medical essay writing

10 Successful Medical School Essays

The Principles of Biomedical Scientific Writing: Introduction

Zahra bahadoran.

1 Nutrition and Endocrine Research Center, Research Institute for Endocrine Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Sajad Jeddi

2 Endocrine Physiology Research Center, Research Institute for Endocrine Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Parvin Mirmiran

Asghar ghasemi.

A well-written introduction of a scientific paper provides relevant background knowledge to convince the readers about the rationale, importance, and novelty of the research. The introduction should inform the readers about the “problem”, “existing solutions”, and “main limitations or gaps of knowledge”. The authors’ hypothesis and methodological approach used to examine the research hypothesis should also be stated. After reading a good introduction, readers should be guided through “a general context” to “a specific area” and “a research question”. Incomplete, inaccurate, or outdated reviews of the literature are the more common pitfalls of an introduction that may lead to rejection. This review focuses on the principles of writing the introduction of an article and provides a quick look at the essential points that should be considered for writing an optimal introduction.

1. Introduction

Writing scientific papers is currently the most accepted outlet of research dissemination and scientific contribution. A scientific paper is structured by four main sections according to IMRAD (Introduction, Methods, Results, and Discussion) style ( 1 ).

To quote Plato, the Greek philosopher, “the beginning is half of the whole”, and the introduction is probably one of the most difficult sections in writing a paper ( 2 ). For writing introduction of a scientific paper, a “deductive approach” is generally used; deduction is the reasoning used to apply general theories and principles to reach specific consequences or hypotheses ( 3 ).

The initial impression of readers about writing style, the overall quality of research, validity of its findings, and the conclusion is strongly influenced by the introduction ( 4 ). A poor introduction misleads the readers about the content of the paper, possibly discouraging them from reading the subsequent sections; a well-written introduction, however, convinces the reader about the research logic ( 4 , 5 ). A good introduction is hence the main challenge faced by authors when drafting a research manuscript ( 2 ).

Historically, writing an introduction as an independent section of a research paper was underscored in the 1980s ( 6 ). Studies available on scientific writing provide evidence emphasizing the complexity of the compositional process of writing an introduction; these studies concluded that “introduction is not just wrestling with words to fit the facts, but it is also strongly modulated by perceptions of the anticipated reactions of peer-colleagues” ( 6 ).

Although there is no single correct way to organize different components of a research paper ( 7 ), scientific writing is an experimental science ( 7 ), and several guides have been developed to improve the quality of research disseminations ( 8 - 11 ). Typically, an introduction contains a summary of relevant literature and background knowledge, highlights the gap of knowledge, states the research question or hypothesis, and describes the methodological approach used to fill in the gap and respond to the question ( 12 - 14 ). Some believe that introduction can be a major context for debate about research methodology ( 6 ).

This review focuses on the principles of writing the introduction section and provides a quick look at the main points that must be considered for writing a good introduction.

2. Functions of the Introduction

The introduction of a scientific paper may be described as the gate to a city ( 5 ). It may also resemble a mental road map that should elucidate “the known”, “the unknown”, and “the new knowledge added by findings of the current study” ( 4 ); it presents the background knowledge to convince the readers of the importance of data added to that available in the field ( 15 ); in addition, the introduction sets the scene for readers ( 16 ) and paves the way for what is to follow ( 17 ). The introduction should be tailored to the journal to which the manuscript is being submitted ( 18 ). It has two functions, to be informative enough for understanding the paper and to evoke the reader’s interest ( 19 , 20 ). An introduction should serve as a hook, informing the readers of the question they should expect the paper to address ( 7 ). “A good introduction will sell the study to editors, reviewers, and readers” ( 18 , 21 ).

3. Common Models of Writing an Introduction

A historical overview of scientific writing shows that several models have been proposed overtime on how to organize the introduction of a research paper. One of the most common approaches is the “problem-solving model” developed in 1979; according to this model, a series of subcontexts including “goal”, “current capacity”, “problem”, “solution”, and “criteria for evaluation” have been described ( 6 ). The structure of this model could vary across disciplines ( 22 , 23 ).

Another popular model proposed is “creating a research space”, which mainly focuses on “the dark side” of the issue; this model, is usually known as CARS (create-a-research-space) model and follows three moves including establishing a territory (the situation), establishing a niche (the problem), and occupying a niche (the solution) ( 24 , 25 ). This model can be modified to a four-move model by expanding move 3 to include a “concluding step” when it is required to explain the structure of remaining parts of the paper ( 6 , 25 ).

4. A Typical Model of Introduction

In this paper, we focused on a typical model of introduction commonly used in biomedical papers. As shown in Figure 1 , the form of introduction is a funnel or an inverted pyramid, from large to small or broad to narrow ( 7 , 16 , 19 , 26 ). The largest part of the funnel at the top describes the general context/topic and the importance of the study; the funnel then narrows down to the gap of knowledge, and ends with the authors’ hypothesis or aim of the study and the methodological approach used to examine the research hypothesis ( 18 , 26 ). In fact, introduction presents research ideas flowing from general to specific ( 27 ). As given below, in hypothesis-testing papers, the introduction usually consists of 2 - 3 ( 28 ) and sometimes 4 paragraphs ( 16 ), including the known, the unknown (knowledge gap), hypothesis/question or specific topic, and sometimes the approach ( 16 , 19 ). Some authors end the introduction with essential findings of the paper ( 29 ). It has, however, been argued that the introduction should not include results or conclusion from the work being reported ( 2 , 16 , 20 ), as readers would then lose their interest in reading the rest of the manuscript ( 2 ). The introduction may also be expanded by including some uncommon parts like “future implications of the work” ( 30 ).

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4.1. The Known

In this section, a brief summary of background information is provided to present the general topic of the paper ( 20 ). This section should arouse and build the audience’s attention and interest in the hypothesis/question or specific topic ( 29 ). This part may be considered the same as move 1 of the CARS model and includes “claiming importance”, “making topic generalizations”, and “reviewing items of previous research” ( 22 , 24 ).

Besides the different roles proposed for citation, its primary motive is believed to be “perceived relevance” ( 31 ). It is important that the review of literature be complete, fair, balanced ( 29 ), to the point ( 19 ), and directly related to the study ( 16 ); it should not be too long or contain a very detailed review of literature ( 7 , 28 ) or a complete history of the field ( 9 ). Depending on the audience ( 16 ), authors should include background information that they think readers need for following the rest of the paper ( 16 ).

Contrary to the current view that the introduction should be short and act as a prelude to the manuscript itself, another opinion, however, suggests this section provides a complete introduction to the subject ( 32 ). Sweeping generalizations (i.e., applying a general rule to a specific situation) should be avoided in the first (the opening) sentence of the introduction ( 8 ). The first three sentences of the first paragraph should present the issue that will be addressed by the paper ( 8 ). If the general topic be presented in the very first word of a very short sentence, the reader is able to immediately focus on and understand the issue ( 30 ).

4.2. The Unknown/Gap of Knowledge

The importance and novelty of the work should be stated in the introduction ( 19 ). This section describes the gaps in our present understanding of the field and why it is necessary that these gaps in data be filled ( 29 ). In this section, the author should present limitations of prior studies, needed (but currently unavailable) information, or an unsolved problem and highlight the importance of the missing pieces of the puzzle ( 16 ). This section provides information to justify the aim of the study, that is, it provides rationale for the readers to convince them ( 8 , 20 ); however, one-sided or biased views of controversial issues should be avoided ( 33 ).

The unknown section of the introduction is similar to “establishing a niche” and includes “counter-claiming” and “indicating a gap” ( 6 , 25 ). To develop a “counter-claiming” statement, the author needs to mention an opposing viewpoint or perspective or highlight a gap or limitation in current literature ( 24 ). “Counter-claiming” sentences are usually distinguished by a specific terminology, including albeit, although, but, howbeit, however, nevertheless, notwithstanding, unfortunately, whereas, and yet ( 24 ). This step toward or “continuing a tradition” part ( 6 , 25 ) is an extension of prior research to expand upon or clarify a research problem ( 24 ), and the connection is commonly initiated with the following terms: “hence,” “therefore,” “consequently,” or “thus” ( 24 ). An alternative approach for “counter-claiming” within the context of prior research is giving a “new perspective” without challenging the validity of previous research or highlighting their limitations ( 24 ).

Pitfalls in this section include missing an important paper and overstating the novelty of the study ( 29 ).

4.3. Rationale of Research/Hypothesis/Question

Defining the rationale of research is the most critical mission of the introduction section, where the author should tell the reader why the research is biologically meaningful ( 34 ). In stating the rationale of the study, an author should clarify that the study is the next logical step in a line of investigations, addressing the limitations of previous works ( 8 ). This section corresponds to “occupying the niche” in the CARS model ( 6 ), where contribution of the research in the development of “novel” knowledge is stated in contrast to prior research on the topic ( 24 ). The question/hypothesis, something that is not yet proven ( 35 ), is placed at the tip of the inverted cone/pyramid ( 16 ), and it is usually last sentence of the last paragraph in the introduction that presents the specific topic, which is “ What was done in your paper ?” ( 7 , 8 , 19 ).

The main and secondary objectives should be clear and preferably comprise no more than two sentences ( 20 ). The question should be clearly stated as the most common reason for rejection of a manuscript is the inability to do this ( 8 ); it would be a bad start that reviewers/readers cannot grasp the research question of the paper ( 36 ).

5. Writing Tips

5.1. the length.

The introduction should be generally short ( 7 , 37 ) and not exceed one double-spaced typed page ( 37 ), approximately 250 - 300 words are typically sufficient and sometimes it may be longer (500 - 600 words) ( 19 , 38 ); however, depending on the audience and type of paper, the length of the introduction could vary ( 20 ); if it is more than two-thirds the length of the results section, it is probably too long ( 9 ). It has been recommended that the introduction should be no more than 10% to 15% of total manuscript excluding abstract and references ( 18 , 26 ). A long introduction may be used to compensate for the limited data given about the actual research, a pitfall that peer-reviewers are aware of ( 30 ).

5.2. Sentence and Paragraph

In a scientific paper, each paragraph should contain a single main idea ( 7 , 39 ) that stands alone and is very clear ( 7 ). The first sentence of a paragraph should tell the reader what to expect to get out of the paragraph ( 7 ). Flow is a critical element in paragraph structure, that is to say, every sentence should arise logically from the sentence before it and transition logically into the next sentence ( 7 ). It is suggested that length of a sentence in a scientific text should not exceed 25 - 30 words; maximum three to four 30-word sentences are allowed in a paper ( 40 ). The ideal size for a paragraph is 3 - 4 sentences (maximum five sentences) ( 39 ) or 75 - 150 words (ideally not exceeding 150 words) ( 30 ). The maximum length of a paragraph in a well-written paper should not exceed 15 lines ( 30 ).

To test readability of a paragraph or passage, the Gunning Fog scoring formula may be helpful. This index helps the author to write clearly and simply. Fog score is typically between 0 and 20 and estimates the years of formal education the reader requires to understand the text on the first reading (5, is very easy; 6 is easy to read; 14 is difficult; 16 is very difficult) ( 41 , 42 ). Fog score is calculated as follow:

Where a complex word is defined as a word containing three or more syllables ( 43 ). An online tool that calculates the Gunning Fog Index is available at http://gunning-fog-index.com/index.html.

Using the correct verb tense in scientific writing enables authors to manage time and establish a logical relation or “time framework” within different parts of a paper ( 44 ). Two tenses are mostly used in scientific writing, namely the present and the past ( 18 , 45 ); “present tense” is used for established general knowledge (general truths) and “past tense” for the results that you are currently reporting ( 11 , 39 , 45 ). Some authors believe that “present tense” better describes most observations in a scientific paper ( 5 , 7 ). To manage the time framework of the introduction, a transitional verb tense from “present simple” at the beginning (to describe general background) to “present perfect” (describing the problem over time), and again “present simple” at the end of introduction (to state the hypothesis and approach) is commonly recommended ( 30 ).

Although a review of the literature may recommend several tenses, using “present simple” or “present perfect” is more common ( 46 ); the use of “present tense” to refer to the existing research indicates that the authors believe the findings of an older research are still true and relevant ( 44 ). The “present perfect tense” may be adopted when authors communicate “currency” (being current), in both positive (asserting that previous studies have established a firm research foundation) and negative (asserting that not enough relevant or valid work has yet been done) forms ( 44 ).

As seen in Table 1 , much of the introduction emphasizes on previously established knowledge, hence using the present tense ( 11 , 37 ). If you give the author’s name non-parenthetically, present or past tense could be used for the verb that is linked to the author; however, scientific work itself is given in the present tense; for instance, Smith (1975) showed that streptomycin inhibits growth of the organism ( 11 ).

5.4. Citation

Reference section is a vital component of papers ( 51 ). Peer-reviewed articles are preferred by scientific journals ( 51 ). Be cautious never to cite a reference that you have not read ( 51 ) and be sure to cite the source of the original document ( 18 ). The number of references in the introduction should be kept to a minimum ( 19 ) according to the International Committee of Medical Journal Editors (http://icmje.org). Only directly pertinent references should be selected, but do not miss important previous works ( 9 , 20 ). A common error in the writing of an introduction is the struggle to review all evidence available on the topic, which confuses the readers and often buries the aim of the study in additional information ( 26 , 52 ). If there are many references, select the first, the most important, the most elegant, the most pertinent, and the most recent ones ( 18 , 19 ). References should be selected from updated papers with higher impact factors ( 5 ). In addition, select original rather than review articles ( 2 , 53 ), as this is what most editors/reviewers expect ( 18 ). In the presence of newer references, older ones are usually used if considered as being an influential work ( 16 ).

Unnecessary overlap of introduction and discussion is a problem for both sections, therefore, it has been strongly recommended to cite the references where it makes most sense ( 16 ). No reference needs to be made for accepted facts such as double-helical structure of DNA ( 9 ). There is usually no need to list standard text books as references and if this has been done, specify the place in the book ( 32 ). Some authors believe that referring to papers using author names should be avoided, as it slows the pace of writing ( 8 ).

6. Common Pitfalls in Writing Introduction

The most common pitfalls that occur during writing the introduction include: ( 1 ) Providing too much general information, ( 2 ) going into details of previous studies, ( 3 ) containing too many citations, ( 4 ) criticizing recent studies extensively, ( 5 ) presenting the conclusion of the study, except for studies where the format requires this, ( 6 ) having inconsistency with other sections of the manuscript, ( 7 ) including overlapping information with the discussion section, and ( 8 ) not reporting most relevant papers ( 2 ). In Table 2 , most do’s and don’ts for writing a good introduction are summarized; examples of the principles for writing an introduction for a scientific paper can be found in the literature ( 16 , 19 ).

7. Conclusion

The introduction of scientific original papers should be short but informative. Briefly, the first part of a well-written introduction is expected to contain the most important concisely cited references, focused on the research problem. In the second part, the problem and existing solutions or current limitations should be elaborated, and the last paragraph should describe the rationale for the research and the main research purpose. The introduction is suggested be concluded with a brief paragraph that describes the organization of the rest of the paper. Overall, a good introduction should convince the readers that the study is important in the context of what is already known.

Acknowledgments

The authors wish to acknowledge Ms Niloofar Shiva for critical editing of English grammar and syntax of the manuscript.

Writing a Medicine Essay: Guide, Types, Tips, and Topics

A medical essay is a written paper that is focused on a medical topic. It is mostly an essay written by medical students. Your instructor may assign this type of paper to gauge your understanding of a particular health issue. While it might seem simple, writing these essays is challenging, especially for first-timers. This is because they require scientific accuracy, clear undressing of the given topic, and clinical insights. In the essay, you are required to demonstrate your knowledge and skills of the various medical concepts and their application in the real world. This means that every claim and argument you make must be supported with scientific evidence.

If you are wondering how to write a medical essay, we will provide you with all the tips and steps you need to write a high-quality essay.

Different Types of Medical Essays

There are many types of medical essays you will come across in school that vary based on the purpose, subject matter, and formatting style. These are:

Argumentative Essays

These types of medical essays take a stance on medical issues and require the support of well-researched, accurate, and current information. An argumentative essay is usually assigned as a capstone project in your final years and requires lengthy and detailed research to establish your position on a topic.

When writing an argumentative medical essay, your goal should be to convince the readers to agree with your point of view by presenting a strong argument. Some of the topics you may cover include the impact of technology, the effectiveness of particular medical treatments, etc.

Compare and Contrast Essays

These types of essays deal with two or more subjects in a particular category of the medical field and compare their similarities and contrast their differences. Your instructor will assign a compare and contrast essay to challenge your analytical and comparative skills and see whether you can make meaningful arguments about a given topic.

Compare and contrast essays rely on factual analysis, so you must support all your arguments with sufficient scientific evidence. Additionally, it would be best if you used special transition words and phrases such as in comparison, by contrast, likewise, similarly, the same as, both, also, etc.

Expository Essays

Expository means intended to explain. This type of medical essay aims to explain a particular medical topic clearly and consciously. Expository essays require you to investigate a particular topic, evaluate the available evidence, expound on the claims, and explain a focused idea clearly.

Use accurate and current information from reliable sources when writing expository essays to ensure you provide well-structured, logical, and clear arguments.

Descriptive Medical Essays

This type of literature helps in communicating a particular information, for instance, a specific medical condition, treatment, theory or procedure, in a descriptive manner. Descriptive essays provide a comprehensive and effective description in a way that readers will feel like they are experiencing the subject firsthand.

To write descriptive essays, you must use words and phrases that pique curiosity to bring your narrative to life. Ensure you also integrate thoughts, feelings, smells, tastes and sounds into your essay.

Overall, descriptive medical essays help to provide an objective portrayal of a medical subject to help readers better and understand the complex topics in the medical world.

Overall, no matter which type of essay you are writing, there should be a clear and logical flow of information from one part of an essay to another.

Outline of a Medical Essay

Are you asking what are the parts of a medical essay?—the answer is simple. An essay on medicine must include the following parts: introduction, body paragraphs and conclusion.

Introduction

An introduction of a medical essay introduces your topic and provides some background information about the subject being discussed.

It also includes the reason for writing the essay and provides brief points of what you will cover in the body of the paper. An introduction should also include your thesis statement which offers a concise summary of your essay and state the claim you will be making in your paper.

Your introduction should be concise and quickly hook the readers to ensure they read the rest of the essay.

Body Paragraphs

The body section of your medical essay is where you delve into the main claim of your paper. It could have two supporting paragraphs or five. There is no limit to how many numbers of paragraphs you can write unless your professor provides a specific number.

When supporting your thesis statement with multiple sources, the best thing to do is to have only one paragraph per idea and source cited. For instance, if you are writing an argumentative medical essay, one paragraph should provide a single aspect of your arguments supported by credible evidence.

The conclusion of your medical essay should provide a summary of what you have discussed in the body of your paper. It contains three sections:

A restatement of your thesis statement without using the exact wording.
General conclusions and state why your essay is essential.
The final part brings everything together clearly and concisely to show readers you have understood the topic under discussion.

Avoid bringing in any new information in the conclusion section of your paper. The goal here is to provide readers with a closure.

Use the following format to organize your essay:

1. Introduction

Background information
Thesis statement

2. Body Paragraphs

1. First point

Introduction statement.
Supporting evidence (facts, statistics, etc).
Conclusion statement transitioning to the next paragraph.

2. Second point

Supporting evidence (facts, statistics, etc.).

3. Third point

3. Conclusion

Restatement of the thesis statement.
General conclusion.
Closing statement.

This is just a basic outline you can follow when writing your medical essay. Depending on the type of essay you are writing, you may need to include some information.

Steps for Writing a Great Medical Essay

Follow these steps when writing your medical essay. Remember, there are no right or wrong ways to write an essay. It can be a messy process as long as you ensure that there is a good flow of information.

Read the Assignment Prompt

Writing a high-quality health and medicine essay requires that you first understand your instructors' expectations. Therefore, begin by reading the prompt given, which will have all the information about the rules, guidelines and instructions that you must follow.

How well you write an essay can differentiate a high-quality medical essay from a low-quality paper. Your instructor will expect you incorporate relevant scientific evidence in your essay and demonstrate an understanding of it to show that you possess the right knowledge about the medical field.

Your instructor will also want to see whether you can accurately dissect the chosen topic into different components and explain it well to the readers.

So, by reading and understanding what is expected, you can clearly articulate your facts and express your ideas.

Chose a Great Medical Essay Topic

To write a great medical essay topic, you must choose an interesting topic that will be easy to write about. There are various interesting topics for medical essays that you can choose from, which range from various subjects in medicine.

Choose a topic that you are familiar with or one you will be able to write about. There are various interesting topics for a medical essay which you can choose from for your paper.

In addition to choosing an interesting topic, ensure you keep the following in mind:

The topic of your choice should be relevant to the assignments.
Think about the scope of the paper. Will you be writing about a specific medical topic or discussing medicine in general?

Once you have chosen a topic, research to locate information about it, begin by writing down what you already know about the topic, and then use that to develop probing questions such as why, what if, etc.

Identify keywords that are related to your topic, as they will help in locating specific information. At this point, it’s important to do background research about the topic to ensure that there is enough to write about it. Doing this will help you achieve a basic understanding of the chosen topic before delving deeper, which means you can formulate the topic and broaden or narrow it.

Conduct Research

Doing thorough research lays the foundation for a high-quality essay, as you will have sufficient information to take a critical approach to the chosen topic. So, go through the different types of scientific literature, such as PubMed, EMBASE, and Cochrane Library, to find scientific articles. These resources are credible and will give you the information needed to write a high-quality essay.

Remember, a medical essay seeks to understand your understanding of scientific knowledge and evidence acquired both in theory and practice. So, to be able to demonstrate this knowledge, you must have relevant, accurate information from a variety of credible sources.

Please note that there are two types of research you can conduct depending on the topic. Primary and secondary research. Primary research is where you collect information firsthand through methods such as interviews, questionaries etc. Secondary research, on the other hand, is where you obtain information from information collected by other researchers, such as books, journals, etc. This is the most common form of research because it saves you time, money, and energy, unlike primary research.

Create an Outline

Like other types of essays, your medical essay should have an outline that organizes your thoughts and ideas before writing. Your outline should tell readers what your essay will cover and ensure you prevent a clear and well-structured argument. In other words, your outline is a roadmap. When you get stuck during the writing process, it will help you get right back on track.

As mentioned, your medical essay outline has three main parts: Introduction, body paragraphs, and conclusion.

Some of the tips that can help you create a good outline for your essay on medicine.

Begin by first writing several ideas that you intend to include in your essay on medicine. Think of these ideas as the skeleton of your paper.

Begin Drafting

Now that you have prepared adequately for the topic at hand, you can start writing. Start by writing your introduction, which begins with a hook to capture the reader's attention, followed by some background information about the topic, and then a thesis presentation.

However, if you want to capture all ideas and ensure you write an engaging introduction, write it after. There is no right or wrong way to do this, as long as your introduction achieves its intended purpose.

When writing the body paragraphs, ensure you support your ideas with accurate information from reliable sources. Include both in-text citations and a reference list or bibliographic section at the end of the paper.

For every piece of evidence you provide, ensure you expound on it and connect it to your ideas under the paragraph and to the overall argument. Do this by explaining, interpreting and expanding on your evidence. If you are providing a counterargument, debunk the evidence provided.

Ensure you have included as much information as possible to ensure the readers get a comprehensive understanding of the topic.

Revise and Edit Your Draft

Revising refers to looking at the essay from a fresh perspective. It is an ongoing process involving reviewing the arguments, evidence and presentations. Learning how to revise an essay will ensure that your essay meets all the criteria for medical paper writing and that it has addressed all the necessary points. Based on the revisions, you could alter or rewrite the ideas or arguments of your essay.

Editing, on the other hand, refers to improving the appearance of your essay by correcting grammar, spelling and function errors. The goal is to make your essay as clear and effective as possible.

When revising and editing, pretend to be one of your readers. Ask yourself whether you are satisfied with what you are reading.

Read your medical essay out loud to pick out any problems with unity and coherence. As you read, check for clarity and a good flow of your ideas. Check for areas that are confusing and redundant and ensure you correct them.

Medical Essay Topics

Here is a list of medical essay topics you can borrow to write your essay.

Argumentative Medical Essay Topics

Is universal healthcare a fundamental right or a financial burden?
The Gender Bias in Medical Research and Treatment: How It Affects Women’s Health
Should people be compelled to donate their organs after death?
Are Vaccines necessary for public health or an infringement on personal freedoms?
Is medical marijuana a viable treatment option or a gateway drug?
How can society break the barriers to seeking mental health treatment?
Is obesity a result of personal choices or environmental factors?
What can be done to combat this growing threat of antibiotic resistance
Genetically modified organisms (GMOs) foods: Are they safe?
Euthanasia: Is it compassionate or a violation of human dignity?
Alternative medicine vs. conventional medicine: Which is more effective in overall health?
Is low-fat better than low-carb?
Negative Effects of Total Isolation on Physical and Mental Health.
Mental Health Benefits Associated with Physical Activity.

Expository Medical Essay Topics

Risk of postoperative atrial fibrillation in patients receiving red blood cell transfusion.
What causes HIV/AIDS stereotypes?
Challenges of precision medicine
What are the ethics of genetics testing?
The need for government intervention in negotiating drug prices
Addressing health disparities among the African community.
Mental health stigma is the barrier to seeking treatment.
Implications of fast food joints.
Role of education in promoting healthy eating habits among teenagers.
Use of stem cells for cancer treatment.
Incorporating alternative medicine into modern medicine.
Controversy in the American healthcare system.

Descriptive Medical Essay Topics

The importance of preventative medicine in maintaining good health.
Importance of genetics in influencing the development of diseases.
The impact of lifestyle choices on overall health and well-being.
What's the link between mental health and physical health?
The benefits of integrative medicine in treating chronic health conditions.
The role of proper nutrition in preventing and treating illnesses.
The effects of stress on the body and strategies for managing stress.
The use of technology in healthcare delivery and an improving patient outcome.
What are the challenges of healthcare access for low-income populations?
Ethical considerations in end-of-life care and decision making.
Benefits and drawbacks of health technology.

Compare and Contrast Medical Essays

Western medicine vs traditional Chinese medicine.
Conventional medicine vs. Alternative medicine.
A holistic approach to health and wellness compared to allopathic medicine.
Examine the benefits and drawbacks of prescription medications versus natural remedies for chronic health conditions.
Preventive medicine vs. Reactive medicine.
Health insurance: public vs. private.
Generic drugs vs. brand name drugs.
Assisted living vs. nursing homes.
Telemedicine vs. in-person appointments.
Change in lifestyle vs mental health medication.
UK vs Us: Mental health treatment.
Hospital patient care vs at-home patient care.

Tips for Writing a Good Medical Essay

Vary the length of the sentences.

Long sentences can be monotonous and lull readers to sleep. It is important to mix your essay with short sentences to make the readers feel like they are reading natural speech. This will persuade readers to stay invested in your essay's message.

Use Active Voice

The active voice is more direct and makes your health and medical essay easier to read, especially if you are writing about a complex topic. It creates a stronger and more direct tone that captures and maintains the reader's interest, which is important, especially when trying to convince readers about a particular topic.

Use Vivid Verbs

Use vivid verbs instead of weak verbs, which will just clutter your essay and make it difficult for readers to understand the messages. Vivid verbs help paint a clear picture of the topic, thus making your arguments more persuasive.

Final Word on Writing Medical Essays

It could be an essay about healthcare policy, the pathophysiology of a certain disorder (autism, genetic disorders, or chronic disorders), medical processes, or healthcare issues. Once you are assigned to write an essay on medicine topics, you need to take the steps we have outlined above. Go through the pre-writing, writing, and post-writing steps above and see for yourself your capabilities.

Remember, a great medical essay involves following a clear structure and incorporating clear arguments supported by information from reliable sources. By following the above steps and tips, you can write a great medical essay that communicates your ideas and provides insights into complex subjects in medicine.

If you are stuck and need a professional writer to handle your paper, you can trust our medicine writers. These astute writers are experienced in research writing and have a background in medicine. Sign up, place an order, and get everything done within the shortest turnaround time.

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6 Tips for Writing Your AMCAS® Personal Comments Essay

New section.

The Personal Comments Essay section of the American Medical College Application Service® (AMCAS®) application is your opportunity to tell medical school admissions officers who you are and what makes you unique. Here are some tips to help you as you write your essay.

The AMCAS® application to medical school asks for a lot of information about yourself. It includes biographical information, courses taken, and work experiences just to name a few. The application also requires you to include a Personal Comments Essay, which is entered in Section 8 of the application. This essay provides an opportunity to distinguish yourself from other applicants and provide admissions officers with more insight into why you have chosen to pursue a career in medicine.

Many admissions committees place significant weight on this section, so we have compiled a list of tips to help you craft a well-organized and compelling essay.

Take time to think about the content of your essay before writing a first draft. As you’re thinking about the structure of your essay, remember to keep the content general because it will go to all medical schools you apply to. Try not to duplicate information provided elsewhere in the application. Some questions you may want to consider before you begin writing include: What are some of your personal values and how have they influenced your desire to enter the medical profession? What motivates you to learn more about medicine? What should medical schools know about you that isn’t described in other sections of the application?
Show, don't tell. If challenges in your childhood or a defining experience led you to consider medicine, use details to describe those experiences and bring your essay to life. Try to include content that aligns with the premed competencies for entering medical students . Write in your authentic voice; your essay can help you contextualize and elaborate on topics during your interview.
Stay on topic. There is a 5,300 character limit (including spaces) in this section. This equals about 1 1/2 pages of writing, single-spaced. Make sure your essay is interesting, follows a logical and orderly flow, relates to your reasons for choosing medicine, and describes why you believe you will be successful as a physician.
Don’t be afraid of the editing process. Be sure to write more than one draft and make edits to your essay. Find a reviewer who does not have a personal relationship with you, as an external reviewer will help you gain new perspectives on your writing and refine the story you want to tell admissions committees.
Remember to proofread and be mindful of formatting. The AMCAS application does not include spell check, so be sure to proofread your essay for any typos or grammatical errors. You will not be able to go back into this section to make any edits after submitting your application. To avoid formatting issues, we recommend that you draft your essay in text-only word processing software, such as Microsoft Notepad or Mac TextEdit, then copy and paste your essay into the application. You can also type your essay directly into the AMCAS application.
If you are applying to MD-PhD programs, there are two additional essays you will need to complete. The first essay asks your reasons for pursuing the combined degree and is relatively short. The second essay asks you to describe your research activities and is about three pages long. You can read more about these additional essays in the 2024 AMCAS® Applicant Guide (PDF) or get further guidance from your prehealth advisor or career counselor.

For more AMCAS-related tips, please check out the AMCAS Tools and Tutorials page . There, you’ll find video tutorials, presentations, guides, and recordings of past webinars. For further advice from current prehealth advisors, access our “Advisor Corner: Crafting Your Personal Statement” article .

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Sample Essays

Sample Medical School Essays

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

This section contains five sample medical school essays

Medical School Sample Essay One
Medical School Sample Essay Two
Medical School Sample Essay Three
Medical School Sample Essay Four
Medical School Sample Essay Five

Medical School Essay One

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

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

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

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

Tips for a Successful Medical School Essay

If you’re applying through AMCAS, remember to keep your essay more general rather than tailored to a specific medical school, because your essay will be seen by multiple schools.
AMCAS essays are limited to 5300 characters—not words! This includes spaces.
Make sure the information you include in your essay doesn't conflict with the information in your other application materials.
In general, provide additional information that isn’t found in your other application materials. Look at the essay as an opportunity to tell your story rather than a burden.
Keep the interview in mind as you write. You will most likely be asked questions regarding your essay during the interview, so think about the experiences you want to talk about.
When you are copying and pasting from a word processor to the AMCAS application online, formatting and font will be lost. Don’t waste your time making it look nice. Be sure to look through the essay once you’ve copied it into AMCAS and edit appropriately for any odd characters that result from pasting.
Avoid overly controversial topics. While it is fine to take a position and back up your position with evidence, you don’t want to sound narrow-minded.
Revise, revise, revise. Have multiple readers look at your essay and make suggestions. Go over your essay yourself many times and rewrite it several times until you feel that it communicates your message effectively and creatively.
Make the opening sentence memorable. Admissions officers will read dozens of personal statements in a day. You must say something at the very beginning to catch their attention, encourage them to read the essay in detail, and make yourself stand out from the crowd.
Character traits to portray in your essay include: maturity, intellect, critical thinking skills, leadership, tolerance, perseverance, and sincerity.

Medical School Essay Two

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

I joined the National Guard before graduating high school and continued my service when I began college. My goal was to receive training that would be valuable for my future medical career, as I was working in the field of emergency health care. It was also a way to help me pay for college. When I was called to active duty in Iraq for my first deployment, I was forced to withdraw from school, and my deployment was subsequently extended. I spent a total of 24 months deployed overseas, where I provided in-the-field medical support to our combat troops. While the experience was invaluable not only in terms of my future medical career but also in terms of developing leadership and creative thinking skills, it put my undergraduate studies on hold for over two years. Consequently, my carefully-planned journey towards medical school and a medical career was thrown off course. Thus, while ten-year plans are valuable, I have learned from experience how easily such plans can dissolve in situations that are beyond one’s control, as well as the value of perseverance and flexibility.

Eventually, I returned to school. Despite my best efforts to graduate within two years, it took me another three years, as I suffered greatly from post-traumatic stress disorder following my time in Iraq. I considered abandoning my dream of becoming a physician altogether, since I was several years behind my peers with whom I had taken biology and chemistry classes before my deployment. Thanks to the unceasing encouragement of my academic advisor, who even stayed in contact with me when I was overseas, I gathered my strength and courage and began studying for the MCAT. To my surprise, my score was beyond satisfactory and while I am several years behind my original ten-year plan, I am now applying to Brown University’s School of Medicine.

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

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

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

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

Additional Tips for a Successful Medical School Essay

Regardless of the prompt, you should always address the question of why you want to go to medical school in your essay.
Try to always give concrete examples rather than make general statements. If you say that you have perseverance, describe an event in your life that demonstrates perseverance.
There should be an overall message or theme in your essay. In the example above, the theme is overcoming unexpected obstacles.
Make sure you check and recheck for spelling and grammar!
Unless you’re very sure you can pull it off, it is usually not a good idea to use humor or to employ the skills you learned in creative writing class in your personal statement. While you want to paint a picture, you don’t want to be too poetic or literary.
Turn potential weaknesses into positives. As in the example above, address any potential weaknesses in your application and make them strengths, if possible. If you have low MCAT scores or something else that can’t be easily explained or turned into a positive, simply don’t mention it.

Medical School Essay Three

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

Facing the realities of disease and death daily from an early age, I developed a strong sense of pragmatism out of necessity. There is no place for abstractions or euphemisms about life and death when treating a calf’s pneumonia in the pouring rain during winter. Witnessing the sometimes harsh realities of life on a farm did not instill within me an attitude of jaded inevitability of death. Instead, it germinated a responsibility to protect life to the best of my abilities, cure what ailments I can and alleviate as much suffering as possible while recognizing that sometimes nothing can be done.

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

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

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

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

Medical School Essay Four

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

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

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

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

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

My citizenship will guide me to serve my community and to encourage my classmates and colleagues to do the same. We will be taught in medical school to be healers, scientists, and educators. I believe that, in addition, as students and as physicians, we have the responsibility to use our medical knowledge, research skills, and teaching abilities to benefit more than just our patients. We must also commit ourselves to improving the health and wellness of those living in our communities by participating in public events (i.e by donating our medical services), lobbying for better access to healthcare for the underprivileged, and promoting wellness campaigns. As a medical student and eventual physician, my compassion, trustworthiness, and citizenship will drive me to improve the lives of as many individuals as I can.

Cumberland instilled in me important core values and afforded me a wonderful childhood. However, I recognize that my hometown is not perfect. For one, the population is shockingly homogenous, at least as far as demographics go. As of the 2010 census, 97.2% of the residents of Cumberland were white. Only 4.1% of residents speak a language other than English at home and even fewer were born in another country. Essentially everybody who identified with a religion identified as some denomination of Christian. My family was one of maybe five Jewish families in the town. Additionally, nearly all the town’s residents graduated from high school (98.1%), are free of disability (93.8%), and live above the poverty line (95.8%). Efforts to attract diverse families to Cumberland is one improvement that I believe would make the community a better place in which to live. Diversity in background (and in thought) is desirable in any community as living, learning, and working alongside diverse individuals helps us develop new perspectives, enhances our social development, provides us with a larger frame of reference, and improves our understanding of our place in society.

Medical School Essay Five

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

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

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

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

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

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

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

How to Write a Medical Essay: Expert Guide

Mark Bradford

A Helpful Guide to Writing a Medical Essay

An essay on medicine delves into the realm of medical topics, exploring various aspects of the field. To navigate the process of writing a compelling medicine essay, one must consider several key factors, from selecting an engaging topic to crafting a powerful conclusion.

Whether you're a medical student grappling with scientific research, medical case studies, or ethical considerations, we provide expert tips and guidance to help you excel in your essay-writing journey. We cover everything from structuring your paper effectively to presenting compelling arguments. So, if you're ready to elevate your writing skills and make a lasting impact, delve into our comprehensive guide prepared by our write my nursing essay experts!

Read our related guides: how to write a biology essay or how to write secondary essays for medical school at EssayHub blog.

Understanding the Concept

The realm of medicine, an art dedicated to healing and preserving human life, encompasses an array of urgent and significant topics. Exploring these themes through various types of essays can provide valuable insights. Medicine plays a pivotal role as professionals offer assistance, maintain well-being, and even save lives. Even for those not directly involved in the healthcare system or medical schools, there are numerous topics that demand attention.

Personal hygiene
Patient care
First aid protocols
Understanding symptoms of illnesses

These are crucial for anyone concerned about their own health. By delving into these subjects, individuals can empower themselves with the knowledge that promotes well-being and a proactive approach to healthcare. Below you'll find all the necessary steps from our nursing essay help expert that makes a perfect medical essay.

Selecting a Topic

Choosing the right topic for a medicine essay involves considering various factors. With medicine being an expansive sphere interconnected with many subjects, staying updated on current trends is essential. The ever-evolving nature of medicine, fueled by emerging technologies, emphasizes the importance of selecting topics that reflect the latest tendencies and significant changes.

An ideal topic should be clear, concise, and comprehensible, capturing the essence of the entire essay. To make an informed choice, conducting preliminary research on recent explorations can be helpful. Additionally, seeking the professor's input can provide valuable advice or confirmation regarding the chosen topic. Here are some prompts that will make great personal statement topics for your medical school essay:

Examining the Impact of Telemedicine on Healthcare Delivery
Investigating the Role of Artificial Intelligence in Medical Diagnosis
The Influence of Mental Health Stigma on Patient Care
Ethical Considerations in the Field of Organ Transplantation
Exploring the Link Between Nutrition and Chronic Diseases
Assessing the Effectiveness of Vaccination Programs in Preventing Disease Outbreaks
Addressing Healthcare Disparities in Marginalized Communities
Exploring the Use of Alternative Medicine for Chronic Pain Management
The Convergence of Technology and Mental Health Treatment
Analyzing the Impact of Pharmaceutical Advertising on Patient Behavior
Examining Challenges and Opportunities in Global Healthcare Systems
Investigating the Effects of Exercise on Physical and Mental Well-being
Advancements in Precision Medicine and Personalized Treatment Approaches
Exploring the Role of Genetics in Assessing Disease Risk
Ethical Considerations in End-of-Life Care and Assisted Suicide Discussions

Pre-Writing Strategies for Starting a Medical Essay

After selecting the appropriate topic and formulating it comprehensively, it is crucial to immerse yourself in the writing process. The preparation stage involves not only conducting research, selecting the essay type, and compiling a list of sources but also organizing your writing space.

Choose a suitable environment that fosters productivity by minimizing distractions and eliminating noise. While this may initially seem pretentious, creating the right atmosphere is not difficult and won't require much time.
Clarify the purpose of your medical essay. Are you aiming to inform, persuade, analyze, or explore a specific aspect of medicine?
Determine who your intended audience is. Are you writing for healthcare professionals, patients, policymakers, or a general audience? Understanding your audience will influence the tone, language, and level of technicality in your essay.
Visualize your ideas by creating a concept map or diagram. This visual representation can help you see connections and identify gaps in your knowledge.
Formulate a series of questions related to your medical topic. These can include why, how, what, or if/whether questions.

Creating an Effective Outline

An effective outline is invaluable as it aids in creating a cohesive and well-structured essay. It not only provides guidance during the research process but also allows the writer to focus on specific subtopics and ensure comprehensive coverage. Here are some medicine essay writing tips to keep in mind while crafting an outline:

Start with the Topic: Choose a clear and concise topic that reflects the main idea of your essay. This topic will serve as the foundation for your outline and subsequent writing.
Identify Key Subtopics: Break down your topic into key sub topics or themes that you want to explore in your essay.
Arrange Subtopics in Logical Order: Take into account the nature of your topic and the flow of your arguments, and consider employing a chronological, thematic, or cause-and-effect approach to ensure a seamless and cohesive essay structure.
Support with Evidence: For each subtopic, consider the supporting evidence or examples, including research studies, statistical data, expert opinions, or real-life case studies.
Develop Main Points: Within each subtopic, develop clear and concise main points that encapsulate the key ideas you want to convey.
Include Transitions: Ensure smooth transitions between subtopics by including transitional phrases or sentences in your outline.
Flexibility in Subtopic Exploration: Remember that your outline is a flexible guide, and you can expand or modify subtopics as you delve deeper into your research.
Revise and Refine: Regularly review and refine your outline as you progress with your research and writing.

Crafting a Strong Thesis Statement

The thesis statement holds immense importance in an essay as it serves as the driving force behind the entire paper. It provides a clear focus and direction, ensuring coherence and cohesion in the writing. Students often underestimate the significance of the thesis statement, but it plays a crucial role in guiding the content and structure of the essay. Each paragraph should be aligned with and connected to the thesis statement in some way. Therefore, when crafting a strong thesis statement, it is essential to ensure that it effectively addresses the main question or issue related to the topic.

Example of a thesis statement for a medical essay on "The Impacts of Telemedicine in Healthcare Delivery":

"The integration of telemedicine in healthcare delivery has revolutionized patient care by increasing access to medical services, improving diagnostic accuracy, and enhancing patient convenience, ultimately transforming the way healthcare is delivered."

Conducting Research

Before starting the essay writing process, thorough research is vital to gather valuable information from various sources. Explore websites, databases, journals, and books to carefully select relevant and fitting materials that align with your chosen topic. Here are a few tips from our write essays for me experts for conducting research for your medical essay:

Define Your Research Goals: Clearly outline the specific research objectives and questions you aim to address in your essay.
Use Academic Databases: Explore academic databases specific to the field of medicine, such as PubMed, Medline, or Google Scholar.
Evaluate the Quality of Sources: Assess the quality, reliability, and relevance of each source before including it in your research.
Stay Updated: Keep up with the latest developments and advancements in the medical field.
Keep Ethical Considerations in Mind: Ensure that your research and use of sources adhere to ethical guidelines.

Mastering the Medicine Essay Structure

The essay structure typically follows a standard format, consisting of an introduction, body paragraphs, and a conclusion. However, it's important to note that different essay types may require specific structural peculiarities. Here are some key considerations for various types of essays:

Argumentative or Persuasive: In these essays, particular attention should be given to the thesis statement, which should clearly indicate the writer's position on the topic. Additionally, the body paragraphs should present supporting evidence and arguments, culminating in a counterargument that is then refuted by the writer.
Compare and Contrast: When writing a this type of essay, you have two options for organizing your content. The first is the block method, where you discuss all the similarities and differences in separate sections. Another approach is the point-by-point method, where you discuss specific points of similarity or difference in an alternating manner. Select the method that aligns best with your topic and purpose.
General Essay Structure: Irrespective of the type of essay, a crucial component of the introduction is a concise and well-defined thesis statement that establishes the trajectory of the essay. The body paragraphs should revolve around the thesis statement, utilizing examples and details to support and prove it. Each paragraph should focus on a single main point and provide evidence or analysis to substantiate it. Finally, the concluding paragraph should restate the thesis and summarize the key points mentioned in the body paragraphs.

Post-Writing Strategies: Tips from Our Experts

After completing the writing process for your medical essay, it's important to implement post-writing strategies to ensure the quality and effectiveness of your work. Here are some valuable post-writing strategies for medical essays:

Revise and Edit: Review your essay for clarity, coherence, and overall effectiveness. Check for any grammatical, spelling, or punctuation errors and make necessary corrections.
Consider the Reader's Perspective: Take a moment to step into the shoes of your intended audience, whether it be professors, healthcare professionals, or fellow students, and assess your essay from their perspective.
Check Formatting and Citations: Ensure that your essay meets the specified formatting and citing guidelines set by your instructor, including aspects such as font, spacing, and margins.
Review Coherence and Cohesion: Ensure that each paragraph connects smoothly to the next and that your arguments and evidence are presented in a logical and organized manner.
Take Breaks and Revisit: After completing your initial revisions, take a break from your essay and revisit it with fresh eyes. This will help you spot any overlooked errors or areas that require further improvement.

Finally, take advantage of our essay services . We can find an essay writer for you who can make any writing request. Our team will meticulously craft a well-researched and expertly-written medical essay that meets your requirements and exceeds your expectations!

Mark Bradford , a passionate and talented artist, utilizes his innovative spirit to support academic pursuits. In partnering with EssayHub, he leverages his artistic insights to assist students as a professional essay writer, helping them navigate and complete their academic assignments at every level of difficulty.

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How To Avoid The 5 Most Common Medical Essay Writing Mistakes

Some of the most common medical essay writing mistakes can be avoided with proper planning, practice and presentation. Here’s how to improve your essay writing skills and give yourself the best chance of writing a winning essay on exam day.

1. PAY ATTENTION TO ESSAY STRUCTURE

The traditional essay structure includes three key sections: an introduction, several paragraphs outlining the core arguments, and a conclusion.

Your introduction should briefly outline what the essay will cover. Within this, you should include a ‘thesis statement’ which articulates the main idea or argument of your essay.

The body paragraphs should begin with a topic sentence, which outlines the focus of the paragraph, and the following sentences in the paragraph need to develop the idea in the topic sentence with clear evidence and examples. Finally, aim to wrap up everything nicely in your conclusion without repeating any arguments or introducing new ideas.

If you stick to this essay formula, your arguments will be clear and well-structured – with plenty room for development.

Some tips to help you pay attention to the essay structure include:

Plan – before you start writing, sketch out a plan which includes notes for the three key sections
Write your introduction last – writing the ‘perfect’ introduction can take up a lot of time and energy – particularly when you’re writing under pressure; writing your introduction last can be helpful because you already know exactly what your essay will be about
Practice – make sure you have written several practice essays in the traditional essay format before you start and try to get your hands on some samples – so you have a comparable standard

2. WORK ON YOUR GRAMMAR, SPELLING AND PUNCTUATION

Spelling and grammatical errors can result in lost points, regardless of how strong your ideas are. Having good ideas is one thing, but articulating them clearly is something else entirely.

If English is your second language, take time to learn and study the craft of writing. Read other people’s writing and study sentence structure. Develop your vocabulary in general but also in relation to the subject you’re writing about.

Tips to help you improve your writing skills include:

Read widely – read articles, textbooks and writing in your medical field as well as outside it
Develop your vocabulary – read a variety of medical materials so you can enhance your medical terminology and understand how these terms are used in context
Practice – again, you will only be able to develop your writing skills and vocabulary through practice, practice, and more practice

3. STAY FOCUSED

Sometimes, you might feel tempted to write about a topic or idea you’re comfortable with, instead of addressing what the essay question is about. You could write an amazing essay, but if it doesn’t address the essay question or topic then you will lose marks.

Tips to help you stay focused and ensure you are adequately addressing the essay question include:

Circle the keywords in the question – look at the themes and ideas in these keywords and use these to help you develop your focus
Don’t try to rewrite past essays – try not to rewrite any practice essays you may have written in the past (unless they are 100% relevant to the topic)
Practice brainstorming – get your hands on some essay questions or quotes and practice the brainstorming aspect to help it seem less daunting

4. ADDRESS THE KEY SELECTION CRITERIA

Whenever you write an essay as part of your exams, there will be specific criteria that your essay marker will use to assess your essay. It’s vital you familiarise yourself with this criterion and keep it top of mind when you’re writing your essay.

The essay writing criteria contains general requirements like proper grammar, being able to demonstrate a range of arguments related to the topic, and a clear conclusion. But it will also include discipline-specific requirements, such as discussions of the socio-political, historical and cultural themes related to your medical field and being able to demonstrate an understanding of the recovery model, for example.

Tips to help you address the key selection criteria include:

Think of the criteria as a checklist – and confirm you have ticked off everything in the list before you can submit your essay
Ensure you have the latest criteria – criteria can change, so be certain that you’re referring to the latest version when you’re practicing
Write practice essays that address the key selection criteria – if you haven’t practiced writing an essay that addresses the criteria before your final essay, you may struggle to do this on the day

5. STAY CALM ON EXAM DAY

It’s normal to have some nerves on exam day, but if you find yourself in a panic, you might procrastinate, ramble or struggle to formulate clear sentences.

The more you practice essay writing, the more confident in your abilities you’ll become – meaning you’ll be more likely to cope with any type of question that comes your way on the big day.

Tips to help you stay calm include:

Deep breathing – if you’re feeling very anxious, put down your pen, close your eyes and take a series of deep breaths until the feeling passes
Stay positive – when negative thoughts arise they can make you feel stressed and anxious, so develop a series of positive messages to help you overcome your nerves
Practice writing under pressure – the best way to reduce the likelihood of nerves jeopardising your success is to practice under strict exam conditions

Other tips to help you improve your medical essay writing skills

Pay attention to your handwriting – clear handwriting wins over poor handwriting every time, so pay attention to your handwriting, and practice writing clearly
Be consistent with your tense – choose one tense, usually third person – you may not lose marks for writing in the first person but generally third person is more formal, convincing and relevant to the academic style
Opt for quality over quantity – don’t assume that more words will get you more marks; you’ll be marked on the quality of your arguments, how convincing they are and how well they address the key selection criteria
Avoid unnecessary complications – awkward vocabulary, long sentences and complex terminology can all complicate your essay and make it harder for your examiner to understand your ideas

For almost two years, I’ve been helping Psych Scene course candidates to improve their medical essay writing skills with training, personalised feedback and suggestions for improvement on their practice essays. If you’d like some help with your essay, please contact me.

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August 27, 2021

16 R’s for Medical School Essay Writing

Writing can be daunting for all of us. “What do I write about?” is the most common question that comes to mind when contemplating medical school personal statements or secondary essays. When writing these essays, organization is crucial. The thought of writing an essay up to 5300 characters long for AMCAS or several pages long for secondary essay prompts can feel like a Herculean task. Furthermore, these compositions can be the end of your application if not approached correctly. To help with organizing your essays, I have broken down the process into sixteen R’s.

OK. Let’s get started!

Relax : Writing is challenging enough, but when you are tense and stressed, it feels impossible. Listen to soothing music, do a favorite exercise before you sit down to write, or try a little yoga. Getting into a relaxed mindset can help you think about all the experiences that brought you to your decision to pursue medicine.
Recreational : Make your essay writing recreationa l or fun. “Fun?” you may ask. How can essay writing be fun? Well, I think the beloved fictional character Mary Poppins was not too far off the mark when she said, “In every job that must be done, there is an element of fun.” Since you will be spending a significant amount of time writing your medical school essays , making them as fun as possible is indispensable. Pretending that you are a famous physician in an interview on the news or a celebrity looking back on your life and writing your memoirs can help bring your creative thoughts to mind.

Recite , Rehearse , and Record : “Where do I start?” is another common question. Describing your thoughts aloud and reciting and rehearsing them before you put them down on paper can help a great deal to get those “creative juices flowing.” You don’t need anything fancy to record your thoughts—your smartphone will work perfectly well. If it helps, have some soft, pensive music playing in the background as long as it is not distracting. And remember that how you express yourself doesn’t need to be perfect because the only person that will hear the recording is you. This is just an exercise to help you get those thoughts flowing before putting them down on paper. You’ll be surprised at how helpful listening to your recording is to jump-start your writing.
Readable : Your essay should capture the reader’s attention from the opening sentence and maintain that interest throughout the text. Try to make the reader feel as if they are there with you, experiencing what you felt.
Rich : You should use rich , descriptive language so that you take the reader on your “expedition.” Let the reader feel like they are “traveling” with you and experiencing what you experienced.
Retell : In addition, your essay should elaborate on critical details in your story; if your essay has not elaborated on these details, retell your story and expand upon the important events so that the reader has a perfect picture in their mind of what took place. By doing so, you will put the reader in your story and make it come alive for them.
Rhythm : Your essay should have rhythm —it should be well organized both within and between paragraphs, and each section should be well connected to the others with smooth transitions.
Relevance : Given the character limits of your medical school essays, every word and sentence should be relevant . Don’t waste critical character space on sentences that are not pertinent to your story. In the case of secondary essays, make sure your answer is relevant to the question asked and the school you are applying to.
Relate and Reply : For both the personal statement and each secondary essay, the experiences you write about in your body paragraphs should relate to each other in some way so that you have an over-arching theme for your essay. Find the common denominator between your experiences to help find your theme. For your secondary essays, you must reply to the specific question posed.
Research : When writing your secondary essays, make sure you research the schools to ensure that your goals are a good match for their guiding principles.
Reveal : Furthermore, your writing should reveal different qualities that will make you an outstanding physician . The best essays are heartfelt and evoke emotion.
Reflective : Perhaps, the most necessary characteristic of your essay is to be reflective . Your essay should reflect on the meaningful experiences that were pivotal in your decision to pursue medicine or apply to specific medical schools. Ask yourself why a particular experience made you feel as you did and how you will assimilate the spirit of what you learned from the experience into your future career. Why is it significant to you?
Refine : Another essential step in your essay writing is to refine your language. For our first draft, don’t worry about style. But after you write that first draft, review it and aim for a tone and style that shows you’re already a professional. Write your essay with a professional writing style and avoid slang or colloquial sayings. This is not social media.
Return , Refer , and Remind : Coming to the home stretch, you should return to the introduction in your essay’s conclusion and refer back to the introductory paragraph in some way to end your essay on a powerful note and remind the reader of the significance of the opening paragraph in your decision to become a physician.
Review : The final step in writing your essay is to review your essay several times once you finish it. Review , review , review should become your essay writing slogan. I cannot emphasize enough how important it is to review your essay multiple times for spelling, grammatical, and writing errors. For secondaries , make sure you have the correct school’s name everywhere. Finally, if at all possible, put a little time between your last revision and your proof. And make sure that you are alert when you check your essay if you really want to catch all errors.

If you follow the above steps, you are on your way to writing a truly remarkable essay. (Yes, remarkable is my final “R”.)

Best of luck and have fun writing!

Are you ready to apply the 16 R’s to your med school application essays? Accepted’s expert consultants know just how to help you highlight your strengths and craft an application that will help you get accepted to your top choice medical school. Check out our one-on-one admissions services so you can ace your application and GET ACCEPTED!

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Related Resources:

Medical School Sample Personal Statements
5 Fatal Flaws to Avoid in Your Medical School Application Essays
9 Secrets to Telling an Attention-Grabbing Story

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Medical school personal statement examples.

Get accepted to your top choice medical school with your compelling essay.

THE TOP 10 MEDICAL SCHOOLS

HAVE AN AVERAGE ACCEPTANCE RATE OF 5.3%

A GREAT MEDICAL SCHOOL PERSONAL STATEMENT IS KEY IN THE APPLICATION PROCESS

If you want to get into the best school, you need to stand out from other applicants.

U.S. News reports the average medical school acceptance rate at the top 100 med schools at 6.35% , but our med school clients enjoy an 85% ACCEPTANCE RATE .

How can you separate yourself from the competition successfully? By creating a great personal statement.

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Here we present medical school personal statement examples to give you ideas for your own essay.

Pay close attention to the consistent format of these effective personal statements:

ENGAGING INTRODUCTION / UNIFYING THEME / COMPELLING CONCLUSION

Give the admissions committee readers a clear picture of you as an individual, a student, and a future medical professional. Make them want to meet you after they finish reading your essay.

Here's what you'll find on this page:

How Sample Med School Essays Can Help You
Before you Start Writing
Writing Your Opening Paragraph
Writing Your Body Paragraphs
Writing Transitions
Writing Your Conclusion
Common Elements Between Personal Statements

Five Don'ts for Your Medical School Personal Statement

Personal Statement Examples & Analysis
Frequently Asked Questions

How can these sample med school essays help you?

You plan to become a physician, a highly respected professional who will have great responsibility over the health and well being of your future patients. How can you prove to the admissions committee that you have the intelligence, the maturity, the compassion, and the dedication needed to succeed in your goal?

The medical school personal statement examples below are all arguments in favor of top med schools accepting these applicants. And they worked. The applicants who wrote these essays were all accepted to top medical schools - most to multiple schools. They show a variety of experiences and thought processes that all led to the same outcome. However, while the paths to this decision point vary widely, these winning essays share several things in common.

As you read them, take note of how the stories are built sentence by sentence, paragraph by paragraph, adding to the evidence that the writer is worthy of acceptance. This evidence includes showing a sustained focus, mature self-reflection, and professional and educational experiences that have helped prepare the applicant to succeed.

As you write your medical school personal statement , include your most compelling, memorable and meaningful experiences that are relevant to your decision to become a doctor. Each sentence should add to the reader’s understanding of who you are, what your strengths are, and why you will make an outstanding physician. Your resulting essay will help the adcom appreciate your intellectual and psychological strengths as well as your motivations, and conclude that you are worthy of acceptance into a top medical school.

Techniques for creating successful medical school personal statements

Before you start writing your med school personal statement.

Before you start writing your medical school personal statement you will need to choose a topic that will reflect who you are and engage the reader. There are a few strong ways to proceed. Try freewriting with a few of the following topic ideas.

Why medicine? Do you have a personal experience that made you certain about being a physician? How, when, did you know this was the right career for you? Is there a doctor you know (or knew) who emulates an altruistic moral character, someone who won your deepest respect? Can you show this person in action or describe them as they model inherent qualities, those for which you will strive as a physician?

How has a clinical experience been a real growth moment for you? Can you tell that story? Sometimes a clinical experience is deeply personal, something experienced by you or by someone in your family. Sometimes a clinical experience is about a patient whose situation taught you something deeply valuable, something honestly insightful about what good care means, about humanity, about empathy, about compassion, about community, about advantage and disadvantage, about equity and inclusion.

Choose an experience outside the comfort of your own community, an experience where you were the outsider (uncertain, facing ambiguity) and this experience brought about a fresh, resonant understanding of yourself and others, an understanding that made you grow as a person, and perhaps brought about humility or joy in light of this geographical or cultural dislocation. Often this prompt includes traveling to other countries. Yet, it could work just as beautifully discovering people in close places that were previously unfamiliar to you – the shelter in the next town over, a foster home for medically unstable children, the day you witnessed food insecurity firsthand at a local church and decided to do something about disparity.

Read other successful personal statements in guides and publications. You can read sample personal statements that work here: medical school personal statement examples

The prompts above have great possibilities to be successful because they locate experiences that require better than average human understanding and insight. When we re-convey a moving human experience well, we tell a story that aims to bring us together, unite us in our common humanity. Telling powerful stories about humanity, in the end, presents your deeper attributes to others and demonstrates your capacity to feel deeply about the human condition.

Be careful how often you use the first person pronoun, though you may use it. Revise for clarity many more times than you might do in other writing moments. Choose precise vocabulary that sounds like you, and, of course, revise so that you present to your readers the most pristinely grammatical you.

Once you’ve looked at the sample medical school personal statements in the link above, try freewriting again according to one of the themes listed that applies to you. For instance, perhaps your prior freewriting aimed to describe a moment in your life that seeded your interest in medicine. Great. Save that file. Now, start again with a different topic, perhaps one from the linked page of sample personal statements. For instance, let your freewriting explore the time you traveled to another country to participate in a public health mission. What person immediately comes to mind? Hopefully this person is quite different from you in identity and culture. Make sure this comes across. Describe the scene when you first encountered this person. What happened? Tell that story. Why do you think you remember this person so vividly? Did the experience challenge you? Did you learn something deeper and perhaps more complex about humanity, about culture, about your own assumptions about humanity? Hopefully, you grew from this experience. How did you grow? What do you now understand that you did not understand before having had this experience? Hindsight may very well bring about perspective that demonstrates that you now understand the value of that human encounter.

Here is a cautionary bit of advice about writing about childhood. Yes, it is relatively common to have had a formidable experience in childhood about illness, health, healthcare, medicine or doctors. Right? Most of us have had at least one critical health issue in our own family when still a child. Sometimes it is absolutely true that a moment in childhood began your interest in healthcare.

One may have had a diagnosis as a child that turned one’s life path toward being health-aware. For instance, are you a juvenile-onset, Type I diabetic? Do you have a cognitive or physical disability? Were you raised in a home with someone who had a critical illness or disability? Did a sibling, parent or grandparent get gravely sick when you were young?

Upon writing-up any of these situations for your personal statement, there is a catch-22. For medical school application activities, the rule of thumb is “nothing from high school.” So why then is it sometimes a good idea to write about a childhood situation in a personal statement? The answer has to do with the uniqueness of your story and the quality of hindsight through which you narrate it.

Let us slow down for a moment on the issue of writing about childhood. Typically, traditional applicants to medical school are steadfastly dedicated to their academic and pre-professional aims. Science curriculum, especially pre-med curriculum, is demanding and rigorous, and it trains science students to excel in empirical thinking and assessment.

Sometimes, when asked to write a personal essay, hard core science students feel the rug pulled out from under them. Are you more confident and meticulous about action steps and future plans than you are confident about being a sage looking back on your life? Chances are your answer is “yes.”

Of course you can write; you’re a smart person and a very good student. Yet, writing a heartfelt, perceptive essay about yourself or an aspect of your life for an application to medical school is unnerving even as you understand why your application might benefit from story-telling. Yes, your application should benefit from your engaging, authorial presence in the essay. An application that lacks this is wholly at a disadvantage.

Perhaps you are gravitating to the choice to share a story about your childhood.

For instance, what if you sat down to free-write the following prompt:

Draft an essay about a childhood experience that ingrained medicine as one of your inherent interests. Do so in a manner that demonstrates the value of hindsight while telling it.

Is it hard to stay calm about this prompt right now even though this prompt is precisely what could make your personal statement successful? The idea of this prompt is what many successful applicants have written well, and you can too. Why not seek professional guidance for your personal essay? Accepted has consultants who advise applicants through this process. We advise you on the whole process of developing a successful idea for an essay, help you mine your experiences, outline your strongest ideas, and after you’ve written them up, edit your drafts. You can view these personal statement services here: Essay Package

Back to tips. The key to writing a personal statement that frames a moment in childhood well is to stand firmly in the present and stay descriptive and perceptive. Write up that experience trusting you have insight. Quite a bit of time has passed since then, and that distance has given you the opportunity to see things a little differently now.

Let’s presume you want to write about how as a child you had an older sibling with a cognitive impairment. You and your family witnessed time and again doors being shut, so to speak, on his ability to be included in school events or community events.

Free writing A: My older brother, G, had moderate cognitive impairment. He was never given field time in soccer games. When this happened, G cried. When this happened, I cried and felt hurt by how much time my parents spent trying to calm him down, eventually leaving the field, holding him close and bringing us back home, another Saturday wrecked.

Example A has no benefit of hindsight.

Free writing B (with some hindsight): My older brother, G, had moderate cognitive impairment. Most of the time, kids were kind to him. “Hey G, how are you, man?,” they would say and high-five him. Most kids greeted him, offered him snacks and a seat on the sideline blanket. It was touching to see him included and seen at soccer games.

Further hindsight: G was rarely played in the game.

Reflective comment: No harm would have been done in letting him play. It’s clear to me now how much more work we each need to do about inclusion. Community-based team sports are pretty good about extending kindness at the sidelines, but that is not the same thing as letting all kids play in the game. I am still grateful for every kindness extended to my brother, but perhaps letting him play in the game would have demonstrated to kids and parents alike a deeper message about the importance of inclusion over winning. The coaches meant no harm, but that is precisely how unconscious bias plays. Afterall, community by its very definition is about inclusion.

Standing tall on this matter brings out a maturity and vocabulary to master this kind of personal writing that Free Writing A lacks. You don’t want to go back in time and join your younger self and narrate from that perspective. The “return” to your former child typically results in replicating a childlike emotional capacity – and chances are, that’s not you anymore. You’ve seen more. You’ve grown more. You’re now formally educated. You’re more skilled at making connections between ideas and experiences. You can narrate a scene or circumstance and attach awareness of what you realize now it means – like the over-narratives of documentaries where the author sheds true insight about the meaning of past events.

Most traditional applicants to medical school are just a few years older than teenagers.

When hindsight brings great clarity and insight to the significance of an experience, we demonstrate a keener maturity and an understanding that in authoring an experience we have a responsibility to demonstrate how a personal experience becomes a valuable portal to understanding the situation of others. Hindsight done well can be a stunningly beautiful and engaging narrative skill.

Perhaps you would rather write about a clinical experience? If you write about patients, change names, change gender, change some context to assure anonymity. Nearly all healthcare workers are concerned about telling patient stories because we worry about appropriating someone else’s experience, or feel we may not have the right, literally since HIPAA set rules on patients’ privacy rights in 1996. We should be concerned about telling patients’ stories; however, how we tell them is key in honoring them. When we honor patients and convey their stories to others we demonstrate the reciprocity of the professional relationship. Physicians no longer have a prescriptive, patrician role. Physicians are no longer sole authorities. Physicians and patients establish a reciprocal relationship, a two way street wherein a physician steps into a space of illness with the patient and walks with them, with the goal of healing, curing and advocating for them. When doctors tell stories, they establish that patients matter, that these encounters matter, that doctors think about patients and often learn from them.

How we write patient stories is best done humbly, of course. We can narrate a story that becomes exemplary for its insight and empathy – after all, insight and empathy are desirable traits of a physician. Be sure to show rather than tell, most of the time. Be sure to capture the sensory detail of people and place. For instance, is the patient sitting on a blue plastic chair under ultraviolet lights in the waiting room of a free clinic? Is a woman with her gray hair twisted in a bun wearing a cotton hospital gown, waiting against a concrete wall in a tiny examination room with the door open? (Setting makes a character more real.)

Finally, your story perspective, what you see and understand, becomes another way of revealing who you are.

How to write your opening paragraph:

A strong opening paragraph for a story begins “several pages in.” A strong story begins with you, the narrator, already standing in the ocean with water splashing at your knees. This is called a hook: “D began to bleed after the second attempt to start an intravenous line.”

Then, get the basic narrative facts down, the 5 W’s, the who, what, where, when and why, so your readers will not be confused: “She was a patient in the infusion clinic in the cancer pavilion of a major Boston hospital. She came to the clinic for her first round of chemotherapy.”

What else about this moment engaged you? Did D come to her appointment alone via an Uber ride? Why wasn’t anyone with her? How did that make you feel? Did the two of you hold a conversation while you were trying to start an IV? Why do you think she started to bleed? How did she respond when she saw you were having trouble starting this IV? Why didn’t she have a Medi-port yet? Here, you are building fuller context for her story. Don’t race through the scene; rather, build it, slowing down time, using images and sensory details to “paint” with your words. Smaller details, necessary ones, help you portray D as an individual.

“Semper Fidelis was tattooed on her forearm. ‘Thank you for your service,’ I said.”

“‘This cancer thing,’ she said, ‘this is nothing.’”

“D’s comment set me back. She had triple-negative breast cancer. She had blood running down her arm to her hand, between her fingers and onto a stiff, white pillow case on which she rested her arm. Triple-negative breast cancer was much more than nothing. In fact, it was very serious.”

What questions came to mind that provide several ways of reading this moment? Write them down. For instance,

Did D not know about the gravity of her diagnosis?
Was she steely and tough yet informed?
Did she live through something much worse while enlisted as a Marine?

The questions themselves may wander too much to serve your personal statement as a succinct essay, which it needs to be. However, the answers to those questions may be exactly the additional content you need to develop this story’s acumen and perception as you demonstrate how getting to know the patient is a critical skill in order to help her. And now a theme is starting to come through: a doctor treats a patient, not a diagnosis. Voilà!

Moving forward: How does a doctor reframe clinical assumptions in this instance? What does a future doctor learn from a circumstance like this?

Notice in the example above that the writing is active, uses details, and vivid language.

This writer has a palpable connection to the moment. One key to choosing one experience over another for your personal statement is how visual and vivid your recollection is. Often, moments worth mining for meaning are easy to recollect because they still have unresolved messages that need to be understood. Writing experiences helps us find their meaning, their sense.

Notice as well, the scene above captures a moment of ambiguity, a concept particularly difficult for many health science professionals to embrace because there are multiple ways of looking at and understanding something. Stories send empiricism into the wind. People are not solely empirical. There is the self that is the body, which can be understood empirically, but there’s also the self that inhabits the body, the thinking/feeling/being and perceiving self. Stories are not about right answers. Stories attend to sentience and explore humanity. Patients’ lives are rife with uncertain moments, uncertain decisions, uncertain treatments, uncertain consequences, and uncertain outcomes. How does a physician engage with health uncertainty, understand it, and navigate it through pathways of humanity rather than pathways of diagnosis?

How does health care challenge you to grow in humanistic ways?

How to write your body paragraphs:

Once you have written a compelling scene, it might be a good idea to reflect upon why you were drawn to write about this experience in particular before your proceed. How does this scene illustrate meaningfully something worth explaining about becoming a physician? For instance, D’s scene was illustrative of an unexpected shift in perception that mattered when treating a patient with a serious cancer diagnosis. This unexpected shift happened to you, not to her. D’s been living with herself aplenty. Her point of view surprised you, not her, and reveals an incongruence between her perspective on her illness and yours.

Brief moments of ambiguity like this one can make us talk to each other, make us want to do something, can bring us to explore some further niche, specialty or research. Perhaps D brought you to peruse PubMed to research “Issues in Clinical Practice when Caring for Veterans” to see if you could find articles to help you help D and other veterans. Perhaps D’s comment was so truthful that you now volunteer with a veterans’ organization to scribe their stories for a war history museum? This “call to action” is a worthy story in a personal statement. Tell D’s story and conclude it with empathy and action. (Taking action to help is a demonstration of empathy.) Mindfully showing the experience with D as a catalyst to a path of action to help those under duress -- in distress, in crisis, or adrift in inequity -- matters.

Perhaps, follow this conclusion with a brief explanation of what principles now guide your humanistic path to medical school as long as they are principles that matter to your choice schools.

Here are a few things to avoid in writing your medical school personal statement. Avoid talking about your scholastic path in preparation for medical school in your essay. The essay is not a place to reiterate scholastic achievements, for instance, a high GPA, academic honors, academic awards, publications, or MCAT scores because they’re front and center in other areas of your application.

Instead, frame your medical school personal statement around a formidable experience that directly or indirectly led you to pursue medicine. This could be a struggle that you’ve overcome that demonstrates your fortitude (the story of a sociocultural disadvantage or disability), the first time you deeply understood the ramifications of health care disparities you will not forget. Likely, this would be a personal story about yourself or a family member, a clinical story or a mission trip, or a story about a patient from some other volunteer work that you’ve done.

Additional topic ideas for your personal statement: What is a successful doctor? What does a successful life as a doctor look like? What happens to your understanding of best practices when a patient’s situation makes a best practice unrealistic, and what is the remedy? What epiphany, small or large, resides in you now since having mined a critical, clinical experience? Do you see a difference in the way you respond to patients since having had this experience? How has clinical experience matured you, deepened your awareness of living? If a patient experience became a catalyst for you to branch out or deepen your healthcare exposure opportunities, talk about that too. What opportunities? Why?

Writing effective transitions:

You are now ready to proceed to a conclusion that leaves your readers, the admissions committee, with a lasting impression of you – your life, your mind, your character -- as a 21 st century physician.

Chances are, you’ll need to transition from the previous discussion of a time in the past to squarely speak about yourself here and now or in a comment toward the future.

Can you sum up your main idea for the past experience? Consider the benefit of using a word or phrase -- thus, just as, hence, accordingly, in the same way, correspondingly -- and present your central idea again but only in a few repetitive words (called parallelism) or with synonymous words, creating internal unity in the essay.

Be careful how you do this. The phrasing should feel necessary and fluid rather than reductive or even worse, phrasing that sounds like filler.

The shift you’re making is from then to now, or from then to now and to the future as in “all this is to say.” Would you benefit from a fact, a quote, a statistic, or an informed prediction on the state of medicine, public health, or the future of medicine?

Grammar tips:

Transitional words can indicate:

a process: first, second, next, finally…
time: by lunch time, that evening, two weeks later…
spatial sequences: down the block, two miles west, one bed over…
logic sequences: likewise, however, evidently, in other words…
meta-thought: as I say this, looking back, I have nothing left to say…

If grammar and idea flow are a concern, have a look at Accepted’s editing services: Med School Essay Package

A consultant will walk you through the inception of an essay, an outline, and editing from first through final drafts, including suggestions for idea development and transitions from one idea to another.

How to write your conclusion:

A strong conclusion for your medical school personal statement can highlight the relevance of a timely issue (for instance, the physician shortage in the U.S.), make broader inferences about something you’ve already discussed (for instance, the broader implications of a particular health care disparity), or a call to action that you now embrace (for instance, community-based work that you did during the pandemic that now has become a central interest). Altruism, or understanding another’s disadvantaged situation, should not be represented in your conclusion as “ideas alone.” Commitment to serve others is not solely aspirational (“As physicians, we must do everything we can about inequity"), but a strong conclusion puts ideals into action (“I have joined Dr. T’s research team to conduct qualitative research about how social strata paradigms impact health care inequity”). Action in the conclusion should be associated with an experience shown earlier in the essay and culminate as a demonstration that you have already begun shaping your path in medicine. You are not waiting to begin but have already begun facing the challenges and responsibilities of future physicians. This kind of conclusion shows vision, maturity, commitment and character.

If the story in the body of your personal statement is about an experience, the conclusion should show your growth since then and keep in alignment how you’ve grown with the medical school values and missions of the majority of schools on your list. So, if you’re applying to top-tier allopathic schools, your growth may be in the depth and orientation of your recent research, or in having established a tighter link between your clinical experience and research.

If you’re applying to osteopathic schools, your growth should be in keeping with the osteopathic schools’ values and missions on your list and include recent hands-on experience, something with specific tasks and responsibilities, rather than shadowing, since shadowing is often seen as passive experience. It may be that you’ve become a licensed EMT and will work as an EMT in a relevant region or state during the gap year. It may be that you’ve been certified and now work as a harm reduction specialist for a particular organization in a particular city or county.

If you’re applying to both allopathic and osteopathic schools, each personal statement should align with the academic orientation of each pathway. Using the same personal statement for both AMCAS and AACOMAS applications is rarely a good idea.

Accepted offers help with the whole application process: Primary Application Package

Other elements that each essay below have in common:

Accepted provides sample medical school personal statements with titles classifying types of narratives that have potential for success. Applicants do have some freedom of choice in what topic will serve their essay best. Why only “some” freedom in topic for this personal essay? Because this essay is one tool you will use to reach a professional goal.

Not all essays help us reach professional goals. Writers of effective essays must take into account who will read them. Think about who your audience is. In this case, it’s a medical school admissions committee – not a friend, not a parent, not a peer. How will you write an essay on the same topic, let’s say a lab experience that went from bad to revelatory? You’d tell this story quite differently to your lab mates than you would to your professor, than you would to the president of your university, than you would in a grant application.

Here’s what can happen when the “audience” isn’t considered sufficiently when writing about a passion. Let’s say you love playing soccer, and played on a Division 3 team as an undergraduate. Let’s say it didn’t matter to you that the team was Division 3 as long as it meant you could get on the field and play through your undergraduate years. It’s quite possible that one can write well about playing soccer, but one must do so in such a way that the reader really believes and understands the parallel between doing what you love and a future in medicine. Otherwise, the writer may very well convey that they love soccer. However, when written without the focus that medical school admissions committees will be readers, the essay could end up conveying that the narrator really wants to be a soccer coach, not a doctor.

So, there’s only some freedom in topic and some freedom in writing approach - and the two must make sense together in order to facilitate accomplishing your goal.

There is no “one-size-fits-all” to writing a successful medical school personal statement. There are, however, aspects to the sample essays on this site that stand out.

First, each personal statement example is authored by someone who knows exactly what story they’re telling. No matter what their first draft looked like, by the time the final draft is ready to go, all fuzzy draft moments have been made lucid and engaging. All sections of the essay should have the polish and the same goals.

Why am I telling this in this way?
To what ends does each scene or moment speak?
Have I revised enough to make every sentence demonstrate strong writing skills?

Each sample personal statement emphasizes narrative control, engages with a direct voice, has conclusive things to show and say, demonstrates logical steps in idea development, and presents effective framing of the composition as a well-written form that displays strong writing skills.

Even when an essay includes a “bookend” structure (a narrative structure that begins and ends with X, with middle content about Y), the story of Y (i.e. a mission trip in Mexico) is the primary story framed by the X bookend story (i.e. the love of running) to give ballast to the context in which this writer wants us to understand the mission trip as well, as a parallel story of challenge, commitment, exhilaration, exhaustion and necessity.

The same is true for stories that contain contrasts. If you’ve traveled ten mile or ten thousand miles, it is quite possible you’ve encountered different assumptions than your own about health care, health care access, trust, understanding of middle-class or first-world beliefs about health, understanding beliefs from poor and disadvantaged communities, illness, health care in contrast with a different cultural standard than what you’re used to, different beliefs about health care access, and a lack of or cautious trust in deference to doctors. (See the “Nontraditional Applicant” and “The Traveler.”) The key to this kind of essay is first demonstrating the contrasts between the two realities (yours and the patient’s reality) and their relative assumptions. Second, demonstrate an understanding of beliefs amid the two experiences and aim to reconcile their adverse assumptions.

However you proceed with the paragraph by paragraph progression of your medical school personal statement, be sure to see how there’s deeper intuition or knowledge associated with how the ideas progress. Do not repeat yourself, or reiterate a statement or idea unless you are clearly doing so for rhetorical emphasis.

Then, kiss your draft goodnight. Let it sit for two or three days, and return to it time and again with fresh eyes – to trim, tighten, clarify, improve tone and intention, and importantly, to make sure you have direct regard for your audience, who it is, what they’re looking for, and how you are the person whom they seek, as you maintain a tone and direction consistent with your goals and what you’re seeking from an admissions committee.

Many students focus on their own or family members’ medical conditions in their personal statements. The essay sometimes reads like a medical history. Taking this approach can hurt your application for several reasons: It may alert them to conditions that could impact your ability to perform in medical school, indicate that you lack boundaries by oversharing , or suggest a lack of maturity in focusing only on yourself and family – rather than on helping others or serving the community.

Anything you share in your personal statement can be brought up in your interview. If you share details of painful events, losses, or failures that you have not yet processed or come to terms with, that disclosure could come across as an invitation for the reader to pity you. Accepting long-term changes in our lives transforms us; we are constantly evolving through our experiences. Until you have integrated this information into your identity, depending on how impactful it was, you may not be able to use the experience to shed insight on yourself quite yet. Use negative experiences that are at least a year or older depending on how long it takes you to process and reflect. Most importantly, use them to show growth and resilience , not to create pity.

DON’T demonstrate a lack of compassion or empathy. One of the creepiest essays I’ve ever read – it still sends shivers down my spine just thinking about it – was a student’s description of how much she enjoyed anesthetizing and removing the brains of mice. Her intention was to share her love of science, research, and learning but the feverish glee with which she described these procedures lacked compassion for the creatures that lost their lives for her research project. This lack of respect for the sacredness of life made it an easy decision to reject her application. Research was probably a better path for her, especially since she wasn’t able to gauge the reaction her statements would have on her audience.
DON’T bargain. The least fun essays to read are those that contain more promises than a politician’s speech. They include statements like, “If accepted into this program, I will….” The best predictor of future behavior is past behavior. If you really want to demonstrate what you are capable of achieving during your medical education, give examples of what you have already accomplished . This approach is far stronger than making hollow promises.
DON’T complain. Criticizing or pointing out the failures of healthcare professionals who have treated you or whom you have observed in the past will only reflect negatively on you. Since your application will be reviewed by doctors, as well as admissions professionals, it’s critical that you do not insult those from whom you are seeking acceptance. While it is true that medical mistakes and lack of access to care have devastating consequences for patients, their families and communities, identifying ways to improve in these areas without pointing any fingers would be more effective. By demonstrating your realistic knowledge of patient needs and sharing potential solutions, you can present yourself as an asset to their team.

Be careful what you write. Create a personal statement that is honest (not bitter), reveals your personality (not your medical history), and delivers a compelling explanation for your motivations for entering medicine (not empty promises).

Do you want our expert advice on your medical school personal statement?

Med School Personal Statement Consultant Dr. Mary Mahoney

Med School Personal Statement Examples and Analysis

Now let’s explore what you can learn from some of these outstanding sample med school essays.

Medical school personal statement example #1: Emergency 911

“Call 911!” I shouted to my friend as I sprinted down the street. The young Caucasian male had been thrown fifteen yards from the site of impact and surprisingly was still conscious upon my arrival. “My name is Michael. Can you tell me your name?” In his late twenties, he gasped in response as his eyes searched desperately in every direction for help, for comfort, for assurance, for loved ones, for death, until his eyes met mine. “Flail chest,” I thought to myself as I unbuttoned his shirt and placed my backpack upon his right side. “Pulse 98, respiration 28 short and quick. Help is on the way. Hang in there, buddy,” I urged.

After assessing the patient, the gravity of the situation struck me into sobriety. The adrenaline was no longer running through my veins — this was real. His right leg was mangled with a compound fracture; his left leg was also obviously broken. The tow-truck that had hit him looked as though it had run into a telephone pole. Traffic had ceased on the six-lane road, and a large crowd had gathered. However, no one was by my side to help. “Get me some blankets from that motel!” I yelled to a bystander and three people immediately fled. I was in charge.

But my patient was no longer conscious; his pulse was faint and respiration was low. “Stay with me, man!” I yelled. “15 to 1, 15 to 1,” I thought as I rehearsed CPR in my mind. Suddenly he stopped breathing. Without hesitation, I removed my T-shirt and created a makeshift barrier between his mouth and mine through which I proceeded to administer two breaths. No response. And furthermore, there was no pulse. I began CPR. I continued for approximately five minutes until the paramedics arrived, but it was too late. I had lost my first patient.

Medicine. I had always imagined it as saving lives, curing ailments, alleviating pain, overall making life better for everyone. However, as I watched the paramedics pull the sheets over the victim’s head, I began to tremble. I had learned my first lesson of medicine: for all its power, medicine cannot always prevail. I had experienced one of the most disheartening and demoralizing aspects of medicine and faced it. I also demonstrated then that I know how to cope with a life-and-death emergency with confidence, a confidence instilled in me by my certification as an Emergency Medical Technician, a confidence that I had the ability to take charge of a desperate situation and help someone in critical need. This pivotal incident confirmed my decision to pursue medicine as a career.

Of course healing, curing, and saving is much more rewarding than trying and failing. As an EMT I was exposed to these satisfying aspects of medicine in a setting very new to me — urban medicine. I spent most of a summer doing ride-alongs with the Ambulance Company in Houston. Every call we received dealt with Latino patients either speaking only Spanish or very little broken English. I suddenly realized the importance of understanding a foreign culture and language in the practice of medicine, particularly when serving an underserved majority. In transporting patients from the field to the hospitals I saw the community’s reduced access to medical care due to a lack of physicians able to communicate with and understand their patients. I decided to minor in Spanish. Having almost completed my minor, I have not only expanded my academic horizons, I have gained a cultural awareness I feel is indispensable in today’s diverse society.

Throughout my undergraduate years at Berkeley I have combined my scientific interests with my passion for the Hispanic culture and language. I have even blended the two with my interests in medicine. During my sophomore year I volunteered at a medical clinic in the rural town of Chacala, Mexico. In Mexico for one month, I shadowed a doctor in the clinic and was concurrently enrolled in classes for medical Spanish. It was in Chacala, hundreds of miles away from home, that I witnessed medicine practiced as I imagined it should be. Seeing the doctor treat his patients with skill and compassion as fellow human beings rather than simply diseases to be outsmarted, I realized he was truly helping the people of Chacala in a manner unique to medicine. Fascinated by this exposure to clinical medicine, I saw medicine’s ability to make a difference in people’s lives. For me the disciplines of Spanish and science have become inseparable, and I plan to pursue a career in urban medicine that allows me to integrate them.

Having seen medicine’s different sides, I view this as a multifaceted profession. I have witnessed its power as a healing agent in rural Chacala, and I have seen its weakness when I met death face-to-face as an EMT. Inspired by the Latino community of Houston, I realize the benefits of viewing it from a holistic, culturally aware perspective. And whatever the outcome of the cry "Call 911!" I look forward as a physician to experiencing the satisfaction of saving lives, curing ailments, alleviating pain, and overall making life better for my patients.

Lessons From Med School Sample Essay #1: Emergency 911

This essay is one of our favorites. The applicant tells a story and weaves a lot of information into it about his background and interests. Note how the lead grabs one’s attention and the conclusion ties everything together.

What makes this essay work?

A dramatic opening paragraph

This essay has an unusually long opener, but not only is it dramatic, it also lays out the high-stakes situation of the writer desperately trying to save the life of a young man. As an EMT, the writer is safe in sharing so much detail, because they establish their bona fides as medically knowledgeable. With the urgent opening sentence (“Call 911!”) and the sad final sentence (“I had lost my first patient.”), the writer bookends a particularly transformative experience, one that confirmed their goal of becoming a doctor.

A consistent theme

The theme of a med school essay in which the applicant first deals with the inevitable reality of seeing a patient die can become hackneyed through overuse. This essay is saved from that fate because after acknowledging the pain of this reality check, the writer reports that they immediately committed to expanding his knowledge and skills to better serve the local Hispanic community. While not an extraordinary story for an EMT, the substance, self-awareness, and focus the writer brings to the topic makes it a compelling read.

Evidence supporting the stated goal

This applicant is already a certified EMT, which serves as evidence of their serious interest in a medical career. In going on ambulance ride-alongs, the writer realized the barrier in communication between many doctors and their Spanish-speaking patients, which inspired the writer to take steps to both learn medical Spanish and shadow a doctor in a Mexican clinic. These concrete steps affirm that the applicant has serious intent.

Medical School Personal Statement Example #2: The Traveler

"On the first day that I walked into the Church Nursing Home, I was unsure of what to expect. A jumble of questions ran through my mind simultaneously: Is this the right job for me? Will I be capable of aiding the elderly residents? Will I enjoy what I do? A couple of hours later, these questions were largely forgotten as I slowly cut chicken pieces and fed them to Frau Meyer. Soon afterwards, I was strolling through the garden with Herr Schmidt, listening to him tell of his tour of duty in World War II. By the end of the day, I realized how much I enjoyed the whole experience and at the same time smiled at the irony of it all. I needed to travel to Heidelberg, Germany, to confirm my interest in clinical medicine.

Experiences like my volunteer work in the German nursing home illustrate the decisive role travel has played in my life. For instance, I had volunteered at a local hospital in New York but was not satisfied. Dreams of watching doctors in the ER or obstetricians in the maternity ward were soon replaced with the reality of carrying urine and feces samples to the lab. With virtually no patient contact, my exposure to clinical medicine in this setting was unenlightening and uninspiring. However, in Heidelberg, despite the fact that I frequently change diapers for the incontinent and deal with occasionally cantankerous elderly, I love my twice-weekly visits to the nursing home. Here, I feel that I am needed and wanted. That rewarding feeling of fulfillment attracts me to the practice of medicine.

My year abroad in Germany also enriched and diversified my experience with research. Although I had a tremendously valuable exposure to research as a summer intern investigating chemotherapeutic resistance in human carcinomas, I found disconcerting the constant cost-benefit analysis required in applied biomedical research. In contrast, my work at the University of Heidelberg gave me a broader view of basic research and demonstrated how it can expand knowledge – even without the promise of immediate profit. I am currently attempting to characterize the role of an enzyme during neural development. Even though the benefit of such research is not yet apparent, it will ultimately contribute to a vast body of information which will further medical science.

My different reactions to research and medicine just exemplify the intrinsically broadening impact of travel. For example, on a recent trip to Egypt, I visited a small village on the banks of the Nile. This impoverished hamlet boasted a large textile factory in its center where many children worked in clean, bright, and cheerful conditions weaving carpets and rugs. After a discussion with the foreman of the plant, I discovered that the children of the village learned trades at a young age to prepare them to enter the job market and to support their families. If I had just heard about this factory, I would have recoiled in horror with visions of sweatshops running through my head. However, watching the skill and precision each child displayed, in addition to his or her endless creativity, soon made me realize that it is impossible to judge this country’s attempts to deal with its poverty using American standards and experience.

Travel has not only had a formative and decisive impact on my decision to pursue a career in medicine, it has also broadened my horizons – whether in a prosperous city on the Rhine or an impoverished village on the Nile. In dealing with patients or addressing research puzzles, I intend to bring the inquiring mind fostered in school, lab, and volunteer experiences. But above all, I intend to bring the open mind formed through travel.

Lessons From Medical School Sample Essay #2: The Traveler

No boring repetition of itinerary from this seasoned traveler! This student ties their travels to their medical ambitions through the effective use of short anecdotes and vivid images. Can you sense the writer’s youthful disappointment during early clinical experiences and mature satisfaction working in the retirement home?

This applicant effectively links the expansive benefits of travel to their medical ambitions. By sharing vivid anecdotes from and reflections on these experiences, the writer enables the reader to easily imagine them as a talented physician in the future.

An engaging opening that frames the storyline Many fine application essays open with imagery so vibrant that the writing could be mistaken for fiction. This essay is no different. We meet the writer in the setting of a nursing home overseas, where they question whether their volunteer experiences there will help them determine their career path. Notice how the first sentence reflects a worry, “I was unsure of what to expect,” but by the final sentence, the writer concludes with satisfaction, “I needed to travel to Heidelberg, Germany, to confirm my interest in clinical medicine.” With this framing, we appreciate the essay’s theme.
Reflections on and contrasts about varied experiences in medicine The writer’s reactions to various encounters reveal a maturing mind-set: the “unenlightening and uninspiring” experience volunteering in a New York hospital versus the feeling of being “needed and wanted” in the nursing home in Heidelberg; the “disconcerting . . . constant cost-benefit analysis required in applied biomedical research” versus the “broader view of basic research and . . . how it can expand knowledge – even without the promise of immediate profit” at the University of Heidelberg. These reflections demonstrate a thoughtfulness born of experience.
How traveling has expanded his potential as a physician Of the five tightly constructed paragraphs in this substantial essay, the final two paragraphs home in on how travel has had an “intrinsically broadening impact” and stimulated an “open mind” to people and situations. This kind of sophisticated view is a desirable trait to adcoms.
Out-of-the-box theme Although this essay’s foundation is built on the writer’s sincere and dedicated aspirations for a medical career, they allowed themselves the space to write about the broadening intellectual benefits of travel, linking those benefits to professional potential. Even when writing about children working in a factory in Egypt, this applicant brings an expanded mind-set and greater cross-cultural understanding that will no doubt benefit them in their career.

Medical School Personal Statement Example #3: The Non-Traditional Applicant

"Modest one-room houses lay scattered across the desert landscape, their rooftops a seemingly helpless shield against the intense heat generated by the mid-July sun. The steel security bars that guarded the windows and doors of every house seemed to belie the large welcome sign at the entrance to the ABC Indian Reservation. As a young civil engineer employed by the U.S. Army Corps of Engineers, I was far removed from my cubicle in downtown Los Angeles.

However, I felt I was well-prepared to conduct my first project proposal. The project involved a $500,000 repair of an earthen levee surrounding an active Native American burial site. A fairly inexpensive and straightforward job by federal standards, but nonetheless, I could hardly contain my excitement. Strict federal construction guidelines laden with a generous portion of technical jargon danced through my head as I stepped up to the podium to greet the twelve tribal council members. My premature confidence quickly disappeared as they confronted me with a troubled ancient gaze. Their faces revealed centuries of distrust and broken government promises.

Suddenly, from a design based solely upon abstract engineering principles, an additional human dimension emerged – one for which I had not prepared. The calculations I had crunched over the past several months and the abstract engineering principles simply no longer applied. Their potential impact on this community was clearly evident in the faces before me. With perspiration forming on my brow, I decided I would need to take a new approach to salvage this meeting. So I discarded my rehearsed speech, stepped out from behind the safety of the podium, and began to solicit the council members’ questions and concerns. By the end of the afternoon, our efforts to establish a cooperative working relationship had resulted in a distinct shift in the mood of the meeting. Although I am not saying we erased centuries of mistrust in a single day, I feel certain our steps towards improved relations and trust produced a successful project.

I found this opportunity to humanize my engineering project both personally and professionally rewarding. Unfortunately, experiences like it were not common. I realized early in my career that I needed a profession where I could more frequently incorporate human interaction and my interests in science. After two years of working as a civil engineer, I enrolled in night school to explore a medical career and test my aptitude for pre-medical classes. I found my classes fascinating and became a more effective student. Today, I am proud of the 3.7 GPA I have achieved in competitive post-baccalaureate courses such as organic chemistry, biochemistry, and genetics.

Confident of my ability to succeed in the classroom, I proceeded to volunteer in the Preceptorship Program at the Los Angeles County/University of Southern California Medical Center. I acquired an understanding of the emotional demands and time commitment required of physicians by watching them schedule their personal lives around the needs of their patients. I also soon observed that the rewards of medicine stem from serving the needs of these same patients. I too found it personally gratifying to provide individuals with emotional support by holding an elderly woman’s hand as a physician drew a blood sample or befriending frightened patients with a smile and conversation.

To test my aptitude for a medical career further, I began a research project under the supervision of Dr. John Doe from the Orthopedic Department at Big University. The focus of my study was to determine the fate of abstracts presented at the American Society for Surgery of the Hand annual meeting. As primary author, I reported the results in an article for the Journal of Hand Surgery, a peer-reviewed publication. My contribution to medicine, albeit small, gave me much satisfaction. In the future, I would like to pursue an active role in scientific research.

My preparation for a career as a medical doctor started with my work as a professional engineer. From my experiences at the ABC Indian Reservation, I realized I need more direct personal interaction than engineering offers. The rewarding experiences I have had in my research, my volunteer work at the Los Angeles County Hospital, and my post-bac studies have focused my energies and prepared me for the new challenges and responsibilities that lie ahead in medicine."

Lessons From Med School Sample Essay #3: The Non-Traditional Applicant

Here, an older applicant takes advantage of their experience and maturity. Note how this engineer demonstrates their sensitivity and addresses possible stereotypes about engineers’ lack of communications skills.

What works well in this essay?

A compelling lead This story begins in a hot desert landscape, an unexpected and dramatic starting point. Can’t you just feel the heat and sense the loneliness of the remote Indian reservation? Equally powerful in this first paragraph is when the writer faces the need to suddenly and completely rethink their carefully planned approach to address the tribal leaders. Their excitement is dashed. Their confidence has plummeted. They are totally unprepared for the mistrust facing them and their plan, and they need to improvise –quickly. Who wouldn’t want to read on to see how they resolve this dramatic turn of events?
Solid storytelling that leads to a satisfying conclusion This nontraditional med school applicant reinvents themself in this essay. After realizing that they want more human involvement and interaction in their work, they take this self-knowledge and show us the steps they took to achieve their new goal. The steps are logical and well thought out, so the writer’s conclusion that they are well prepared in every way for med school makes perfect sense.
Evidence to support their theme Through taking prerequisite courses in medicine (and achieving high grades) to bedside hospital volunteering (which provides emotional satisfaction) to helping write a medical research paper (which provides a feeling that they are making a meaningful contribution), the writer offers evidence that they are well suited for their new goal of a career in medicine. Each experience shared is relevant to the writer’s story. Any reader will agree that the applicant’s future as a physician is promising.
A thoughtful perspective From the opening paragraph, the writer shows their ability to adapt to new situations and realities with quick thinking and psychological openness. They assess each stage of their journey, testing it for intellectual value and emotional satisfaction. Journeys of reflective self-discovery are something adcoms value.

Medical School Personal Statement Example #4: The Anthropology Student

"Crayfish tails in tarragon butter, galantine of rabbit with foie gras, oxtail in red wine, and apple tartelettes. The patient had this rich meal and complained of “liver upset” (crise de foie). Why a liver ache? I always associate indigestion with a stomach ache. In studying French culture in my Evolutionary Psychology class, I learned that when experiencing discomfort after a rich meal, the French assume their liver is the culprit. Understanding and dealing with the minor – sometimes major – cultural differences is a necessity in our shrinking world and diverse American society. Anthropology has prepared me to effectively communicate with an ethnically diverse population. My science classes, research, and clinical experience have prepared me to meet the demands of medical school.

I first became aware of the valuable service that physicians provide when I observed my father, a surgeon, working in his office. I gained practical experience assisting him and his staff perform various procedures in his outpatient center. This exposure increased my admiration for the restorative, technological, and artistic aspects of surgery. I also saw that the application of medical knowledge was most effective when combined with compassion and empathy from the health care provider.

While admiring my father’s role as a head and neck surgeon helping people after severe accidents, I also found a way to help those suffering from debilitating ailments. Working as a certified physical trainer, I became aware of the powerful recuperative effects of exercise. I was able to apply this knowledge in the case of Sharon, a 43-year-old client suffering from lupus. She reported a 200% increase in her strength tests after I trained her. This meant she could once again perform simple tasks like carrying groceries into her house. Unfortunately, this glimpse of improvement was followed by a further deterioration in her condition. On one occasion, she broke down and cried about her declining health and growing fears. It was then that I learned no physical prowess or application of kinesiology would alleviate her pain. I helped reduce her anxiety with a comforting embrace. Compassion and understanding were the only remedies available, temporary though they were.

To confirm that medicine is the best way for me to help others, I assisted a research team in the Emergency Room at University Medical Center (UMC). This experience brought me in direct contact with clinical care and provided me with the opportunity to witness and participate in the “behind-the-scenes” hospital operations. Specifically, we analyzed the therapeutic effects of two new drugs – Drug A and Drug B – in patients suffering from acute ischemic stroke. The purpose of this trial was to determine the efficacy and safety of these agents in improving functional outcome in patients who had sustained an acute cerebral infarction. My duties centered around the role of patient-physician liaison, determining patients’ eligibility, monitoring their conditions, and conducting patient histories.

I continued to advance my research experience at the VA Non-Human Primate Center. During the past year, I have been conducting independent research in endocrinology and biological aspects of anthropology. For this project, I am examining the correlation between captive vervet monkeys’ adrenal and androgen levels with age, gender, and various behavioral measures across different stress-level environments. I enjoy the discipline and responsibility which research requires, and I hope to incorporate it into my career.

Anthropology is the study of humans; medicine is the science and art of dealing with the maintenance of health and the prevention, alleviation, or cure of disease in humans. From my work at UMC and my observation of my father’s practice, I know medicine will allow me to pursue an art and science that is tremendously gratifying and contributes to the welfare of those around me. My anthropology classes have taught me to appreciate cross-cultural perspectives and their relationship to pathology and its etiology. Firsthand experience with exercise therapy and nutrition has taught me the invaluable role of prevention. Medical school will now provide me with the technical knowledge to alleviate a crise de foie."

[ Click here to view an excerpt from the original draft of this essay. ]

Lessons From Medical School Sample Essay #4: The Anthropology Student

With a diverse background that includes anthropology studies, work as a certified physical trainer, and experience in clinical medical research, this applicant builds a strong case for their logical and dedicated choice of a medical career.

An engaging opening that frames the storyline This writer cleverly uses an example from anthropology class, linking the description of a heavy, gourmet French meal to an appreciation for cross-cultural understanding that will be an asset during their medical career. Notice that the writer is not describing their own personal experience here but piggybacked on a class lesson to create a colorful, engaging opening.
A solid variety of relevant experiences In this six-paragraph essay, the writer links their lessons from anthropology studies to a firsthand understanding based on observing how their surgeon-father related to patients, to becoming a physical trainer directly helping others, and then to two different kinds of medical research. Each experience builds logically and chronologically on what came before, adding to the substance of the applicant’s preparation for medical school.
A powerful personal experience with a client In the third paragraph, the writer’s experience working with a patient with lupus is particularly strong and memorable. Their initial success with Sharon is followed by an almost immediate and radical decline in her condition. This is a moving anecdote that shows the applicant’s understanding of the limitations of medicine – and the power of compassion.
An excellent summary paragraph that ties everything together The final paragraph isn’t the place to offer new information, and this one doesn’t. Instead, it reminds the reader about the strong foundation the writer built from academics to career and medical research. Readers will be persuaded that after these experiences and reflections, the applicant truly appreciates “cross-cultural perspectives and their relationship to pathology and its etiology,” as well as the “firsthand experience with exercise therapy and nutrition teaching the invaluable role of prevention.”

Don’t Write Like This!

As the time approached for me to set my personal and professional goals, I made a conscientious decision to enter a field which would provide me with a sense of achievement and, at the same time, produce a positive impact on mankind. It became apparent to me that the practice of medicine would fulfill these objectives. In retrospect, my ever-growing commitment to medicine has been crystallizing for years. My intense interest in social issues, education, and athletics seems particularly appropriate to this field and has prepared me well for such a critical choice...

I’ve been asked many times why I wish to become a physician. Upon considerable reflection, the thought of possessing the ability to help others provides me with tremendous internal gratification and offers the feeling that my life’s efforts have been focused in a positive direction. Becoming a physician is the culmination of a lifelong dream, and I am prepared to dedicate myself, as I have in the past, to achieving this goal.

Lessons from Don’t Write Like This

This is an excerpt from the original draft of the Anthropology Student’s AMCAS essay. We are not including the whole thing because you can get the idea all too rapidly from just this brief portion. Note the abundant use of generalities that apply to the overwhelming majority of medical school applicants. Observe how the colorless platitudes and pomposity hide any personality. Can you imagine reading essays like this all day long? If so, then imagine your reaction to a good essay.

More sample essays

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The Physician Assistant Sample Application Essay >>

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APPLICATION STRATEGY / PRIMARY AND SECONDARY ESSAY REVIEW / INTERVIEW PREP

Med school personal statement FAQs

1. when should i start writing my personal statement for medical school.

Typically, traditional applicants who have a goal of submitting their AMCAS or AACOMAS application in June write their personal statement after they take the MCAT in March. Starting the prewriting for the personal statement earlier than that is fine too; however, if an applicant plans to sit for the MCAT in the early spring, writing a compelling personal narrative while preparing for the MCAT can often be too much. Both require very different kinds of thinking. The intensity of studying for the MCAT, and the empirical thinking it requires, can interfere with the imaginative brainstorming needed to find your topic and develop it.

Before focusing on the personal statement, look at all the elements of the primary application. As a whole, the personal statement, activities, MMEs, MCAT, transcript, biographical information and letters, will portray you. One element alone is not enough to bring out the whole you. It might help to strategize about how (and where) to highlight different elements of your background, experience, and character in the different parts of the primary application. Then work on the personal statement knowing what aspects of you are already represented in the other sections of the application. This way, each element adds value to the application and contributes to a more complete picture of you.

It makes sense to compartmentalize completing different parts of the application. Many applicants take the time they need to focus on one application component at a time, which seems to help them be thorough.

Don’t underestimate how much time it takes to write well. Exploring ideas in writing, developing those ideas, showing rather than telling a story, staying clear, writing fluidly, surmising maturely and insightfully, takes much more time than most people anticipate. So, don’t wait until Memorial Day to write your essay and intend to submit on June 1. Give yourself the churn time writing well needs. Also, give yourself time to put a draft down for a day or two and return to it when you’re able to read it afresh. Sometimes, we revise over and over again in one sitting to the point that we can no longer hear the story or its sense because we have been rehearsing and revising a draft to beat the clock. Doing this is a risky way to go about the personal statement. Remember, this essay should be a very impressive part of your application, not merely one more part of the application to finish. At the end of the day, the medical school personal statement is a window that allows others to see you, know you as a person, know you better and beyond your achievements.

2. How do I find the perfect personal statement topic? Does one exist?

Certainly, some ideas are better than others, and one idea might work better for one person and not so well for someone else. However, there is no “perfect” topic. In fact, writing an essay with the approach of trying to out-psych this important application requirement is likely not the strongest way to find your best topic, nor is it the best way to engage your readers.

Instead, consider the following approach. What is an experience you’ve had that matters greatly in helping others understand who you are as a future physician? Why medicine, not in general, but for you, demonstrated by way of a story about an experience that directly ties to being a physician or indirectly demonstrates your sound character as it corresponds with human qualities medical schools desire. When we read what kinds of people medical schools seek, it’s easy enough to identify quite a few character traits that appeal to many schools: compassion, resiliency, adaptability, selflessness, inclusivity, and altruism among them. What experience, when written with key details and description, reveals who you really are?

3. How do you choose the right amount of personal qualities to list?

A strong medical school personal statement should not replicate other parts of the application, with the exception of it being a specific story that stems from a particular experience associated with one of your activities. Otherwise, there’s no listing in this essay. Unfortunately, some applicants do treat the personal statement as an opportunity to list awards, accolades, and experiences, paragraph by paragraph. Meanwhile, medical school admissions officers can see these awards and experiences in the Experiences section of the application. Rarely, if ever, does this kind of writing bring out voice, vision and identity. Instead, tell a true story, revised with care and precision, that shines with voice, vision and identity.

4. Are there any topics I should avoid for my medical school personal statement?

Certainly, one idea might work better for one person and not so well for someone else. So, there’s a subjectivity in what to write and what not to write. Generally, however, there are some topics to avoid. Don’t write about a time you felt cheated, inconvenienced, frustrated or angry. Sometimes, secondary essay prompts will ask you about a struggle or a mistake, and for these answers, it’s best to show how you turned the situation around or keenly learned from it. Don’t get too caught in childhood. Many applicants do write about a time when they were not yet grown; however, don’t get swallowed by it. Write the scene and then stay in the present to demonstrate your maturity and worthwhile hindsight.

Remember -- no matter what the topic, tone matters.

5. What kind of experience should I include in my personal statement?

6. can the experience i use on my med school personal statement be from outside of college.

Absolutely. It is relatively common for applicants to only portray themselves as students, and this can be a problem. Sometimes, when applicants write about themselves as excellent students the tone of such a personal statement can sound boastful or pleading. Neither quality is advantageous.

Seeing oneself in any other light can result in a stronger “snapshot” of who you are, as long as the theme or topic of your personal statement still suits the intention of the application in the first place – demonstrating who you are as an appealing candidate for medical school. When we consider the writing task for the personal statement to be much more story-driven, readers go on a descriptive journey. What journey would you like to share?

7. Should I talk about challenges I’ve faced?

If other parts of your medical school application suggest a struggle – whether a lower MCAT score or a notable weak semester on a transcript – it might be advantageous to explain what happened and how you turned that situation around. Whether writing about a challenge in the personal statement or secondaries, the key is to demonstrate resilience. Applicants with physical or cognitive disabilities may choose to write about seeking assistance -- whether a doctor, therapist or a tutor -- and how learning alternative strategies helped them figure out how to attain higher academic achievement.

Sometimes challenges are circumstantial. Sometimes families face financial hardship (did the family breadwinner become unemployed and therefore everyone else had to work more hours, including you?), emotional stress (due to an ongoing illness, Covid-19, or a divorce?) or trauma (a death of a loved one, a house fire, a veteran/sibling returning home with PTSD). Sometimes an applicant has been a caregiver for someone in the family. Sometimes an applicant has taken a leave from school because of someone else’s struggles, or the emotional fallout on the applicant from someone else’s struggle – the loss of a childhood friend, for instance. Self-care is reasonable. We might need to share a life moment in order to frame the context of a life struggle, showing it in the context of responsibility rather than recklessness or immaturity. Showing how you stepped up in a challenging time can show that you are accountable and caring, as long as the story is told to these ends, rather than suggesting resentment or self-pity. Again, neither of these tones is advantageous, nor is blame.

Occasionally applicants have been challenged by a course or by a professor, a classmate or teammate and feel unduly subjected to bias. If there’s discrimination involved, that might be a story to tell. If there’s a personality clash, that might not be a good story to tell.

Finally, as any story of challenge moves along, it’s important to demonstrate what you did, what you learned, how you adapted, or what you now value from having had this life experience that you did not understand before.

Being a doctor is rife with challenges. In the end, your readers may come to understand how you are an insightful leader with great resilience or a compassionate, problem-solver.

8. How do I focus my personal statement to show that I want to go into medicine and not another field in healthcare?

Great question. On the one hand, it’s a good idea to demonstrate your compassion for others and empathy for people suffering from illness. On the other hand, these are favorable attributes for nearly all healthcare workers -- not only doctors -- but for physician assistants, nurses, respiratory therapists, social workers and psychologists too. Since most applicants have done some shadowing of physicians, it’s not unusual for these experiences to contain moments of learning about being a physician through shadowing or through work in a clinic. However, the more clinical the story, the better especially if you’re applying to osteopathic schools of medicine. If you’re applying to allopathic schools of medicine, it’s possible you have some interest in being a researcher, so telling a story about working in a physician’s lab might demonstrate your insights into the value of research in light of disease or patient care. If you already have an affinity for a specialty, telling how you came to know this could be the way to go.

9. Do I introduce my desired field of healthcare in my personal statement?

Maybe. If you’re very committed and have demonstrated a trend in your activities from general volunteer work (older listings) to more specialized experience in a field of medicine (more recent listings), it may be a good idea to write up how you came to know one field of medicine was really your passion.

Bear in mind that announcing a deep interest in a particular field of medicine may make you “a good fit” or “not a good fit” for some schools. So, if you do write up a story about your desired field of medicine for your personal statement, be sure your list of schools corresponds with this. For instance, if you want to be an obstetrician and you convey this in your personal statement, be certain your schools have clinical exposure or better yet offer specializations in obstetrics, or a required rotation through a hospital for women, for instance.

Lastly, by no means must you announce a desired field of healthcare in your personal statement. You may be asked about your specialized interests in medicine in a secondary or in an interview, so it’s a good idea to think this through, but no, you don’t have to tackle this in the personal statement.

10. What should my character limit be?

The AMCAS and AACOMAS character limit for the personal statement is 5,300 characters with spaces. The TMDSAS character limit for the personal statement is 5,000 characters with spaces. It’s a good idea to use most if not all of this space for your personal statement. Also, try to avoid the temptation to use the same personal statement for AMCAS and AACOMAS. The osteopathic schools seek applicants who know and prefer an osteopathic orientation to medicine, so the AACOMAS personal statement should demonstrate your fit with osteopathic medicine, based on what story you choose to tell and how you tell it, or at the very least, in the conclusion.

11. How do I know when I’m ready to submit my med school personal statement?

I highly recommend getting feedback about this from a strong mentor, advisor or consultant. Accepted offers comprehensive consultation for every part of the writing process, from brainstorming, to outlining, to mentoring on ideas, and editing until a client has a solid final draft in hand, ready for submission. You can review these services here: Initial Essay Package

Generally speaking, when you’ve accomplished FAQ #2 and #3, avoided the pitfalls in #4, revised for clarity and quality of ideas, developed ideas engagingly, and meticulously revised for quality of writing, then, you may be done.

12. What if I don’t have enough space to discuss everything?

Then your topic is too large or unfocused, in which case you need to focus and narrow the scope of your essays. Or you have a bit of editing to do to eliminate wordiness, digressions, or overstatement Ultimately, you want your essay to be focused, clear, and engaging.

13. Should I personalize my personal statement to the med school I am applying to?

Only if you’re applying to one medical school. Otherwise, your personal statement will reach all schools listed in your AMCAS application or AACOMAS application. It is okay, however, to speak toward the ideals of your first choice, aspirational schools on your list. Other times, applicants choose to write toward the schools that are their safest bets.

Your secondary/supplemental essays will give you plenty of opportunity to show you belong at an individual school.

14. Can I talk about mental or physical health in my statement?

15. should i address any bad grades that i got in school.

Generally yes, as long as bad grades are truly bad grades. It’s likely that you do not need to address a rogue grade of B on a transcript. If you had a bad semester or two, the question becomes how and where to address them. The answer is an individual one dependent on the context. The one certainty: You definitely don’t want your entire application to be a rationalization of those bad grades.

See FAQ #7.

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2 Med School Essays That Admissions Officers Loved

Here are tips on writing a medical school personal statement and examples of essays that stood out.

2 Great Med School Personal Statements

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A compelling medical school admissions essay can address nearly any topic the applicant is interested in, as long as it conveys the applicant's personality.

A personal statement is often a pivotal factor in medical school admissions decisions.

"The essay really can cause me to look more deeply at the entire application," Dr. Stephen Nicholas, former senior associate dean of admissions with the Columbia University Vagelos College of Physicians and Surgeons , told U.S. News in 2017. "So I do think it's pretty important."

A compelling medical school admissions essay can address nearly any topic the applicant is interested in, as long as it conveys the applicant's personality, according to Dr. Barbara Kazmierczak, director of the M.D.-Ph.D. Program and a professor of medicine and microbial pathogenesis with the Yale School of Medicine.

“The passion that the writer is bringing to this topic tells us about the individual rather than the topic that they’re describing, and the essay is the place for us to learn about the applicant – who they are and what experiences have brought them to this point of applying to medical school,” she told U.S. News in 2017.

Rachel Rudeen, former admissions coordinator for the University of Minnesota Medical School , says personal statements help medical schools determine whether applicants have the character necessary to excel as a doctor. "Grit is something we really look for," she says.

Evidence of humility and empathy , Rudeen adds, are also pluses.

Why Medical Schools Care About Personal Statements

The purpose of a personal statement is to report the events that inspired and prepared a premed to apply to medical school, admissions experts say. This personal essay helps admissions officers figure out whether a premed is ready for med school, and it also clarifies whether a premed has a compelling rationale for attending med school, these experts explain.

When written well, a medical school personal statement conveys a student's commitment to medicine and injects humanity into an admissions process that might otherwise feel cold and impersonal, according to admissions experts.

Glen Fogerty, associate dean of admissions and recruitment with the medical school at the University of Arizona—Phoenix , put it this way in an email: "To me, the strongest personal statements are the ones that share a personal connection. One where a candidate shares a specific moment, the spark that ignited their passion to become a physician or reaffirmed why they chose medicine as a career."

Dr. Viveta Lobo, an emergency medicine physician with the Stanford University School of Medicine in California who often mentors premeds, says the key thing to know about a personal statement is that it must indeed be personal, so it needs to reveal something meaningful. The essay should not be a dry piece of writing; it should make the reader feel for the author, says Lobo, director of academic conferences and continuing medical education with the emergency medicine department at Stanford.

A great personal statement has an emotional impact and "will 'do' something, not just 'say' something," Lobo wrote in an email. Admissions officers "read hundreds of essays – so before you begin, think of how yours will stand out, be unique and different," Lobo suggests.

How to Write a Personal Statement for Medical School

Lobo notes that an outstanding personal statement typically includes all of the following ingredients:

An intriguing introduction that gets admissions officers' attention.
Anecdotes that illustrate what kind of person the applicant is.
Reflections about the meaning and impact of various life experiences .
A convincing narrative about why medical school is the logical next step.
A satisfying and optimistic conclusion.

"You should sound excited, and that passion should come through in your writing," Lobo explains.

A personal statement should tie together an applicant's past, present and future by explaining how previous experiences have led to this point and outlining long-term plans to contribute to the medical profession, Lobo said during a phone interview. Medical school admissions officers want to understand not only where an applicant has been but also the direction he or she is going, Lobo added.

When premeds articulate a vision of how they might assist others and improve society through the practice of medicine, it suggests that they aren't self-serving or simply interested in the field because of its prestige, Lobo says. It's ideal when premeds can eloquently describe a noble mission, she explains.

Elisabeth Fassas, author of "Making Pre-Med Count: Everything I Wish I'd Known Before Applying (Successfully) to Medical School," says premeds should think about the doctors they admire and reflect on why they admire them. Fassas, a first-year medical student at the University of Maryland , suggests pondering the following questions:

"Why can you really only see yourself being a physician?"
"What is it about being a doctor that has turned you on to this field?"
"What kind of doctor do you imagine yourself being?"
"Who do you want to be for your patients?"
"What are you going to do specifically for your patients that only you can do?"

Fassas notes that many of the possible essay topics a med school hopeful can choose are subjects that other premeds can also discuss, such as a love of science. However, aspiring doctors can make their personal statements unique by articulating the lessons they learned from their life experiences, she suggests.

Prospective medical students need to clarify why medicine is a more suitable calling for them than other caring professions, health care fields and science careers, Fassas notes. They should demonstrate awareness of the challenges inherent in medicine and explain why they want to become doctors despite those difficulties, she says.

Tips on Crafting an Excellent Medical School Personal Statement

The first step toward creating an outstanding personal statement, Fassas says, is to create a list of significant memories. Premeds should think about which moments in their lives mattered the most and then identify the two or three stories that are definitely worth sharing.

Dr. Demicha Rankin, associate dean for admissions at the Ohio State University College of Medicine , notes that a personal statement should offer a compelling portrait of a person and should not be "a regurgitation of their CV."

The most outstanding personal statements are the ones that present a multifaceted perspective of the applicant by presenting various aspects of his or her identity, says Rankin, an associate professor of anesthesiology.

For example, a premed who was a swimmer might explain how the discipline necessary for swimming is analogous to the work ethic required to become a physician, Rankin says. Likewise, a pianist or another type of musician applying to medical school could convey how the listening skills and instrument-tuning techniques cultivated in music could be applicable in medicine, she adds.

Rankin notes that it's apparent when a premed has taken a meticulous approach to his or her personal statement to ensure that it flows nicely, and she says a fine essay is akin to a "well-woven fabric." One sign that a personal statement has been polished is when a theme that was explored at the beginning of the essay is also mentioned at the end, Rankin says, explaining that symmetry between an essay's introduction and conclusion makes the essay seem complete.

Rankin notes that the author of an essay might not see flaws in his or her writing that are obvious to others, so it's important for premeds to show their personal statement to trusted advisers and get honest feedback. That's one reason it's important to begin the writing process early enough to give yourself sufficient time to organize your thoughts, Rankin says, adding that a minimum of four weeks is typically necessary.

Mistakes to Avoid in a Medical School Personal Statement

One thing premeds should never do in an admissions essay is beg, experts say. Rankin says requests of any type – including a plea for an admissions interview – do not belong in a personal statement. Another pitfall to avoid, Rankin says, is ranting about controversial political subjects such as the death penalty or abortion.

If premeds fail to closely proofread their personal statement, the essay could end up being submitted with careless errors such as misspellings and grammar mistakes that could easily have been fixed, according to experts. Crafting a compelling personal statement typically necessitates multiple revisions, so premeds who skimp on revising might wind up with sloppy essays, some experts say.

However, when fine-tuning their personal statements, premeds should not automatically change their essays based on what others say, Fogerty warns.

"A common mistake on personal statements is having too many people review your statement, they make recommendations, you accept all of the changes and then – in the end – the statement is no longer your voice," Fogerty wrote in an email. It's essential that a personal statement sound like the applicant and represent who he or she is as a person, Fogerty says.

Dr. Nicholas Jones, a Georgia-based plastic and reconstructive surgeon, says the worst error that someone can make in the personal statement is to be inauthentic or deceptive.

"Do not lie. Do not fabricate," he warns.

Jones adds that premeds should not include a story in their personal statement that they are not comfortable discussing in-depth during a med school admissions interview . "If it's something too personal or you're very emotional and you don't want to talk about that, then don't put it in a statement."

Medical School Personal Statement Examples

Here are two medical school admissions essays that made a strong, positive impression on admissions officers. The first is from Columbia and the second is from the University of Minnesota. These personal statements are annotated with comments from admissions officers explaining what made these essays stand out.

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Medical School Examples

Craft a Winning Medical School Essay with Examples and Proven Tips

Published on: May 8, 2023

Last updated on: Jan 31, 2024

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Are you dreaming of becoming a doctor or a health care professional?

The first step towards achieving that goal is to get accepted into a top-tier medical school.

But with so many other qualified medical students competing for the same spot, how do you stand out from the crowd?

It all starts with your medical school essay.

Your essay is your opportunity to your unique qualities, experiences, and aspirations.

In this blog, we'll provide you with examples that will help you catch the attention of admissions committees.

From purpose to common mistakes to avoid, we'll cover everything you need to get accepted into the medical school of your dreams.

So, let's dive in!

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Types of Medical School Examples

Medical school essays come in many different forms, each with its own unique requirements and purpose.

In this section, we'll discuss some of the most common types of medical school essays and what you need to know to write them successfully.

Personal Statements

Personal statements are the most common type of medical school essay. They are usually a one-page essay that introduces you to the admissions officers.

It explains why you want to pursue medicine as a career. Personal statements should be engaging, and memorable, and show off your unique qualities.

An outline offers a framework to help you craft a compelling narrative that showcases your strengths and experiences.

Check out this personal statement example that can help future physicians getting into the schools of their dreams.

Medical School Personal Statement Examples pdf

Secondary Essays

Secondary essays are additional essays that some medical schools require in addition to the personal statement.

They often ask specific questions about your background, experiences, or interests. They give you an opportunity to show off your future patient care and problem-solving skills.

Here is a brief example of a secondary application medical school essay:

Paper Due? Why Suffer? That's our Job!

Diversity Essays

Diversity essays ask you to write about your experiences with diversity and how they have influenced you to pursue a career and your interest in medicine.

These essays are becoming increasingly common in medical school applications as schools strive to build a more diverse and inclusive student body.

Good Medical School Essay Examples

Are you struggling to write a standout medical school essay? They say that the best way to learn is by example. That's especially true when it comes to public health school essays.

We'll provide you with some of the best examples to help you craft an essay that will help your career in medicine.

Medical College Essay Examples

Personal Statement Medical School Examples Pdf

Medical School Covid Essay Examples

Challenging Medical School Essay Examples

Writing a medical school essay is more than just telling a story about yourself. It's an opportunity to demonstrate your critical thinking and analytical skills.

In this section, we'll highlight some of the challenging medical school essay examples. This will give you a sense of what admissions committees are looking for. You can learn how to exceed those expectations by writing a successful medical school essay.

Greatest Challenge Medical School Essay Examples

Successful Medicine Personal Statement Examples

Medical School Scholarship Essay Examples

Medical School Essay Examples for Different Schools

Each medical school has its own unique mission, values, and admissions criteria, and your essay should reflect that.

In this section, we'll explore how to tailor your medical school essay for different schools and showcase some examples of successful essays.

Letâs explore these Stanford and Harvard medical school essay examples:

Medical School Personal Statement Examples Harvard

Medical School Personal Statement Examples Stanford

Tips on Crafting an Excellent Medical School Personal Statement

The medical school personal statement is your opportunity to showcase your unique qualities and experiences.

Here are some tips to help you craft an excellent personal statement:

Start Early

Don't wait until the last minute to start writing your personal statement. Give yourself plenty of time to brainstorm, write, and revise your essay. Starting early also allows you to get feedback from mentors, professors, or peers.

Focus on Your Story

Your personal statement should tell a story that showcases your journey to medicine. Highlight the experiences and qualities that have led you to pursue a career in medicine. Tell them how you plan to use your skills to make a difference.

Be Specific

Use specific examples to illustrate your experiences and achievements. Don't just list your accomplishments, but show how they have prepared you for a career in medicine. Use concrete details to make your essay more engaging and memorable.

Show, Don't Tell

Instead of simply stating your qualities, show them through your experiences and actions. For example, donât say you're a team player. Describe a time when you worked effectively in a team to achieve a goal.

Tailor Your Essay to the School

As mentioned earlier, each medical school has its own unique mission and values. Tailor your personal statement to each school to demonstrate your fit with their program and values.

Mistakes to Avoid in a Medical School Personal Statement

When it comes to your medical school personal statement, there are some common mistakes you should avoid:

Avoid using cliched phrases and ideas that are overused in personal statements. Admissions committees want to see your unique perspective and experiences. They do not want generic statements that could apply to anyone.

Negativity

Don't focus on negative experiences or aspects of your life in your personal statement. Instead, focus on your strengths and how you have grown from challenges.

Lack of Focus

Make sure your personal statement has a clear focus and theme. Don't try to cover too many topics or experiences in one essay. Instead, focus on one or two experiences that are meaningful to you and illustrate your journey to medicine.

Too Formal or Informal Tone

Make sure your personal statement strikes the right tone. Avoid being too formal or using overly complex language. Also, avoid being too informal or using slang.

Plagiarism

Never copy someone else's personal statement or use a template to write your own. Admissions committees can easily spot plagiarism, and it will result in an immediate rejection.

Grammatical and Spelling Errors

Proofread your personal statement thoroughly for grammatical and spelling errors. Even a few small errors can detract from the overall quality of your essay.

Lack of Authenticity

Be true to yourself in your personal statement. Don't try to present an image of yourself that is not authentic or that you think the admissions committee wants to see. Be honest and genuine in your writing.

In conclusion, crafting a winning medical school essay is a crucial step toward securing admission to the medical school of your dreams.

This blog has provided examples of essays along with tips to craft an excellent medical school personal statement. By avoiding mistakes, you can increase your chances of standing out from the crowd and impressing the admissions committee.

Struggling with your medical school essays or college papers? Look no further!

Our college paper writing service specializes in crafting exceptional papers tailored to your academic needs, including medical school essays. And for an extra boost in your writing tasks, don't forget to explore our AI essay generator .

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Frequently Asked Question (FAQs)

What is the ideal med school personal statement word limit.

There is no set length for a medical school personal statement, but most schools typically require a personal statement of 500-800 words.

How do I choose a topic for my medical school essay?

Choose a topic that showcases your unique perspective and experiences, and illustrates your journey to medicine. Consider what makes you stand out and what you are passionate about.

Should I mention my grades and test scores in my medical school essay?

It is not necessary to mention your grades and test scores in your medical school essay as they are already included in your application. Instead, focus on showcasing your unique qualities, experiences, and perspective.

Can I get help with writing my medical school essay?

Yes, there are various resources available to help you with writing your medical school essay. Consider seeking help from a writing tutor, career services office, or professional writing service like ours.

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As a Digital Content Strategist, Nova Allison has eight years of experience in writing both technical and scientific content. With a focus on developing online content plans that engage audiences, Nova strives to write pieces that are not only informative but captivating as well.

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Research Papers

How to Write a Medical Research Paper

Last Updated: February 5, 2024 Approved

This article was co-authored by Chris M. Matsko, MD . Dr. Chris M. Matsko is a retired physician based in Pittsburgh, Pennsylvania. With over 25 years of medical research experience, Dr. Matsko was awarded the Pittsburgh Cornell University Leadership Award for Excellence. He holds a BS in Nutritional Science from Cornell University and an MD from the Temple University School of Medicine in 2007. Dr. Matsko earned a Research Writing Certification from the American Medical Writers Association (AMWA) in 2016 and a Medical Writing & Editing Certification from the University of Chicago in 2017. wikiHow marks an article as reader-approved once it receives enough positive feedback. In this case, 89% of readers who voted found the article helpful, earning it our reader-approved status. This article has been viewed 202,819 times.

Writing a medical research paper is similar to writing other research papers in that you want to use reliable sources, write in a clear and organized style, and offer a strong argument for all conclusions you present. In some cases the research you discuss will be data you have actually collected to answer your research questions. Understanding proper formatting, citations, and style will help you write and informative and respected paper.

Researching Your Paper

Pick something that really interests you to make the research more fun.
Choose a topic that has unanswered questions and propose solutions.

Step 2 Determine what kind of research paper you are going to write.

Quantitative studies consist of original research performed by the writer. These research papers will need to include sections like Hypothesis (or Research Question), Previous Findings, Method, Limitations, Results, Discussion, and Application.
Synthesis papers review the research already published and analyze it. They find weaknesses and strengths in the research, apply it to a specific situation, and then indicate a direction for future research.

Keep track of your sources. Write down all publication information necessary for citation: author, title of article, title of book or journal, publisher, edition, date published, volume number, issue number, page number, and anything else pertaining to your source. A program like Endnote can help you keep track of your sources.
Take detailed notes as you read. Paraphrase information in your own words or if you copy directly from the article or book, indicate that these are direct quotes by using quotation marks to prevent plagiarism.
Be sure to keep all of your notes with the correct source.
Your professor and librarians can also help you find good resources.

Keep all of your notes in a physical folder or in a digitized form on the computer.
Start to form the basic outline of your paper using the notes you have collected.

Writing Your Paper

Start with bullet points and then add in notes you've taken from references that support your ideas. [1] X Trustworthy Source PubMed Central Journal archive from the U.S. National Institutes of Health Go to source
A common way to format research papers is to follow the IMRAD format. This dictates the structure of your paper in the following order: I ntroduction, M ethods, R esults, a nd D iscussion. [2] X Research source
The outline is just the basic structure of your paper. Don't worry if you have to rearrange a few times to get it right.
Ask others to look over your outline and get feedback on the organization.
Know the audience you are writing for and adjust your style accordingly. [3] X Research source

Use a standard font type and size, such as Times New Roman 12 point font.
Double-space your paper.
If necessary, create a cover page. Most schools require a cover page of some sort. Include your main title, running title (often a shortened version of your main title), author's name, course name, and semester.

Break up information into sections and subsections and address one main point per section.
Include any figures or data tables that support your main ideas.
For a quantitative study, state the methods used to obtain results.

Step 4 Write the conclusion and discussion.

Clearly state and summarize the main points of your research paper.
Discuss how this research contributes to the field and why it is important. [4] X Research source
Highlight potential applications of the theory if appropriate.
Propose future directions that build upon the research you have presented. [5] X Research source
Keep the introduction and discussion short, and spend more time explaining the methods and results.

State why the problem is important to address.
Discuss what is currently known and what is lacking in the field.
State the objective of your paper.
Keep the introduction short.

Highlight the purpose of the paper and the main conclusions.
State why your conclusions are important.
Be concise in your summary of the paper.
Show that you have a solid study design and a high-quality data set.
Abstracts are usually one paragraph and between 250 – 500 words.

Unless otherwise directed, use the American Medical Association (AMA) style guide to properly format citations.
Add citations at end of a sentence to indicate that you are using someone else's idea. Use these throughout your research paper as needed. They include the author's last name, year of publication, and page number.
Compile your reference list and add it to the end of your paper.
Use a citation program if you have access to one to simplify the process.

Continually revise your paper to make sure it is structured in a logical way.
Proofread your paper for spelling and grammatical errors.
Make sure you are following the proper formatting guidelines provided for the paper.
Have others read your paper to proofread and check for clarity. Revise as needed.

Expert Q&A

Ask your professor for help if you are stuck or confused about any part of your research paper. They are familiar with the style and structure of papers and can provide you with more resources. Thanks Helpful 0 Not Helpful 0
Refer to your professor's specific guidelines. Some instructors modify parts of a research paper to better fit their assignment. Others may request supplementary details, such as a synopsis for your research project . Thanks Helpful 0 Not Helpful 0
Set aside blocks of time specifically for writing each day. Thanks Helpful 0 Not Helpful 0

Do not plagiarize. Plagiarism is using someone else's work, words, or ideas and presenting them as your own. It is important to cite all sources in your research paper, both through internal citations and on your reference page. Thanks Helpful 4 Not Helpful 2

↑ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3178846/
↑ http://owl.excelsior.edu/research-and-citations/outlining/outlining-imrad/
↑ http://china.elsevier.com/ElsevierDNN/Portals/7/How%20to%20write%20a%20world-class%20paper.pdf
↑ http://intqhc.oxfordjournals.org/content/16/3/191
↑ http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html#form

About This Article

To write a medical research paper, research your topic thoroughly and compile your data. Next, organize your notes and create a strong outline that breaks up the information into sections and subsections, addressing one main point per section. Write the results and discussion sections first to go over your findings, then write the introduction to state your objective and provide background information. Finally, write the abstract, which concisely summarizes the article by highlighting the main points. For tips on formatting and using citations, read on! Did this summary help you? Yes No

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Best Medical Essay Topics for Students & Expert Writing Tips

#i',$content, -1); --> table of contents medical topics for essay: the essentials medical essay topics: how to choose a good one 15 strong medical argumentative essay topics some interesting medical ethics topics for essay the most relevant medical persuasive essay topics top medical research essay topics to save you time good medical assistant essay topics writing a modern medical education essay can be an effective way of communicating information, discussing research findings, or educating others about important topics related to health and healthcare. in this 5-minute read, we’ll go over the essentials to help you write a very organized and insightful nursing paper, as well as offer an extensive list of fresh medical essay topics that will make your paper outstanding. medical topics for essay: the essentials.

A nursing essay is an academic writing assignment that aims to demonstrate your knowledge throughout the application process for nursing school, a nursing program, or during your years as a medical student. Essay writing for nurses is also a great way to advance careers and emphasize critical issues or exceptional cases.

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Topic Suggestion
Topic Suggestion + Summary + References

Here’s how to write a good health essay step by step:

Choose a topic that aligns with your subject matter or interest in nursing.
Conduct thorough research to have a strong foundation for your paper.
Develop a clear, concise thesis statement.
Create a detailed outline that arranges the information consistently.
Write a compelling introduction that gives background on the subject.
Develop body paragraphs that focus on particular issues related to your thesis.
Support all claims with valid evidence and cite sources using a suitable citation style (e.g., MLA, APA).
Craft a thoughtful conclusion that sums up the key points examined in the paper and restates the thesis.

Last but not least, use clear and concise language to convey your ideas, and always take the time to proofread the completed paper and ensure it meets the provided guidelines.

Medical Essay Topics: How to Choose a Good One

These are some of the most effective tips for selecting a topic for any essay, including a nursing one:

Think of the nursing essay topics you find interesting.
Check for possible resources to base your paper on; ensure there’s plenty available.
Make sure the topic is not too specific, as it will be harder to research.
Ensure it’s broad enough to tackle lots of ideas and thoughts.
Review samples online to find some inspiration.
Ask a friend or someone from your institution to brainstorm medical topics for essay with you.
Now that we’ve covered the fundamentals, let’s take a look at the best fifteen argumentative medical essay topics available today.

15 Strong Medical Argumentative Essay Topics

The medical argumentative essay topics below were hand-selected by our best experts in the field, so you can quickly get started with your paper.

Should insurance cover holistic treatments?
Recent advances in stem cell research and ethical issues.
Gene editing: ethical implications.
Vaccination: public health necessity or infringement on personal liberty?
AI in healthcare and its potential risks and benefits.
Which way to treat mental health issues is better: psychotherapy or medication?
The effects of genetically modified foods on population health.
Who should be held accountable for childhood obesity?
Cosmetic surgery: a personal preference or a necessity?
Should organ donation be made compulsory or remain voluntary?
The right to try experimental drugs: a humanitarian act or a dangerous business?
Opioid dependence vs. patient autonomy in chronic pain management.
What are the short-term and long-term effects of prenatal drug exposure?
Ethical aspects of human cloning.
Is animal-assisted therapy a pseudoscience or an efficient treatment?

Next, we’ll cover medical ethics essay topics that offer room to build a strong argument and support it with research.

Some Interesting Medical Ethics Topics for Essay

This list of medical ethics topics for essay can help you narrow down your choices and find the one that is both relevant to your studies and interesting:

The implications of pregnancy termination due to a genetic condition.
The ethical side of using social media in medicine.
Should minors have access to birth control without parental consent?
Is it ethical to test potentially dangerous medication on animals?
Should technology be used to do open-heart surgery?
Should artificial intelligence be used to reduce human errors?
Donation of organs and ethnic preference.
What are the ethical implications of active euthanasia and physician-assisted one?
Learning nursing by incorporating handheld devices.
Is it ethical to obtain patient-specific information for predictive analysis?
The global disparities in medical ethics.
The implications of genetically modified animals.
Models of ethical decision-making in counseling.
John Stuart Mill and Immanuel Kant’s moral theories.
The 9/11 attack’s impact on the ethics.

Now let’s move on to persuasive essay medical topics that will definitely impress your professor.

The Most Relevant Medical Persuasive Essay Topics

We’ve combed through several lists of medical persuasive essay topics to provide you with 15 that are relevant, simple, and current:

Does technology positively or negatively impact people’s mental health and well-being?
Are genetically modified crops good or bad for society?
Can science assist people with physical limitations in living better lives?
The influence of mental health disorders on the community.
Is infertility connected to couples’ stress levels and poor lifestyle choices?
Is obesity a result of the food business?
Is biohacking healthy?
Are genetically modified foods harmful to our health?
Can crystal healing help improve our physical and mental health?
Should broad-use drugs have a 20-year patent?
Do needle exchange programs help limit the transmission of blood-borne infections?
Is bone marrow transplantation helpful for patients with blood cancer?
Do contraceptive pills pose risks?
Can food allergies cause behavior problems?
Should dental insurance be required for everyone?

More interested in controversial medical essay topics? Below, you’ll find a collection of specially selected ones so you can find something that is ideal for you.

Best Controversial Medical Essay Topics for Discussion

Another sign of great medical research essay topics is that they leave no one indifferent. Let’s see what ideas you can develop for further discussion.

Is there any connection between poverty and poor health?
What factors influence healthcare costs in the U.S.?
Should the government provide free health care to people without homes?
Is the cost of healthcare in the United States reasonable?
Is it necessary to urge patients to begin utilizing homeopathy?
What donor system is better: opt-in or opt-out?
Should uninsured persons be given access to healthcare?
Should euthanasia be made illegal?
Should surrogacy be utilized on demand or solely for medical reasons?
Is womb transplanting a viable surrogacy option?
Should someone be rejected for an organ transplant just because they lead an unhealthy lifestyle?
Should abortion be legalized?
Should newborn vaccination be mandatory?
Should doctors be permitted to promote certain medicinal products?
Should there be legal consequences for medical mistakes?

In case you’re doing research, the medical essay topics discussed in the next section might come in handy, so check them out now!

Good Medical Assistant Essay Topics

When it comes to choosing medical assistant topics, you need something meaningful. Hover over these examples to spot the fitting idea for your essay:

Is medical assistant a rewarding career?
The role of medical assistants in preventive healthcare.
Reflection on a specialized clinical procedure.
Milestones and pitfalls of being an anesthesiologist assistant.
Ethical considerations of medical assistance.
The role of medical assistants in intravenous therapy.
Medical assistant qualities.
The contribution of assistants to chronic disease management.
The advantages and disadvantages of being a clinical assistant.
Professional development opportunities for medical assistants.
Cultural competence in medical assisting.
Consequences of working outside of the legal scope of practice.
Technological advancements in medical assisting.
The impact of COVID-19 on medical assistant practice.
Trends and innovations in medical assisting.

We hope these ideas will help you find a suitable area to cover. In case you need any further assistance with your paper or want to get more great topics, our medical essay writing service is here for you 24/7!

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Our Physician Advisors will help you brainstorm content while our Writing Advisors will help you refine that content, paying special attention how you are showcasing your experiences, organizing your narrative, and developing your unique “voice.” After some careful editing and proofreading from your Writing Advisor and a final review by your Physician Advisor, you will have a compelling and authentic essay that will help you stand out.

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Once you have decided on content, your Writing Advisor will help you develop and enhance your story, turning your ideas into an organized and cohesive essay that puts your experiences in the spotlight.

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After a few drafts, your Writing Advisor will refine your prose and correct smaller writing errors that stand in the way of excellence. Your Physician Advisor will then approve the final product.

With the help of your team of advisors, you will craft a primary application that will get you secondary application invites, and lead to an acceptance to medical school.

Here is an example of an essay draft written by a student. Swipe to see the professional edits from a Physician Advisor.

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With MedSchoolCoach, you get the advantage of having a Physician Advisor and Writing Advisor to help you develop your story. Our Physician Advisors have sat on admissions committees and have evaluated thousands of applications, so they understand exactly how to bring out the best in an applicant. Our Writing Advisors are professional writers and editors who will help you refine your concepts and create a compelling essay. This combination results in an extremely powerful team that will take your application essays to a new level.

Yes! All our essay editing packages come with brainstorming time with your Physician Advisor. Your Writing Advisor will also provide you with a worksheet to help you outline your narrative.

We use our advising portal, CHART, to organize your essays. When you upload your drafts to the platform, your Writing Advisor will review them in detail and then provide constructive feedback on how to improve them. As you get closer to a final draft, we will focus on things like word choice, sentence structure, and grammar.

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Wednesday, January 10th, 2024

Medical Essay Guide: Understanding the Basic Concepts & Importance

Hey there, future docs!

Today, we’re going to talk about medical essays. We know, we know, they’re not the most exciting topics, but they’re essential. Really important.

We get it. Essay Writing isn’t a piece of cake, and on top of it, when you combine it with medical studies, it can get a lot tougher than it already is.

But don’t worry, we’ve got you covered. In this guide, we’ll break down the basic concepts of medical essays and explain why they are so important.

So, whether you’re a high school student applying to medical school, a college student preparing for the MCAT, or a medical student working on your residency application, this series will help you to write medical essays that will impress your professors.

Let’s get started, shall we?

What are medical essays?

Medical essays are a type of writing used to communicate information about medical topics. They can be used to share research findings, discuss ethical issues, or provide personal reflections on medical experiences.

There are many different types of medical essays, including:

Research papers: Medical essays that involve research papers are used to present new research findings or review existing research on a particular topic.
Case studies: Writing essays in medical case studies requires you to describe and analyze a particular medical case in your own words.
Literature reviews: Literature review essays are used to summarize or interpret the existing research on a particular medical topic.
Reflective essays: Reflective essays are used to share personal reflections on medical experiences, such as working with patients, conducting research, or volunteering in a medical setting.
Opinion essays: Opinion essays are used to present and support the author’s opinion on a particular medical issue.

General Components of a Medical Essay

No matter what type of medical essay you’re writing, there are some common components that you should include:

Introduction: It is the first paragraph of your essay and briefly introduces the topic of the essay, gives some background information and states the thesis statement.
Thesis statement: It is usually a sentence usually stated at the end of the introduction paragraph that introduces you to the central point of focus or discussion in the essay.
Body paragraphs: In an essay, there are usually 3-5 body paragraphs (can be longer than that) that support the thesis statement with evidence from sources such as research studies, case studies, and medical textbooks.
Conclusion: The conclusion should summarize the essay’s main points and restate the thesis statement.

So Why Are Medical Essays Important?

Medical essays are essential for a number of reasons. Writing a medical essay for a college application helps you effectively deliver your knowledge and passion for further education in this vast field. The same is true for writing medical essays as an assignment. It not only helps your professors to evaluate your expertise but also helps you gain more understanding of a particular topic.

To further discuss in detail, here are some specific benefits of writing medical essays:

Contribution to medical knowledge and advancements:

Medical essays can help to advance medical knowledge by sharing new research findings or by reviewing existing research on a particular medical topic. This can lead to new and better treatments for patients.

2. Enhancing research and analytical skills:

Writing medical essays can help to enhance your research and analytical skills. This is because you will need to conduct research to gather evidence to support your arguments. You will also need to be able to analyze and interpret research studies and other sources.

3. Influence on medical practice and decision-making:

Medical essays can help to influence medical practice and decision-making. This is because they can be used to raise awareness of important medical issues and to discuss ethical issues related to medical practice.

4. Developing critical thinking skills:

Writing medical essays can help you to develop critical thinking skills. This is because you will need to be able to evaluate the evidence that you gather and form your own conclusions.

5. Evaluation of Student’s Knowledge and Expertise:

Medical essays are often used to evaluate students’ knowledge and expertise in a particular medical topic. This is because they require students to demonstrate their ability to understand complex medical concepts and to communicate them effectively.

Tips for writing effective medical essays

Want to write a stellar medical essay? Follow these tips to make the process easier.

1. Thoroughly understand the essay prompt or topic:

The first step in crafting a good medical essay is to clearly understand the prompt and requirements of the essay. Thoroughly read and analyze what you are being asked to write about before putting pen to paper. If you are not sure, ask your instructor for clarification.

2. Conduct extensive research and gather relevant sources:

Medical essays should be well-supported by evidence from credible sources. Gather a variety of sources, including research studies, medical textbooks, and articles from peer-reviewed journals.

3. Organize and structure the essay logically:

Your essay should have a clear and logical structure. Poorly structured essays with ideas and statements scattered all over will do you no good and clearly won’t help you get extra points.

But properly outlining your essay, where your points of discussion are presented section by section, will surely get you in the good books of the evaluator.

4. Use Correct Medical Terminology:

Usually, when we advise students to write essays, we recommend using simple language that is easy to understand and free of unnecessary jargon.

But not in medical essays. The more you have a good grasp of medical terminology, the better your essay will turn out.

Now, this doesn’t mean throwing around complex, hard-to-read words across your essay.

You need to have a complete understanding of a term, disorder, phenomenon or any other medical word that you’re aiming to put into your text. Only then can you establish your image as a knowledgeable essay writer and impress your professor or application committee.

5. Properly cite and reference sources:

Last but not least, never forget to properly cite and reference all your sources in your essay. This is to avoid plagiarism and give credit to the original authors of the information you are using.

In addition to this, editing and proofreading are also some of the most important steps of essay writing you should never skip. These steps help you eliminate errors and further refine your writing.

The takeaway

So there you have it. A brief discussion of medical essays and their importance.

But that’s not all! If you want a more detailed tutorial about this, hop on to our next “ How do I write a good medical essay? ” blog, where we’re going to break down the process of medical essay writing. From choosing a topic to effective tips that can make your essay stand out, we’ll cover it all, so stay tuned!

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Friday, January 26th, 2024

The Ultimate Guide to Getting A+ Essays with Professional Writing Services

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How to Write a Medical Essay

Medical essay overview.

Medical essays are some of the most common course requirements in medical school. As regular assignments, they can be given out as mid-semester evaluation tests or end-semester exams.

Scholars are required to demonstrate various learning skills, including understanding of various concepts, theories, bodies of knowledge, and their application in real world scenarios.

With the requisite skills, writing such essays can be quite an interesting endeavor. Writing a good medical essay demands an in-depth understanding of the relevant expectations.

Key Expectations on how to Write a Medical Essay

When writing a medical essay, you have to consider various expectations. These expectations encompass critical guidelines on how to write an essay .

They are usually the difference between a superior and a low quality essay. Such expectations are a discussed below.

a) A proper understanding of factual evidence : the medical essays seek to examine your understanding of all relevant scientific evidence acquired in theory and practice.

In the essay, you must demonstrate that you possess the right knowledge about the medical field.

b) Effective communication : communication is extremely important. Having extensive factual knowledge without adequate communication skills will always result into a poor essay.

Your facts must be well articulated to ensure that the reader fully understands your argument(s). This requires you to ensure that your grammar, punctuation, and syntax reflects adequate proficiency levels in English.

As well, it is critical to ensure that your sentences and paragraphs are fluent enough to allow fluidity in thoughts and arguments.

c) Accurate analysis of problems : medical essays require that you consider different and voluminous bodies on knowledge to help solve a particular problem.

Most of the topics explored by such essays are controversial and therefore require a thoughtfully considered opinion.

To achieve this, you should be able to dissect the essay problem into different basic components to find out which of the component weighs more consequently requiring more priority.

In this, in all your points/arguments, you must explain why one thing should be done and not the other.

d) Effective identification of relevant issues : medical essays in most cases encompass convoluted question(s). Therefore, you must accurately identify what issues you are supposed to address in the essay.

Inability to do this will result into failure in answering the correct question or addressing it sufficiently. As such, you should ensure that you understand and answer the right question.

This can only be realized through accurate identification of essay topic area(s) and topic scope.

e) Proper time management : whether it is a sit in or a take away essay, time management is a critical factor when writing a medical essay.

The essay generally requires adequate research, analysis of different sets of facts, and proper compilation of evidence. This is a time consuming process and proper time management comes in handy.

Late submission is usually punishable and you are therefore required to demonstrate your ability to manage time effectively.

Steps on how to Write a Medical Essay

Writing a medical essay could assume numerous steps. These steps are critical in helping realize work that resonates with all elements of a good essay. These steps are as elaborated below.

a) Conducting a basic research on essay topic: This step encompasses examining the essay topic/question to help comprehend the expected answers, scope, and standards.

You must adequately explore the requirements of the essay provided in the instructions. Such requirements could be explicit or implicit in the essay instructions.

You are required to respond adequately to both set of requirements.

b) Generating essay thesis: An appropriate thesis is one of the major elements of a good essay. The thesis should clearly put forward an argument that will be advanced in the essay.

It should appear in the introduction part, and in most cases, as the last sentence. The thesis statement must be concise and all-encompassing.

It is essential to keep on referencing the thesis in the essay body to ensure that the essay remains on course.

c) Listing down the main points: This entails developing a rough draft based on the essay's key arguments to support the thesis.

You are supposed to note down numerous points and conduct a research to find out which of these points can be supported with adequate evidence.

Then continue to select the points with adequate evidence, focusing more on supportive data and examples.

d) Developing a rough draft: This step entails developing your argument from the selected points. The argument should be developed around paragraphs, with each point being covered in a separate paragraph.

These paragraphs and the whole essay should assume the correct essay structure. Such structure looks at key aspects such as topic sentences and transitions.

e) Re-writing the essay: This step involves finalizing the essay. It encompasses developing the essay introduction and conclusion. In following good essay writing practices, you should ensure that these two parts are written last.

You should start with the introduction, highlighting all the key points to be covered in the essay. The conclusion should then follow and summarize the main points in the essay.

f) Proofreading the essay: This is an essential step in medical essay writing. It is meant to eliminate all errors and enhance coherence.

It is important to note that however good an essay could be, errors and mistakes significantly lower its quality.

You should therefore go through the essay at least twice to ensure that it is devoid of grammatical errors and it effectively answers the question asked.

Choose Your Test

Sat / act prep online guides and tips, getting college essay help: important do's and don’ts.

College Essays

If you grow up to be a professional writer, everything you write will first go through an editor before being published. This is because the process of writing is really a process of re-writing —of rethinking and reexamining your work, usually with the help of someone else. So what does this mean for your student writing? And in particular, what does it mean for very important, but nonprofessional writing like your college essay? Should you ask your parents to look at your essay? Pay for an essay service?

If you are wondering what kind of help you can, and should, get with your personal statement, you've come to the right place! In this article, I'll talk about what kind of writing help is useful, ethical, and even expected for your college admission essay . I'll also point out who would make a good editor, what the differences between editing and proofreading are, what to expect from a good editor, and how to spot and stay away from a bad one.

What Kind of Help for Your Essay Can You Get?

What's Good Editing?

What should an editor do for you, what kind of editing should you avoid, proofreading, what's good proofreading, what kind of proofreading should you avoid.

What Do Colleges Think Of You Getting Help With Your Essay?

Who Can/Should Help You?

Advice for editors.

Should You Pay Money For Essay Editing?

The Bottom Line

What's next, what kind of help with your essay can you get.

Rather than talking in general terms about "help," let's first clarify the two different ways that someone else can improve your writing . There is editing, which is the more intensive kind of assistance that you can use throughout the whole process. And then there's proofreading, which is the last step of really polishing your final product.

Let me go into some more detail about editing and proofreading, and then explain how good editors and proofreaders can help you."

Editing is helping the author (in this case, you) go from a rough draft to a finished work . Editing is the process of asking questions about what you're saying, how you're saying it, and how you're organizing your ideas. But not all editing is good editing . In fact, it's very easy for an editor to cross the line from supportive to overbearing and over-involved.

Ability to clarify assignments. A good editor is usually a good writer, and certainly has to be a good reader. For example, in this case, a good editor should make sure you understand the actual essay prompt you're supposed to be answering.

Open-endedness. Good editing is all about asking questions about your ideas and work, but without providing answers. It's about letting you stick to your story and message, and doesn't alter your point of view.

Think of an editor as a great travel guide. It can show you the many different places your trip could take you. It should explain any parts of the trip that could derail your trip or confuse the traveler. But it never dictates your path, never forces you to go somewhere you don't want to go, and never ignores your interests so that the trip no longer seems like it's your own. So what should good editors do?

Help Brainstorm Topics

Sometimes it's easier to bounce thoughts off of someone else. This doesn't mean that your editor gets to come up with ideas, but they can certainly respond to the various topic options you've come up with. This way, you're less likely to write about the most boring of your ideas, or to write about something that isn't actually important to you.

If you're wondering how to come up with options for your editor to consider, check out our guide to brainstorming topics for your college essay .

Help Revise Your Drafts

Here, your editor can't upset the delicate balance of not intervening too much or too little. It's tricky, but a great way to think about it is to remember: editing is about asking questions, not giving answers .

Revision questions should point out:

Places where more detail or more description would help the reader connect with your essay
Places where structure and logic don't flow, losing the reader's attention
Places where there aren't transitions between paragraphs, confusing the reader
Moments where your narrative or the arguments you're making are unclear

But pointing to potential problems is not the same as actually rewriting—editors let authors fix the problems themselves.

Want to write the perfect college application essay? We can help. Your dedicated PrepScholar Admissions counselor will help you craft your perfect college essay, from the ground up. We learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay to proudly submit to colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Bad editing is usually very heavy-handed editing. Instead of helping you find your best voice and ideas, a bad editor changes your writing into their own vision.

You may be dealing with a bad editor if they:

Add material (examples, descriptions) that doesn't come from you
Use a thesaurus to make your college essay sound "more mature"
Add meaning or insight to the essay that doesn't come from you
Tell you what to say and how to say it
Write sentences, phrases, and paragraphs for you
Change your voice in the essay so it no longer sounds like it was written by a teenager

Colleges can tell the difference between a 17-year-old's writing and a 50-year-old's writing. Not only that, they have access to your SAT or ACT Writing section, so they can compare your essay to something else you wrote. Writing that's a little more polished is great and expected. But a totally different voice and style will raise questions.

Where's the Line Between Helpful Editing and Unethical Over-Editing?

Sometimes it's hard to tell whether your college essay editor is doing the right thing. Here are some guidelines for staying on the ethical side of the line.

An editor should say that the opening paragraph is kind of boring, and explain what exactly is making it drag. But it's overstepping for an editor to tell you exactly how to change it.
An editor should point out where your prose is unclear or vague. But it's completely inappropriate for the editor to rewrite that section of your essay.
An editor should let you know that a section is light on detail or description. But giving you similes and metaphors to beef up that description is a no-go.

Proofreading (also called copy-editing) is checking for errors in the last draft of a written work. It happens at the end of the process and is meant as the final polishing touch. Proofreading is meticulous and detail-oriented, focusing on small corrections. It sands off all the surface rough spots that could alienate the reader.

Because proofreading is usually concerned with making fixes on the word or sentence level, this is the only process where someone else can actually add to or take away things from your essay . This is because what they are adding or taking away tends to be one or two misplaced letters.

Laser focus. Proofreading is all about the tiny details, so the ability to really concentrate on finding small slip-ups is a must.

Excellent grammar and spelling skills. Proofreaders need to dot every "i" and cross every "t." Good proofreaders should correct spelling, punctuation, capitalization, and grammar. They should put foreign words in italics and surround quotations with quotation marks. They should check that you used the correct college's name, and that you adhered to any formatting requirements (name and date at the top of the page, uniform font and size, uniform spacing).

Limited interference. A proofreader needs to make sure that you followed any word limits. But if cuts need to be made to shorten the essay, that's your job and not the proofreader's.

A bad proofreader either tries to turn into an editor, or just lacks the skills and knowledge necessary to do the job.

Some signs that you're working with a bad proofreader are:

If they suggest making major changes to the final draft of your essay. Proofreading happens when editing is already finished.
If they aren't particularly good at spelling, or don't know grammar, or aren't detail-oriented enough to find someone else's small mistakes.
If they start swapping out your words for fancier-sounding synonyms, or changing the voice and sound of your essay in other ways. A proofreader is there to check for errors, not to take the 17-year-old out of your writing.

What Do Colleges Think of Your Getting Help With Your Essay?

Admissions officers agree: light editing and proofreading are good—even required ! But they also want to make sure you're the one doing the work on your essay. They want essays with stories, voice, and themes that come from you. They want to see work that reflects your actual writing ability, and that focuses on what you find important.

On the Importance of Editing

Get feedback. Have a fresh pair of eyes give you some feedback. Don't allow someone else to rewrite your essay, but do take advantage of others' edits and opinions when they seem helpful. ( Bates College )

Read your essay aloud to someone. Reading the essay out loud offers a chance to hear how your essay sounds outside your head. This exercise reveals flaws in the essay's flow, highlights grammatical errors and helps you ensure that you are communicating the exact message you intended. ( Dickinson College )

On the Value of Proofreading

Share your essays with at least one or two people who know you well—such as a parent, teacher, counselor, or friend—and ask for feedback. Remember that you ultimately have control over your essays, and your essays should retain your own voice, but others may be able to catch mistakes that you missed and help suggest areas to cut if you are over the word limit. ( Yale University )

Proofread and then ask someone else to proofread for you. Although we want substance, we also want to be able to see that you can write a paper for our professors and avoid careless mistakes that would drive them crazy. ( Oberlin College )

On Watching Out for Too Much Outside Influence

Limit the number of people who review your essay. Too much input usually means your voice is lost in the writing style. ( Carleton College )

Ask for input (but not too much). Your parents, friends, guidance counselors, coaches, and teachers are great people to bounce ideas off of for your essay. They know how unique and spectacular you are, and they can help you decide how to articulate it. Keep in mind, however, that a 45-year-old lawyer writes quite differently from an 18-year-old student, so if your dad ends up writing the bulk of your essay, we're probably going to notice. ( Vanderbilt University )

Now let's talk about some potential people to approach for your college essay editing and proofreading needs. It's best to start close to home and slowly expand outward. Not only are your family and friends more invested in your success than strangers, but they also have a better handle on your interests and personality. This knowledge is key for judging whether your essay is expressing your true self.

Parents or Close Relatives

Your family may be full of potentially excellent editors! Parents are deeply committed to your well-being, and family members know you and your life well enough to offer details or incidents that can be included in your essay. On the other hand, the rewriting process necessarily involves criticism, which is sometimes hard to hear from someone very close to you.

A parent or close family member is a great choice for an editor if you can answer "yes" to the following questions. Is your parent or close relative a good writer or reader? Do you have a relationship where editing your essay won't create conflict? Are you able to constructively listen to criticism and suggestion from the parent?

One suggestion for defusing face-to-face discussions is to try working on the essay over email. Send your parent a draft, have them write you back some comments, and then you can pick which of their suggestions you want to use and which to discard.

Teachers or Tutors

A humanities teacher that you have a good relationship with is a great choice. I am purposefully saying humanities, and not just English, because teachers of Philosophy, History, Anthropology, and any other classes where you do a lot of writing, are all used to reviewing student work.

Moreover, any teacher or tutor that has been working with you for some time, knows you very well and can vet the essay to make sure it "sounds like you."

If your teacher or tutor has some experience with what college essays are supposed to be like, ask them to be your editor. If not, then ask whether they have time to proofread your final draft.

Guidance or College Counselor at Your School

The best thing about asking your counselor to edit your work is that this is their job. This means that they have a very good sense of what colleges are looking for in an application essay.

At the same time, school counselors tend to have relationships with admissions officers in many colleges, which again gives them insight into what works and which college is focused on what aspect of the application.

Unfortunately, in many schools the guidance counselor tends to be way overextended. If your ratio is 300 students to 1 college counselor, you're unlikely to get that person's undivided attention and focus. It is still useful to ask them for general advice about your potential topics, but don't expect them to be able to stay with your essay from first draft to final version.

Friends, Siblings, or Classmates

Although they most likely don't have much experience with what colleges are hoping to see, your peers are excellent sources for checking that your essay is you .

Friends and siblings are perfect for the read-aloud edit. Read your essay to them so they can listen for words and phrases that are stilted, pompous, or phrases that just don't sound like you.

You can even trade essays and give helpful advice on each other's work.

If your editor hasn't worked with college admissions essays very much, no worries! Any astute and attentive reader can still greatly help with your process. But, as in all things, beginners do better with some preparation.

First, your editor should read our advice about how to write a college essay introduction , how to spot and fix a bad college essay , and get a sense of what other students have written by going through some admissions essays that worked .

Then, as they read your essay, they can work through the following series of questions that will help them to guide you.

Introduction Questions

Is the first sentence a killer opening line? Why or why not?
Does the introduction hook the reader? Does it have a colorful, detailed, and interesting narrative? Or does it propose a compelling or surprising idea?
Can you feel the author's voice in the introduction, or is the tone dry, dull, or overly formal? Show the places where the voice comes through.

Essay Body Questions

Does the essay have a through-line? Is it built around a central argument, thought, idea, or focus? Can you put this idea into your own words?
How is the essay organized? By logical progression? Chronologically? Do you feel order when you read it, or are there moments where you are confused or lose the thread of the essay?
Does the essay have both narratives about the author's life and explanations and insight into what these stories reveal about the author's character, personality, goals, or dreams? If not, which is missing?
Does the essay flow? Are there smooth transitions/clever links between paragraphs? Between the narrative and moments of insight?

Reader Response Questions

Does the writer's personality come through? Do we know what the speaker cares about? Do we get a sense of "who he or she is"?
Where did you feel most connected to the essay? Which parts of the essay gave you a "you are there" sensation by invoking your senses? What moments could you picture in your head well?
Where are the details and examples vague and not specific enough?
Did you get an "a-ha!" feeling anywhere in the essay? Is there a moment of insight that connected all the dots for you? Is there a good reveal or "twist" anywhere in the essay?
What are the strengths of this essay? What needs the most improvement?

Should You Pay Money for Essay Editing?

One alternative to asking someone you know to help you with your college essay is the paid editor route. There are two different ways to pay for essay help: a private essay coach or a less personal editing service , like the many proliferating on the internet.

My advice is to think of these options as a last resort rather than your go-to first choice. I'll first go through the reasons why. Then, if you do decide to go with a paid editor, I'll help you decide between a coach and a service.

When to Consider a Paid Editor

In general, I think hiring someone to work on your essay makes a lot of sense if none of the people I discussed above are a possibility for you.

If you can't ask your parents. For example, if your parents aren't good writers, or if English isn't their first language. Or if you think getting your parents to help is going create unnecessary extra conflict in your relationship with them (applying to college is stressful as it is!)

If you can't ask your teacher or tutor. Maybe you don't have a trusted teacher or tutor that has time to look over your essay with focus. Or, for instance, your favorite humanities teacher has very limited experience with college essays and so won't know what admissions officers want to see.

If you can't ask your guidance counselor. This could be because your guidance counselor is way overwhelmed with other students.

If you can't share your essay with those who know you. It might be that your essay is on a very personal topic that you're unwilling to share with parents, teachers, or peers. Just make sure it doesn't fall into one of the bad-idea topics in our article on bad college essays .

If the cost isn't a consideration. Many of these services are quite expensive, and private coaches even more so. If you have finite resources, I'd say that hiring an SAT or ACT tutor (whether it's PrepScholar or someone else) is better way to spend your money . This is because there's no guarantee that a slightly better essay will sufficiently elevate the rest of your application, but a significantly higher SAT score will definitely raise your applicant profile much more.

Should You Hire an Essay Coach?

On the plus side, essay coaches have read dozens or even hundreds of college essays, so they have experience with the format. Also, because you'll be working closely with a specific person, it's more personal than sending your essay to a service, which will know even less about you.

But, on the minus side, you'll still be bouncing ideas off of someone who doesn't know that much about you . In general, if you can adequately get the help from someone you know, there is no advantage to paying someone to help you.

If you do decide to hire a coach, ask your school counselor, or older students that have used the service for recommendations. If you can't afford the coach's fees, ask whether they can work on a sliding scale —many do. And finally, beware those who guarantee admission to your school of choice—essay coaches don't have any special magic that can back up those promises.

Should You Send Your Essay to a Service?

On the plus side, essay editing services provide a similar product to essay coaches, and they cost significantly less . If you have some assurance that you'll be working with a good editor, the lack of face-to-face interaction won't prevent great results.

On the minus side, however, it can be difficult to gauge the quality of the service before working with them . If they are churning through many application essays without getting to know the students they are helping, you could end up with an over-edited essay that sounds just like everyone else's. In the worst case scenario, an unscrupulous service could send you back a plagiarized essay.

Getting recommendations from friends or a school counselor for reputable services is key to avoiding heavy-handed editing that writes essays for you or does too much to change your essay. Including a badly-edited essay like this in your application could cause problems if there are inconsistencies. For example, in interviews it might be clear you didn't write the essay, or the skill of the essay might not be reflected in your schoolwork and test scores.

Should You Buy an Essay Written by Someone Else?

Let me elaborate. There are super sketchy places on the internet where you can simply buy a pre-written essay. Don't do this!

For one thing, you'll be lying on an official, signed document. All college applications make you sign a statement saying something like this:

I certify that all information submitted in the admission process—including the application, the personal essay, any supplements, and any other supporting materials—is my own work, factually true, and honestly presented... I understand that I may be subject to a range of possible disciplinary actions, including admission revocation, expulsion, or revocation of course credit, grades, and degree, should the information I have certified be false. (From the Common Application )

For another thing, if your academic record doesn't match the essay's quality, the admissions officer will start thinking your whole application is riddled with lies.

Admission officers have full access to your writing portion of the SAT or ACT so that they can compare work that was done in proctored conditions with that done at home. They can tell if these were written by different people. Not only that, but there are now a number of search engines that faculty and admission officers can use to see if an essay contains strings of words that have appeared in other essays—you have no guarantee that the essay you bought wasn't also bought by 50 other students.

You should get college essay help with both editing and proofreading
A good editor will ask questions about your idea, logic, and structure, and will point out places where clarity is needed
A good editor will absolutely not answer these questions, give you their own ideas, or write the essay or parts of the essay for you
A good proofreader will find typos and check your formatting
All of them agree that getting light editing and proofreading is necessary
Parents, teachers, guidance or college counselor, and peers or siblings
If you can't ask any of those, you can pay for college essay help, but watch out for services or coaches who over-edit you work
Don't buy a pre-written essay! Colleges can tell, and it'll make your whole application sound false.

Ready to start working on your essay? Check out our explanation of the point of the personal essay and the role it plays on your applications and then explore our step-by-step guide to writing a great college essay .

Using the Common Application for your college applications? We have an excellent guide to the Common App essay prompts and useful advice on how to pick the Common App prompt that's right for you . Wondering how other people tackled these prompts? Then work through our roundup of over 130 real college essay examples published by colleges .

Stressed about whether to take the SAT again before submitting your application? Let us help you decide how many times to take this test . If you choose to go for it, we have the ultimate guide to studying for the SAT to give you the ins and outs of the best ways to study.

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download them for free now:

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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School Competitions And Prizes For Aspiring Medics

Learn about all of the competitions and prizes you can enter at school to boost your Medicine application.

If you’re an aspiring medic at school, you can boost your Medicine application by entering competitions and prizes. Regardless of whether you win or not, you’ll be able to include the experience in your Personal Statement and talk about it at Med School interviews . Here are some Medicine competitions you can enter to be proactive and make your application stand out.

Imperial College London – Science in Medicine School Teams Prize

Imperial College London has three team competitions to choose from:

The British Heart Foundation Cardiovascular Prize – Submissions should focus on a topic with interactions between the cardiovascular system and the nervous system.
The Lung Prize – Submissions can focus on any aspect of the prevention or treatment of respiratory disease.
The Scleroderma and Raynaud’s UK Prize – Submissions should focus on promoting the health and wellbeing of individuals with Scleroderma and/or Raynaud’s.

For each competition, the challenge is to design an ePoster. A team can have up to six members (they recommend assembling a team with varied interests) and schools can enter one team per prize.

The top ten shortlisted teams in each contest will be invited to present their ePosters at an online finals event. In each stream, first, second and third prizes of £3,000, £2,000 and £1,000 will be awarded to schools in order to support science-related activities.

Deadline – midnight on 30th June 2023.

University of Cambridge – Robinson College Essay Prize

The Robinson College Essay Prize is open to Year 12 students in the UK, providing an opportunity to develop and showcase independent study and writing skills. It also allows students to experience the type of work that they might be expected to do at Cambridge.

Entrants submit an essay (no more than 2,000 words) answering a question from various options. Last year, one of the possible titles was ‘Can science tell us how we should live?’. Up to three entries can be submitted per school, so you should discuss your application with your school before entering.

Five prizes are awarded, with each winner receiving book tokens to the value of £50. Winners will also be invited to Robinson College for a prize-giving ceremony.

The 2023 prize will open with more info in June.

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Medic Mentor – National Essay Competition

Medic Mentor’s National Essay Competition requires students to write an essay (up to 1,500 words) from the perspective of a medical professional.

There are essay titles available for Medicine, Dentistry , Veterinary Medicine and Allied Health .

For 2023, the essay questions are:

Medicine – Should the patient be viewed as part of the multidisciplinary team?
Dentistry – How can the holistic approach minimise periodontal disease in patients?
Veterinary – What is the importance of a holistic approach when caring for livestock?
Allied Heath – How can the multidisciplinary team optimise the care of the older person in hospital?

Deadline – midday on 1st May 2023.

Minds Underground Medicine Essay Competition

Minds Underground Medicine Essay Competition is aimed at students in Year 12, but younger students are also welcome to enter, and there are various essay title options to choose from. For the 2023 competition, one of the possible titles was ‘Should all healthcare be free? Discuss.’

The competition is designed to give students an opportunity to engage in research, hone their writing and argumentative skills, and prepare for university interviews. Minds Underground also runs essay competitions for other science subjects like Psychology and STEM.

The submission deadline is typically around March/April. Get more info here.

The Libra Essay Prize

The Libra Essay Prize is for students in Years 12 and 13 who are looking to prepare for university. Inspired by the admissions process at All Souls College, Oxford, entrants write an essay (1,500-2,000 words) responding to a single-word title.

For the 2023 prize, the single-word options were: Control, Collaboration, Exchange, Freedom, Claim.

Entrants are encouraged to use imagination in their essays to build interesting links between their chosen title and their school learning. There are prizes available of £50 for first place, £30 for second place and £20 for third place.

The deadline has varied from year-to-year: it was June in 2022 and April in 2023, so keep an eye on their website for more details.

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This essay examines the portrayal of modern Black motherhood in Nella Larsen’s Harlem Renaissance novel, Quicksand (1928). Writing in a cultural landscape dominated by discourses of racial uplift, scientific motherhood and eugenics, I argue that Larsen critiques and ultimately refuses the limited literary, medical and political terms available for representing Black motherhood in the early twentieth century. My readings centre Larsen’s understudied career as a nurse; prior to becoming a writer, Larsen worked as Head Nurse at the Tuskegee Institute in Alabama and as a public health nurse for the Department of Health in the Bronx. I consider how this professional experience informed her fictional depiction of modern Black motherhood, drawing on archival materials to demonstrate how her novel complicates contemporaneous medical and cultural attitudes towards Black motherhood and resists the eugenic demands delineating what constitutes ‘good’ and ‘bad’ motherhood. Engaging contemporary Black feminist theories of refusal and Black motherhood, I show how Quicksand is not only a critique of racist stigmatising discourses and practices but also of how racism limits the ways in which Black mothers’ complexity has historically been represented.

reproductive medicine
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In March 1916 the Tuskegee Institute joined social reform groups and healthcare institutions across the country in holding its first Baby Week. Part public health campaign, part celebration, Baby Weeks were a key instrument of Progressive Era reformers, who believed that to reduce infant mortality and produce ‘better’ babies required approaching motherhood as a ‘profession demanding education and scientific knowledge’ ( Ladd-Taylor 2005 , 83) ⇓ . Activities at the Tuskegee Baby Week emphasised the role of scientific motherhood within the Institute’s broader project of racial uplift and sparked a flurry of reporting in the campus newspaper, The Tuskegee Student 1916 , which connected the school’s own campaign for ‘better babies’ to that taking place on a national scale. 1 One illuminating article cites a recent issue of the New York Herald , in which the head of the recently founded federal Children’s Bureau, white progressive Julia C Lathrop, is quoted at length discussing the educational and public health benefits of Baby Week. At the close of her speech (or at least the section quoted in The Tuskegee Student ) Lathrop describes one of the most common features of Baby Week exhibits: model rooms of 8 ft by 16 ft which show ‘good and bad kitchens, good and bad nurseries’ and are ‘supposed to be the homes of Mrs. Do Care and Mrs. Don’t Care’ ( The Tuskegee Student 1916 , 5). The contrasts between these spaces are as follows: the home of the married woman (and, we can presume given the Baby Week setting, mother) who cares has ‘Neat and clean wallpaper’, ‘Windows screened’, ‘No flies’ and ‘Milk covered’, whereas the home of the uncaring wife contains ‘Ugly and untidy wallpaper’, ‘No screens’, ‘Flies’ and ‘Milk uncovered’ ( The Tuskegee Student 1916 , 5).

Shaming those whose homes fail to meet these standards of ‘good’ (modern, scientific) domesticity—which are notably aesthetic as well as hygiene-based—the exhibit exemplifies maternalist reformers’ condescension towards their mostly lower-class audiences. Though adherents to scientific motherhood ostensibly viewed ‘good’ motherhood as a matter of access to education and not a question of morality, this method of outreach implies that producing a healthy environment is a matter of moral rather than economic affluence; the mother whose home contains ‘flies’, it seems, does not ‘care’ enough to learn and implement the proper methods of childcare. 2 The Tuskegee Student article ends with this list, as if to suggest that its pedagogical value is self-evident to the Institute’s own community. But while such explicitly moralising messaging was championed and reproduced by Tuskegee’s leadership, how might such rigid ideas about ‘good’ and therefore ‘modern’ motherhood have been interpreted by the rural Alabamian Black mothers towards whom Tuskegee’s social reform efforts were directed? And what were the emotional and embodied effects of such messaging on Black mothers more broadly, disregarding as it seems to the economic, cultural and even personal aesthetic reasons for which one’s home might not look like that of ‘Mrs. Do Care’?

This essay responds to such questions by exploring how the racial and classed norms of modern motherhood are examined, critiqued and ultimately refused in the fiction of Tuskegee’s then Head Nurse: Nella Larsen. Canonised as one of the most significant authors of the Harlem Renaissance, Larsen’s is a familiar name to scholars of literary studies. Her two novels, Quicksand (1928) and Passing (1929) ⇓ are celebrated for their irreverent and incisive depictions of biracial women’s experiences of sexuality and gender within and across the colour line. Less often discussed is the fact that Larsen’s short time as a professional writer was bracketed by a lengthy and impressive career in nursing. When literary scholars do reference Larsen’s nursing career it is usually as an explanation of what happened after her exit from the bohemian literary world she had briefly inhabited; that her working life began in nursing is rarely acknowledged, much less discussed. The omission is not one-sided. With a notable exception— D’Antonio (2010) —Larsen is absent from histories of nursing and public health. However, scholars working at the intersection of literary studies and the history of medicine are beginning to redress this gap in knowledge. Craig (2013) and Knadler (2019) have revealed how Larsen’s fiction intervenes in contemporaneous discourses of birth control and public health risk narratives, with both drawing on her experiences in or familiarity with these fields. 3

In what follows I build on previous historically grounded scholarship by considering how Larsen’s understudied career as a healthcare professional informed her fictional depiction of modern Black motherhood. I draw on Larsen’s nursing career to demonstrate how her novel complicates contemporaneous attitudes towards Black motherhood and resists the eugenic demands delineating what constitutes ‘good’ and ‘bad’ motherhood. Engaging contemporary Black feminist theories of refusal and Black motherhood, I argue that Quicksand critiques the racist discourses and practices that sought to turn ‘motherhood’ into a science that could be measured and surveilled and which limited the possibilities of representing Black mothers’ complexity. Through her use of modernist writing techniques such as shifting focalisation and withheld interiority Larsen rejects narrative tropes that simplify Black mothers’ political and embodied experiences and asserts Black mothers’ right to narrative opacity and multiplicity.

Little is known of Larsen’s personal feelings about her nursing experiences—her papers were not preserved for posterity and while her correspondence can be found in the archives of friends and colleagues, such material tends to postdate her early nursing career. However, by drawing on my own archival research (into nursing manuals Larsen would have used as well as records of health reform efforts at Tuskegee), author biographies (Thadious Davis and George Hutchinson both offer a rigorous reconstruction of Larsen’s nursing career), and a wealth of scholarship on the intertwined histories of medicine and maternal reform, I have been able to construct a portrait of the medical practices Larsen was trained in as well as the reproductive and maternal discourses in which she would have been immersed. 4 Pulling from these sources, I show how Larsen’s fictional depiction of modern maternity intervenes in the medical and cultural landscape of her moment by showing how dominant understandings of modern Black motherhood stigmatise and stereotype poor Black mothers.

Born in 1891, Larsen’s biography is both a story of the colour line, as Hutchinson argues, and of Black women’s role in the history of professional nursing. Larsen trained at the respected but segregated Lincoln Hospital in the Bronx, where students gained a holistic education in both practical nursing—covering a wide range of specialties including obstetrics and gynaecology—and in the history of the field. 5 Graduating in 1915, Larsen accepted a prestigious appointment as Head Nurse of Tuskegee’s John A Andrew Memorial Hospital where, much to her disappointment, nursing was still viewed as a form of gendered domestic care rather than a serious profession. 6 After a frustrating year in Alabama she returned to New York and entered the growing field of public health nursing, working on the front lines of the Spanish Influenza and teaching new standards of sexual health and modern hygiene to the inhabitants of her poor and mostly white district in the Bronx. As I detail below, Larsen was working in medicine just as new discourses of sanitation, public health, eugenics and infant mortality were coalescing into self-consciously modern standards of ‘good’ motherhood that stigmatised poor, Black, Indigenous and immigrant parents. She was thus uniquely positioned to understand the effects of such discourses and their attendant practices on actual pregnant and birthing Black people as well as their circulation in ‘expert’ and predominantly white medical spaces.

Larsen’s first novel, Quicksand, imagines what it would be like to be on the receiving end of the pressurising and stigmatising logics of modern Black motherhood. A tale of self-becoming in an inhospitable world, Quicksand tracks the picaresque travels of its young biracial heroine, Helga Crane, as her search for a sense of belonging leads her back and forth across the Atlantic and between the US north and south. We follow Helga as she moves from a teaching job at a prestigious Black southern school (famously modelled on Tuskegee) into the elite intelligentsia of Harlem and Copenhagen. Helga’s narrative ends with her unlikely marriage to the Reverend of a small Black community in rural Alabama, where the novel leaves her in a state of seemingly endless reproduction and domestic drudgery. My reading focuses on this final section. I argue that the depiction of Helga’s experiences as a mother challenges dominant discourses central to the disciplining of early twentieth-century Black motherhood. Specifically, I show how Larsen problematises racist and classist ideas about hygiene, sanitation, and infant mortality by both spotlighting the bodily and psychic effects of such ideas on her protagonist and by ultimately refusing to participate in the representational grammar of early twentieth-century Black motherhood. Larsen’s response to the pervasive trap in which Black motherhood can only be imagined as ‘good’, ‘tragic’, ‘dysgenic’ or ‘failed’, is not to offer a better, more truthful representation. Instead, Larsen asserts her protagonist’s right to opacity and multiplicity, and in doing so refuses the reformist categorisation and voyeuristic invasion of the lives of Black mothers.

Modern Black motherhood

Before turning to a close discussion of Larsen’s novel it is worth explaining my usage of the term ‘modern Black motherhood’. This is partly a periodising term—this essay explores Larsen’s fictional engagement with a set of discourses and practices that shaped both the embodied experience of Black motherhood and the political figuration of Black mothers from the end of the nineteenth century into first few decades of the twentieth. Often referred to as the ‘Progressive Era,’ this was a period of self-consciously ‘modern’ and ‘scientific’ approaches to motherhood across the fields of medicine, social reform and politics. In this historically specific usage, ‘modern Black motherhood’ describes a system of cultural, political and medical meaning making about Black mothers that includes often conflicting ideas and stereotypes about Black mothers and the relative ‘modernity’ or ‘backwardness’ of their domestic and reproductive practices.

I use the term ‘motherhood’ to describe both the ideological discourses that disciplined, idealised and pathologised differently positioned mothers in the era, but also, importantly, to refer to the emotional and physical experience of gestating, birthing and caring for children. This is not to suggest that all mothers in the period were birthing people or women, or that all people who gave birth sought or had access to the social status of motherhood, but rather to account for the ways in which the always racialised and classed discourses of motherhood impacted the embodied experience of reproductive labour for birthing people in the early twentieth century. This focus on ‘motherhood’ as a social category both builds on and departs from key feminist engagements with the term. From ⇓ ⇓ Adrienne Rich’s Of Woman Born (1976), to Hortense Spillers’ “Mama’s Baby, Papa’s Maybe: An American Grammar Book” (1987), feminist theorists have long made an important case for distinguishing the ‘institution’ of motherhood from the potentially non-institutional ‘experience’ of being a mother, or from what Alexis Pauline Gumbs, China Martens and Mai’a Williams call the practice of ‘mothering’ ( Gumbs 2016 ). Following Spillers’ account of enslaved mothers’ lack of legal access to their children, a history whose afterlife can be seen in the ongoing racist treatment of Black mothers in US culture and medicine ( Davis 2019 ; Roberts 2017 ), Gumbs defines motherhood as a ‘status granted by patriarchy to white middle class women, those women whose legal rights to their children are never questioned’ ( Gumbs 2016 , 22). ‘Mother ing’ , on the other hand, is described in this collection as a reclaiming of the care work expected of women of colour, the ‘glad gifting of one’s talents, ideas, intellect and creativity to the universe without recompense’ ( Ross 2016 , xv). While this distinction holds important space for resistant, worldbuilding and non-gendered conceptions of maternity and care, mother hood remains an important category of analysis for understanding Black people’s historical experiences of reproduction and the representation of such experiences in literature. For Larsen’s protagonist, I show, the experience of being a mother—of domestic labour and childcare, of the physical states of gestation, birth, and postpartum recovery—is inseparable from the material and emotional impacts of highly class and race-specific discourses of modern motherhood.

The discourses and practices associated with modern Black motherhood were both tied to and distinct from broader maternal ideologies of the period; though differing in their politics, Progressive Era social reformers, healthcare professionals and political thinkers of all races believed that motherhood was an important job requiring expert knowledge and one on which rested the health of the nation ( Ladd-Taylor 2005 , 43). 7 Unsurprisingly, the association of ‘good motherhood’ with particular ‘scientific’ domestic practices created new meanings for the modern category of the ‘bad mother’. In ‘Bad Mothers’ ⇓ Molly Ladd-Taylor and Lauri Umansky track the emergence of ‘bad’ motherhood in the postindustrial nineteenth century; while mothers have been depicted as morally reprehensible throughout history (think of Medea), the idea that one could be a ‘bad mother’ for not following particular parenting techniques is, they argue, relatively recent. As they show, ‘good’ or ‘bad’ motherhood was and is never simply a matter of one’s behaviour; the categories are deeply racialised and classed. In the early twentieth century, notions of modern (read, ‘good’) scientific maternity were steeped in specifically eugenicist racial rhetoric. At best, those promoting good motherhood believed in the educability (and thus potential for Americanisation) of poor, immigrant and Black mothers. At worst, their understanding of good motherhood extended only to those deemed ‘fit’, with the reproduction of the ‘unfit’ (a vastly capacious and flexible category) denigrated as a threat to the nation ( Ladd-Taylor 2017 ; Meckel 1990 ). In other words, while motherhood was widely presented as something which united all women, some parents (and therefore some children) were viewed as inherently less valuable than others.

Within this period, Black motherhood was subject to a mixture of pressurising and stigmatising discourse in both white and Black thought. For example, white-led reform organisations such as the federal Children’s Bureau sought to expand access to safe and hygienic maternal healthcare across race and class lines. As Ladd-Taylor, Richard A Meckel and others have documented, their advice was highly valued by mothers across the country, many of whom had little access to basic information about hygiene and sanitation. However, their universalising (and axiomatically white middle-class) rhetoric of healthy and good motherhood often leant on the denigration of Black midwives and their ‘dirty’ birthing practices ( Ladd-Taylor 2005 , ⇓ 88; Meckel 1990 , 175). 8 Black women’s organisations such as the National Association of Colored Women (NACW) treated the high rate of Black maternal and infant mortality as an urgent issue, one that they saw as heavily compounded by systemic racism. Like many voluntary reformist groups, the NACW (whose motto was ‘Lifting as we climb’) sought to extend resources to poor Black parents in both rural and urban settings, and yet tended to employ moralising rhetoric. Likewise, the Tuskegee Women’s Club championed good motherhood as the combination of new (and potentially inaccessible) methods of domestic labour with Victorian ideals of sexual propriety. Although countering racist stereotypes of Black women’s so-called hypersexuality, their rigid standards of respectability were surely alienating to many of those whom they aimed to reach ( Chandler and Powell 2018 ; Smith 1995 ). Finally, at the more extreme end of uplift discourse were those who considered poor (and especially southern) Black reproduction as a dysgenic threat to the project of Black uplift, a belief that, while it challenged white supremacist and scientific racist notions that Black people writ-large were a ‘backwards’ race, did so by lambasting the supposed ‘backwardness’ of an irredeemable few ( Macharia 2011 ).

These discourses were ubiquitous within the cultural imaginary of the Progressive Era; Modern Black motherhood was not only depicted within but constituted by literature. As English (2004) and Craig (2013) have argued, Quicksand contributes to a body of texts authored by Black women that both contested and contributed to the politicisation of Black motherhood in the predominantly white birth control movement and in Black discourses of racial uplift. For many Black writers and activists, the high public interest in motherhood in this era made it an especially compelling topic through which to protest broader issues of racist discrimination and violence. For example, in the social protest fiction and plays of Angelina Weld Grimké the refusal of motherhood is portrayed as a refusal to bring up children in a country facing record levels of anti-Black lynching ( Craig 2013 , 77–79; English 2004 , 119–124). Likewise, WEB DuBois’ short story ‘Of the Passing of the First Born’ (1903) shows that the Black maternal body does not participate in the national ideology of racial reproduction, since ‘national belonging and blackness remain irreconcilable in the United States’ ( Weinbaum 2004 , 197). Such attention to the broader political meaning of Black maternal labour is replete within Larsen’s novel. However, her intervention into modern Black motherhood departs from the social protest fiction of her peers, as Larsen both critiques the harmful effects of maternal ideals on Black mothers and refuses to make her character’s experiences of these effects fully legible to her reader. In so doing, she asserts Black mothers’ right to narrative opacity and multiplicity.

Quicksand’s reproductive logics

Quicksand ’s climactic refusal of modern Black motherhood builds on the novel’s broader investigation of modern racialised reproductive discourses. Larsen offers a fictional account of what Alys Weinbaum calls the ‘race/reproduction bind’ ( 2004 , 5) —a term encapsulating the inseparability of reproductive and racial ideologies in the transatlantic early twentieth century. Through the eyes of her shrewd protagonist, we see how both new and newly imagined theories of miscegenation, hereditary traits and eugenics infuse each of Quicksand ’s settings. Indeed, the novel’s plot is propelled by the particularly modern reproductive logics shaping the era’s social and familial dynamics. Helga leaves her job as a teacher at a prestigious Black school in anger at that environment’s classist project of uplift and its leader’s short-sighted allusion to her own good ‘stock’ ( Larsen 2011 , 20); her move to Copenhagen is made financially possible when her white uncle bribes Helga to relinquish their familial bond; and her return to the US is prompted by her own aversion to inter-racial marriage which ‘brought only trouble - to the children’ ( Larsen 2011 , 72). It seems that wherever Helga goes she comes up against the race/reproduction bind; its oppressive logics shape her lifelong before she herself becomes a parent.

In one especially satirical critique of racial reproductive thinking Larsen unleashes her own well-documented disdain for uplift rhetoric popular within the Black social elite to which she herself (at least temporarily) belonged. This is channelled through her depiction of Helga’s former fiancée, the upper-class James Vayle who hails from a ‘first family’ ( Larsen 2011 , 9) and who was modelled on a well-connected colleague of Larsen’s at Tuskegee ( Davis 1996 , 108). Encountering each other at a Harlem party shortly before she herself will become a mother, Helga shocks James by stating that she does not wish to have children. She casts this aversion in terms of the struggles which she imagines all Black children are fated to experience: ‘Why do Negroes have children? Surely it must be sinful. Think of the awfulness of being responsible for the giving of life to creatures doomed to endure such wounds to the flesh, such wounds to the spirit, as Negroes have to endure’ ( Larsen 2011 , 96). ‘Aghast’ at Helga’s words, James replies that ‘If people like us… don’t have children, the others will still have’ ( Larsen 2011 , 96). When scholars discuss the novel’s engagement with reproductive politics they usually point to this moment, tackling as it does the eugenicist logics that permeated early-twentieth-century reproductive theories across the political spectrum. As English has pointed out, James’s words echo certain sentiments of WEB DuBois, under whose editorship the official magazine of the National Association for the Advancement of Colored People (NAACP), The Crisis , advocated ‘a kind of intraracial ‘family planning’’ ( 2000 , 298) as a strategy of racial uplift. We can see clear parallels between James’ claim that ‘the race is sterile at the top’ and DuBois’ 1926 statement that ‘There are to be sure not enough children in families of the better class’ ( English 2000 , 298), reflecting popular concerns about ‘race suicide’ within both elite Black and nativist white US discourse ( Macharia 2011 ; Schuller 2018 ; Stern 2022 ).

A biting satire of uplift rhetoric, this scene also anticipates the novel’s counterintuitive attentiveness to the burdens of Black parenthood in modern America. While James sees a social group composed of ‘People like us’ whose duty to lift up the lower class ‘rest’ is partly met by surpassing their rate of reproduction, Helga’s own language of ‘Negroes’ connects the reproductive experiences of all Black people, regardless of class. Arguably an elision of the very real differences that economic and social hierarchies made to early twentieth-century Black life, the collective claim of Helga’s glibly phrased question ‘Why do Negroes have children?’ also has the air of rejecting James’ deeply classist thinking. Indeed, Larsen’s work with mostly working-class and impoverished patients and local people in both Alabama and the Bronx (not to mention her own childhood experiences of poverty and racism) would have exposed her to the challenges facing the ‘others’ whose reproduction James disparages. A closer look at the phrasing of her claims reveals a concern less for the experience of children, than for the parents themselves. It is the ‘awfulness of being responsible’ (my italics) for subjecting others to a cruel world that she bemoans. In focusing attention on the imagined burdens placed on parents, Helga’s phrasing highlights a key feature of reproductive logics in the early twentieth-century US. In an era when eugenicist thinking shaped top-down discourses of family planning on the left and the right, Larsen seems to problematise the widespread belief that individual acts of procreation (rather than more structural changes) could reproduce or dismantle the racial order. As such, she challenges the high expectations placed on parents (and really, on mothers) by the very institutions that she herself worked within.

This interest in the burdens of parenting and particularly of mothering in an anti-Black world will be explored more fully when, mere pages later, Helga herself takes on this role. However, as is often the case in Quicksand , Larsen undercuts the potential sincerity of her protagonist’s stated position by presenting this fraught exchange in language infused with a selectively directed form of satire: we are invited to laugh at James, and with Helga. This tonal quality piques when Helga ends the conversation, deflating what we might see as the high stakes of this topic—‘But how serious we are!’ ( Larsen 2011 , 96)—before moving to the dance floor. With this exclamation Larsen reminds us that though Helga’s words gesture towards deep critical insights, insights emerging from what we might imagine to be a place of discomfort and even pain, their intentionality is always somewhat withheld. Refusing to ascribe to Helga a singular political position on the question of Black parenthood, Larsen allows multiple possible meanings to coexist and sets the stage for the provocatively opaque portrait of Black motherhood to come.

Refusing modern black motherhood

The novel’s critique of racialised reproduction logics climaxes in its final section as Larsen transitions from depicting the discourses of lower-class Black pregnancy, birth and childcare to the material reality of these physical processes. Mere weeks after this freighted exchange with James Vayle, Helga undergoes a dramatically rendered religious conversion and makes the decision—implausible and shocking to many readers—to marry the Reverend of a small Black community in rural Alabama. While readers are by this point familiar with Helga’s sudden relocations, this is a repetition with a key difference: this time, Larsen implies, there is nowhere else to go. After a fleeting fantasy of returning to an existence of urban sophistication, Helga, restrained by the fear of losing her children if she leaves her husband, succumbs to a state of seemingly endless reproductive labour: the novel closes with a bleak description of its protagonist, only just able to walk again after a difficult birth, and pregnant for the fifth time.

The reception of this ending in literary studies reveals polarised understandings of what constitutes a politically radical portrayal of motherhood and reproduction. Helga’s difficult experience of motherhood is interpreted by some ( Berg 2002 ; Carby 1989 ; Ducille 1993 ) as the epitome of Larsen’s critique of the predicaments facing Black women in the early twentieth-century US. In choosing to complete her novel with a self-destructive choice made under duress, they argue, Larsen subverts the traditional happy marital ending of domestic novels. For others, this plot point is an unfortunate capitulation to the normative expectation that a female protagonist’s Bildungsroman will end in marriage ( McDowell 1995 ). Scholars lament the novel’s ‘flat and unoriginal’ ( Henry 2021 , 41–2) final section, in which we witness Helga, previously so creative and ambitious, become a ‘childbearing nonentity’ ( Walker 2016 , 175). It is notable though that many of the most polarised responses to this ending are found in readings that give cursory attention to the actual content of the novel’s final section. Helga’s experiences of pregnancy, birth and motherhood receives a more thorough treatment in scholarship that approaches the novel’s ending through the lens of the history of medicine. By interpreting this part of the novel as the climax of Larsen’s social critique I follow Craig’s claim that the author ‘reserved her most stringent commentary on the intersecting power structures of race, class, and gender for the final section of Quicksand’ ( 2013 , 88).

It is not surprising that Larsen’s prose elicits such strong reactions: the ending itself is rendered in strong terms. As Ann DuCille puts it, ‘few texts in the entire history of African American women’s fiction depict matrimony and childbearing as woman’s ruination more dramatically than Larsen’s Quicksand’ ( 1993 , 110). While Helga is initially enthusiastic about her new life, at no point is the reader left to imagine that Helga’s choice to marry the Reverend could have been anything other than a terrible mistake. For example, the narrator describes how Helga was ‘in some strange way able to ignore the atmosphere of self-satisfaction which poured from him [the Reverend] like gas from a leaking pipe’ ( Larsen 2011 , 113, my brackets)—the metaphor of slowly fatal leaking gas making it clear that while Larsen’s protagonist might be temporarily, and strangely, able to ignore his flaws, her readers should not. By the time she is pregnant with her fourth child, though, Helga’s initial faith in her marriage has begun to erode, as has her will to meet the high domestic standards expected of a pastor’s wife. This does not go unnoticed by her neighbours. We are told that the women of her husband’s ‘flock’ note ‘how with increasing frequency their pastor’s house went unswept and undusted, his children unwashed, and his wife untidy’ ( Larsen 2011 , 115) and invite him to eat at their ‘clean’ houses instead. After focalising these women’s collective judgement of Helga’s apparent failings, the narration shifts to her own perception of the situation:

Helga, looking about in helpless dismay and sick disgust at the disorder around her, the permanent assembly of partly empty medicine bottles on the clock-shelf, the perpetual array of drying baby-clothes on the chair backs, the constant debris of broken toys on the floor, the unceasing litter of half-dead flowers on the table, dragged in by the toddling twins from the forlorn garden, failed to blame him for the thoughtless selfishness of these absences ( Larsen 2011 , 115).

Before we can get from this sentence’s subject (‘Helga’) to its main verb (‘failed’) we must make our way through a catalogue of domestic disarray, damp and limp with no end in sight. The volume of broken or decaying objects is matched by that of the emotions indexed, with Helga’s ‘sick disgust’ and ‘helpless dismay’ meeting the forlornness of her once thriving garden. The medical connotations of this description of Helga’s feelings (as ‘sick’) alerts us to the fact that this is also a scene of potential ill-health: the ‘permanent assembly of partly empty medicine bottles’ implies the presence of endless illnesses in the household, and the ‘unceasing litter of half-dead flowers’ on the table hints at unsanitary conditions for food preparation and consumption. Larsen’s use of the term ‘failed’ here is especially loaded. While the narrator seems to see Helga as ‘failing’ to perceive her husband’s neglect, the placement of this word after a list of what are imagined by her neighbours to be unmet responsibilities—an ‘unswept’ and ‘undusted’ house, ‘unwashed’ children, and her own ‘untidy’ person—calls to mind a logic within which Helga is failing, and seemingly always will (noting the reference to ‘permanent assembly’, ‘perpetual array’, ‘constant debris’), to meet the standards of ‘good motherhood’.

Indeed, this passage reads like a fictionalisation of the emotional interiority of ‘Mrs. Don’t Care’, whose model home shamed and educated mothers visiting Baby Week exhibits in the 1910s. As a public health nurse in New York City, Larsen was an active proponent of the era’s faith in popularising ‘expert’ scientific knowledge: her job involved educating poor and working-class people about modern practices of hygiene and sanitation within their own homes. Such interventions were often welcome and even life-saving, but they were also disciplinary, holding people to standards that were sometimes impossible to meet within their current living conditions and stigmatising practices perceived as ‘backwards’ or ‘ethnic’ ⇓ . We see the invasive side of such work in New York State Department of Health publications such as Rules for Employees of the Bureau of Preventable Diseases (1915), a text which Larsen would have had to carry with her on community visits, and The Manual for Public Health Nurses (1920). For example, the manual gives instructions on how to conduct an inspection of a midwife’s home and off-duty appearance: ‘Note the general condition of the midwife’s person – her clothing, hands, and fingernails’ ( New York City State Department of Health 1920 , 187). This language evinces the distrust of midwives in a period when the medical establishment in the US was trying to eradicate the profession, and it also underscores the focus of public health workers on inspecting individual homes and bodies.

The description of domestic disorder in Helga’s rural Alabamian home also evokes discourses circulating during the author’s time in the south. Her arrival as Head Nurse at Tuskegee’s John A Andrew Memorial Hospital in 1915 coincided with the call made by the institute’s president and founder, Booker T Washington, for the national observance of Negro Health Week. Historian Susan L Smith documents how programming during the early years of Negro Health Week was geared towards educating Black women in “removing ‘symptoms of slovenliness’” ( 1995 , 47), an extension of the health activism of the Tuskegee Women’s Club which reflected attitudes that Larsen would have been expected to instil in her students. The middle-class members of the Women’s Club promoted (and enforced) norms of sexual morality and personal hygiene within the institution, and they also ‘sent members into homes in the town of Tuskegee to promote cleanliness, personal hygiene, thrift, proper manners and morals, and good homemaking and mothering skills’ ( Smith 1995 , 28). Helga’s home at the end of Quicksand becomes a case study of how not to meet these standards.

Larsen’s own feelings about the domestic standards she was trained to promote in both the north and south cannot be known, but her fiction clearly explores the psychic and bodily cost of modern ideals of ‘good motherhood’. Of course, it could be argued that the turmoil Helga feels in reaction to this scene of domestic disorder reflects and even reproduces dominant ideas about the emotional as well as practical value of being the kind of mother who ‘cares’. As scholars such as Knadler and English ⇓ have shown, Quicksand cannot be consistently read as a critique of stigmatising attitudes towards working-class rural Black mothers. During the first days of her role as a pastor’s wife Helga is described as feeling a ‘young joy and zest for the uplifting of her fellow men’ ( Larsen 2011 , 110) as she tries to teach the ‘wild’ children ‘gentler ways of deportment’ and to interest the women in ‘ways of improving their homes according to her ideas of beauty’ ( Larsen 2011 , 110). To a certain extent, the joke seems to be on Helga here; the possessive language used (‘her ideas’) draws attention to the self-interest and naivety guiding her attempts to ‘uplift… her fellow men’, which are indeed met with disinterest and irritation by her neighbours. But while the novel does not seem to condone Helga’s interventions into her neighbour’s domestic lives, neither does it clearly condemn her. Furthermore, while this condescension shifts to a more respectful and even vulnerable orientation towards her neighbours as her own struggles with motherhood lead her to seek their help, Helga’s sense that such women are more able to bear the physical costs of pregnancy can seem to support the contemporaneous biologising division of lower-class and ‘New Negro’ Black mothers ( English 2004 , 134).

This scene of domestic disarray and disgust certainly holds the potential to be interpreted as reinforcing (rather than clearly challenging) gendered labour expectations for poor Black women. However, I would argue that the aestheticisation of the material conditions depicted works to creatively push against such expectations. With its abundance of sensory details, this long sentence imbues the mundane objects listed with a richness, even a beauty, that puts them on par with other much-discussed scenes of description in the novel. 9 Yes, Helga herself is unhappy with her living conditions, and yes, this scene would certainly be classified as ‘ugly’ by the standards of those in charge of discerning the differences between the home of a Mrs ‘Do’ or ‘Don’t’ care. However, by presenting such conditions in language lush with expressive and subtly comic possibilities (‘forlorn flowers’ dragged by ‘toddling twins’), she rejects the dominant logic within which these conditions could only be interpreted as a sign of domestic failure or crisis. I would not go so far as to call this aestheticisation a reclaiming of the stigmatised position of the ‘bad’ or ‘unfit’ mother as Macharia (2011) has compellingly argued; this reading seems to be undermined by Helga’s extreme discomfort. Rather, I see this as an example of what Knadler, borrowing from literary critic Arnold Weinstein, calls Larsen’s ‘unruly narrative’ style ( 2019 , 166). Challenging what he describes as the ‘privileging of realism with a literature of medicine’, Knadler writes that Larsen’s ‘unruly text provides less a clear thematic statement about gender and health within racial uplift than fragments, dissonant images, and contradictions meant to destabilize its biomedical logic and affective politics’ ( 2019 , 166). With its cacophony of emotions and sensory details, and their multiple and dissonant potential interpretations, Larsen’s description of this domestic scene unsettles and refuses reduction within the investigative, moralising gaze with which she and her colleagues were trained to interpret such domestic scenes as either ‘good’ or ‘bad’.

Opaque Black infant mortality

If Quicksand ’s refusal of norms of hygiene and sanitation is produced by aesthetic richness, the novel’s provocative response to infant mortality, one of the most fraught topics surrounding modern Black motherhood, is characterised by its opacity. In his landmark study of US public health reform and infant mortality, Save the Babies (1990), Richard A Meckel argues that while infant mortality had been viewed as an important problem since the mid-nineteenth century, the Progressive Era saw a shift in reformers’ understanding of its causes. What had been viewed as a problem of poor living conditions came to be seen as a ‘problem of motherhood’ ( Meckel 1990 ). 10 In what Meckel calls a ‘new individually oriented’ ( 1990 , 120) era of public health, early twentieth-century reformers moved from trying to change environmental conditions either by improving sanitation infrastructure in cities or by providing free milk to families with infants, to focusing their efforts on changing individual mothers’ behaviour both during and after pregnancy—a shift that had the effect (perhaps unintended, on the part of more radical reformers) of implying that it was not poverty but maternal ignorance that was killing infants. 11

Like other areas of maternal reform, infant mortality was regarded as an issue that cut across class and race lines. However, like other areas of maternal experience, infant mortality was (and still is) sharply stratified. In 1916, the year that Larsen was working in the rural south, the rate of Black infant mortality in the current birth registration area was 87% higher than that of white infants; the national figure would probably have been higher, given that at that time the birth registration area was generally limited to the north ( Singh and Yu 2019 ). 12 While most reform efforts were concentrated in the north, infant mortality was an urgent issue for Black southerners and was the central topic of sermon given by Tuskegee’s Chaplain at the close of the Institute’s 1916 Baby Week ( Meckel 1990; The Tuskegee Student 1916 ). 13 Though Larsen herself did not work for a hospital or organisation primarily focused on reducing infant mortality she could not have been unaware of these efforts, moving as she did between public health work in New York, the forefront of maternal reform in the US, and rural Alabama, where maternal and infant healthcare was dangerously lacking for poor Black residents.

The radical connotations of Larsen’s engagement with such discourses in Quicksand are best understood when we connect Helga’s reaction to her baby’s death to that of its birth. Following a painful and complicated labour, ‘the fourth little dab of amber humanity which Helga had contributed to a despised race’, is described as but a ‘sop of consolation for the suffering and horror through which she had passed’, and one to which Helga ‘failed entirely to respond properly’ ( Larsen 2011 , 117). When presented with her baby Helga ‘deliberately closed her eyes, mutely shutting out the sickly infant, its smiling father, the soiled midwife, the curious neighbors, and the tousled room’ ( Larsen 2011 , 117). Closely focusing on Helga’s reactions, Larsen foregrounds the isolation of the mother from all those involved in the birth; the room only comes into focus as that which Helga shuts out, the list form suggesting an equivalence between, say, ‘the sickly infant’ and ‘the tousled room’. Though the presence of expectations of ‘good motherhood’ is registered with the language of failure, the narrative focalisation on Helga’s own experience centres her withdrawal (literalised with her ‘deliberately closed eyes’) from the social scene within which her birth takes place. Therefore, while the phrase ‘failed entirely to respond properly’ might imply maternal inadequacy, it might also signal a simpler, less judgemental meaning: failed, as in, couldn’t.

After the ‘suffering and horror’ of this difficult birth Helga suffers from unnamed but presumably severe injuries. It is many weeks before she is able to walk, and during this time she moves in and out of a likely drug-and-fever-induced sleep. When she awakens from this state Helga finds that the ‘obscuring curtain of religion’ ( Larsen 2011 , 121) that had dominated her experience of marriage and motherhood, has been rent. Disillusioned with Christianity, she realises that she has ‘ruined her life’ ( Larsen 2011 , 123) by choosing to marry the man towards whom she now feels only ‘revulsion’. It is during this period of emotional and physical turmoil that Helga learns her child (about whom we have learnt nothing since the birth pages earlier) has died: ‘Just closed his eyes and died. No vitality’, she too ‘just closed her eyes’ but ‘Not to die’ ( Larsen 2011 , 121). Larsen’s mirroring language connects mother and child in a moment of shared gesture, and while the small sentence ‘Not to die’ distinguishes Helga’s closed eyes from those of the infant, it also raises the possibility of her own death. However, the passage elaborates: ‘She had closed her eyes to shut in any telltale gleam of the relief which she felt. One less’ ( Larsen 2011 , 121–2).

What are we to make of Helga’s hidden relief? How can the depiction of this emotional response be situated within the discursive landscape of modern Black motherhood? With the suggestion of Helga’s lack of ‘proper attention’ towards her newborn, Larsen signals the culture of maternal blaming described by Meckel. That Helga’s turn away from the baby at birth is followed by its death might be said to index the belief that infant death could primarily be prevented by ‘proper’, scientifically informed maternal care. Furthermore, the description of the infant as ‘sickly’ at birth and having ‘no vitality’ rings with eugenicist implications, and recalls Helga’s ‘vitality’ ( Larsen 2011 , 113) during the early, erotically charged period of her marriage. Indeed, the dual usage of this word signals the era’s understanding of infant and maternal health as inextricable from one another. In her reading of Quicksand, Craig notes that the word vitality was ubiquitous within birth control advocacy texts of the period, often used to describe that which was destroyed when women had too many children at too rapid a rate ( 2013 ⇓ , 71 n. 49). Craig reads Larsen as fictionalising the cost of repeated childbirth to both maternal and infant health and therefore supporting the early twentieth-century campaign for expanded birth control access. In a similar vein, Macharia sees Larsen as both playing into and rejecting elite Black nativist ideas about reproduction in the rural south, which he argues was considered ‘dysgenic’ by sociologists such as E Franklin Frazier ( Macharia 2011 , 268). By depicting Helga having many children within a short space of time, he argues, Larsen seems to confirm Black nativist and white eugenicist ideas about poor Black women’s hypersexuality and fecundity and of the ‘unfitness’ of children of poor Black southerners.

While Quicksand certainty evokes these discourses, it is worth noting that though Helga loses class and cultural status by marrying the Reverend, she is hardly a figure of poverty; her birth is attended by a midwife, as would be expected, but during her postpartum recovery she is also treated by a private nurse and doctor, signalling a greater access to healthcare than was standard for lower-income birthing people in the south. 14 If she embodies both the role of middle-class uplifter and lower-class subject of reformist attention and discipline, she also cannot be reduced to either. Just as the fact of her repeated pregnancies and loss of a ‘sickly’ infant cannot quite be read as confirming or rejecting eugenicist ideas about poor Black reproduction, Helga’s relieved response to infant death (‘one less’) cannot be interpreted as a tragic expression of the brutality of poverty, as might have been a more socially acceptable portrayal of such relief in the period. That she feels she must ‘shut in any telltale gleam’ of the relief she feels alerts us to Helga’s awareness of the taboo nature of her feelings. But if Helga’s neighbours, husband and healthcare providers might be appalled by her response, Larsen, I would argue, asks her readers to hold off on such judgement. By alluding to but not specifying the possibilities opened by the relief (that would ‘gleam’ if it were let out), Larsen offers a powerful proposition: that with the grief of infant death can come a feeling of freedom, but also, and more importantly, that a parent’s emotional landscape in such moments is not something for others (including the novel’s readers) to know or judge.

It is precisely the illegibility of Helga’s relief that makes it so politically provocative. Shutting her eyes to those around her, but also to Larsen’s readers, Helga’s ‘gleam of… relief’ is ‘shut in’, presenting an image of both interiority and opacity. Philosopher Édouard Glissant offers two understandings of opacity. On the one hand, opacity names a quality inherent to literary language, to which the reader comes with a desire for transparency that will always be thwarted by the text itself . At the same time, he argues for the racialised other’s ‘right to opacity’ ( Glissant 1997 , 189) in the face of the Western desire to categorise and therefore reduce all difference into a colonial system of value and interpretation. Quicksand harnesses both forms of opacity; Larsen uses literary methods that draw our attention to the opacity of her text (‘gleam of …relief’ could produce any number of interpretations) and in turn rejects the dominant reduction of Black motherhood to a racist system of misnaming ( Spillers 1987 ). For Larsen then, we might say that opacity functions as a tactic of refusal as defined by Black feminist scholar Tina Campt, who writes of ‘a refusal to recognize a system that renders you fundamentally illegible; the decision to reject the terms of diminished subjecthood with which one is presented, using negation as a generative and creative source of disorderly power to embrace the possibility of living otherwise’ ( 2019 , 83, italics in original). Larsen offers an expression of the negation described by Campt that is both specific to the early twentieth-century context and to the cross-historical politics of Black motherhood. By refusing to make her protagonist’s reaction to infant death legible within the terms available for representing modern Black motherhood, she offers a prehistory to current discourses of Black infant and maternal mortality.

Jennifer Nash addresses the growing body of scholarly and popular-media accounts of the precarity of Black mothers in the USA, identifying what she calls a ‘rhetoric of crisis’ ( 2021 , 15) that is both strategically significant as a tool of advocacy and yet potentially limiting in its predominance: ‘crisis’, she argues, has become the rhetorical genre through which Black motherhood is politicised. While Black mothers have long been pathologised in the mainstream press and in government policies, Nash notices a new discourse emerging, one that imagines Black mothers as both deserving of compassion—because ‘they stand for suffering and trauma’ ( 2021 , 175)—and as heroic in their dedication to nurturing Black life. Of course, Nash does not contest the accuracy of the crisis framing’s diagnosis of Black women’s reproductive precarity. The long and violent history of Black people’s experiences of and resistance to reproductive oppression is rigorously documented in Black feminist and Reproductive Justice scholarship ( Davis 2019 ; Owens and Fett 2019 and Owens 2021 ; Roberts 2017 ; Ross and Solinger 2017 ). Rather, Nash considers how one discursive effect of the ‘heroizing’ of Black mothers ‘is to render us symbols and metaphors, to fail to contend with either our fleshy materiality or our complex needs and desires’ ( 2021 , 176). Following Nash’s lead, we might say then that Larsen’s sensitive and yet opaque rendering of a mother’s reaction to infant death offers a provocative response to the discursive reduction of Black mothers in the early twentieth century. Her depiction of infant death spotlights the ways in which Black mothers were made to ‘stand for’ the harmful effects of systemic racism as they were also charged with solving racial inequities through good motherhood and carefully managed reproduction. With Helga’s ‘shut in’ but ‘gleam’ing feelings in the face of infant death, Larsen suggests that to represent early twentieth-century-Black mothers’ ‘complex needs and desires’ in a cultural landscape of surveillance and discipline might begin with asserting such figures’ right to narrative opacity and multiplicity.

We leave Helga pregnant for the fourth time. Her dreams of escape thwarted by the fear of deserting her children, she seems to succumb to the life of domestic drudgery she has grown to hate. But while the novel closes on a pessimistic note, Quicksand , I hope to have shown, is not simply a cautionary tale that imagines ‘matrimony and childbearing as woman’s ruination’ ( Ducille 1993 , 110). Instead, Larsen offers historically and theoretically generative insights into a key moment in the long and ongoing history of Black Americans’ experiences of and resistance to reproductive oppression. By showing how Larsen’s experiences as a nurse can inform interpretations of her fiction, I have sought to contribute new knowledge about the intersection between literature and the history of nursing and to underscore the utility of literary analysis for historical inquiry in the medical humanities more broadly. I have drawn on historical and archival materials to reveal the politics of Quicksand’s depiction of domestic disarray and infant death. In so doing, I have shown how the novel problematises the often-disciplinary role of nurses and other healthcare providers in the Progressive Era by imagining what it might feel like to be on the receiving end of these rigid and racialised expectations.

In addition to highlighting the challenges faced by poor Black mothers, Quicksand pushes against contemporaneous narrative expectations for those seeking to represent Black maternal experiences. The novel both indexes and refuses to participate in a representational trap where Black mothers can be imagined only within certain categories—as the feminine paragons of racial uplift, as socially humble and self-sacrificing figures of domestic goodness, as appropriately grieving or as the ‘slovenly’ working-class figures whose frequent reproduction threatens the well-being of ‘the race’. While other writers of her moment protested the disciplining of Black women’s reproduction through depictions of noble maternity or politically symbolic refused reproduction, Larsen’s text stands out for its portrayal of a Black mother who, with her ambivalent, complex and ultimately unknown interiority, resists being categorised as either ‘good’ or ‘failed’ by any measure.

Sianne Ngai writes that Quicksand ‘makes an explicit and even manifesto-life statement on the rights and entitlements of African-American art – and on its right to not express, and to preserve its expressive vacancies in particular’ ( Ngai 2007 , 201). As Ngai argues, Larsen’s narrative experimentalism can be read as a rejection of the expectation that Black-authored texts take clear, non-opaque political stances. As I have sought to argue here, it is Quicksand ’s assertion of the right to expressive ambiguity and richness that makes the novel such a generative text for historians and theorists of Black motherhood and reproductive medicine. By employing literary tools that produce multiple meanings, and which highlight without fully revealing interior consciousness, Larsen offers a provocative rebuttal of racist and classist reproductive logics precisely by refusing to make her protagonist representative of modern Black motherhood. Her novel both spotlights the effects of early twentieth-century medical and cultural narratives of motherhood on pregnant and birthing people but also flouts the categorising impulses of the era’s investigative and disciplining gaze. As such, we might say that Quicksand anticipates Nash’s call for ‘a Black feminist project that refuses the lure of making Black women into symbols of any kind’ ( 2021 , 176). By refusing the medical and cultural symbol-making of her own historical moment, Larsen pushes historians and theorists of Black motherhood to notice and resist such reductive tendencies in our own.

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Acknowledgments.

The author thanks the archivists at Tuskegee University for their assistance.

1. The week included visits to the surrounding farms and neighbourhoods by women’s groups under the slogan ‘Better Mothers, Better Babies, Better Communities’, demonstrations on proper infant feeding techniques, and, on the closing night, a children’s performance of ‘Thistledown – A Better Baby Play’ ( The Tuskegee Student 1916 ).

2. Molly Ladd-Taylor argues that the Children’s Bureau departed from much thinking of the time in its assessment that poverty, rather than individual moral failing was the root cause of the country’s high infant death rates ( 2005 ,87) ⇓ .

3. Previous scholarship on Larsen’s Quicksand has laid the groundwork for this more biographical medical humanities approach by showing how the novel engages with contemporaneous theories of birth control and eugenics with which Larsen would have been familiar. See Capo 2007 ⇓ ; English 2000 ⇓ ; Hart 1994 .

4. I do not discuss Larsen’s later work as a nurse—from 1944 until 1963, 1 year before her death—because it postdates the fiction in which I am interested.

5. The nursing school at Lincoln Hospital only took Black female students, and had an all-Black nursing home, but all of the physicians and most of the hospital patients were white; as Hutchison puts it ‘the color line ran its jagged path through this unique hospital, regardless of civil rights statutes’ ( Hutchinson 2006 , 84). For more on Black women’s experiences of professional nursing in the early twentieth century, see Hine (1982) ; Hine (1989) .

6. Hutchinson writes that Booker T Washington ‘categorized nurses with housekeepers and stewards, unskilled labourers, and laundresses’ ( 2006 , 93) and hired nursing students out to private (mostly white) patients in the community for a fee (received by the institution, not the nurses themselves), a service regarded at the time as ‘one of the most exploitative practices in nursing training’ ( 2006 , 93).

7. It is worth stressing just how central of a topic motherhood was to Progressive Era social reformers and politicians. As Ladd-Taylor writes, ‘Motherhood was a central organizing principle of Progressive-era politics. Although it was also a unifying theme for a wide array of voluntary associations in the nineteenth century, between 1890 and 1920 it became an overtly political concern, inextricably tied to state-building and public policy. Virtually every female activist used motherhood rhetoric, and virtually every male politician appealed to motherhood’ ⇓ ( 2005 , 43). ⇓

8. See Ladd-Taylor on Bureau investigators ( 2005 , 88 ⇓ . ⇓ See also Richard A Meckel on physicians’ attitudes towards midwives in the early twentieth century: ‘the tolerance of such persons is an anomaly in an enlightened civilization’ ( 1990 , 175).

9. For example, Larsen is often praised for her lengthy descriptions of aesthetically lustrous spaces such as Helga’s orientalist bedroom at Naxos ( Larsen 2011 ,1–2), or of Helga’s pleasurable appreciation of a diversity of skin tones in a scene of Harlem nightlife ( Larsen 2011 , 53–7).

10. Meckel writes that in the Progressive Era infant mortality rates came to be seen as the measure of community health: ‘it preoccupied late nineteenth-and early twentieth-century public health reformers in a way that many other forms of mortality did not’ ( 1990 , 5). Important to stress that the fight against infant mortality was deeply infused with eugenicist ideas about some babies being ‘unfit’ and likely to die because of ‘hereditary weakness’, particularly in the neonatal period (about 1 month after birth) ( Meckel 1990 , 118).

11. Meckel cites a 1913 Children’s Bureau publication which supposedly drew from medical evidence to claim that ‘It is useless … to send pure milk into a dirty home to be handled by an ignorant, dirty mother or older child. It is necessary to reach the mothers, not only to teach them how to care for their baby’s milk, but also to convince them of the necessity of cleanliness’ ( 1990 , 125). The Children’s Bureau changed its public rhetoric on this topic after conducting lengthy research into the causes of infant death across the country, which showed that, in fact, household income was the greatest determinant of infant survival ⇓ (Ladd-Taylor 2005; Meckel 1990 , 178-83).

12. Singh and Yu (2019) show that while infant death rates (IDRs) overall have deceased in the last century, the gap between the Black and white IDR has actually increased, from 87% in 1916 to 122% in 2017.

13. Meckel writes that ‘Not until the 1921 enactment of the Sheppard Towner Act did southern states even consider trying to reduce infant mortality among their black populations’ ( 1990 , 142).

14. Given her lengthy period of care (it seems she cares daily for Helga for a period of many weeks) I interpret Miss Hartley as a privately hired nurse rather than a public health nurse.

Bibliography

Chandler D. R. , and
D’Antonio P
English D. k
English D. K
Glissant E. , and
Hutchinson G
Knadler S. P
Ladd-Taylor M
Ladd-Taylor M. , and
Larsen N. , and
Davis T. M.
McDowell D. E
Meckel R. A
New York City State Department of Health
Owens D. C. , and
Biss E. , and
Roberts D. E
Ross L. , and
Solinger R.
Singh G. K. , and
Spillers H. J
The Tuskegee Student
Weinbaum A. E

Funding Research was partially funded by a School of Arts and Sciences Dissertation Research Award from the University of Pennsylvania.

Competing interests None declared.

Patient and public involvement Patients and/or the public were not involved in the design, or conduct, or reporting, or dissemination plans of this research.

Provenance and peer review Not commissioned; externally peer reviewed.

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Sajad Jeddi

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1. Introduction

2. Functions of the Introduction

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4.1. The Known

4.2. The Unknown/Gap of Knowledge

4.3. Rationale of Research/Hypothesis/Question

5. Writing Tips

5.2. Sentence and Paragraph

5.4. Citation

6. Common Pitfalls in Writing Introduction

7. Conclusion

Acknowledgments

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