Pre-Health Prep Series: Pre-Professional Competencies for Medical School

Like many professional programs in healthcare, medical schools are looking for more than applicants with high grades, stellar entrance exam scores, and a collection of coursework that has provided them with a broad educational background. These programs are also wanting to accept applicants that they know will be able to balance the rigors of medical school with serving their communities and future patients. They want life-long learners and problem-solvers who are compassionate, empathetic, and devoted to being good colleagues and great practitioners.

The Association of American Medical Colleges (AAMC) as designated 15 core competencies that all applicants entering medical programs should have. This list of competencies was developed after reviewing the medical education and employment literature extensively and seeking input from numerous advisory panels and medical professionals.

While each medical program has their own review process for evaluating and selecting applicants, most programs use a flexible system, known as holistic review, to help admissions committees balance the experiences, attributes, and academic metrics of the applicants that they are considering for entrance into their programs. (We will likely talk more about the holistic review process in a future blogpost, but if you are interested, you can read more on the subject by going here.) The AAMC's 15 Core Competencies for Entering Medical Students has been used by many medical schools to help them articulate what they are looking for in applicants.

This list isn't intended to be used as a checklist for getting into medical school. Many applicants simply will not have mastered all 15 competencies by the time they apply to medical school and that is perfectly okay and normal. Instead, this list provides a framework to consider and to use as you communicate your experiences during the application process (and on interviews) to demonstrate your readiness for a professional program.

The list of core competencies is as follows (taken directly from AAMC):

Pre-Professional Competencies

• Service Orientation: Demonstrates a desire to help others and sensitivity to others’ needs and feelings; demonstrates a desire to alleviate others’ distress; recognizes and acts on his/her responsibilities to society; locally, nationally, and globally.
• Social Skills: Demonstrates an awareness of others’ needs, goals, feelings, and the ways that social and behavioral cues affect peoples’ interactions and behaviors; adjusts behaviors appropriately in response to these cues; treats others with respect.
• Cultural Competence: Demonstrates knowledge of socio-cultural factors that affect interactions and behaviors; shows an appreciation and respect for multiple dimensions of diversity; recognizes and acts on the obligation to inform one’s own judgment; engages diverse and competing perspectives as a resource for learning, citizenship, and work; recognizes and appropriately addresses bias in themselves and others; interacts effectively with people from diverse backgrounds.
• Teamwork: Works collaboratively with others to achieve shared goals; shares information and knowledge with others and provides feedback; puts team goals ahead of individual goals.
• Oral Communication: Effectively conveys information to others using spoken words and sentences; listens effectively; recognizes potential communication barriers and adjusts approach or clarifies information as needed.
• Ethical Responsibility to Self and Others: Behaves in an honest and ethical manner; cultivates personal and academic integrity; adheres to ethical principles and follows rules and procedures; resists peer pressure to engage in unethical behavior and encourages others to behave in honest and ethical ways; develops and demonstrates ethical and moral reasoning.
• Reliability and Dependability: Consistently fulfills obligations in a timely and satisfactory manner; takes responsibility for personal actions and performance.
• Resilience and Adaptability: Demonstrates tolerance of stressful or changing environments or situations and adapts effectively to them; is persistent, even under difficult situations; recovers from setbacks.
• Capacity for Improvement: Sets goals for continuous improvement and for learning new concepts and skills; engages in reflective practice for improvement; solicits and responds appropriately to feedback.

Thinking and Reasoning Competencies

• Critical Thinking: Uses logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
• Quantitative Reasoning: Applies quantitative reasoning and appropriate mathematics to describe or explain phenomena in the natural world.
• Scientific Inquiry: Applies knowledge of the scientific process to integrate and synthesize information, solve problems and formulate research questions and hypotheses; is facile in the language of the sciences and uses it to participate in the discourse of science and explain how scientific knowledge is discovered and validated.
• Written Communication: Effectively conveys information to others using written words and sentences.

Science Competencies

• Living Systems: Applies knowledge and skill in the natural sciences to solve problems related to molecular and macro systems including biomolecules, molecules, cells, and organs.
• Human Behavior: Applies knowledge of the self, others, and social systems to solve problems related to the psychological, socio-cultural, and biological factors that influence health and well-being.

As an applicant, you should be thinking about which of these competencies you have mastered and which of these competencies could use a little work. For areas where you aren't as strong, you should be taking the initiative to seek out professional development and personal growth opportunities that can help you hone these skills. Successful applicants are able to demonstrate that they are competent in each of these defined areas by using examples in their personal essays and in their responses during interviews. To help you self-reflect and strengthen your competencies, the AAMC has created an Anatomy of an Applicant workbook, which you can access for free by going here. 

WPC Week 8 Winner: Danielle Theis!

Every Wednesday, the Student Success Center holds a
Weekly Physiology Challenge (WPC).

This week's winner is: 

Danielle Theis!

Congratulations on winning this week's WPC!

This challenge series will be held weekly throughout the semester to give students a chance to showcase their knowledge for a chance to win a free t-shirt!

Mystery Case Monday: The Woman with Sudden & Referred Pain

Welcome back to Mystery Case Monday! We will be posting a hypothetical case every week to get our pre-health students thinking about various clinical issues and the anatomical/physiological causes that underlie them. Join us in the comments section to share your insights and tentative diagnoses, then check back on Friday to read about the diagnosis and recommended treatments of these cases.

This week's hypothetical patient is a 25-year-old female who is admitted to the ER with sharp abdominal pains, vomiting, dizziness, nausea, and weakness. Her boyfriend, who brought her into the ER, states that her pain began suddenly and that she said she felt as if she were going to faint all the way to the hospital. Because she was stable upon arrival, a physical examination was done. When asked if she could be pregnant, she stated that she could not be as she has an IUD, but did acknowledge that the couple were sexually active. She also stated that she had missed her last period, but assumed it was because she had recently started training for a 5K and was trying to quit smoking. The patient's vital signs were normal. The patient was experiencing diffuse abdominal tenderness. During the exam, the patient began to bleed vaginally and started feeling pain in her shoulder that radiated up to her neck. She was immediately given a FAST (focused assessment with sonography in trauma) exam. An OB/Gyn was called in for an emergency surgical consultation.

Thought Questions:

What is the most likely diagnosis for this patient?

What are the risk factors for this condition?

What caused the patient's shoulder to begin hurting?

Leave your comments below and check back on Friday to see how our hypothetical patient was diagnosed!

Closed Case Friday: The Snow Man

Earlier this week, we gave you a hypothetical patient with the following case:

This week's hypothetical patient is a 65-year-old homeless man who was found lying in a park during a particularly cold and snowy week in South Dakota. The woman who brought him to the hospital was unsure how long the man had been lying in the park. The man was unable to bear weight due to pain in his left hip. Upon examination, his oral temperature was found to be 30.5 degrees C and he had a loss of sensation and motor function in his toes. His feet showed obvious skin damage as they were a yellowish color and had a waxy appearance. His physician ordered x-rays of his hip, which later showed that he had a fracture on his pelvis, which was causing his hip pain. The man was not diabetic. The man had a medical history that included a myocardial infarction. The man's fracture was treated with skeletal traction and he was warmed slowly while being given an infusion to help with the cold injuries to his feet. Withing 72 hours, the patient was showing signs of gangrene in his toes and heels. He was started on intravenous antibiotics and samples of the infected areas were collected to be identified by the medical lab science team on-site. Approximately 6 hours after receiving the antibiotics, the patient developed neck stiffness, opisthotonos, and carpopedal spasms.

Today, we reveal that our hypothetical patient was diagnosed as having: 

Frostbite Complicated by Tetanus

This week's case was based on an actual case reported in 1990. Our hypothetical patient has been exposed to the elements and is showing the signs of frostbite on his feet. Today, it is commonplace to provide tetanus prophylaxis to patients with frostbite, but in this case our patient did not receive this prophylactic treatment and later developed an infection, presumably of Clostridium tetani, the causative agent of tetanus, which later manifested as neck stiffness, spasms of the head, neck, and spine, and involuntary contraction of muscles in the feet. There isn't a cure for tetanus, but treatment typically consists of cleaning and caring for the wound and the administration of medications to ease symptoms. Doctors may prescribe tetanus antitoxins, such as tetanus immune globulin, antibiotics, such as as metronidazole or penicillin to help fight the bacteria, a vaccination for tetanus, sedatives to control muscle spasms, and/or other medications to help support patients in the healing process. Supportive care, such as respiratory support, may also be necessary.

In the real case that this hypothetical case was based on, the patient was given tetanus immunoglobulin and an infusion of diazepam before excising the infected areas. He was also given assisted ventilation and a feeding tube. He was weaned off of the ventilator after 6 weeks, at which point he began partial weight bearing for his hip injury. He was discharged after 27 weeks and was able to walk with the aid of a cane. You can read the report of this case here: https://www.injuryjournal.com/article/0020-1383(90)90013-K/pdf.

Thanks for joining us for this week's Mystery Case and we hope to see you next week!

WPC Week 7 Winner: Danielle Theis!

Every Wednesday, the Student Success Center holds a
Weekly Physiology Challenge (WPC).

This week's winner is: 

Danielle Theis!

Congratulations on winning this week's WPC!

This challenge series will be held weekly throughout the semester to give students a chance to showcase their knowledge for a chance to win a free t-shirt!

Mystery Case Monday: The Snow Man

Welcome back to Mystery Case Monday! We will be posting a hypothetical case every week to get our pre-health students thinking about various clinical issues and the anatomical/physiological causes that underlie them. Join us in the comments section to share your insights and tentative diagnoses, then check back on Friday to read about the diagnosis and recommended treatments of these cases.

This week's hypothetical patient is a 65-year-old homeless man who was found lying in a park during a particularly cold and snowy week in South Dakota. The woman who brought him to the hospital was unsure how long the man had been lying in the park. The man was unable to bear weight due to pain in his left hip. Upon examination, his oral temperature was found to be 30.5 degrees C and he had a loss of sensation and motor function in his toes. His feet showed obvious skin damage as they were a yellowish color and had a waxy appearance. His physician ordered x-rays of his hip, which later showed that he had a fracture on his pelvis, which was causing his hip pain. The man was not diabetic. The man had a medical history that included a myocardial infarction. The man's fracture was treated with skeletal traction and he was warmed slowly while being given an infusion to help with the cold injuries to his feet. Withing 72 hours, the patient was showing signs of gangrene in his toes and heels. He was started on intravenous antibiotics and samples of the infected areas were collected to be identified by the medical lab science team on-site. Approximately 6 hours after receiving the antibiotics, the patient developed neck stiffness, opisthotonos, and carpopedal spasms.

Thought Questions:

What is the most likely diagnosis for this patient?

What is the most likely causative agent that lead to this patient's condition? 

This case was based on a report of an actual case that occurred in 1990. A prophylactic treatment that would be commonly administered in cases like this today was not given to this patient. What is that common treatment for this patient's condition?

Leave your comments below and check back on Friday to see how our hypothetical patient was diagnosed!

Summer Research/Internships with Avera

Check out these great opportunities for paid summer research/internships through Avera!

These are excellent experiences for helping you to build a strong resume or application.  

Interested students should search for these positions using the requisition number in the Keyword Quick Search box by going to https://www.avera.org/careers/

Center for Pediatric and Community Research

Ongoing 10 hours/week (not limited to summer)--#1809287

Summer Sioux Falls—#1900856

Summer Rapid City—#1900857

Summer Pine Ridge—#1900859

Genomics Oncology/Molecular & Experimental Medicine---#1900372

AIHG (Avera Institute for Human Genetics) Student Intern--#1900457

Closed Case Friday: From Fishing to Fighting for His Life

Earlier this week, we gave you a hypothetical patient with the following case:

This week's hypothetical patient is an 8-year-old boy from a small, farming community in west Texas. He was admitted to the hospital in July with a fever, neck stiffness, muscle weakness, numbness, and intermittent tremors. He also reported having a headache and did not seem to know where he was upon examination. His parents are concerned that he could be experiencing complications from kidney issues that he had been treated for over a year ago. They stated that he had been playing outside a lot as it had been warm and sunny for the past several weeks. They remarked that he really enjoys fishing at the small pond on their property, despite the fact that he frequently comes home with mosquito bites. The physician ordered an blood test, which demonstrated an elevated immune response. The physician then ordered an MRI and a lumbar puncture. The results of these tests confirmed the physician's suspicions. The physician orders that the boy be put on intravenous fluids as supportive therapy and prescribes pain medication. She then discusses the boy's treatment options with his parents. There is no definitive cure for his condition, but there is emerging research showing positive results using interferon therapy or they can try to use IGIV or MGAWN1 therapies. There is also the possibility that with the currently administered supportive treatment, the boy's immune system could overcome his illness on its own. In the meantime, the boy is being monitored while the physician and the boy's parents weigh these options.

Today, we reveal that our hypothetical patient was diagnosed as having: 

West Nile Virus

West Nile Virus (WNV) is a common virus transferred by mosquitoes in the United States. The virus is sustained in reservoir populations of birds and transmitted to people via a bite from an infected mosquito. About 70-80% of people who are infected with WNV never develop symptoms; however, severe cases can be life-threatening, especially for patients over 60 years of age and/or people with medical conditions that impair the immune system, such as cancer or kidney disease. People with diabetes or hypertension are also at an increased risk for WNV. In severe cases, symptoms manifest within 3-14 days post-infection and may include fever, confusion, convulsions, muscle weakness, loss of vision, numbness, paralysis, or even coma. If not treated, the infection can cause permanent brain damage, but most people make it to a hospital for treatment before WNV progresses to that point. WNV can be diagnosed with a blood test, but severe cases often necessitate a lumbar puncture and sometimes an MRI to see how far the infection has progressed and to determine the most appropriate supportive treatments. Interferon therapy is a promising new treatment for WNV that uses substances produced by the immune system to treat encephalitis, but the research is not yet conclusive. There is currently a WNV vaccine for horses, but there has not been an effective human vaccine developed yet.

Thanks for joining us for this week's Mystery Case and we hope to see you next week!

Pre-Health Students Build a Life-Sized Board Game for Regional Health

Most of us have played the classic Operation board game at some point in our lives. A month ago, Regional Health contacted us to ask about scaling up this classic board game concept into a life-sized version for use at outreach events. Two of our rockstar pre-health students, Keaton Gray & Kaylee Wilson, rose to the challenge and built the awesome game you see below:

Keaton shows off their exciting creation.

They also recruited fellow Mines student, Anthony Best, to help out. Regional Health was on a strict timeline to have the project completed by then end of January, so our students worked quickly to have it ready to go. Our students completed the project in less than a month! We caught up to Keaton, Kaylee, & Anthony to ask them about this fun and exciting project.

Keaton (left) and Kaylee (right) play their new game.

How would you describe your overall experience of being involved in this project?

Kaylee: This project was interesting for me because I have never worked with anything regarding circuits before. I have never taken a physics class so I was glad that I had help on the project. A lot of time and effort went into the project and it was a great experience getting to meet people from the hospital. I was pleased with how the project turned out since we were finally able to get the light and buzzer working in sync.

Keaton: I had lots of fun working on the board! It was time consuming and stressful sometimes, especially trying to find times that worked for both of us considering we are both students and have jobs as well. Overall, it was an awesome experience to do a hands-on project and do some networking through employees at Regional Health!

Anthony:  I only worked on the project for the very last day, consisting, mainly, of the electrical components. I would describe the experience as nerve wracking since once we got past a certain point, a large majority of the board became inaccessible and we had to hope that none of the circuitry came apart. Overall, however, it was a lot of fun.

What was your favorite part of working on the board?

Keaton: My favorite part, and also the most frustrating part, was trying to wire it so the nose and buzzer would go off. We used aluminum foil tape to line the edges of each part and then connected this aluminum tape to the wiring on the back. The tape was tricky because only one side carried current and rips in the tape obviously shorted the circuit, so it was a meticulous process, but that is the reason I liked it. 

Kaylee: My favorite thing about working on the board was getting to make it life size. I feel like the game is more engaging when it is realistic. I have not yet seen the 3D printed organs, but I feel like that is one of the best aspects of the game. 

Anthony: My favorite part of working on the board was troubleshooting where the gaps in the circuit were. 

It works!

What was the most frustrating part of working on the board?

Kaylee: Originally we used copper foiling, but that turned out to be too unreliable in holding a connection and was causing a lot of cuts on our hands from working with the pieces. We decided to use aluminum foil tape instead as it was easier to shape around the corners and stuck in place better.

Anthony: The most frustrating part was trying to get the speaker working since the wires were incredibly small and short. 

Keaton: I hadn't had that much experience with electrical circuits or even in the construction aspect of the project, and because of that I definitely learned a lot. 

What is the biggest lesson you have learned from your involvement in this project?

Anthony: I learned about just how finicky some wires can be when trying to connect them all together.

Keaton: During the wiring process we also had a lightbulb blow up, which was terrifying so I think the biggest lesson I learned was to not adjust circuits while connected to the battery. Hahaha! 

Kaylee: I have learned a lot more about how electricity and circuiting works. I always thought it was a basic concept where you connect two pieces together, but when working with the cutout pieces on the board, there is a lot more to it.

(From left to right) Keaton, Anthony, & Kaylee test out their creation during last week's stock show, where it made its debut. 

WPC Week 5 Winner: Kaylee Wilson!

Every Wednesday, the Student Success Center holds a
Weekly Physiology Challenge (WPC).

This week's winner is: 

Kaylee Wilson!

Congratulations on winning this week's WPC!

This challenge series will be held weekly throughout the semester to give students a chance to showcase their knowledge for a chance to win a free t-shirt!

Advice from an Alumnus: Meet Rebecca Mabee!

SD Mines has a reputation for excellence that reverberates through our students long after they leave campus with their degrees in hand. Today, we are featuring on of our alumni, Rebecca Mabee, who earned her degree in mechanical engineering and is currently pursuing a degree in medicine at USD Sanford School of Medicine right here in South Dakota. We caught up with Rebecca to ask her about her pre-health journey at SD Mines and how it helped her prepare for a career in health care.

Hey, Rebecca! Where are you and what are you doing as an SD Mines graduate? 
I am a second-year medical student at USD Sanford School of Medicine. I have just finished Pillar 1 where we spent 3 semesters in the classroom learning the basic biomedical sciences. I will now start Pillar 2 where we will do patient care in the clinics and hospitals.  

How does being in medical school tie into your degree from SD Mines?
While I may have branched off from engineering to enter the medical profession, I have still found those foundational skills to be helpful in medical school. I learned how to problem solve, work in a team environment, and to think about problems from different angles. In terms of coursework, I found fluid dynamics to be particularly helpful in understanding cardiovascular, renal, and respiratory physiology. 

What kind of shadowing did you do and what did you learn from those experiences?
During undergrad, I worked as a medical scribe for an OB/GYN in Rapid City. This was a wonderful experience that really exposed me to the medical world. I saw firsthand the aspects of patient care and working as part of a medical team in various settings – clinic, the operating room, and labor and delivery. I also spent time shadowing other specialties including orthopedic surgery and neurology. These experiences solidified my passion for pursing a career in medicine and attending medical school. 

Did you do any research while at SD Mines?
I did research for several years within the mechanical engineering department. My research involved ballistics studies that were sponsored by the Army Research Laboratory. For my senior design project, my group partnered with an OB/GYN to design and manufacture a pessary for the treatment of pelvic organ prolapse. This is a condition that commonly affects postmenopausal women and a pessary is a device that can be used as a nonsurgical treatment. My team is now in the process of obtaining a patent for our design and exploring the possibility of getting the pessary into production. 

What kinds of volunteering do you do?
Medical school has many opportunities for volunteering that I have taken part in. One experience was volunteering at the Coyote Clinic, a free clinic in Sioux Falls for the underprivileged and uninsured. I have also done free blood pressure readings at a local fair. During undergrad, I regularly volunteered at the hospice house. I really enjoyed connecting with these patients and found this to be a very rewarding experience. 

How did you prepare for the MCAT or other entrance exam?
As I had been studying mechanical engineering, instead of a more medically focused degree, I felt it was important to invest in a prep course. I did a multi-week Kaplan course that I felt helped focus my studying and better prepare me for taking the MCAT. 

What do you do when you aren’t studying?
My husband, Mike, is a first-year law student so he and I are both busy with studying and other school related activities. When we break from studying, we enjoy working out together at the wellness center, cooking healthy meals, or getting together with friends. I also love to travel so have tried to sneak in trips whenever my medical school schedule allows. We enjoy hiking, biking, beaches, and exploring national parks. 

What techniques do you use to manage your time and stress levels?
Exercise is my go-to method of stress relieving! I love to run, especially outside where I also get some fresh air, and enjoy training and running in races. I also like Crossfit-type workouts, yoga, swimming, and cycling. I also try and spend time journaling. I like to stay super organized to help maximize my time and to successfully juggle everything. Sleep is also important for me to keep my stress level down. 

What advice do you have for pre-health students who are struggling?
Get help early and talk to someone! Don’t be shy in seeking out guidance and getting your questions answered. Find someone in the class or two above you that is also on the pre-health path that can serve as a mentor. Try and get a plan in place so you know what you need to get done over the course of your undergraduate career. Also, be persistent and stay passionate about what you’re doing because it’s a long road, but definitely a rewarding one! 

Mystery Case Monday: From Fishing to Fighting for His Life

Welcome back to Mystery Case Monday! We will be posting a hypothetical case every week to get our pre-health students thinking about various clinical issues and the anatomical/physiological causes that underlie them. Join us in the comments section to share your insights and tentative diagnoses, then check back on Friday to read about the diagnosis and recommended treatments of these cases.

This week's hypothetical patient is an 8-year-old boy from a small, farming community in west Texas. He was admitted to the hospital in July with a fever, neck stiffness, muscle weakness, numbness, and intermittent tremors. He also reported having a headache and did not seem to know where he was upon examination. His parents are concerned that he could be experiencing complications from kidney issues that he had been treated for over a year ago. They stated that he had been playing outside a lot as it had been warm and sunny for the past several weeks. They remarked that he really enjoys fishing at the small pond on their property, despite the fact that he frequently comes home with mosquito bites. The physician ordered an blood test, which demonstrated an elevated immune response. The physician then ordered an MRI and a lumbar puncture. The results of these tests confirmed the physician's suspicions. The physician orders that the boy be put on intravenous fluids as supportive therapy and prescribes pain medication. She then discusses the boy's treatment options with his parents. There is no definitive cure for his condition, but there is emerging research showing positive results using interferon therapy or they can try to use IGIV or MGAWN1 therapies. There is also the possibility that with the currently administered supportive treatment, the boy's immune system could overcome his illness on its own. In the meantime, the boy is being monitored while the physician and the boy's parents weigh these options.

Thought Questions:

What is the most likely diagnosis for this patient?

What is the underlying cause that leads to this condition? 

Many people with this condition do not develop symptoms. What are some of the risk factors for the 1% of people who do develop severe symptoms?

Leave your comments below and check back on Friday to see how our hypothetical patient was diagnosed!

Student Spotlight: Jacey Merkle

Here at SDSM&T we have a growing and thriving community of pre-health students. Today, we are shining a spotlight on Jacey Merkle. Jacey is an applied biological science major. She is interested in neuroscience and plans to pursue a Ph.D. degree in that field. We caught up with Jacey to ask her about her pre-health journey and how she is preparing for a career in health care.

What kinds of research have you been involved in while being a student? What did you learn from those experiences? 

My freshman year, I did research with halobacteria, analyzing their halocin interactions. From this I learned a lot about the types of work you do in a microbiology lab. My sophomore year continuing on to this year, I am involved with a Quality Improvement research project with the Rapid City Regional Health Neurology Clinic. I learned what it's like to work as a neurologist in a clinic, learned about presentations and proposals, and what the process for submitting a manuscript for publication looks like. The summer after my sophomore year, I did research in the Analytical Lab at POET Research in Sioux Falls, where I learned a lot about the ethanol production process, compositional analysis, and creating NIR methods. 

I hear you have interesting summer plans. What can you tell us about what you will be doing?

This summer I will be living in Central Asia for an internship and ministry work. The internship involves working with EEG technology and doing research in neuroplasticity.

What kinds of volunteering do you do?

I have done lots of volunteering at my church, and have additionally coordinated a high school outreach volunteer project for the Future Health Science Professionals Club.

What do you do when you aren’t studying, conducting research, or volunteering?

In my free time, I love to read and spend time talking with people. I like to explore nature, doing things like hiking, watching meteor showers, and visiting lakes.

How do you manage stress?

I am fairly good at avoiding stress in the first place by allocating time well all throughout the semester, instead of just before big things in my classes. When I do get stressed though, I manage it by determining which tasks hold the highest priority, working hard to do those things well, and making sure to give myself mental breaks by periodically doing things like playing pool or taking a walk with friends.

What advice do you have for our freshman pre-health students?

My advice for freshman pre-health students would be to prioritize all the things in your life, and allocate time accordingly. This will look different for every person, so make sure you spend some time in introspection to find what it looks like for you. Get enough sleep, find a good group of people to surround yourself with, and make things easy for your future self by completing tasks as they come up. As far as homework is concerned, make sure you understand what you are doing, instead of striving only to find the correct answer. Also, find time to read the relevant chapters in your textbooks. This extra exposure to the material will help immensely!

Closed Case Friday: A Sick & Tired College Student

Earlier this week, we gave you a hypothetical patient with the following case:

This week's hypothetical patient is a 22-year-old college student. She scheduled an appointment at her university's health center because she has been experiencing what she thought was just a cold for a whole week and a half and she hasn't started feeling any better despite taking over-the-counter cough medicine. She has a persistent headache that has become increasingly painful in the last few days. She has had a runny, stuffy nose and a cough for about a week. She is experiencing intense sinus pressure behind her cheeks and eyes and has felt tired and drained from being sick. She is also dealing with postnasal drip that appears green when she is able to cough it up. She finally decided to see her physician when she developed a fever. Following an examination, her doctor prescribes a decongestant and fluticasone. He tells her to get lots of fluids and rest and that she can take Tylenol as needed to help relieve her pain. He also recommends that she use a humidifier in her dorm room.

Today, we reveal that our hypothetical patient was diagnosed as having: 

A Viral Sinus Infection

The patient has all of the classic symptoms of a sinus infection. Sinus infections may be caused by bacteria, viruses, or even allergies. Physicians often examine the inside of their patients' noses to look for signs of inflammation in suspected cases of sinus infections. These infections are most commonly caused by a virus and will resolve with a little bit of help from drugs that can calm sinus inflammation (for example, fluticasone or other nasal sprays). The patient was given a decongestant and told she could take Tylenol to relieve her pain while her body worked to fight off the infection. Keeping the sinuses moist by using a humidifier can also help with pain relief and speed healing. Getting enough fluids and rest are also important for helping the body's immune system do its job.

Thanks for joining us for this week's Mystery Case and we hope to see you next week!