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Sometimes yes, sometimes no. But few will admit enjoying it, for fear of being perceived as unserious about research. It’s odd, since the three standard categories of academic life (teaching, research, and service/administration) are so varied and have so much in common.It’s normal to divide academic work into three categories. They differ in their visibility, reward structure, and prestige. Research sits at the top of the pile. In the most highly valued, and it plays the greatest role in hiring, promotions, funding, and other forms of recognition. Teaching comes next. It’s something that everybody understands that professors do. Everybody understands that it’s necessary and useful, but it’s less highly valued, and being a star in the classroom gets little recognition, and even arouses some suspicion. ‘Service’ or ‘administration’ is a catch-all for pretty much everything else. It covers a lot of different things. It is widely looked down upon as something between a necessary evil and a nuisance, which stands in the way of “real work” (= research). When done well, it is often warmly appreciated, but generally on a local level and without much visibility or lasting recognition.There’s really a lot of overlap between the three areas. All require creative problem solving and thinking on your feet. All require people skills, sometimes dealing with difficult or obstructive people. Even the most solitary forms of research require you to work with other humans sooner or later. And collaboration is the default in most areas of research nowadays, whether explicitly or implicitly. All require effective communication. All require learning new things. And all sometimes force you to deal with bizarre rules.There are frustrations in all areas. Nobody likes doing things that seem like pointless busy-work. Nobody likes doing things that are unlikely to be valued or appreciated. Few people enjoy delivering or receiving bad news. There’s busy work involved in doing those extra analyses that the reviewer demanded in order to get your paper accepted. I’ve never heard anybody say that they enjoyed dealing with cases of academic dishonesty in their classes. And nobody gets a thrill out of filling out forms and reports that are unlikely to ever be read. (My university used to have a faculty evaluation form that we would fill out every year that included checkboxes for any major prizes that we might have won. Every year I had to apologetically check the box that said that, unfortunately, I had yet again failed to win a Nobel Prize.)There are also moments of great satisfaction in all areas. In research it can come in making a discovery, or explaining it well, or in receiving recognition for it (via a publication, or an appreciative audience, or many other ways). Or it can come through identifying a problem that isn’t yet solved but with your reach. In teaching it comes from seeing students make progress. Often the greatest satisfaction comes not from the most talented students, but from the ones who are benefiting the most. In administration it also comes from doing things that make a difference: finding a creative solution to an organizational or funding challenge; finding an agreeable resolution to a disagreement; creating new opportunities that benefit students, colleagues, or the public. And in each case there are many other examples.A big difference between research, teaching, and service/admin is that they involve working with different sets of people, and you have different levels of control over who you work with. In research you get to choose the community of peers that you associate with, and you can choose to be more or less closely connected with them. They might include colleagues or students from your institutions, or they might all be far away. This community tends to be stable across many years, and often builds on connections that you made as a graduate student. In teaching you generally don’t get to choose who enrolls in your classes, and there’s variation in how much choice you have in who you serve in an advising role. This community changes faster: there are some students who you barely get to know before the semester is over; there are others who you get to know over the course of a few years. All at least have a passing interest in your expertise (well, sometimes a grudging disinterest is as good as it gets). In service/admin it is a huge mix. You could be working with people who you’ve worked with productively over many years. Or you could be thrown together with people who you’ve never met, who resent being with you as much as your worst students, and who have an even bigger sense of entitlement than those students.There’s also a big difference in the preparation that you get for different types of work. A PhD is supposed to prepare you to be an expert researcher, and most people spend decades building on that training. Professors sometimes receive training in teaching, but it’s always far less than the training they receive in research. And training in the skills needed for other activities is almost non-existent. You’re unlikely to be hired as a professor if you don’t have demonstrated talent as a researchers. You’re supposed to show skills in teaching, but accommodations will be made if you’re a great researcher. But skills in other areas are rarely considered in hiring, so there are many people who are really not very good beyond research and teaching, or who actively cultivate being bad at administration, as a way of avoiding it. Needing to work with people like that contributes to the distaste that many feel for admin.Research is often regarded as the most noble calling of a professor. It involves the pursuit of truth, the life of the mind, unconnected from trivial worldly concerns. That’s a little ironic, given that it’s the most rewarded academic pursuit, the one that leads to the greatest personal acclaim, remuneration, and overall clout. In some respects, other aspects of academic life that are necessary but unheralded are noble.Personally, I enjoy all three areas. I find certain aspects of all of them annoying, and I find other aspects of each of them very satisfying. There are some aspects of research that I enjoy a lot less enjoyable than some aspects of administration. They are all very varied. I’m perhaps fortunate that I mostly really like the people who I work with in teaching, research, and administration, and I’m sure that contributes to overall satisfaction. Professors who don’t get along with their institutional colleagues are less likely to enjoy admin. And professors who feel out of place in their research community but get along with their institutional colleagues might find more satisfaction in administration. But they might be reluctant to admit that, as there is a certain stigma associated with spending more time on administration, as it is often regarded as conceding failure in research.The values surrounding research, teaching, and administration/service are heavily influenced by academic acculturation. Professors start their academic life as research students, in an environment where little other than research matters. Some of the strongest peer connections are established at the same time, and they are to people who you remain connected to largely via research, and who are mostly aware only of what you do in research. Your graduate school buddies generally have no idea how you are as a teacher, and don’t even know whether you spend much of your time in administration. The labels don’t help either. The terms “administration” and “service” have neutral to negative connotations, and don’t convey any need for creativity or talent. Ironically, most academics also strongly support the notion of academic self-governance, but they often resent the responsibilities that come with that.

Q. Do I need to have a talent like music or drawing beside MCAT to get into medical school?A. The following are what medical college admission committees look for in candidates. First article is from the American Association of Medical Colleges. The second from the University of Minnesota. It is what you do with the talents that you have that matter.How Medical Schools Review Applications (AAMC)What are admissions officers looking for?While expectations, missions, policies, and requirements are unique to each medical school, many schools look for students who demonstrate an ability to handle challenging coursework and have the personal attributes needed to work with people. It’s important for applicants to show that they’ve done well in upper-level science courses, and “doing well on the MCAT® exam shows that you can handle medical school coursework,” says Irene Tise, admissions officer in the Office of Medical Student Admissions at Wake Forest School of Medicine.Lori Nicolaysen, assistant dean of admissions at Weill Cornell Medical College, adds that they “seek students who have also demonstrated exceptional personal initiative. Such initiative may take the form of leadership, creativity, research, community service, motivation, or other life experiences.”Mickey Foxwell, M.D., associate dean for admissions at University of Maryland School of Medicine says, “Each applicant needs to be as sure as possible that this is what they want to do with their life. That motivation can be demonstrated through academic achievement and also through exposure to clinical medicine and community service. Does the applicant know what it’s like to take care of someone? Does the applicant have an idea about the advantages and disadvantages of a career in medicine?”Schools also look for evidence that an applicant has demonstrated good judgment, compassion, and selflessness— qualities every physician should embody. Applicants can show evidence through their involvement in extracurricular activities, letters of evaluation, and their personal statement.What happens when my application is received?Each medical school has its own nuanced process for reviewing applications. For example, “Weill Cornell invites all applicants to complete the secondary application,” Ms. Nicolaysen shares. “Once the file is complete (including secondary application, letters of evaluation, and MCAT scores), the application is moved to screening. A number of experienced admissions committee members serve as screeners. Although Weill Cornell has fourth-year medical students on the admissions committee, the students do not screen applications.”Dr. Raquel D. Arias, associate dean of admissions at Keck School of Medicine of the University of Southern California, explains, “In order to give every candidate a fair review of their personal qualities and accomplishments, a single screener evaluates all candidates with a particular MCAT score at our school. This controls for the inevitable influence that this important test has on the process. An admissions officer reads every application submitted to the school.” (There is no automated filter.)At Wake Forest School of Medicine, Ms. Tise explains, “Because of the large number of applications we receive, we use a formula that separates and groups applicants based on their AMCAS® primary application. The groups are: 1) Proceed and send a secondary application, (2) Hold for MCAT score or other extenuating circumstances and notify candidates, and (3) Risk, based on academics.Those candidates in the “risk” category are reviewed individually by the associate dean and an executive committee of five faculty and admissions committee members. From there, a decision is made to either proceed with the application process or reject the application.” Typically, after secondary applications are submitted, the associate dean and a committee review the applications and place candidates into interview pools. Because of the large number of applicants, only a small percentage is asked to interview.How do reviewers decide whom to interview?Medical schools consider each applicant’s academic proficiency, whether they are likely to thrive in the culture of the institution, and if their experiences, attributes, and goals are in line with the school’s mission and goals. Inevitably, medical schools receive many more qualified applicants than they can interview and matriculate. The decision to interview one student over another can be very difficult to say the least.“It is incredibly challenging because there are so many admirable candidates,” Ms. Nicolaysen explains. “Ultimately, the committee screeners attempt to identify the best qualified applicants from diverse academic and personal backgrounds whom we deem most likely to build a dynamic learning environment at Weill Cornell and to become leaders in medicine.”Dr. Foxwell adds, “At University of Maryland, outstanding grades and MCAT scores do not guarantee that an applicant will be invited to interview. Just as important are extracurricular activities and life experiences, essays and personal comments in AMCAS, and letters of recommendation.”Dr. Arias says, “The path to becoming a physician is unique to each applicant; therefore, we do not mandate any particular course of study. We have no preference for a particular major (or minor). Evidence of the personal attributes of integrity, adaptability, language skills, collaboration, and a commitment to service are evaluated with an eye toward the development of physician scientists. We infer the desired applicant qualities from both the content of the application and the care with which it is delivered. Every aspect of the application is important. Applicants who speak in their own voice, without “spin,” is especially valued.”Additionally, some public medical schools also may consider an out-of-state applicant’s ties to the state or institution if non-state residents are not typically considered for matriculation. (For more information, check with individual medical school websites or consult the AAMC's Medical School Admission Requirements.)What are some common mistakes applicants make?The same tips you might have received for undergraduate or job applications hold true for medical school applications. Always tell the truth and be sure to mention activities and volunteer, research, or work experiences that are most important, and if possible, occurred within the last few years. “Take your AMCAS essay questions seriously,” counsels Ms. Tise. “These essays are not creative writing exercises. You may start off with a descriptive experience, but, move quickly into how and why you want to become a physician and how this experience helped determine that. Also, proofread carefully. There are no excuses for punctuation and grammatical errors. We know you are applying to several schools, but be careful to include the correct name in secondary materials.“Redundant information is a waste of space. Inconsistencies can call an applicant’s authenticity into question,” cautions Ms. Nicolaysen. “We advise not including high school activities or activities in which your participation was minimal. Also, try to avoid boasting or exaggerating.”Dr. Foxwell advises that “Applicants must begin to think like professionals. If a photograph is requested in a secondary application, make it a good one, not one that may call your professionalism into question.”What advice does the review committee have?“Do your homework. Know what schools are looking for, and work closely with your advisor,” cautions Dr. Foxwell.Your application needs to be complete and truthful. When it comes to your personal statement, Ms. Tise recommends, “There is no secret checklist or formula. Remember, you are the applicant, and we want to know why you think you are a good one.”Furthermore, Ms. Nicolaysen advises applicants, “Before submitting your application, ask some trusted mentors, friends, or family members to give you feedback about your experiences and essays. You might ask them questions like, ‘How would you describe me based on what you read? Did my essay hold your attention? Was anything confusing? Did you notice any typos?’”Most importantly, relax. Most applicants have one or two items that they wish they’d changed or perhaps a mistake they think they might have made. If you have further concerns or anxiety over the application process, check out the Aspiring Docs fact sheet on helpful tips for dealing with application anxiety.Essential and Desired Qualities of medical school candidates:Strong academicsHigh GPA and MCAT scores. See AAMC MCAT site for students.A commitment to improving the human conditionEssential:Sustained and meaningful commitment to human service demonstrated through volunteer activities, scholarly pursuits, employment, academic endeavors, or other experiencesUnderstanding of medicineSubstantial independent research experience(s) (MD/PhD applicants)Desired:Commitment to care of the underservedCommitment to community and global patient careProfessional conductHonesty and integrity, particularly regarding instances of personal failings or mistakes (essential)Compassion, evident through evaluations, prior employment, or experience in other roles that require compassion (essential)Self-awareness, evident in a student’s knowledge of their own strengths, weaknesses, and when to ask for help (essential)Ethical behavior (essential)Outstanding interpersonal skillsOral and written communication skills must be excellent, both to share knowledge and to convey empathy (essential)Teamwork skills require acknowledging other team members’ expertise, accurate self-assessment, assuming leadership when appropriate, and subsuming individual interests to the work of the team (essential)Cultural humility and inclusivity (essential)Leadership & diversity experiences (desired)A dedication to lifelong learningIntellectual curiosity (essential)Demonstrated scientific aptitude—a fundamental appreciation of how the scientific method is applied to the discovery of medical knowledge and to medical practice (essential)Potential for academic success (essential)Psychological resilience as demonstrated through emotional stability, skills to cope with stress, an ability to deal with sacrifice and hardship, maturity, good judgment, and an ability to defer gratification (essential)Creativity (desired)

Non-personal Professional Opinion and EvaluationYou can look at department degree offerings at leading research universities, technical colleges, or comprehensive universities. You may look at data science as beginning research direction and developing a methodology. This means data science does not yet possess a foundation nor body of knowledge, except borrowed from other fields. You may alternatively look at data science as a professional program, with direct study, experience, and development to a full-time job. This means that your study focuses on the framework, establishes internships at companies, and studies the business or company needs. It means that you should develop better communication, writing and reading, and ability to work with people. You can expect to work with people from across the organization, from established degrees and experiences. These include marketing, finance, accounting, procurement and logistics, information technology, analytics and business intelligence, administration, management, directors and executives, or the backbone entry-level ground staff. The last but most important include the food service, janitors, electricians, technicians, and all around support staff.This means that in preparation for the data scientist position, you have education, experience, and company background. You should prepare your academic study, to classify your knowledge, focus on techniques and methods, and meet people that share your interest. You should also get internships or experiences, that put you in real world, business contexts. These make you apply your study, away from skills such as writing and reading papers, attending lectures and listening to the professor, viewing the marker or chalk board, taking notes and studying, or simply performing the activities expected of an academic student. The business context makes you consider a more well rounded lifestyle, professional responsibilities, meeting people from different disciplines, and less academic skills. It feels a lot more adult-like, and covers a wide range of companies. Lastly, you need to research your company and industry. You can study the job description and expectations closely, and then read about competing job postings and their expectations. This puts you in comparisons between positions and companies, that agree on a common industry. They all agree on a class of work, product, and service within a market. This market balances out firms and companies with rules and laws, regulated by the government.Personal value, goal, and evaluationI would recommend you consider your own personal, basic, and compelling needs. These include your relationships with family, friends, and all the co-workers you have met. You should study your academic history, and interests to include hobbies, activities, and goals. These help you get a well rounded self-evaluation, and promote this inquiry about your own needs, desires, and goals. If you get this self-evaluation right, you do not need many external influences, counseling, or professional opinions on the right course. And you can live well balanced, without much pressure and self-conscious reflection on your activities. The highest form of this investigation means that you have known your purpose. It covers the purpose within your immediate relationships, community, and institutions and larger societal background. The most pragmatic version of such a self-investigation requires you understand the meaning of citizenship, the regulations and laws expected of you, and personal space and relationships. You should always aspire these practical concerns with ethical values and higher purpose for any goals.