About MeI was born in Denver, CO as a 4th generation Coloradan. I spent my childhood in Colorado and graduated as Valedictorian from Lakewood High School in the Class of 2020. The following fall, I began my path at UW as a pre-health sciences student. I graduated June of 2023 with a Bachelor of Science in Biology with a Physiology focus and Interdisciplinary Honors. I am currently in the application process to medical school and working as a professional in the medical field.
Professional ReferencesInterests-Running
-Medical History and Dungeons & Dragons podcasts (what a combo) -Contextual medicine and associated ethnographies -Extremely amateur crocheting |
Learning Statement
Coming to UW, I had extremely high expectations for the person and student that I wanted to be. I had flown through high school involved in as many extracurricular activities as possible, spreading myself out into essentially every sector of my school. However, I soon realized that the college experience depends more upon quality than quantity. Rather than burn myself out doing a half decent job in multiple areas, I learned through experience and the guidance of mentors that it is much more important to do a job you are proud of and engage in topics that you are passionate about. Reflecting on my time at UW, the trend in my activities and classes that has always followed me is context of the knowledge I learn and how experiences and informations build and intersect.
In my studies, I gained an appreciation for the fact that all content could be learned in the context of a class with a specific set of tools. In later classes, I adapted knowledge from the context of previous understanding. Whether focusing on mass balance, flux, fitness, etc, the toolsets of understanding that I had adopted could be used to facilitate higher level comprehension within and outside of subjects. Rather than stress about memorizing the mechanisms of certain physiological functions, I instead broke problems down to the same basic principles to solve them. In my medical future, this technique will be indispensable in dealing with the multitude of ailments that may affect patients.
In my coursework and extracurricular activities, I also observed how the context of an individual affects their medical care and health outcomes. Working within the community, I spoke with peers, volunteers, and patients on their lived experience and worked to integrate this into the help that I provided. My time with AED provided me with specific interventions on the community level that I could engage in to support identities historically marginalized and deprived of medical resources. As a Health Scholar, I was able to spend the majority of my time simply learning about patients and humanizing the patient experience within the hospital. I advanced my understanding of how peoples' lives outside of the hospital alter their treatment inside of the hospital, and I I practiced how to tailor my care in a lower stakes environment under professional guidance. At work as a medical scribe, I enjoyed the mentorship of an amazing podiatrist team who practiced contextual care in real time, treating the whole individual to improve health outcomes with an understanding that accommodations must be made to general treatment plans. Academically, all the work that I put in was validated by the statistics put forth by my professors on differential health outcomes and situations where doctors' misunderstanding deprived patients of basic rights.
As a student leader, I came to appreciate how the work that I did as a leader compounded and allowed for the context of previous positions to curate my personal leadership style. I was fortunate enough to occupy various leadership roles with different responsibilities and focuses. Some required more hands on, meticulous work while others focused on soft skills in supporting a larger team. Through these various opportunities, I utilized previous skills to get out as much as I could on a personal level and advocate for others. I've developed a passion for supporting the development of others, both in leadership as well as in communicating their needs effectively to larger organizations. As a future doctor, I will have to head teams in which various leadership skills will be required depending on the context of care. The variety of skills I have gained will be incredibly useful in improving patient outcomes and supporting the execution of effective teamwork. Equally, the ability to advocate for others will allow me to better listen to the concerns of patients in advocating to my peers as well as legislators from the position of a medical professional.
In my studies, I gained an appreciation for the fact that all content could be learned in the context of a class with a specific set of tools. In later classes, I adapted knowledge from the context of previous understanding. Whether focusing on mass balance, flux, fitness, etc, the toolsets of understanding that I had adopted could be used to facilitate higher level comprehension within and outside of subjects. Rather than stress about memorizing the mechanisms of certain physiological functions, I instead broke problems down to the same basic principles to solve them. In my medical future, this technique will be indispensable in dealing with the multitude of ailments that may affect patients.
In my coursework and extracurricular activities, I also observed how the context of an individual affects their medical care and health outcomes. Working within the community, I spoke with peers, volunteers, and patients on their lived experience and worked to integrate this into the help that I provided. My time with AED provided me with specific interventions on the community level that I could engage in to support identities historically marginalized and deprived of medical resources. As a Health Scholar, I was able to spend the majority of my time simply learning about patients and humanizing the patient experience within the hospital. I advanced my understanding of how peoples' lives outside of the hospital alter their treatment inside of the hospital, and I I practiced how to tailor my care in a lower stakes environment under professional guidance. At work as a medical scribe, I enjoyed the mentorship of an amazing podiatrist team who practiced contextual care in real time, treating the whole individual to improve health outcomes with an understanding that accommodations must be made to general treatment plans. Academically, all the work that I put in was validated by the statistics put forth by my professors on differential health outcomes and situations where doctors' misunderstanding deprived patients of basic rights.
As a student leader, I came to appreciate how the work that I did as a leader compounded and allowed for the context of previous positions to curate my personal leadership style. I was fortunate enough to occupy various leadership roles with different responsibilities and focuses. Some required more hands on, meticulous work while others focused on soft skills in supporting a larger team. Through these various opportunities, I utilized previous skills to get out as much as I could on a personal level and advocate for others. I've developed a passion for supporting the development of others, both in leadership as well as in communicating their needs effectively to larger organizations. As a future doctor, I will have to head teams in which various leadership skills will be required depending on the context of care. The variety of skills I have gained will be incredibly useful in improving patient outcomes and supporting the execution of effective teamwork. Equally, the ability to advocate for others will allow me to better listen to the concerns of patients in advocating to my peers as well as legislators from the position of a medical professional.
"There is no wholeness outside of our reciprocal humanity."
-Bryan Stevenson |