Skip to main content

Advertisement

SpringerLink
Log in

How to Prepare for the Medical College Admissions Test (MCAT): Six Important Tips for Pre-Medical Students from Rural Areas

  • Commentary
  • Published:
Medical Science Educator Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

References

  1. Shipley TW, Phu N, Etters AM, Kadavakollu S. Comprehensive Medical College Admission Test preparatory course as a strategy to encourage premedical students to pursue osteopathic medicine in rural areas. J Am Osteopath Assoc. 2019;119(4):243–9. https://doi.org/10.7556/jaoa.2019.041.

    Article  Google Scholar 

  2. AAMC. The complexities of physician supply and demand: projections from 2017 to 2032. 2019. https://aamc-black.global.ssl.fastly.net/production/media/filer_public/31/13/3113ee5c-a038-4c16-89af-294a69826650/2019_update_-_the_complexities_of_physician_supply_and_demand_-_projections_from_2017-2032.pdf. Accessed May 2019.

  3. MacDowell M, Glasser M, Fitts M, Nielsen K, Hunsaker M. A national view of rural health workforce issues in the USA. Rural Remote Health. 2010;10(3):1531.

    Google Scholar 

  4. Weinhold I, Gurtner S. Understanding shortages of sufficient health care in rural areas. Health Policy (Amsterdam, Netherlands). 2014;118(2):201–14. https://doi.org/10.1016/j.healthpol.2014.07.018.

    Article  Google Scholar 

  5. MacQueen IT, Maggard-Gibbons M, Capra G, Raaen L, Ulloa JG, Shekelle PG, et al. Recruiting rural healthcare providers today: a systematic review of training program success and determinants of geographic choices. J Gen Intern Med. 2018;33(2):191–9. https://doi.org/10.1007/s11606-017-4210-z.

    Article  Google Scholar 

  6. Gay SE, Santen SA, Mangrulkar RS, Sisson TH, Ross PT, Zaidi NLB. The influence of MCAT and GPA preadmission academic metrics on interview scores. Adv Health Sci Educ Theory Pract. 2018;23(1):151–8. https://doi.org/10.1007/s10459-017-9779-9.

    Article  Google Scholar 

  7. Raman M, Lukmanji S, Walker I, Myhre D, Coderre S, McLaughlin K. Does the Medical College Admission Test (MCAT) predict licensing examination performance in the Canadian context? Can Med Educ J. 2019;10(1):e13–e9.

    Article  Google Scholar 

  8. Saguil A, Dong T, Gingerich RJ, Swygert K, LaRochelle JS, Artino AR Jr, et al. Does the MCAT predict medical school and PGY-1 performance? Mil Med. 2015;180:4 Suppl):4–11. https://doi.org/10.7205/MILMED-D-14-00550.

    Article  Google Scholar 

  9. McGaghie WC. Assessing readiness for medical education: evolution of the medical college admission test. JAMA. 2002;288(9):1085–90.

    Article  Google Scholar 

  10. Feroe A, F. Loebs S. Reducing health disparities through the 2015 MCAT: a bold goal requiring on-going assessment. 2014.

  11. Acheampong C, Davis C, Holder D, Averett P, Savitt T, Campbell K. An exploratory study of stress coping and resiliency of black men at one medical school: a critical race theory perspective. J Racial Ethn Health Disparities. 2019;6(1):214–9. https://doi.org/10.1007/s40615-018-0516-8.

    Article  Google Scholar 

  12. Evans P, Wen FK. Does the Medical College Admission Test predict global academic performance in osteopathic medical school? J Am Osteopath Assoc. 2007;107(4):157–62. https://doi.org/10.7556/jaoa.2007.107.4.157.

    Article  Google Scholar 

  13. Dixon D. Prediction of Osteopathic Medical School Performance on the basis of MCAT score, GPA, sex, undergraduate major, and undergraduate institution. J Am Osteopath Assoc. 2012;112(4):175–81.

    Google Scholar 

  14. Iglehart JK. The challenging quest to improve rural health care. N Engl J Med. 2018;378(5):473–9. https://doi.org/10.1056/NEJMhpr1707176.

    Article  Google Scholar 

  15. Bauer HH, Anderson CB, Hirko K, Wendling A. Barriers to college and health care careers among US students from a rural community. PRiMER. 2019;3. https://doi.org/10.22454/PRiMER.2019.828405.

  16. Parlier AB, Galvin SL, Thach S, Kruidenier D, Fagan EB. The road to rural primary care: a narrative review of factors that help develop, recruit, and retain rural primary care physicians. Acad Med. 2018;93(1):130–40. https://doi.org/10.1097/ACM.0000000000001839.

    Article  Google Scholar 

  17. Hensel JM, Shandling M, Redelmeier DA. Rural medical students at urban medical schools: too few and far between? Open medicine: a peer-reviewed, independent. Open-Access Journal. 2007;1(1):e13–e7.

    Google Scholar 

  18. Fortin Y, Mahan Kulasegaram K, N. Kancir Moineau G, Carpentier A D. Hanson M. The direct economic and opportunity costs of the Medical College Admissions Test (MCAT) for Canadian Medical Students. 2018.

  19. McGaghie WC, Downing SM, Kubilius R. What is the impact of commercial test preparation courses on medical examination performance? Teach Learn Med. 2004;16(2):202–11. https://doi.org/10.1207/s15328015tlm1602_14.

    Article  Google Scholar 

  20. Agbor-Baiyee W. A study of cognitive achievement in a special premedical program. Coll Stud J. 2009;43(1):36–44.

    Google Scholar 

  21. Gauer JL, Wolff JM, Jackson JB. Do MCAT scores predict USMLE scores? An analysis on 5 years of medical student data. Med Educ Online. 2016;21:31795. https://doi.org/10.3402/meo.v21.31795.

    Article  Google Scholar 

  22. AAMC. Post-MCAT Questionnaire (PMQ) Summary Report. Report: AAMC 2018.

  23. AAMC. How to create a study plan for the MCAT Exam. 2018. http://image.email.aamc.org/lib/fe8e13727c63047f73/m/1/545c108a-49e3-4dfc-bf24-23ee7f77f442.pdf. Accessed April 2019.

  24. AAMC. What will the Critical Analysis and Reasoning Skills Section Test? 2015. https://aamc-orange.global.ssl.fastly.net/production/media/filer_public/a2/3d/a23d72d3-243b-4414-a00e-45eda16791e4/mcat2015-cars-content-outline.pdf. Accessed May 2019.

  25. Linsenmeyer M, Ridpath L. Nelson-Denny reading test scores as a predictor of student success in osteopathic medical education. J Am Osteopath Assoc. 2019;119(3):189–97. https://doi.org/10.7556/jaoa.2019.030.

    Article  Google Scholar 

  26. Wilmer HH, Sherman LE, Chein JM. Smartphones and cognition: a review of research exploring the links between mobile technology habits and cognitive functioning. Front Psychol. 2017;8:605. https://doi.org/10.3389/fpsyg.2017.00605.

    Article  Google Scholar 

  27. Thornton B, Faires A, Robbins M, Rollins E. The mere presence of a cell phone may be distracting. Soc Psychol. 2014;45(6):479–88. https://doi.org/10.1027/1864-9335/a000216.

    Article  Google Scholar 

  28. van Bon WHJ, Boksebeld LM, Font Freide TAM, van den Hurk AJM. A comparison of three methods of reading-while-listening. J Learn Disabil. 1991;24(8):471–6. https://doi.org/10.1177/002221949102400805.

    Article  Google Scholar 

  29. Lindner M, Pfau M, Czauderna J, Goerdt L, Schmitz-Valckenberg S, Holz FG, et al. Determinants of reading performance in eyes with foveal-sparing geographic atrophy. Ophthalmology Retina. 2019;3(3):201–10. https://doi.org/10.1016/j.oret.2018.11.005.

    Article  Google Scholar 

  30. Leff B, Harper GM. The reading habits of medicine clerks at one medical school: frequency, usefulness, and difficulties. Acad Med. 2006;81(5):489–94. https://doi.org/10.1097/01.ACM.0000222273.90705.a6.

    Article  Google Scholar 

  31. Rayner K, Schotter ER, Masson ME, Potter MC, Treiman R. So much to read, so little time: how do we read, and can speed reading help? Psychol Sci Public Interest :J Am Psychol Soc. 2016;17(1):4–34. https://doi.org/10.1177/1529100615623267.

    Article  Google Scholar 

  32. Hubbard KE, Dunbar SD. Perceptions of scientific research literature and strategies for reading papers depend on academic career stage. PLoS One. 2017;12(12):e0189753. https://doi.org/10.1371/journal.pone.0189753.

    Article  Google Scholar 

  33. Deng F, Gluckstein JA, Larsen DP. Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ. 2015;4(6):308–13. https://doi.org/10.1007/s40037-015-0220-x.

    Article  Google Scholar 

  34. Cogliano M, Kardash CM, Bernacki ML. The effects of retrieval practice and prior topic knowledge on test performance and confidence judgments. Contemp Educ Psychol. 2019;56:117–29. https://doi.org/10.1016/j.cedpsych.2018.12.001.

    Article  Google Scholar 

  35. Brame CJ, Biel R. Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses. CBE Life Sci Educ. 2015;14(2):es4–es. https://doi.org/10.1187/cbe.14-11-0208.

    Article  Google Scholar 

Download references

Acknowledgments

California Health Sciences University College of Osteopathic Medicine Department of Biomedical Education, Department of Osteopathic Clinical Education, Department of Osteopathic Principles and Practices, Student Affairs and Admissions and Academic Affairs.

Author information

Authors and Affiliations

  1. Department of Biomedical Education, California Health Sciences Universe College of Osteopathic Medicine, 120 North Clovis Avenue, Building 65, Clovis, CA, 93612, USA

    Kevin S. Steed & Samuel Kadavakollu

Authors
  1. Kevin S. Steed
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Samuel Kadavakollu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Samuel Kadavakollu.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Steed, K.S., Kadavakollu, S. How to Prepare for the Medical College Admissions Test (MCAT): Six Important Tips for Pre-Medical Students from Rural Areas. Med.Sci.Educ. 29, 1147–1153 (2019). https://doi.org/10.1007/s40670-019-00823-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40670-019-00823-0

Search

Navigation