At the Medical College of Georgia AU/UGA Medical Partnership, students are encouraged to conduct research at outside institutions during the summer between their M1 and M2 years. Reflecting on my recent research experience in urology under the guidance of Dr Ranjith Ramasamy at the University of Miami (Figure 1), I have come to recognize the importance of mentorship during this formative time.

Figure 1. James Dornbush, BSA (left) and Ranjith Ramasamy, MD (right).

Medical school’s preclinical years mark a pivotal transition for medical students to the rigor of their new coursework–the adjustment to medical school is often described as “drinking from a firehose.” This period lays the groundwork for our future careers, shaping our understanding of basic medical principles while instilling the values of compassion and empathy. Unfortunately, access to various specialties remains limited during this stage,¹ with exposure restricted to what appears in the curriculum, student interest groups, and self-organized shadowing opportunities. Waiting until clinical rotations for exposure to more specialized medical fields may hinder a student’s residency application, especially when research within the specialty of interest is strongly associated with success in the Match.^{2, 3} Therefore, mentorship is a critical factor that can enable medical students to discover and be productive in subspecialities earlier in their education.⁴

Moreover, the preclinical years often overwhelm students with complex scientific concepts and vast clinical information, making it challenging to see the real-world application of the curriculum and its implications for patient care. In my own experience, I frequently found myself losing sight of the practical significance of my studies. My mentor, Dr Ramasamy, served to bridge the gap between theoretical knowledge and its practical implications. In this way, a mentor can act as a guiding light, enhancing a medical student’s exposure, experience, and research within a field.

My final unit of first year was the reproductive unit, a welcome change of pace to cater towards my interests in urology. It consisted of several interesting case studies, including ambiguous genitalia, nutcracker syndrome, and infertility secondary to nonobstructive azoospermia. As part of this, I found myself memorizing the stages of spermatogenesis and their histology. Fast forward to my research summer, where Dr Ramasamy had me perform operating room microscopy on the testis tissue to confirm the presence of sperm during testicular biopsy. In this case, the patient had maturation arrest. The basic science that I was drilling into my memory less than a month ago was now essential for our patient in the proper identification of their immature sperm. Dr Ramasamy’s guidance not only provided transparency on the real-world implications of my medical education but also served as motivation for my future studies, with the goal of delivering exceptional patient care.

Throughout my summer research experience, the transformative value of personal investment from a mentor became evident. Dr Ramasamy displayed genuine interest in my growth as a future physician, extending his mentorship beyond the clinic. For example, Dr Ramasamy understood that my wife and I were moving to Miami, a city where we had no established connections, and took proactive measures to ensure our smooth integration. Hosting team-wide social functions and engaging in one-on-one activities like lunches, chats over cortaditos, ping pong matches, and weight-lifting sessions helped us get to know one another on a personal level. In these moments, I was comfortable to share my aspirations, strengths, and weaknesses so he could then tailor his mentorship to my individual needs.

This personal investment fostered trust and rapport, creating a safe environment for open communication and idea exchange. As a result, I felt confident to share my thoughts, ask questions, and actively contribute to the team. Dr Ramasamy’s dedication to my development translated into my increased commitment and dedication to the research projects we undertook. Beyond academic and research guidance, he also provided valuable insights on work-life balance and staying motivated during challenging times.

Lastly, Dr Ramasamy focused on expanding my professional network by introducing me to other urologists and researchers, both in-person and online. Not only did this allow me to expand my understanding of urology as a career, but it also connected me with other physician-scientists for additional research opportunities. This was especially insightful, as I was able to observe how different clinicians tailor their practice with their patients. In addition, he helped me establish myself on Twitter/X, which is especially important given its increased usage within the urology community.^{5, 6}

My experience in urology research under Dr Ramasamy’s mentorship has highlighted the indispensable role of mentorship during a medical student’s preclinical years. Mentorship encompasses not only the transfer of knowledge but also the mentor’s commitment to the student’s growth and development. Through this experience, I have come to understand that mentorship goes beyond imparting information; it lies in their willingness to invest personally in their mentee, empowering students to explore their passions, overcome challenges, and embrace their roles as future physicians.