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MCAT & USMLE Tutor | Biology, Chemistry & SAT Prep
Akshi G.

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About Akshi

Bio

Hi, I'm Akshi! I graduated cum laude from the University of California, Irvine with a B.S. in Neurobiology and a 3.88 GPA, and I'm currently a medical student on a research year. I scored a 1530 on the SAT and passed USMLE Step 1 in 2025. I took the MCAT in 2022, scoring 130 (96th percentile) on Chem/Phys, 132 (100th percentile) on Psych/Soc, and 128 (82nd percentile) on Bio. I most recently scored 255+ on USMLE Step 2 CK.

My experience spans 7 years across multiple levels. I began...

Hi, I'm Akshi! I graduated cum laude from the University of California, Irvine with a B.S. in Neurobiology and a 3.88 GPA, and I'm currently a medical student on a research year. I scored a 1530 on the SAT and passed USMLE Step 1 in 2025. I took the MCAT in 2022, scoring 130 (96th percentile) on Chem/Phys, 132 (100th percentile) on Psych/Soc, and 128 (82nd percentile) on Bio. I most recently scored 255+ on USMLE Step 2 CK.

My experience spans 7 years across multiple levels. I began teaching basic math and science to elementary school students, then spent a year as an AP Biology TA, running 1:1 sessions and grading quizzes, labs and simulated exams. As a Biological Sciences Peer Tutor at UC Irvine for Introduction to Physiology, I ran individual and group tutoring, developed practice exams and content reviews. Several of my students showed score gains on their midterms and finals, and because that course covers material foundational to the MCAT, this tutoring often doubled as early MCAT preparation. For the past 4 years I've tutored standardized test prep, including SAT Math, Reading, and Writing along with algebra fundamentals, helping students break 700 on section scores. As a private tutor, I taught high school chemistry, with a focus on fundamental principles. As a tutor in my medical school's Academic Center for Excellence, I've covered biochemistry, intro coursework, and anatomy/physiology, building students' study skills and confidence in preparation for USMLE exams.

My approach centers on finding the gap between a student's level and their goal, and tracking progress by specific error type, typically with personalized spreadsheets. I credit much of my own score growth, from the SAT to the USMLE, to this targeted approach, and since most students have limited time, I focus on their weakest areas while maintaining what's already strong.

I tutor SAT, Algebra, AP Biology and Chemistry, MCAT, and USMLE Step 1/Step 2 CK, plus other science coursework on request. I'd love to help you achieve your goals!

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Education

UC Irvine
Neurobiology
MD Degree
Enrolled

Additional Languages

Telugu

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Approved Subjects

Algebra 1

Algebra 1

Math is often where students first think about whether they're "a STEM person," and Algebra 1 is usually the course where that decision begins to form. My background is in Neurobiology and medicine, fields that are quantitative at every level and require an application of math to a plethora of problems. I've spent years relying on the same foundational skills that this course introduces: working with variables, manipulating equations, and translating real-world problems into mathematical language. I've tutored students across a wide range of ages and levels, from elementary and middle school through high school, and I've found that struggles in Algebra 1 are rarely about a student being "bad at math." More often, a specific foundational gap, in fractions, negative numbers, or the order of operations, continues to compound into higher-order problems. My approach starts by identifying exactly where that gap is, and then rebuilding confidence through pattern recognition: showing students that algebra follows consistent, learnable rules rather than being a subject of memorized, disconnected tricks. I also emphasize communicating concepts through descriptive and visual approaches, rather than presenting students with a wall of numbers they have no way to build intuition around. As a highly visual learner myself, I've found that being able to mentally picture a math concept, not just manipulate it symbolically, is often the difference between a student who can follow a specific problem and one who can actually reason through a new one. My goal with every student is to make sure Algebra 1 becomes a foundation they trust, since nearly every math and science course that follows depends on it.
Algebra 2

Algebra 2

Algebra 2 is where math starts to look more like the math used in real STEM work, and is also a course that shows up directly on the SAT and ACT. My background in Neurobiology and medicine means I use this kind of quantitative reasoning regularly, and I bring that applied perspective into how I teach it: not just how to solve a problem, but why a particular method works and where else that same logic will show up later. I've tutored students at nearly every level, and with Algebra 2 in particular, I've found the biggest obstacle usually isn't the new material itself but a shaky foundation from Algebra 1 that never got fully solidified. So I start by identifying exactly which foundational skills need reinforcing, then build from there toward the new concepts, connecting each one back to a pattern or principle the student already understands rather than presenting it as an isolated new rule to memorize. I also tailor my approach around each student's goals, whether that's keeping pace with a current course, preparing for the SAT or ACT math sections, or building a stronger foundation for future science coursework.
Biology

Biology

With an undergraduate degree in Neurobiology and ongoing training as a medical student, I've engaged with biology deeply and from a multidisciplinary point of view throughout my academic career. Between working in basic science, clinical, and translational research labs, and excelling in coursework at every level, I bring both depth of knowledge and a keen sense of where students tend to get stuck on tricky subtopics, and how to address that early rather than letting it compound. I approach teaching biology through logic and pattern recognition rather than rote memorization. Biology is often written off as a pure memorization subject, but at its higher levels it actually rewards pattern recognition, logical reasoning, and nuance. I aim to teach concepts at their most basic level first, then build toward a more comprehensive, higher-level understanding from that foundation. I also bring direct testing experience with this subject, from AP Biology and MCAT Biology to medical school coursework and USMLE exams, so I understand not just the content but how it's actually tested at each stage.
Elementary Math

Elementary Math

My own foundation in math started early, with childhood abacus training that built genuine number sense: an intuitive feel for place value and quantity, rather than memorized procedure. I bring that same emphasis to my students, prioritizing an understanding of numbers and numerical relationships over rote steps, so the more abstract rules that come later build on something they already understand. I also pay close attention to confidence, since students who feel behind tend to disengage before they've actually fallen behind for good. My goal is to close gaps early, before they compound into every math class that follows.
Elementary Science

Elementary Science

As a lifelong student of the sciences, the curiosity I developed in elementary science grew into a career in STEM, shaped along the way by mentors who were genuinely passionate about the subject. I aim to pass that same spark on to my students: making science fun and engaging while also building the underlying skills, inquiry, methodical thinking, and logical reasoning, that scientific thinking depends on, starting at an early age.
Interview Prep

Interview Prep

I bring a perspective to interview coaching that comes from both sides of the process. I served on my medical school's admissions committee, interviewing applicants directly, and have also gone through a long series of high-stakes interviews myself throughout my own academic path. That combination trained me to know what an interviewer is actually listening for, while also understanding what it feels like to walk into that room and need to perform under pressure. Most candidates don't struggle with interviews because they lack good answers. They struggle because they haven't practiced turning their real experiences into clear, structured responses that land in the moment, especially under the pressure of being evaluated in real time. My approach focuses on understanding identifying the specific experiences a student should be drawing on, structuring their answers so key points come through clearly rather than getting buried in a rambling response, and practicing enough that their delivery feels natural rather than excessively rehearsed. I tailor my coaching to the specific interview a student is facing, whether that's for a school, a program, or a job, and I give direct, specific feedback and real opportunities to simulate real interview settings rather than generic encouragement or unstructured rehearsal that doesn't always translate in a moment of real pressure.
MCAT

MCAT

I'm a current medical student who scored in the 90th percentile on the MCAT and have coached students through it for years since. My approach centers on section-by-section content mastery, especially the science sections, paired with realistic full-length exam review, since that's usually where the most fixable points are hiding. We start with a realistic study calendar, then meet weekly to close content gaps, review missed questions, and tighten pacing.
Personal Statements

Personal Statements

Over the course of my own academic journey, from undergraduate applications through medical school and beyond, I've spent countless hours learning how to present my personal and academic story in admissions writing. In more recent years, with the rise of generative writing, I've come to realize that learning to speak with your own voice becomes an increasingly important and sought after skill. Through writing, I aim to teach the ability to distill a multitude of experiences into one cohesive narrative, with a clear origin and a clear destination, whether that destination is a specific field of study or a career path. With every student, I start by understanding the experiences that shaped their ambitions. From there, I help them not only sharpen their writing but also develop the ability to express their goals in a specific, highly personal way. Rather than let a student's story get buried under yet another generic narrative, I work to help their own journey and perspective come through clearly on the page. Beyond my own experience navigating lengthy application processes and years of writing my own admissions essays, I've also served as a member of my medical school's admissions committee, reading applications and interviewing prospective students. That gives me a perspective few have: I've written this kind of material myself as a student and aspirant, and I've also been the one evaluating it for many who came after me.
Psychology

Psychology

With a major in Neurobiology and a minor in Psychological Sciences, I approach psychology with a comprehensive, multidisciplinary understanding of the field and with a demonstrated track record of excelling in the field. I earned an A in every course that counted toward my minor, and I scored a 132 (100th percentile) on the Psychology/Social Sciences section of the MCAT. Psychology is a field that I studied in various capacity through my training, from undergrad to preparation for medical school, and then as a medical student spending time on psychiatry wards with real patients and their lived experiences. That range gives me an understanding of the field that spans theory to practice, and it shapes my goal with students: teaching the nuances of how a field with so many schools of thought, and so much apparent ambiguity, can still be tested in a very clear-cut way. I've often found that the open-ended nature of psychology as a discipline, combined with the binary nature of exam questions, makes it a surprisingly challenging subject to demonstrate knowledge in, whether on standardized tests or in coursework. My focus is on understanding where a student is already succeeding in the material, and then translating that success into stronger performance in class and on exams.
SAT Math

SAT Math

I scored an 800, a perfect score, on the Math section of the SAT, and I've maintained that same level of quantitative fluency through various biomedical research endeavors that require increasingly complex applications of math concepts. What I've found tutoring SAT Math is that most students aren't missing points because the material is too challenging at their stage. They're missing points because the SAT tests speed, pattern recognition, and careful reading of what a question is actually asking, under what can be a significant time crunch. My approach focuses on building a strong foundation with the underlying concepts first, so that a student isn't just executing memorized steps, and then layering timing and test-specific strategy on top of that, so the pressure of the actual exam doesn't undo preparation that would otherwise be solid. I work with students at every starting point, from those building basic algebra and geometry fundamentals to those who are already strong in math and chasing the last few points needed for a top score. My goal is to help you achieve your best score possible, without letting the pressure of a timed exam setting affect your potential.
SAT Reading

SAT Reading

On the SAT, my Reading and Writing performance combined for a 760 out of a possible 800, placing my overall SAT score in the 99th percentile nationally. Reading is a section that I've found many strong students underestimate, since it can look deceptively simple compared to math, but it demands very specific reading skills and the ability to read with efficiency under a time pressure. My approach to teaching SAT Reading focuses on building precision and test-taking stamina. Rather than teaching students to read a passage and then rely on gut instinct to pick an answer, I teach a structured strategy for identifying what a question is actually asking, and using the text as a guide toward the right answer rather than treating it as a daunting passage that eats up valuable time. My own background in science and medicine involves reading and extracting precise information from dense material constantly, and I bring that same rigor into how I coach students through SAT passages. I tailor my approach to each student's starting point, whether that means building foundational reading strategy or refining an already-strong score into a top one.
SAT Writing

SAT Writing

My Reading and Writing performance on the SAT combined for a 760 out of 800, part of an overall score in the 99th percentile nationally. Of the two, Writing and Language is the section I find most students can improve on fastest, since unlike reading comprehension, it tests a specific, learnable set of grammar and rhetoric rules rather than subjective interpretation. I approach SAT Writing by first making sure a student has a clear, working knowledge of the actual rules being tested, such as subject-verb agreement, punctuation, and sentence structure, rather than relying on what "sounds right," which is an unreliable strategy under exam conditions. From there, I focus on speed and pattern recognition, since the SAT tends to test the same handful of concepts repeatedly in different forms. Most importantly, I aim to make the SAT Writing section a quick study for my students by building strong pattern recognition, so they can spend their limited preparation time on the sections that persistently remain challenging. I work with students at any starting point, from foundational grammar to fine-tuning a strong score into a perfect one.
Study Skills

Study Skills

Study skills are the one subject I've had to master at every stage of my own education, from elementary school through medical school, where the volume and pace of material leaves little room for inefficient habits. What works for a middle schooler learning to plan around a test date is not the same as what a medical student needs to retain thousands of clinical facts under time pressure, and I've had to build, break, and rebuild my own systems as the stakes and workload increased at each level. I don't believe in one-size-fits-all study advice. Instead, I start by understanding how a specific student currently studies, where that approach is doing them a disservice, and what their actual goals are, whether that's finishing homework more efficiently, retaining material long-term, or performing better under test conditions. From there, I teach concrete, practical tools: how to plan study time realistically, how to identify real gaps in understanding versus surface-level familiarity, and how to use active recall and spaced review instead of passive rereading, which is the single most common inefficient habit I see across students of every age. My goal is to leave students with systems they can keep using long after we stop working together. While I aim to integrate many of these habits into subject tutoring, I also offer dedicated sessions focused purely on study skills, for students who want to build these tools directly rather than through the lens of a specific subject.
Chemistry
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Hourly Rate: $100
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