Implementing competency based admissions at the Albert Einstein College of Medicine

Abstract

The Albert Einstein College of Medicine (Einstein) was founded in 1955 during an era of limited access to medical school for women, racial minorities, and many religious and ethnic groups. Located in the Bronx, NY, Einstein seeks to educate physicians in an environment of state-of-the-art scientific inquiry while simultaneously fulfilling a deep commitment to serve its community by providing the highest quality clinical care. A founding principle of Einstein, the basis upon which Professor Einstein agreed to allow the use of his name, was that admission to the student body would be based entirely on merit. To accomplish this, Einstein has long used a ‘holistic’ approach to the evaluation of its applicants, actively seeking a diverse student body. More recently, in order to improve its ability to identify students with the potential to be outstanding physicians, who will both advance medical knowledge and serve the pressing health needs of a diverse community, the Committee on Admissions reexamined and restructured the requirements for admission. These have now been categorized as four ‘Admissions Competencies’ that an applicant must demonstrate. They include: 1) cocurricular activities and relevant experiences; 2) communication skills; 3) personal and professional development; and 4) knowledge. The purpose of this article is to describe the process that resulted in the introduction and implementation of this competency based approach to the admission process.

Characterization of school of dentistry prerequisite courses and recommendations for admission

“…The CBA is a holistic assessment approach that weighs multiple factors that can predict whether an applicant has the potential be an exceptional clinician, rather than focusing on traditional academic metrics 14 . One model includes 4 competencies that a successful application must demonstrate, which are listed in order of importance: (1) cocurricular activities and relevant experiences, (2) communication skills, (3) personal and professional development, and (4) knowledge 15 . Assessment strategies, such as essays, interviews, and portfolios, are then adapted around these competencies.…”

Medical educational culture: introducing patients to applicants as part of the medical school interview: feasibility and initial impact show and tell

“…The question of how to accomplish this has been the subject of much discussion. Many admission committees emphasize things such as communication skills, extracurricular activities, knowledge of the profession, and psychometrics among many others ( 5 ). Interviews have largely focused on assessing communication and social skills after applicants have been screened according to traditional metrics as well as their attributes and experiences ( 6 ).…”

Impact of the Bronx Community Health Leaders Program for Socioeconomically Disadvantaged Prehealth Students

“…This approach aligns with health equity and holistic admission processes supported by other prehealth programs and medical school admission committees. 14 , 18 …”

“…The program enhances competency-based skills identified by the American Association of Medical Colleges (AAMC) and most medical schools' holistic admission process, including interpersonal and communication skills, knowledge of health care systems, participation in scholarly inquiry, cultural competency, service orientation, and teamwork. 18 , 19…”