Sample Medical School Essays
This section contains two sample medical school essays
- Medical School Sample Essay One
- Medical School Sample Essay Two
Medical School Essay One
Prompt: What makes you an excellent candidate for medical school? Why do you want to become a physician?
When I was twelve years old, a drunk driver hit the car my mother was driving while I was in the backseat. I have very few memories of the accident, but I do faintly recall a serious but calming face as I was gently lifted out of the car. The paramedic held my hand as we traveled to the hospital. I was in the hospital for several weeks and that same paramedic came to visit me almost every day. During my stay, I also got to know the various doctors and nurses in the hospital on a personal level. I remember feeling anxiety about my condition, but not sadness or even fear. It seemed to me that those around me, particularly my family, were more fearful of what might happen to me than I was. I don’t believe it was innocence or ignorance, but rather a trust in the abilities of my doctors. It was as if my doctors and I had a silent bond. Now that I’m older I fear death and sickness in a more intense way than I remember experiencing it as a child. My experience as a child sparked a keen interest in how we approach pediatric care, especially as it relates to our psychological and emotional support of children facing serious medical conditions. It was here that I experienced first-hand the power and compassion of medicine, not only in healing but also in bringing unlikely individuals together, such as adults and children, in uncommon yet profound ways. And it was here that I began to take seriously the possibility of becoming a pediatric surgeon.
My interest was sparked even more when, as an undergraduate, I was asked to assist in a study one of my professors was conducting on how children experience and process fear and the prospect of death. This professor was not in the medical field; rather, her background is in cultural anthropology. I was very honored to be part of this project at such an early stage of my career. During the study, we discovered that children face death in extremely different ways than adults do. We found that children facing fatal illnesses are very aware of their condition, even when it hasn’t been fully explained to them, and on the whole were willing to fight their illnesses, but were also more accepting of their potential fate than many adults facing similar diagnoses. We concluded our study by asking whether and to what extent this discovery should impact the type of care given to children in contrast to adults. I am eager to continue this sort of research as I pursue my medical career. The intersection of medicine, psychology, and socialization or culture (in this case, the social variables differentiating adults from children) is quite fascinating and is a field that is in need of better research.
Although much headway has been made in this area in the past twenty or so years, I feel there is a still a tendency in medicine to treat diseases the same way no matter who the patient is. We are slowly learning that procedures and drugs are not always universally effective. Not only must we alter our care of patients depending upon these cultural and social factors, we may also need to alter our entire emotional and psychological approach to them as well.
It is for this reason that I’m applying to the Johns Hopkins School of Medicine, as it has one of the top programs for pediatric surgery in the country, as well as several renowned researchers delving into the social, generational, and cultural questions in which I’m interested. My approach to medicine will be multidisciplinary, which is evidenced by the fact that I’m already double-majoring in early childhood psychology and pre-med, with a minor in cultural anthropology. This is the type of extraordinary care that I received as a child—care that seemed to approach my injuries with a much larger and deeper picture than that which pure medicine cannot offer—and it is this sort of care I want to provide my future patients. I turned what might have been a debilitating event in my life—a devastating car accident—into the inspiration that has shaped my life since. I am driven and passionate. And while I know that the pediatric surgery program at Johns Hopkins will likely be the second biggest challenge I will face in my life, I know that I am up for it. I am ready to be challenged and prove to myself what I’ve been telling myself since that fateful car accident: I will be a doctor.
Medical School Essay Two
Prompt: Where do you hope to be in ten years’ time?
If you had told me ten years ago that I would be writing this essay and planning for yet another ten years into the future, part of me would have been surprised. I am a planner and a maker of to-do lists, and it has always been my plan to follow in the steps of my father and become a physician. This plan was derailed when I was called to active duty to serve in Iraq as part of the War on Terror.
I joined the National Guard before graduating high school and continued my service when I began college. My goal was to receive training that would be valuable for my future medical career, as I was working in the field of emergency health care. It was also a way to help me pay for college. When I was called to active duty in Iraq for my first deployment, I was forced to withdraw from school, and my deployment was subsequently extended. I spent a total of 24 months deployed overseas, where I provided in-the-field medical support to our combat troops. While the experience was invaluable not only in terms of my future medical career but also in terms of developing leadership and creative thinking skills, it put my undergraduate studies on hold for over two years. Consequently, my carefully-planned journey towards medical school and a medical career was thrown off course. Thus, while ten-year plans are valuable, I have learned from experience how easily such plans can dissolve in situations that are beyond one’s control, as well as the value of perseverance and flexibility.
Eventually, I returned to school. Despite my best efforts to graduate within two years, it took me another three years, as I suffered greatly from post-traumatic stress disorder following my time in Iraq. I considered abandoning my dream of becoming a physician altogether, since I was several years behind my peers with whom I had taken biology and chemistry classes before my deployment. Thanks to the unceasing encouragement of my academic advisor, who even stayed in contact with me when I was overseas, I gathered my strength and courage and began studying for the MCAT. To my surprise, my score was beyond satisfactory and while I am several years behind my original ten-year plan, I am now applying to Brown University’s School of Medicine.
I can describe my new ten-year plan, but I will do so with both optimism and also caution, knowing that I will inevitably face unforeseen complications and will need to adapt appropriately. One of the many insights I gained as a member of the National Guard and by serving in war-time was the incredible creativity medical specialists in the Armed Forces employ to deliver health care services to our wounded soldiers on the ground. I was part of a team that was saving lives under incredibly difficult circumstances—sometimes while under heavy fire and with only the most basic of resources. I am now interested in how I can use these skills to deliver health care in similar circumstances where basic medical infrastructure is lacking. While there is seemingly little in common between the deserts of Fallujah and rural Wyoming, where I’m currently working as a volunteer first responder in a small town located more than 60 miles from the nearest hospital, I see a lot of potential uses for the skills that I gained as a National Guardsman. As I learned from my father, who worked with Doctors Without Borders for a number of years, there is quite a bit in common between my field of knowledge from the military and working in post-conflict zones. I feel I have a unique experience from which to draw as I embark on my medical school journey, experiences that can be applied both here and abroad.
In ten years’ time, I hope to be trained in the field of emergency medicine, which, surprisingly, is a specialization that is actually lacking here in the United States as compared to similarly developed countries. I hope to conduct research in the field of health care infrastructure and work with government agencies and legislators to find creative solutions to improving access to emergency facilities in currently underserved areas of the United States, with an aim towards providing comprehensive policy reports and recommendations on how the US can once again be the world leader in health outcomes. While the problems inherent in our health care system are not one-dimensional and require a dynamic approach, one of the solutions as I see it is to think less in terms of state-of-the-art facilities and more in terms of access to primary care. Much of the care that I provide as a first responder and volunteer is extremely effective and also relatively cheap. More money is always helpful when facing a complex social and political problem, but we must think of solutions above and beyond more money and more taxes. In ten years I want to be a key player in the health care debate in this country and offering innovative solutions to delivering high quality and cost-effective health care to all our nation’s citizens, especially to those in rural and otherwise underserved areas.
Of course, my policy interests do not replace my passion for helping others and delivering emergency medicine. As a doctor, I hope to continue serving in areas of the country that, for one reason or another, are lagging behind in basic health care infrastructure. Eventually, I would also like to take my knowledge and talents abroad and serve in the Peace Corps or Doctors Without Borders.
In short, I see the role of physicians in society as multifunctional: they are not only doctors who heal, they are also leaders, innovators, social scientists, and patriots. Although my path to medical school has not always been the most direct, my varied and circuitous journey has given me a set of skills and experiences that many otherwise qualified applicants lack. I have no doubt that the next ten years will be similarly unpredictable, but I can assure you that no matter what obstacles I face, my goal will remain the same. I sincerely hope to begin the next phase of my journey at Brown University. Thank you for your kind attention.
To learn more about what to expect from the study of medicine, check out our Study Medicine in the US section.
Tips for a Successful Medical School Essay
- If you’re applying through AMCAS, remember to keep your essay more general rather than tailored to a specific medical school, because your essay will be seen by multiple schools.
- AMCAS essays are limited to 5300 characters—not words! This includes spaces.
- Make sure the information you include in your essay doesn't conflict with the information in your other application materials.
- In general, provide additional information that isn’t found in your other application materials. Look at the essay as an opportunity to tell your story rather than a burden.
- Keep the interview in mind as you write. You will most likely be asked questions regarding your essay during the interview, so think about the experiences you want to talk about.
- When you are copying and pasting from a word processor to the AMCAS application online, formatting and font will be lost. Don’t waste your time making it look nice. Be sure to look through the essay once you’ve copied it into AMCAS and edit appropriately for any odd characters that result from pasting.
- Avoid overly controversial topics. While it is fine to take a position and back up your position with evidence, you don’t want to sound narrow-minded.
- Revise, revise, revise. Have multiple readers look at your essay and make suggestions. Go over your essay yourself many times and rewrite it several times until you feel that it communicates your message effectively and creatively.
- Make the opening sentence memorable. Admissions officers will read dozens of personal statements in a day. You must say something at the very beginning to catch their attention, encourage them to read the essay in detail, and make yourself stand out from the crowd.
- Character traits to portray in your essay include: maturity, intellect, critical thinking skills, leadership, tolerance, perseverance, and sincerity.
Additional Tips for a Successful Medical School Essay
- Regardless of the prompt, you should always address the question of why you want to go to medical school in your essay.
- Try to always give concrete examples rather than make general statements. If you say that you have perseverance, describe an event in your life that demonstrates perseverance.
- There should be an overall message or theme in your essay. In the example above, the theme is overcoming unexpected obstacles.
- Make sure you check and recheck for spelling and grammar!
- Unless you’re very sure you can pull it off, it is usually not a good idea to use humor or to employ the skills you learned in creative writing class in your personal statement. While you want to paint a picture, you don’t want to be too poetic or literary.
- Turn potential weaknesses into positives. As in the example above, address any potential weaknesses in your application and make them strengths, if possible. If you have low MCAT scores or something else that can’t be easily explained or turned into a positive, simply don’t mention it.
"Medical Officer" redirects here. For the title used in India, see Medical Officer (AYUSH). For the senior government official of a health department, see Medical Officer for Health.
For other uses, see Doctor (disambiguation).
Not to be confused with physicist, a scientist who studies or researches physics.
The Doctor by Luke Fildes (detail)
|Names||Physician, medical practitioner, medical doctor or simply doctor|
|Medicine, health care|
|Competencies||The ethics, art and science of medicine, analytical skills, critical thinking|
|MBBS, MD, DO|
|General practitioner or family physician, surgeon, dentist, chiropractor, other medical specialists|
A physician, medical practitioner, medical doctor, or simply doctor is a professional who practises medicine, which is concerned with promoting, maintaining, or restoring health through the study, diagnosis, and treatment of disease, injury, and other physical and mental impairments. Physicians may focus their practice on certain disease categories, types of patients and methods of treatment—known as specialities—or they may assume responsibility for the provision of continuing and comprehensive medical care to individuals, families, and communities—known as general practice. Medical practice properly requires both a detailed knowledge of the academic disciplines (such as anatomy and physiology) underlying diseases and their treatment—the science of medicine—and also a decent competence in its applied practice—the art or craft of medicine.
Both the role of the physician and the meaning of the word itself vary around the world. Degrees and other qualifications vary widely, but there are some common elements, such as medical ethics requiring that physicians show consideration, compassion, and benevolence for their patients.
Specialist in internal medicine
Main article: Internal medicine
Around the world the term physician refers to a specialist in internal medicine or one of its many sub-specialties (especially as opposed to a specialist in surgery). This meaning of physician conveys a sense of expertise in treatment by drugs or medications, rather than by the procedures of surgeons.
This term is at least nine hundred years old in English: physicians and surgeons were once members of separate professions, and traditionally were rivals. The Shorter Oxford English Dictionary, third edition, gives a Middle English quotation making this contrast, from as early as 1400: "O Lord, whi is it so greet difference betwixe a cirugian and a physician."
Henry VIII granted a charter to the London Royal College of Physicians in 1518. It was not until 1540 that he granted the Company of Barber-Surgeons (ancestor of the Royal College of Surgeons) its separate charter. In the same year, the English monarch established the Regius Professorship of Physic at the University of Cambridge. Newer universities would probably describe such an academic as a professor of internal medicine. Hence, in the 16th century, physic meant roughly what internal medicine does now.
Currently, a specialist physician in the United States may be described as an internist. Another term, hospitalist, was introduced in 1996, to describe US specialists in internal medicine who work largely or exclusively in hospitals. Such 'hospitalists' now make up about 19% of all US general internists, who are often called general physicians in Commonwealth countries.
This original use, as distinct from surgeon, is common in most of the world including the United Kingdom and other Commonwealth countries (such as Australia, Bangladesh, India, New Zealand, Pakistan, South Africa, Sri Lanka, Zimbabwe), as well as in places as diverse as Brazil, Hong Kong, Indonesia, Japan, Ireland, and Taiwan. In such places, the more general English terms doctor or medical practitioner are prevalent, describing any practitioner of medicine (whom an American would likely call a physician, in the broad sense). In Commonwealth countries, specialist pediatricians and geriatricians are also described as specialist physicians who have sub-specialized by age of patient rather than by organ system.
Physician and surgeon
Around the world, the combined term "physician and surgeon" is used to describe either a general practitioner or any medical practitioner irrespective of specialty. This usage still shows the original meaning of physician and preserves the old difference between a physician, as a practitioner of physic, and a surgeon. The term may be used by state medical boards in the United States of America, and by equivalent bodies in provinces of Canada, to describe any medical practitioner.
In modern English, the term physician is used in two main ways, with relatively broad and narrow meanings respectively. This is the result of history and is often confusing. These meanings and variations are explained below.
Further information: Physician in the United States
In the United States and Canada, the term physician describes all medical practitioners holding a professional medical degree. The American Medical Association, established in 1847, as well as the American Osteopathic Association, founded in 1897, both currently use the term physician to describe members. However, the American College of Physicians, established in 1915, does not: its title uses physician in its original sense.
The vast majority of physicians trained in the United States have a Doctor of Medicine degree, and use the initials M.D. A smaller number attend Osteopathic schools and have a Doctor of Osteopathic Medicine degree and use the initials D.O. After completion of medical school, physicians complete a residency in the specialty in which they will practice. Subspecialties require the completion of a fellowship after residency.
All boards of certification now require that physicians demonstrate, by examination, continuing mastery of the core knowledge and skills for a chosen specialty. Recertification varies by particular specialty between every seven and every ten years.
Also in the United States, the American Podiatric Medical Association (APMA) defines podiatrists as physicians and surgeons that fall under the department of surgery in hospitals. They undergo training with the Doctor of Podiatric Medicine (DPM) degree. This degree is also available at one Canadian university, namely the Université du Québec à Trois-Rivières. Students are typically required to complete an internship in New York prior to the obtention of their professional degree.
Main article: Physician supply
Many countries in the developing world have the problem of too few physicians. A shortage of doctors can lead to diseases spreading out of control as seen in the Ebola virus epidemic in West Africa. In 2015, the Association of American Medical Colleges warned that the US will face a doctor shortage of as many as 90,000 by 2025.
Social role and world view
Main articles: Medical anthropology and History of medicine
Within Western culture and over recent centuries, medicine has become increasingly based on scientific reductionism and materialism. This style of medicine is now dominant throughout the industrialized world, and is often termed biomedicine by medical anthropologists. Biomedicine "formulates the human body and disease in a culturally distinctive pattern", and is a world view learnt by medical students. Within this tradition, the medical model is a term for the complete "set of procedures in which all doctors are trained" (R. D. Laing, 1972), including mental attitudes. A particularly clear expression of this world view, currently dominant among conventional physicians, is evidence-based medicine. Within conventional medicine, most physicians still pay heed to their ancient traditions:
The critical sense and sceptical attitude of the citation of medicine from the shackles of priestcraft and of caste; secondly, the conception of medicine as an art based on accurate observation, and as a science, an integral part of the science of man and of nature; thirdly, the high moral ideals, expressed in that most "memorable of human documents" (Gomperz), the Hippocratic oath; and fourthly, the conception and realization of medicine as the profession of a cultivated gentleman.
— Sir William Osler, Chauvanism in Medicine (1902)
In this Western tradition, physicians are considered to be members of a learned profession, and enjoy high social status, often combined with expectations of a high and stable income and job security. However, medical practitioners often work long and inflexible hours, with shifts at unsociable times. Their high status is partly from their extensive training requirements, and also because of their occupation's special ethical and legal duties. The term traditionally used by physicians to describe a person seeking their help is the word patient (although one who visits a physician for a routine check-up may also be so described). This word patient is an ancient reminder of medical duty, as it originally meant 'one who suffers'. The English noun comes from the Latin word patiens, the present participle of the deponent verb, patior, meaning 'I am suffering,' and akin to the Greek verb πάσχειν (= paskhein, to suffer) and its cognate noun πάθος (= pathos).
Physicians in the original, narrow sense (specialist physicians or internists, see above) are commonly members or fellows of professional organizations, such as the American College of Physicians or the Royal College of Physicians in the United Kingdom, and such hard-won membership is itself a mark of status.
While contemporary biomedicine has distanced itself from its ancient roots in religion and magic, many forms of traditional medicine and alternative medicine continue to espouse vitalism in various guises: 'As long as life had its own secret properties, it was possible to have sciences and medicines based on those properties' (Grossinger 1980). The US National Center for Complementary and Alternative Medicine (NCCAM) classifies CAM therapies into five categories or domains, including: alternative medical systems, or complete systems of therapy and practice; mind-body interventions, or techniques designed to facilitate the mind's effect on bodily functions and symptoms; biologically based systems including herbalism; and manipulative and body-based methods such as chiropractic and massage therapy.
In considering these alternate traditions that differ from biomedicine (see above), medical anthropologists emphasize that all ways of thinking about health and disease have a significant cultural content, including conventional western medicine.
Ayurveda, Unani medicine and homeopathy are popular types of alternative medicine. They are included in national system of medicines in countries such as India. In general, the practitioners of these medicine in these countries are referred to as Ved, Hakim and homeopathic doctor/homeopath/homeopathic physician, respectively.
Physicians' own health
Some commentators have argued that physicians have duties to serve as role models for the general public in matters of health, for example by not smoking cigarettes. Indeed, in most western nations relatively few physicians smoke, and their professional knowledge does appear to have a beneficial effect on their health and lifestyle. According to a study of male physicians,life expectancy is slightly higher for physicians (73.0 years for white and 68.7 for black) than lawyers or many other highly educated professionals. Causes of death less likely in physicians than the general population include respiratory disease (including pneumonia, pneumoconioses, COPD, but excluding emphysema and other chronic airway obstruction), alcohol-related deaths, rectosigmoidal and anal cancers, and bacterial diseases.
Physicians do experience exposure to occupational hazards, and there is a well-known aphorism that "doctors make the worst patients". Causes of death that are shown to be higher in the physician population include suicide among doctors and self-inflicted injury, drug-related causes, traffic accidents, and cerebrovascular and ischaemic heart disease.
Education and training
Main article: Medical education
Medical education and career pathways for doctors vary considerably across the world.
All medical practitioners
In all developed countries, entry-level medical education programs are tertiary-level courses, undertaken at a medical school attached to a university. Depending on jurisdiction and university, entry may follow directly from secondary school or require pre-requisite undergraduate education. The former commonly takes five or six years to complete. Programs that require previous undergraduate education (typically a three- or four-year degree, often in Science) are usually four or five years in length. Hence, gaining a basic medical degree may typically take from five to eight years, depending on jurisdiction and university.
Following completion of entry-level training, newly graduated medical practitioners are often required to undertake a period of supervised practice before full registration is granted, typically one or two years. This may be referred to as an "internship", as the "foundation" years in the UK, or as "conditional registration". Some jurisdictions, including the United States, require residencies for practice.
Medical practitioners hold a medical degree specific to the university from which they graduated. This degree qualifies the medical practitioner to become licensed or registered under the laws of that particular country, and sometimes of several countries, subject to requirements for internship or conditional registration.
Specialists in internal medicine
Specialty training is begun immediately following completion of entry-level training, or even before. In other jurisdictions, junior medical doctors must undertake generalist (un-streamed) training for one or more years before commencing specialization. Hence, depending on jurisdiction, a specialist physician (internist) often does not achieve recognition as a specialist until twelve or more years after commencing basic medical training—five to eight years at university to obtain a basic medical qualification, and up to another nine years to become a specialist.
In most jurisdictions, physicians (in either sense of the word) need government permission to practice. Such permission is intended to promote public safety, and often to protect the public purse, as medical care is commonly subsidized by national governments.
In some jurisdictions (e.g., Singapore), it is common for physicians to inflate their qualifications with the title "Dr" in correspondence or namecards, even if their qualifications are limited to a basic (e.g., bachelor level) degree. In other countries (e.g., Germany), only physicians holding an academic doctorate may call themselves doctor – on the other hand, the European Research Council has decided that the German medical doctorate does not meet the international standards of a PhD research degree.
All medical practitioners
Among the English-speaking countries, this process is known either as licensure as in the United States, or as registration in the United Kingdom, other Commonwealth countries, and Ireland. Synonyms in use elsewhere include colegiación in Spain, ishi menkyo in Japan, autorisasjon in Norway, Approbation in Germany, and "άδεια εργασίας" in Greece. In France, Italy and Portugal, civilian physicians must be members of the Order of Physicians to practice medicine.
In some countries, including the United Kingdom and Ireland, the profession largely regulates itself, with the government affirming the regulating body's authority. The best known example of this is probably the General Medical Council of Britain. In all countries, the regulating authorities will revoke permission to practice in cases of malpractice or serious misconduct.
In the large English-speaking federations (United States, Canada, Australia), the licensing or registration of medical practitioners is done at a state or provincial level or nationally as in New Zealand. Australian states usually have a "Medical Board," which has now been replaced by the Australian Health Practitioner Regulatory Authority (AHPRA) in most states, while Canadian provinces usually have a "College of Physicians and Surgeons." All American states have an agency that is usually called the "Medical Board", although there are alternate names such as "Board of Medicine," "Board of Medical Examiners", "Board of Medical Licensure", "Board of Healing Arts" or some other variation. After graduating from a first-professional school, physicians who wish to practice in the U.S. usually take standardized exams, such as the USMLE for MDs).
Specialists in internal medicine
Most countries have some method of officially recognizing specialist qualifications in all branches of medicine, including internal medicine. Sometimes, this aims to promote public safety by restricting the use of hazardous treatments. Other reasons for regulating specialists may include standardization of recognition for hospital employment and restriction on which practitioners are entitled to receive higher insurance payments for specialist services.
Performance and professionalism supervision
The issue of medical errors, drug abuse, and other issues in physician professional behavior received significant attention across the world, in particular following a critical 2000 report which "arguably launched" the patient-safety movement. In the U.S., as of 2006 there were few organizations that systematically monitored performance. In the U.S. only the Department of Veterans Affairs randomly drug tests, in contrast to drug testing practices for other professions that have a major impact on public welfare. Licensing boards at the U.S. state level depend upon continuing education to maintain competence. Through the utilization of the National Practitioner Data Bank, Federation of State Medical Boards Disciplinary Report, and American Medical Association Physician Profile Service, the 67 State Medical Boards (MD/DO) continually self-report any Adverse/Disciplinary Actions taken against a licensed Physician in order that the other Medical Boards in which the Physician holds or is applying for a medical license will be properly notified so that corrective, reciprocal action can be taken against the offending physician. In Europe, as of 2009 the health systems are governed according to various national laws, and can also vary according to regional differences similar to the United States.
Related occupations and divisions of labor
Main article: Health professional
Chiropractors use the physician title in some countries. In the United States, practitioners with a Doctor of Chiropractic (DC) have been added to the list of recognized physicians by the Joint Commission on Accreditation of Healthcare Organizations. This change does not affect or alter any health care practitioner’s license or scope of practice. Some medical organizations have criticized the addition of chiropractic to the definition of physician.
In Switzerland, students since 2008 have the option of studying in the University of Zurich medical school earning a Bachelor of Medicine (with a focus on chiropractic) and a Masters in Chiropractic Medicine. By attending medical school, they become "physicians" in the more traditional sense. Swiss chiropractors have been found to treat conditions in a similar way to their international counterparts while enjoying a greater number of medical specialist referrals.
Nurse practitioners (NPs) in the United States are advanced practice registered nurses holding a post-graduate degree such as a Doctor of Nursing Practice. In Canada, nurse practitioners typically have a Master of nursing degree as well as substantial experience they have accumulated throughout the years. Nurse practitioners are not physicians but may practice alongside physicians in a variety of fields. Nurse practitioners are educated in nursing theory and nursing practice. The scope of practice for a nurse practitioner in the United States is defined by regulatory boards of nursing, as opposed to boards of medicine that regulate physicians.
- ^In 1949, Fildes' painting The Doctor was used by the American Medical Association in a campaign against a proposal for nationalized medical care put forth by President Harry S. Truman. The image was used in posters and brochures along with the slogan, "Keep Politics Out of this Picture" implying that involvement of the government in medical care would negatively affect the quality of care. 65,000 Posters of The Doctor were displayed, which helped to raise public skepticism for the nationalized healthcare campaign.
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|Wikiquote has quotations related to: Physician|
- Media related to Physicians at Wikimedia Commons
- The dictionary definition of physician at Wiktionary