渴望进入医学或牙科学校的埃默里（Emory）学生和校友经常转向途径中心的一部分健康咨询（PHA）的教职员工，以指导创建竞争应用程序。当这些申请人被邀请面试所需的计划时迈向入学的下一步他们有一个独特的机会要求名誉学院的模拟面试，该学院自2019年以来已经编组了IT成员提供这项服务。在过去的五年中，近150名学生参加了。卫生保健计划的访问是Capstone Moments以及一个特别的挑战适用于申请人。双方都提出问题以确定潜在的合适性，申请人可能会利用他们所学到的任何东西，但必须实时进行。尽管正式的访谈导致招生委员会承认或拒绝的决定，但与名誉教师的模拟访谈以宝贵的建议结束。她说：“与名誉教师的模拟访谈使学生提高了信心。”是研究神经科学和行为生物学的四年级学生，他参加了K.V.的模拟访谈。Thrivikraman，曾任精神病学和行为科学系。他已经收到了入学报价，并感谢PHA提供的模拟面试机会和其他服务提供的其他服务。更易于管理，”他说。“我全心全意地建议其他人利用他们可能的所有资源。”在模拟面试中，学生获得了几十年的经验，而退休教师带来了这一过程。无论他们是坐在招生委员会还是准备自己的学生，名誉学院的教职员工都有相当大的专业知识。模拟访谈为他们提供了一个机会，可以通过Zoom.Majmudar继续与学生进行互动和指导学生，他在病理学和妇科学科的45年后于2015年退休，为入学委员会成员带来了26年的经验，成为了26年的经验。模拟采访。他是名誉学院的19名成员之一，他今年自愿参加了整个过程中的学生和校友。他们准备。该计划每年都在增长。每个访调员以自己喜欢的问题的方式对练习对话进行了不同。经常问学生他们的临床，志愿者和领导力经验，以及他们为娱乐而做的事情以及为什么从事医疗保健职业。经验他们在以及他们为改进而做了什么。威廉·W。伍兹（Woods）以前是儿科系的，要求学生分享他们的长处和缺点在医疗保健方面以及在职业生涯中将扮演什么角色。有时，学生将有自己的要求。林德利（Lindley）要求Thrivikraman练习回答作为多次迷你访谈（MMI）的一部分出现的问题，在此期间，学生们通过一系列站点进行了进展，访问者提出问题以评估他们的软技能。Thrivikraman要求Lindley反思他将如何应对道德上复杂的时刻，例如与违反HIPAA标准的不合规患者和同事的临床相遇。回顾它，他感谢他从Thrivikraman收到的反馈，他建议彻底但简洁地回答。作为退休职位，名誉教师投入到他们面试的学生中，并经常要求他们保持联系成果。Jocelyn Spizman 23C现在在密歇根大学学习医学，他写信给伍兹，以表示对他的支持和指导表示赞赏。“ Jocelyn是我过去三年中我接受的最强烈的采访之一，”他说。“她是您想要医生的那种人。”他很高兴听到她的成功，并说模拟访谈是面试官和学生的积极经历，因为他们允许名誉教师对新的医疗保健领导者提供建议并灌输信心。“感到非常满意的是，人们感到一个人正在帮助下一位医疗提供者的产生。” Vydareny说。emory students and alumni aspiring to enter medical or dental school often turn to the faculty and staff of pre-health advising (pha), a part of the pathways center, for guidance in creating competitive applications. when these applicants are invited to interview for their desired programs the next step toward admission they have a unique opportunity to request a mock interview from emeritus college, which has marshalled it members to provide this service since 2019. in the last five years, nearly 150 students have participated.interviews for health care programs are capstone moments and a special challenge for applicants. both parties ask questions to determine potential fit and applicants may draw on anything they have learned, but must do so in real-time. while formal interviews result in an admissions committee’s decision to admit or decline, mock interviews with emeritus faculty conclude with valuable advice.dani laupert, associate director of pha, encourages students to request a mock interview to build familiarity with the process. “mock interviews with emeritus faculty give students a confidence boost,” she says.bhagirath majmudar, formerly faculty in the emory school of medicine, likens a mock interview to a vaccine that ameliorates the tension, nervousness and anxiety of a formal interview.abel lindley, a fourth-year student who studies neuroscience and behavioral biology, participated in a mock interview with k.v. thrivikraman, formerly of the department of psychiatry and behavioral sciences. he has already received offers of admission and is grateful for the mock interview opportunity and the other services pha provides.“as a prospective first-generation student in medicine, i entered the application process completely lost but through reaching out to others, it became much more manageable,” he says. “i wholeheartedly recommend that others utilize all the resources they can.”in mock interviews, students are met with the decades’ worth of experience that retired faculty bring to the process. whether they sat on an admissions committee or prepared their own students, emeritus college faculty have considerable expertise. the mock interviews provide an opportunity for them to continue interacting with and mentoring students via zoom.majmudar, who retired in 2015 after 45 years in the departments of pathology and gynecology-obstetrics, brings 26 years of experience as a member of the admissions committee to the mock interviews. he is one of 19 members of the emeritus college who volunteered this year to support students and alumni through the process.according to dianne becht, emeritus college program coordinator, mock interviews attract students who want to prepare for medical school and retired faculty interested in helping them prepare. the program has grown every year.each interviewer approaches the practice conversation differently, and with their own favorite questions. students are often asked about their clinical, volunteer and leadership experience, along with what they do for fun and why they are pursuing a career in health care.kay vydareny, formerly of the department of radiology and imagining sciences, asks students about a class or experience they didn’t do well in and what they did to improve. william w. woods, formerly of the department of pediatrics, asks students to share what their strengths and weaknesses will be in health care, and what role research will play in their careers.sometimes students will have their own requests. lindley asked thrivikraman to practice answering the questions that arise as part of a multiple mini interview (mmi), during which students progress through a series of stations where interviewers pose questions to gauge their soft skills. thrivikraman asked lindley to reflect on how he would respond to morally complex moments like clinical encounters with noncompliant patients and colleagues who breach hipaa standards. looking back on it, he appreciated the feedback he received from thrivikraman, who advised answering thoroughly but concisely.as in their pre-retirement roles, emeritus faculty are invested in the students they interview and often ask them to keep in touch about admission results.jocelyn spizman 23c, who now studies medicine at the university of michigan, wrote to woods to express her appreciation for his support and guidance.“jocelyn was one of the strongest interviews i’ve had over the past three years,” he says. “she’s the kind of person you’d want for your doctor.” he was gratified to hear of her success, and says mock interviews are positive experiences for interviewers as well as students as they allow emeritus faculty to advise and instill confidence in new health care leaders.“it is very satisfying to feel one is helping the next generation of medical providers,” vydareny 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