Session 575

Darrell, an older nontrad medical student, shares his inspiring journey from failing out of college to eventually pursuing his dream of becoming a doctor. Listen if you’re considering a career change into medicine later in life.

For more podcast resources to help you with your medical school journey and beyond, check out Meded Media.

Listen to this podcast episode with the player above, or keep reading for the highlights and takeaway points.

Interest in Becoming a Doctor

Darrell says he always wanted to go to medical school, but didn’t have the maturity in his youth. The seed was really planted when he trained as a combat medic in the army, which made him realize medicine was a career he could pursue. However, it wasn’t until later, while working at Baylor College of Medicine as a medical assistant in his late 20s, that he started seriously considering medical school as a possibility.

“Having a skill set to be there for people at the right time and the right place in the right way was a really powerful motivator for me.” 

According to Darrell, he decided to go back to school in January 2005. At that point, he realized he needed to get a degree to increase his earning potential, though medicine was still in the back of his mind and not yet the primary focus.

Darrell explains that he was essentially starting all over again in his undergraduate studies. He had left Texas Southern University with a very low GPA (1.67), so he had to begin from the beginning when he returned to college at Arizona State University.

Navigating the Premed Process

As a nontrad student. Darrell faced challenges trying to navigate the premed process. It suggests that some pre-health offices may not be well-equipped to support or provide resources for older or non-traditional students pursuing medical careers, potentially creating additional hurdles for these applicants.

Darrell’s father’s advice about creating one’s own path reflects a philosophy of self-determination and resilience. This guidance likely stems from his father’s own experiences as one of the first African American pharmacists at the Houston VA, where he had to overcome significant racial barriers and create opportunities for himself in a challenging environment.

Darrell finished at Arizona State University with a cumulative GPA of 3.18. While not exceptional, it was a significant improvement from his previous academic performance at Texas Southern University.

Balancing Financial Stability and Career Dreams

Pursuing a Career in Teaching

Darrell struggled to understand and navigate the complex medical school application process, including primary applications, secondaries, and interview costs. He also faced financial pressure upon finishing his undergraduate degree. He received notice that his student loans were due, adding another layer of complexity to his decision to pursue medical school. This led him to prioritize addressing his financial situation before pursuing medical school.

“Even though you may have had a career where maybe you were the one in charge… you come back to medical school and you’re starting over at the bottom.”

Darrell acknowledged that it was indeed difficult to break away from his teaching career due to the financial stability it provided. He described it as accumulating more responsibilities as you get older and the challenge of leaving a steady income. However, his dream of pursuing medicine never left him, which eventually led him to make the decision to apply to medical school.

Moving Beyond Plan B to Pursue Medicine

Darrell overcame the “Plan B” mentality by fully committing to his dream of becoming a doctor. He described it as something he wanted so badly that he couldn’t rest until he pursued it, even though he enjoyed his teaching career.

He emphasized that when you’re not living your purpose or walking your path, you won’t find peace. This ultimately gave him the courage to break away from his secure career and pursue medicine.

“When you’re not living your purpose, when you’re not living and walking your path, you will not rest.”

A Spouse’s Dedication to the Medical School Dream

Darrell’s wife was actually his biggest supporter in his journey to medical school. She even took a job at Western University to learn about the medical school admissions process. Eventually, she used her experience on an admissions committee to help Darrell craft his winning application.

Academic Renovation: Returning to Undergrad for Medical School Preparation

Darrell needed to take more classes to improve his undergraduate GPA. He went back to Arizona State University and took 24-30 credits of science coursework, achieving a GPA of around 3.7 or 3.8. He also had to retake the MCAT and navigate financial challenges during this period.

Recognizing the need to strengthen his academic profile, he undertook significant “academic renovation” by returning to university for additional science coursework.

Despite facing various challenges, including financial constraints and personal setbacks, Darrell persevered. He retook the MCAT and navigated the complex application process, ultimately succeeding in his goal to apply to medical school by 2020.

The Interview Trail

Darrell’s interview trail was unique due to the COVID-19 pandemic, with all interviews conducted virtually. He faced some challenges, including one interviewer who overtly questioned his age, asking how he would keep up with younger peers. Despite this, he was prepared for such questions and navigated the interviews successfully, ultimately receiving four acceptances.

Darrell encountered ageism during his medical school interviews, with one interviewer explicitly questioning his ability to keep pace with younger students. This discriminatory attitude highlights the challenges older applicants may face in the medical school admissions process.

However, he was prepared for such situations, drawing on his father’s experiences with discrimination. His father’s advice to maintain a poker face and be ready for anything equipped him to handle these difficult questions with composure and confidence.

“When you love what you do, then it doesn’t feel like work and you feel energized.”

Defying Age Norms

Darrell mentions that his father, at 77 years old and after a 54-year career as a pharmacist, has decided to pursue a master’s degree in physics. This demonstrates his father’s lifelong commitment to learning and personal growth. This also sets an inspiring example for him and others about the potential for continued education and new pursuits at any age.

Darrell’s determination to continue working and pursuing his goals demonstrates a strong commitment to lifelong learning and personal growth. His rejection of traditional retirement norms reflects a modern perspective on aging and career development. Therefore, it’s important to stay active and engaged throughout life. This attitude aligns with his journey as a nontrad medical student and suggests he will approach his medical career with the same passion and dedication, regardless of age.

How Family History Fuels a Passion for Learning

Darrell’s family history demonstrates a profound appreciation for education, stemming from his grandmother’s limited opportunities. Her regret at not being able to pursue education beyond sixth grade has clearly shaped his outlook on learning. This generational experience has instilled in Darrell a deep passion for education, driving him to seize opportunities his grandmother never had. It explains his commitment to lifelong learning and his determination to overcome obstacles in his pursuit of a medical degree, even as a nontrad student.

Getting His First Acceptance

Darrell described getting his acceptance as one of the top 10 moments in his life. He and his wife were overwhelmed with emotion, with his wife falling to her knees in prayer and both of them crying tears of joy.

Adapting to an Accelerated Learning Pace in Medical School

Darrell describes the transition to medical school as a “different beast.” He explained that while the science content doesn’t change, the pace is dramatically faster. For example, instead of having two or three weeks to learn the Krebs cycle, it’s covered in a day. He emphasized the importance of not procrastinating and keeping up with the daily workload to avoid falling behind.

The “pancake theory” is a metaphor used by Darrell’s medical school dean to illustrate the importance of consistent studying. It suggests that each day, students receive a “stack of pancakes” (new information) to consume. If they don’t “eat their pancakes” (study) daily, the stack grows larger and more overwhelming, potentially leading to academic difficulties.

Navigating the Hierarchy: From Teacher to Student in Medical Education

Darrell’s transition from teaching medical students to becoming one himself represents a dramatic shift in status within the medical education system. This change highlights the rigid hierarchy present in medical schools. Previous experience and credentials often carry little weight for students. 

“Some faculty are willing to listen to things that you have to say, some faculty not so much. You have to learn which battles are important to fight and which battles we just need to walk away from.”

As a nontrad student with prior expertise, he knows he must carefully balance his existing knowledge and perspectives with the need to respect the hierarchy and authority of faculty members. He has to exercise diplomacy and humility, especially when he disagrees with faculty statements. Darrell is aware of the potential repercussions of challenging faculty, such as its impact on letters of recommendation and evaluations.

When Keeping It Real Goes Wrong

Darrell’s anecdote about his friend’s dismissal from medical school serves as a stark reminder of the importance of professional conduct in academic settings. The friend, despite being correct in his assertions, was dismissed for challenging a biochemistry professor publicly in class.

This incident highlights the delicate balance students must maintain between academic integrity and respect for authority figures. It underscores the need for discretion and appropriate channels when raising concerns. How feedback is delivered can be as crucial as its content in the hierarchical structure of medical education.

Tradition vs. Innovation

Navigating Change in a Conservative Medical Field

Darrell’s observation about medicine being a “super conservative field” highlights a significant challenge in medical education and practice. This conservative nature often leads to resistance against new ideas, technologies, or teaching methods, even when they could potentially enhance learning or patient outcomes.

His experience as a nontrad student with prior expertise likely gives him a unique perspective on this issue. It allows him to recognize areas where the field could benefit from more openness to change and innovation.

“Medicine is such a super conservative field, it’s slow to bring about change.”

The Need for Adaptive Leadership in Medical Education

Darrell highlights the importance of adaptability in medical education leadership. He argues that individuals in influential roles should be open to change and new ideas, regardless of their age. He suggests that a rigid mindset clinging to outdated methods can hinder progress in medical education. His view emphasizes the need for leaders who are willing to evolve and embrace new approaches to better prepare future medical professionals.

Darrell recalls this one cardiologist who explained to him the distinction between theoretical knowledge and practical skills in medical education. While classroom learning is crucial for passing exams, the true development of a doctor’s abilities occurs during clinical rotations. 

This perspective likely influenced his approach to his medical education, helping him understand the importance of both academic knowledge and hands-on clinical experience in becoming a competent physician.

What the Future Holds for Darrell

Darrell expresses interest in family medicine or emergency medicine for his future career. However, he also mentioned a strong passion for medical education, having recently completed a study on sexual misconduct in U.S. medical education.

“The winds will blow you to interesting places.”

His wife and others have suggested he might return to academia, possibly as a dean of a medical school. Ultimately, he remains open to various possibilities, stating he’s enjoying his current path while being receptive to where life may lead him.

Final Words of Wisdom

Don’t be afraid. Embrace the change. Don’t listen to a lot of the rumors that you hear about how hard it is, and all these other things. It actually can be a very enjoyable experience, if you choose the process to be enjoyable.

“Don’t be afraid. If this is something you really want, pursue the dream. You only live once, you’re going to get older no matter what so you might as well pursue your dream.”

Links:

Meded Media

Blueprint MCAT