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Residency Personal Statement Examples from Matched Residents

Use these residency personal statement examples as a reference as you are working on  preparing you residency applications . The following are printed with permission from our own past successful students who worked with us as part of our  residency application review  programs. If you are having trouble getting started, you are not alone. Many students find that the personal statement can be one of the most challenging components of the  ERAS  or  CaRMS  residency applications. However, your personal statement can make or break your application. Get started on the right track by following the guidelines outlined for you below reviewing the emergency medicine residency personal statement example , pediatrics personal statement example , cardiology personal statement example, and more..  

This blog will outline what types of things to include in your residency personal statement. It will also give you 10 examples of personal statements from 10 different specialties written by actual students who matched into those fields. Reviewing personal statement examples is also good essay writing practice if you decide to write a residency letter of intent . Many of the same principles you apply to the personal statement can be applied to other application materials as well, so consider this review comprehensive. Believe it or not, personal statements also entail a great deal of self-reflection, which means they also function as a great review for residency interview questions , like the “tell me about yourself” residency interview question .

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Article Contents 39 min read

Residency personal statement example #1: family medicine.

During the pre-clerkship years of study in medical school, I enjoyed learning about the many specialties within medicine and actively considered pursuing several of them. I was drawn to the complex pharmacology of the drugs used by anesthesiologists, the acuity of care faced by emergency medicine physicians and the complicated medical issues of patients cared for by internal medicine specialists. I also found myself interested in psychiatrists’ thorough history-taking and the technical skills in performing procedures exhibited by surgeons. It started becoming clear to me that I was interested in many different areas of medicine. I began realizing that I wanted a career that combined the many things I enjoyed in different specialties. A family physician has the flexibility to practice all of these facets of medicine. As clerkship drew nearer, I knew I wanted to gain more clinical experience in family medicine to see if it would be a good fit for me.

My clinical experiences in family medicine were fantastic. I worked with family physicians and family medicine residents not only during my core family medicine rotation and family medicine electives, but also during my psychiatry, surgery, anesthesiology, and pediatrics rotations. These clinical experiences confirmed my belief that family medicine is a diverse and exciting specialty; family physicians, while maintaining a broad base of medical knowledge, can tailor their practices to the needs of their communities and to their own interests and areas of expertise. During my family medicine rotation and electives, I also found myself greatly enjoying my encounters with patients. I enjoy hearing patients’ stories and sorting through their many medical and psychosocial issues. I am also naturally a fastidious person. Being a thorough history-taker and a meticulous recorder of details helps me in formulating a complete story about a patient. My joy in interacting with patients and my attention to detail allow me to appreciate patients as people, not just as disorders or diseases. I am both interested in learning about and have a certain affinity for, family medicine clinical experiences; pursuing a career in this specialty is an obvious choice for me.

The versatility and diversity of family practice initially drew my interest but the wonderful encounters I had with family physicians solidified my desire to pursue a career in this specialty. These family physicians have not only been skilled and knowledgeable clinicians but also, variously, dedicated teachers, researchers, and administrators. They were committed to improving their clinical skills by attending continuing education lectures and courses. They practiced patient-centered care and were knowledgeable about community resources that may help their patients. They worked cooperatively with other health-care professionals to improve patient care. Importantly, these physicians have also been friendly and approachable towards both learners and patients. The family physicians I have worked with also strive toward a healthy work-life balance; all of them seemed to have many interests and hobbies outside of their professions. These clinicians demonstrated to me what being a family physician involves: practicing both the science and art of medicine, advocating for patients, guiding patients through the health-care system, being committed to improving clinical knowledge and, importantly, maintaining one’s own health and happiness.

Being sure of the specialty I want to pursue is the first step in my career. There are many learning opportunities ahead. [Name of the program]’s family medicine residency program is attractive in so many ways: the protected academic days, the opportunity to participate in research and, most importantly, the clinical curriculum, all appeal to me. I believe the solid foundation of family medicine experience, as well as the exposure to other specialties, alongside the opportunities to build the skills necessary for life-long learning through the academic experiences and research, make this an ideal program for me. On a personal note, I grew up in [hometown] and did my undergraduate studies at [name of university]; I would be thrilled to return to my hometown and a university already familiar to me. My career goals after finishing my residency include having a community-based, urban family practice and being actively involved in teaching residents and medical students. I am also open to being involved in research and administration. Career goals, however, may change as I progress through my training. I am excited to begin the next stage of medical training and begin my residency in family medicine!

1. Emphasis on why the applicant wants to enter that specific specialty

This family medicine personal statement example does a great job of explaining why the applicant wants to enter that specific specialty. Their interest is clearly stated and the decision to enter the field is well explained. The author does an excellent job of talking up the specialty and stating what they like about the field based on their clinical experience. For your residency personal statement, you want to highlight any influential moment you had during these experiences. If you had a certain “aha” moment, you might mention this. If demonstrating this commitment is difficult for you, you can always find a reputable ERAS application review service .

2. Intentions are clear

Clearly stating your intentions and using the program's name makes your statement personal and stand out. It shows that you pay attention to details and that your goals and passion align with what the program offers. Use strong, precise language when you are writing. You only have about 800 words, so state your intentions and keep your story clear.

3. Personal connection is established

This particular applicant has a personal connection to the city in which the residency would take place. This won’t be true for every applicant, but if it is, be sure to make room to mention it as long as it fits with your personal narrative. In this example, the applicant also ties this in with one of their goals: having a community-based, urban family practice. In your personal statement, you should merge these elements together for a more cohesive essay.

What to Include in Your Personal Statement

Most residency programs, whether through  ERAS  (US-based) or  CaRMS  (Canada-based) require applicants to submit a personal statement or letter. Some programs will include specific instructions for what they wish you to talk about, while others will not give you a topic. When you’re doing your research for residency programs you want to apply for, you should also take a look at the selection criteria. Each school will have its own rubric that they use to evaluate candidates, so it’s a good idea to review these before you start working on your personal statement. Here is an example of some information stated by McMaster University regarding their residency selection criteria:

“Programs may consider a range of criteria in making their selection decisions for interviews including but not limited to: Medical School Performance Report (MSPR), scores on standardized tests, interest in and aptitude for the discipline, reference letter, experience in research or other scholarly activities, extracurricular activities, and personal qualities.”

ERAS, as well as most CaRMS programs, ask that your statement be within a one-page limit, about 750-850 words. Please check the specific program requirements through the ERAS or CaRMS websites.

The experiences in your  residency CV  can be used to help you indicate why you are applying to a particular program and how you came to that decision.

1. Introduction

Typically, your residency personal statement will have three to five paragraphs, which you will use to divide the introduction, body, and conclusion. The personal statement is a formal essay, so you must adhere to the proper structure. The introduction is for you to capture the attention of the reader; for this, you will need a strong hook or opening statement. Feel free to get creative with this. The remainder of your introduction should focus on what drew you to the specialty and how your background experiences informed your decision to apply to the school and program. Your introduction should also contain a thesis statement that allows you to connect your personal background with your suitability for the program, school, and a career in medicine (in this exact specialty).

2. Body (or middle)

The body of the essay is for you to expand on a few critical experiences that made you the excellent, qualified candidate you are today. A good strategy for the body paragraph(s) is to talk about relevant clinical rotation experiences; so for example, if you’re applying to a psychiatry residency, you can talk about a specific patient experience that solidified your decision to pursue this specialty, or an experience that sticks out in your memory. This will be similar to your answer to the interesting case residency interview question . Your goal should be to use these experiences to address your specific interests, goals, and what makes you a good fit for the program. Do some research into the program format, the patient population you will be working with, and the clinical environment. This will help you connect your experiences with what the school/program offers.

3. Conclusion

You might be thinking that once you’ve written a strong introduction and body, the conclusion will be simple. However, this isn’t necessarily the case. You need to use the space in your conclusion to tie everything together and show enthusiasm for the program and for your future career. You can revisit a few key points here to highlight them once again and to relate them to what you’re hoping to gain from the forthcoming training experience. Show passion, determination, and consistency throughout your letter and tie up any loose ends in the conclusion. Some applicants will use this part of the letter to mention a specific goal they want to achieve in residency, such as working with specific faculty members or research plans. You may also mention aspirations to complete a fellowship or what you want your future practice to look like.

Here's why "show, don't tell" is the most important tip for any personal statement:

Questions to Ask Yourself to Help You Brainstorm Ideas

• What makes you right for this specialty?
• What experiences drew you to this specialty?
• What appeals to you about this specific program?
• Do you have any experiences working in the city of the program you’re applying to?
• How will your residency training help you achieve your goals?
• What are some of your personal strengths that will allow you to contribute to the program?
• What evidence do you have that you possess those strengths?
• Do you have any research/publications that align with the research the school is doing?
• Do you have any gaps in your medical education or evaluations that you would like to address?
• What’s something you think the program director should know that isn’t obvious from your application materials?

  Growing up the first-born daughter of a hard-working Saskatchewan cattle farmer and hairdresser, medicine was never a consideration. In a small town, I could easily see how too much free time got many of my peers in trouble. From grade 8-12 I devoted myself to sports, playing high school, club and provincial beach volleyball, weeknights and weekends year round. Despite my small stature and lack of innate abilities, with determination and persistence, I overcame these obstacles. At the end of my grade 11 year, I received an athletic scholarship and chose to pursue business administration and athletics.

After the first six months, it became apparent that I was not going to attain my full potential in education at [university name}. Despite my parent’s reservations, I left and enrolled at a [university name] for the next semester. This university was much more challenging as I was now balancing my educational and financial responsibilities by working evenings and weekends managing a number of part-time jobs. With little direction as to what degree I wanted to pursue, I happened to enroll in anatomy and physiology. This was the first time I became really excited about my future prospects and began actively considering a career in medicine.

The first time I applied to medicine, I was rejected. Despite my initial devastation, in hindsight, it was a great opportunity for myself to reflect on my own motivations for medicine and work as a laboratory technician at a potash mine in my hometown. I gained additional life experience, spent time with my family and was able to help financially support my husband’s pursuit of education after he had so selflessly supported me for many years.

My first exposure to anesthesia was in my first year of medical school with [Dr. name here] as my mentor in clinical reasoning. I was again, intrigued by the anatomy and physiology with the interlacing of pharmacology. I remained open to all specialties, however, after summer early exposures, research, and clerkship it became clear to me that anesthesia is where I felt the most fulfilled and motivated.

In a way, anesthesia was reminiscent of the competitive volleyball I had played years prior. I was again a part of a team in the operating room with a common goal. Similarly, our countless years of education and practice had brought us together to achieve it. In volleyball, my role was the setter, which to many is considered a lackluster position as we rarely attack the ball and score points with power. However, as a setter, my role is to set the pace, strategize and dictate the game from my team’s perspective. There is a long sequence of crucial events before a “kill” in volleyball and I strategized my teammate's individual strengths in both offense and defense to win. Anesthesia gives me the same opportunities to strategize anesthetics, balance individual patient’s comorbidities and anatomy all while maintaining a calm demeanor and level head through unexpected circumstances. In volleyball, I never shied away from tense games or difficult situations, instead I trusted in my own abilities and training despite uncharted territory. Lastly, I didn't need to actually score the point in order to understand my role and contributions to my team.

As an athlete, I understand the importance of practice and repetition which allow us to fail, but most importantly, to learn. I believe that the curriculum at this program will provide me with a well-respected education, which strongly reflects my learning style. I also admire the mandatory communication block in the curriculum because I believe an emphasis on clear and concise communication, is essential as an anesthetist.

Throughout the course of the next 5-10 years, I anticipate that both my husband and I will complete the next chapter in our educational pursuits. We both agree that [program name here] has the potential to nurture the next chapter in both our private and professional lives if given the opportunity.

What Makes This Sample Effective?

1. the theme is personal and consistent.

In this anesthesiology residency personal statement example , the author of this passage carries the theme of athletics throughout the statement. Having a theme can unify your personal statement and give it direction. This is a good example of a way to use a theme to tie together different ideas. Having a good theme is also something you should keep in mind when you’re answering anesthesiology residency interview questions , as program directors want to see that this particular specialty choice wasn’t simply drawn out of a hat; rather, your emphasis on a theme can demonstrate that your choice was intentional and the right fit.

2. The tone is positive throughout

Also, take note of how the author explained the transition to different schools without speaking negatively of the institutions. In your own personal statement, feel free to use the names of the universities you attended. They have been redacted here for anonymity. This statement has parts where you could customize it. Use the name of the program when possible or the name of the town. Taking time to add this into your statement shows the program that you pay attention to detail while personalizing it to each program.

3. Lessons learned apply to medicine

The writer of this personal statement relies on analogy to connect their experience to their interest in anesthesiology: “I understand the importance of practice and repetition which allow us to fail, but most importantly, to learn.” This analogy works so well because it shows why the applicant is suited to the program and specialty, it reveals an important aspect of their personality with evidence, and it sets expectations for how they want to contribute to the field. In your essay, you can use a similar strategy by tying together a major life theme or event with what you learned and how that applies to your medical training.

I was six years old when my father read to me the first chapter of “How Things Work.” The first chapter covered doors and specifically, the mechanics in a doorknob. What lay hidden and confined in the door panel was this complex system that produced a simple action. I credit this experience as the onset of my scientific curiosity and eventually my passion for complex systems found in medicine. Intensivists vigilantly maintain homeostasis within the human body, a complex system in and of itself, a concept I recognize as personally fascinating and enticing. I find myself especially drawn to the field of critical care and intensive care medicine. My dreams to become an intensivist would be highly complimented by a residency in surgery.

In critical care, each patient in the ICU is usually in a general state of shock. From the initial state of shock, the patient can be further complicated with comorbidities and chronic diseases that may require further intensive medical intervention so that they may recover from a recent surgery or traumatic event. This dynamic nature of the ICU is not available in every unit of the hospital and the high level of acuity does not suit everyone. I, however, enjoy the high energy of the enthralling, engaging and exciting environment offered by the ICU. I am personally energized and awakened by managing patients with surgically-altered physiology coupled with comorbidities. There is an overwhelming satisfaction when a patient following a bilateral lung transplant gets up from his bed and walks through the unit after days of being bedridden, or the moment we can discontinue the lines we had the patient on and finally talk to them after two weeks of intubation and sedation. Being in the ICU also encompasses the emotional seesaw of going from a successful patient case to a room in which a family has just decided that comfort care is the best way to proceed, which gives me chills just to type and verbalize.

The work of an intensivist is not only limited to the patient, but also the emotional well-being of the patient’s family as well. My involvement in the ICU has taught me that sometimes it is necessary to talk to a patient’s family, to explain to them simply that the postoperative expectations that they had had, may not be met. Communication is key in this field, both with the patients and the physicians of the OR. Communication prevents perioperative complications, establishes a willingness to follow directions and relays professionalism. It is important for an intensivist to have an excellent understanding of surgical procedures, so that they may explain to the patient what to expect as well as ease the nerves of the patient preoperatively. A surgical residency would facilitate this understanding and undoubtedly prove to be useful in my future training.

Studying medicine in Europe has taught me volumes about myself, how driven, motivated and open-minded I can be. To move so far away from home and yet be so familiar with the language, I feel blessed to be able to say that I’ve had a high level of exposure to diversity in my life. The mentality in [insert country name here] is if you don’t see the doctor, you are not sick. This common thought has to lead to an outstanding environment to study medicine and to see end-stage, textbook presentations of various pathologies and their management. Studying medicine in two languages has in itself taught me that medicine is a language and that the way a patient presents, conveys themselves, and the findings of the physical examination, all represent the syntax of the diagnosis. This awareness has reminded me that patient care, relief of patient suffering and illness, transcends the grammatical rules of the patient’s native tongue. My clinical experience in [insert country here] will aid me in providing thoughtful care to my future patients.

All things considered, I am ready to leave my home of the last four years and come back to the United States, to enter the next stage of my life and career. I am ready to work harder than ever, to prove myself to my future residency program and most importantly, learn so that I may be a suitable candidate for a future fellowship program in critical care. My experiences abroad have constantly pushed me to new horizons and encouraged responsibilities that I don’t believe I would otherwise have. I’ve developed a new level of human connection through my work in the ICU, the OR and my travels throughout Europe. These experiences will aid me in working with a diverse patient population and a diverse team of physicians. I hope [the program name here] can give me the variety and the background in surgery that I will need to succeed.

1. Atypical experiences are justified

This surgery personal statement example has to do double duty for the admissions committee. It has to explain why surgery, what this student can offer, and why this student is passionate about the field while simultaneously explaining why the applicant chose medical school abroad. If you are applying to a country where you did not attend medical school there, you have to explain why you studied abroad. This often poses a challenge for students. Be honest and positive about your experience. This student did an excellent job of explaining why it was such a good fit for their personality while highlighting the advantages of this experience.

Focus on the characteristics you gained from your experience abroad. Explain how your experience will translate into success in your residency. There are many things to be gained from having spent time outside of your home country. Talk about the skills you developed from living abroad. Unique details like those will set you apart when you are writing your statement.

2. Makes unique experiences an advantage

This applicant studied abroad in Europe. The way they talk about it is key: they explain how the experience was a challenge that they learned from. Most programs and schools are looking for medical school graduates who can contribute to their vision of diversity. If you have experience travelling abroad, this is a good chance for you to explain how this enriched your perspective and professional capabilities. Some of the skills that this applicant discusses are assets for a career in medicine: speaking two languages, exposure to diverse people and methods, and the ability to work with a large patient and physician population from different backgrounds. If you endeavor to explain some of your diverse experiences, be sure to make it clear what you gained and how you can apply it to your residency training.

3. The writer’s voice and style are unique

To get matched to the program and school of your choice, you will need to stand out from the crowd. To do this effectively in your personal statement, give your writing a unique style and allow your personality to shine through. In this example, the writer achieves this in the first paragraph in the “hook” in which they describe when their father used to read “How Things Work”; this life event left a lasting impression, and the writer links this to why a residency in surgery would benefit their goal of becoming an intensivist. With a first draft, it’s okay to experiment with word choice and content. Make sure you include all the necessary elements and formatting requirements, but try your best to put the “personal” in personal statement. Note that this is a general surgery example; if you were applying for plastic surgery or neurosurgery, you should read plastic surgery residency personal statement examples or neurosurgery personal statement examples for a slightly varied essay strategy.

Writing a residency personal statement? Here are the top books for residency applicants:

Residency Personal Statement Examples #4: Emergency Medicine

One of the most surprising things that I learned through my emergency medicine (EM) electives is that working in an emergency department is like leading a horse. I grew up on a farm in the [name of city], and working with animals was very much a part of my childhood. When walking a horse, one must be prepared for anything should the animal become spooked. It can startle at any moment and one must react quickly and calmly to redirect the thousand-pound creature. Similarly, in EM, one never knows when the department is going to become “spooked” by what comes through the door. EM is exciting, with a variety of patient presentations and medical procedures done on a daily basis. I enjoy dealing with the unexpected challenges that arise in caring for patients with backgrounds vastly different from my own. It would be a privilege to gain the skills as an emergency physician to provide acute life-saving care, to connect patients with resources and other healthcare professionals, and to provide comfort to patients and families in the settings of acute loss or difficult diagnoses. I feel that the [name of program] is the ideal path to reach that goal.

First, the [name of program] offers additional support and training to continue to perform research and other scholarly activities. Through my experience in quality improvement, I have learned of the value of research and how it can be applied to practical problems. For instance, while volunteering in a pool rehabilitation program for individuals with neurological disabilities, a patient who I had worked with for a year tragically suffered a fall and broke his hip leaving him significantly disabled. This led me to research inpatient falls during medical school and I initiated a quality improvement project and presented at several conferences, quality improvement rounds, and meetings with hospital stakeholders. After several years of work, I am very proud that this led to the implementation of a province-wide quality improvement initiative funded by [name of organization]. This initiative is physician-led and is aimed at reducing inpatient falls across [name of city]. This project demonstrated how rewarding research is when it can be translated into tangible initiatives and is why I am particularly interested in quality improvement research. I look forward to more dedicated time in the [name of program] to develop my research skills and to apply quality improvement to EM.

In addition to increased training in research, the [name of program] offers the opportunity to subspecialize within EM. While in medical school, I helped my single mother raise my much younger siblings and this has inspired my interest in pediatric EM. I maximized my studying through the effective use of weekly group study sessions and podcasts to allow for free weekends to return home to spend with my brother and sister. Through my experiences teaching and playing with my siblings, I have learned to deal with children in a calm and friendly manner. I used these skills to maintain positive therapeutic relationships with children during my pediatric EM rotation at [name of hospital]. For instance, I was able to cast the forearm of a frightened child by first demonstrating the procedure on her toy rabbit, and then calmly fitting a cast on her arm. I enjoy the emphasis on patient and family education as well as the focus on making the patient feel safe and cared for. I would love to explore this field further as my niche within the [name of program] in emergency medicine.

Alongside research and pediatric EM, I am also interested in teaching. Some of my fondest memories involve the evening teaching sessions during primary and secondary school spent with my grandpa, a retired teacher. My grandpa modeled effective teaching techniques, first assessing my knowledge and then expanding on it by asking questions and providing guidance when needed. Similarly, some of my best memories in medical school include the five-minute bedside teaching sessions after interesting cases that were taught in that way. Inspired by many residents and staff I have worked with, I look forward to expanding my teaching role in residency. Like my grandpa and my clinical mentors, I hope to help future students maximize their learning potential through the delivery of lectures and bedside teaching. Training within the [name of program] would allow additional time to develop the skills necessary for this, through increased exposure to mentorship, teaching role models, and opportunities to be involved in curricular development.

I would feel privileged to join the resident team in the [name of program]. I was fortunate that most of my core clerkship training including EM, as well as my fourth year EM elective, was at the [name of hospital]. What stands out the most to me most about working in the [name of hospital] is the tight-knit community feel in the setting of a high volume, high acuity ED. I value that the small program leads to a cohesive resident group and staff who are invested in their learners. Furthermore, from my rotations there, I know the ample procedural and hands-on exposure residents get from the beginning of their training. With my interest in pediatric EM, I value the longitudinal exposure to pediatrics at [name of program], with opportunities to do dedicated pediatric rotations both at [name of hospital], as well as [name of hospital]l. Finally, the [name of city] is my home; my family and friends are here, and I love the hiking, fishing, kayaking, and snowboarding that are all less than an hour away. I would be incredibly honored to have the privilege of pursuing EM in the [name of program], and look forward to serving my community.

Read some more Emergency Medicine Personal Statement Examples !

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The thought of caring for severely ill children seemed disheartening and overwhelming when I first began shadowing [name of doctor] at [name of hospital] five years ago. I was very nervous. While some of the cases were indeed difficult, my experience was starkly different. In one of our first cases, I quickly jumped in to comfort a scared child suffering from kidney disease. The mother of our patient confided in me about her son's struggles with bullying due to the disfiguring edema. I felt how much she appreciated being able to share her son’s challenges with me. Throughout my clinical experiences, I saw that caring for a pediatric patient often involves delicately navigating complex social situations and family dynamics. From that point on, I knew I had both the passion and compassion to succeed as a future pediatrician.

I am particularly keen to complete my residency at the [name of school], because I had such an immersive learning experience completing 5 years of research with [name of doctor] at [name of hospital] and at [name of hospital], not to mention [name of school]'s stellar international reputation. The incredibly high standard of excellence at [name of school], as well as [name of city] being my hometown, make the [name of school] my top choice to complete my residency. To further demonstrate the excellent education, I remember a time while shadowing at [name of hospital] in the genetics clinics where we discussed the pathophysiology of Bartter’s syndrome. The residents were having a hard time understanding this disease, but [name of doctor] explained the exact pathophysiology and downstream effects of it. The incredible intellect, mentorship and leadership [name of doctor] demonstrated has inspired me to pursue a nephrology fellowship upon completion of my residency.

During my elective rotations in [name of cities], I saw indigenous pediatric patients with a variety of ailments from hypoglycemia to cystic fibrosis. I spoke with them about the struggles of travelling long distances to obtain care. As an Inuit member of the [name of group], I have spent time reflecting on the medical needs of this much-overlooked population and hope to explore ways of reaching out to underserved populations in my future career.

I am prepared to be a leader and engaged learner in my residency program because of my participation in impactful leadership roles. I am currently the president of the [name of society], where one of my main duties is coordinating the [name of initiative], an initiative that teaches children about hospitals and healthy living. I was able to spend one-on-one time with disabled children teaching them about the heart through dance and instruments and activities to decrease fears associated with hospitals. This demonstrated the importance of promoting health care initiatives for kids and educate families and their children on how to be advocates of their own health.

As a competitive Irish dancer for sixteen years, I developed perseverance, determination, and time management that have been critical throughout my medical school training. Competing in front of judges and thousands of spectators all over the world, performing to my best ability under intense pressure was a necessity. I persevered with the challenge of competing at an international level and still maintained a very high level of academic performance while achieving my career high of second at the World Championships.

As an IMG applicant born and raised in [name of city] and educated in [name of country], I believe that my international education provides many advantages. I was exposed to diverse cultures and innovative ways of thinking from teachers from all over the globe at the [name of college] that I hope to bring back to Canada with me. Through the last 6 years, I have also had many research experiences and clinical electives in Canada that have given me insights into the intricacies of the Canadian Health Care system.

I am confident that pediatrics is the field I wish to pursue and I cannot wait to begin my residency so that I can start becoming an excellent clinician who advocates for children, as well as a scholar involved in research projects that will help advance the field. After successfully completing my pediatric residency program, I plan to pursue a pediatric fellowship. I am excited at the prospect of working and learning at the [name of school] while being an active and professional member of your residency program. I am also looking forward to developing my teaching skills and contributing to the community while also enjoying bike rides down the paths in the [name of path] and to be reunited with my [name of city] based family.

Want to see more Pediatrics Personal Statement Examples ?

“Code blue, electrophysiology laboratory” a voice announces overhead during my cardiology rotation. As the code team, we rush to the patient, an elderly man in shock. Seamlessly, we each assume our preassigned roles. I quickly review his chart and note to the team-leader that this patient had a previous EF of 10 percent and just got cardioverted. Vasopressors administered, intubation, central line secured, and the patient is stabilized and sent to our floor. During my rotations in internal medicine, I was constantly elated by my team’s ability to come together at such key moments. This gave me a sense of joy I did not find in other rotations. Moreover, I had inspiring attending physicians and residents who served as my mentors. They taught me that an internist is a medical expert committed to evidence-based medicine and perpetual learning, a compassionate physician, and an engaged community member. These lessons and the satisfaction of managing highly complex cases with a dedicated team consolidated my interest in internal medicine.

Compassion and a holistic approach to medicine remain quintessential for patient care. During my rotations, I took advantage of opportunities to learn from my patients both at the bedside and through independent reading. As a senior student, I prepared learning capsules that I presented to my team. This taught me to synthesize and communicate information efficiently. Beyond that, I took courses outside of the formal curriculum such as a point-of-care ultrasound course to improve my ultrasound procedural skills. When we no longer had any curative interventions to offer patients, I learned that acknowledging the patients’ suffering and being present for them in their most vulnerable time can ease their pain. As a resident at [name of school], I will continue my dedication to academic excellence and compassionate, patient-centered care in my efforts to care for my patients.

I have built strong ties to my community serving as president of the [name of school] Biology Student Union. Together, we enacted a complex study space and locker initiative through my role as a mentor at [name of organization]. These experiences instilled in me the values of proactivity and advocacy which I aim to bring with me to [name of school]. There, I hope to continue my community engagement as a mentor with the Big Brothers Big Sisters of [name of city]. Moreover, as I learn more about [name of town]'s healthcare system, I hope to combine that knowledge with my medical education to add my perspective to health policy decision-making in the province.

In addition to its excellent academic reputation, [name of school]’s commitment to academic excellence and continuing education, as exemplified by the abundant academic teaching, drew me to the program. Moreover, given my belief that we develop to be an amalgam of characteristics and values our mentors espouse, I was delighted to learn about the mentorship opportunities available. This was a unique characteristic that motivated me to apply to [name of school]. Finally, having lived in [name of city] for the last ten years, I am looking forward to spending the next chapter of my life in a smaller, more tightly knit community of [name of city].

As I learned and modeled the different roles of an internist, I also learned a lot about myself. I learned of my thirst for knowledge, of my desire to treat as well as to heal the patient, and of my urge to be a leader in my community. These characteristics will play a defining role in my residency. I also learned of my passion for acute medicine. After my residency, I hope to further subspecialize in cardiology. As a future cardiologist, I aim to provide patient-centered care, conduct research, continue my community engagement, and act as a role model to future generation.

Get inspired with these Cardiology Personal Statement Examples !

Watch this to learn what red flags to avoid in your residency personal statement!

Residency Personal Statement Examples #7: Psychiatry

I grew up in a tight knit military family in a community struck with the stigma of mental illness. Throughout my childhood we lost friends to the complications of untreated mental illness including overdose and suicide. I knew at that point that I wanted to pursue mental illness and completed a psychology degree and then a nursing degree. In University, I volunteered in a distress service for 6 years, providing individual sessions to students on issues including suicidality, interpersonal violence and addiction. As a registered nurse, I honed my skills in mental status examinations and cared for their comorbid psychiatric illness with medical disease utilizing communication and building rapport. I saw the impact of life altering conditions and procedures on their mental health. As a medical student, I continued to explore psychiatry through City X summer studentship and appreciated the breadth of psychiatric practice. As a clerk, I completed a range of psychiatric electives, caring for patients in multiple care settings and across various socioeconomic and age ranges. I enrolled in the integrated community clerkship, in X town, a community 900 km North of X city. The socioeconomic disparities and lack of access to mental health services had a negative impact on community, with suicidality and addictions. I followed my patients across practice domains assessing their functioning, medication regimen and continued to build a collaborative relationship. This proved crucial to uncover their health status across domains and helped me identify areas to support their challenges. 

I value the ability to understand my patients from a biopsychosocial framework and addressing negative thought processes in support of their wellness. I view our duty in psychiatry is to support their strengths on a trajectory to wellness and provide guidance and resources utilizing pharmacological and non-pharmacological therapies. Psychiatry is a newer field of medicine, allowing for ongoing innovations in treatment and practice. This is exciting to explore novel approaches to treatments as we continue to uncover the physiological, neurological and pharmacological dimensions of mental health. It is also important to recognize the challenges of psychiatry. The history of mental illness creates access to care barriers from both a structural viewpoint with longer wait times and on a personal level due to their concern about the social and occupational implications of stigma. As our population ages, this threatens to overwhelm the current psychiatric infrastructure and will require more complex approaches due to medical comorbidities and medication contraindications. We will require ongoing research focused on medical comorbidities of neuropsychiatric illness and treatment modalities to improve quality of care. 

I am drawn to the University of X psychiatry program due to its resident focused approach. I appreciate the ongoing mentorship and supervision and the preparatory endeavors including the mock examinations. From a clinical perspective, the program has a strong psychotherapy curriculum and offers unique elective opportunities including electroconvulsive therapy. The ability to continue serving rural communities solidifies my interests in this well-known program. 

Check out these Psychiatry Personal Statement Examples !

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Residency Personal Statement Examples #8: Internal Medicine

“People are drawn to medicine in one of two ways: the humanity or the science.” My mentor, [name of doctor], staff medical oncologist at the [name of hospital], once told me this. As a volunteer during my premedical studies, I assisted him with his impromptu lunchtime clinics while others were on break and was able to catch a glimpse of his patients’ unshakable trust in him. Those moments sparked my interest in Internal Medicine. Internists are entrusted with the most complex patients in any hospital. Therefore, Internists take on the responsibility of a patient’s trust in their lowest, most disoriented moments. Accordingly, when I finally started clinical rotations, I saw it as my responsibility to fully understand each patient’s motivations and fears to advocate for their goals. One patient I had gotten to know still stands out in my mind. She was 95, witty, and self-assured but was found to have bone metastasis causing excruciating pain during her hospital stay. She knew she did not want aggressive life-prolonging treatment and declined further workup, but how could we help her? I suggested palliative radiotherapy to my team because I remember her telling me “I had a good life. I am not scared of death, but if I have to be around for a while, can’t I be more comfortable?” Therefore, my team entrusted me to talk to her and her family about a referral to Radiation Oncology. She responded to me with “I don’t think there’s anyone who knows what I’d want better than you. You’ve listened to me so much. I trust you.” I spent the next half hour explaining the rationale behind the referral to both her and her family. She received urgent Radiotherapy two weeks later. Her narcotic requirement decreased by more than half. After that moment, I envisioned that one day, I could also look into the eyes of someone at their most vulnerable moment and give them confidence to trust me and my team with their care.

Although my interest in Internal Medicine is rooted in the human connection, my attention to detail, work ethic, and natural curiosity, also makes me especially well-suited for the challenges of Internal Medicine. Indeed, beyond the human connection, Internal Medicine’s challenges of complex problem solving, and large ever-growing breadth of knowledge is also what makes each day so satisfying. When I was on the Nephrology Consult service, I was following a patient with a kidney transplant who was admitted for Line Sepsis. I noticed a mild Non-Anion Gap Metabolic Acidosis and a persistent mild Hyperkalemia. I presented my findings to my staff as a possible Type 4 RTA. He complimented me on my attention to detail and warned that a Type 4 RTA in a kidney transplant patient could be a sign of rejection. We restarted his anti-rejection medication that had been held due to his infection, his electrolyte abnormalities corrected in less than two days. My attention to detail is a particular asset for Internal Medicine because more than any other specialty, the tiniest details like a mildly abnormal lab work, when pieced together in the correct way, could solve the most difficult clinical problem. That is also what makes problem-solving in Internal Medicine so satisfying. My mentors have always complimented me on my work ethic. However, I enjoy staying late for admissions and additional learning or reading hours around my patients at home because learning Internal Medicine is so interesting.

On the other hand, Internists are also tasked with the very large, working with multiple professionals and navigate system issues to keep patients healthy and out of hospital such as when [name of doctor] entrusted me with planning the discharge of a homeless patient during my Medicine CTU elective at [name of hospital]. The patient had Schizophrenia and Grave’s Disease and had been admitted to hospital multiple times that year with thyrotoxicosis due to medication non-adherence. During his admission, I had elicited the help of two homeless outreach coordinators to ensure proper follow-up. Therefore, by the time of discharge, he had a new family doctor, timely appointments with the family doctor and endocrinologist, maps with directions to each appointment, his prescription medications ready to go, as well as a new apartment application.

Ultimately, I am fortunate to be drawn to Internal Medicine for both its humanity and science. I believe that I have the qualities that will help me excel in its smallest details and its largest responsibilities. In residency, I aim to explore and learn as much Internal Medicine as possible before becoming an expert in one area so I can make an informed choice and be a well-rounded physician. Therefore, the fact that [name of city] has so many leading experts especially suits my learning goals. Indeed, during my electives in [name of city], I’ve already learned knowledge that I’ve not encountered elsewhere like the Bernese method of Buprenorphine induction. The availability of resources such as the DKA management simulation and the use of presentations of cutting-edge knowledge as part of evaluation also suits my self-directed learning style. Furthermore, my research has focused on the PMCC Gastro-Esophageal Cancer Database where we were able to discover various new details in the clinical behavior of Gastro-Esophageal cancer due to the large volume of patients are PMCC and its world-class expertise. This line of research would not work as well anywhere else in [name of country]. Indeed, our database is currently the second-largest in the world. Therefore, the second reason [name of city] is my ideal place for training is for its unique research opportunities, so I can continue to contribute to further medical knowledge. Lastly, [name of city] is the most diverse city in [name of country]. Growing up as an immigrant, I had experienced how cultural backgrounds can become a barrier to receiving good medical care. Therefore, the diverse patient population and strong allied health support in [name of city] could also allow me to hone the skills required to assist me in providing good quality care to all patients, regardless of background.

Here are more Internal Medicine Personal Statement Examples !

My first exposure to Family Medicine occurred during my time as a Medical Officer working in a small clinic in Nigeria in fulfilment of the [name of service]. There, I recognized that a career in this specialty would offer me the opportunity to not only experience the aspects I cherished most about other specialties, but fulfill my personal interests in advancing community health.

My many encounters with patients during my days in the clinic reaffirmed my view of Primary care physicians as being on the frontline of diagnosis and preventive medicine. There was the middle-aged diabetic patient who had first presented to the emergency with diabetic ketoacidosis, the hypertensive man whose initial complaint of a persistent headache prompted the discovery of his soaring blood pressure, and the adolescent with a family history of allergies who was diagnosed with asthma. These encounters highlighted that as the first point of contact, the general practitioner is not only responsible for diagnosis, but often in ensuring patients are set on the path of healthy habits to prevent disease complications. This unique opportunity to significantly advance the well-being of a patient, and by extension, the community renewed my interest in the field.

An especially appealing feature of Family Medicine is that it provides an opportunity for patient care without limitations of age, sex, disease or organ system. From treating colds and routine checkups to referral for a suspected malignancy, I enjoyed that every day in the clinic was a learning experience and no day was routine. In addition, having a diverse population of patients and cases requires an abundance of clinical knowledge and I cherish the chance to learn and expand my skills every day.

I also value that an essential part of Primary care is in the enduring relationships the practitioners develop with patients. I recall several moments during my clinical experiences when I recognized that some of the bonds formed during ongoing patient interactions had evolved into lasting friendships. Being a practice of continual care, I appreciate that this specialty provides many opportunities to follow patients through different stages of their lives ensuring a deepening of relationship and compliance with care. I was inspired during my clinical rotation here in the United States when I saw how my preceptorís long-term relationships with patients enabled their compliance and often extended to different generations within one family.

Ultimately, I am confident that my experiences have prepared me for a career in this specialty. An agreeable, attentive and compassionate nature has aided me in gaining trust as well as building meaningful interpersonal relationships which are crucial components of this field. Furthermore, my interaction with an extensive array of patients during my clinical and volunteer experiences has equipped me with the ability to communicate and relate to patients across different age groups and backgrounds. In addition, I enjoy working to coordinate patient care with colleagues and other specialties and value that the wellness of the patient is a result of hard work, dedication, and teamwork.

Thus, I hope to find a residency program dedicated to providing in-depth clinical training with a diverse patient population and an emphasis on health promotion and disease prevention through patient education and community service. Moreover, I look forward to being part of a program that will encourage my pursuit of intellectual development and advancement to enable my transition into a well-rounded, competent and skilled physician committed to serving people with needs in all areas of medicine. With a career in this specialty, I know that every day will bring a new opportunity to influence health behaviors, and while there will be challenges, fulfilling them will always be satisfying.

Here I am, yet again. Last year, I also applied for a position as a dermatology resident. Though I was not selected, I return with the same diligence and perseverance, as well as additional skills and knowledge. My continued dedication to pursue a career in dermatology reminds me that no good thing comes easily and pushes me to stay motivated and work hard toward my goals. 

I am drawn to dermatology for a host of reasons, one of which is the opportunity to work with my hands. In my current residency program, I have had the opportunity to assist in various surgical procedures. I recall the subdued exhilaration I felt when removing my first lipoma and the satisfaction of observing the surgeon completed the procedure with precision and care. My excitement for surgery continued to be reinforced in the many subsequent procedures I assisted with and I look forward to honing my surgical skills further as I complete my training in dermatology. 

However, to me, “hands-on” is defined as more than just its literal meaning. The opportunity to build relationships with patients steers me more towards a career in outpatient medicine. During my dermatology outpatient rotation, I was involved in the care of a patient who presented initially complaining of a heliotrope rash and gottron’s papules. When she expressed a deep sense of shame about this rash, I became acutely aware of how patient’s external disease can influence their internal emotions. I thus responded empathetically, simultaneously validating her concerns and providing her with much-needed assurance. When she was later diagnosed with dermatomyositis secondary to underlying breast cancer, this patient requested to speak to me specifically, recalling the positive interaction we had shared before. Again, I was able to explain the diagnosis and treatment plan with patience and regard for her every concern. Developing a trusted physician-patient relationship is crucial in the field of dermatology because most patients exhibit strong internal emotions from their visually external disease. Also important is the ability to deliver difficult news and be considerate of patients’ feelings in these delicate moments. I plan to continue to use these skills during my career as a dermatologist.  

To me, dermatology is also a field that is thought-provoking and stimulating due to its constant evolution and advancements. Thus, during my internship, I committed to educating myself in the field of dermatology through multiple research projects. My research thus far has been focused on whether UV light lamps used in gel manicures increases the risk of skin cancers as well as the outcomes of using intralesional 5-fluorouracil for squamous cell carcinoma and keratoacanthomas. While my research was focused in the field of dermatology, I did not hesitate to take on additional projects, pursuing assignments in both breast cancer and hemophagocytic lymphohistiocytosis. I strongly believe the best doctors have a thorough understanding of the practice of medicine in totality as our ability to incorporate this knowledge in our diagnosis and treatment of our patients directly impacts their wellbeing. For these reasons, I strive to continually educate myself in not only dermatology, but other fields that might have implications on my practice. 

My ideal dermatology program would allow me to manage a variety of complex medical dermatological conditions and engage in research, both of which will continue to challenge me intellectually and push me to exercise creativity to develop innovative solutions to dermatological treatments. As someone who enjoys working with my hands and the instant gratification of the surgical approach as a treatment option, I would also value the opportunity to perform surgeries and improve my surgical skills. Furthermore, I have found that beyond medicine, the people in each program make or break an experience. Positive attitudes, expressed dedication, and mentorship are vital characteristics in any program of my interest.

I am confident my aspirations will be fulfilled in the field of dermatology, but more importantly, I know I will be a good contribution to this field and your program – my work ethic, motivation, and commitment unwavering. I am determined, impassioned, and excited to embark on this next phase of my journey. 

Check out even more Dermatology Personal Statement Examples !

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How To Address Areas of Concern

There are some things that are out of our control. Sometimes we have to take time off to deal with personal issues, or sometimes we have to retake tests. If you have something you feel like you need to explain in your application, the personal statement is the area to address it. If you had a leave of absence or failed an exam, you should offer a clear, unemotional explanation of the situation. Use positive language. Whatever the area of concern, try and phrase it in the most favorable light. Take accountable for what has happened, but do not place blame or make an excuse. Here are some phrases you can try and use in your personal statement.

Sometimes we have to interact with people who we don't see eye to eye with. When I worked with (you can choose to say the person's name or just use their title) I learned how to (insert a lesson here). Even though it was a challenge, I have gained skills that will better my future practice. ","label":"Unfavorable Evaluation by an Attending","title":"Unfavorable Evaluation by an Attending"}]" code="tab1" template="BlogArticle">

Keep in mind that these are suggestions. If you are concerned about an area of your application that might be a red flag, it may be in your best interest to address it head-on. The choice to write about them is your own individual opinion. Your personal statement should highlight the best side of you. If you think that an area of weakness might hurt your chances, it may be beneficial to take ownership of the problem and write it in a way that will show what you learned and how it made you better.

For the most part, your residency personal statement should be within a one-page limit or approximately 750-850 words. Be sure to check your specific program requirements to verify before you begin writing.

It's entirely up to you if you want to address unfavorable grades or gaps in your studies. However, if you feel something in your application will be seen as a red flag, it's best to address issues head-on instead of having admissions committees dwell on possible areas of concern.

If you're going to address a gap, just ensure that you have a clear narrative for why you took these breaks, what you did on break and what this break means for your ability to function at a very high academic level for many years to come.

If you're addressing a poor evaluation, ensure that you take responsibility for your grade, discuss what you learned and how your performance will be improved in the future - then move on. It's important that you don't play the victim and you must always reflect on what lessons you've learned moving forward.

Absolutely. While it's not necessary to discuss your personal connection to a program location, showing program directors that you have ties to their program's location can give you a competitive edge over other applicants. The reason being is that it's a way to show program directors that you are invested in practicing medicine locally.

That's not to say that you have to apply to programs that are within your home state or province, but if one of the reasons you love a particular program is because of its location in your hometown, don't be afraid to mention this. Whether you enjoy the outdoor activities in the program's location, have family and friends in the area, or even grew up in the area at some point, these can all be great aspects to mention.

Firstly, it's important to check the program's specific requirements for your statement because some programs have a specific prompt or multiple prompts that you'll need to address. If you are not given a prompt, in general, your statement needs to answer “why this specialty?” and “why this program?”. Your responses must be supported with your personal experiences and your statement should incorporate your future career goals.

No, instead you'll be preparing one personal statement for each specialty. For example, if you're applying to emergency medicine and family medicine, you'll need to prepare one statement for emergency medicine and one statement for family medicine.

As long as it's during the application season, you can edit and review your personal statement. However, keep in mind that if you edit your personal statement, there is no guarantee that programs will review the most up to date version. For this reason, it's best to only assign your personal statement to programs once you've 100% happy with the final version.

No, there is no limit on how many personal statements you can create. 

Your personal statement should have three major structural elements: the introduction, the body, and the conclusion. Your thesis statement will appear in your introduction in the first paragraph. The body is for you to discuss major experiences relevant to your chosen specialty, and the conclusion is generally the place to summarize and highlight some of the item you mentioned in the body or introduction.

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Great Medical School Personal Statement Examples (2024-2025) Insider’s Guide

A physician and former medical school admissions officer teaches you how to write your medical school personal statement, step by step. Read several full-length medical school personal statement examples for inspiration.

In this article, a former medical school admissions officer explains exactly how to write a stand-out  medical school personal statement!

Our goal is to empower you to write a medical school personal statement that reflects your individuality, truest aspirations and genuine motivations.

This guide also includes:

• Real life medical school personal statement examples
• Medical school personal statement inventory template and outline exercise
• AMCAS ,  TMDSAS , and  AACOMAS  personal statement prompts
• Advanced strategies to ensure you address everything admissions committees want to know
• The secret to writing a great medical school personal statement

So, if you want your medical school personal statement to earn more more medical school interviews, you will love this informative guide.

Let’s dive right in.

Table of Contents

Medical School Personal Statement Fundamentals

If you are getting ready to write your medical school personal statement for the 2024-2025 application year, you may already know that almost 60% of medical school applicants are not accepted every year . You have most likely also completed all of your medical school requirements and have scoured the internet for worthy medical school personal statement examples and guidance.

You know the medical school personal statement offers a crucial opportunity to show medical schools who you are beyond your GPA and MCAT score .

It provides an opportunity to express who you are as an individual, the major influences and background that have shaped your interests and values, what inspired you to pursue medicine, and what kind of a physician you envision yourself becoming.

However, with so much information online, you are not sure who to trust. We are happy you have found us!

Insider Knowledge and Expertise

Because the vast majority of people offering guidance are not former admissions officers or doctors , you must be careful when searching online.

We are real medical school admissions insiders and know what goes on behind closed doors and how to ensure your medical school personal statement has broad appeal while highlighting your most crucial accomplishments, perspectives, and insights.

With tight limits on space, it can be tough trying to decide what to include in your medical school personal statement to make sure you stand out. You must think strategically about how you want to present your personal “big picture” while showing you possess the  preprofessional competencies  med schools are seeking.

When a medical school admissions reviewer finishes reading your medical school personal statement, ask yourself:

• What are the most important things you want that person to remember about you?
• Does your medical school personal statement sum up your personality, interests, and talents?
• Does your medical school personal statement sound as if it’s written from the heart? Is it authentic?

It’s pretty obvious to most admissions reviewers when applicants are trying too hard to impress them. Being authentic and upfront about who you are is the best way to be a memorable applicant.

“After sitting on a medical school admissions committee for many years, I can tell you, think strategically about how you want to present your personal “big picture.” We want to know who you are as a human being.”

The Biggest Medical School Personal Statement Mistakes

The most common medical school personal statement mistake we see students make is that they write about:

• What they have accomplished
• How they have accomplished it

By including details on what you have accomplished and how, you will make yourself sound like every other medical school applicant. 

Most medical school applicants are involved in similar activities: research, clinical work, service, and social justice work. 

To stand out, you must write from the heart making it clear you haven’t marched through your premedical years and checking boxes.

We also strongly discourage applicants from using ChatGPT or any AI bot to write their medical school personal statement. Writing in your own voice is essential and using anything automated will undermine success.

The Medical School Personal Statement Secret

MedEdits students stand out in the medical school personal statement because in their personal statements they address:

WHY they have accomplished what they have.

In other words, they write in more detail about their passions, interests, and what is genuinely important to them. 

It sounds simple, we know, but by writing in a natural way, really zeroing in on WHY YOU DO WHAT YOU DO, you will appeal to a wide variety of people in a humanistic way. 

Why? How is that possible? They all have a few things in common:

• They write a narrative that is authentic and distinctive to them.
• They write a medical school personal statement with broad appeal (many different types of people will be evaluating your application; most are not physicians).
• They don’t try too hard to impress; instead they write about the most impactful experiences they have had on their path to medical school.
• They demonstrate they are humble, intellectual, compassionate, and committed to a career in medicine all at the same time.

Keep reading for a step by step approach to write your medical school personal statement.

Learn the 2024-2025 Medical School Personal Statement Prompts ( AMCAS , TMDSAS , AACOMAS )

The personal statement is the major essay portion of your primary application process. In it, you should describe yourself and your background, as well as any important early exposures to medicine, how and why medicine first piqued your interest, what you have done as a pre med, your personal experiences, and how you became increasingly fascinated with it. It’s also key to explain why medicine is the right career for you, in terms of both personal and intellectual fulfillment, and to show your commitment has continued to deepen as you learned more about the field.

The personal statement also offers you the opportunity to express who you are outside of medicine. What are your other interests? Where did you grow up? What did you enjoy about college? Figuring out what aspects of your background to highlight is important since this is one of your only chances to express to the med school admissions committee before your interview what is important to you and why.

However, it is important to consider the actual personal statement prompt for each system through which you will apply, AMCAS, AACOMAS, and TMDSAS, since each is slightly different.

Need help with your Personal Statement?

Schedule a free 15 Minute Consultation with a MedEdits expert.

2024 AMCAS Personal Statement Prompt

The AMCAS personal statement instructions are as follows:

Use the Personal Comments Essay as an opportunity to distinguish yourself from other applicants. Consider and write your Personal Comments Essay carefully; many admissions committees place significant weight on the essay. Here are some questions that you may want to consider while writing the essay:

• Why have you selected the field of medicine?
• What motivates you to learn more about medicine?
• What do you want medical schools to know about you that hasn’t been disclosed in other sections of the application?

In addition, you may wish to include information such as:

• Unique hardships, challenges, or obstacles that may have influenced your educational pursuits
• Comments on significant fluctuations in your academic record that are not explained elsewhere in your application

As you can see, these prompts are not vague; there are fundamental questions that admissions committees want you to answer when writing your personal statement. While the content of your statement should be focused on medicine, answering the open ended third question is a bit trickier.

The  AMCAS  personal statement length is 5,300 characters with spaces maximum.

2024 TMDSAS Personal Statement Prompt

The  TMDSAS  personal statement is one of the most important pieces of your medical school application.

The TMDSAS personal statement prompt is as follows:

Explain your motivation to seek a career in medicine. Be sure to include the value of your experiences that prepare you to be a physician.

This TMDSAS prompt is very similar to the AMCAS personal statement prompt. The TMDSAS personal statement length is 5,000 characters with spaces whereas the AMCAS personal statement length is 5,300 characters with spaces. Most students use the same essay (with very minor modifications, if necessary) for both application systems.

2024 AACOMAS Personal Statement Prompt

The  AACOMAS  personal statement is for osteopathic medical schools specifically. As with the AMCAS statement, you need to lay out your journey to medicine as chronologically as possible in 5,300 characters with spaces or less. So you essentially have the same story map as for an AMCAS statement. Most important, you must show you are interested in osteopathy specifically. Therefore, when trying to decide what to include or leave out, prioritize any osteopathy experiences you have had, or those that are in line with the osteopathic philosophy of the mind-body connection, the body as self-healing, and other tenets.

Medical School Application Timeline  and When to Write your Personal Statement

Most medical school personal statements can be used for AMCAS and AACOMAS.

Know the Required Medical School Personal Statement Length

Below are the medical schools personal statement length limits for each application system. As you can see, they are all very similar. When you start brainstorming and writing your personal statement, keep these limits in mind.

AMCAS Personal Statement Length : 5,300 characters with spaces.

As per the AAMC website :  “The available space for this essay is 5,300 characters (spaces are counted as characters), or approximately one page. You will receive an error message if you exceed the available space.”

AACOMAS Personal Statement Length : 5,300 characters with spaces

TMDSAS Personal Statement Length : 5,000 characters with spaces

As per the TMDSAS Website (Page 36): “The personal essay asks you to explain your motivation to seek a career in medicine. You are asked to include the value of your experiences that prepare you to be a physician. The essay is limited to 5000 characters, including spaces.”

• Service Orientation
• Social Skills
• Cultural Competence
• Oral Communication
• Ethical Responsibility to Self and Others
• Reliability and Dependability
• Resilience and Adaptability
• Capacity for Improvement
• Critical Thinking
• Quantitative Reasoning
• Written Communication
• Scientific Inquiry

2. Why do you want to be a doctor?

This may seem pretty basic – and it is – but admissions officers need to know WHY you want to practice medicine. Many applicants make the mistake of simply listing what they have done without offering insights about those experiences that answer the question, “Why medicine?” Your reasons for wanting to be a doctor may overlap with those of other applicants. This is okay because the experiences in which you participated, the stories you can tell about those experiences, and the wisdom you gained are completely distinct—because they are only yours. 

“In admissions committee meetings we were always interested in WHY you wanted to earn a medical degree and how you would contribute to the medical school community.”

Medical school admissions committees want to know that you have explored your interest deeply and that you can reflect on the significance of these clinical experiences and volunteer work. But writing only that you “want to help people” does not support a sincere desire to become a physician; you must indicate why the medical profession in particular—rather than social work, teaching, or another “helping” profession—is your goal.

3. How have your experiences influenced you?

It is important to show how your experiences are linked and how they have influenced you. What motivated you from your experiences? In what ways did they influence your other activities? How were your future goals shaped by these experiences? Medical school admissions committees like to see a sensible progression of involvements. While not every activity needs to be logically “connected” with another, the evolution of your interests and how your experiences have nurtured your future goals and ambitions show that you are motivated and committed.

4. Who are you as a person? What are your values and ideals?

Medical school admissions committees want to know about you as an individual beyond your interests in medicine, too. This is where answering that third open ended question in the prompt becomes so important. What was interesting about your background, youth, and home life? What did you enjoy most about college? Do you have any distinctive passions or interests? They want to be convinced that you are a good person beyond your experiences. Write about those topics that are unlikely to appear elsewhere in your statement that will offer depth and interest to your work and illustrate the qualities and characteristics you possess.

Related Articles:

• How to Get into Stanford Medical School
• How to Get into NYU Medical School
• How To Get Into Columbia Medical School
• How To Get Into UT Southwestern Medical School
• How To Get Into Harvard Medical School

Complete Your Personal Inventory and Outline (Example Below)

Highlighting valuable experiences, experience-based personal inventory exercise, creating your personal inventory.

• List Important Experiences: Write down a list of the most important experiences in your life and your development. The list should be all-inclusive and comprise those experiences that had the most impact on you. Put the list, which should consist of personal, extracurricular, and academic events, in chronological order.
• Identify Key Experiences: From this list, determine which experiences you consider the most important in helping you decide to pursue a career in medicine. This “experience-oriented” approach will allow you to determine which experiences best illustrate the personal competencies admissions committees look for in your written documents. Remember that you must provide evidence for your interest in medicine and for most of the personal qualities and characteristics that medical school admissions committees want to see.
• Reflect on Influences: After making your list, think about why each “most important” experience was influential and write that down. What did you observe? What did you learn? What insights did you gain? How did the experience influence your path and choices?
• Create Illustrations: Then think of a story or illustration for why each experience was important.
• Evaluate for Significance: After doing this exercise, evaluate each experience for its significance and influence and for its “story” value. Choose to write about those experiences that not only were influential but that also will provide interesting reading, keeping in mind that your goal is to weave the pertinent experiences together into a compelling story. In making your choices, think about how you will link each experience and transition from one topic to the next.
• Plan Your Outline: Decide which of your listed experiences you will use for your introduction first (see below for more about your introduction). Then decide which experiences you will include in the body of your personal statement, create a general outline, and get writing!

Crafting Your Narrative

Craft a compelling personal statement introduction and body.

You hear conflicting advice about application essays. Some tell you not to open with a story. Others tell you to always begin with a story. Regardless of the advice you receive, be sure to do three things:

• Be true to yourself. Everyone will have an opinion regarding what you should and should not write. Follow your own instincts. Your  personal statement  should be a reflection of you, and only you.
• Start your personal statement with something catchy.  Think about the list of potential topics above.
• Don’t rush your work. Composing thoughtful documents takes time and you don’t want your writing and ideas to be sloppy and underdeveloped.

Most important is to begin with something that engages your reader. A narrative, a “story,” an anecdote written in the first or third person, is ideal. Whatever your approach, your first paragraph must grab your reader’s attention and motivate him to want to continue reading. I encourage applicants to start their personal statement by describing an experience that was especially influential in setting them on their path to medical school. This can be a personal or scholarly experience or an extracurricular one. Remember to avoid clichés and quotes and to be honest and authentic in your writing. Don’t try to be someone who you are not by trying to imitate personal statement examples you have read online or “tell them what you think they want to hear”; consistency is key and your interviewer is going to make sure that you are who you say you are!

When deciding what experiences to include in the body of your personal statement, go back to your personal inventory and identify those experiences that have been the most influential in your personal path and your path to medical school. Keep in mind that the reader wants to have an idea of who you are as a human being so don’t write your personal statement as a glorified resume. Include some information about your background and personal experiences that can give a picture of who you are as a person outside of the classroom or laboratory.

Ideally, you should choose two or three experiences to highlight in the body of your personal statement. You don’t want to write about all of your accomplishments; that is what your application entries are for!

Write Your Personal Statement Conclusion

In your conclusion, it is customary to “go full circle” by coming back to the topic—or anecdote—you introduced in the introduction, but this is not a must. Summarize why you want to be a doctor and address what you hope to achieve and your goals for medical school. Write a conclusion that is compelling and will leave the reader wanting to meet you.

Complete Personal Statement Checklist

When reading your medical school personal statement be sure it:

Shows insight and introspection

The best medical school personal statements tell a great deal about what you have learned through your experiences and the insights you have gained.

You want to tell your story by highlighting those experiences that have been the most influential on your path to medical school and to give a clear sense of chronology. You want your statement always to be logical and never to confuse your reader.

Is interesting and engaging

The best personal statements engage the reader. This doesn’t mean you must use big words or be a literary prize winner. Write in your own language and voice, but really think about your journey to medical school and the most intriguing experiences you have had.

Gives the reader a mental image of who you are

You want the reader to be able to envision you as a caregiver and a medical professional. You want to convey that you would be a compassionate provider at the bedside – someone who could cope well with crisis and adversity.

Not true. The vast majority of  personal statements  do not have themes. In fact, most are somewhat autobiographical and are just as interesting as those statements that are woven around a “theme.” It is only the very talented writer who can creatively write a personal statement around a theme, and this approach often backfires since the applicant fails to answer the three questions above.

Medical School Personal Statement Examples and Analysis for Inspiration

AMCAS Medical School Personal Statement Example and Analysis #1 with Personal Inventory

We will use Amy to illustrate the general process of writing an application to medical school, along with providing the resulting documents. Amy will first list those experiences, personal, extracurricular, and scholarly, that have been most influential in two areas: her life in general and her path to medical school. She will put this personal inventory in chronologic order for use in composing her personal statement.

She will then select those experiences that were the most significant to her and will reflect and think about why they were important. For her application entries, Amy will write about each experience, including those that she considers influential in her life but not in her choice of medicine, in her application entries. Experiences that Amy will not write about in her activity entries or her personal statement are those that she does not consider most influential in either her life or in her choice of medicine.

• Going with my mom to work. She is a surgeon — I was very curious about what she did. I was intrigued by the relationships she had with patients and how much they valued her efforts. I also loved seeing her as “a doctor” since, to me, she was just “mom.”
• I loved biology in high school. I started to think seriously about medicine then. It was during high school that I became fascinated with biology and how the human body worked. I would say that was when I thought, “Hmm, maybe I should be a doctor.”
• Grandmother’s death, senior year of high school. My grandmother’s death was tragic. It was the first time I had ever seen someone close to me suffer. It was one of the most devastating experiences in my life.
• Global Health Trip to Guatemala my freshman year of college. I realized after going to Guatemala that I had always taken my access to health care for granted. Here I saw children who didn’t have basic health care. This made me want to become a physician so I could give more to people like those I met in Guatemala.
• Sorority involvement. Even though sorority life might seem trivial, I loved it. I learned to work with different types of people and gained some really valuable leadership experience.
• Poor grades in college science classes. I still regret that I did badly in my science classes. I think I was immature and was also too involved in other activities and didn’t have the focus I needed to do well. I had a 3.4 undergraduate GPA.
• Teaching and tutoring Jose, a child from Honduras. In a way, meeting Jose in a college tutoring program brought my Guatemala experience to my home. Jose struggled academically, and his parents were immigrants and spoke only Spanish, so they had their own challenges. I tried to help Jose as much as I could. I saw that because he lacked resources, he was at a tremendous disadvantage.
• Volunteering at Excellent Medical Center. Shadowing physicians at the medical center gave me a really broad view of medicine. I learned about different specialties, met many different patients, and saw both great and not-so-great physician role models. Counselor at Ronald McDonald House. Working with sick kids made me appreciate my health. I tried to make them happy and was so impressed with their resilience. It made me realize that good health is everything.
• Oncology research. Understanding what happens behind the scenes in research was fascinating. Not only did I gain some valuable research experience, but I learned how research is done.
• Peer health counselor. Communicating with my peers about really important medical tests gave me an idea of the tremendous responsibility that doctors have. I also learned that it is important to be sensitive, to listen, and to be open-minded when working with others.
• Clinical Summer Program. This gave me an entirely new view of medicine. I worked with the forensics department, and visiting scenes of deaths was entirely new to me. This experience added a completely new dimension to my understanding of medicine and how illness and death affect loved ones.
• Emergency department internship. Here I learned so much about how things worked in the hospital. I realized how important it was that people who worked in the clinical department were involved in creating hospital policies. This made me understand, in practical terms, how an MPH would give me the foundation to make even more change in the future.
• Master’s in public health. I decided to get an MPH for two reasons. First of all, I knew my undergraduate science GPA was an issue so I figured that graduate level courses in which I performed well would boost my record. I don’t think I will write this on my application, but I also thought the degree would give me other skills if I didn’t get into medical school, and I knew it would also give me something on which I could build during medical school and in my career since I was interested in policy work.

As you can see from Amy’s personal inventory list, she has many accomplishments that are important to her and influenced her path. The most influential personal experience that motivated her to practice medicine was her mother’s career as a practicing physician, but Amy was also motivated by watching her mother’s career evolve. Even though the death of her grandmother was devastating for Amy, she did not consider this experience especially influential in her choice to attend medical school so she didn’t write about it in her personal statement.

Amy wrote an experience-based personal statement, rich with anecdotes and detailed descriptions, to illustrate the evolution of her interest in medicine and how this motivated her to also earn a master’s in public health.

Amy’s  Medical School Personal Statement  Example:

She was sprawled across the floor of her apartment. Scattered trash, decaying food, alcohol bottles, medication vials, and cigarette butts covered the floor. I had just graduated from college, and this was my first day on rotation with the forensic pathology department as a Summer Scholar, one of my most valuable activities on the path to medical school. As the coroner deputy scanned the scene for clues to what caused this woman’s death, I saw her distraught husband. I did not know what to say other than “I am so sorry.” I listened intently as he repeated the same stories about his wife and his dismay that he never got to say goodbye. The next day, alongside the coroner as he performed the autopsy, I could not stop thinking about the grieving man.

Discerning a cause of death was not something I had previously associated with the practice of medicine. As a child, I often spent Saturday mornings with my mother, a surgeon, as she rounded on patients. I witnessed the results of her actions, as she provided her patients a renewed chance at life. I grew to honor and respect my mother’s profession. Witnessing the immense gratitude of her patients and their families, I quickly came to admire the impact she was able to make in the lives of her patients and their loved ones.

I knew I wanted to pursue a career in medicine as my mother had, and throughout high school and college I sought out clinical, research, and volunteer opportunities to gain a deeper understanding of medicine. After volunteering with cancer survivors at Camp Ronald McDonald, I was inspired to further understand this disease. Through my oncology research, I learned about therapeutic processes for treatment development. Further, following my experience administering HIV tests, I completed research on point-of-care HIV testing, to be instituted throughout 26 hospitals and clinics. I realized that research often served as a basis for change in policy and medical practice and sought out opportunities to learn more about both.

All of my medically related experiences demonstrated that people who were ‘behind the scenes’ and had limited or no clinical background made many of the decisions in health care. Witnessing the evolution of my mother’s career further underscored the impact of policy change on the practice of medicine. In particular, the limits legislation imposed on the care she could provide influenced my perspective and future goals. Patients whom my mother had successfully treated for more than a decade, and with whom she had long-standing, trusting relationships, were no longer able to see her, because of policy coverage changes. Some patients, frustrated by these limitations, simply stopped seeking the care they needed. As a senior in college, I wanted to understand how policy transformations came about and gain the tools I would need to help effect administrative and policy changes in the future as a physician. It was with this goal in mind that I decided to complete a master’s in public health program before applying to medical school.

As an MPH candidate, I am gaining insight into the theories and practices behind the complex interconnections of the healthcare system; I am learning about economics, operations, management, ethics, policy, finance, and technology and how these entities converge to impact delivery of care. A holistic understanding of this diverse, highly competitive, market-driven system will allow me, as a clinician, to find solutions to policy, public health, and administration issues. I believe that change can be more effective if those who actually practice medicine also decide where improvements need to be made.

For example, as the sole intern for the emergency department at County Medical Center, I worked to increase efficiency in the ED by evaluating and mapping patient flow. I tracked patients from point of entry to point of discharge and found that the discharge process took up nearly 35% of patients’ time. By analyzing the reasons for this situation, in collaboration with nurses and physicians who worked in the ED and had an intimate understanding of what took place in the clinical area, I was able to make practical recommendations to decrease throughput time. The medical center has already implemented these suggestions, resulting in decreased length of stays. This example illustrates the benefit of having clinicians who work ‘behind the scenes’ establish policies and procedures, impacting operational change and improving patient care. I will also apply what I have learned through this project as the business development intern at Another Local Medical Center this summer, where I will assist in strategic planning, financial analysis, and program reviews for various clinical departments.

Through my mother’s career and my own medical experiences, I have become aware of the need for clinician administrators and policymakers. My primary goal as a physician will be to care for patients, but with the knowledge and experience I have gained through my MPH, I also hope to effect positive public policy and administrative changes.

Paragraphs 1 and 2: Amy started her personal statement by illustrating a powerful experience she had when she realized that medical caregivers often feel impotent, and how this contrasted with her understanding of medicine as a little girl going with her mother to work. Recognition of this intense contrast also highlights her maturity.

P-3: She then “lists” a few experiences that were important to her.

Paragraph 4: Amy describes the commonality in some of her experiences and how her observations were substantiated by watching the evolution of her mother’s practice. She then explains how this motivated her to earn an MPH so she could create change more effectively as a physician than as a layman.

P-5: Next, she explains how her graduate degree is helping her to better understand the “issues in medicine” that she observed.

Paragraph 6: Then, an exceptional accomplishment is described, highlighting what she has learned and how she has applied it.

P-7: Finally, she effectively concludes her personal statement and summarizes the major topics addressed in her essay.

As you can see, her statement has excellent flow, is captivating and unusual, and illustrates her understanding of, and commitment to, medicine. Throughout her application entries and statement, she exhibits the personal competencies, characteristics, and qualities that medical school admissions officers are seeking. Her application also has broad appeal; reviewers who are focused on research, cultural awareness, working with the underserved, health administration and policy, teaching, or clinical medicine would all find it of interest.

Osteopathic Medical School Personal Statement

Example and Analysis #2

Medical School Personal Statement Example Background:  This is a nontraditional applicant who applied to osteopathic medical schools. With a 500 and a 504 on the  MCAT , he needed to showcase how his former career and what he learned through his work made him an asset. He also needed to convey why osteopathic medicine was an ideal fit for him. The student does an excellent job illustrating his commitment to medicine and explaining why and how he made the well-informed decision to leave his former career to pursue a career in osteopathic medicine.

What’s Good About It:  A nontraditional student with a former career, this applicant does a great job outlining how and why he decided to pursue a career in medicine. Clearly dedicated to service, he also does a great job making it clear he is a good fit for osteopathic medical school and understands this distinctions of osteopathic practice.. 

Working as a police officer, one comes to expect the unexpected, but sometimes, when the unexpected happens, one can’t help but be surprised. In November 20XX, I had been a police officer for two years when my partner and I happened to be nearby when a man had a cardiac emergency in Einstein Bagels. Entering the restaurant, I was caught off guard by the lifeless figure on the floor, surrounded by spilled food. Time paused as my partner and I began performing CPR, and my heart raced as I watched color return to the man’s pale face.

Luckily, paramedics arrived within minutes to transport him to a local hospital. Later, I watched as the family thanked the doctors who gave their loved one a renewed chance at life. That day, in the “unexpected,” I confirmed that I wanted to become a physician, something that had attracted me since childhood.

I have always been enthralled by the science of medicine and eager to help those in need but, due to life events, my path to achieving this dream has been long. My journey began following high school when I joined the U.S. Army. I was immature and needed structure, and I knew the military was an opportunity to pursue my medical ambitions. I trained as a combat medic and requested work in an emergency room of an army hospital. At the hospital, I started IVs, ran EKGs, collected vital signs, and assisted with codes. I loved every minute as I was directly involved in patient care and observed physicians methodically investigating their patients’ signs and symptoms until they reached a diagnosis. Even when dealing with difficult patients, the physicians I worked with maintained composure, showing patience and understanding while educating patients about their diseases. I observed physicians not only as clinicians but also as teachers. As a medic, I learned that I loved working with patients and being part of the healthcare team, and I gained an understanding of acute care and hospital operations.

Following my discharge in 20XX, I transferred to an army reserve hospital and continued as a combat medic until 20XX. Working as a medic at several hospitals and clinics in the area, I was exposed to osteopathic medicine and the whole body approach to patient care. I was influenced by the D.O.s’ hands-on treatment and their use of manipulative medicine as a form of therapy. I learned that the body cannot function properly if there is dysfunction in the musculoskeletal system.

In 20XX, I became a police officer to support myself as I finished my undergraduate degree and premed courses. While working the streets, I continued my patient care experiences by being the first to care for victims of gunshot wounds, stab wounds, car accidents, and other medical emergencies. In addition, I investigated many unknown causes of death with the medical examiner’s office. I often found signs of drug and alcohol abuse and learned the dangers and power of addiction. In 20XX, I finished my undergraduate degree in education and in 20XX, I completed my premed courses.

Wanting to learn more about primary care medicine, in 20XX I volunteered at a community health clinic that treats underserved populations. Shadowing a family physician, I learned about the physical exam as I looked into ears and listened to the hearts and lungs of patients with her guidance. I paid close attention as she expressed the need for more PCPs and the important roles they play in preventing disease and reducing ER visits by treating and educating patients early in the disease process. This was evident as numerous patients were treated for high cholesterol, elevated blood pressure, and diabetes, all conditions that can be resolved or improved by lifestyle changes. I learned that these changes are not always easy for many in underserved populations as healthier food is often more expensive and sometimes money for prescriptions is not available. This experience opened my eyes to the challenges of being a physician in an underserved area.

The idea of disease prevention stayed with me as I thought about the man who needed CPR. Could early detection and education about heart disease have prevented his “unexpected” cardiac event? My experiences in health care and law enforcement have confirmed my desire to be an osteopathic physician and to treat the patients of the local area. I want to eliminate as many medical surprises as I can.

Texas Medical School Personal Statement Example and Analysis #3

Medical School Personal Statement Example Background:  This applicant, who grew up with modest means, should be an inspiration to us all. Rather than allowing limited resources to stand in his way, he took advantage of everything that was available to him. He commuted to college from home and had a part-time job so he was stretched thin, and his initial college performance suffered. However, he worked hard and his grades improved. Most medical school admissions committees seek out applicants like this because, by overcoming adversity and succeeding with limited resources, they demonstrate exceptional perseverance, maturity, and dedication. His accomplishments are, by themselves, impressive and he does an outstanding job of detailing his path, challenges, and commitment to medicine. He received multiple acceptances to top medical schools and was offered scholarships.

What’s Good About It:  This student does a great job opening his personal statement with a beautifully written introduction that immediately takes the reader to Central America. He then explains his path, why he did poorly early in college, and goes on to discuss his academic interests and pursuits. He is also clearly invested in research and articulates that he is intellectually curious, motivated, hard working, compassionate and committed to a career in medicine by explaining his experiences using interesting language and details. This is an intriguing statement that makes clear the applicant is worthy of an interview invitation. Finally, the student expresses his interest in attending medical school in Texas.

They were learning the basics of carpentry and agriculture. The air was muggy and hot, but these young boys seemed unaffected, though I and my fellow college students sweated and often complained. As time passed, I started to have a greater appreciation for the challenges these boys faced. These orphans, whom I met and trained in rural Central America as a member of The Project, had little. They dreamed of using these basic skills to earn a living wage. Abandoned by their families, they knew this was their only opportunity to re-enter society as self- sufficient individuals. I stood by them in the fields and tutored them after class. And while I tried my best to instill in them a strong work ethic, it was the boys who instilled in me a desire to help those in need. They gave me a new perspective on my decision to become a doctor.

I don’t know exactly when I decided to become a physician; I have had this goal for a long time. I grew up in the inner city of A City, in Texas and attended magnet schools. My family knew little about higher education, and I learned to seek out my own opportunities and advice. I attended The University with the goal of gaining admission to medical school. When I started college, I lacked the maturity to focus on academics and performed poorly. Then I traveled to Central America. Since I was one of the few students who spoke Spanish, many of the boys felt comfortable talking with me. They saw me as a role model.

The boys worked hard so that they could learn trades that would help them to be productive members of society. It was then I realized that my grandparents, who immigrated to the US so I would have access to greater opportunities, had done the same. I felt like I was wasting what they had sacrificed for me. When I returned to University in the fall, I made academics my priority and committed myself to learn more about medicine.

Through my major in neuroscience, I strengthened my understanding of how we perceive and experience life. In systems neurobiology, I learned the physiology of the nervous system. Teaching everything from basic neural circuits to complex sensory pathways, Professor X provided me with the knowledge necessary to conduct research in Parkinson’s disease. My research focused on the ability of antioxidants to prevent the onset of Parkinson’s, and while my project was only a pilot study at the time, Professor X encouraged me to present it at the National Research Conference. During my senior year, I developed the study into a formal research project, recruiting the help of professors of statistics and biochemistry.

Working at the School of Medicine reinforced my analytical skills. I spent my summer in the department of emergency medicine, working with the department chair, Dr. Excellent. Through Dr. Excellent’s mentorship, I participated in a retrospective study analyzing patient charts to determine the efficacy of D-dimer assays in predicting blood clots. The direct clinical relevance of my research strengthened my commitment and motivated my decision to seek out more clinical research opportunities.

A growing awareness of the role of human compassion in healing has also influenced my choice to pursue a career in medicine. It is something no animal model or cell culture can ever duplicate or rival. Working in clinical research has allowed me to see the selflessness of many physicians and patients and their mutual desire to help others. As a research study assistant in the department of surgery, I educate and enroll patients in clinical trials. One such study examines the role of pre-operative substance administration in tumor progression. Patients enrolled in this study underwent six weeks of therapy before having the affected organ surgically excised. Observing how patients were willing to participate in this research to benefit others helped me understand the resiliency of the human spirit.

Working in clinical trials has enabled me to further explore my passion for science, while helping others. Through my undergraduate coursework and participation in volunteer groups I have had many opportunities to solidify my goal to become a physician. As I am working, I sometimes think about my second summer in Central America. I recall how one day, after I had turned countless rows of soil in scorching heat, one of the boys told me that I was a trabajador verdadero—a true worker. I paused as I realized the significance of this comment. While the boy may not have been able to articulate it, he knew I could identify with him. What the boy didn’t know, however, was that had my grandparents not decided to immigrate to the US, I would not have the great privilege of seizing opportunities in this country and writing this essay today. I look forward to the next step of my education and hope to return home to Texas where I look forward to serving the communities I call home.

Final Thoughts

Medical school personal statement help & consulting.

If all this information has you staring at your screen like a deer in the headlights, you’re not alone. Writing a superb medical school personal statement can be a daunting task, and many applicants find it difficult to get started writing, or to express everything they want to say succinctly. That’s where MedEdits can help. You don’t have to have the best writing skills to compose a stand-out statement. From personal-statement editing alone to comprehensive packages for all your medical school application needs, we offer extensive support and expertise developed from working with thousands of successful medical school applicants. We can’t promise applying to medical school will be stress-free, but most clients tell us it’s a huge relief not to have to go it alone.

MedEdits offers personal statement consulting and editing. Our goal when working with students is to draw out what makes each student distinctive. How do we do this? We will explore your background and upbringing, interests and ideals as well as your accomplishments and activities. By helping you identify the most distinguishing aspects of who you are, you will then be able to compose an authentic and genuine personal statement in your own voice to capture the admissions committee’s attention so you are invited for a medical school interview. Our unique brainstorming methodology has helped hundreds of aspiring premeds gain acceptance to medical school.

JESSICA FREEDMAN, M.D., is a former faculty member and admissions committee member at the Icahn School of Medicine at Mount Sinai. She is the founder and chair of MedEdits Medical Admissions and author of the MedEdits Guide to Medical Admissions and The Medical School Interview which you can find on  Amazon . Follow Dr. Freedman and MedEdits on Facebook and  YouTube.

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Writing a Personal Statement for Residency Application

Personal statements are an essential, required part of applying to residency. Residency programs screen thousands of applications every cycle and read many hundreds of these statements in the process. You should aim to write an interesting statement that showcases your personality as well as your achievements. Perhaps most importantly, you will need to skillfully articulate the reasons for your interest in family medicine and the particular program you're applying to.

How to Write a Great Personal Statement

A great personal statement sets itself apart from a good personal statement in several ways.

• First, it includes a level of specificity that shows your motivations and interests are authentic. For example, when conveying why you want to match into family medicine, show awareness of the exciting developments in the specialty, or describe your experience with or knowledge of topics like population health management, care coordination, and the social determinants of health.
• Feel free to highlight items in your CV if they help remind your reader of the experiences you’ve had that prepared you for the position. This is your opportunity to expand upon activities that are just listed in the CV but deserve to be described so your reader can appreciate the breadth and depth of your involvement in them. It should not be another comprehensive list of your activities, but rather should refer to activities that are listed in detail on the CV.
• The personal statement is also an appropriate place to address anything that may be ambiguous on your CV. In particular, you should address any nontraditional path you’ve taken through medical school, such as time off or an altered curricular journey. It is better to address these than to leave a program wondering. If you write about academic or personal challenges that you faced during medical school, make a positive impression by focusing on what you've learned from those experiences and how they brought you to where you are now. 

You may choose to relate significant personal experiences, but do so only if they are relevant to your candidacy for the position.

Sharpen Your Writing Skills 

The importance of good writing in a personal statement cannot be overemphasized. Unfortunately, not only are good writing skills allowed to deteriorate during medical school, but in some sense, they also are deliberately undermined in the interest of learning to write concise histories and physicals. For the moment, forget everything you know about writing histories and physicals. While preparing your personal statement:

• Avoid abbreviations.
• Avoid repetitive sentence structure.
• Avoid using jargon. If there is a shorter, simpler, less pretentious way of putting it, use it.
• Don't assume your reader knows the acronyms you use. As a courtesy, spell everything out.
• Use a dictionary and spell check. 
• Use a thesaurus. Variety in the written language can add interest, but don't get carried away.
• Write in complete sentences.

If you need a crash course in good writing, read  The Elements of Style ,  Fourth Edition  by Strunk and White. If you have friends or relatives with writing or editing skills, enlist their help. Student organizations at your school may host personal statement clinics, or your school may offer review services. Many student, medical, and specialty societies, local and national, may offer personal statement reviews or workshops.

Even if you're a great writer and feel confident about your application, you should ask trusted advisors, mentors, and friends to critique your personal statement (and your CV! ). They can help you make your statement as flawless as possible by giving you feedback about areas that might have been unclear or things that should be added.

Don't cross the line

Your personal statement should remain an original composition, even as you seek input and advice. Retain your voice as you refine your writing and don't ever plagiarize. Be aware of other ethical lines you shouldn't cross as well, for example, don't use vague references that would allow for the reader to misinterpret the nature of your experience, and don't take full credit for a project if others worked on it with you.

Copyright © 2024 American Academy of Family Physicians. All Rights Reserved.

Advisor Corner: Crafting Your Personal Statement

New section.

Being able to articulate an answer to the question “why medicine?” is critical for an applicant as they apply to medical school. One of the first opportunities for an applicant to convey this message to admissions officers is through their personal comments essay in the AMCAS application. We asked three pre-health advisors how they advise their students to put their best self forward when crafting their personal statements.

The personal statement is an unfamiliar genre for most students—you’ve practiced writing lab reports, analytical essays, maybe even creative fiction or poetry, but the personal statement is something between a reflective, analytical narrative, and an argumentative essay. You want to reveal something about yourself and your thoughts around your future in medicine while also making an argument that provides evidence supporting your readiness for your career. Well ahead of when you’re writing your personal statement, consider taking classes that require you to create and support arguments through writing, or those that ask you to reflect on your personal experiences to help you sharpen these skills.

As you draft your essay, you may want to include anecdotes from your experiences. It’s easiest to recall these anecdotes as they happen so it can be helpful to keep a journal where you can jot down stories, conversations, and insights that come to you. This could be recounting a meaningful conversation that you had with someone, venting after an especially challenging experience, or even writing about what keeps you going at times when you feel in danger of giving up. If it’s more comfortable, take audio notes by talking into your phone.

While reading sample personal statements can sometimes make a student feel limited to emulating pieces that already exist, I do think that reading others’ reflective writing can be inspirational. The Aspiring Docs Diaries blog written by premeds is one great place to look, as are publications like the Bellevue Literary Review and Pulse , which will deliver a story to your inbox every week. Check with your pre-health advisor to see if they have other examples that they recommend.

Rachel Tolen, Assistant Director and Premedical Advisor, Indiana University I encourage students to think of the personal statement not just as a product. Instead, I encourage them to think of the process of writing the statement as embedded in the larger process of preparing themselves for the experience of medical school. Here are a few key tips that I share with students:

• Start writing early, even months before you begin your application cycle. Expect to revise many versions of your draft over time.
• Take some time to reflect on your life and goals. By the end of reading your statement, the reader should understand why you want to be a physician. 
• When you consider what to write, think about the series of events in your life that have led up to the point where you are applying to medical school. How did you get here? What set you on the path toward medical school? What kept you coming back, even at times when it was challenging? On the day that you retire, what do you hope you’ll be able to say you’ve achieved through your work as a physician? 
• Don’t waste too much time trying to think of a catchy opening or a theme designed just to set your essay apart. Applicants sometimes end up with an opening that comes across as phony and artificial because they are trying too hard to distinguish themselves from other applicants. 
• Just start writing. Writing is a means for thinking and reflecting. Let the theme grow out of the process of writing itself. Some of the best personal statements focus on ordinary events that many other people may have experienced, but what makes the essay stand out are the writer’s unique insights and ability to reflect on these experiences.

Dana Lovold, MPH, Career Counselor at the University of Minnesota Your personal statement can and should include more than what you’ve done to prepare for medical school. The personal statement is an opportunity to share something new about yourself that isn’t conveyed elsewhere in your application.

Advisors at the University of Minnesota employ a storytelling model to support students in finding and writing their unique personal statement. One critical aspect of storytelling is the concept of change. When a story lacks change, it becomes a recitation of facts and events, rather than a reflection of how you’ve learned and grown through your experiences. Many students express concern that their experiences are not unique and wonder how they can stand out. Focusing on change can help with this. Some questions you may want to consider when exploring ideas are:

• What did you learn from the experience?
• How did you change as a result of the experience?
• What insight did you gain?

By sharing your thoughts on these aspects of your preparation and motivation for medicine, the reader has a deeper understanding of who you are and what you value. Then, connect that insight to how it relates to your future in the profession. This will convey your unique insight and demonstrate how you will use that insight as a physician.  

In exploring additional aspects of what to write about, we also encourage students to cover these four components in the essay:

• Motivation refers to a student’s ongoing preparation for the health profession and can include the initial inspiration.
• Fit is determined through self-assessment of relevant values and personal qualities as they relate to the profession.
• Capacity is demonstrated through holistically aligning with the competencies expected in the profession.
• Vision relates to the impact you wish to make in the field.

After you finish a working draft, go back through and see how you’ve covered each of these components. Ask people who are reading your draft if they can identify how you’ve covered these elements in your essay so that you know it’s clear to others.

• Prepare for Residency

Writing a Winning Personal Statement

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You're probably experiencing a mixture of excitement and anxiety as you begin the application process. That's normal. Once you've applied and been selected by a residency program,…

Writing the Perfect Residency Personal Statement

If you’re in your third year of medical school, it’s time to sharpen your personal statement writing skills again for the ERAS application .

The good news is you already wrote a great one that got you accepted into medical school ! Now, you’ll need to dig deep and channel the same creative spirit that was there about 3 years ago. 

Many applicants are looking for a special formula for writing a personal statement . But here’s the truth: There’s no secret formula. A fantastic residency personal statement includes well-written storytelling detailing your experiences as a medical student and why you’re an excellent fit for the residencies you’re applying to.

In this article, we’ll talk about inspiration, length, structure, and dynamic writing. Let’s dive in.

What is the ERAS personal statement, and why do you need to write one?

Your residency personal statement is similar to your medical school personal statement in that it’s your chance to directly make a case for yourself . Residency program directors use these essays to get to know you beyond your CV. They can only learn so much about you from your medical education history.

Most of the information program directors use to determine if you’re a good fit is quantitative —  GPAs, USMLE scores, etc. Odds are, these numbers will be fairly similar across the board. 

What sets you apart from other applicants will be qualitative — your personal experiences and career goals, whether you’re hard-working or a team player.

What should you include in your residency personal statement ?

In your residency personal statement , include your experiences and interests that have driven your ambition to mature as a medical professional.

Take time to think about what qualities you’d expect in an exemplary physician. Then, create a list of topics reflecting these qualities from your background.  

Create a list of ideas of what to write from these prompts:

• Memorable or “a-ha” moments during medical school (including specific rotations ) that changed the way you think about medicine.
• Volunteering or non-profit work.
• Your greatest skills and qualities and how you use them when practicing medicine.
• Specific instances of when you used strong teamwork skills.
• A personal anecdote that isn’t included on a resume, like an elective that led to an unexpected encounter with a patient that you won’t forget.
• Professors, mentors , family, friends, or anyone else that has inspired your path.
• Your goals in your future career.
• Reasons you are drawn to your specialty.
• Meaningful experiences in medical school or extracurriculars .
• Your most commendable achievements.

Why did you choose your specialty?

When you explain why you chose a specialty, discuss the reasons why you enjoy that specialty and how your strengths will apply to your future career. 

Make your answer heartfelt and honest. If your only reasons are money and the lifestyle, your chances of an interview with the program directors will plummet.

Answer these questions while brainstorming :

• What appeals to you about this specialty?
• Did past experiences or clinicals influence your decision for this program?
• What do you believe are the most important qualities for a physician in this specialty? How have you begun to cultivate these qualities in yourself?
• Are there future goals you want to achieve in this specialty?
• Have you done any research related to this field or the advancement of this specialty?

How long should a personal statement be for residency?

The personal statement essay section on ERAS allows for 28,000 characters (about 5 pages). 

Our advice? Don’t max out your character count.

Program directors must read the demographics, transcripts, MSPE, experiences section, personal statement , and letters of recommendation before making a decision. That’s a lot of reading.

Your goal is to make your point concisely — writing about a page plus a paragraph is the sweet spot.

Personal Statement Structure

Many applicants don’t know where to start, so we suggest breaking the essay into bite-sized pieces. Use a standard 4-5 paragraph structure. This way, you’ve got small, manageable goals.

Write your residency personal statement using:

• An introduction paragraph.
• 2-3 paragraphs to expand on your theme.
• A conclusion paragraph to tie it all together.

Introduction

Draw the reader in with a story or anecdote, and introduce a theme. A narrative voice works well here to engage the reader and get them interested. 

Don’t tell an extensive story; provide just enough to provide context and introduce a theme.

Body Paragraphs (2-3)

Explore and expand on the central theme of your personal statement . You can talk about the traits or life experiences that will make you good at family medicine , dermatology , or whatever specialty you’re pursuing. 

Ensure you’re being specific to the specialty — you don’t need to prove you’ll be a good doctor so much as a good doctor in the field you’re applying to .

Wrap everything up and end with a “bang.” The conclusion should serve to bring all your points together in one place. When I say end with a “bang,” I mean to finish strong . 

Stating: “For the reasons above, I believe I will make an excellent internist, ” doesn’t leave the reader with much.

Try something a bit more passionate, idealistic, and enthusiastic. Here’s an example:

“ Internal medicine is centered around improving lives, orchestrating, and managing complex patient care . To me, the true challenge is in the art of internal medicine — to tailor to patients’ needs to maximize their health and improve their overall quality of life.”

With this approach to the structure of your personal statement , the essay becomes more manageable. You can set yourself mini-assignments by just developing one component at a time. Complete one portion each week, and you’ll be done by the end of the month!

Should a residency personal statement have a title? 

There is no hard and fast rule about whether a residency personal statement should have a title. Ultimately, the decision about whether or not to include a title in your personal statement is up to you.

Consider these factors when deciding whether or not to include a title:

• A good title can serve as a headline for the reader, making your essay stand out before they even start reading. 
• A good title can make your statement stand out and help it to be more memorable.
• On the other hand, a poorly chosen or overly generic title could actually detract from your personal statement.

Most residency programs do not require, or even want, a title for personal statements. Be sure to check the program’s guidelines before including one.

If you do choose to include a title, make sure it is relevant, concise, and impactful. Avoid overly generic or cliche titles, and focus on conveying the main message or theme of your personal statement. 

It is less common to have a title, so if you do it right, you may stand out from the crowd.

How To Make Your Personal Statement Stand Out

Take time to brush up on your writing skills to make your personal statement stand out . 

These skills may not have been your focus in the last few years, but concisely expressing your dedication to the specialty will retain a program director ’s attention. 

Oh, and always remember to proofread and check your grammar! If you specifically prompt ChatGPT to “review your personal statement for grammar and punctuation only,” it does a pretty good job. 

Just be sure not to have AI write your personal statement, as it doesn’t know your stories, and can’t convey your sentiment, tone, or emotion.

Language and Vocabulary

The simpler, the better. Hand your essay to a friend or family member to proofread. If they have to stop and look up any word, it’s probably the wrong word choice. Maybe it’s the perfect word for the sentence, but anything that distracts the reader from the content is a problem.

Avoid the following:

• Contractions. Contractions are informal language. They aren’t appropriate for applications or professional writing.
• “Really” as in “I really learned a lot.” Try the word “truly” instead. It sounds more sincere.
• “Really” or “very” as in “it was a really/very great experience.” Here, “really” is a qualifier that holds the place of a better word choice; e.g., Really great = fantastic, wonderful, exquisite; Very important = paramount, momentous, critical.

Simple sentence structure is usually the best. Follow these rules:

• Avoid quotations if you can. This is your essay, and it should focus on what you have to say, not someone else. There may be exceptions to this rule (like a statement a professor made that changed the course of your medical career), but these are rare.
• Punctuate correctly. Misplaced commas or a missing period can distract a reader from your content. If grammar isn’t your strong suit, have a friend (or a spellchecker like Grammarly) check your essay for errors.

Avoid Clichés

Saying you want to go into pediatrics because you love kids might be true, but it’s also a given. Everyone going into healthcare is interested in helping people. 

This is your opportunity to make it more personal. Talk about the life experiences that have uniquely informed your career path and what makes you different from every other med student trying to get a residency interview . 

Don’t Make It Too Complicated

Be simple, straight to the point, and authentic. 

Aim for clear wording that communicates your central theme. If you talk about your professional future and goals, they should be realistic and carefully considered. Your goal is to leave program directors with a strong impression of your character and maturity. 

Try Dynamic Writing

Dynamic writing is all about feel and rhythm. Even good content written poorly can come out flat. Here are some cues to evaluate and improve your writing:

• Read your writing out loud. Do you have to catch your breath in the middle of a sentence? If so, the sentence is too long and needs some additional punctuation, editing, or to be split up.
• Vary your sentence structure and/or the length of the sentences. When you’re reading, do you feel like there is a repetitive rhythm? This usually results from too many short sentences stacked on top of each other.

Be Prepared To Revise Your Statement

You’ve done this part before. Once the bulk of your statement is done, have someone else read it, then start revising. The great thing about the revision process is that you don’t have to write the first draft perfectly. 

If you can afford it, consider working with a professional team for help with the residency application process , including personal statement editing.

Our friends at MedSchoolCoach can help you with personal statement editing. 

Should you write multiple ERAS personal statements ?

Write a residency personal statement relevant to each specialty you apply to, each with a clearly stated goal.

While it’s a good idea to write a personal statement for every specialty you apply to, you don’t have to write one for each specific program . Maybe you have research experience in a few different specialties and aren’t sure where you’ll get residency training .

A blanket personal statement to cover all specialties is bland at best and, at worst, a red flag . Your interest in becoming an OB/GYN should be informed by different experiences than your interest in anesthesiology or plastic surgery .

Anyone who reads your personal statement should have all the relevant information for integrating you into their program. Don’t overshare experiences or learnings from irrelevant rotations , classes, or experiences.

Let’s say you send your personal statement to a program director for a radiology residency program . If he reads that you’re torn between radiology and emergency medicine , is he more likely to accept you, or an applicant who seems all-in for his program’s specialty?

Ready to write? Get your residency personal statement prepared!

It’s time to knock out that first paragraph ! We have given you the structure and tools to write a personal statement that reflects your strengths. Remember, there’s no formula for the perfect personal statement , but there are tried and true methods for strong writing.

Schedule a free consultation with MedSchoolCoach to see how we can help you increase your chances of matching into the residency of your choice. 

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Residency Sample Personal Statements

These are real personal statements from successful residency applicants (some are from students who have used our services or from  our advisors ). These sample personal statements are for reference purposes only and should absolutely not be used to copy or plagiarize in any capacity. Plagiarism detection software is used when evaluating personal statements. Plagiarism is grounds for disqualification of an applicant.

Disclaimer: While these essays ultimately proved effective and led to successful residency matches, there are multiple components that comprise an effective residency applicant. These essays are not perfect, and the strengths and weaknesses have been listed where relevant.

Sample Personal Statements

Encouraged by the idea of becoming well rounded, I collected many hobbies and passions as I grew up from snowboarding and cooking to playing board games and practicing meditation. Despite the increasing demands on my time, however, I never learned how to get more than 24 hours out of a day. Since I entered medical school, I have been searching for ways to continue pursuing my one my most influential hobbies, playing the violin. While my violin may be gathering more dust than I would like to admit, I discovered that the same motivations that gave me an affinity for my favorite pastime are still fulfilled in the practice of anesthesia.

Learning to play the violin was challenging; for the first few years, everything that came out of my violin sounded as if it had been scratched out on a chalkboard. Through daily practice and enormous amount of patience from my parents whose ears were being tortured, playing violin slowly came to be effortless. My violin teacher went beyond teaching me how to play but also challenged me to envision my future and write down my aspirations. While achieving my milestones gave me a jolt of confidence, I learned that setting goals are part of a broader journey of constant improvement. Developed from years of practicing violin, my discipline to work tirelessly towards my goals provides the framework that will help me to master anesthesiology.

I found violin to be most rewarding when I had the opportunity to share my music with others. Through the simple act of pulling my bow across a string, I was able to convey my emotions to my audience. The desire to directly and physically affect change is a large part of my motivation to pursue anesthesiology where problems are identified and immediately met with a potential solution. Drawn to science because of my desire to understand the world around me, I enjoy creating a hypothesis and executing a plan in order to test it. While I was at [UNIVERSITY], I identified areas in which the school could improve the student experience and then implement projects that could address these areas. As the Academics and Research Committee chair, I planned as a summer math course for incoming freshmen to prepare them proof writing, which was a topic that many were to which they were not previously exposed. I derive satisfaction from the ability to take an idea and carrying it through to completion. As a life long learner, I take pleasure in finding ways to grow and expand my mind. My love of learning started from a young age where my favorite use of my computer was to browse my CD-ROM “the way things worked.” My golf team nicknamed me ‘Encyclopedia’ because of my tendency to share interesting facts with them as we drove to tournaments around [STATE]. To this day, it is difficult for me to have dinner with my friends without bringing up an interesting fact I learned from a podcast.

When playing violin became second nature, practicing became a sort of therapy where the world around me disappeared and my mind became quiet and focused. Throughout my life, I have been drawn to tasks that require intense concentration to transform thoughts into physical action from rehearsing a swing to hit a perfect drive to carefully executing a protocol for an experiment. The direct and focused care that takes place in the OR actually turned out to be tranquil and relaxing for me. Monitoring the patient, forming differentials, testing my hypothesis, and planning ahead, I found my mind completely immersed while I was assisting in cases. Able to use my own hands to care for a patient, I left the OR feel satisfied that my efforts were wholeheartedly directed towards providing the best possible care for my patient.

I first discovered chamber music at violin camp and immediately fell in love with beautiful harmonies and intricate counter melodies. One of the most shocking things about chamber music was how foreign the music sounded when I practiced at home because the individual parts frequently do not capture the beauty of piece. It isn’t until rehearsal as a group that the true form of the song emerges. Chamber music, similar to the operating room, involves a small group of people working together toward a single goal. Everyone from the surgeon to the nurses has his or her own role, which is needs to be executed appropriately in order to provide the best care for the patient. The teamwork required in the OR reminds me of seemingly impossible feats humans are able to accomplish through coordinated efforts. This collaboration is an essential characteristic of the type of environment in which I would like to work. In addition, I hope that the anesthesia residency I attend values the spirit of self-reflection and constant improvement. I am excited to pursue a career in anesthesiology where I will continue to build on my interests and strengths that were honed through years of practicing the violin.

The author did a masterful job of integrating one of his/her main outside passions (violin) into an interesting and engaging narrative as to why the applicant was fit for anesthesia.

Compared to the common “writing your CV” mistake that many applicants make, this personal statement is a breath of fresh air. The theme of violin is not irrelevant, as the author relates seemingly unrelated aspects of its practice or performance to key elements of anesthesia, medicine, or being part of a team in the operating room. 

The author allows his/her personality and voice to come through. Reading this, it is easy to imagine a quirky and intellectual applicant who is genuinely curious and excited to pursue the career of anesthesia, along with some interesting hobbies. It is no surprise, then, that this applicant interviewed at top programs across the nation and multiple residency admissions committee members cited the applicant’s personal statement during the interview.

As I stand on stage in front of 500 audience members, they are all eagerly awaiting my next line. In order to start the scene, I need a suggestion from the audience. “What am I holding?” I raise my empty hand in the air. One brave soul replies “Bacon!” My fellow improvisers and I proceed to perform a scene set around a bacon dinner party. We deliver our lines punctuated by laughter until the scene comes to a close. I recall this scene during my first night in the emergency department (ED). I am struck by how much improvisation has taught me. Emergency Medicine (EM) and improv have very similar motifs. Every scene in improvisation is different, as is every ED patient. Scenes are fast paced and force you to draw from life experiences while working in a team setting, similar to the controlled chaos often encountered during an ED shift. Ultimately, ingenuity, communication and resourcefulness are the main draws I have to EM which are traits that have been instilled into my character by my experience with improvisation.

During my third year of medical school, an elderly woman presented to the ED with acute vision loss. Reassessing the patient was difficult because I had no way of documenting the improvement of her vision. Improvisation had prepared me to use creativity and whatever tools available to find a solution for any given situation. I created a system where she could mark an ‘X’ wherever she could see on a grid drawn on paper. Each hour she would add more X’s to the grid as she received corticosteroid treatment. Helping patients with improvised solutions gives me the feeling of being an artist which can complement the logic and criteria needed in EM.

New and imaginative ideas in improvisation are born from constant communication between improvisers. Emergency physicians are constantly communicated information which changes their management of a patient. A growing discipline in EM is the idea of shared decision-making (SDM). My research aims to improve the communication between the emergency doctor and the patient using SDM which is when the patient relies on their life experiences, values, and preferences while the EM physician contributes his/her medical knowledge to improve decision-making. I have been involved in several projects to help identify barriers to SDM in the emergency department, and I am currently leading a research project on the implementation of SDM in oral anticoagulation therapy for patients with new onset atrial fibrillation. Through this novel concept, I learned how to effectively communicate with patients about their illnesses and the benefit of giving them an active role in choosing their care plan.

Entering medical school, I developed an original research project incorporating my life experiences. Five years ago, my grandmother passed away from Alzheimer’s disease. In medical school, I learned of the benefits of various alternative treatments of neurodegenerative diseases. Combining my experience with Alzheimer’s and improvisation, I developed a study where elderly patients with mild cognitive impairment were enrolled in an eight-week improvisation class. My efforts to improve the participants’ verbal fluency, level of depression and cognition using a treatment that had not yet been explored gave me the ability to administer care with the tools given to me by past experiences. Approaching the undifferentiated ED patient similarly requires resourcefulness and problem-solving which can stem from past life experiences. I believe I will be able to pull from these experiences salient information applicable to the situation because improvisation has helped me nurture this characteristic.

In my future career, I see myself working with underserved populations and performing research. There I can lift those who are in need as well as continue to research improvements in patient engagement through SDM. I know if I am given the chance to practice medicine in an environment that fosters ingenuity, communication and resourcefulness I can continue to be strong advocate for my patients and become a great EM physician.

Building from a unique background, the author of this residency personal statement brings a unique element to the table – improvisation. Similar to the personal statement above, the author uses their passion and interests outside of medicine to illustrate how the skills they have developed in that area will translate to their being an effective physician. 

Notably, the author also describes his novel research project incorporating improvisation into research and the backstory of how this idea was derived from Alzheimer’s dementia effecting his own family members. This simple anecdote reinforces the applicant’s passion for improvisation, their interest in furthering the scientific literature through research, and the personal connection to a condition. 

The applicant comes across as interesting. However, to further improve the impact of the essay, the author may consider tightening up the conclusion with a reference back to improvisation or other parting words that are more unique.

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The Only 3 Medical School Personal Statement Examples You Need to Read

Posted in: Applying to Medical School

Table of Contents

The personal statement is one of the most important parts of the med school application process because t his mini-essay is a critical opportunity for you to stand out from other prospective medical students by demonstrating your passion and personality, not just your grades.

Admissions committees receive hundreds or more AMCAS medical school applications , so yours should be unique and captivating. Your medical school personal statement shows admissions officers who you are beyond your high school or pre-med GPA , extracurriculars , and MCAT score . 

The best personal statements are… well, personal . This is your chance to share what life experiences have compelled you toward a career in healthcare or the medical field , and how those experiences shape the picture of your ideal future.

MedSchoolCoach has crucial advice for writing your personal statement . 

Read these examples of personal statements for prospective med students.

Writing a great medical school personal statement is a lot easier with the right support. We’ve helped numerous med school applicants craft top-notch personal statements and can do the same for you.

But first: 7 steps to writing an engaging personal statement.

Before you read these excellent examples, you need to understand the process of writing a personal statement.  

Include these in your medical school personal statement:

• Why you’re passionate about becoming a doctor
• Your qualities that will make you a great physician
• Personal stories that demonstrate those qualities
• Specific examples of the communities you want to serve as a member of the medical field

What are the most important things to remember when writing a medical school personal statement ?

• Begin the writing process early: Give yourself plenty of time for brainstorming and to revisit your first draft, revising it based on input from family members and undergrad professors. Consult the application timeline for your target enrollment season.
• Choose a central theme: An unfocused essay will leave readers confused and uninterested. Give your statement a clear thesis in the first paragraph that guides its formation.
• Start with a hook: Grab the reader’s attention immediately with your statement’s first sentence. Instead of opening with a conventional introduction, be creative! Begin with something unexpected.
• Be the you of today, not the you of the future: Forecasting your future as a physician can come across as empty promises. Don’t get caught up in your ambitions; instead, be honest about your current situation and interest in the field of medicine.
• Demonstrate your passion: It’s not enough to simply state your interest in becoming a doctor; you have to prove it through personal stories. Show how your perspectives have been shaped by formative experiences and how those will make you an effective physician.
• Show, don’t tell : Avoid cliches that admissions committees have heard hundreds of times, like “I want to help people.” Make your writing come alive with dynamic, persuasive storytelling that recounts your personal experiences.
• Tie everything together: Conclude by wrapping up your main points. Reiterate your passion for the medical profession, your defining personal qualities, and why you’ll make a good doctor.

You can read more about our recommended method in our step-by-step guide , but those are the major points.

Example 1 — From the Stretcher to the Spotlight: My Journey to Becoming an Emergency Medicine Physician

Another siren shrieks as the emergency room doors slide open and a team of EMTs pushes a blood-soaked stretcher through the entrance. It’s the fifth ambulance to arrive tonight — and only my first clinical shadowing experience in an emergency medicine department since my premed education began.

But it wasn’t my first time in an emergency room, and I knew I was meant to be here again.

In those crucial moments on the ER floor, many of my peers learned that they stumble in high-pressure environments. A few weeks of gunshot wounds, drug overdoses, broken bones, and deep lacerations in the busiest trauma bay in the region were enough to alter their career path.

They will be better practitioners somewhere predictable, like a pediatrician in a private practice where they choose their schedules, clients, and staff.

Every healthcare provider has their specialties, and mine are on full display in those crucial moments of lifesaving care. Why am I pursuing a career in Emergency Medicine? Because I’ve seen firsthand the miracles that Emergency Medicine physicians perform.

12 years ago, I was in an emergency room… but I was the one on the stretcher.

A forest-green Saturn coupe rolled into my parent’s driveway. The driver, my best friend Kevin, had just passed his driving test and was itching to take a late-night run to the other side of town. I had ridden with Kevin and his father many times before when he held his learner’s permit. But this time, we didn’t have an adult with us, and the joyride ended differently: with a 40-mph passenger-side collision, T-boned by a drunk driver.

I distinctly recall the sensation of being lifted out of the crumpled car by a paramedic and laid onto a stretcher. A quick drive later, I was in the care of Dr. Smith, the ER resident on call that night. Without missing a beat, he assessed my condition and provided the care I needed. When my mom thanked him for saving my life, he simply responded, “It’s what he needed.”

Now I’m watching other doctors and nurses provide this life-saving care as I observe as a premed student. I see the way the staff works together like a well-oiled machine, and it reminds me of my time in high-school theater.

Everyone has a role to play, however big or small, to make the show a success. All contributions are essential to a winning performance — even the technicians working behind the scenes. That’s what true teamwork is, and I see that same dynamic in the emergency department.

Some actors freeze during performances, overcome by stage fright. Other students are too anxious to even set foot in front of an audience; they remain backstage assisting with split-second costume changes.

Not me. I felt energized under the spotlight, deftly improvising to help my co-stars when they would forget their lines. Admittedly, I wasn’t the best actor or singer in the cast, but I provided something essential: assurance under pressure. Everyone knew me as dependable, always in their corner when something went awry. I had a reputation for remaining calm and thinking on my feet.

My ability to stay unruffled under pressure was first discovered on stage, but I can use it on a very different platform providing patient care. Now, when other people freeze under the intensity of serving public health on the front lines, I can step in and provide my calm, collected guidance to see them through.

As an ER doctor, I will have to provide that stability when a nurse gets flustered by a quarrelsome patient or shaken from an irreparably injured infant. When you’re an Emergency Medicine physician, you’re not following a script. It takes an aptitude of thinking on your toes to face the fast pace and unpredictable challenges of an emergency center.

During my time shadowing, I saw experienced physicians put those assured, gentle communication skills to use. A 13-year-old boy was admitted for a knife wound he’d received on the streets. He only spoke Spanish, but it was clear he mistrusted doctors and was alarmed by the situation. In mere minutes, one of the doctors calmed the patient so he could receive care he needed.

Let me be clear: I haven’t simply gravitated toward Emergency Medicine because I liked it most. It’s not the adrenaline or the pride that compel me. I owe Emergency Medicine my life, and I want to use my life to extend the lives of other people. Every person brought into the trauma bay could be another me , no matter what they look like.

People are more than their injury, health record, or circumstances. They are not just a task to complete or a challenge to conquer.

My childhood injury gave me an appreciation for the work of ER doctors and a compassion for patients, to foster well-being when people are most broken and vulnerable. I already have the dedication to the work and the heart for patients; I just need the medical knowledge and procedural skills to perform life-saving interventions. My ability to remain calm, think on my toes, be part of a team, and work decisively without making mistakes or overlooking critical issues will serve me well as an Emergency Medicine physician.

Some ER physicians I spoke with liked to think that they’re “a different breed” than other medical professionals — but I don’t see it that way. We’re just performing a different role than the rest of the cast.

Breaking It Down

Let’s look at what qualities make this a great personal statement for med school.

• Engaging opening: The writer painted a vivid scene that immediately puts the reader in their shoes and leaves them wanting more.
• Personal examples: The writer demonstrated his ability to stay calm, work as a team, and problem-solve through theater experience, which he also uses as a comparison. And, he explained his passion for Emergency Medical care from his childhood accident.
• Organized: The writer transitions fluidly between body paragraphs, connecting stories and ideas by emphasizing parallels and hopping back and forth between time.
• Ample length: Makes full use of the AACOMAS and AMCAS application personal statement’s character limit of 5,300 characters (including spaces), which is about 850-950 words.

Unsure what traits and clinical or research experience your preferred medical school values ? You can research their admissions requirements and mission statement using the MSAR .

Example 2 — Early Clinical Work For Empathetic Patient Care

The applicant who wrote this personal statement was accepted into University of South Florida Morsani College of Medicine, University of Central Florida College of Medicine, and Tufts University School of Medicine.

As I walked briskly down the hall to keep up during our daily rounds in the ICU, I heard the steady beeping of Michelle’s cardiac monitor and saw a ruby ornament twinkling on the small Christmas tree beside her. She was always alone, but someone had decorated her room for the holidays.

It warmed my heart that I wasn’t the only one who saw her as more than a patient in a coma. I continually felt guilty that I couldn’t spend more time with her; her usual companions were ventilators, IV bags, and catheters, not to mention the golf ball-sized tumors along her spine. Every day, I thought about running to Michelle’s bedside to do anything I could for her.

Thus, I was taken aback when my advisor, who was visiting me that day, asked me if I was okay. It never crossed my mind that at age 17, my peers might not be able to handle the tragedies that healthcare workers consistently face. These situations were difficult, but they invoked humanity and compassion from me. I knew I wanted to pursue medicine. And I knew I could do it.

From my senior year of high school to my senior year of college, I continued to explore my passion for patient interaction.

At the Stepp Lab, I was charged with contacting potential study participants for a study focusing on speech symptoms in individuals with Parkinson’s Disease. The study would help future patients, but I couldn’t help but think: “What are we doing for these patients in return?” I worried that the heart and soul behind the research would get lost in the mix of acoustic data and participant ID numbers.

But my fears were put to rest by Richard, the self-proclaimed “Parkinson’s Song & Dance Man,” who recorded himself singing show tunes as part of his therapy. Knowing that he was legally blind and unable to read caller ID, I was always thrilled when he recognized my voice. The spirit in his voice indicated that my interest in him and his journey with Parkinson’s was meaningful. Talking with him inspired me to dive deeper, which led to an appreciative understanding of his time as a sergeant in the U.S. military.

It was an important reminder: my interest and care are just as important as an effective prescribed treatment plan.

Following graduation, I began my work as a medical assistant for a dermatologist. My experience with a patient, Joann, validated my ability to provide excellent hands-on patient care. Other physicians prescribed her painkillers to relieve the excruciating pain from the shingles rash, which presented as a fiery trail of blisters wrapped around her torso. But these painkillers offered no relief and made her so drowsy that she fell one night on the way to the bathroom.

Joann was tired, suffering, and beaten down. The lidocaine patches we initially prescribed would be a much safer option, but I refused for her to pay $250, as she was on the brink of losing her job. When she returned to the office a week later, she held my hand and cried tears of joy because I found her affordable patches, which helped her pain without the systemic effects.

The joy that pierced through the weariness in her eyes immediately confirmed that direct patient care like this was what I was meant to do. As I passed her a tissue, I felt ecstatic that I could make such a difference, and I sought to do more.

Since graduation, I have been volunteering at Open Door, a small pantry that serves a primarily Hispanic community of lower socioeconomic families. It is gut-wrenching to explain that we cannot give them certain items when our stock is low. After all, the fresh fruits and vegetables I serve are fundamental to their culturally-inspired meals.

For the first time, I found myself serving anguish rather than a helping hand. Usually, uplifting moments strengthen one’s desire to become a physician, but in this case, it was my ability to handle the low points that reignited my passion for aiding others.

After running out of produce one day, I was confused as to why a woman thanked me. Through translation by a fellow volunteer, I learned it was because of my positivity. She taught me that the way I approach unfavorable situations affects another’s perception and that my spirited attitude breaks through language barriers.

This volunteer work served as a wake-up call to the unacceptable fact that U.S. citizens’ health suffers due to lack of access to healthy foods. If someone cannot afford healthy foods, they may not have access to healthcare. In the future, I want to partner with other food banks to offer free services like blood pressure readings. I have always wanted to help people, but I now have a particular interest in bringing help to people who cannot afford it.

While the foundation of medicine is scientific knowledge, the foundation of healthcare is the word “care” itself. I never found out what happened to Michelle and her Christmas tree, but I still wonder about her to this day, and she has strengthened my passion to serve others. A sense of excitement and comfort stems from knowing that I will be there for people on their worst days, since I have already seen the impact my support has had.

In my mind, becoming a physician is not a choice but a natural next step to continue bringing humanity and compassion to those around me.

How did this personal statement grab and sustain attention so well?

• Personalization: Everything about this statement helps you to understand the writer, from their personal experiences to their hope for how their future career will look.
• Showing, not telling: From the first sentence, the reader is hooked. This prospective medical student has plenty of great “on paper” experience (early shadowing, clinical experience, etc.), but they showed this with storytelling, not by repeating their CV.
• Empathy: An admissions committee reading this personal statement would know beyond a shadow of a doubt that this student cares deeply about their patients. They remember first names, individual details, and the emotions that each patient made them feel.
• A clear path forward: The writer doesn’t just want to work in the medical field — they have a passion for exactly how they want to impact the communities they serve. Outside of strictly medical work, they care about the way finances can limit access to healthcare and the struggle to find healthy food in food deserts around the US .

Read Next: How Hard Is It to Get Into Medical School?

Example 3 — Beyond the Diagnosis: The Importance of Individualized Care in Medicine

The applicant who wrote this personal statement was accepted into Touro College of Osteopathic Medicine and Nova Southeastern University College Of Osteopathic Medicine.

Dr. Haywood sighs and shakes her head upon opening the chart. “I was worried about her A1C. It’s up again. Hypertension, too. Alright, let’s go.”

As we enter the patient’s room, I’m expecting the news about her blood sugar and pressure to fill the room. Instead, Dr. Haywood says, “Roseline! How are you doing? How’s your girl, doing well?”

Dr. Haywood continues to ask questions, genuinely interested in Roseline’s experience as a new mother. If not for the parchment-lined examination chair and anatomy posters plastered to the wall, this exchange could be happening in a grocery store. What about her A1C? Her blood pressure? Potential Type II diabetes?

As I continue to listen, Dr. Haywood discovers that Roseline’s mother moved in with her, cooking Haitian meals I recognize as high on the glycemic index. Dr. Haywood effortlessly evolves their conversation to focus on these. Being Haitian herself, she knows some traditional dishes are healthier than others and advises Roseline to avoid those that might exacerbate her high blood sugar and blood pressure. Dr. Haywood also suggests Roseline incorporate exercise by bringing her baby on a walk through her neighborhood.

During my shadowing experience, I observed one of the core components of being a physician through several encounters like this one. By establishing a relationship with her patient where Roseline was comfortable sharing the details of new motherhood, Dr. Haywood was able to individualize her approach to lowering the patient’s A1C and hypertension. Inspired by her ability to treat the whole person , I began to adopt a similar practice as a tutor for elementary kids in underserved areas of D.C.

Shaniyah did not like Zoom, or math for that matter. When I first met her as a prospective tutee online, she preferred to keep her microphone muted and would claim she was finished with her math homework after barely attempting the first problem. Realizing that basing our sessions solely on math would be fruitless, I adapted my tutoring style to incorporate some of the things for which she had a natural affinity.

The first step was acknowledging the difficulties a virtual environment posed to effective communication, particularly the ease at which distractions might take over. After sharing this with Shaniyah, she immediately disclosed her struggles to share her work with me. With this information, I found an online platform that allowed us to visualize each other’s work.

This obstacle in communication overcome, Shaniyah felt more comfortable sharing details about herself that I utilized as her tutor. Her love of soccer gave me the idea to use the concept of goal scoring to help with addition, and soon Shaniyah’s math skills and enthusiasm began to improve. As our relationship grew, so did her successes, and I suspect the feelings I experienced as her tutor are the same as a physician’s when their patient responds well to prescribed treatment.

I believe this skill, caring for someone as a whole person , that I have learned and practiced through shadowing and tutoring is the central tenet of medicine that allows a doctor to successfully treat their patients.

Inspired by talking with patients who had received life-altering organ transplants during my shadowing experience, I created a club called D.C. Donors for Georgetown University students to encourage their peers to register as organ donors or donate blood. This experience taught me that to truly serve a person, you must involve your whole person, too.

In starting this club to help those in need of transplants, I had to dedicate my time and effort beyond just my physical interactions with these patients. For instance, this involved reaching out to D.C.’s organ procurement organization to inquire about a potential partnership with my club, to which they agreed. In addition, I organized tabling events on campus, which required significant planning and communication with both club members and my university.

Though exciting, starting a club was also a difficult process, especially given the limitations the pandemic imposed on in-person meetings and events. To adapt, I had to plan more engaging meetings, designing virtual activities to make members more comfortable contributing their ideas. In addition, planning a blood drive required extensive communication with my university to ensure the safety of the staff and participants during the pandemic.

Ultimately, I believe these behind-the-scenes actions were instrumental in addressing the need for organ and blood donors in the D.C. area.

From these experiences, I have grown to believe that good medicine not only necessitates the physician cares for her patient as a whole, but also that she fully commits her whole person to the care of the patient. Tutoring and starting D.C. Donors not only allowed me to develop these skills but also to experience such fulfilling emotions: the pride I had in Shaniyah when her math improved, the gratefulness I felt when she confided in me, the steadfast commitment I expressed to transplant patients, and the joy I had in collaborating with other passionate club members.

I envision a career as a physician to demand these skills of me and more, and I have confirmed my desire to become one after feeling so enriched by practicing them.

Here’s what makes this personal statement such a good example of what works:

• Desirable qualities: The student clearly demonstrates qualities any school would want in an applicant: teachability, adaptability, leadership, organization, and empathy, to name a few. This again uses the “show, don’t tell” method, allowing the readers to understand the student without hand-holding.
• Personalized storytelling: Many in the healthcare profession will connect with experiences like the ones expressed here, such as addressing patient concerns relationally or the lack of blood donors during the recent pandemic. The writer automatically makes a personal link between themselves and the admissions committees reading this statement.
• Extensive (but not too long): Without feeling too wordy, this personal statement uses nearly all of the 5,300 characters allowed on the AMCAS application. There’s no fluff left in the final draft, only what matters.

Avoid These Common Mistakes

You can learn a lot from those personal statements. They avoid the most common mistakes that med school applicants make when writing the medical school personal statement.

Here are some things you should avoid in your personal statement if you want to be a doctor:

• Name-dropping: Admissions counselors won’t be impressed when you brag about your highly regarded family members, associates, or mentors. You need to stand on your own feet — not someone else’s.
• Dishonesty: Lies and exaggerations can torpedo your application. And they’re bad habits for anyone entering the medical field. Don’t do it.
• Unedited AI content: Artificial intelligence can help you edit and improve your writing, but don’t let it do the work for you. Your statement needs to be authentic, which means in your voice! A chatbot can’t feel or adequately convey your own empathy, compassion, trauma, drive, or personality.
• Grammatical errors and typos: Have someone reliable proofread your essay and scour it for typos, misspellings, and punctuation errors. Even free grammar-checking apps can catch mistakes!
• Telling without showing: I’ll reiterate how important it is to prove your self-descriptive statements with real-life examples. Telling without showing won’t persuade readers.
• Too many examples: Have 3-4 solid personal stories at most; only include a few that are crucial for providing your points. The more experiences you share, the less impact they’ll make.
• Fluff and filler: Cut all fluff, filler words, and irrelevant points. There are many other places you can include information in your application, such as secondary essays on your clinical experience, volunteer work, and research projects . 

You can find more valuable do’s and don’ts in our in-depth guide to writing your best personal statement .

Need extra help? We’ve got you covered.

Schedule a meeting with medschoolcoach for expert support on writing and editing your personal statement. we’re here to help you impress medical school admissions committees .

Renee Marinelli, MD

Dr. Marinelli has practiced family medicine, served on the University of California Admissions Committee, and has helped hundreds of students get into medical school. She spearheads a team of physician advisors who guide MedSchoolCoach students.

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How to Craft an Excellent MD Residency Personal Statement

Your residency is a critical step on the road to becoming a board-certified physician, and the residency matching process is unsurprisingly competitive. Program directors look for candidates who have demonstrated excellent academic performance, boast a strong academic record as well as great USMLE scores, and are supported by impressive letters of recommendation.

In a pool of well-qualified applicants, practicing physicians point to the personal statement as the perfect opportunity to catch a residency program director’s eye. Read on to learn some of their tips for how to craft a strong residency personal statement.

Physician-approved tips for writing a great residency personal statement

The National Resident Matching Program’s (NRMP) 2021 Program Director Survey indicates that a candidate’s personal statement for residency is among the top five most important criteria program directors consider when reviewing applications.

Many programs begin filtering candidates by USMLE scores, which essentially leaves everyone on a level playing field at that point. You’ll want to craft an eye-catching personal statement to help you stand out in the crowd. Follow these tips for doing just that:

1. Express your individuality

You can demonstrate your academic excellence pretty clearly by offering evidence of a strong medical school performance and a solid USMLE score. But your residency personal statement will offer you the opportunity to give program directors a more complete picture of who you are as an individual.

This essay is a chance to highlight what sets you apart from other applicants, so it’s important to go beyond simply listing your achievements. These items will already be included in your curriculum vitae (CV), so it won’t help admissions committees learn anything new about you.

It’s also smart to ensure that any of the experiences or extracurricular activities you do write about in your personal statement are true interests of yours. Dr. Natasha Sriraman , pediatrician and St. George’s University (SGU) graduate, notes that review committees can tell when you’re not being genuine.

“Don’t do things because you think it’s going to look good,” she advises. “Do things that you’re passionate about.”

2. Demonstrate your interest in the specialty

By the time you reach residency, you should have a solid idea of the medical specialty you’re looking to pursue. With that in mind, it’s a good idea to write about why you’re drawn to that particular specialty when you’re crafting your residency personal statement.

Be sure to do this in a way that is true to your personal passions rather than providing generic, surface-level motivations. For example, Dr. Sriraman says she’s come across too many candidates applying to pediatrics programs who cite their love of working with children. “We all like kids,” she jokes. “That’s not a reason to go into this field of medicine.”

Instead, she suggests sharing an anecdote from an experience you had that influenced your decision to pursue that area of practice. This could be a recent encounter during clinical rotations, a string of interactions with a particular instructor, or even something that happened prior to your time in medical school. As long as you’re able to make a logical connection, review committees are looking to learn how your experiences thus far will contribute to your success as a physician.

3.Address any potential concerns head-on

It can be uncomfortable to feel like you have any sort of blemish on your CV. But rather than shying away from a bad semester or a mysterious gap in your education, you can use your personal statement as an opportunity to elaborate on what was going on in your life at that time.

Putting academic issues or delays into context can make a big difference. It demonstrates that you possess levels of self-awareness and personal responsibility that can actually be pretty crucial when practicing medicine.

>Furthermore, omitting issues in your personal statement doesn’t mean you can avoid addressing them—if you make it to the next phase of the application process, you can expect these topics to come up in your residency interviews . “While it is important to address this gap within your personal statement, I also advise medical students to practice what they’re going to verbally say when asked about the gap during the interview,” Dr. Sriraman says.

4. Be thoughtful about the structure

The Electronic Residency Application Service (ERAS) helps streamline the process of applying to residency programs , but the user guide is pretty vague about formatting when it comes to the personal statement for residency. As long as you structure your essay with an introduction, a middle section, and a conclusion, how you choose to arrange your personal statement is really up to you. What’s most important is that you’re able to keep your readers interested.

If you’re unsure of where to begin, apply the same approach you would with a paper in high school or college. Create an outline to help organize your thoughts, building a logical progression of ideas and experiences. While the parameters around the structure of your residency personal statement are loose, it is a common best practice to limit it to one page in length.

5. Don’t forget to edit and proofread

It’s often helpful to employ an iterative process when drafting this essay. Start by getting everything out on paper. Then go back and begin whittling your story down to include only the most important pieces.

Once you’re happy with how you’ve articulated your experiences and aspirations, it’s smart to enlist some outside opinions. Having a trusted mentor, instructor, or classmate read through your personal statement can be helpful, as they’re familiar with the inner workings of the medical field.

Seek out feedback from people who know you well but also from some who you aren’t as close with. This can help you collect objective opinions based solely on your writing. And be sure to have any strong writers or editors you know proofread your essay because even the smallest errors could make a big statement about your focus or attention to detail. Students at SGU have the advantage of submitting their personal statements to be edited by physicians who are residency mentors.

6. Give yourself enough time

Given how many elements you need to complete for residency applications, you’ll be doing yourself a huge favor by starting your personal statement with plenty of time to spare. Even if you consider yourself a fast writer, it’s smart to be proactive. In fact, it’s often recommended to spend at least two months working on this essay.

“Between taking exams, finishing your applications, and regular life, you want to give yourself two to three months,” Dr. Sriraman specifies. Giving yourself extra time allows you to progress through the multiple phases of writing and editing without feeling rushed.

Start writing your residency success story

You don’t have to be a seasoned creative writer to pen an effective residency personal statement. With some careful planning, thoughtful phrasing, and a thorough review process, you can write an essay that will make program directors take notice.

Your personal statement for residency could end up being the factor that helps you secure a coveted interview invitation. These face-to-face meetings will be the final stage that allows program directors to determine if you’d be a good fit for their residency positions.

Get ready to put your best foot forward in those conversations by reviewing the advice in our article “ Residency Interview Preparation Tips for Medical Students .” 

Ready to start your medical school journey?

Are you considering St. George’s University Medical School? If you need any more convincing, just reach out to some graduates or current students . They’re happy to tell you what their experiences were like.

If you feel like SGU could be the right medical school for you, take the next step. Continue your research by visiting our request information page.

*This article was originally published in 2019. It has since been updated to reflect new information.

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US residencies in 2024 1

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1 Data as of March 2024.

2 As the medical school graduating the largest number of students per year, SGU places the largest number of graduates into residency programs each year, based on internal SGU graduate/expected graduate and residency placement data as of March 2024.

3 Average of 2019, 2020, 2021 scores. First-time pass rate is defined as the number of students passing USMLE Step 1 on their first attempt divided by the total number of students taking USMLE Step 1 for the first time. In order to be certified to take USMLE Step 1, students are required to pass all basic sciences courses.

4 Average of academic years 2019, 2020, 2021 scores. First-time pass rate is defined as the number of students passing USMLE Step 2 CK on their first attempt divided by the total number of students taking USMLE Step 2 CK for the first time. USMLE Step 2 CK is typically taken upon completion of third-year core clinical rotations.

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Personal Statements

Your CV is a beautiful, readable, error-free summary of your accomplishments. You are moving on to your personal statement. You are ready, in one page, to tell residency program directors why they should select you, everything that has led you to this moment, to this decision, to this specialty choice. No pressure at all!

This blank page can be intimidating to many students. You are not alone. Take your time, so you can write several drafts.

Your CV tells people what you have done. Your personal statement tells people who you are.

• Do not use space in your statement re-stating what is already in your CV or other parts of your residency application.
• Don't redo your personal statement from your medical school application. You don't need to convince someone to admit you. You are in! You will have a job at the end of your fourth year.
• Do use your personal statement to help you find the job that is the most ideal match for you and your goals. You are going to be a doctor in a few short months. This personal statement should be much more focused on your specialty selection, your professional traits and your accomplishments that will impact your work as a physician.

A well-written personal statement should accomplish the following goals:

• Help pull you out of the crowd of applicants – be sure to include unique experiences, background, and information.
• Give the reviewer a glimpse at the type of resident you will be – don't say you are hard working (all residency applicants are). Instead, include examples of how you have acquired the attributes you want to feature in your statement. (See more ideas below.)
• Make the case that this specialty is really the right match for you. No program director wants to select a student who, six months into the residency, realizes they are not a good fit. What have you done to be sure this is the right career path for you?
• Be specific about what you like about the specialty. Do you enjoy the procedures? Why? Do you like the environment of the OR? Why? What type of patients do you enjoy working with? What experiences led you to consider this specialty? And, ultimately, why did you select this specialty?
• What about you will contribute to the specialty and the program? Residency programs, and residents, want to select their future peers and colleagues. What do you bring to them? What can you offer? How will you enhance that area of medicine?

Students should select six to ten characteristics to weave into their statements. Some possibilities you could consider including are:

• leadership skills
• future practice location
• team building skills
• organization
• ability to work under stress
• problem solving
• patient communication skills

Career Advising

Career Advising is available to give you feedback on your personal statement draft. You can email a draft to Samantha Myers.

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[Residency] Personalizing the Personal Statement for each program??

Do people personalize the personal statement for each program they apply to? In other words a base personal statement then a paragraph why that specific program?

What do people usually do? Seems like a lot of work and increased risk for mistakes if you do it to all your programs but maybe it helps for your top few programs??

Thanks! I hope everyone is doing well and staying safe

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Understanding Residency Acceptance Rates & Admissions in 2024

• July 30, 2024
• [MedEd]Itorial|balance|Medical School|Residency
• Reviewed by: Amy Rontal, MD

As members of the 2024-2025 Match cycle, you’ve dealt with so many trials and tribulations to get to this point—Step exams, rotations, and let’s not forget, a global pandemic. After all of the “unknowns” you’ve prepared for and conquered over the past three years, residency applications don’t have to be another one standing in your way.

To take some of the mystery out of residency admissions, we’ll delve into the key components of the process, break down what program directors are looking for on your application, and how to know if your application is competitive enough for a certain program.

What is the residency acceptance rate?

Every year, the National Resident Matching Program (NRMP), an institution that places medical school students into residency training programs across US teaching hospitals, tracks residency application data. 

At the end of each Match cycle, the NRMP reports the applicant match rate, which is the percentage of active applicants who matched to PGY1 positions, not including those who go through the Supplemental Offer and Acceptance Program ( SOAP ).

NRMP has historically reported these rates annually, providing insight into how competitive various specialties are. For example, this past cycle, the overall residency acceptance rate for US MD seniors was 93.5%, but this rate varies significantly among different specialties, with some being more competitive than others. 

The residency acceptance rate in 2024 for US DO seniors was 92.3%, 67.0% for US citizen international medical graduates (IMGs), and 58.5% for IMGs that aren’t US citizens.

This report summarizes data from the NRMP’s 2024 Main Residency Match. 2024 was the largest class in NRMP history when measured by the number of positions offered (41,503) and filled (38,941). The total PGY1 positions matched constituted an all-time high and an increase of 1,069 over the previous year. There was also a record number of active applicants at 44,853, with 1,901 more active applicants compared to 2023 and more spots filled across various medical specialties. 

Trends in This Year’s Match Cycle

Overall, this year’s Match cycle saw an increase in both applicants and available positions , reflecting on both the desire and need for more physicians in the US.

More specifically, the NRMP found:

• An increase in the number of US DOs who match. This year saw 8,033 US DO seniors submit a rank order list, 597 more than in 2023. Of those 8,033 applicants, 7,412 matched to a PGY1 position at a rate of 92.3%, an increase of 0.7 percentage points from last year. 
• 19,050 US citizen and non-US citizen students and graduates of international medical schools registered for the Match— 1,668 more than in 2023.
• Of the 4,751 US citizen IMGs who submitted rank order lists of programs, 3,181 matched to a PGY1 position for a match rate of 67.0%. Of the 10,021 non-US citizen IMGs who submitted rank order lists of programs, 5,864 matched to a PGY1 position for a match rate of 58.5%.

The Reality of Residency Acceptance Rates

While the overall increase in the residency acceptance rate is a good sign, it doesn’t tell the full story. Each specialty and even each program has its own acceptance rate, with most specialties having more applicants than available positions.

For example, highly competitive specialties like dermatology, orthopedic surgery, and interventional radiology often have lower acceptance rates compared to primary care specialties such as family medicine and internal medicine.  

(These numbers are further detailed in the report linked above and can be useful for those who want to delve deeper into the weeds of Match data.)

What is the residency admissions process?

Let’s talk now about the admissions process as a whole, something many applicants have questions about. From a program standpoint, the residency admissions process involves a number of key steps, from the initial application review, to the interview offer, and then the final selection of the incoming PGY1 class. 

Here are the steps programs go through when deciding which applicants move forward:

1. ERAS Submission

Residency programs receive applications through the Electronic Residency Application Service (ERAS). Each application includes a candidate’s USMLE scores, medical school transcripts, personal statement, letters of recommendation, a Medical Student Performance Evaluation (MSPE), Dean’s Letter, etc.

Applying for the 2024-2025 residency cycle? Here’s everything to know about the 2025 updates to the ERAS application.

2. Initial Screening 

Program directors and their teams, usually consisting of the associate program director (APD) chief residents, and other core faculty, perform an initial screening to filter out applicants who don’t meet the program’s minimum criteria, such as USMLE scores and attempts.

3. Detailed Application Evaluation

This involves a deeper dive, looking for an applicant’s compelling residency personal statement, strong letters of recommendation, and performance on clinical rotations via their MSPE/Dean’s Letter. 

Further considerations are made evaluating an applicant’s meaningful experiences, research involvement, extracurricular activities, and hardships section. 

Each section of the application is carefully reviewed during this stage. For instance, the personal statement is read multiple times to understand the applicant’s motivations, career goals, and if they fit with the program’s culture and values.

4. Program Signals 

 Programs that have opted into signaling will strongly consider program signals, where applicants can indicate heightened interest in specific programs, helping to identify genuinely interested candidates. 

Pro tip: Use signals wisely! Check out this detailed post about program signaling.  

5. Diversity and Inclusion

Many programs also aim to build a diverse and inclusive cohort, considering factors such as background, life experiences, leadership, and contributions to community service.

Residency programs from family medicine to ophthalmology value DEI (diversity, equity and inclusion). There have been various task forces launched in residency programs throughout the nation to promote DEI and advance equity in the medical field. 

Part of this included posing questions to PDs such as “What percentage of current residents in your program are underrepresented in medicine?” Programs had milestones to address inequity from ACGME .

6. Ranking for Interviews

Based on the detailed evaluation, programs rank applicants and select a subset for interviews. Above factors such as clinical performance, leadership roles, and meeting program USMLE/COMLEX score requirements will influence this decision, as well as program signals and geographic preferences. 

7. Interviews 

Selected applicants are invited to interview, either in person or virtually. The interview process allows programs to assess interpersonal skills, professionalism, and cultural fit.

Residency program interviews typically include traditional question and answer sessions, behavioral questions, and sometimes situational judgment calls. Some programs may also conduct group interviews and ask difficult questions meant to assess medical knowledge of ethics, though this is rare. 

8. Post-Interview Evaluation

After interviews, the program’s selection committee, which often consists of the program director (PD), the assistant program director (APD), chief residents, and core faculty and staff, meets to discuss each candidate’s strengths and weaknesses, incorporating feedback from interviewers. 

Applicants are then ranked in order of preference based on strength of their application, overall fit, performance, and potential contributions to the program/field.

After interviews, just as programs rank applicants in order of preference, applicants rank programs based on their preferences. These rank lists are submitted to the NRMP, which uses a computerized algorithm to match applicants to programs based on mutual preferences. 

Looking for some interview prep from our expert residency counselors? Check out this FREE Residency Mock Interview with the most common residency interview questions!

What do residency program directors consider during admissions? 

Every year, like clockwork, I have medical students ask me what to focus on for residency admissions, and what PDs consider important. Up until a few years ago, the most important factors were your class rank and USMLE Step 1 score.

Now, with the transition away from traditional numerical scores, other factors such as service, research, and leadership have increased in importance. Your USMLE Step 2 score remains the heavy contender, though, with program signaling and geographic preferences also playing an important part in a PD’s decision-making process.

That said, don’t brush off your interviews. They really matter. In fact, a recent study involving over 4000 residency PDs across 23 specialties demonstrates the factor they considered most important was the interview.

Generally speaking, here’s breakdown of things PDs take a hard look at when it comes to admissions: 

1. USMLE Scores

Step 1: With the transition to a pass/fail system, Step 1 scores are no longer a primary differentiator, but it’s still essential to pass Step 1 on your first try.

Step 2 CK: This score has gained increased importance as it remains a numerical value that program directors can use to assess your medical knowledge and clinical skills. 

2. Performance in Clinical Rotations 

Your performance during clinical rotations, especially on your core rotations and electives in the specialty you’re applying to, is crucial. Getting honors (if your school still grades clinical rotations) or exemplary remarks from letter writers from these rotations are a boon. 

3. Letters of Recommendation

Strong letters of recommendation from faculty, particularly those who are well-known in their field, can make a substantial difference. Aim to build relationships with mentors who can speak to your clinical abilities, work ethic, and professionalism.

4. Research Experience 

Participation in research projects , especially those resulting in publications or presentations, will enhance your application. Research experience in your desired specialty is particularly valuable, although research in other areas of medicine won’t hinder you. 

5. Extracurricular Activities

Leadership roles, volunteer work, and involvement in professional organizations demonstrate your commitment to the field and your ability to balance multiple responsibilities and work with various groups of people. These extracurriculars can add volume to your application and help paint a better picture of who you are as an applicant.

6. Personal Statement

Craft a compelling ERAS personal statement that highlights your passion for the specialty, your career goals, and any unique experiences that have shaped your journey. 

A good personal statement will help you secure an interview slot, which you can then use to impress the program leadership. 

7. Interviews

The interview is the most weighted part of your application and your opportunity to make a lasting impression on the program. Practice common interview questions, be prepared to discuss your application in detail, and show genuine interest in the programs you’re applying to. 

Remember, not all PDs emphasize the same thing! 

When stratified by specialty, PDs in different fields emphasize different elements of an application. For example, surgical PDs are more likely to characterize the Step 2 score, class rank, letters of recommendation, and research/scholarly work as being very important, while primary care PDs favored the proximity of the candidate’s hometown and service.

The point is, there’s variability as to what PDs in different specialties emphasize in their admissions process, so view the list above as a set of overall guidelines. Be sure to know what PDs in your specialty want to see in an applicant early on, so you have time to put together a good application and increase your chances of being accepted!

How do you know if your application is competitive enough to apply for certain programs?

Determining the competitiveness of your application is tough and it can vary by application cycle. I advise my students to compare aspects of your application—the scores, research, etc,—to those of successfully matched applicants in your desired specialty. 

You can use the Residency Explorer Tool to accurately evaluate the competitiveness of your application for any given specialty! 

When it comes to evaluating the competitiveness of your application, doing the following can help: 

1. Compare USMLE scores. 

The simplest thing to compare is a numerical score. Put your USMLE or COMLEX scores side by side with those of matched applicants in your desired specialty. Ensure your scores are within a competitive range, I’d say within 10 points of the average.

For instance, if the average Step 2 score for those going into dermatology was 257 this year, and you score a 250, then you have a shot. However, if you scored a 235, you can still apply to derm, but I’d have a backup plan in mind and be prepared to use it. 

2. Seek guidance from those with experience. 

Consult with advisors and faculty members, particularly those who have experience helping applicants match, who can provide insights into the competitiveness of your application. 

3. Evaluate specialty and program requirements. 

Research individual programs to understand their specific requirements and preferences. Some programs may place a higher emphasis on certain criteria, such as research experience or community service.

4. Review the data. 

For a holistic review of your application versus those that matched, look no further than the NRMP. The NRMP publishes an annual report , “Charting Outcomes in the Match,” which provides detailed statistics on applicant characteristics and match outcomes by specialty. 

This report can help you understand the typical profile of matched applicants in your field. It’s an accurate report generated literally from the NRMP, so you can’t get access to better data than this. Best of all, it’s free!

A Closer Look at Competitive Specialties

Here are the match rates for some of the most competitive specialties: 

• Thoracic surgery—95.8%
• Otolaryngology—95.8%
• Orthopedic surgery—92.1%
• Interventional radiology-integrated—91.4%

Thoracic surgery and most surgical specialties, especially orthopedic, are generally highly competitive, so how does it have a match rate over 90%?

Well, all of those applicants are highly competitive. For example, orthopedic surgery is generally considered a highly competitive specialty due to the rigorous demands of the field and the limited number of available positions. 

Despite this, the specialty can show a relatively high match rate, similar to less competitive specialties like internal medicine. This is because the only ones who apply are highly competitive applicants, all of whom have exceptionally high USMLE scores, strong letters of recommendation, extensive research experience, and significant clinical exposure.

Many applicants who pursue orthopedic surgery are well-aware of the competitiveness of the field and only apply if they have strong credentials. Orthopedic surgery applicants often engage in targeted preparation activities, such as sub-internships in orthopedic departments, presenting at national conferences, and gaining early exposure to the specialty. This preparation strengthens their applications and increases their chances of matching.

** A Special Section for IMGs

An International Medical Graduate (IMG) is a physician who has completed their medical education outside of the United States. Matching into a US residency program as an IMG is typically more challenging, so scoring well on the USMLEs is particularly important. 

In 2024, the medical specialties with the highest percentage of first-year positions filled by IMGs are: 

• Internal Medicine – 43%
• Pathology – 37%
• Family Medicine – 32%

If you’re looking for more information about applying to a U.S. residency as an IMG, check out this post about how to find IMG-friendly residency programs !

How do I become a more competitive applicant?

How do you become a more competitive residency applicant? I recommend the following: 

1. Start early.

Begin preparing your application materials well in advance. This includes requesting letters of recommendation, writing your personal statement, gathering your transcripts, and starting USMLE Step 2 preparation early. 

2. Seek guidance. 

Utilize resources available through your medical school, such as advisors, career services, and alumni networks. Attend residency fairs and informational sessions to learn more about programs and get your foot in the door. 

3. Stay organized.

Keep track of application deadlines, requirements for each program, and the status of your applications. Use a checklist or spreadsheet to stay organized throughout the process.

4. Be resilient.

The residency application process can be stressful and challenging. Stay focused on your goals, seek support from peers and mentors, and maintain a positive attitude.

Should you apply to a residency program even if your application doesn’t match the average criteria?

This is situation dependent but the answer is likely, yes. If you’re concerned about a lower-than-average USMLE Step 2 score but have a strong application overall, go ahead and apply. 

Now, you need to be close. If the average score is 240 and you’re scoring in the low 200s, your application will very likely get passed up. While it’s common to feel apprehensive about not meeting the average metrics for a program, it’s important to remember that residency programs review applications holistically.

Applying to a broad range of programs can increase your chances of matching, especially if you strategically include a mix of reach, target, and safety programs.  

Similar to your college and medical school applications, have a few dream programs , a majority of programs that you fit well in, and a few backup programs.

Pro tip: it isn’t always about test scores!

Programs value applicants who have demonstrated commitment and passion through their work outside the classroom. Experiences such as volunteering, research, leadership roles, and working with diverse and underserved populations can significantly enhance your application. These activities not only show your dedication to the field, but also highlight your ability to empathize, communicate, and work effectively in a healthcare setting.

Remember, residency programs can teach you the medical knowledge and technical skills needed to succeed, but soft skills like compassion, resilience, and teamwork are harder to instill. By showcasing these attributes in your application, you can make a compelling case for why you would be an excellent fit for their program, even if some of your metrics fall short of the average.

Final Thoughts

By understanding the residency acceptance rate, what PDs look for in an applicant, and actively working to strengthen your application, you can increase your chances of matching into a program that aligns with your aspirations. Doing so will put you on track to having the medical career of your dreams.

Good luck on your journey to becoming a resident physician, and be sure to reach out if you need further assistance!

About the Author

Mike is a driven tutor and supportive advisor. He received his MD from Baylor College of Medicine and then stayed for residency. He has recently taken a faculty position at Baylor because of his love for teaching. Mike’s philosophy is to elevate his students to their full potential with excellent exam scores, and successful interviews at top-tier programs. He holds the belief that you learn best from those close to you in training. Dr. Ren is passionate about his role as a mentor and has taught for much of his life – as an SAT tutor in high school, then as an MCAT instructor for the Princeton Review. At Baylor, he has held review courses for the FM shelf and board exams as Chief Resident.   For years, Dr. Ren has worked closely with the office of student affairs and has experience as an admissions advisor. He has mentored numerous students entering medical and residency and keeps in touch with many of them today as they embark on their road to aspiring physicians. His supportiveness and approachability put his students at ease and provide a safe learning environment where questions and conversation flow. For exam prep, Mike will help you develop critical reasoning skills and as an advisor he will hone your interview skills with insider knowledge to commonly asked admissions questions.

ERAS Residency Application Components Guide for International Medical Graduates (IMGs)

• 15 May, 2021
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• Dec 10, 2022

Residency in Ophthalmology Personal Statement, Russian

Updated: May 8

I was raised in a small town in Russia, but my education took me away to the big city from the age of fifteen forward to work and study. I studied hard and eventually became a practicing ophthalmologist. For years, I was a teenager alone in Moscow, independent, self-supporting, and giving everything to my career in medicine.

My decision to enter medicine was a coalescence of several driving forces, especially my admiration and respect for the noble work of doctors and my keen appreciation for advances in medicine. The ability to cure disease has long been my primary fascination. As a child living through the illnesses of my grandparents, I wanted to be able to do something to help them. Later, as a medical student, my interest in surgery took flight when my grandfather needed vitreoretinal surgery in the hospital due to his diabetic retinopathy. I went with him and supported him and even made connections: my grandfather’s ophthalmologist would later introduce me to Professor XXXX at Moscow’s Institute of Eye Disease, and he went on to become a significant mentor, introducing me to primary texts and guiding the continuing complexity of my reading. I attended clinics with him, watched him in the operating room, and felt at home with his procedures and the scientific method.

As I entered my third year of medical studies, I knew I wanted to find a specialty that would allow me to work directly with patients. I tried to master a field that would facilitate my in-depth exploration of innovative technologies. I became a member of the Students Ophthalmology Society, which led to my making a presentation at a regional conference that helped to illustrate many of the opportunities presented by careers in Ophthalmology. My fourth-year Ophthalmology rotation confirmed my commitment to this extraordinary window of medicine. I chose Ophthalmology because of its intimate relationships with internal medicine, rheumatology, endocrinology, neurology, surgery, pediatrics, and genetics. While small, the visual system is extraordinarily complex, with a vast spectrum of disease processes and abnormalities.

I earned a Ph.D. in Ophthalmology in Russia, in addition to the M.D., primarily because I hoped to stay engaged on some level with research opportunities throughout my career. Frankly, I long for the exciting days of my residency at the Moscow Eye Disease Institute, doing extensive research into proliferative diseases of the eye, such as PDR, ROP, and post-traumatic retinopathy. We were looking for the initial (crucial) path mechanism of all these proliferative diseases. I also studied the effects of various rates of oxygen administration on the cell proliferative activity of retinal cells.

During my international internship in Germany at the Eye Clinic of XXXX University, I had a rotation in general ophthalmology under Professor XXXX and another in the Vitreoretinal Department with Professor XXXX. Everything I learned -- from optics and anterior segment to glaucoma, plastics, retina, and neuro-ophthalmology -- fascinated me. I experienced the day-to-day activities of an ophthalmologist in a prominent academic center for two years. It was here that I became a fully accredited eye doctor.

I have not worked as a medical doctor since I finished my internship in Germany with the Eye Clinic of Cologne University three years ago. Since then, I have made my home in Brooklyn after marrying an American man; I have a wonderful family and now feel very strongly that it is time for me to fully return to my professional aspirations in America after having distinguished myself professionally in Russia, Iceland, and Germany. I now have my family affairs arranged in such a way to be able to give my all to my professional position.

I have made solid progress with my USMLE; while I have not attained scores as high as I would have liked, this has much to do with the fact that my education was in Russian, and my latest position as a medical doctor was in German. However, I have made an enormous stride in my English ability and feel qualified for a residency position. Being very friendly is one of my significant assets, and I am a highly self-motivated person with a great passion for my work. I hope to be interviewed for your outstanding program.

Residency in Ophthalmology Personal Statement

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How to Succeed in Medical School as a First-Generation Student

First-generation students in the United States are defined as students who are the first in their families to attend college/graduate program and/or are the first in their families to be born in the United States. According to Geoffrey Young, PhD, AAMC senior director of student affairs and programs at Stanford School of Medicine, first-generation medical students are “in many ways a minority within medical school.”[1] 

If you identify as a first-generation student, chances are that you have already dealt with numerous hurdles and unique challenges that your continuing-generation peers may not have experienced thus far in your academic journeys. Preparing for the MCAT, taking pre-medical classes, and soliciting letters of recommendations, amongst other experiences might have evoked feelings of intense anxiety and confusion during your undergraduate years. With very few people to help you on your med school journey, you may have had to rely on only yourself and a few trusted friends to navigate the med school application process. Thus, as a first-generation medical student, it is crucial to clearly identify resources and opportunities early-on to secure success going forward in your medical career. Below, I have outlined several useful tips to help you navigate the uncharted waters of medical school as a first-generation student.   

• Participate in the AMCAS Program’s First Generation College Student Indicator 

The American Medical College Application Service (AMCAS) established the First Generation College Student Indicator [2] in 2018 to help medical institutions identify first-gen students early on and assist them with the transition to medical school. In your AMCAS application, be sure to answer the designated questions about your parents’ educational background. This will help institutions screen for applicants whose parents have not earned an associate’s degree or higher in the United States, thereby providing a more accurate means of identifying first-generation college students like yourself at their institution. 

• Join your medical school’s first generation mentorship program (or start one of your own!)

Stanford University School of Medicine offers a first generation mentorship program that is designed to provide essential support and resources in the form of academic coaching, tutoring services, professional development, and research opportunities for first-gen students. [3] The program, like many others across the country, provides a much-needed community that connects first-generation mentors to students, thereby enabling them to receive mentorship and advice as they navigate medical school. If your institution does not have a first-gen mentorship program, consider creating one of your own, or joining a First Generation/Low Income affinity group, such as this one [4] at Yale School of Medicine. These programs and affinity groups are incredibly important for networking and connecting with potential mentors who have been in your shoes. 

• Proactively build your financial literacy

In 2017, the U.S. Department of Education released a study indicating that a larger proportion of first-generation students come from lower-income households compared to their continuing-generation counterparts. [5] 27% of first-gen students came from households earning less than $20,000 compared to 6% of continuing-generation students. The study also found that first-generation students are more likely to cite financial barriers to pursuing graduate studies than continuing-generation students (54% versus 45%). Thus, it is essential to optimize your financial literacy so that you can budget, save, and borrow money in order to fund your education. Direct any financial aid related questions to your institution’s financial aid office and specifically inquire about financial aid and/or scholarship opportunities available for first-generation students. Speak with peer mentors and your Deans about maintaining a healthy financial life while at your medical school. Proactively managing your financial resources will significantly reduce your stress levels and will give you more time to concentrate on your academics. It will also allow you to budget for Step 1 and Step 2 CK/CS exam preparation and residency interviews further down the road.   

• Check out these other online resources  for first-generation students
• First Gen Medicine is a website that offers free advice for current first-generation medical school applicants and medical students. It provides a pretty comprehensive advice column pertaining to various issues you will encounter as a first-gen med student. Check out their website here: http://www.firstgenmedicine.com/advice-column/
• The National First Generation and Low-Income in Medicine Association hosted a virtual webinar from June 9-11, 2020 on applying to medical school and residency. They also offer the FGLIMed Advancement Scholarship to students either applying for medical school or residency for the 2020-2021 academic year. The link to the webinar is here: https://medicine.yale.edu/news-article/25051/ . The list of speakers is quite handy for those who are interested in reaching out to them and hearing about ways to optimize their time in med school. The link to the scholarship is here: https://docs.google.com/forms/d/e/1FAIpQLSeKIM6IFRKHfRaiM8MtI1sgtoYgcrV3lKQhqJPhN-eDpx_FfA/viewform
• https://www.aamc.org/news-insights/finding-success-first-generation-medical-student
• https://aamc-orange.global.ssl.fastly.net/production/media/filer_public/7d/4c/7d4c5b3c-be52-4c93-b382-8dcc9ea7ffd3/2018_amcas_new_questions-_fact_sheet.pdf
• http://med.stanford.edu/md/student-affairs/1stgenmentorship.html#:~:text=The%201st%20Generation%20Mentorship%20Program%20is%20a%20community%20of%20Stanford,born%20in%20the%20United%20States.
• https://fgli.yalecollege.yale.edu/
• https://nces.ed.gov/pubs2018/2018009.pdf

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• Introduction
• Conclusions
• Article Information

The Maslach Burnout Inventory–Human Services Survey for Medical Personnel was used to assess burnout in 3 subcategories: personal achievement (A), depersonalization (B), and emotional exhaustion (C). The 4 + 4 block schedule comprised 4-week inpatient call-based rotations and 4-week ambulatory non–call-based rotations. Scoring categories are defined in Lim et al. 22

A secondary outcomes survey was used to assess morale (A), health (B), and well-being (C). The 4 + 4 block schedule comprised 4-week inpatient call-based rotations and 4-week ambulatory non–call-based rotations.

eAppendix 1. Rotation Schedule Description

eTable 1. Secondary Outcomes

eTable 2. Adjusted In-Training Service Examination Scores, Dichotomized by Transition to a New Rotation Structure

eTable 3. Unadjusted In-Training Service Examination Scores

eTable 4. Unadjusted In-Training Service Examination Scores, Dichotomized by Transition to a New Rotation Structure

eFigure. Predicted Mean In-Training Examination Percentile Ranks, Adjusted for Sex, Postgraduate Year Level, and Examination Year

eAppendix 2. Educational Outcomes and Impact on Trainee Burnout of an Innovative Training Schedule and Curricular Structure in Internal Medicine Residency Training (4 + 4): Survey Questionnaire

Data Sharing Statement

• Reimagining Block Scheduling to Address Resident Well-Being JAMA Network Open Invited Commentary February 28, 2024 Catherine Waymel, MD; Candice Norcott, PhD; Bree Andrews, MD, MPH

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Heppe D , Baduashvili A , Limes JE, et al. Resident Burnout, Wellness, Professional Development, and Engagement Before and After New Training Schedule Implementation. JAMA Netw Open. 2024;7(2):e240037. doi:10.1001/jamanetworkopen.2024.0037

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Resident Burnout, Wellness, Professional Development, and Engagement Before and After New Training Schedule Implementation

• 1 University of Colorado Internal Medicine Residency, Department of Hospital Medicine, University of Colorado School of Medicine, Aurora
• 2 Division of Hospital Medicine, University of Colorado School of Medicine, Aurora
• 3 Division of Hospital Medicine, University of Colorado, Aurora
• 4 Department of Medicine, University of Colorado School of Medicine, Aurora
• 5 Department of General Internal Medicine, University of Colorado School of Medicine, Aurora
• 6 Division of Rheumatology, Denver Health and Hospital Authority, Denver, Colorado
• 7 Internal Medicine Training Program, University of Colorado School of Medicine, Aurora
• 8 Internal Medicine Residency Program, Pulmonary and Critical Care Medicine, University of Colorado School of Medicine, Aurora
• Invited Commentary Reimagining Block Scheduling to Address Resident Well-Being Catherine Waymel, MD; Candice Norcott, PhD; Bree Andrews, MD, MPH JAMA Network Open

Question   What is the association between a 4 + 4 block schedule (4 inpatient weeks plus 4 outpatient weeks) and resident wellness, burnout, self-reported professional engagement, and clinical preparedness?

Findings   In this survey study with 216 nonrandomized respondents, marked improvements were observed in emotional exhaustion and depersonalization scores on the Maslach Burnout Inventory among internal medicine residency trainees after implementation of a 4 + 4 block schedule compared with the preintervention 4 + 1 schedule. There was no change in scores for personal achievement.

Meaning   These findings suggest that 4 + 4 block scheduling, compared with 4 + 1 scheduling, may be associated with substantial improvement in resident burnout.

Importance   Burnout is a work-related syndrome of depersonalization (DP), emotional exhaustion (EE), and low personal achievement (PA) that is prevalent among internal medicine resident trainees. Prior interventions have had modest effects on resident burnout. The association of a new 4 + 4 block schedule (4 inpatient weeks plus 4 outpatient weeks) with resident burnout has not previously been evaluated.

Objective   To evaluate the association of a 4 + 4 block schedule, compared with a 4 + 1 schedule, with burnout, wellness, and self-reported professional engagement and clinical preparedness among resident physicians.

Design, Setting, and Participants   This nonrandomized preintervention and postintervention survey study was conducted in a single academic-based internal medicine residency program from June 2019 to June 2021. The study included residents in the categorical, hospitalist, and primary care tracks in postgraduate years 1 and 2 (PGY1 and PGY2). Data analysis was conducted from October to December 2022.

Intervention   In the 4 + 4 structure, resident schedules alternated between 4-week inpatient call-based rotations and 4-week ambulatory non–call-based rotations.

Main Outcomes and Measures   The primary outcome was burnout, assessed using the Maslach Burnout Inventory subcategories of EE (range, 0-54), DP (range, 0-30), and PA (range, 0-48), adjusted for sex and PGY. Secondary outcomes included In-Training Examination (ITE) scores and a questionnaire on professional, educational, and health outcomes. Multivariable logistic regression was used to assess the primary outcome, 1-way analysis of variance was used to compare ITE percentiles, and a Bonferroni-adjusted Kruskal Wallis test was used for the remaining secondary outcomes. The findings were reexamined with several sensitivity analyses, and Cohen’s D was used to estimate standardized mean differences (SMDs).

Results   Of the 313 eligible residents, 216 completed the surveys. A total of 107 respondents (49.5%) were women and 109 (50.5%) were men; 119 (55.1%) were PGY1 residents. The survey response rates were 78.0% (85 of 109) in the preintervention cohort and 60.6% (63 of 104) and 68.0% (68 of 100) in the 2 postintervention cohorts. The PGY1 residents had higher response rates than the PGY2 residents (119 of 152 [78.2%] vs 97 of 161 [60.2%]; P  < .001). Adjusted EE scores (mean difference [MD], −6.78 [95% CI, −9.24 to −4.32]) and adjusted DP scores (MD, −3.81 [95% CI, −5.29 to −2.34]) were lower in the combined postintervention cohort. The change in PA scores was not statistically significant (MD, 1.4 [95% CI, −0.49 to 3.29]). Of the 15 items exploring professional, educational, and health outcomes, a large positive association was observed for 11 items (SMDs >1.0). No statistically significant change in ITE percentile ranks was noted.

Conclusions and Relevance   In this survey study of internal medicine resident physicians, a positive association was observed between a 4 + 4 block training schedule and internal medicine resident burnout scores and improved self-reported professional, educational, and health outcomes. These results suggest that specific 4 + 4 block combinations may better improve resident burnout than a 4 + 1 combination used previously.

Burnout is a work-related syndrome of depersonalization (DP), emotional exhaustion (EE), and low personal achievement (PA). 1 Fatigue and moral distress among physicians, which are often associated with burnout, have substantial consequences for patient safety and career satisfaction. Among resident and practicing physicians, burnout is associated with self-perceived poor performance at work, self-reported errors, career disengagement, anxiety, depression, and intent to leave the profession. 2 - 7 The postgraduate training period is a particularly stressful time for physicians. 8 Before the COVID-19 pandemic, up to 75% of internal medicine residents showed symptoms of burnout. 9 The pandemic likely worsened levels of burnout among resident trainees; in one study, 81% of internal medicine residents felt that the pandemic increased their level of burnout. 10

Structural changes, wellness activities, mental health support initiatives, coaching, and adequate sleep have been suggested as mechanisms to address burnout among resident physicians. 7 , 11 , 12 Duty-hour policies introduced in 2011 by the Accreditation Council for Graduate Medical Education have been associated with improvements in the EE and DP domains of the Maslach Burnout Inventory (MBI), a self-test for burnout. 13 , 14 However, given the high prevalence of burnout among residents, additional interventions and innovations are needed to address burnout and foster wellness. These interventions and innovations can include improving the learning climate, increasing connectedness, and striving for joy in medicine and life balance during training, which can lead to thriving in residency. 15 Furthermore, training schedules that create protected time for residents to engage in activities such as scholarship and quality improvement are needed, because these activities promote professional development and engage residents in mentorship relationships that can have long-lasting benefits. 16 , 17

Block scheduling was developed as a mechanism to decrease the conflict between inpatient and outpatient responsibilities inherent to traditional resident training models and to increase the emphasis on training in the ambulatory setting. 18 Studies have demonstrated that block scheduling may improve resident satisfaction with ambulatory training, decrease the conflict between inpatient and outpatient responsibilities, and improve sleep. 19 , 20 In a 2015 survey, internal medicine residency program directors reported that block scheduling reduced resident stress and improved resident satisfaction and their ability to focus on their current rotation. 21 However, the impact of block scheduling on career development and engagement is unknown, and its association with resident burnout has not been directly examined.

This study aimed to evaluate the association of a 4 + 4 block schedule (4 inpatient weeks plus 4 outpatient weeks), compared with a prior 4 + 1 block schedule (4 inpatient weeks plus 1 outpatient week), with resident wellness, burnout, and self-reported professional engagement and clinical preparedness. We hypothesized that this intervention would improve resident burnout, wellness, and professional engagement without reducing medical knowledge, as assessed by In-Training Examinations (ITE) scores or perceived clinical readiness.

This nonrandomized preintervention and postintervention survey study was conducted at a single academic internal medicine residency program (IMRP) involving postgraduate year 1 and 2 (PGY1 and PGY2) residents. The IMRP sites included a university, a US Veterans Administration hospital, and a city/county hospital. The Colorado Multiple Institutional Review Board reviewed and approved the study protocol; we provided residents with a consent form but a signature was not required to provide informed consent. Beginning with academic year 2019-2020, the IMRP implemented a new block scheduling system. Residents were invited to voluntarily complete surveys assessing burnout, educational outcomes, and quality of life both before and after this change. The surveys were anonymized, collecting only PGY status and sex. The study followed the Consensus-Based Checklist for Reporting of Survey Studies ( CROSS ) reporting guideline.

In July 2019, the IMRP launched a new rotation structure that was implemented throughout the program. Before the intervention, the rotation structure followed a 4 + 1 model, in which residents alternated between 4 inpatient weeks and 1 outpatient week. The intervention introduced a 4 + 4 model, in which resident schedules alternated between 4-week inpatient call-based and 4-week ambulatory non–call-based rotations. A detailed description of the rotation schedule is provided in the eAppendix in Supplement 1 .

The primary outcome was burnout, which was assessed using the MBI–Human Services Survey for Medical Personnel (MBI-HSS[MP]) 1 and encompassed 22 items across 3 subscales: EE, DP, and PA. The respondents rated each item on a 7-point Likert scale based on how frequently they experienced the described job-related feeling, ranging from 0 (never) to 6 (every day). We categorized subscales into levels of concern as follows: EE (range, 0-54): low (0-16), moderate (17-26), and high (27-54); DP (range, 0-30): low (0-6), moderate (7-12), and high (13-30); and PA (range, 0-48): high (0-31), moderate (32-38), and low (39-48). 22 High EE and DP but low PA scores indicated greater burnout concern.

We assessed several secondary outcomes using a 15-item questionnaire utilized by the iCOMPARE study. 23 This questionnaire was coadministered with the MBI-HSS(MP) to evaluate participants’ self-perceived impact of the rotation structure with various outcomes, including the ability to acquire clinical skills, access to educational and scholarly opportunities, job satisfaction, and health. Each item was scored on a 5-point Likert scale ranging from 1 (significantly negative) to 5 (significantly positive). The full survey instrument is provided in eAppendix 2 in Supplement 1 .

As a surrogate of medical knowledge acquisition, we analyzed the ITE percentile ranks for PGY1 and PGY2 residents. We included 6 years of ITE scores: 2 years preceding and 4 years following the intervention. Because the surveys were anonymous, we could not exclude the ITE percentile ranks for the residents who opted out of the survey.

We administered the surveys at baseline (within 3 months before the intervention, June 2019) and at 1 year (June 2020) and 2 years (June 2021) after the intervention. The first survey was administered in person, whereas the subsequent 2 were virtual due to the COVID-19 pandemic. All categorical, hospitalist, and primary care track PGY1 and PGY2 internal medicine residents were eligible. We excluded preliminary PGY1, medicine-pediatrics, and PGY3 residents because they would be unavailable to complete the follow-up survey a year later. The 2020 cohort overlapped with both the 2019 and 2021 cohorts. Some PGY1 residents surveyed in 2020 likely participated in 2021 as PGY2 residents, and some PGY2 residents surveyed in 2020 likely participated in 2019 as PGY1 residents. The PGY3 exclusion helped maintain sample independence between 2019 and 2021.

Due to anonymity, individual tracking across 3 years was not possible, preventing paired analyses. Each cohort was treated as an independent sample. The unadjusted MBI-HSS(MP) subscale scores had skewed distribution and are presented using medians and IQRs. Differences in the overall survey response rates by PGY and sex were compared using a χ 2 test. For the primary analysis, we evaluated the change in MBI-HSS(MP) subscale scores before and after the intervention (combined 2020 and 2021), adjusted for PGY and sex, using multivariable linear regression. Since the subscale scores were not normally distributed, we conducted a sensitivity analysis using a nonparametric Kruskal-Wallis (KW) test adjusted for ties, which treated 3 cohorts separately. 24 The significance level was Bonferroni adjusted for multiple hypotheses (3 subscales) and set at P  < .017. Whenever the KW test showed significance, the Dunn test enabled pairwise comparisons across the 3 cohorts, 25 which separately compared the preintervention cohort to the postintervention cohorts with a partial resident overlap (2020) and fully independent sample (2021).

To preserve all responses, we did not dichotomize the Likert scale responses for secondary outcomes. Instead, we employed the KW test with Bonferroni correction ( P  < .003) for all 15 questions across 3 surveyed years. We performed the Dunn test for each statistically significant question. Additionally, we used Cohen’s D to estimate standardized mean differences (SMDs) for preintervention and pooled postintervention survey scores. Standardized mean differences of 0.2, 0.5, and 0.8 signify small, moderate, and large effect sizes, respectively. 26 , 27

The ITE percentile ranks across 6 academic year cohorts were summarized using means with SDs and medians with IQRs. We used 1-way analysis of variance to assess whether the ITE ranks from any cohort differed statistically from the rest and the repeated analysis with KW test given skewed distribution. Next, we divided ITE ranks into the preintervention and postintervention groups and compared postintervention ranks to the preintervention mean using a 1-sample t test due to nonindependence. We repeated the analysis using the Wilcoxon rank-sum test. Finally, we used multivariable linear regression to adjust ITE ranks for PGY, sex, their interaction, and examination year, and we present estimated means and 95% CIs stratified by examination year and intervention status. All P values were 2 tailed, with significance set at P  = .05. All analyses were conducted using Stata IC, version 15.1 (StataCorp LLC). Data analysis was conducted from October to December 2022.

Of the 313 eligible residents, 216 completed the surveys. A total of 107 (49.5%) were female and 109 (50.5%) were male; 119 (55.1%) were PGY1 residents. Table 1 presents demographics, response rates, and unadjusted MBI-HSS(MP) scores per cohort. The response rates were 78.0% (85 of 109) for the preintervention cohort and 60.6% (63 of 104) and 68.0% (68 of 100) for the 2 postintervention cohorts. The PGY1 residents had higher response rates than PGY2 residents (119 of 152 [78.2%] vs 97 of 161 [60.2%]; P  < .001). Men and women had similar response rates (108 of 155 [69.7%] vs 107 of 158 [67.7%]; P  = .71).

Adjusted EE scores (mean difference [MD], −6.78 [95% CI, −9.24 to −4.32]) and adjusted DP scores (MD, −3.81 [95% CI, −5.29 to −2.34]) were lower in the postintervention combined cohort. The change in PA scores did not reach statistical significance (MD, 1.4 [95% CI, −0.49 to 3.29]). Sensitivity analyses were consistent with these findings ( Figure 1 ). High EE was prevalent among 48.2% of residents (41 of 85) before the intervention and only among 14.3% (9 of 63) and 19.1% (13 of 68) in the postintervention years ( P  < .001). High DP prevalence similarly decreased from 44.7% (38 of 85) to 20.6% (13 of 63) and remained unchanged at 20.6% (14 of 68) the last year ( P  < .001). Standardized mean differences indicated a moderate reduction in EE and DP (−0.74 [95% CI, −0.45 to −1.02] and −0.75 [95% CI, −0.47 to −1.03], respectively) and a slight increase in PA (0.20 [95% CI, −0.08 to 0.47]) ( Table 2 ).

The intervention was associated with a negative perception of inpatient encounter availability (significantly positive impact, 53 of 84 [63.1%] before the intervention to 15 of 63 [23.4%] to 24 of 64 [37.5%] after the intervention; P  < .001). In terms of perceived ability to acquire clinical skills and reasoning, no statistically significant differences were found (questions 1 and 4; eTable 1 in Supplement 1 ). Responses to the remaining 12 questions reached statistical significance, noting improvement in the ability to participate in scholarly activities, availability of continuity clinic encounters, job satisfaction, and overall well-being, among others (eTable 1 in Supplement 1 ). For example, for morale, health, and well-being, the number of respondents entering a significantly positive response increased from 7 of 100 (7.0%) to 11 of 100 (11.0%) before the intervention to 75 of 100 (75.0%) to 84 of 100 (84.0%) after the intervention ( Figure 2 ). Standardized mean differences indicated a large positive association for 11 items in secondary outcomes (SMDs >1.0), especially for time for scholarly activities, experiences outside of the clinical setting, time with family and friends, and overall well-being, with SMDs exceeding 2.0 ( Table 2 ). The only negative association noted by the respondents was the availability of inpatient encounters (SMD, 0.69 [95% CI, −0.97 to −0.41]).

All variations of the analyses of preintervention and postintervention ITE percentile ranks (adjusted and unadjusted) showed similar results ( Table 3 and eFigure and eTables 2-4 in Supplement 1 ). Differences in ITE percentile ranks before and after the intervention did not reach statistical significance.

To our knowledge, this study is the first to suggest a positive association between a 4 + 4 block training schedule and internal medicine resident burnout scores. The preintervention prevalence of high EE and DP scores (48.2% and 44.7%, respectively) was similar to that of other US and Canadian internal medicine residencies. 5 , 23 , 28 The results of this study suggest that the transition to a 4 + 4 schedule was associated with markedly improved EE and DP domains of burnout to a degree not previously documented with any other intervention. 14 For instance, prior studies evaluating work-hour reductions demonstrated a mean decrease in EE and DP scores by 2.7 and 1.7 points, respectively, 14 whereas our intervention was associated with EE and DP score reductions of 6.8 and 3.8 points, respectively. Other prior efforts to reduce resident burnout, including self-care workshops and meditation, have resulted in more modest improvements. 14 The magnitude of change carries significance because in prior studies of physicians, a 1-point increase in the EE subscale score has been associated with a 7% increase in suicidal ideation and a 5% to 6% increase in major medical errors. 3 , 29

Our 4 + 4 training schedule was associated with resident reports of a positive impact on perceived aspects of professional development, including morale, job satisfaction, professionalism, ability to attend educational activities, and ability to participate in scholarly activity. The postintervention resident cohorts noted improved perceived wellness, including time for friends and family, activities outside of medicine, and overall health and well-being. Although the preintervention responses were similar to those of the iCOMPARE study participants, our postintervention cohorts reported vastly higher satisfaction with the rotation schedule. 23 Additionally, there was no detriment in the perceived ability to acquire clinical skills or develop clinical reasoning. In this study, residents’ only perceived negative impact of the intervention was on the availability of inpatient clinical opportunities. Reassuringly, there was no change in medical knowledge across multiple years, as demonstrated by ITE scores. Although many programs have transitioned to X + Y scheduling, there is a paucity of data surrounding the implications of these schedules in terms of resident burnout, clinical competency, and educational experience. 21 , 30 Our study is, to our knowledge, the first to suggest that a specific X + Y schedule (4 + 4) may have a positive association across multiple domains.

Improving resident physician burnout, quality of life, and professional identity formation may have far-ranging implications beyond wellness. Resident and attending physician burnout may adversely affect patient care. 2 , 4 , 6 Additionally, burnout can negatively affect physician engagement, resulting in reduced professional identity formation and higher turnover rates. 4 , 31 Our 4 + 4 schedule was associated with a sustained improvement in burnout over a 2-year period, even during a global pandemic.

Multiple features of the 4 + 4 schedule may contribute to better resident outcomes. First, although we did not directly measure patient-care hours or total hours worked, there was a redistribution of total patient-care hours favoring outpatient care and more structured professional time dedicated to scholarly activity and other aspects of professional development. Although reductions in total work hours have not been previously demonstrated to improve burnout, 32 our schedule structure provided more opportunity for other processes previously determined to prevent burnout, including reduced overall clinical constraints. 33 Second, the intervention schedule allowed for more autonomy in selection of activities outside of clinical time, facilitating more longitudinal and personal connections to be made, which has been shown to reduce burnout. 28 Further, the structure increased the interval between rotations with higher rates of moral distress. 5 Finally, the 4 + 4 schedule findings encompassed 4 of 5 core themes identified as contributing to or preventing burnout 34 as follows: (1) having or lacking a sense of meaning at work: postintervention cohorts scored higher in self-perceived professionalism, job satisfaction, morale, and satisfaction with career choice; (2) fatigue and exhaustion: residents reported improved health and overall well-being; (3) the steep learning curve of residency: by smoothing the curve of inpatient opportunities by spacing them at intervals, residents reported improved ability to attend educational sessions without decrement in clinical reasoning or acquisition of clinical skills; and (4) social relationships at and outside work: residents felt they had more time for friends and family and activities outside of work.

Our study has several limitations. First, our survey response rate dropped from 78.0% to 60.6% and 68.0% in the 2 postintervention years, raising concern for nonresponse bias. The transition from in-person (before the intervention) to electronic (after the intervention, due to the global pandemic) survey administration may have affected the response rates, as electronic delivery of surveys has been demonstrated to yield lower response rates. 35 , 36 Additionally, recent studies have suggested that the association between response rates and nonresponse bias may be weaker than previously thought. 37 , 38 Second, our postintervention cohorts spanned the COVID-19 pandemic, which may have introduced additional confounding in ways that are difficult to ascertain. 7 , 39 , 40 Due to pandemic-induced staffing needs and reduction in research and scholarly activities at our institutions, there were a variety of minor differences to our schedule during the 2 postintervention years. Third, the second postintervention cohort participants had no prior experience with the 4 + 1 schedule, which could have factored into their responses. Reassuringly, we did not observe marked differences in any of the MBI-HSS(MP) subscales or other secondary outcomes between the 2 postintervention cohorts. Fourth, the survey was anonymized, and we cannot directly compare individual results. Although there were no differences in the response rates stratified by sex, we did observe higher response rates by the PGY1 residents, which could have affected the results. The adjusted analysis that included PGY status and sex as potential confounders was consistent with the unadjusted analysis. Fifth, other cointerventions, including a novel well-being curriculum for interns (5 hours of self-reflection and small group discussion) and minor structural IMRP changes between the preintervention and postintervention periods, may have mediated the results. Finally, the first postintervention cohort (2020) was not fully independent from the preintervention cohort, which may have affected the output of the statistical tests that assume sample independence. Although anonymous survey collection complicated the statistical analysis, the potential tradeoff was creation of psychological safety for residents to maximize accurate reflection and survey participation. The observed changes persisted in the fully independent postintervention cohort (2021), providing some reassurance that sample overlap was not a major factor in the overall findings.

The findings of this survey study of internal medicine resident physicians suggest that 4 + 4 block scheduling for an IMRP, compared with a 4 + 1 schedule, may be associated with a substantial improvement in internal medicine resident burnout. Furthermore, residents reported markedly improved health, wellness, professional development, and engagement of trainees without a decrement in perceived clinical skills or standardized examination scores. These results suggest that specific X + Y block combinations may be better than others and warrant consideration for investigation and adoption by other IMRPs nationwide. Further study is needed to determine whether these results persist after graduation from residency.

Accepted for Publication: December 29, 2023.

Published: February 28, 2024. doi:10.1001/jamanetworkopen.2024.0037

Open Access: This is an open access article distributed under the terms of the CC-BY License . © 2024 Heppe D et al. JAMA Network Open .

Corresponding Author: Daniel Heppe, MD, Eastern Colorado Health Care System, University of Colorado School of Medicine, 1700 N Wheeling St, Aurora, CO 80045 ( [email protected] ).

Author Contributions: Drs Heppe and Baduashvili had full access to all of the data in the study and take responsibility for the integrity of the data and the accuracy of the data analysis.

Concept and design: Heppe, Baduashvili, Suddarth, Mann, Gottenborg, Sacro, Chacko, Connors.

Acquisition, analysis, or interpretation of data: Heppe, Baduashvili, Limes, Suddarth, Gottenborg, Davis, Chacko.

Drafting of the manuscript: Heppe, Baduashvili, Limes, Suddarth, Sacro, Davis.

Critical review of the manuscript for important intellectual content: Heppe, Baduashvili, Limes, Mann, Gottenborg, Davis, Chacko, Connors.

Statistical analysis: Baduashvili.

Obtained funding: None.

Administrative, technical, or material support: Heppe, Limes, Suddarth, Sacro, Davis, Connors.

Supervision: Heppe, Suddarth, Chacko, Connors.

Conflict of Interest Disclosures: Dr Mann reported receiving consulting fees from Community Physician Coaching for the development and delivery of a coach training curriculum for COMPASS guides at the University of Colorado; honorarium and lodging from the University of Tennessee at Chattanooga Department of Obstetrics and Gynecology; honoraria for invited lectures from Johns Hopkins University School of Medicine, University of California Davis School of Medicine, and Vanderbilt School of Medicine; and travel and lodging from the Accreditation Council for Graduate Medical Education for a workshop and lectures in 2023 outside the submitted work. Dr Mann also reported working as a certified professional coach through an individually owned and operated LLC. No other disclosures were reported.

Data Sharing Statement: See Supplement 2 .

Additional Contributions: Eric Grimm, MS, Division of Hospital Medicine, University of Colorado School of Medicine, provided advice on statistical analysis. No financial compensation was provided for this contribution.

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