Learning Statement

Hello! My name is Brielle Arnold (she/her/hers), and I am writing this as a graduating senior from the University of Washington. I am graduating with a major in neuroscience, a minor in bioethics, and College Honors, demonstrating my completion of both the Interdisciplinary and Departmental Honors Programs. My time at UW was marked by underlying, continuous threads of passion for both neuroscience and medicine. This started freshman year when I decided to pursue the neuroscience major, continuing all the way to now as I’m submitting my medical school applications. Every experience I had at UW feels related to these two passions, some in unexpected ways. 

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My time at UW was marked by underlying, continuous threads of passion for both neuroscience and medicine.

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One concept that has especially resonated with me is the notion of “see one, do one, teach one,” which is a traditional method for surgical training. I first heard this phrase from the surgeon in my research lab, who encouraged me to effectively learn something the first time he showed me so that I could independently perform it later. “See one, do one, teach one” is a learning methodology for doctors in training, expecting them to first observe a procedure, then perform it on their own, and lastly, teach another trainee how to perform the procedure. Though intended for surgical training, it’s come to represent my learning and growth during my pre-medical journey. Following this framework, I broke down my experience at UW into “see one, do one, teach one” with a fourth category of “be one.” 

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“See one, do one, teach one” is a learning methodology for doctors in training, expecting them to first observe a procedure, then perform it on their own, and lastly, teach another trainee how to perform the procedure.

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“See one” is most of my coursework, the moments when I was learning via simply observing. “Do one” encompasses the moments I attempted independent, hands-on learning. This is also when I recognized I learn best via a tactile style. “Teach one” includes the times I was a mentor, educator, or scientific communicator, mastering the material by reversing the roles. Lastly, “be one” emphasizes that learning, doing, and teaching are only made possible by external balance. 

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“Be one” was ultimately added due to, perhaps, the most meaningful skill I acquired in my time at UW: the ability to navigate failure. I came into university terrified and unfamiliar with failure. Now, failure is an old friend who reminds me that growth is good, hitting a wall is an opportunity, and there’s nothing a good walk outside can’t fix. I used to think that one misstep, one minor mistake, would be catastrophic. Now I know, in the words of an organic chemistry professor of mine, that it’s okay to not be good at everything, and maybe being bad at something is a sign it’s not what you’re meant to do. I would pour countless hours into succeeding, not considering that maybe my weaknesses serve a greater purpose in guiding me to where I am meant to be. The biggest proponent of that lesson is trying new things, or what the Honors program likes to call experiential learning. Through studying abroad, leading a section of new Honors students, researching in a lab, and volunteering to teach students about science, I have truly found my passions, pitfalls, and natural talents. 

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Now, failure is an old friend who reminds me that growth is good, hitting a wall is an opportunity, and there’s nothing a good walk outside can’t fix.

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This portfolio is a collection of all the moments and reflections that shaped me to be who I am today. My training is not finished, and I hope to continue seeing, doing, teaching, and being as I venture onto bigger and better things on my journey to becoming an MD.