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Going to medical school

I had planned on going to medical school since I was in high school; I had taken all the courses needed to enroll in a preparatory course for medical school. I had also earned enough credits and had good grades that could qualify for the course that I planned to have. I planned for going to medical school on the aspects that I knew was important, however, I did not plan for the financial aspect of going to medical school, my finances would allow me only to finish college, I did not plan far enough on how will I get the money needed for medical school.

Goals: Goals are categorized in a number of ways, usually as a process or as a subgoal. Mine was instrumental in attaining the larger goal (Austin & Vancouver, 1996). My instrumental goals for the larger goal of going to medical school was earning the credits and getting the grades needed for medical school, I made it a point to enroll on a course that would lead me naturally to medical school, however, my college course was too absorbing and I was enjoying what I was doing that I forgot about my ultimate goal of going to medical school.

I failed to enroll a subject that was a prerequisite to the qualifying exam for medical school, which meant that I had to wait another term for the subject and I was about to graduate. Personal strivings: I knew that I worked hard and was dedicated to my courses. I attended classes even when sick, I literally burned my eyebrows finishing what I needed to accomplish for a particular subject. I even enrolled on subjects that was not needed in my college course but I knew had a bearing on medical school.

However, I was not able to pass the qualifying examinations for medical school, despite reviewing for it, working at a local clinic to fill in the required work hours and experience, but sadly, it was still not enough. Implementation intention: When an individual commits to a goal, then, implementing the intensions of pursuing the goal is apparent (Gollwitzer, 1999). I always thought that I could pass the qualifying examination for medical school, which is why I had already chosen what medical school to apply for.

I had also browsed through the prerequisite subjects and taken the initiative to have what I had already taken to be credited. However, when I asked for brochures and application forms, I was saddened to find that I could not go to medical school without passing the exam. Mental stimulations: My ultimate dream was to become a doctor, and what I needed to accomplish that was to go to medical school, I had envisioned myself one day to be called a doctor and to be able to cure and treat people.

I knew that I could fit well in the lifestyle of a doctor; I could imagine that I was in the emergency room with all the action and the excitement. However, up until the time I was not able to go to medical school, I had imagined medical school as some ideal, some fantasy that I made up. Self-regulation The process with which I tried to work through my plan of going to medical school was clear cut. I needed to go to college, finish a preparatory degree, take the qualifying exam, apply to medical school and go to medical school and become a doctor.

The problem with my self-regulation plan was that I did not have any fall-back plan or alternative to the event that I would not be able to achieve one of the steps or what if I was not able to go through that step. If I could go back and change what had happened while I was pursuing my goal of going to medical school, then I would have planned on getting a well-earning part-time job while I was still in high school and college, then I would also apply for scholarships and loans on a much higher scale.

I should have also taken a directly related course to medical school; I should have not taken psychology since it led me to a new path. I also would have reviewed longer, become more prepared to take that qualifying exam so I could really pass it. And finally, I should have not been complacent, I should have prepared over and over before I took that exam.

References

Austin, J. & Vancouver, J. (1996). Goal constructs in psychology: Structure, process and content. Psychological Bulletin, 120, 338-375. Gollwitzer, P. (1999). Implementation intensions. American Psychologist, 54, 493-503.

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