Am I Competitive for Medical School? Workshop by Cynthia Lewis, Ph.D. Pre-health Advisor 4/28/10 www.lewisassoc.com
Who is Dr. Lewis? Marine Biologist Developmental Biology Researcher Pre-Health Advisor San Diego State University, 11 years, including Director of Health Careers Opportunity Program for minority and disadvantaged pre-health students Lewis Associates Medical Strategies 30 Acceptances to Harvard Medical and Dental Schools over 25 years Marine Biologist Developmental Biology Researcher Pre-Health Advisor San Diego State University, 11 years, including Director of Health Careers Opportunity Program for minority and disadvantaged pre-health students Marine Biologist Developmental Biology Researcher Pre-Health Advisor Marine Biologist Developmental Biology Researcher Marine Biologist Marine Biologist Developmental Biology Researcher Pre-Health Advisor San Diego State University, 11 years, including Director of Health Careers Opportunity Program for minority and disadvantaged pre-health students Lewis Associates Medical Strategies 4/28/10 www.lewisassoc.com 2
Who are the Admissions Committee and Staff at health professions schools? Faculty in basic sciences and clinical practice Faculty in basic sciences and clinical practice School administrators: Deans, Directors of Admissions, student services, curriculum, etc. Alumni clinicians Health professions (e.g. medical) students Faculty in basic sciences and clinical practice School administrators: Deans, Directors of Admissions, student services, curriculum, etc. Faculty in basic sciences and clinical practice School administrators: Deans, Directors of Admissions, student services, curriculum, etc. Alumni clinicians 4/28/10 www.lewisassoc.com
Why is it important to know who the Gate-keepers of the profession are? Because they are your audience who evaluate you for admissions You need to see the world from their perspective They already understand “what it takes” to complete their training programs, and they know what clinical practice is Because they are your audience who evaluate you for admissions You need to see the world from their perspective Because they are your audience who evaluate you for admissions 4/28/10 www.lewisassoc.com
Why is it important to know who the Gate-keepers of the profession are? Gatekeepers want to understand Your motivation for this career Your experiences: clinical, service, leadership, research, etc. Why did you select to do each? What did you learn from each? How did each affect you? What new experiences did you take on because of each? Your motivation for this career Your experiences: clinical, service, leadership, research, etc. Your motivation for this career Your experiences: clinical, service, leadership, research, etc. Why did you select to do each? What did you learn from each? How did each affect you? What new experiences did you take on because of each? How did each change you? Did your perspective change? Did your understanding of the world change? Your motivation for this career Your experiences: clinical, service, leadership, research, etc. Why did you select to do each? What did you learn from each? How did each affect you? Your motivation for this career Your experiences: clinical, service, leadership, research, etc. Why did you select to do each? What did you learn from each? Your motivation for this career Your experiences: clinical, service, leadership, research, etc. Why did you select to do each? What did you learn from each? How did each affect you? What new experiences did you take on because of each? How did each change you? Your motivation for this career Your experiences: clinical, service, leadership, research, etc. Why did you select to do each? Your motivation for this career Your motivation for this career Your experiences: clinical, service, leadership, research, etc. Why did you select to do each? What did you learn from each? How did each affect you? What new experiences did you take on because of each? How did each change you? Did your perspective change? 4/28/10 www.lewisassoc.com
Barometer for Participation in Any Extracurricular Activity Showing up Showing up for a long time Leadership Showing up Showing up for a long time Leadership Advocacy Showing up Showing up for a long time Showing up Showing up for a long time Leadership Advocacy Innovation Legacy Showing up Showing up Showing up for a long time Leadership Advocacy Innovation Source: Gabriel Garcia, MD, Professor of Medicine, Peter E. Haas Director, Haas Center for Public Service, Associate Dean of Medical School Admissions, Stanford University 4/28/10 www.lewisassoc.com
Commitment Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers Public service Cultural Activities Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers Public service Cultural Activities Educational Endeavors Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers Public service Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers Public service Cultural Activities Educational Endeavors Scholarly Pursuits Source: Gabriel Garcia, MD, Professor of Medicine, Peter E. Haas Director, Haas Center for Public Service, Associate Dean of Medical School Admissions, Stanford University 4/28/10 www.lewisassoc.com
Educational Context “Distance Traveled” Interpret the scholastic record taking into account: Parental income, education and occupation Pre-college education Hours per week of work while attending college for financial support Cultural barriers Geographic location where applicant was raised Prior experiences with any type of prejudice Interpret the scholastic record taking into account: Parental income, education and occupation Pre-college education Hours per week of work while attending college for financial support Cultural barriers Geographic location where applicant was raised Prior experiences with any type of prejudice Impact of stereotype threat Special family circumstances Interpret the scholastic record taking into account: Parental income, education and occupation Pre-college education Hours per week of work while attending college for financial support Cultural barriers Geographic location where applicant was raised Prior experiences with any type of prejudice Impact of stereotype threat Interpret the scholastic record taking into account: Parental income, education and occupation Pre-college education Hours per week of work while attending college for financial support Cultural barriers Geographic location where applicant was raised Interpret the scholastic record taking into account: Parental income, education and occupation Pre-college education Hours per week of work while attending college for financial support Interpret the scholastic record taking into account: Parental income, education and occupation Interpret the scholastic record taking into account: Parental income, education and occupation Pre-college education Interpret the scholastic record taking into account: Source: Gabriel Garcia, MD, Professor of Medicine, Peter E. Haas Director, Haas Center for Public Service, Associate Dean of Medical School Admissions, Stanford University 4/28/10 www.lewisassoc.com
Holistic Review Issues Cognitive factors Not just the academic record Experiential factors Cognitive factors Not just the academic record Experiential factors Characterologic factors Behavioral factors Cognitive factors Not just the academic record Experiential factors Characterologic factors Behavioral factors Race, ethnicity, language, & culture Cognitive factors Not just the academic record Experiential factors Characterologic factors Cognitive factors Not just the academic record Experiential factors Characterologic factors Behavioral factors Race, ethnicity, language, & culture Mission fit Cognitive factors Not just the academic record Source: Robert A. Witzburg, M.D., Associate Dean and Director of Admissions, Boston University School of Medicine 4/28/10 www.lewisassoc.com
Desirable Traits How to Measure (Doctors & Applicants) Traits Intellectual ability Academic record Commitment to service Prior history Cultural sensitivity Past behavior Empathy & compassion Essay, references Capacity for growth Adversities overcome Emotional resilience Distance traveled Intellectual ability Academic record Commitment to service Prior history Cultural sensitivity Past behavior Empathy & compassion Essay, references Capacity for growth Adversities overcome Intellectual ability Academic record Commitment to service Prior history Cultural sensitivity Past behavior Empathy & compassion Essay, references Capacity for growth Adversities overcome Emotional resilience Distance traveled Strength of character Testimonials Intellectual ability Academic record Commitment to service Prior history Cultural sensitivity Past behavior Empathy & compassion Essay, references Capacity for growth Adversities overcome Emotional resilience Distance traveled Strength of character Testimonials Interpersonal skills Interview, references Intellectual ability Academic record Commitment to service Prior history Cultural sensitivity Past behavior Empathy & compassion Essay, references Capacity for growth Adversities overcome Emotional resilience Distance traveled Strength of character Testimonials Interpersonal skills Interview, references Curiosity & engagement Life choices Intellectual ability Academic record Commitment to service Prior history Cultural sensitivity Past behavior Empathy & compassion Essay, references Intellectual ability Academic record Commitment to service Prior history Cultural sensitivity Past behavior Intellectual ability Academic record Commitment to service Prior history Intellectual ability Academic record Source: Robert A. Witzburg, M.D., Associate Dean and Director of Admissions, Boston University School of Medicine 4/28/10 www.lewisassoc.com
Jim: First Time Applicant, not ready Imagine yourself attending a research university with large classes, where to enter, you need strong GPA and SAT/ACT scores from high school. OK…you are ready to conquer the world… 4/28/10 www.lewisassoc.com
Jim: First Time Applicant, not ready But, sometimes, a student has no career goals Or, is so smart that they did not develop strong study or collaborative skills Or, does not prepare in a timely fashion for submitting a competitive application Or, there is an imbalance between academic achievement, service, clinical experience, leadership, research, etc. But, sometimes, a student has no career goals Or, is so smart that they did not develop strong study or collaborative skills Or, does not prepare in a timely fashion for submitting a competitive application Or, there is an imbalance between academic achievement, service, clinical experience, leadership, research, etc. Or, does not connect personally with individuals during the preparation process, thus having a difficult time securing letters of recommendation But, sometimes, a student has no career goals Or, is so smart that they did not develop strong study or collaborative skills Or, does not prepare in a timely fashion for submitting a competitive application But, sometimes, a student has no career goals But, sometimes, a student has no career goals Or, is so smart that they did not develop strong study or collaborative skills 4/28/10 www.lewisassoc.com
Jim: First Time Applicant, not ready 3.7 College Overall GPA High School Service No College Service No College Leadership College Research 3.7 College Overall GPA High School Service No College Service No College Leadership College Research 2 Years Direct Patient Care 3.7 College Overall GPA High School Service No College Service No College Leadership 3.7 College Overall GPA High School Service No College Service No College Leadership College Research 2 Years Direct Patient Care 1 Term Study Abroad 3.7 College Overall GPA High School Service 3.7 College Overall GPA High School Service No College Service 3.7 College Overall GPA 4/28/10 www.lewisassoc.com
But … People are Complex Missed Advising Appointments Letters of Recommendation Late “Good on Paper” Maturity + Courage Wait 1 Year Missed Advising Appointments Letters of Recommendation Late “Good on Paper” Maturity + Courage Wait 1 Year Service Missed Advising Appointments Letters of Recommendation Late “Good on Paper” Maturity + Courage Wait 1 Year Service Research Missed Advising Appointments Letters of Recommendation Late “Good on Paper” Maturity + Courage Missed Advising Appointments Letters of Recommendation Late “Good on Paper” Maturity + Courage Wait 1 Year Service Research Letters Missed Advising Appointments Letters of Recommendation Late “Good on Paper” Missed Advising Appointments Missed Advising Appointments Letters of Recommendation Late 4/28/10 www.lewisassoc.com
Jim: Next Year New Personal Statement Use of Medical Degree = Concrete Vision for Future Career Submitted Early Application (mid June) New Personal Statement Use of Medical Degree = Concrete Vision for Future Career New Personal Statement 4/28/10 www.lewisassoc.com
Jim: Outcomes Interviewed at 6 MD Schools Accepted to 1 Waitlisted at 4 Interviewed at 6 MD Schools Accepted to 1 Waitlisted at 4 Waiting to Hear from 1 More Interviewed at 6 MD Schools Accepted to 1 Interviewed at 6 MD Schools 4/28/10 www.lewisassoc.com
Susan: First Time Applicant, ready 1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27, Essay O Q 1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27, Essay O 1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27, Essay O Q Strong research 1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27 1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27 Essay O Q Strong research Strong clinical shadowing + direct patient care 1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27, Essay O Q Strong research Strong clinical shadowing + direct patient care Mentored/tutored kids Americorps year AFTER graduation/year of application 1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27, Essay O Q Strong research Strong clinical shadowing + direct patient care Mentored/tutored kids 1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong 1st generation immigrant 1st generation immigrant ESL 1st generation immigrant ESL Professional parents 1st generation immigrant ESL Professional parents Minor health care policy/management Artist 1st generation immigrant ESL Professional parents Minor health care policy/management 4/28/10 www.lewisassoc.com
Susan: Outcomes Interviewed at 8 MD Schools Accepted to 5 Waitlisted at 1 Interviewed at 8 MD Schools Accepted to 5 Waitlisted at 1 Interviewed at 8 MD Schools Accepted to 5 Interviewed at 8 MD Schools 4/28/10 www.lewisassoc.com
Maria: Re-Applicant, ready after 4 years additional work Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Hispanic Disadvantaged: financial, socially, health First in family to attend college Outcome No interviews Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Hispanic Application #1 2006 2.8 science/3.2 overall GPA Application #1 2006 Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Hispanic Disadvantaged: financial, socially, health First in family to attend college Outcome No interviews Why? Low GPA/MCAT Late application to few schools Poor personal statement Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Hispanic Disadvantaged: financial, socially, health First in family to attend college Outcome Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Hispanic Disadvantaged: financial, socially, health First in family to attend college Outcome No interviews Why? Low GPA/MCAT Late application to few schools Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Hispanic Disadvantaged: financial, socially, health First in family to attend college Outcome No interviews Why? Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Hispanic Disadvantaged: financial, socially, health First in family to attend college Outcome No interviews Why? Low GPA/MCAT Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Hispanic Disadvantaged: financial, socially, health Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 24P Hispanic Disadvantaged: financial, socially, health First in family to attend college Application #1 2006 2.8 science/3.2 overall GPA MCAT 22Q 4/28/10 www.lewisassoc.com
Maria: Re-Applicant, ready after 4 years additional work Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! Outcome: 1 interview waitlisted not accepted Why? Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! Outcome: 1 interview waitlisted not accepted Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! Outcome: 1 interview waitlisted not accepted Why? Same issues as 1st application + Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! Outcome: 1 interview waitlisted not accepted Why? Same issues as 1st application + Committee letter not supportive Late secondaries Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! Outcome: 1 interview waitlisted not accepted Why? Same issues as 1st application + Committee letter not supportive Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! Outcome: 1 interview waitlisted not accepted Why? Same issues as 1st application + Committee letter not supportive Late secondaries Analysis Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! Outcome: 1 interview waitlisted Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! Outcome: Application #2 2008 Application #2 2008 Persistence Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! Outcome: 1 interview Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement! 4/28/10 www.lewisassoc.com
Maria: Re-Applicant, ready after 4 years additional work Application #3 2009 1 year MS (applied medicine) 30 units of 3.7 GPA Retook MCAT (no accommodations) 19R Submitted late … after September MCAT Application #3 2009 1 year MS (applied medicine) 30 units of 3.7 GPA Retook MCAT (no accommodations) 19R Submitted late … after September MCAT Got MCAT scores in October Application #3 2009 1 year MS (applied medicine) 30 units of 3.7 GPA Retook MCAT (no accommodations) 19R Submitted late … after September MCAT Got MCAT scores in October Outcome: Application #3 2009 1 year MS (applied medicine) 30 units of 3.7 GPA Retook MCAT (no accommodations) 19R Submitted late Application #3 2009 1 year MS (applied medicine) 30 units of 3.7 GPA Retook MCAT (no accommodations) 19R Submitted late … after September MCAT Got MCAT scores in October Outcome: Advised withdraw application Application #3 2009 1 year MS (applied medicine) 30 units of 3.7 GPA Retook MCAT (no accommodations) Application #3 2009 Application #3 2009 1 year MS (applied medicine) 30 units of 3.7 GPA Retook MCAT (no accommodations) 19R Application #3 2009 1 year MS (applied medicine) 30 units of 3.7 GPA 4/28/10 www.lewisassoc.com
Maria: Re-Applicant, ready after 4 years additional work Application #4 2010 Capitalized on Strengths Established new science, service, research (public health), Osteopathic medical experiences Got new letters Retook MCAT with accommodations 25Q Application #4 2010 Capitalized on Strengths Established new science, service, research (public health), Osteopathic medical experiences Got new letters Retook MCAT with accommodations 25Q Timely submission AMCAS/AACOMAS Application #4 2010 Capitalized on Strengths Established new science, service, research (public health), Osteopathic medical experiences Got new letters Retook MCAT with accommodations 25Q Timely submission AMCAS/AACOMAS MD PB + UG science GPA = 2.88 / Grad 3.36 / Overall 3.06 Application #4 2010 Capitalized on Strengths Established new science, service, research (public health), Osteopathic medical experiences Got new letters Retook MCAT with accommodations Application #4 2010 Capitalized on Strengths Established new science, service, research (public health), Osteopathic medical experiences Got new letters Retook MCAT with accommodations 25Q Timely submission AMCAS/AACOMAS MD PB + UG science GPA = 2.88 / Grad 3.36 / Overall 3.06 DO PB + UG science GPA = 2.9 / Grad 3.47 / Overall 3.04 Application #4 2010 Capitalized on Strengths Established new science, service, research (public health), Osteopathic medical experiences Application #4 2010 Application #4 2010 Capitalized on Strengths Established new science, service, research (public health), Osteopathic medical experiences Got new letters Application #4 2010 Capitalized on Strengths 4/28/10 www.lewisassoc.com
Maria: Re-Applicant, ready after 4 years additional work Outcome Applied 32 MD + 4 DO schools Interviewed 10 MD schools / did not submit DO secondaries Accepted at 1 MD school Outcome Applied 32 MD + 4 DO schools Interviewed 10 MD schools / did not submit DO secondaries Accepted at 1 MD school Waitlisted at 4 MD schools, withdrew 2, rejected 1 Outcome Applied 32 MD + 4 DO schools Interviewed 10 MD schools / did not submit DO secondaries Outcome Applied 32 MD + 4 DO schools Interviewed 10 MD schools / did not submit DO secondaries Accepted at 1 MD school Waitlisted at 4 MD schools, withdrew 2, rejected 1 Outcome Applied 32 MD + 4 DO schools Outcome 4/28/10 www.lewisassoc.com
Am I the BEST applicant I can be? 4/28/10 www.lewisassoc.com
How will I know? Take the self-assessment test at www.lewisassoc.com 4/28/10 www.lewisassoc.com
Personal Assessment by Dr. Lewis 805-226-9669 imaclewis@lewisassoc.com www.lewisassoc.com Facebook: Lewis Associates Pre-Medical Advising 4/28/10 www.lewisassoc.com
Am I Competitive for Medical School? Questions ? Thank You! 4/28/10 www.lewisassoc.com