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What Do Medical Schools Value in Selecting Students

Gabriel Garcia, MD Associate Professor of Medicine Associate Dean for Medical School Admissions Stanford University School of Medicine

ggarcia@stanford.edu

APPLICANTS TO MEDICAL SCHOOL - AMCAS 60% 50% 40% 30% 20% 10% 0% 93 94 95 96 97 98 99 2000 2001 2002 TOTAL APPLICANTS 50000 45000 40000 35000 30000 25000 20000 15000 10000 5000 0

% WOMEN

% MINORITY

Likelihood of a College Degree by age 24 in 1999


80

70

60

Percent

50

40

30

20

10

0 1 2

Socioeconomic status

Designing an Admissions Process


1. Mission of the Medical School 2. Societal Expectations 3. Health care system manpower concerns

Medical Schools Mission


1. Drive the admissions process to choose applicants that will be expected to embrace the values of the school. 2. Impact the curriculum to maximize the chances that a student will participate in activities that are important to the school. 3. Assign a higher value to graduates that engage in activities consistent with the mission.

Mission Statements
To educate future physicians and foster their capacity to make discoveries and lead innovation in the science and practice of medicine. To prepare medical graduates for distinguished medical careers in service to the people of California, with emphasis on the needs of the underserved, inland and rural populations. To further the healing and teaching ministry of Jesus Christ "to make man whole

Desirable Traits of Physicians


Consider the care of their patients their first priority
Ethical, honest, dedicated

Make good decisions for their patients


Smart and knowledgeable Willing to learn and change their practice with newly acquired knowledge Develop better ways of treating patients

Relate well to their patients


Communicate well and understand the cultural context in which care is given

Elements of a Good Admissions Process


1. Examines and values all the skills and attitudes of an excellent physician in the applicant. 2. Evaluates the fit of the applicant with the mission of the school. 3. Ranks the applicants according to how they will benefit from and contribute to your school.

Steps in the Admissions Process


Review of Application AMCAS application Supplemental application Essays Mission targeted questions Letters of Reference Individuals Premedical Advisory Committee Interview Executive Committee decision

Review of Application
Is performed by volunteers (a faculty member or a student) or admissions office staff members. The purpose of file review is to identify students who would be good candidates for admission. Is a labor-intensive process if performed correctly. The number of volunteers is usually inadequate to perform this function in a timely manner.

Review of Application
Research and scholarly activities Independence of thought, productivity Leadership Role model, legacy Evidence of originality and creativity Academic and non-academic accomplishments Community service, clinical work, sports, arts, business or other activities Educational context Interpret the applicants record with regard to the distance traveled

What do medical schools value?


Service (in the broadest sense of this word)
To underserved communities

Scholarly endeavors Clinical experiences The mission of the school will determine which of these areas would be of most interest to the committee on admissions.

How Do You Demonstrate Your Passion for Medicine?


1. Develop a track record reflecting a desire to impact the health care of all our communities Public service Cultural activities Educational endeavors Scholarly pursuits

How Do You Demonstrate Your Passion for Medicine?


2. Be a creative and imaginative leader and role model
You must be the change you wish to see in the world. Mohandas K. Gandhi.

How Do You Demonstrate Your Passion for Medicine?


3. Develop the skills and attitudes of

terrific doctors your own medical toolbox.

Barometer for Participation in Any Extracurricular Activity


Showing up

Showing up for a long time

Leadership

Advocacy

Innovation

Legacy

How much is enough? An Example


Showing up varsity sports

Showing up for a long time

for 3 years
team captain mentored youth designed her racing wheelchair

Leadership

Advocacy

Innovation

Legacy

developed a system for others to design their own

Educational Context Distance Traveled


Interpret the scholastic record taking into account Parental income, education and occupation Pre-college education Hours per week of work while attending college for financial support Cultural barriers Geographic location where applicant was raised Prior experiences with any type of prejudice Impact of stereotype threat Special family circumstances

Interview
Does your interaction with the candidate conform to the expectations you derived from reading the application? If not, what are the discrepancies? Do you think the letters of support represent the candidate fairly? Does the candidate have a interest in the world outside of school and in the welfare of others? Does the candidate have any significant knowledge of your program and how it would benefit her in pursuit of her stated goals?

Interview
Are there specific concerns that the candidate may have about your school?

Does the candidate have a reasonable understanding of the positive and negative aspects of a career in medicine?
Do you detect any characteristics that cause you to question candidates suitability for a career in medicine or the ability to think logically and critically? Have you explored answers to questions raised by file reviewers?

Committee Decision
1. How will this candidate contribute to and benefit from your school? 2. Will accepting this candidate be in keeping with the mission of your school?

Practical Points
Applicants Ensure that your track record as stated in the application is a fair and honest reflection of who you are. Complete the supplemental applications knowing the unique mission of each school. Explain any unique or challenging factors in detail. Advisors Make sure the letters of evaluation and support address the skill set, character traits and attitudes that make the applicant particularly suited for a career in medicine.

Why Stanford?

Distinct Core Values at Stanford


GOAL = Encourage Scholarly Activity

Flexible Curriculum = OPPORTUNITIES Medical Scholars Program (Basic and Clinical Research, Arts and Humanities, and Public Service) and Traveling Scholars Program Top-notch Basic Science and Clinical Faculty in Both the Medical Center and the Rest of the University Are Committed to You.

Autumn Year 1
FOUNDATIONS OF MEDICINE I Cells to Tissues Molecular Foundations of Medicine Genetics Development & Disease Mechanisms

Winter
FOUNDATIONS OF MEDICINE II The Nervous System Immunology Gross Anatomy of Head & Neck Introduction to Organ Systems

Spring
HUMAN HEALTH & DISEASE I Cardiovascular Pulmonary

Gross Anatomy PRACTICE OF MEDICINE I PRACTICE OF MEDICINE II SCHOLARLY CONCENTRATIONS PRACTICE OF MEDICINE III

Year 2

HUMAN HEALTH & DISEASE II Renal/Genitourinary Gastrointestinal/Liver Endocrine/Reproductive PRACTICE OF MEDICINE IV

HUMAN HEALTH & DISEASE III Brain and Behavior Hematology Multi-Organ System PRACTICE OF MEDICINE V SCHOLARLY CONCENTRATIONS
April

PRACTICE OF MEDICINE VI
TRANSITION TO CLINICAL CLERKSHIPS

May Study for USMLE Begin clinical clerkships

1-month intensive preparation for clerkships

Year 3, 4, [5]

CLINICAL CLERKSHIPS 8 Weeks Internal Medicine Pediatrics Surgery 6 Weeks Obstetrics & Gynecology 4 Weeks Selectives Electives Family Medicine Ambulatory Practice (8 weeks) Psychiatry Subinternship Neurology Critical Care APPLIED BIOMEDICAL SCIENCES SCHOLARLY CONCENTRATIONS

Block 1 FOUNDATIONS OF MEDICINE

Block 2 HUMAN HEALTH & DISEASE

Block 3 PRACTICE OF MEDICINE

Block 4 CLINICAL CLERKSHIPS

Block 5 APPLIED BIOMEDICAL SCIENCES

Distinct Core Values at Stanford


GOAL = Non-competitive Environment that Promotes Both Individual and Collaborative Achievement
No Grades No Ranking of Students No AOA or Awards Until Graduation

= Value Teamwork!

Distinct Core Values at Stanford


GOAL = No penalty for staying longer to continue to explore your education. Nominal tuition (fees only) after 13 quarters of attendance Generous financial aid. Our maximum grant for our neediest students pays 83% of tuition. Mean debt for 2002 graduates:
$91,000 at public schools $124,000 at private schools $63,000 at Stanford!

DEBT AT GRADUATION OF INDEBTED GRADUATES


120000

100000

DOLLARS

80000

60000

National Stanford

40000

20000

1994

1995

1996

1997

1998

1999

2000

2001

2002

YEAR

Questions?
Go to our web site http://www.med.stanford.edu/osa/ Call us 650 723-6861 E mail us - admissions@med.stanford.edu

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