Medical School Admissions

555 Vacant Emergency Medicine Resident Positions Remain Following National Match Day

According to social media reports, this year's National Resident Matching Program left 555 unfilled positions in emergency medicine. While the positions will likely be filled in the Supplemental Offer and Acceptance Program, it is noteworthy because, as recently as three to four years ago, the specialty was among the most competitive. This year’s number of vacancies more than doubled last year’s 219 unfilled positions, but in 2021 just 14 vacancies remained post-match. 

Several emergency medicine groups published a joint statement reacting to the open positions on the American College of Emergency Physicians website. In the statement, they noted that a combination of many factors likely influenced this year’s outcome. “Many have speculated about factors such as workforce projections, increased clinical demands, emergency department (ED) boarding, economic challenges, the impact of the COVID-19 pandemic, and the corporatization of medicine, among many others.”  

An interview between Medscape and Robert McNamara, MD, Chair of Emergency Medicine at Temple University and Chief Medical Officer of the American Academy of Emergency Medicine, provided additional insight into two of the factors: workforce projections and the corporatization of emergency medicine. In December 2021, the Annals of Emergency Medicine published a study projecting an oversupply of emergency physicians by 2030. In McNamara’s view, the suggestion of an oversupply may have deterred prospective entrants into the field who worry about finding a job and repaying loans. 

"Emergency medicine residents always have among the highest debt of any specialty," McNamara said. "They have a strong sense of social justice and often don't come from privileged backgrounds ... so they're likely to accumulate debt."

He also added that emergency medicine positions tend to fall under corporate entities more often than physician-run groups. The corporate focus on profit can lead to burnout and a lack of “physician autonomy.” 

Moving forward, the joint statement announced the creation of a Match Task Force with heavy emergency medicine representation to further understand the reasoning behind the unfilled positions and create mitigation strategies for the future.

,

The Chairman and CEO of U.S. News & World Report Accuses Elite Law and Medical Schools of Evading Accountability

,

The U.S. News & World Report has publicly defended its rankings, hitting back at the elite law and medical schools that have staged public boycotts. Eric Gertler, Executive Chairman and CEO of U.S. News & World Report, penned a Wall Street Journal op-ed, which was ffollowed a day later by a full-page ad in the Boston Globe timed to coincide with a conference hosted by Harvard and Yale Law Schools on “best practices in data.” 

While US News & World Report’s previous response to the boycott focused on responding to criticisms of the methodology and seeking collaboration, more recently, they have taken a defensive stance. Gertler’s op-ed not only defended the rankings, but also leveled sharp accusations towards the withdrawing schools. He accused them of evading accountability and not wanting to rely on an independent third party that they cannot control. Gertler then went on to tie the schools’ decision to withdraw from the rankings to the Supreme Court’s current review of the use of affirmative action in school admissions decisions. He proposes that elite schools are currently de-emphasizing GPA and standardized test scores in admissions, in advance of the decision, to provide themselves more leeway in the future. 

“There is added urgency as the Supreme Court considers a pair of cases on affirmative action that could change admission norms. Some law deans are already exploring ways to sidestep any restrictive ruling by reducing their emphasis on test scores and grades—criteria used in our rankings,” Gertler wrote.

In defending the rankings, which Gertler admits cannot accommodate every nuance in educational excellence, he points to the ranking’s ability to provide “accurate, comprehensive information that empowers students to compare institutions and identify the factors that matter most to them.” And, he concludes, the elite schools that have withdrawn have ended their participation in a critical national discourse about what constitutes excellence in education. 

Make the Most of Your Relationship with Your Pre-Health Advisor

A pre-med/pre-health advisor can be an invaluable resource. In addition to providing academic support, they can tell you about the school’s internal processes (such as requesting letters of evaluation), as well as available shadowing, clinical, and/or research opportunities. But, to make the most of your advisor relationship—you must invest in it. Below, we’ve compiled our top tips for making the most of your relationship with your pre-health advisor. 

  1. Find a good fit. Meet with your assigned advisor early, and determine if you have a good rapport. Ensure they have extensive experience guiding students into medical school, and that they are accessible and responsive. You may have the option to find an alternative advisor if it isn’t a good fit, so that’s why starting early is key.  

  2. Early in your undergraduate career, you should plan to meet with your advisor at least one or two times per semester. In your junior and senior years, particularly before and during the time you are actively working on your application, you will want to meet more frequently. We recommend setting up time to meet at least once a month. Many advisors work with a large number of students so, instead of trying to squeeze into their calendars last minute, plan ahead. 

  3. Take advantage of other resources that your school provides to help you stay informed and up-to-date on the medical school application process. Sign up for pre-health newsletters, digital resources, and/or clubs. You can then use your meetings with your advisor for more personalized guidance.

  4. Make the most of your time together. Create an agenda for each meeting so that you can address all of your open items and use your time efficiently. In advance of the meeting, update your application timeline and resume, share any key goals or questions that you’d like to discuss during the meeting, and follow-up after meetings with any outstanding actions or questions. 

Five Qualities Medical School Admissions Committees are Looking for in Applicants

Throughout your medical school primary and secondary applications, you will want to highlight the following skills and qualities. 

Leadership. This is a key quality that separates physicians from other members of a healthcare provider team. Throughout your application, you will want to showcase your ability to lead a team in order to accomplish a common goal. Consider the role you play within a group and how you help bring out the best in other team members. You don’t need to be the captain of a sports team or a club president to be a highly-effective and persuasive leader. Rather, you need to be able to articulate how your influence and openness promote the best outcome(s) in a collaborative environment. 

In what meaningful experiences did you show your leadership abilities? Did leadership come naturally to you, or did you work to get to this place? (Both things are great!) How did you support your team? Did you encourage collaboration or independence? Did you feel supported by your team? Did you experience any pushback, and how did you handle that if you did? What did you think about these things at the time? How did you feel? What did you learn that you will incorporate into your leadership style in the future?

Teamwork:  Medical school and the practice of medicine are often team endeavors. While we’ve encouraged you to showcase your ability to lead a team, you will also want to show your ability to work collaboratively and productively with others. Highlight instances where you have shown humility and elevated the voices of others. Think about your most effective team experiences and what you learned about yourself from working with those teammates. 

During what meaningful experiences did you work with a team or collaborate with others successfully? Were you working with people unlike yourself? Was there a struggle for balance in the beginning? Any confusion? What did you appreciate about your team members? How did they influence and impact you and your actions? Did one or two team members step up in a way you admired? What did you think about these things at the time? How did you feel? Have you had experiences with teams that were unsuccessful? What did you learn (remember: failures can provide great insight too!)?

Critical and creative thinking. The practice of medicine requires constant engagement with problem solving, from interacting with patients to coming to a diagnosis and treatment plan to driving research and innovation agendas. You will need to ask good questions and consider the interplay of multiple variables. Showcase the critical thinking skills you’ve already developed, as well as your ability to stay calm when faced with complicated issues.

In what meaningful experiences did you utilize critical thinking and problem-solving skills? How did you determine the best course of action? Did you approach something one way at first and then correct yourself? What did you think about these things at the time? What did you learn? How did you feel?

Intellectual curiosity. Medical school is academically rigorous, and schools want students who can not only handle the workload, but will elevate the classroom discourse by engaging deeply with the material. And, beyond school, medicine is an ever-evolving field. Throughout your career, you will be asked to take on new challenges and employ innovative thinking. Just demonstrating a record of academic success is not enough. Rather, you will want to show the admissions committee examples of situations where you went beyond what was required to better comprehend a topic. Keep in mind that you can demonstrate intellectual curiosity in an academic environment but also beyond it—at work or in your participation with a charity or hobby. 

In what meaningful experiences did you demonstrate intellectual curiosity? How have you gone above and beyond the expected to better understand a topic? In what ways have you pursued additional knowledge or sought out learning opportunities? How have you taken your interest to the next level? How did it make you feel? 

Empathy and the ability to connect with others: Medical schools are highly-attuned to the interpersonal capabilities of applicants. Share experiences where you demonstrate empathy, listening skills, and the ability to form connections. Showcase situations in your life where you overcame obvious differences with others to form a respectful relationship. Make it clear that you always treat others with humility and respect and that you will see your patients as full people, rather than as a set of symptoms or a puzzle to be solved. 

In what meaningful experiences did you empathize and connect with others? What effect did you have on others? What effect did they have on you? What did you think about these things at the time? How did you feel? What have you learned about how to find common ground with those who are different from you? Do you have any examples of times that forming a good relationship with someone else led you both to a better outcome?

Amidst Tech Turmoil, Physicians and Medical Students Use Social Media as a Platform for Medical Education and Combating Misinformation

In the summer of 2021, Surgeon General Vivek Murthy issued a report calling the distribution of medical misinformation through social media an “urgent threat to public health.” And this week, amidst a turbulent period for tech companies marked by extensive layoffs, a New York Times article identified a trend of social media companies divesting in the fight against misinformation. The article said, “Last month, the company [YouTube], owned by Google, quietly reduced its small team of policy experts in charge of handling misinformation, according to three people with knowledge of the decision. The cuts, part of the reduction of 12,000 employees by Google’s parent company, Alphabet, left only one person in charge of misinformation policy worldwide, one of the people said. And YouTube is not alone. The cuts reflect a trend across the industry that threatens to undo many of the safeguards that social media platforms put in place in recent years to ban or tamp down on disinformation ….”

Despite declining resources at social media companies, the medical community appears willing to step up to address the gap. In the past we’ve highlighted the efforts of medical schools to prepare students to take on medical misinformation, which ranges from large investments in institutions for research and study, to incorporating communications and social media techniques into the medical school classroom. There are also a number of physicians and medical students who are building vibrant social media communities for the purpose of proactively circulating accurate and understandable medical information. Below, we profile just a few of the physicians who are engaging audiences via social media with reliable and focused medical information. 

  • Dr. Lisa Fitzpatrick, founder of Grapevine Media, creates content specifically geared towards a population that the mainstream health system tends to ignore. Her company, which creates “Ask a Doctor” videos and posts them on social media, seeks to provide medical information for people of color and/or those of low socioeconomic status. The videos feature doctors of color who answer medical questions in clear terms and with actionable advice for this audience, keeping in mind the challenges borne by those with low incomes. In an interview with NPR, Dr. Fitzpatrick noted that educating people won’t resolve all their barriers to good health, but she reiterated her belief that information can improve wellbeing. "To me, it's so clear all roads lead to trusted health information and understanding health and health care," she said. "But the challenge is how to make it obvious to everybody else." Dr. Fitzpatrick is currently pitching the video content to insurance companies as a means to improve the health of these hard-to-reach populations, while also reducing insurers’ costs.

  • Joel Bervell, a 4th-year medical student at Washington State University School of Medicine, creates TikTok videos that highlight areas of racial bias in medicine. He told Medscape in an interview that he views himself as a “medical myth buster.” He educates his 600,000 plus followers on biases in medicine that can negatively impact care for people of color. Medscape provided an example of this goal by describing one of his TikTok videos, “... he explains that the equation used to measure kidney function (glomerular filtration rate [GFR]) has a built-in "race adjustment" that increases the GFR for all Black patients. ‘That overestimation could mean that 3.3 million Black Americans would have had a higher stage of kidney disease and missed out on care and treatment,’ said Bervell.” 

  • StatNews described a joint effort by a group of physicians to support a twitter feed, “Health News Around the World,” with vetted, up-to-date health news and stories. 

  • Dr. Will Bulsiewicz, MD, runs an Instagram account to provide his 462,000 followers with information on nutrition and promoting a healthy gut via his account “TheGutHealthMD”. His feed answers questions, reviews products, links to podcasts, corrects misinformation, and provides followers with indicators of healthy or unhealthy bodily functioning.

Related: Medical Schools Train Students to Combat Medical Misinformation

, ,

Crafting Your Personal Statement: Lessons from Memoir Writing

, ,

A memoir requires more than a recounting of events from your life. Rather, you must show the reader that you’ve experienced transcendence. Marion Roach Smith calls it the “golden rule” of memoir. She writes, “Memoir is not about what you did. Memoir is about what you did with it.” The experience is not the focus or the reason for the writing, just the vessel for sharing a more universal learning with your audience. 

Smith expands this thought when she writes, “Specifically memoir is a promise from me that I experienced something, I’ve given some real thought to it and now know what it is, and now I am going to share what I now know with you. The promise is not that I am going to recreate the experience or make you relive it with me.” 

This approach also aligns with what admissions committees are seeking in your personal statement. From your past experiences, they want to learn more about your potential and character. Show them how a recent discovery helped you evolve, how you’ve refined your abilities in innovation and/or leadership, and/or teamwork. Prove to them that you are ready to pursue a graduate education and career path.

Below, we’ve compiled a few other takeaways from Marion Roach Smith’s approach to memoir that will help you craft a strong personal statement. Also, be sure to check out her memoir manifesto. 

  1. Structure. Memoir is created out of three components. Prior to writing, sit down and consider the building blocks of your piece. 1) What is this about (think: universal, e.g., connecting with and empowering your team, trying and trying again to find the right approach to solve a complex problem)? 2) What is your argument (something that you learned based on your experience)? 3) What experiences from your life will you deploy to prove your argument? 

  2. Think small. Memoir requires that you share your growth with the audience, which can be done effectively by incorporating small details. Smith notes the power of observation for showing the reader your journey to transcendence. She writes, “Never forget about the small stuff and how it reveals the big stuff of life.” Small details also create a relationship with your reader, drawing them into the experience. 

  3. Don’t forget your audience. Your memoir should hit on universal themes that are relatable to the reader. When you’re writing, and more importantly editing and rewriting, keep in mind how your audience will take in what you’re saying. Did you provide enough detail of the experiences to show growth and to make your argument? Did you provide too much or extraneous detail? Were you vulnerable and honest in your writing? 

  4. Keep it tight. Focus only on the experiences, sentences, and words that you absolutely need to support your argument and demonstrate your growth in the piece. You want to go deep, not broad. Adding in additional stories can distract the reader, and potentially lose them. Once you have demonstrated growth and made your argument, your personal statement is complete. Fight the urge to turn it into an autobiography or a resume.

How to Get High-Quality Letters of Recommendation

Good news! No one who hates you will agree to write you a Letter of Recommendation. It's too annoying of a task to bother with if you don't have nice things to say about someone. Still, some letters can be lackluster, especially if they're rushed. There are ways to make sure that recommenders are talking you up.

Depending on the school, you'll need four to 10 LORs. But if a school asks for a minimum of four, honestly, that is too few to submit. Eight is great. The more quality endorsements of your candidacy, the stronger your application. And having people from different arenas saying that you're someone they respect proves that you are just crushing it. 

When to Ask:

Decide who to ask for a recommendation letter six to eight months before your applications are due, so you're requesting them in January or February at the latest. If you're choosing the right people, they're successful and busy. Give them the maximum time to consider what they want to say about you. 

Who to Ask:

The schools will let you know who they want to hear from here, we share why they want those recommenders and why you should go a step beyond a school's expectations. Aim for:

At least two science professors. Medical schools want to know: Do you have a dedication to and talent for scientific study? A school might request one or two science professors as recommenders. You should use two as references even if the school doesn't require two. Have three? Even better. A science TA who knows you well can write one of these letters—if the professor cosigns it. 

At least one non-science professor. Having this in your packet shows you're well-rounded. Doing notably well in a literature, social science, or math course shows a school that broader learning is important to you. A reference from a liberal art or language professor can emphasize different strengths than those you've shown in your science courses or a consistent strength across subject matters. 

Medical professionals. If you have had a clinical, shadowing, or lab experience where you connected with a medical professional, they're a terrific option for a LOR. You don't have to stick to M.D.s; osteopathic physicians, nurse practitioners, EMTs, medical students—anyone who supervised you is gold. If you're applying to osteopathic medical school, you need an osteopathic physician as a reference. 

You want these letters to be personal, so it's better to choose someone who was a true mentor and/or saw you in action over a chief of surgery or research lead who barely knows you. Personal beats prestige here. 

Supervisors. Supervisors at your job, volunteer posts, and extracurricular activities are strong options. These people have seen you dedicate yourself to something. They've also likely seen you collaborate and work under pressure. Unlike your science professors and medical professionals, these individuals may have never written a recommendation letter for medical school before. In addition to refreshing their memory of your achievements, tell them what qualities medical schools are looking for so that they can highlight those. 

Attributes they might touch on: Leadership, compassion and sensitivity, strong communication skills, critical, creative thinking ability, work ethic, and professionalism. 

How to Ask:

Individualize your approach. What do you know about your potential recommender? Are they someone who will want a face-to-face conversation about this? Or are they someone who will be open to an email with an updated CV attached? 

Remind them of your accomplishments. You're not telling them what to write—and they may well choose to highlight some of your other victories or qualities—but offering them a refresher to reference will make your request less of a burden. Science professors know the drill of writing medical school references, but they have a lot of other students, so a reminder of what you've done is still appreciated. Ex. "It was a privilege to be in a graduate course as an undergraduate. Attending office hours deepened my understanding of the material. I'm proud to have earned an A on both the midterm and final exam. And leading my final group presentation improved my research skills and made me a better collaborator." 

You want to tell a superior at a clinical experience what it meant to you to be there and how you thrived in that job. Ex. "Your recommendation would mean so much to me because this job reinforced my goal to become a physician. Working on the COVID-19 clinical research study made me feel like a part of the hospital team and taught me how medicine approaches novel diseases. Interacting with dozens of patients improved my communication skills." OR "Working as a scribe in the ER enhanced my ability to focus in a hectic environment. Serving as senior medical scribe has meant serving as a mentor for the first time. Since my promotion in June, I have led weekly meetings and made myself available to newer staff over email and text."

And again, if you're asking for a recommendation from someone who has never written one, loop them in on the qualities that medical schools are looking for and how you've exemplified them. Ex. "The schools that I am applying to emphasize leadership and collaboration. I believe that my final group project on the early work of Chaucer showed my abilities in those areas."

Go beyond the ask. After someone agrees to be your recommender, you're going to send them a "game plan" that gets into the experiences you had and your accomplishments in greater depth than you did in your initial request. For example, the student who highlighted the Chaucer project can remind their professor what aspects of the presentation they worked on and reiterate that they organized the group's study sessions. The applicant who was a medical scribe should list their daily duties and talk about some of their most poignant or analytical learning experiences. You get the gist. If you're not sure what to include, an Apply Point advisor can help you pull specific details from your experiences.

Say thank you in a unique way. Once someone has agreed to write your recommendation, do something nice for them. Send a memorable note, maybe even a small gift (a bottle of wine or some candy is nice, if you know they partake) or offer to take them to lunch. This is common courtesy, but it's also going to remind them to submit their letter on time. 

A Note for Reapplicants:

If you're reapplying to medical school, you can use the same letters of recommendation, but you'll need to resubmit them. AMCAS does not keep old letters on file.  

A Tip for the Early Birds:

If you're a college sophomore and there's a current professor who you'd love to support your candidacy for medical school, ask for the letter of recommendation right after the course ends. The pre-health office will hold the letter until you are ready to apply. If your school doesn't have a pre-health office, you can request an advisor from the National Association of Advisors for the Health Professions (NAAHP). You can also use a letter service such as Interfolio or VirtualEvals. They can deliver your reference when it's time to submit. If your ideal recommender says, "I'll write it the year you apply," stay in touch and keep them updated on your accomplishments.

When to Get a Letter of Support:

You might know someone who has a connection to a particular school. Instead of a letter of recommendation to all your schools, they can send a "letter of support" to the school that especially values them. A letter of support is sent entirely separately from your application. They'll just pop it in the mail or send an email. The most influential writers will be tenured professors, someone on the board of trustees, or a significant donor. 

The 2023-2024 Allopathic Medical School Application: An Overview with Suggested Timing

If you’re looking to start medical school in the Fall of 2024, now is the time to get started with the application process! Applying to medical school is arduous, but with proper planning, you can reduce your stress and maintain a manageable task load.

The four components of the medical school application include:

  1. Standardized tests: MCAT and CASPer

  2. AMCAS application 

  3. Secondary Applications

  4. Interviews

Standardized Tests: 

MCAT: Your MCAT scores are typically valid for three years prior to matriculation, and you can take the exam up to three times.

  • Register: Select your preferred date, as well as a few alternative dates that would work. You can register for the test here. The ten day deadline prior to the test is your last opportunity to schedule, reschedule, or cancel. 

  • Prep: Start preparing for the MCAT at least six months prior to your planned test date.

  • Sit for the exam no later than May 26, 2023 (scores released June 27): This will avoid application delays. Keep in mind that we actually recommend that you take your final exam by mid-April so that you can re-direct your attention to preparing the AMCAS application. 

Review our blog post on Retaking the MCAT.

CASPer: This test gauges your ability to critically evaluate complex scenarios and employ sound judgment and communication skills. Not all medical schools require applicants to take the CASPer, however, a growing number of allopathic programs do, currently over 40. Your CASPer score is generally only valid for one application cycle. 

The CASPer score is often requested alongside your secondary application or prior to an invitation to interview. Opting to take the test earlier in the cycle, rather than later, will allow you to have your scores readily available when requested, meaning that you can dedicate that time to preparing your secondary application materials or for mock interviews. It will also ensure that your application is not delayed as you wait for your scores. 

Review our blog post on CASPer.

AMCAS Application: Submit no later than mid-June.

  • AMCAS application opens and will be available here on May 2, 2023.

  • First date to submit AMCAS application: May 30, 2023

  • First date that processed applications will be released to medical schools: June 30, 2023

We recommend that you submit your application in early to mid-June because your application will go through a verification process prior to the data being released to medical schools. This can take anywhere from a couple of weeks early in the process, to over a month during peak application submission periods. Note, in order to complete verification, your application must contain your official transcript, so request this document as well as your letters of recommendation a month or two before your planned submission date (by March 30, 2023). 

You also want to submit your AMCAS application early because this step triggers schools to send out secondary application materials, either automatically, or after a pre-screen of your application. 

Review our blog posts on the AMCAS application:

How to Get High-Quality Letters of Recommendation

Set Yourself Apart with a Compelling Medical School Personal Statement

The Medical School Application: Key Tips to Consider Before you Begin Drafting the Work and Activities Section

AMCAS Work & Activities Section: Hobbies

2024 AMCAS Work & Activities Section Will Include New Experience Category: Social Justice/Advocacy

AMCAS 2024: “Disadvantaged Applicant” Question Revised to Broader Adversity Question

Secondary Applications: Submit within two weeks of receipt.

Secondary applications are typically sent between June and August, although they can come later depending upon the timing of your AMCAS submission. Many schools will not review your application file until you have submitted your secondary application. And, because most schools review applications on a rolling basis, and invite applicants to interview accordingly, it is important to send in your secondary application materials promptly. 

Additionally, because many of the schools will use at least some of the same prompts, you can start preparing responses to the most commonly asked questions as soon as you’ve submitted your AMCAS application. 

Review our blog post on common secondary application questions. 

Medical School Interviews: Fall through Spring (invitation only)

Many applicants receive invitations to interview following their submission of secondary applications and/or CASPer test scores. Schedule yours as early as possible. And before solidifying your travel plans, you should contact nearby schools to which you’ve applied and let them know you have an interview in the area in case they have availability. This serves the dual purpose of letting the other school know that you are “in demand,” while also showcasing your strong interest in their program.

Review our blog posts on this topic:

The Medical School Interview

The Medical School Interview: Preparing for the Traditional One-on-One Interview

The Medical School Interview: Preparing for the Multiple Mini Interview (MMI)

The Medical School Post-Interview Thank You Note


More Medical Schools Announce Withdrawal from U.S. News Rankings

A week after Harvard Medical School announced its plan to withdraw from the U.S. News Best Medical Schools Ranking, other prestigious programs followed including Columbia’s College of Physicians and Surgeons, Stanford Medical School, Penn’s School of Medicine, and the Icahn School of Medicine. 

In announcing their decisions to withdraw from the rankings, the schools—in line with Harvard—all noted that the U.S. News’ ranking methodology is no longer in line with their values. The Deans at Columbia, Penn, and Icahn also specifically called out the methodology’s negative effect on building a diverse and inclusive medical class. Dr. Katrina Armstrong, MD and Dean of Columbia’s Vagelos College of Physicians and Surgeons, wrote, “The USNWR medical school rankings perpetuate a narrow and elitist perspective on medical education. Their emphasis is on self-reinforcing criteria such as reputation and institutional wealth, rather than measuring a school’s success in educating a diverse and well-trained cohort of doctors able to change medicine for the better and meet society’s needs.”

Each of the schools noted the value that comes from data transparency and they committed to making data available for prospective applicants. 

Worried About Medical School Debt? Financial Advisors Weigh In.

Medscape’s 2022 Medical Student Lifestyle Report found that med students’ top concerns deal with managing finances, debt, and contracts. As a follow-up to these findings, Medscape ran a poll of medical students to learn more about their financial issues. Over two-thirds (68 percent) of the 151 respondents said that they always/often worry about finances. Among first- and second-year med students, this percentage jumps to 75. Over half said that they are confused about money and only 42 percent—just 26 percent of female respondents—said that they feel prepared to manage their finances.

Most students named debt as their primary concern (86 percent). This was followed by investments (52 percent), contracts (27 percent) and business operations (16 percent). Some addressed their difficulty in balancing spending for necessities and “fun” items, and cited issues with budgeting for the residency application process in the fourth year. 

Financial planner and advisor to young doctors, Paul Morton, spoke with Medscape, noting that medical students are often asked to make binding decisions, many of which they don’t feel confident making, about loans and investments. He also acknowledged that student loan rules have become more complex.

James Nutter, Director of Client Experience for IM Wealth, also spoke with Medscape and reassured medical students that loans for medical school are a remarkably safe investment for their future.

In addition, he encourages medical students to consider the following:

  • Examine your relationship with money. Are you being overly influenced by your childhood experiences, your parents struggle with money, or other external factors such as social media? What personal experiences may be driving or coloring your spending behaviors?

  • Take note of exactly how you spend your money on a monthly basis. What types of items are buying? Detailed knowledge of your spending habits can inform how much you need to borrow.

  • Identify three core values, and spend your money in ways that align with those values. This will help to reduce the noise of external pressures on your spending and ensure that your spending is reflective of who you are.  

Harvard Medical School Withdraws from the U.S. News Medical School Ranking

Harvard Medical School’s Dean, Dr. George Daley, just announced this morning that the school will no longer participate in the U.S. News & World Report “Best Medical Schools” ranking. 

In an open letter to the Harvard Medical School and Harvard School of Dental Medicine community, Daley noted that his concerns rest not simply on criticisms of the ranking methodology, but more fundamentally on his, “... principled belief that rankings cannot meaningfully reflect the high aspirations for educational excellence, graduate preparedness, and compassionate and equitable patient care that we strive to foster in our medical education programs.” He also described the negative unintended consequences that he sees rankings promoting within academic institutions, which include schools reporting false or misleading data, creating policies intended to boost rankings rather than educational objectives, and emphasizing financial aid for recipients based on scores rather than financial need. Daley noted that while he has contemplated this move for years, the “courageous and bold moves” made by leaders within the law school community—including Harvard Law’s Dean, John Manning—have “compelled” him to act now. 

Daley did acknowledge the need for data and transparency for prospective medical students, and urged them to review the data shared on the HMS admissions website. He also recommended the AAMC MSAR database, which contains meaningful data for all U.S. medical schools.

Related: Former Medical School Deans Call on Medical Schools to Withdraw from the U.S. News Ranking

Thinking of Retaking the MCAT? Here’s What You Need to Know.

It is not unusual to retake the MCAT. Data from the AAMC shows that between 2019 and 2021, 38 percent of test-takers were “repeaters,” who had taken the test at least once before. And “repeaters” tended to achieve score improvements. 

--Those with an initial score between 472 and 517 saw a median score increase between two to four points. 

--Those with an initial score between 518 and 528 saw a median score increase of one point.

The analysis also found that the longer the period between your first and second exam, the bigger the point gain. Many factors likely play into this, one of them being as simple as completing helpful college or postgraduate coursework. 

How many times can I take the MCAT?

You can take the MCAT up to three times in one calendar year and four times across two calendar years. There is a lifetime cap of seven times. We recommend taking the MCAT a maximum of three times—really, you should aim for two. Medical schools prefer it. 

How do schools use updated MCAT scores? Will they use my best score?

Different schools use different strategies for multiple score submissions. In an AAMC admissions officer survey (2017), representatives mentioned the following methods: 

  • Review all submitted scores in conjunction with respondent’s explanation of the score change

  • Use only the highest score

  • Average all of the submitted scores

  • Use only the most recent score 

If you are considering retaking the test in order to target a particular school, we recommend that you contact the admissions office first to ask how they will use the updated MCAT score. This is because achieving a particular score can be more challenging if a school averages the submitted scores, rather than using either the best or most recent exam result.

What do I need to consider as I think about retaking the MCAT?

--First and foremost: is it necessary to retake the test? 

Review the average MCAT scores for the schools that you are interested in. Are you within the average range of scores at your desired schools? Would you consider adding schools to your list that do match your performance? 

If you fall below the average for your target schools and you do not want to reconsider your school list, you will likely need to retake the test. MCAT scores are often used as a preliminary filter for secondary applications. 

--How are the other components of your application?

A low or borderline GPA creates a stronger case for retaking the MCAT. You want to be sure that your application demonstrates your ability to thrive in a rigorous academic environment, so if both scores are on the low end, you should consider how to bolster at least one of them by retaking the exam or taking additional classes. 

--Is it clear why you didn’t achieve the score you had expected and/or do you understand how to improve your test prep process?

Is your score much lower than your practice exams? Did you have a stressful situation or an illness that impacted your performance? Is there good reason to believe that with some changes in your preparation, such as hiring a tutor, you will do better on the test? If you only achieved a point or two below your typical practice exams, do you have a plan to reinvigorate your efforts? If you do retake the exam, you’ll want to improve your score. So, consider carefully if you have a clear path to do so.

--Do you have the time to retake the test?

If you retake the test, you’ll want to commit to a study plan that will ensure you improve your initial score. Doing so will take time away from other endeavors including extracurricular activities, research, and clinical experiences. Consider your overall application and where you are most likely to benefit by spending time. 

We encourage you to make the decision that will best help you to meet your goals. You will need to achieve an MCAT score high enough to keep you in the running for the schools that you’re interested in. But you’ll want to balance that with gaining other meaningful experiences that will also prepare you for medical school. Admissions committees review applications holistically because they’re looking for great candidates, not perfect ones.

Former Medical School Deans Call on Medical Schools to Withdraw from the U.S. News Ranking

A recent Stat News op-ed, co-written by former University of Chicago Pritzker School of Medicine leaders, is calling on medical schools to follow Yale, Harvard, and other leading law schools in withdrawing from participation in the U.S. News rankings. The authors, Holly Humphrey, a physician and current President of the Macy Foundation, and Dana Levinson, Chief Program Officer of the Macy Foundation contend that the current U.S. News ranking system, “is in direct opposition to medical schools’ goal of educating a well-trained, diverse, and culturally competent medical workforce.” 

Humphrey and Levinson argue that the rankings’ methodology is “ill conceived” and fails to include critical output metrics. The two claim that, across most included metrics, the data tends to favor large and wealthy institutions over smaller ones with no clear demonstration of how each metric directly benefits student education. For example, the inclusion of total federal research dollars favors larger institutions, although that money may or may not directly fund students’ education or participation in the research. The authors also note that the survey response rate, which drives the reputation score, falls far below the standard of a peer-reviewed publication. Additionally, the use of average MCAT scores and undergraduate GPAs unduly advantages schools with students from higher socioeconomic backgrounds as well as incorporates bias that may exist in the educational system. Finally, Humphrey and Levinson note that including the acceptance rate in the rankings can lead a school to encourage applicants to submit applications, regardless of if those applicants have a reasonable likelihood of admissions success. 

The authors also point out what is missing from the rankings. Namely, data on the quality of the education including the clinical skills, scientific acumen, and abilities of a schools’ graduates. The authors’ position, which is in line with that of Yale and Harvard Law, is that the rankings are not just potentially misleading but that in some cases they actually do a “grave disservice” to applicants by reinforcing bias or poor admissions practices. Humphrey and Levinson believe that if medical schools take the step of removing themselves from the rankings, they can play a more “honest and forthright” role in assisting applicants as they “...navigate the process of finding the right school to help them become the doctors they aspire to be.”

Related: Medical Community Lauds Addition of Public Health Priorities to Methodology of U.S. News’ Medical Rankings

Medical Schools Incorporate More LGBTQ-Focused Programs into their Curriculums

Studies show that individuals who identify as LGBTQ report worse health care experiences and poorer health outcomes. But in following the lead of the AAMC, medical schools are working to remedy these health inequities by incorporating more LGBTQ-focused initiatives into their curriculums. 

Below, we highlight a few medical schools with notable LGBTQ-focused programs. 

For prospective medical students interested in pursuing an education that includes rigorous preparation in LGBTQ care, U.S. News recently published useful tips from medical school administrators and professors that will assist you in gauging the strength of a program’s curriculum. 

  • Inquire about how LGBTQ+ topics are integrated into the required coursework. "Offering it as a requirement really does put the teeth behind it in the curriculum, saying this is something for all students," Dr. Steven Rougas, Director of the Doctoring Program at Brown University's Warren Alpert Medical School, said.

  • Look for LGBTQ+ clinics and/or institutes for study and research. "Looking for centers is how I would go about doing it," Dane Whicker, Clinical Psychologist and Director of Gender and Sexual Diversity initiatives in the Office of Equity, Diversity, and Inclusion at Duke University School of Medicine, said. He also noted that a particularly good sign is a center that conducts research and provides comprehensive treatment programs. 

  • Ask about how LGBTQ+ courses are developed and updated. "One key question is how the institution plans for change," Dr. John A. Davis, the University of California-San Francisco School of Medicine's Associate Dean for Curriculum, wrote to the U.S. News in an email. "Areas particularly involving gender identity and expression and sexuality are rapidly changing, and curriculum must keep up with that. How an institution plans for that type of rapid change says a lot,” he wrote.

AAMC’s President and CEO Addresses Top Challenges Facing Academic Medicine

Last weekend, the President and CEO of the American Association of Medical Colleges (AAMC), David Skorton, MD, addressed over 4,200 leaders in academic medicine on the “four things that keep me up at night.” These include structural and cultural inequities in academic medicine, deteriorating student wellbeing, external threats to the doctor-patient relationship, and a lack of mutual respect. On these challenges, Skorton called for collective action. “The health and mental well-being of our communities and our colleagues are at stake. Through meaningful, open, and honest dialogue, partnership, and collective action, we can and will tackle these problems in service of the greater public good,” he said. Below, we summarize his concerns. 

Diversity, equity, and inclusion and anti-racism. Within academic medicine, Skorton noted that this work includes diversifying medical schools’ student populations, faculty, and staff. It also goes further. Each academic institution should review their culture to ensure that the climate supports every student with the “opportunity to excel.” 

Student well-being and mental health. Skorton notes that medical students show higher rates of depression and risk of suicide than their age-matched peer populations, and that the comparisons have worsened in recent years. He encouraged academic leaders to prioritize the mental health and wellbeing of students by understanding their existing stressors (financial, academic, and social) and reducing them, as possible. Medical school faculty and staff should also ensure that they make mental health and wellbeing resources accessible to students. 

External threats to the doctor-patient relationship. While not speaking to abortion rights specifically, Skorton spoke to the more generalized threat that legislation and/or judicial opinions can impose on a physician’s ability to exercise clinical judgment in partnership with the patient. He encouraged leaders to “stand firm” against such external action in order to protect the doctor-patient relationship.

Humility and mutual respect. While Skorton emphatically noted that physicians are duty-bound to speak out against racism or hate speech, he called for greater mutual respect. He noted that leaders in academic medicine should show humility in their interactions and discourse, and called for physicians to model using an open-mind and empathy in encounters with those holding differing viewpoints or conflicting ideologies. 

Biden Administration Works to Improve Nutrition and Health Education in Medical School Curriculums

Despite the prevalence of obesity and related diseases, including type 2 diabetes, hypertension, heart disease, cancer, and stroke in the US, there is little training on nutrition in American medical schools. 

Dr. Stephen Devries, a cardiologist and co-lead of the Nutrition Education Working Group at the Harvard School of Public Health, spoke about this gap in the medical curriculum on a recent AMA podcast. “Nutrition just hasn't been recognized as a priority in medical education, despite the fact that dietary changes are well recognized to be the leading risk factor for premature death and disability in the United States. On average, medical students spend about 19 hours over the course of four years in medical school on nutrition. But much of that is related to biochemistry and topics that are important but not directly clinically relevant for patients. So in the absence of meaningful nutrition education, what are medical students to think when they graduate, other than the fact that nutrition must not be very important in their training because they only learned about drugs and procedures?” he said. 

Due to the public health concern and the costs related to poor nutrition, government representatives are starting to speak up. From the House of Representatives to the White House, there are calls for action to improve education and outreach on nutrition and diet-related disease from medical schools to elementary schools. Earlier this year, following a congressional briefing with the Nutrition Education Working Group at the Harvard School of Public Health, Congressman McGovern (D, MA) and Congressman Burgess (R, TX) passed a bipartisan resolution in the House calling for “medical schools, residency, and fellowship programs to provide nutrition education that demonstrates the connection between diet and disease.” The resolution will encourage federal agencies to prioritize funding for medical “programs that incorporate substantive training in nutrition and diet sufficient for physicians and health professionals to meaningfully incorporate nutrition interventions and dietary referrals into medical practice.” 

In late September, the White House hosted its first Conference on Hunger, Nutrition, and Health in over 50 years where they unveiled a formal strategy to promote better nutrition and improve food security. The administration announced $8 billion in commitments, underneath five pillars, involving stakeholders from non-profits to universities to tech start-ups. The second pillar, “Integrate Nutrition and Health,” is most heavily geared towards medical students and physicians. Some of the named actions include:

  • A commitment by the American College of Lifestyle Medicine (ACLM) to make an in-kind donation of $24.1 million to improve nutrition training for medical professionals

  • A first-ever Medical Education Summit on Nutrition in Practice organized by the AAMC and ACGME to convene 150 medical education leaders

  • A signed pledge by many leading health organizations (including the National Medical Association and National Hispanic Medical Association) to take action on strengthening health professionals’ nutrition education

  • A commitment by The University of South Carolina School of Medicine Greenville to make a $4.8 million in-kind donation to assist in the implementation of its Lifestyle Medicine curriculum for interested medical schools and to provide content guidance to the National Board of Medical Examiners

Waitlisted? Here’s What to Expect.

News you have been waitlisted at one of the medical schools on your list is disappointing. But the game isn’t over. 

You can influence your chance of being selected from the waitlist of any school by continuing to showcase your interest in their program through update letters, visits, and meetings with professors, admissions directors, and current students. You can also craft a letter of intent to your first-choice program. This letter will be similar in content to an update letter, but it will include the key yield protection statement: “Medical School X is my first choice and, if admitted, I would attend.” If you can make such a statement, it will be impactful. Keep in mind, however, that you should only make this promise to one school. For other programs, you may send an update letter that expresses your continued interest without this level of commitment.

As the waiting game continues, keep in mind that the number of students who are admitted each year from the waitlist depends on the school. Competitive programs typically admit fewer because they have a higher yield (acceptances resulting from initial admissions offers). But other schools will admit up to half of the class from the waitlist. It is also important to note that many schools do not use “rolling waitlists.” Instead, they often delay until they have received final admissions decisions from prospective students on April 30th. After this date, you will only be able to hold a seat at one medical school. While you can withdraw from a school if you are accepted from the waitlist into a preferred school up to the point of matriculation, you cannot hold a seat at both schools. Familiarize yourself with school-specific waitlist policies via the AAMC website. 

Good luck!    

Related: The Medical School Application: Sending an Update Letter

Study Finds Perseverance the Most Common Theme of the AMCAS W&A Entries of Highly Successful Medical Students

Earlier this year, researchers Joseph M. Maciuba, Yating Teng, Matthew Pflipsen, Mary A. Andrews, and Steven J. Durning published findings from early research into the qualitative differences in the AMCAS applications of medical students identified as high performing (via entry into a medical school honor society) and low performing (referred for administrative action). The study’s scope included 61 students who graduated from the Uniformed Services University in Bethesda, MD from 2017 to 2019. 

The researchers found significant differences in the AMCAS Work and Activities submissions: 

  • Among the high performing students, seven themes emerged frequently in their Work and Activities submissions: teamwork, altruism, success in a practiced activity, wisdom, passion, entrepreneurship, and perseverance. High performers, on average, referenced the themes 7.86 times per application as compared to the low performers’ 3.81 times. 

  • High performers also showcased a more diverse array of themes within their applications than low performers. On average high performers referenced 4.5 different themes in their applications, while low performers averaged 2.5.

  • The most notable differences between high and low performers occurred in use of “perseverance.” Fifty five percent of high performers referenced the trait (19 percent of low performers). 

  • 73 percent of high performers included a reference to their success in a practiced activity (38 percent of low performers). 

  • Among low performing students, common themes emerged as well: Witnessing teamwork (taking a passive versus an active role in a team environment), describing a future event (event that has not yet occurred), and embellishing an achievement.

The Medical School Application: Sending an Update Letter

The autumn is often a waiting game for medical school applicants. You will wait for interview invitations and admissions decisions. It can be excruciating! But there’s more to do. You can begin writing your update letters. If you haven’t heard anything from a school for six weeks (after submitting your application or interviewing) or you’ve been waitlisted, you will want to send them a letter that includes recent career or academic updates since submitting your application, reiterates your interest in the program with specifics, and makes the yield protection statement where applicable (if admitted, I will attend). Below, we have provided additional guidelines:

  • Confirm that the school accepts update letters, as some admissions committees do not. Once confirmed, address your letter to the Dean of Admissions or the Admissions Director, rather than “To Whom It May Concern.” 

  • Ensure that your updates are significant enough to merit communication. Examples of sound updates include: 

    • Publications: You contributed to a research article accepted for publication, authored an article published in a regional or national magazine or journal, or were interviewed for a published article

    • Professional Development: You presented at a national/regional conference, played a major role in organizing/executing the conference, just finished a successful project, or received a promotion with additional responsibility at work in a related field

    • Awards/Recognition: You received a prestigious award (e.g., Phi Beta Kappa), fellowship (Fulbright), or other honor 

    • Extracurricular Achievements: You took on a leadership position in a club/organization, significantly expanded the scale or reach of a club/organization, started a club/organization (not previously noted in your application), or a club/organization you lead received an honor or award

    • Significant positive changes to your GPA

  • In crafting your letter, take the opportunity to tie your updates back to the school’s offerings as another way to reiterate your interest in the program. If you presented a research paper at a national conference, you may mention, by name, the school’s professors who are engaging in similar research efforts. 

  • Keep the tone formal and the writing crisp. Your update letters deserve the same detailed review as your personal statement and secondary essays. 

  • The length should run no longer than a page. 

  • Do not send more than two letters per admissions cycle. 

AMCAS Work & Activities Section: Hobbies

Hobbies. They are not a make or break component of the medical school (and later, residency) application, but they are an opportunity to provide the admissions committee with a view of the person beyond the test scores. Hobbies are also an effective way to demonstrate how you will add to the diversity of the incoming class, showcase qualities you will need as a medical student/physician, and/or provide insight into how you may relieve stress during medical school. 

Within the AMCAS application, hobbies belong in the Work & Activities section under the extracurriculars category. Applicants can provide up to four experiences under each category type, with a 700 character (with spaces) count, unless the experience is designated “most meaningful” (requires an additional 1,325 characters with spaces). 

Below are our guidelines for adding hobbies to your AMCAS application:

  • Be current. If you played the trumpet in the high school band, but haven’t picked it up since then, consider what hobbies are more relevant to your life now. What do you turn to for fun, and what do you see yourself doing for stress relief in medical school?

  • Be specific in your description. Provide a sense of how often, and how long you have been pursuing the hobby, as well as what the hobby entails. It’s great that you love to read, do yoga, and travel, but so do many others. In what unique ways have you engaged with your interests? Did you launch a monthly book club for discussing the NYT best sellers? Write book reviews for the school paper? Did you gain a yoga teaching certification or take part in a unique yoga retreat? Do you travel to particular destinations or participate in medical experiences abroad?

  • State how your hobby has impacted your personal growth. Did an experience within your hobby contribute to a change in your perspective or influence your decision to apply to medical school? What attributes have you developed through your hobby that will benefit you as a medical student and physician (resilience, effective communication and collaboration skills, empathy, the ability to thrive in a diverse environment, etc.)? 

  • When possible, provide an experience or milestone that differentiates your involvement in the hobby. Many people play an instrument, but fewer start a quartet or play in the university band. Many people enjoy running or fitness, fewer run the NY marathon to support a favorite cause/organization or start a running club. Providing the specific way(s) that you’ve engaged with your hobby will demonstrate to the admissions committee what you may offer to your incoming class. 

Your story set apart.