Alumna Learns the Rewards of Medicine in UVM Post-Baccalaureate Premed Program

UVM alumna Joy Benner ’15 started medical school in August 2017 at the UVM Larner College of Medicine. We talked Joy, who completed the UVM Post-Baccalaureate Premedical Program, about her time studying at UVM, conducting research, volunteering for the Art for the Heart program, and working in the UVM Medical Center Emergency Department.

Why did you decide to study medicine at UVM?

I had switched to pursue medicine late in my undergraduate career. I decided to major in Communication Sciences and Disorders (CSD) because my mother and sister are Deaf, and I saw the impacts this field had on their lives while I was growing up. I was exposed to the healthcare field through my major, as we were given many opportunities to observe the clinical aspects of audiology and speech pathology, which are career paths many students with CSD degrees choose to pursue.

Why are you drawn to medicine?

I love the connection and the relationship that grew between patient and provider, but I was also interested in learning more about the science behind the diseases that can influence or cause patient conditions. Through various experiences, I became fascinated with the field of medicine, but I hadn’t completed all of the necessary prerequisites to apply to medical school. I began to take some of these my senior year of college, where I met several UVM post-bac students. We all studied together, and I felt like I was a part of a community of individuals on the same path. I also grew up in Vermont, and knew I would be happiest and most successful in the post-bac program at UVM.

Tell us about your time volunteering in the Art for the Heart program.

The most rewarding aspect of the Art for the Heart Program was, by far, seeing the impact that we had on patients and their families. As an undergrad, I worked as an individual assistant for a toddler with bilateral cochlear implants, and through that experience I was shown how much of an effect one individual can have on a child’s life. For most children, a stay in the hospital can be overwhelming and stressful, and art is one of the best ways to allow them to make decisions, engage, and express themselves however they feel they need to. For many parents, this can be an equally distressing time, and we provided an outlet for them as well. It was always an incredible feeling to see that great big smile when a patient or family member saw all of the different art supplies they could use.

What did you do while working in the UVM Medical Center Emergency Department?

The Emergency Department provided a different experience, and was most rewarding in how much I learned. As a scribe in the Emergency Department, I worked directly with physicians and helped complete charts for the patients that they saw. This experience gave me immersive exposure to the field of medicine, as I was present for nearly every aspect of a patient’s visit to the ED, whether that was when the physician took the patient history, conducted a physical exam, interpreted laboratory and imaging results, or performed a procedure. I started to learn key things that physicians look for in common diagnoses and what they rule out. It was fascinating to see from start to finish the process that leads a physician to a diagnosis.

Which research programs particularly resonated with you in the program?

It’s hard to pick just one, but one project I worked on used animal models and looked at the effects of cyclophosphamide—a chemotherapy treatment—on taste. One of the many unfortunate side effects of chemotherapy is loss of appetite or loss of taste, which can lead to malnutrition and weight loss and has the potential to negatively impact the recovery of patients treated with chemotherapy. The study I worked on was evaluating the impact cyclophosphamide has on taste cells and the ability to discriminate salty tastes. This project was so great because I learned about how research can affect the way clinicians treat patients and how important it is for their ultimate treatment plan. It resonated with me so much because it has direct implications to improving the quality of life of patients being treated with chemotherapy.

Why did you choose to study at UVM?

I grew up in both Massachusetts and Vermont. I attended UVM as an undergraduate. I loved the prospect of being close to home and fell in love with UVM when I visited. It is an incredible school with so much to offer and so many resources

Lynn Sipsey Finds Herself Drawn to the Art and Science of Medicine

Lynn Sipsey, right, during a summer global health trip to Vietnam in 2015.

Medical student Lynn Sipsey was studying to become a scientific illustrator when she decided to shift gears and pursue a career in medicine. Lynn, who completed the UVM Post-Baccalaureate Premedical Program and is now a student at the Larner College of Medicine at UVM, talks about the rewards of medicine and the power of empathy.

You majored in fine arts and scientific illustration and minored in biology as an undergraduate. How did you make the leap from art to medicine?

When I started my undergraduate program, I was certain that I would ultimately go to a graduate medical illustration program. Medicine wasn’t even on the radar. However, by the time I had finished my degree, I had taken more biology courses than were required and accidentally minored in biology. I found that to become a better scientific illustrator, a thorough understanding of the subjects was required.

What drew you to medicine?

As I spent more and more time learning those foundational concepts, I realized how much I loved biology. After some time working as an illustrator, I knew that I loved the educational aspect of the work, but I never really got to see the direct impact of my work. Sitting in a studio drawing all day was wonderful, but it did not feel gratifying—I still wanted to use my knowledge base to educate, to make meaningful connections, and be able to see the impact of my work in people’s lives.

What kind of illustrations did you create?

My portfolio has a wide breadth of subject matter, style, and medium. I had made model eggs for the Birds of Vermont Museum, had a diagram published in a scientific journal, and had collaborated with a ceramic artist who bought the rights to some botanical illustrations.

Why did you choose UVM?

I grew up in Lincoln, Vermont. As a scientific illustration major, medical school didn’t seem like a possibility, but I had several wonderful mentors that encouraged me to consider it. When looking up post-bac programs, UVM was at the top of my list. The in-state tuition can’t be ignored, but also I had read about the quality of the advisors in the program, and knew of several of the students that went on to the Larner College of Medicine at UVM. When entering the program, I wasn’t sure whether I was interested in a PA, RN, NP,MD, or DO track. I liked that UVM’s program had flexibility and that I was able to tailor my schedule to my goals as they became clearer.

What are some similarities between illustration and medicine?

Though many see art and science as a dichotomy, my experience has shown they are two interdependent entities. Scientific innovation is not possible without creative thinking, and artistic expression wanes without observation and the scientific method. Both scientific illustration and medicine seek to reach similar goals: to use scientific knowledge and artistic skill to repair nature’s deficits, and to create a more “ideal” specimen. A large part of medicine is observation. The patient’s story is the single best tool for diagnosis, followed by physical exam. Both of these are tools that can be carried further with astute observation and directed inquiry.

Tell us about your respite caregiver internship at Howard Center in Burlington.

I was working as a respite care giver for the developmentally disabled. Serving a diverse client population—ranging from those in need of total personal care, and medication administration, to sex offenders and individuals requiring behavioral modification—was a rich and challenging experience. I practiced being present, compassionate, and patient. My belief in the inherent worth and dignity of every individual and the human capacity for growth and development became a clear value. I found the art of medicine. Like my studio practice, there is no absolute protocol to reaching a solution, each situation and subject must be regarded with the utmost care. Acute awareness, empathy, and understanding must be brought to each client every day.

What do you enjoy most about being a medical student at UVM?

Active learning and integration are really emphasized in the curriculum here. Many of the faculty are genuinely invested in student wellness and quality of education provided to us.

What do you find most rewarding about medicine?
It is a privilege to be present in difficult times in people’s lives, it is an even greater privilege to be in a position to help people through these times. I also really love patient education—just taking the time to make sure the patient actually understands what will be happening to them and why. Education empowers patients to take better care of themselves and make decisions that make the most sense for them

UVM Is: Beverly Colston Helping Students Succeed

The best part of Beverly Colston’s job is helping students experience personal growth and thrive in the community.

As director of the UVM Mosaic Center for Students of Color (formerly the ALANA Student Center) for 15 years, Colston’s goal is to create a diverse and rich community of empowered, engaged, and enthusiastic students of color.

“The Mosaic Center for Student’s of Color (MCSC) is about helping students succeed, blossom, thrive, and know who they are racially and ethnically,” Colston says. “We’re engaged with the holistic growth of our students, and that is a tremendous opportunity.”

For 20 years, the center has prided itself on providing a wide variety of programs and services, including student advising, leadership retreats, and events.

Creating a Community at the UVM Mosaic Center

The center began at UVM in 1973 as the Office of Multicultural Affairs. Back then, the office’s mission was to train UVM staff members to make campus more inclusive on an institutional level rather than focusing on students of color in the community. It later became the African, Latina, Asian and Native American (ALANA) Student Center in 1996, and was renamed the Mosaic Center for Students of Color in 2016.

In an interview last fall with The Cynic, Colston said the recent name change had been discussed for 15 years because the old name—ALANA—didn’t accurately represent the community.

“A mosaic is an intricately designed art piece constructed from assembling small, gemlike, colorful pieces of glass, stone, beads or other materials,” she told the Cynic. “While each piece retains its individual nature it also becomes part of a larger and beautiful whole.”

The center recently moved from the Redstone campus to a new space in the Living and Learning Center. The new location includes a kitchen, computer lab, meditation space, and a study lounge.

Students of color make up about 12 percent of the population at UVM, Colston says. The goal of new space is to offer a more central location and be more accessible to a greater number of students.

Colston is optimistic about the role the Mosaic Center for Students of Color will continue to play in students’ lives.

“The students are why I’m here. There’s nothing like the honor of being engaged with students’ lives and being part of their support network,” Colston says. “When it comes down to it, higher education is all about learning who you are, what you value, and how you can serve the world.”

-Our “UVM Is” series celebrates University faculty, educators, and the campus community.

Preparing for Dental School in UVM’s Post-Baccalaureate Premed Program

Wearing braces in middle school inspired Saloni Mehta’s career path.

The Boston University alumna spent her childhood in Framingham, Massachusetts, before her family moved to nearby Sudbury when she started high school.

“The one piece of solace I had during that time was the smile my orthodontist gave me,” she says. “Having a nice smile helped me feel confident.”

While she ended up majoring in environmental science in college, Saloni eventually enrolled in UVM’s Post-Baccalaureate Premedical Program’s dental track. Now she’s applying to dental schools throughout the northeast.

Taking courses in chemistry, biochemistry and physics at UVM helped Saloni fulfill the undergraduate science courses required for application to dental school. Coming to UVM also gave her a sense of belonging and community.

“The students here are motivated and competitive but they’re not cutthroat,” she says. “We helped each other and stayed in touch since completing the program. The sense of community was amazing.”

Pre Dental Programs and Applying to Dental School

While studying at Boston University, Saloni took calculus and biology, but soon realized how difficult the pre-dental requirements would be during her undergraduate years. She focused on environmental science and worked for an energy company after graduating.

But her dreams of becoming a dentist were never far away.

After completing the UVM Post-Baccalaureate Premedical program, she applied to several dental schools, including SUNY Buffalo, Boston University, University of Maryland, University of New England, and Temple University. She has chosen to attend Boston University School of Dental Medicine in the fall of 2019. But she is also interested in possibly returning to Vermont to practice dentistry.

Ultimately, Saloni’s goal is to be an oral surgeon, which not only requires dental school, but also licensing, residency and board certification. She’s confident UVM has set her on the right path.

“The way my UVM professors taught me was integrated and hands on,” she says. “The program gave me such a good foundation.”

Summer Programs for High School Students Draw More Undergraduates to UVM

Nearly 15 years after UVM established its precollege program, more high school students are enrolling in the program to get a head start on their college degree.

UVM’s precollege program is offered to high school juniors and seniors who want to explore areas of study and earn transferable college credit.

Since 2004, 3,709 high school students have enrolled in 4,878 courses at UVM. Of that number, 993 of those students were admitted to UVM, 364 completed their undergraduate degree at UVM, and 47 went on to enroll in UVM graduate programs.

“UVM’s precollege program is not only an effective way for students to get a head start on their college career, but also an opportunity for them to experience everything UVM has to offer,” says Beth Taylor-Nolan, Associate Dean for Continuing and Distance Education, which oversees the UVM precollege program. “As the program has grown more robust over the years, we’re seeing more of our precollege students apply and matriculate to UVM.”

Precollege attracts students to UVM from all over, including Vermont, New England, New York, New Jersey, Hawaii, California, as well as Puerto Rico and British Columbia.

The UVM precollege program offers more than 100 online and on-campus courses for high school students in the summer and throughout the academic year. As part of the University’s precollegeofferings, Summer Academy is a four-week program offered on-campus and online.

Dual Enrollment for Vermont Precollege Students

Vermont high school students looking to enroll in a precollege course may apply for a voucher under the Vermont Dual Enrollment program to earn transferable college credit. Students can access up to two college courses with tuition fully reimbursed through a voucher system approved by their high schools.

Ruby LaBrusciano-Carris, who graduated from Twinfield Union High School in Plainfield in 2013, participated in UVM’s precollege program in the fall and spring of her senior year of high school. She decided to take advantage of Vermont’s Dual Enrollment Program.

The financial benefit of Dual Enrollment was a big reason why she decided to eventually enroll in UVM, where she graduated from in 2017. The precollege program also helped her realize that UVM was the right choice.

“It reassured me that there were a variety of classes and (a community of) people that I could see myself being a part of,” she says.

Food System Change Begins with Breakthrough Leaders

The idea of changing our food system to be more sustainable can be daunting. But what if you could learn how to intervene at one point and make a small change that could build towards a greater impact? Identifying those leverage points to impact change in our food system is just one of the goals of the an innovative online and on-campus Breakthrough Leaders for Sustainable Food Systems program at the University of Vermont.

A recognized leader in the food system movement, UVM walks students through every step of the interconnected food system. “Our goal is to build leaders’ understanding of the overall food system dynamics to gain a better sense of the whole picture not just their own perspective,” said Dr. Cynthia Belliveau, Dean of UVM’s Continuing and Distance Education.

Ben & Jerry’s Social Mission Strategy and Policy Manager, Simone Washington, M.S., J.D., who leads discussions about social equity in our food system during the program, says that good leaders need to go into situations listening, observing and identifying who or what those leverage points may be. “Leverage points are the opportunities where you can break through tension and begin to see change,” said Washington. “It could be a person, a group of people, policy, or a shift that can create momentum towards change.”

Former Breakthrough Leaders student, Sylvia Grove, PhD, says that as a result of the program, she has changed her perspective on leadership, the food system and activism. “As a French teacher and a daughter of a dairy farmer, I’ve been thinking a lot about the intersection of humanities and sustainable practices in my work in the classroom,” said Grove. “The teachings at Breakthrough Leaders has helped me to better understand where leverage points may be in my work and from what point I am capable of approaching and providing solutions to a problem.”

Gaining that broader viewpoint on systems theory is what organizers hope students will take away from this unique cross-disciplinary program. The focus on our food system allows participants to see examples in Vermont some of the behaviors and practices the can be modeled elsewhere. Washington says that food is a great equalizer. However, people come to discussions about food and food systems from very difference perspectives. “We need to be aware of what is happening across the country as it relates to food,” said Washington. “In many places, there aren’t grocery stores, access to fruits and vegetables, no one picking up the trade of gardening or farming; areas where people aren’t thinking about if they are eating healthy, but rather are thinking about if they able to eat at all.”

Through UVM’s Breakthrough Leaders program, Washington encourages participants to not shy away from the tough topics and to create a space to discuss social equity in our food system by considering how we can help all of us have access to good food. Developing leaders that can recognize the need to bring stakeholders from different levels and perspectives to the table is key to identifying those leverage points and developing potential solutions.

UVM’s Breakthrough Leaders for Sustainable Food Systems begins with two weeks of online classroom work engaging with peer activists and initiating discussions around food system challenges. In the third week, participants come together with their peers in Burlington, Vermont to deepen their engagement in the food movement by interacting with food system leaders through site visits and hands-on experiences. Registration is open now for leaders looking to create positive and forward-looking solutions for our broken food system

College Prep Class for High School Students Shares the Power of Journalism

To be a person is to have a story to tell. — Isak Dinesen

For thousands of years, storytelling has been a way for humans to engage, share feelings, and convey personal experiences.

Sharing stories with words and images helps us connect with the world around us and better understand one another.

This summer, high school students will have the opportunity to enhance their storytelling skills in Journalism through Words and Photographs, a college prep class offered in UVM’s Summer Academy program.

Taught by photographer Andrew Frost and writer Jenny Grosvenor, the course is part of UVM’s Summer Academy, a four-week residential and online program offered to high school juniors and seniors who want to explore areas of study and earn transferable college credit.

The course’s photography component is new this year, Frost says, adding that students will work on a variety of projects, from writing assignments to research to telling stories using words and photographs.

The goal of the course is for students to understand “real visual literacy coupled with the tools to tell a powerful story,” Frost says. Students will learn to appreciate the ability of words and pictures and to illuminate universal human experiences. Students will also learn to capture an audience and build a visual narrative that communicates without written language.

In an era when smart phone cameras are ubiquitous and everyone is posting online, Frost says students will better understand how to make an impact.

“This is nothing new—photographs have been staged since the inception of the medium, and from a fundamental starting point photographs are not true representations of reality,” he says. “We’ll delve into this in class and work on strategies to use photographs in interesting and compelling ways through both practice and an examination of historical photographic examples.”

Frost, who has been a photographer for 15 years, says he generally creates photographs of whatever he finds interesting—a pile of keys in the afternoon sunlight, icicles in a cave, a ski lodge perched on top of a mountain, and his dog running in the snow.

“Storytelling is all around us. We spin the events of our lives into a story we tell people when we meet them,” he says. “Understanding both how storytelling works and how to tell more engaging stories is almost like a superpower.”

How Web Analytics Can Help You Understand Your Customers

Bounce rates. Page views. Acquisition. New vs. returning visitors. When it comes to web analytics, which metrics are the most important?

When used collectively and strategically, all of them matter, say experts Krista Park and Ryan Andricks, who will separately teach UVM’s online Web Analytics and Data-Driven Decision Making course.

“It’s about understanding analytics as a whole,” says Park, director of analytics at Greenlane Marketing in Philadelphia. “Analytics are only one piece of the larger puzzle. You use web analytics to inform. But just because your web numbers are going up doesn’t mean things are going the way you want for your company. You need to think about the data strategically.”

The five-week course offers a deep dive into Google Analytics and interpreting web traffic data. It’s designed for digital marketers, analysts, and professionals looking to deepen their understanding of how to identify and use data to support their campaign planning and performance. It will also show how to leverage data as a way to better understand how a company’s website is being used—by whom and in what ways—for better reporting.

“We’ll look into how the process of selecting key data works, evaluating data, presenting it effectively, and communicating findings and recommended actions—based on the data—to achieve a business’s objectives,” Park says. “The course will help participants more efficiently and effectively evaluate their business’s performance and create actionable insights.”

Those actionable insights will then be used to achieve their business objectives, whether it’s growth in a particular area, stemming a loss, or working to achieve parity with their competitors, Park says.

In the course, Park and Andricks will also demonstrate how to create connections between offline and online data so digital marketers and analysts can understand and communicate a whole-world view of their business.

“I don’t think there is anything wrong with looking at a top surface piece of Google Analytics information, but segmentation is key,” Park says. “Otherwise it’s likely you’re missing some really important things that are happening.”

Andricks, a senior analytics manager at Seer Interactive in Philadelphia, agrees. He adds that if a digital marketer or analyst is working for a new employer or is hired by a web client that already uses Google Analytics, it’s important to educate them. “A lot of people are using Google Analytics and assuming that it’s been set up properly,” he says. “If goal tracking isn’t being used, it needs to be. And they need to be sure to focus on the users, don’t think about sessions.”

When measuring analytics and communicating results, Park and Andricks say it’s critical to pay attention to and communicate patterns and standard fluctuations.

“One of the most basic patterns is seasonality. It’s a standard catch-all such as back-to-school or Christmas,” Park says. “But fluctuations don’t have a primary driver and might be less obvious. Maybe there’s a marketing campaign happening or selection of channels being promoted. You need to ask yourself, what is the context behind this data? What else is happening?”

UVM’s Digital Marketing Course on Web Analytics

The UVM course will help prepare participants for the Google Analytics certification exam. Participants will also learn:

How to identify key performance indicators within the data and contextual supports
Mapping data to key performance indicators, strategies, and objectives
Identification of ancillary factors impacting a data set
How to work with trends to identify patterns versus standard fluctuations
Data combinations for more robust outputs (e.g. segments, filters, dimensions, custom views)
Presenting data in digestible formats
Data presentation structures—report types (sheets, docs, slides), frequency, update methods (manual, automated)
Creating actionable insights
Developing baselines and projection

Cabot Creamery Co-operative Manager Nick Managan Strives to Keep Learning

What makes a good manager?

For UVM alumnus Nick Managan ’05, it’s all about accountability and hard work.

Managan has been employed full-time at Cabot Creamery Cooperative for ten years, working his way up through the ranks and being mentored by his supervisors along the way. In 2017, he was promoted to Northeast marketing manager and had years of experience under his belt in customer service, marketing, communications, and event planning.

But one area he needed more training in was managing staff. His new role was the first time he would be in a supervisory role with full-time employees reporting to him. Managan enrolled in UVM’s Leadership and Management Program, which offers eight, one-day seminars in Burlington. The program addresses everything from emotional intelligence to conflict and negotiation to accounting.

“I thought the program did a great job giving a broad perspective of the things you need to focus on as a manager,” he says. “I really loved the emotional intelligence and conflict and negotiation seminars. It was nice to learn more about those areas and gain a little more self-awareness.”

A Priority to Never Stop Learning

Managan joined Cabot in 2005, first as a part-time staffer sampling cheese at events in New York City. He returned to his native Vermont in 2009 as Cabot’s special events coordinator. He later became the co-op’s Northeast marketing and communications integrator before being promoted to his current role.

Even though Managan has worked for Cabot for more than a decade, he says he strives to continue to learn and grow.

“It’s important to improve all the time,” he says. “Education is one of the seven co-operative principles and a priority for Cabot. I’m grateful for the opportunity to learn.”

Another principle at the heart of Cabot is concern for community. In February, Managan and 100 Cabot staff and farmers participated in the Special Olympics Vermont Penguin Plunge in Lake Champlain fundraiser. The co-op’s Department of Gratitude also promotes and supports a variety of volunteer opportunities with its Reward Volunteers program.

A Sense of Community

Meanwhile, outside of work, Managan and his wife are raising a therapy dog—a golden retriever named Lou—who visits schools and nursing homes through Therapy Dogs of Vermont. Managan also coached for the first time this winter, volunteering for first and second grade basketball in Waterbury.

“Volunteerism is part of the fabric of Vermont and at the heart of our farmers,” he says. “You can change the trajectory of someone’s day by helping someone. It comes down to caring and trying to make the world a better place, starting with the community you’re in.”

That sense of community and caring carries over to the workplace, he says. Being engaged, accountable and hardworking are just a few of the things that make a leader and manager effective.

“It’s about making sure you’re supporting your team, making sure they know what the expectations are and making sure you’re providing the resources they need,” he says. “A good manager is checking in with staff, making sure things are running smoothly and putting in their own work.

Using a Public Health Approach in Physical Therapy

The best part of Mariana Wingood’s job has always been helping patients return to their everyday lives.

She has spent most of her career being a full-time physical therapist at UVM Medical Center’s Fanny Allen campus in Colchester, providing care to patients who have suffered a fall or illness and helps them get them back on their feet and stay healthy.

However, in the fall she decided to take the next step and start her PhD in Human Functioning and Rehabilitation at the UVM College of Nursing and Health Sciences.

“Many older adults stop exercising as they age. My interest is figuring out how can we change that,” she says. “One avenue may be through increasing physical activity discussions in healthcare. The thought is that older adults value the advice they get from healthcare providers, and by having them discuss physical activity with their patients, it may impact an individual’s level of physical activity. My question is, how can we increase healthcare providers promotion of physical activity? What tools can be developed, validated and implemented to increase this ease? Do those tools make a difference in the level of physical activity?”

She hopes that these two important parts of her life—hands-on clinical care and research—could one day coalesce into a job teaching at a university with a pro bono clinic offering physical therapy and preventative care.

Epidemiology Certificate Program at UVM

To help her prepare for her career plans and the doctorate program, Wingood enrolled in the UVM Certificate of Graduate Study in Epidemiology in 2017. The 18-credit program is a one-year, online certificate that is a collaboration of the Larner College of Medicine, Continuing and Distance Education, and the UVM Graduate College.

“What I enjoyed most about the program was the application of research, statistics and analyses,” she says. “It really deepened my understanding of public health and prepared me well for the PhD program. Public health and epidemiologists have a different view of healthcare, I really enjoy their promotion of health and prevention of disease. As a healthcare provider it’s important to be aware of their view and efforts. By understanding them, we can improve collaborations and become better clinicians and better researchers.”

The program’s core courses include epidemiology, applied research in public health and public health biostatistics. Program electives range from public health law and ethics to investigating disease outbreaks.

“The program did a good job making the assignments based on real-life scenarios and making it applicable,” she says. “We would also apply any recent news of an outbreak—such as flu or salmonella—into our work as well.”

Wingood studied biology at SUNY Oswego and received a doctor of physical therapy from SUNY Update Medical University. Raised in Austria by her parents and grandmother, she moved to the United States in 1999. She says that she always knew she wanted to work with older adults.

“I love exercise and how it makes me feel. It’s really beneficial to be able to enjoy physical activity and exercise later on in life and seeing how it can help people get better was a huge motivator for me wanting to become a physical therapist,” she says. “I always knew I wanted to go into geriatrics. My grandmother helped raise me and I always wanted to thank older adults for everything they have done. This is a great way for me to do that.”

Helping patients get better and helping them enjoy the life they lived prior to going to the hospital or getting injured is her favorite part of the job. More than anything, the human connection is what makes Wingood’s work in physical therapy so rewarding.

“I learn as much from my patients as I hope I teach them, especially the older adults as they have so much life experience,” she says. “Patients tell me that I have a great outlook on life and I inform them it is thanks to them, I have learned it all from my patients.’ It’s a great connection to have

Medical Mentorship Program Helps Medical Students Prepare for Revised MCAT

Originally published on March 17, 2016. Updated March 27, 2019

The University of Vermont offers a four-week Medical School Mentorship and Enrichment Summer Program to help prepare students for the new Medical College Admission Test (MCAT).

The revised MCAT is designed to place greater emphasis on critical thinking and cover additional content. In addition to being broader and more difficult, the new MCAT is twice as long as the old edition and has a heavier section on biochemistry.

“On the new MCAT, students need to know even more,” says UVM College of Medicine Biochemistry Professor Paula Tracy, who is leading the Medical School Mentorship and Enrichment Summer Program. “Our goal is not to reteach students everything they’ve already learned over four weeks. We want to identify concepts students struggle with and offer an active, hands-on learning experience.”

The revised MCAT also added a fourth section dedicated to behavioral tactics, psychology, and sociology. The Association of American Medical Colleges conducted five years of research to revamp the test in April 2015, which had not been updated since 1991.

In addition to preparing for the MCAT, the Medical School Mentorship and Enrichment Summer Program will also help students build clinical experience with formal shadowing and medical-simulation-center activities and give them the opportunity to practice essential interviewing skills.

An MCAT Prep Course and the Benefits of Mentoring

The program is not just about testing. Tracy points out that mentoring is a key component to help students prepare for medical school. Students are assigned to a current UVM medical student who will serve as a personal mentor and provide students with firsthand knowledge about applying to and succeeding in medical school today.

“What I like about mentoring is finding the best in people,” says Tracy, a champion of mentoring and a member of the UVM faculty for more than 30 years. “It helps students realize their own potential.”

During the Program, Students Will:

Perform virtual medical procedures in UVM’s state-of-the-art medical simulation center and have an opportunity to watch a live surgery
Practice for medical school interviews through mock multiple mini interviews (MMIs) with feedback to improve interview skills
Receive a detailed, personalized assessment

Is a MCAT Prep Course Right for You?

The program is for premed students who are getting ready to take the MCAT and apply to medical school. Tracy expects participants will have completed their first three years of undergraduate premedical coursework before starting the program. Recent graduates are welcome to participate as long as they have completed the standard premed course requirements.

Tracy has worked with undergraduate, graduate, and medical students at all training levels, as both their teacher and mentor. She previously served as the director of Preclinical Assessment in the College of Medicine Vermont Integrated Curriculum (VIC) and prior to that served as the director of a VIC first-year course for 13 years.

“As a result of those experiences and my membership on the College of Medicine Admissions Committee, I have an in-depth understanding of what it takes to get into medical school and how to be successful as a medical student,” she says. “I’m confident we’ve pulled together the right team of teachers and mentors in order to create the right learning experiences to help students confidently progress through their premed pathway into medical school.”

Personalized Career Coaching Guides Master of Public Health Students Toward Success

Imagine having an advocate in your corner to help you polish up your resume, prepare for a job interview, refine an outstanding cover letter, connect to career mentors, and build an attention-getting LinkedIn profile as you advance along your career path. That’s exactly what currently enrolled students and Alumni of UVM’s Certificates of Graduate Study and Master of Public Health degree programs through the Larner College of Medicine have in Career Development Coach, Heather Palow, M.Ed, ACC.

“What I really enjoy the most is helping our MPH students and Alumni be able to better explain and showcase their strengths, transferable skills and their own unique story in ways that helps them to see their future in health careers,” said Palow.

Career Services Integrated into Master of Public Health Program

Master of Public Health degree students first meet Palow during the orientation to the online masters’ program. As part of the virtual tour of UVM and the College of Medicine, Palow helps students to think about the importance of building a professional portfolio right from the beginning. She meets with students one-on-one at the start of the course, throughout the program, and at the end of the program as part of their Applied Practice Experience (APE) learning the unique paths that many students have taken when deciding to pursue a career in Public Health.

“So often, I experience what I think of as ‘lightbulb moments’ with students; hearing the reasons why they are making changes in their education and career paths and discussing how their decisions can be communicated in a positive way to prospective employers in the future,” said Palow.

May 2018 MPH Graduate, Liz Scoles took advantage of all of the services provided by Palow, from resume and cover letter writing, to interview prep and even guidance on interview follow-up emails and calls. She credits the work that she and Palow did together as one of the reasons that she is in her new position at a health information exchange company.

“It doesn’t take long to get rusty,” said Scoles. “I had been out of work for four years after completing my Master of Public Health, and a lot had changed in that time. Heather helped me translate my skills into quick takeaways that employers were looking for. She was incredibly helpful.”

Palow not only keeps tabs on current MPH students and connects them with internships and fellowship resources, but also works with students as they start to navigate the change process from Alumni to career professional. She monitors and shares job opportunities in Public Health, as well as guides important conversations as to when might be the best time to make a career change.

“Some students are naturals when it comes to transitions, but others are anxious or have unique goals and challenges advancing in their career, I work with people to get past their roadblocks to help them communicate their unique story, appeal to a prospective employer and really make the change in their professional lives that they are hoping for.

Top 10 Reasons to Attend Summer School

Remember when Alice Cooper’s song School’s Out was blasted from car radios just as the final school bells rang in early June? Times have changed when it comes to how we approach academics in the warm summer months. Whether it’s the opportunity for a student to get ahead on core requirements, boost a GPA or just stay engaged in learning while also enjoying all that summer has to offer; today, summer school is definitely – in.

The University of Vermont’s Summer University offers over 500 courses, of which more than 200 are online, making the courses accessible from just about anywhere. But taking summer courses at UVM is about more than the unique course selection; it’s also an amazing opportunity to experience Burlington, which is one of the most popular vacation destinations in the country.

And just in case you need more convincing, we’ve pulled together our Top 10 Reasons to Attend Summer School at UVM.

UVM Campus in the Summer

Flexibility of courses: students can choose online or on-campus courses. And Summer University at UVM has three start dates, allowing students to take courses in May, June or July.
Diversity of course selection: with over 500 courses—and more than 200 online—students can choose from core requirements such as Race and Ethnicity in American Literature and Culture, Archaeology of the Americas, World Regional Geography or Fundamentals of Linguistics. Or try something new such as Contemporary US Theater or Cybersecurity Principles.
Small class sizes: the general student population is reduced in the summer months, which means courses taken at Summer University are small; providing more access to instructors.
Build your global network: your classmates during the summer could be from just about anywhere in the world. Summer University is open to visiting undergrads, UVM undergrads, local professionals, high school students, and students from around the globe, therefore your potential network will grow.
Reduced price: summer courses at UVM are 30% off standard tuition rates. Scholarships and housing options are also available making summer school at UVM affordable.
Transferable credits: UVM opens its doors to visiting undergrad students each summer and offers visiting students personal advising to help determine which credits will transfer back to their undergraduate university.
Short courses: studies have shown that the shorter the course, the more likely a student is to retain the information.
Focused subjects: taking one course or even two means that a student can focus their attention on specific topics such as Elements of Statistics or Fundamentals of Calculus. For some students, the more intensive, short course in the summer allows them to maintain a focus that may have been difficult in a full semester.
Summer in Vermont: there really isn’t a better place to be than on the shores of Lake Champlain in the summer months. By choosing courses at are on-campus, students can enjoy all that Vermont has to offer including hiking, biking, paddle boarding, boating, award-winning restaurants, outdoor music festivals, and so much more.
Homework on the beach: choose from three gorgeous sandy beaches on the shores of Lake Champlain, all within a short walk or a bike ride from the UVM campus to read, work on a paper or study for an exam.

Kayaking on Lake Champlain in the Summer

Swapping traffic congestion for kayaking on Lake Champlain and substituting Facebook for actual facetime with new friends from around the globe just might be the recipe for a perfect summer school experience.

And for undergrads, high school students, and professionals, there’s so much to learn at UVM’s Summer University. Class seats are limited and registration is open now.

Graduate Research: Committing to a Thesis or Dissertation

There are a lot of reasons to do a thesis or dissertation, and probably just as many not to. In my graduate program, International and Intercultural Communication, students have the option to complete a thesis or an internship. Here are a few reasons you might consider writing a thesis.

You plan to do a doctorate or another master’s degree and original research will improve your application.
You’d like to work as a researcher or writer in public policy, grants administration, tech or many other industries.
You already work part- to full-time and squeezing in an internship just isn’t feasible.
You are passionate or at least very, very interested in some question, problem or issue and you can see yourself committing a lot of time to studying it.
You are organized, self-motivated and can create structure for yourself.

When I selected to do a thesis, numbers one and three were the driving factors. Over time I realized that I could also work as an editor, writer or researcher in other industries. It’s good to be realistic about how you can use graduate research, particularly a Ph.D. since traditional tenure-track jobs are very competitive. Versatile Ph.D. is a great resource to use if you are exploring careers outside of academia. Through the thesis process, I also developed the ability to structure my time toward a single goal which, at the outset, may seem gargantuan. As for passion and interest, these are essential to both getting started and finishing the thesis.

Once you’re committed, you will be looking at this material from hundreds of angles for at least one to two years – even longer if you continue onto a Ph.D. So, make sure you really care about this topic, that you get excited discussing it and it gives you that “spark”. If you ever find yourself rambling a bit and noticing that others aren’t’ nearly as excited or interested in the topic as you are then 1) you are pretty into it – that’s a good sign and 2) work on your research elevator pitch and be able to explain your project in 30 seconds or less (don’t want to hog that elevator conversation time).

Graduate Research: Thinking

Never-Afraid-Sit-Awhile-Think-Lorraine-Hansberry

Make time to think.

No seriously, make time to think. Schedule this, too. (can you tell I like schedules)?

At the very least, accept that this is part of the writing, or pre-writing process. Great writing doesn’t just happen. Spontaneous brilliant thoughts don’t just happen either. We’ve got to make time to think. Yes, we’re constantly thinking about concerts, meet ups, a great date, vacation or our next Snap. If you have time to think about these things, you have time to think about your research. You may need to find a place that is good, grab a fidget or a comfy chair, go for a walk in the mountains or around Wash Park – but make time to mull over what you’ve been reading and analyzing. We’ve got to give our brains time to make new connections and see relationships between ideas and concepts that are new or at least new to us. This may sound a bit silly – it did to me at first – but it really is helpful. So, give it a try.

Why did you decide to study medicine at UVM?

Why are you drawn to medicine?

Tell us about your time volunteering in the Art for the Heart program.

What did you do while working in the UVM Medical Center Emergency Department?

Which research programs particularly resonated with you in the program?

Why did you choose to study at UVM?

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You majored in fine arts and scientific illustration and minored in biology as an undergraduate. How did you make the leap from art to medicine?

What drew you to medicine?

What kind of illustrations did you create?

Why did you choose UVM?

What are some similarities between illustration and medicine?

Tell us about your respite caregiver internship at Howard Center in Burlington.

What do you enjoy most about being a medical student at UVM?

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An MCAT Prep Course and the Benefits of Mentoring

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