Milind Foulger
I graduated in three years from a liberal arts college with a degree in Biochemistry, and I've spent the past year as a Clinical Researcher, where I was solely responsible for completing an ED device study testing for bacterial and viral infections. I'm also EMT-certified, with real field experience at a rural department. I took the MCAT once in 2024, got into medical school, and I'm matriculating this fall. I've since coached students from the 490s into the mid-510s within a single month.
Outside of medicine, I've spent over a decade teaching myself chess and guitar. Chess taught me something the MCAT demands every single time: mental endurance, strategic thinking under pressure, and the discipline to stay sharp four hours into a session when the position gets complicated. I was also a chess coach, and that experience — breaking down complex positions for someone who sees the board differently than you do — is exactly what MCAT coaching requires.
I work best with students who do what they say they'll do. I'm versatile, and I can meet anyone where they are, but the students who improve the fastest are the ones who are honest about their weaknesses, implement feedback consistently, and show up for themselves. My approach is direct: I give you a clear framework, high-quality resources, and I won't sugarcoat what's working and what isn't. Most students waste weeks re-reading content before ever attempting a practice problem. I flip that: jump into the fire, do the problems, and learn from what you get wrong. Active recall and spaced repetition aren't just study strategies; they're the entire game
In our 1-on-1 sessions, I prioritize two things: your mental state and your most pressing gaps. Burnout is real, and I check in on it intentionally.
From there, we work through questions together, dissect practice exams, and identify exactly where to spend your time. Students often come to me juggling jobs, families, and full lives, so I help build a study schedule that actually fits reality, not an ideal version of it. My students would describe me as intense but caring. I hold high standards because I know what you're capable of, and I'm not interested in giving you false confidence.
But I'm also in your corner at every step, and I genuinely enjoy watching someone's understanding shift the moment a concept finally clicks. That's why I do this.