The Medicine Personal Statement Portal
Conversations with doctors and medical students have brought me to the same conclusion: medicine is not simple. Placements in tertiary and secondary care settings have exposed me to medicine’s long hours, intellectual challenges and emotionally draining environment. Yet every placement showed how the care and diligence of doctors had a genuine impact on patients’ lives. The chance to replicate this, combined with unparalleled opportunities to teach, undertake clinical work and perform scientific research, is what draws me to study medicine.
During a placement at GOSH, observing discussions about cochlear implants between doctors, patients and the MDT taught me about the importance of involving patients in their own care and the necessity of communicating with a person on their level of understanding. To develop these skills, I have volunteered as a primary school teaching assistant, worked part-time as a tutor, and taught weekly technology classes for elderly people. Observing procedures such as laparoscopic appendectomies and breast implant replacement allowed me to contrast the advancements in medicine, particularly surgery, with previous, often disfiguring procedures such as Halstead mastectomies, which I encountered when reading Mukherjee’s “The Emperor of All Maladies”. After also attending lectures at Oxford on the effect on fertility preservation during cancer treatments, I undertook a research project into leukaemia to learn about mechanistic pathways used by antileukemic drugs. My placement also introduced me to aminoglycoside-induced ototoxicity, about which I decided to learn more and I wrote an article for my school’s medical journal.
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Lectures by Trembath and Scott on rare genetic diseases drew my interest to the role of genetics in medical treatments. This interest developed during my Nuffield Research Placement, which culminated in a research-style report on the effects of epigenetics on mitotic chromosome structure and an article on imaging metaphase chromosomes and telomere staining, which will be published in the Young Scientists Journal. Also, I gained an insight into the application of problem-solving skills in research when aiding the design of the verification stage.
Volunteering weekly at a care home and at a disabled children’s playground has shown me the realities of ageing and the infirmity of the vulnerable. Supervising the children or talking to residents allows me to support their emotional wellbeing, thus contributing to the delivery of holistic care, as highlighted in Edwards’s “In Stitches”. This also introduced me to the need for constant self-evaluation, a message emphasised in Gwande’s Reith lectures and a key focus in my Kelvin Science Competition essay on how a doctor can know they are doing their job well. I also learnt about the importance of teamwork and leadership in the delivery of high-quality care. I have tried to develop these skills through creating and organising my school’s Science Fair and charity fundraising campaigns with a focus on leading teams in a collaborative environment to achieve the best results for those we catered for.
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Furthermore, leading the peer tutoring scheme and coming 3rd in an Apprentice-style TV show, 3G Boss, as well as playing on the school and club cricket teams for the past 5 years have improved my listening and communication. As a student of a performing arts school for 12 years, I have performed on stage and TV in over 50 shows and organised successful cultural, academic and sporting events by leading and working as part of event committees.
The prospect of lifelong learning, the opportunity to improve the quality of life of many on a daily basis and my ambition to utilise my knowledge to serve others has drawn me to a challenge I relish. I have tried to understand the difficulties I will face but with the invaluable learning opportunities I have had, my academic abilities and persistent nature, I see no other field to enter but Medicine.
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University of Cambridge
University College London
Imperial College London
University of Edinburgh
Please note, this personal statement has been provided for reference purposes only and should not be utilised or replicated. Any attempts at plagiarism will be detected by the automated UCAS plagiarism checker and the dedicated UCAS verification team.
University of Oxford (Exeter College)
Queen Mary’s University (Bart’s)
Please note, this personal statement has been provided for reference purposes only and should not be utilised or replicated. Any attempts at plagiarism will be detected by the automated UCAS plagiarism checker and the dedicated UCAS verification team.
