More steroids, plants, fungi

Steroids are not only relegated to the animal world; fungi and plants synthesize many steroids as well. One particular example of clinical relevance is ergosterol, found in the cell membranes of fungi where it serves a similar role to cholesterol in animal cell membranes. This can be exploited by antifungal medications: azole drugs such as clotrimazole and miconazole function by inhibiting ergosterol synthesis. Specifically, they inhibit the 14α-demethylase enzyme that converts lanosterol to ergosterol (note the similarities to the cholesterol pathway discussed in this previous post). [1]

Ergosterol can also be converted to ergocalciferol in a UV-light dependent reaction, similarly to the synthesis of Vitamin D3 in animals. In fact, ergocalciferol is also known as Vitamin D2, and like cholecalciferol, ergocalciferol can be hydroxylated twice to 1,25-dihydroxyergocalciferol or ercalcitriol, which binds to the Vitamin D receptor and causes its effects, although the binding of Vitamin D2 may not be as strong. [2]

There are diverse steroids made by plants, some of which have toxic effects. Of note are digoxin and digitoxin produced by the foxglove plant. These two chemicals consisted of a carbohydrate chain attached to a modified steroid, and they can be fatal if ingested. They inhibit the Na+/K+ ATPase responsible for establishing the electrochemical gradient within the cell, which is exploited for the use of digoxin as a drug for arrhythmias and heart failure due to the ability of the medication to increase the contractility of the heart when given at low doses. [3]

These are only some of the steroids occurring in plants and fungi. In the future, maybe more will be discovered with important biological activities!

Sources:
[1] Herrick, E. J., & Hashmi, M. F. (2021). Antifungal Ergosterol Synthesis Inhibitors. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK551581/
[2] Houghton, L. A., & Vieth, R. (2006). The case against ergocalciferol (vitamin D2) as a vitamin supplement. The American Journal of Clinical Nutrition, 84(4), 694–697. https://doi.org/10.1093/ajcn/84.4.694
[3] Hauptman, P. J., & Kelly, R. A. (1999). Digitalis. Circulation, 99(9), 1265–1270. https://doi.org/10.1161/01.cir.99.9.1265

Steroids, salt, sugar, sex

Steroids are biologically active compounds composed of four fused rings. Although the word “steroid” is commonly associated with anabolic steroids and muscle growth, steroids are in fact a diverse group of compounds with varying effects on the human body.

The steroid cholesterol can be either synthesized via the mevalonate pathway or are obtained from the diet. The mevalonate pathway starts with acetyl-CoA, which is converted in a series of steps to isopentenyl pyrophosphate (IPP) and dimethylallyl pyrophosphate (DMAPP), which are the building blocks of isoprenoids, a diverse group of compounds that include steroids. The enzyme HMG-CoA reductase, which catalyzes the step converting HMG-CoA to mevalonate, is blocked by statins which are used for the treatment of high cholesterol levels. The IPP units are combined to form farnesyl pyrophosphate, which are then used to form squalene. From there, the squalene is cyclized to form lanosterol, which is then converted to cholesterol. Cholesterol is important for moderating cell membrane fluidity, and also participates in the formation of lipid rafts which are theorized to be involved in cell signalling. [1]

Cholesterol can then be converted into a variety of signalling molecules such as neurosteroids, vitamin D, glucocorticoids, mineralocorticoids, and sex steroids. Neurosteroids modulate complex activities in the brain, such as neural plasticity. They can act in an excitatory manner (such as dehydroepiandrosterone (DHEA), which modulates NMDA receptor activity) or inhibitory manner (such as pregnanolone, which modulates GABA A receptor activity). [2]

Vitamin D is involved in calcium homeostasis, increasing calcium absorption in the intestines and modulating bone remodulating. It is synthesized from cholesterol, including a step that involves UV radiation. It is then hydroxylated twice in order to be in the active form, 1,25-dihydroxycholecalciferol, also known as calcitriol, which binds to the vitamin D receptor to produce its effects. [3]

Glucocorticoids such as cortisol modulate metabolism and immune function. Cortisol promotes gluconeogenesis, which produces glucose, as well as promoting the breakdown of lipids and proteins. It also diminishes immune function by inhibiting the effects of various cytokines that promote inflammation and immune responses. [4]

Mineralocorticoids such as aldosterone helps to maintain blood pressure and electrolyte balance. Aldosterone acts in the kidneys to increase sodium reabsorption and potassium excretion, thus increasing sodium levels and decreasing potassium levels in the blood. Because of the sodium reabsorption, water is then retained, increasing blood volume and thus increasing blood pressure. Glucocorticoids and mineralocorticoids are both synthesized from cholesterol via progestogens in the adrenal cortex by 21-hydroxylase and 11β-hydroxylase. [5]

Sex steroids are classified as progestogens (such as progesterone), androgens (such as testosterone), or estrogens (such as estradiol). Estrogens are synthesized from androgens by the enzyme aromatase, while androgens are synthesized from progestogens by 17α-hydroxylase. Progestogens are synthesized by the conversion of cholesterol by cholesterol side-chain cleavage enzyme. Sex steroids regulate a variety of activities. Progesterone is important in the secretory phase of the uterus during the menstrual cycle, where it is produced by the corpus luteum to maintain the endometrial lining for implantation. Testosterone is important for sperm development, as well as increasing muscle growth and contributing to male secondary sex characteristics. Estradiol is responsible for inducing ovulation, bone maintenance, and female secondary sex characteristics. However, all sex steroids have diverse roles in people of all genders that are not described here. [6][7][8]

Steroids are a diverse group of compounds, and this is only the beginning. You can read about more steroids here!

Sources:
[1] Russell, D. W. (1992). Cholesterol biosynthesis and metabolism. Cardiovascular Drugs and Therapy, 6(2), 103–110. https://doi.org/10.1007/BF00054556
[2] Robel, P., & Baulieu, E. E. (1995). Neurosteroids: Biosynthesis and function. Critical Reviews in Neurobiology, 9(4), 383–394.
[3] Bikle, D. (2000). Vitamin D: Production, Metabolism, and Mechanisms of Action. In K. R. Feingold, B. Anawalt, A. Boyce, G. Chrousos, W. W. de Herder, K. Dhatariya, K. Dungan, A. Grossman, J. M. Hershman, J. Hofland, S. Kalra, G. Kaltsas, C. Koch, P. Kopp, M. Korbonits, C. S. Kovacs, W. Kuohung, B. Laferrère, E. A. McGee, … D. P. Wilson (Eds.), Endotext. MDText.com, Inc. http://www.ncbi.nlm.nih.gov/books/NBK278935/
[3] Arlt, W., & Stewart, P. M. (2005). Adrenal corticosteroid biosynthesis, metabolism, and action. Endocrinology and Metabolism Clinics of North America, 34(2), 293–313, viii. https://doi.org/10.1016/j.ecl.2005.01.002
[5] Connell, J. M., Fraser, R., & Davies, E. (2001). Disorders of mineralocorticoid synthesis. Best Practice & Research. Clinical Endocrinology & Metabolism, 15(1), 43–60. https://doi.org/10.1053/beem.2000.0118
[6] Aizawa, K., Iemitsu, M., Maeda, S., Jesmin, S., Otsuki, T., Mowa, C. N., Miyauchi, T., & Mesaki, N. (2007). Expression of steroidogenic enzymes and synthesis of sex steroid hormones from DHEA in skeletal muscle of rats. American Journal of Physiology. Endocrinology and Metabolism, 292(2), E577-584. https://doi.org/10.1152/ajpendo.00367.2006
[7] Penning, T. M. (2010). New Frontiers in Androgen Biosynthesis and Metabolism. Current Opinion in Endocrinology, Diabetes, and Obesity, 17(3), 233–239. https://doi.org/10.1097/MED.0b013e3283381a31
[8] Cui, J., Shen, Y., & Li, R. (2013). Estrogen synthesis and signaling pathways during ageing: From periphery to brain. Trends in Molecular Medicine, 19(3), 197–209. https://doi.org/10.1016/j.molmed.2012.12.007

Featured Student: Meet Golzar Ejadi

Golzar is going into her final year of studies in Biology and Psychology. Her passion for psychology has led her to gain research experience and form meaningful connections.

DOUBLE MAJOR, DOUBLE THE VISION

Golzar first majored in biology as it would give her the flexibility to pursue various healthcare careers, and to choose courses from various disciplines, like psychology. She enjoyed her first-year psychology courses so much that she ended up majoring in psychology too!

With her double major, Golzar’s opportunities have doubled as well. Golzar is keeping an open mind for the future, but she is leaning towards grad school, where she can continue to follow her passion and explore different psychology subfields.

BE OPEN TO RESEARCH

Last year, Golzar was a research assistant at Living Lab. She learned how to communicate effectively with children and their parents, as well as how to run psychology tests and keep data.

As part of her directed studies, Golzar got to research linguistic diversity, and she even got her poster published! 

GETting INVOLVED

Since her first year, Golzar had been heavily involved in UBC clubs. Golzar eventually became the president of the Pre-Optometry Club, and she was also the photographer for the Heart and Stroke Foundation Club and UBC TWECS.

Outside of school, Golzar has been volunteering with Camp GoodTimes, and she also leads workshops to empower young women. Golzar’s involvement with the community has allowed her to meet new people.

ADVICE FOR FIRST yearS

Golzar emphasizes the importance of being open to talk to new people and to have new experiences, as these can all lead to greater opportunities.

Although she believes that grades don’t define an individual, Golzar suggests sitting at the front of the class to be more successful in one’s studies. This has helped her focus and connect with hardworking classmates. 

For those who like to sing, Golzar highly recommends taking choir – that’s where she met one of her closest friends! For those who commute, she also suggests bringing food from home because campus food can be pricey.

A PRODUCTIVE QUARANTINE

Golzar has been volunteering with a non-profit organization to put together and deliver care packages. She has also been practicing her vocals, relaxing at the beach and parks, and doing video call workouts with her friends! 

FUN FACTS

-Golzar has a cousin with the same name as her.

-She is a cat lover!

-Her favourite campus study spot is in the Scarfe building, where there’s a lot of natural light and just enough background noise.

MCAT Recommended Courses

Having all taken the MCAT, our team has found that many of the courses we took were a big help in prepping for this exam. Here we will talk about the must-take courses if you’re thinking about tackling the MCAT.

Chemical and Physical Foundations of Biological Systems: Having solid fundamentals in general chemistry, organic chemistry, and physical chemistry is essential to doing well on this section. For example, I studied for the MCAT before taking any organic chemistry courses and found it near impossible to understand. We have highlighted the strongly recommended courses! Those that are not highlighted are courses we found useful, but are relatively easy to self-teach for MCAT purposes.

– CHEM 121 (Introduction to General Chemistry)
– CHEM 123 (Introduction to Physical and Organic Chemistry)
– CHEM 203 or CHEM 233 (Organic Chemistry I)
– CHEM 213 (Organic Chemistry II)
– CHEM 205 (Physical Chemistry)
– CHEM 211 (Analytical Chemistry)
– CHEM 245/235 (Synthetic Chemistry Labs)
– PHYS 100 (Kinematics, Force, and Energy)
– PHYS 117 (Dynamics and Waves) or PHYS 101 (Fluids, Energy, and Waves)
– PHYS 118 (Physics of Electricity and Magnetism)

Critical Analysis and Reasoning Skills: Probably no courses at UBC will prepare you for CARS. The only way to do well is to practice, practice, and practice! If we did have to recommend courses they would be the following:

– ENGL 110
– Upper-level literature courses

Biochemical Foundations of Living Systems: Having a solid cell-biology background is essential to doing well on this section. Exposure to introductory-level biochemistry is highly recommend to familiarize yourself with the logic behind certain reactions. We have highlighted the strongly recommended courses! Those that are not highlighted are courses we found useful, but are relatively easy to self-teach for MCAT purposes. The third year biochemistry courses can be quite difficult, and so depending on whether or not they’re required for your program and your confidence in the subject, it may be worth it to self-study the topics instead of taking them!

BIOL 112 (Introduction to Cell Biology)
– BIOL 234 (Introduction to Genetics)
– BIOL 260 (Introduction to Animal and Plant Physiology) or CAPS 301 (Human Physiology)
BIOL 200 (Cell Biology)
– BIOL 201 or BIOC 202 or BIOC 203 (Introduction to Biochemistry)
– BIOC 302 or BIOC 303 (Biochemistry)

Psychological, Social, and Biological Foundations of Behaviour: All the topics can be easily self-taught. Some of the team did not take any psychology or sociology courses and still scored in the 97th percentile on this section. This being said, some of us spent the longest studying for this section, so taking relevant courses should help!

– PSYC 101 (Introduction to Biological and Cognitive Psychology)
– PSYC 102 (Developmental, Social, Personality, and Clinical Psychology)
– SOCI 101 (Social Interaction and Culture)
– SOCI 102 (Inequality and Social Change)

We hope this article was useful! Check out our course review page for more details on these courses.

The Art of Consulting the Literature

Throughout your university years, you will undoubtedly be required to consult research articles for a paper. Although it’s tempting to just find an article that says what you need and throw in a citation, there are many situations where taking a more in-depth analysis of the paper will help your paper (and your GPA!).

SEARCHING FOR PAPERS

It can be difficult to find papers that match exactly what you’re looking for. Places to start include Google Scholar, UBC Library, or even the citations listed on Wikipedia or in other papers. As a student, you will have access to many journals through UBC Library, so this is often your best bet! Choose your keywords carefully, unless you know the exact paper or author you are looking for. On Google Scholar, you can use operators such as AND,  OR, “” , and – to refine your search. This can make finding appropriate papers a lot faster and easier!

Once you find an article you really like, take note of the authors. Often the authors have done previous work on the topic, allowing you to focus in on related articles. Getting to know the key experts on your topic is essential to writing a great paper, as this gives your paper more credibility.

If you’re struggling to find relevant articles, consider looking at literature reviews. They might contain pertinent information, which you can then track down the source of this information, hopefully leading to a relevant article. Reading literature reviews also familiarizes you with the stakeholders and experts on your topic!

ANALYZING THE PAPER

Now that you’ve found an appropriate source that says what you need, you should also analyze it! Does it come from a reputable journal? How was the study conducted? How was the data collected and analyzed? Does the data support the authors’ conclusions?

This step is time-consuming, and often it will be impractical to you as a student to thoroughly analyze every paper you cite in your assignments. Things to look out for that will also affect how you talk about the paper include:
– inclusion/exclusion criteria
– sample size (Is the sample size large enough for statistical analyses?)
– blinding and controls (Is this a double-blinded randomized trial? If not, how are they controlling for extraneous factors and biases?)
– type of study (e.g. retrospective, experimental) (Is the author correct in inferring correlation = causation?)
– duration of study
– variables measured
– implications of the data

READING THE PAPER

Always start by reading the Abstract! This gives you a summary of the paper’s research question and findings, which saves you a lot of time in determining whether the paper is relevant. It’s okay to skip most of the Introduction if you’re familiar with the background knowledge of your topic; however, make sure to identify the knowledge gap, research question, and what they propose to do in order to answer this question.

I would then advise to skip to the Discussion to quickly find out if their efforts were fruitful, and the implications of their results. You can then go back to the Results section to determine whether you agree with their conclusions. Often times, there are specific details in the Results section that aren’t mentioned in the Discussion.

Reading the Materials and Methods section is often optional and depends on your needs. If you’re writing a paper about the latest scientific findings on your topic, you can probably just skim the section. This extends to literature reviews as well. However if you’re designing your own experiment, it’s often worthwhile to see how experts in the field approach similar experimental design.

We hope you found this article helpful! Happy lit. searching 🙂

Featured Student: Meet Rex Chen

Rex is a 4th year Science student specializing in Chemistry. He is particularly interested in analytical chemistry and has grown professionally from his Co-op experiences.

WHY CHEMISTRY?

Rex originally wanted to enter the UBC PharmD program, but he realized that he didn’t take the prerequisites for admission. So, at the end of first year he listed his top 3 specializations: Immunization and Microbiology, Integrated Sciences, and Chemistry.

Rex was then placed into the Chemistry program, but since chemistry students have a standard timetable, he still wasn’t able to choose the required courses for PharmD. Things didn’t seem to be going in his favour.

However, in hindsight, Rex thinks it was a good decision for him to stay in the Chemistry program, where he has had the opportunity to learn cool chemistry concepts, form good connections, and gain rich Co-op experience.

SAY YES TO CO-OP

Rex spent 12 months with the Solvay Group in Stamford, Connecticut, where he analyzed rock samples for valued minerals via X-ray fluorescence. He also worked closely with the supervisor, devising more efficient and portable methods of analyzing clay content to see if rocks were worth digging.

Not only did co-op enhance his work experience, Rex was also able to go sightseeing and explore the cities in the neighbouring state of New York every weekend. Rex reminisces on the good memories he made during his time there, and feels grateful for this rewarding experience.

This summer, Rex is working for the L.B. Foster Company, where he performs quality checks on their products. He is also developing a top secret project that we can’t wait to know about once it’s finished!

LOOKING AHEAD

Whether it is landing another job in Vancouver or pursuing a Master’s Degree at the National University of Singapore, Rex is open to options and down to go wherever the road will take him.

listen up, first years!

Rex admits that he had more of go-with-the-flow attitude in first year, and he thinks he was lucky that his path worked out. But there are aspects in his discipline that he doesn’t like and he wished he had researched more extensively beforehand. 

So, his advice to incoming first year students is to begin contemplating and researching what specialization(s) they want to study, even if they have until the end of first year to select majors.

Rex also encourages thinking long-term about the job prospects. Points he would consider are: Is it employable? Is it competitive? Is it projected to grow in the future?

Lastly, Rex would like to share what a good friend once told him:

“You don’t get what you deserve in life — you get what you negotiate.”

keeping busy during quarantine

Over the past few months, Rex discovered his passion for biking, and his goal is to bike 100km in a day by the end of summer. He has also picked up reading as a hobby, and he is currently reading “The Intelligent Investor” by Benjamin Graham.

FUN FACTS

-Rex’s favourite food is a plain old cheese pizza, or a classic margherita pizza.

-As for his favourite study spot on campus, you’ll most likely find him with his friends in the Walter Gage lobby or ballroom.

Featured Student: Meet Cathy Yan

Cathy is a 5th year Science student at UBC doing an honors in Microbiology and Immunology. She is greatly interested in synthetic biology and genetic engineering, and has been involved in many research opportunities regarding these topics.

Why she chose her current major

UBC has no formal genetics program for undergraduate students. Doing a Microbiology and Immunology honors allowed her to pursue topics in genetic engineering and synthetic biology. The program also gave her flexibility in pursuing other life science topics and explore other potential interests. She chose to do an honors, because of the opportunity to do a thesis. In this regard, she could gain research experience, be responsible for her own project, and decide whether she should pursue graduate studies.

Her advice to incoming first years

When Cathy first started university, she was actually in a business program. She found out that she wasn’t really interested in business, however didn’t want to deal with the hassle of switching to another program. In the end, she switched and she hasn’t regretted this decision at all. Cathy’s advice to first years is to not be afraid of changing your program if you’re unsatisfied. Don’t stay in a program you don’t like, the sooner you switch the better.

Research and projects

Cathy is very involved with research. One of her favorite experiences was being part of UBC BIOMOD, a student design team.

In 2018, their team looked at ways to minimize the toxic side-effects of doxorubicin, a chemotherapy drug used to treat Acute Myeloid Leukemia (a type of cancer). These side-effects occur due to doxorubicin targeting healthy cells (hair follicles, intestinal cells, etc.) along with cancer cells. To this end, they created a tetrahedron delivery molecule, which could specifically recognize tumor cells. Upon tumor cell recognition, they delivery molecule would enter the cell and release doxorubicin, allowing for targeted delivery of the drug.

In 2019, they further developed a delivery system called a nanoclew. Which, in addition to doxorubicin, carried zinc phthalocyanine. Zinc phthalocyanine can be activated via light, generating reactive oxygen species that destroy the cancer cell. Using both doxorubicin and phthalocyanine simultaneously in the cancer cell allows for combinatorial therapy.

Cathy has also undergone two Co-op experiences. The first where she investigated knockout genes in Caenorhabditis elegans by using CRISPR. The second where she was involved in screening drugs against bladder cancer, specifically those targeting a specific receptor, notch 2.

Plans for the future

Cathy is looking to continue her studies in graduate school. She is looking to pursue a masters in a genetics or computational biology field, with the end goal of doing a PhD.

How she’s keeping entertained during quarantine

Cathy has been binge watching machine learning videos to learn Python and R. This has inspired her to consider computational biology in the future.

Bonuses

-A fun fact about Cathy is that she loves making 2D animations in her spare time.

– Her favorite place on campus is the life science institute, because of the nice views and the quiet study spots.

BIOL 336: Fundamentals of Evolutionary Biology

If you’re interested in how life on Earth came to be, take BIOL336! Through this course you’ll be able to solidify your understanding of how evolution works.

FORMAT OF THE COURSE

There is a lecture and tutorial component to the course. Each lecture was filled with detail, and we were also asked to memorize phylogenetic trees for the exams.

Wayne and Jeannette were nice and approachable profs who always answered our questions. Wayne gave each lecture as if he was telling a story, which was enjoyable and entertaining.

During our weekly tutorials, we went over important concepts taught in lecture, and worked on in-class worksheets to be submitted for grading by the end of each tutorial. There were also pre-tutorial and post-tutorial assignments related to the assigned weekly literature.

All this practice with the literature prepared us for the SOP (short opinion paper) that was due at the end of the term.

GPA 🙂 OR 🙁

At first, BIOL336 felt daunting with all the tutorial assignments; however, as I got more used to the rhythm of the course, everything felt more doable.

I was worried that my tutorials, which were marked more harshly, would severely impact my final grade. Thankfully, the tutorial mark only counted for a portion of the final grade.

The lecture content was quite easy to follow, and the midterm was on the easier side while the final was trickier.

Take a look at the grade distribution below from Winter 2018:

BIOL 336 Grade Distribution (Credits: ubcgrades.com)

VERDICT? TO TAKE OR NOT TO TAKE

I wouldn’t take this course as an elective as quite a bit of effort is needed for the tutorials. But even if BIOL 336 is a requirement for you (like it was for me), the content isn’t too difficult to grasp, so it is still a decent and manageable course!

Remdesivir Authorized for Treatment of Severe COVID-19 Symptoms

There may be hope for people suffering severely from COVID-19. On July 28 2020, Health Canada has approved the use of Remdesivir for critically ill COVID-19 patients.

how does it work?

Remdesivir is an antiviral drug that acts as an inhibitor. Basically, the COVID-19 virus uses a protein complex called RdRp to replicate its genetic material and further infect the body. Since Remdesivir inhibits RdRp, the virus can no longer replicate and the infection is impeded.

proof that it works

A double-blind, randomized, placebo-controlled trial was conducted on 1063 patients suffering from COVID-19. The results of this trial showed that those who took the drug recovered 4 days faster than those who didn’t. They also found that lung infection in treated patients were significantly better than those who didn’t get the treatment.

who can use this drug

This drug isn’t for every COVID-19 case. You need to present severe symptoms such as pneumonia and require extra oxygen to help breathe (respiratory machine). The safety and effectiveness of the drug also needs to be further evaluated. To this end, Health Canada has authorized two clinical trials to gather more data.

Comprehensive Guide to the MCAT

Many science students want to pursue medicine in the future, however the process can be daunting. One of the biggest roadblocks is the infamous 7.5 hour MCAT. Here, I’ll explain what exactly is the MCAT, as well as my journey to scoring in the 99th percentile.

what is the MCAT?

The MCAT is a 7.5 hour exam that covers a broad range of topics. These include the Sciences and the Social Sciences. There subjects are grouped into four sections: Chemistry/Physics (59 questions), Critical Analysis and Reasoning (53 questions), Biology/Biochemistry (59 questions), and Psychology/Sociology (59 questions). All the questions are multiple choice, and there are broadly two question types.

The first type is concept questions, which solely test your content knowledge. Theoretically, if you did a perfect review of all the concepts covered by the MCAT, these should be “free” points. The second type is research-based questions. You are required to read a research passage adapted from the primary literature and answer questions about the passage. Some research-based questions can be answered by solely looking at the passage itself, but some are reliant on content knowledge.

The Critical Analysis and Reasoning section (CARS) is different from the other three. The good news is that it is all passage based questions that do not rely on any background knowledge. The bad news is that the passages are incredibly dense and cover an impossibly broad range of topics from history to art to music.

Credits: AAMC

test-taking conditions

I took my exam at the Bentall Centre in Downtown Vancouver. You check-in upon arrival and they give you a locker and key to store your things. They take a picture of you and do a fingerprint scan (which they use to confirm your identity every-time you leave or enter the testing room). They also put your phone in a sealed bag, which you can store in your locker; however, the bag must not be torn open. They stagger the exam start times, so not everyone begins at the same time, thus you don’t have to worry about washroom lineups during the scheduled breaks.

When entering the testing area, they will ask you to pat yourself down. They will also provide you with ear plugs and noise-cancelling headphones. In terms of scrap paper, they give you many erasable note pages, which I found to be more than enough (you can ask for a clean one after every break as well).

In terms of environment, the temperature was comfortable (I just wore a T-shirt). Both the break area and testing area are monitored with video cameras; however, you are allowed to talk to other test-takers during your breaks (just not about the exams).

My study Guide: Content review

I began studying late June and aimed to take the exam on September 7, giving me roughly 2 months. For the first month, I would do content review. For content review, you want to spend more time on what you don’t know. Since I am majoring in Chemical Biology, my general/organic chemistry knowledge was more in-depth than what is needed for the MCAT. I had also taken some introductory physics courses so my main focus was on the physiology aspect of Biology, Biochemistry, and Psychology/Sociology.

I used the Princeton Review books, and I read 1-2 chapters a day (however, I read the entire chemistry books in one sitting). By focusing on a small amount of chapters, I could focus on memorizing all the details instead of unnecessarily cramming the information by reading an insane amount of chapters.

Along with reading, I would also do two other things during content review. Thrice a week I would write out all the biochemistry pathways and amino acids. There are around 6-7 pathways to remember and it is important to memorize these as they are “high yield” (likely to show up). I would also do 2-3 Jack Westin passages a day to practice my reading comprehension for CARS. I probably ended up studying 6-7 hours a day (although it should’ve been 4-5 hours, but I’m guilty of procrastinating).

my study Guide: practice problems

The AAMC prep bundle is your friend! Definitely buy this resource! This is really the only purchase you need to make in terms of paid practice material. Third party practice material (Kaplan exams, TPR exams, etc) are unnecessarily complex, and their practice exams score very harshly to scare you into buying one of their prep courses (which can cost upwards of 1000$). Some free resources I used were the 100 free questions from UWorld and the free Khan Academy passages.

For the first days I aimed to do 60 practice questions a day. I later began doing 120 questions a day, which is equivalent to half a MCAT, therefore ramping up my test-taking stamina. I would mix and match questions from different section banks (eg. 30 questions CARS, 30 questions Chemistry, 30 questions Biology, 30 questions Physics), so I wouldn’t be too bored from doing 120 questions of the same subject.

I took my first full-length exam in the middle of week 2 of practice problems and scored a 515. This gave me an indicator on which subjects I needed to work on (in my case CARS and Psychology/Sociology). Thus I dedicated 2 days to rereading my Psychology/Sociology books and grinded out more CARS passages on Khan Academy and Jack Westin, before going back to my regular schedule of 120 questions a day.

I scored a 518 on the next two full-lengths. However, my CARS scores were abysmal and were hovering around a 124-126 (44-67 percentile). By this time school had started, so I really had to be selective on what I was going to study. I had 3 days left. I decided that I was going to spend these next 3 days solely on CARS, and I redid most of the AAMC CARS questions.

My actual score was a 523. With my CARS section being in the 95th percentile (129)! Even though it was still my lowest section score, I was very proud of myself for improving so much. Every minute of the past two months suddenly seemed very worth it when I got my score back!

my test expenses

The MCAT isn’t cheap, but I think I spent less than your average applicant. I bought the Princeton Review set for 80 CDN (used). There are also ways to get review books for free if you’re very google-savvy ;). I spent around ~350 USD booking my exam, and ~300 USD  (which I split with a friend) on the AAMC practice bundle (all including tax). Apart from these, I didn’t spend any extra money on third-party materials or any prep courses (the costs would be ridiculous). Remember, the more time you invest in studying, the more money you will save, as another retake would cost you ~350 USD more.

I hope you guys found this useful!