Pre-med and Exercise & Sports Science Advising Notes
Overview: purpose of the meeting and scope
Discussed medical school pathways for Oklahoma students (OSU DO vs OU MD) and nearby Plains programs (Texas, KU in Wichita and Kansas City, University of Arkansas campuses) with a focus on planning for pre-med/PA/PT tracks and related health professions.
Emphasized that students often lean toward the MD route, but many consider DO, PA, PT, or other health careers depending on location, cost, and community health interests.
Identified key decision factors: where you want to live during school, program options, cost, and the specific prerequisites for your target programs.
Programs in Oklahoma and nearby regions
Oklahoma options:
OSU DO program (Oklahoma State University College of Osteopathic Medicine).
OU MD program (University of Oklahoma College of Medicine).
Prerequisites are similar across programs; GPA requirements may differ slightly (OSU potentially lower GPA; OU's exact GPA requirement should be checked on their websites).
Nearby / Plains options:
Texas programs (DFW, Houston metros, etc.).
KU has a medical campus in Wichita and Kansas City.
Other Kansas City area programs; University of Arkansas (U of A) medical school possibilities (campuses may be Fayetteville or Little Rock).
Practical takeaway: location and community health focus influence which schools to target; cost is a major consideration as well.
Pre-health prerequisites (typical for med/PA/related programs)
Core hard sciences (usually required or strongly recommended):
General chemistry I and II (Gen Chem I, Gen Chem II).
Organic chemistry I and II (O Chem I, O Chem II).
Biochemistry (strong recommendation, often not strictly required).
Genetics (strong recommendation, not always a requirement).
Biology: typically two semesters (e.g., Biol 101/102 or equivalents).
Physics: two semesters.
Humanities and social sciences: a combination is common; often at least six hours of psychology is encouraged (3 hours lower-level + 3 hours upper-level).
Behavioral and cognitive science ideas relevant to MCAT and medical schools:
Developmental psychology is a common recommended course (especially for PA, PT, etc.).
Psychopathology (abnormal psychology) is another useful option for MCAT and medical field preparation.
Anatomy and physiology: required or highly recommended components due to MCAT preparation and clinical relevance.
Statistics: sometimes a requirement or strong recommendation.
AP credit: may apply to psychology or other prerequisites depending on the program.
Microbiology: recommended as an additional upper-level biology course (4,000-level) after Genetics; adds background for medical school and can aid flexibility if plans change (e.g., pursuing PA).
Practical note: Some programs require or recommend certain courses to strengthen MCAT readiness and overall background; plan to add these if they fit your timeline.
Degree structure, planning, and flexibility
Degree plan notes:
The student’s current plan shows no general electives, but there is wiggle room to adjust courses as plans evolve.
If you want to add courses (e.g., Human Physiology) next semester, it can be accommodated.
Quads (general education blocks):
Quad 2 = humanities (e.g., history).
Quad 1 = creative arts (e.g., art, music, creative writing).
Quad 3 = sociological imagination (MCAT social/behavioral emphasis); placeholder is included but not mandatory.
If a desired quad course is full, you can shift other quad selections to accommodate it.
Psychology minor placeholders:
Two minor placeholders for psychology courses; goal is to complete two more psychology courses (with at least one upper-level).
Recommended: psychopathology, health psychology, or neuroscience/psychopharmacology as upper-level options.
ATRG electives (Applied Therapeutic and Research Genetics? or similar program-specific track):
You have two major ATRG electives (six hours total) outside your degree requirements.
Example topics discussed: drug education/pharmacology, preventative treatment, therapeutic modalities, instructional methods in health, exercise management populations, global practice in health care, legal issues in sports medicine, etc.
Electives can be moved around based on availability each semester; some are offered every semester, others intermittently.
Strategy: identify 2 ATRG electives of interest and adjust when they’re offered; communicate with the advisor to place them on the timeline.
How to check course offerings:
Use course descriptions and term availability (Fall vs Spring) in the catalog; some courses are Fall-only, Spring-only, or offered every other year.
If a desired course is not offered when planned, shift to another term when it is available.
Course numbering and level understanding
Course numbers indicate level and readiness, not strictly ability or time in program:
1xxx level = typically intro/freshman-level courses
2xxx level = typically sophomore-level courses
3xxx level = typically junior-level courses
4xxx level = typically senior-level courses
The last digit often indicates credit hours, but there are exceptions (one-credit-hour classes exist; a course ending in 0 is not unusual in practice).
Practical interpretation:
Higher-numbered courses are generally more challenging (e.g., organic chemistry vs general chemistry).
It’s possible for freshmen to take upper-level courses and for upperclassmen to take lower-level courses, depending on prerequisites and readiness.
Physics specifics and MCAT considerations
Physics at this program is algebra-based; calculus-based physics is not required here.
Medical schools often require only Calculus I; some elite programs may value higher-level math, but Calc I is usually sufficient for entry-level admissions.
MCAT considerations: higher-level math background sometimes correlates with higher MCAT scores, but this is not causation.
If considering physics at a community college (e.g., for the last pre-med requirements), note that the university’s last 45 hours toward the degree still come from TU, so using a community college for some physics can affect transfer and timeline optimization.
Seminar / capstone style courses and ABET context
For some majors (e.g., Biochemistry, Biology), seminar courses are required (freshman, sophomore, junior, senior seminars).
Exercise and Sports Science typically has a different structure, but students still encounter introductory and applied research elements (e.g., Intro to Kinesiology, Applied Health Care Research).
ABET accreditation discussions: seminars and applied research components are part of scientific programs’ accreditation expectations and student development.
Presidential scholarship and full-time status
Presidential scholarship considerations:
Requires a minimum of 15 credits per term to remain on track for full-time status and the four-year timeline.
Goal timeline: 4 years, ~120 credit hours total.
If a semester would fall short due to course load (e.g., organic chemistry, anatomy, genetics), consult Financial Aid and discuss the possibility of adjusting credit load while staying on track.
Four-year timeline and credit math:
Total credits: .
Typical target: 15 credits per term to stay on track, aligned with the four-year plan.
Example formula: (illustrative; actual per-semester credits may vary but the 120-hour total remains fixed).
Undergraduate research: process, timing, and credit
Research involvement:
You can pursue research for credit (one or more credit hours) with a faculty member (e.g., Dr. Kolik).
Early planning is encouraged; start conversations with the instructor and coordinator as early as possible.
Enrollment process for research credits:
Identify a willing faculty mentor and course section.
Complete a research enrollment form with the instructor’s approval.
Return the form to the advisor; the advisor signs off; if you’re the first in the section, registrar creates the course section.
Enrollment can be adjusted if other students are already enrolled in that section.
Typical credit-hour structure for research:
Most research courses are 1 credit hour and involve approximately hours of lab time per week per credit hour.
Some rare cases may be 2 credit hours; hours are arranged by student and instructor (e.g., 1.5–2 hours per session or multiple sessions).
Timing tips:
The earlier you start, the better (even if it’s November for the next term).
You can do research for credit or as volunteer hours; both options have value for letters of recommendation and resume in the future.
Research vs. volunteer hours:
Track hours in an organized way (e.g., a spreadsheet) to use as a potential reference on applications.
If you don’t take the credit, you can still leverage the experience for practical and professional development.
Faculty mentorship and advising structure
Faculty mentor in this scenario: Dr. Kolik (listed as faculty mentor; not necessarily MD by training; a professional in the field).
Roles of the faculty mentor vs. success coach:
Faculty mentor: provides input on career path, ATRG electives, specialized field insights, and potential career trajectories (e.g., biomechanics).
Success coach (Ben): focuses on academic advising, degree progress, course selection, and administrative progression toward degree completion.
Interaction cadence:
The relationship with the mentor is informal and needs-based; there is no forced schedule, but you should establish contact and use it for guidance.
The success coach will meet at least once per semester through junior year; you can switch to schedule reviews later if preferred.
Communication and meetings:
Meetings are designed to be organic and student-driven; both you and the mentor should reach out when helpful.
In the fall, there are structured enrollment planning meetings; in junior year, you may opt to submit your schedule for review instead of meeting in person.
Scheduling, enrollment, and planning next steps
Enrollment planning process:
An on-campus session (e.g., during FYE class) will coordinate spring enrollment discussions.
You’ll schedule a meeting during designated windows (often mid-October for sophomores, juniors, and seniors).
Enrollment for your courses is ultimately done by you via a straightforward online workflow (watch for a big "Enroll" button in the plan).
Balancing a heavy course load:
Common heavy combinations: organic chemistry + biology + general chemistry + anatomy + kinesiology; these can be challenging together.
The plan may suggest spacing out courses that are highly demanding or that conflict with MCAT prep timelines.
If two courses (e.g., anatomy/kinesiology and chemistry) conflict or are too heavy together, consider moving one to a later semester.
MCAT planning approach:
Most students take the MCAT in spring of the junior year or May/June after junior year.
The target is often to complete MCAT-related content by the end of spring of the junior year or by the early part of the senior year, depending on the plan.
The sequence discussed aims to finish MCAT content by 2028, including anatomy, physiology, sociology, and psychology; physics II by that same timeframe, with biochemistry and biology completed beforehand.
Timeline example from the advisor:
By 2028: anatomy, physiology, sociology, Psychology (a couple of psychs) completed; physics II completed; MCAT prep/plan to occur around this period.
Alternative pathways and flexibility:
If students want to take physics at a community college (e.g., summer), it can be a strategy to manage TU credit hours and prerequisites; however, ensure the university hours toward the degree still count toward the 120-hour total.
Shadowing hours and patient-facing experiences can be pursued in parallel with coursework; these experiences are valuable for interviews and overall preparedness.
Practical considerations for the student’s current plan
Current schedule assessment (example from the meeting):
Heavy load in first semester: biology, chemistry, anatomy, and general physics could be challenging.
The plan suggests continuing with biology and chemistry, and anatomy/kinesiology as core, with room to adjust other courses.
Consider balancing with one less heavy course or shifting one course to the spring of the following year if overload is a concern.
Resource availability and tools:
Course catalog and catalog descriptions to check which courses are Fall-only or Spring-only and which are offered every semester.
Advisor and coach will help monitor offerings and shift placeholders if necessary.
Availability of ATRG and major electives changes by semester; plan to communicate changes to keep the plan aligned with the student’s goals.
Shadowing, volunteering, and clinical exposure:
Hillcrest South volunteering mentioned; continuing to log hours and seek additional opportunities during breaks.
Whether to pursue research for credit or as volunteer hours depends on workload and personal goals; both are valuable for applications.
Interview preparation emphasis:
The interview is a critical part of medical school admissions; well-rounded extracurriculars and strong communication skills are important.
Questions to consider asking later (suggested during the meeting):
Which ATRG electives align best with my career goals (e.g., biomechanics, pharmacology, health education)?
If a preferred elective is offered only in a specific term, can we adjust the plan to accommodate it?
What are the best ways to balance MCAT prep, heavy science courses, and research/volunteer commitments?
How flexible is the plan if I decide to pursue PA or another health profession instead of MD/DO?
Key takeaways and practical next steps
Confirm program targets and prerequisites early: OSU DO, OU MD, and nearby Plains programs all have similar core prerequisites but GPA expectations differ; verify current requirements on each school’s website.
Build a flexible but structured plan with clear quad selections, minors, and ATRG electives, while keeping a fall-back option if courses are full or unavailable.
Prioritize MCAT planning and ensure a realistic schedule that leaves space for study, shadowing, and research without overloading core science courses.
Start or continue research and voluntary activities early, track hours, and consider aiming for credit-bearing research if it aligns with your degree and career goals.
Maintain ongoing communication with your success coach and your faculty mentor (Dr. Kolik) to refine your course plan, explore biomechanics or other interests, and prepare for medical school applications and interviews.
Stay mindful of funding and scholarship requirements (e.g., 15 credits for presidential scholarship) and consult Financial Aid if planning to adjust course loads mid-year.
Quick reference: key numerical and factual anchors
Medical school prerequisites typical scope: Gen Chem I/II, O Chem I/II, Biochemistry (recommended), Genetics (recommended), Biology (2 semesters), Physics (2 semesters).
Psychology: at least 6 psychology hours (3 lower-level + 3 upper-level).
Anatomy and Physiology: often recommended for MCAT readiness and medical school preparation.
Microbiology: 4,000-level biology course after Genetics is recommended.
Quad structure: Quad 1 (creative arts), Quad 2 (humanities), Quad 3 (sociological imagination; MCAT connection).
ATRG electives: two courses, totaling 6 credit hours.
Credit hours and time commitments:
1 credit hour typically equates to about hours of work in the lab per week.
Overall degree target: credit hours over approximately four years.
Presidential scholarship: minimum of credits per term to maintain status.
Course level indicators: 1xxx (intro), 2xxx (lower-level), 3xxx (upper-level), 4xxx (advanced/senior-level).
Quick checklist for the student going forward
[ ] Verify exact GPA and prerequisite requirements for OSU DO and OU MD programs on their official websites.
[ ] Map out a flexible four-year plan with core sciences, MCAT-ready sequence, and elective placeholders.
[ ] Decide on psychology minor, with two required courses including at least one upper-level course.
[ ] Identify two ATRG electives of interest and confirm their term offerings; adjust placeholders as needed.
[ ] Start or continue research/volunteer tracking; discuss credit vs. non-credit options with the advisor.
[ ] Schedule enrollment timing and prepare for MCAT planning stage around junior year.
[ ] Maintain regular check-ins with your success coach and establish contact with your faculty mentor for career exploration (e.g., biomechanics).
[ ] Be prepared to adjust the plan if a course is full or if MCAT timing requires re-balancing.