You finally have time to sit down and write you personal statement. You know it’s a big deal, and maybe you know vaguely what you want to write about. But all you can do is stare at that blank white screen helplessly.
“Where do I even begin?”
There are several key points you want to hit with a personal statement, regardless of what your background is and what type of program you’re applying to. A good starting point is to answer the following questions:
- What ignited your passion for career X?
- What moments reaffirmed your decision that YES, this is the career for you?
- How do your background, personality and experiences make you a great fit for career X?
- How does the program you’re applying to take your career to the next level? How is it a good fit for you?
- What are your long-term career goals?
By the way, if you need a little more guidance than that, we have an awesome Brainstorming Packet that we highly recommend for any applicant: https://edityour.net/product/personal-statement-brainstorming-packet/
Ok so if you’ve figured out generally what you’re going to write about, believe it or not, that’s not actually enough! You also need to structure your personal statement in a way that will draw the admissions team into your story and keep them hooked from start to finish. The structure and flow can have a big impact on how powerfully your experiences come across and how organized as a person you seem. For some tips on how to best structure your personal statement, check out our blog post on the topic of structure: https://edityour.net/structuring-your-personal-statement-with-a-strong-backbone/
Once you know what you’re going to write about and how you’re going to structure it, you are well on your way! After that first draft is complete, don’t forget the last step: Get it edited by a professional editor. That way you know it’s as strong as it can possibly be from a grammatical, structural and content point of view.
See all our best tips and resources on the EditYour Blog: https://edityour.net/blog/
When writing a personal statement, an amazing conclusion simply has to do three things:
- It recaps where you’ve been
- It recaps where you are.
- It recaps where you are going.
If you can tie it back to some memorable aspect of your introduction while hitting on those three points, you’ve hit the Holy Grail. So let’s go in depth on each of these three crucial aspects for your own essay:
1) It recaps where you’ve been.
Throughout your essay, you’ve shared experiences, skills and knowledge that have driven you toward who you are today. In your conclusion, remind the admissions team about how all those different elements work in combination to make you a unique candidate for their program.
2) It recaps where you are.
This is an aspect applicants often forget to include. You are at a crucial junction between the past and the future, and this program you’re applying to is the bridge. Recap why this program is an important stepping stone in your career path and how it’s a good fit for you personally.
3) It recaps where you are going.
Most importantly, you must tell the admissions team what your long-term career goal is. The more specific you can be, the better (even if you aren’t 100% sure, it’s best to come off as confident that you know what you want!). For example, rather than just recapping that you want to become a doctor, you can share additional sub-goals, such as wanting to be a doctor who works in low-income, inner city hospitals since you volunteered at those types of facilities before. Or perhaps you plan to go back to the country where you grew up and work as a surgeon there since they are in such short supply.
Bring It Together
Once we bring all three of those elements together, you can see how they link together to form one, solid conclusion. Ideally, your conclusion should be about 4-6 sentences long — not too short but not a long ramble. Below is an example showing how fusing the past (1), present (2) and future (3) together can end your essay on a strong note:
With my experience volunteering in Chicago’s free health clinics combined with my passion for helping children (1), I am ready to take the next step in my career. My grandmother always told me I would make a great pediatrician as she watched me perform checkups on my teddy bear, but it wasn’t until college that I realized she might have been on to something (1 + reference to intro). The University of XYZ’s program would help give me the tools, skills and knowledge necessary to excel in this career path (2). Moreover, its hands-on approach and small class size are the perfect fit with how I learn best (2). I look forward to one day becoming a pediatrician who can work with the same types of children and families I did back in Chicago so that I can make an even bigger difference in both their lives and in the community at large (3).
Saint Louis University medical student
My father was diagnosed with colon cancer 4 years ago. He underwent surgery as well as chemotherapy, necessitating his stay in the hospital. With the hours he had, trapped in a hospital bed, he began to write his autobiography. This exercise was his method of taking stock of his life, the mental challenge of grappling with his own mortality by systematically revisiting the trials and tribulations that brought him to where he was. Based on his writings and reflecting on my father’s persona, if he asked me to title his autobiography, I would select : Physician, Father, Researcher, and Activist. Physician before all else simply because it was more than a profession, it describes his ethos, how he went about doing everything else he did in life.
Should I ever complete a similar mental exercise, the title of my autobiography will begin, “: Surgeon”. My first year in medical school exposed me to a handful of specialties and dozens of subspecialties. Finding and choosing a specialty was daunting as many appeared to peak my interests. In an attempt to gain better perspective, I decided to spend as much time in the hospital as possible in the summer between my 1st and 2nd years. I contacted several departments at Northwestern Memorial Hospital (NWM) in Chicago about shadowing their physicians. My schedule started me on the Trauma Surgery and Critical Care service and rotated between different departments every week. I never ended up leaving the Trauma Surgery service.
Though I spent time in other department’s clinics and floors, I would always gravitate back to the Trauma service. I was fortunate to be at NWM in June when there is a traditional break between 3rd and 4th year for medical students, leaving me the sole medical student in the entire hospital and the only student on a surgical service. This gave me an unparalleled opportunity to explore my interest in surgery. The residents tried to direct me to what they thought would be interesting cases as well as those that I would be of use. My transforming experience that summer, in particular the 200 or so hours in the hospital those two weeks being the only medical student, exposed me to three aspects of surgery that convinced me that I was destined to be a surgeon: the surgical problems, surgical patients and surgeon characteristics.
Surgical problems and patients are difficult, complex and unique. Surgery is an assault on the human body. A surgeon must contend not only with the patient’s natural decline in health, but also the infliction that we cause trying to help. They must deal with three distinct, but complicated problem areas; pre-operative: whether or not to operate, operative: the marriage of medical knowledge and the technical skill and post-operative: management of wounds, infections and a whole host of potential complications. These problems represent the pinnacle of intellectual challenges and are life altering for patients. I cannot imagine anything more rewarding than dedicating my life to solving them.
The uniqueness of surgical problems requires surgeons to not only be intelligent, diligent physicians, but also creative, good with their hands, work well under pressure, decisive and good team leaders. These are all characteristics that throughout my life I have aspired to. I am eager to realize these aspirations as I continue my medical education as a surgical resident.
Saint Louis University medical student
During spring break of 2006, many of my friends were headed to a beach in Florida, but I was headed to a different beach. I had organized an alternative spring break trip to Long Beach, Mississippi. The experience impacted my life in ways I never imagined, most notably by helping me choose a career path. The encounter with John was brief, but it left a deep impression on me of which I have reflected upon many times since.
The heat was oppressive as my group worked on drywall installation in the wind and flood damaged neighborhood. That evening as we made our way back to the gym that would be our home for the next week, we saw John sitting with his head in his hands. The FEMA markings in bright orange behind him revealed everyone in his home had survived. We inquired about his bloodied face and broken glasses and John explained that he had fallen off a ladder earlier that day. He was broken and could not handle any more in the aftermath of the hurricane. We took him back to the gym that night for a meal and a shower, and listened while he explained everything that had happened to him over the past few months. We also found John a new pair of glasses. They were not perfect, but they seemed to give John hope. With tears in his eyes, he told us how relieved and encouraged he felt as a result of our support. That moment made me realize what a difference vision makes in people’s lives. Simply having a pair of functional glasses meant John was ready to face the world. I am not sure what happened to John, but I often think back to my interaction with him and the newly found optimism he was given simply by a new pair of glasses.
The spring break trip impacted my life significantly, but my family has also inspired and guided me. My mom taught me dedication, perseverance, and the value of education. After college, she supported my dad as he finished radiology school. Then, at the age of 38, she completed her MBA after five years of course work. She now works as the director of a small business development program at Missouri State University, a level of success she would not have achieved without education. My dad taught me compassion, patience, and empathy. I watched him comfort and counsel patients working as a sonographer in a high risk pregnancy clinic. The influence he has on patients was recently confirmed when a family came to the office to introduce their newborn son Anderson, whom they had named after my dad. The guidance provided by my family helps me to pursue a career in medicine that I am dedicated to and passionate about.
I approached medical school with an open mind and found that my favorite course was neuroscience during the second year. I hoped the third year clinical rotations would solidify my career choice, but I only became overwhelmed. I liked pieces and parts of many fields, but none seemed to be the right fit. The “hands-on” nature of surgery was exciting and held my attention, but I disliked the lack of patient-physician relationships. Forming relationships in the family medicine clinic was great, but I needed more procedures. I felt compassion for the veterans in the geriatric clinic, but I desired a broad patient population. Thus, I continued my search for something that had it all.
At this point, I thought back to what influenced me to pursue medicine. I thought about John from Mississippi and my family. The next week I set up shadowing opportunities in the ophthalmology clinic and finally started to experience what I had been looking for. Ophthalmology allowed me to practice the full spectrum of care, including preventative medicine, medical management, and surgical treatments. I was able to form relationships with the patients with chronic disease states and offer a cure to others. Best of all, many patients were hopeful, relieved, and ready to face the world as they left the clinic.
I am seeking a preliminary year position that will provide a strong medical foundation for my career in ophthalmology. I realize the importance of this year of my training. What separates us as physicians from other specialty trained medical professionals is our vast knowledge of the entire body and the ability to recognize and treat its disease processes. I am hopeful this preliminary year will provide me with experiences that will help me to become a well trained physician who is able to recognize systemic disease processes that may also manifest in the eye. I am now less than one year away from achieving my goal of becoming a doctor and residency is the next step that undoubtedly brings challenges. I am excited to dedicate myself to the task and I look forward to what the future holds with great anticipation.
Saint Louis University medical student
It was in high school when I was shadowing my father at his medical practice, that I witnessed my first delivery. I still vividly remember it as the patient did not have an epidural and it was very different than what I had previously seen on television. This delivery served a major purpose in introducing me to the world of obstetrics. The incredible feeling I experienced as a witness to the birth of a human life has molded my aspirations in becoming an OB/GYN physician.
During medical school, I had the privilege of working with an OB/GYN physician at Saint Louis University for two years in an elective whose purpose was to allow medical students to follow patients longitudinally. One of the characteristics that is important to me in a specialty is continuity of care. I enjoy getting to know patients on a personal level and monitoring them throughout their pregnancies and lives. OB/GYN offers a unique privilege in following a patient from the beginning of her pregnancy to delivery. It is a gratifying and rewarding experience by helping to build families. OBY/GYN also provides the opportunity to continue to monitor the patient after delivery and provide preventative care.
Medical school has made me realize that one of the primary goals in medicine is preventative care. Preventative care is an important part of OB/GYN. In clinic, I was enthused about finding a lesion on Pap smear which directed care to possibly prevent cervical carcinoma. As I furthered my medical training, I found that I enjoyed the diagnosis, management, and preventative care aspects of medicine in addition to the immediate therapy and hands-on procedures of surgery. OB/GYN fulfills both of these desires.
In addition to my interest in preventative care, surgery and deliveries, I have a strong desire to be involved in the scientific advancements in OB/GYN and the education of future physicians. This led me to a research project studying regression rates of ovarian cysts in reproductive age women. The passion to teach was solidified on my sub-internship when I was able to help third year medical students understand difficult concepts. I was constantly invigorated by the motivation of new medical students, and found that helping future peers was one of the most rewarding experiences I have had during medical school. My father is a preceptor in family medicine and, as a result I have seen the benefits of teaching a medical student. His instruction has made him more caring and motivated, as well as sharpening his clinical skills.
Overall, I am interested in OB/GYN because it is a stimulating and challenging field and it entails a combination of preventative care, research in women’s health, monitoring pregnancies, performing deliveries and surgeries. I am extremely motivated, hardworking, a good team player, and enthusiastic about furthering my medical training. My goal is to attend an academically strong residency program that is committed to teaching and keeping up with advances in the field of OB/GYN.
Saint Louis University medical student
Pediatrics is all encompassing. It is a field whose definition of quality care expands beyond office visits and parental counseling, to a career focused on patient advocacy. Pediatrics is a field where learning and teaching are endless, so that each patient brings new experiences. As far back as elementary school, when my aspirations changed from President of the United States of America to Veterinarian as quickly as every two weeks, I can remember my mother always reminding me that the goal of a career is finding something you love doing, so that getting paid becomes a perk. Later in life, I found my favorite author, Maya Angelou, who has never ceased to inspire, and her words above remind me of my Mother’s life lesson.
I have always enjoyed working with children and spent the majority of my service and leadership activities working with youth of all ages. Third year of medical school has been such a wonderful sampling of clinical experiences, and although I had an idea that I was interested in pursuing a career in pediatrics, it became very apparent on my first few weeks of the pediatric clerkship that it was a perfect match. After full days of floor and clinic work, evening and night calls, I realized that day after day I wasn’t going home drained and tired, but full of new knowledge, stories of interactions with patients, and plenty of topics to research. The time at the hospital passed by effortlessly and at each day’s end, a smile was left on my face with motivation to meet the morning’s challenges. I am a student, a teacher, and an advocate for others. Medicine is full of questions with yet undiscovered answers, but the academic setting of learning by doing and from those with experienced perspectives is inspiring and something I hope to be a part of for life. The team approach to pediatric medicine and the broad scope of possibilities is what I find most appealing. I want to teach my patients and their families and will always expect to learn something new from them. Working with youth is an opportunity for healing, creativity, and becoming part of an individual’s support system and growth. In medical school I expanded my involvement in leadership and community service with a student-run free clinic administrative role, which provided the chance to view community health issues from a provider’s prospective. Writing curriculum for and piloting a healthy lifestyles youth program was an avenue for inspired passion from a small-seeded idea at a first-year medical school conference. Pediatric medicine, I am certain, will continue to provide ample opportunities for motivation and advocacy. I am looking for a path that challenges, encourages, and allows for a wide array of opportunities. My drive and dedication are balanced by genuine passion for my chosen career. I hope to work hard and as Maya Angelou states, “become truly accomplished”, for no other reason than because I love what I do.
Anatomic and Clinical Pathology Residency
Saint Louis University medical student
At the wise and all-knowing age of 20, after observing my first autopsy (a young ICU patient and long bone donor), I called my mother and proclaimed that I would never, ever, in ten thousand years, become a pathologist. It was smelly, the doctor had used garden tools, off all things, to open the man’s ribcage (not to mention touching all of those organs!), and I simply knew that he lived his entire life in the hospital basement! Today, as an applicant for residency in Anatomic and Clinical Pathology, I am unsure whether Murphy’s Law or simply the ignorance of youth is more responsible for my change of heart. Either way, I couldn’t be happier with the results.
My interest in pathology was initially cultivated during histology lab and my introduction to the art of microscopy. Fascinated, the motto of my undergraduate biochemistry professors—‘function follows structure’—took form before my eyes as intricate tissues with their consistent pink-and-violet architecture. Physiology became more understandable based on histology of normal versus diseased tissue presented in organ-system lectures. For this reason, I often found myself studying in reverse, beginning with pathology of the organ or tissue and working my way to a more complete understanding of normal organ function. The organs I had once regarded with such contempt became invaluable pieces of evidence in clinical mysteries, the only means to a definite diagnosis. By the end of my second year, I needed to know more about the field I had sworn off. Ever an easy target for novelty, I decided to complete a post-sophomore fellowship to gain experience of such depth and breadth I would not have received in a series of short electives. After accepting my husband’s proposal, I believe this is the best decision I have ever made.
During my fellowship, I developed confidence, knowledge, and several new skill sets. I was essentially expected to perform at the level of a first-year resident, including call responsibilities, presenting at departmental conferences and multidisciplinary tumor boards, and taking ownership of my cases from start to finish. My schedule was sometimes intense, the specimens daunting, and the amount of reading material overwhelming, but I found myself looking forward to coming to work every day. I enjoyed knowing that I was directly contributing to the care of dozens of patients—far too many for any one team to manage. Every day, different patients required my skills, which meant I never experienced the same day twice. I was able to teach basic concepts to medical students and to provide clinicopathologic correlation to residents and clinicians. I had found my niche in medicine, in the last place I would have searched. By the end of my third month on surgical pathology, I knew that I would become a pathologist.
As I look forward to graduation, I find it difficult not to predict the path my career will take. I have a strong interest in surgical pathology, specifically in renal and head and neck pathology. I believe that those interests, combined with my desire to teach, will lead me to a career in academic pathology. Even as a private practice physician, I plan to participate in one manner or another in the education of my future colleagues. I have been told that I would excel in several fields of clinical medicine, and a decision to become a clinician may have spared me several raised eyebrows and conversations regarding the wasting of my “people skills” in the future, but I have never been as satisfied as I was working with my microscope, slides, and reference texts. I am excited for this coming July, when I can return to the that challenges me every day, but allows me the rewarding career I have always sought.
Saint Louis University medical student
Looking back several years, my path toward psychiatry has preceded my familiarity with the field by many years. I have always been fascinated by the nature of human experience and in the untangling and interpretation of human stories, and have been a particularly voracious reader of fiction since childhood. As I matured, this same fascination with stories led me to pursue a degree in literature (in addition to my degree in genetics). In retrospect, I realize that many of my favorite poems and novels explored, if only implicitly, psychiatric issues and concepts. For example, T.S. Eliot’s classic poem “The Love Song of J. Alfred Prufrock” perfectly depicts a man utterly paralyzed by depression. Similarly, when I revisit the novel now, the slovenly, delusional protagonist of John Kennedy Toole’s “A Confederacy of Dunces” behaves like a disorganized schizophrenic-- the same disease the author himself eventually developed.
My interest in mental health and the humanities continued during my preclinical medical school years, but it was not until my third-year psychiatry rotation that I found a new route for exploring this passion. What struck me immediately was the new depth of interactions and relationships between provider and patient: during my time on service I sat and spoke with patients at greater length than ever before. Each patient had their own complex narrative, and whatever psychiatric diagnosis we might suggest for them was deeply tangled inside that story-- for example, the challenge of recognizing underlying depression in a chronic heroin user, or bipolar illness in a personality-disordered victim of domestic abuse. I came to recognize that even in diseases with a clear anatomic or pathologic basis, we could shape the outcomes of their mental condition only if we understood its context. More than during any other rotation, I learned that listening and talking-- often the former more than the latter-- were absolutely essential, and occasionally sufficient, for helping a person through a time of stress or illness. More modern approaches-- pharmacological, surgical, and electroconvulsive-- are of course vitally important to psychiatric practice today. These tools enable us to change the course of disease processes that, in an earlier time, sentenced many ill patients to anguished, foreshortened lives. However, at no point can mental illness-- an illness of the mind-- be separated from the mind itself, thus the essence of psychiatry ought to be the attempt to understand a suffering patient’s experience.
Psychiatry is, I think, unique in its recognition of this fundamental fact, and it was this realization that has shown me where my future lies. The field strikes me as a completely different and remarkable branch of medicine, combining the evidence and science of modern medicine with the rich history and humanistic quality of the arts. For example, one of my most enlightening experiences occurred early in the rotation with a patient who had been admitted the night before. During rounds we asked him to speak with us, and just in the few minutes it took for him to walk from the common room to his private room, I finally understood the full meaning of the term “psychomotor retardation.” Previously I had understood it only as meaning, “Depressed people move slowly”; and yet watching this young man walking down the hall, I could see in his face and his movements how difficult each step was, how utterly hopeless he felt, and just how disabling his illness had become. A few minutes later, when he spoke with us, I recognized that his words-- his story-- were filtered and dramatically distorted by his illness. As my time on the psychiatry service went on, I was able to see first-hand the faces of schizophrenia, drug addiction, domestic abuse, and intellectual disability, and my appreciation for the debilitating consequences of mental health problems only grew.
In the months since my psychiatry rotation, I have made it a point to explore mental health issues with my patients and colleagues on other services. For example, my most interesting patients during my pediatrics rotation were a series of teenagers who had attempted suicide, with whom I spent time discussing family life, friendships, and even religion. I realized that even among patients with no apparent psychiatric disease, simply taking a few minutes to discuss the disorienting and unpleasant experience of illness and hospitalization could be therapeutic. During my subinternship I worked to convince junior students that mental health should not be thought of as secondary in importance, that mental illnesses are as “real” as cancer and diabetes, and that a basic understanding of psychiatry is beneficial in any specialty.
In recent months I have also developed my understanding of basic psychiatric concepts through my own reading. In particular, I have tried to build an understanding of the unique vocabulary of the profession, as well as the essential neurobiological and theoretical basis of the mind and its perturbations. Psychiatry is unique for its rich and well-documented history; the writings of its most influential figures remain both relevant and widely available. I certainly cannot boast that I have mastered the works of such historic psychiatrists as Emil Kraepelin and Karl Jaspers, but I have at least attempted to familiarize myself with them, if only to understand the origins of our field. Each thing I read drives me to read further, to attempt to understand the remarkable, arguably inscrutable nature of the human mind and human experience. Although certainly my clinical experience at this point is limited, I cannot help but think that the question, “How can we treat depression?” is equally as important as, and indeed contingent upon, the fundamental question, “What is depression?”
One thing I particularly look forward to during my residency training is exploring these questions in real life with my colleagues, attending physicians and most importantly in the care of my patients. I hope to join a program characterized by a progressive, integrative attitude toward modern psychiatric research and practice. In that setting, I would be able to develop and refine my skills as physician and therapist, contribute to modern developments in the field, and above all provide sympathetic, high quality care under the guidance and supervision of like-minded clinicians.
Emergency Medicine Residency
Saint Louis University medical student
Everyone is standing and waiting. It feels like an eternity. Finally the horn sounds and the race begins. Everyone jumps into the water to start swimming. At first, it seems like complete chaos as hundreds of swimmers are in the water starting their journey. Soon each person will find his own pace, and the group will move from the water onto land, to their bicycles, then on to the final run.
A triathlon is a unique race, since it encompasses three distinct skill sets: swimming, cycling, and running. In order to cross the finish line, you have to be able to do all three. I look at emergency medicine a lot like a triathlon. The emergency physician must be able to handle a variety of problems. In fact, this is what interests me most about being an emergency medicine physician - you are trained to take care of the patient no matter what the injury or condition.
Looking back at my clinical rotations, I realized the part I enjoyed the most was my time in the emergency department. I liked being one of the first responders to the patient, thinking on my feet, and collecting evidence in order to diagnose. The adrenaline rush of not knowing what was coming next was unlike any other experience in my clinical rotations.
I have seen the emergency department in a variety of settings: during my Emergency Medicine rotation and from a research perspective. I conducted research on sound levels in the department and their correlation with patient care. I was there when it was quiet, and when there were multiple traumas and reports of more en route over the intercom. The Emergency Department can change from calm to chaotic within a matter of minutes, and it is important that the physician be able to react and respond accordingly.
I believe I possess these necessary skills after seeing myself handle my emergency medicine rotation and surgical trauma nights. On these rotations, I learned how important it is to have a vast foundation of knowledge for quick decision-making and to diagnose or rule out possibilities. I know I have much more to learn, but with time I know I am capable of mastering the skills I need to be able to lead a team when the situation arises. I feel working in the Emergency Department is much like being on the second leg of a triathlon. When you are cycling, you are on edge and focused as another cyclist could break away from the group or crash in front of you. You must be able to react within seconds to the changing environment around you.
After residency, I would like to practice emergency medicine in a rural medical center. During my fourth year, I had the opportunity to take a wilderness medicine course, which involved a week in Yosemite National Park. This course gave me exposure to unique medical emergencies not normally seen in regular emergency departments. It also solidified my interest in practicing in an area where I would be able to treat patients with a vast array of injuries. Following that, I hope to work for an academic center. I enjoy teaching, and working for an academic hospital would allow me to pass along knowledge to future generations.
As graduation nears, I can’t help but compare the excitement I am experiencing the pre-race jitters most triathletes encounter. I am eagerly waiting for that “horn” to blare so I can begin the race I hope to call Emergency Medicine.
Saint Louis University medical student
Science and art. Ever since I built my first computer at the age of 14, these two things have been the driving forces in my life. Like many kids learning to use their first computer, I started off playing computer games, watching movies, and of course… exploring the vast reaching world of the Internet. As I soaked up all the knowledge available at my fingertips, my interests began to evolve. Before long, I had my parent’s house networked and automated with a “smart home” computer system that included voice activation of the lights, home theater, and telephone.
In high school I was surprised to find that technology, a field governed by hard science and mathematics, had opened up to me a new world of artistic possibilities. I started learning new programs, designing websites, and editing video. By my senior year of high school, I was running the student television network, wielding thousands of dollars worth of video cameras, computers, and production equipment.
In college I had my sights set on the fascinating, high-tech world of medicine. As I dove headfirst into the Mizzou biology program, my suddenly limited means had me looking for a more economical artistic outlet. My search eventually landed me square in the center of the digital darkroom. There, my knowledge of computers and programs came in handy. By graduation, I had parlayed my new found skills into magazine and textbook publications, art fair exhibitions, and a small wedding photography business.
With each new task came the challenge of understanding a new language: the rigid code of website design, the fluid storytelling and special effects manipulation of videography, and the artistic vision and precise control of photography.
Much of my adult life, I have enjoyed using the rigid tools of science and technology to create art that cannot be so easily defined. I’ve continued these interests throughout medical school, but I have gained a new perspective. The human body operates on the principals of hard science. We can understand the mechanism of the electron transport chain, see the synaptic cleft of a neuronal junction, and predict the cellular replication of an embryo... However, when you put it all together to create the human body, you get the ultimate work of art, a living canvas with infinite variations. To me, the practice of radiology is an amalgamation of high technology, extensive clinical knowledge, and keen perception that is used to interpret the most complex art form on Earth into hard science.