The effect of a summer MCAT performance improvement program on minority medical student acceptance.
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The effect of a commercial Medical College Admission Test (MCAT) review course on MCAT retake scores and acceptance into medical school for a group of minority students is reported. The review course enhanced MCAT performance in all of the subgroups. The increase in total MCAT score was more pronounced in students with an initial MCAT score below 36 or a high undergraduate total or science grade point average. Results suggest a relationship between MCAT performance and medical school admission. (+info)
Predictors of preclinical and clinical performance of minority medical students.
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Although several studies have examined the relationship between minority students' admissions profiles and performance in the preclinical curriculum, there is a dearth of information about the ability of admissions variables to predict performance in the clerkships and on National Boards, Part II. Consistent with other research, a study of 59 minority students at the Albert Einstein College of Medicine found that the Medical College Aptitude Test (MCAT) chemistry score is the most consistent predictor of performance on internal examinations in years 1 and 2, and on National Boards, Part I. On the Part II examination, however, the only significant correlation is with the MCAT reading score, while the MCAT quantitative score and the recommendation of the premedical advisor are the best predictors of clerkship grades. Since students' mean MCATs and grade point averages (GPAs) are similar to those of all minority students accepted to medical schools in 1982, these findings may be generalized to that larger population. (+info)
The impact of MCAT intervention efforts on medical student acceptance rates.
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This study examines the role of Medical College Admissions Test review course in medical school admissions, and evaluates the relationship between undergraduate grade point average and MCAT scores. The results indicate that enrollment in a MCAT review course enhances medical school admissions for minority students. (+info)
The Health Careers Opportunity Program: one influence on increasing the number of minority students in schools of health professions.
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Certain U.S. racial and ethnic minority groups traditionally have been underrepresented in the health professions. There have been significantly smaller proportions of health professionals who are blacks, Hispanics, and American Indians than members of those groups in the population at large. In the 1960s and 1970s various pieces of legislation were passed that were intended to increase the total number of health professionals and address the underrepresentation of minorities and other disadvantaged persons. The Special Health Careers Opportunity Grant (SHCOG) Program and its successor, the Health Careers Opportunity Program (HCOP) have had, as their specific charge, responsibility for awarding funds to undergraduate colleges, health professions schools, and other entities to increase the number of minority students admitted to, and graduated from, health professions schools. Since 1972, during the existence of the SHCOG and HCOP Programs, the number of black students in health professions schools has risen from 4,099 to nearly 6,000. The number of Hispanic students has doubled to more than 2,360 and that of American Indian health professions students has increased from 125 to 355. Minority student applicants to medical school have improved their scores on the medical college admission test (MCAT) and their mean grade point average (GPA) at a higher rate than nonminority students. Students from HCOP-supported schools had higher acceptance rates--even with lower MCAT and GPA scores--than students from schools lacking HCOP support. (+info)
Traditional admissions variables as predictors of minority students' performance in medical school. A cause for concern.
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This study explored the relationship between traditional admissions criteria, performance in the first semester of medical school, and performance on the National Board of Medical Examiners' (NBME) Examination, Part 1 for minority medical students, non-minority medical students, and the two groups combined. Correlational analysis and step-wise multiple regression procedures were used as the analysis techniques. A different pattern of admissions variables related to National Board Part 1 performance for the two groups. The General Information section of the Medical College Admission Test (MCAT) contributed the most variance for the minority student group. MCAT-Science contributed the most variance for the non-minority student group. MCATs accounted for a substantial portion of the variance on the National Board examination. (+info)