Hometown:  Cleveland, Ohio, USA

Undergraduate School: Private, Massachusetts Institute of Technology

Major: Biology

GPA: 5.0

MCAT: 34. PS: 10, V: 11, BS: 13.

Examples of personal statements for medical school

I have always loved a challenge, whether it has been conducting scientific research since age 15, volunteering on Massachusetts General Hospital’s (MGH’s) chemotherapy unit, stepping on the ice as the first woman to play men’s hockey at MIT or teaching genetics as an undergraduate teaching assistant (TA) with a team of graduate TAs. My experiences have resulted in an excitement for tackling challenges and a passion for problem solving. One MIT president put it best when he compared getting an education from MIT to drinking from a fire hose. I view the practice of medicine and the care of patients in much the same way. I am drawn to medicine because it is a dynamic field filled with new challenges. I have seen that the challenges in patient care become particularly complex because of the need to consider both the treatment of the disease and the individual. I am inspired and motivated to pursue an MD because I want to engage myself in the challenge of treating the patient.

From an early age through high school I was encouraged to embrace my school’s motto “we learn not for school but for life.” Cultivating this attitude has helped me to excel and develop a love for learning. Applying this philosophy at MIT, I have developed a passion for biology and medically related research especially within the field of cancer. From my research, especially at MIT and the Cleveland Clinic, I have come to realize that medicine is a constantly evolving field, and that physicians are frequently presented with new obstacles or discoveries that may change the way in which medicine is practiced. Thus, they must adapt and always be willing to learn. Conducting research in various labs over the past 6 years, I have learned how to adapt by combining and applying concepts from my curriculum and past lab and hospital experiences to the project at hand. A career in medicine is an opportunity to continue “learning for life,” as I attempt to solve various problems presented by patients. I look forward to investigating the unanswered questions in medicine and applying solutions to patient care. As a physician, I want to use my medical knowledge and understanding of the patient to create better outcomes for my patients and others.

Beyond problem solving and “learning for life,” developing relationships with patients is a central part of being a physician. With two physician parents, I have spent a lot of time observing the development of these relationships. My father is a cardiologist, and watching how patients greet him in and outside the hospital, thank him with tears in their eyes or claim that they would not be alive today if it were not for him makes me realize the importance of relationships and inspires me to pursue an MD. What makes him a great physician is his effort to get to know each patient as a person. As an MGH volunteer, I have had the privilege of a similar experience. I learned firsthand that treating a patient goes beyond administering medication—it is about connecting with the patient as a person. I volunteered on the chemotherapy infusion unit, serving lunch to patients and talking with them. Studying cancer in my classes and in lab did not prepare me for my first day. At the cellular level cancer is a terrible disease, but I discovered that at the clinical level it can be devastating to more than just the body. Over time, I developed my own relationships with the patients I saw each week and, while I was not administering treatment, I realized that I was still able to provide a crucial component of care. I came to see that patient care calls on physicians to not simply define patients by their disease, but as unique individuals in need of a human connection, which I was able to provide. The sincere thanks I received after something as simple as a conversation or getting a patient to smile illustrated how much these connections were appreciated. As a volunteer, I could only help in treating the person, but as a physician, I can give more. I want an MD because I want to give more. I want to be able to treat the individual and the disease.

From spending time at MGH, Cleveland Clinic and other hospitals, I have seen that great physicians possess certain qualities. Medicine is a group effort and great physicians are “team players,” something with which I am very familiar. Over the past 16 years, ice hockey has taught me to value discipline, persistence, focus, and keeping my cool. Great physicians must also embody these qualities. In addition, they are good teachers and effective communicators who can connect with patients from different backgrounds and with different levels of understanding. As a TA for genetics, I had to develop a similar skill set in order to communicate concepts in a number of ways so that different students could understand. Ultimately, my experiences in research, at MGH, at MIT and even on the ice have shaped me into a team player, a leader, a teacher, a perpetual student, a scientist and a problem solver with a love for challenges. Because of my experiences, I aspire to engage in the challenge of treating patients because, while it can be difficult, I have seen that the reward is always greater than the challenge.

Analysis

The concept of relishing challenges is used time and time again by students—however, Kate’s essay stands out because of the narratives she weaves into the essay. In the examples that she provides, she demonstrates that she is a leader and pioneer by listing unique experiences and characteristics that distinguish herself from other applicants. Thus, she immediately hooks the reader in and leaves the reader eager to learn more about her story.

Kate’s strength also lies in the structure of her essay. She uses overarching themes, such as a love for challenges and the philosophy “we learn not for school but for life,” to build upon her relationship with medicine and explain how her values align with being a physician.

Finally, Kate clearly communicates how her different life experiences have shaped her character. She cites experiences that range from her athletic to her academic to her medical pursuits, giving the reader a sense of how well-rounded she is. Thus, she makes it clear that she will thrive in a medical environment when interacting with patients, doctors, and peers.

From 50 Successful Harvard Medical School Essays edited by the Staff of the Harvard Crimson. Copyright (c) 2020 by the authors and reprinted by permission of St. Martin's Publishing Group