essay about health care professional

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Writing the Personal Statement for Health Professions Applications

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The personal statement gives you the opportunity to present a compelling snapshot of who you are and perhaps why you want to be a doctor. Use your personal statement to say what others can’t. The personal statement can be a tricky genre to master. On the one hand, you want to give the admissions committee a sense of your personality and who you are. On the other hand, you must sound focused and professional, which sounds like it might impede your ability to capture your personality.

But this does not have to be the case. What you need to do is figure out how to say what drives you to want to become a healthcare professional in as specific a way as possible. The more specific you can be, the more the admissions committee will feel as if they have a sense of who you are.

You don’t need gimmicks, jokes, artificial drama, or hyperbole to express who you are or why you would make a good medical student or doctor. All you need are carefully selected details that you can craft into a unique and compelling story that conveys a sense of purpose and motivation.

What Makes a Good Personal Statement?

• There is no exact template for an effective personal statement. Often, however, strong personal statements combine a concise description of a personal experience with reflection on how this experience either led the writer to pursue medicine or indicates the writer’s character or commitment.
• Good personal statements often have a strong sense of narrative. This does not mean that they read like short stories, though they can relate a few scenes or anecdotes from your life. They have a strong sense of narrative, rather, in how they convey the writer’s sense of dedication to medicine. Strong personal statements often give readers an idea of how applicants see their experiences as leading to the decision to pursue medicine.

How to Get Started

The personal statement is an exercise in self-reflection. Questions to consider:

• Who are you?  I am driven to… I have learned to… I believe…
• What are your most passionate interests or concerns?  What problem(s) most occupy your thinking and your efforts?
• How did you develop those interests?  (Not just the story, but what drives you.)
• What errors or regrets have taught you something important about yourself?
• When does time disappear for you?  What does this tell you about your passions, your values?
• What ideas, books, courses, events have had a profound impact on you?  How so?
• To what extent do your current commitments reflect your most strongly held values?
• When have you changed?  Consider yourself before and after; what does this change mean?
• How do your interests and who you are relate to your goals in medical school and as a doctor?

Start a “shoebox”; a place to keep random notes for your personal statement; be ready to write at any time. Review these items occasionally; let them tell you more about what you want your personal statement to say. Start writing drafts, experiments; you will know when a paragraph begins to gel.

A Suggested Writing Process

Everyone writes differently, so these are potential strategies rather than rules.

• Make a list of some of your most defining experiences – extracurricular activities, specific classes, volunteer work, research, hobbies, etc. Try not to include overly personal experiences (breakups, trouble with parents, illnesses in the family, and so on). It’s difficult to write about such things without being sentimental or cliché. You want experiences in which you did something and had to make a choice.
• From this list, try to select an experience that particularly demonstrates your intellectual curiosity, your dedication to service, your composure under pressure, your leadership ability, or any other personal trait that you think is particularly relevant to your case that you would make a good doctor or medical student.
• Start writing a draft based on this experience. You want to be specific, but don’t get bogged down with an abundance of anecdotes or minutiae. Try to use your draft to craft a succinct story that demonstrates your character and your motivations.
• Set the draft aside for some time (a number of days or weeks), and then revisit it with fresh eyes. Be as honest with yourself as you can be: What works in this draft? What doesn’t work? What sounds cliché or unspecific? Would a reader who doesn’t know me at all get a sense of my personal character and dedication?
• Revise, revise, revise: tighten the structure, add new things to make your point clearer, take away sentences or sections that now seem unnecessary, use the active voice as much as possible, and anything else that needs to be done. If what you have just doesn’t seem to be coming together, do not be afraid to start over.
• Solicit feedback from a couple of trusted readers and revise again based on the suggestions that you find most useful. Don’t solicit feedback from too many people though – too many responses can be overwhelming.
• Edit your work for grammatical mistakes, typos, clumsy repetitions, and so on. Make your prose impeccable before you submit your statement. Asking help from other readers can be especially helpful with editing, as sometimes it gets difficult to read your work with fresh eyes.

Things to Do

• Use the experience that you describe to tell a story of personal progress, particularly progress towards your commitment to medicine.
• Write with active verbs as much as possible.
• Strive for concision.
• Sound humble but also confident.

Things Not to Do – Common Pitfalls

• Don’t talk in hyperbolic terms about how passionate you are. Everyone applying to medical school can say they are passionate. Instead, show your readers something you have done that indicates your passion.
• Don’t adopt an overly confessional or sentimental tone. You need to sound professional.
• Don’t treat the personal statement like a piece of creative writing.
• Don’t put your resume in narrative form.
• Don’t use jargon, abbreviations, slang, etc.
• Don’t use too many qualifiers: very, quite, rather, really, interesting…
• Don’t write in overly flowery language that you would normally never use.
• Don’t include famous quotations. If you must quote, use something that shows significant knowledge.
• Don’t write about yourself in an overly glorifying or overly self-effacing manner.

What to Remember

• They are read by non-specialists, so write for an intelligent non-medical audience.
• Actions sometimes speaks louder than words so give examples of experiences rather than describing them.
• All information must be accurate – don’t pad, but don’t be falsely modest either.
• The personal statement, in part, serves as a test of your communication skills.  How well you write it is as important as the content.

Writing Resources

• AAMC: 7 Tips for Writing your AMCAS Personal Statement
• Graduate Admission Essays: What Works, What Doesn’t and Why , Donald Asher, Ten Speed Press
• On Writing Well , William Zinsser
• Elements of Style , Strunk and White, Macmillan
• Article :  2 Med School Essays that Admissions Officers Loved
• Guidance for Writing Personal Statements, Work & Activities Section, Secondary Applications

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Why Health Care Professionals Should Write

There are a lot of good reasons to learn to write well. But is it really worth it for doctors and nurses – already focused on a challenging field and stretched for time – to learn the craft? Many nursing and medical schools say yes, but their reasons might surprise you.

Dr. Jason Schiffman, editor-in-chief of Anxiety.org, told Career GPS in September that doctors have a responsibility to help patients find good information on the Internet, which means they need to become curators and content creators. But for several writing programs housed in nursing and medical schools, the reason for health care professionals to write is not actually about publishing. The programs are interested in the benefits of the act of writing itself.

"Writing makes people better doctors because it increases their ability to be good observers," Reisman said. "They start to pay attention to details. If they're writing about a patient, we encourage them to notice not only what the patient looks like, but ask, what are the sounds around the patient? What are the smells in the patient's room?"

These skills help doctors notice more things about their patients, which helps boost empathy and diagnostic ability.

"Learning the craft of writing requires that you learn how to reflect the perspective of others," Reisman said. "That's obviously a huge part of being a doctor."

Nellie Hermann, chief writing faculty in the Narrative Medicine program at Columbia University Medical School, said giving students and faculty the tools of reading, writing and understanding stories is an important part of their program.

"In any field where a person is asked to interact with lots of other people, learning how to understand stories is inevitably a crucial part of the work," Hermann wrote in an email.

James Stubenrauch, Senior Fellow at the Center for Health, Media and Policy at Hunter College in the City University of New York (CUNY), co-taught the first narrative writing course to students in the Hunter-Bellevue School of Nursing. Developing a daily writing practice, he said, helps nurses combat the burnout, exhaustion, fatigue and stress that comes with dealing with death and suffering. It also empowers them to speak up and take greater roles in decision-making.

"It's part of a self-care strategy as well as making a better provider out of whoever does this kind of work," he told Career GPS . "What I'm trying to do in this course is give people permission to get their own voices in the room and down on paper."

Stubenrauch's writing course for nurses will continue in the spring if funding comes through. He plans to add a blogging component to the curriculum.

But health care professionals should not necessarily jump straight to blogging or publishing, though many Yale residents have published their work . Instead, Reisman advises her students to begin writing by keeping a journal. It's a low-pressure way to not just record events but to revisit observations and emotions later on.

"For me personally, writing has been a way to understand myself and to think through experiences," Reisman explained. "If I'm writing an essay about an experience, trying to get it right forces me to really look at it deeply in a way that I might not do if I'm just running through it in my head. And when we're teaching residents, they start to understand that also."

Read more about health care professionals who write and writing skills:

Don't be afraid of HIPAA, say nurse bloggers

Should Doctors be the New Curators of Medical Information?

Back to Basics: Lifelong Writing

Photo credit: "Writing" by Jonathan Reyes in Flickr Creative Commons

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Transforming and Scaling Up Health Professionals' Education and Training: World Health Organization Guidelines 2013. Geneva: World Health Organization; 2013.

Transforming and Scaling Up Health Professionals' Education and Training: World Health Organization Guidelines 2013.

Annex 1 definition and list of health professionals.

• Definition of health professionals

Health professionals maintain health in humans through the application of the principles and procedures of evidence-based medicine and caring. Health professionals study, diagnose, treat and prevent human illness, injury and other physical and mental impairments in accordance with the needs of the populations they serve. They advise on or apply preventive and curative measures, and promote health with the ultimate goal of meeting the health needs and expectations of individuals and populations, and improving population health outcomes. They also conduct research and improve or develop concepts, theories and operational methods to advance evidence-based health care. Their duties may include the supervision of other health workers (adapted from ILO 2008; WHO 2010; Gupta 2011 ).

• List of health professionals considered within the literature review

Occupations in this sub-major group are classified into several minor groups. To facilitate the development of the WHO guidelines for transforming and scaling up health professionals' education and training, the literature review will focus on the following list of health professionals, as defined by the International Standard Classification of Occupations (ISCO) (ILO 2008; WHO 2010).

Medical Doctors – both Generalist and Specialist Practitioners , including Public Health Doctors (ISCO-08 minor group 221).

Nursing Professionals , including Public Health Nurses (ISCO-08 minor group 222, unit 2221).

Midwifery Professionals , including Public Health Midwives (ISCO-08 minor group 222, unit 2222).

Dentists (ISCO-08 minor group 226, unit 2261).

Pharmacists (ISCO-08 minor group 226, unit 2262).

To simplify and streamline the literature review, this list excludes several groups under the ISCO-08 definition of health professionals, such as traditional and complementary medicine professionals (ISCO-08 minor group 223) , paramedical practitioners (ISCO-08 minor group 224), dieticians and nutritionists (ISCO-08 minor group 226, unit 2265), physiotherapists (ISCO-08 minor group 226, unit 2264), and several other therapy-related occupations.

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Managing Health Care Professionals Essay

Generally, organizations develop only when they learn from the daily interactions with the patients, community, staff, suppliers, and all other stakeholders involved. Senge (1992) championed that there are five differentiated theories on which a learning organization is based; these models include; systems approach, individual mastery, mental approaches, development of shared visions, and team learning approach. These theories have characteristics needed to support organizational learning (Walburg, 2006, p.17).

Theories on Health Care Profession

In systems thinking theory, an organization and its interaction with the environment is comprised of systems with interdependent components. The individual and an organization are both parts of such a system; for this reason, it’s hard to see that system. In case a problem requires to be solved; the system must be made visible, as rarely do problems occur in merely one of the components of the system. Rather, problems are usually embedded in the total system. This is an important aspect in the development of thinking in terms of processes in the health care profession; and thinking in health care chains and management of diseases (Carayon, 2007, p.15).

In individual mastery approach, individuals develop their personal skills and knowledge in an organization. This is a focused development as a result of someone’s personal goals. The strongest basis of this approach is created when both individual and organizational goals match. In the health care profession there is a strong dependence on the specialist expertise (knowledge) of the individual profession (Argyris, 2000, p.19).

Mental approach enables employees to capture their organizational vision. It contains internal and usually implicit assumptions and generalizations about the organization. This bears the risk of rigidity especially when the environment impels the organization to change. In building shared vision and team learning approaches, the organization needs a mission and a vision, and people to work in teams respectively. Missions and visions create unity and coherence between the activities of the organization’s components.

The Concept of Organizational Learning

Learning processes in organizations take place at three levels; individual level, team or group level, and organizational level. Learning at the individual level enables each health care professional to acquire certain amount of knowledge through education and experience maintaining that professional knowledge up to date and expanding upon it. At individual level, learning manifests itself in terms of improved professional work technique and improved treatment results.

Learning also takes place at team or group levels. At this level, a group or a team of health care workers who work together in a care process develop collective knowledge, skills and competencies. Learning involves collective knowledge and skills acquired in the process of collaboration of the group or team members and the mutually reinforcing competencies. At team level, learning manifests itself in the improvement of results in a particular process under the team’s responsibility.

Lastly, learning takes place at the organizational level. Organizational learning is centered upon the knowledge acquired and developed in order to be able to collectively implement the mission of the organization. Learning is directed at the achievement of organizational goals. Organizational learning includes improving the quality of an organization’s overall functioning, and developing new services and products. Learning in organizations is manifested in the improvement of performance of the organization as a whole. Argyris (2000) contends that “organizational learning relates to the experience-based improvement of the implementation of organizational goal” (p. 54).

In its simple form, organizational learning occurs when an error is detected and consequently rectified. This process is referred to as single-loop learning. Single loop learning does not change the organization or the principle of the health care process (Argyris, 2000, p.54). In single-looping form, an assessment is made whether the health care process met the applicable standard; if it did not, adjustments are made. Many projects of quality improvement nature can be referred to as single-loop learning. Double-loop learning entails changing the underlying principles. Double-loop learning is about why health care is delivered in a certain way, why health care professional collaborates in a particular manner, and to achieve more fundamental and sweeping changes (Argyris, 2000, p.67).

In sum, progressive health care organizations must have characteristics required to support organizational learning. Health care organizations provide varying environments for adaptation to change. They can be characterized based on dimensions such as, structure, capacity to absorb new knowledge, and receptive context for change at different levels. At the individual level, a health care professional gathers a specific amount of knowledge through education and experience. At the team level, health care workers can collaborate in a care process where they acquire collective knowledge, skills and competencies. Lastly, at the organizational level, organizational learning relates to creating knowledge about learning processes at the organizational levels. These characteristics are embedded in health care organizations and are necessary to support organizational learning (Walburg, 2006, p.13).

Argyris, C. (2000) On Organizational Learning . Oxford, Blackwell Business.

Carayon, P. (2007) Handbook of Human Factors and Ergonomics in Health Care and Patient Safety . London: Routledge,

Walburg, J. (2006) Performance Management in Health Care . London: Routledge.

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About 25% of Americans will struggle with mental health. Let's end stigmas around seeking help.

Those of us who struggle with mental health challenges are too often told to “man up,” “get over it” or the like. a board member of the illinois chapter of the american society for suicide prevention writes about his experiences..

Roughly 25% of Americans will have a diagnosable mental health condition during their lifetime.

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Almost no one ridicules or shames someone who gets help learning to play 88 keys on a piano.

Every day, however, stigma stops countless among us from reaching out for mental health help — even though our brains include 86 billion neurons with as many as 100 trillion connections enabled by more than 100 different chemicals.

The human mind is extraordinarily complex. Despite this complexity, those of us who struggle with mental health challenges are too often told to “man up,” “get over it,” “pray it away” or just to “let it go.” We would if we could. Getting help is a way to learn how.

During my worst struggles with suicide ideation in high school, I didn’t know that my actions affected my brain’s ability to release feel-good chemicals like endorphins, oxytocin, serotonin and dopamine that provide me with moments of contentment and enjoyment. I didn’t know that working on my thought processes — including by stopping negative self-talk and taking time each day to be grateful for what is good around me — would affect how I thought about life’s new encounters. I didn’t know I needed stress relief techniques to get myself out of fight-flight-freeze mode so I could solve problems rather than simply react in ways that were not always helpful.

I also feared mental health professionals who have expertise in brain chemistry, impulse control techniques and therapies to adjust thought patterns. I thought getting help meant I was weak or a failure. My high school years were more than 40 years ago. However, these stigmas remain prevalent as I teach Teen Mental Health First Aid and travel Illinois speaking to high school and middle school students for the American Foundation for Suicide Prevention.

Sometimes the stigmas that prevent mental health care aren’t from the teens and kids themselves, but from parents, caregivers and others in the broader community. To these adults, I ask you to consider how many of the world’s greatest athletes, academics and artists have made it a point to never learn from the best around them. Few. If any. It is also important to know that many of the techniques used to improve mental health also improve academic, work, athletic and creative performance.

Learning mental health skills, self-care can help

With May being Mental Health Awareness Month, I would love to eliminate the stigmas around getting help with mental health challenges. I know, however, that change takes time.

For those who are unwilling to get help from others, or think they are unable because of financial or logistical stresses, know that there are actions you can take to help yourself. Roughly 25% of Americans will have a diagnosable mental health condition during their lifetime. Many live in their suffering. Others find self-care techniques that make a big difference.

Sleep matters. Exercise helps release endorphins and helps de-stress. Spending time with people and pets we care about releases oxytocin that we don’t get from texting. Nature is a healing source for many. Techniques to get out of fight-flight-freeze mode include deep breathing, yoga, meditation, mindfulness and prayer focused on others, all of which can be learned from online videos and a multitude of apps. The Greater Good Science Center at the University of California Berkeley is one of many places to learn about the impact that awe, altruism, gratitude, social connection, purpose and hope have in improving our mental health.

Learning new skills may not prevent awful experiences from debilitating us for periods of time. Losses, financial burdens, health battles and broken relationships still hurt. But having mental health skills helps us survive through our worst moments, process our struggles and rebuild our best lives.

These skills help our 86 billion neurons connect in the healthiest ways. They help us find moments in our day when our brain chemistry supports feeling good. They help us avoid making the mistakes that many of us make when stuck in instinctive stress responses.

Anyone able to move can make sounds on a piano’s 88 keys. Playing it well enough that we and others enjoy the sound takes knowledge and practice. The same is true for our brains.

Michael Bushman is a board member of the Illinois Chapter of the American Foundation for Suicide Prevention.

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Health care professionals: Names to Know

Portsmouth regional hospital names new chief of cardiology.

PORTSMOUTH — Peter Dourdoufis, DO, FACC, FASE has been appointed chief of cardiology at  Portsmouth Regional Hospital  (PRH).   

Dourdoufis, a board-certified cardiologist with Portsmouth Cardiology Associates, has served the Seacoast Community for the past 27 years. In addition to his new role as chief of cardiology, he serves as director of the hospital’s non-invasive cardiology program and is on the core faculty for the ACGME-accredited internal medicine residency program. He was recently voted the 2023 Best of the Seacoast in Cardiology, has appeared in New Hampshire Magazine’s Top Doc edition, and was recently named 2023 Physician of the Year at Portsmouth Regional Hospital.

“Dr. Dourdoufis’s leadership and teaching skills along with his exceptional experience in the field of cardiology make him an outstanding choice to serve in this position,” said Dean M. Carucci, chief executive officer of Portsmouth Regional Hospital. “He is also highly respected by his patients, his colleagues, and our clinical staff. As the only facility on the Seacoast to offer complete cardiovascular care, I am confident he will be extremely effective in leading our cardiology program.” 

Dourdoufis earned his medical degree from Philadelphia College of Osteopathic Medicine, where he completed his internship. He completed his residency at Hahnemann University Hospital in Philadelphia, Pennsylvania, followed by a cardiology fellowship at Allegheny University Hahnemann Division. He has authored several research and publication articles and is a guest lecturer for the Johnson and Wales University Physician Assistant Program. He has received numerous accolades and honors, including the hospital’s Teacher of the Year and Recognition of Service Excellence awards.

“I am proud to be part of and to lead a highly dedicated and skilled cardiovascular team, and it is a privilege to serve in this position,” Dourdoufis said. “We recently moved our practice within the hospital to accommodate a growing number of patients, and I’m excited to work alongside our team to provide excellent care to patients on the Seacoast and in our neighboring states.”

The cardiology clinic at Portsmouth Regional Hospital has moved to the fourth floor of the Medical Office Building at the hospital’s main campus, accessible via the A elevators adjacent to registration.

Delta Dental Plan of New Hampshire elects Dr. Goode and Dr. Gulati as Board Members

CONCORD – Delta Dental Plan of New Hampshire announces the election of two new members to its board. Dr. Whitney Goode and Dr. Harish Gulati will each serve a three-year term which began on April 26, 2024.

Dr. Goode is Chief Dental Officer and dentist at Greater Seacoast Community Health. Additionally, she serves as faculty at Tufts University School of Dental Medicine, University of New England School of Dental Medicine and Harvard University School of Dental Medicine.

She received a Doctor of Dental Medicine from the Tufts University School of Dental Medicine and a Bachelor of Arts in Chemistry from Kalamazoo College. Committed to public health, she has participated in numerous statewide oral health projects, most recently with the Medicaid Advisory Committee for the rollout of the new adult Medicaid dental benefits. Last year she was recognized with the Bi-State 2023 New Hampshire’s Outstanding Clinicians Award.

Dr. Gulati is president of White Mountain Dental and president and owner of Androscoggin Valley Dental. He also served as faculty at Tufts University School of Dental Medicine for almost ten years.

He received his Doctor of Dental Medicine from Tufts University School of Dental Medicine, his Certificate of Advanced Graduate Studies in Restorative and Esthetic Dentistry from Boston University Henry Goldman School of Dentistry and his Bachelor of Dental Surgery from Dr. D.Y. Patil Dental School Navi Mumbai, India. He was recognized with the Best of Mount Washington Dentist Award three years in  a row.