University of California-Berkeley
B.S. in Business Administration, Haas School of Business
Ronak came to medicine from a background in business and analytics. Motivated in part to assist with his family’s small business, Ronak attended the Haas School of Business at UC Berkeley, followed by holding a prestigious job in Silicon Valley for several years. During this time, he volunteered regularly with the San Francisco Education Fund’s College and Career Readiness Program, tutoring underperforming students from under-resourced high schools. Contemplating the impact a family physician had had on him and his family, Ronak began volunteering with Kaiser Permanente Medical Center in Santa Clara, where his interest in medicine solidified. He then quit his Silicon Valley job and signed on as a scribe at a hand and plastic surgery practice. During his year at Bryn Mawr, outside of class, Ronak volunteered at Lankenau Hospital, a nearby community hospital, in the Emergency Department. He was also one of two postbac representatives on the College Honor Board. For his glide year, Ronak accepted a prestigious fellowship with the Carol Buck Breast Cancer Center at the University of California-San Francisco. Click here to hear more from Ronak.
Univeristy of Michigan School of Medicine
Tufts University, B.A. in Economics and Environmental Studies
A native Texan, Sarah devoted a lot of time during her undergraduate years at Tufts writing for the Tufts Daily. Sarah had interests in environmental issues and she worked as a research intern for the Massachusetts Energy Consumer Alliance. After graduating from Tufts, Sarah sought to identify ways in which she could incorporate her appreciation of the value of economic theory with the health care field and she spent the next two years working as a research assistant in the Center for Evaluation of Value and Risk at Tufts Medical Center. During her postbac year, Sarah volunteered with The Children’s Hospital of Philadelphia’s Homeless Health Initiative and served as a hospice volunteer with the Jefferson Health System Hospice program. Click here to hear more from Sarah.
Stanford University, B.S. in Computer Science
Alejandro grew up in Simi Valley, California, and as a student at Stanford he focused on computer science both inside and outside the classroom. Alejandro’s interest in medicine was sparked after college, when he took a job as a software engineer supporting a Guatemalan community health program sponsored by Stanford University School of Medicine and the Central American Healthcare Initiative. He was in this role for four years, working closely with a local doctor and community health workers to provide improved healthcare to rural residents through technology; his main role was to design applications that help community health workers implement nutritional monitoring of young children. During his year at Bryn Mawr, Alejandro volunteered with the free clinic Community Volunteers in Medicine, serving as a Spanish-language interpreter and providing technological assistance as needed. He also organized a Skype session with the physician and community health workers he had worked with in Guatemala as part of our “Global Health” Health Interest Programming. Outside of class and volunteering, Alejandro enjoyed making use of the outstanding campus fitness facilities, including participating in weekly pick-up basketball games with classmates and faculty. In his glide year, he returned to Guatemala to provide continued support to the community he had become a part of prior to doing his postbac studies. Click here to hear more from Alejandro.
PERELMAN SCHOOL OF MEDICINE AT THE UNIVERSITY OF PENNSYLVANIA
YALE UNIVERSITY, B.A., AFRICAN STUDIES
Phil’s longstanding passion for Africa brought him to the field of medicine. As an undergraduate at Yale, Phil worked and studied abroad in Africa on several occasions and worked for several nonprofits which worked on issues of social justice in the U.S. and abroad. After graduating from Yale, Phil worked on the advance team for The White House and worked as an English teacher in a remote village in the Republic of Georgia. He also spent several months in Tanzania volunteering on a pediatric oncology ward, an experience that strongly influenced him to pursue medicine, before interning for the Clinton Global Initiative in New York. During his postbac year, Phil volunteered with The Children’s Hospital of Philadelphia’s Homeless Health Initiative.
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VANDERBILT UNIVERSITY, B.A., ECONOMICS
From a small town in Alabama, Desmond explored varying interests as a student at Vanderbilt, including studying Economics, Chinese and Spanish languages, studying abroad, serving as a Resident Advisor for several years, and joining the historically black Phi Beta Sigma fraternity. Following graduation, Desmond moved to Houston, where he worked as a consultant with a focus on healthcare. A work project on managing diabetes sparked his interest in medicine, as he connected this work with the experiences of family members with type 1 diabetes. A relationship with a black physician who helped him tackle weight challenges was also impactful and deepened his interest in making a career change. During his postbac year, Desmond volunteered in the Emergency Department of Bryn Mawr Hospital and served as a co-coordinator of our “Health Disparities” Health Interest Programming. After the year at Bryn Mawr, Desmond moved to Houston to work with the University of Texas MD Anderson Cancer Center.
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UNIVERSITY OF ROCHESTER SCHOOL OF MEDICINE
UNITED STATES NAVAL ACADEMY, B.S., ENGLISH
As a midshipman at the U.S. Naval Academy, Jack was the company commander of 40 other plebes and was appointed Honor Advisor of his company. Jack also participated in an exchange program with the naval academy of Chile and after graduation he was chosen to work at the Pentagon during his service transition period. After opting for placement into the Navy Reserves, Jack spent time in Texas volunteering as a research assistant in a physiology lab at the University of Texas and he participated in a medical mission to Costa Rica. During his postbac year, Jack trained for and completed a 100 mile ultra-marathon and volunteered as an assistant athletic trainer for Bryn Mawr College sports teams..
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WARREN ALPERT MEDICAL SCHOOL OF BROWN UNIVERSITY
BOSTON UNIVERSITY, M.S., SCIENCE JOURNALISM
WELLESLEY COLLEGE, B.A., ENGLISH
After graduating from Wellesley College, Elana traveled to Mongolia to serve in the Peace Corps. Her work was primarily focused on environmental education and community development. While in Mongolia, she found that telling the stories of the community she served to potential donor organizations created the greatest positive impact for her community. Wanting to develop this skill further, Elana entered the science journalism graduate program at Boston University after returning to the U.S. Upon completing her degree, Elana worked for Our Bodies Ourselves, an organization that publishes books about women's health. She then worked for the global health organization Partners In Health (PIH), where she was responsible for communicating the stories of PIH to a wide range of constituents – donors, media, and policymakers – and for developing a social media strategy. Her work enabled her to travel to PIH's sites in Malawi and Lesotho to interview patients and clinicians, and she was deeply inspired by the physicians she worked with, including Dr. Paul Farmer. In 2010, she was sent to report on the aftermath of the earthquake in Haiti. This experience was transformative for her, and helped her recognize that instead of writing about the work of physicians, she wanted to be a physician. As a postbac, Elana volunteered at a local hospital and served as the co-leader of the student-run public health focus group.
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VANDERBILT UNIVERSITY SCHOOL OF MEDICINE
MACALASTER COLLEGE, B.A., INTERNATIONAL STUDIES
As an undergraduate at Macalester, Tom was a part of an international program which took him to several locations around the globe. Tom developed strong interests in public service and he worked on a variety of political campaigns before graduating and joining Teach for America. Tom spent two years working as a science teacher at a KIPP charter school in Arkansas and then spent another year as a founding teacher at a new charter school. Prior to beginning at Bryn Mawr, Tom spent several months volunteering in healthcare settings and as a literacy volunteer. As a postbac, Tom mentored underserved high school students interested in a career in healthcare.
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UNIVERSITY OF CALIFORNIA AT SAN FRANCISCO SCHOOL OF MEDICINE
STANFORD UNIVERSITY, B.A., HUMAN BIOLOGY
As an undergraduate at Stanford, Jolene took on very demanding leadership roles on and off campus – she served as a resident assistant, a course advisor for the human biology major, a youth group co-leader at her church, and as a counselor at Camp Kesem, a camp for children affected by the cancer of a parent. After graduating from Stanford, Jolene worked as a course associate and teaching assistant for the human biology program at Stanford and then spent a year working as a high school ministry intern at a church in California. During her year at Bryn Mawr, Jolene volunteered in the thoracic department at Fox Chase Cancer Center and worked part time at the Center for Applied Genomics at The Children’s Hospital of Philadelphia (CHOP). Jolene spent her glide year working as a research assistant in the hematology division at CHOP.
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DAVID GEFFEN SCHOOL OF MEDICINE AT UCLA
HARVARD UNIVERSITY, PH.D., SOCIAL PSYCHOLOGY
DARTMOUTH COLLEGE, B.A., PSYCHOLOGY AND PHILOSOPHY
After graduating from Dartmouth, Katrina began her graduate studies at Harvard University, which were focused on analyzing the effects of stress on human physiology in different social contexts. After earning her Ph.D., Katrina followed her research mentor to the University of California, San Francisco, where she became the Associate Director of the Emotion, Health and Psychophysiology Lab. Katrina worked as the principle investigator and statistician on multiple research studies examining psychological stress and its impact on immune system function in caregivers. She also worked as the Project Director for the Stress, Aging and Emotions (SAGE) Study, and was the co-investigator of the Supporting Health by Integrating Nutrition and Exercise (SHINE) Study. As a postbac, Katrina spent time volunteering as a Clinical Program Coordinator with the Healthy Weight Clinic at The Children’s Hospital of Philadelphia.
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PRINCETON UNIVERSITY, B.S.E., OPERATIONS RESEARCH AND FINANCIAL ENGINEERING
Eileen engaged with healthcare on the edges of medicine for some time prior to coming to Bryn Mawr to complete her premed coursework. As an undergraduate, she focused on data sciences and healthcare systems. Her activities at Princeton included serving as an officer of the Korean American Student Association, as a peer tutor in statistics, and as an elected member of University Student Government. Following graduation, Eileen launched a successful career in the pharmaceutical industry, where she found herself increasingly curious to know more about disease progression and the experiences of physicians working directly with patients. She volunteered in several hospital settings prior to coming to Bryn Mawr. At Bryn Mawr, Eileen was co-chair of the student Sports Committee and rallied her classmates to join an adult soccer league in Philadelphia; she also served as a peer tutor for Organic Chemistry. She volunteered weekly with Prevention Point Philadelphia, a harm reduction non-profit organization. During her glide year, Eileen served as “Peer Led Instructor” for Organic and Biological Organic Chemistry.
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UNIVERSITY OF CALIFORNIA AT SAN FRANCISCO SCHOOL OF MEDICINE
UNIVERSITY OF CALIFORNIA AT BERKELEY, B.A., ENGLISH
Paul has a longstanding interest in service, and as an undergraduate he worked as an intern for Earthjustice International, tutored in conversational English and volunteered with Roots and Shoots, where he spent time mentoring children at a local middle school. Soon after graduating from Berkeley, Paul joined the Peace Corps, and he spent the next two years in Senegal, West Africa, working as a Health Extension Agent. Paul spent time educating patients on healthcare issues and developed prevention programs for common parasitic infections. Paul was elected to serve as a leader of SeneGAD, a fundraising organization founded by Peace Corps volunteers over twenty years ago. After completing the postbac program, Paul returned to California and worked as an emergency department scribe and volunteered at the Venice Family Clinic doing outreach and enrollment for the Affordable Care Act.
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UNIVERSITY OF WASHINGTON SCHOOL OF MEDICINE
OBERLIN COLLEGE, B.A., HEALTH AND SOCIETY
Alice has a longstanding interest in social justice and health equity. She chose Oberlin College because of its commitment to community activism, and through her experiences in community health settings in the US and abroad, became motivated to work on addressing systemic disparities in healthcare access and quality. After graduating from Oberlin, Alice worked in Philadelphia at Spiral Q Puppet Theater, an interactive community arts non-profit with the support of Philly Fellows, an AmeriCorps program. Alice then trained as a birth doula in Seattle before returning to Philadelphia to work as a bilingual medical case manager for the Gay and Lesbian Latino AIDS Education Initiative. As a postbac student, Alice volunteered at Puentes de Salud, a clinic which serves the Latino immigrant population of South Philadelphia. After completing the postbac program, Alice returned home to Seattle and worked as a doula at Sea Mar Community Health Centers in Burien and South Seattle. She started medical school at the University of Washington in the fall of 2014 and is now involved in a student group that advocates for health equity and social justice materials in the medical school curriculum.
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PRITZKER SCHOOL OF MEDICINE AT THE UNIVERSITY OF CHICAGO
DOMINICAN UNIVERSITY, M.S., EDUCATION
BOSTON COLLEGE, B.A., SOCIOLOGY
Molly became engaged in social justice work during her time at Boston College, where she studied sociology and interned for several nonprofits. After graduation, Molly spent two years as a corps member with Teach for America, where she worked as an educational lead teacher for a preschool program in Chicago and earned her master’s degree in early childhood education. This led to further work as a kindergarten teacher at a Title I charter school, and later work for the educational policy organization The Ounce of Prevention Fund. Prior to beginning her postbac studies at Bryn Mawr, Molly volunteered in Peru where she assisted physicians and other healthcare providers in clinical settings. During her postbac year, Molly co-led the women’s health focus group and volunteered with SHIELD, an organization that pairs high school students with mentors, to help prepare them for a career in the healthcare industry.
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UNIVERSITY OF ROCHESTER SCHOOL OF MEDICINE
SMITH COLLEGE, B.A., SOCIOLOGY
Dana had a longstanding commitment to social justice dating back to high school. While she considered medicine many times over the years, her commitment to affecting societal change had her focus on Sociology, Feminist, and African American Studies in college. Given the depth of her interests in these topics, she hesitated to devote herself to the study of premedical sciences in college. Following her time at Smith, she spent a number of years working in the rural U.S. on sexual health education, HIV prevention, and LGBTQ inclusion, and found this work quite meaningful. However, she kept coming back to medicine with the goal of being able to be more impactful at both the individual and societal levels. At this point, Dana was ready to dive into the study of premedical sciences to build the foundation for her career in medicine. During her year at Bryn Mawr, Dana volunteered regularly at a free clinic in the area. She also served as a co-coordinator for the “Women’s Health” Health Interest Programming and helped to organize the campus visit of a speaker addressing maternal healthcare in the Philadelphia prison system.
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