One of the most frequent questions I’ve received is: medical school and competitive running, how do you do them both? Along those same lines, many people have asked me if I plan on continuing to run at a high level as a medical student or if I even will continue to keep up the sport at all.
I had deferred from answering these questions on this blog given that when they began pouring in, I had spent mere days enrolled as a student. Honestly, I feared answering how I did both before I was confident that I could do both. After years of hearing people say that medical students could not pursue anything outside of their studies, I certainly harbored a few doubts.
I am now five weeks, three quizzes, and well over three thousand slides into medical school, and I am excited to report: running and medical school, I am doing them both.
Not only am I doing them both, but I am actually getting the most consistent and solid training I have had in years. A cursory look back in my log shows that I have run more weeks in a row since I started training in April than I have in over three years. I am investing money in the bank each week with two workouts, a long run, and two lifts, the same framework that led me to success in earlier parts of my career. In other words, my training is as good as or better than it has ever been.
Logistically, I believe I am able to find this balance for a few reasons:
Running on teams in high school and college was one of the most formative and important parts of my life. It taught me countless lessons about life and the sport, and I am beyond thankful for it and the relationships I made as a member of those teams. However, as Ecclesiastes 3 mentions, there is a time and place for everything, a season for everything under the sun. Right now, I am in a season of life where time is a little bit more in demand than during high school or as an undergraduate, so official membership on a team with daily meetings adds a time-consuming element that I cannot afford. Rather, as a post-collegiate, I am able to pick and choose when I am able to invest time in running and working out with others, but also run or work out between classes and adapt to my schedule on the busier days.
UMMS’ exam system is called “flextime quizzing,” where exams open on Friday afternoons and close on Sunday evenings. We are able to take the exam whenever is most convenient for us during this timeframe. This makes it possible for students to have different study habits during the week because we aren’t all forced to take an exam on Friday evenings. Some students grind to the nth degree (you go, Glen Coco) during the week, take their quizzes at 3:00pm on Fridays, and are free until Monday at 8:00am. I take a little more relaxed approach, mixing studying and training during the week and quizzing on Saturday afternoon or evening. This flexibility in exams dispels the idea that medical students can’t pursue anything outside of their studies, and it shows that Michigan believes that its students are at their best when they have the opportunity to continue to pursue what made them special in the first place.
I am a pre-clinical student, which means that for the most part, I am not yet on the wards. A majority of our learning right now occurs in a classroom or small group setting; we are even able to stream most lectures. This means that I have a fair bit of control over my time and learning style. Next year, when I become a clinical student on rotations, I am going to have to change my approach to running again. I hope that I have another one of these posts to explain how I am doing it!
Anatomy lab showers. Gotta make do with what you’ve got.
Furthermore, for me personally, I think there are actually benefits to pursuing medical school and running simultaneously! Medical school is actually making me a better runner right now, and here’s why:
First of all, running in medical school has given me vastly more flexibility in my training schedule, allowing me to more closely match my body’s needs. Instead of having a strict schedule to adhere to based on the availability of my teammates, I am able to assess where my own body is at any given time on any given day, and then work relative to that level of physical and mental readiness. This means that for the first time potentially ever, I think I am truly running easy runs easily, choosing four miles instead of six when needed, and ripping off some faster splits when my body is primed and ready.
Since running is not my only high-level pursuit, it means that I stress far less over it. This leads to a much more stable, measured day-to-day effort, and hence the ability to rack up training long-term. This long-term training is key to building up an aerobic base for performance later in the season, and it’s also something I have not been able to do well in years.
The challenges of medical school have helped me, to use a cliche, see the forest for the trees. I now more than ever see running as a gift and a break, something to look forward to after a long day of studying. Workouts, rather than a big red X in the calendar to be feared, are again a highlight of my week. Performance in these workouts means little compared to the freedom and joy that time outside and pushing my body give me, so there is no need to panic over a slower interval. Furthermore, after spending so much time studying and achieving intangible things, it is comforting to log miles and write them in my running log, markers of accomplishing little somethings in a long day of lots of work, but with not much to show for it.
Thus far, school is unimaginably unmanageable. There is just too much information to know it all, and to know it all perfectly. Recognizing this is helping me to shed my perfectionist tendencies and focus on the process of learning and being a human being. I think being an adherent to “the process” (-Mike McGuire) instead of living or dying by the outcome is only going to help my running, too.
In whatever career field you’re in, I believe that it’s essential to continue to do the things that make you you. It keeps you grateful for life and your career, and it makes you resilient when your career (or life) gets hard. Running and faith are two important things that keep me grounded and grateful, so it’s essential that I keep pursuing them in addition to my studies.
For those of you interested in my upcoming running-related goals… (1) qualify during a spring race for the US Olympic Trials 10,000m in June 2020, and (2) get fit and race a bit along the way!
This post originally featured on Erin’s personal blog, which you can follow here.
One of the best parts about being a fourth year medical student, in my opinion, is being able to pay forward all of the help I got from older students when I was an M1/2/3. This can be done both formally – in the role of a leader of a student org, or informally – over coffee (I’ve heard this. I don’t drink coffee), or simply over email/phone/text.
Alongside fellow fourth year students Kristen Kolberg and Jesse Kelley (and M2 Yoonhee and M3s Caleb and Jessica), I help run SCRUBS – the surgery interest group. Our primary goal is to get students excited about the possibility of a career in a surgical field by providing opportunities to interact with surgical faculty and residents in both professional and social settings. One way we are doing so is through Surgery Olympics, which Kristen wrote an awesome post about a few months back. Briefly, Surgery Olympics is a totally voluntary program that connects teams of three to four M1 students with an M4 coach and a surgical faculty member to learn surgical skills and complete a research project.
We were blown away by the amount of student interest in Surgery Olympics this year, with 84 M1 students (about 1/2 the class!) applying for the program. To put this in perspective, when I participated in Surgery Olympics as an M1, there were about 30 participants. To achieve teams of only four students, this meant we would need to recruit 21 faculty members. Within days, we had recruited all 21 faculty from a wide variety of surgical sub-specialties (trauma, colorectal, transplant, thoracic, endocrine, cardiac, surgical oncology, minimally-invasive, ENT, urology, and plastics). The fact that we were able to do so speaks volumes to the level of commitment from surgical faculty to medical student education and mentorship here at Michigan. We also could not run this program without 21 M4 students who agreed to coach a team, and a number of surgical residents who have volunteered their time to help teach surgical skills throughout the summer. Mentorship from all levels is truly accessible at UMMS.
After running skills training sessions all summer, we just wrapped up the skills competition portion of Surgery Olympics. Teams competed in knot-tying, suturing, and laparoscopic surgery skills. Dr. Reddy’s (thoracic) team won, followed by Dr. Kwakye’s (colorectal) and Dr. Kraft’s (urology). The points that each team earned will carry forward to the research competition, which will take place at Surgery Grand Rounds in April.
Some teams have already submitted abstracts to national surgery conferences and are working to prepare manuscripts. Others have taken on larger projects that they will continue as time allows throughout the clinical year. The great thing about getting involved in a research project early on in medical school is that it allows for longitudinal mentorship throughout the curriculum. These mentors are invaluable as you try to figure out what specialty to apply to regardless of whether or not it is surgical.
It has been a ton of fun for me to help teach surgical skills to the (now) M2 students, a number of whom will be starting their core surgical rotations within weeks. I know that the other M4s who have been coming to teach surgical skills all summer have really enjoyed it as well. Throughout medical school, I have reached out a number of times to the M4 coach and faculty member I had when I was an M1 in Surgery Olympics for advice. I still consider them to be mentors and role models. I hope our current Surgery Olympians find similar value in this experience and that this program continues long after I have left UMMS.
Among the many unexpected surprises I’ve encountered in medical school has been the profound impact of one particular organization on my experience here — the Latin American Native American Medical Association (LANAMA), the University of Michigan’s chapter of the national Latino Medical Student Association (LMSA).
As an M1, this organization served as a way to meet and learn from peers at different stages in medical school who either consider themselves Latinx or who care deeply about Latinx health. Every year, we host a variety of events to foster community and mentorship between students, residents, and faculty; we coordinate a model Medical Spanish program that includes both intermediate and advanced levels; and we serve the local Latinx community through an annual health fair and as volunteers at mobile clinics for migrant farm workers during the spring and summer months.
Through my involvement at the local level, I became interested in learning more about the larger LMSA outside of UMMS. Since attending my first LMSA Midwest conference, I have been continually impressed by the passion and impact that students bring to their respective medical schools. Needless to say, I have jumped at every opportunity to become more involved in this organization that has not only supported me in my medical school journey, but which has also helped me bring that impact to Michigan.
This year, I have the privilege of serving for the first of two years as co-director of the Latino Medical Students Association Midwest (LMSA MW). The position performs various roles, including leading the organization in achieving its mission, directing and supporting the regional board members in their various roles, and representing the region as members of the national Board of Directors. When I ran for the position, I articulated that my main goal for the organization would be to strengthen the leadership team by supporting various leadership education opportunities, such that we would be better able to serve medical students across the region and function as a more cohesive community.
To that end, I organized the first annual LMSA MW board retreat, hosted by the University of Chicago Pritzker School of Medicine, during which our leadership team engaged in visioning and strategic planning for the year. While each board member made objectives for their respective position, our collective goals could be summarized in creating an infrastructure and resources to help Latino pre-medical and medical students to feel supported with mentors and opportunities to learn, lead, and serve their local Latino community through medical care and advocacy.
The annual House of Delegates conference over the weekend was therefore tailored to achieve those goals – it was an opportunity an opportunity to gather >60 student leaders from across the Midwest region to cultivate our leadership skills, plan out our organizational objectives for the year, and strengthen our network among Latino medical students, residents, and faculty. Our morning consisted of speaker panels covering topics including “What makes a good leader?”, “Advocacy and Caring for Underserved Populations,” and “Imposter Syndrome.” Our panelists were physicians and residents who were either immigrants themselves, or children of immigrants, and could speak to the unique challenges they have faced in pursuing their careers, as well as the special motivations they have to serve the community they come from.
A particular highlight of the morning for me was the session on “Imposter Syndrome,” during which Dr. Denise Martinez, Associate Dean for Cultural Affairs and Diversity Initiatives at UICOM, spoke first about her experience, then had us break into small groups to discuss different questions. When the group reconvened from the first break-out question, one student poignantly asked what to do when a failure seems to affirm all of the doubts one carries with “Imposter Syndrome.” I felt compelled to address her question in front of the full group with my own personal experience, and was so touched and impressed that it led many other students to share their own experiences and advice in front of such a large group of their peers. While this session was one of many on our agenda, I think the vulnerability and honesty that took over the room created an environment ripe for all of us to support each other not only on an organizational level – for example, one school’s chapter collaborating with another for a service event – but perhaps more importantly on a personal level, such that in the future we will be able to confide in each other and support each other from afar.
The afternoon of the conference consisted of the business meeting, during which my co-director and I presented our plans for the year, and our board presented their specific initiatives for their respective positions. In particular, we led a session to educate the conference attendees about the importance of policy and advocacy in anticipation of our annual LMSA Policy Summit in Washington, D.C. We also updated the group on our progress in organizing the annual LMSA National Conference, to be hosted by the University of Washington in St. Louis this March, and for which we have chosen the theme of “Unidos en Medicina y Mas: A Holistic Approach to Latinx Health.” Finally, we ended the day hosting a raffle fundraiser for a children’s clinic at the US-Mexico border in El Paso, TX; it was an opportunity to connect with the Latino community in Iowa, and to get a little salsa dancing in as well.
Overall, the LMSA MW House of Delegates conference was as successful as I could have hoped for, and I am grateful for the opportunity I had to participate in person in this event which I spent so much time helping to plan. Over the years, the Latino Medical Students Association has truly become a family and source of support for me in my medical school experience, and I look forward to continuing to give back to that community by helping to improve the organization as it provides that type of support to future students.
Hopefully you’ll consider joining us at LANAMA events here at Michigan throughout the year, and at the national LMSA conference at Washington University in St. Louis from March 6-8. We would love to have you! Thanks for reading, hasta pronto, y ¡vamos azúl!
When we think of the classical innovator, the imagery of an individual exiled to his/her garage tinkering for hours and possessed by an idea with an awkward personality and unruly hair to match. The Wright Brothers, Edison, Tesla, Bath…names that have been ingrained in the pages of history only to be supplanted by an audaciously contrasting picture of the stereotypical Silicon Valley entrepreneur, lavishly clad in shorts, slippers and a t-shirt. Indeed, entrepreneurs and innovators come in all shapes and sizes, but what if I told you that you, as future health professionals, may be part of a growing wave of entrepreneurs across the nation?
Between board exams, standardized assessments and clinical duties, this concept may sounds completely preposterous, outlandish, blasphemous, especially as you continue to be inundated with the breadth and complexity of your training. To venture outside the confines of the Krebs cycle and metabolic acidosis would be almost inconceivable to a traditional medical trainee. But alas, we continue to exist in an exponentially dynamic era of technology that is far removed from its primitive beginnings of vacuum tube arrays that occupied entire rooms. Between creating funky Instagram filters and being ferried home in self-driving cars, technology has also made significant strides within the field of medicine over the last few decades. Today we live in a period of immunotherapies, personalized medicine based on individual genomics, wearable health devices with ECG, 3D printed prosthetics and organs, to name a few. Indeed, it has occurred to me that the greater role of technology in medicine likely means that perhaps physicians can have a pivotal role within the innovation landscape of health care technology.
Fortunately, the University of Michigan has implemented the Paths of Excellence (PoE) program as an extracurricular activity to supplement our core curriculum for this very purpose: The opportunity to significantly augment our education across multiple disciplines and become “an agent of change.” This sounds promising, but how does one in the midst of their medical training prepare himself/herself to become an agent of change? Perhaps it starts with searching deep within about what we are passionate about. As you can surmise from my technology monologue in the beginning of the article, I am personally passionate about the ways in which physicians can be pivotal in modernizing medicine through technology.
Early in medical school, we learned about eight possible PoE paths: Ethics, Global Health & Disparities, Health Policy, Innovation & Entrepreneurship, Medical Humanities, Patient Safety/Quality Improvement/Complex Systems, Scholarship of Learning & Teaching, and Scientific Discovery. We were given an introductory lecture for each Path and an opportunity to apply to whichever Path we were most interested in through an online application. I was personally intrigued by Innovation & Entrepreneurship and Scientific Discovery, so I decided to apply to both. I am particularly interested in learning more about the innovation in medicine as well as the outcomes research surrounding new innovations, so both of these Paths were a good fit for me personally. While both have been incredible, I would like to focus on Innovation & Entrepreneurship (I&E) as a concept that is likely new to most of us as perpetual students within a long medical training.
As a San Francisco Bay Area native, I am familiar with entrepreneurship in the context of computer science innovations. I was often surrounded by my classmates who had buried themselves in a basement well stocked with Mountain Dew and ramen noodles, emerging the following year with devices creating ripples in space-time. I may have exaggerated a little, but the Silicon Valley lingo of block chain and artificial intelligence was a foreign concept to a Cell Biology major (i.e., me!) in medical school. However, the question of innovation in medicine was still lingering to me, and I&E was very beneficial to my learning more about this thriving area.
The I&E Path is very proactive in having regular meetings with students, bringing in special guest speakers, and having three advisers designated to guide students in formulating a project for capstone purposes. The I&E Path is also partnered with Fast Forward Medical Innovation (FFMI) at UM. FFMI’s mission is to make biomedical innovation and entrepreneurship a natural academic behavior that accelerates UM’s ability to move great ideas to patient impact.
Together, I&E and FFMI have several opportunities for students to learn and work with faculty to experience medical innovation happening right here at UM. Here are some of these opportunities:
Foundations of Innovation – a program tailored to M1s who are interested in learning about innovation and commercialization. This course covers a variety of topics including: Needsfinding, Customer Discovery, Stakeholder Mapping, Design Thinking, and crafting a perfect pitch.
FastPACE, a 4-week hybrid biomedical innovations and commercialization course under FFMI in which medical students can be given the opportunity to work with existing teams in beginning to understand the framework of commercialization. This course takes place twice a year – fall and spring.
FullPACE, (A more comprehensive version of FastPACE) takes students through a 12-week course structured into lectures and mentored sessions from faculty, industry experts on the basics of market discovery, regulatory frameworks, intellectual property and strategies for commercialization and seed funding. As a result, the course aims to facilitate learning with a project concept you are inspired to pursue with a multidisciplinary team. This course takes place during winter semester.
Kickstart and MiTrac – Offer the opportunity for I&E students to intern with faculty on their early-stage/mid-stage funded projects. FFMI serves as a “match maker” for students and interested project teams.
The FFMI team is a fantastic resource to tap into. They’ve graciously dedicated their time on numerous occasions to help me brainstorm possible project options to consider. In parallel, students can also take advantage of MI-Pitch Club to test drive concepts that are beginning to take shape by creating a short presentation for monthly pitch clubs and receive feedback. An integral component of MI-Pitch Club is the Design Challenge, a 1-hour team challenge to come up with a 60-second pitch outlining a solution to a problem posed at the event. Therefore, the event not only helps upcoming innovators develop critical thinking skills, but also helps them learn the components of pitching a successful concept to potential investors. An additional opportunity for I&E students to gain exposure to innovation is Sling Health. Sling Health is a national network of student-run, non-profit biotechnology incubators with a chapter at the University of Michigan. This group allows for students from multiple educational backgrounds to submit project proposals and pursue mentored investigations of new innovative concepts with hopes of leading to commercialization. One of our very own alumni in the medical school was instrumental in starting this chapter at the University of Michigan.
The I&E Path of Excellence has an illustrative guide on their website, which offers a pathway to your education in innovation and biomedical commercialization. Your path could include participating in MI-Pitch Club followed by signing up for elective courses and finally culminating in a capstone project concept. Examples of elective classes best taken in the Branches include: The venture capitalist, business development, and student-led innovations electives that are usually 4-weeks long or more. Overall, a student’s approach to entrepreneurship is not limited to the programs and groups described above, but the I&E Path has made significant efforts over the years to create partnerships and help organize a student’s journey in the form of a general curriculum as a guide to entering a completely novel space for many. The I&E Path is very supportive of self-driven efforts towards projects of individual efforts, and I would highly recommend speaking to the Path coordinator and director for brainstorming project topics (contact info provided below).
Regarding my own personal journey, I had been waffling quite a bit without having a clear interest in mind until my third year of medical school. Several emails later and through a faculty contact I had made in my M1 year of medical school, I was very fortunate to join an innovations team under the Coulter Translational Research Program that was developing a biomedical device to efficiently leak check large bowel anastomosis intraoperatively. The opportunity to learn basic financial modeling, interpret market research data, decipher the regulatory landscape of this class of biomedical devices, and develop a reimbursement model with the team was tremendously gratifying and illustrated the complexity of approving devices in medicine. Whether it be a device that 3D reconstructs the brain and electro-mechanically tracks instrument position in neurosurgery, or simply a new scrubbing soap, I learned quickly the importance of considering the customer and barriers to approval in all aspects of device planning. The team went on to win $80,000 in seed funding for advanced prototyping, and the project became the basis for my Capstone for Impact project.
While the experience built fundamental innovations skills and allowed me to learn from a tremendously talented team, it was more than ever a crucial catalyst in my life as a student. Not only was it empowering to identify the contributions a physician can make in a multidisciplinary innovative team, but it was also inspiring to further pursue a deep passion for health information systems as a current project I am working towards with the Department of Computer Science.
The prospect of finding or creating a new project and working through the hurdles characteristic of all health care innovation may seem initially daunting, but migrating out of one’s comfort zone and working through the hoops from the most basic level can be a tremendously fulfilling experience as a student. The very process of identifying your passion, identifying barriers, distilling down a problem to its very essence and working to make an idea a reality is perhaps a paradigm for what we all strive for as future physicians, whether your passion rests in quality improvement, health policy or scientific research. As students who are continuing to navigate in the new curriculum and take advantage of the many educational facets it offers, I hope you feel as enlightened as I was with the Paths of Excellence, and strive to be ambassadors for our profession to deliver the highest quality patient care.
Candice Stegink, MA, the I&E Path of Excellence coordinator, contributed to this blog post. If you are interested in learning more about the program, please contact her at email@example.com or the Path Director Mark Cohen, MD, at firstname.lastname@example.org.
As a Junior in college I attended a medical student panel. One of them said something that stuck with me: “Back in undergrad my life had so many responsibilities and so many extracurriculars. In medical school those aren’t there. It’s hard for sure, but it’s simple.” I felt stretched thin back then, balancing schoolwork and everything else had been a bumpy road. I was excited for the simplicity that awaited me.
Cut to August 2018. It was my first day of medical school at Michigan and already my inbox had a bunch of emails about responsibilities and extracurriculars, the same ones I had been told weren’t there! I barely knew how to find my way to lecture, and so the thought of running for president of a student interest group seemed like too much too soon. I worried about making the same mistake again.
But allow me to make the case for why it isn’t a mistake,
why it isn’t too much too soon, and why putting yourself out there is the best
thing you can do as a first-year student at UMMS.
So, I closed my email. I didn’t want to deal with it at that moment. Our class had a get-together across town that I went to instead. I got there and sat down next to two people that I didn’t recognize and who I thought might be second-year students. I introduced myself, and sure enough they were.
“Great!” I thought, “I can get the scoop on what to do about my inbox.” We talked for several hours about anything and everything I could think to ask. They said almost everyone participates in something outside of lecture. They also told me I should join Biorhythms, a medical student dance group that puts on shows for the school twice a year.
Back then, I had zero dance experience. I am 6’2’’, lanky, and uncoordinated. Imagining myself dancing on stage seemed offensive, and I didn’t want to put an audience through such a thing. But the more I thought about it the more I wanted to do it. I had just started medical school. That was a huge change, and it was a chance to grow in directions I never had. Why not embrace it?
I felt a bit awkward at first since it was mostly M2s, M3s, and M4s. But it was so dang fun that none of those feelings lasted. Soon I found myself excited for practice, excited to interact with the senior students and check in on their lives. I began to see the upperclassmen outside of Biorhythms, in the hospital, in the library, out and about. It felt so great to have a broader circle of friends, friends that aren’t studying the same thing as me, thinking the same thing as me, or worrying about the same thing as me.
I didn’t know what it was like to be on a pediatrics sub-internship, to do a surgery rotation, or to submit an ERAS for residency. I didn’t fully know what it was like to have their lives and they didn’t fully know what it was like to have mine. We would just put our med student hats away and be friends instead, dancing around, cracking jokes, and getting to know each other in genuine and authentic ways.
But at the same time, I still was an M1 who had a lot going on. The senior students I met might not have been worrying about what I was, but at some point, they had. I felt fortunate to have a group of friends that had gone through what I was going through. Ones who were always willing and able to help me out, and I leaned on them quite a bit throughout my first year. Being a medical student is complicated business and knowing people further along who can uncomplicate it is huge.
So, Biorhythms was awesome. The show in January 2019 was a
blast. I got to spend a few more months with some of the M4s I had met prior to
their graduation in May. But that’s not all. I had so much fun dancing, meeting
people, and putting myself out there that I was asked to be a co-director for
the following Biorhythms show. It was an incredible opportunity that I loved
doing. It was a unique and gratifying experience that made my M1 year special.
I say this because I believe in the Butterfly Effect, the idea that seemingly minor events in the present cascade into major events of the future.
Looking back, I think about what might have been were I too reluctant to take on any extracurriculars, had I been too hesitant to sit down with M2s I’d never met and ask about what I could do with my spare time, had I been too risk averse and shied away from something I’d never done before. I see myself losing out on the incredible opportunities afforded to me had I not taken that small first step.
I’m still 6’2’’, lanky, and uncoordinated. But now I can proudly say I have dance experience. Who knows where trying new things will take you, or what will happen when you deliberately leave your circle of comfort and meet new people at different stages of life? But that’s exactly why you should make it a point to find out, to see what happens and where you’ll go. It might make you a bunch of new friends, connect you with mentors, provide you with a unique opportunity, or in my case all the above.
So, to any of you reading this who are about to begin
medical school: get out there, take advantage of what’s around you, try things
that make you a little nervous, and don’t keep your head down. You’ll be glad
During their last week of classes, 29 M1s took a break from Behavioral Sciences to join the incoming medical school class for CAMP (Creating Adventurous and Mindful Physicians). Now in its second iteration since its founding in 2018, CAMP puts M0s in the midst of rugged nature for three days and nights before they start their medical school journeys.
For this year’s CAMP, the name of the game was
expansion. More than 120 Michigan Medical students took over the nearby
recreation areas of Pinckney and Waterloo this year.
Our presence in the area was hard to miss, and
CAMPers quickly became known by fellow hikers and mountain bikers as “that
group of medical students.” Our numbers notwithstanding, we championed the
backcountry principle of LNT – Leave No Trace. “Take nothing but pictures;
leave nothing but footprints; make nothing but memories” embodies the ethos under
which CAMP operates. CAMPers were taught, among other outdoor skills, how to
most successfully Whale Spit their toothpaste and bear bag their food in order
to minimize the impact of our daily routines on the natural surroundings.
Though it is always easy to lose yourself in
the woods, guides made sure that their CAMPers were never so lost that they
forgot the journey ahead. CAMPers were encouraged to take Mindful Moments, to
reflect on their fears, worries, and hopes about medical school, and to take stock
in the friendships and introductions made during their time on CAMP.
This year, among all of the groups, more than 160 miles of trails were conquered, dozens of weasels were bobbed, and hundreds of s’mores were devoured over the campfire (thanks to Dr. Skye and Dr. Huang!).