4/28/10www.lewisassoc.com1 Am I Competitive for Medical School? Workshop by Cynthia Lewis, Ph.D. Pre-health Advisor

4/28/10www.lewisassoc.com2 Who is Dr. Lewis?  Marine Biologist  Developmental Biology Researcher  Marine Biologist  Developmental Biology Researcher  Marine Biologist  Developmental Biology Researcher  Pre-Health Advisor  Marine Biologist  Developmental Biology Researcher  Pre-Health Advisor  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 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 San Diego State University, 11 years, including Director of Health Careers Opportunity Program for minority and disadvantaged pre-health students  Lewis Associates Medical Strategies  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  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  Lewis Associates Medical Strategies  30 Acceptances to Harvard Medical and Dental Schools over 25 years

4/28/10www.lewisassoc.com3 Who are the Admissions Committee and Staff at health professions schools?  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.  Faculty in basic sciences and clinical practice  School administrators: Deans, Directors of Admissions, student services, curriculum, etc.  Alumni clinicians  Faculty in basic sciences and clinical practice  School administrators: Deans, Directors of Admissions, student services, curriculum, etc.  Alumni clinicians  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.  Alumni clinicians  Health professions (e.g. medical) students

4/28/10www.lewisassoc.com4 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  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  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  They already understand “what it takes” to complete their training programs, and they know what clinical practice is

4/28/10www.lewisassoc.com5 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.  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 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?  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.  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?  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?  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?  What new experiences did you take on because of each?  How did each change you?  Did your perspective change?

4/28/10www.lewisassoc.com6 Barometer for Participation in Any Extracurricular Activity Source: Gabriel Garcia, MD, Professor of Medicine, Peter E. Haas Director, Haas Center for Public Service, Associate Dean of Medical School Admissions, Stanford University  Showing up  Showing up for a long time  Showing up  Showing up for a long time  Showing up  Showing up for a long time  Leadership  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  Leadership  Advocacy  Showing up  Showing up for a long time  Leadership  Advocacy  Innovation  Showing up  Showing up for a long time  Leadership  Advocacy  Innovation  Showing up  Showing up for a long time  Leadership  Advocacy  Innovation  Legacy  Showing up  Showing up for a long time  Leadership  Advocacy  Innovation  Legacy

4/28/10www.lewisassoc.com7 Commitment Source: Gabriel Garcia, MD, Professor of Medicine, Peter E. Haas Director, Haas Center for Public Service, Associate Dean of Medical School Admissions, Stanford University 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  Public service 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 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  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  Cultural Activities  Educational Endeavors  Scholarly Pursuits 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

4/28/10www.lewisassoc.com8 Educational Context “Distance Traveled” Source: Gabriel Garcia, MD, Professor of Medicine, Peter E. Haas Director, Haas Center for Public Service, Associate Dean of Medical School Admissions, Stanford University Interpret the scholastic record taking into account:  Parental income, education and occupation 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:  Parental income, education and occupation  Pre-college education 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  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  Pre-college education  Hours per week of work while attending college for financial support  Cultural barriers 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 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  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  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 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  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  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  Special family circumstances

4/28/10www.lewisassoc.com9 Holistic Review Issues Source: Robert A. Witzburg, M.D., Associate Dean and Director of Admissions, Boston University School of Medicine  Cognitive factors  Not just the academic record  Cognitive factors  Not just the academic record  Cognitive factors  Not just the academic record  Experiential factors  Cognitive factors  Not just the academic record  Experiential factors  Cognitive factors  Not just the academic record  Experiential factors  Characterologic factors  Cognitive factors  Not just the academic record  Experiential factors  Characterologic 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  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  Behavioral factors  Race, ethnicity, language, & culture  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  Experiential factors  Characterologic factors  Behavioral factors  Race, ethnicity, language, & culture  Mission fit

4/28/10www.lewisassoc.com10 Desirable Traits How to Measure (Doctors & Applicants) Traits Source: Robert A. Witzburg, M.D., Associate Dean and Director of Admissions, Boston University School of Medicine  Intellectual ability Academic record  Commitment to service Prior history  Intellectual ability Academic record  Commitment to service Prior history  Intellectual ability Academic record  Commitment to service Prior history  Cultural sensitivity Past behavior  Intellectual ability Academic record  Commitment to service Prior history  Cultural sensitivity Past behavior  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  Empathy & compassion Essay, references  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  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  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  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  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  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  Capacity for growth Adversities overcome  Emotional resilience Distance traveled  Strength of character Testimonials  Interpersonal skills Interview, references  Curiosity & engagement Life choices

4/28/10www.lewisassoc.com11 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…

4/28/10www.lewisassoc.com12 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 But, sometimes, a student has no career goals Or, is so smart that they did not develop strong study or collaborative skills 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 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 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. 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 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

4/28/10www.lewisassoc.com13 Jim: First Time Applicant, not ready  3.7 College Overall GPA  High School Service  3.7 College Overall GPA  High School Service  3.7 College Overall GPA  High School Service  No College Service  3.7 College Overall GPA  High School Service  No College Service  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  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  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  College Research  2 Years Direct Patient Care  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  No College Service  No College Leadership  College Research  2 Years Direct Patient Care  1 Term Study Abroad

4/28/10www.lewisassoc.com14 But … People are Complex  Missed Advising Appointments  Letters of Recommendation Late  Missed Advising Appointments  Letters of Recommendation Late  Missed Advising Appointments  Letters of Recommendation Late  “Good on Paper”  Missed Advising Appointments  Letters of Recommendation Late  “Good on Paper”  Missed Advising Appointments  Letters of Recommendation Late  “Good on Paper”  Maturity + Courage  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  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  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  Wait 1 Year  Service  Research  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”  Maturity + Courage  Wait 1 Year  Service  Research  Letters

4/28/10www.lewisassoc.com15 Jim: Next Year  New Personal Statement  Use of Medical Degree = Concrete Vision for Future Career  New Personal Statement  Use of Medical Degree = Concrete Vision for Future Career  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  Submitted Early Application (mid June)

4/28/10www.lewisassoc.com16 Jim: Outcomes  Interviewed at 6 MD Schools  Accepted to 1  Interviewed at 6 MD Schools  Accepted to 1  Interviewed at 6 MD Schools  Accepted to 1  Waitlisted at 4  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  Waitlisted at 4  Waiting to Hear from 1 More

4/28/10www.lewisassoc.com17 Susan: First Time Applicant, ready  1st generation immigrant  ESL  1st generation immigrant  ESL  1st generation immigrant  ESL  Professional parents  1st generation immigrant  ESL  Professional parents  1st generation immigrant  ESL  Professional parents  Minor health care policy/management  1st generation immigrant  ESL  Professional parents  Minor health care policy/management  1st generation immigrant  ESL  Professional parents  Minor health care policy/management  Artist  1st generation immigrant  ESL  Professional parents  Minor health care policy/management  Artist  1st generation immigrant  ESL  Professional parents  Minor health care policy/management  Artist  Science/Overall GPA strong  1st generation immigrant  ESL  Professional parents  Minor health care policy/management  Artist  Science/Overall GPA strong  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  MCAT 28  1st generation immigrant  ESL  Professional parents  Minor health care policy/management  Artist  Science/Overall GPA strong  MCAT  1st generation immigrant  ESL  Professional parents  Minor health care policy/management  Artist  Science/Overall GPA strong  MCAT  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  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 Q  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, Essay O Q  Strong research  1st generation immigrant  ESL  Professional parents  Minor health care policy/management  Artist  Science/Overall GPA strong  MCAT 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 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  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 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  Americorps year AFTER graduation/year of application

4/28/10www.lewisassoc.com18 Susan: Outcomes  Interviewed at 8 MD Schools  Accepted to 5  Interviewed at 8 MD Schools  Accepted to 5  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  Waitlisted at 1  Interviewed at 8 MD Schools  Accepted to 5  Waitlisted at 1

4/28/10www.lewisassoc.com19 Maria: Re-Applicant, ready after 4 years additional work  Application #  2.8 science/3.2 overall GPA  MCAT 22Q 24P  Hispanic  Disadvantaged: financial, socially, health  Application #  2.8 science/3.2 overall GPA  Application #  2.8 science/3.2 overall GPA  MCAT 22Q  Application #  2.8 science/3.2 overall GPA  MCAT 22Q 24P  Application #  2.8 science/3.2 overall GPA  MCAT 22Q 24P  Hispanic  Application #  2.8 science/3.2 overall GPA  MCAT 22Q 24P  Hispanic  Disadvantaged: financial, socially, health  First in family to attend college  Application #  2.8 science/3.2 overall GPA  MCAT 22Q 24P  Hispanic  Disadvantaged: financial, socially, health  First in family to attend college  Outcome  Application #  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 #  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 #  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 #  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 #  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

4/28/10www.lewisassoc.com20 Maria: Re-Applicant, ready after 4 years additional work  Application #  Persistence  Application #  Persistence  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  1 interview  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  1 interview  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  1 interview waitlisted  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  1 interview waitlisted  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  1 interview waitlisted not accepted  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  1 interview waitlisted not accepted  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  1 interview waitlisted not accepted  Why?  Application #  Persistence  4.0 GPA 6 units of Postbaccalaureate  No new MCAT scores or personal statement!  Outcome:  1 interview waitlisted not accepted  Why?  Application #  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 #  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 #  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 #  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 #  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 #  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 #  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 #  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

4/28/10www.lewisassoc.com21 Maria: Re-Applicant, ready after 4 years additional work  Application #  1 year MS (applied medicine) 30 units of 3.7 GPA  Application #  1 year MS (applied medicine) 30 units of 3.7 GPA  Retook MCAT (no accommodations)  Application #  1 year MS (applied medicine) 30 units of 3.7 GPA  Retook MCAT (no accommodations) 19R  Application #  1 year MS (applied medicine) 30 units of 3.7 GPA  Retook MCAT (no accommodations) 19R  Submitted late  Application #  1 year MS (applied medicine) 30 units of 3.7 GPA  Retook MCAT (no accommodations) 19R  Submitted late … after September MCAT  Application #  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 #  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 #  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

4/28/10www.lewisassoc.com22 Maria: Re-Applicant, ready after 4 years additional work  Application #  Capitalized on Strengths  Application #  Capitalized on Strengths  Established new science, service, research (public health), Osteopathic medical experiences  Application #  Capitalized on Strengths  Established new science, service, research (public health), Osteopathic medical experiences  Got new letters  Application #  Capitalized on Strengths  Established new science, service, research (public health), Osteopathic medical experiences  Got new letters  Retook MCAT with accommodations  Application #  Capitalized on Strengths  Established new science, service, research (public health), Osteopathic medical experiences  Got new letters  Retook MCAT with accommodations 25Q  Application #  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 #  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 #  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

4/28/10www.lewisassoc.com23 Maria: Re-Applicant, ready after 4 years additional work  Outcome  Applied 32 MD + 4 DO schools  Outcome  Applied 32 MD + 4 DO schools  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  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  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  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  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  Accepted at 1 MD school  Waitlisted at 4 MD schools, withdrew 2, rejected 1

4/28/10www.lewisassoc.com24 Am I the BEST applicant I can be?

4/28/10www.lewisassoc.com25 How will I know? Take the self-assessment test at Take the self-assessment test at

4/28/10www.lewisassoc.com26 Personal Assessment by Dr. Lewis     Facebook: Lewis Associates Pre-Medical Advising     Facebook: Lewis Associates Pre-Medical Advising

4/28/10www.lewisassoc.com27 Am I Competitive for Medical School?  Questions ?  Thank You!  Questions ?  Thank You!