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LETTERS OF RECOMMENDATION
Residency programs will ask you to submit professional letters of recommendation. These letters often become an important reflection of your academic performance and can also serve as an important source of information about your non-cognitive qualities. Clearly, they are a significant part of your residency application and deserve considerable attention.
Number of Letters. Most residency programs request three letters of reference. Sometimes they specify certain departments or rotations from which the letters should originate. It is very helpful to have more than three letters on file, which affords the opportunity to select letters that best represent your abilities.
Requesting a Letter. Generally, programs prefer letters from clinical attendings who know you well and can judge your clinical skills and overall performance. In most instances, you will choose to request a letter from a rotation in which you did well or one that relates to your chosen field. Supportive letters from well-known department chairs and/or program directors of extramural programs (where you have completed an elective) can be a valuable addition to your application. Letters from clinical or basic science researchers are also appropriate if you have completed significant research under their direction.
Suggestions for handling the letters of recommendation request:
Closed Letters. There are some department chairpersons and faculty who write only closed letters of recommendation. The closed letter is mailed to OSA and sealed copies are available to send with paper credential packets, while one original may be used by OSA staff to scan into ERAS. You may not read a closed letter.
CORD Letters. The Council of Emergency Medicine Residency Directors developed a standardized letter of recommendation form to be used for ERAS applications.
Timeline. Make arrangements for obtaining letters as soon as possible, beginning now by requesting letters from previous rotations. Allow at least a month from the time you request a letter and bear in mind that faculty are often out of town and sometimes have multiple letters to write. Letters should be in your file no later than mid-September to insure that your application materials are complete and available for processing.
When a letter of recommendation is received in OSA, Jean Marques will notify you via email. It will then be placed in your file and used only at your request. An advantage to this method is that you can read the letter and decide if you wish to use it. Also, this system insures that there will be a permanent copy of the letter on file for your use in the future.
CURRICULUM VITAE
A Curriculum Vitae (CV) is a brief and organized presentation of your education and accomplishments. Use of the CV is (l) an excellent opportunity to present your life as you would like it to be viewed, and (2) a necessity for individuals who have many years of education and research to present. The CV should be organized in a way to make it easy to review the academics of your life quickly. It may be difficult to decide what is appropriate to include in your CV. A CV lets you give information that is unique to you.
The CV will be especially helpful to faculty members who will be writing a letter of recommendation for you and to the Office for Student Affairs as we prepare your MSPE.
When you apply to ERAS (Electronic Residency Application Service) your personal information will be converted into a universal CV format that ERAS has created. All applicants CVs have the same format for ERAS.
Here are some tips to help you get started with your original CV:
Information to be included in the CV:
Website with a sample medical student CV: http://www.aafp.org/x20368.xml
PERSONAL STATEMENT
Traditionally, there are three essential elements to a good personal statement:
1.What do I find appealing about specialty X?
2.What skills/characteristics do I have that specifically qualify me for this specialty?
3.What type of residency program am I seeking?
Simultaneously conveying some sense of who you are as a person is an added bonus. Ultimately, everything in your statement should refer to one of the three points above (or, to a lesser extent, to you as a person.)
Other tips:
•Keep your statement to one page -- some program directors won't even read statements longer than one page, just on principle. If your statement focuses on the key points above -- without any superfluous filler -- you should be able to convey everything that's necessary in one page.
•It's a good idea to overtly state your specialty choice somewhere in your first two paragraphs. Even though program directors should know your chosen specialty from the fact that you've applied to their program, your whole statement should be built around your specialty choice (see points 1-3 above), so why conceal it until later in the statement?
•Since program directors are completely familiar with your chosen specialty, avoid extended passages that merely describe elements of the specialty or serve to define it -- they should already know this.
•Students typically have an easier time with point #1 above than point #2 but, as with a CV, this is not a time to be excessively modest. You should be clear regarding your skills/characteristics that will make for a good fit with your chosen specialty. Try to avoid generic qualities such as "hard working", "committed", "like working with people", etc.; while these are positive attributes, they would be good in any specialty or even non-medical vocations and don't have much specific application to your chosen specialty. Instead, try to highlight traits that are specifically beneficial in your specialty (e.g., the ability to think on your feet and make quick decisions of ER vs. the more methodical, contemplative demeanor required in Internal Med.)
•Have someone with strong writing/grammar skills proofread your statement (preferably before asking OSA to review it.) A statement with typos, misspellings, incorrect punctuation, etc. isn't just a reflection of your writing ability, but may also be interpreted as carelessness, lack of attention to detail, laziness, etc.
•If, in addition to applying for a PGY-2 position, you are also applying for a preliminary or transitional year program, you should write a separate personal statement for that program. You can write your statement for the PGY-2 position first and then, with a few modifications, you can adapt it for your preliminary/transitional statement. Your second statement should highlight what you hope to get out of a PGY-1 position and how it will help you to succeed in your PGY-2 residency.
Sample of personal statement:
During college, I traveled to Latin America to study Field Biology. An ornithologist accompanied our expedition, and he could readily identify birds from long distances. The birds, perched high in the dense foliage, were often obscured from view. It was difficult to see the birds to which he pointed, and more challenging to recognize the species. How could I spot a long-tailed Quetzal when I didn't know where it lived? How could I witness a Quetzal feeding if I didn't know what food it ate? What in the world is a Quetzal? I learned an important lesson there: "The eye cannot see what the mind does not know." It was a lesson that would arise time and again, in the study medicine and beyond.
As I reflect on my time in medical school, I can identify certain experiences that lead me to choose a career in Radiology. Anatomy was and remains my favorite subject. I took the Problem-Based Honors Anatomy as an adjunct to the basic course. Early in my second year, I enrolled in a Radiology elective. I enjoyed solving cases using visual and clinical clues. My interest in Radiology grew during clerkships. After viewing my patients' x-rays, I better understood their conditions. By studying an MRI of the brain, I could explain my patients' neurological deficits. During Obstetrics, I performed my own ultrasound examinations. It was very satisfying to talk with a new mother about her baby. While each case was unique, I realized that Radiology played an integral role in the care of many types of patients.
Finally, as a fourth year medical student, I experienced Radiology as its own specialty. During my electives, I rotated through several services, including Chest, CT, Neuro, Bone, and Ultrasound. I liked the challenge of locating anatomical and pathological structures on film. I enjoyed formulating a differential diagnosis, and discussing cases with the resident and attending physicians. While each division of Radiology had different challenges, teamwork was equally emphasized. These experiences further solidified my decision to enter Radiology, as well as increased my enjoyment and enthusiasm for the field.
Radiology is an exciting and dynamic field, one that requires leadership and interpersonal skills. I believe my positions as President of our chapter of the American Medical Student Association, and co-President of Physicians for Social Responsibility provided me with valuable leadership experience. The ability to share knowledge with colleagues is also important. My experiences as a collegiate teaching intern, and Freshman Medical Student Orientation Counselor afforded me important communication skills.
My lesson learned from the Quetzal often enters my mind when I think of Radiology. In life and in Radiology, there are many things to be seen, but we must first learn about them before we can appreciate them. The knowledge base required to be an exceptional Radiologist is extensive, but I feel well equipped to take on this challenge. I am an inquisitive, hard-working, and conscientious individual. I am seeking a training program that provides a medium in which I can develop my skills as a clinician, engage in research, and utilize a wide range of diagnostic and therapeutic modalities. I believe my motivation, dedication to patient care, and enthusiasm will help me to become a valuable member of the Radiology team.
Like many specialties in medicine, dermatology is a marriage of art and science. Art and science encompass two of the most important aspects of my character. As a classically trained pianist and violinist, aesthetics has always been central in my life and has done much to shape it. As I constantly seek in music new outlets for my creativity so I have found in medicine new avenues of exploration to gratify my curiosity.
The challenge of medicine came to me early when, as a first year student, I participated in a mentoring program with a member of the dermatology faculty. I immediately shared Dr. Berk’s enthusiasm for dermatology as he introduced me to elementary diagnostics and therapeutics and allowed me to see for myself the positive impact a skilled and caring dermatologist has on a patient’s confidence, outlook and overall well-being.
Although I was still early in my medical career, I recognized dermatology as a field in which I could identify problems, offer solutions and follow-up the tangible evidence of their successful resolution. Of course I also evaluated other fields but none suited me so well. In addition, I believe that my fine motor skills sharpened by two decades of practice on violin and piano might find another avenue of expression in the surgical side of dermatology.
I can safely say that dermatology fulfills all my career expectations. My intellectual curiosity will continue to be stimulated, as it is a field where new approaches to diagnosis and treatment of disease are emerging. My desire to interact with patients will be fulfilled because a dermatologist must continually educate, reassure, and comfort patients. In addition, as a dermatologist I will treat patients who suffer from primary disease processes such as lupus, diabetes mellitus and AIDS, and reinforce the education given to them by their internists. I also look forward to using my specialized medical skills to recognize the initial manifestations of systemic diseases, which often present with skin findings.
Throughout my adult life, I have been extremely active in community service. While serving as Vice President to my freshmen class, I was involved in many activities. The activity, which I am most proud to have organized, is Miles for Smiles, a 10K run that raised proceeds for a local shelter for abused children. In addition, I have also worked as an AIDS educator in various local junior high schools. I enjoy helping those in need, and I know that community service will continue to be a part of my medical career.
Medical school experiences have reinforced my discipline and refueled my drive toward success. I am passionate about my work, unwilling to accept less than my personal best. I think I’ve challenged myself and I’ve earned my rewards! At the completion of medical school, I will not only graduate with a medical degree, but I will also receive a Master of Science degree in pathology. From my experience in the pathology master’s program, I believe that academia and research will be important aspects of my career.
I understand the commitment and dedication that a career in dermatology demands. I have the abilities to meet such a challenge. I have sought new channels of creativity throughout my entire life, and it is befitting that my career goals should encompass the qualities that I find so meaningful. I have identified what is most important to me and have made the firm decision to embrace it. I look forward to my future as a dermatologist.
THE MEDICAL STUDENT PERFORMANCE EVALUATION (MSPE)
The MSPE is the official letter of summary/evaluation from your medical school and it is an important part of your application for residency training. It is obtained from the Office for Student Affairs.
Part I of the MSPE Questionnaire was given to you at the first Career Day in November, 2005. Part I pertains to general information, undergraduate studies and the first two years of medical school. Part I should have been completed and returned to the Office for Student Affairs by March 1, 2007, along with a paper copy of your CV.
Senior students are strongly encouraged to make an appointment with Dr. Lazarus or Dean Golden to discuss their senior schedule and future plans. At Career Day II the MSPE Questionnaire Part II will be distributed. It should be completed in detail and submitted by June 1st. The timeline of writing MSPEs extends from January through mid-October, and letters are completed on a first-come request based upon receipt of required forms.
The Association of American Medical College's Council of Dean's and Council of Academic Societies established a uniform release date for MSPEs as November 1st and CMS honors this date. Therefore, MSPEs will not be released prior to November 1st. This policy encourages students and program directors to delay the process of residency selection until students have had a chance to complete a greater portion of their senior year. If a student is applying to a specialty which requires the MSPE to be mailed/transmitted via ERAS exactly on November 1st, as in the case of the early match specialties, the student must plan the senior interview accordingly to insure completion of the MSPE for mailing and/or transmitting via ERAS on November 1st.
The MSPE consists of the following:
General Information: This section notes that you have completed all required basic science courses and indicates the level of your performance by using either letter grades or the following key words: outstanding, superior, good, competent. Some programs will ask for your class rank by number. Academic deficiencies and leaves-of-absence will also be discussed as reported on your official RFUMS transcript.
Class rank: Your rank in the class is never released to any residency program (or anyone else) except upon your approval. Call Student Affairs or the Registrar's Office if you wish to know your class ranking.
USMLE Scores: Usually you have only USMLE Step 1 scores at the time of residency application. Many programs will request information on your scores, either asking for an official copy from USMLE or asking the student to include the scores on the residency application. CMS cannot release your score unless you so request.
This section will also include any research, employment, community service or social activity related to years 1 & 2, which you consider to be relevant to your application.
This section includes quotations from each clerkship evaluation. While editing is done for the sake of condensing comments, unfavorable evaluations/comments are not eliminated. If you have a concern about something stated in a clerkship narrative evaluation, it is your responsibility to discuss this with the appropriate clinical department in order for any changes to be made.
This chart is included with each MSPE. It summarizes individually first year courses, second year courses and third year clerkships. When your class’ grade chart is finalized, each member of the class will be emailed the chart for reference.
Keep in mind that we are willing to work with each individual in the composing of this letter; it is written to aid each student in obtaining the best possible residency of his/her choice. When your MSPE is completed, a draft copy will be mailed to you for suggestions, corrections, additions, etc. We ask that you return the corrected copy to us within a week's time; we will then prepare the MSPE for mailing/transmission on November 1st.
Please note that the MSPE represents an official account of your medical school performance, and therefore, we strive for validity. Thus, we retain editorial prerogative over your MSPE.
Processing of MSPE for Transmittal to ERAS Programs
Your corrected, final MSPE will be scanned and transmitted to the ERAS post office for release on November 1st.
Processing of MSPEs for Mailing to Paper Application Programs
Your corrected, final MSPE will be processed and mailed on November 1st to paper application programs.