the symposium, which we believe has made this new initiative rather special. We hope that students of Medicine and from other disciplines come and participate in future symposia.

If you want to learn more, and see how you can participate, please contact the International student representatives, Mariam ( [email protected] ) and David ( [email protected] ).

Acknowledgements

Assistance provided by Jonathan McFarland (c) and Joan B. Soriano (University Autonoma de Madrid) was greatly appreciated during the planning and the development of the article.

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The impact of death and dying on the personhood of medical students: a systematic scoping review

Chong yao ho.

1 Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore, 119228 Singapore

2 Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Crescent, Singapore, 169610 Singapore

Cheryl Shumin Kow

Chin howe joshua chia, jia ying low, yong hao melvin lai, sarah-kei lauw, ashley ern hui how.

3 Lee Kong Chian School of Medicine, Nanyang Technological University, 59 Nanyang Dr, Experimental Medicine Building, Singapore, 636921 Singapore

Lorraine Hui En Tan

Xin ling lisa ngiam, natalie pei xin chan, tze yin joshua kuek, nur haidah ahmad kamal, jeng long chia, ahmad bin hanifah marican abdurrahman.

4 Division of Cancer Education, National Cancer Centre Singapore, Level 4, 11 Hospital Crescent, Singapore, 169610 Singapore

Yun Ting Ong

Annelissa mien chew chin.

5 Medical Library, National University of Singapore Libraries, Blk MD6, Centre, 14 Medical Dr, #05-01 for Translational Medicine, Singapore, 117599 Singapore

Ying Pin Toh

6 Star PALS (Paediatric Advanced Life Support), HCA Hospice Care, Kwong Wai Shiu Hospital Singapore, 705 Serangoon Road, Block A #03-01, Singapore, 328127 Singapore

7 Department of Family Medicine, Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore, 119228 Singapore

Stephen Mason

8 Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Cancer Research Centre, University of Liverpool, 200 London Road, Liverpool, L3 9TA UK

Lalit Kumar Radha Krishna

9 Duke-NUS Medical School, 8 College Road, Singapore, 169857 Singapore

10 Centre of Biomedical Ethics, National University of Singapore, Blk MD11, 10 Medical Drive, #02-03, Singapore, 117597 Singapore

11 PalC, The Palliative Care Centre for Excellence in Research and Education, PalC c/o Dover Park Hospice, 10 Jalan Tan Tock Seng, Singapore, 308436 Singapore

Associated Data

All data generated or analysed during this review are included in this published article [and its supplementary information files].

The re-introduction of medical students into healthcare systems struggling with the COVID-19 pandemic raises concerns as to whether they will be supported when confronted with death and dying patients in resource-limited settings and with reduced support from senior clinicians. Better understanding of how medical students respond to death and dying will inform educationalists and clinicians on how to best support them.

We adopt Krishna’s Systematic Evidence Based Approach to carry out a Systematic Scoping Review (SSR in SEBA) on the impact of death and dying on medical students. This structured search process and concurrent use of thematic and directed content analysis of data from six databases (Split Approach) enhances the transparency and reproducibility of this review.

Seven thousand six hundred nineteen were identified, 149 articles reviewed and 52 articles included. The Split Approach revealed similar themes and categories that correspond to the Innate, Individual, Relational and Societal domains in the Ring Theory of Personhood.

Facing death and dying amongst their patients affect how medical students envisage their personhood. This underlines the need for timely, holistic and longitudinal support systems to ensure that problems faced are addressed early. To do so, there must be effective training and a structured support mechanism.

With nearly 20 million reported cases worldwide and at least 730,000 deaths [ 1 – 4 ], the COVID-19 global pandemic has stressed healthcare systems and impacted medical education curricula in numerous countries [ 5 ]. It is against this backdrop that medical students in certain countries are being asked to step into clinical wards and bolster primary medical teams, in some cases with minimal supervision [ 6 – 10 ]. For many students, this uncertain environment will likely bring with it their first exposure to death and dying. Whilst many medical schools have incorporated palliative care into their formal curricula, a prevailing culture that sees death as a medical failure still remains [ 11 – 18 ]. Medical educators, too, continue to struggle with sufficiently preparing their students emotionally and mentally for the caring of their dying patients and families [ 19 – 22 ].

In light of this pandemic, this may be exacerbated as some medical students enter a system facing “death at unprecedented rates” [ 23 ]. As senior clinicians scramble to meet clinical demands, their ability to provide support and guidance to these students are likely to fall short [ 24 ]. Ill-equipped, these medical students may be forced to witness the acute distress of multiple patients dying in isolation and watch as families grapple with physical separation from their fading loved ones [ 25 ]. Better understanding of how medical students respond to death and dying will thus inform educationalists and clinicians on how to better support them during this pandemic and beyond.

The need for this paper

A systematic scoping review (SSR) is proposed to map available data to guide the design of much needed support systems for these medical students [ 18 , 26 ].

An SSR allows for a structured approach to systematic extraction, synthesis of actionable and applicable information and a summary of available literature across a wide range of settings [ 27 – 30 ]. To overcome concerns about the transparency and reproducibility of SSRs, we adopt Krishna’s Systematic Evidence Based Approach (SEBA) [ 31 – 37 ].

Krishna’s SEBA consists of five stages – the Systematic Approach, Split Approach [ 38 , 39 ], Jigsaw Perspective, Funnelling and SSR in SEBA Synthesis. This process is outlined in Fig. 1 .

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The SEBA Process

Diversity of views and the presence of complex individual, academic, research, socio-cultural, professional and personal factors involved in understanding the impact of care of dying patients upon medical students served as the rationale for adopting SEBA as its constructivist and relativist lens allows for the mapping of complex concepts from multiple angles [ 40 – 43 ]. In addition, an interpretivist approach guided the research process.

In keeping with the SEBA methodology, opinions were sought at every stage from an expert team. This team comprised of medical librarians at the National University of Singapore (NUS) Yong Loo Lin School of Medicine (YLLSoM) and National Cancer Centre Singapore (NCCS), as well as local educational experts and clinicians at YLLSoM, NCCS, Palliative Care Institute Liverpool and Duke-NUS Medical School.

Stage 1 of SEBA: systematic approach

Determining review title and background.

Together, the research and expert teams identified the overarching goals of the SSR and ascertained the population, context and concept (PCC) to be evaluated [ 44 , 45 ].

Identifying the research question

Designed around the PCC elements of the inclusion criteria, there was consensus amongst the two teams that the primary research question should be “How does caring for a dying patient affect the medical student – such as in their professional and personal domains and in their perception of self?” A secondary research question, “ How do medical students react to exposure to dying patients? ”, was also proposed.

Inclusion criteria

A PICOS format [ 44 , 45 ] was adopted to guide the research process as shown in Table 1 .

	Inclusion criteria	Exclusion criteria
	Medical students	• Main focus on other healthcare professionals and other healthcare students ○Doctors ○Nurses, nursing students ○Allied health workers/ healthcare support staff, allied health students ○Other non-medical student populations • Main focus on patients/family/friends ○Patients ○Caregiver, family, relatives, friends
	Being involved in care of dying patients	• No involvement in care of dying patients ○No clearly defined patient care experience (e.g. study just explores student attitudes to death/ palliative care) ○Patient population not dying patients (incl. “geriatrics”, patients without specification that they are dying) ○Focus on physician assisted suicide/ medical assistance in death/ suicide ○Focus on organ donation/ transplant ○Personal experience of death of family/ friend • Teaching activities about dying patients without substantial patient care component: ○Simulation/ case-based learning/ hypothetical scenario ○Dissection, prosection, cadaveric studies, autopsy ○Other classroom-based activity ○One-off encounter with dying patient, or non-clinical encounter (e.g. half day experience), as opposed to being part of care team for a substantial duration • Animal studies/ Interaction with animals

	Impact on medical students’ • Emotions • Attitude • Behavioural changes and adaptations • Personal and professional development • Personal and professional relationships	• Main focus is evaluation and discussion of another outcome: ○Effectiveness of teaching/ assessment methodology ○Student’s performance/ knowledge/ skills ○Patient outcomes ○Others • Evaluation of societal norms, cultural beliefs, acceptability, ethics
	• English language • No restriction on design (qualitative, quantitative, mixed) • No restriction on type of publication (includes perspectives, opinion pieces, commentary, case reports, grey literature) No restriction on geographical location of study or publication	• Non-English publications without English translation • Unable to retrieve full article

Three members of the research team carried out independent searches of six bibliographic databases (PubMed, ERIC, Embase, Psycinfo, Cochrane and Web of Science) between 17th November 2019 and 24th April 2020. Only articles published or translated into English between 1st January 2000 and 31st March 2020 were included. These parameters were established in line with Pham et al. [ 46 ]‘s recommendations to ensure that the research process would be both viable and sustainable. The full PubMed Search Strategy may be found in Appendix A .

Extracting and charting

In order to narrow down the list of full-text articles for review, research team members independently reviewed the titles and abstracts identified from each database. Sambunjak and Straus [ 47 ]‘s approach to ‘negotiated consensual validation’ was then employed by the team to collectively arrive at a list for further consideration.

Review selection

Research team members then carried out independent reviews of these full-text articles and used ‘negotiated consensual validation’ once again to determine the final list of articles for analysis.

Charting the data

Two members then adopted the data charting form designed by Tan et al. [ 48 ] to organise all publications by author, year of publication, purpose of review/research question, practice setting, methodology, population characteristics and outcome evaluation.

Stage 2 of SEBA: Split approach

The research team then split into three sub-teams and simultaneously reviewed the 52 included full-text articles. The first sub-team summarised and tabulated the articles to ensure that all pertinent information was catalogued. Guidelines were drawn from Wong et al. [ 49 ]‘s RAMESES publication standards: meta-narrative reviews and Popay et al. [ 50 ]‘s “Guidance on the conduct of narrative synthesis in systematic reviews”.

The second sub-team analysed the included articles using Braun and Clarke [ 51 ]‘s approach to thematic analysis. The members independently constructed ‘codes’ from the ‘surface’ meaning of the text and located meaningful patterns [ 52 – 56 ] by immersing themselves in the data “without [referencing] any predetermined classification” [ 55 ]. A common coding framework was then established and refined at online and face-to-face meetings. Subthemes and themes were then developed upon collapsing the codes into larger concepts. This process yielded a list of carefully delineated themes.

In tandem, the third sub-team analysed the included articles using Hsieh and Shannon [ 57 ]‘s approach to directed content analysis. This involved “identifying and operationalising a priori coding categories” [ 58 , 59 ] from Baldwin et al’s [ 60 ] paper entitled “Guidelines for evaluating the educational performance of medical school faculty: priming a national conversation”. In keeping with deductive category application, any data not captured by these codes were assigned a new one. The coding categories were also consistently reviewed and revised where necessary. This process yielded a list of carefully delineated categories.

Finally, ‘negotiated consensual validation’ was used as a form of consolidation and peer debrief across all three sub-teams to further enhance the validity of the findings [ 61 ].

SEBA’s reiterative process

As part of the reiterative process, the findings were discussed with members of the expert team. With the prevailing literature suggesting that caring for dying patients affect the very self-concept of the medical student, with ramifications on their personal and professional domains [ 11 – 18 ], significant consistencies were identified with Krishna and Alsuwaigh (2015)‘s [ 62 ] concept of the Ring Theory of Personhood (RToP) [ 63 – 74 ]. As such, following discussions between the expert and research teams, the RToP was adopted to guide the research study.

Theoretical framework

Ring theory of personhood.

The concept of personhood or “what makes you, you” put forth by Krishna and Alsuwaigh’s RToP may be described in terms of four domains represented by the Innate, Individual, Relational and Societal Rings (Fig. 2 ).

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The Ring Theory of Personhood

The Innate Ring has two components — a Core and the Secondary Elements. The Core of the Innate Ring is anchored on the notion that all humans are deserving of personhood, “irrespective of clinical status, culture, creed, gender, sexual orientation, religion, or appearance”, simply as a result of living and having human physical characteristics [ 62 ]. These aspects are unchanging and are retained till death. The Secondary Elements are the elements a child is born into and includes the family and community, their beliefs, values and culture. This component of the Innate Ring, unlike the Core, is alterable.

The Individual Ring is defined as the unique characteristics of a person, such as one’s values, beliefs, goals, personality and character traits, as well as higher order abilities related to consciousness and cognitive function.

The Relational Ring consists of all close, important and reciprocal relationships and may include family and close friends. These ties are determined by the person and may change over time.

The Societal Ring is the outermost ring and encompasses less significant and more impersonal relationships. These include acquaintances and colleagues. Additionally, the ring encompasses societal, religious, professional and legal expectations that guide and police conduct within one’s society.

In adopting the RToP as a theoretical framework amidst suggestions that witnessing death and dying would have significant impact upon the personhood of medical students, the expert team opted to carry out a second analysis of the data using Hsieh and Shannon’s directed content analysis. Codes and categories were drawn from Krishna and Alsuwaigh’s “Understanding the Fluid Nature of Personhood — The Ring Theory of Personhood” . In addition, the expert team suggested that this analysis should be carried out by a separate group of researchers to independently verify the idea. As a result, five new researchers were recruited and trained to use this analytical approach.

Seven thousand six hundred nineteenI abstracts were identified from six databases, 149 articles reviewed, and 52 articles (including 33 peer reviewed articles and 19 grey literature articles) were included as shown in Fig. 3 in the form of a PRISMA Flow Chart [ 75 ]. Tabulated summaries of the included articles may be found in Appendix B .

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PRISMA Flowchart

Stage 3 of SEBA: jigsaw perspective

The jigsaw perspective saw similarities between the themes and categories compared and complementary elements pieced together to form a cohesive picture. It also ensured that critical aspects of the data were not lost when the Split Approach was performed.

Stage 4 of SEBA: the Funnelling process

Through ‘funnelling’, themes and categories delineated were compared with key insights from the tabulated summaries to further ensure a holistic picture of the data with minimal overlaps (Fig. 4 ).

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Novel structured approach to SSR

Themes and categories identified

Scrutiny of the findings by the expert and research teams found that themes and categories from the thematic and content analysis were consistent with one another. To avoid repetition, we discuss the themes identified using both approaches in tandem. The four themes identified were the impact of death and dying on the medical students’ emotional, psychological and behavioral disposition; their attitudes; their interpersonal relationships, and their personal and professional development. These themes are consistent with the RToP framework. As a result, we present our findings through the lens of the RToP, along the four rings.

The innate ring

Caring for the dying influences one’s conception of life, death and religion.

Many medical students recognised the transitory nature of life [ 76 , 77 ] and expressed a greater appreciation of its value and the desire to make the most of it [ 78 , 79 ].

There were also personal reflections presented in the included articles on the meaning [ 80 ] and concept of death [ 79 , 81 – 84 ]. Some reported discomfort and fear when confronted with their own mortality [ 17 , 18 , 82 , 85 ] whilst others accepted death as a normal [ 13 , 81 , 86 ], natural part of life [ 13 , 17 , 18 , 76 , 79 , 82 , 87 – 89 ] and appreciated the notion of a “good” death [ 12 , 14 , 90 , 91 ]. In addition, most did not see the patient’s death as a failure on the part of the medical team [ 14 , 79 ]. While some developed a positive outlook [ 11 , 18 ], some maintained an opposing stance as they viewed the role of medicine as fundamentally life-giving and sustaining [ 14 , 16 ].

On religion

Whilst it would be prudent not to overgeneralise such findings, one study revealed that the experience of caring for dying patients reinforced the students’ religious beliefs [ 18 ] and two noted that it enabled them to find meaning in their experiences [ 18 , 92 ]. However, conflicts may arise when institutions or patients do not share their beliefs [ 80 ], as seen in Smith-Han et al. [ 13 ]‘s account of medical students realising that bodies were not always treated as sacred in clinical institutions.

The individual ring

The impact of death and dying on the Individual Ring may be perceived in how medical students think, feel and act from both a personal and professional standpoint.

Memorable, powerful, inspiring and transformative [ 16 , 78 , 81 , 85 , 86 , 93 , 94 ] were some of the descriptors used by medical students when asked to describe their first experience with a patient’s death. For some, caring for the dying was a satisfying experience [ 16 , 17 , 88 ] with some feeling moved [ 17 , 92 , 94 ], humbled and grateful for the opportunity [ 92 , 94 – 97 ]. Some students felt more comfortable discussing death and dying after these personal encounters [ 78 , 80 , 86 , 91 ]. They also reported being better able to manage their emotions and cope [ 11 – 13 , 21 , 84 , 89 , 94 , 98 , 99 ]. Indeed, two studies reported improvements in the medical students’ management of sadness, hopelessness, and helplessness [ 18 , 100 ]. Positive coping strategies such as reflective writing [ 77 , 79 , 80 , 84 , 85 , 94 , 99 , 101 , 102 ] were often used to help regulate their emotions [ 13 , 21 , 99 , 102 ]. Others sought comfort by partaking in religious rituals or prayer [ 12 , 14 , 18 , 99 ], exercise or hobbies [ 12 , 13 ] or simply by taking time off work [ 14 , 101 ].

These close interactions taught medical students important lessons on the power of listening [ 17 ] and “bearing witness to another’s suffering” [ 100 ]. One article found that it instilled humility in the students [ 103 ] and encouraged them to reflect on their values [ 85 , 87 , 92 ]. Those who cared for the dying during medical school were also found to have a more positive attitude towards these patients [ 11 , 104 ], with a greater sense of relief, peace and acceptance of their abilities and limitations [ 76 , 78 , 85 , 105 ]. This may in turn minimise rates of compassion fatigue and burnout [ 94 ]. Two studies reported that students developed a greater interest in their patients’ holistic medical, psychosocial and spiritual well-being [ 18 , 100 ].

However, some medical students found themselves breaking into tears [ 13 , 14 , 21 , 76 , 77 , 81 , 84 , 87 , 94 , 98 , 99 , 101 , 106 ] and others fighting back their own emotions [ 81 , 84 , 102 ]. Some withdrew by physically stepping away from the situation [ 87 , 94 ] or isolating themselves [ 77 ]. One student defaulted to the reciting of medical protocol while others described “freezing up” [ 16 , 22 , 79 , 87 ]. Shortly after their encounter, some medicals students described being in a complete daze [ 79 , 103 ] or preoccupied with lingering thoughts of the patient [ 21 ]. Some expressed their initial denial [ 18 , 77 , 99 ] and envisaged a different outcome [ 79 ] while others tried to rationalise their thoughts away [ 87 , 106 ]. For some, sleep eluded them [ 21 ]. For others, vivid imagery and flashbacks [ 16 , 18 , 21 , 87 , 107 ] incited feelings of distress and persisted for a significant duration after the encounter.

Often, shock [ 12 , 13 , 16 , 21 , 22 , 87 , 99 , 101 , 108 ], confusion and conflict [ 21 , 22 , 77 , 79 , 80 , 85 , 101 – 103 , 109 ] were also experienced by the medical students. Being unable to find the “right words” to verbalise their feelings left many “traumatised” [ 14 , 16 , 18 , 78 ] and emotionally overwhelmed [ 18 , 21 , 81 , 84 , 85 , 87 , 92 , 98 ]. In one article, Slim [ 79 ] narrated his struggle of reconciling his patient’s “Do-Not-Resuscitate” order with his own desire to “do no harm”. Medical students also reportedly experienced sadness and grief [ 12 , 16 , 21 , 77 , 78 , 84 , 87 , 92 , 101 , 105 , 107 , 110 ], guilt [ 11 – 14 , 16 , 18 , 21 , 77 , 78 , 87 , 98 , 101 , 105 ], anger and frustration [ 14 , 18 , 21 , 84 , 87 , 90 , 92 , 101 , 104 ], a sense of injustice [ 18 , 90 , 101 ] and helplessness at being unable to change their patient’s outcome [ 18 , 21 , 22 , 78 , 81 , 92 , 97 , 99 , 104 ]. A minority described experiencing physical reactions such as throat tightness [ 76 ] and paresthesia [ 21 ] in the wake of their patient’s death.

Professional

When armoured with experience, some medical students described feeling more comfortable [ 12 , 83 , 91 , 111 ], confident and prepared for managing their dying patients [ 12 , 16 , 17 , 80 , 85 , 86 , 89 , 92 , 97 , 110 , 112 ] and better understood the responsibilities involved in processing the formalities of death [ 13 , 87 ]. Many developed a deeper appreciation of the impact of death and dying on patients and their families [ 78 , 80 , 84 , 93 , 96 ] and the need for the former’s [ 17 , 85 , 88 , 93 , 95 , 96 , 98 , 99 , 104 ] and latter’s holistic care [ 21 , 92 , 103 ]. Students also began to more consciously view their patients as fellow persons instead of apprehending them by their disease [ 17 , 78 , 81 , 84 , 85 , 92 , 98 – 100 , 103 ].

These experiences assisted in their professional identity formation as well [ 12 , 13 , 109 ]. Students were given the opportunity to hone their communication skills [ 78 , 83 , 85 , 86 , 93 , 96 , 100 , 104 , 113 – 115 ] which led to newfound self-confidence in their clinical role [ 99 ]. Witnessing a patient’s death allowed some students to develop greater empathy and sensitivity towards the dying [ 82 , 113 ]. As opposed to their previous uncertainty and anxiety, some were more self-assured as to what empathetic practice meant [ 84 ]. Crawford and Zambrano [ 89 ] observed that junior doctors trained earlier in palliative care had enhanced levels of professionalism, communication, teamwork, self-awareness and skills in patient-centered medicine – including attunement to their psychosocial and spiritual needs. Students who cared for dying patients during medical school were also found to have higher knowledge scores on end-of-life care issues [ 81 , 104 ].

Yet, some medical students also reported suppressing their feelings and detaching themselves emotionally [ 13 , 18 , 21 , 92 , 99 , 106 ] especially in front of their superiors [ 14 ]. Over time, they began to “medicalise” their thoughts on death and became increasingly desensitised to the profound humanity of their patients [ 18 , 99 ].

The relational ring

In several medical students, caring for dying patients triggered memories of personal bereavement [ 16 , 21 , 84 , 87 , 106 ]. Strong emotions were particularly evoked when the patient belonged to a similar age group to their loved ones [ 12 , 16 , 21 , 82 , 84 , 87 , 116 ]. As a means of coping with these emotional challenges [ 12 , 16 , 21 , 86 , 89 , 98 ], a number of medical students relied on their own family members for support [ 12 – 14 , 16 , 18 , 21 , 79 , 84 , 86 , 90 , 98 , 101 ].

The societal ring

The experience of death and dying had varied effects on the relationship medical students had with members of their Societal Ring – these include their patients and loved ones as well as other healthcare professionals and the profession itself. Broadly, the effect may be classified as either weakening or strengthening.

Relationship with patients

Weakening: Some medical students faced difficulty understanding their patients’ perspectives and feelings [ 84 , 95 ]. Others felt awkward interacting with the dying [ 22 , 80 , 85 , 117 ] and were uncertain about their role when doing so [ 107 ].
Strengthening: Conversely, some felt that the experience allowed them to better understand the needs of their dying patients [ 77 , 78 , 84 , 95 , 96 , 103 ]. They learnt how to better listen and provide support [ 12 , 14 , 17 , 84 , 97 , 99 , 100 ], honed their soft skills in communication [ 95 , 116 ] and developed virtues such as patience [ 17 ] and compassion [ 82 ]. Many built rapport, developed attachments [ 12 , 14 , 76 , 80 , 98 ] and were inspired by their patients’ and their own experiences [ 86 , 94 , 108 ].

Relationship with patients’ loved ones

Weakening: Some medical students found it emotionally challenging and stressful to interact with their patients’ loved ones [ 14 , 18 , 21 , 118 ], especially if it involved breaking bad news [ 18 ] as they dreaded having to deal with the emotional anguish [ 110 ]. Pessagno et al. [ 14 ] noted that some were also worried about potential litigation issues. At times, the students struggled to reconcile incongruences with their patient’s wishes, that of their loved ones and professional medical opinion their best interests [ 79 , 106 ]. Some felt pressured to accede to their family’s demands [ 106 ].
Strengthening: While caring for their patients, medical students also learnt to communicate sensitively and build rapport with their patients’ loved ones [ 12 , 21 , 93 , 95 , 98 ]. They learnt the importance of showing empathy and supporting the family through the process [ 12 , 17 , 21 , 80 , 95 , 98 , 99 , 107 ] and some also journeyed together with them through prayer [ 98 , 99 ].

Relationship with other healthcare professionals and the profession

Individual studies attributed the varied effects on medical student-clinician relationships to different levels of emotional sensitivity and personalities of the clinicians [ 102 ], different care settings — emergency department versus inpatient service [ 21 ] — and cultural or societal norms in different countries [ 102 ].

Weakening: Many medical students struggled with a lack of support and guidance from their seniors and faculty [ 16 , 22 , 87 , 101 , 102 , 107 ]. Some did not feel comfortable approaching their superiors for help. Diverse reasons include the fear of being burdensome [ 101 , 107 ], their feelings of awkwardness [ 79 ], the desire to appear professional [ 14 ], the medical team’s insensitivity or lack of emotion [ 16 , 21 ] and their disagreement with advice proffered by their seniors to simply desensitise themselves to death [ 77 , 102 ]. Others felt disempowered and discouraged from actively participating in the care of the patient [ 12 , 99 , 102 ]. Such experiences may have contributed to their belief that their educational needs were not adequately met [ 16 ].
Strengthening: However, some medical students found comfort in discussing their experiences and emotions with other senior clinicians [ 12 – 14 , 16 , 90 , 99 , 102 ]. Some were impressed and regarded their seniors as good role models to emulate their behaviour on [ 12 , 17 , 21 , 82 , 84 – 96 , 99 , 102 , 113 , 118 ] and were able to built strong positive relationships with them [ 12 – 14 , 84 , 86 , 90 , 98 , 99 , 102 ].
On palliative care and the role of doctors: Medical students became more aware of the value of palliative care and adopted positive attitudes towards it [ 11 , 101 ]. Baumrucker and Woods [ 96 ] reported that medical students felt more comfortable referring their patients with terminal illnesses to hospices. Kearsley and Lobb [ 84 ] found that prior negative impressions of palliative care were positively altered. This may be attributed to their broadened understanding of what it means to be a physician — from trying to “cheat death” and prolong life, to preserving their patient’s quality of life and helping them transition towards a more dignified death [ 13 , 17 , 92 ]. Perceptions of the doctor as a life-saving hero was altered to one centred on showing care through the effective management of illness [ 13 ] and the provision of bereavement aid [ 11 , 111 ]. Individual studies reported that through these experiences, medical students acknowledged the limitations of medical intervention [ 14 ] and recognised that non-medical acts such as providing a listening ear or a warm embrace may provide much needed healing for the dying patient [ 76 ].

Stage 5 of SEBA: synthesis of SSR in SEBA

The SSR produced was guided by the Best Evidence Medical Education (BEME) Collaboration guide [ 119 ] and the STORIES (Structured approach to the Reporting In healthcare education of Evidence Synthesis) statement [ 120 ]. In addition, two members of the research team employed the Medical Education Research Study Quality Instrument (MERSQI) [ 121 ] and the Consolidated Criteria for Reporting Qualitative Studies (COREQ) [ 122 ] to evaluate the quality of quantitative and qualitative studies included in this review respectively (Appendix B ).

In mapping how medical students are affected by their exposure to death and dying, this SSR in SEBA highlights the advantage of using RToP as a wider framework to analyse these findings.

Implications of the entwined rings of personhood

The entwined nature of the rings of the rtop.

The four rings of personhood do not stand in isolation to one another but are dynamically entwined as originally put forth by Krishna and Alsuwaigh. Whilst the Societal Ring is traditionally seen as a means of ensuring that basic standards of practice, etiquette, rights and codes of conduct are adhered to, senior clinicians have an immediate effect on how the medical student thinks, feels and behaves through the provision of timely personalised advice and feedback, role-modelling, support for their professional identity formation, active facilitation of their continuous learning, guidance in the development of their self-efficacy in caring for the dying, and by helping them develop better methods of coping in the face of their patients’ demise [ 77 , 79 , 80 , 84 , 85 , 90 , 94 , 99 , 102 ]. These may be best understood as ‘organisational influences’ which are intrinsic to the medical program’s culture and structure. Well-supported students are inclined to see these trying experiences as transformative [ 76 , 78 , 85 , 105 ] and affirmative of their career choices.

Building resilience

Such experiences underscore the impact of positive and congruent experiences on building one’s resilience. This highlights a further feature of the RToP, that experiences in one ring may strengthens the others. For example, societal and familial support and religious beliefs that positively impact the Societal, Relational and Innate Rings also bolster the Individual Ring. This helps to build resilience in medical students and boost their self-assurance.

When medical students face challenges in their line of work, significant family and friends from the Relational Ring may serve as a prominent source of encouragement, allowing for their reprieve and reinvigoration [ 12 , 21 , 84 , 87 , 116 ]. Similarly, the reevaluation and reinforcement of their religious and spiritual values within the Innate Ring may allow students to derive meaning from and make meaning of their bleak experiences [ 13 , 17 , 18 , 76 , 79 , 82 , 87 – 89 ].

‘Dyssynchrony’

Conversely, evidence of their entwined nature provides a unique opportunity to observe how caring for the dead and dying may result in conflicts or ‘dyssynchrony’ between the rings of personhood. This may arise when changes in one ring run against convictions, values or practices held in another ring (Fig. 5 ).

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Caring for the dying provokes ‘dyssynchrony’ (red arrows) between the Rings of Personhood

Dissonance have been reported between the medical student’s:

Individual and Societal Rings .
personal beliefs, expression of feelings and expectations that a professional should remain detached and emotionally distant towards patients [ 13 , 16 , 84 , 101 , 102 , 107 ].
personal values of honesty and the professional ideal of diplomacy and sensitivity [ 116 ].
personal, religious and/or moral duty to save and prolong lives which are “at odds” with the patient’s wishes and professional obligations to respect “Do-Not-Resuscitate” orders [ 79 ].
2. Innate and Societal Rings .
innate or cultural view that death is a failure and the patient’s subsequent death [ 16 , 79 ].
innate view that “young deaths” are unnatural and their occurrence in reality [ 14 , 18 , 87 ].
religious beliefs about the sanctity of the human body and the attitude adopted towards bodies in hospitals [ 13 ].

The ramifications of unresolved ‘dyssynchrony’ between two or more rings may exacerbate and prolong feelings of moral distress and confusion in medical students [ 18 , 89 ]. Risking potential compromise of their responsibilities as healthcare providers, these feelings may manifest in the form of guilt [ 18 ], anger [ 18 , 89 ], feelings of incompetence [ 16 , 18 ] and in questioning their “purpose of being a doctor” [ 18 ].

In addition, medical students may be conflicted between their obligations to the safety of their families and their duty to augment healthcare workforces in the face of the COVID-19 pandemic [ 123 – 128 ]. The personal and professional desire to always ‘do no harm’ is also compromised amidst reports of feeling overwhelmed and exhausted by the increased workload and shortage of personal protective equipment (PPE) [ 129 , 130 ].

Higher volumes of dying patients also intensify the dyssynchrony between their aspiration to save lives and their forced reality to let die. Students may find themselves entangled in “emotionally and ethically fraught resource-allocation decisions” [ 24 ] due to the utilitarian shift away from individual choice and autonomy, and towards “saving as many lives” [ 131 ].

These situations are further exacerbated by the act of being thrust into a “completely new context” with the new environment in the isolation wards bringing with them “a sense of oppression” [ 130 ]. Restrictions placed on religious congregational services, limited access to usual support systems [ 132 – 135 ], and the discontinuation of death rituals as a result of safe distancing measures may lead to disenfranchised grief, with little time and space to resolve this ‘dyssynchrony’. It could be surmised from the SARS epidemic [ 136 , 137 ] that such unresolved ‘dyssynchrony’ across the various domains of personhood may result in higher rates of psychiatric morbidity, burnout and post-traumatic stress (PTS) [ 133 – 135 ]. The dyssynchronous effects of COVID-19 across the various rings and the disruptions they bring are presented in Fig. 6 .

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‘Dyssynchrony’ between the rings of personhood exacerbated by the COVID-19 pandemic

Supportive interventions in medical school curriculum

Evidence of adverse clinical, psycho-emotional, spiritual and personal repercussions underlines the need to consider organizational strategies to manage these risks. While medical students have a potential role in alleviating manpower shortages, this must be weighed against other important considerations such as their physical and emotional well-being, which institutions have a duty to ensure, as well as their potential threat and actual benefit to the system. Their manifold likelihood of carrying and transmitting the virus may “introduce unnecessary risks for patients and other clinicians” and the activation of these students may consume already strained supplies of PPE [ 104 ]. Should the organisation be unable to provide adequate support to the medical students and address these concerns, it would not be ethically justifiable to involve them in patient care during this period.

In light of these and drawing from lessons learnt in ‘peace time’, we proffer suggestions as to how to address the needs of medical students entering and/or returning to clinical care. A phased return to clinical practice is crucial. This will provide educators with the opportunity to establish an ethics team to guide difficult ethical decision-making, train senior clinicians to mentor more effectively, identify at-risk students, facilitate their professional identity formation, offer access to professional help and formally integrate debriefs, discussions and reflections into the curriculum structure (Fig. 7 ). These interventions are expanded upon in Table 2 .

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Suggested interventions (in blue) and their target(s)

Suggested Interventions to Improve Medical Students’ Management of Dying Patients

Findings and Problems Faced by Medical Students	Intervention
Clinical attachment with direct interaction with dying patients is an effective way to learn [ ].	[ ] Actively encourage with nurses, medical social workers, pharmacists and other healthcare professionals who bring with them unique experiences and insights into the care for the dying and their families [ – ]
Lack of debrief, death acknowledgement, and closure. Need for psychological support.• “Often being ‘on their own’” [ ].• “Little or no time for discussion or reflection on patient’s death” [ , , ].• “Experiencing ‘a small form of PTSD’ every time he thought of a patient’s death for several weeks after it happened, because no one on his team had acknowledged it.” [ ].	• Schedule routine [ ] (E.g. Focus group discussions) and [ , , , , , , ] with clear guidelines [ ], as well as after every death including rounding on those who died.• Provide to medical students who require more support [ , ].• Incorporating into attachment programs. • Provides an opportunity to explore strong emotions that arise from caring for dying patients with colleagues in a supportive environment.
Medical students found it difficult to address and reconcile conflicts in personhood:• Dilemma of being professionally detached yet still able to display empathy and care towards patients [ , ].• Conflict between personal values and professional ideals.• Belief that patients under the care of doctors should not die.• Conflict between non-maleficence and having to triage decisions [ , , ].	• into individual ring of personhood. • Minimizes ‘dyssynchrony’ between the rings of personhood leading to newfound self-confidence and empowerment [ ].• Incorporate of professionalism in palliative care.• Provide advice and standards on how best to calibrate emotional attachment in the care of dying patients, and also to balance seemingly conflicting ideals.• Encourage medical students to express any internal conflicts they have during , , or privately with a trained .• Establish to support and be consulted on ethical decision making.
Inconsistent or weak medical student-doctor relationship with lack of support and guidance [ , , , , , ].• Felt seniors were not ideal role models [ ].• Gave conflicting accounts of professionalism [ ].• Felt disempowered and discouraged from actively participating in the care of the patient [ , , ].• Some medical students feel uncomfortable approaching superiors for help [ , , , , , ].	• Role model skills, such as communication with the dying [ ], through explicit demonstrations [ ].• Routinely inquire of trainees about their and acknowledge their feelings [ ].• Discuss and attend to emotional aspects of death with team [ ].• Observe medical students and provide feedback [ ].• Provide a standardized guide of professionalism milestones.• Provide a safe learning environment.• Identify medical students who need support.• Train healthcare workers to spot signs of psychological distress in their colleagues.
The experiences, reactions, and preferred support systems of medical students to be varied.• While some preferred to seek support from within their relational ring [ , ], others preferred to turn to peers and clinicians from their societal ring [ , , , ] possibly because of the shared experience amongst members of the medical community [ , ] that made them feel better understood [ ].	.• Ensure different options are available to medical students to help cope.

Limitations

This review is not without its limitations. This SSR is limited by articles published in English or with English translations. Hence, much of the data comes from North American and European Western countries or in the English language, skewing perspectives and raising questions as to the applicability of these findings in the setting of other cultures. Whilst databases used were selected by the expert team and the team utilized independent selection processes, some critical papers may still have been omitted. Despite the use of the Split Approach and tabulated summaries which allowed for triangulation and transparency in the direction of the SSR, reviewers’ inherent biases could still have an impact on the data analysis. Furthermore, while quality assessment of included articles was conducted using MERSQI and COREQ, we were unable to quality assess all the articles due to the heterogeneity in the methodologies used. While many supportive interventions were identified in this review, this SSR was not designed to assess them. More evidence-based literature reviews are required to examine the effectiveness and extensiveness of supportive interventions. As we used a single model (RToP) to review the impact of death and dying on medical students, imperfections and presumptions from the models are transferred to this review. As such, studies employing other models of personhood can be integrated to support our findings.

The findings of this SSR in SEBA should be a rallying cry to ensure that medical students are effectively supported. It is clear that support of trained senior clinicians who are sensitive to the dilemma and conflicts that students working in a structured and nurturing environment is key in the era of the COVID-19 pandemic and beyond. The silver lining in these unprecedented times may be a chance to correct years of poor preparation. We have much to learn but the adversity posed now may be just the impetus to make the change.

Supplementary Information

Acknowledgements.

The authors would like to dedicate this paper to the late Dr. S Radha Krishna whose advice and ideas were integral to the success of this paper. The authors would like to thank the anonymous reviewers whose advice and feedback greatly improved this manuscript.

Abbreviations

COVID-19	Coronavirus Disease 2019
SSR	Systematic Scoping Review
NUS	National University of Singapore
YLLSoM	Yong Loo Lin School of Medicine
NCCS	National Cancer Centre Singapore
PCC	Population, Concept and Context
PICOS	Population, Intervention, Comparison, Outcomes, Study Design
RtoP	Ring Theory of Personhood
MERSQI	Medical Education Research Study Quality Instrument
COREQ	Consolidated Criteria for Reporting Qualitative Studies
BEME	Best Evidence Medical Education
STORIES	Structured Approach to the Reporting in Healthcare Education of Evidence Synthesis
PPE	Personal Protective Equipment
SARS	Severe Acute Respiratory Syndrome
PTS	Post Traumatic Stress

Authors’ contributions

CYH, CSK, CHJC, JYL, YHML, SKL, AERH, LHET, NXLL, NCPX, KTYJ, NHAK, CJL, ABHMA, AMCC, YPT, SM, LKRK were involved in data curation, formal analysis, investigation, preparing the original draft of the manuscript as well as reviewing and editing the manuscript. MC, YTO were involved in reviewing and editing the manuscript. All authors have read and approved the manuscript for submission.

No funding was received for this review.

Availability of data and materials

Ethics approval and consent to participate, consent for publication, competing interests.

All authors declare no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

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The online version contains supplementary material available at 10.1186/s12909-020-02411-y.

• Performed over 2000+ non-surgical corrective procedures including chemical peels and laser treatments.
• Introduced a new line of organic skincare products resulting in a 25% increase in sales.
• Developed and launched unique skincare packages raising revenue by 30%.
• Reduced acne in patients by an average of 50% using personalized skincare regimens.
• Operated advanced esthetic equipment on 10+ patients daily, ensuring safe and effective procedures.
• Promoted skincare products leading to an increased product sales by 20%.
• Performed approximately 1000+ basic skincare treatments with 95% customer satisfaction rate.
• Successfully up-sold skincare products leading to a 15% increase in sales.
• Maintained efficient patient records contributing to a 30% improvement in scheduling.

10 Medical Esthetician Resume Examples & Guide for 2024

Medical Estheticians focus on enhancing clients' skin health and appearance through various treatments and procedures. Highlighting experience with advanced skincare techniques, knowledge of dermatological products, and proficiency in using specialized equipment will strengthen your resume. Consider adding skills like customer service excellence, attention to detail, and knowledge of sanitation protocols. Emphasizing successful client outcomes and your ability to create personalized treatment plans will demonstrate your worth in the field.

All resume examples in this guide

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Single Column

Resume Guide

Styling your medical esthetician resume: layout and format, strategies for crafting your medical esthetician resume experience section, medical esthetician resume skills: showcasing both hard and soft skills, choosing the right certifications and education for your medical esthetician resume, choosing the right medical esthetician resume summary or objective, additional sections to amplify your medical esthetician resume, key takeaways.

Medical Estheticians often face the challenge of effectively communicating their complex and technical skincare expertise in a concise yet comprehensive way on their resumes. Our guide can assist by providing clear examples and templates to frame your specific skills, experiences, and certifications, making them understandable and compelling to potential employers in the beauty and health industry.

Here's what you'll read within our professional resume guide:

Medical esthetician resumes that are tailored to the role are more likely to catch recruiters' attention.
Most sought-out medical esthetician skills that should make your resume.
Styling the layout of your professional resume: take a page from medical esthetician resume examples.
How to write about your medical esthetician achievements in various resume sections (e.g. summary, experience, and education).

Upload your resume

Drop your resume here or choose a file . PDF & DOCX only. Max 2MB file size.

Make sure your resume is ATS compliant and catches the recruiters' attention by tailoring your experience to the specific job requirements. Quantify and highlight why you're the best candidate for the role on the first page of your resume.

Recruiters' top picks for medical esthetician resume sections:

A header with essential contact details and a headline showcasing your current role.
A summary or objective that aligns your standout expertise with the role's demands.
An experience section that delves into your key responsibilities and achievements.
A skills section that intertwines job requirements with your unique capabilities.
Education and certifications sections that bolster your professional credentials.

What recruiters want to see on your resume:

Track Record of Relevant Experience: Demonstrated experience and expertise in skin care procedures, facial treatments, chemical peels, microdermabrasion etc.
Certifications and Continuing Education: Current state licensure for a medical aesthetician and any additional certifications or continuing education courses in the field of medical esthetics.
Understanding of Medical Terminology: Knowledge of relevant medical and dermatological terminology used in skincare treatments and procedures.
Sales Skills: Proven ability to recommend and sell skincare products and treatments effectively, as these professionals often promote specific products or services to clients.
Customer Service Orientation: Strong interpersonal and communication skills for building rapport with clients and providing high-quality customer service.
How to Use Resume Lines
Resume in PDF or Word

When detailing your medical esthetician resume experience , it's essential to pair responsibilities with tangible achievements.

Consider including:

Key responsibilities, emphasizing their significance to your role, team, or organization.
Experiences that have fostered your technical acumen or professional growth.
Metrics that underscore your contributions and successes.
Challenges you've addressed and the solutions you've implemented.
Strategies you've devised and their measurable impact on growth.

Your experience section is pivotal in making a lasting impression on recruiters. To inspire you, we've curated real-world medical esthetician examples:

Performed medical esthetic procedures, including chemical peels, microdermabrasion, and laser treatments, resulting in a 25% increase in customer satisfaction.
Developed and implemented personalized skincare plans for clients, addressing specific concerns such as acne, hyperpigmentation, and aging skin.
Collaborated with dermatologists and plastic surgeons to provide pre and post-operative skincare treatments for patients undergoing cosmetic procedures.
Administered non-surgical aesthetic treatments, including laser hair removal, photorejuvenation, and body contouring, achieving an average client satisfaction rating of 4.8 out of 5.
Conducted detailed skin analysis and recommended appropriate skincare products resulting in a 30% increase in retail sales.
Assisted in the development of marketing campaigns to promote new services, resulting in a 15% increase in customer inquiries.
Provided expert advice and guidance on advanced skincare treatments, including chemical peels, dermaplaning, and microneedling, resulting in a 20% increase in repeat customers.
Collaborated with the marketing team to create educational materials and conduct workshops on skincare techniques, reaching over 200 participants.
Managed inventory and supplies, optimizing stock levels and reducing costs by 10%.
Led a team of estheticians in providing exceptional client service and maintaining a high standard of cleanliness and hygiene, resulting in a 15% increase in positive customer reviews.
Developed and implemented advanced laser treatments, such as fractional resurfacing and tattoo removal, contributing to a 40% growth in treatment bookings.
Collaborated with product vendors to evaluate the effectiveness of new skincare products and introduced a premium line, resulting in a 25% increase in retail revenue.
Conducted initial consultations and performed customized chemical peels, micro-needling, and IPL treatments, resulting in a significant improvement in clients' skin texture and tone.
Trained and mentored junior estheticians on advanced techniques, improving their proficiency and customer satisfaction scores by 20%.
Collaborated with the research and development team to test and introduce new skincare technologies, contributing to a 30% increase in overall clinic revenue.
Performed laser hair removal, IPL photofacials, and radiofrequency skin tightening procedures, achieving an average client retention rate of 85%.
Provided pre and post-operative care for patients undergoing cosmetic surgery, assisting in wound healing and scar management resulting in improved surgical outcomes.
Developed and conducted training programs for new estheticians, ensuring consistent service quality and adherence to safety protocols.
Specialized in laser treatments, performing procedures such as laser hair removal, fractional resurfacing, and vascular lesion treatment, resulting in a 20% increase in revenue.
Collaborated with the medical team to develop treatment plans for patients with complex skin conditions, such as rosacea and melasma, achieving significant improvement in their skin health.
Managed the clinic's social media presence and implemented digital marketing strategies, resulting in a 50% increase in online appointment bookings.
Performed chemical peels, microdermabrasion, and ultrasound facials, delivering exceptional results and earning a 95% customer satisfaction rating.
Assisted in the development of a comprehensive skincare program for patients undergoing chemotherapy, providing relief from treatment-related skin issues.
Conducted workshops on proper skincare techniques for cancer patients, empowering them with knowledge to improve their overall well-being.
Provide a wide range of medical esthetic treatments, including laser hair removal, chemical peels, and micro-needling, delivering exceptional results and ensuring client satisfaction.
Collaborate with plastic surgeons to develop personalized treatment plans for patients undergoing facial reconstruction surgery, aiding in their recovery and enhancing their aesthetic outcomes.
Stay updated with the latest advancements in medical esthetics by attending industry conferences and workshops, incorporating new techniques into daily practice.
Assisted in the setup and operation of laser equipment for various treatments, ensuring safety protocols were followed at all times.
Managed customer appointments, inquiries, and payments, maintaining a high level of organization and efficiency resulting in a 95% customer satisfaction rate.
Provided post-treatment care and education to clients, promoting proper skincare routines and enhancing treatment results.

Quantifying impact on your resume

Include the number of clients you typically manage in a day or week to demonstrate your ability to handle volume and multitask efficiently.
List any increase in client retention rates you have contributed to, showcasing your skills in providing satisfactory services and maintaining client relationships.
Mention the number of procedures or treatments you are proficient in, indicating your versatile skill set.
Specify any percentage increase in sales from product recommendations, highlighting your effectiveness in upselling and promoting products.
Quantify the size of the team you've worked with or managed, demonstrating your teamwork or leadership capabilities.
Include metrics on customer satisfaction scores or ratings if available, reflecting your commitment to quality service.
Provide data on the revenue impact of any initiatives or changes you implemented, revealing your strategic thinking and business acumen.
Note any increase in new clientele due to your efforts, illustrating your contribution to business growth.

No experience, no problem: writing your medical esthetician resume

You're set on the medical esthetician role of your dreams. Yet, you have little to no work experience . Here's how you can curate your resume to substitute your lack of experience:

Don't list every single role you've had so far, but focus on the ones that align with the job you're applying for
Include any valid experience in the field - whether it's a university research project, or a summer internship
Highlight the soft skills you're bringing along - those that will have an added value to your application.
Focus on your education and certifications, especially if they make sense for the role.
Resume Without Work Experience
Resume Job Description

Use the SOAR (Situation - Action - Results) method for each of your medical esthetician experience bullets. Reflect on specific challenges you've addressed, the actions you took, and the outcomes. This approach also preps you for potential interview questions.

Your medical esthetician resume should show recruiters your range of skills. List the tools and software you use (hard skills) and how they fit into your daily tasks. But don't stop there. Share the personal traits (soft skills) you've gained from your experiences. Here's how:

Showcase three top career achievements.
For each achievement, mention a hard and a soft skill you used.
Highlight unique skills that set you apart.
Discuss how your skills improved the workplace or team culture.

Check our list for popular hard and soft skills in the industry.

Top skills for your Medical Esthetician resume:

Microdermabrasion

Chemical Peels

Laser Hair Removal

Skin Analysis Software

Facial Treatments

Invasive and Non-invasive Techniques

Dermaplaning

Cosmetic Products Knowledge

Electrotherapy

Sanitation Procedures

Communication

Attention to Detail

Time Management

Customer Service

Problem Solving

Adaptability

Sales Skills

Professionalism

If you're in the process of learning a pivotal skill for the role, mention this on your resume. It demonstrates initiative while maintaining transparency.

Your education section can highlight skills and experiences perfect for the job.

List college or university degrees with the school name and dates.
If you're still studying, mention your expected graduation date.
Think twice before adding unrelated degrees. Space on your resume is precious.
Discuss educational achievements if they boost your job relevance.

There are many certifications out there. Which ones should you include?

List your main degree in a separate section with the school name and dates.
Only add certifications that highlight your skills and experience.
Place unique or recent certifications near the top.
Add a brief description to certifications if it helps show your skills.

Remember, it's not about quantity but relevance.

Best certifications to list on your resume

National Esthetician Certification (NEC) - National Coalition of Estheticians, Manufacturers/Distributors & Associations (NCEA)

Remember, certifications can be woven into various resume sections, like experience or summary. Detail how a particular certification enhanced your performance or opened new opportunities.

Expected Graduation Date Resume
Activities Resume for College

The top section of your resume is pivotal. It should encapsulate your alignment with the job, your unique skill set, and your professional expertise.

Both the resume summary and resume objective can serve this purpose:

Use the resume objective to spotlight your current achievements and future aspirations. Highlight how you envision your growth in the prospective role.
Opt for the resume summary to succinctly present your most relevant professional highlights. Aim for brevity, ideally within five sentences.

Ultimately, these sections offer a glimpse into your professional persona and the unique value you bring.

Resume summary and objective examples for a medical esthetician resume

Highly skilled Medical Esthetician with a track record of over 7 years in providing exceptional patient care. Proficient in advanced skin-care techniques and utilizing cutting-edge technology. Known for effectively reducing acne and aging symptoms, significantly improving patient self-confidence.
Expert-level Medical Esthetician with a robust experience of 10 years in a fast-paced dermatologist clinic. Strong knowledge of chemical peels, microdermabrasion, and laser hair removal. Recognized for increasing client retention rate by 40% through personalized skincare regimens.
Experienced Marketing Manager pivoting into a career as a Medical Esthetician. Equipped with 8 years in marketing and recent certification in esthetics. Brings skills in client relationship building and a solid grounding in understanding and enhancing the customer journey.
Registered Nurse seeking to transition into a Medical Esthetician role. Offers 5 years of experience in dermatological care and recently completed an esthetician program. Skilled at maintaining accurate medical records and conducting in-depth patient consultations.
Aspiring Medical Esthetician with a recent graduation from a state-certified program. Excited to apply hands-on training in treating diverse skin conditions. Strives to provide compassionate care that enhances patients' self-esteem and wellness.
New graduate eager to start a fulfilling career as a Medical Esthetician. Combines strong theoretical knowledge in esthetic treatments with a passion for helping patients achieve their skincare goals. Committed to continually learning and refining skills to ensure the highest standard of care.

To further personalize your resume and showcase a broader spectrum of your professional journey, consider adding:

Projects that highlight your hands-on experience.
Awards that recognize your industry contributions.
Volunteer work that underscores your community involvement and soft skills.
Hobbies that offer a glimpse into your personality and passions.
Keep your medical esthetician resume clear and organized with key sections.
Only include relevant details. Space is limited.
Support your achievements with both hard and soft skills.
Detail your experience, focusing on your industry expertise.
Highlight the most relevant certifications to show your dedication to the field.

Looking to build your own Medical Esthetician resume?

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Open access
Published: 03 September 2024

Reliability of ChatGPT in automated essay scoring for dental undergraduate examinations

Bernadette Quah 1 , 2 ,
Lei Zheng 1 , 2 na1 ,
Timothy Jie Han Sng 1 , 2 na1 ,
Chee Weng Yong 1 , 2 na1 &
Intekhab Islam ORCID: orcid.org/0000-0002-7754-0609 1 , 2

BMC Medical Education volume 24 , Article number: 962 ( 2024 ) Cite this article

1 Altmetric

Metrics details

This study aimed to answer the research question: How reliable is ChatGPT in automated essay scoring (AES) for oral and maxillofacial surgery (OMS) examinations for dental undergraduate students compared to human assessors?

Sixty-nine undergraduate dental students participated in a closed-book examination comprising two essays at the National University of Singapore. Using pre-created assessment rubrics, three assessors independently performed manual essay scoring, while one separate assessor performed AES using ChatGPT (GPT-4). Data analyses were performed using the intraclass correlation coefficient and Cronbach's α to evaluate the reliability and inter-rater agreement of the test scores among all assessors. The mean scores of manual versus automated scoring were evaluated for similarity and correlations.

A strong correlation was observed for Question 1 ( r = 0.752–0.848, p < 0.001) and a moderate correlation was observed between AES and all manual scorers for Question 2 ( r = 0.527–0.571, p < 0.001). Intraclass correlation coefficients of 0.794–0.858 indicated excellent inter-rater agreement, and Cronbach’s α of 0.881–0.932 indicated high reliability. For Question 1, the mean AES scores were similar to those for manual scoring ( p > 0.05), and there was a strong correlation between AES and manual scores ( r = 0.829, p < 0.001). For Question 2, AES scores were significantly lower than manual scores ( p < 0.001), and there was a moderate correlation between AES and manual scores ( r = 0.599, p < 0.001).

This study shows the potential of ChatGPT for essay marking. However, an appropriate rubric design is essential for optimal reliability. With further validation, the ChatGPT has the potential to aid students in self-assessment or large-scale marking automated processes.

Peer Review reports

Large Language Models (LLMs), such as OpenAI’s GPT-4, LLaMA by META, and Google’s LaMDA (Language Models for Dialogue Applications), have demonstrated tremendous potential in generating outputs based on user-specified instructions or prompts. These models are trained using large amounts of data and are capable of natural language processing tasks. Owing to their ability to comprehend, interpret, and generate natural language text, LLMs allow human-like conversations with coherent contextual responses to prompts. The capability of LLMs to summarize and generate texts that resemble human language allows the creation of task-focused systems that can ease the demands of human labor and improve efficiency.

OpenAI uses a closed application programming interface (API) to process data. Chat Generative Pre-trained Transformer (OpenAI Inc., California, USA, https://chat.openai.com/ ) was introduced globally in 2020 as ChatGPT3, a generative language model with 175 billion parameters [ 1 ]. It is based on a generative AI model that can generate new content based on the data on which they have been trained. The latest version, ChatGPT-4, was introduced in 2023 and has demonstrated improved creativity, reasoning, and the ability to process even more complicated tasks [ 2 ].

Since its release in the public domain, ChatGPT has been actively explored by both healthcare professionals and educators in an effort to attain human-like performance in the form of clinical reasoning, image recognition, diagnosis, and learning from medical databases. ChatGPT has proven to be a powerful tool with immense potential to provide students with an interactive platform to deepen their understanding of any given topic [ 3 ]. In addition, it is also capable of aiding in both lesson planning and student assessments [ 4 , 5 ].

The potential of ChatGPT for assessments

Automated Essay Scoring (AES) is not a new concept, and interest in AES has been increasing since the advent of AI. Three main categories of AES programs have been described, utilizing regression, classification, or neural network models [ 6 ]. A known problem of current AES systems is their unreliability in evaluating the content relevance and coherence of essays [ 6 ]. Newer language models such as ChatGPT, however, are potential game changers; they are simpler to learn than current deep learning programs and can therefore improve the accessibility of AES to educators. Mizumoto and Eguchi recently pioneered the potential use of ChatGPT (GPT-3.5 and 4) for AES in the field of linguistics and reported an accuracy level sufficient for use as a supportive tool even when fine-tuning of the model was not performed [ 7 ].

The use of these AI-powered tools may potentially ease the burden on educators in marking large numbers of essay scripts, while providing personalized feedback to students [ 8 , 9 ]. This is especially crucial with larger class sizes and increasing student-to-teacher ratios, where it can be more difficult for educators to actively engage individual students. Additionally, manual scoring by humans can be subjective and susceptible to fatigue, which may put the scoring at risk of being unreliable [ 7 , 10 ]. The use of AI for essay scoring may thus help reduce intra- and inter-rater variability associated with manual scoring by providing a more standardized and reliable scoring process that eases the time- and labor-intensive scoring workload of human assessors [ 10 , 11 ].

The current role of AI in healthcare education

Generative AI has permeated the healthcare industry and provided a diverse range of health enhancements. An example is how AI facilitates radiographic evaluation and clinical diagnosis to improve the quality of patient care [ 12 , 13 ]. In medical and dental education, virtual or augmented reality and haptic simulations are some of the exciting technological tools already implemented to improve student competence and confidence in patient assessment and execution of procedures [ 14 , 15 , 16 ]. The incorporation of ChatGPT into the dental curriculum would thus be the next step in enhancing student learning. The performance of ChatGPT in the United States Medical Licensing Examination (USMLE) was recently validated, with ChatGPT achieving a score equivalent to that of a third-year medical student [ 17 ]. However, no data are available on the performance of ChatGPT in the field of dentistry or oral and maxillofacial surgery (OMS). Furthermore, the reliability of AI-powered language models for the grading of essays in the medical field has not yet been evaluated; in addition to essay structure and language, the evaluation of essay scripts in the field of OMS would require a level of understanding of dentistry, medicine and surgery.

Therefore, this study aimed to evaluate the reliability of ChatGPT for AES in OMS examinations for final-year dental undergraduate students compared to human assessors. Our null hypothesis was that there would be no difference in the scores between the ChatGPT and human assessors. The research question for the study was as follows: How reliable is ChatGPT when used for AES in OMS examinations compared to human assessors?

Materials and methods

This study was conducted in the Faculty of Dentistry, National University of Singapore, under the Department of Oral and Maxillofacial Surgery. The study received ethical approval from the university’s Institutional Review Board (REF: IRB-2023–1051) and was conducted and drafted with guidance from the education interventions critical appraisal worksheet introduced by BestBETs [ 18 ].

Sample size calculation for this study was based on the formula provided by Viechtbauer et al.: n = ln (1-γ) / ln(1-π), where n, γ and π represent the sample size, significance level and level of confidence respectively [ 19 ]. Based on a 5% margin of error, a 95% confidence level and a 50% outcome response, it was calculated that a minimum sample size of 59 subjects was required. Ultimately, the study recruited 69 participants, all of whom were final-year undergraduate dental students. A closed-book OMS examination was conducted on the Examplify platform (ExamSoft Worldwide Inc., Texas, USA) as a part of the end-of-module assessment. The examination comprised two open-ended essay questions based on the topics taught in the module (Table 1 ).

Creation of standardized assessment

An assessment rubric was created for each question through discussion and collaboration of a workgroup comprising four assessors involved in the study. All members of the work group were academic staff from the faculty (I.I., B.Q., L.Z., T.J.H.S.) (Supplementary Tables S1 and S2) [ 20 ]. An analytic rubric was generated using the strategy outlined by Popham [ 21 ]. The process involved a discussion within the workgroup to agree on the learning outcomes of the essay questions. Two authors (I. I. and B. Q) independently generated the rubric criteria and descriptions for Question 1 (Infection). Similarly, for Question 2 (Trauma), the rubric criteria and descriptions were generated independently by two authors (I.I. and T.J.H.S.). The rubrics were revised until a consensus was reached between each pair. In the event of any disagreement, a third author (L.Z.) provided their opinion to aid in decision making.

Marking categories of Poor (0 marks), Satisfactory (2 marks), Good (3 marks), and Outstanding (4 marks) were allocated to each criterion, with a maximum of 4 marks attainable from each criterion. A criterion for overall essay structure and language was also included, with a maximum attainable 5 marks from this criterion. The highest score for each question was 40.

Model answers to the essays were prepared by another author (C.W.Y.), who did not participate in the creation of the rubrics. Using the rubrics as a reference, the author modified the model answer to create 5 variants of the answers such that each variant fell within different score ranges of 0–10, 11–20, 21–30, 31–40, 41–50. Subsequently, three authors (B. Q., L. Z., and T.J.H.S) graded the essays using the prepared rubrics. Revisions to the rubrics were made with consensus by all three authors, a process that also helped calibrate these three authors for manual essay scoring.

AES with ChatGPT

Essay scoring was performed using ChatGPT (GPT-4, released March 14, 2023) by one assessor who did not participate in the manual essay scoring exercise (I.I.). Prompts were generated based on a guideline by Giray, and the components of Instruction, Context, Input Data and Output Indication as discussed in the guideline were included in each prompt (Supplementary Tables 3 and 4) [ 22 ]. A prompt template was generated for each question by one assessor (I.I.) with advice from two experts in prompt engineering, based on the marking rubric. The criterion and point allocation were clearly written in prose and point forms. For the fine-tuning process, the prompts were input into ChatGPT using variants of the model answers provided by C.W.Y. Minor adjustments were made to the wording of certain parts of the prompts as necessary to correct any potential misinterpretations of the prompts by the ChatGPT. Each time, the prompt was entered into a new chat in the ChatGPT in a browser where the browser history and cookies were cleared. Subsequently, finalized prompts (Supplementary Tables 3 and 4) were used to score the student essays. AES scores were not used to calculate students’ actual essay scores.

Manual essay scoring

Manual essay scoring was completed independently by three assessors (B.Q., L.Z., and T.J.H.S.) using the assessment rubrics (Supplementary Tables S1 and S2). Calibration was performed during the rubric creation stage. The essays were anonymized to prevent bias during the marking process. The assessors recorded the marks allocated to each criterion, as well as the overall score of each essay, on a pre-prepared Excel spreadsheet. Scoring was performed separately and independently by all assessors before the final collation by a research team member (I.I.) for statistical analyses. The student was considered ‘able to briefly mention’ a criterion if they did not mention any of the keywords of the points within the criterion. The student was considered ‘able to elaborate on’ a point within the criterion if they were able to mention the keywords of that point as stated in the rubric, and were thus awarded higher marks in accordance with the rubric (e.g. the student was given a higher mark if they were able to mention the need to check for dyspnea and dysphagia, instead of simply mentioning a need to check the patient’s airway). Grading was performed with only whole marks as specified in the rubrics, and assessors were not allowed to give half marks or subscores.

Data synthesis

The scores given out of 40 per essay by each assessor were compiled. Data analyses were subsequently performed using SPSS® version 29.0.1.0(171) (IBM Corporation, New York, United States). For each essay question, correlations between the essay scores given by each assessor were analyzed and displayed using the inter-item correlation matrix. A correlation coefficient value ( r ) of 0.90–1.00 was indicative of a very strong, 0.70–0.89 indicative of strong, 0.40–0.69 moderate, 0.10–0.39 weak and < 0.10 negligible positive correlation between the scorers [ 23 ]. The cutoff p -value for the significance level was set at p < 0.05. The intraclass correlation coefficient (ICC) and Cronbach's α were then calculated between all assessors to assess the inter-rater agreement and reliability, respectively [ 24 ]. The ICC was interpreted on a scale of 0 to 1.00, with a higher value indicating a higher level of agreement in scores given by the scorers to each student. A value less than 0.40 was indicative of poor, 0.40–0.59 fair, 0.60–0.74 good, and 0.75–1.00 excellent agreement [ 25 ]. Using Cronbach’s α, reliability was expressed on a range from 0 to 1.00, with a higher number indicating a higher level of consistency between the scorers in their scores given across the students. The reliability was considered ‘Less Reliable’ if the score was less 0.20, ‘Rather Reliable’ if the score was 0.20–0.40, ‘Quite Reliable’ if 0.40–0.60, ‘Reliable’ if 0.60–0.80 and ‘Very Reliable’ if 0.80–1.00 [ 26 ].

Similarly, the mean scores of the three manual scorers were calculated for each question. The mean manual scores were then analyzed for correlations with AES scores by using Pearson’s correlation coefficient. Student’s t-test was also used to analyze any significant differences in mean scores between manual scoring and AES. A p -value of < 0.05 was required to conclude the presence of a statistically different score between the groups.

All final-year dental undergraduate students (69/69, 100%) had their essays graded by all manual scorers and AES as part of the study. Table 2 shows the mean scores for each individual assessor as well as the mean scores for the three manual scorers (Scorers 1, 2, and 3).

Analysis of correlation and agreement between all scorers

The inter-item correlation matrices and their respective p -values are listed in Table 3 . For Question 1, there was a strong positive correlation between the scores provided by each assessor (Scorers 1, 2, 3, and AES), with r -values ranging from 0.752–0.848. All p -values were < 0.001, indicating a significant positive correlation between all assessors. For Question 2, there was a strong positive correlation between Scorers 1 and 2 ( r = 0.829) and Scorers 1 and 3 ( r = 0.756). There was a moderate positive correlation between Scorers 2 and 3 ( r = 0.655), as well as between AES and all manual scores ( r -values ranging from 0.527 to 0.571). Similarly, all p -values were < 0.001, indicative of a significant positive correlation between all scorers.

For the analysis of inter-rater agreement, ICC values of 0.858 (95% CI 0.628 – 0.933) and 0.794 (95% CI 0.563 – 0.892) were obtained for Questions 1 and 2, respectively, both of which were indicative of excellent inter-rater agreement. Cronbach’s α was 0.932 for Question 1 and 0.881 for Question 2, both of which were ‘Very Reliable’.

Analysis of correlation between manual scoring versus AES

The results of the Student’s t-test comparing the test score values from manual scoring and AES are shown in Table 2 . For Question 1, the mean manual scores (14.85 ± 4.988) were slightly higher than those of the AES (14.54 ± 5.490). However, these differences were not statistically significant ( p > 0.05). For Question 2, the mean manual scores (23.11 ± 4.241) were also higher than those of the AES (18.62 ± 4.044); this difference was statistically significant ( p < 0.001).

The results of the Pearson’s correlation coefficient calculations are shown in Table 4 . For Question 1, there was a strong and significant positive correlation between manual scoring and AES ( r = 0.829, p < 0.001). For Question 2, there was a moderate and statistically significant positive correlation between the two groups ( r = 0.599, p < 0.001).

Qualitative feedback from AES

Figures 1 , 2 and 3 show three examples of essay feedback and scoring provided by ChatGPT. ChatGPT provided feedback in a concise and systematic manner. Scores were clearly provided for each of the criteria listed in the assessment rubric. This was followed by in-depth feedback on the points within the criterion that the student had discussed and failed to mention. ChatGPT was able to differentiate between a student who briefly mentioned a key point and a student who provided better elaboration on the same point by allocating them two or three marks, respectively.

Example #1 of a marked essay with feedback from ChatGPT for Question 1

Example #2 of a marked essay with feedback from ChatGPT for Question 1

Example #3 of a marked essay with feedback from ChatGPT for Question 1

One limitation of ChatGPT that was identified during the scoring process was its inability to identify content that was not relevant to the essay or that was factually incorrect. This was despite the assessment rubric specifying that incorrect statements should be given 0 marks for that criterion. For example, a student who included points about incision and drainage also incorrectly stated that bone scraping to induce bleeding and packing of local hemostatic agents should be performed. Although these statements were factually incorrect, ChatGPT was unable to identify this and still awarded student marks for the point. Manual assessors were able to spot this and subsequently penalized the student for the mistake.

Since its recent rise in popularity, many people have been eager to tap into the potential of large language models, such as ChatGPT. In their review, Khan et al. discussed the growing role of ChatGPT in medical education, with promising uses for the creation of case studies and content such as quizzes and flashcards for self-directed practice [ 9 ]. As an LLM, the ability of ChatGPT to thoroughly evaluate sentence structure and clarity may allow it to confront the task of automated essay marking.

Advantages of ChatGPT in AES

This study found significant correlations and excellent inter-rater agreement between ChatGPT and manual scorers, and the mean scores between both groups showed strong to moderate correlations for both essay questions. This suggests that AES has the potential to provide a level of essay marking similar to that of the educators in our faculty. Similar positive findings were reflected in previous studies that compared manual and automated essay scoring ( r = 0.532–0.766) [ 6 ]. However, there is still a need to further fine-tune the scoring system such that the score provided by AES deviates as little as possible from human scoring. For instance, the mean AES score was lower than that of manual scoring by 5 marks for Question 2. Although the difference may not seem large, it may potentially increase or decrease the final performance grade of students.

Apart from a decent level of reliability in manual essay scoring, there are many other benefits to using ChatGPT for AES. Compared to humans, the response time to prompts is much faster and can thus increase productivity and reduce the burden of a large workload on educational assessors [ 27 ]. In addition, ChatGPT can provide individualized feedback for each essay (Figs. 1 , 2 and 3 ). This helps provide students with comments specific to their essays, a feat that is difficult to achieve for a single educator teaching a large class size.

Similar to previous systems designed for AES, machine scoring is beneficial for removing human inconsistencies that can result from fatigue, mood swings, or bias [ 10 ]. ChatGPT is no exception. Furthermore, ChatGPT is more widely accessible than the conventional AES systems. Its software runs online instead of requiring downloads on a computer, and its user interface is simple to use. With GPT-3.5 being free to use and GPT-4 being 20 USD per month, it is also relatively inexpensive.

Marking the essay is only part of the equation, and the next step is to allow the students to know what went wrong and why. Nicol and Macfarlane described seven principles for good feedback. ChatGPT can fulfil most of these principles, namely, facilitating self-assessment, encouraging teacher and peer dialogue, clarifying what good performance is, providing opportunities to close the gap between current and desired performance, and delivering high-quality information to students [ 28 ]. In this study, the feedback given by ChatGPT was categorized based on the rubric, and elaboration was provided for each criterion on the points the student mentioned and did not mention. By highlighting the ideal answer and where the student can improve, ChatGPT can clarify performance goals and provide opportunities to close the gap between the student’s current and desired performance. This creates opportunities for selfdirected learning and the utilization of blended learning environments. Students can use ChatGPT to review their preparation on topics, self-grade their essays, and receive instant feedback. Furthermore, the simple and interactive nature of the software encourages dialogue, as it can readily respond to any clarification the student wants to make. The importance of effective feedback has been demonstrated to be an essential component in medical education, in terms of enhancing the knowledge of the student without developing negative emotions [ 29 , 30 ].

These potential advantages of engaging ChatGPT for student assessments play well into the humanistic learning theory of medical education [ 31 , 32 ]. Self-directed learning allows students the freedom to learn at their own pace, with educators simply providing a conducive environment and the goals that the student should achieve. ChatGPT has the potential to supplement the role of the educator in self-directed learning, as it can be readily available to provide constructive and tailored feedback for assignments whenever the student is ready for it. This removes the burden that assignment deadlines place on students, which can allow them a greater sense of independence and control over their learning, and lead to greater self-motivation and self-fulfillment.

Potential pitfalls of ChatGPT

Potential pitfalls associated with the use of ChatGPT were identified. First, the ability to achieve reliable scores relies heavily on a well-created marking rubric with clearly defined terms. In this study, the correlations between scorers were stronger for Question 1 compared to Question 2, and the mean scores between the AES and manual scorers were also significantly different for Question 2, but not for Question 1. The lower reliability of the AES for Question 2 may be attributed to its broader nature, use of more complex medical terms, and lengthier scoring rubrics. The broad nature of the question left more room for individual interpretation and variation between humans and AES. The ability of ChatGPT to provide accurate answers may be reduced with lengthier prompts and conversations [ 27 ]. Furthermore, with less specific instructions or complex medical jargon, both automated systems and human scorers may interpret rubrics differently, resulting in varied scores across the board [ 10 , 33 , 34 ]. The authors thus recommend that to circumvent this, the use of ChatGPT for essay scoring should be restricted to questions that are less broad (e.g. shorter essays), or by breaking the task into multiple prompts for each individual criterion to reduce variations in interpretation [ 27 , 35 ]. Furthermore, the rubrics should contain concise and explicit instructions with appropriate grammar and vocabulary to avoid misinterpretation by both ChatGPT and human scorers, and provide a brief explanation to specify what certain medical terms mean (e.g. writing ‘pulse oximetry (SpO2) monitoring’ instead of only ‘SpO2’) for better contextualization [ 35 , 36 ].

Second, prompt engineering is a critical step in producing the desired outcome from ChatGPT [ 27 ]. A prompt that is too ambiguous or lacks context can lead to a response that is incomplete, generic, or irrelevant, and a prompt that exhibits bias runs the risk of bias reinforcement in the given reply [ 22 , 34 ]. Phrasing the prompt must also be carefully checked for spelling, grammatical mistakes, or inconsistencies, since ChatGPT uses the prompt’s phrasing literally. For example, a prompt that reads ‘give 3 marks if the student covers one or more coverage points’ will result in ChatGPT only giving the marks if multiple points are covered, because of the plural nature of the word ‘points’.

Third, irrelevant content may not be penalized during the essay-marking process. Students may ‘trick’ the AES by producing a lengthier essay to hit more relevant points and increase their score. This may result in essays of lower quality with multiple incorrect or nonsensical statements still rewarded with higher scores [ 10 ]. Our assessment rubric attempts to penalize the student with 0 marks if incorrect statements on the criterion are made; however, none of the students were penalized. This issue may be resolved as ChatGPT rapidly and continuously gains more medical and dental knowledge. Although data to support the competence of AI in medical education are sparse, the quality of the medical knowledge that ChatGPT already has is sufficient to achieve a passing mark at the USMLE [ 5 , 37 ]. In dentistry, when used to disseminate information on endodontics to patients, ChatGPT was found to provide detailed answers with an overall validity of 95% [ 38 ]. Over time, LLMs such as ChatGPT may be able to identify when students are not factually correct.

Other comments

The lack of human emotion in machine scoring can be both an advantage and a disadvantage. AES can provide feedback that is entirely factual and less biased than humans, and grades are objective and final [ 39 ]. However, human empathy is an essential quality that ChatGPT does not possess. One principle of good feedback is to encourage and motivate students to provide positive learning experiences and build self-esteem [ 28 ]. While ChatGPT can provide constructive feedback, it will not be able to replace the compassion, empathy, or emotional intelligence possessed by a quality educator possesses [ 40 ]. In our study, ChatGPT awarded lower mean scores of 14.54/40 (36.4%) and 18.62/40 (46.5%) compared to manual scoring for both questions. Although objective, some may view automated scoring as harsh because it provided failing grades to an average student.

This study demonstrates the ability of GPT-4 to evaluate essays without any specialized training or prompting. One long prompt was used to score each essay. Although more technical prompting methods, such as chain of thought, could be deployed, our single prompt method makes the method scalable and easier to adopt. As discussed earlier, ChatGPT is the most reliable when prompts are short and specific [ 34 ]. Hence, each prompt should ideally task ChatGPT to score only one or two criteria, rather than the entire rubric of the 10 criteria. However, in a class of 70, the assessors are required to run 700 prompts per question, which is impractical and unnecessary. With only one prompt, a good correlation was still found between the AES and manual scoring. It is likely that further exploration and experimentation with prompting techniques can improve the output.

While LLMs have the potential to revolutionize education in healthcare, some precautions must be taken. Artificial Hallucination is a widely described phenomenon; ChatGPT may generate seemingly genuine but inaccurate information [ 41 , 42 , 43 ]. Hallucinations have been attributed to biases and limitations of training data as well as algorithmic limitations [ 2 ]. Similarly, randomness of the generated responses has been observed; while it is useful for generating creative content, this may be an issue when ChatGPT is employed for topics requiring scientific or factual content [ 44 ]. Thus, LLMs are not infallible and still require human subject matter experts to validate the generated content. Finally, it is essential that educators play an active role in driving the development of dedicated training models to ensure consistency, continuity, and accountability, as overreliance on a corporate-controlled model may place educators at the mercy of algorithm changes.

The ethical implications of using ChatGPT in medical and dental education also need to be explored. As much as LLMs can provide convenience to both students and educators, privacy and data security remain a concern [ 45 ]. Robust university privacy policies and informed consent procedures should be in place for the protection of student data prior to the use of ChatGPT as part of student assessment. Furthermore, if LLMs like ChatGPT were to be used for grading examinations in the future, issues revolving around fairness and transparency of the grading process need to be resolved [ 46 ]. GPT-4 may have provided harsh scores in this study, possibly due to some shortfall in understanding certain phrases the students have written; models used in assessments will thus require sufficient training in the field of healthcare to properly acquire the relevant medical knowledge and hence understand and grade essays fairly.

As AI continues to develop, ChatGPT may eventually replace human assessors in essay scoring for dental undergraduate examinations. However, given its current limitations and dependence on a well-formed assessment rubric, relying solely on ChatGPT for exam grading may be inappropriate when the scores can affect the student’s overall module scores, career success, and mental health [ 47 ]. While this study primarily demonstrates the use of ChatGPT to grade essays, it also points to great potential in using it as an interactive learning tool. A good start for its use is essay assignments on pre-set topics, where students can direct their learning on their own and receive objective feedback on essay structure and content that does not count towards their final scores. Students can use rubrics to practice and gain effective feedback from LLMs in an engaging and stress-free environment. This reduces the burden on educators by easing the time-consuming task of grading essay assignments and allows students the flexibility to complete and grade their assignments whenever they are ready. Furthermore, assignments repeated with new class cohorts can enable more robust feedback from ChatGPT through machine learning.

Study limitations

The limitations of this study lie in part of its methodology. The study recruited 69 dental undergraduate students; while this is above the minimum calculated sample size of 59, a larger sample size would help to increase the generalizability of the study findings to larger populations of students and a wide scope of topics. The unique field of OMS also requires knowledge of both medical and dental subjects, and hence the results obtained from the use of ChatGPT for essay marking in other medical or dental specialties may differ slightly.

The use of rubrics for manual scoring could also be a potential source of bias. While the rubrics provide a framework for objective assessment, they cannot eliminate the subjectiveness of manual scoring. Variations in the interpretation of the students’ answers, leniency errors (whereby one scorer marks more leniently than another) or rater drift (fatigue from assessing many essays may affect leniency of marking and judgment) may still occur. To minimize bias resulting from these errors, multiple assessors were recruited for the manual scoring process and the average scores were used for comparison with AES.

This study investigated the reliability of ChatGPT in essay scoring for OMS examinations, and found positive correlations between ChatGPT and manual essay scoring. However, ChatGPT tended towards stricter scoring and was not capable of penalizing irrelevant or incorrect content. In its present state, GPT-4 should not be used as a standalone tool for teaching or assessment in the field of medical and dental education but can serve as an adjunct to aid students in self-assessment. The importance of proper rubric design to achieve optimal reliability when employing ChatGPT in student assessment cannot be overemphasized.

Availability of data and materials

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

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Acknowledgements

We would like to extend our gratitude to Mr Paul Timothy Tan Bee Xian and Mr Jonathan Sim for their invaluable advice on the process of prompt engineering for the effective execution of this study.

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Lei Zheng, Timothy Jie Han Sng and Chee Weng Yong contributed equally to this work.

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Faculty of Dentistry, National University of Singapore, Singapore, Singapore

Bernadette Quah, Lei Zheng, Timothy Jie Han Sng, Chee Weng Yong & Intekhab Islam

Discipline of Oral and Maxillofacial Surgery, National University Centre for Oral Health, 9 Lower Kent Ridge Road, Singapore, Singapore

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B.Q. contributed in the stages of conceptualization, methodology, study execution, validation, formal analysis and manuscript writing (original draft and review and editing). L.Z., T.J.H.S. and C.W.Y. contributed in the stages of methodology, study execution, and manuscript writing (review and editing). I.I. contributed in the stages of conceptualization, methodology, study execution, validation, formal analysis, manuscript writing (review and editing) and supervision. All authors provided substantial contributions to this manuscript in the following form:

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This study was approved by the Institutional Review Board of the university (REF: IRB-2023–1051). The waiver of consent from students was approved by the University’s Institutional Review Board, as the scores by ChatGPT were not used as the students’ actual grades, and all essay manuscripts were anonymized.

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Quah, B., Zheng, L., Sng, T.J.H. et al. Reliability of ChatGPT in automated essay scoring for dental undergraduate examinations. BMC Med Educ 24 , 962 (2024). https://doi.org/10.1186/s12909-024-05881-6

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Received : 04 February 2024

Accepted : 09 August 2024

Published : 03 September 2024

DOI : https://doi.org/10.1186/s12909-024-05881-6

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Health System

Healthcare in Russia - statistics & facts

Russian health system, what are the most common diseases in russia, key insights.

Detailed statistics

Structure of expenditure on healthcare in Russia 2019-2024, by source

Number of hospitals in Russia 2010-2022

Number of medical visits in Russia 2018-2022

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Health Economics

Healthcare Professionals

Density of doctors in Russia 2010-2021

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Premium Statistic Expenditure on healthcare in Russia 2014-2029
Premium Statistic Spending per capita on healthcare expenditure in Russia 2014-2029
Premium Statistic GDP share of health expenditure in Russia 2014-2029
Premium Statistic Structure of expenditure on healthcare in Russia 2019-2024, by source
Premium Statistic Number of medical laboratory services users in Russia 2017-2022
Basic Statistic Public trust in health system in Russia 2022
Premium Statistic Medical services revenue in Russia 2022, by city
Premium Statistic Highest-earning medical companies in Russia 2022
Premium Statistic MD Medical Group (Mother & Child) revenue in Russia 2009-2023

Expenditure on healthcare in Russia 2014-2029

Expenditure on healthcare in Russia from 2014 to 2029 (in million U.S. dollars)

Spending per capita on healthcare expenditure in Russia 2014-2029

Spending per capita on healthcare expenditure in Russia from 2014 to 2029 (in U.S. dollars)

GDP share of health expenditure in Russia 2014-2029

GDP share of health expenditure in Russia from 2014 to 2029

Government expenditure on healthcare in Russia from 2019 to 2024, by source (in billion Russian rubles)

Number of medical laboratory services users in Russia 2017-2022

Number of users of laboratory diagnostics services in Russia from 2017 to 2022 (in millions)

Public trust in health system in Russia 2022

To what extent do you trust the Russian health system?

Medical services revenue in Russia 2022, by city

Cities with the highest revenue from medical services in Russia in 2022 (in billion Russian rubles)

Highest-earning medical companies in Russia 2022

Leading medical companies in Russia in 2022, by revenue (in billion Russian rubles)

MD Medical Group (Mother & Child) revenue in Russia 2009-2023

Revenue of MD Medical Group (Mother & Child) in Russia from 2009 to 2023 (in billion Russian rubles)

Physicians & hospitals

Premium Statistic Number of physicians in Russia 1990-2021
Premium Statistic Density of doctors in Russia 2010-2021
Premium Statistic Density of doctors in Russia 2021, by field
Basic Statistic Nursing and midwifery personnel density in Russia 2010-2021
Premium Statistic Salary of medical professionals in public sector in Russia 2022, by level & region
Basic Statistic Number of hospitals in Russia 2010-2022
Basic Statistic Hospital bed density in Russia 2008-2022
Basic Statistic Number of hospital beds in Russia 2022, by ward
Premium Statistic Number of medical visits in Russia 2018-2022

Number of physicians in Russia 1990-2021

Number of doctors in Russia from 1990 to 2021 (in 1,000s)

Number of doctors per 10,000 population in Russia from 2010 to 2021

Density of doctors in Russia 2021, by field

Number of doctors per 10,000 population in Russia in 2021, by field

Nursing and midwifery personnel density in Russia 2010-2021

Number of mid-level medical personnel per 10,000 population in Russia from 2010 to 2021

Salary of medical professionals in public sector in Russia 2022, by level & region

Average monthly salary of health care professionals in the public sector in Moscow, Saint Petersburg, and across Russia in 2022, by occupation level (in Russian rubles)

Number of hospital organizations in Russia from 2010 to 2022

Hospital bed density in Russia 2008-2022

Number of hospital beds per 10,000 population in Russia from 2008 to 2022

Number of hospital beds in Russia 2022, by ward

Number of hospital beds in Russia in 2022, by department (in 1,000s)

Number of medical visits in Russia from 2018 to 2022 (in billion visits)

State of health

Premium Statistic Death rates by main cause in Russia 2022
Basic Statistic Healthy lifestyle follower share in Russia 2019-2022
Premium Statistic Cigarettes smoked per day in Russia 2022
Premium Statistic Morbidity with alcoholism and drug addiction in Russia 2003-2021
Basic Statistic Abortion count in Russia 2000-2022
Basic Statistic Number of obesity patients in Russia 2010-2022
Basic Statistic People with a disability in Russia 2018-2023, by group

Death rates by main cause in Russia 2022

Number of deaths from selected major causes in Russia in 2022 (per 100,000 population)

Healthy lifestyle follower share in Russia 2019-2022

Share of population following a healthy lifestyle in Russia from 2019 to 2022

Cigarettes smoked per day in Russia 2022

Cigarettes smoked per day in Russia in 2022

Morbidity with alcoholism and drug addiction in Russia 2003-2021

Number of people registered for outpatient treatment for alcoholism and alcoholic psychosis and drug addiction per 100,000 population in Russia from 2003 to 2021

Abortion count in Russia 2000-2022

Number of abortions in Russia from 2000 to 2022 (in 1,000s)

Number of obesity patients in Russia 2010-2022

Number of obesity patients in Russia from 2010 to 2022 (in 1,000s)

People with a disability in Russia 2018-2023, by group

Number of people with a disability in Russia from 2018 to 2023, by group (in 1,000s)

Premium Statistic Morbidity rate in Russia 2021, by disease type
Premium Statistic Socially significant diseases morbidity rate in Russia 2021, by type
Basic Statistic Morbidity rate of children aged 0-14 years in Russia 2022, by disease
Basic Statistic HIV morbidity rate in Russia 2010-2021
Basic Statistic Tuberculosis morbidity rate in Russia 2010-2021
Basic Statistic Hepatitis B morbidity rate in Russia 2010-2021
Basic Statistic Number of new cancer diagnoses in Russia 2023, by type
Basic Statistic Number of cancer deaths in Russia 2021, by major type
Basic Statistic Obesity diagnoses growth in Russia 2019-2021

Morbidity rate in Russia 2021, by disease type

Number of patients diagnosed with disease for the first time per 1,000 population in Russia in 2021, by type

Socially significant diseases morbidity rate in Russia 2021, by type

Number of patients diagnosed with socially significant diseases per 100,000 population in Russia in 2021, by type

Morbidity rate of children aged 0-14 years in Russia 2022, by disease

Number of children aged under 14 years diagnosed with diseases for the first time in Russia in 2022, by type (per 100,000 children aged from 0 to 14 years)

HIV morbidity rate in Russia 2010-2021

Number of first-diagnosed HIV patients per 100,000 population in Russia from 2010 to 2021

Tuberculosis morbidity rate in Russia 2010-2021

Number of first-diagnosed tuberculosis cases per 100,000 population in Russia from 2010 to 2021

Hepatitis B morbidity rate in Russia 2010-2021

Number of first-diagnosed Hepatitis B cases per 100,000 population in Russia from 2010 to 2021

Number of new cancer diagnoses in Russia 2023, by type

Number of first-diagnosed cancer cases in Russia in 2023, by major type

Number of cancer deaths in Russia 2021, by major type

Number of deaths from malignant neoplasms in Russia in 2021, by major type

Obesity diagnoses growth in Russia 2019-2021

Growth in number of first-diagnosed obesity cases in Russia from 2019 to 2021

Basic Statistic COVID-19 situation in Russia 2023
Basic Statistic Cumulative COVID-19 cases, recoveries, and deaths in Russia 2020-2023
Basic Statistic Number of COVID-19 testing laboratories in Russia 2023, by type

COVID-19 situation in Russia 2023

Key figures on the coronavirus (COVID-19) pandemic in Russia as of July 31, 2023

Cumulative COVID-19 cases, recoveries, and deaths in Russia 2020-2023

Cumulative number of coronavirus (COVID-19) cases, recoveries, and deaths in Russia from January 31, 2020 to October 22, 2023, by date of report

Number of COVID-19 testing laboratories in Russia 2023, by type

Number of laboratories testing for the coronavirus (COVID-19) in Russia as of February 2, 2023, by type

Premium Statistic Medical devices market revenue in Russia 2014-2022
Premium Statistic Russia: revenue of medical devices 2019-2029, by segment
Premium Statistic Highest-earning MedTech companies in Russia 2022-Q1 2024
Premium Statistic Trust in AI in healthcare in Russia 2023, by age group

Medical devices market revenue in Russia 2014-2022

Revenue of the medical devices market in Russia from 2014 to 2022 (in billion Russian rubles)

Russia: revenue of medical devices 2019-2029, by segment

Revenue of medical devices in Russia from 2019 to 2029, by segment (in million U.S. dollars)

Highest-earning MedTech companies in Russia 2022-Q1 2024

Leading MedTech companies in Russia from 2022 to 1st quarter 2024, by revenue (in million Russian rubles)

Trust in AI in healthcare in Russia 2023, by age group

Do you think it is possible to trust Artificial Intelligence (AI) algorithms in making diagnoses, prescribing treatment, and research and monitoring of patients' diseases?

Digital health

Premium Statistic Revenue in the Digital Health market Russia 2019-2029
Premium Statistic Number of users in the Digital Health market Russia 2017-2027
Premium Statistic Revenue in the eHealth market Russia 2017-2027
Premium Statistic Number of users in the eHealth market Russia 2017-2027
Premium Statistic Telemedicine ARPU in Russia 2017-2021
Premium Statistic Most visited health & medicine websites in Russia 2023
Premium Statistic Attitudes toward telemedicine use in Russia 2022
Premium Statistic Preferred telemedicine formats in Russia 2022

Revenue in the Digital Health market Russia 2019-2029

Revenue in the Digital Health market for different segments Russia from 2019 to 2029 (in million U.S. dollars)

Number of users in the Digital Health market Russia 2017-2027

Number of users in the Digital Health market for different segments Russia from 2017 to 2027 (in million individuals)

Revenue in the eHealth market Russia 2017-2027

Revenue in the eHealth market for different segments Russia from 2017 to 2027 (in million U.S. dollars)

Number of users in the eHealth market Russia 2017-2027

Number of users in the eHealth market for different segments Russia from 2017 to 2027 (in thousand individuals)

Telemedicine ARPU in Russia 2017-2021

Average revenue per user (ARPU) of the telemedicine market in Russia from 2017 to 2021 (in Russian rubles)

Most visited health & medicine websites in Russia 2023

Leading health & medicine websites in Russia in August 2023, by monthly visits (in millions)

Attitudes toward telemedicine use in Russia 2022

Attitudes toward telemedicine services and their use in Russia as of June 2022

Preferred telemedicine formats in Russia 2022

Most popular telemedicine formats in Russia as of June 2022

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