Hometown: Newton, Massachusetts, USA

Undergraduate School: Private, Yale University

Major: Molecular Biophysics and Biochemistry

GPA: 3.85 out of 4.0

MCAT: 34. PS: 11, V: 10, BS: 13.

Example medical school personal statement

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 erythrokeratodermia 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.

Analysis

Jonathan’s comparison between his two main interests, jazz and medicine, shows how music has given him a unique perspective that makes him stand out from other applicants. From his achievements in music, it is clear that he has developed and honed his leadership skills and his discipline, both of which are extremely applicable to a career in medicine.

Jonathan uses the anecdote in the fourth paragraph to transition into why he wants to pursue a career in medicine, while still incorporating the theme of music. He reveals that despite his enthusiasm for biomedical research, he finds great fulfillment and meaning working with the patients on a more personal level. Thus, he makes it clear to the reader what drives him and why he wants to become a doctor rather than pursuing research or music.

Jonathan frames his essay with an overarching story in which he is greatly inspired by the progress his piano student has made after months of working together. While it may not address any technical skills that pertain to the medical field, this story conveys the main theme of Jonathan’s essay: he is passionate about helping others, both inside and outside of the medical field.

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