Paracetamol

Brand-name: Dymadon®, Lemsip®, Panadol®, Panamax®, Tylenol®

Drug-Class:analgesic and antipyretic drugs
MoA: Paracetamol has a central analgesic effect that is mediated through activation of
descending serotonergic pathways
Dosage: Adult: For the short-term treatment of cases: Patient weighing >33-50 kg: 15 mg/kg.
Max: 60 mg/kg (not exceeding 3,000 mg) daily. Patient weighing >50 kg: 1,000 mg. Max: 4,000
mg daily. Doses are given at least 4 hourly via infusion over 15 minutes. Dosage
recommendations may vary among countries and individual products (refer to detailed product
guideline).
Child: Full-term neonates and children ≤10 kg: 7.5 mg/kg (Max: 30 mg/kg daily); >10-33 kg: 15
mg/kg (Max: 60 mg/kg not exceeding 2 g daily); >33-50 kg: 15 mg/kg (Max: 60 mg/kg not
exceeding 3 g daily); >50 kg: Same as adult dose. Doses are given at least 4 hourly via infusion
over 15 minutes.
Route: Oral
Onset: 30 minutes to 2 hours
Peak: 1hr
Duration: 4-6hrs
SE/ AE:an allergic reaction, which can cause a rash and swelling. Flushing, low blood pressure
and a fast heartbeat
Indication: Paracetamol is a commonly indicated medicine that can help treat pain and reduce a
high temperature (fever). It’s typically used to relieve mild or moderate pain, such as headaches,
toothache or sprains, and reduce fevers caused by illnesses such as colds and flu.
Contraindication: Excessive paracetamol use can result in severe damage to the liver. If
extensive enough, this damage may be irreversible and in rare cases, require organ
transplantation. Worst case scenario – accidental overdosage can also result in enough toxicity to
cause a fatality (often due to acute liver failure).
Decitabine
Brand-name: Dacogen
Drug-Class: hypomethylation agents. It works by helping the bone marrow produce normal
blood cells and by killing abnormal cells in the bone marrow.
MoA: reactivation of silenced genes and differentiation at low doses, and cytotoxicity at high
doses.
Dosage: For adults. Myelodysplastic syndrome3-day regimen: 15 mg/m2 IV every 8 hours for 3
days repeated every 6 weeks.5-day regimen: 20 mg/m2 IV daily on days 1, 2, 3, 4, and 5
repeated every 4 weeks. For Geriatric, Myelodysplastic syndrome3-day regimen: 15 mg/m2 IV
every 8 hours for 3 days repeated every 6 weeks.5-day regimen: 20 mg/m2 IV daily on days 1, 2,
3, 4, and 5 repeated every 4 weeks.
Pediatric: Adolescents, Safety and efficacy not established. Children, Safety and efficacy not
established. Infants, Safety and efficacy not established
Route: Oral, Incision
Onset: 3hrs
Peak: 2hrs
Duration: 8hrs
SE/ AE: Redness/pain/bruising at the injection site, nausea, constipation, diarrhea, vomiting,
upset stomach, trouble sleeping, hair loss, or muscle/joint pain may occur. Nausea and vomiting
can be severe. In some cases, your doctor may prescribe medication to prevent or relieve nausea
and vomiting.
Indication: Decitabine is indicated to treat myelodysplastic syndrome (a group of conditions in
which the bone marrow produces blood cells that are misshapen and does not produce enough
healthy blood cells). Decitabine is in a class of medications called hypomethylation agents.
Contraindication: Decitabine contraindicated the it can harm an unborn baby or cause birth
defects if the mother or the father is using this medicine. If you are a woman, do not use
decitabine if you are pregnant. Use effective birth control to prevent pregnancy while you are
using this medicine and for at least 6 months after your last dose.Post- Operative

Assessment Nursing Diagnosis Rationale Goal/Objective Intervention

Rationale Evaluation
Subjective:

Patient verbalized

“masakit yung tahi dito sa tiyan ko. Mga 5 ang sakit niya pero kaya ko pang tiisin. Sumasakit
lang siya pag may kinakain ako o kaya pag masyado akong gumagalaw.”

Objective cues:

Assessed pain scale, dressing is not soaked of bloody discharge, guarding behavior noted when
patient moves, facial grimace noted

Pain related to abdominal

Surgical incision (on abdomen with a surgical incision of 4 inches) manifested by verbal report
of pain & guarding behavior. Pain is one of the mos t complex human experiences, is an
invisible phenomenon influenced by the interaction of emotion, behavioral, cognitive and
physiologic-sensory factors. Because pain is a highly individual experience, the basis for pain
management is simply the client’s verbalization of pain.

Fundamental of nursing, CRAVEN p 1168 Goal:

After 8 hours of nursing intervention patient will report a decrease of pain from 5 to 4 and below.

Objective:
After 4 hrs. patient will be able to:

- Demonstrate different relaxation techniques to decrease pain

- Understand a need for rest period after each activity done. Diagnostic

Assess pain scale

Monitor vital signs

Therapeutic:

-Provide a quiet environment

- Assist patient during activities

-Administer analgesic if indicated

Health Teaching:

- Emphasize importance rest periods after every activity

Helps to determine effectiveness of therapy for pain

To monitor if there are any changes

To minimize stress that patient is experiencing

To minimize feeling of pain

To provide relief through drug interaction

For client to understand that rest periods after each activity will relieve stress, muscle tension &
increase relaxation Goal:

After 8 hours of nursing intervention patient verbalized pain scale of 3

Objective:

After 4 hrs. patient was able to:

- Demonstrate different relaxation techniques to decrease pain

- Understand a need for rest period after each activity done

Assessment Nursing Diagnosis Rationale Goal/Objective Intervention

Rationale Evaluation

Objective cues:

Patient’s vital signs is closely monitored, patient is in a supine position, the abdomen is exposed
Risk for infection related to surgical procedure manifested by surgical instruments
introduced in the body Any invasive device that enters the body provides a portal of entry
for microorganisms, thus increasing the chance infection.

Fundamental of nursing, Craven p 1039 Goal:

After 8 hours of nursing intervention patient will not manifest signs and symptoms of infection
during the whole procedure.
Objective:

After 4 hrs the patient will be able to recover from surgery without any complications.

-will be able to understand importance of well-balanced diet. Diagnostic

Monitor vital signs

Assess incision site

Therapeutic:

- Provide a clean environment

- Minimize touching the incision

-Administer antibiotics if indicated

Health Teaching:

-instruct patient & family importance of well-balanced diet high in protein calories.

-discuss sources of vitamin C & vitamin supplements

Helps to determine effectiveness of therapy for pain

To monitor if there are any changes

To minimize stress that patient is experiencing

To minimize feeling of pain

To provide relief through drug interaction

Wound healing requires protein & calories for building new cells. The immune system depends
on protein & calories to produce antibodies. Goal:

After 8 hours of nursing intervention patient did not manifest signs and symptoms of infection
during the whole procedure & after the procedure.
Objective:

After 4 hrs the patient was able to recover from surgery without any complications.

-was able to understand importance of well-balanced diet.

INTRA-OP

Paracetamol

Brand-name: Dymadon®, Lemsip®, Panadol®, Panamax®, Tylenol®

Drug-Class:analgesic and antipyretic drugs

MoA: Paracetamol has a central analgesic effect that is mediated through activation of
descending serotonergic pathways

Dosage: Adult: For the short-term treatment of cases: Patient weighing >33-50 kg: 15 mg/kg.
Max: 60 mg/kg (not exceeding 3,000 mg) daily. Patient weighing >50 kg: 1,000 mg. Max: 4,000
mg daily. Doses are given at least 4 hourly via infusion over 15 minutes. Dosage
recommendations may vary among countries and individual products (refer to detailed product
guideline).

Child: Full-term neonates and children ≤10 kg: 7.5 mg/kg (Max: 30 mg/kg daily); >10-33 kg: 15
mg/kg (Max: 60 mg/kg not exceeding 2 g daily); >33-50 kg: 15 mg/kg (Max: 60 mg/kg not
exceeding 3 g daily); >50 kg: Same as adult dose. Doses are given at least 4 hourly via infusion
over 15 minutes.

Route: Oral

Onset: 30 minutes to 2 hours

Peak: 1hr

Duration: 4-6hrs

SE/ AE:an allergic reaction, which can cause a rash and swelling. Flushing, low blood pressure
and a fast heartbeat

Indication: Paracetamol is a commonly indicated medicine that can help treat pain and reduce a
high temperature (fever). It’s typically used to relieve mild or moderate pain, such as headaches,
toothache or sprains, and reduce fevers caused by illnesses such as colds and flu.

Contraindication: Excessive paracetamol use can result in severe damage to the liver. If
extensive enough, this damage may be irreversible and in rare cases, require organ
transplantation. Worst case scenario – accidental overdosage can also result in enough toxicity to
cause a fatality (often due to acute liver failure).
Decitabine

Brand-name: Dacogen

Drug-Class: hypomethylation agents. It works by helping the bone marrow produce normal
blood cells and by killing abnormal cells in the bone marrow.

MoA: reactivation of silenced genes and differentiation at low doses, and cytotoxicity at high
doses.

Dosage: For adults. Myelodysplastic syndrome3-day regimen: 15 mg/m2 IV every 8 hours for 3
days repeated every 6 weeks.5-day regimen: 20 mg/m2 IV daily on days 1, 2, 3, 4, and 5
repeated every 4 weeks. For Geriatric, Myelodysplastic syndrome3-day regimen: 15 mg/m2 IV
every 8 hours for 3 days repeated every 6 weeks.5-day regimen: 20 mg/m2 IV daily on days 1, 2,
3, 4, and 5 repeated every 4 weeks.

Pediatric: Adolescents, Safety and efficacy not established. Children, Safety and efficacy not
established. Infants, Safety and efficacy not established

Route: Oral, Incision

Onset: 3hrs
Peak: 2hrs

Duration: 8hrs

SE/ AE: Redness/pain/bruising at the injection site, nausea, constipation, diarrhea, vomiting,
upset stomach, trouble sleeping, hair loss, or muscle/joint pain may occur. Nausea and vomiting
can be severe. In some cases, your doctor may prescribe medication to prevent or relieve nausea
and vomiting.

Indication: Decitabine is indicated to treat myelodysplastic syndrome (a group of conditions in

which the bone marrow produces blood cells that are misshapen and does not produce enough
healthy blood cells). Decitabine is in a class of medications called hypomethylation agents.

Contraindication: Decitabine contraindicated the it can harm an unborn baby or cause birth
defects if the mother or the father is using this medicine. If you are a woman, do not use
decitabine if you are pregnant. Use effective birth control to prevent pregnancy while you are
using this medicine and for at least 6 months after your last dose.

Benzonatate
Brand name: Tessalon

Drug class: antitussives (cough suppressants).

MoA: After absorption and circulation to the respiratory tract, benzonatate acts as a local
anesthetic, decreasing the sensitivity of vagal afferent fibers and stretch receptors in the bronchi,
alveoli, and pleura in the lower airway and lung. This damps their activity and reduces the cough
reflex.

Dosage: Adults and children 10 years of age and older—100 milligrams (mg) three times a day.
Do not take more than 200 mg at one time or more than 600 mg per day.

Pediatric: Children younger than 10 years of age—Use is not recommended.

Route: Oral

Onset: The onset of action is 15 to 20 minutes, and antitussive effects last for approximately 3—
8 hours.

Peak: 3hrs

Duration:3-8hrs

SE/ AE(SIDE EFFECTS/ ADVERSE EFFECT): nausea, constipation, drowsiness, headache,

dizziness, stuffy nose, feeling chilly, burning in the eyes.

Indication: Benzonatate is indicated for the symptomatic relief of cough. Adults and Children
over 10 years of age: Usual dose is one 100 mg or 200 mg capsule three times a day as needed
for cough. If necessary to control cough, up to 600 mg daily in three divided doses may be given.
Contraindication: benzonatate is contraindicated in those patients with ester local anesthetic
hypersensitivity or a previous history of reaction to benzonatate. The benzonatate formulation
also contains methyl- and propylparaben; these may be a problem for patients with paraben
hypersensitivity.

Loperamide

Brand-name: Diamode, Imodium, Imodium A-D, Imogen, Imotil, Imperim, Kaodene A-D, Kao-
Paverin Caps

Drug-Class: antidiarrheal agents

MoA: IMODIUM® (loperamide hydrochloride) acts by slowing intestinal motility and by
affecting water and electrolyte movement through the bowel. Loperamide binds to the opiate
receptor in the gut wall.

Dosage: The recommended initial dose is 4mg (two capsules) followed by 2 mg (one capsule)
after each unformed stool. Daily dose should not exceed 16mg (eight capsules). Clinical
improvement is usually observed within 48 hours.

Pediatric: In children 2 to 5 years of age (20 kg or less), the non-prescription liquid formulation
(IMODIUM® A-D 1 mg/7.5 mL) should be used; for ages 6 to 12, either IMODIUM® Capsules
or IMODIUM® A-D Liquid may be used. For children 2 to 12 years of age

Route: Oral

Onset: 1hr

Peak: 1hr

Duration: 2-3days

SE/ AE- side effects/ adverse effects: Blistering, peeling, loosening of skin, chest pain or
discomfort, decrease in urine volume, decrease in frequency of urination, difficulty in passing
urine.

Indication: Loperamide is indicated for the relief of diarrhea, including Travelers’ Diarrhea. As
an off-label use, it is often used to manage chemotherapy-related diarrhea.

Contraindication: Loperamide Capsules is contraindicated in: pediatric patients less than 2 years
of age due to the risks of respiratory depression and serious cardiac adverse reactions (see
WARNINGS). Patients with a known hypersensitivity to Loperamide hydrochloride or to any of
the excipients.
Fluconazole

Brand-name: Diflucan

Drug-Class: Fluconazole is in a class of antifungals called triazoles

MoA: interruption of the conversion of lanosterol to ergosterol via binding to fungal cytochrome
P-450 and subsequent disruption of fungal membranes.

Dosage:Adults—400 milligrams (mg) on the first day, followed by 200 mg once a day for at
least 10 to 12 weeks. Your doctor may adjust your dose as needed.
Children 6 months to 13 years of age—Dose is based on body weight and must be determined by
your doctor. The dose is usually 12 milligrams (mg) per kilogram (kg) of body weight on the
first day, followed by 6 mg per kg of body weight once a day, for at least 10 to 12 weeks.

Children younger than 6 months of age—Use and dose must be determined by your doctor.

Route: Oral

Onset: 2hrs

Peak: 1day

Duration: 30 hours (range: 20-50 hours) after oral administration.

SE/ AE: Chest tightness, clay-colored stools, difficulty with swallowing, fast heartbeat, hives,
itching, or skin rash, large, hive-like swelling on the face, eyelids, lips, tongue, throat, hands,
legs, feet, or genitals, Light-colored stools, stomach pain, continuing.

Indication: Fluconazole capsule is indicated in adults for the prophylaxis of: Relapse of
cryptococcal meningitis in patients with high risk of recurrence. Relapse of oropharyngeal or
oesophageal candidiasis in patients infected with HIV who are at high risk of experiencing
relapse.

Contraindication: Fluconazole is contraindicated if the patient has hypersensitivity to the drug or

any formulation components. Caution is recommended when administering fluconazole to
patients with proarrhythmic conditions.
Anastrazole

Brand-name: Arimidex

Drug-Class: nonsteroidal aromatase inhibitors. It works by decreasing the amount of estrogen the
body makes.

MoA: Anastrozole is a nonsteroidal AI that inhibits the aromatase enzyme by binding reversibly
to its heme ion. By inhibiting the activity of aromatase, anastrozole reduces the levels of E2, E1,
and E1S both in the periphery and in the mammary tissue.

Dosage: 1mg film-coated tablets for adults including the elderly is one 1 mg tablet once a day .
For postmenopausal women with hormone receptor-positive early invasive breast cancer, the
recommended duration of adjuvant endocrine treatment is 5 years.

Route: Oral

Onset:3hrs
Peak: 3 hours after administration, but with a wide range of 2 to 12 hours.

Duration: Anastrozole has a relatively long duration of action allowing for once daily dosing –
serum estradiol is reduced by approximately 70% within 24 hours of beginning therapy with 1mg
once daily, and levels remain suppressed for up to 6 days following cessation of therapy.

SE/ AE: Blurred vision, nausea, vomiting, or diarrhea, bone pain, chest pain or discomfort,
pounding in the ears, slow or fast heartbeat, swelling of the feet or lower legs.

Indication: Anastrozole is indicated as adjunct therapy in the treatment of hormone receptor-

positive early breast cancer in postmenopausal women, and as a first-line treatment for hormone
receptor-positive (or hormone receptor-unknown) locally advanced or metastatic breast cancer in
postmenopausal women.

Contraindication: Contraindicated that anastrozole should only be taken by women who have
undergone menopause and cannot become pregnant. However, if you are pregnant or breast-
feeding, you should tell your doctor before you begin taking this medication. Anastrozole may
harm the fetus.
Mefenamic

Brand-name: Ponstel

Drug-Class: Mefenamic acid is in a class of medications called NSAIDs. It works by stopping

the body’s production of a substance that causes pain, fever, and inflammation.

MoA: Mefenamic acid binds the prostaglandin synthetase receptors COX-1 and COX-2,
inhibiting the action of prostaglandin synthetase.

Dosage: Initial dose: 500 mg orally once

Following initial dose: 250 mg orally every 6 hours as needed

Route: Oral

Onset: 1-4hrs

Peak: 2-4hrs

Duration: 1-2days

SE/AE: Upset stomach, nausea, heartburn, dizziness, drowsiness, diarrhea, and headache may
occur. If any of these effects persist or worsen, notify your doctor or pharmacist promptly.
Indication: Mefenamic is indicated to relieve mild to moderate pain, including menstrual pain
(pain that happens before or during a menstrual period). Mefenamic acid is in a class of
medications called NSAIDs. It works by stopping the body’s production of a substance that
causes pain, fever, and inflammation.

Contraindication: Mefenamic acid is contraindicated in patients with salicylate hypersensitivity

or NSAID hypersensitivity who have experienced asthma, urticaria, or other allergic reactions
after taking aspirin or other NSAIDs. Severe, rarely fatal, anaphylactoid reactions to mefenamic
acid have been reported in such patients.
Amoxicillin

Brand-name: Amoxil and Larotid

Drug-Class: penicillin antibiotics.

MoA: Amoxicillin is similar to penicillin in its bactericidal action against susceptible bacteria
during the stage of active multiplication. It acts through the inhibition of cell wall biosynthesis
that leads to the death of the bacteria.

Dosage: Adults, teenagers, and children weighing 40 kilograms (kg) or more—250 to 500
milligrams (mg) every 8 hours, or 500 to 875 mg every 12 hours.

Children and infants older than 3 months of age weighing less than 40 kg—Dose is based on
body weight and must be determined by your doctor. The usual dose is 20 to 40 milligrams (mg)
per kilogram (kg) of body weight per day, divided and given every 8 hours, or 25 to 45 mg per
kg of body weight per day, divided and given every 12 hours.

Infants 3 months of age and younger—Dose is based on body weight and must be determined by
your doctor. The usual dose is 30 mg per kg of body weight per day, divided and given every 12
hours.

Route: Oral

Onset:1hr

Peak: 1-2hrs

Duration: The half-life of amoxicillin is 61.3 minutes. Approximately 60% of an orally

administered dose of amoxicillin is excreted in the urine within 6 to 8 hours. Detectable serum
levels are observed up to 8 hours after an orally administered dose of amoxicillin.
SE/AE: nausea, vomiting, diarrhea, skin ruh, headache, allergic reaction.

Indication: Amoxicillin is indicated to treat certain infections caused by bacteria, such as

pneumonia; bronchitis (infection of the airway tubes leading to the lungs); and infections of the
ears, nose, throat, urinary tract, and skin. It is also used in combination with other medications to
eliminate H.

Contraindication: Amoxicillin is contraindicated in patients with known serious hypersensitivity

to amoxicillin or to other drugs in the same class (i.e., penicillin hypersensitivity) or patients who
have demonstrated anaphylactic reactions to beta-lactams (i.e., cephalosporin hypersensitivity or
carbapenem hypersensitivity).

DRUG NAME Generic: cefoxitin sodium

Trade Name: Mefoxin

CLASS/FAMILY ANTIBIOTIC; SECOND-GENERATION CEPHALOSPORIN

MECHANISM OF ACTION Semisynthetic, broad-spectrum beta-lactam antibiotic classified as

second-generation cephalosporin; structurally and pharmacologically related to cephalosporins
and penicillins. Preferentially binds to one or more of the penicillin-binding proteins (PBP)
located on cell walls of susceptible organisms, thus making it bactericidal.

It shows enhanced activity against a wide variety of gram-negative organisms and is effective for
mixed aerobic-anaerobic infections.
INDICATIONS Infections caused by susceptible organisms in the lower respiratory tract,
urinary tract, skin and skin structures, bones and joints; also intra-abdominal endocarditis,
gynecologic infections, septicemia, uncomplicated gonorrhea, and perioperative prophylaxis in
prosthetic arthroplasty or cardiovascular surgery. May be cephalosporin of choice for mixed
aerobic-anaerobic infections (e.g., Bacteroides fragilis).

WHY IS YOUR PATIENT GETTING THIS MEDICINE Possible infection from surgery.

ROUTES IV, IM

PATIENT DOSAGE 1gm IV q6h

COMMON DOSAGE• Moderate to Severe Infections Adult: IV/IM 1–2 g q6–8h, up to 12

g/day Child (older than 3 mo): IV/IM 80–160 mg/kg/day in 4–6 divided doses (max: 12 g/day)

• Surgical Prophylaxis Adult: IV/IM 2 g 30–60 min before surgery, then 2 g q6h for 24 h
Child: IV/IM 30–40 mg/kg 30–60 min before surgery, then 30–40 mg q6h for 24 h

• Cesarean Surgery Adult: IV/IM 2 g after clamping umbilical cord

• Renal Impairment Dosage Adjustment CrCl 30–50 mL/min: 1–2 g q8–12h; 10–29
mL/min: 1–2 g q12–24h; 5–9 mL/min: 0.5–1 g q12–24h; greater than 5 mL/min: 0.5–1 g
q24–48h Hemodialysis Dosage Adjustment: Dose of 1–2 g post dialysis

PHARMACOKINETICS • Peak: 20–30 min after IM; 5 min after IV.

 • Distribution: Poor CNS penetration even with inflamed meninges; widely distributed in
body tissues including pleural, synovial, and ascitic fluid and bile; crosses placenta.

• Elimination: 85% unchanged in urine in 6 h, small amount in breast milk.

• Half-Life: 45–60 min.

FOR IV MEDS, COMPATIBILITY WITH IV DRIPS AND OR SOLUTIONS Intravenous

• IV administration to neonates, infants and children: Verify correct IV concentration and

rate of infusion/injection with physician.

Prepare:

• Direct:

Rconstitue each 1 g with 10 mL sterile water, D5W, or NS.

• Intermittent:

Following reconstitution, dilute 1–2 g in 50–100 mL of D5W or NS.

• Continuous:

Dilute large doses in 1000 mL of D5W or NS.

Administer:
 • Direct:

Give over 3–5 min.

• Intermittent:

Give over 15 min

• Continuous:

Give at a rate determined by the volume of solution.

• Reconstituted solution may become discolored (usually light yellow to amber) if exposed
to high temperatures; however, potency is not affected.

• Solution may be cloudy immediately after reconstitution; let stand and it will clear.

Incompatibilities:

Solution/additive:

• AMINOGLYCOSIDES, ranitidine.
Y-site:

• AMINOGLYCOSIDES, cisatracurium, fenoldopam, filgrastim, hetastarch, lansoprazole,

pentamidine, vancomycin.

• After reconstitution, solution is stable for 24 h at 25° C (77° F); 7 days when refrigerated
at 4° C (39° F), or 30 wk when frozen at –20° C (–4° F).

LAB VALUE ALTERATIONS CAUSE BY THIS MED Cefoxitin causes false-positive

(black-brown or green-brown color) urine glucose reaction with copper reduction reagents such
as Benedict’s or Clinitest, but not with enzymatic glucose oxidase reagents (Clinistix, TesTape).
With high doses, falsely elevated serum and urine creatinine (with Jaffe reaction) reported.
False-positive direct Coombs’ test (may interfere with cross-matching procedures and
hematologic studies) has also been reported.

CONTRAINDICATIONS/PRECAUTIONS Hypersensitivity to cephalosporins and related

antibiotics.

History of sensitivity to penicillin or other allergies, particularly to drugs; impaired renal

function; coagulopathy; GI disease, colitis; pregnancy ( category B).

INTERACTIONS Drug: Probenecid decreases renal elimination of cefoxitin.

ADVERSE/SIDE EFFECTS • Body as a Whole: Drug fever, eosinophilia, superinfections,

local reactions: pain, tenderness, and induration (IM site), thrombophlebitis (IV site).
 • GI: Diarrhea, pseudomembranous colitis.

• Skin: Rash, exfoliative dermatitis, pruritus, urticaria.

• Urogenital: Nephrotoxicity, interstitial nephritis.

IMP NURS RESPONSIBILITIES • Determine previous hypersensitivity to

cephalosporins, penicillins, and other drug allergies before therapy is initiated.

• Lab tests: Perform culture and sensitivity testing prior to therapy; periodic renal function
tests.

• Inspect injection sites regularly. Report evidence of inflammation and patient’s complaint
of pain.

• Monitor I&O rates and pattern: Nephrotoxicity occurs most frequently in patients older
than 50 y, in patients with impaired renal function, the debilitated, and in patients
receiving high doses or other nephrotoxic drugs.

• Be alert to S&S of superinfections ( see Appendix F”). This condition is most apt to
occur in older adult patients, especially when drug has been used for prolonged period.

• Report onset of diarrhea (may be dose related). If severe, pseudomembranous colitis (see
Signs & Symptoms, Appendix F) must be ruled out. Older adult patients are especially
susceptible.

PT/FAMILY TEACHING • Report promptly S&S of superinfection ( see Appendix F”).

 • Report watery or bloody loose stools or severe diarrhea.

• Report severe vomiting or stomach pain.

• Report infusion site swelling, pain, or redness.

Salbutamol(Albuterol)

Brand-name: Ventolin

Drug-class: bronchodilators

MoA: Salbutamol acts as a functional antagonist to relax the airway irrespective of the
spasmogen involved, thus protecting against all bronchoconstrictor challenges.

Dosage: Adults and children older than 12 years of age—2 or 4 milligrams (mg) taken 3 or 4
times per day. Your doctor may increase your dose as needed up to a maximum of 32 mg per
day, divided and given 4 times per day.

Children 6 to 12 years of age—2 mg taken 3 or 4 times per day. Your doctor may increase your
dose as needed up to a maximum dose of 24 mg per day, divided and given 4 times per day.
Children 2 to 6 years of age—Dose is based on body weight and must be determined by your
doctor. The usual dose is 0.1 milligram (mg) per kilogram (kg) of body weght per dose, given 3
times per day, and each dose will not be more than 2 mg. Your doctor may increase your dose as
needed up to a maximum dose of 12 mg per day, divided and given 3 times a day

Route: Oral, inhaled routes

Onset: short-acting (4-6 hour) bronchodilation with a fast onset (within 5 minutes) in reversible
airways obstruction. The start of effect is 10-15 minutes

Peak: 30 minutes

Duration: 2.7 – 5.5 hours after oral and inhaled administration.

SE/ AE: trembling, particularly in the hands, nervous tension, headaches, suddenly noticeable
heartbeats (palpitations), muscle cramps.

Indication: Salbutamol is indicated to relieve symptoms of asthma and chronic obstructive

pulmonary disease (COPD) such as coughing, wheezing and feeling breathless. It works by
relaxing the muscles of the airways into the lungs, which makes it easier to breathe.

Contraindication: contraindicated in patients with a history of hypersensitivity to any of its

components (see section 6.1 List of excipients). Non-i.v. formulations of salbutamol must not be
used to arrest uncomplicated premature labour or threatened abortion.

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Essay Writing Center

Sample Essays

Sample Medical School Essays

Sample Medical School Essays

Essay writing
Applying to medical school is an exciting decision, but the application process is very
competitive. This means when it comes to your application you need to ensure you’ve put your
best foot forward and done everything you can to stand out from other applicants. One great way
to provide additional information on why you have decided to pursue a career in medicine and
why you’re qualified, is your medical school essay. Read these samples to get a good idea on
how you can write your own top-notch essay.

This section contains five sample medical school essays

Medical School Sample Essay One

Medical School Sample Essay Two

Medical School Sample Essay Three

Medical School Sample Essay Four

Medical School Sample Essay Five

Medical School Essay One

Prompt: What makes you an excellent candidate for medical school? Why do you want to
become a physician?

When I was twelve years old, a drunk driver hit the car my mother was driving while I was in the
backseat. I have very few memories of the accident, but I do faintly recall a serious but calming
face as I was gently lifted out of the car. The paramedic held my hand as we traveled to the
hospital. I was in the hospital for several weeks and that same paramedic came to visit me almost
every day. During my stay, I also got to know the various doctors and nurses in the hospital on a
personal level. I remember feeling anxiety about my condition, but not sadness or even fear. It
seemed to me that those around me, particularly my family, were more fearful of what might
happen to me than I was. I don’t believe it was innocence or ignorance, but rather a trust in the
abilities of my doctors. It was as if my doctors and I had a silent bond. Now that I’m older I fear
death and sickness in a more intense way than I remember experiencing it as a child. My
experience as a child sparked a keen interest in how we approach pediatric care, especially as it
relates to our psychological and emotional support of children facing serious medical conditions.
It was here that I experienced first-hand the power and compassion of medicine, not only in
healing but also in bringing unlikely individuals together, such as adults and children, in
uncommon yet profound ways. And it was here that I began to take seriously the possibility of
becoming a pediatric surgeon.

My interest was sparked even more when, as an undergraduate, I was asked to assist in a study
one of my professors was conducting on how children experience and process fear and the
prospect of death. This professor was not in the medical field; rather, her background is in
cultural anthropology. I was very honored to be part of this project at such an early stage of my
career. During the study, we discovered that children face death in extremely different ways than
adults do. We found that children facing fatal illnesses are very aware of their condition, even
when it hasn’t been fully explained to them, and on the whole were willing to fight their
illnesses, but were also more accepting of their potential fate than many adults facing similar
diagnoses. We concluded our study by asking whether and to what extent this discovery should
impact the type of care given to children in contrast to adults. I am eager to continue this sort of
research as I pursue my medical career. The intersection of medicine, psychology, and
socialization or culture (in this case, the social variables differentiating adults from children) is
quite fascinating and is a field that is in need of better research.
Although much headway has been made in this area in the past twenty or so years, I feel there is
a still a tendency in medicine to treat diseases the same way no matter who the patient is. We are
slowly learning that procedures and drugs are not always universally effective. Not only must we
alter our care of patients depending upon these cultural and social factors, we may also need to
alter our entire emotional and psychological approach to them as well.

It Is for this reason that I’m applying to the Johns Hopkins School of Medicine, as it has one of
the top programs for pediatric surgery in the country, as well as several renowned researchers
delving into the social, generational, and cultural questions in which I’m interested. My approach
to medicine will be multidisciplinary, which is evidenced by the fact that I’m already double-
majoring in early childhood psychology and pre-med, with a minor in cultural anthropology.
This is the type of extraordinary care that I received as a child—care that seemed to approach my
injuries with a much larger and deeper picture than that which pure medicine cannot offer—and
it is this sort of care I want to provide my future patients. I turned what might have been a
debilitating event in my life—a devastating car accident—into the inspiration that has shaped my
life since. I am driven and passionate. And while I know that the pediatric surgery program at
Johns Hopkins will likely be the second biggest challenge I will face in my life, I know that I am
up for it. I am ready to be challenged and prove to myself what I’ve been telling myself since
that fateful car accident: I will be a doctor.

Tips for a Successful Medical School Essay

If you’re applying through AMCAS, remember to keep your essay more general rather than
tailored to a specific medical school, because your essay will be seen by multiple schools.

AMCAS essays are limited to 5300 characters—not words! This includes spaces.

Make sure the information you include in your essay doesn’t conflict with the information in
your other application materials.

In general, provide additional information that isn’t found in your other application materials.
Look at the essay as an opportunity to tell your story rather than a burden.

Keep the interview in mind as you write. You will most likely be asked questions regarding your
essay during the interview, so think about the experiences you want to talk about.

When you are copying and pasting from a word processor to the AMCAS application online,
formatting and font will be lost. Don’t waste your time making it look nice. Be sure to look
through the essay once you’ve copied it into AMCAS and edit appropriately for any odd
characters that result from pasting.
Avoid overly controversial topics. While it is fine to take a position and back up your position
with evidence, you don’t want to sound narrow-minded.

Revise, revise, revise. Have multiple readers look at your essay and make suggestions. Go over
your essay yourself many times and rewrite it several times until you feel that it communicates
your message effectively and creatively.

Make the opening sentence memorable. Admissions officers will read dozens of personal
statements in a day. You must say something at the very beginning to catch their attention,
encourage them to read the essay in detail, and make yourself stand out from the crowd.

Character traits to portray in your essay include: maturity, intellect, critical thinking skills,
leadership, tolerance, perseverance, and sincerity.

Medical School Essay Two

Prompt: Where do you hope to be in ten years’ time?

If you had told me ten years ago that I would be writing this essay and planning for yet another
ten years into the future, part of me would have been surprised. I am a planner and a maker of to-
do lists, and it has always been my plan to follow in the steps of my father and become a
physician. This plan was derailed when I was called to active duty to serve in Iraq as part of the
War on Terror.

I joined the National Guard before graduating high school and continued my service when I
began college. My goal was to receive training that would be valuable for my future medical
career, as I was working in the field of emergency health care. It was also a way to help me pay
for college. When I was called to active duty in Iraq for my first deployment, I was forced to
withdraw from school, and my deployment was subsequently extended. I spent a total of 24
months deployed overseas, where I provided in-the-field medical support to our combat troops.
While the experience was invaluable not only in terms of my future medical career but also in
terms of developing leadership and creative thinking skills, it put my undergraduate studies on
hold for over two years. Consequently, my carefully-planned journey towards medical school
and a medical career was thrown off course. Thus, while ten-year plans are valuable, I have
learned from experience how easily such plans can dissolve in situations that are beyond one’s
control, as well as the value of perseverance and flexibility.
Eventually, I returned to school. Despite my best efforts to graduate within two years, it took me
another three years, as I suffered greatly from post-traumatic stress disorder following my time
in Iraq. I considered abandoning my dream of becoming a physician altogether, since I was
several years behind my peers with whom I had taken biology and chemistry classes before my
deployment. Thanks to the unceasing encouragement of my academic advisor, who even stayed
in contact with me when I was overseas, I gathered my strength and courage and began studying
for the MCAT. To my surprise, my score was beyond satisfactory and while I am several years
behind my original ten-year plan, I am now applying to Brown University’s School of Medicine.

I can describe my new ten-year plan, but I will do so with both optimism and also caution,
knowing that I will inevitably face unforeseen complications and will need to adapt
appropriately. One of the many insights I gained as a member of the National Guard and by
serving in war-time was the incredible creativity medical specialists in the Armed Forces employ
to deliver health care services to our wounded soldiers on the ground. I was part of a team that
was saving lives under incredibly difficult circumstances—sometimes while under heavy fire
and with only the most basic of resources. I am now interested in how I can use these skills to
deliver health care in similar circumstances where basic medical infrastructure is lacking. While
there is seemingly little in common between the deserts of Fallujah and rural Wyoming, where
I’m currently working as a volunteer first responder in a small town located more than 60 miles
from the nearest hospital, I see a lot of potential uses for the skills that I gained as a National
Guardsman. As I learned from my father, who worked with Doctors Without Borders for a
number of years, there is quite a bit in common between my field of knowledge from the military
and working in post-conflict zones. I feel I have a unique experience from which to draw as I
embark on my medical school journey, experiences that can be applied both here and abroad.
In ten years’ time, I hope to be trained in the field of emergency medicine, which, surprisingly, is
a specialization that is actually lacking here in the United States as compared to similarly
developed countries. I hope to conduct research in the field of health care infrastructure and work
with government agencies and legislators to find creative solutions to improving access to
emergency facilities in currently underserved areas of the United States, with an aim towards
providing comprehensive policy reports and recommendations on how the US can once again be
the world leader in health outcomes. While the problems inherent in our health care system are
not one-dimensional and require a dynamic approach, one of the solutions as I see it is to think
less in terms of state-of-the-art facilities and more in terms of access to primary care. Much of
the care that I provide as a first responder and volunteer is extremely effective and also relatively
cheap. More money is always helpful when facing a complex social and political problem, but
we must think of solutions above and beyond more money and more taxes. In ten years I want to
be a key player in the health care debate in this country and offering innovative solutions to
delivering high quality and cost-effective health care to all our nation’s citizens, especially to
those in rural and otherwise underserved areas.

Of course, my policy interests do not replace my passion for helping others and delivering
emergency medicine. As a doctor, I hope to continue serving in areas of the country that, for one
reason or another, are lagging behind in basic health care infrastructure. Eventually, I would also
like to take my knowledge and talents abroad and serve in the Peace Corps or Doctors Without
Borders.
In short, I see the role of physicians in society as multifunctional: they are not only doctors who
heal, they are also leaders, innovators, social scientists, and patriots. Although my path to
medical school has not always been the most direct, my varied and circuitous journey has given
me a set of skills and experiences that many otherwise qualified applicants lack. I have no doubt
that the next ten years will be similarly unpredictable, but I can assure you that no matter what
obstacles I face, my goal will remain the same. I sincerely hope to begin the next phase of my
journey at Brown University. Thank you for your kind attention.

Additional Tips for a Successful Medical School Essay

Regardless of the prompt, you should always address the question of why you want to go to
medical school in your essay.

Try to always give concrete examples rather than make general statements. If you say that you
have perseverance, describe an event in your life that demonstrates perseverance.

There should be an overall message or theme in your essay. In the example above, the theme is
overcoming unexpected obstacles.
Make sure you check and recheck for spelling and grammar!

Unless you’re very sure you can pull it off, it is usually not a good idea to use humor or to
employ the skills you learned in creative writing class in your personal statement. While you
want to paint a picture, you don’t want to be too poetic or literary.

Turn potential weaknesses into positives. As in the example above, address any potential
weaknesses in your application and make them strengths, if possible. If you have low MCAT
scores or something else that can’t be easily explained or turned into a positive, simply don’t
mention it.

The below essay samples were provided by EssayMaster.

Medical School Essay Three

Prompt: What diversity will you bring to medical school?

The roots of my desire to become a physician are, thankfully, not around the bedside of a sick
family member or in a hospital, but rather on a 10-acre plot of land outside of a small town in
Northwest Arkansas. I loved raising and exhibiting cattle, so every morning before the bus
arrived at 7 a.m. I was in the barn feeding, checking cattle for any health issues and washing the
show heifers. These early mornings and my experiences on a farm not only taught me the value
of hard work, but ignited my interest in the body, albeit bovine at the time. It was by a working
chute that I learned the functions of reproductive hormones as we utilized them for assisted
reproduction and artificial insemination; it was by giving vaccinations to prevent infection that I
learned about bacteria and the germ theory of disease; it was beside a stillborn calf before the sun
had risen that I was exposed to the frailty of life.

Facing the realities of disease and death daily from an early age, I developed a strong sense of
pragmatism out of necessity. There is no place for abstractions or euphemisms about life and
death when treating a calf’s pneumonia in the pouring rain during winter. Witnessing the
sometimes harsh realities of life on a farm did not instill within me an attitude of jaded
inevitability of death. Instead, it germinated a responsibility to protect life to the best of my
abilities, cure what ailments I can and alleviate as much suffering as possible while recognizing
that sometimes nothing can be done.
I first approached human health at the age of nine through beef nutrition and food safety.
Learning the roles of nutrients such as zinc, iron, protein and B-vitamins in the human body as
well as the dangers of food-borne illness through the Beef Ambassador program shifted my
interest in the body to a new species. Talking with consumers about every facet of the origins of
food, I realized that the topics that most interested me were those that pertained to human health.
In college, while I connected with people over samples of beef and answered their questions, I
also realized that it is not enough simply to have adequate knowledge. Ultimately knowledge is
of little use if it is not digestible to those who receive it. So my goal as a future clinical physician
is not only to illuminate the source of an affliction and provide treatment for patients, but take
care to ensure the need for understanding by both patient and family is met.

I saw this combination of care and understanding while volunteering in an emergency room,
where I was also exposed to other aspects and players in the medical field. While assisting a
nurse perform a bladder scan and witnessing technicians carry out an echocardiogram or CT
scan, I learned the important roles that other professionals who do not wear white coats have in
today’s medical field. Medicine is a team sport, and coordinating the efforts of each of these
players is crucial for the successful execution of patient care. It is my goal to serve as the leader
of this healthcare unit and unify a team of professionals to provide the highest quality care for
patients. Perhaps most importantly my time at the VA showed me the power a smile and an open
ear can have with people. On the long walk to radiology, talking with patients about their
military service and families always seemed to take their mind off the reason for their visit, if
only for a few minutes. This served as a reminder that we are helping people with pasts and
dreams, rather than simply remedying patients’ symptoms.
Growing up in a small town, I never held aspirations of world travel when I was young. But my
time abroad revealed to me the state of healthcare in developing countries and fostered a
previously unknown interest in global health. During my first trip abroad to Ghana, my
roommate became ill with a severe case of traveler’s diarrhea. In the rural north of the country
near the Sahara, the options for healthcare were limited; he told me how our professor was
forced to bribe employees to bypass long lines and even recounted how doctors took a bag of
saline off the line of another patient to give to him. During a service trip to a rural community in
Nicaragua, I encountered patients with preventable and easily treatable diseases that, due to
poverty and lack of access, were left untreated for months or years at a time. I was discouraged
by the state of healthcare in these countries and wondered what could be done to help. I plan to
continue to help provide access to healthcare in rural parts of developing countries, and
hopefully as a physician with an agricultural background I can approach public health and food
security issues in a multifaceted and holistic manner.

My time on a cattle farm taught me how to work hard to pursue my interests, but also fueled my
appetite for knowledge about the body and instilled within me a firm sense of practicality.
Whether in a clinic, operating room or pursuing public and global health projects, I plan to bring
this work ethic and pragmatism to all of my endeavors. My agricultural upbringing has produced
a foundation of skills and values that I am confident will readily transplant into my chosen
career. Farming is my early passion, but medicine is my future.
The essay accomplishes Its key goal of demonstrating the kind of diversity this applicant will
bring to medical school. With a non-traditional background, yet one firmly entrenched in
biology, the candidate simultaneously makes the case for candidacy and yet demonstrates a rare
perspective. Furthermore, the applicant presented international experience with sophistication.

Medical School Essay Four

Prompt: Tell us more about who you are.

I am a white, cisgender, and heterosexual female who has been afforded many privileges: I was
raised by parents with significant financial resources, I have traveled the world, and I received
top-quality high school and college educations. I do not wish to be addressed or recognized in
any special way; all I ask is to be treated with respect.

As for my geographic origin, I was born and raised in the rural state of Maine. Since graduating
from college, I have been living in my home state, working and giving back to the community
that has given me so much. I could not be happier here; I love the down-to-earth people, the
unhurried pace of life, and the easy access to the outdoors. While I am certainly excited to move
elsewhere in the country for medical school and continue to explore new places, I will always
self-identify as a Mainer as being from Maine is something I take great pride in. I am proud of
my family ties to the state (which date back to the 1890’s), I am proud of the state’s commitment
to preserving its natural beauty, and I am particularly proud of my slight Maine accent (we don’t
pronounce our r’s). From the rocky coastline and rugged ski mountains to the locally-grown food
and great restaurants, it is no wonder Maine is nicknamed, “Vacationland.” Yet, Maine is so
much more than just a tourist destination. The state is dotted with wonderful communities in
which to live, communities like the one where I grew up.

Perhaps not surprisingly, I plan to return to Maine after residency. I want to raise a family and
establish my medical practice here. We certainly could use more doctors! Even though Maine is
a terrific place to live, the state is facing a significant doctor shortage. Today, we are meeting
less than half of our need for primary care providers. To make matters worse, many of our
physicians are close to retirement age. Yet, according to the AAMC, only 53 Maine residents
matriculated into medical school last year! Undoubtedly, Maine is in need of young doctors who
are committed to working long term in underserved areas. As my primary career goal is to return
to my much adored home state and do my part to help fill this need, I have a vested interest in
learning more about rural medicine during medical school.

Prompt: Describe the community in which you were nurtured or spent the majority of your early
development with respect to its demographics.
I was raised in Cumberland, Maine, a coastal town of 7,000 just north of Portland. With its single
stoplight and general store (where it would be unusual to visit without running into someone you
know), Cumberland is the epitome of a small New England town. It truly was the perfect place to
grow up. According to the most recent census, nearly a third of the town’s population is under 18
and more than 75% of households contain children, two statistics which speak to the family-
centric nature of Cumberland’s community. Recently rated Maine’s safest town, Cumberland is
the type of place where you allow your kindergartener to bike alone to school, leave your house
unlocked while at work, and bring home-cooked food to your sick neighbors and their children.
Growing up in such a safe, close-knit, and supportive community instilled in me the core values
of compassion, trustworthiness, and citizenship. These three values guide me every day and will
continue to guide me through medical school and my career in medicine.

As a medical student and eventual physician, my compassion will guide me to become a provider
who cares for more than just the physical well-being of my patients. I will also commit myself to
my patients’ emotional, spiritual, and social well-being and make it a priority to take into
account the unique values and beliefs of each patient. By also demonstrating my trustworthiness
during every encounter, I will develop strong interpersonal relationships with those whom I
serve. As a doctor once wisely said, “A patient does not care how much you know until he
knows how much you care.”
My citizenship will guide me to serve my community and to encourage my classmates and
colleagues to do the same. We will be taught in medical school to be healers, scientists, and
educators. I believe that, in addition, as students and as physicians, we have the responsibility to
use our medical knowledge, research skills, and teaching abilities to benefit more than just our
patients. We must also commit ourselves to improving the health and wellness of those living in
our communities by participating in public events (i.e by donating our medical services),
lobbying for better access to healthcare for the underprivileged, and promoting wellness
campaigns. As a medical student and eventual physician, my compassion, trustworthiness, and
citizenship will drive me to improve the lives of as many individuals as I can.

Cumberland instilled in me important core values and afforded me a wonderful childhood.

However, I recognize that my hometown is not perfect. For one, the population is shockingly
homogenous, at least as far as demographics go. As of the 2010 census, 97.2% of the residents of
Cumberland were white. Only 4.1% of residents speak a language other than English at home
and even fewer were born in another country. Essentially everybody who identified with a
religion identified as some denomination of Christian. My family was one of maybe five Jewish
families in the town. Additionally, nearly all the town’s residents graduated from high school
(98.1%), are free of disability (93.8%), and live above the poverty line (95.8%). Efforts to attract
diverse families to Cumberland is one improvement that I believe would make the community a
better place in which to live. Diversity in background (and in thought) is desirable in any
community as living, learning, and working alongside diverse individuals helps us develop new
perspectives, enhances our social development, provides us with a larger frame of reference, and
improves our understanding of our place in society.
This applicant’s successful essay demonstrates that you don’t have to be a racial or ethnic
minority to bring diversity to a medical school. In eloquent prose, the applicant explores her rural
upbringing, and she correctly identifies the rural need for Primary Care Physicians to be high.
Finally, the applicant shows how her values will make her a humanitarian physician.

Medical School Essay Five

Prompt: Share what inspires you to pursue medicine.

“How many of you received the flu vaccine this year?” I asked my Bricks 4 Kidz class, where I
volunteer to teach elementary students introductory science and math principles using Lego
blocks. “What’s a flu vaccine?” they asked in confusion. Surprised, I briefly explained the
influenza vaccine and its purpose for protection. My connection to children and their health
extends to medical offices, clinics and communities where I have gained experience and insight
into medicine, confirming my goal of becoming a physician.

My motivation to pursue a career in medicine developed when my mother, who was diagnosed
with Lupus, underwent a kidney transplant surgery and suffered multiple complications. I recall
the fear and anxiety I felt as a child because I misunderstood her chronic disease. This prompted
me to learn more about the science of medicine. In high school, I observed patients plagued with
acute and chronic kidney disease while briefly exploring various fields of medicine through a
Mentorship in Medicine summer program at my local hospital. In addition to shadowing
nephrologists in a hospital and clinical setting, I scrubbed into the operating room, viewed the
radiology department, celebrated the miracle of birth in the delivery room, and quietly observed
a partial autopsy in pathology. I saw many patients confused about their diagnoses. I was
impressed by the compassion of the physicians and the time they took to reassure and educate
their patients.

Further experiences in medicine throughout and after college shaped a desire to practice in
underserved areas. While coloring and reading with children in the patient area at a Family
Health Center, I witnessed family medicine physicians diligently serve patients from low-income
communities. On a medical/dental mission trip to the Philippines, I partnered with local doctors
to serve and distribute medical supplies to rural schools and communities. At one impoverished
village, I held a malnourished two-year old boy suffering from cerebral palsy and
cardiorespiratory disease. His family could not afford to take him to the nearest pediatrician, a
few hours away by car, for treatment. Overwhelmed, I cried as we left the village. Many people
were suffering through pain and disease due to limited access to medicine. But this is not rare;
there are many people suffering due to inadequate access/accessibility around the world, even in
my hometown. One physician may not be able to change the status of underserved communities,
however, one can alleviate some of the suffering.
Dr. X, my mentor and supervisor, taught me that the practice of medicine is both a science and
an art. As a medical assistant in a pediatric office, I am learning about the patient-physician
relationship and the meaningful connection with people that medicine provides. I interact with
patients and their families daily. Newborn twins were one of the first patients I helped, and I look
forward to seeing their development at successive visits. A young boy who endured a major
cardiac surgery was another patient I connected with, seeing his smiling face in the office often
as he transitioned from the hospital to his home. I also helped many excited, college-bound
teenagers with requests for medical records in order to matriculate. This is the art of medicine –
the ability to build relationships with patients and have an important and influential role in their
lives, from birth to adulthood and beyond.

In addition, medicine encompasses patient-centered care, such as considering and addressing

concerns. While taking patient vitals, I grew discouraged when parents refused the influenza
vaccine and could not understand their choices. With my experience in scientific research, I
conducted an informal yet insightful study. Over one hundred families were surveyed about their
specific reasons for refusing the flu vaccine. I sought feedback on patients’ level of
understanding about vaccinations and its interactions with the human immune system. Through
this project, I learned the importance of understanding patient’s concerns in order to reassure
them through medicine. I also learned the value of communicating with patients, such as
explaining the purpose of a recommended vaccine. I hope to further this by attending medical
school to become a physician focused on patient-centered care, learning from and teaching my
community.
Children have been a common thread in my pursuit of medicine, from perceiving medicine
through child-like eyes to interacting daily with children in a medical office. My diverse
experiences in patient interaction and the practice of medicine inspire me to become a physician,
a path that requires perseverance and passion. Physicians are life-long learners and teachers,
educating others whether it is on vaccinations or various diseases. This vocation also requires
preparation, and I eagerly look forward to continually learning and growing in medical school
and beyond.

The story present In this essay is a vivid one, rich in detail that goes above and beyond that of a
mere listing in a résumé. From volunteership to overseas humanitarian work to shadowing a
doctor, the applicant grows from strength to strength. The applicant has succeeded in presenting
her/his candidacy in the best possible light, and her/his dream to work with children rings true.

To learn more about what to expect from the study of medicine, check out our Study Medicine in
the US section.

Learn about studying medicine in the U.S.

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Benzonatate
Brand name: Tessalon
Drug class: antitussives (cough suppressants).
MoA: After absorption and circulation to the respiratory tract, benzonatate acts as a local
anesthetic, decreasing the sensitivity of vagal afferent fibers and stretch receptors in the bronchi,
alveoli, and pleura in the lower airway and lung. This damps their activity and reduces the cough
reflex.
Dosage: Adults and children 10 years of age and older—100 milligrams (mg) three times a day.
Do not take more than 200 mg at one time or more than 600 mg per day.
Pediatric: Children younger than 10 years of age—Use is not recommended.
Route: Oral
Onset: The onset of action is 15 to 20 minutes, and antitussive effects last for approximately 3—
8 hours.
Peak: 3hrs
Duration:3-8hrs
SE/ AE(SIDE EFFECTS/ ADVERSE EFFECT): nausea, constipation, drowsiness, headache,
dizziness, stuffy nose, feeling chilly, burning in the eyes.
Indication: Benzonatate is indicated for the symptomatic relief of cough. Adults and Children
over 10 years of age: Usual dose is one 100 mg or 200 mg capsule three times a day as needed
for cough. If necessary to control cough, up to 600 mg daily in three divided doses may be given.
Contraindication: benzonatate is contraindicated in those patients with ester local anesthetic
hypersensitivity or a previous history of reaction to benzonatate. The benzonatate formulation
also contains methyl- and propylparaben; these may be a problem for patients with paraben
hypersensitivity.

Loperamide
Brand-name: Diamode, Imodium, Imodium A-D, Imogen, Imotil, Imperim, Kaodene A-D, Kao-
Paverin Caps
Drug-Class: antidiarrheal agents
MoA: IMODIUM® (loperamide hydrochloride) acts by slowing intestinal motility and by
affecting water and electrolyte movement through the bowel. Loperamide binds to the opiate
receptor in the gut wall.
Dosage: The recommended initial dose is 4mg (two capsules) followed by 2 mg (one capsule)
after each unformed stool. Daily dose should not exceed 16mg (eight capsules). Clinical
improvement is usually observed within 48 hours.
Pediatric: In children 2 to 5 years of age (20 kg or less), the non-prescription liquid formulation
(IMODIUM® A-D 1 mg/7.5 mL) should be used; for ages 6 to 12, either IMODIUM® Capsules
or IMODIUM® A-D Liquid may be used. For children 2 to 12 years of age
Route: Oral
Onset: 1hr
Peak: 1hr
Duration: 2-3days
SE/ AE- side effects/ adverse effects: Blistering, peeling, loosening of skin, chest pain or
discomfort, decrease in urine volume, decrease in frequency of urination, difficulty in passing
urine.
Indication: Loperamide is indicated for the relief of diarrhea, including Travelers’ Diarrhea. As
an off-label use, it is often used to manage chemotherapy-related diarrhea.
Contraindication: Loperamide Capsules is contraindicated in: pediatric patients less than 2
years of age due to the risks of respiratory depression and serious cardiac adverse reactions (see
WARNINGS). Patients with a known hypersensitivity to Loperamide hydrochloride or to any of
the excipients.

Fluconazole
Brand-name: Diflucan
Drug-Class: Fluconazole is in a class of antifungals called triazoles
MoA: interruption of the conversion of lanosterol to ergosterol via binding to fungal cytochrome
P-450 and subsequent disruption of fungal membranes.
Dosage:Adults—400 milligrams (mg) on the first day, followed by 200 mg once a day for at
least 10 to 12 weeks. Your doctor may adjust your dose as needed.
Children 6 months to 13 years of age—Dose is based on body weight and must be determined by
your doctor. The dose is usually 12 milligrams (mg) per kilogram (kg) of body weight on the
first day, followed by 6 mg per kg of body weight once a day, for at least 10 to 12 weeks.
Children younger than 6 months of age—Use and dose must be determined by your doctor.
Route: Oral
Onset: 2hrs
Peak: 1day
Duration: 30 hours (range: 20-50 hours) after oral administration.
SE/ AE: Chest tightness, clay-colored stools, difficulty with swallowing, fast heartbeat, hives,
itching, or skin rash, large, hive-like swelling on the face, eyelids, lips, tongue, throat, hands,
legs, feet, or genitals, Light-colored stools, stomach pain, continuing.
Indication: Fluconazole capsule is indicated in adults for the prophylaxis of: Relapse of
cryptococcal meningitis in patients with high risk of recurrence. Relapse of oropharyngeal or
oesophageal candidiasis in patients infected with HIV who are at high risk of experiencing
relapse.
Contraindication: Fluconazole is contraindicated if the patient has hypersensitivity to the drug
or any formulation components. Caution is recommended when administering fluconazole to
patients with proarrhythmic conditions.

Anastrazole
Brand-name: Arimidex
Drug-Class: nonsteroidal aromatase inhibitors. It works by decreasing the amount of estrogen
the body makes.
MoA: Anastrozole is a nonsteroidal AI that inhibits the aromatase enzyme by binding reversibly
to its heme ion. By inhibiting the activity of aromatase, anastrozole reduces the levels of E2, E1,
and E1S both in the periphery and in the mammary tissue.
Dosage: 1mg film-coated tablets for adults including the elderly is one 1 mg tablet once a day .
For postmenopausal women with hormone receptor-positive early invasive breast cancer, the
recommended duration of adjuvant endocrine treatment is 5 years.
Route: Oral
Onset:3hrs
Peak: 3 hours after administration, but with a wide range of 2 to 12 hours.
Duration: Anastrozole has a relatively long duration of action allowing for once daily dosing -
serum estradiol is reduced by approximately 70% within 24 hours of beginning therapy with 1mg
once daily, and levels remain suppressed for up to 6 days following cessation of therapy.
SE/ AE: Blurred vision, nausea, vomiting, or diarrhea, bone pain, chest pain or discomfort,
pounding in the ears, slow or fast heartbeat, swelling of the feet or lower legs.
Indication: Anastrozole is indicated as adjunct therapy in the treatment of hormone receptor-
positive early breast cancer in postmenopausal women, and as a first-line treatment for hormone
receptor-positive (or hormone receptor-unknown) locally advanced or metastatic breast cancer in
postmenopausal women.
Contraindication: Contraindicated that anastrozole should only be taken by women who have
undergone menopause and cannot become pregnant. However, if you are pregnant or breast-
feeding, you should tell your doctor before you begin taking this medication. Anastrozole may
harm the fetus.

Mefenamic
Brand-name: Ponstel
Drug-Class: Mefenamic acid is in a class of medications called NSAIDs. It works by stopping
the body's production of a substance that causes pain, fever, and inflammation.
MoA: Mefenamic acid binds the prostaglandin synthetase receptors COX-1 and COX-2,
inhibiting the action of prostaglandin synthetase.
Dosage: Initial dose: 500 mg orally once
Following initial dose: 250 mg orally every 6 hours as needed
Route: Oral
Onset: 1-4hrs
Peak: 2-4hrs
Duration: 1-2days
SE/AE: Upset stomach, nausea, heartburn, dizziness, drowsiness, diarrhea, and headache may
occur. If any of these effects persist or worsen, notify your doctor or pharmacist promptly.
Indication: Mefenamic is indicated to relieve mild to moderate pain, including menstrual pain
(pain that happens before or during a menstrual period). Mefenamic acid is in a class of
medications called NSAIDs. It works by stopping the body's production of a substance that
causes pain, fever, and inflammation.
Contraindication: Mefenamic acid is contraindicated in patients with salicylate hypersensitivity
or NSAID hypersensitivity who have experienced asthma, urticaria, or other allergic reactions
after taking aspirin or other NSAIDs. Severe, rarely fatal, anaphylactoid reactions to mefenamic
acid have been reported in such patients.

Amoxicillin
Brand-name: Amoxil and Larotid
Drug-Class: penicillin antibiotics.
MoA: Amoxicillin is similar to penicillin in its bactericidal action against susceptible bacteria
during the stage of active multiplication. It acts through the inhibition of cell wall biosynthesis
that leads to the death of the bacteria.
Dosage: Adults, teenagers, and children weighing 40 kilograms (kg) or more—250 to 500
milligrams (mg) every 8 hours, or 500 to 875 mg every 12 hours.
Children and infants older than 3 months of age weighing less than 40 kg—Dose is based on
body weight and must be determined by your doctor. The usual dose is 20 to 40 milligrams (mg)
per kilogram (kg) of body weight per day, divided and given every 8 hours, or 25 to 45 mg per
kg of body weight per day, divided and given every 12 hours.
Infants 3 months of age and younger—Dose is based on body weight and must be determined by
your doctor. The usual dose is 30 mg per kg of body weight per day, divided and given every 12
hours.
Route: Oral
Onset:1hr
Peak: 1-2hrs
Duration: The half-life of amoxicillin is 61.3 minutes. Approximately 60% of an orally
administered dose of amoxicillin is excreted in the urine within 6 to 8 hours. Detectable serum
levels are observed up to 8 hours after an orally administered dose of amoxicillin.
SE/AE: nausea, vomiting, diarrhea, skin ruh, headache, allergic reaction.
Indication: Amoxicillin is indicated to treat certain infections caused by bacteria, such as
pneumonia; bronchitis (infection of the airway tubes leading to the lungs); and infections of the
ears, nose, throat, urinary tract, and skin. It is also used in combination with other medications to
eliminate H.
Contraindication: Amoxicillin is contraindicated in patients with known serious
hypersensitivity to amoxicillin or to other drugs in the same class (i.e., penicillin
hypersensitivity) or patients who have demonstrated anaphylactic reactions to beta-lactams (i.e.,
cephalosporin hypersensitivity or carbapenem hypersensitivity).

Salbutamol(Albuterol)
Brand-name: Ventolin
Drug-class: bronchodilators
MoA: Salbutamol acts as a functional antagonist to relax the airway irrespective of the
spasmogen involved, thus protecting against all bronchoconstrictor challenges.
Dosage: Adults and children older than 12 years of age—2 or 4 milligrams (mg) taken 3 or 4
times per day. Your doctor may increase your dose as needed up to a maximum of 32 mg per
day, divided and given 4 times per day.
Children 6 to 12 years of age—2 mg taken 3 or 4 times per day. Your doctor may increase your
dose as needed up to a maximum dose of 24 mg per day, divided and given 4 times per day.
Children 2 to 6 years of age—Dose is based on body weight and must be determined by your
doctor. The usual dose is 0.1 milligram (mg) per kilogram (kg) of body weght per dose, given 3
times per day, and each dose will not be more than 2 mg. Your doctor may increase your dose as
needed up to a maximum dose of 12 mg per day, divided and given 3 times a day
Route: Oral, inhaled routes
Onset: short-acting (4-6 hour) bronchodilation with a fast onset (within 5 minutes) in reversible
airways obstruction. The start of effect is 10-15 minutes
Peak: 30 minutes
Duration: 2.7 - 5.5 hours after oral and inhaled administration.
SE/ AE: trembling, particularly in the hands, nervous tension, headaches, suddenly noticeable
heartbeats (palpitations), muscle cramps.
Indication: Salbutamol is indicated to relieve symptoms of asthma and chronic obstructive
pulmonary disease (COPD) such as coughing, wheezing and feeling breathless. It works by
relaxing the muscles of the airways into the lungs, which makes it easier to breathe.
Contraindication: contraindicated in patients with a history of hypersensitivity to any of its
components (see section 6.1 List of excipients). Non-i.v. formulations of salbutamol must not be
used to arrest uncomplicated premature labour or threatened abortion.
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Essay Writing Center

Sample Essays

Sample Medical School Essays

Sample Medical School Essays

Essay writing

Applying to medical school is an exciting decision, but the application process is very
competitive. This means when it comes to your application you need to ensure you’ve put your
best foot forward and done everything you can to stand out from other applicants. One great way
to provide additional information on why you have decided to pursue a career in medicine and
why you’re qualified, is your medical school essay. Read these samples to get a good idea on
how you can write your own top-notch essay.
This section contains five sample medical school essays

Medical School Sample Essay One

Medical School Sample Essay Two

Medical School Sample Essay Three

Medical School Sample Essay Four

Medical School Sample Essay Five

Medical School Essay One

Prompt: What makes you an excellent candidate for medical school? Why do you want to
become a physician?

When I was twelve years old, a drunk driver hit the car my mother was driving while I was in the
backseat. I have very few memories of the accident, but I do faintly recall a serious but calming
face as I was gently lifted out of the car. The paramedic held my hand as we traveled to the
hospital. I was in the hospital for several weeks and that same paramedic came to visit me almost
every day. During my stay, I also got to know the various doctors and nurses in the hospital on a
personal level. I remember feeling anxiety about my condition, but not sadness or even fear. It
seemed to me that those around me, particularly my family, were more fearful of what might
happen to me than I was. I don’t believe it was innocence or ignorance, but rather a trust in the
abilities of my doctors. It was as if my doctors and I had a silent bond. Now that I’m older I fear
death and sickness in a more intense way than I remember experiencing it as a child. My
experience as a child sparked a keen interest in how we approach pediatric care, especially as it
relates to our psychological and emotional support of children facing serious medical conditions.
It was here that I experienced first-hand the power and compassion of medicine, not only in
healing but also in bringing unlikely individuals together, such as adults and children, in
uncommon yet profound ways. And it was here that I began to take seriously the possibility of
becoming a pediatric surgeon.

My interest was sparked even more when, as an undergraduate, I was asked to assist in a study
one of my professors was conducting on how children experience and process fear and the
prospect of death. This professor was not in the medical field; rather, her background is in
cultural anthropology. I was very honored to be part of this project at such an early stage of my
career. During the study, we discovered that children face death in extremely different ways than
adults do. We found that children facing fatal illnesses are very aware of their condition, even
when it hasn’t been fully explained to them, and on the whole were willing to fight their
illnesses, but were also more accepting of their potential fate than many adults facing similar
diagnoses. We concluded our study by asking whether and to what extent this discovery should
impact the type of care given to children in contrast to adults. I am eager to continue this sort of
research as I pursue my medical career. The intersection of medicine, psychology, and
socialization or culture (in this case, the social variables differentiating adults from children) is
quite fascinating and is a field that is in need of better research.

Although much headway has been made in this area in the past twenty or so years, I feel there is
a still a tendency in medicine to treat diseases the same way no matter who the patient is. We are
slowly learning that procedures and drugs are not always universally effective. Not only must we
alter our care of patients depending upon these cultural and social factors, we may also need to
alter our entire emotional and psychological approach to them as well.

It Is for this reason that I’m applying to the Johns Hopkins School of Medicine, as it has one of
the top programs for pediatric surgery in the country, as well as several renowned researchers
delving into the social, generational, and cultural questions in which I’m interested. My approach
to medicine will be multidisciplinary, which is evidenced by the fact that I’m already double-
majoring in early childhood psychology and pre-med, with a minor in cultural anthropology.
This is the type of extraordinary care that I received as a child—care that seemed to approach my
injuries with a much larger and deeper picture than that which pure medicine cannot offer—and
it is this sort of care I want to provide my future patients. I turned what might have been a
debilitating event in my life—a devastating car accident—into the inspiration that has shaped my
life since. I am driven and passionate. And while I know that the pediatric surgery program at
Johns Hopkins will likely be the second biggest challenge I will face in my life, I know that I am
up for it. I am ready to be challenged and prove to myself what I’ve been telling myself since
that fateful car accident: I will be a doctor.

Tips for a Successful Medical School Essay

If you’re applying through AMCAS, remember to keep your essay more general rather than
tailored to a specific medical school, because your essay will be seen by multiple schools.

AMCAS essays are limited to 5300 characters—not words! This includes spaces.

Make sure the information you include in your essay doesn’t conflict with the information in
your other application materials.

In general, provide additional information that isn’t found in your other application materials.
Look at the essay as an opportunity to tell your story rather than a burden.

Keep the interview in mind as you write. You will most likely be asked questions regarding your
essay during the interview, so think about the experiences you want to talk about.

When you are copying and pasting from a word processor to the AMCAS application online,
formatting and font will be lost. Don’t waste your time making it look nice. Be sure to look
through the essay once you’ve copied it into AMCAS and edit appropriately for any odd
characters that result from pasting.

Avoid overly controversial topics. While it is fine to take a position and back up your position
with evidence, you don’t want to sound narrow-minded.
Revise, revise, revise. Have multiple readers look at your essay and make suggestions. Go over
your essay yourself many times and rewrite it several times until you feel that it communicates
your message effectively and creatively.

Make the opening sentence memorable. Admissions officers will read dozens of personal
statements in a day. You must say something at the very beginning to catch their attention,
encourage them to read the essay in detail, and make yourself stand out from the crowd.

Character traits to portray in your essay include: maturity, intellect, critical thinking skills,
leadership, tolerance, perseverance, and sincerity.

Medical School Essay Two

Prompt: Where do you hope to be in ten years’ time?

If you had told me ten years ago that I would be writing this essay and planning for yet another
ten years into the future, part of me would have been surprised. I am a planner and a maker of to-
do lists, and it has always been my plan to follow in the steps of my father and become a
physician. This plan was derailed when I was called to active duty to serve in Iraq as part of the
War on Terror.

I joined the National Guard before graduating high school and continued my service when I
began college. My goal was to receive training that would be valuable for my future medical
career, as I was working in the field of emergency health care. It was also a way to help me pay
for college. When I was called to active duty in Iraq for my first deployment, I was forced to
withdraw from school, and my deployment was subsequently extended. I spent a total of 24
months deployed overseas, where I provided in-the-field medical support to our combat troops.
While the experience was invaluable not only in terms of my future medical career but also in
terms of developing leadership and creative thinking skills, it put my undergraduate studies on
hold for over two years. Consequently, my carefully-planned journey towards medical school
and a medical career was thrown off course. Thus, while ten-year plans are valuable, I have
learned from experience how easily such plans can dissolve in situations that are beyond one’s
control, as well as the value of perseverance and flexibility.
Eventually, I returned to school. Despite my best efforts to graduate within two years, it took me
another three years, as I suffered greatly from post-traumatic stress disorder following my time
in Iraq. I considered abandoning my dream of becoming a physician altogether, since I was
several years behind my peers with whom I had taken biology and chemistry classes before my
deployment. Thanks to the unceasing encouragement of my academic advisor, who even stayed
in contact with me when I was overseas, I gathered my strength and courage and began studying
for the MCAT. To my surprise, my score was beyond satisfactory and while I am several years
behind my original ten-year plan, I am now applying to Brown University’s School of Medicine.

I can describe my new ten-year plan, but I will do so with both optimism and also caution,
knowing that I will inevitably face unforeseen complications and will need to adapt
appropriately. One of the many insights I gained as a member of the National Guard and by
serving in war-time was the incredible creativity medical specialists in the Armed Forces employ
to deliver health care services to our wounded soldiers on the ground. I was part of a team that
was saving lives under incredibly difficult circumstances—sometimes while under heavy fire
and with only the most basic of resources. I am now interested in how I can use these skills to
deliver health care in similar circumstances where basic medical infrastructure is lacking. While
there is seemingly little in common between the deserts of Fallujah and rural Wyoming, where
I’m currently working as a volunteer first responder in a small town located more than 60 miles
from the nearest hospital, I see a lot of potential uses for the skills that I gained as a National
Guardsman. As I learned from my father, who worked with Doctors Without Borders for a
number of years, there is quite a bit in common between my field of knowledge from the military
and working in post-conflict zones. I feel I have a unique experience from which to draw as I
embark on my medical school journey, experiences that can be applied both here and abroad.

In ten years’ time, I hope to be trained in the field of emergency medicine, which, surprisingly, is
a specialization that is actually lacking here in the United States as compared to similarly
developed countries. I hope to conduct research in the field of health care infrastructure and work
with government agencies and legislators to find creative solutions to improving access to
emergency facilities in currently underserved areas of the United States, with an aim towards
providing comprehensive policy reports and recommendations on how the US can once again be
the world leader in health outcomes. While the problems inherent in our health care system are
not one-dimensional and require a dynamic approach, one of the solutions as I see it is to think
less in terms of state-of-the-art facilities and more in terms of access to primary care. Much of
the care that I provide as a first responder and volunteer is extremely effective and also relatively
cheap. More money is always helpful when facing a complex social and political problem, but
we must think of solutions above and beyond more money and more taxes. In ten years I want to
be a key player in the health care debate in this country and offering innovative solutions to
delivering high quality and cost-effective health care to all our nation’s citizens, especially to
those in rural and otherwise underserved areas.

Of course, my policy interests do not replace my passion for helping others and delivering
emergency medicine. As a doctor, I hope to continue serving in areas of the country that, for one
reason or another, are lagging behind in basic health care infrastructure. Eventually, I would also
like to take my knowledge and talents abroad and serve in the Peace Corps or Doctors Without
Borders.

In short, I see the role of physicians in society as multifunctional: they are not only doctors who
heal, they are also leaders, innovators, social scientists, and patriots. Although my path to
medical school has not always been the most direct, my varied and circuitous journey has given
me a set of skills and experiences that many otherwise qualified applicants lack. I have no doubt
that the next ten years will be similarly unpredictable, but I can assure you that no matter what
obstacles I face, my goal will remain the same. I sincerely hope to begin the next phase of my
journey at Brown University. Thank you for your kind attention.

Additional Tips for a Successful Medical School Essay

Regardless of the prompt, you should always address the question of why you want to go to
medical school in your essay.
Try to always give concrete examples rather than make general statements. If you say that you
have perseverance, describe an event in your life that demonstrates perseverance.

There should be an overall message or theme in your essay. In the example above, the theme is
overcoming unexpected obstacles.

Make sure you check and recheck for spelling and grammar!

Unless you’re very sure you can pull it off, it is usually not a good idea to use humor or to
employ the skills you learned in creative writing class in your personal statement. While you
want to paint a picture, you don’t want to be too poetic or literary.

Turn potential weaknesses into positives. As in the example above, address any potential
weaknesses in your application and make them strengths, if possible. If you have low MCAT
scores or something else that can’t be easily explained or turned into a positive, simply don’t
mention it.

The below essay samples were provided by EssayMaster.

Medical School Essay Three

Prompt: What diversity will you bring to medical school?

The roots of my desire to become a physician are, thankfully, not around the bedside of a sick
family member or in a hospital, but rather on a 10-acre plot of land outside of a small town in
Northwest Arkansas. I loved raising and exhibiting cattle, so every morning before the bus
arrived at 7 a.m. I was in the barn feeding, checking cattle for any health issues and washing the
show heifers. These early mornings and my experiences on a farm not only taught me the value
of hard work, but ignited my interest in the body, albeit bovine at the time. It was by a working
chute that I learned the functions of reproductive hormones as we utilized them for assisted
reproduction and artificial insemination; it was by giving vaccinations to prevent infection that I
learned about bacteria and the germ theory of disease; it was beside a stillborn calf before the sun
had risen that I was exposed to the frailty of life.
Facing the realities of disease and death daily from an early age, I developed a strong sense of
pragmatism out of necessity. There is no place for abstractions or euphemisms about life and
death when treating a calf’s pneumonia in the pouring rain during winter. Witnessing the
sometimes harsh realities of life on a farm did not instill within me an attitude of jaded
inevitability of death. Instead, it germinated a responsibility to protect life to the best of my
abilities, cure what ailments I can and alleviate as much suffering as possible while recognizing
that sometimes nothing can be done.

I first approached human health at the age of nine through beef nutrition and food safety.
Learning the roles of nutrients such as zinc, iron, protein and B-vitamins in the human body as
well as the dangers of food-borne illness through the Beef Ambassador program shifted my
interest in the body to a new species. Talking with consumers about every facet of the origins of
food, I realized that the topics that most interested me were those that pertained to human health.
In college, while I connected with people over samples of beef and answered their questions, I
also realized that it is not enough simply to have adequate knowledge. Ultimately knowledge is
of little use if it is not digestible to those who receive it. So my goal as a future clinical physician
is not only to illuminate the source of an affliction and provide treatment for patients, but take
care to ensure the need for understanding by both patient and family is met.

I saw this combination of care and understanding while volunteering in an emergency room,
where I was also exposed to other aspects and players in the medical field. While assisting a
nurse perform a bladder scan and witnessing technicians carry out an echocardiogram or CT
scan, I learned the important roles that other professionals who do not wear white coats have in
today’s medical field. Medicine is a team sport, and coordinating the efforts of each of these
players is crucial for the successful execution of patient care. It is my goal to serve as the leader
of this healthcare unit and unify a team of professionals to provide the highest quality care for
patients. Perhaps most importantly my time at the VA showed me the power a smile and an open
ear can have with people. On the long walk to radiology, talking with patients about their
military service and families always seemed to take their mind off the reason for their visit, if
only for a few minutes. This served as a reminder that we are helping people with pasts and
dreams, rather than simply remedying patients’ symptoms.

Growing up in a small town, I never held aspirations of world travel when I was young. But my
time abroad revealed to me the state of healthcare in developing countries and fostered a
previously unknown interest in global health. During my first trip abroad to Ghana, my
roommate became ill with a severe case of traveler’s diarrhea. In the rural north of the country
near the Sahara, the options for healthcare were limited; he told me how our professor was
forced to bribe employees to bypass long lines and even recounted how doctors took a bag of
saline off the line of another patient to give to him. During a service trip to a rural community in
Nicaragua, I encountered patients with preventable and easily treatable diseases that, due to
poverty and lack of access, were left untreated for months or years at a time. I was discouraged
by the state of healthcare in these countries and wondered what could be done to help. I plan to
continue to help provide access to healthcare in rural parts of developing countries, and
hopefully as a physician with an agricultural background I can approach public health and food
security issues in a multifaceted and holistic manner.

My time on a cattle farm taught me how to work hard to pursue my interests, but also fueled my
appetite for knowledge about the body and instilled within me a firm sense of practicality.
Whether in a clinic, operating room or pursuing public and global health projects, I plan to bring
this work ethic and pragmatism to all of my endeavors. My agricultural upbringing has produced
a foundation of skills and values that I am confident will readily transplant into my chosen
career. Farming is my early passion, but medicine is my future.

The essay accomplishes Its key goal of demonstrating the kind of diversity this applicant will
bring to medical school. With a non-traditional background, yet one firmly entrenched in
biology, the candidate simultaneously makes the case for candidacy and yet demonstrates a rare
perspective. Furthermore, the applicant presented international experience with sophistication.

Medical School Essay Four

Prompt: Tell us more about who you are.

I am a white, cisgender, and heterosexual female who has been afforded many privileges: I was
raised by parents with significant financial resources, I have traveled the world, and I received
top-quality high school and college educations. I do not wish to be addressed or recognized in
any special way; all I ask is to be treated with respect.

As for my geographic origin, I was born and raised in the rural state of Maine. Since graduating
from college, I have been living in my home state, working and giving back to the community
that has given me so much. I could not be happier here; I love the down-to-earth people, the
unhurried pace of life, and the easy access to the outdoors. While I am certainly excited to move
elsewhere in the country for medical school and continue to explore new places, I will always
self-identify as a Mainer as being from Maine is something I take great pride in. I am proud of
my family ties to the state (which date back to the 1890’s), I am proud of the state’s commitment
to preserving its natural beauty, and I am particularly proud of my slight Maine accent (we don’t
pronounce our r’s). From the rocky coastline and rugged ski mountains to the locally-grown food
and great restaurants, it is no wonder Maine is nicknamed, “Vacationland.” Yet, Maine is so
much more than just a tourist destination. The state is dotted with wonderful communities in
which to live, communities like the one where I grew up.

Perhaps not surprisingly, I plan to return to Maine after residency. I want to raise a family and
establish my medical practice here. We certainly could use more doctors! Even though Maine is
a terrific place to live, the state is facing a significant doctor shortage. Today, we are meeting
less than half of our need for primary care providers. To make matters worse, many of our
physicians are close to retirement age. Yet, according to the AAMC, only 53 Maine residents
matriculated into medical school last year! Undoubtedly, Maine is in need of young doctors who
are committed to working long term in underserved areas. As my primary career goal is to return
to my much adored home state and do my part to help fill this need, I have a vested interest in
learning more about rural medicine during medical school.
Prompt: Describe the community in which you were nurtured or spent the majority of your early
development with respect to its demographics.

I was raised in Cumberland, Maine, a coastal town of 7,000 just north of Portland. With its single
stoplight and general store (where it would be unusual to visit without running into someone you
know), Cumberland is the epitome of a small New England town. It truly was the perfect place to
grow up. According to the most recent census, nearly a third of the town’s population is under 18
and more than 75% of households contain children, two statistics which speak to the family-
centric nature of Cumberland’s community. Recently rated Maine’s safest town, Cumberland is
the type of place where you allow your kindergartener to bike alone to school, leave your house
unlocked while at work, and bring home-cooked food to your sick neighbors and their children.
Growing up in such a safe, close-knit, and supportive community instilled in me the core values
of compassion, trustworthiness, and citizenship. These three values guide me every day and will
continue to guide me through medical school and my career in medicine.

As a medical student and eventual physician, my compassion will guide me to become a provider
who cares for more than just the physical well-being of my patients. I will also commit myself to
my patients’ emotional, spiritual, and social well-being and make it a priority to take into
account the unique values and beliefs of each patient. By also demonstrating my trustworthiness
during every encounter, I will develop strong interpersonal relationships with those whom I
serve. As a doctor once wisely said, “A patient does not care how much you know until he
knows how much you care.”

My citizenship will guide me to serve my community and to encourage my classmates and

colleagues to do the same. We will be taught in medical school to be healers, scientists, and
educators. I believe that, in addition, as students and as physicians, we have the responsibility to
use our medical knowledge, research skills, and teaching abilities to benefit more than just our
patients. We must also commit ourselves to improving the health and wellness of those living in
our communities by participating in public events (i.e by donating our medical services),
lobbying for better access to healthcare for the underprivileged, and promoting wellness
campaigns. As a medical student and eventual physician, my compassion, trustworthiness, and
citizenship will drive me to improve the lives of as many individuals as I can.
Cumberland instilled in me important core values and afforded me a wonderful childhood.
However, I recognize that my hometown is not perfect. For one, the population is shockingly
homogenous, at least as far as demographics go. As of the 2010 census, 97.2% of the residents of
Cumberland were white. Only 4.1% of residents speak a language other than English at home
and even fewer were born in another country. Essentially everybody who identified with a
religion identified as some denomination of Christian. My family was one of maybe five Jewish
families in the town. Additionally, nearly all the town’s residents graduated from high school
(98.1%), are free of disability (93.8%), and live above the poverty line (95.8%). Efforts to attract
diverse families to Cumberland is one improvement that I believe would make the community a
better place in which to live. Diversity in background (and in thought) is desirable in any
community as living, learning, and working alongside diverse individuals helps us develop new
perspectives, enhances our social development, provides us with a larger frame of reference, and
improves our understanding of our place in society.

This applicant’s successful essay demonstrates that you don’t have to be a racial or ethnic
minority to bring diversity to a medical school. In eloquent prose, the applicant explores her rural
upbringing, and she correctly identifies the rural need for Primary Care Physicians to be high.
Finally, the applicant shows how her values will make her a humanitarian physician.

Medical School Essay Five

Prompt: Share what inspires you to pursue medicine.

“How many of you received the flu vaccine this year?” I asked my Bricks 4 Kidz class, where I
volunteer to teach elementary students introductory science and math principles using Lego
blocks. “What’s a flu vaccine?” they asked in confusion. Surprised, I briefly explained the
influenza vaccine and its purpose for protection. My connection to children and their health
extends to medical offices, clinics and communities where I have gained experience and insight
into medicine, confirming my goal of becoming a physician.
My motivation to pursue a career in medicine developed when my mother, who was diagnosed
with Lupus, underwent a kidney transplant surgery and suffered multiple complications. I recall
the fear and anxiety I felt as a child because I misunderstood her chronic disease. This prompted
me to learn more about the science of medicine. In high school, I observed patients plagued with
acute and chronic kidney disease while briefly exploring various fields of medicine through a
Mentorship in Medicine summer program at my local hospital. In addition to shadowing
nephrologists in a hospital and clinical setting, I scrubbed into the operating room, viewed the
radiology department, celebrated the miracle of birth in the delivery room, and quietly observed
a partial autopsy in pathology. I saw many patients confused about their diagnoses. I was
impressed by the compassion of the physicians and the time they took to reassure and educate
their patients.

Further experiences in medicine throughout and after college shaped a desire to practice in
underserved areas. While coloring and reading with children in the patient area at a Family
Health Center, I witnessed family medicine physicians diligently serve patients from low-income
communities. On a medical/dental mission trip to the Philippines, I partnered with local doctors
to serve and distribute medical supplies to rural schools and communities. At one impoverished
village, I held a malnourished two-year old boy suffering from cerebral palsy and
cardiorespiratory disease. His family could not afford to take him to the nearest pediatrician, a
few hours away by car, for treatment. Overwhelmed, I cried as we left the village. Many people
were suffering through pain and disease due to limited access to medicine. But this is not rare;
there are many people suffering due to inadequate access/accessibility around the world, even in
my hometown. One physician may not be able to change the status of underserved communities,
however, one can alleviate some of the suffering.

Dr. X, my mentor and supervisor, taught me that the practice of medicine is both a science and
an art. As a medical assistant in a pediatric office, I am learning about the patient-physician
relationship and the meaningful connection with people that medicine provides. I interact with
patients and their families daily. Newborn twins were one of the first patients I helped, and I look
forward to seeing their development at successive visits. A young boy who endured a major
cardiac surgery was another patient I connected with, seeing his smiling face in the office often
as he transitioned from the hospital to his home. I also helped many excited, college-bound
teenagers with requests for medical records in order to matriculate. This is the art of medicine –
the ability to build relationships with patients and have an important and influential role in their
lives, from birth to adulthood and beyond.

In addition, medicine encompasses patient-centered care, such as considering and addressing

concerns. While taking patient vitals, I grew discouraged when parents refused the influenza
vaccine and could not understand their choices. With my experience in scientific research, I
conducted an informal yet insightful study. Over one hundred families were surveyed about their
specific reasons for refusing the flu vaccine. I sought feedback on patients’ level of
understanding about vaccinations and its interactions with the human immune system. Through
this project, I learned the importance of understanding patient’s concerns in order to reassure
them through medicine. I also learned the value of communicating with patients, such as
explaining the purpose of a recommended vaccine. I hope to further this by attending medical
school to become a physician focused on patient-centered care, learning from and teaching my
community.

Children have been a common thread in my pursuit of medicine, from perceiving medicine
through child-like eyes to interacting daily with children in a medical office. My diverse
experiences in patient interaction and the practice of medicine inspire me to become a physician,
a path that requires perseverance and passion. Physicians are life-long learners and teachers,
educating others whether it is on vaccinations or various diseases. This vocation also requires
preparation, and I eagerly look forward to continually learning and growing in medical school
and beyond.

The story present In this essay is a vivid one, rich in detail that goes above and beyond that of a
mere listing in a résumé. From volunteership to overseas humanitarian work to shadowing a
doctor, the applicant grows from strength to strength. The applicant has succeeded in presenting
her/his candidacy in the best possible light, and her/his dream to work with children rings true.
To learn more about what to expect from the study of medicine, check out our Study Medicine in
the US section.

Learn about studying medicine in the U.S.

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