The Power of Perseverance: My 31-Year Journey to Finish Medical School

Authors

DOI:

https://doi.org/10.5195/ijms.2025.3581

Keywords:

Nontraditional Medical Student, Medical School Journey, Perseverance, Medical Science Liaison, COVID-19, Pharmaceutical Industry, Medical Affairs, Determination, Clinical Clerkships, Clinical Rotations, Tenacity, Persistence, Basic science

Abstract

This experience-based narrative recounts the author’s return to medical school after a 31-year hiatus, highlighting the unique challenges and personal growth associated with completing a medical degree later in life. The aim of this reflection was to illustrate how nontraditional pathways can still lead to meaningful academic achievement and professional development. The author withdrew from medical school due to financial hardship and a family tragedy. Over the following decades, they built a successful global career in the pharmaceutical industry, eventually leading a professional organization dedicated to the Medical Science Liaison profession. The onset of the COVID-19 pandemic created an unprecedented opportunity to resume medical education through virtual instruction. At the age of 48, the author re-enrolled and began medical school from the beginning, all while continuing to manage their responsibilities as a Chief Executive Officer. The narrative follows the integration of academic demands with ongoing executive leadership, the emotional and intellectual challenges of returning to school at a later stage in life, and the insights gained from unique clinical rotations, including those at internationally recognized institutions. The story culminates in graduation at age 51 with top academic honors. This account aims to inspire readers by demonstrating that persistence, adaptability, and discipline can overcome nontraditional barriers to completing a medical degree.

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References

Dyer SJ. The medical science liaison career guide: how to break into your first role. 2nd ed. Medical Science Liaison Corp; 2023

Dyer SJ. Medical science liaison job application tracking & interview self-evaluation journal. Medical Science Liaison Corp; 2024

Tabatabai S. Simulations and virtual learning supporting clinical education during the COVID-19 pandemic. Adv Med Educ Pract. 2020;11:513-6

Berberoglu I, Tang SYQ, Kozlow JH, Sezgin B, Sandhu G, Cederna PS. Integration of virtual and traditional medical education: scholarship pivots from the COVID-19 pandemic. Plast Reconstr Surg Glob Open. 2024;12(6):e5910

Fedorchenko Y, Zimba O, Gulov MK, Yessirkepov M, Fedorchenko M. Medical education challenges in the era of internationalization and digitization. J Korean Med Sci. 2024;39(39):e299

This image shows a circular flow diagram with six numbered nodes. The nodes are arranged in a ring and connected by arrows, suggesting a cyclical or sequential process. Each oval-shaped node is labeled from 1 to 6, indicating steps or stages within a cycle. The design is often used to represent processes, systems, or continuous improvement models where each step leads into the next in a closed loop.

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Published

2025-09-04

How to Cite

Dyer, S. (2025). The Power of Perseverance: My 31-Year Journey to Finish Medical School. International Journal of Medical Students, 13(3), 348–351. https://doi.org/10.5195/ijms.2025.3581

Issue

Vol. 13 No. 3 (2025)

Section

Experience

Categories

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Copyright (c) 2025 Samuel Dyer

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