Med School Done Right: You Only Have Room For Big Rocks – Part 3

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By Luke Murray

This post is part of a series called “Med School Done Right,” which will look at not just succeeding in medical school in the narrow terms of “getting good grades,” but at shaping the kind of experiences you want to have during these (usually) four very important years of your life.

Check out part one and part two of this post….

Contrary to popular belief, you actually do NOT have a lot more time than you realize for all the random things you’d like to do. So while it may open your eyes to try to account for what you actually do in the 144 hours that exist in a week, trying to put into practice a life in which you DO account for all of them is not going to work.

What will fill up your life in medical school in a meaningful way are a small number of the right type of significant goals. What should they be? To find out how to do medical school right, let’s ask…the CEO of a metal company.

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Mnemonic Monday: Sweet Pumpkin Pie … A Glycolysis Mnemonic!

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By Molly Lewis

Pumpkin pie – one of my absolute favorite things!

Memorizing biochemistry pathways – um, not quite as high on the favorites list….

Joining the two = a palatable combination!

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Med School Done Right: You Only Have Room For Big Rocks – Part 2

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By Luke Murray

This post is part of a series called “Med School Done Right,” which will look at not just succeeding in medical school in the narrow terms of “getting good grades,” but at shaping the kind of experiences you want to have during these (usually) four very important years of your life.

In my last post, I wrote about a metaphor for time management posed by a professor who went on to explain that the lesson was: (1) if you don’t fit the big “rocks” in first, you never will (his explicit point) and (2) that you have more free time than you think (the implicit point, driven home by his demonstration). Here’s how and why I think his explicit message of “fit big rocks first, and then fit everything else later” doesn’t work, especially for medical students.

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DO Corner: What the Changes in DO Residencies Mean to You

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By Sean Martin

I think many osteopathic students and residents agree it is a good time to be a DO.  The AOA and ACGME have agreed to pursue a common graduate medical education accreditation system.  This is a major victory for osteopathic students who were very close to having serious limitations put on them by the proposed common program requirement.

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Surviving Step 1: Test Format & Scoring

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By Walter Wiggins

The USMLE Step 1 is unlike any test you’ve taken before. Therefore, it’s important to know how it works before you walk in the door of the testing center on test day. In this post, I’ll go over the format of the test and how it is scored.

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Surviving Step 1: Scheduling & Attempt Limits

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By Walter Wiggins

To 2nd years and others planning to take the USMLE Step 1 this year, below is a list of a few things you should do ASAP, if you haven’t already.

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Med School Done Right: You Only Have Room For Big Rocks – Part 1

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By Luke Murray

This post is part of a series called “Med School Done Right,” which will look at not just succeeding in medical school in the narrow terms of “getting good grades,” but at shaping the kind of experiences you want to have during these (usually) four very important years of your life.

In my last post, we talked about the importance of answering the question:  “What do you want?” and “Why do you want it?”

We discussed the difficulty and importance of answering the “Why?” question, and I said that it’s important to do this in every area of your life.  What I didn’t clarify was to what extent this was healthy and effective.  For an answer to that, I want to turn to a story you’ve probably heard before, about a professor giving a brand new class of students a lecture about goal setting and time management. I then will proceed to tell you how the advice implied by this well-worn story doesn’t work.  Here’s the story, adapted from this version.

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