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No. Not in the least. At least I didn’t feel ready. I scrambled a lot, but that’s kind of how one learns to care for patients. The last two years of medical school are kind of like playing doctor. So you do clerkships where you rotate through many different medical disciplines, and you pretend like you’re one of those doctors. So, for example, if you’re on the internal medicine rotation, you may be asked to go to the emergency room and evaluate a patient for admission, just like if you were a real internist. You will go to the emergency department, do a history and physical exam on the patient, come up with an assessment and a plan. You will actually write notes in the patient’s chart, along with orders. The resident doctors and attending doctors will look over your work and give you criticism on how you can do better. Then they will fix your orders so the patient actually gets properly taken care of. This process goes on for two years, as you learn a little bit of internal medicine, pediatrics, ob/gyn, general surgery, and whatever elective fields you choose to work on.When you first start as an intern, you’re the doctor now, but you’re just one rung higher on the ladder. Now, you have to look over your medical student’s work, while the residents and attendings look over your work. The following year, you’re a resident. You look over the medical student and the intern, and the attending watches over you.So you’re constantly being thrown in water that’s just a little deeper than what you’re used to swimming in.I can vividly remember the first day that I was an attending anesthesiologist, and there was nobody looking over my shoulder. I was so nervous. I had already anesthetized a few thousand people, but there was always someone more experienced than me waiting to take over if I got in too deep. Still, I was neurotic, meticulously making sure I had all the right drug dosages, all the right equipment ready, all the right emergency supplies in case of a bad outcome, or a fire, or an electrical outage, or whatever else could possible go wrong.Everything went fine that day, and after about five years of independent practice, something changed. My confidence grew, because I felt like whatever came through the door, I had seen it before. I still have a healthy fear/respect for what I do, because it’s a difficult and important job. But now, I feel confident that I can handle it, and I look forward to helping patients get through difficult times.

I am not going to mention the actual IQ numberbut there were signs before any testing was done. When I was about 2-3yrs old my grandfather would invite all his friends to hear me read his newspapers out loud. Soon after that I was reciting poems he taught me, in my weekly performances. That proved to be helpful as few years later I was competing in national poetry reciting competitions which for most of elementary school I ended up winning. Around same age I also started drawing animals, people, and some abstract ideas, couple examples:Other memories I have from that early age was sitting on an orange pouf chair playing chess with my Dad in the evenings.By second grade of elementary school I was sent to the National Institute of Education for the Gifted for psychological testing, as despite having straight As I was thought to be disruptive and too talkative in class. After many tests the Institute concluded that unless I am moved from 2ndd to 7th grade because of high IQ I will be bored in classes and will continue being disruptive. My parents did not agree to that, they thought it will affect my social skills as I will be a little kid in classes with 13-14 year olds.I stayed in regular grades and during that time I won five national subject olympics in Mathematics, Chemistry, Physics, Literature and History. I remember since I was also the youngest one to win, during the diploma award ceremony for History Olympiad I receieved a giant white bear, much bigger than me and my teacher had trouble fitting it into her car on our way back.I have always been interested in everything, fascinated at all times. Without my parents knowledge I went and got tested in a music school, passed the exam and signed up. My mom got call from school that she now has to purchase piano as I was enrolled. I placed several times 2nd and 3rd in state Piano competitions, completed 8 years of music school.I moved alone to Los Angeles to enter high school at the age of 14 because I wanted to learn English. I got accepted without examination to a high school for the gifted but wanted to learn English first.Taught myself English in the first 6 months while walking everywhere with dictionary. My best friends were my teachers. English teacher whom I would see at 6am before school everyday would bring for me 1 then 2 then 3 and sometimes even 5 books to read for the week, which we would then analyze and discuss. My Biology teacher who liked me a lot asked me to live with her family, which I did. My Chemistry teacher would take me with his wife to Sierra mountains for hiking on weekends (beautiful, generous, kind people made me feel welcome, I thank them all, who offered their time and their hearts, my wonderful teachers).Then my Chemistry and Physics teachers after first academic year reached out to Caltech and Stanford recommending early admission since as a Freshman I completed all available 11 and 12 grade honors classes and for tests they were giving me problems from college textbooks. I solved regular material too fast and was not challenged. At school I played soccer, played flute and was part of many clubs.I graduated high school in 2 years as first in class of 736. I also won California Academic Decathlon and received Gold medal as Head lawyer of the team in the California Mock Trial Competition.I entered University at the age of 16. Simultaneously I worked as researcher in the Departments of Immunobiology, Vascular Surgery and Pediatrics at the University of Chicago Hospitals. My research focused on cell apoptosis, creating a novel stent prototype for stroke prevention and cancer.In schoolwork I generally set curves for grading in all the science classes, and was top student in the grad courses I took, with my professor asking the grad students to read my papers. Professors asked me to work on research with them. I graduated with four honors degrees, which my advisor told me is impossible to do and was never done in school history.In summary, my teachers and professors were my best friends, and I got to discuss with them all that was interesting to me, which for most of my young life was almost everything as my need for mental stimulation has been extensive. I think that teachers thought that I had ravishing appetite for knowledge and got great pleasure from figuring out how things work. An appetite which kept growing since with learning more I was also increasingly aware of just how little I knew.However librarians were not of the same opinion. I was the one closing daily the science library, and one day a formal letter was sent to me by the head of Crerar as having stayed over many times past the 1am closing time I was instructed to stop that indulgent habit reserved for graduate students. In reality the Japanese man who was swiping us at the entrance gate got finally tired of playing seek-and-hide between the stacks at 3am.That was my specific path but I would like to add - the IQ number you are referring to, is not important at all, at best it generalizes the potential. My parents did not disclose it to me when I was growing up and additionally did not want me to move grades not to affect my social growth and not to give child a delusional sense it was in anyway special.Most people without ever knowing their “iq number” make invaluable contributions out of the simple joy of creation. “Intelligence is as intelligence does” Forrest Gump“Do men gather grapes from thorn bushes or figs from thistles? A good tree cannot bear bad fruit, nor can a bad tree bear good fruit. Every tree that does not bear good fruit is cut down and thrown into the fire. Therefore by their fruits you will know them.” Gospel of MatthewGo where your passion takes you, follow your joy. “Be less curious about people and more curious about ideas.” Marie Skladowska- Curie. Don’t worry what anybody else is doing with or without fictional numbers.Only once you reach beyond competition and ego you tap into creativity. Ego consumes vast amounts of energy. As you reach the place where you are able to deactivate ego, at last you grasp the extent of your full potential.

This is a difficult question to answer, Since typically part of the advice ( which I have given myself) is to read about your patients etc.. But the limitation of this is very often your patient base on a rotation will not necessarily be broad enough. So if you are doing your pediatrics in a community hospital you will see a lot of viral upper respiratory tract infections and well child visits and not a lot of sickle cell or cystic fibrosis. I can give similar examples for all the specialties. On the other hand you do need to read about your patients. This problem is compounded by the fact that unlike the residents and even the fourth year students ( who often have the role of sub interns functioning like interns) a third year student has no real role and is perceived as such. Therefore the third year of medical school is a bit of an abyss… but being a medical student you are a clever person and there is a way of handling this to address these problems:I would suggest:First for every rotation find a book that can be read cover to cover during the rotation that is a good over view of the field , or at least as much as possible. In my own field which is pulmonary /critical care the third year rotation that would apply is internal medicine and Cecil’s essentials of Internal medicine is an excellent book. The Lange review books are good as are the Washington Manual series of works. You can typically get these as e books and sometimes one’s medical school will have them available free via on line access. This means you can read them on your phone. So during a rotation pick one and try to read almost all of it. You would be a terrific internal medicine intern if you had the Washington manual of medical therapeutics memorized. Third year rotations have a lot of down time so you can read during slow moments. Of note in my day if nothing was going on and you wanted to read you had to disappear in the library.. this was not good because it made you unavailable if something interesting occurred or if the residents needed you. With e textbooks this problem is resolved.Read in depth about your patients or patients you come across. Again you can use a variety of online resources about for this but UpToDate is one of the best.Make yourself useful on the wards. This means mostly as a third year student finding out what your intern needs and help them get it done if possible. This can vary based on the rotations. Ask questions about why folks are doing what they are doing clinically, but do not ask so many that you interfere with their ability to get their work done. There is an old line from the very cynical novel about a medical internship (“House of God”) that goes something like.. “show me a medical student that only triples my work and I will kiss his/her feet” That is to say you want to be engaged, ask questions but do not slow the house staff down. You pay for the teaching they do by being useful in some way when possible.When you are dealing with the attending physicians who are in general a little less frazzled in most cases, a similar approach applies, ask them why the approach a problem in a certain way, etc.. and learn from the bread and butter they see.When interacting with the patients try to take the history and physical and review the record as if you were the only person seeing the patient. This is challenging but if you do this every now and then you will uncover an important fact that will make a difference in the patients care and that will be very rewarding not to mention of value to the patient. While as a third year student you are limited by having almost no real knowledge you have one thing no one higher in the food chain has which is time. So you can take a careful history and this allows the patient to at least feel someone is listening to them. You will also learn to take a careful history which is a critical skill. You can also do a reasonable physical exam or take some time to actually look at the Xrays and not just read the reports, compare then the report to the x-ray to what you think makes sense about the patients clinical situation. Do this with all the labs etc.. Over time if you do this in a detective fashion and ask yourself do I agree with this.. do I understand it.. and you ask questions about it.. you will learn and you might provide value. So when you hear that the morbidly obese patient with CO2 retention is being treated with steroids of COPD exacerbation, but you find out they had minimal smoking history and do not wheeze on exam but they fall asleep when you talk to them.. you might ask your intern say why do we think he has COPD.. could he have sleep apnea and obesity hypoventilation syndrome? You might even say.. I tried to find his PFTs ( Essential for the diagnosis of COPD) and it does not look like he had any…) See you will be correcting a mistake and learning at the same time.. Not to say this happens daily but it does happen sometimes..You get the picture.. good luck.