How To Fail: A Starting Point

Last updated: February 18, 2023

I performed dismally at the beginning of my third year of medical school. This came as no surprise because writing those exams was one of the most challenging tasks of my life, I had an overwhelming sense of impending failure the whole of that week. There was a lot of new material, and not enough time to cover it all. By the end of my exams, I was ready to give it all up for a chance at a completely different career. I questioned all the decisions I had made in my life leading up to that moment. Maybe I’d be better off quitting and starting over in a completely different field of study, I thought.

After a few interventions which mostly consisted of talking about my situation with a few close friends (shoutout to you <3), I realised what my real problem was. I did not know how to fail. I was bad at failing, terrible at it even. Failure to me felt like a point of no return. Identifying this as my main issue helped me start looking for a way forward. The productivity bros online quickly reminded me that like any other worthwhile skill, I can learn how to fail and do it in a healthy way. In all honesty, learning this skill is a long and complicated journey that can take the entirety of one’s life. However, I think that it is worth the effort. Therefore in this post, I discuss three starting-point mindsets that helped me get back on my feet, understand that failing is a healthy part of any journey, and proceed to emerge victorious over one of the most challenging years of medical school. These mindsets are the power of “yet”, adopting a growth mindset and cultivating GRIT.

The power of “yet”

The power of “yet” is a concept developed by psychologist Carol Dweck, who is known for her research on mindset. Dweck’s work has shown that individuals who believe that their abilities can improve with effort and practice are more likely to succeed than those who believe that their abilities are fixed. By using the word “yet,” you acknowledge that you may not have mastered a particular skill or concept, but that it is only a matter of time and effort before you do. For example, instead of saying “I don’t understand this concept,” you can say “I don’t understand this concept yet.” This slight shift in language can have a profound effect on your mindset.

Adopting a growth mindset

Having a growth mindset is not just about believing that you can improve, but also about actively seeking out challenges and using them as opportunities for growth. In the context of medical school, this means that you should embrace the difficult concepts and procedures, and see them as chances to learn and develop your skills. Instead of avoiding challenging material or situations, dive into them with enthusiasm and a willingness to learn. It will also help you to be open to criticism from your superiors. Present that history even if you’ve been in that rotation for two days (to the best of your abilities of course). The consultant may end up trashing it but in the process, you get to actively learn from your mistakes!

Cultivating GRIT

Cultivating GRIT is also an essential part of developing a growth mindset. GRIT is a term coined by psychologist Angela Duckworth, which refers to a combination of passion and perseverance toward long-term goals. As a medical student, you undoubtedly have a long-term goal of becoming a great and successful doctor. Cultivating GRIT means committing to that goal and persevering through challenges, setbacks, and failures. It means staying focused on the big picture and not getting bogged down by temporary obstacles.

Conclusion

As a medical student, you will constantly be learning and facing new challenges. You may encounter difficult concepts, complex procedures, and grueling exams. In times like these, it can be easy to feel discouraged and even give up. Adopting a growth mindset, cultivating GRIT, and using the power of “yet” can make a significant difference in your success not only as a medical student but also in life. Remember, you may not have mastered all the material yet, but with effort, practice, and a positive attitude, you will get there. Best of luck in your journey to greatness!

Reference Intervals ›
Biochemistry
ACTHP: <80 ng/L
ALTP: 5–35 U/L
AlbuminP: 35–50 g/L
AldosteroneP: 100–500 pmol/L
Alk. phosphataseP: 30–130 U/L
α-AmylaseP: 0–180 IU/dL
α-FetoproteinS: <10 kU/L
Angiotensin IIP: 5–35 pmol/L
ADHP: 0.9–4.6 pmol/L
ASTP: 5–35 U/L
BicarbonateP: 24–30 mmol/L
BilirubinP: 3–17 μmol/L
BNPP: <50 ng/L
CRPP: <10 mg/L
CalcitoninP: <0.1 mcg/L
Calcium (ionized)P: 1.0–1.25 mmol/L
Calcium (total)P: 2.12–2.60 mmol/L
ChlorideP: 95–105 mmol/L
CholesterolP: <5.0 mmol/L
VLDLP: 0.128–0.645 mmol/L
LDLP: <2.0 mmol/L
HDLP: 0.9–1.93 mmol/L
Cortisol AMP: 450–700 nmol/L
Cortisol MidnightP: 80–280 nmol/L
CK ♂P: 25–195 U/L
CK ♀P: 25–170 U/L
CreatinineP: 70–100 μmol/L
FerritinP: 12–200 mcg/L
FolateS: 2.1 mcg/L
FSHP: 2–8 U/L ♂; >25 menopause
GGT ♂P: 11–51 U/L
GGT ♀P: 7–33 U/L
Glucose (fasting)P: 3.5–5.5 mmol/L
Growth hormoneP: <20 mu/L
HbA1C (DCCT)B: 4–6%
HbA1C (IFCC)B: 20–42 mmol/mol
Iron ♂S: 14–31 μmol/L
Iron ♀S: 11–30 μmol/L
Lactate (venous)P: 0.6–2.4 mmol/L
Lactate (arterial)P: 0.6–1.8 mmol/L
LDHP: 70–250 U/L
LHP: 3–16 U/L
MagnesiumP: 0.75–1.05 mmol/L
OsmolalityP: 278–305 mosmol/kg
PTHP: 0.8–8.5 pmol/L
PotassiumP: 3.5–5.3 mmol/L
Prolactin ♂P: <450 U/L
Prolactin ♀P: <600 U/L
PSAP: 0–4 mcg/mL
Protein (total)P: 60–80 g/L
Red cell folateB: 0.36–1.44 μmol/L
Renin (erect)P: 2.8–4.5 pmol/mL/h
Renin (recumbent)P: 1.1–2.7 pmol/mL/h
SodiumP: 135–145 mmol/L
TBGP: 7–17 mg/L
TSHP: 0.5–4.2 mU/L
T4P: 70–140 nmol/L
Free T4P: 9–22 pmol/L
TIBCS: 54–75 μmol/L
TriglyceridesP: 0.50–2.3 mmol/L
T3P: 1.2–3.0 nmol/L
Troponin TP: <0.1 mcg/L
Urate ♂P: 210–480 μmol/L
Urate ♀P: 150–390 μmol/L
UreaP: 2.5–6.7 mmol/L
Vitamin B12S: 0.13–0.68 nmol/L
Vitamin DS: 50 nmol/L
Arterial Blood Gases
pH7.35–7.45
PaCO₂4.7–6.0 kPa
PaO₂>10.6 kPa
Base excess±2 mmol/L
Urine
Cortisol (free)<280 nmol/24h
Hydroxyindole acetic acid16–73 μmol/24h
Hydroxymethylmandelic acid16–48 μmol/24h
Metanephrines0.03–0.69 μmol/mmol cr.
Osmolality350–1000 mosmol/kg
17-Oxogenic steroids ♂28–30 μmol/24h
17-Oxogenic steroids ♀21–66 μmol/24h
17-Oxosteroids ♂17–76 μmol/24h
17-Oxosteroids ♀14–59 μmol/24h
Phosphate (inorganic)15–50 mmol/24h
Potassium14–120 mmol/24h
Protein<150 mg/24h
Protein/creatinine ratio<3 mg/mmol
Sodium100–250 mmol/24h
Haematology
WCC4.0–11.0 ×10⁹/L
RBC ♂4.5–6.5 ×10¹²/L
RBC ♀3.9–5.6 ×10¹²/L
Hb ♂130–180 g/L
Hb ♀115–160 g/L
PCV ♂0.4–0.54 L/L
PCV ♀0.37–0.47 L/L
MCV76–96 fL
MCH27–32 pg
MCHC300–360 g/L
RDW11.6–14.6%
Neutrophils2.0–7.5 ×10⁹/L (40–75%)
Lymphocytes1.0–4.5 ×10⁹/L (20–45%)
Eosinophils0.04–0.44 ×10⁹/L (1–6%)
Basophils0–0.10 ×10⁹/L (0–1%)
Monocytes0.2–0.8 ×10⁹/L (2–10%)
Platelets150–400 ×10⁹/L
Reticulocytes0.8–2.0% / 25–100 ×10⁹/L
Prothrombin time10–14 s
APTT35–45 s
Paediatric
Pulse Rate (bpm)
Neonate140–160
Infant <1yr120–140
1–5 years110–130
5–12 years80–120
>12 years70–100
Respiratory Rate (tachypnoea)
0–2 months≥60/min
2–12 months≥50/min
1–5 years≥40/min
>5 years≥30/min
Blood Pressure (mmHg)
Term65/45
1 year75/50
4 years85/60
8 years95/65
10 years100/70
Weight Formulas
3–12 months(a + 9)/2 kg
1–6 years2a + 8 kg
>6 years(7a − 5)/2 kg
Haemoglobin (g/dL)
Term newborn13–20
1 month11–18
2 months10–15
1–2 years10–13
>2 years11–14
MUAC (6 months–5 years)
Obese>17.5 cm
Normal13.5–17.4 cm
At risk12.5–13.4 cm
Moderate malnutrition11.5–12.4 cm
Severe malnutrition<11.5 cm
Developmental Milestones
Social smile1.5 months
Head control4 months
Sits unsupported7 months
Crawls10 months
Stands unsupported10–12 months
Walks12–13 months
Talks18 months
CSF WBC (/mm³)
Term newborn0–25
>2 weeks0–5
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  2. This is so inspiring to read. I feel motivated and reassured! Thank you for a wonderful and very genuine read on the struggles of 3rd year! Wonderful writing as well!! Very excited to see this blog grow!