Chem 20 In the article “Chem 20” Ellen Goodman addresses current and future medical students that they should not be in this line of work if their only desire is a possibility of a big check in the future. Goodman initially uses high diction before employing symbolism and concluding using verisimilitude in order to bring the reader to a better understanding that students should not only be in it for the money and sometimes the ‘big check’ never comes. She purposely directs her message towards her audience to signify that being a doctor is more than a check. Ellen Goodman initially uses high diction to create a sense of sophistication. Goodman choose this device to in order to show that the passage is intended for future or current medical …show more content…
The “ Big Payoff ” in the passage is not a symbol for actually becoming a doctor but a symbol for the paycheck that comes with being a doctor. Goodman uses this symbol in order to display to the reader that the big paycheck involved with being a doctor should not be there desire, but instead the desire should be to help people be healthy. Although some believe they deserve a big payoff because of the amount of money they put into the becoming a doctor. Goodman believes that is your intentions are only for the money and not the passion of medicine then the medical field should not be for you. Finally the author uses verisimilitude to demonstrate that becoming a doctor is truly hard to do. She states “it is still basically an emotionalized physical-endurance contest” to convey to the reader that she is not bluffing on the struggles she had went through and that are coming. She wants the reader to understand that not everyone can become a doctor because it requires a certain level of want. The passage is here not only to illustrate the struggle of becoming a doctor but to tell future medical students that they should want to become a doctor for the passion of helping people and not for the future “big payoff”. Also the passage informs the readers that not all doctors end up making as much as they
In the passage “The chem 20 factor” by Ellen Goodman explains the long process and hardships of what it takes to become a doctor, she explains how it all starts with Chem 20 and how all the Pre-med students say “Every class is a combat mission” this just goes to show that Ellen Goodman can connect with the readers because she has her own experiences with the same struggles which can really grab the attention of the reader to connect and feel the same way she does.
The death of his friend made him having the desire to be a doctor. However,
Kass, Leon. "Neither for Love nor Money: Why Doctors Must Not Kill." Public Interest. No. 94. (Winter 1989)
This internal conflict is a result of the mistakes a physician makes, and the ability to move on from it is regarded as almost unreachable. For example, in the essay, “When Doctors Make Mistakes”, Gawande is standing over his patient Louise Williams, viewing her “lips blue, her throat swollen, bloody, and suddenly closed passage” (73). The imagery of the patient’s lifeless body gives a larger meaning to the doctor’s daily preoccupations. Gawande’s use of morbid language helps the reader identify that death is, unfortunately, a facet of a physician’s career. However, Gawande does not leave the reader to ponder of what emotions went through him after witnessing the loss of his patient. He writes, “Perhaps a backup suction device should always be at hand, and better light more easily available. Perhaps the institutions could have trained me better for such crises” (“When Doctors Make Mistakes” 73). The repetition of “perhaps” only epitomizes the inability to move on from making a mistake. However, this repetitive language also demonstrates the ends a doctor will meet to save a patient’s life (73). Therefore, it is not the doctor, but medicine itself that can be seen as the gateway from life to death or vice versa. Although the limitations of medicine can allow for the death of a patient to occur, a doctor will still experience emotional turmoil after losing someone he was trying to
As a student that is currently seeking a career in the medical professions, I have had to routinely contemplate my reasons for pursuing such an extensive education program in a field that is constantly demanding excessive time and effort. I know of students—many friends and acquaintances of mine included—that have the most sure-fire, inspirational stories that align with their desire to become doctors, surgeons, physician assistants, etc. They always seemed to have a story that emphasized their desire to “give back” what they have received from the medical community. Because of that, ever since the beginning of high school, I have been trying to find an extraordinary reason, a purpose for my medical pursuits. Perhaps I could justify my passion for
Screech!!! The bus’ brakes scream upon stopping. I look up to see buildings that look like stone and marbled statuses. The buildings stood tall with tan shiny finishes. The grass was too green to be true and the atmosphere felt like home to me. I had embarked upon a journey that I never thought would be. I was here, here at Emory School of Medicine. Numerous of people walking around with white doctor coats, teal scrubs, and soft colorful crocs. I was a part of an elite group of about thirty high school students, who would soon be a part of Emory’s School of Medicine mentoring program, called Emory School of Medicine Pipeline Program. This program introduced intercity students, such as myself, to the world of medicine. This inspired students to become future medical doctors, nurses, and other medical professions. This program greatly influenced my interest for medicine.
Contrary to conventional logic at the time, Galen’s treatise titled That the best Doctor is also a Philosophy gave an unanticipated ethical reason for physicians to study philosophy. Galen claimed that seeking wealth is incompatible with serious medical practice. He thought that physicians should despise money and accused colleagues of greed. Galen downplayed the degree to which wealth was a motivation to become a physician (Klein, 2009). But, beyond the realm of motivations, Galen’s philosophic ideals honed his reasoning and observations.
Just as the economy travels through its cycles, from bear to bull and back again, so does the number of doctors in the country. In the 1960s, the government began an attempt to create more physicians using various methods. One such method was to reward medical schools for training a certain number of doctors (Bernstein 1013). This would give the medical schools an incentive to accept more students and to allow the students to fully graduate and go on to attend residency programs. Another such method was to give a monetary reward to residency programs for providing graduate medical education. This totaled approximately $7 billion, a sum large enough to “pay the tuition and living expenses of every medical student in the United States” with a large portion left over as well (Bernstein 1013). Because of these actions taken by the government, many more physicians were created, causing a physician surplus throughout the 1980s to the late 1990s, although this claim was based on ...
Physicians hold responsibilities to their personal patients, but also responsibilities to the patient populations for whom they are held accountable (Rhodes, Francis & Silvers, 2007). Additionally, they are expected to advance and support the growth of medical science. Nevertheless, the most recent criticism has been accorded to the allocation of resources. As much as physicians are appropriate or designated communal resource custodians, they need to be conscious of the quality or cost of medical care. The American healthcare system is badly broken, we are in the grip of a very bid industry that will never stop making money. The healthcare aspect of today economy depends on the financial aspect. You cannot get or receive medical care without insurance. Some people are offered free healthcare which tax payers pay for. This help people who or poor, low income or middle class however. I will write about why the healthcare industry is such a financial burden to poor, middle class and pre-condition people. How the medical industry charge $1,500 for 5 minutes for someone to put a needle in you but $15 for 45 minutes for someone to exam
our outlook of Medicine in our lives. We have come to understand the value of
Greysen, S. R., Chen, C., & Mullan, F. (2011). A History of Medical Student Debt: Observations and Implications for the Future of Medical Education. Academic Medicine, 86(7), 840-845 810.1097/ACM.1090b1013e31821daf31803.
A documentary Doctors ' Diaries produced real-life stories of seven first-year medical students from Harvard University. The film shows emotions and mental stress that goes through medical students while becoming a doctor and how it affects them. Medical students choose medicine or pre-med as a career to help save people, but the challenges interns interfere with are their personal life and education. At first, the interns were excited about their future and then over time they became tired and damage in certain ways; Tom Tarter was one of the interns that had to go through their medical education, internship, and family life at 21 years old.
"I do not want to be a doctor and live by men's diseases, nor a
“The doctor of the future will give no medicine, but will interest his patients in the care of the human frame, in proper diet, and in the cause and prevention of diseases.”
Throughout my life, I have worked towards one goal which is to become a doctor. Medicine offers the opportunity for me to integrate different scopes of science while trying to improve human life. Medicine has intrigued me throughout all my life because it??s a never ending mystery and every answer has questions, and vice versa. Upon entering my career, I had assumed that professional and financial success would surely bring personal fulfillment. This realization triggered a process of self-searching that led me to medicine. The commitment to provide others with healthcare is a serious decision for anyone. As I examined my interests and goals, however, I underwent a process of personal growth that has propelled me towards a career as a physician. A career in medicine will allow me to integrate thoroughly my passion for science into a public-service framework. Since childhood, I have loved acquiring scientific knowledge, particularly involving biological processes. During my undergraduate studies, I displayed my ability to juggle competing demands while still maintaining my academic focus; I have succeeded at school while volunteering part time, spending time with family and friends, and working part-time. To better serve my expected patient population, I worked over my English and Korean language skills. I have come to discover that a job and even a good income, without another significant purpose, will not bring satisfaction. I planed to utilize my assets, namely my problem- solving affinity, strong work ethic, and interpersonal commitment, to craft a stimulating, personally rewarding career in medicine. I have taken stock of myself, considering my skills, experiences, and goals. I have looked to family and friends, some of whom are doctors, for advice. Because of this self-examination, I have decided to pursue a career in health care. The process has been difficult at times but always illuminating. Throughout it all, I have never lost confidence - the confidence that I will actively absorb all available medical knowledge, forge friendships with fellow students, and emerge from my training as a skilful and caring physician.