AIM 2023: My First and Last Class
A medical student who, as a high school student participated in MCW summer enrichment programs, reflects on the valuable lessons she learned this summer from high school students she mentored in MCW’s Apprenticeship in Medicine (AIM) program…
During a medical school interview, my interviewer asked, “What would you do if you did not get into the program?” By the time this question rolled out, the little voice inside my head had already died, and every question was beginning to sound like a trick question. Was her question meant to test my unwavering commitment to the medical field, or did it hold a different purpose altogether? Maybe she was hinting that we will not always get to be just one thing in life, even if we choose a single career and train for it. To say there was no other role I could picture myself in would be a lie.
If you tell a high school teacher you are considering teaching high school, they will beg you to explore other options. Despite their best efforts, I still think I would have enjoyed being a high school teacher. A teacher because I love the psychological component of working with young people as they navigate a year in their lives. High school because I remember it as a time when I needed someone to have faith in my potential before I set off into the world to do it on my own. Interestingly, this past summer gave me a unique opportunity to do that.
For the last seven weeks, I was privileged to co-lead MCW's Apprenticeship in Medicine (AIM), a dynamic six-week summer program designed for historically underrepresented local high school students.
Applying for this position felt like a full-circle moment for me. I previously participated in CTSI 500 Stars and SPARCC (Student-centered Pipeline to Advance Research in Cancer Careers) in 2019 and 2020. These summer enrichment programs at MCW were invaluable to my acceptance to medical school. It was an immense honor to be part of these programs once again, but this time in a leadership capacity, guiding students on their own journeys.
The goal of AIM is to jump-start students’ early engagement and proficiency in medicine and preparation for the wide professional world. Students balanced a demanding human body systems curriculum with weekly clinical shadowing across various specialties.
Initially, the intent revolved around the five of us, current medical students, tackling the roles of teacher and mentor for our students. But anyone in the field knows that what makes a good teacher is knowing when to be the student. I soon realized I would be learning more from them than they could have learned.
Here are a few of my takeaways:
Our students were fearless – and I should be, too.
They say a classroom is a microcosm of society, and within its walls, you will encounter tiny yet profound acts of bravery. Students who step into the spotlight risk the possibility of failure, students who engage in discussions about challenging subjects, and students who embrace leadership roles.
On the final day of class, MaHailey surprised me with a card, and in her second-to-last sentence, she wrote, “If you ever need an inner voice that is more authoritative, just think of me lol.” The sentence was a lighthearted reference to a conversation we had weeks earlier about my struggle to assert authority for fear of alienating others – the age-old “people-pleasing” problem. MaHailey, who stood out as self-assured and wise beyond her years, reminded me that the alternative to not speaking up is alienating yourself. Her words have been enduring – whenever I need a nudge to advocate for myself and those nearby, I draw courage from her words.
It always pays to see the best in everybody.
You will encounter talkative students who create a ruckus in the classroom and reserved ones who hardly utter a word. Some students aim for A’s while others are satisfied with any grade they achieve. Amidst these diverse personalities, you come to appreciate that everyone possesses something special, regardless of how different they are from you or each other. It is crucial to recognize that quiet students are not disinterested learners, and those not fixated on achieving top grades are not underperforming. Their learning approach tends to be more practical and aligned with their needs.
Give your students the freedom to choose.
I discovered that giving students real classroom choices — having to do with the assignments they complete, the peers with whom they work, or even the music they play during study hall — directly impacted their engagement and motivation. Real learning thrives when students have real choices because it demonstrates that you respect, trust, and encourage them.
I was so proud of my students that it made me proud of me.
As AIM concluded, our students developed an abstract and delivered a formal oral presentation about a disease/condition of their choice. To say I was beaming with pride while watching them present is a gross understatement. Zaynab masterfully employed storytelling to teach us about synesthesia. Vuk's depth of knowledge on Alzheimer's made him seem like a world-renowned researcher. Khamani's presentation is best described as cool, calm, and collected. He handled every spontaneous audience question with unwavering composure. While their talents were not influenced by me or the content I taught, I became so proud of their achievements that it also made me proud of myself for being in a position to witness them.
Above all, be kind. Your students will remember you the most for it.
You may think you are just doing a job, but the people around you notice who you are. Years from now, your students will not remember what you said or did. Your impact lies in the way you made them feel, and the kindness you extended, even during moments when it might have been a struggle to do so.
Someone recently asked me a question that resonated with me: “What brought you the biggest joy during your M1 year?” I loved how they did not ask about mere fun or enjoyment but instead focused on unadulterated joy.
It was not the OSCEs or the cloud of anxiety that often accompanied the first year of medical school that brought joy. Instead, joy came to me in the form of 29 students who graced me with a lightheartedness unlike any other. Their laughter, insights, shared music, and spirited card games collectively created an atmosphere of genuine joy that any other experience could not match.
Perhaps in a different life, I am a high school teacher guiding a group of 29 students. Among them, seven are pleading for extra credit on our Friday quiz. There are two musically inclined souls DJ-ing our class Spotify playlist. One brave student is tackling the Sunday New York Times crossword (and only one because those are impossible). On Thursday, we are using a balloon and ping pong to demonstrate the effacement of the cervix during labor. Friday, we leave 30 minutes early just because it is a Friday. Come Monday, we are both dreading and excited to do it all over again.
To our AIM students Class of 2023, I am so proud of you.
Nadia Tabit is from Milwaukee. She is a second-year medical student at MCW-Milwaukee and is working alongside Dr. Kristina Kaljo on a project to develop a comprehensive health curriculum for adolescent students in Milwaukee. In her free time, she enjoys reading, scrolling through Pinterest for hours, and spending time with her large and loud family.
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