At the Intersection of Aging and Geroscience

Sarah Mortero’s foundation in neurology and neurosciences began at UC Irvine’s undergraduate program. Driven by a core commitment to health, communication, education and service, she worked in a neuro-rehabilitation laboratory during that time, contributing to stroke-related research and later as a junior research specialist supporting neuroscience projects.

To Sarah, these experiences honed her "data analysis, scientific rigor and translational thinking." In parallel, she built strong skills in communication and education through Teaching English to Speakers of Other Languages work, sharpening her ability to "explain complex concepts clearly, an essential skill in science and medicine."

She has also worked as a medical scribe, gaining firsthand clinical exposure to specialties such as podiatry, pulmonology, pediatric cardiology and patient-centered communication. Together, these experiences helped shape her identity as an "osteopathic physician in training" and strengthened her commitment to research, communication and collaborative care in medicine.

I spent years in non-traditional roles and was looking for a program that would help me re-enter academic science in a meaningful and structured way while continuing to work full time.

Drawn to the Dynamic Nature of Bioscience

According to Sarah, she chose our Advanced Biosciences Program in part due to “how dynamic the field is and how each discovery leads to new questions.”

It was also a needed step before applying to medical school—of which she’s happy to impart that she’s been accepted into Burrell College of Osteopathic Medicine!

“I wanted rigorous, relevant coursework that aligned with health, research and medicine,” Sarah recalls. “I spent years in non-traditional roles and was looking for a program that would help me re-enter academic science in a meaningful and structured way while continuing to work full time.

“This program did just that,” she continues, “and allowed me to reconnect with biosciences at an advanced level while reaffirming that medicine and research are the right path for me."

A Look Inside Sarah’s Classes

In addition to taking the required Current Topics in the Biosciences class, Sarah chose to complete Biology of Aging, Exercise Physiology and Human Nutrition.

“The curriculum was both challenging and transformative,” Sarah recalls.

Sarah spotlights what makes each of these classes so fascinating for her:

Biology of Aging

The Biology of Aging class left an indelible mark: Instructor Johannes Bauer was “one of the most intellectual, thought-provoking and passionate instructors I have had the privilege of learning from,” she enthuses. “His course changed how I view medicine, health and longevity, inspiring me to consider specialties beyond neurology and stroke-focused care to preventative neurology and preventive cardiology.”

That class not only reshaped her academic goals, but also how she thinks about life and disease prevention overall.

“In that class, I researched signaling pathways involved in caloric restriction, insulin growth pathways and their effects on lifespan,” Sarah describes. “That experience shifted how I think about medicine, revealing how these specific pathways can underlie multiple chronic diseases, from cancer to heart disease, diabetes and Alzheimer’s. A year later in medical school, these same pathways were mentioned only briefly and were taught without highlighting any of the broader connections across systems that I learned at UC Berkeley Extension.

“The Biology of Aging coursework directly impacted my medical training because it gave me the insight from which to critically evaluate disease in a new light,” she continues. “This course allowed me to see disease through the perspective of age-related cellular and molecular pathways.

“These are principles that can arguably be tied to disease prevention and health-span extension and are the very principles with which I hope to integrate into my future clinical and research endeavors.”

The program allowed me to reconnect with biosciences at an advanced level while reaffirming that medicine and research are the right path for me.

Human Nutrition

“I was also able to apply metabolic health concepts that I learned in my Human Nutrition course in a nutrition-focused community engagement program through a medical student organization supporting Filipinos in medicine. In a series called ‘Kumusta Kusina,’ I eagerly merged the worlds of beloved foods of my childhood upbringing with culturally informed preventive care through nutrition.”

Current Topics in Biosciences

Instructor Dr. Geoffrey Sargent provided thorough explanations, taught students how to critically read and evaluate research papers, and emphasized scientific structure and clarity. During one session, Sarah was introduced to AI in biomedical research, giving her “an entirely new framework for understanding disease prediction and innovation.”

Although the courses were virtual, the learning environment was highly collaborative. Her peers regularly supported one another by explaining journal articles at varying levels of complexity.

“Dr. Sargent served as a moderator,” Sarah adds. “He encouraged peer-to-peer learning and teaching, which I feel strengthened my ability to understand and communicate science topics clearly.

“That course improved my journal article analysis skills, which were key to not only supporting my journal club presentation in the class, but also directly preparing me for a summer research project in medical school that required critical evaluation of the use of machine learning models to predict dementia.”

Exercise Physiology 

“I was introduced to principles of musculoskeletal health, and as an osteopathic medical student, the science of movement, aging and disease prevention has been especially relevant.”

I truly believe that this program didn’t just prepare me academically, it helped shape the physician and researcher I am becoming, and for that I am truly thankful.

A Transformative Milestone

Earning the certificate meant everything to her personally. “I had been out of formal schooling for a long time, and this program restored my confidence and reminded me that I am capable of rigorous academic engagement and excellence.”

Professionally, it provided her with a strong understanding of advanced biosciences at the frontlines of medicine and research—knowledge she will carry forward into medical training, research and advocacy.

Her advice to students starting the program is to focus on time management from the start and to ask instructors questions without hesitation as their guidance and support are invaluable.

Looking ahead, Sarah sees herself at the intersection of aging and geroscience, combining medicine, research and advocacy.

“I want to be someone who changes the way we think about medicine through nutrition, exercise, disease and aging, just as my instructors did for me,” Sarah describes. “My goals include engaging with the community, educating the public and advocating for disease awareness, especially in stroke and dementia, through integrative, whole-person and prevention-focused care.

“I truly believe that this program didn’t just prepare me academically, it helped shape the physician and researcher I am becoming, and for that I am truly thankful.”