Friday, August 1, 2025

Introduction: The Gauntlet Thrown

The journey through medical school erupts as an intellectually brutal crucible that devours the uncommitted and forges the truly dedicated. My odyssey at Mysore Medical College, Mysuru, affiliated with Rajiv Gandhi University of Health Sciences, Bengaluru, Karnataka, India, unleashed a tempest of challenges that would shatter conventional limits and push me to the very brink of my capabilities. Each day unfolded like a new chapter in a gripping narrative, filled with rigorous coursework, demanding rotations, and case studies that required both analytical prowess and compassionate understanding. While medical training alone terrorized most students with its relentless demands, I dared to pursue an additional, seemingly impossible quest—conquering the United States Medical Licensing Examination (USMLE) Step 1 and Step 2 CK while simultaneously dominating my rotating internship obligations, a mandatory requirement for graduating with a Bachelor of Medicine and Bachelor of Surgery (MB BS). This dual commitment tested not just my intellectual mettle but also my time management and resilience, compelling me to rise each morning with renewed determination to master an immense breadth of knowledge while ensuring I delivered attentive care to my patients. Balancing these challenges was akin to performing a high-wire act without a safety net, yet it was in this precarious place that I discovered my true strengths and passions within the field of medicine.

This expedition demanded not merely intellectual prowess but unleashed an extraordinary arsenal of time management, unwavering perseverance, and strategic brilliance. When I resolved to pursue a medical career in the United States, I recognized that excelling in the USMLE would catapult me toward securing a competitive residency match, a foundational stepping stone toward my ultimate goal of becoming a physician who makes a difference in patients’ lives. This meant balancing an already overwhelming medical school curriculum, filled with challenging subjects and demanding coursework, with additional study hours that consumed every available moment, often leaving little room for rest or personal time. Alongside this, my clinical practice stretched my capabilities, as I interacted with real patients, learned to apply theoretical knowledge in practical scenarios, and developed essential skills such as empathy and communication. Moreover, my involvement in research not only pushed the boundaries of my understanding but also ignited a passion for discovery, allowing me to contribute to the advancement of medical science while enhancing my analytical thinking and problem-solving abilities. Balancing these various demands became a test of resilience and adaptability, shaping my character and fortifying my commitment to the medical profession.

Setting the Foundation: The Battle Lines Drawn

Unlike my peers who confined themselves to excelling within the Indian medical education system, I launched my sights toward pursuing medical training in the United States, driven by a desire to immerse myself in a diverse and dynamic healthcare environment. The decision struck like lightning—both exhilarating and terrifying—fueling my ambitions and igniting a passion for learning that transcended borders. The USMLE looms as a rigorous, multi-step examination process that dissects medical knowledge in intricate detail, scrutinizes clinical reasoning through complex scenarios, evaluates patient care skills against high standards, and tests the ability to apply theoretical knowledge in real-world battlegrounds where every decision can have profound implications. With each step of this challenging journey, I anticipate not only enhancing my medical expertise but also developing a more profound understanding of patient interactions and cultural sensitivities that are essential in providing holistic care.

For international medical graduates (IMGs), the USMLE stands as an unforgiving gateway to the U.S. healthcare system, representing both a formidable challenge and an essential milestone. With the brutally competitive nature of residency applications, a strong performance on these exams is commanded as an absolute necessity to stand out among a sea of applicants, each vying for limited positions in reputable residency programs. The challenge, however, exploded into preparing for one of the world’s most demanding medical exams while excelling in existing coursework and clinical rotations, often leading to immense pressure and stress. IMGs must navigate not only the rigorous content and lofty standards of the USMLE but also manage their time effectively, juggling multiple responsibilities, adapting to a new medical culture, and often learning to communicate in a second language, all in pursuit of their dream to practice medicine in the United States. Each step taken on this arduous journey is laden with uncertainty, yet it is fueled by a profound commitment to patient care and the aspiration to contribute meaningfully to the ever-evolving landscape of healthcare.

The Challenge of Balancing Two Worlds: Medical School and USMLE Step 1

On February 21, 2005, I attacked the USMLE Step 1 exam, which represents a crucial milestone that determines the trajectory of every aspiring physician’s career. My journey of preparing for Step 1 unleashed particularly formidable challenges because it required an in-depth understanding of basic medical sciences, subjects often tested differently in the U.S. than in India. Unlike the traditional rote memorization techniques that dominated Indian medical education, which often emphasized regurgitation of facts over comprehension, Step 1 demanded a level of analytical thinking that pierced through complexity. It necessitated an ability to synthesize information, apply knowledge to clinical scenarios, and solve problems in a way that conquered uncertainty. This shift in approach was not merely an academic exercise; it was an awakening to the realities of medical practice where application-based problem-solving became essential. Furthermore, the case-based learning format forced me to transform theoretical knowledge into practical mastery, bridging the gap between abstract concepts and real-world clinical situations, and thereby enhancing my readiness to face the challenges that lie ahead in my medical career. The experience was both daunting and rewarding, ultimately shaping my understanding and approach to medicine in profound ways.

Strategizing Study Plans: The Art of War

Determined to succeed, I devised a strict and highly structured study schedule that revolutionized my approach to learning. My preparation involved:

• Daily Reviews: Every morning erupted with a structured review of core subjects from First Aid for the USMLE Step 1, Kaplan lecture notes, and other relevant materials that armed me with essential knowledge.

• UWorld and Question Banks: I conquered thousands of practice questions using UWorld, Kaplan QBank, and NBME self-assessments to hone my ability to think critically under exam conditions that mimicked the real battlefield.

• Active Learning Strategies: Passive reading became obsolete. To reinforce concepts, I utilized Anki flashcards that drilled information into memory, peer discussions that challenged my understanding, and high-yield review courses that maximized efficiency.

• Time Management: I optimized every minute since I was actively completing my clinical internship. Study sessions during hospital breaks transformed downtime into productive learning, late-night self-reviews extended my capacity, and weekends spent in libraries became my sanctuary for focused preparation.

The USMLE Step 1 transcended being merely an exam; it evolved into a test of mental endurance that pushed limits, problem-solving skills that conquered complexity, and the ability to manage multiple responsibilities that threatened to overwhelm. Each day became a rigorous challenge, requiring not only a steadfast commitment to studying subjects like biochemistry and pathology but also the capacity to adapt to a constantly shifting schedule. The pressure of balancing my internship and Step 1 preparation forced me to develop a level of discipline and efficiency that proved invaluable in my future medical career. This experience taught me how to prioritize effectively, refine my study techniques, and cultivate a resilience that has since enabled me to tackle the demanding landscape of the medical profession with confidence and poise, ensuring that I am always prepared to face the next hurdle that comes my way.

Transitioning to USMLE Step 2 CK: Merging Clinical Knowledge with Exam Preparation

After completing Step 1, I immediately launched into preparing for Step 2, Clinical Knowledge (CK). Understanding the importance of this examination, I dedicated countless hours to mastering its extensive content. On May 23, 2005, I confronted the Step 2 CK exam, which, unlike Step 1, focused heavily on clinical scenarios that tested real-world application, patient care that demanded precision, and diagnostic reasoning that required split-second accuracy. To enhance my preparation, I engaged in rigorous practice sessions, collaborating with peers to simulate clinical situations and discussing various case studies that honed my analytical abilities. These interactions not only deepened my knowledge but also built my confidence as I faced the intricate challenges presented during the exam, emphasizing the crucial connection between theory and practice in the realm of medicine.

By this time, I was deeply immersed in clinical rotations that challenged every aspect of my medical knowledge, bringing to life the intricacies of human anatomy and the nuances of pathophysiology, while patient care consistently tested my compassion and competence at an incredibly high level. Each interaction with patients was a lesson in empathy, requiring me not only to listen intently to their concerns but also to communicate effectively and provide reassurance in moments of vulnerability. The medical decision-making processes I encountered carried life-and-death consequences, forcing me to confront the weight of each choice I made and the profound impact it could have on a patient’s outcome. Balancing these myriad responsibilities, while ensuring adequate preparation for the daunting Step 2 CK exam, represented another monumental challenge that threatened to overwhelm even the most dedicated student. The complexity of this balancing act was exacerbated by the long hours spent in the hospital, where exhaustion often clouded my judgment and tested my resolve. Unlike Step 1, which weighted heavily toward theoretical knowledge, Step 2 CK required rapid clinical decision-making that demanded instant recall of information, case-based learning that effectively bridged the gap between theory and practice, and practical application of evidence-based medicine that transformed textbook knowledge into tangible patient care, highlighting the crucial connection between academic learning and real-world medical scenarios. It was a period marked by both intense pressure and unparalleled growth, shaping not just my skills as a future physician, but also my perspective on healthcare.

Optimizing Clinical Exposure for Exam Preparation

The Pressure of Residency Applications and USMLE Scores

Lessons Learned: The Impact on My Medical Career

Looking back, the experience of preparing for USMLE Step 1 and Step 2 CK while completing my internship at Mysore Medical College stands as one of the most defining periods of my medical career that shaped every aspect of my professional development. It instilled in me:

• Unwavering Self-Discipline: The ability to balance multiple responsibilities under extreme pressure that threatened to overwhelm even the most dedicated individuals1.
• Clinical and Analytical Acumen: A deepened understanding of patient care that transcended textbook knowledge, diagnostic reasoning that pierced through complexity, and case-based medicine that transformed theoretical concepts into practical solutions.
• Resilience and Adaptability: The fortitude to handle setbacks that challenged my resolve, maintain focus despite overwhelming obstacles, and pursue long-term goals despite immediate difficulties that threatened to derail my progress.
• Commitment to Lifelong Learning: Recognizing that medical education represents an ongoing process of growth and discovery that extends far beyond formal training, not a one-time event that concludes with graduation.

Conclusion: A Journey That Defined My Future

Events in the US of A

Surviving and Thriving: My Journey Through Adversity in the U.S. Healthcare System

Neighborhood Group Homes, Evanston & Wilmette, IL (07/01/2006 – 04/01/2007)

During my preparation for USMLE Step 3, I found myself in an incredibly challenging yet advantageous situation. As an international medical graduate (IMG) on an F1 visa, I was restricted from formal employment. However, driven by my passion for patient care and my need to support myself, I took on a volunteer role at Neighborhood Group Homes in Evanston and Wilmette, Illinois, where I cared for individuals with chronic neurodegenerative disorders.

Balancing my rigorous USMLE preparation with physically demanding work, I spent three days each week at each location and took on additional Sunday shifts. I was compensated not with wages, but with store coupons, which became my only means of affording essentials. This experience was not just a test of my medical skills but of my resilience, adaptability, and sheer determination to survive in the U.S. while staying committed to my career goals.

Responsibilities and Daily Challenges:

• Comprehensive Physical Care: I provided round-the-clock support to four residents in two different group homes, assisting them with mobility, feeding, dressing, toileting, and bathing tasks that required immense physical and emotional resilience.
• Medication Administration & Compliance: I ensured that each patient received their medications on time, working with physicians and caregivers to maintain adherence to prescribed treatment plans.
• Scheduling & Accompanying Patients to Doctor’s Appointments: Managing medical schedules was crucial—arranging transportation, coordinating with healthcare providers, and advocating for patients’ needs at doctor’s visits.
• Household Maintenance & Cleanliness: As a group home caretaker, I also took responsibility for maintaining the household, ensuring hygiene standards, managing laundry, grocery shopping, and meal preparation for patients.
• Engagement & Mental Well-being: Beyond physical care, I fostered a positive environment by engaging patients in daily activities, social interactions, and cognitive exercises to improve their quality of life.

Despite the physical exhaustion, financial struggles, and emotional toll, I remained steadfast. These individuals relied on me, and their gratitude fueled my determination.

Jackson Park Hospital & Medical Center (05/01/2006 – 06/01/2006)

Shadowing under Dr. Bangalore Murthy and Dr. Kumar – Southside Chicago

Before my work in group homes, I spent two months shadowing Dr. Bangalore Murthy and Dr. Kumar at Jackson Park Hospital and Medical Center, an institution serving a predominantly underserved population in South Side Chicago.

This was an eye-opening experience that introduced me to the realities of healthcare inequities, the complexities of managing chronic conditions in underprivileged communities, and the importance of cultural competence in patient interactions. As an observer, I absorbed firsthand knowledge of the U.S. medical system and hospital workflow, including:

• Clinical Rounds & Patient Consultations: Observing patient evaluations, diagnostic processes, and treatment plans, I learned how to navigate multidisciplinary care in a fast-paced hospital environment.
• Emergency and Acute Care Exposure: Witnessing emergency procedures and inpatient management provided me with valuable insights into critical care protocols within the U.S. healthcare system.
• Medical Documentation & Insurance Navigation: Understanding the intricacies of electronic health records (EHRs), insurance-based care models, and physician documentation was crucial for my adaptation to U.S. healthcare practice.

With no income and minimal resources, and facing long commutes, I pushed through daily transportation challenges, often skipping meals to make ends meet. Yet, my passion for learning and my long-term vision kept me moving forward.

Holy Cross Hospital (03/01/2006 – 04/01/2006)

Shadowing Dr. Haleyur Arun – Pulmonology

Before my time at Jackson Park Hospital, I had the privilege of working with Dr. Haleyur Arun, a pulmonologist, at Holy Cross Hospital. This experience further broadened my clinical exposure in respiratory medicine, allowing me to:

• Observe pulmonary procedures, including bronchoscopy, thoracentesis, and management of mechanical ventilation.
• Assist in patient education regarding chronic pulmonary conditions, such as COPD, asthma, and tuberculosis.
• Understand the role of pulmonology in interdisciplinary care, particularly in critical settings such as the ICU.

However, this was one of the most challenging periods of my life. Living with extreme financial constraints, I endured days without food, relying on whatever minimal resources I could find. Navigating Chicago’s complex metro and train systems daily, I commuted across the city in pursuit of experience, often walking long distances in freezing weather to get to hospitals and group homes. The hardship, however, only strengthened my determination to succeed.

Reflections: Rising Above the Struggles

Each of these experiences—the exhausting shifts at Neighborhood Group Homes, the intense shadowing at Jackson Park Hospital, and the pulmonology training at Holy Cross Hospital—shaped me profoundly. They reinforced my resilience, sharpened my adaptability, and strengthened my commitment to patient care.

These challenges were far beyond mere academic pursuits—they were personal tests of endurance, grit, and purpose. Despite the loneliness of being far from home, the constant financial insecurity, and the sacrifices I had to make, I never wavered in my goal of becoming a physician with a deep understanding of both medical and human needs.

Through these struggles, I not only built a stronger medical foundation but also developed a greater appreciation for the perseverance required to serve in healthcare. Today, as I reflect, I see these experiences as crucial turning points that have defined my journey in medicine.

Background

The journey through medical school is an arduous and intellectually demanding path that requires resilience, adaptability, and a deep commitment to both theoretical and clinical learning. My time at Mysore Medical College, Mysuru, affiliated with Rajiv Gandhi University of Health Sciences, Bengaluru, Karnataka, India, was no exception. While medical training alone posed significant challenges, I undertook an additional, ambitious goal: preparing for the United States Medical Licensing Examination (USMLE) Step 1 and Step 2 CK, all while simultaneously fulfilling my internship obligations —a mandatory requirement for graduating with a Bachelor of Medicine and Bachelor of Surgery (MBBS).

This journey demanded not just intellectual rigor but also an exceptional level of time management, perseverance, and strategic planning. When I decided to pursue a medical career in the United States, I knew that excelling on the USMLE would be crucial for securing a competitive residency match. This meant balancing an already packed medical school curriculum with additional study hours, clinical practice, and research.

Setting the Foundation: Decision to Take the USMLE

Unlike many of my peers who focused solely on excelling within the Indian medical education system, I set my sights on pursuing medical training in the United States. The decision was not an easy one. The USMLE is a rigorous, multi-step examination process that evaluates medical knowledge, clinical reasoning, patient care skills, and the ability to apply theoretical knowledge in real-world settings.

For international medical graduates (IMGs), the USMLE is a gateway to the U.S. healthcare system. With the highly competitive nature of residency applications, a strong performance on these exams was imperative. The challenge, however, was preparing for one of the world’s most demanding medical exams while excelling in my existing coursework and clinical rotations.

The Challenge of Balancing Two Worlds: Medical School and USMLE Step 1

On February 21, 2005, I took the USMLE Step 1 exam, which represents a crucial milestone in the career of every aspiring physician. Preparing for Step 1 was particularly challenging because it required an in-depth understanding of basic medical sciences, subjects often tested differently in the U.S. than in India. Unlike traditional rote memorization techniques in Indian medical education, Step 1 demanded analytical thinking, application-based problem-solving, and case-based learning.

Strategizing Study Plans

Determined to succeed, I devised a strict and highly structured study schedule. My preparation involved:

• Daily Reviews: Every morning began with a structured review of core subjects from First Aid for the USMLE Step 1, Kaplan lecture notes.
• UWorld and Question Banks: I completed thousands of practice questions using UWorld, Kaplan QBank, and NBME self-assessments to hone my ability to think critically under exam conditions.
• Active Learning Strategies: Passive reading was not an option. To reinforce concepts, I utilized Anki flashcards, peer discussions, and high-yield review courses.
• Time Management: I optimized every minute since I was also actively completing my clinical internship. Study sessions during hospital breaks, late-night self-reviews, and weekends spent in libraries became my routine.

Step 1 was more than just an exam; it was a test of mental endurance, problem-solving, and the ability to juggle multiple responsibilities. The pressure of balancing my internship and Step 1 preparation forced me to develop a level of discipline and efficiency that proved invaluable in my future medical career.

Transitioning to USMLE Step 2 CK: Merging Clinical Knowledge with Exam Preparation

After completing Step 1, I immediately began preparing for Step 2, Clinical Knowledge (CK). On May 23, 2005, I took the Step 2 CK exam, which, unlike the Step 1 exam, focused heavily on clinical scenarios, patient care, and diagnostic reasoning.

By this time, I was deeply involved in clinical rotations, patient care, and on-the-ground medical decision-making. Balancing these responsibilities while ensuring adequate preparation for Step 2 CK was another monumental challenge. Unlike Step 1, which is heavily weighted toward theoretical knowledge, Step 2 CK requires rapid clinical decision-making, case-based learning, and practical application of evidence-based medicine.

Optimizing Clinical Exposure for Exam Preparation

To maximize my clinical experiences for Step 2 CK preparation, I adopted a strategic approach:

• Integrating Study into Clinical Practice: Instead of treating Step 2 CK preparation as a separate task, I merged exam content with real-world patient interactions.
• Utilizing Clinical Case Discussions: Engaging with senior physicians, professors, and specialists helped solidify diagnostic reasoning and management protocols.
• High-Yield Study Resources: Key study materials included Kaplan Step 2 CK, UWorld QBank, Master the Boards, and case-based review books such as First Aid for the USMLE Step 2 CK.
• Mock Exams and NBME Assessments: Simulated exams helped refine time management skills and high-yield topic retention.

Step 2 CK required a deeper understanding of patient-centered care, and I ensured that I actively engaged in hands-on clinical work, treating patients with conditions ranging from infectious diseases to psychiatric disorders, pediatric cases, and internal medicine. This immersive experience helped me bridge the gap between textbook knowledge and real-world application.

Journey to the US and Post Graduate Residency Applications

In October 2005, I traveled to the United States on a B1/B2 visa to take the USMLE Step 2 CS (Clinical Skills) examination. This exam, offered in only five cities—Atlanta, Philadelphia, Houston, Chicago, and Los Angeles—was necessary for securing residency interviews. After taking Step 2 CS, I applied for an extension of my visa status to attend residency interviews in multiple states, primarily in the Midwest.

However, due to delays in receiving my Step 2 CS score, I was automatically withdrawn from the 2006 National Resident Matching Program (NRMP). This setback forced me to reconsider my next steps. To stay in the U.S. legally and continue my preparation for Step 3, I transitioned to an F1 (student) visa through Kaplan University’s Medical Prep Program in Chicago. This decision allowed me to pursue additional training and refine my clinical skills while reapplying for residency.

In March 2007, I was successfully matched to a Psychiatry Residency at the University of North Dakota. The program provided me with rigorous training in adult psychiatry, neuropsychiatry, and psychopharmacology. I was fast-tracked into a Child Psychiatry Fellowship, meaning I completed all the requirements for an adult psychiatry residency in three years instead of the standard four. This accelerated track required exceptional clinical performance, efficiency, and dedication. My supervisors consistently gave me outstanding reviews, recognizing my ability to handle complex psychiatric cases while excelling in research and leadership roles.

Resilience and Adaptability: My Journey Through the Psychiatry Residency at the University of North Dakota

My journey through the Psychiatry Residency Program at the University of North Dakota was one of resilience, adaptability, and a deep commitment to both personal growth and the advancement of the program. As part of a small group of residents who matched through the NRMP, I quickly realized that significant transitions within the residency cohort would shape my experience. These changes tested my ability to adapt and provided me with opportunities to take on leadership roles and make meaningful contributions to the program.

Even before the start of PGY-1, one of my colleagues opted out of the program, setting the tone for a residency experience marked by change. During PGY-1, I worked alongside Dr. Saritha Uppala, who later left to pursue a career in internal medicine in Alabama, and Dr. Usman Ashraf, who transitioned out of the program after securing his Green Card to join an internal medicine residency. These departures meant that, at the end of my PGY-1 year, I was the sole resident promoted to PGY-2, a significant turning point in my training.

As the only returning resident, I was entrusted with increased responsibilities, including serving on the Residency Training Committee. In this role, I worked closely with the incoming residents, assisting with their transition into the program and providing mentorship. Among the new residents were Dr. Cristina Mahfoud (also known as Dr. Cristina Sanchez-Juarez), who unfortunately did not continue beyond PGY-2, and Dr. Xiujun Zhao, who joined the program at PGY-2 after a background in surgery. Dr. Zhao and I developed a strong professional rapport, collaborating effectively throughout our PGY-3 year, which further strengthened my ability to work in a dynamic and evolving clinical environment.

Throughout my residency, I remained committed to mentorship and team collaboration, ensuring incoming residents felt supported as they integrated into the program. During PGY-3, I was key in orienting Dr. Hui Xu, a new addition to the PGY-3 cohort, guiding program expectations, workflow, and clinical responsibilities. These experiences reinforced my ability to navigate challenges, maintain stability during transitions, and foster a collegial and supportive training environment.

My time at the University of North Dakota was marked by leadership, resilience, and a commitment to excellence in psychiatric training. Despite the shifting landscape of the residency program, I adapted to the evolving team dynamics while maintaining a high standard of clinical performance and professional integrity. Under the leadership of Dr. Abbott and the program’s dedicated faculty, I developed a deep appreciation for the importance of mentorship, collaboration, and adaptability in residency training. These experiences have shaped me into a capable, resourceful, and committed psychiatrist, ready to embrace the challenges and opportunities that lie ahead in my professional career.

Master of Healthcare Administration (Online/Distance Education with Hands-on Internship):

Simultaneously, I pursued a Master of Healthcare Administration (MHA) to expand my expertise in healthcare management, policy, and psychiatric service delivery. By December 2010, I had completed my MHA while transitioning into my Child Psychiatry Fellowship in Utah. This dual-track training refined my skills in clinical psychiatry, academic research, and healthcare leadership, paving the way for my career in global mental health governance and psychiatric innovation.

Betrayed by a Broken System: My Experience as a Child Psychiatry Fellow at the University of Utah – 1

Introduction

Pursuing a career in child psychiatry was always my passion. After completing my psychiatry residency, I sought a fellowship program that would support my growth as a physician while also helping me navigate the complexities of being an international medical graduate (IMG) on a J-1 visa. I had the privilege of interviewing with eight prestigious programs, including Stanford, but ultimately, I ranked the University of Utah as my top choice. I was drawn to its faculty, training opportunities, and the promise of visa assistance, which was essential for my continued medical career in the United States. However, what followed was an experience that left me feeling misled, unsupported, and exploited by a system that prioritizes control over compassion.

The Deception: False Promises and Unrealistic Expectations

During my interview at the University of Utah, Dr. Douglas Gray, the program director, assured me that I would receive support in transitioning from a J-1 visa to an H-1 visa, which would provide greater stability for my training and future career. Gray made it seem like a guaranteed pathway, emphasizing that the program would work with me to ensure my visa situation was taken care of.

However, once I matched into the program, those promises disappeared. Despite repeated discussions, my visa status remained unchanged. Gray, who had once reassured me of his support, feigned ignorance of the complexities of my immigration status, acting as though the issue had never been discussed. The institution made no genuine efforts to explore my visa options, despite my repeated requests and the clear commitment they had initially made.

The J-1 visa is a highly restrictive and exploitative visa that leaves international medical graduates at the mercy of their training institutions. Unlike the H-1B, which allows for more flexibility and pathways to long-term residency, the J-1 visa imposes strict limitations, including a mandatory two-year home residency requirement, which can significantly impact career opportunities. My concerns were not just about convenience—they were about my professional future and stability.

A Toxic Power Dynamic

Medical training is meant to be rigorous, but the environment in which it takes place must be supportive and transparent. At the University of Utah, I quickly realized that the power dynamics were deeply flawed, allowing program leadership to control trainees rather than empower them. The institution’s handling of my visa situation was not just an administrative failure—it was a reflection of a culture that takes advantage of international physicians, viewing them as expendable rather than as valuable contributors to the field of psychiatry

.

A particularly bitter aspect of my experience was watching others in the program, like Tara Romasanta Buck, who interviewed alongside me, secure their positions without facing the same obstacles. It became evident that my struggles were not merely bureaucratic hurdles but also a product of systemic biases and preferential treatment. Whether it was favoritism, institutional politics, or something more profound, the reality remained the same: I was led into a program under false pretenses, only to be abandoned once I had committed to it.

The Emotional and Professional Toll

Beyond the legal and logistical difficulties, this experience took a significant emotional and professional toll on me. I had entered this fellowship with enthusiasm and commitment, eager to contribute to the field of child psychiatry. Instead, I found myself fighting battles that had nothing to do with my medical training. The stress of visa uncertainty, coupled with the disappointment of broken promises, made it difficult for me to focus on my education and patient care.

It was a stark reminder that international physicians are often treated as second-class professionals—expected to work just as hard, if not harder, but rarely given the same level of respect or support. We are recruited enthusiastically when institutions need us, but once we are in, our struggles are dismissed as insignificant bureaucratic matters.

A Call for Change

My story is not unique. Countless international medical graduates face similar struggles, lured by promises that dissolve once they have committed to a program. The current system allows institutions to use and discard IMGs without accountability, leaving physicians like me in precarious situations that threaten their careers and stability.

There needs to be greater oversight and accountability for institutions that recruit international medical graduates (IMGs). If a program makes assurances regarding visa sponsorship, it must be held to that commitment. Trainees should not have to navigate these issues alone, nor should they be penalized for trusting the words of their program directors.

Additionally, the broader issue of J-1 visa exploitation must be addressed. This visa is designed to benefit institutions more than the physicians who hold them. It creates a power imbalance that allows training programs to exert undue control, knowing that IMGs have limited options and little recourse when promises are broken. Reforming visa policies for medical trainees would be a crucial step toward fairness, equity, and a more just medical training system.

Conclusion

I entered the University of Utah’s Child Psychiatry Fellowship with hope and ambition, only to find myself caught in a web of deceit and bureaucratic indifference. The institution failed me, not just as a trainee but as a professional who had placed trust in their words.

Despite these hardships, I refuse to let this experience define my career. I remain committed to my patients, my field, and my professional growth. However, I also believe it is essential to speak out, ensuring that future IMGs do not have to endure the same struggles. We deserve to be treated with honesty, fairness, and the respect that every physician, regardless of nationality, is entitled to.

The medical community must do better, and it starts by holding institutions accountable for the promises they make to international trainees.

Betrayed by a Broken System: My Experience as a Child Psychiatry Fellow at the University of Utah – 2

Introduction

Pursuing a career in child psychiatry was always my passion. After completing my psychiatry residency, I sought a fellowship program that would support my growth as a physician while also helping me navigate the complexities of being an international medical graduate (IMG) on a J-1 visa. I had the privilege of interviewing with eight prestigious programs, including Stanford, but ultimately, I ranked the University of Utah as my top choice. I was drawn to its faculty, training opportunities, and the promise of visa assistance, which was essential for my continued medical career in the United States. However, what followed was an experience that left me feeling misled, unsupported, and exploited by a system that prioritizes control over compassion.

The Deception: False Promises and Unrealistic Expectations

During my interview at the University of Utah, Dr. Douglas Gray, the program director, assured me that I would receive support in transitioning from a J-1 visa to an H-1 visa, which would provide greater stability for my training and future career. Gray made it seem like a guaranteed pathway, emphasizing that the program would work with me to ensure my visa situation was taken care of.

However, once I matched into the program, those promises disappeared. Despite repeated discussions, my visa status remained unchanged. Gray, who had once reassured me of his support, feigned ignorance of the complexities of my immigration status, acting as though the issue had never been discussed. The institution made no genuine efforts to explore my visa options, despite my repeated requests and the clear commitment they had initially made.

The J-1 visa is a highly restrictive and exploitative visa that leaves international medical graduates at the mercy of their training institutions. Unlike the H-1B, which allows for more flexibility and pathways to long-term residency, the J-1 visa imposes strict limitations, including a mandatory two-year home residency requirement, which can significantly impact career opportunities. My concerns were not just about convenience—they were about my professional future and stability.

A Program of Broken Promises and Institutional Failures

Despite the challenges, I remained committed to my training. Dr. Gray gave me an outstanding review for the first half of my training year, indicating that I was performing well. However, by the end of the academic year (June 30, 2011), I was unexpectedly placed on probation for a period of one and a half months.

I had planned to take my remaining vacation leave at the end of the academic year, combining it with leave for the following year. Gray had approved my request, and at this point, I had not been back home to India for over two and a half years. Before leaving, I explicitly requested a decision on my training status, hoping for clarity before my departure. Instead, Gray and the Residency Training Committee (R.T.C.) delayed their decision until after I left for India.

The final verdict was devastating. The R.T.C. determined that:

• I would not receive credit for my training year (PGY-4) in either general adult psychiatry or child psychiatry.
• I would not be given an extension to complete any purported deficiencies.
• I would be deemed ineligible for board certification in general adult psychiatry—a blatantly illegal decision, as only the American Board of Psychiatry and Neurology (ABPN) has the authority to determine board eligibility.

Gray had overstepped his authority, making decisions that were outside his jurisdiction, further demonstrating the program’s disregard for fairness and due process.

Unfair Appeals Process and Institutional Corruption

While on vacation in India, I immediately appealed the decision via email to Dr. Gray and Dr. Alan Smith, the Dean of Graduate Medical Education at the University of Utah. Instead of receiving a fair hearing, my appeals were dismissed without proper consideration. My access to my University of Utah email account (sushil.sompur@hsc.utah.edu) was revoked, cutting me off from crucial communications and preventing me from retrieving sensitive documents. My official emails were not forwarded to the personal email I had provided, leaving me at a severe disadvantage.

The seven-day appeal period was used against me, with the program claiming that since I had not formally appealed within that timeframe, my request was invalid. This was absurd—I had communicated my appeal in good faith, and the delays were not of my making.

Feeling discriminated against, I filed a formal complaint with the Office of Equal Opportunity and Affirmative Action (OEO/AA). However, their investigation was biased in favor of the university, as they chose to examine only two of the six discrimination claims I had submitted—race and national origin—and ultimately concluded that no discrimination had occurred. My request for mediation and negotiation was ignored, further reinforcing my belief that the system was designed to protect the institution rather than provide justice for trainees.

The Emotional and Professional Toll

Beyond the legal and logistical difficulties, this experience took a significant emotional and professional toll on me. I had entered this fellowship with enthusiasm and commitment, eager to contribute to the field of child psychiatry. Instead, I found myself fighting battles that had nothing to do with my medical training. The stress of visa uncertainty, coupled with the disappointment of broken promises, made it difficult for me to focus on my education and patient care.

It was a stark reminder that international physicians are often treated as second-class professionals—expected to work just as hard, if not harder, but rarely given the same level of respect or support. We are recruited enthusiastically when institutions need us, but once we are in, our struggles are dismissed as insignificant bureaucratic matters.

A Call for Change

My story is not unique. Countless international medical graduates face similar struggles, lured by promises that dissolve once they have committed to a program. The current system allows institutions to use and discard IMGs without accountability, leaving physicians like me in precarious situations that threaten their careers and stability.

There needs to be greater oversight and accountability for institutions that recruit international medical graduates (IMGs). If a program makes assurances regarding visa sponsorship, it must be held to that commitment. Trainees should not have to navigate these issues alone, nor should they be penalized for trusting the words of their program directors.

Conclusion

Despite these hardships, I refuse to let this experience define my career. I remain committed to my patients, my field, and my professional growth. However, I also believe it is essential to speak out, ensuring that future IMGs do not have to endure the same struggles. We deserve to be treated with honesty, fairness, and the respect that every physician, regardless of nationality, is entitled to.

The medical community must do better, and it starts by holding institutions accountable for the promises they make to international trainees.

What Happened in Utah – Really…

Reflection on My Fellowship Year (July 1, 2010 – June 30, 2011)

I enthusiastically embarked on my fellowship year on July 1, 2010, at the University of Utah, fueled by my passion and commitment to specializing in child and adolescent psychiatry. This incredible opportunity enabled me to broaden my clinical expertise, engage with multidisciplinary teams, and participate in advanced psychiatric training that truly enriched my professional journey.

Throughout the year, I embraced various rotations, each honing my skills and deepening my understanding of pediatric mental health. Although I faced challenges in accessing my training file, including both positive and negative evaluations, I remained focused on my mission. My desire to learn and grow has always been paramount, and I continue to seek clarity regarding my PGY-4 training records in the Division of Child Psychiatry.

Despite any obstacles I encountered, I maintained a steadfast dedication to providing exceptional care and making a positive contribution to my program. I am proud of the resilience I displayed and look forward to carrying these experiences into my future endeavors.

My First Rotation at the University of Utah:

               Embarking on my first rotation at the Wasatch Canyons campus of Intermountain Healthcare’s Primary Children’s Medical Center marked the beginning of a transformative journey in my burgeoning career. Under the dynamic leadership of Scott Whittle—a visionary psychiatrist and dedicated rotation supervisor—I plunged into a vibrant, challenging environment designed to heal and empower adolescents grappling with psychiatric and substance dependence disorders.

Throughout the three-month rotation, I immersed myself in a residential and day treatment setting that demanded both clinical precision and heartfelt compassion. Every day, I evaluated and formulated innovative treatment plans, harnessing my skills to craft personalized approaches that not only addressed acute clinical needs but also nurtured hope and resilience in young lives. I championed a collaborative spirit, communicating openly with an interdisciplinary team that included experienced clinicians, therapists, and support staff—all united by a common mission to transform despair into determination.

I actively engaged in weekly staffing meetings and grand rounds, where I participated vigorously, challenged conventional wisdom, and contributed fresh insights during case conferences. These sessions refined my clinical acumen and bolstered my confidence in setting ambitious discharge planning goals. With every meeting, I absorbed knowledge, shared perspectives, and propelled discussions that were as intellectually rigorous as they were emotionally charged.

Scott Whittle’s mentorship was a beacon throughout this intense period. His deep expertise, honed through rigorous training and a fellowship in child and adolescent psychiatry, inspired me to push beyond my limits and excel in every task. Under his guidance, I not only delivered compassionate care but also earned the genuine appreciation of my rotation supervisors and team members, who recognized my dedication, initiative, and unwavering commitment to our patients.

This rotation was more than just an academic exercise—it was an emotional odyssey that transformed my approach to patient care and instilled in me the power of empathy, collaboration, and relentless determination. I left Wasatch Canyons not only with enhanced clinical skills but with a fortified spirit, ready to confront future challenges with passion and purpose.

My Second Rotation at the University of Utah:

               At the Research campus of Intermountain Healthcare’s Primary Children’s Medical Center, I embarked on a transformative journey that reshaped my professional identity and ignited a fervent passion for child psychiatry. In this dynamic residential and day treatment setting—designed for latency-age children battling psychiatric disorders—I immersed myself in a world where every case told a story of struggle, resilience, and hope.

Under the visionary guidance of Dr. Kirk Simon, MD—a distinguished triple board physician with a mastery of pediatrics, psychiatry, and child psychiatry—I dove into my responsibilities with unwavering determination. Although Dr. Simon’s commitments at a behavioral health institute in Syracuse, UT, meant that he could not always be at my side, his legacy of excellence inspired me to seize each moment of independence. I took charge of evaluating cases with precision and empathy, analyzing every detail and crafting thoughtful treatment plans that honored the unique challenges of each young patient.

For three exhilarating months, I thrived in an environment that celebrated initiative and nurtured growth. I collaborated passionately with a team that embraced my fresh perspective, and together, we pioneered innovative approaches to care. Every interaction, every case conference, and every decision propelled me further along the path of becoming a compassionate and skilled child psychiatrist. I cherished the opportunity to work with kids whose bravery and vulnerability reaffirmed my commitment to the field, igniting a fire within me to make a tangible difference in their lives.

The emotional zenith of my rotation arrived on December 13, 2010. In a one-on-one mid-year appraisal with Dr. Gray, I received a letter from the office of Douglas Gray, addressed to the American Board for Psychiatry and Neurology (ABPN). This letter was not merely an administrative formality—it was a powerful affirmation of my dedication and progress. It declared that I was in exemplary standing within the Child and Adolescent Psychiatry Residency Program at the University of Utah, and it heralded the completion of my first year of child psychiatry training on June 30, 2011, making me eligible to take the general psychiatry boards.

This moment cemented my resolve and validated my relentless pursuit of excellence. It symbolized not only the culmination of a rigorous period of learning but also the dawn of new opportunities—a gateway to further challenges and triumphs in the realm of psychiatry. With my heart brimming with gratitude and my spirit empowered by success, I stepped forward into the future, ready to transform every challenge into an opportunity to heal and inspire.

In that crucible of growth, I discovered my voice, harnessed my potential, and committed myself to a lifelong mission: to champion the mental health of our youth with courage, compassion, and unwavering resolve.

The Third Rotation at the University of Utah:

               At Primary Children’s Medical Center (PCMC), I undertook an intensive four-month rotation designed to refine my expertise in psychiatric consultations for children and adolescents with complex medical conditions. Guided by the enigmatic Dr. Doug Gray, whose early communications hinted at both opportunity and subtle manipulation, I boldly opted for the extended, four-month experience. I believed that this choice would empower me with unparalleled exposure to the art and science of inpatient psychiatric consultations, and it did not disappoint.

I dove headfirst into a rigorous schedule, collaborating with a dedicated psychology intern, Hyo Bae, and expanding my clinical reach by occasionally consulting at the nearby University Hospital. Each consultation ignited my passion, as I evaluated intricate cases and crafted nuanced treatment plans under the demanding yet exhilarating conditions of a tertiary care setting. The early days, however, unfolded unexpectedly slowly—only four consultation days in a row—surprising both my supervisors and me, yet each moment served as a crucible in which my resolve was forged.

Under the vigilant eyes of supervisors such as Rich Martini, fresh from Chicago with a formidable background in child and adolescent psychiatry, and Dedee Caplin, a perceptive psychologist affiliated with the Pediatrics residency program, I navigated the initial uncertainties. By the rotation’s end, Lisa Giles, a luminary triple-boarded expert in child and adolescent psychiatry, pediatrics, and adult psychiatry, evaluated my progress with a critical yet encouraging lens. Despite early challenges and an unexpected absence of clinical privileges for one supervising psychologist, which occasionally disrupted our consultations, I was able to rise to the occasion.

In February 2011, when my performance came under scrutiny for specific areas of deficit, Dr. Gray devised a Corrective Action Plan (CAP). I embraced this challenge with determination, refining my skills during weekly supervisory sessions and transforming feedback into concrete improvements. By the rotation’s conclusion, I had demonstrated tangible progress, convincing my evaluators of my commitment to excellence and my capacity to evolve under pressure.

The final Rotation of TWO (2) months:

Yet, the journey did not end there. I transitioned to my final rotation at the University of Utah Neuropsychiatric Institute—inpatient unit for children and adolescents facing acute psychiatric crises, now known as the Huntsman Mental Health Institute, under the stewardship of Drs. Kirsti Kleinschmit and Thomas Conover, both revered triple-boarded physicians, I immersed myself in the high-stakes environment of acute care.

A mere week into this rotation, my world shifted dramatically. In an atmosphere charged with authority and expectation, Dr. Gray, flanked by Jim Ashworth, the chief of the division of child psychiatry, confronted me with a probation letter. Shock and disbelief rippled through me as I was presented with a document and forced to sign it on the spot, with no opportunity to scrutinize its contents or seek clarification. In that fraught moment, under intense pressure and with menacing coercion, both Gray and Ashworth demanded sexual favors, their inappropriate advances and harassment compounding the betrayal of trust I had experienced. Their actions exploited their power, intimidated me, and stripped away the dignity that every trainee deserves.

In the aftermath of this harrowing encounter, I found myself at a crossroads—a moment that challenged my resilience and my unwavering commitment to ethical standards in medicine. Despite the manipulative tactics and the grievous abuse of authority, I refused to be silenced. I confronted the injustice head-on, channeling my Pain into a resolute determination to advocate for safe, respectful, and equitable treatment within the field of psychiatry.

This rotation, with its blend of profound clinical learning and appalling misconduct, transformed me both professionally and personally. It galvanized my commitment to excellence, honed my clinical skills, and ignited a fervent drive to ensure that future training environments are free from exploitation and intimidation. Every challenge I faced became a stepping stone toward a future where compassion and integrity reign supreme, and where I can champion the rights and dignity of every patient and trainee I encounter.

I have very little to say about the sexual harassment part, and I don’t like talking about it, let alone putting it on paper. However, I have mustered the strength to do it, and the following paragraph alludes to what happened during the meeting with Gray and Ashworth.

            It was a small room, a table for a telephone and a table lamp, a single couch, and a two-seater couch. I came in and sat on the couch, and Jim Ashworth was already there when Doug Gray took me into the room from the inpatient psychiatric unit for children and adolescents at U.N.I. Gray held the door open and ushered me to sit on the sofa. I did not carry anything with me and left my clipboard in the M.D. room in the inpatient unit. Gray did most of the talking and started by saying that I was not meeting the expectations of the residency program and that I had two options. At this exact point, Ashworth and Gray exchanged glances and said they would like their penises sucked and wanted a “blow-job” from me. Gray also made a specific gesture of anal sex using his hands, putting his right thumb into partially flexed fingers in his left hand (the tip of the pointer and the thumb making a hole” and saying, “maybe also this.” I shook my head and grimly said, “No.” Gray said, “The other option for you would be to sign ‘this’ document. Signing the record would mean that I would be on probation from then onwards, with possible outcomes listed at the end of the form.” I signed the document under duress.

Furthermore, my rights regarding those possible adverse outcomes or consequences were listed at the very end of the document. My question was, “What does it mean when I am on probation? and whether I can take my board examination in general adult psychiatry as scheduled.” Gray and Ashworth nodded, saying, “Yes, it would not have anything to do with your taking the board exam.” After this, I asked for a pen to sign the document. I was prepared to take the Adult Psychiatry Board Examination and applied to the ABPN for it. I fumbled in my pockets and remembered leaving my pen on my clipboard in the inpatient rotation. I was offered pens by both Gray and Ashworth. I then signed the document and returned the pen. Gray seemed happy and asked me to leave for India or California, where I had a full and unrestricted license to practice medicine as a physician. Ashworth asked me if I had any questions afterward, and I replied, “No,” in a state of shock, then held the door open for them to walk out. I walked out after them. I went back into the inpatient unit, and the M.D. room took some time to compose myself. I then told Kristi Kleinschmit, my rotation supervisor for the month, who was in the room with the social workers, about what had happened. I don’t remember receiving an empathic response. I requested to discuss it afterward, and even during that meeting, it evoked no questions about what had happened in the small, closed-off room. Kleinschmit did not seem to care and responded to me as if the entire situation were déjà vu.

I took decisive action by informing Kleinschmit and Conover—my rotation supervisors—about the probation, understanding that complete transparency was non-negotiable. Their silent acceptance left no room for further inquiry, yet I pressed forward with unwavering resolve. Kleinschmit swiftly devised a detailed list of areas for improvement and meticulously reviewed it with me every week for the remainder of the month. Her steadfast guidance validated my efforts as I steadily made progress toward my desired goal. Equally, Conover dedicated himself to regular supervisory meetings until the end of the rotation, offering incisive feedback that affirmed my strengths and challenged me to excel beyond the alleged deficits.

Each week, I confronted the rigors of the Clinical Skills Examinations (C.S.E.s) with relentless determination. Under the objective scrutiny of various attending psychiatrists, I demonstrated my competence across multiple components, proving that I could rise above criticism and thrive under pressure. During our regular monthly lunch meetings, we were reassured that these evaluations would serve as tools for growth, not as instruments of retribution—the promise that any negative C.S.E.s would neither be used against us in Residency Training Committee (RTC) decisions nor be recorded in our training files.

Amid the turbulence, I strategically requested a vacation to India, combining the remaining vacation time from the current academic year with days allocated from the next. Doug Gray, fully aware of my visa situation and the urgency of my need for respite, approved the requested time off. I insisted that the R.T.C. expedite their decision regarding my probation before my departure. Gray promised that I would be updated as soon as I landed in India; however, that assurance dissipated into silence. As my plans shifted and my departure was delayed by a day, the absence of any clear resolution weighed heavily on my spirit.

Ultimately, the R.T.C. resolved not to renew my contract for the subsequent academic year, nor to extend it to address any remaining deficiencies they could pinpoint. Undeterred, I launched a series of impassioned appeals by emailing Doug Gray and Dr. Alan Smith, the Director of Graduate Medical Education at the University of Utah. My earnest efforts, however, met with resounding indifference—my appeals fell on deaf ears. When a response finally emerged, it was a curt dismissal: the appeal deadline had passed, with me being on vacation and my official email of the University of Utah disabled within SEVEN (7) days of my dismissal, and no further requests would be entertained.

With no alternative left, I filed a complaint of discrimination with the Office of Equal Opportunity and Affirmative Action (OEO/AA) at the University of Utah. Yet, even this channel of recourse collapsed beneath the weight of systemic indifference, as the case was summarily closed without the appointment of a hearing committee or the assignment of an ombudsman—a resource I had fervently requested from the very beginning to negotiate on my behalf rather than merely defend the actions of the R.T.C.

Through these tumultuous experiences, I forged resilience and cultivated an unyielding determination to seek justice and uphold the integrity of the training process. I challenged bureaucratic inertia, advocated for transparency, and refused to be silenced by a system that prioritized expediency over fairness. In the face of overwhelming obstacles, I transformed adversity into an opportunity for growth—a clarion call to champion equity, accountability, and the dignity of every trainee who dares to stand up against injustice.

The Various Agencies in the US of A that were Supposed to be of Help

I mobilized every resource at my disposal and escalated my fight for justice by reaching out to various levels within government agencies. It all began when the President of the University of Utah endorsed the decision of our own Office of Equal Opportunity and Affirmative Action (OEO/AA). That moment was a no-brainer—I knew I had to act. I set in motion a relentless pursuit to hold the institution accountable for the discrimination I had endured.

On June 11, 2012, the U.S. Department of Justice declared that the charge of discrimination I had filed was untimely, explicitly noting that it fell outside the critical 180-day window following the alleged incident. With that, they dismissed the employment discrimination claim “with prejudice,” effectively extinguishing my claim in that forum. This decision, however, only fueled my determination to seek redress.

Not long before that, on May 23, 2012, the U.S. Equal Employment Opportunity Commission (EEOC) concluded that it could neither establish a violation of the relevant statutes nor certify that the University of Utah had complied with the law. The EEOC determined that no further issues could be salvaged from my charge, and they provided me with a 90-day notice, directing me to file a lawsuit in a state or federal court if I wished to pursue the matter further.

The legal battle escalated dramatically. On October 1, 2012, District Judge Ted Stewart recorded that I, Sompur Vasanthkumar, Sushil Kumar (“Plaintiff”), had initially filed the complaint against the University of Utah in the United States District Court for the Northern District of Texas. United States Magistrate Judge Jeff Kaplan then transferred the case to the District of Utah due to the venue of the incident, and District Judge Ted Stewart referred the matter to the undersigned magistrate judge under 28 U.S.C. § 636(b)(1)(A). The Court granted me leave to proceed in forma pauperis under 28 U.S.C. § 1915, recognizing the financial constraints I faced. Yet, when I submitted my motion to appoint counsel, the Court denied my request after a careful review, leaving me to face the judicial process largely unsupported.

If you are reading this and have come this far, I implore you to help me with my case, which I firmly believe is a severe instance of discrimination. I have been targeted and mistreated because of my race, national origin, and the relentless mental harassment I have endured. I respectfully request your guidance on navigating the intricate judicial processes and urge you to suggest a pathway that could secure relief for the numerous injustices inflicted upon me.

At the very least, I am asking for one fundamental correction: to receive credit for one year of psychiatric training at the University of Utah. Additionally, I demand that the deficiencies noted during my PGY-4 year, which I assert were rectifiable, be formally acknowledged as having been addressed. Such recognition would render me board-eligible for the general adult psychiatry board examination by the American Board of Psychiatry and Neurology (ABPN). Without this critical adjustment, my ability to practice psychiatry—especially in institutions where American board certification is indispensable—would be severely compromised, effectively nullifying the years of rigorous education and tireless effort I have invested in my career.

I challenge the current system and demand accountability from those responsible for these decisions. I advocate not only for my rights but also for a broader reform that protects every trainee from similar injustice. I call upon anyone who believes in fairness and integrity to help restore justice in this case, to guide me through the judicial labyrinth, and to ensure that my hard-earned credentials and dedication to the field of psychiatry are not obliterated by discrimination and bureaucratic neglect.

Together, we must transform adversity into a catalyst for systemic change, empowering every individual who has been silenced by injustice to rise and reclaim their rightful place in the world.

Authorized Signatory

For Antahkarana Clinic Private Limited

Dr SUSHIL KUMAR SOMPUR VASANTHKUMAR, MD (Psychiatry)

Consultant Neuropsychiatrist & Sexologist,

MINDSS NEUROLINKS

Chairman and Founding Director

ANTAHKARANA CLINIC PRIVATE LIMITED

Regd. Address:

655-1 MINDSS NEUROLINKS

1^st Floor SOMPURA BASAPPA HOSPITAL COMPLEX

BANNUR MAIN ROAD ALANAHALLI LAYOUT

MYSURU 570028 KARNATAKA INDIA

Associate Professor

Department of Psychiatry

Venkateshwara Institute of Medial Sciences

NH-24 Rajabpur Shri Venkateshwara University campus

Gajraula 244236 Uttar Pradesh

INDIA

Ph: +91 888 497 6550, +91 866 036 1438

Email: sushil.sompur@gmail.com

                drssompur@hotmail.com