CHENG Premedical Option Guide

There are many premedical publications and Internet Web sites that do an excellent job of covering the basic questions frequently asked by premedical students. Probably one of the best general premed guides on-line is The Students' Guide to Premedicine at Washington University. Premedical students at OSU should begin their informational surfing at the OSU Health Professions Home Page. However, none of these sources address the unique concerns of a chemical engineering premedical student. This guide is created specifically for Oklahoma State University chemical engineering (ChemE) students taking the premedical option. Its purpose is to inform students of the premedical option requirements and provide an overview of the medical school application process. Being entirely produced by students, this guide provides straight-forward advice from those who have been through the process. The following sections provide detailed information and advise you will find valuable in your future years at OSU.

Congratulations! You have chosen a very rewarding path to medical school. Traditionally, chemical engineers have maintained an intimate relationship with advances in medicine. Medicine and chemical engineering share the unique task of applying scientific advances to human problems. In the 1960’s chemical engineers combined knowledge of fluid mechanics and membrane technology in a joint effort with medical experts to create the first artificial kidney. Today, chemical engineers are playing an important role in developing new biomaterials, diagnostic tests and complex models of drug delivery. Chemical engineers have been recognized for contributions to rational design in medical innovation. The following list demonstrates a few of the common corollaries between chemical engineering principles and their applications in medicine.

The OSU School of Chemical Engineering offers a quality undergraduate program to prepare students for medical school. Courses required by most medical schools correspond closely with the undergraduate curricula. However, the OSU chemical engineering program provides much more than course prerequisites. ChemE students develop the valuable ability to analyze and solve complex problems. Problem solving skills are of utmost importance in the medical profession. The program also promotes students to become effective communicators; emphasis is placed on both oral and written proficiency. As the costs of health care delivery fall under increasing scrutiny, ChemE premedical students have the advantage of being able to formally evaluate the economic attractiveness of their health care solutions. Computer proficiency is yet another strength a ChemE premed will find valuable in a modern medical career. In summary, a graduate from the OSU School of Chemical Engineering is well equipped for direct entry into any medical school.

However, it is important to clear up a common misconception about the perceived influence of a chemical engineering degree. Darby Pope, an OSU ChemE alum at the Johns Hopkins University School of Medicine, believes it is important to "dispel the myth that engineering premeds have an advantage that displaces a high GPA and high MCAT score." In recent years admission to medical school has become very competitive; only one in three applicants were offered admission in 1995. Consequently, medical school applicants have a low probability of acceptance without a reputable GPA, even if they opted for a more difficult undergraduate major. Do not expect admissions committees to utilize another academic standard because of the relative difficulty of ChemE curricula. In fact, most schools clearly state the indifference in undergraduate majors as a selection factor. Premed students should choose an undergraduate major that corresponds to their unique interests and abilities.

The decision to enter the field of medicine should be given plenty of serious, introspective thought. Students must have their priorities on something other than wealth, power, or prestige, which are often associated with being a physician. In fact, students with primary concern on their financial success should realize the cost-benefit ratio may well favor the chemical engineer over a physician in the future. Darby reminds students that becoming a physician means dedicating four additional years to being a "grunt" in the name of knowledge while paying (or collect debts) at a large fraction of what other ChemE graduates are making annually in industry jobs. Even after four years of medical school, young physicians are often only paid in the low 30’s during their residency. After five plus years of residency, ten years after fellow ChemE classmates took their first industry job, physicians are able to start their medical career in some practice earning in the low 6 figures (assuming health care reform doesn’t cut away at that). This dose of realism is not meant to dissuade students from medicine, but rather remind them of the financial burden and long educational progression before finally becoming a "doctor."

Dr. Karen High, the OSU School of Chemical Engineering Premedical Advisor, cautions that "timing is crucial" concerning course planning for the ChemE premed. Students should visit their premedical advisor early. Detailed planning of when to take courses should be done in the freshman or early sophomore year to avoid conflicts and anxiety. Conflicts may arise as many required upper-level ChemE classes are scheduled at the same time as biology courses required for medical school. Additionally, these upper-level required courses are offered only once a year. Therefore, if a conflict occurs, completion of required premedical courses and/or graduation may be delayed.

Overall, the chemical engineering curriculum fits nicely with medical school requirements. ChemE premeds find biology to be the only subject required for medical schools that is not also required by the School of Chemical Engineering. Table 1 summarizes the required courses for most US medical schools.

¨ One year of general chemistry with laboratory

¨ One year of physics with laboratory

¨ One year of organic chemistry with laboratory

¨ One year of biology with laboratory

¨ One year of English

Please note that Table 1 should only be used as a general guideline. Some medical schools may require biochemistry or calculus while others require more social sciences. In addition, medical schools seek well rounded students, therefore taking more than the minimal liberal arts requirements is highly recommended. Students are personally responsible for researching the admission requirements of the schools to which they plan to apply, which includes keeping abreast of any yearly changes in these requirements. A complete list of medical schools and their respective admission requirements can be found in Medical School Admission Requirements published by the Association of American Medical Colleges. A current copy of this book is available in the science reference section of the Edmon Low Library. Or visit the AAMC Home Page.

Since the majority of OSU premedical students apply to the University of Oklahoma College of Medicine and Oklahoma State University College of Osteopathic Medicine, admissions requirements for these school will be the discussed in further detail. Typically, the ChemE curriculum is deficient in English, biology and social

science courses required for admission to the OU College of Medicine. For example, General Biology (BISC 1304), Animal Biology (BISC 1603) and an upper level biology class are all required by OU. Dr. High recommends Cell and Molecular Biology (BISC 3104) and General Genetics (BISC 3024) as good choices for the upper-level biology elective. Darby strongly recommends Biochemistry (BIOCH 3653) which has the added bonus of giving ChemE students a minor in chemistry.

The ChemE premed should be aware of several strategic issues concerning course timing. The first issue involves preparatory courses for the Medical College Admissions Test (MCAT). The MCAT is used to standardize medical school applicants by testing the student’s basic knowledge acquired in the courses listed in Table 1. Therefore, students are encouraged to complete these courses prior to taking the MCAT. The MCAT is offered in April and August each year. The MCAT will be discussed in greater detail in a later section of the guide.

The next strategy involves optimizing your grade point average (GPA) before applying to medical schools. Careful timing of difficult engineering courses may prove to be beneficial for an applicant’s GPA. Medical school admission boards probably do not distinguish between different engineering science (ENGSC) courses. Since most premeds apply to medical school in their junior year, you may want to defer some of the more difficult classes to your senior year. For example, if electrical science is a student’s weaker subject, he may consider delaying Circuits (ENGC 2613) until his senior year -after the applications.

However, careful planning must be emphasized. Some engineering science classes will conflict with required ChemE courses. Others may be a requirement for admission to the Chemical Engineering Professional School. For example, Thermodynamics (ENGC 2233) and Fluid Mechanics (ENGC 3233) must be taken before a student can be admitted to professional school in their junior year. Lastly, be forewarned of the time demanded by 4000 level ChemE courses. Loading your senior year with too many difficult classes may be devastating. A good GPA is of no advantage if a student fails a senior course, delaying graduation and matriculation into medical school.

As evident, several factors influence a student’s choice of courses and timing. No specific plan has a clear advantage over all others. However, being aware of the advantages and disadvantages will be of great assistance for students to develop their own effective strategy. The chemical engineering premedical option flowchart on the last page of the guide should be referenced for specific course requirement details. Furthermore, students are encouraged to contact the premedical advisors for any questions. Dr. Anne Ewing is the University Premedical Advisory Committee chair, and Dr. Karen High is the School of Chemical Engineering representative.

Dr. Karen High faults low grades as a primary reason chemical engineering students are not accepted to medical schools. She suggests keeping above a 3.3 cumulative GPA for realistic chances of acceptance. Medical schools often use an applicant’s GPA as the first screening criteria, therefore students must maintain good grades to remain competitive. Motivated students should use their freshman and sophomore years to build a strong academic base. Often, the most successful ChemE students have taken advantage of peer study groups. Underclassmen should befriend a few upper-class students as resources for test files and course advice – a matter often most easily accomplished through involvement in extracurricular activities.

Most importantly, students should not hesitate to approach faculty with questions regarding course work. If a student can not maintain the grades necessary for being a competitive applicant, he is advised to discuss the problem early with an advisor. Grade anxiety isn’t going to disappear; however, good grades will come naturally if the student makes learning his first priority.

Any medical school applicant should confirm their career direction through gaining exposure in a health care setting. Understandably, gaining such exposure should be a top priority in a premed’s management of time. Unfortunately, time-constrained engineering premeds often do not realize the importance of medical experience. These same students may find themselves denied admission into a medical school because of their lack of direct patient care experience. Indeed, it is unlikely a student can convince an admissions board of her dedication to becoming a physician if she has had no prior experience in a health care setting. Moreover, since the fundamental mission of medicine is to serve the sick and injured, it is essential that the applicant prove her commitment to this core value.

Working in a hospital, nursing home, or other health care setting is highly recommended. Summer breaks are an excellent time to gain valuable experience. If students are interested in medical research, several summer undergraduate research programs provide good experience. Many of these programs provide room and board as well as a stipend for living expenses. If summer school is necessary, take advantage of opportunities in campus research laboratories and local health care facilities.

The exposure will also assist the premedical student in solidifying career objectives. Students must be proactive in seeking medical experience. Don’t be timid in seeking exposure opportunities- try as many avenues as necessary. Stillwater Medical Center is committed to providing quality volunteering opportunities in many diverse work areas. Contact the SMC Director of Volunteer Services for more information.

Successful medical school applicants have proved themselves to be intelligent, motivated, and compassionate. Compassion for others can not be measured by exam scores, therefore admission committees evaluate this desirable quality through the applicant’s undergraduate activities. Stillwater offers

many community service agencies in which to become involved, ranging from the Stillwater Community Health Center to Habitat for Humanity. Students should get involved early in their undergraduate career so they may be well represented by their junior year. Listed below are some resources for volunteer opportunities in the Stillwater area.

One student organization that is particularly useful for premeds is the Alpha Epsilon Delta (AED) Premedical Honor Society. AED serves to inform premedical students of the vast opportunities in medicine. A variety of physicians, medical school faculty members, and other health care professionals are often invited to AED meetings as guest speakers. Additionally, student tours of the OU College of Medicine and the OSU College of Osteopathic Medicine are arranged by AED each year. Sharing concerns among other premed majors at OSU is another valuable benefit of this organization. Although freshmen and some sophomores are not eligible for membership, they are encouraged to attend speaker meetings. In order to be a member of Alpha Epsilon Delta, a student must fill out an application, pay appropriate dues and meet the following requirements:

Students should enjoy their years in Stillwater and join clubs and organizations that cater to their unique interests and personalities. However, some discretion should be exercised when joining campus organizations. It is all too easy to become over-involved and let academic performance decline. Students should consider joining only those organizations in which they plan to be active; don’t join organizations merely as a "resume fillers." It is much better to become committed to fewer organizations with higher quality involvement. Lastly, many medical schools emphasize leadership ability as a desirable quality in candidates. Take advantage of the vast opportunities in campus clubs and organizations to develop your leadership skills.

The MCAT is a source of great concern for most of the premed population. Almost every medical school requires this test as a gauge for normalizing applicants. The exam has four components:

The PS sub-test evaluates chemistry and physics skills through 77 multiple choice questions. The BS sub-test evaluates biology and organic chemistry knowledge with 77 multiple choice questions. The VR sub-test measures reading comprehension skills with 65 multiple choice questions. The WS assesses composition skills with two essays. These four sections are administered over a grueling eight hour time period. The PS, BS, and VR sub-tests are scored on a scale of 1 (lowest) to 15 (highest). The national average for each sub-test is usually around 8. The writing sample is scored from J (lowest) to T (highest).

Opinions vary on the best method of preparation for the exam. Commercial test preparation programs are available, but they can be expensive. If you choose this route, be prepared to follow a rigid schedule of weekend review sessions. Two popular commercial programs are offered by Kaplan and Columbia Review.

Another option is to study for the exam on your own or in a study group. This may include reviewing textbooks, notes and problems from relevant courses. No correlation has been established on which method produces the best scores. However, if a student requires a coached program for motivation to study, he will probably perform better with a commercial program than if he procrastinated.

Dr. Karen High recommends preparing for the MCAT by taking as many practice exams as possible. She explains part of doing well on the test is being comfortable with the exam format and time constraints. The OSU AED Chapter sponsors a mock MCAT each fall at a minimal cost. The official MCAT may be taken more than once, but each attempt requires $155 and an enormous amount of preparation. Medical schools expect steady improvement in scores of each successive attempt. Dr. Karen High has observed that scores rarely improve after the third attempt. In summary, students should take this exam seriously and prepare to do their best.

Dr. Anne Ewing agrees with most premedical advisors in recommending the exam be taken in April immediately after completing physics and organic chemistry. ChemE students should make it a priority to complete two semesters of biology by this time. By following this strategy, students will have the subjects fresh on their mind. Additionally, the April test date offers the most retake opportunities. The only obvious disadvantage of the April test is that the exam date is usually near finals week. This source of stress can be alleviated by beginning preparation for the MCAT months in advance. Although the Web is crawling with MCAT advice, the AAMC provides some solid additional MCAT information.

Some premedical students do not realize the differences in medical schools until they have already applied. While some medical schools strive to produce academic and research physicians, others share a mission of producing clinical and primary care physicians. Darby Pope explains "each school has different types of students they are looking for, some might not even give strong consideration to engineers." A premedical student should be aware of how their specific career goals match each medical school’s mission statement. This awareness can save time and money during the application process.

The mission of each allopathic school can be found in various AAMC publications, medical school brochures, or at the AAMC Home Page. Dr. Anne Ewing stresses that the Internet is quickly becoming the sole source for up-to-date information on schools. Lastly, US News and World Report annual professional school rankings offer a concise reference which differentiates medical schools based on their emphasis on research versus clinical aspects, acceptance requirements, and other factors.

However, the emphasis distinction between research verses clinical is not black and white. Modern science has introduced many shades of gray. An understanding of current research techniques is mandatory to evaluate most modern journal articles in the medical profession. The result is that bio-related research is becoming a tacit expectation of many medical schools. Whether a student conducts research at the undergraduate level, in medical school, in residency, or in a fellowship, most will be exposed to research at some time in a medical career. Why not get a leg up as an undergraduate when more time is available and the research can still be "extracurricular?" Unique research experiences are often a factor that sets one student apart from another. Most OSU professors are delighted to have undergraduate research assistants, but the student must take the initiative. Moreover, don’t feel confined to research in chemical engineering. Many ChemE undergraduates have been successful in obtaining positions in chemistry, biology or biochemistry research laboratories.

Likewise, research oriented students are now expected to obtain some clinical exposure as undergraduates. All premedical students should demonstrate their dedication to the core value of helping others. However, the proportion of time spent in these two settings will surely vary with a student’s career goals. If a student wants to become a general practitioner, a larger percentage of their time should be allocated in hospitals, nursing homes or hospices.

The Association of American Medical Colleges has recently launched Project 3000 by 2000. The program was created to address the worsening problem of minority underrepresentation in US medical schools. The objective is to increase the number of minority first year students in US medical schools to 3,000 by the year 2000. The Minority Medical Education Program (MMEP) is another valuable resource for promising minority premedical students by offering summer educational experiences to help qualified students gain admission to medical schools.

Most medical schools recruit underrepresented minorities aggressively. Furthermore, the schools have established minority affairs offices to develop and implement academic and community service programs as well as foster interaction among minority faculty and students. The AAMC and medical schools have recognized the problem of minority underrepresentation in medicine and encourage interested premedical students to learn more about their programs. Finally, some medical schools also actively seek geographic diversity in prospective students, to which all OSU premeds may use to their advantage.

The medical school application process begins with an introduction to the OSU Premedical Advisory Board. The Advisory Board’s purpose is to assist premedical students with the admissions process and write a joint letter of recommendation. Presently, Dr. Anne Ewing is the chair of the board and Dr. Karen High represents the School of Chemical Engineering. In January of their junior year, premedical students are required to complete an application and schedule an interview with the Advisory Board. The process is structured similar to that used by medical school admission committees. The purpose of the similarity is to familiarize the student with the procedure and expose deficiencies. The interview serves to acquaint the board members with the student as a basis for the letter of recommendation. Students benefit from the interview as it serves as a rehearsal for medical school interviews in the fall and winter. Interviews play an important role in medical school admissions, and a later section of this guide is devoted entirely to the interview process.

The majority of US allopathic medical schools are members of the American Medical College Application

Service (AMCAS). To ease the application process, these member schools use the same primary application, processed through AMCAS. The highly recommended electronic version of the application, AMCAS-E, may be downloaded from the AAMC Home Page. Once completed with a PC, the application is forwarded to AMCAS via floppy disk. The AMCAS application is comprised of a personal statement, an academic record, and an activities and honors section. The personal statement is an important element in the admissions process. If you find it difficult to effectively express every reason you want to become a physician in one page, Linda Abraham's essay assistance Web site may provide a little guidance.

AMCAS begins accepting applications June 1st, thereafter forwarding duplicates to schools the student indicates. Although the deadline for applications isn’t usually until late fall, it is in the applicant’s best interest to return the AMCAS application as soon as possible after June 1st. Many schools have rolling admissions programs in which the class fills as soon as enough qualified candidates are identified. A timely application is necessary if the student plans to apply through an Early Decision Program (EDP). EDP deadlines are generally set at the end of the summer. The EDP allows students to apply to their first-choice school earlier than standard applicants. The stipulation is that EDP applicants can not apply to any other schools until they are notified of their acceptance status at their first choice school. If the student is not accepted, they may then apply to other schools. However, these students then face the disadvantage of applying late in the admissions cycle.

Be aware that some allopathic medical schools do not participate in AMCAS. Notably, these include many medical schools in Texas and some private schools on the East Coast. Information about application procedures for these schools can be found in Medical School Admissions Requirements, published by the AAMC. Osteopathic medical schools, such as the OSU College of Osteopathic Medicine, do not participate in AMCAS. For further information on osteopathic medical school admissions, visit the American Association of Colleges of Osteopathic Medicine.

The AMCAS application provides medical schools with enough information to make an initial screening of applicants. After reviewing the AMCAS application, admission committees from each school will either reject the applicant or send a secondary application. Medical Schools charge a processing fee for the supplementary application, which averages around $60 per school. Again, it is in the applicant’s best interest to complete and return the application immediately as many schools use a rolling admissions policy. The secondary applications may require more background information, photos, essays, and letters of recommendation.

The OSU Premedical Board will provide the required letters of recommendation. If the student needs more, faculty members will usually provide the additional letters. Since professors have notoriously busy schedules, students should request the letters as early as possible. Some students have suggested writing several essays addressing broad personal and medical topics before the secondary applications are distributed. These written outlines may reduce the amount of time required to return the application essays. However, each essay should address the specific school’s programs and mission.

After the admissions committees review the secondary application, candidates are either invited for an interview or denied admission. Candidates are responsible for making travel arrangements to the interview location. Most medical schools encourage candidates to interview at the location of the school. Therefore, extensive interviewing has the potential to become a financial strain. Additionally, interviewing may cause a student to get behind in class work. This issue is especially relevant to the ChemE senior design class. Advanced planning and agreements with design group members is necessary. Several measures can be taken to reduce the financial and academic stress caused by interviewing. For example, if a student interviews at numerous schools, they may be able to schedule interviews in the same geographical region during the same time period.

Medical school interviews are a very important element of the admissions process. Be assured all students invited to interview are academically qualified. Therefore, the interview serves to identify favorable personal characteristics of the candidates. Interviews are conducted by admissions officials, faculty members, physicians and medical students. The best preparation for interviewing is practice. Chemical engineering students have the unique advantage of being able to interview with representatives from industry for summer positions. Take full advantage of this practice opportunity, even if you don’t plan on seeking a summer internship. Most premedical students do not get this "real life" interview practice. Last, several student organizations such as AIChE (American Institute of Chemical Engineers) and AED sponsor mock interviews.

Since entire books have been written on the art of successful interviewing, this guide will only present a few tips from successful medical school applicants. Andy Huss, an OSU A&S 1996 graduate and OU medical student suggests being confident, yet thoughtful on each response. He advises students to "be yourself and trust yourself." Dr. Anne Ewing points out that being an articulate and effective communicator during the interview is important because applicants only get 30-45 minutes to market themselves. Candidates should also utilize the interview to ask questions about the school and its programs. A mutual exchange of information will help promote a relaxed, interactive environment.

Dr. Karen High emphasizes that ethical issues are always popular interview topics. These could range from your position on euthanasia to health care reform. Andy says "in general, students should expect to deal with scenarios and to give a logical answer that reflects their thinking process and personality." Dr. Gilbert Emde, a Stillwater physician and OU College of Medicine admission committee member, cited the following questions as good examples of those you should be prepared to answer in the interview.

Students are usually notified of their status within several weeks after the interview. At this time, they are offered admission, denied admission, or placed on a waiting list. If a student is offered admission to more than one school, multiple seats may be held only temporarily. All factors, including financial assistance packages must be weighed before the final decision is made. Are you hungry for more interviewing information? Try the Medical School Interview Feedback site at Johns Hopkins University or Kaplan's interviewing tips.

Financial aid is one of the most important aspects of a medical school to investigate before signing the acceptance letter – and perhaps even before applying to the school. Darby comments that schools may differ from very financially aid friendly to having the attitude of "find what you can, we want the money!" He also suggests that applicants should look beyond the medical school’s "sticker price" before drawing conclusions. Some private schools where many of the attending students have substantial family financial backing may leave a greater opportunity for school-based financial support for students with borderline or higher financial aid needs. In addition, check into the reputation of the school’s financial aid office for in-state and out-of-state students. The difference in available financial aid is often based on various intrinsic factors which include a school’s endowment, state or private status, percentage of students requiring aid, and the quality of the respective financial aid offices. While many schools have good financial aid programs, others might not provide as well.

It is crucial that applications for financial aid be completed and returned for consideration before stated deadlines. Financial aid is usually distributed on a rolling cycle, therefore an early application is to the student’s advantage. Many schools utilize a standard federal needs analysis service. To facilitate a timely needs analysis application, the applicant should file taxes early and encourage their parents to do the same. Be aware of the specific service required by each of the schools you are considering, several different analysis services exist. A student should also check their credit history and/or current status with undergraduate loans. A little preparation beforehand can eliminate most surprises and their negative implications. Since financial aid application processes are usually specific for each school, further details will not be covered in the guide.

Medical schools expect the student and the student’s family to provide as much financial support as reasonable. For those in need, several classes of grants, loans and scholarships exist. Most medical students take out loans such as federal subsidized and/or unsubsidized Stafford loans to finance part of their education. Several professional school loans sponsored by federal and private institutions are available with varying interest rates, payment and deferral options.

Other limited and much sought after alternatives come with full or partial scholarship and a commitment following medical school. A few examples of these competitive scholarships are the Armed Forces Health Professions Scholarship with its military service requirement, Primary Care loans for those committed to becoming a primary care physician, and the Medical Scientist Training Program for select MD/Ph.D. students. More information about these programs is found at the AAMC Home Page. Overall, schools differ vastly in their commitment and ability to assist medical students with their financial aid acquisition. Medical school is an expensive investment which should not be entered into without sound financial planning by the students and their families.

Unsuccessful students have tried several methods to improve their likelihood of being accepted upon reapplication to medical school. Dr. Anne Ewing says that students frequently reapply after taking more classes to increase their GPA or MCAT scores. Some students have attended graduate school to raise their grades and earn better recommendations. Other students may decide to enter a graduate program and work in a field related to health care, instead of medicine. Some graduate programs available to the ChemE premedical student may include:

Each of these avenues may require different admissions tests and/or prerequisite courses. Specific program requirements should be researched by the student. The OSU Health Professions Home Page is an excellent starting point for such research. The Web site is updated frequently, offering the latest information and a host of useful links.

Good employment alternatives to medical school is where the advantage of being a ChemE major is clear. The premedical option prepares a ChemE graduate for direct entry into the pharmaceutical, biotechnology, or chemical industry. Some students with the premedical option have voiced concern that they didn’t want future employers to think their job was a second choice to medical school. Dr. Karen High assures that the premedical option only appears on the transcript and does not penalize a student in job interviews. In support of this, she adds that historically more ChemE students initially in the premedical option have decided to work in industry rather than apply to medical school.

Chemical engineering and medicine are both challenging professions which promote a higher quality of life for society. Whether a student decides to follow a career in medicine or industry, the premedical option affords a greater appreciation of the intimate relationship between these two professions.