MS1's in turmoil: Stressed. Confused. Depressed. Buyer's remorse..The experiences/thoughts of a MS2.

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newnerd said:
ha! classic. this thread is taking a sinister turn. hopefully OP has already gotten what he was looking for
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whenever someone mentions clinton it's always a catalyst for thread devlolving
 
southernIM said:
No I don't think so.

Wasn't that the whole basis of his "I did not have sexual relations with that woman" and the "depends what the definition of is is" stuff?

Not to mention the stained dress.
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Um, that's where he stuck it initially, then he put it back in his mouth. Did everyone not read the Starr Report? MTV read the salacious parts (snickering of course).
 
DermViser said:
Um, that's where he stuck it initially, then he put it back in his mouth. Did everyone not read the Starr Report? MTV read the salacious parts (snickering of course).
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Edit: i just read that clinton put a cigar in monica's hoo ha, i thought you guys were joking....lol
 
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DermViser said:
Um, that's where he stuck it initially, then he put it back in his mouth. Did everyone not read the Starr Report? MTV read the salacious parts (snickering of course).
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did he at least rinse first? lol. dont answer that. but seriously that girl had no boundaries. I was in elementary when it happened so I will get to googling
 
FIREitUP said:
'In other words, Clinton denied that he had ever contacted Lewinsky's "genitalia, anus, groin, breast, inner thigh, or buttocks", and effectively claimed that the agreed-upon definition of "sexual relations" included giving oral sex but excluded receiving oral sex.'

Also, monica denied ever engaging in anything other than 9 bouts of smoking clinton's cigar
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Essentially he argued the acts that took place did not fit the definition of sexual relations as was defined in court - there was a very specific definition that both sides eventually agreed to: http://www.cnn.com/ALLPOLITICS/1998/08/17/time/clinton.html

Monica essentially lied on an federal grand jury affidavit in the Paula Jones case, to cover up. That's why she got in trouble.
 
newnerd said:
did he at least rinse first? lol. dont answer that. but seriously that girl had no boundaries. I was in elementary when it happened so I will get to googling
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You mean before he put it back in his mouth? No. That's why he said something afterwards, that I will not say here once he put it back in his mouth. She was 24. Give her some slack.
 
DermViser said:
You mean before he put it back in his mouth? No. That's why he said something afterwards, that I will not say here once he put it back in his mouth. She was 24. Give her some slack.
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wow i was in elementary school when this happened...i can't believe he put a cigar somewhere, then his mouth, and commented on it...
 
DermViser said:
Essentially he argued the acts that took place did not fit the definition of sexual relations as was defined in court - there was a very specific definition that both sides eventually agreed to: http://www.cnn.com/ALLPOLITICS/1998/08/17/time/clinton.html

Monica essentially lied on an federal grand jury affidavit in the Paula Jones case, to cover up. That's why she got in trouble.
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yeah he definitely skated around what was important. Regardless of what the legal definition is the thing that most americans are looking at is that the president was unfaithful in his marriage and that i guess is a bad example because most women would consider his actions as cheating and men too for that matter. So yeah he lied. I personally would not care one way or another. Yes it would be nice if people in high positions of power could be better examples but ultimately he is still human so oh well. Plus Hilary doesn't really seem like a very "giving" woman (wink wink).
 
newnerd said:
yeah he definitely skated around what was important. Regardless of what the legal definition is the thing that most americans are looking at is that the president was unfaithful in his marriage and that i guess is a bad example because most women would consider his actions as cheating and men too for that matter. So yeah he lied. I personally would not care one way or another. Yes it would be nice if people in high positions of power could be better examples but ultimately he is still human so oh well. Plus Hilary doesn't really seem like a very "giving" woman (wink wink).
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Yes, but there is a reason it was legally defined which was mutually agreed to by both the prosecution and defense. The definition matters if someone is going to be saying yes they did it or no they didn't. In the legal world, how things are defined matters, and it's irrelevant how the public defines something. It's why new attendings go thru their initial contracts with a fine tooth comb bc they will be held to that contract to the letter.
 
TL;DR everything, but holy ****, perspective people. As long as I'm passing exams and my two little kids are happy, I feel like a freaking rock star all day long, son. This is hard and I'm super tired, but I'm not failing, yay me! I even do extra-curricular stuff.

And why wouldn't you go get the therapy and tutoring you are paying for, if you need it? Heck, I just started with a tutor and I've been right around average each test. It cuts down my study time by a lot to have a brilliant upper classman tell me what to focus on and how they studied. Seriously, this isn't about hours at a desk for me, although it might be in the future and that's ok, too. My last job chained me to a desk for 10 hours a day, and it wasn't nearly as much fun. It's about time management and strategy and staying engaged and happy. Stop it, you guys, you're doing it wrong.
 
Dylasa said:
TL;DR everything, but holy ****, perspective people. As long as I'm passing exams and my two little kids are happy, I feel like a freaking rock star all day long, son. This is hard and I'm super tired, but I'm not failing, yay me! I even do extra-curricular stuff.

And why wouldn't you go get the therapy and tutoring you are paying for, if you need it? Heck, I just started with a tutor and I've been right around average each test. It cuts down my study time by a lot to have a brilliant upper classman tell me what to focus on and how they studied. Seriously, this isn't about hours at a desk for me, although it might be in the future and that's ok, too. My last job chained me to a desk for 10 hours a day, and it wasn't nearly as much fun. It's about time management and strategy and staying engaged and happy. Stop it, you guys, you're doing it wrong.
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I think as a non-traditional, you're automatically going to have a different perspective than a traditional student. There's pros/cons to being a traditional and pros/cons to being a non-traditional. I think upperclassmen are key to knowing professor's quirks and idiosyncrasies all the more reason to go to tutoring regardless of which quartile you fall in. You stay engaged with the material, you don't isolate yourself and you get to learn and bounce ideas and concepts off others.

As an MS-1, it really does feel like a fire-hydrant (God, I hate that expression) spraying at you, and the amount of information to master is immense. It's a huge adjustment for people which is why many medical schools have made the first 2 years Pass/Fail.
 
fancymylotus said:
🙂 my mother calls me this bc of my refusal to marry an indian boy that she picks for me
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giphy.gif
 
DoctorofDelight said:
You probably think Indian guys are gross and White guys are the pinnacle of male beauty...

I met an Indian girl like that once. When I asked her out she said she doesn't date Indian guys. When I asked her why, she just said "no reason." So I punched her in the face. Now she has a reason! LOL.
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Good idea

Edit- my bf isn't white.
 
DoctorofDelight said:
You probably think Indian guys are gross and White guys are the pinnacle of male beauty...

I met an Indian girl like that once. When I asked her out she said she doesn't date Indian guys. When I asked her why, she just said "no reason." So I punched her in the face. Now she has a reason! LOL.
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She's not with a white guy, genius.
 
I'm white and I don't think white guys are the pinnacle of male beauty.
 
@Frazier what advice/thoughts do you have for people who are really struggling with MS1.
It seems like even though you were disappointed in yourself, you still managed to do well. In my basic science courses I'm consistently below average and it's extremely disheartening. I'm not particularly concerned about matching what I want, but a lot of times it just feels like a slap in the face to not be performing at the same levels as my peers. 🙁

Sad MS1 is sad
 
touchpause13 said:
@Frazier what advice/thoughts do you have for people who are really struggling with MS1.
It seems like even though you were disappointed in yourself, you still managed to do well. In my basic science courses I'm consistently below average and it's extremely disheartening. I'm not particularly concerned about matching what I want, but a lot of times it just feels like a slap in the face to not be performing at the same levels as my peers. 🙁

Sad MS1 is sad
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Are you on SDN too much (yeah, I know, I have no right to talk, but we're talking about your studying here, not me)? There's an app that can actually close certain websites while you're studying so that you're not tempted.
 
touchpause13 said:
@Frazier what advice/thoughts do you have for people who are really struggling with MS1.
It seems like even though you were disappointed in yourself, you still managed to do well. In my basic science courses I'm consistently below average and it's extremely disheartening. I'm not particularly concerned about matching what I want, but a lot of times it just feels like a slap in the face to not be performing at the same levels as my peers. 🙁

Sad MS1 is sad
Click to expand...

It is going to sound like a cop-out, @touchpause13 , but it really depends on the person and circumstances.

By that I mean there are some things you can change and some things you won't be able to change no matter what you do.

In regards to MS1...

Some things you can [vastly] change:
1) What your chosen study style entails.
2) What your performance goals are.
3) How much time you want to dedicate to studying.
4) How you interpret and integrate circumstances that you cannot change into each of the above.

Some things you cannot [vastly] change:
1) Your innate learning style.
2) Your reading speed.
3) Your background coming into MS1.
4) Any characteristic/strength/weakness of your classmates.

Expounding...

I can explore different learning styles, try new techniques, and utilize fresh tools -- but my natural learning style won't adapt to them to yield maximum results. Rather, all those things should be manipulated and utilized to maximize efficiency of my inherent learning style.

I can control what my performance goals are ( i.e. I want to be the top student, I want top 10%, I want top 50%, I just want to pass, etc). However, I cannot control the performance goals of my classmates. Given that, the supply and demand behind students "wanting to be at the top" and "actual spots available at the top" translate to the fact that the higher your performance goals (specifically in regards to rank), the harder it will be to achieve. I understand this is far from novel and is essentially common sense, but it is good to remind oneself about it nevertheless.

I cannot change the fact that I was a non-sci major in undergrad and that I never took a genetics course before med school. I cannot change that some of my classmates majored in genetics, took multiple courses in genetics, or had a better grasp than myself coming into the course.

I cannot change the abilities of my classmates, or some of my own abilities. I will use the example of reading speed. I'm a very slow reader. It was the bane of every timed standardized exam I ever took (from SAT to MCAT... iirc, I had to blank guess on the last passage of each section as time ran out). In comparison to my classmates (who presumably read at a normal speed -- or lightening fast apparently), it puts me at a disadvantage. Maybe it takes me 2x longer to read a chapter than the guy/girl sitting next to me. I have either: less passes through the syllabus or need to dedicate more time to get the same number of passes. I typically finish the class exams right around when time is up -- so not much time to go back and recheck answers (say in opposition to the 150+ classmates that finished 60, 30, 15 minutes ahead of me).

These time outcomes occur whether I was in the top 10% of class scores or bottom 10% of class scores. It doesn't seem to correlate with whether I have a "strong grasp" on the material or not -- it is just a perpetual constraint that I have to tot around with me. Since I can't change it short of a brain transplant, it doesn't bother me really anymore.

Going back to adjusting study style to innate strengths, what I can do is synthesize material audibly in a pretty rapid fashion. I remember some of my classmates were surprised that I can get through podcasts at 2.5x - 3.5x speed, when apparently they find it hard to understand or process what is being said. So by staying home and podcasting at 2-3x speeds, I save hours on the lecture go-ers. However, they likely make it back when I'm chugging along snail pace while reading the syllabus. It likely balances out to some degree.

What if I chose to attend all lectures? Watching all that material at real-time 1x speed would devastate my available time and I'd likely fail due to shortage of available time for repetition.

Stepping back to your post, the feelings of inferiority will likely diminish as you come to slowly accept that you aren't in high school or undergrad. The average classmate isn't daydreaming about keg stands or prom. Instead everyone more or less is focused and have their eye on the prize -- MS1's are in a new normal distribution. Everyone can't be in the right tail, or even on the right side. That said, it isn't an insult by any means or anything to feel bad about. This isn't McDonald's Employee Training Camp (former McD's employee here), everyone around you is now high functioning, sharp, motivated, and intelligent...to varying degrees, yes, but still universally well-above general public's baseline.

So recommendations:

Explore different study styles if you haven't already. Don't be surprised if you have some worse outcomes (tough pill to swallow for anyone), but then you will know that style wasn't for you. Unforunately, it will be difficult to make 100% valid conclusions as study style won't be the only variable to change from exam to exam. Don't hesitate to reach out for academic assistance. If there is something else on your mind -- that can really affect outcomes -- don't hesitate to see the school's counselor/therapist/psychiatrist. As alluded to earlier, many factors will come into play -- but all you can do is your best. So find the best way to reach your best and, well -- at that point -- that's the best you can do.
 
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Frazier said:
It is going to sound like a cop-out, @touchpause13 , but it really depends on the person and circumstances.

By that I mean there are some things you can change and some things you won't be able to change no matter what you do.

In regards to MS1...

Some things you can [vastly] change:
1) What your chosen study style entails.
2) What your performance goals are.
3) How much time you want to dedicate to studying.
4) How you interpret and integrate circumstances that you cannot change into each of the above.

Some things you cannot [vastly] change:
1) Your innate learning style.
2) Your reading speed.
3) Your background coming into MS1.
4) Any characteristic/strength/weakness of your classmates.

Expounding...

I can explore different learning styles, try new techniques, and utilize fresh tools -- but my natural learning style won't adapt to them to yield maximum results. Rather, all those things should be manipulated and utilized to maximize efficiency of my inherent learning style.

I can control what my performance goals are ( i.e. I want to be the top student, I want top 10%, I want top 50%, I just want to pass, etc). However, I cannot control the performance goals of my classmates. Given that, the supply and demand behind students "wanting to be at the top" and "actual spots available at the top" translate to the fact that the higher your performance goals (specifically in regards to rank), the harder it will be to achieve. I understand this is far from novel and is essentially common sense, but it is good to remind oneself about it nevertheless.

I cannot change the fact that I was a non-sci major in undergrad and that I never took a genetics course before med school. I cannot change that some of my classmates majored in genetics, took multiple courses in genetics, or had a better grasp than myself coming into the course.

I cannot change the abilities of my classmates, or some of my own abilities. I will use the example of reading speed. I'm a very slow reader. It was the bane of every timed standardized exam I ever took (from SAT to MCAT... iirc, I had to blank guess on the last passage of each section as time ran out). In comparison to my classmates (who presumably read at a normal speed -- or lightening fast apparently), it puts me at a disadvantage. Maybe it takes me 2x longer to read a chapter than the guy/girl sitting next to me. I have either: less passes through the syllabus or need to dedicate more time to get the same number of passes. I typically finish the class exams right around when time is up -- so not much time to go back and recheck answers (say in opposition to the 150+ classmates that finished 60, 30, 15 minutes ahead of me).

These time outcomes occur whether I was in the top 10% of class scores or bottom 10% of class scores. It doesn't seem to correlate with whether I have a "strong grasp" on the material or not -- it is just a perpetual constraint that I have to tot around with me. Since I can't change it short of a brain transplant, it doesn't bother me really anymore.

Going back to adjusting study style to innate strengths, what I can do is synthesize material audibly in a pretty rapid fashion. I remember some of my classmates were surprised that I can get through podcasts at 2.5x - 3.5x speed, when apparently they find it hard to understand or process what is being said. So by staying home and podcasting at 2-3x speeds, I save hours on the lecture go-ers. However, they likely make it back when I'm chugging along snail pace while reading the syllabus. It likely balances out to some degree.

What if I chose to attend all lectures? Watching all that material at real-time 1x speed would devastate my available time and I'd likely fail due to shortage of available time for repetition.

Stepping back to your post, the feelings of inferiority will likely diminish as you come to slowly accept that you aren't in high school or undergrad. The average classmate isn't daydreaming about keg stands or prom. Instead everyone more or less is focused and have their eye on the prize -- MS1's are in a new normal distribution. Everyone can't be in the right tail, or even on the right side. That said, it isn't an insult by any means or anything to feel bad about. This isn't McDonald's Employee Training Camp (former McD's employee here), everyone around you is now high functioning, sharp, motivated, and intelligent...to varying degrees, yes, but still universally well-above general public's baseline.

So recommendations:

Explore different study styles if you haven't already. Don't be surprised if you have some worse outcomes (tough pill to swallow for anyone), but then you will know that style wasn't for you. Unforunately, it will be difficult to make 100% valid conclusions as study style won't be the only variable to change from exam to exam. Don't hesitate to reach out for academic assistance. If there is something else on your mind -- that can really affect outcomes -- don't hesitate to see the school's counselor/therapist/psychiatrist. As alluded to earlier, many factors will come into play -- but all you can do is your best. So find the best way to reach your best and, well -- at that point -- that's the best you can do.
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Thanks for taking the time to write all this out and it really does make a lot of sense. I have been doing a good deal of it, changing study styles, seeking help, I watch lectures at 2 speed just because I can get through it so much faster that way. While I'm a speed reader, that doesn't really help me in terms of understanding super dense material like biochem.

It's just a struggle because I know I'm not stupid, right. And I know I have things that I'm really good at, that I intrinsically understand, but those aren't the things that are being tested here. The only thing that I've really excelled at was behavioral med, no surprise there. I guess I wasn't expecting how rough it would be for me to transition from humanities to all science all the time and there are absolutely times where I'm seconding guessing my decision.
 
touchpause13 said:
Thanks for taking the time to write all this out and it really does make a lot of sense. I have been doing a good deal of it, changing study styles, seeking help, I watch lectures at 2 speed just because I can get through it so much faster that way. While I'm a speed reader, that doesn't really help me in terms of understanding super dense material like biochem.

It's just a struggle because I know I'm not stupid, right. And I know I have things that I'm really good at, that I intrinsically understand, but those aren't the things that are being tested here. The only thing that I've really excelled at was behavioral med, no surprise there. I guess I wasn't expecting how rough it would be for me to transition from humanities to all science all the time and there are absolutely times where I'm seconding guessing my decision.
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The biggest advantage of a science background is in first year. It disappears after that. It's why many schools make first year strict Pass/Fail to get acclimated for people from different backgrounds.
 
DermViser said:
The biggest advantage of a science background is in first year. It disappears after that. It's why many schools make first year strict Pass/Fail to get acclimated for people from different backgrounds.
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Yeah that's true.

And on some level it's really not fair to myself to expect to be at the same level as people who were majors or even have master's degrees in stuff like biochem, neuroanatomy, or even those who just took pretty much all science courses while I was exploring the differing viewpoints of the likes of Catherine MacKinnon and Tristin Taormino in relation to the pornography wars of the 1970s and 80s <--- the actual subject of my senior thesis.

Almost all of the material I'm seeing for the first time, so yeah, it's really no wonder I'm struggling. That's not an excuse, it's just something that I should probably have in the back of my mind before I drive myself crazy looking at test averages.
 
touchpause13 said:
Yeah that's true.

And on some level it's really not fair to myself to expect to be at the same level as people who were majors or even have master's degrees in stuff like biochem, neuroanatomy, or even those who just took pretty much all science courses while I was exploring the differing viewpoints of the likes of Catherine MacKinnon and Tristin Taormino in relation to the pornography wars of the 1970s and 80s <--- the actual subject of my senior thesis.

Almost all of the material I'm seeing for the first time, so yeah, it's really no wonder I'm struggling. That's not an excuse, it's just something that I should probably have in the back of my mind before I drive myself crazy looking at test averages.
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Yeah, it can be hard for someone who is a humanities major for sure. And it can get quite ridiculously sciencey. That being said, don't compare yourself. Stay focused, learn how you learn, and let the chips fall where they do. Realize it's always 100% your choice.
 
I am proudly average in my class. Raw exam averages are always 90%, bottom quartile 85% raw. Glad there are no rankings/grades
 
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