Considering myself a polymath, CU Boulder’s eclectic student body helped me develop and mature in many aspects of my life. To further my work at the middle college, I expanded my interests in academia and healthcare leading me to my current interests - research and patient education. Working multiple jobs to support myself, I practiced the synergistic balance of patient care and research that I will achieve as an MD/PhD. My work on Cannabis genomics taught me skills such as bioinformatics programming and PCR primer design, but also the invaluable ability to design, fund, and lead research. Simultaneously working in an Optometry office, I recognize both the researcher’s and clinician’s perspective that is essential as a leader of academic medicine. …show more content…
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As a recent middle college graduate, I was 19 years old when I taught an ACT preparation course to Upward Bound Summer Program students. My 11th and 12th grade students came from low income families or would be the first generation of students to attend college, which led to varying interests in preparing for the ACT. Some students believed they would never attend college, while others were determined to get in to their college of choice. Thrilled to develop a fun and engaging lesson plan, I surveyed my students’ learning styles and tailored my lesson plans accordingly. I adapted to my audience through revising my lesson plans and lecturing in different styles. While most students engaged, the few students without interest in learning distracted the students wanting to learn. Shifting my focus to encourage the students’ desire to learn, I shared the analogy of getting fast food at a drive-thru to attending class. No one would order food at the menu, wait in line, pay, and then drive away without receiving the food; however, students choose their courses, dedicate their time to attend class, and leave without learning anything. This analogy resonated with the students, and they began participating more. Like high schoolers without interest in learning, some patients have no interest in living a healthier lifestyle. The techniques and experience I used with my students can be directly applied to my patients to encourage them to want to learn how to be healthy, which I can then