Cecece

KRISTI WRAY
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 Possible infection from surgery.
GETTING THIS
MEDICINE
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, Intravenous
COMPATIBILITY WITH • IV administration to neonates, infants and children: Verify correct IV
IV DRIPS AND OR concentration and rate of infusion/injection with physician.
SOLUTIONS 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 Cefoxitin causes false-positive (black-brown or green-brown color) urine glucose
ALTERATIONS CAUSE reaction with copper reduction reagents such as Benedict's or Clinitest, but not
BY THIS MED 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/ Hypersensitivity to cephalosporins and related antibiotics.
PRECAUTIONS 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 • Determine previous hypersensitivity to cephalosporins, penicillins, and
RESPONSIBILITIES other drug allergies before therapy is initiated.
• Lab tests: Perform culture and sensitivity testing prior to therapy;
KRISTI WRAY
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.
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:

KRISTI WRAY
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:
KRISTI WRAY
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
KRISTI WRAY
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.
KRISTI WRAY
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
KRISTI WRAY
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
KRISTI WRAY
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
KRISTI WRAY
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).
KRISTI WRAY
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.

KRISTI WRAY
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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Sample 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

KRISTI WRAY
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.
KRISTI WRAY
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
KRISTI WRAY
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

KRISTI WRAY
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
KRISTI WRAY
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.
KRISTI WRAY
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.
KRISTI WRAY
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
KRISTI WRAY
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.
KRISTI WRAY
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.
KRISTI WRAY
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Essay Writing Center
Sample 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,
KRISTI WRAY
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
KRISTI WRAY
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
KRISTI WRAY
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
KRISTI WRAY
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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KRISTI WRAY

DRUG NAME Generic: cefoxitin sodium

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

PATIENT DOSAGE 1gm IV q6h

 Surgical Prophylaxis Adult: IV/IM 2 g 30–60 min before surgery, then 2 g

 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;

• Reconstituted solution may become discolored (usually light yellow to

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

periodic renal function tests.

Assessment Nursing Diagnosis Rationale Goal/Objective Intervention Rationale

Pain related to abdominal

Fundamental of nursing, CRAVEN p 1168 Goal:

After 4 hrs. patient will be able to:

- Demonstrate different relaxation techniques to decrease pain

Assess pain scale

Monitor vital signs

-Provide a quiet environment

- Assist patient during activities

-Administer analgesic if indicated

- Emphasize importance rest periods after every activity

Helps to determine effectiveness of therapy for pain

To monitor if there are any changes

To minimize feeling of pain

To provide relief through drug interaction

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

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

Fundamental of nursing, Craven p 1039 Goal:

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

Monitor vital signs

Assess incision site

- Provide a clean environment

- Minimize touching the incision

-Administer antibiotics if indicated

-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

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

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

Drug-Class:analgesic and antipyretic drugs

Onset: 30 minutes to 2 hours

Route: Oral, Incision

Brand name: Tessalon

Drug class: antitussives (cough suppressants).

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

Drug-Class: antidiarrheal agents

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

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

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

Dosage: Initial dose: 500 mg orally once

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

Contraindication: Mefenamic acid is contraindicated in patients with salicylate hypersensitivity or NSAID

Brand-name: Amoxil and Larotid

Drug-Class: penicillin antibiotics.

SE/AE: nausea, vomiting, diarrhea, skin ruh, headache, allergic reaction.

Contraindication: Amoxicillin is contraindicated in patients with known serious hypersensitivity to amoxicillin

DRUG NAME Generic: cefoxitin sodium