The Dual Admissions Program

I believe Chicago College of Osteopathic Medicine will provide me with the type of osteopathic medical education I am seeking for a few reasons but specifically CCOM’s curriculum. CCOM’s curriculum is appealing because of its integrated nature with clinical symptoms through use of interactive presentations. As someone who learns best when presented with real life applications, CCOM’s curriculum will allow me to get the most out of my preclinical years. Furthermore, CCOM gives me the opportunity to start obtaining clinical contact in my first year of school at the Multi-Specialty Clinic. This early immersion into clinical training will prepare me for my clinical years of medical school.

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

The Kirksville College of Osteopathic Medicine has committed itself to providing an exceptional educational experience for the next generation of devoted osteopathic physicians. I have had the time to develop an array of qualities that I can bring to the Kirksville College of Osteopathic Medicine. Qualities such as, experience in the medical field, academic knowledge, great personal attitude and the motivation to pursue my true passion of becoming a well-rounded osteopathic physician. During my academic career I was exposed to many challenges that I was able to conquer by motivating myself to excel in my core class. I owe my motivation to succeed to my innate competitive nature. In high school I had the opportunity to be the captain of my wrestling team. The coaches

It was not until the last quarter of my fourth year at college that osteopathic medicine appeared on my radar again. At this time, I began to understand what it truly was. Volunteering at St. John’s gave me the opportunity to gain further exposure in the medical field. During my time at St. John’s, something always seemed missing while I observed allopathic physicians. The limited number of osteopaths at St. John’s did not make exposure to their style of medicine easy. However, with the help of Fr. Calin, the Spiritual Care manager, I was able to make contact with an osteopathic physician, Dr. Wolfsohn.

The first day I ever really checked the mail was when it started getting cold here in Killeen, Texas. Usually my mom would check the mail, but it was the beginning of November and I was expecting something important. As I opened the mailbox I saw an envelope from Baylor. I rushed inside the house, convinced all my family to come around, and opened the envelope. There it was, my acceptance letter, I got in. Getting into Baylor made me realize fate was real. I was beyond excited, because there were so many signs that this was meant for me.

Through exploring other health care fields and shadowing osteopathic physicians, I have confirmed my aspiration to become a physician. A basic understanding and sincere interest in osteopathic medicine will allow me to be invested in my career and strive to be an outstanding osteopathic physician. I am willing to constantly learn and remain up to date about new treatments and osteopathic manipulative medicine

All throughout the years of being an English student, have been really challenging for me. When I would write essays, I would always overthink about what I’m about to write and end up writing about something else totally off topic. So, the teacher would get after me. After writing an essay, the teacher would tell the students to pass or essay to another person, so they can proof read it and grade it for them. I would start to read another student’s essay individually and I would just go off reading, without finding any misspelled words or any punctuation errors. Then, after every student finished proof reading the essays, they would give yours back. When I would get my paper back, I would see my paper filled with blue ink, highlights everywhere,

Dual enrollment involves high school students taking college-level classes at either a high school or college campus and earning credits toward both high school diploma and college degrees. One of its purposes is to warm students up for their future institutions. This is important because the more prepared they are, the less time they will waste on adjusting. Another purpose is to increase students’ academic strength; what and how much they learn will decide how well they will perform academically. Dual enrollment programs also aim to help students graduate college in time or even early because taking college classes in high school is essentially extending the time spent in college, giving students extra time to explore themselves and earn

Colleges select students in order to create a diverse environment that fosters people who will contribute to society. In order to do so, college admissions must consider many factors. Admissions should focus most of their attention on GPA and extracurricular achievements. While standardized tests should not be highly considered, ethnicity and socioeconomic identity should still play a small factor in the process. Some people like Suzy Lee Weiss argue that academics should be the sole factor in determining a student’s eligibility for college acceptance. Extracurricular activities and personal achievements are ways to represent that a student possesses necessary skills like valor, teamwork and time management. Although standardized test scores

Unfortunately, neither “fairness” or “justice” appear as they are in the educational system. Mitchell J. Chang Daria Witt, James Jones, and Kenji Hakuta’s “Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities” provides such an example in the aspect of the college admission process that complicates the matter and reveals the contradiction between the actual circumstances and the master narrative. The authors directly pointed out that against the bootstrap intuition that individuals are able to work themselves up, the “students’ ability to compete academically for college admissions are highly influenced by multiple social forces,” many of which cannot be personally surmounted (113). These social forces

This inequity of opportunity between the classes has pervaded society since the inception of modern education; however, recently, holistic admissions and the inclusion of educational context puts applicants’ candidacy in perspective for admissions officials. For the honors program in question, however, the above practice may hint at a selective advantage toward individuals with increased access to resources and is certainly an issue, opting for wealthy students instead of lower-income individuals with promise. This advantage should slowly be eradicated to offer fair opportunity to applicants without the qualifications and standardized test scores that come with affluence. However, through a variety of exposure programs targeted at underrepresented

Lynch suggests that data compiled by other sources should be studied to reach a fair decision. At the conclusion of the study UC was found not to discriminate based on race. What was not stated; however, was that all applicants were not judged by the same standards. Lynch’s ends with an opinion that believes that race still remains an important factor in the admission processes at the UC’s (Lynch 1996). Throughout the years and after several protests and other investigations, these universities admitted that there were problems with these admission policies, but never admitted any deliberate wrongdoing to the communities affected. These admissions policies were implemented to improve the racial diversity of student populations. Increasing the

When we see problems facing our high school, we are mainly looking at metro area school, “urban area schools.” What we do not see is that students in rural areas have less access to higher-level courses in school. Only half of students in these areas attend schools that only offer one to three advanced courses and that is only if they are qualified to take the class.

2) Tell us more about yourself. What would you like the admissions office to know about you?

As a pre-medical undergraduate student, I wasn’t sure what the differences between osteopathic and allopathic medicine. Throughout high school, I would hear of family friends getting into D.O. schools and honestly thought they were doctors with less credentials than a M.D. Later, as a college student, I learned how I was wrong. The application for M.D. and D.O. schools differ, their philosophies may differ but all in all, an individual with either degree is still a well-qualified physician.