After completing a research year in urology following my third year of medical school, I gained insight into the scientific literature on basic sciences, particularly in regard to renal cancer. However, being in the very early stages of medical school at that time, my understanding of the field of urology was limited to a close, microscope-like view—only the individual “trees” rather than the entire forest. As an avid bird watcher myself, I’m well aware that fixating on a particular vantage point can lead me to overlook the presence of other exciting finds in my environment (Figure).

Figure. One of favorite hobbies is birdwatching. Here, I found myself on the nesting grounds of endangered Red Cockaded Woodpecker in Apalachicola National Forest.

As a third-year medical student, I was looking for an opportunity to engage more broadly with the urology community when I came across the opportunity to be part of the AUANews medical student column editorial team. It was the first of its kind, and I saw it as the perfect chance to gain a more global sense of the larger urology ecosystem. I came to see that the urology community is composed of more than just urologists; it includes scientists, patients, advocates, residents, allied health professionals—and medical students.

During my fourth-year rotations in urology, while editing for the column, I became more aware of the noteworthy dialogues in urology that are frequently occurring across the US in offices, clinics, and patient rooms by the above communities. Yet, despite these discussions having a great potential for learning, little is ultimately documented in formal urology literature when it comes to these firsthand experiences or opinions. Further, amidst the bustling environment of a surgical service, there were limited chances for interprofessional at-length discussions between residents and medical students, or between medical students and attending urologists. These moments for reflection and pause are typically only feasible through writing, and they also gain posterity that way.

Topics that I had the opportunity to learn from during my time as an editor included the utility of artificial intelligence in urology, patient advocacy, medical student research, gender equity, and discussions on early exposure to urology in the medical curriculum. Being part of these discussions offered me a broader sense of the field of urology, its history, and its future trajectory, as well as the many variations in perspectives.

When I reflect on my previous experiences as a member of the editorial team, I am glad that I could play a role in amplifying the voices of medical students and ensuring their perspectives were represented, all while gaining a broader perspective beyond my own understanding and experiences in urology. This environment allowed me to stay closely connected to the discourse among students interested in urology, contributing more broadly to the ongoing dialogue that I believe is actively shaping the future of the field.

It has also prepared me for a career in urology. After engaging with diverse perspectives and ideas from fellow medical students, residents, and urologists, I believe I have a more broad, open-minded approach to the field and its constituents. In the last year, I’ve learned the importance of being receptive to new ideas and insights, while also appreciating the opportunity to reflect on these topics.

This experience prepared me to learn from others, including my peers, and to seek out opportunities for shared growth and professional dialogue. The sense of belonging to a larger ecosystem was ultimately key to my decision to pursue urology training. I look forward to using these skills to adapt to new challenges that lie in my years ahead as a resident.