David Maj
Health Care:
Profiles on students who have gone on to pursue careers and graduate education oriented in health care.
Charlotte Wells
Clinical Research Officer
By: Rachel Field - September 2019
Charlotte Wells is a public health professional who works in the field of health technology assessment. She uses objective evidence to inform decision-making to ensure medical devices are safe and effective. Charlotte found her career path by trying different experiences until she found an area that truly interested her.
Background
After high school, Charlotte attended Queen's University with the intent of studying biochemistry. After a first year of general sciences, Charlotte realized she was more interested in biology. Charlotte felt biology offers a wider variety of courses than biochemistry and allows for many options at the graduate level. Though not directly related to Charlotte's career path, she was also interested in psychology. For these reasons, Charlotte completed a major in biology with a minor in psychology, which she found to be both enjoyable and applicable. In fact, one of the points that Charlotte emphasized was to enjoy school while you're in it and try not to worry to much, even though that can sometimes be hard to do.
While at Queen's, Charlotte served as the Vice President and Marketing Manager for the university orchestra, and she also worked as a Student Constable on campus. These activities helped make Charlotte a well-rounded candidate for graduate programs, which tend to look for people who have a variety of interests outside of their academic pursuits.
Initially, Charlotte thought she might enjoy laboratory research, so she worked as a summer student at the Ottawa Hospital Research Institute. From this experience, Charlotte learned that she didn’t, in fact, like laboratory work, which pushed her to look for alternatives. Later on, in her third and fourth years, Charlotte discovered the field of epidemiology which involves working with secondary data and conducting systematic literature reviews. This discovery led her to the field of public health, which aims to prevent and reduce disease, in part, through the study and introduction of population-level health measures. This is the field Charlotte works in now.
For someone interested in pursuing a career in public health, Charlotte believes it's valuable to take statistics courses as well as other courses that are relevant to the field. Rather than choosing a schedule that will give you the lightest load, Charlotte believes it is wise to choose courses that complement each other and align with your interests. Other valuable assets for would be public health professionals are writing competency (including scientific writing) and organizational skills.
If you are interested in a Master of Public Health degree, it is a good idea to get involved, through either volunteering or working, in a field that’s public health related. This involvement doesn't necessarily have to be through a public health department of an organization but ideally, it should be an experience that you can translate to the public health context. For example, Charlotte was able to make a connection between her previous lab experience studying vaccinations and her interest in public health
I’d say this isn’t partly true – I realized I didn’t like lab work from this placement. I realized later on in my third and fourth years that I could do epi, when researching graduate programs and doing more 400-level courses (eg. Conservation biology and evolutionary medicine– we did projects requiring literature searches). It is true that not liking lab work pushed me into looking for alternatives.
Studying and Working in Public Health
Charlotte chose to complete a Master of Public Health (MPH) degree at Queen's University so that she could gain the tools necessary to apply her science degree in the workplace. She chose the Queen’s program because it included courses in epidemiology, and it was broad enough to potentially lead to many different careers in the future. The program was entirely practicum and course-based and did not have a thesis component. For her practicum, Charlotte worked at Toronto Public Health where she led and conducted a research project that investigated healthy environments training for youth workers. This experience reaffirmed her interests in data analysis and literature review.
Charlotte notes that some people apply to Public Health programs
because they expect it will prepare them for medical school, or give them a competitive advantage in applying; however, that’s not the purpose of the degree. Although some people do go into a career in medicine afterwards completing their MPH most people find careers in related fields such as health promotion and research.
Charlotte currently works for CADTH (Canadian Agency for Drugs and Technologies in Health), a pan-Canadian organization that works on a broad range of projects. Charlotte's current role involves assessing the scientific evidence on medical devices and medications for their efficacy. Some of her most interesting projects have involved conducting a health technology assessment (HTA) on a minimally invasive glaucoma surgery, and an HTA on proton beam therapy for cancer.
Rather than focusing her expertise on a specific subject, Charlotte appreciates the variability of her work. She writes reports and presents findings from other studies to ensure that health care decision makers are aware of the evidence regarding the health technologies she and her project team assess. As a Clinical Research Officer, Charlotte has advanced to a position that allows her to lead research projects, which she also enjoys.
Career Advice
Charlotte found that in choosing her career, practical experiences helped to determine which options to eliminate and which to pursue. She found a job that she likes by first trying a job that she didn't like; consequently, sometimes an unpleasant job or course can be valuable because it redirects you towards a different, more fulfilling path.
Charlotte advises keeping your goals and options open. Finding the right job depends on timing, and you can’t always plan every detail of your career path. She feels that having less precision about what exactly you want to do, and just going with the flow of what opportunities you find, can lead to a fulfilling career.
"One of the main cause of anxiety for me is the perception that if I make a decision, I’ll regret it. I think many people feel this way and therefore avoid making decisions, and then they stagnate. But on the flip side, sometimes it’s okay to make a decision a little later, to take a year off between high school and undergrad, or a year off between under grad and grad school. Although I did not do this, I think it’s important to note that success and fulfillment are not a linear concept – there are ups and downs and confusion and anxiety"
Charlotte would like to reassure undergraduate students that there is no need to worry if you haven't figured it all out yet - especially near the end of your degree when you may feel the pressure to decide on your whole life plan. In reality, you only need to decide the next step and work towards tangible goals. While it is a good idea to have a 2-year or 5-year plan in mind, there is no need to map out an entire career from start to finish. Sometimes the unexpected and unplanned opportunities are the ones that will lead you to the most interesting and enjoyable career
Certified Speech-Language Pathologist
By: Anastasia Savrova - April 2018
Jan Ellis has pursued a career in Speech-Language Pathology which encompasses her two passions: language and science. Though her path was not always clear, Jan consistently followed her dreams and ultimately arrived at her career of choice. To this day, she continues to follow her dreams but also works on making herself marketable in today’s competitive environment.
Background
After high-school, Jan was accepted to the University of Western Ontario for a degree in Health Sciences. Her initial plan was to pursue a career in health promotion, however, she found the field to be very policy-based. “I wanted to work with people rather than spend my time writing policy”, Jan said, “I wanted to make a change on the individual”. Consequently, in her second year of university, Jan transferred to the Rehabilitation Sciences stream where she was able to learn from a multidisciplinary perspective. This included studying Occupational Therapy, Physical Therapy, Audiology and Speech-Language Pathology.
During her studies Jan wanted to gain more experience in speech-language pathology, so she began volunteer shadowing Speech-Language Pathologists (SLPs) in hospitals and private clinics where she worked with both adults and children. While trying to balance school and volunteering, Jan also became involved in other extracurricular activities. She was involved in a sorority, later becoming the Vice-President of Member Recruitment, and carried out a research project where she explored how to encourage participation of school age children in a group setting.
" Throughout undergrad I was a yes person "
When it came time to complete the application for a graduate program in Speech-Language Pathology, all the school required from Jan was her transcript, two Letters of Reference (from a practicing SLP and Professor), and her own letter of intent. There was no interview process, so Jan would have to stand out through her written application. Jan obtained the high grades and the shadowing hours with a Speech Pathologist, however, she admits her mistake was not getting to know a professor early and on a personal level. This resulted in a fairly impersonal letter of reference from her professor. “Throughout undergrad I was a yes person”, Jan said. She was so focused on her involvement in university clubs and activities that she overlooked the fact that the schools she was applying for wouldn’t even consider these activities as a part of her application. From this experience Jan learned that there is no need to be involved in everything for the sole purpose of building up your CV or Resume, rather “do it if it will benefit your own personal growth and experience.” After receiving her rejection from this one program, Jan devised a new plan; she would begin a Masters of Research in Speech Pathology at Western and transition into a clinical Masters in Speech Pathology.
While Jan’s new plan was in motion, she continued to shadow a hospital SLP. During her volunteer shadowing it came up in conversation that her mentor had attended the University of Queensland, in Australia, for her speech pathology training. Jan decided she would apply to the same institution and see what came of it. Through the aid of a third party (linked below), she was able to apply to Queensland with no fees, “so [she] had nothing to lose by applying”. Soon after applying, Jan received her acceptance, but was hit with the realization that a two year Masters abroad would be very expensive. However, Jan saw, Queensland as “a sure thing” unlike the Research Masters at Western which would provide no guarantee that she would get into an Ontario based Rehabilitation Graduate Program. Though it would be expensive to go abroad, she would be able to pursue her desired career and would be able to start making a salary sooner. Consequently, that year, Jan made the transition over to Queensland, Australia.
Graduate School
Throughout the Master of Speech Pathology Studies program, students are required to obtain shadowing hours with both pediatric and adult patients. The categories in which one must complete these hours are as follows: swallowing, language (understanding and expressing), fluency (i.e stutters), speech (making certain sounds), voice, augmentative and alternative communication, and hearing. As Jan was completing her required hours, she found she preferred working with adults over working with children, an her adult hospital-based placement allowed her to work in an exciting team-based setting which she found more interesting than working as the sole discipline in a private pediatric clinic.
In addition to her school work and volunteer hours, Jan continued to stay involved in extra-curricular activities. This time she took a different approach with her involvement. “I wanted to either create change or do something that will benefit my learning”, Jan said. Consequently, Jan volunteered with the Australia Aphasia Association as a membership coordination and as a social media officer, a position she created, for the Speech Pathology and Audiology Students Association. Her goal as social media officer was to educate the public about SLPs and audiologists through media campaigns and personal stories. Additionally, during her Masters Jan was a Teacher Assistant and completed a research thesis involving transcranial direct current stimulation.
Upon finishing her studies and returning back to Canada Jan went through the tedious and costly process of obtaining a license to practice, undergoing an investigation to ensure her Masters degree was legitimate, and finding a mentor who could supervise a minimum of 600 hours of clinical experience. During this time, Jan worked a heavy case load, primarily in a small regional hospital, and later with in-home community patients. Though Jan enjoyed what she did, she wanted to work in a bigger hospital, in part, so that her commute could be minimized and also to obtain more specialized skills. However “if I wanted to work in a big hospital,” Jan said, “I needed the certification big hospitals want; I needed to make myself more marketable”. So Jan researched and obtained the most current certifications required by most employers. Though, such certifications could be costly, Jan pointed out that these costs can be significantly reduced if you obtain these certifications while you are still a student. In addition these certifications can also be reimbursed through the government Allied Health Professional Development Assistant Fund which provides up to $1500 of reimbursement per professional per year.
Working as an SLP
Now, Jan has successfully obtained a contract position in a large regional healthcare centre as a certified SLP. Her primary caseload is neurological patients with stroke and acquired brain injury. She works with patients to aid in their swallowing function, language, speech and cognition. Her typical day consists of assessing patients, setting goals with patients and family members, providing treatment and devising treatment plans for patients who are treated by a communicative disorders’ assistant (CDA). With CDA treated patients if any problems arise, or if the patient rehabilitates faster or slower than anticipated, Jan steps in to modify the treatment plan as needed. The goals Jan sets for her patients may not always be focused on the direct treatment for the impairment, they may also include education to the patient and family members to help adjust and adapt to their new condition.
Jan is consistently growing and trying to improve herself, her learning, patients around her, and her broader community. For others looking to get into Speech Pathology, Jan advises that you explore all the different areas of work within the field, these include working with both children and adult patients. “Remember to start your shadow hours early and get to know your professors on an intimate level,” Jan says, “don’t overwhelm yourself in your undergrad. To this day I think why did I put myself through all the unneeded stress”. Lastly, Jan says “if at first things don’t go as planned don’t worry, you’ll get there, you’ll find another way”.
Resources
If you're interested in Speech Pathology, check out some of these links below that Jan was so kind to provide:
http://www.oztrekk.com/ - Third party that aids in the application process and help finance applications touniversities in Australia
https://www.ouac.on.ca/orpas/ - Application guide for applying to an Ontario school of rehabilitation science
https://www.sac-oac.ca/speech-language-pathology/becoming-speech-language-pathologist - Requirements to become a certified Canadian Speech-Language Pathologist. Note: provinces also include their own specific licensing requirements.
Dr. Tim Xu
1st Year Resident Physician in Physical Medicine and Rehabilitation
By: Anastasia Savrova - January 2018
Tim Xu is pursuing a career in medicine, more specifically, a career in Physical Medicine and Rehabilitation. He is currently a first-year resident, but as a former medical student and evaluator of medical school interviews, he presents insightful first-hand advice for our readers who may be looking to pursue medicine themselves.
Background
Initially, Tim went into the Life Science program at Queen’s University with the goal of pursuing research. “I became interested in laboratory research at an early age from participating in the Ottawa Regional Science Fair” which Tim attended on an annual basis since grade seven. Before university, Tim was heavily involved in research projects at the Canadian Food Inspection Agency and the University of Ottawa; he even won the prize for second place at the Sanofi-Aventis BioTalent Challenge for Eastern Ontario. In university, Tim worked as a residence facilitator and then as a residence don, through which he became good friends with residence staff and served as a mentor to many first year undergraduate students. This is where Tim realized that if he were to pursue medicine, there would be a variety of fields that could provide him with similar advisory opportunities. Though lab research was what first drew him to Queen’s University, and the Life Science program, Tim found he was less interested in the basic science courses and more interested in the application of scientific knowledge. Additionally, Tim began Olympic weightlifting in his 4th year which made him interested in pursuing a career that also involves athletics to some degree. Now, Tim is a first year medical resident. He has completed multiple weeks of General Surgery and Cardiology, General Internal Medicine and Diagnostic Radiology.
" The admissions committee can easily tell whether you’re passionate about something by the length of time you’ve been involved in an activity as well as how passionate you are during the interview itself "
Getting into Medical school
Getting into medical school can be tough but there are a “series of checkboxes”, as Tim puts it, that you can accomplish to better your chances of getting in. First, he advises that you have a GPA above 3.80, “but not so high that you won’t have time to do other things. Past 3.80, increasing your GPA becomes exponentially more difficult and time-consuming, so the return is not worth the investment.” Secondly, Tim advises doing extracurricular activities that are beneficial to your own growth or experience, according to Tim, “the admissions committee can easily tell whether you’re passionate about something by the length of time you’ve been involved in an activity as well as how passionate you are during the interview itself.” Thirdly, make sure you are incorporating regular social activity into your daily life. This can help you to be less nervous during the interview. Lastly he adds, “there is no rule that says you must volunteer at a hospital to show interest in medicine, or have gone abroad to vaccinate children. You will stand out if you’ve done something unique.”
While in medical school Tim was also an evaluator of medical school interviews. According to Tim, there are 3 criteria that many medical schools (and even some employers!) look for in a candidate. Knowing these, can help you in the interview process:
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Is this person calm under stress? Medical school can be a very fast paced, and decisions may need to be made quickly.
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Do the answers to questions have an organized structure?
This reflects the organization of the candidate’s mind.
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Does this person have good interpersonal skills? This would be in terms of facial expressions, eye contact, etc.
“I can honestly say that when the candidate fulfilled these three
criteria, THAT was when I really became interested in listening to the content of their answer. If these criteria were not met, the answer wouldn’t be perceived as positively, even if the content was outstanding.”
The life of a resident physician
"Dealing with sick patients overnight can be scary at times but know that you’ll always have seniors backing you up"
It is no surprise to most that being a physician is a difficult, requiring many hours of hard work and dedication. A typical day for a resident may consistent of meeting up with your team, hearing about overnight consults and issues, and seeing patients as part of a team while incorporating teaching into these cases as well. The list of patients is divided amongst the medical students and residents, who will then ‘round’ their assigned patients. The ‘rounding’ usually pertains to checking the patients labwork, speaking to them, performing a physical exam, ordering appropriate investigations/imaging, prescribing medications, consulting other services in the hospital when necessary, and lastly, documenting everything on the patient’s chart. During breaks, such as lunch, a staff member may be invited to give a lecture. The afternoon can consist of following up on patients’ results or engaging in some more learning. Closer to the end of the day the teams meet up to “run the list”, which involves each team member giving a summary of what they did for their patients that day. Before heading home there may be another hour of learning, usually about a specific patient case. Some students may be ‘on call’ on a particular day, which is where a resident would need to stay at the hospital, overnight, to monitor patients in the emergency department. Over the course of the night, a resident could see anywhere between 2-5 patients, each assessment taking about approximately two hours to complete. Additionally, there will be an on-call pager so that nurses can page-in, if need be, with any issues or questions. “Dealing with sick patients overnight can be scary at times but know that you’ll always have seniors backing you up”. During the on call shift, sleep may indeed be hard to come by, but after reviewing the patients and addressing any ward issues in the morning, the team(s) can head home. The law in Ontario states that residents can only be on in-hospital call once every four days. So in a given month, there may be a total of seven on-call shifts.
Additional Advice
As some final pieces of advice, Tim says “know what you’re getting yourself into. Doctors make good money but the majority certainly aren’t rich”. Furthermore, many doctors in Canada can have a hard time finding jobs within and around big cities, especially if you’re a surgeon. However, Tim also said “medicine can be one of the most rewarding careers in the world, as long as you’re willing to listen to your patients – really listen to them – and as long as you’re committed to a life of treating others with respect and dignity”.
Lastly, if you do plan to pursue a career as physically and emotionally demanding as medicine, it is important to look after yourself. “Forming good habits around sleep, hygiene, diet, regular exercise, and, in my opinion, meditation, are absolute cornerstones to living a fulfilling and healthy life. For the modern human, having these aspects of your life figured out will allow you to be more effective in literally anything that you choose to do”
Irena Peytchev
1st Year Doctor of Veterinary Medicine Candidate at the Ontario Veterinary College
By: Deni Ogunrinde - October 2017
Irena Peytchev is a first year student at the Ontario Veterinary College (OVC) in Guelph, Ontario. Though many hopeful veterinarians vie for acceptance to vet school in the final year of their undergraduate degrees, Irena took the time to explore other career options first. In doing so, she developed greater confidence in her love of veterinary medicine and cultivated valuable skills that she is now able to use in her studies at OVC.
Irena’s path to veterinary school
Irena possesses a longstanding appreciation for animals that developed naturally over the course of her undergraduate degree. She earned a Bachelor of Science degree in Biology at Queen’s University, where she completed a variety of animal-based courses. During this time, she also became involved in many animal-oriented clubs and organizations, and by her final year, she began seriously considering becoming a veterinarian.
Wanting to get the most out of her biology degree, however, Irena completed an undergraduate thesis project in microbiology. This piqued her interest in research as a career option – so when the opportunity arose for her to complete a Master’s degree, she took it. She did so not only to continue exploring research as a career option, but also to give herself a better chance of securing a research position in the event she decided to pursue research long term.
Throughout her Master’s degree, Irena continued to build on the critical thinking, problem solving, and rigorous analytical skills that she began building in her undergraduate degree. In addition, she learned how to manage projects within short, and long, timelines which improved her organizational skills.
Though Irena never stopped considering becoming a veterinarian, she enjoyed research enough that she wanted to explore applied microbiology as a career before she made the four year commitment to vet school. After speaking with a few pharmaceutical microbiologists, and conducting her own due diligence into the profession, Irena applied for, and secured a position as a microbiologist at Apotex Inc. – the largest Canadian owned pharmaceutical company.
" You have to love what you're doing"
In the year Irena worked for Apotex Inc., she discovered that applied microbiology did not, in fact, possess what she had enjoyed about academic research. Though the private sector provided more financial stability than student research positions, it did not create an environment in which scientific creativity could be explored. Private sector microbiology was heavily restricted by policies and regulation, meaning she had little autonomy in the workplace, and was required to follow stringent guidelines and protocols. Though every lab is slightly different, she knew that conducting scientific research in an applied setting was not a career that would bring her life-long happiness. “You have to love what you’re doing,” she said, “or else it’s a waste of effort.” And so, shortly after coming to this realization, Irena began to pursue veterinary medicine in full force.
Applying to veterinary school
Some evenings after working a full, ten-hour work day at Apotex Inc., Irena would volunteer for four to five hours at veterinary clinics.
She knew if she wanted to become a veterinarian she would have to work hard to be offered acceptance into the highly competitive program at OVC. In fact, over the course of her academic and professional career, Irena volunteered at three veterinary clinics, was an active member in four animal-based organizations – including Lost Paws and a pre-veterinary club at Queen’s University – and was involved in various non-animal related clubs and organizations.
Ultimately, Irena was accepted to the class of 2021 at OVC. When I asked Irena what she felt helped her application standout, she said the admissions committee found her application to be quite ‘unique.’ This uniqueness was a result of her many experiences, including her foray into microbiology and others that were also not animal related. Consequently, though she had a lot of experience working with animals and supporting animal health, Irena believes there is also value in getting involved in different types of activities. “It’s good to engage with people – good customer service experience is important in communicating veterinary work to animal owners.” In addition, Irena said, “a lot of being a veterinarian involves good business practice, so having a good idea of business is useful as well”.
When I asked Irena if she had any additional advice for students hoping to go to veterinary school, she offered up the following points:
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Be yourself in your admissions essay – be honest about why you want to be a veterinarian and straightforward about your path; the admissions committee knows that you love animals so try to think of other reasons why the profession would be best suited for you.
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A high GPA is important, but grades aren’t everything – the average of students accepted into OVC this year was approximately 91%. Having said that, if your GPA isn’t amazing that’s ok, but you’ll need a competitive application package overall, including great extra-curricular experiences and a good interview. Practice makes perfect, so if interviewing is not your strong suit make sure that you study multiple mini interview (MMI) style questions with a Veterinary Ethics book.
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Days are long in veterinary school, but the years are short – students at OVC have eight hours of class a day, often all in the same room, and sometimes with guest speakers during lunch breaks. However, even though the time commitment is large, the four years can go by quickly, so make the most out of them.
As a final note, Irena wanted to emphasize that “it’s never too late to do what you actually want to do.” Your life is dedicated towards your career, so if you take a few extra years to figure out your path, then it’s worth it in the long-run. You will be working in your career for most of your life so make sure it is something you find rewarding and interesting. And so, for Irena, four years is a small investment of time for a long-term career in something that she is passionate about. With regards to veterinary school more specifically, Irena says, if you don’t get in the first, second, or even third time, keep working at it – “experience is priceless.”
Izzy Kang
Doctor of Pharmacy Candidate at the UNC Eshelman School of Pharmacy
By: Anastasia Savrova - January 2017
Izzy Kang was sure that her only option after studying Life Sciences at Queen's University was medical school. After a one-year exchange in Scotland her entire perspective on health studies changed and she began pursuing a career in pharmacy. Now, she is a Doctor of Pharmacy Candidate at the Eshelman School of Pharmacy at the University of North Carolina with an interest in Pharmaceutical Industry.
“There are things you know that you know, things you know you don’t know,
and then there a whole bunch of things that you don’t know you don’t know”
Since Izzy was 5 years old she knew one thing, she wanted to be a scientist. Her mom, who worked in health care, influenced Izzy’s decision to do the same, and ultimately, she felt this was the best choice for her. For university, Izzy decided to leave her home in Vancouver and attend the Life Sciences program at Queen’s University in Kingston Ontario - she felt this would give her the most flexibility for a career in health care. Izzy already knew she would like to pursue a professional or a post graduate degree, but wasn’t exactly sure of her path. Throughout her pursuit of a career in health care, Izzy volunteered in multiple wet-labs. She first volunteered in a cancer care clinic in Vancouver, BC, then in various research labs at Queen’s, and in a pain research lab within the UBC Faculty of Pharmaceutical Sciences while she was home away from school. This culminated in her completion of an undergraduate thesis research project in her final year at Queen’s.
In the first few years of her Life Sciences degree, Izzy became overwhelmed with the environment of the program; “I always thought I must go to medical school or my life will be over. I was over dramatic”, she laughs. “What helped me open my eyes was doing a one-year exchange program in Scotland at the University of Edinburgh”. In Scotland Izzy found a different education system compared to the one in Canada. For example, in the UK, one goes to medical school right after high school, the classes in university are much smaller, and as a result of smaller classes you receive more applied learning; “In Scotland I had to write more review articles and essays as well as run more experiments, versus, doing the multiple choice assessments that we so often have in Canada”. Most importantly, however, was that she saw students there had a different perspective on the sciences. They wanted to pursue careers other than that of a medical doctor. This helped Izzy see that there were many other options for pursuing a career in health care. “If circumstances allow, go on exchange!" , Izzy says, "you get to find out more about yourself, as well as gain a new perspective and appreciation of the things and opportunities you already have. In addition, it’s a great way to meet people and make connections that may benefit you in the future.”
Upon her return back to Kingston, Izzy found an opportunity to shadow a family friend who worked as a hospital pharmacist.
“Up to that point I thought pharmacists counted pills and worked at Shoppers”. However, after shadowing her family friend she discovered that there are multiple branches within pharmacy, including: retail – commercial drug store work; hospital – working alongside doctors and nurses to care for patients; industry – working with drug companies in various areas such as research or marketing; and academia. Izzy wanted to do a professional doctorate degree in pharmacy rather than the more common Master’s of Pharmacy as she wanted to have the opportunity to pursue a broader range of career options. After completing the PCAT exam – similar to MCAT exam necessary for medical school applications, she applied to her schools of interest. “Be selective”, Izzy suggests “the application process is long and costly”. During the application process one will have to undergo an interview, often on-site, for schools applied for. Izzy found that her experience working at Starbucks was actually extremely helpful for interviews. Working in the service industry allowed Izzy to personally relate to and explain real-life scenarios when questions concerning difficult situations and how she handled them arose.
Izzy currently studies at the Eshelman School of Pharmacy in North Carolina. “The first year is mostly a review year” she explains. As you get further into your schooling your courses become more specific, and finally in fourth year students get to do rotations, both clinical and non-patient care focused. Izzy is also a member of the pharmaceutical industry interest group, conducts research projects throughout her program, and works as a teaching assistant. Before Izzy settled in to her busy life in North Carolina, however, she did experience culture shock; “When I went to Scotland I expected a culture shock so I was prepared, but I didn’t think that the US would be that different”. She finds there is a strong emphasis on college sports, and everything is more accessible, particularly, in the wide variety of online services in the US that make life much more convenient for her.
As a final piece of advice for our readers Izzy recommends to go into everything with an open mind, and not to close oneself off to a particular field. Get shadowing experience wherever possible, this will speak more about that career than just simply doing online research. Finally, just be prepared by gathering all the resources possible and available to you.
Leandra Tolusso
Clinical Genetic Counsellor at the Cincinnati Children’s Hospital
By: Anastasia Savrova - September 2016
Leandra Tolusso started off her academic career not knowing exactly what she would like to pursue in the future. Little did she know that a quick google search would lead her into a career that she admires so much. After graduating from Queen’s University, and obtaining a Master’s degree from Cincinnati Ohio in Medical Genetics, Leandra works as a genetic counsellor; a career that was perfect for her lifestyle and academic interests.
Leandra, originally from Ottawa ON, knew she wanted to go to Queen’s University in middle school due to the “Seeds in Residence” program, where students from across the province are invited to come to a University campus and do various activities such as go to lectures and live in residence. Upon receiving her acceptance into the Life Science program at Queen’s she still was unsure of what her future career would hold, but knew she wanted to be involved in the medical field, and initially believed all she could do to be in the medical field is to become a medical doctor. Being a part of the Life Science program she was routinely asked “Why do you want to be a doctor?” but she never had a good answer other than “I want to work in the medical field and I can’t think of anything other than a doctor”. Consequently, throughout her undergraduate career Leandra took a wide variety of classes so she could be exposed to many different branches of the medical field. In doing so, she found she was most drawn to classes surrounding reproductive physiology, ethics, and genetics. Realizing that becoming an M.D. was not her passion, Leandra then started to look into alternative career options such as midwifery. After further research she found the life style associated with being a midwife wasn’t suitable for her. Before resigning to her fate of going to medical school, Leandra decided to google “healthcare careers that are not ‘a doctor’”. During this search Leandra came across genetic counselling and she found it suited her perfectly. “Reproductive physiology? Check. Ethics? Check. Genetics? Check. Genetic counselling sounded so perfect.”
During the last year of Leandra's undergraduate degree she volunteered at the Sexual Assault Center in Kingston to gain some counselling experience, a pre-requisite for genetic counselling programs. She was also the co-chair of the ASUS Community Outreach Women’s Empowerment Committee which was beneficial in developing organizational, leadership, and communication skills, all of which are important when working with patients. Genetic counsellors have the opportunity to work with a range of patients of different ages and backgrounds; therefore, volunteering in communities already tailored to the demographic that one would like to work with as a genetic counsellor would be favourable for future employment.
Genetic counselling, which Leandra describes as“half science/medicine, half psychology/counselling, is a diverse career
that is rapidly changing as our understanding of genetics grows”. While a majority of genetic counsellors are directly involved with patients, some work in private genetic testing companies, academic facilities where teaching or lab work is involved, government policy, advocacy groups, and even their own private counselling businesses. If you are interested in genetic counselling, it is recommended (and required by some schools) that you conduct an informational interview or shadow a genetic counsellor to find out more about the career and all its potentials. As for course requirements, they do differ between genetic counselling programs across North America; therefore, there is no restriction as to where you do your Bachelors studies.
" The profession is expected to grow by 29% in the next 10 years"
Getting accepted into a Master’s degree in Genetic Counselling may seem challenging due to its competitive acceptance rate, but as Leandra puts it “a large number of genetic counsellors had to apply more than once to get into a program…if you don’t get in on your first try it doesn’t mean that you aren’t an amazing candidate. Don’t give up!” In addition, there is a shortage of genetic counsellors, and the profession is expected to grow by 29% in the next 10 years. This means that for people interested in genetic counselling, there is high job security once you graduate from the program in addition to competitive salaries and benefits.
After graduating from the University of Cincinnati/Cincinnati Children’s Hospital Medical Center Genetic Counseling Program with a Master of Science in Medical Genetics, Leandra accepted a position as a primarily clinical genetic counsellor at the Cincinnati Children’s Hospital. She works in the Cincinnati Fetal Center with pregnant women whose children have a physical anomaly or birth defect, as well as with individuals in a general genetics and immunology clinic. Leandra is following her interests in prenatal, preimplantation, and infertility genetics, and she may even pursue further education professing, “I just don’t feel done with my education yet. I am waiting for inspiration to strike that will guide me to my next academic step!”.
Julie Must
4th Year Doctor of Veterinary Medicine Candidate at the Ontario Veterinary College
By: Deni Ogunrinde - July 2016
Julie Must recently began her 4th and final year of school at the Ontario Veterinary College (OVC). Becoming a Doctor of Veterinary Medicine (DVM) was always the end goal for Julie. She says, “if I hadn’t had to do an undergraduate degree, I wouldn’t have”. After speaking thoroughly with Julie, I would, beyond doubt, refer to her as an exceptionally successful applicant. She applied only once, in the third year of her undergraduate degree, and was admitted to the program on this first attempt.
As long as she could remember, Julie has always loved animals. In grade 12, she completed a co-op placement with the Smiths Falls Veterinary Clinic, which is when her decision to go into veterinary medicine became fully realized. Out of Julie’s co-op position, she was offered a job at the clinic where she then worked for 8 months. Going into her undergraduate degree after holding this position, (in addition to a having held a position at a local grocery store) Julie knew she wanted to complete the DVM program at the OVC. Consequently, she went into the Major of Biological Sciences program with a minor in neuroscience at the University of Guelph. This program was the most flexible, allowing her to have a minor in addition to her major, and was structured to encompass all of the prerequisites needed in order to apply to the OVC.
From that point forward, Julie was very proficient in structuring her undergraduate extra-curricular activities to suit her career path. In her 1st year she joined the Future Vets Club at Guelph, which is a resource for undergraduate students who want to get into vet school and learn more about the application process. From there, she applied for, and was offered, a job with the OVC working for the small animal clinic in reception - a job she held over the entirety of her undergraduate degree. In Julie’s 2nd year, she made a considerable commitment to raise an autism service dog. Linus was put under her care from 10 weeks of age until 16 months and he is now successfully working. To me, raising a guide dog seemed like an enormous undertaking, but Julie informed me that this type of commitment was actually fairly common at Guelph, and is even more so now. Furthermore, Julie also volunteered for a small animal clinic on campus, in addition to a dog kennel day care, and, last but not least, with a program called ‘Foal Watch’ which is effectively an intensive care nursery for foals that uses volunteers to assist with feeding and basic care. Julie was able to find the latter opportunity through the Future Vets Club.
Something I gathered from speaking with Julie was that the Future Vets Club was an extremely useful resource for her. Even in terms of interview preparation, the Future Vets Club provided mock multiple mini interviews (to be discussed soon in the tips and tricks section) and gave club members general tips on performance. Julie said, “if you don’t do anything else with the Future Vets Club, do the mock interviews, it helped me a lot”.
Though the majority of you reading this are not undergraduate students at Guelph, for those of you that haven’t begun an undergraduate degree yet and might be considering veterinary medicine, Julie said that Guelph was a great option. All of her undergraduate courses were already pre-approved for applying to veterinary school and on top of that, she found a lot of volunteer opportunities, adding, “ where else has both a small and large vet clinic right on campus!” It is important to note that if you did not do your undergraduate degree at Guelph, courses must be approved ~6 months prior to completing the application, so if you do complete an undergraduate degree at an institution other than Guelph and will be applying to the OVC, keep this in mind, but Julie says not to let it deter you from going to another school in Ontario.
Although Julie’s first 3 years of veterinary school were more course-based, for the first portion of her 4th year, Julie is currently on an 8 week placement back at the Smiths Falls Veterinary Clinic, which is in fact a mixed animal clinic. By working at a mixed animal clinic as a 4th year student, Julie has her own patients which range in class from dogs and cats, to horses and sheep, and her day-to-day is not-unlike working as a full time licensed vet, bar that she is required to refer to the vet in house. She works 40 hours a week in addition to having assignments as well. There are 38 weeks in total comprising her 4th year: 8 weeks are a placement – called an externship (what Julie is currently doing), and for the next 30 weeks you work within a specific stream. The stream options are a) food animals, b) equine, c) small animals, or d) mixed, which, as I mentioned, includes a variety of animal types.
After this year, Julie will be able to practice right out of school, post-licensing, or she can do a 1-year internship and then 3 year residency if she so chooses. Vets can specialize in fields not-uncommon to medical doctors such as neurology or cardiology, and not only within, but outside of the clinic, there are other options than to become a general practitioner. Something I was unaware of, was that practice, or clinical work, isn’t always the end game. A vet can take up a career in research, government or even industry.
For those of you who might want to go to veterinary school, and travel along any of the career paths I have just mentioned, Julie was gracious enough to offer some first-hand advice. She advises having as much volunteering in a vet related environment as possible so that you have strong references; 2 out of the 3 references required for the application must be from a vet, and references are one of the next big considerations after your marks. With respects to the actual classroom environment for the first few years, Julie said the environment reminded her of high school. “We were just a class of 120 and were with each other every day for 3 years with classes averaging around 40 hours a week”. In addition, Julie disclosed that “professors knew who we were; we didn’t feel like an anonymous person in a room like you might have in undergrad”, which was a nice change for Julie. She also revealed that, going in to the classroom, exceling as well as one would have in his/her undergraduate degree, is not an automatic reality. However, she also assured me that, that’s ok. “Don’t focus on the lower marks; it’s more about understanding where you went wrong and learning from it. It might even make it more likely for you remember something if you struggled with it, than if that same thing was something you got right away.”
As a final piece of advice, Julie mentioned that a large part of being sure that becoming a vet is right for you is getting good experience prior to applying. If you don’t enjoy working with animals, and you do get accepted into veterinary school, it will be challenging and you will be less likely to do well, so make sure it is something you really want to do.
If you would like to get more information on constructing the application to vet school, or the interview process, check out the advice Julie provided in the “tips and tricks” section!
Mackenzie Haskell
Occupational Therapist
By: Deni Ogunrinde - June 2016
Mackenzie Haskell is both a charming young woman and tender-hearted Occupational Therapist. For Mackenzie, healthcare had always been a field that interested her and it became something she ultimately wanted to contribute to as a career. Accordingly, the Co-operative Bachelor’s program in Therapeutic Recreation at the University of Waterloo was the right fit for her undergraduate degree. The main theme of the program was to look at recreational programming for different client populations, including children, adults, and those with disabilities. The co-operative placements provided by the program presented her with the opportunity to gain practical experience over the course of five separate work terms, each four months in duration. Over the course of her degree Mackenzie held co-op placements at a retirement home, group homes in the Ottawa region, and at a pediatric hospis. Had it not been for exposure to occupational therapy through some of her placements, Mackenzie says, she may not have become an occupational therapist (or OT) herself.
Mackenzie completed her Bachelor’s degree in 2013 and commenced her Master of Science degree in Occupational Therapy at Queen’s University the same year. She chose the Queen’s University program, in part, because of the placement opportunities it provided. The Queen’s program included three clinical placements and one community development placement. Over the course of these placements the amount of responsibility and independence Mackenzie was given gradually increased, which she says, “was hard at the outset, but was a really useful learning experience”. It allowed her to become good at solving problems independently (referred to, in this context, as clinical reasoning), and helped her think through why what she is doing is important in such a way that she has become good at communicating that rationale to her patients. What was also important to Mackenzie’s learning experience was her preceptors, she really benefitted from having “great teachers, each of which made an impression on [her]”. Furthermore, when it came time to look for work, career services at Queen’s University helped her work on different aspects of the job-hunt including her cover letter and interview responses which she found truly helpful.
Mackenzie recommends having extracurricular experiences if working as an OT is a career you think you might want to pursue. Makenzie worked with children as various summer camps and she feels this has helped her immensely thus far as an OT. It allowed her to make better links with clients once she became an OT and demonstrate her relevant interests to the M.Sc. program when she was applying. (An additional application tip Mackenzie had for a M.Sc. OT hopeful is to show knowledge of the profession. Become aware of the current trends in the field and be able to explain how your career goals align with them).
Mackenzie’s advice to anyone considering occupational therapy
as a career is to be open-minded. With only three clinical placements in her program there were a lot of unexplored opportunities outside of what she was exposed to, particularly in non-traditional therapy positions. Mackenzie advises seeking out opportunities to shadow other occupational therapists while on placement who work in different settings (i.e. Assertive Community Treatment Teams, other departments in the hospital, etc). “Not only can you shadow other OTs, you can also shadow other professions (i.e. observing hip and knee replacement surgeries with an orthopedic surgeon)”. OTs can take up valuable positions outside of therapy and, Mackenzie says, that exploring and being open to these possibilities is a great way to open up job opportunities.
"I love being able to celebrate the small successes"
One of Mackenzie’s placements with a Stroke Survivor Program provided her with experience that she uses in her current occupation working with stroke patients in a small community hospital in Southern Ontario. Stroke patients receive an hour of physiotherapy and an hour of occupational therapy five days a week, the latter of which Mackenzie conducts. In addition, Makenzie also works with orthopedic patients. She also has the opportunity to teleconference with a physiatrist at a bigger community hospital to discuss patient progress and discuss any issues as they arise which helps to improve patient treatments. One aspect of her work in particular that Mackenzie emphasized was being able to “celebrate the small successes”. She says that, “especially with stroke where everyone is affected differently, it makes therapy a more positive experience for patients, and if they can see their success, they can continue to be motivated towards their goals”.
What stood out to me the most from my conversation with Mackenzie is that she absolutely loves her work. She enjoys working with people, getting to know her patients, and celebrating the milestones they achieve, no matter how big or small. Consequently, if you are considering a rewarding career in healthcare, occupational therapy is a career option I would highly advise considering.
David Maj
1st year M.D. Candidate at the
Royal College of Surgeons in Ireland
By: Deni Ogunrinde - March 2015
This experience planted a seed of interest in medicine and galvanized David to figure out what he wanted to do as a long term career.
David was able to use the skills he gained throughout his academic career as a researcher to his advantage in medical school. He believes that “the secret of medicine is that it is not that difficult, there is just a lot, and more keeps coming before you really got what came before.” Succeeding in medical school involves staying organized and doing your best to stay on top of the work, even though it’s “nearly impossible to always be on top of it”, David says. Consequently, gaining the organization, multitasking, and critical analysis skills that come through extensive research experience has been to his advantage.
In terms of getting into medical school, David believes that “grades by far are the most important thing”. He says they serve as the screening tool, and will ultimately get you to the door for interview, but from there it is about who comes across as an “intelligent and interesting” person. If you have good grades, good. If not, he says you will need a little extra – maybe a Master’s for example, but that the Master's doesn’t have to be in research.
In David’s first year at U of T he helped start an international development group that has gone on to become a non-profit organization. Although the interviewing committee at the Royal College of Surgeons in Ireland seemed to be impressed by this, David said he wasn’t sure how much extracurriculars matter to schools. He believes they are most likely to be impressed by how you can talk about extracurriculars, and your experience with them – i.e. challenges you overcame, achievements you made, and the skills you developed. “That matters more than what the extracurricular is”.
For David, having two science degrees (a BSc.H and MSc.), good grades, and good experiences from the activities he had been involved in throughout his academic career, helped him get accepted into medical school. Furthermore, the skills he gained while conducting research have helped him succeed in the program. Having said that, the path to medical school is a long one – it has been a 7 year journey thus far for David, and will be even longer until he becomes a certified M.D. . Having travelled this road and currently surrounded by students who have done the same, David has further advice for those looking to go to medical school. You can find this article in the “Tips and Tricks" section of Sci.Stud!
David Maj is a current first year M.D. candidate in the graduate entry medicine program at the Royal College of Surgeons in Ireland. In Ireland, the UK , and Europe, most schools have M.D. programs for entry directly from high school - undergraduate entry medicine programs - but David says that “programs that require you to have an undergraduate degree prior - the graduate entry medicine programs - similar to what we have in Canada, are becoming increasingly popular”.
David obtained his undergraduate degree from the University of Toronto (U of T) in 2010 with a specialist in Biology, and a Major in Cell and Systems biology. In his first year as an undergraduate student, he went to a lecture on bioremediation – a technique that involves using plants to draw up heavy metals and other pollutants out of the soil or aquatic environments - which initially sparked his interest in biology. He felt “It was very practical and cool”. Around that time David says that he started considering medical school, though it wasn’t until his Master’s that he discovered his interest in medicine.
“The secret of medicine is that it is not that difficult, there is just a lot, and more keeps coming before you really got what came before.”
David did his Master’s in molecular biology at Queen’s University. In his undergraduate degree a TA invited him to do some volunteer work for her project. After gaining both lab experience and a good recommendation from that TA, he successfully acquired a summer lab job at U of T. He feels that in science, you have to “get your foot in the door, typically through boring work, sorting, cleaning etc. and from there you can land better and better lab jobs”. Ultimately it was David’s experience preparing an undergraduate thesis helped him get into his Master’s at Queen’s. Interestingly, while working on Master’s thesis research, David found himself listening to audiobooks, one in particular, “The Emperor of All Maladies” stood out. It discussed the history of cancer, the evolution of doctor-patient relationships, and patient advocacy groups. The content of the audiobook naturally appealed to his research interests, and the interpersonal nature of medical practice, as described by the audiobook, made him realize that he “missed the kinds of interpersonal relationships that you don't get in research".
Becoming an M.D. is something many science undergraduates in Canada strongly consider. However, the road to achieving this goal can be extremely challenging, especially for those keen on acomplishing this goal through Canadian medical programs. With this profile, I hope to shed light on the path that one Canadian student took in order to gain acceptance into an international medical program –an option many Canadian students will undoubtedly need to consider if they are serious about pursuing a career in medicine.
Kai Ip Wong
HepC Program Manager at Jer’s vision
By: Deni Ogunrinde - January 2015
Kai Ip Wong is currently the HepC Program Manager at Jer’s vision, a not-for-profit youth organization that works to combat bullying and discrimination. He recently completed his undergraduate degree in Biology (Honours) in 2013 from Queen’s University. Ultimately, Kai was able to get this job as a result of his undergraduate experiences. Trying to land a fulfilling job, upon completing an undergraduate degree in one of the pure sciences, can be difficult, but Kai was able to do so. He started a career where he could see “real-world connections” to the things he had been interested in during his undergraduate studies, and apply the skills he had gained in a constructive way, which is something a lot of undergraduates so desperately, and unsuccessfully search for in their first post-undergraduate jobs.
Unlike some, Kai did not take on a minor in his undergraduate studies, but instead, took a more broad approach to his electives over the course of his undergraduate degree, which he believes has helped him attain his current position. Kai took a diverse range of courses from gender studies and classics, to microbiology and business. He values his gender studies courses, in particular, because he believes they were “something so very applicable, and necessary for undergraduate students to start thinking about around that age”. He believes that his wide range of electives has actually helped increased his understanding of how the world around him works, improving his ability to converse on topics outside of the sciences, and thereby making him more well-rounded. If you go to take electives, Kai believes it may actually be more beneficial for you to take courses that you are interested in, as this may help open doors to a career that you would actually be passionate about since you would have developed some "credible" background in this area.
As part of the requirements for his current position, Kai not only had to have a science background, but he also had to be capable of coordinating large scale events, as he would have to coordinate a national youth conference designed to promote education on issues pertaining to STBBIs (sexually transmitted and blood-borne infections). This task required a culmination of multiple skills such as event organizing, budgeting, and an ability to communicate with professionals in the field. For Kai, taking gender studies courses helped him understand social issues surrounding
STBBIs, and his extensive background in biology (in addition to what he learned through microbiology courses), served as a basis for his health sciences knowledge on STBBIs. Consequently, both Kai’s major (Biology) and elective courses, contributed to his suitability for his current position.
Kai also developed a significant foundation in these skills during his leadership role in the local chapter of AIESEC, which is a global organization that provides international internship opportunities to post-secondary school students. Kai says that "the organization originally began for business students decades ago, but over time has branched out to anyone who has an interest in developing tangible leadership skills – AIESEC requires you to run the organization and to think about it like you would a business - one step further than most university clubs.” Along with his studies, he believes that his time with AIESEC helped him significantly. This experience consistently pushed him to grow as a leader - he gained skills in budgeting, event planning, team management, and communications. “It's everything that science kids don’t get to do”, he says, and feels that his involvement with AIESEC has helped distinguish himself as more than "just another science graduate". It is worthwhile to note that Kai developed his skill set, in part, as a result of getting involved in leadership roles during his undergraduate career. This is not to say that all students should join AIESEC to gain valuable leadership experience, but that getting involved in comparable leadership roles in one's community is a great way for any student to develop similar skills.
Evidently, Kai's biology degree in conjunction with his leadership roles, have helped him gain experience and skills that he will need to advance his career in the future. But what are his next steps for now? After a few more years of gaining work experience, Kai says that he plans on returning to school to do a Master’s degree in Public Health, as it combines his academic background and interest in science, with his more personal passion for improving the level of accessibility and equality in the Canadian health care system. A lot of graduate programs “may emphasize the importance of good marks out of undergrad” but Kai says he is taking the time to prepare for other options that "require at least two years of work experience” in order to qualify. He believes that "this will serve as an opportunity to fine-tune [his] areas of interest in the health sector, or who knows? [He] might even want to do something entirely different!"
"Med school and research are not your only options"
If Kai has to give one piece of advice to give to current undergraduate students in the sciences, it it this : “if you are majoring in the sciences like biology – med school and research are not your only options. A lot of students get into that mentality and then get extremely stressed out because of it. If either one of those are your life's aspirations, work hard for it, but don't force yourself down those paths just because you think it's 'what you're supposed to do.' Keep an open mind, be self-aware about what you like, what you're good at, and where your passions lie.
Take some time to find out what you want to do, it'll be worth it in the long run!"