Second-year medical student Ally Render took a non-traditional path to medical school, with her undergraduate expertise being in Quantitative Sciences with an English minor. Now, Render is dedicated to assisting incoming students with their transition into the medical school environment through the University of Louisville School of Medicine Pre-Matriculation Program.

ULSOM: What motivated your pursuit of medical school at the University of Louisville School of Medicine?

Render: After interviewing at multiple medical schools, I found it challenging with virtual interviews to decide which medical school was the best fit for me. It was not until Second Look Day at the UofL School of Medicine that I realized I found my home for the next four years. I enjoyed all my conversations with faculty, admissions, and students. I vividly remember speaking with Alexis Harris, a current fourth-year medical student at UofL. Her positive attitude and enthusiasm for the school was instrumental in my decision to attend UofL School of Medicine. Ultimately, the culture of the medical school emphasizing collaboration, student and faculty well-being, early clinical experiences, and multiple student academic support services solidified my decision of attendance. Additionally, as an African American, it was very important that I found a medical school that prioritized diversity and inclusion along with excellent academics to ensure my success throughout medical school and beyond. I am blessed and honored to be a medical student at the UofL School of Medicine.

ULSOM: How did the University of Louisville School of Medicine Pre-Matriculation Program contribute to your transition into medical school?

Render: The Pre-Matriculation Program afforded me the opportunity to gain confidence to overcome challenges first-year medical students encounter during their transition into medical school. As a non-traditional medical student majoring in Quantitative Sciences and minoring in English at Emory University, I took two gap years to prepare for the MCAT and further my exposure to healthcare to confirm my desire of becoming a physician. I remember being anxious before participating in the program because I had not been in school for two years. The structure of the program ensured my success and reduced stress during my first-year of medical school by focusing on three key areas which included: learning adaptability by emphasizing utilization of different study strategies, self-efficacy through didactic lectures, anatomy dissection labs, quizzes, and exams which were similar to content seen during the first-year of medical school, and relationships in which I was able to meet peers and faculty. I am a great believer and advocate of the Pre-Matriculation Program because I have seen first-hand its benefit in giving students the fundamental skills to succeed, become confident in their academic abilities, and stay motivated to continue their path as they pursue careers in medicine.

ULSOM: In what ways did serving as a Pre-Matriculation Program instructor enhance your experience as a second-year medical student?

Render: After serving as an instructor for the Pre-Matriculation Program, I began to have an even greater appreciation for education and support staff. I was accepted into the Medical Education Track prior to becoming a Pre-Matriculation Program instructor. Knowledge gained from the Medical Education Track placed me in a unique position because I was able to work further with Dr. Jennifer Brueckner-Collins and Ms. Sharon Gordon to assist in designing a curriculum that differed from previous Pre-Matriculation Programs. The focus of the program was on Self-Regulated Learning. Students were exposed to didactic lectures, quizzes and exams, anatomy dissection labs, standardized patient encounters, and guest speakers alongside a series of study method workshops, mental toughness lectures, and self-reflection sessions on goals, motivation, and professionalism. The accumulation of all aspects of the program potentially increased self-efficacy, academic adaptability, self-guided reflection, and resilience in incoming first year medical students. At the end of the program, many students expressed feeling confident to succeed in medical school and immense gratitude. The lessons learned from participating and then teaching the Pre-Matriculation Program enhanced my ability to tailor teaching material to meet the needs of students while increasing my ability to gain mastery of past academic material and developed my pursuit of student success. It is important to note with any change there are unforeseen challenges, and strategies learned to persevere through transitions will only continue to benefit me during my second year of medical school. I believe all first-year students could benefit from lessons learned during the Pre-Matriculation Program.

ULSOM: What is your best advice for incoming medical students at the University of Louisville School of Medicine?

Render: I would advise students during their first semester of medical school to focus on academics and their mental wellbeing before overcommitting to extracurricular activities, leadership, research, and community service. Specifically, before their first exam, students could benefit from utilizing different study methods promoting critical thinking, meeting with CADE faculty, utilizing academic support services, and establishing strategies to stay motivated to ensure early success and reduce burnout. As Dr. Jennifer Brueckner-Collins always says, “Medical school is a marathon, not a sprint.”

ULSOM: What are your aspirations as a future physician?

Render: As a future physician, I aspire to continue to approach medicine holistically, primarily focusing on patient centered care and medical education initiatives highlighted by the AAMC. I envision a career in academia as a physician to further address research and learning gaps in clinical medicine and medical education. Through future clinical and educational research by collaborating with pre-med students, medical students, residents, fellows, colleagues, and support staff, I hope to make innovative changes to benefit outcomes of patients and the educational acumen of those pursuing a career in medicine.

Render assisted in curriculum design, led lectures and dissection labs, and hosted weekly review sessions. She helped prepare the class of 2028 for the journey ahead of them. The University of Louisville School of Medicine recognizes and appreciates the hard work that Render put into the Pre-Matriculation Program as both a second year medical student and an instructor.