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2015 Admissions and Student Diversity Affairs Professional Development Conference
June 18, 2015
Association ofAmerican Medical Colleges
The New MCAT Exam: A Better Test For Tomorrow's Doctors
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Session #1
Keeping Up with the Times: Building the New MCAT Exam
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AAMC Admissions Hubwww.aamc.org/admissions
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Resources on Exam Content
• Using MCAT Data in 2016 Medical Student Selection
• Interactive Score Report (Facts sheets)
• Video on the new MCAT exam
• Academic Medicine collection of research on the new MCAT exam
• Academic Medicine Last Page comparing the new and old exams
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Learning objectivesBy the end of this session, you will:
• Know what you want to tell to your committee about the concepts tested by the new exam
• Know what you want to tell your committee about the possible value of scores from the Psychological, Social, and Biological Foundations of Behavior section
• Develop a plan to familiarize your committee members with the concepts tested by the new exam
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Refer to information in this guide during the session
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Time for change
• Periodic reviews are best practice
• Measures the most important competencies in the best ways
• Advances in medicine and scientific research
• Advances in education
1977
1928
1946
1991
2015
2030
1928
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MR5 committee
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MR5 committee members• Steven G. Gabbe, M.D. (Chair)
• Ronald D. Franks, M.D. (Vice Chair)
• Lisa T. Alty, Ph.D.
• Dwight Davis, M.D.
• J. Kevin Dorsey, M.D.
• Robert Hilborn, Ph.D.
• Barry A. Hong, Ph.D., M.DIV.
• Richard Lewis, Ph.D.
• Maria F. Lima, Ph.D.
• Catherine R. Lucey, M.D.
• Alicia Monroe, M.D.
• Saundra H. Oyewole, Ph.D.
• Erin A. Quinn, Ph.D., M.Ed.
• Richard K. Riegelman, M.D., Ph.D.
• Gary C. Rosenfeld, Ph.D.
• Wayne M. Samuelson, M.D.
• Richard M. Schwartzstein, M.D.
• Maureen Shandling, M.D.
• Catherine (Katie) Spina
• Ricci Sylla, M.D.
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Blueprints are evidence-based• More than 90 outreach events
• More than 2,700 surveys
Roadmap to Diversity: Integrating Holistic Review Practices
Behavioral and Social Science Foundations for Future Physicians
Scientific Foundations for Future Physicians Report
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Committee gathered input• Pre-health advisors
and baccalaureate faculty
• Medical school administrators and faculty
• Medical students
• Members of disciplinary societies and higher education associations
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Which concepts are important for students to know at entry to medical school?
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Survey participation was high• 143 US and Canadian medical schools were
invited to participate
• Collected data from over 1100 basic science faculty, clinical science faculty, residents and medical students
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Are those concepts widely covered in undergraduate courses?
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Survey participation was high• Sampled 290 undergraduate institutions, which
included: 169 schools not classified as minority-serving 121 schools classified as minority-serving
– 60 HBCUs– 59 Hispanic-serving– 2 Tribal-serving
• Over 1,000 undergraduate faculty participated in the survey.
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Blueprints bring together medical school and undergraduate dataNew exam tests concepts that were:
• Rated as important by medical schools
• Covered by the majority of undergraduate institutions
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Blueprints mirror expert’s recommendations
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Behavioral and Social Science Foundations for Future Physicians
Scientific Foundations for Future Physicians Report
Biological and Biochemical Foundations of Living Systems Section
Chemical and Physical Foundations of Biological
Systems Section
Concept #1 Concept #2 Concept #3 Concept #4 Concept #5
Biomolecules have unique properties that determine how they contribute to the structure and function of cells, and how they participate in the processes necessary to maintain life.
Highly organized assemblies of molecules, cells, and organs interact to carry out the functions of living organisms.
Complex systems of tissues and organs sense the internal and external environments of multicellular organisms, and through integrated functioning, maintain a stable internal environment within an ever-changing external environment.
Complex living organisms transport materials, sense their environment, process signals, and respond to changes using processes that can be understood in terms of physical principles.
The principles that govern chemical interactions and reactions form the basis for a broader understanding of the molecular dynamics of living systems.
How these Competencies Lay the Foundation for Learning in Medical School
Building Block #1 Building Block #2 Building Block #3 Building Block #4 Building Block #5
With these building blocks, medical students will be able to learn how the major biochemical, genetic, and molecular functions of the cell support health and lead to disease.
With these building blocks, medical students will be able to learn how cells grow and integrate to form tissues and organs that carry out essential biochemical and physiological functions.
With these building blocks, medical students will be able to learn how the body responds to internal and external stimuli to support homeostasis and the ability to reproduce.
With these building blocks, medical students will be able to utilize core principles of physics to learn about the physiological functions of the respiratory, cardiovascular, and neurological systems in health and disease.
With these building blocks, medical students will be able to utilize core principles of human chemistry to learn about molecular and cellular functions in health and disease.
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New exam tests
Concepts key to success
Use knowledge to solve problems
Think like physicians
Role of behavioral and socio-cultural factors
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What Does the Exam Test?
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Structure of the new MCAT exam
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Old Content Covered
• Biology• Chemistry• Physics• Verbal reasoning
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Old Content Covered
• Biology• Chemistry• Physics• Verbal reasoning
New Emphases• Application of
knowledge• Behavioral and
sociocultural aspects of health
• Latest science on information processing
New• Biochemistry• Psychology• Sociology
Broader preparation & ability to apply knowledge!
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How is the new exam
organized?
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Research methods and statistics concepts
• Basic probability
• Measures of central
tendency
• Measures of variability
• Confidence intervals
• Statistical significance
levels
• Graphical presentation of data
• Research ethics
• Hypothesis formation
• Independent and dependent variables
• Hypothesis testing
• Reporting research results
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Putting it together
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Foundational Concept 8
Psychological, sociocultural, and biological factors influence the way we think about ourselves and others, as well as how we interact with others.
Scientific Inquiry & Reasoning Skill 3
Reasoning and problem solving
Content Category 8B
Attributional Processes
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Activity 1.1
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Understanding How Scores from the Psychological, Social, and Biological
Foundations of Behavior Section Add Value
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Committee members
• Sylvia Bereknyei, Ph.D., M.S.
• Steve Case, Ph.D.
• Jerry Clark, Ph.D., M.B.A.
• Jorge A. Girotti, Ph.D., M.A.
• Joshua Hanson, M.D., M.P.H.
• Loretta Jackson-Williams, M.D.
• David Jones, Ph.D.
• Dale Krams
• Jonathan Kibble, Ph.D.
• Susan Masters, Ph.D.
• Stephanie C. McClure, M.D., FACP
• Janet McHugh
• Wanda Parsons, M.D., FCFP
• Boyd F. Richards, Ph.D.
• Jason Satterfield, Ph.D.
• Aubrie Swan Sein, Ph.D., Ed.M.
• Robert A. Witzburg, M.D.
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Early research• 2,000 medical students from these 11 schools
volunteered to take prototype of Psychological, Social, and Biological Foundations of Behavior section
• Mostly first- and second-year students
• Schools are collecting students’ grade and test scores from courses related to the behavioral and social sciences
• Correlate section scores with students’ course and clerkship grades
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Sample of courses and clerkships included in the study
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Pre-clerkship Courses in the Following Fields
Clerkships*
• Psychiatric Medicine• Mind, Brain, and Behavior• Brain and Behavior• Clinical Epidemiology• Population Health, Disease
Prevention, & Health Promotion
• Psychiatry• Neuroscience• Internal Medicine• Family Medicine• OB-GYN• “Rural”
*Only knowledge-based aspects of performance in clerkships, not behavioral aspects of performance
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Scores correlate with academic performance in three types of medical school courses
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Scores provide different information about Foundations of Psychiatric Medicine outcomes than scores from the old exam
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Scores provide different information about Epidemiology and Public Health outcomes than scores from the old exam
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Median Correlation
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Scores provide different information about Neuroscience outcomes than scores from the old exam
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ConclusionsScores from the Psychological, Social, and Biological Foundations of Behavior section:
• Correlate with students’ academic performance in medical school behavioral and social sciences courses
• Provide different information than scores from the old MCAT exam about students’ readiness to learn in medial school behavioral and social sciences courses
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Next steps• This study will continue through 2016
• These results are from the first two (of five) panels of data we’ll collect
• Future data collections will include:
• Clerkship grades
• Step 1 and 2CK Behavioral and Social Sciences subscores
• NBME subject test scores
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Activity 1.2
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Activity 1.3
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What are your colleagues thinking?
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Dwight Davis
Worksheet: Changing the MCAT Exam
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Session 1
List of resources on exam content
Using MCAT Data in 2016 Medical Student Selection
Interactive Score Report (Facts sheets)
Video on the new MCAT exam
Academic Medicine collection of research on the new MCAT exam
Academic Medicine Last Page comparing the new and old exams
Worksheet: Changing the MCAT Exam
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Activity 1.1
Describe the Content of the New MCAT Exam
Directions:
Take a moment to make some notes about what you want to tell your committee (or others at your institution)
about the content tested by the new MCAT exam. Then, note how the new content is relevant to your
institutional mission and goals.
Exam Section New or Changed Content Relevance to Institutional Mission/Goals
Biological and
Biochemical Foundations
of Living Systems
Chemical and Physical
Foundations of Biological
Systems
Psychological, Social, and
Biological Foundations of
Behavior
Critical Analysis and
Reasoning
Worksheet: Changing the MCAT Exam
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Activity 1.2:
Discuss the Psychological, Social, and Biological Foundations of Behavior Section
Directions:
Take a moment to make some notes about what you want to tell your committee (or others at your institution)
about how the scores from the Psychological, Social, and Biological Foundations of Behavior section may add
value to student selection at your school.
Exam Section Added Value to Admissions Process
Psychological, Social, and
Biological Foundations of
Behavior
Worksheet: Changing the MCAT Exam
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Activity 1.3:
Develop a Plan to Familiarize Your Admissions Committee (or Others at your Institution)
with the Content of the New MCAT Exam
Directions:
Use the information from activities 1.1 and 1.2 to develop a plan for familiarizing your committee members with
the concepts tested by the next exam. Then, share your plan with a partner. Take note of any ideas that you
might want to incorporate into your plan.
Topic Message Related Resources
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Session #2
Fairness and the New MCAT Exam
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
AAMC Admissions Hubwww.aamc.org/admissions
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Resources on Fairness
• FACTS data on MCAT Scores (aamc.org/facts)
• Using MCAT Data in 2016 Medical Student Selection
• “Do Racial and Ethnic Group Differences in Performance on the MCAT Exam Reflect Test Bias” (Academic Medicine, May 2013)
• Khan Academy collection and other free and low cost test preparation resources
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Learning objectivesBy the end of this session, you will:
• Know how fairness was key to the design and development of the new exam
• Vet ideas for helping your committee members consider applicants with a wider range of MCAT scores
• Learn about local efforts to help students prepare for the new exam
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Refer to information in this guide during the session
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Fairness played a critical role in blueprint development
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Fairness played a critical role in blueprint development• Balance academic competencies from the
natural, behavioral, and social sciences
• Test psychology and sociology concepts like discrimination, stereotype threat, and socio-economic inequalities
• Increase attention to population health, studies of diverse cultures, ethics, philosophy
• Test concepts covered widely in undergraduate science courses
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Fairness played a critical role in blueprint development• Longer sections that allow medical schools to
consider applicants’ strengths and weaknesses in relation to their curricula
• More working time per question, allowing test takers to work through the information presented in the passage, think about the question, and decide on the best answer
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Fairness played a critical role in developing test questions
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We used tried-and-true procedures to develop the new questions, and some new ones as well• Editorial review
• Technical review
• “Summits” with experts
• Bias and sensitivity review
• “Field testing” – try out questions to see how they work
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Addressing Fairness when Developing Questions for the Psychological,
Social, and Biological Foundations of Behavior Section
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Potentially sensitive contentSome content in the Psychological, Social, and Biological Foundations of Behavior Section is potentially sensitive
• Prejudice and Bias
• Discrimination
• Health Disparities
• Healthcare Disparities
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Gathering feedback on potentially sensitive content
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Does potentially sensitive Psychological, Social, and Biological Foundations of Behavior section content interfere with the performance of examinees from underrepresented minority groups by distracting them or slowing them down?
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Methods of gathering feedback
Focus Group with Medical Students and MCAT Exam
Editors
Review of Responses to
PSBB Study Post-administration
Survey
Interviews with 2013
MCAT Examinees
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Results• Very few individuals identified the content as
distracting
• Individuals underrepresented in medicine were no more likely to identify the content as distracting than others
• In general, participants noted that topics such as health disparities are relevant to medical school and important for future medical students to know
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Monitoring Fairness Data During Field Testing
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New test questions were tried out on examinees in 2013 and 2014• Examinees volunteered to take a 32-item “trial
section” at the end of the test
• Volunteers who showed a “good faith effort” received $30 and feedback on the new questions
• Data from the trial section were used to:
• Identify questions with good statistical properties
• Highlight any opportunities for improved item development
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We monitored the field test data for fairness • Attended a minority-serving institution or an
institution with no pre-health advisor
• Received fee assistance from the AAMC
• Males vs. females
• Race/ethnicity (white, Black, Latino)
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Results• More than 113k students tried out new questions
• Participation rates were high, and the vast majority of examinees showed a good faith effort
• The participants were similar demographically to the population of examinees
• The high data quality helped build a large item bank for the new MCAT exam
• Differences in average performance were comparable to the differences on the old MCAT exam
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After Lunch, You’ll See Early Data from the April and May 2015 Examinations
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Fairness played a critical role in developing the score scales for the new MCAT exam
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The new MCAT scores
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Developing the Score Scales with Fairness in Mind
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Many data sources influenced the design of the new score scales• Surveys of admissions officers on the use of
MCAT scores and other applicant data in admissions
• Acceptance rates for applicants with different ranges of MCAT scores and undergraduate GPAs
• Graduation rates for medical students with different ranges of MCAT scores and undergraduate GPAs
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Medical schools use academic metrics, experiences, and attributes holistically
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Mean Importance Ratings
Academic Metrics Experiences Demographics2
Highest Importance Ratings (>= 3.0)
GPA: Science/math
MCAT total score
Upward or downward grade trend
GPA: Total
Performance in a post‐baccalaureate program
Selectivity of undergrad.
institution (Priv.)5
Healthcare experience
Community service/volunteer experience
Experience with underserved populations
Navigated through cultural barriers or challenges
Leadership experience
U.S. citizenship/permanent residency (Pub.)5
State residency (Pub.)5
Medium Importance Ratings (>=2.5 and <3.0)
On schedule to meet pre‐medical coursework
GPA: Cumulative non‐science/math
Research experience (Priv.)5
Experience with populations unlike the applicant
Lack of access to optimal educational resources
Special family obligations or other circumstances
Work or athletic scholarship obligations while in school
Rural or urban background
(Pub.)5
First‐generation college student
U.S. citizenship/permanent residency (Priv.)5
Race/ethnicity
Socioeconomic status (SES)
Lowest Importance Ratings (<2.5)
Completion of challenging non‐science courses
Selectivity of undergrad.
institution (Public)5
Experience with prejudice
Research experience (Pub.)5
Rural or urban background (Priv.)5
Multilingual
Legacy
Gender 3
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GPA Total 5-14 15-17 18-20 21-23 24-26 27-29 30-32 33-35 36-38 39-45 All3.80-4.00 4% 2% 11% 21% 38% 61% 76% 84% 88% 91% 69%
3/80 4/162 57/524 317/1,526 1,363/3,554 4,232/6,978 7,110/9,361 6,298/7,504 3,688/4,176 1,385/1,519 24,457/35,384
3.60-3.79 0% 2% 8% 16% 27% 45% 64% 76% 80% 85% 52%0/177 8/367 83/1,024 371/2,332 1,332/4,866 3,725/8,284 5,997/9,359 4,513/5,973 1,782/2,235 435/514 18,246/35,131
3.40-3.59 0% 2% 5% 12% 22% 32% 48% 62% 70% 75% 36%1/336 13/553 67/1,278 314/2,607 1,010/4,691 2,307/7,151 3,600/7,455 2,382/3,854 819/1,176 176/234 10,689/29,335
3.20-3.39 0% 1% 4% 11% 18% 23% 35% 47% 58% 65% 25%0/370 5/561 41/1,168 249/2,262 604/3,344 1,012/4,369 1,453/4,106 889/1,902 316/547 74/113 4,643/18,742
3.00-3.19 0% 0% 3% 8% 17% 19% 29% 39% 48% 53% 18%0/388 2/553 25/928 123/1,578 373/2,218 455/2,361 530/1,851 313/808 112/233 21/40 1,954/10,958
2.80-2.99 0% 1% 3% 6% 12% 16% 24% 27% 26% 29% 12%0/368 4/386 19/626 54/908 132/1,069 158/998 179/746 85/310 22/86 7/24 660/5,521
2.60-2.79 0% 0% 3% 5% 9% 15% 21% 28% 32% 30% 9%0/274 1/284 12/355 24/486 47/512 57/388 59/276 33/117 15/47 3/10 251/2,749
2.40-2.59 0% 0% 1% 3% 9% 14% 17% 16% 18% -- 6%0/196 0/151 2/179 8/240 19/221 22/152 18/109 6/37 3/17 79/1,304
2.20-2.39 0% 0% 0% 0% 8% 12% 15% 7% -- -- 4%0/132 0/77 0/94 0/91 7/88 8/68 6/39 1/14 22/611
2.00-2.19 0% 0% 0% 0% 0% 14% 18% -- 2%0/53 0/40 0/42 0/28 0/30 2/14 2/11 4/220
1.47-1.99 0% -- 0% 0% -- -- -- 0%0/42 0/10 0/12 0/90
All 0% 1% 5% 12% 24% 39% 57% 71% 79% 85% 44% 4/2,419 37/3,143 306/6,229 1,460/12,070 4,887/20,601 11,978/30,769 18,954/33,316 14,520/20,521 6,757/8,522 2,102/2,459 61,005/140,049
Old MCAT Total
44% of applicants
received one or more
acceptances
Percentages of 2012-2014 applicants admitted into one or more medical schools
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GPA Total 5-14 15-17 18-20 21-23 24-26 27-29 30-32 33-35 36-38 39-45 All3.80-4.00 4% 2% 11% 21% 38% 61% 76% 84% 88% 91% 69%
3/80 4/162 57/524 317/1,526 1,363/3,554 4,232/6,978 7,110/9,361 6,298/7,504 3,688/4,176 1,385/1,519 24,457/35,384
3.60-3.79 0% 2% 8% 16% 27% 45% 64% 76% 80% 85% 52%0/177 8/367 83/1,024 371/2,332 1,332/4,866 3,725/8,284 5,997/9,359 4,513/5,973 1,782/2,235 435/514 18,246/35,131
3.40-3.59 0% 2% 5% 12% 22% 32% 48% 62% 70% 75% 36%1/336 13/553 67/1,278 314/2,607 1,010/4,691 2,307/7,151 3,600/7,455 2,382/3,854 819/1,176 176/234 10,689/29,335
3.20-3.39 0% 1% 4% 11% 18% 23% 35% 47% 58% 65% 25%0/370 5/561 41/1,168 249/2,262 604/3,344 1,012/4,369 1,453/4,106 889/1,902 316/547 74/113 4,643/18,742
3.00-3.19 0% 0% 3% 8% 17% 19% 29% 39% 48% 53% 18%0/388 2/553 25/928 123/1,578 373/2,218 455/2,361 530/1,851 313/808 112/233 21/40 1,954/10,958
2.80-2.99 0% 1% 3% 6% 12% 16% 24% 27% 26% 29% 12%0/368 4/386 19/626 54/908 132/1,069 158/998 179/746 85/310 22/86 7/24 660/5,521
2.60-2.79 0% 0% 3% 5% 9% 15% 21% 28% 32% 30% 9%0/274 1/284 12/355 24/486 47/512 57/388 59/276 33/117 15/47 3/10 251/2,749
2.40-2.59 0% 0% 1% 3% 9% 14% 17% 16% 18% -- 6%0/196 0/151 2/179 8/240 19/221 22/152 18/109 6/37 3/17 79/1,304
2.20-2.39 0% 0% 0% 0% 8% 12% 15% 7% -- -- 4%0/132 0/77 0/94 0/91 7/88 8/68 6/39 1/14 22/611
2.00-2.19 0% 0% 0% 0% 0% 14% 18% -- 2%0/53 0/40 0/42 0/28 0/30 2/14 2/11 4/220
1.47-1.99 0% -- 0% 0% -- -- -- 0%0/42 0/10 0/12 0/90
All 0% 1% 5% 12% 24% 39% 57% 71% 79% 85% 44%4/2 419 37/3 143 306/6 229 1 460/12 070 4 887/20 601 11 978/30 769 18 954/33 316 14 520/20 521 6 757/8 522 2 102/2 459 61 005/140 049
Old MCAT Total
9% of applicants with GPAs
above 3.8 and MCAT scores
above 38 are not admitted into any medical
schools
Percentages of 2012-2014 applicants admitted into one or more medical schools
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GPA Total 5-14 15-17 18-20 21-23 24-26 27-29 30-32 33-35 36-38 39-45 All3.80-4.00 4% 2% 11% 21% 38% 61% 76% 84% 88% 91% 69%
3/80 4/162 57/524 317/1,526 1,363/3,554 4,232/6,978 7,110/9,361 6,298/7,504 3,688/4,176 1,385/1,519 24,457/35,384
3.60-3.79 0% 2% 8% 16% 27% 45% 64% 76% 80% 85% 52%0/177 8/367 83/1,024 371/2,332 1,332/4,866 3,725/8,284 5,997/9,359 4,513/5,973 1,782/2,235 435/514 18,246/35,131
3.40-3.59 0% 2% 5% 12% 22% 32% 48% 62% 70% 75% 36%1/336 13/553 67/1,278 314/2,607 1,010/4,691 2,307/7,151 3,600/7,455 2,382/3,854 819/1,176 176/234 10,689/29,335
3.20-3.39 0% 1% 4% 11% 18% 23% 35% 47% 58% 65% 25%0/370 5/561 41/1,168 249/2,262 604/3,344 1,012/4,369 1,453/4,106 889/1,902 316/547 74/113 4,643/18,742
3.00-3.19 0% 0% 3% 8% 17% 19% 29% 39% 48% 53% 18%0/388 2/553 25/928 123/1,578 373/2,218 455/2,361 530/1,851 313/808 112/233 21/40 1,954/10,958
2.80-2.99 0% 1% 3% 6% 12% 16% 24% 27% 26% 29% 12%0/368 4/386 19/626 54/908 132/1,069 158/998 179/746 85/310 22/86 7/24 660/5,521
2.60-2.79 0% 0% 3% 5% 9% 15% 21% 28% 32% 30% 9%0/274 1/284 12/355 24/486 47/512 57/388 59/276 33/117 15/47 3/10 251/2,749
2.40-2.59 0% 0% 1% 3% 9% 14% 17% 16% 18% -- 6%0/196 0/151 2/179 8/240 19/221 22/152 18/109 6/37 3/17 79/1,304
2.20-2.39 0% 0% 0% 0% 8% 12% 15% 7% -- -- 4%0/132 0/77 0/94 0/91 7/88 8/68 6/39 1/14 22/611
2.00-2.19 0% 0% 0% 0% 0% 14% 18% -- 2%0/53 0/40 0/42 0/28 0/30 2/14 2/11 4/220
1.47-1.99 0% -- 0% 0% -- -- -- 0%0/42 0/10 0/12 0/90
All 0% 1% 5% 12% 24% 39% 57% 71% 79% 85% 44%4/2 419 37/3 143 306/6 229 1 460/12 070 4 887/20 601 11 978/30 769 18 954/33 316 14 520/20 521 6 757/8 522 2 102/2 459 61 005/140 049
Old MCAT Total
8% of applicants with GPAs 3.00 -
3.19 and MCAT scores 21-23 are admitted into at least one medical
school
Percentages of 2012-2014 applicants admitted into one or more medical schools
4
GPA Total 5-14 15-17 18-20 21-23 24-26 27-29 30-32 33-35 36-38 39-45 All3.80-4.00 -- -- 72% 77% 87% 91% 91% 90% 89% 88% 90%
59/82 244/317 1,048/1,200 3,025/3,333 4,328/4,774 3,157/3,497 1,713/1,934 615/701 14,196/15,850
3.60-3.79 -- 58% 66% 74% 83% 89% 90% 89% 87% 90% 88%7/12 81/122 294/395 1,010/1,220 2,911/3,269 4,086/4,530 2,525/2,833 1,027/1,174 233/258 12,175/13,816
3.40-3.59 -- 40% 69% 72% 80% 87% 89% 90% 88% 89% 87%4/10 75/109 259/362 762/955 1,960/2,252 2,656/2,979 1,537/1,713 562/641 115/129 7,933/9,157
3.20-3.39 -- 55% 65% 65% 75% 85% 90% 89% 88% 84% 84%6/11 60/93 178/272 418/557 905/1,066 1,202/1,336 676/760 247/280 41/49 3,734/4,427
3.00-3.19 -- 43% 38% 62% 71% 84% 87% 90% 90% 81% 80%6/14 20/52 104/169 229/321 411/487 429/495 246/274 97/108 13/16 1,557/1,939
2.80-2.99 -- 38% 59% 62% 74% 85% 82% 88% -- 72%11/29 54/92 91/147 120/162 128/150 77/94 15/17 508/706
2.60-2.79 -- 44% 47% 63% 80% 86% 85% -- -- 70%8/18 18/38 32/51 45/56 42/49 22/26 171/246
2.40-2.59 -- -- 40% 61% 71% 86% -- -- 73%4/10 11/18 15/21 18/21 61/84
2.20-2.39 -- -- -- -- -- -- -- 44%8/18
2.00-2.19 -- -- -- --
1.47-1.99 -- -- -- --
All 50% 47% 62% 70% 81% 88% 90% 90% 88% 88% 87% 10/20 31/66 316/510 1,155/1,660 3,604/4,474 9,394/10,650 12,893/14,339 8,253/9,210 3,667/4,160 1,026/1,163 40,349/46,252
Old MCAT Total
87% of medical students
graduate in 4 years
The vast majority of medical students graduate in four years
44
15
GPA Total 5-14 15-17 18-20 21-23 24-26 27-29 30-32 33-35 36-38 39-45 All3.80-4.00 -- -- 72% 77% 87% 91% 91% 90% 89% 88% 90%
59/82 244/317 1,048/1,200 3,025/3,333 4,328/4,774 3,157/3,497 1,713/1,934 615/701 14,196/15,850
3.60-3.79 -- 58% 66% 74% 83% 89% 90% 89% 87% 90% 88%7/12 81/122 294/395 1,010/1,220 2,911/3,269 4,086/4,530 2,525/2,833 1,027/1,174 233/258 12,175/13,816
3.40-3.59 -- 40% 69% 72% 80% 87% 89% 90% 88% 89% 87%4/10 75/109 259/362 762/955 1,960/2,252 2,656/2,979 1,537/1,713 562/641 115/129 7,933/9,157
3.20-3.39 -- 55% 65% 65% 75% 85% 90% 89% 88% 84% 84%6/11 60/93 178/272 418/557 905/1,066 1,202/1,336 676/760 247/280 41/49 3,734/4,427
3.00-3.19 -- 43% 38% 62% 71% 84% 87% 90% 90% 81% 80%6/14 20/52 104/169 229/321 411/487 429/495 246/274 97/108 13/16 1,557/1,939
2.80-2.99 -- 38% 59% 62% 74% 85% 82% 88% -- 72%11/29 54/92 91/147 120/162 128/150 77/94 15/17 508/706
2.60-2.79 -- 44% 47% 63% 80% 86% 85% -- -- 70%8/18 18/38 32/51 45/56 42/49 22/26 171/246
2.40-2.59 -- -- 40% 61% 71% 86% -- -- 73%4/10 11/18 15/21 18/21 61/84
2.20-2.39 -- -- -- -- -- -- -- 44%8/18
2.00-2.19 -- -- -- --
1.47-1.99 -- -- -- --
All 50% 47% 62% 70% 81% 88% 90% 90% 88% 88% 87% 10/20 31/66 316/510 1,155/1,660 3,604/4,474 9,394/10,650 12,893/14,339 8,253/9,210 3,667/4,160 1,026/1,163 40,349/46,252
Old MCAT Total
81% of medical students
entering with MCAT scores between 24-26 graduate in 4
years
Medical students with a wide range MCAT scores and UGPAs graduated in 4 years
44
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
A new exam means new score scales
Decision Rules
• No overlap
• Emphasis on the center of the scale
30
16
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference31
14
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
After Lunch, You’ll Have a Chance to Work with the New Score Reports
32
17
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Our Research on Fairness is Just Beginning
33
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
MCAT validity research The MCAT Validity Committee is responsible for evaluating the new exam and how well it:
• Supports diversity and is fair
• Predicts medical students’ academic success
• Helps admissions officers do their work
34
18
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference35
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Validity committee members• Catherine Lucey, M.D. (Chair)• Aaron Saguil, M.D., LTC
(Vice-chair)• Ngozi Anachebe, M.D.• Ruth Bingham, Ph.D.• Barbara Beckman, Ph.D.• Kevin Busche, M.D.• Victoria Cannon• Steven Case, Ph.D.• Deborah Castellano, M.S.• Jerry Clark, Ph.D., M.B.A.• Julie A. Chanatry, Ph.D.• Daniel M. Clinchot, M.D.
• Liesel Copeland, Ph.D.• Hallen Chung, M.A.• Martha L. Elks, M.D.• William Gilliland, M.D.• Jorge A. Girotti, Ph.D., M.A.• Joshua Hanson, M.D., M.P.H.• Brandon Hunter• Loretta Jackson-Williams, M.D.• David Jones, Ph.D. • R. Stephen Manuel, PhD.• Stephanie C. McClure, M.D.,
FACP• Janet McHugh
2436
19
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Validity committee members• Stephen Nicholas, M.D.• Wanda Parsons, M.D., FCFP• Boyd F. Richards, Ph.D.• Stuart Slavin, M.D.• Jenna Smith, Ph.D.• Aubrie Swan Sein, Ph.D., Ed.M.• Doug Taylor• Carol Terregino, M.D.• Ian W. Walker, M.D.• L. James (LJ) Willmore, M.D.• Robert A. Witzburg, M.D.• David Wofsy, M.D.
2437
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
The MCAT validity research will evaluate a number of questions, for example:
38
Diversity and fairness • Are differences in average scores for test takers in different racial/ethnic groups smaller or larger than differences on the old exam?
Academic preparation • Will more humanities and psychology majors take the new exam?
Admissions decision making
• How are medical school admissions committees using scores from the new exam in admissions?
Predicting medical student performance
• Will scores from the new exam predict academic performance throughout medical school?
20
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Two working groups are studying fairness issues
39
Change to test
Changes to preparation
Potential differences in access
Potential increases in group
differences
People• Pre-health advisors• Admissions• Diversity affairs• Other
Data• MCAT registration• PMQ• AMCAS applications• Other
Questions• Access to preparation
resources• Access to courses• Barriers to success• Changes to diversity• Other
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
We will report validity data as they become available
40
April 2015 July 2015 Aug 2016 Jan. 2017
MCAT2015launches
Applicationsfor the 2016 classsent to medical schools
2016 classmatriculates
Acceptance data reported for 2016 class
Predictive validityresults for M1 students reported at AAMCAnnual Meeting
Nov.2017
Jan. 2018
Acceptance data reported for 2017 class
Predictive validityresults for M1, M2 students reported at AAMCAnnual Meeting
Nov.2018
MCAT session at the PDC, preliminary predictive validity results for PSBB
June2015
25
21
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Activity 2.1
41
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Fairness played a critical role in developing preparation resources for aspiring physicians
42
22
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Helping Students Prepare
Understand
Practice
Study
43
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Helping Students Prepare
Understand
Practice
Study
44
23
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Helping Students Prepare
Understand
Practice
Study
45
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Helping Students Prepare
UnderstandStudy
46
24
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Khan Academy tutorials teach concepts targeted by the new test
47
25
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
What are your colleagues doing?
Jorge GirottiNgozi Anachebe
49
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Activity 2.2
50
Worksheet: Changing the MCAT Exam
1
Session 2
List of Resources on exam content
Using MCAT Data in 2016 Medical Student Selection
FACTS data on MCAT scores (aamc.org/facts)
“Do Racial and Ethnic Group Differences in Performance on the MCAT Exam Reflect Test Bias” (Academic
Medicine collection of research on the new MCAT exam, 2013)
Khan Academy collection and other free and low cost test preparation resources
Worksheet: Changing the MCAT Exam
2
Activity 2.1
Fairness and the New MCAT Exam
Directions:
Take a few minutes to think about ways you can help your committee consider a wider range of scores in
student selection. Then, share your ideas for ways with the table. Take note of any suggestions that you might
bring back to your institution.
•
•
•
Worksheet: Changing the MCAT Exam
4
Activity 2.2
Fairness and the New MCAT Exam: Solutions for Preparing Students
Directions:
Take a few moments to think about ways you and colleagues at your institution have helped prepare pre‐health
students for the new exam. After you’ve gathered your thoughts, share your ideas with your table. Take note of
any suggestions that you might bring back to your institution.
1
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Session #3
New MCAT Scores and What They Tell You
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
AAMC Admissions Hubwww.aamc.org/admissions
Resources for new MCAT scores
• Using MCAT Data in 2016 Medical Student Selection
• Interactive Score Report (fact sheets)
• Videos
• Recorded presentations
2
2
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Learning objectivesBy the end of this session, you will:
• Know about the data from the April and May,2015 administrations
• Be able to explain the new scores and scorereports
• Develop strategies for setting thresholds toscreen applications
• Develop a plan to familiarize your committeemembers with new scores and score reports
3
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Refer to information in this guide during this session
4
3
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference5
Results from the Launch of the New MCAT Exam in April and May 2015
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
April and May examinees• 13,000 examinees tested in May and April
• The percentage of examinees differed slightly from a typical year
• Slightly more • Whites• Females• First-timers
• Slightly fewer • Asians
6
4
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
How the score scale was developed1. Evaluate data for anomalies
2. Count the number of questions each examinee answered correctly
3. Weight the scores to a typical year
4. Create a table with raw-to-scale score translations that accomplished three goals
7
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Goals for the new score scales• Create a symmetric distribution, centering the
mean and median score at the center of the scale
• Spread the score distribution across the entire range of scores
• Improve the precision of scores all along the scale
8
5
The score distributions from the old exam have drifted
0
2
4
6
8
10
12
14
16
18
20
22
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Per
cen
t
Biological Sciences Section Score1 158
Mean = 8.8SD = 2.5
429
The scores for the new MCAT exam are centered, with a wider spread
0
2
4
6
8
10
12
14
16
18
20
22
Per
cen
t
Biological and BiochemicalFoundations of Living Systems
Section Score
Mean = 125.0SD = 3.0
1810
6
The new MCAT scores are more precise.93
.86 .86 .85 .82
0.0
0.2
0.4
0.6
0.8
1.0
Total Score Biological andBiochemical
Foundations ofLiving Systems
Chemical andPhysical
Foundations ofBiologicalSystems
Critical Analysisand Reasoning
Skills
Psychological,Social, andBiological
Foundations ofBehavior
New MCAT exam11
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference12
Percentile Ranks Will Provide the Clearest Picture of Examinee
Performance in Early Use of the New MCAT Exam
7
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Percentile ranks for the new section scores
Section PercentileScore Rank
132 100131 99130 97129 93128 87127 77126 67
125 54124 44123 32122 21121 14120 7119 3118 1
125 is at the 54th percentile
Biological and Biochemical Foundations of Living Systems
18
125 54
13
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Percentile ranks for the new section scores
127 is at the 77th percentile
Biological and Biochemical Foundations of Living Systems
Section PercentileScore Rank
132 100131 99130 97129 93128 87
127 77126 67125 54124 44123 32122 21121 14120 7119 3118 1
18
127 77
14
8
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Percentile ranks for the new section scores
122 is at the 21st percentile
Biological and Biochemical Foundations of Living Systems
Section PercentileScore Rank
132 100131 99130 97129 93128 87127 77126 67125 54124 44123 32
122 21121 14120 7119 3118 1
18
122 21
15
Percentile ranks for the new MCAT total score
500 is at the 51st percentile
17
500 51
16
9
Percentile ranks for the new MCAT total score
507 is at the 74th percentile
17
507 74
17
Percentile ranks for the new MCAT total score
492 is at the 25th percentile
17
492 25
18
10
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference19
Are Differences in Average MCAT Scores by Demographic Group
Similar on the New and Old Exams?
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Are differences in average MCAT scores similar on the new and old exams?
• Average score differences by demographic group from the trial section conducted in 2013 and 2014 were comparable to differences on the old MCAT exam
• Data from April and May, 2015 provide the first look at how examinees scored on the new MCAT exam
20
11
New MCAT total scores, April & May 2015
472 479 486 493 500 507 514 521 528
Asian (mean=500.3; N=2,352)
Hispanic (mean=495.3; N=1,184)
Black (mean=492.5; N=1,070)
White (mean=502.3; N=6,334)
Female (mean=499.1; N=6,590)
Male (mean=501.4; N=5,210)
Total Score21
Old MCAT total scores, Jan. 2012-Sept. 2014
3 6 9 12 15 18 21 24 27 30 33 36 39 42 45
Asian (mean=26.0; N=69,701)
Hispanic (mean=21.9; N=27,980)
Black (mean=20.5; N=25,504)
White (mean=26.1; N=134,431)
Female (mean=24.2; N=148,145)
Male (mean=26.3; N=138,950)
Total Score
43
22
12
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Challenges in directly comparing group differences on the new and old MCAT exams• Different scales (3 to 45 vs 472 to 528)
• Distributions have different shapes and variability
• We standardized these differences to make clear comparisons
23
1.00
0.72
0.97
0.73
0.00
0.20
0.40
0.60
0.80
1.00
1.20
White-Black/AA White-Hispanic
Standardized Difference Statistics for the New and Old MCAT Exams
New MCAT Exam
Old MCAT Exam
Standardized difference statistics are similar on the new and old MCAT exams
24
13
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
The MCAT Validity Committee will study how differences in academic preparation relate to group differences on the MCAT exam
• Course taking and other information about academic and test preparation
• Information about institutional characteristics (e.g., selectivity, under-resourced)
• The committee members’ experiences working with undergraduates, post-baccalaureate programs, and pipeline programs
25
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
We will also continue to look at characteristics of the exam:• Timing data
• Reading load
• Item development process
26
14
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Data about the New Exam Will be Published at the End of Each Testing Year
27
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference28
Using the New Scores
15
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
New reports provide more information
15
29
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Percentile ranks• Bring meaning to the new scores
30
16
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Confidence bands• Support holistic review
19
31
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
New scores are more reliableMore test questions means:
• More reliable scores
• Better information aboutapplicants’ academicpreparation
32
17
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Score profiles• Support holistic review
20
33
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Activity 3.1
34
19
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference37
Developing Thresholds for the New Exam
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Using percentiles to develop thresholds
38
Start with old exam
Percentiles used to screen
65%
20
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Using percentiles to develop thresholds
New Exam: Look at scores in 65%
Drop down 10
Look at applications w/ scores between 55% and 65%
39
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
What are your colleagues doing?
Christina Grabowski
40
21
Percentile ranks: Old MCAT total score
41
24 43
41
24 is at the 43rd percentile
Percentile ranks: New MCAT total score
498 is at the 43rd percentile
17
498 43
495 34
42
495 is at the 34th percentile
22
Percentile ranks: New MCAT total score
Look carefully at applicants in this range to see if their transcripts and other information fit with your program
17
498 43
495 34
43
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference44
Resources for Using Scores from the New Exam
23
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Using MCAT Data in 2016 Medical Student Selection
45
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Interactive score report
46
24
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Recorded presentations
30-minute presentation on using the new exam and scores
11-minute presentation on the new scores and score reports
47
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
What are your colleagues doing?
Quinn Capers
48
25
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Activity 3.2
49
Worksheet: New MCAT Scores and What They Tell You
Session 3
List of resources on the new score scales and score reports
Using MCAT Data in 2016 Medical Student Selection
Interactive Score Report (Facts sheets)
Videos
Recorded presentations
Worksheet: New MCAT Scores and What They Tell You
Activity 3.1
Familiarize yourself with the new score report
Directions:
First, take a few minutes to review the two sample score reports on the next page. Identify the key elements of
the score report and what information each element provides about the applicant. Make some notes about how
you would explain each element of the score report to your committee. Then, practice explaining the new score
report to your table partner.
Key Element of the Score Report
Key Take Aways
New Scores
Percentile Ranks
Confidence Bands
Score Profiles
Worksheet: New MCAT Scores and What They Tell You
Sample Score Report #1
Sample Score Report #2
55%55%
127124124 126 126
Worksheet: New MCAT Scores and What They Tell You
Activity 3.2
Create a Plan to Orient Your Committee
Directions:
First, take a few minutes to think about how you will familiarize your committee members with the new scores
and score reports. Write down how you’ll orient them, what key messages about the score report you’ll
emphasize, and what resources you’ll use. As you develop your plan, you might think about the following
questions:
Is your committee already familiar with the score scale and report for the new MCAT exam?
In the past, what approaches worked (and didn’t work) in sharing new information with your
committee?
Finally, share your plan the table. Take note of any ideas that you might want to incorporate into your plan.
Committee Orientation Plan
When
Key messages
Resources
1
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Session #4
Using MCAT Scores in the 2016 Admissions Cycle
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Learning objectivesBy the end of this session, you will be able to:
• Triangulate new MCAT scores with otheracademic information
• Review 2016 applications with new scoresalongside applications with old scores
2
2
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Refer to information in this guide during this session
3
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference4
Context for 2016 Application Processing
3
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Examinee trends in 2014
94,000
40,000
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
100,000
Jan.-Sep. 2014 Oct. 2014-Jan. 2015
Num
ber
of E
xam
inee
s
Testing Year
• Expanded 2014testing calendar
• ~40,000 registeredto test November -January
5
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Registrants and examinees for 2015• ~ 26,800 registered for April, May, and June
• ~34,000 registered so far July, August, andSeptember
13,000 have taken the new exam
6
4
Score release schedule
7
Test Date Score Release Date
April 17 June 16April 18 June 16May 22 June 30June 19 July 21June 20 July 21July 17 August 18July 18 August 18August 5 September 8August 6 September 8August 21 September 22August 22 September 22September 3 October 6September 11 October 13September 12 October 13September 23 October 27
July 1 AMCAS Applications Released
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
2016 application cycle scenarios
8
Evaluate applicants with old
exam scores the way you always
have
Evaluate applicants with scores from both
exams using new scores and percentile
ranks
Evaluate applicants with
new exam scores using percentile
ranks
Evaluate applicants with old
exam scores the way you always
have
Evaluate applicants with scores from both
exams using new scores and percentile
ranks
Evaluate applicants with
new exam scores using percentile
ranks
Examinee with old exam score
Examinee with both exam scores
Examinee with new exam score
21
5
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
2016 application cycle scenarios
9
Evaluate applicants with old
exam scores the way you always
have
Evaluate applicants with scores from both
exams using new scores and percentile
ranks
Evaluate applicants with
new exam scores using percentile
ranks
Evaluate applicants with old
exam scores the way you always
have
Evaluate applicants with scores from both
exams using new scores and percentile
ranks
Evaluate applicants with
new exam scores using percentile
ranks
9
Examinee with old exam score
Examinee with both exam scores
Examinee with new exam score
21
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
2016 application cycle scenarios
10
Evaluate applicants with old
exam scores the way you always
have
Evaluate applicants with scores from both
exams using new scores and percentile
ranks
Evaluate applicants with
new exam scores using percentile
ranks
Evaluate applicants with old
exam scores the way you always
have
Evaluate applicants with scores from both
exams using new scores and percentile
ranks
Evaluate applicants with
new exam scores using percentile
ranks
10
Examinee with old exam score
Examinee with both exam scores
Examinee with new exam score
21
6
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
2016 application cycle scenarios
Evaluate applicants with old
exam scores the way you always
have
Evaluate applicants with scores from both
exams using new scores and percentile
ranks
Evaluate applicants with
new exam scores using percentile
ranks
Evaluate applicants with old
exam scores the way you always
have
Evaluate applicants with scores from both
exams using new scores and percentile
ranks
Evaluate applicants with
new exam scores using percentile
ranks
11
Examinee with old exam score
Examinee with both exam scores
Examinee with new exam score
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
What are your colleagues thinking?
Bob WitzburgLeila Amiri
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Activity 4.1 Setup
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Claire S.
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DegreePsychology
MajorPsychology
InstitutionTop-tier
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Activity 4.1
Triangulate new MCAT scores with information
about academic preparation
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Activity 4.2: Setup
Example Pair
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Activity 4.2
Evaluate applicants with new and old MCAT
scores
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference18
Worksheet: Using MCAT Scores in the 2016 Admissions Cycle
Session 4
List of resources on using MCAT scores in the 2016 admissions cycle
Using MCAT Data in 2016 Medical Student Selection
Interactive Score Report (Facts sheets)
Academic Medicine collection of research on the new MCAT exam
Academic Medicine Last Page comparing the new and old exams
Videos on the new MCAT exam content and scores
June 2015 PDC slide decks and recordings
Pre‐recorded presentations
Worksheet: Using MCAT Scores in the 2016 Admissions Cycle
Activity 4.1
Triangulate New MCAT Scores with Information about Academic Preparation
Directions:
The activity 4.1 packet on your table contains an excerpt of three sample applications. Each excerpted
application contains information about the applicant’s academic preparation for medical school.
Take a few minutes to review each application. Then, triangulate information about each applicant’s academic
preparation in relationship to their new MCAT scores. After you’ve made some notes, share your thinking with
the table.
Applicant Name Notes
Claire S.
(Example)
Andrew H.
Jessie L.
Tomas G.
Example Applicant: Claire S.
EDUCATION
Degree: B.A. (expected, May 2016)
Major: Psychology (Undergraduate)
Institution: Top-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 4/17/2015 Section Score Confidence
Band Percentile Rank of Score
Score Profile
Chemical and Physical Foundations of Biological Systems
126 125 127 67%
Critical Analysis and Reasoning Skills
127 126 128 81%
Biological and Biochemical Foundations of Living Systems
127 126 128 77%
Psychological, Social, and Biological Foundations of Behavior
130 129 131 97%
MCAT Total
510 508 512 83%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.7
Undergraduate GPA, BCPM: 3.5
Course* Grade Course Grade Introduction to Psychology A+ Introduction to Biology A- Brain and Behavior A+ Organic Chemistry A- Health Psychology A Biochemistry B+ Developmental Psychology A- Sociology of Health and Illness A Statistics B Calculus B+
*AP credit for 2 semesters of general chemistry
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Applicant: Andrew H.
EDUCATION
Degree: B.S. (expected, May 2016)
Major: Chemistry (Undergraduate)
Institution: Lower-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 4/17/2015 Section Score Confidence
Band Percentile Rank of Score
Score Profile
Chemical and Physical Foundations of Biological Systems
125 124 126 55%
Critical Analysis and Reasoning Skills
125 124 126 58%
Biological and Biochemical Foundations of Living Systems
126 125 127 67%
Psychological, Social, and Biological Foundations of Behavior
125 124 126 55%
MCAT Total
501 499 503 54%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.8
Undergraduate GPA, BCPM: 4.0
Course Grade Course Grade Introduction to Biology A Cell and Molecular Biology A Human Biology A Introductory Physics A General Chemistry I A Physics II A General Chemistry II A Modern American Literature B+ Organic Chemistry A Introductory Psychology A Biochemistry A Health and Society A
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Applicant: Jessie L.
EDUCATION
Degree: M.S. (expected, May 2016); B.S. (2012)
Major: Genetics (Graduate)
Sociology (Undergraduate)
Institution: Top-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 4/17/2015 Section Score Confidence
Band Percentile Rank of Score
Score Profile
Chemical and Physical Foundations of Biological Systems
128 127 129 87%
Critical Analysis and Reasoning Skills
128 127 129 87%
Biological and Biochemical Foundations of Living Systems
129 128 130 93%
Psychological, Social, and Biological Foundations of Behavior
127 126 128 75%
MCAT Total
512 510 514 87%
Scores from the MCAT Exam taken on 5/31/12 Section Score Percentile
Rank of Score
Biological Sciences 9 56% Verbal Reasoning 10 84% Physical Sciences 9 67% Writing Sample Q 86% MCAT Total 28 67%
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Selected Transcript: Graduate GPA, Cumulative: 4.0
Undergraduate GPA, Cumulative: 3.7
Undergraduate GPA, BCPM: 3.5
Graduate Course Grade Core Concepts: Biomolecular Science A Ethics in Biomedical Science A Macrophange Biology A Genomics A Molecular Immunology A
Undergradaute Course Grade Postbaccularate Course Grade Introduction to Biology A Introduction to Physics A General Chemistry B Organic Chemistry B+ Introduction to Sociology A- Biochemistry A- Sociology of Gender A The History of Madness, Mental Illness, and Psychiatry
A
Thomas G.
EDUCATION
Degree: B.S. (expected, May 2016)
Major: Biochemistry (Undergraduate)
Institution: Top-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 4/17/2015 Section Score Confidence
Band Percentile Rank of Score
Score Profile
Chemical and Physical Foundations of Biological Systems
127 126 128 79%
Critical Analysis and Reasoning Skills
126 125 127 70%
Biological and Biochemical Foundations of Living Systems
128 127 129 87%
Psychological, Social, and Biological Foundations of Behavior
124 123 125 43%
MCAT Total
505 503 507 68%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.8
Undergraduate GPA, BCPM: 4.0
Course Grade Course Grade Introduction to Biology A Calculus A General Chemistry A Technology in America B+ Organic Chemistry A Robotics A Biochemistry A Statistics A Genetics A Introduction to Psychology B+ Physics A American Literature B
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Worksheet: Using MCAT Scores in the 2016 Admissions Cycle
Activity 4.2
Evaluate Applicants with New and Old MCAT Scores
Directions:
The activity 4.2 packet on your table contains three pairs of sample applications. Each application contains
information about the applicants’ academic preparation for medical school, experiences, attributes, and letters
of recommendation.
Take a few minutes to review each sample application. Then, select one applicant per pair to invite for an
interview. After you’ve made your decisions, share your thinking with the table.
Pair Which applicant would you
invite for an interview?
(circle)
Rationale
Example Ryan L.
Claire S.
Pair 1 Stephanie C.
Andrew H.
Pair 2 Luis O.
Jessie L.
Pair 3 Tara G.
Thomas G.
Example Pair
Applicant: Ryan L.
EDUCATION
Degree: B.S. (expected, May 2016)
Major: Chemistry (Undergraduate)
Institution: Top-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 5/31/12 Section Score Percentile
Rank of Score
Biological Sciences 11 88% Verbal Reasoning 10 84% Physical Sciences 10 79% Writing Sample -- -- MCAT Total 31 83%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.5
Undergraduate GPA, BCPM: 3.5
Course Grade Course Grade Introductory Biology A Physics II B Molecular Biology A Calculus I A General Chemistry I B Calculus II A Organic Chemistry I B American Literature B Biochemistry A Contemporary Philosophy B Physics B+ Anthropology B+
EXPERIENCES
Work: Work study: Intramural sports referee (8 hours per week)
Interned at Tampa Family Health Center
Research: Volunteered in a research lab using protein engineering techniques to engineer regulatory sites involved in cell death for 10 hours per week in the junior year.
Community Volunteered 5 hours every other week at Shriners Hospital for Children for one year
Service: Leadership: President of the campus chapter of the Alpha Phi Omega service fraternity
ATTRIBUTES
Race: White
Ethnicity: Not Spanish/Hispanic/Latino/Latina
Primary Language: English
Disadvantaged: No
Parental Education: Master’s degree, Bachelor degree
Parental Employment: Teacher, Accountant
Institutional Action/Felonies: No
Strength of Letters of Recommendation (1-5): 4
Letters are supportive; one is from Ryan’s college advisor and comments on his dedication and enthusiasm; a letter from his Organic Chemistry professor notes that he offered to volunteer to assist in grading a freshman Chemistry Lab.
Applicant: Claire S.
EDUCATION
Degree: B.A. (expected, May 2016)
Major: Psychology (Undergraduate)
Institution: Top-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 4/17/2015 Section Score Confidence
Band Percentile Rank of Score
Score Profile
Chemical and Physical Foundations of Biological Systems
126 125 127 67%
Critical Analysis and Reasoning Skills
127 126 128 81%
Biological and Biochemical Foundations of Living Systems
127 126 128 77%
Psychological, Social, and Biological Foundations of Behavior
130 129 131 97%
MCAT Total
510 508 512 83%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.7
Undergraduate GPA, BCPM: 3.5
Course* Grade Course Grade Introduction to Psychology A+ Introduction to Biology A- Brain and Behavior A+ Organic Chemistry A- Health Psychology A Biochemistry B+ Developmental Psychology A- Sociology of Health and Illness A Statistics B Calculus B+
*AP credit for 2 semesters of general chemistry
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EXPERIENCES
Work: Work Study Program: Library Assistant
Research: Research assistant for a project studying strategies to reduce childhood obesity. Conducted interviews, entered data, and presented a poster at the New England Psychological Association conference.
Community Volunteered two Saturdays a month at a local food bank for four years. Service: Served as an EMT at the Volunteer Fire Department for two years. Leadership: Coordinated the annual alumni giving campaign for two years.
ATTRIBUTES
Race: African American
Ethnicity: Not Spanish/Hispanic/Latino/Latina
Primary Language: English
Disadvantaged: No
Parental Education: Master’s degree, Professional
Parental Employment: Manager, Lawyer
Institutional Action/Felonies: No
Strength of Letters of Recommendation (1-5): 5
Letters are very supportive and positive; include one from the physician scientist who is the PI of research study on childhood obesity.
Pair 1
Applicant: Stephanie C.
EDUCATION
Degree: B.A. (expected, May 2016)
Major: Physics (Undergraduate)
Institution: Middle-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 5/31/12 Section Score Percentile
Rank of Score
Biological Sciences 10 79% Verbal Reasoning 8 52% Physical Sciences 9 67% Writing Sample -- -- MCAT Total 27 61%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.2
Undergraduate GPA, BCPM: 3.1
Course Grade Course Grade Introduction to Biology A- General Relativity and Gravity B+ General Chemistry I B+ Galaxies and Cosmology B+ General Chemistry II B Electricity and Magnetism A- Biochemistry A- Calculus II B+ Introductory Physics I A Social Problems B Introductory Physics II B+ The American Revolution B+
EXPERIENCES
Work: Work study programs throughout undergraduate school: College Athletics; College Library;
Currently employed part-time at Ramunto’s Brick and Brew Pizzeria
Research: No research experiences
Community Volunteers every other weekend teaching swim lessons at the YMCA Service: Volunteered as life guard at Lebanon Head Start throughout school year Leadership: Captain of the intermural soccer team for two years
ATTRIBUTES
Race: African American
Ethnicity: Not Spanish/Hispanic/Latino/Latina
Primary Language: English
Disadvantaged: No
Parental Education: High School; Bachelor Degree
Parental Employment: Clerical; Sales Manager
Institutional Action/Felonies: No
Strength of Letters of Recommendation (1-5): 4
Letters are supportive of Stephanie; letter from head start director commented on her friendly and altruistic personality; letter from Physics professor highlighted her innate interest in subject material
Applicant: Andrew H.
EDUCATION
Degree: B.S. (expected, May 2016)
Major: Chemistry (Undergraduate)
Institution: Lower-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 4/17/2015 Section Score Confidence
Band Percentile Rank of Score
Score Profile
Chemical and Physical Foundations of Biological Systems
125 124 126 55%
Critical Analysis and Reasoning Skills
125 124 126 58%
Biological and Biochemical Foundations of Living Systems
126 125 127 67%
Psychological, Social, and Biological Foundations of Behavior
125 124 126 55%
MCAT Total
501 499 503 54%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.8
Undergraduate GPA, BCPM: 4.0
Course Grade Course Grade Introduction to Biology A Cell and Molecular Biology A Human Biology A Introductory Physics A General Chemistry I A Physics II A General Chemistry II A Modern American Literature B+ Organic Chemistry A Introductory Psychology A Biochemistry A Health and Society A
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EXPERIENCES
Work: No work experiences. Received financial aid from the “first in family” scholarship program for first-generation students.
Research: Participated in the Porphyrin Electrochemistry research group for 4 years.
Co-authored 2 posters on investigating the crystal and molecular structure of various proteins presented at the American Chemistry Society.
Community Volunteered at DC Coalition for Social Justice Summer Program for 3 consecutive summers
Service: Spent 8 weeks volunteering for Habitat for Humanity in Appalachia Leadership: Organized campus-wide Stop Hunger Now food drive
ATTRIBUTES
Race: White
Ethnicity: Not Spanish/Hispanic/Latino/Latina
Primary Language: English
Disadvantaged: Yes
Parental Education: High school, High school
Parental Employment: Sales Manager, Not employed
Institutional Action/Felonies: No
Strength of Letters of Recommendation (1-5): 5
Letters are very supportive; letter from his research advisor describes Andrew as one of the more academically competent students she has taught throughout her career and mentions that he is the first member of his family to graduate college.
Pair 2
Applicant: Luis O.
EDUCATION
Degree: B.S. (2014)
Major: Biology (Undergraduate)
Institution: Top-tier
METRICS Scores from the MCAT Exam taken on 5/31/13 Section Score Percentile
Rank of Score
Biological Sciences 11 88% Verbal Reasoning 10 84% Physical Sciences 10 79% Writing Sample -- -- MCAT Total 31 83%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.5
Undergraduate GPA, BCPM: 3.5
Course Grade Course Grade Introduction to Biology A+ Introduction to Psychology A General Chemistry A Neuroscience B Organic Chemistry B Biomedical Ethics A+ Biochemistry A Introduction to Chicano Studies A Physics B Biostatistics B- Human Genetics B Calculus A
EXPERIENCES
Work: Worked 25+ hours/week doing IT to help pay for college.
Research: None.
Community After graduating college, spent a year in the California SafeCorps, an Americorps Service: service opportunity that provides disaster preparedness training and disaster relief. Leadership: Organized a campus Relay for Life event to raise awareness and money for the
American Cancer Society
ATTRIBUTES
Race: Hispanic
Ethnicity: Spanish/Hispanic/Latino/Latina
Primary Language: Spanish
Disadvantaged: No
Parental Education: College, Professional
Parental Employment: Manager, Dentist
Institutional Action/Felonies: No
Strength of Letters of Recommendation (1-5): 5
Letters are supportive; one is from his SafeCorps supervisor and describes his commitment to helping the under-served.
Applicant: Jessie L.
EDUCATION
Degree: M.S. (expected, May 2016); B.S. (2012)
Major: Genetics (Graduate)
Sociology (Undergraduate)
Institution: Top-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 4/17/2015 Section Score Confidence
Band Percentile Rank of Score
Score Profile
Chemical and Physical Foundations of Biological Systems
128 127 129 87%
Critical Analysis and Reasoning Skills
128 127 129 87%
Biological and Biochemical Foundations of Living Systems
129 128 130 93%
Psychological, Social, and Biological Foundations of Behavior
127 126 128 75%
MCAT Total
512 510 514 87%
Scores from the MCAT Exam taken on 5/31/12 Section Score Percentile
Rank of Score
Biological Sciences 9 56% Verbal Reasoning 10 84% Physical Sciences 9 67% Writing Sample Q 86% MCAT Total 28 67%
Selected Transcript: Graduate GPA, Cumulative: 4.0
Undergraduate GPA, Cumulative: 3.7
Undergraduate GPA, BCPM: 3.5
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Graduate Course Grade Core Concepts: Biomolecular Science A Ethics in Biomedical Science A Macrophange Biology A Genomics A Molecular Immunology A
Undergradaute Course Grade Postbaccularate Course Grade Introduction to Biology A Introduction to Physics A General Chemistry B Organic Chemistry B+ Introduction to Sociology A- Biochemistry A- Sociology of Gender A The History of Madness, Mental Illness, and Psychiatry
A
EXPERIENCES
Work: Currently employed part-time as a Teaching Fellow for Introductory Biology. After college, worked for two years as a survey research analyst implementing internet-based research surveys for a social science research institute.
Research: Active member of a research lab investigating genetic markers of Alzheimer’s disease; first-author on multiple posters presented at national conferences.
Community Volunteered twice a week at an assisted living facility for patients for 6 months. Service: Participated in the Big Brother/Big Sister program for the past two years.
Leadership: Supervised two undergraduate research assistants in the Alzheimer’s lab
ATTRIBUTES
Race: Southeast Asian
Ethnicity: Not Spanish/Hispanic/Latino/Latina
Primary Language: English
Disadvantaged: No
Parental Education: College, College
Parental Employment: Elementary Teacher, Manager
Institutional Action/Felonies: No
Strength of Letters of Recommendation (1-5): 4
Letters are supportive; one is from Jessie’s current graduate advisor and comments on the academic growth demonstrated since enrolling in the Master’s program.
Pair 3
Applicant: Tara G.
EDUCATION
Degree: B.S. (2014)
Major: Biology (Undergraduate)
Institution: Top-tier
METRICS Scores from the MCAT Exam taken on 5/31/13 Section Score Percentile
Rank of Score
Biological Sciences 12 95% Verbal Reasoning 7 37% Physical Sciences 11 89% Writing Sample -- -- MCAT Total 30 79%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.5
Undergraduate GPA, BCPM: 3.5
Course Grade Course Grade Introduction to Biology A Introduction to Psychology A Organic Chemistry B Neuroscience B Biochemistry A Biomedical Ethics A Human Genetics B Public Health B Calculus A Biostatistics B
EXPERIENCES
Work: No work experiences
Research: Completed Independent Study with college advisor;
Participated in Research Experience in Biology which resulted in a peer-reviewed publication
Community Volunteered once a week at the Family Health Center (4 hours per week) Service: Leadership: Vice President of the Pre-Med Club
ATTRIBUTES
Race: Asian American
Ethnicity: Japanese
Primary Language: English
Disadvantaged: No
Parental Education: MD, Bachelor degree
Parental Employment: Physician, Business Owner
Institutional Action/Felonies: No
Strength of Letters of Recommendation (1-5): 5
Letters are strongly supportive; letter from advisor highlights Tara’s exemplary performance in courses as well as dedication to research; letter from community service manager emphasizes Tara’s motivation and dependability while working as a volunteer
Applicant: Thomas G.
EDUCATION
Degree: B.S. (expected, May 2016)
Major: Biochemistry (Undergraduate)
Institution: Top-tier
METRICS
MCAT Score Report:
Scores from the MCAT Exam taken on 4/17/2015 Section Score Confidence
Band Percentile Rank of Score
Score Profile
Chemical and Physical Foundations of Biological Systems
127 126 128 79%
Critical Analysis and Reasoning Skills
126 125 127 70%
Biological and Biochemical Foundations of Living Systems
128 127 129 87%
Psychological, Social, and Biological Foundations of Behavior
124 123 125 43%
MCAT Total
505 503 507 68%
Selected Transcript:
Undergraduate GPA, Cumulative: 3.8
Undergraduate GPA, BCPM: 4.0
Course Grade Course Grade Introduction to Biology A Calculus A General Chemistry A Technology in America B+ Organic Chemistry A Robotics A Biochemistry A Statistics A Genetics A Introduction to Psychology B+ Physics A American Literature B
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EXPERIENCES
Work: No work experiences
Research: Participated in Undergraduate Research Opportunities Program. Worked in a lab studying the tumor suppressor gene, p53, since freshmen year.
Community Dana-Farber Cancer Institute Book Cart Volunteer for 3 hours per week over the Service: summer for the last two years. Leadership: Eagle Scout
ATTRIBUTES
Race: Hispanic
Ethnicity: Spanish/Hispanic/Latino/Latina
Primary Language: Spanish
Disadvantaged: Yes
Parental Education: High School, High School
Parental Employment: Clerical, Customer Service
Institutional Action/Felonies: No
Strength of Letters of Recommendation (1-5): 4
Letters are very supportive of his academic and research achievements; one letter commented challenges overcome as a child of immigrants and noted that he has a scholarship.
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference19
Accessing MCAT Score Reports
Accessing MCAT score reports: AMCAS AP• New and old scores available in the AP on the Summary and
MCAT/GPA tabs
• Graphic score report image available for new scores
• Can include percentile rank in filters (total and section scores)
• Only data appears in the VPA, graphic score report image must be viewed within AP
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Accessing MCAT score reports: AMCAS Data Exchange Service • If you use a homegrown or vendor system, you must use the
Data Exchange Service to receive new MCAT Score Report images
• Data Exchange Service is a new API web service that allows data to be transferred quickly and securely from one location to another
• Technical requirements and specifications are available on the Admissions Hub (www.aamc.org/admissions)
• There is no charge to use the AMCAS Data Exchange Service
Please take a handout about the AMCAS Data Exchange Service to share with your IT support team or vendor!
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Accessing MCAT score reports: AMCAS Data Exchange Service • Score data (without the image) are included in the
TAMF/DADF
• API users may opt to continue receiving data via the DADF, TAMF and/or ADI and simply use the AMCAS Data Exchange Service to download the new MCAT score report images this year
• As a backup, you can also log in to the AP to view score report images
• Eventually, AMCAS will only transmit data for use in other systems through the Data Exchange Service (2019 application cycle)
Please take a handout about the AMCAS Data Exchange Service to share with your IT support team or vendor!
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference23
MCAT Wrap Up
2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
AAMC Admissions Hubwww.aamc.org/admissions
Resources for Using New MCAT Scores in Admissions
• Using MCAT Data in 2016 Medical Student Selection
• Interactive Score Report (Facts sheets)
• Academic Medicine collection of research on the new MCAT exam
• Academic Medicine Last Page comparing the new and old exams
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
AAMC Admissions Hubwww.aamc.org/admissions
Resources for Using New MCAT Scores in Admissions
• June 2015 PDC slide decks and recordings
• Pre-recorded presentations
• Videos on the new MCAT exam content and score scales
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2015 AAMC Admissions and Student Diversity AffairsProfessional Development Conference
Closing discussion and next steps• What else is on your minds?
• Please leave your questions and comments on your tables.
• Office Hours:
Contact Information
www.aamc.org/admissions
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