The Diversity and Success of Medical School Applicants With Scores in the Middle Third of the MCAT Score Scale

Terregino, Carol A.; Saguil, Aaron; Price-Johnson, Tanisha; Anachebe, Ngozi F.; Goodell, Kristen

doi:10.1097/acm.0000000000002941

Cited by 49 publications

(50 citation statements)

References 21 publications

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“…This group revealed that one quarter of the surveyed US‐mainland MD‐granting schools matriculated at least 20% of its incoming class with applicants with midrange MCAT scores, likely to reflect more mission‐based selection preferences. However, half of US‐mainland MD‐granting schools had 7.5% or fewer matriculants with midrange MCAT scores; one quarter of US‐mainland MD‐granting schools had 2% or fewer matriculants 12 . This is strong evidence that an applicant's chances of being interviewed and offered admission still relies on a high MCAT score—in addition to undergraduate GPA—as a critical admissions selection factor and likely predictor of success in preclinical medical education 13 .…”

Section: Discussionmentioning

confidence: 98%

“…A recent study showed that medical school applicants whose MCAT scores fell in the middle of the composite score scale generally were more socioeconomically and racially/ethnically diverse compared to the high-MCAT-score applicant group. 12 This group revealed that one quarter of the surveyed US-mainland MD-granting schools matriculated at least 20% of its incoming class with applicants with midrange MCAT scores, likely to reflect more missionbased selection preferences. However, half of US-mainland MD-granting schools had 7.5% or fewer matriculants with midrange MCAT scores; one quarter of US-mainland MDgranting schools had 2% or fewer matriculants.…”

Section: Discussionmentioning

confidence: 99%

“…However, half of US-mainland MD-granting schools had 7.5% or fewer matriculants with midrange MCAT scores; one quarter of US-mainland MDgranting schools had 2% or fewer matriculants. 12 This is strong evidence that an applicant's chances of being interviewed and offered admission still relies on a high MCAT score-in addition to undergraduate GPA-as a critical admissions selection factor and likely predictor of success in preclinical medical education. 13 Such candidates may be impaired by lack of access to educational resources, whether it would be quality of teachers, access to free or low-cost preparation materials, guidance from strong mentors or rolemodels, or financial/personal constraints that require applicants to be employed for a significant amount of time prior to pursuing postbaccalaureate preparation.…”

Section: Discussionmentioning

confidence: 99%

“…The AAMC MCAT Validity Committee also suggested the likely existence of a more diverse applicant subgroup with lower desirable metrics. A recent study showed that medical school applicants whose MCAT scores fell in the middle of the composite score scale generally were more socioeconomically and racially/ethnically diverse compared to the high‐MCAT‐score applicant group 12 . This group revealed that one quarter of the surveyed US‐mainland MD‐granting schools matriculated at least 20% of its incoming class with applicants with midrange MCAT scores, likely to reflect more mission‐based selection preferences.…”

Section: Discussionmentioning

confidence: 99%

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Postbaccalaureate and graduate applicants to dental school: An analysis of holistic review

Chaviano-Moran

Chuck

Perez

2020

Journal of Dental Education

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Although they are valued for their perceived maturity, resiliency, and diverse insight into dentistry, postbaccalaureate and graduate (PBGR) applicants face significant challenges in the admissions process. This study looks at how PBGR applicants are evaluated during the selection process at a US dental school. An analysis of metrics associated with PBGR applicants was performed, focusing on the demographic makeup, academic performance, and total experience hours compared to traditional applicants. Our results suggest that PBGR applicants who are successful in their postbaccalaureate/graduate course of study are also more likely to be admitted if they have a history of strong undergraduate performance. Our results also suggest that PBGR applicants with high self‐disclosed employment hours are strongly considered. Taken together, these results suggest that holistic review has helped PBGR applicants in the admissions process but that further adjustments need to be implemented.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Postbaccalaureate and graduate applicants to dental school: An analysis of holistic review

Chaviano-Moran

Chuck

Perez

2020

Journal of Dental Education

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“…This spring, Academic Medicine published a collection of articles summarizing the MVC's research so far. These articles describe how well MCAT scores predict students' performance in the first year of medical school, 17 how examinees prepare for and perform on the exam, 18 how admissions committees can admit more diverse classes by considering applicants with a wider range of MCAT scores, 19 how to help students strategically prepare for the exam, 20 and how structural racism and inequality affect educational opportunity academic achievement. 29 Visit aamc.org/mvc2020articles to read the articles.…”

Section: Content Categoriesmentioning

confidence: 99%

The Consequences of Structural Racism on MCAT Scores and Medical School Admissions: The Past Is Prologue

2020

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Those in medical education have a responsibility to prepare a physician workforce that can serve increasingly diverse communities, encourage healthy changes in patients, and advocate for the social changes needed to advance the health of all. The authors of this Perspective discuss many of the likely causes of the observed differences in mean Medical College Admission Test (MCAT) scores between students from groups well represented in medicine and those from groups underrepresented in medicine. The lower mean MCAT scores of underrepresented groups can present challenges to diversifying the physician workforce if medical schools only admit those applicants with the highest MCAT scores. The authors review the psychometric literature, which showed no evidence of bias in the exam, and note that the differences in mean MCAT scores between racial and ethnic groups are similar to those in other measures of academic achievement and performance on high-stakes tests. The authors then describe the ways in which structural racism in the United States has contributed to differences in achievement for underrepresented students compared with well-represented students. These differences are not due to differences in aptitude but to differences in opportunities. The authors describe the widespread consequences of structural racism on economic success, educational opportunity, and bias in the educational environment. They close with 3 recommendations for medical schools that may mitigate the consequences of structural racism while maintaining academic standards and admitting students likely to succeed. Adopting these recommendations may help the medical profession build the diverse physician workforce needed to serve communities today.

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Building a student learning‐focused assessment and grading system in dental school: One school's experience

Bitzer

Dathatri

Fine

et al. 2023

Journal of Dental Education

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Purpose/objectives As health professions education moves toward competency‐based education, there has been increased focus on the structure of assessment systems that support student competency development and learning. This has been buoyed by a growing body of research supporting assessment for learning processes to promote student growth and learning rather than relying on assessment systems primarily to measure performance. This paper presents the rationale and evidence for moving to an assessment for learning system and the results of a quasi‐experimental interrupted time series study using data from 2015 to 2022 to evaluate the impacts of these changes. Methods Columbia University College of Dental Medicine faculty voted to implement assessment for learning system changes beginning in 2017 with the graduating class of 2021. These changes included moving from using a grading system for didactic courses with Honors, Pass, and Fail as available grades to a grading system with only Pass and Fail as available grades, as well as creating synthesis and assessment weeks, weekly problem sets, post‐exam review sessions, exam remediation opportunities, and formative progress exams throughout the curriculum. The revised assessment and grading system changes were communicated to residency program directors, and programmatic competency data about student performance across the curriculum were shared with programs in Dean's Letters. Results Once assessment system changes were implemented, it was found that student exam failure rates were lower, course exam scores were the same or higher, and performance on board exams improved compared to the national average. Students reported positive perceptions with regard to well‐being and learning climate that they associated with the adoption of Pass/Fail grading. Match outcomes, including student satisfaction and program director ratings, have remained consistently positive. Conclusion As dental educators, our goal is to nurture students to become life‐long learners. Adopting a grading structure that is Pass/Fail and an assessment system that fosters learning allows students to shape learning practices that favor long‐term retention and application of information, also enhancing the learning environment and student well‐being. These system changes may also facilitate the inclusion and support of students whose backgrounds are underrepresented in dentistry.

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The Diversity and Success of Medical School Applicants With Scores in the Middle Third of the MCAT Score Scale

Cited by 49 publications

References 21 publications

Postbaccalaureate and graduate applicants to dental school: An analysis of holistic review

Postbaccalaureate and graduate applicants to dental school: An analysis of holistic review

The Consequences of Structural Racism on MCAT Scores and Medical School Admissions: The Past Is Prologue

Building a student learning‐focused assessment and grading system in dental school: One school's experience

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