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ESSAY
My motivation to study Medicine stems from wishing to be a cog in the remarkable machine that is universal healthcare: a system which I saw first-hand when observing surgery in both the UK and Sri Lanka. Despite the differences in sanitation and technology, the universality of compassion became evident.
When volunteering at OSCE training days, I spoke to many medical students, who emphasised the importance of a genuine interest in the sciences when studying Medicine. As such, I have kept myself informed of promising developments, such as the use of monoclonal antibodies in cancer therapy. After learning about the role of HeLa cells in the development of the polio vaccine in Biology, I read 'The Immortal Life of Henrietta Lacks' to find out more. Furthermore, I read that surface protein CD4 can be added to HeLa cells, allowing them to be infected with HIV, opening the possibility of these cells being used in HIV research to produce more life-changing drugs, such as pre-exposure prophylaxis (PreP). Following my BioGrad laboratory experience in HIV testing, and time collating data for research into inflammatory markers in lung cancer, I am also interested in pursuing a career in medical research.
However, during a consultation between an ENT surgeon and a thyroid cancer patient, I learnt that practising medicine needs more than a scientific aptitude. As the surgeon explained that the cancer had metastasised to her liver, I watched him empathetically tailor his language for the patient - he avoided medical jargon and instead gave her time to come to terms with this. I have been developing my communication skills by volunteering weekly at care homes for 3 years, which has improved my ability to read body language and structure conversations to engage with the residents, most of whom have dementia.
However, during a consultation between an ENT surgeon and a thyroid cancer patient, I learnt that practising medicine needs more than a scientific aptitude.
The rapport I have developed with these residents has made me want to find out more about dementia. As a member of the International Youth Neuroscience Association, I work with a team to form a syllabus on neurodegenerative disorders and have learnt more about treatments for Alzheimer's disease, such as anticholinesterases. I was able to relate this to my enzyme studies in Biology and see the importance of medical research in clinical medicine. I have also improved my teamwork skills from this, which I can apply to a medical profession. During my placement in thoracic surgery, I learnt that a patient's care lies in the hands of the whole team, who must cooperate well to provide optimum care for the patient. I have further developed these skills in a student-led vocal quintet, which requires compromise when choosing repertoire, good time management in rehearsals, and confidence when performing. I believe I will be able to apply these skills to be an effective member of a medical team.
I also noticed the significance of leadership skills in Medicine during a ward round in intensive care, as I saw the consultant manage a team, distributing tasks to treat the patients effectively. Navigating in heavy rain during my Gold Duke of Edinburgh expedition, and co-organising a medical ethics symposium for many schools have taught me how to lead. Subsequently, as 'Co-Chief Medical Officer' of my school's Science Society, I have initiated regular discussion groups, which focus on medical ethics.
The ability of universal healthcare to transcend societal inequalities was clear when seeing patients from different backgrounds receiving equal treatment in both the UK and Sri Lanka.
Despite growing pressures, I believe it would be both rewarding and exhilarating to work as a doctor in the NHS, to empower patients through strong communication and world-class care.
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REVIEW
Jude’s essay provides a very matter-of-fact account of their experience as a pre-medical student. However, they deepen this narrative by merging two distinct cultures through some common ground: a universality of compassion. Using clear, concise language and a logical succession of events — much like a doctor must follow when speaking to patients — Jude shows their motivation to go into the medical field.
From their OSCE training days to their school’s Science society, Jude connects their analytical perspective — learning about HeLa cells — to something that is relatable and human, such as a poor farmer’s notable contribution to science. This approach provides a gateway into their moral compass without having to explicitly state it, highlighting their fervent desire to learn how to interact and communicate with others when in a position of authority.
Using clear, concise language and a logical succession of events — much like a doctor must follow when speaking to patients — Jude shows their motivation to go into the medical field.
Jude’s closing paragraph reminds the reader of the similarities between two countries like the UK and Sri Lanka, and the importance of having a universal healthcare system that centers around the just and “world-class” treatment of patients. Overall, this essay showcases Jude’s personal initiative to continue to learn more and do better for the people they serve.
While the essay could have benefited from better transitions to weave Jude’s experiences into a personal story, its strong grounding in Jude’s motivation makes for a compelling application essay.
Disclaimer: With exception of the removal of identifying details, essays are reproduced as originally submitted in applications; any errors in submissions are maintained to preserve the integrity of the piece. The Crimson's news and opinion teams—including writers, editors, photographers, and designers—were not involved in the production of this article.
The Crimson's news and opinion teams—including writers, editors, photographers, and designers—were not involved in the production of this article.