The Premed Years

(00:00) — Getting started: Early interest and a high school health pathway with real certifications
(01:35) — Small border town roots: Del Rio, one high school, and limited options
(02:35) — Finding a “seed”: Family illness, cancer curiosity, and early research
(03:40) — Choosing a college: Looking for rigor, research, and premed support
(05:54) — Where guidance came from: Personal research and professional advising
(07:35) — Plugging in: Using a premed society to meet advisors and med schools
(08:18) — Competition culture: Staying in your lane amid big‑school premed vibes
(10:13) — Toughest premed shift: Independence, rigor, and learning to use office hours
(11:24) — College to med school: Fire‑hydrant learning and lingering imposter syndrome
(13:15) — Asking for help earlier: Seeing peers model it and dropping the pride
(13:55) — Biggest time waste: Grind culture and recopying notes vs smarter study
(15:15) — How hard to push: Pulling back without tanking performance and pressure talk
(19:00) — Pomodoro explained: Focus blocks, real breaks, and building stamina
(21:10) — Study tools: Anki, YouTube resources, and iPad drawings for anatomy
(22:40) — Sciences reality: Hating Gen Chem, loving visual organic chemistry
(25:06) — Getting through hard prereqs: Treating them as a rite of passage
(26:00) — App strategy: Using campus visits to set the bar and plan experiences
(27:10) — Interviews: First invite joy, MMI’s lack of feedback, and virtual hiccups
(30:27) — Acceptance: Texas pre‑match call and the relief of a safety net
(31:58) — No backup plan: Optimism, gap‑years okay, but eyes on the prize
(33:30) — Support in med school: Family, friends, and “trauma bonding” with classmates
(34:19) — Hardest part: Setbacks and remembering your why
(35:10) — Most surprising: Intensity you can’t grasp until you’re in it
(35:49) — Final advice: Return to your why and stop comparing
Kaylah, a fourth-year medical student, traces her path from a small border town in Del Rio, Texas to medical school by leaning into curiosity, community, and smarter studying. In high school, a career and technical education program let her earn healthcare certifications that sparked real clinical interest. As an undergrad at Texas A&M, she sought academic rigor and built-in research while learning to ask for help sooner—through office hours, professional advising, and a premed society that brought advisors and medical schools to campus.
She shares the toughest moments too: a rocky transition to college, being humbled by General Chemistry (but loving visual organic chemistry), and navigating a competitive premed culture by staying in her own lane. Inside medical school, she talks imposter syndrome, the fire‑hydrant pace of learning, and how Pomodoro, Anki, and visual tools on her iPad kept her grounded. She opens up about the stress of MMIs and virtual glitches, the relief of a Texas pre‑match call after three interviews, and the power of friends and family when things get heavy.
If you’re weighing how hard to push versus how smart to study, or how to keep your “why” front and center, Kaylah’s candid reflections will help you recalibrate.

What You'll Learn:
- How to plug into advising and support even at large schools
- Ways to manage competition by staying in your lane
- Smarter study methods: Pomodoro, Anki, and visual learning
- Handling MMIs when there’s no feedback or affirmation
- Keeping your why alive through setbacks and intensity

(00:00) — Curiosity in the halls of Mass General: Her mom’s triple‑negative breast cancer and remission shape an early interest in medicine.
(02:54) — Choosing a major without a premed major: From biochemistry to discovering neuroscience and why UMass ultimately fit.
(06:04) — Double majoring without burning out: Overlap with prereqs, honest advising on dual degrees, and following interests.
(09:13) — Make advising work for you: Meeting early, becoming a peer advisor, and hearing hard feedback you don’t want to hear.
(12:56) — Rethinking gap years: Fears about money give way to growth, responsibility, and better prep for med school.
(17:23) — What went wrong on the first MCAT: Cramming, no plan, and taking it during senior year.
(19:33) — The retake that worked: Six months, 3 hours a day, weekly full-lengths, and using AAMC practice tests.
(22:52) — Lining up letters after graduation: Staying in touch with advisors and professors, and using undergrad resources.
(25:34) — Clinical path: EMT to pediatric ER clinical assistant: Building skills during COVID, behavioral health work, and a role that cemented medicine.
(32:05) — The application surprise: Not prewriting secondaries—and why she won’t skip that again.
(33:43) — First interview jitters and prep: Early invites, mock interviews, and centering fit.
(35:52) — Eight interview invites: Why authenticity and geography beat obsessing over stats.
(40:33) — Toughest interview prompt: Answering “Tell me about yourself” and a bartender curveball.
(44:10) — The first acceptance: A full-circle moment at work and calling mom.
(45:40) — Final advice to premeds: Keep an open mind—and be kind to yourself.
Today’s guest traces a clear, practical path from childhood curiosity in the halls of Mass General—while her mom underwent treatment and later entered remission—to a medical school seat built on consistency, flexibility, and honest self-reflection. She shares how starting at UMass in biochemistry, discovering neuroscience, and building an early relationship with her premed advisor shaped smarter decisions—like delaying the MCAT and embracing gap years she once feared.

We dive into the first MCAT attempt that fell flat (no schedule, cramming during senior year, few practice tests) and the 15‑point turnaround that followed: six months post‑graduation, three hours a day, AAMC full‑lengths every Thursday, and a real study plan. She details lining up letters before leaving campus, keeping in touch after graduation, and why not prewriting secondaries became her biggest application headache.

Clinically, she moved from EMT certification and campus EMS to behavioral health sitting and a clinical assistant role in a pediatric ER—experiences that cemented her desire to practice. Finally, we cover interviews (including a surprise bartender question), eight invites, the first acceptance at work, and her closing advice: keep an open mind—and be kind to yourself.

What You'll Learn:
- How to build a productive relationship with your premed advisor
- A realistic MCAT retake plan: pacing, practice tests, and scheduling
- Why gap years and nonclinical jobs can strengthen your application
- Finding schools by fit and mission instead of fixating on stats
- Timing letters and prewriting secondaries to avoid bottlenecks

(00:00) — Welcome and setup: Ryan tees up Bayley’s many cycles and lessons learned.
(00:45) — Early spark and Canada: Bayley shares deciding on medicine in grade 6/7.
(01:52) — Family in healthcare: Great‑grandfather physician; dad a dentist.
(02:20) — Undergrad choices in Canada: Picking science, not chasing a perfect premed program.
(03:49) — College admissions contrast: Canada’s stats focus vs US extracurricular emphasis.
(05:22) — Redefining premed: Framing premed as exploration to reduce guilt and pressure.
(06:26) — Comparison trap: Managing competitive vibes and putting on blinders.
(07:47) — Study style and self‑care: Solo studying, later groups, and protecting wellness.
(09:21) — Reduced course load: Owning a lighter load, taking five years without shame.
(10:02) — Outcome perspective: Different timelines still lead to medical school.
(12:39) — Time to apply: Transitioning from university to medical school applications.
(12:57) — Canada vs US apps: Fewer essays in Canada; US holistic review felt better.
(15:09) — Why clinical matters: Exposure is for students’ clarity, not just checkboxes.
(16:00) — Shadowing isn’t TV: A surgery shadow shows reality vs Grey’s Anatomy.
(16:38) — MCAT in Canada: One notable exception and English‑centric testing.
(17:20) — Planning for US prereqs: Adding physics and English with MSAR research.
(18:26) — Tough courses and pivots: Dropping physics, later returning, switching to psych science.
(19:20) — Ontario activity limits: 150 characters vs robust US activity narratives.
(21:02) — Targeting schools: Using MSAR and class lists for Canadian‑friendly programs.
(22:15) — First cycle post‑mortem: Average stats, few experiences, and gap‑year growth.
(23:54) — Shadowing hurdles: Connections, policies, and making it happen in Toronto.
(25:27) — Asking creates access: Hospital work chit‑chat leads to a cath lab invite.
(26:48) — Fear of no: Shoot your shot and let go of rejection anxiety.
(27:43) — Cycle one results: 25 applications, zero interviews, recalibrating hope.
(28:46) — Masters for GPA: Course‑based program to show academic growth.
(30:20) — Two MCAT attempts: Modest improvement and knowing when to stop.
(31:25) — Getting guidance: A Canadian advisor educated in the US helps refine essays.
(32:36) — Second cycle strain: Secondary fatigue and financial triage.
(33:19) — Not quitting: No plan B and deepening motivation.
(34:39) — Feedback famine: Few adcom replies; rewriting with a clearer purpose.
(36:32) — Third cycle strategy: No new MCAT, full‑time research, sharper narrative.
(37:16) — First interview at last: An October invite that didn’t feel real.
(38:18) — MMI and Casper prep: Practice, rationale, and recording answers.
(40:53) — Waitlisted: Reading patterns and managing the long limbo.
(42:16) — Stay visible: Zoom events, questions, and an on‑campus introduction.
(43:56) — May 1 acceptance: The work‑day email, camera rolling, parents on speed dial.
(46:02) — Crossing the border: Visas, timelines, and being the only Canadian in class.
(47:35) — Family faith: The sticky note and sweatshirt that predicted MD 2028.
(48:36) — Closing advice: Believe in yourself, keep learning, and keep asking.
Bayley joins Dr. Gray to unpack three application cycles that ended with a single US interview, a waitlist, and a May 1 acceptance. Bayley shares how she managed comparison culture, chose a reduced course load without shame, and why the US’s essay‑driven, holistic review resonated more than Canada’s stats‑heavy process. She breaks down the real shadowing barriers in Canada and how working in a hospital, talking to people, and simply asking created opportunities. Bayley explains how gap years—hospital roles, retail, and pediatric research—built maturity and...

(00:00) — Welcome and guest credentials: Dr. Gray introduces Dr. Christine Crispin and frames the workshop.
(02:10) — Redefining “premed”: Shift from “I’m going to med school” to ongoing career exploration.
(05:40) — First‑year success: Why freshman year should prioritize academics and campus adjustment.
(08:45) — Dip, don’t dive: A toe‑dip into service or shadowing without hurting grades.
(12:00) — Do first‑years need advising?: One early meeting to avoid wrong turns and set expectations.
(13:40) — Map your courses to MCAT: Align chem/bio/phys/biochem sequencing with your test timeline.
(14:58) — Planning the first summer: Add clinical, service, research, or EMT/MA training.
(18:05) — Getting certified as an MA: Capier mention and how CCMA can open clinical roles.
(19:53) — Work hours that work: Balance school first; per diem and single weekly shifts count.
(22:05) — Small hours, big totals: Why 2–4 weekly hours compound into strong experience.
(23:40) — Non‑clinical options and impact: Alternatives when sites won’t take volunteers and creating your own service.
(26:10) — Research reality check: Useful skills, not the centerpiece unless MD‑PhD.
(28:10) — Why clinical and shadowing matter: Test fit for patient care and physician responsibilities.
(31:46) — What counts as clinical: Direct patient interaction vs adjacent roles that don’t qualify.
(32:43) — Shadowing continuity: Avoid one‑and‑done; keep modest, ongoing exposure.
(34:50) — Sophomore advising focus: Decide timeline, identify gaps, and meet each semester.
(36:34) — Recovering from GPA dips: Diagnose causes, seek help, and build an upward trend.
(39:13) — Summer before junior year: MCAT study or rinse‑and‑repeat on experiences.
(40:10) — The gap year decision: Experiences, GPA trajectory, goals, and bandwidth.
(43:23) — Readiness check: Confirm hours, recency, MCAT timing, and letters before applying.
(45:58) — MCAT score myths: Why you don’t need a 520 and sane score ranges.
(48:45) — Letters of rec strategy: Cultivate relationships early; ask for strong letters in spring.
(52:01) — Committee letters cautions: Consider expectations but watch harmful timing delays.
(53:38) — Storing and QA’ing letters: Using a letter service to reduce technical errors.
(54:36) — When advising crosses lines: Schools pre‑screening letters and why that’s problematic.
(55:24) — Activities recap and risk: Consistency across core experiences and avoiding “late.”
(56:48) — Rolling admissions timing: Complete files earlier to lower risk of being overlooked.
(59:09) — Not day‑one or bust: Early enough beats first‑minute submission.
(01:00:10) — Strong apps are reflective: Authentic, integrated stories over forced themes.
What makes a “successful premed” isn’t a checklist—it’s an exploration mindset. Dr. Ryan Gray and Dr. Christine Crispin break down a realistic path from freshman year through application season. First year, be a college student: master study habits, time management, and campus life. Then add experiences gradually—a toe‑dip into service or shadowing—without sacrificing grades. Map your courses to the MCAT at your institution, and use advising sparingly but strategically to avoid wrong turns. Learn how small, consistent hours in clinical work, non‑clinical service, and shadowing compound over time and why research is valuable but not required unless you’re MD‑PhD bound. They clarify what truly counts as clinical, how to choose non‑clinical service when options are limited, and why reflection and authenticity—not themes and checkboxes—elevate your application. You’ll also hear how to decide on a gap year, the real risk of applying later in a rolling admissions process, and a practical plan for letters of recommendation, including committee letter pitfalls. This conversation replaces pressure with...

(00:00) — Welcome and setup: Dr. Gray frames a conversation about medicine, premed, and medical school.
(00:38) — Puerto Rico at the center: Alysa names her roots and early love of learning from teacher parents.
(02:26) — A stroke changes everything: Her father's hospitalization turns biology facts into real patient stakes.
(04:12) — Choosing the path: Curiosity plus connection points her toward medicine and a biology degree.
(05:11) — Puerto Rico med schools are US schools: Clarifying admissions and acknowledging resource gaps.
(05:55) — Undergrad in Puerto Rico: No neuroscience major, so she pieces interests through research.
(06:44) — Hurricanes, surgery, and support: Irma, Maria, hernia recovery, and scholarships shape college choice.
(10:40) — First research doors: Finding neurobiology at UPR School of Medicine without formal premed advising.
(13:35) — MIT summer opens horizons: STEP-UP and a mentor normalize the MD/PhD dream and provide resources.
(16:07) — Doubts and stereotypes: Hearing MCAT myths, considering transfer, and choosing to stay.
(19:54) — The hardest part: Navigating premed blindly without a true advising office.
(22:04) — Finding guidance: Yale PATHS, MSRP-Bio at MIT, and relentless outreach to faculty.
(27:58) — If DEI programs vanish: How to build community, start with accessible voices, and ask for help.
(33:38) — MCAT pivot and gap year: A 502 score, ADHD-aware study changes, and group question sessions.
(35:27) — The acceptance: The email, calling mom, and celebrating at a favorite Mexican spot.
(39:00) — Instant family in med school: A tight MD/PhD cohort, Puerto Rican community, and Bad Bunny parties.
(42:24) — Final takeaways: Honesty, introspection, intentionality, and nurturing community.
Raised in Puerto Rico by teacher parents, Alysa learned early to love learning—and to lead with curiosity. A family health crisis in 12th grade turned textbook biology into lived experience when her dad had a stroke, pushing her toward medicine. As an undergrad in Puerto Rico, limited coursework and advising meant no neuroscience classes and little formal premed guidance, so she created her own path: seeking research at the UPR School of Medicine, leaning on student societies, and knocking on doors.
Summer research programs and a mentor at MIT helped her see the MD/PhD route as possible and gave her access to resources she hadn’t had before. Along the way she faced stereotypes about MCAT scores, earned a 502 on her first attempt, and chose a gap year to rethink prep—designing ADHD-friendly strategies, studying with friends, and turning accountability into momentum.

We talk about building community when DEI programs are shrinking, using public platforms like this one to find mentors, and why collaboration beats competition. Alysa shares her acceptance moment, how her MD/PhD cohort became instant family, and the intentional, introspective work behind a compelling application.

What You'll Learn:
- How a family health crisis clarified her path to medicine
- Navigating premed without a dedicated advising office
- Finding research and mentors through cold outreach
- Rethinking MCAT prep after a 502 and choosing a gap year
- Building community and rejecting zero-sum premed thinking