Advising and Mentoring Disadvantaged Students Through the Medical School Admissions Process

2020 ◽  
pp. 52-70
Author(s):  
Jan L. Reichard-Brown ◽  
Lolita A. Wood-Hill ◽  
Ellen M. Watts
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Undergraduate Students ◽  
Hidden Curriculum ◽  
Illustrative Case ◽  
Medical School Admissions ◽  
Adjustment To College ◽  
Student Mentors ◽  
The Impact ◽  
Admissions Process

Undergraduate students from disadvantaged backgrounds can find the adjustment to college academics and other collegiate expectations confusing and disconcerting. They must learn to understand and navigate what has been referred to as the Hidden Curriculum: the ideas, norms, and expectations that are not overtly stated, but which the student must implicitly understand. These students don't even know what they don't know when they arrive on campus. This chapter focuses on aspects of the undergraduate hidden curriculum, particularly as they affect the career of the pre-medical student and the student's potential for becoming a competitive applicant to medical school. Several illustrative case studies are presented and analyzed in light of what is referred to as the Bachelors Hidden Curriculum (BHC). The chapter closes with a discussion of approaches that pre-medical advisors and student mentors may take to try to mitigate the impact of the BHC on these worthy students.

scholarly journals Performance of Black and Indigenous applicants in a medical school admissions process

2021 ◽  
Author(s):  
Katherine Girgulis ◽  
Andrea Rideout ◽  
Mohsin Rashid
Keyword(s):  
Medical School ◽  
Demographic Data ◽  
Personal Characteristics ◽  
The Other ◽  
Medical School Admissions ◽  
Indigenous Group ◽  
Computer Based ◽  
Acceptance Rates ◽  
Admissions Process ◽  
Multiple Mini Interview

Background: Diversity in medical schools has lagged behind Canada’s growing multicultural population. Dalhousie medical school allows Black and Indigenous applicants to self-identify. We examined how these applicants performed and progressed through the admissions process compared to Other group (applicants who did not self-identify). Methods: Retrospective analysis of four application cycles (2015-2019) was conducted, comparing demographic data, scores for application components (Computer-Based Assessment for Sampling Personal Characteristics (CASPer), MCAT, GPA, supplemental, discretionary, Multiple Mini Interview (MMI)), and final application status between the three groups. Results: Of 1322 applicants, 104 identified as Black, 64 Indigenous, and 1154 Other. GPA was higher in the Other compared to the Indigenous group (p < 0.001). CASPer score was higher in the Other compared to the Black group (p = 0.047). There was no difference between groups for all other application components. A large proportion of Black and Indigenous applicants had incomplete applications. Acceptance rates were similar between all groups. Black applicants declined an admission offer substantially more than expected (31%; p < 0.001). Conclusions: Black and Indigenous applicants who completed their application progressed well through the admissions process. The pool of diverse applicants needs to be increased and support provided for completion of applications. Further study is warranted to understand why qualified applicants decline acceptance.

scholarly journals Does Emotional Intelligence at medical school admission predict future licensing examination performance?

2020 ◽  
Author(s):  
Tim J. Wood ◽  
Susan Humphrey-Murto ◽  
Genevieve Moineau ◽  
Melissa Forgie ◽  
Derek Puddester ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Medical School ◽  
Medical Council ◽  
Medical School Admissions ◽  
Age And Gender ◽  
Future Performance ◽  
Potential Measure ◽  
And Gender ◽  
The University ◽  
Admissions Process

Background: Medical school admissions committees are seeking alternatives to traditional academic measures when selecting students; one potential measure being emotional intelligence (EI). If EI is to be used as an admissions criterion, it should predict future performance. The purpose of this study is to determine if EI scores at admissions predicts performance on a medical licensure examination Methods: All medical school applicants to the University of Ottawa in 2006 and 2007 were invited to complete the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT v2.0) after their interview. Students were tracked through medical school into licensure and EI scores were correlated to their scores on the Medical Council of Canada Qualifying Examination (MCCQE) attempted between 2010 and 2014. Results: The correlation between the MSCEIT and the MCCQE Part I was r (200) = .01 p =. 90 The covariates of age and gender accounted for a significant amount of variance in MCCQE Part I scores (R2 = .10, p <.001, n=202) but the addition of the MSCEIT scores was not statistically significant (R2 change = .002, p=.56). The correlation between the MSCEIT and the MCCQE Part II was r(197) = .06, p = .41. The covariates of age and gender accounted for some variance in MCCQE Part II scores (R2 = .05, p = .007, n=199) but the addition of the MSCEIT did not (R2 change = .002 p =.55). Conclusion: The low correlations between EI and licensure scores replicates other studies that have found weak correlations between EI scores and tests administered at admissions and during medical school.  These results suggest caution if one were to use EI as part of their admissions process.

scholarly journals Streamlining the Medical School Admissions Process for Couples

2017 ◽  
Vol 92 (6) ◽  
pp. 729
Author(s):  
Andrew H. Zureick ◽  
Angela C. Gauthier
Keyword(s):  
Medical School ◽  
Medical School Admissions ◽  
Admissions Process

scholarly journals The Impact of COVID-19 Pandemic on Medical School Admissions: Challenges and Solutions

2021 ◽  
Vol 258 ◽  
pp. 213-215 ◽  
Author(s):  
Brianna Dowd ◽  
Mark McKenney ◽  
Adel Elkbuli
Keyword(s):  
Medical School ◽  
Medical School Admissions ◽  
The Impact

scholarly journals Conducting a synchronous virtual multiple mini-interview using Webex for medical school admissions

2021 ◽  
Author(s):  
Trustin Domes ◽  
Sherrill Bueckert ◽  
Ganna Tetyurenko ◽  
Dave Hall ◽  
Avery Ironside ◽  
...  
Keyword(s):  
Medical School ◽  
A Priori ◽  
Communication Strategy ◽  
Medical School Admissions ◽  
Contingency Plans ◽  
Incident Rate ◽  
Future Work ◽  
The Impact ◽  
Multiple Mini Interview ◽  
The Way

Implication Statement COVID-19 pandemic restrictions abruptly changed the way interviews for medical school admissions have been conducted. This study is unique as it highlights the first successful virtual synchronous multiple mini interview (MMI) in Canada. Our low technical incident rate, troubleshooting strategies and approach may reassure other medical schools considering conducting a virtual MMI. Success was achieved with collaboration, a strong organizational and communication strategy, learning along the way and a priori contingency plans. Virtual interviewing in academic medicine is likely here to stay, and future work to highlight the impact on applicants will help to build on the diversity mission in undergraduate medicine admissions.

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