As a child of Nigerian parents, corruption and privilege in the healthcare system first opened my eyes to medicine, or rather its inequalities. In Nigeria, where British colonialism is rife in the system, why are so many people unable to reap the benefits of their medical rights? In fact, why does healthcare in so many countries isolate beneficence and justice from its care, and prioritise profit over the morals that define medicine?
The NHS provides care based on clinical need, not wealth. However, conflicts over hours and pay overshadow the work that keeps this country healthy, highlighting the difficulties that come with this. My microbiology placement at Milton Keynes University Hospital fell on the same days as the junior doctor strikes. Despite the challenging circumstances, I saw multidisciplinary teams liaising to provide for every patient, from a girl with Down’s syndrome on a ventilator to a cancer patient suffering from Covid.
Seeing the NHS like this was an eye-opener to the reality of being a future junior doctor. However, studying medicine under a just system has always been motivation for me, pushing me to overcome these adversities without the incentive of tangible rewards.
Volunteering with the African Diaspora Foundation has been an invaluable experience in developing this skill, involving working with vulnerable youths and preventing them from falling into crime through art, music and fashion.
Reading ‘The Health Gap’ by Michael Marmot drew attention to the effects of social factors on health across the world. Access to equitable medicine vastly reduces preventable illness, and ultimately, a system like this relies on acting with integrity. As Deputy Head Girl, teaching our school values earnestly has been a key part of the role. Receiving feedback and self-reflection has been equally as essential, and it has helped to create a strong sense of community and respect between the almost 500 sixth form students I help to lead.
Through listening to the anecdotes of doctors, attending taster Medicine lectures, and looking at cultures of bacterial infections, satiating my desire to know more about the human body has always been a priority to me. Last year, I wrote an article for my school’s scientific newspaper, inspired by recent research into epigenetics. Linking a child’s biochemical development to their environment interested me, furthered by ‘The Maternal Imprint’, which explored the evidence. The stance that the ‘nature vs nurture’ debate places too much stress on a mother’s role in her unborn child’s growth, alongside the research into the effects of epigenetic changes on adolescent mental and physical illness is unique and compelling.
As a mentor to younger students and a dedicated member of my hockey team, commitment and compassion have become integral to my character. Although it initially had a large vlearning curve, hockey became my favourite way to wind down. Being faced with sports in year 7, which I struggled with, made me realise the importance of perseverance, which has led me to become vice-captain of my team. My roles have meant I’ve had to develop strong communication skills with teachers and students, work well in a team, and learn to delegate.
Through tutoring, I’ve adapted to different students, and seen the importance of acting with empathy and listening to everyone’s voice. It has also opened my eyes to the intriguing nature of working with children, including my use of Spanish to explain English questions. Studying Spanish as a 4th A-Level has provided me with a unique skill set in breaking down unfamiliar, complex problems, just as I would when translating difficult literature. I cannot wait to experience my career growth as the medical field continues to develop rapidly, giving me something new to learn everyday. I hope to aid fellow doctors in supporting a generation of healthy bodies to give them the best foundation for a healthy mind, in a medical world free of prejudice.