Peer Led Team Learning (PLTL)

Chemistry—both general and organic—can be intimidating subjects for many students whom have often expressed uncertainty and a fear

of failure. As a Peer Led Team Learning (PLTL) Leader, I have had the fortune to witness the growth in confidence and ability of students

in my classes each semester, using redirecting techniques to foster critical thinking skills and improve content knowledge gaps.

By building a close rapport with the students, I work with students at a deeper level to overcome barriers to learning—such as linguistic abilities or time management skills—extending beyond a cursory understanding of chemistry. Outside of workshop, I make myself

available for students who want to work with me individually, and in turn, it has been humbling to watch the growth of so many students over the course of the semester.

As a PLTL leader, I recognize that while I do not have all of the answers to student questions—whether relating to chemistry or real life—I have the power to channel my knowledge and empathy to provide meaningful solutions. In fact, in recommending several students to apply to become PLTL leaders themselves, I am a part of a tradition of pay-it-forward mentoring and have cultivated the public speaking, servant leadership, and collaborative skills that are critical to medical training.