ular third-party resource to ensure reinforcement of Step 1 content. Even though the foundation of pre-clinical education stays the same, it is important that we employ resources that can facilitate student success, especially for standardized testing. Many of my classmates asked for these changes, and as a student leader, it was important for me to present these ideas to school administration.
Over the last two years, my leadership team has made multiple suggestions for improving the school curriculum, which would allow the University of Louisville School of Medicine to continue to progress as a medical school. We have gotten fortunate as we have encountered a rather receptive school administration willing to accept these changes, but even still, some of our proposals have fallen short. Yet, in these moments, it is important that we remember who we are as physicians( or even physicians in training). We must fall back on our ability to think critically and on our devotion to those we serve as we forge a new path forward. As a class leader, I have brainstormed many flawed ideas before landing on the right one, but I have never stopped trying to serve my classmates. I have turned to my peers to ask for their thoughts, and I have reflected on what has been successful in the past. I have worked with school administration to tweak ideas so that the perspectives of all stakeholders can be considered while still defending the desires of my classmates. Fortunately, these skills are intrinsic to us as physicians( even in training) as we work through our differential. Asking our colleagues, looking at data and trusting our past experiences are familiar routes in creating a new solution. In my experience, this methodical approach has garnered respect from those above me, including school administration. It is not always simple, but we, as healthcare providers, have the characteristics needed to enact change. Class leadership has allowed me to apply these skills to new situations, and I look forward to using them as I continue my career not just as a physician, but as an advocate. name? This is how they replied.
“ Seeking a genuine connection with each patient and [ practicing ] empathy.”
“ Using my position to advocate for [ the people that got me here ], their families and our shared community. We have a responsibility to be voices for those who built us.”
“ Whether it’ s [ my patient’ s ] best day or worst, it will be a privilege to be there as a trusted guide and a fellow human.”
I hope these statements demonstrate that even after just two years of medical school, my classmates and I understand the gravity of the influence we will hold as physicians, not just as expert scientists, but as community members. Our friends, family and neighbors will turn to us, just as they did at the very start of medical school, because they trust us to act selflessly. They trust us to listen, to solve problems and to use our voices to uplift theirs. No matter what level of your medical training, I hope you are still able to find that problem-solving power that has flourished within you since the first day of medical school. I hope you are using your voice to advocate for something beyond yourself. Because as my classmates and I would tell you, we cannot wait to unlock the full potential behind the letters“ MD.”
Warren Van Nort is a third-year medical student at the University of Louisville School of Medicine and is the President of the Class of 2028.
As I conclude this article, I wanted to include statements from a few of my classmates, rising third-year medical students. Even though we are still students, I thought it was important to highlight the values of the next generation of physicians. I presented them with a simple question: what are you most looking forward to once you finally receive your degree, and two more letters( MD) are added at the end of your
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