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2025 spring MURI presentation.pptxThroughout my time as an Honors Scholar, I have come to understand that growth is not defined by a single achievement or failure, but by the accumulation of experiences that shape how I think, learn, and engage with others. My work in Distributed Drug Discovery research, my literature exploration of early psychosis and psychedelic-assisted therapy, and my community volunteer efforts have collectively shaped my identity as a future physician grounded in curiosity, resilience, and empathy.
My work in the Distributed Drug Discovery (D3) lab and subsequent poster presentations represent a defining component of my academic development. Through screening experimental compounds targeting the SARS-CoV-2 main protease (Mpro), I gained hands-on experience in biochemical assay design, data analysis, and scientific communication. Contributing to research that tested nearly 40 compounds, some demonstrating inhibition comparable to Nirmatrelvir, deepened my understanding of how drugs move from conceptualization to potential clinical relevance. More importantly, adapting this assay for use in an undergraduate classroom challenged me to think beyond my own learning. Collaborating with faculty to make complex research accessible required clarity, adaptability, and leadership. This experience strengthened my ability to communicate science concisely and effectively, skills essential for both research and patient care. My research in the D3 lab is evidence that my work achieves the IUI Honors College goal of Academic Excellence through rigorous scientific inquiry and application of advanced laboratory techniques. This experience also fulfills the goal of Critical Thinking, as I analyzed experimental data, evaluated outliers, and interpreted biological significance in real-world contexts.
Through my literature review on merit-based therapy for early psychosis and my exploration of psychedelic-assisted treatments, I was introduced to the complexity of modern medicine. These experiences challenged me to think beyond traditional treatment models and consider ethical, cultural, and scientific dimensions of care. Engaging with these topics revealed that medicine is rarely straightforward. Weighing the benefits and risks of emerging therapies, particularly in areas as nuanced as mental health, requires both scientific understanding and ethical sensitivity. This realization has been critical in shaping my approach to medicine as not only a science, but also a deeply human practice.
Additionally, my engagement with mental health and psychedelic literature demonstrates the Honors College goal of Critical Thinking by evaluating complex, evolving medical treatments.It also reflects Community and Identity, as I began to understand my role as a future physician within a broader societal and ethical context. My volunteer experiences have been essential in shaping my identity beyond academics. Through consistent community engagement, I have developed a deeper awareness of the social determinants of health and the importance of empathy in care. These experiences reinforced that medicine is not practiced in isolation, it exists within communities. Whether through small acts of service or meaningful interactions, I have learned that compassion is not situational, but a constant responsibility.
Each of these experiences has directly contributed to my goal of becoming a physician. My research has given me insight into drug development and the scientific rigor behind clinical advancements. My academic exploration of mental health has strengthened my ability to think critically about patient care. My volunteer work has grounded me in empathy and human connection.
A particularly formative influence on my understanding of medicine came from reading Do No Harm by neurosurgeon Henry Marsh. In one reflection, Marsh describes feeling impatient while waiting in a grocery store line, only to remind himself that as a physician, he is fundamentally a public servant, not only in the operating room, but in every interaction. This idea challenged my perception of what it means to practice medicine. It reframed the role of a physician from someone who performs clinical tasks to someone who consistently embodies empathy, patience, and respect, regardless of setting. I began to recognize that the values guiding patient care cannot be situational; they must extend into everyday life. This perspective has influenced how I approach both academic and personal interactions, encouraging me to be more intentional in how I listen, respond, and engage with others. In the context of my goal to become a physician, this lesson is particularly significant. Medicine is often associated with technical skill and knowledge, but Marsh’s reflections highlight that character and humility are equally essential. His acknowledgment of the emotional weight of medical decision-making, and the inevitability of uncertainty and imperfection, further reinforced my understanding that medicine is not a field of absolute answers, but one that requires continuous reflection and growth. This aligns with my own experiences studying complex and evolving treatments, such as psychedelic-assisted therapy, where clear-cut solutions are rare. Ultimately, Do No Harm has shaped my view of medicine as a profession rooted not only in science, but in humanity, and has reinforced my commitment to developing both the intellectual and interpersonal skills necessary to serve patients with compassion and integrity. Together, these experiences have prepared me for the demands of medical school and beyond, not only academically, but emotionally and ethically. I have developed the resilience to manage challenges, the discipline to pursue excellence, and the empathy necessary to connect with patients on a meaningful level.
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