Medicine Personal Statement #03

Although my initial interest in pursuing medicine stemmed from an early curiosity surrounding the natural world and human biology, it only became solidified through wider reading and research. It was Dr Caroline De Costa’s ‘The Women’s Doctor’, a collection of accounts from a female OB GYN and women’s health activist in a male dominated field, and ‘Diagnosis’ by Dr Lisa Sanders that grasped me the most. I found Sanders’ book to be particularly fascinating as it outlined stories of patients presenting common symptoms before explaining how doctors used their experience and critical thinking to demystify their previously mystery ailments. By virtue of this, I realised that I wanted to play a role in these processes for other patients.

Ward rounds and follow-up meetings on the neonatal ward helped me to appreciate the diversity of the roles that make up the multidisciplinary team and the importance of communication between them. From consultants to healthcare assistants, everyone contributed in different yet equally important ways to ensure the patient’s well being as well as physical health. However, what struck me the most was the mutual trust within the MDT and the reassurance this gave patients. An example of this was when I was being taught how to tube feed newborns, I noticed the nurses’ extensive personal knowledge on each baby’s feeding habits and mother’s preferences displayed their devotion to empowering parents in uncertain times. Teaching and the ability to be taught were both vital elements of the clinical environment, as I saw consultants instructing medical students in the operating theatre and nurses teaching healthcare assistants to assist with small procedures. My own teaching experience has been enriched through working as a piano and cello teacher for children, having been a voluntary maths and reading assistant for year 6 students and volunteering as a Sunday school teacher. I have worked with children with dyslexia and autism using creative communication strategies and found their learning breakthroughs to be mutually fulfilling.

To prepare for the academic rigour of medicine, I completed summer internships at both Stanford and Harvard University in Clinical Medicine, Medical Technology and Innovation and Stem Cell and Regenerative Biology, exploring the current practice of medicine through classes in dissection and suturing alongside lectures from practising doctors. I engaged in wider discussion regarding the possibility of cloning and genetic modification in treatment with other aspiring doctors and student researchers. The courses spanned across lectures, assignments and several extended exams which challenged me to adapt and manage my time effectively due to the time differences- skills that will benefit me significantly in medical school. The opportunities and challenges of medical innovation and AI came to form the central question of my independent research dissertation, and I was fascinated by the complexities of deploying such revolutionary technology within the NHS. In this piece, I explored the dangers of racial and gender bias, the Uncanny Valley hypothesis and legal difficulties that the NHS could face in the event of medical errors. I presented this to an audience at school and won two academic awards for my interdisciplinary approach; I found great satisfaction in researching a topic I was passionate about, creating a piece I took pride in and sharing my findings with others.

I am a county level badminton player and have competed in regional tournaments for my school. I also won the Nye award for the most devoted contributor to music within my school, having been in chamber choir and principal cellist in orchestra. Most recently, I performed Elgar’s Cello Concerto at the Sheldonian Theatre in Oxford. The challenge of a solo performance at this scale forced me to overcome my nerves, and I learned through it that perseverance is at the heart of success.