While the first year of medical school lays the foundation for understanding normal body structures and functions, the second year delves into what happens when something goes wrong. Many students find second-year studies fascinating, but the amount of learning can be overwhelming.
It’s the final preparation year as medical knowledge is solidified and tested before being translated into real-world experiences with patients. Medical students typically take Step 1 of the United States Medical Licensing Examination (USMLE) at the end of second year — the first step in a three-part licensing exam for physicians.
In the Journey to MD series, Indiana University School of Medicine is following two medical students from admission to graduation. Mout-Maine Moustapha and Sarah Vaught offer their insights at the halfway point of year two.
Moustapha’s take on year two: ‘Truly learning how to become a physician’
Moustapha spent his summer in the IMPRS summer research program doing a project in vascular surgery that was recognized as a finalist at the program’s culminating symposium in July, a two-day event involving 230 rising second-year medical students.
He also joined the First Year Experience Committee because he wanted to “pay it forward” to help incoming students acclimate to medical school. “I know how overwhelming the first year can feel academically, socially and emotionally, so being part of a team dedicated to easing that transition and creating a welcoming environment really aligned with my interests in mentorship, medical education and student wellness,” he said.
Year two of medical school is better than year one, in Moustapha’s opinion, because the curriculum delves into disease causes and management plans, so it “truly feels like you are learning how to become a physician.”
As a student leader and the IU School of Medicine Class of 2028 president, Moustapha is intentional about blocking out time for studying around frequent meetings and activities. In his role with Medical Student Council, Moustapha helps with anything that affects the student experience, including advocating for more balanced exam clusters and free parking across campus.
Question: What does your typical day look like?
Moustapha: I usually wake up around 6:30–7 a.m., pray, eat breakfast and look over my schedule and to-do list so I know what’s coming. Then I either go to any required sessions, which is usually small groups, clinical skills, or, if the morning is lighter, I start with one or two focused study blocks. Around midday, I’m usually alternating between class and independent study. In the afternoon, I set aside longer study blocks to go deeper into that day’s content, review slides or recordings, and continue spaced repetition. This is also when I might have meetings for interest groups, committees or other activities. In the evening, I do a shorter review session to reinforce what I learned earlier, then try to shut things down by a reasonable time to avoid burnout. After that, I focus on non-school time like going to the gym, dinner, family or friends, exercise or relaxing, and I usually glance at the next day’s plan before going to bed.
Q: What opportunities have you taken to engage in clinical experiences?
Moustapha: Within the formal curriculum, I’ve taken advantage of clinical skills sessions, preceptorships and early patient-contact experiences where I can practice history-taking, physical exams and presenting to attendings while getting feedback. Outside of required activities, I’ve sought out shadowing in specialties I’m interested in, volunteer at student-run clinics and community health events. I also attend various skills workshop events such as Surgical Skills Day, where I learned to suture for the first time and was introduced to many medical devices. I also participated in the Point of Care Ultrasound program that the school offered over the summer.
Q: With your involvement in so many student organizations and extracurricular opportunities, how do you stay organized?
Moustapha: Staying organized with multiple commitments has really come down to being intentional with my time and having systems I actually use consistently. I rely heavily on a digital calendar where I time-block my day, putting in not just classes and meetings but also study blocks, events and breaks. I pair that with a running task list organized by priority and deadline, so each day I know the top 2 or 3 things that absolutely need to get done. I also try to group similar tasks together (emails, admin work, planning) to avoid constantly switching gears. I’ve learned to be realistic about my capacity and to say no when something doesn’t fit my goals or would stretch me too thin.
Q: What has been the most challenging part of your medical school journey thus far?
Moustapha: The most challenging part has been managing the constant workload while still trying to show up as a whole person outside of school. There is always more I could be studying, so learning when to close the books and accept that I’ve done enough for the day has been an ongoing struggle. …I’ve had to be intentional about setting boundaries, protecting time for the people and practices that ground me, and reminding myself that being a good physician in the future also depends on maintaining my well-being now, not just my grades.
Q: What has been the most rewarding part of your medical school journey thus far?
Moustapha: Seeing the impact I can have on real people while I’m still learning. Moments where a patient or family member thanks me for simply listening, explaining something clearly or advocating for them have made all the long study hours feel meaningful. I’ve also found a lot of fulfillment in mentoring and supporting other students, whether that’s helping first years adjust, sharing resources or just being honest about the challenges. Being part of a community that grows together, leans on each other and celebrates each other’s successes has been one of the best parts of this experience.
Vaught’s take on year two: ‘All the work I put in is paying off.’
Vaught’s schedule accommodates plenty of study time but also makes room for extracurricular opportunities and hobbies. She is an avid swimmer who competed in her first open-water 10K in August — in the middle of her hematology block, a challenging part of the core curriculum focusing on blood disorders. Vaught also serves on the board of the Community, Culture and Engagement Student Interest Group and the recently formed Disability and Chronic Illness Advocacy Committee at IU School of Medicine—West Lafayette. Additionally, she is the campus representative for Alliance at IU School of Medicine, supporting the school’s LGBTQ+ community.
Question: With medical school responsibilities and extracurricular opportunities, how do you stay organized and avoid burnout?
Vaught: I always make a schedule to distribute my work for the week based on how much time I'll have to study each day — lectures, assignments, Anki cards, even chores — if it doesn't go in my planner, it doesn't get done. I also build time for hobbies into the schedule to help avoid burnout. I've been swimming at least seven miles per week to stay in shape for more open-water swim competitions next season. I take breaks from studying to play piano, and I read for a couple hours after dinner any evening that I'm home. I also spend time hanging out with my honorary younger siblings or babysitting a few days a month.
Q: What does your typical day look like?
Vaught: My day-to-day routine varies based on how many hours of in-person classes we have that day. On the heavier days, I try to at least get through some Anki cards and UWorld questions for review. On the lighter days and weekends, I front-load lectures and do homework in addition to reviewing, and I plan my swims and errands for those days, too, when possible. I generally try to finish all the new content a week or so before an exam so the rest of the block can be spent reviewing and doing practice questions. I'm a morning person, so I'm up around 7 or 8 (or at 4 a.m. if my insomnia is bad) and finish up schoolwork by 5:30 or 6 p.m., so I can have time to eat, read, play piano and generally decompress for a few hours before going to bed early.
Q: What has been the most challenging part of your medical school journey thus far?
Vaught: Let's just say that figuring out how to schedule all my responsibilities has been a matter of trial and error. I don't like saying no to things, so I do sometimes find myself overwhelmed by the amount of work I have to get done relative to the time I have to do it. As a disabled student, I can also trigger symptom flares if I overexert myself.
Q: What has been the most rewarding part of your medical school journey thus far?
Vaught: Doing the Emergency Medicine Summer Program gave me the chance to apply what I learned in my first year in a practical setting, and that was very rewarding. There were obviously still a lot of topics that I hadn't learned about yet, and the attendings were all very understanding of that, but when I did have an idea of what was going on with a patient, what questions I should ask in relation to certain conditions or symptoms, or what labs and imaging needed to be ordered, it showed me that all the work I put in was paying off and motivated me to continue learning so that I could fill the gaps in my knowledge.
Q: What has been your most surprising discovery?
Vaught: I'm surprised by how much I've expanded my horizons during medical school, both personally and professionally. I've tried (and enjoyed!) so many new experiences, and I've been interested in so many more potential specialties than I initially considered.
About this series:
The Journey to MD series is following two Indiana University School of Medicine students throughout their four-year academic journeys as medical students, chronicling their experiences from orientation week through graduation. Mout-Maine Moustapha is on the Indianapolis campus, and Sarah Vaught is on the West Lafayette regional campus. Read more stories about their medical school experiences.
