How Biology Pre-Med Degree Will Help Become a Physician

Humans were exposed to hidden risks in the form of illnesses and diseases before the development of modern medicine. As soon as medical practice gained acceptance, life quality around the world started to increase. The limits of medical services have been enhanced by modern scientific technology beyond recognition. Nevertheless, because they are essential to providing high-quality healthcare results and a higher level of living, physicians still hold a crucial position in society. In fact, many students still contemplate a future in medicine while choosing their field of study. In particular, Biology Pre-Med program is an exciting program that prepares students for a profession in the medical setting. The program provides future physicians with the opportunity to attain skills and knowledge necessary to offer quality healthcare service.

Biology Pre-Med program prepares medical students to become experienced and qualified physicians. Through the taught natural science courses, the degree help students acquire scientific knowledge (Chemistry, Physics, and Biology) which aids in the understanding and critically interpret medical literature. The program also provides students with written and oral communication skills that can enhance understanding and dissemination of information. Aspiring physicians are also able to develop knowledge of scientific disciplines and understand their existing interdisciplinary nature. In particular, they are able to understand cellular and biology processes, maintenance of aerobic life, parts of cellular respiration, and physiological impacts. Most importantly, Pre-Med enables students to understand the ethical responsibilities and principles that must be upheld by physicians throughout their profession. Accompanied with a series of internships and rural community health projects, the program enables future physicians to sharpen their skills. Thus, the program does only provide skills and knowledge needed to qualify for a medical profession, but also enables one to develop exposure in different settings which enhances experience.

Literature Review

Generally, Pre-Med education entails liberal art lessons which aim at educating the students in a broad context, covering various disciplines in order to enhance the understanding, discovery, and unique identification of one’s potential. In order to provide a holistic experience, the curriculum always entails communication studies, humanities, social sciences, and natural sciences which individually impact the students’ professional growth and development.

The role of communication studies

These studies are offered to improve students’ communication skill which is extremely important in the medical field. Physicians who have such skills are able to develop trustworthy and meaningful relationship with their patients, thus, encouraging patient outcome. According to Parahoo, better communication enhances the diagnostic capability of a physician who is able to understand better the problems of the patients (12). Furthermore, the skill is useful in managing complex clinical scenarios, and as such, can help to reduce frustration among the patients or the physicians during outburst situations (Parahoo 13). It has also been associated with reduced work stress especially when patients have a lot of demand, thus, increasing job satisfaction (Beverly et al. 308). Alternatively, the patient also manages to gain satisfaction with improved understanding and recognition of his/her ailment and the form of treatment to be administered (Zaccagnini and Kathryn 33). This results in increased compliance with the physician’s prescriptions, thus, increasing positive healthcare outcome.

According to Ranjan, Kumari, and Chakrawarty, the basic components of effective communication are: verbal communication, non-verbal communication, and paraverbal communication (JE01) Verbal focuses on the content of information including the selection of words. The component of non-verbal communication involves the body language such as posture, facial expression, gesture, or spatial distance. The last component, paraverbal, deals with pacing, tone, pitch, and voice volume. All the components are important in medicine as they influence the quality of conversation between a physician and a patient (Ranjan, Kumari, and Chakrawarty JE01). Verbal communication is important as it allows physicians to describe accurately the nature, prognosis, and course of a disease; different treatment options; cost, nature and investigations; as well as the risks and benefits of the medical procedures. Non-verbal communication component also influences patient satisfaction, clinical outcome, and advices adherence.

A Pre-Med program educates future physicians how to listen to their patients. The significance of listening aids in the creation of trustworthy relationship with patients which is a prerequisite for successful therapy. Listening is a process that involves imbibing verbal and nonverbal information expressed by patients (Kourkouta and Ioanna 65). It helps in understanding the problems that patients face and making the best decisions. Ranjan, Kumari, and Chakrawarty noted that listening delves into the physical, emotional, and social impacts of the patient’s needs in order to offer holistic and satisfactory care (JE01). Pre-Med educates physicians that some of the ways to improve listening skills include: making patients more comfortable; have interest in the patient’s information as well as body language; consider mannerism such as holding hands, patting shoulders, and nodding to convince the patient; avoid interruption of the patients; and always ask the patient to add information before concluding a clinical visit.

Communication skills taught in the Pre-Med school also improves the relationship with colleagues. Junior physicians including interns, postgraduate students, and fellow nurses always work as a team (Beverly et al. 308). The principles promoted by the medical program include: avoiding high tones or scolding of other colleagues before the patients; have courtesy while requesting for a medical assistance from other colleagues; always work in collaboration and embrace teamwork to improve patient care (Kourkouta and Ioanna 65). Physicians must work as role models in the healthcare setting; the supporting staff can only work with sincerity if their work and abilities are appreciated. Communication skills can, thus, be used to teach the support staff about the principles and basics of management in order to enhance motivation (Zaccagnini and Kathryn 34). Furthermore, the program allows students to learn the significance of feedback; they will value the role of audit and regular feedbacks which are always aimed at improving the professional practice.

The role of humanities

The humanities courses that are studied by Biology Pre-Med students are very important to the profession of a physician. With the multicultural nature of a hospital setting, it is obvious that healthcare practitioners deal with patients from diverse backgrounds (Jeffreys 4). It is, thus important that every healthcare professional understands the beliefs, values, expressions, and backgrounds of the patients to establish a trustworthy relationship. A physician must be sensitive to assumptions and prejudices in order to address conflicts that arise while dealing with patients from different backgrounds (Hall et al. 521). A key component of humanity course is the cultural and ethnic understanding. Medaleine Leininger had discussed the role of culture on healthcare in her book, “Culture Care Diversity and Universality: A Theory of Nursing.” She stated that a holistic and comprehensive care relies on the understanding of the social structure, multiple cultural factors, and the worldview in order to enhance care (McFarland 219). Physicians are able to understand the similarities and differences of patients’ cultures and groups through the humanity courses. Understanding such details including their perception, values, and beliefs improve healthcare outcome; a physician is able to incorporate these values into the medical practice to meet the needs of the patient.

Physician practice always uses the patient’s cultural backgrounds, needs, and preferences to plan for the care of the patient. As such cultural assessment enables the physician to: understand the ways through which the culture of the patients impacts on their beliefs and perception with wellness, health, illness, or death; be accepting, welcoming, and respectful of the patients and colleagues; integrate a more holistic plan and assessment of care in regards to the cultural values of the patients; and develop open mindedness into care to promote innovative, alternative interventions such as anointing or meditation (Zaccagnini and Kathryn 35). Furthermore patient behavior can also be understood through cultural studies. Such should include consideration of space and distance, eye contact, touch, time and punctuality, communication, and diet. In many instances, physicians remain in dilemma when patients do not accept certain types of medication or treatment due to their religious or cultural beliefs (Hall et al. 522). Through humanity courses, one can understand the existing cultural difference, and promote dialogue rather than stereotyping to identify the alternative treatment options.

The role of social sciences

Social science involves the elaboration of the role of institutions in the society and how they affect, and get affected by individual values, beliefs, and behaviors. Since physicians are part of institutions in the society, they should understand how these institutions operated and the various groups the institutions are related (Jeffreys 5). Such institutions include churches, government, educational systems, and government. Professional associations are important institutions that influence the nursing practice as they keep pace with the healthcare needs of the society. They help address healthcare professional issues and lead the clinical environment towards an expanded, improved, and advanced practice (Ammouri et al. 105). The institutions also inform the public about scientific nursing and engage external bodies such as private foundations and government agencies to garner support for research and education in medicine. Professional associations engage in other additional activities including: formulating healthcare standards to delineate professional accountability; create and promote codes of ethics that guide ethical decisions in the medical field; support research and education activities; and support governmental affairs that influence policy and regulatory frameworks (Jeffreys 7). Physicians must have the in-depth knowledge of the institutions to understand their roles as associated with medicine.

Ethical dilemma is a very critical component of medicine which is only addressed through the social courses. Physicians may encounter a scenario in which they wish to advocate for patients against adverse environmental, but may be afraid of the possible career repercussions. The physicians may face ethical problems I relation to their resistance to community or political forces (Ammouri et al. 106). By reviewing the existing medical ethics of conduct, physicians can make the right decisions. Similarly, confidentiality is a component of healthcare ethics. Although physicians have the right to information, they are expected to keep confidential information of patients away from the public (Zaccagnini and Kathryn 35). The social science courses address ethical conflicts that may face professionals, and identify the resources that consider integration of medical activities.

Backing of the literature review

A Pre-Med Degree can actually prepare an individual to become a physician. Through the course, I can confidently admit that I have gained important skills and knowledge that make me a competent professional. There are series of communication skill lessons I have attended through the undergraduate years. One important lesson has been flexibility; we have been taught to consider different communication techniques as preferred by clients, a may vary from in-person to internet of through phones. By adopting a patient-centered communication method, it is easier the trust between patient and physician would increase. During my summer internship practice, I had encountered a client who preferred the use of phone for consultation rather than in-person; the process seemed to be very effective, and he responded positively to the therapy.

Through the course, I have also learnt about the significance of listening skills. The lectures made it clear that listening is an important component of communication just like speaking and writing. A physician ought to be attentive and understands the non-verbal cues and signals of a patient. The course, therefore, discourages multitasking while dealing with a client to enhance concentration especially on the non-verbal communication. The course offers students the opportunity to develop and nurture their writing skills through comprehensive reading and critical thinking. Physicians must be able to effectively communicate with the patients, colleagues, and healthcare providers. In my present level of practice, I have gained good communication skills relevant to the profession. Apart from the fact that I can read and write, I am able to focus on my patients. In most cases, I adjust to the tone and volume of the patients while noticing their body language. Feedback from my colleagues regarding my communication skills have also improved over the years, meaning that I have gained the skills through the course.

The significance of humanity courses can be observed from the challenges facing clients which prevent them from accessing healthcare. Patients who have different cultural background would opt not to attend healthcare services if they feel they cannot get adequate help. Indigenous patients, for instance, would consider the use of traditional treatment means due to the language and cultural barrier. However, when the patients are confident that they will easily communicate their health issues, they would access the services offered. Thus, the humanity courses provide physicians with multicultural knowledge that can enhance the quality of services offered. In the attempt of preventing discrimination or cultural misunderstanding, the Pre-Med degree equips future medics with cultural knowledge including understanding of the values, beliefs, behaviors, and concerns of the different ethnic or cultural groups.

Social sciences provide physicians with information that guides conduct within and outside the clinical setting. Through my career, I have understood the outline requirement of becoming accredited physician which is outlined by the nursing board. One of the steps towards pursuing the career is through the completion of a medical undergraduate program. This should then be followed by passing of the NCLEX examination which is organized by the National Council of State Boards of Nursing. After passage of the exam, one can obtain a state license which permits professional practice. Through the practice, I have come to understand the existing certifying bodies that certify that an individual is qualified as a physician. The certifying bodies include the American Nurses Credentialing Center (ANCC), the National Board for Certification of School Nurses, Inc. (NDCSN), and the American Board for Occupational Health Nurse, Inc. The school also teaches us about policy making institutions such as the Nursing Boards that establishes the ethical guidelines that must be adhered to by all physicians.

The Pre-Med program educates students about the principles of ethical conduct. These include: respect for individual’s dignity; professional accountability and responsibility; maintenance of practice quality; trust and confidentiality; and teamwork and collaboration with others. From our class studies, it is outlined that every physician must respect life, and as such value human dignity and equality. The first principal promotes absolute protection of patient lives and health. In particular, the physician must communicate clearly with the patients and provide them with information whenever necessary. The second principle requires all physicians to show professional behavior and high standards. We are expected to remain responsible and accountable in all our actions. This includes being accountable to our own being, developing professional responsibility while using social media, advocating on the patients’ behalf, and maintaining professional boundaries with the clients. The quality of practice principle focuses on kindness, competence, safety, compassion, protection, and caring of patients against harm. In the principle of trust and confidentiality, physicians are motivated to maintain confidence, honesty, and trustworthiness when dealing with patients or colleagues. The principles are very critical in medical practice as they determine the ethical conduct of physicians and the protection of the patient’s life, safety, and wellbeing.

Biology Pre-Med can help one become a physician unless one fails to complete the undergraduate program. There are many units that one must complete in order to become an accredited physician including sociology, psychology, physics, organic chemistry, philosophy/humanities, molecular biology, human anatomy, and philosophy. Failing to complete the minimum number of units needed would mean that a student will not graduate. In addition, failure to attend lectures may result in a student not getting equipped with the skill and knowledge of medicine that is essential in health practice. However, by registering for all the courses in time and ensuring attendance of the classes is maintained, a student would graduate successfully to become a physician. Majority of students who apply for Pre-Med program are always guided on the right courses to consider in regards to their interests and capabilities.

Ground

The Pre-Med program offered by Welsh University can prepare a student to become a qualified physician. Currently, the school permits students to major in either biology or chemistry in which they combine with other social science units. The success of the university is observed from the fact that 100% of the students who graduate from the program always attend medical schools of their preference (Walsh University n.p). Through the various programs offered during the school period, future physicians are able to develop their skills and knowledge from the program. Through an Alumni support, for instance, students work together with the experienced physicians to gain more insights on the daily functions of a physician. In addition, the university prepares the students for MCAT program; at the end of a junior year, Pre-Med students take the test to get an entry to medical schools of their choice (Walsh University n.p). Furthermore, the school enrolls students with strong academic records; during an admission, the minimum GPA score is expected to be 3.3 and are provided with leadership roles which may become important during professional practice.

Pre-Med program also nurtures future physicians through the extracurricular activities. In particular, the school has anatomy internships which run during spring, summer, fall in which the students are given hand-on professional experience through a series of lab activities. The Med students participate in different projects, review dissections, and learn suturing (Walsh University n.p). Currently, there are summer internship programs organized by the University for Pre-Med students which increase practical experience, especially in dealing with patients from different backgrounds. I have personally engaged in 2 summer internship programs which involved being an assistant medic in a pediatric hospital. Through the program, my leadership and communication skills improved as well as my potential to practice the concepts I had learnt in the classroom.

It is argued that some students may not be able to gain the required skills from the Pre-Med program offered in the school. This is associated with the complexity of the field, especially for chemistry, physics, and mathematics. Additionally, the internship programs are expensive, thus, always disadvantage students from poor background. However, I believe other factors would influence the possible failure of a med student. For instance, making wrong choices on the subjects for major; one may have variety of options including organic chemistry, biochemistry, microbiology, physics, and anatomy and physiology. If students end up choosing subjects that are more technical than their intellectual potential, they may end up dropping out of the courses. It is, therefore, important to provide the students with counseling services to choose the best career options.

Conclusion

My career ambition has always been a physician in a childcare setting or an intensive care unit. I worked hard in high school and managed to get a GPA of above 3.3 which increased my chances of being considered at Walsh. My experience in the Pre-Med program is so far fascinating as I continue to obtain the skills and knowledge necessary for the practice. Apart from the natural science courses that are to improve my professional career, communication skills, humanity, and social sciences are considered essential in preparing students to become physicians. The communication education ensures that I get the best writing, speaking, and listening skills which enhances our verbal and non-verbal cues performance. Humanity courses included in the program ensures that students understand the concept of human relationships in accordance with values, culture, views, and experiences. I will be able to deal with different patients regardless of their social backgrounds due to the experience from the program. Further, social science courses help students highlight the relevant social institutions that influence medical practice. They similarly educate students on key codes of conduct that must be adhered to ensure accountability, transparency, and integrity in the medical profession. I have learnt a lot of medicinal concepts, and plans to gain more insight as I continue with the program.



Works Cited

Ammouri, A. A., et al. "Patient safety culture among nurses." International nursing review 62.1 (2015): 102-110.

Beverly, Elizabeth A., et al. "Premedical students’ attitudes toward primary care medicine." The Journal of the American Osteopathic Association 116.5 (2016): 302-309.

Hall, Pippa, et al. "Learning collaborative teamwork: an argument for incorporating the humanities." Journal of interprofessional care 28.6 (2014): 519-525.

Jeffreys, Marianne R. Teaching cultural competence in nursing and health care: Inquiry, action, and innovation. Springer Publishing Company, 2015.

Kourkouta, Lambrini, and Ioanna V. Papathanasiou. "Communication in nursing practice." Materia socio-medica 26.1 (2014): 65.

McFarland, M. R. (2017). Theory of Culture Care Diversity and Universality. Nursing Theorists and Their Work-E-Book, 339.

Parahoo, Kader. Nursing research: principles, process and issues. Palgrave Macmillan, 2014.

Ranjan, P., Kumari, A., & Chakrawarty, A. (2015). How can doctors improve their communication skills?. Journal of clinical and diagnostic research: JCDR, 9(3), JE01.

Walsh University. “Pre-medicine and Pre-optometry degree.” A Catholic University of Distinction. Accessed Nov. 2016.

Zaccagnini, Mary, and Kathryn White. The doctor of nursing practice essentials. Jones & Bartlett Learning, 2015.



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