As a ten-year-old boy, I laid in a hospital bed in Lagos, Nigeria, patiently waiting for a nurse to administer intravenous therapy for typhoid. As the sting of the needle flashed through my left arm, my only relief was from the hope of quickly resuming my playful adventures, or so I thought. Hours later, I woke up with a grotesquely swollen left hand; the nurse had missed my vein, improperly feeding treatment for the past couple of hours. The following two attempts to properly administer the therapy certainly aggravated my childish trypanophobia. Had it been a dire illness, this mistake could have been the difference between life and death. This event sparked my interest in the improvement of health care - an interest which has developed into my desire to be a pediatrician.
As soon as I immigrated to the United States, I developed a fascination with science which, coinciding with my interest in the betterment of medicine, established my goal to improve patient care for children. To attain this goal, I completed a pre-med track in the University of North Carolina at Chapel Hill with a major in biology and a minor in medical anthropology. My major in biology prepared me for heavy concepts in medicine but medical anthropology gave me the perspective that health care is more than just medicine; it involves the consideration of social, economic and cultural factors. As I matured, my continued study of other health care issues through various health and science programs only motivated me even more to continue my pursuit for a career in the medical field.
My passion to learn and teach others has also flourished through my years as a research assistant and youth minister. As a research assistant, I was tasked with the duty of interacting with research participants in order to analyze the effects of social media on HPV vaccination rates. Though both occupations seem very different, the experiences were actually quite similar. In both positions I exercised simplifying dense concepts ensuring that my students and participants truly understood what I was teaching and inquiring of them. I often found myself bombarded with questions which I must answer carefully without creating a more complex situation. Through my interactions with children, I have learned that people might not easily see things from our perspective and it can be a hindrance to their learning to not understand why. I apply this principle from the simplest concepts with children, to the most complicated with my peers and superiors.
One of my most impactful experiences so far would be the Medical Education Development Program (MED) at UNC. Prospering in the MED Program strengthened my ability to succeed beyond my undergraduate and medical school careers. The intensity and rigor of the program was precisely what I needed to test and sharpen my mind for medical school and beyond. The program placed me in an environment similar to medical school, allowing me to rub minds with other motivated individuals in order to grow. I contributed to the MED learning environment by creating a challenging environment in which I carried in-depth conversations regarding course content that reinforced our understanding of the material. MED was the perfect opportunity for me to develop myself as well as establish strong connections with my classmates, allowing us to continue and nurture our growth beyond the program.
Education & Certification
Undergraduate Degree: University of North Carolina at Chapel Hill - Bachelor in Arts, Biology, General
Graduate Degree: North Carolina State University at Raleigh - Master of Science, Physiology
Latin dancing, piano, foreign movies, and exercising
Graduate Level Biology
High School Physics
MCAT Psychological, Social, and Biological Foundations of Behavior
Middle School Science