4/28/10 am i competitive for medical school? workshop by cynthia lewis, ph.d. pre-health advisor
TRANSCRIPT
4/28/10 www.lewisassoc.com 1
Am I Competitive for Medical School?
Workshop by Cynthia Lewis, Ph.D.
Pre-health Advisor
4/28/10 www.lewisassoc.com 2
Who is Dr. Lewis?Who is Dr. Lewis? Marine Biologist Marine Biologist 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
4/28/10 www.lewisassoc.com 3
Who are the Admissions Committee and Staff at health professions schools?
Who are the Admissions Committee and Staff at health professions schools?
Faculty in basic sciences and clinical practice
Faculty in basic sciences and clinical practice
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
4/28/10 www.lewisassoc.com 4
Why is it important to know who the Gate-keepers of the profession are?
Why is it important to know who the Gate-keepers of the profession are?
Because they are your audience who evaluate you for admissions
Because they are your audience who evaluate you for admissions
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
4/28/10 www.lewisassoc.com 5
Why is it important to know who the Gate-keepers of the profession are?
Why is it important to know who the Gate-keepers of the profession are?
Gatekeepers want to understandGatekeepers want to understandYour motivation for this careerYour motivation for this careerYour experiences: clinical, service,
leadership, research, etc.
Your motivation for this careerYour experiences: clinical, service,
leadership, research, etc.Why did you select to do each?
Your motivation for this careerYour experiences: clinical, service,
leadership, research, etc.Why did you select to do each?What did you learn from each?
Your motivation for this careerYour 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 careerYour 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 careerYour 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 careerYour 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 careerYour 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 careerYour experiences: clinical, service, leadership, research, etc.Why did you select to do each?What did you learn from each?How did each affect you?What new experiences did you take on because of each?How did each change you?Did your perspective change?
4/28/10 www.lewisassoc.com 6
Barometer for Participation in Any Extracurricular Activity
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 upShowing upShowing upShowing up for a long time
Showing upShowing up for a long time
Showing upShowing up for a long timeLeadership
Showing upShowing up for a long timeLeadership
Showing upShowing up for a long timeLeadershipAdvocacy
Showing upShowing up for a long timeLeadershipAdvocacy
Showing upShowing up for a long timeLeadershipAdvocacyInnovation
Showing upShowing up for a long timeLeadershipAdvocacyInnovation
Showing upShowing up for a long timeLeadershipAdvocacyInnovationLegacy
Showing upShowing up for a long timeLeadershipAdvocacyInnovationLegacy
4/28/10 www.lewisassoc.com 7
CommitmentCommitment
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
Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers
Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers
Public service
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 serviceCultural Activities
Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers
Public serviceCultural Activities
Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers
Public serviceCultural ActivitiesEducational Endeavors
Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers
Public serviceCultural ActivitiesEducational Endeavors
Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers
Public serviceCultural ActivitiesEducational EndeavorsScholarly Pursuits
Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers
Public serviceCultural ActivitiesEducational EndeavorsScholarly Pursuits
4/28/10 www.lewisassoc.com 8
Educational Context “Distance Traveled”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:Interpret the scholastic record taking into account:Interpret the scholastic record taking into account: Parental income, education and occupationInterpret the scholastic record taking into account: Parental income, education and occupationInterpret 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
4/28/10 www.lewisassoc.com 9
Holistic Review IssuesHolistic 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
4/28/10 www.lewisassoc.com 10
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 Intellectual ability Academic record 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
4/28/10 www.lewisassoc.com 11
Jim: First Time Applicant, not readyJim: 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…
Imagine yourself attending a research university with large classes, where to enter, you need strong GPA and SAT/ACT scores from high school. OK…you are ready to conquer the world…
4/28/10 www.lewisassoc.com 12
Jim: First Time Applicant, not ready
But, sometimes, a student has no career goalsBut, sometimes, a student has no career goalsBut, 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
4/28/10 www.lewisassoc.com 13
Jim: First Time Applicant, not ready
3.7 College Overall GPA3.7 College Overall GPA3.7 College Overall GPAHigh School Service
3.7 College Overall GPAHigh School Service
3.7 College Overall GPAHigh School ServiceNo College Service
3.7 College Overall GPAHigh School ServiceNo College Service
3.7 College Overall GPAHigh School ServiceNo College ServiceNo College Leadership
3.7 College Overall GPAHigh School ServiceNo College ServiceNo College Leadership
3.7 College Overall GPAHigh School ServiceNo College ServiceNo College LeadershipCollege Research
3.7 College Overall GPAHigh School ServiceNo College ServiceNo College LeadershipCollege Research
3.7 College Overall GPAHigh School ServiceNo College ServiceNo College LeadershipCollege Research2 Years Direct Patient Care
3.7 College Overall GPAHigh School ServiceNo College ServiceNo College LeadershipCollege Research2 Years Direct Patient Care
3.7 College Overall GPAHigh School ServiceNo College ServiceNo College LeadershipCollege Research2 Years Direct Patient Care1 Term Study Abroad
3.7 College Overall GPAHigh School ServiceNo College ServiceNo College LeadershipCollege Research2 Years Direct Patient Care1 Term Study Abroad
4/28/10 www.lewisassoc.com 14
But … People are ComplexBut … People are Complex Missed Advising Appointments Missed Advising Appointments 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
4/28/10 www.lewisassoc.com 15
Jim: Next YearJim: Next Year
New Personal StatementNew Personal StatementNew Personal StatementUse of Medical Degree = Concrete Vision for
Future Career
New Personal StatementUse of Medical Degree = Concrete Vision for
Future Career
New Personal StatementUse of Medical Degree = Concrete Vision for
Future Career
Submitted Early Application (mid June)
New Personal StatementUse of Medical Degree = Concrete Vision for
Future Career
Submitted Early Application (mid June)
4/28/10 www.lewisassoc.com 16
Jim: OutcomesJim: Outcomes
Interviewed at 6 MD SchoolsInterviewed at 6 MD SchoolsInterviewed at 6 MD Schools
Accepted to 1
Interviewed at 6 MD Schools
Accepted to 1
Interviewed at 6 MD Schools
Accepted to 1Waitlisted at 4
Interviewed at 6 MD Schools
Accepted to 1Waitlisted at 4
Interviewed at 6 MD Schools
Accepted to 1Waitlisted at 4Waiting to Hear from 1 More
Interviewed at 6 MD Schools
Accepted to 1Waitlisted at 4Waiting to Hear from 1 More
4/28/10 www.lewisassoc.com 17
Susan: First Time Applicant, readySusan: First Time Applicant, ready
1st generation immigrant 1st generation immigrant 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 28 27
1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27
1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27, Essay O
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 28 27 Essay O Q Strong research Strong clinical shadowing + direct patient care
1st generation immigrant ESL Professional parents Minor health care policy/management Artist Science/Overall GPA strong MCAT 28 27 Essay O Q Strong research Strong clinical shadowing + direct patient care
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
4/28/10 www.lewisassoc.com 18
Susan: OutcomesSusan: Outcomes
Interviewed at 8 MD SchoolsInterviewed at 8 MD SchoolsInterviewed at 8 MD SchoolsAccepted to 5
Interviewed at 8 MD SchoolsAccepted to 5
Interviewed at 8 MD SchoolsAccepted to 5Waitlisted at 1
Interviewed at 8 MD SchoolsAccepted to 5Waitlisted at 1
Interviewed at 8 MD SchoolsAccepted to 5Waitlisted at 1
Interviewed at 8 MD SchoolsAccepted to 5Waitlisted at 1
4/28/10 www.lewisassoc.com 19
Maria: Re-Applicant, ready after 4 years additional work
Maria: Re-Applicant, ready after 4 years additional work
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24PHispanicDisadvantaged: financial, socially, health
Application #1 2006Application #1 20062.8 science/3.2 overall GPA
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24P
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24PHispanic
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24PHispanicDisadvantaged: financial, socially, healthFirst in family to attend college
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24PHispanicDisadvantaged: financial, socially, healthFirst in family to attend college
Outcome
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24PHispanicDisadvantaged: financial, socially, healthFirst in family to attend college
OutcomeNo interviews
Why?
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24PHispanicDisadvantaged: financial, socially, healthFirst in family to attend college
OutcomeNo interviews
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24PHispanicDisadvantaged: financial, socially, healthFirst in family to attend college
OutcomeNo interviews
Why?Low GPA/MCAT
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24PHispanicDisadvantaged: financial, socially, healthFirst in family to attend college
OutcomeNo interviews
Why?Low GPA/MCATLate application to few schools
Application #1 20062.8 science/3.2 overall GPAMCAT 22Q 24PHispanicDisadvantaged: financial, socially, healthFirst in family to attend college
OutcomeNo interviews
Why?Low GPA/MCATLate application to few schoolsPoor personal statement
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Maria: Re-Applicant, ready after 4 years additional work
Maria: Re-Applicant, ready after 4 years additional work
Application #2 2008 Persistence
Application #2 2008 Persistence
Application #2 2008 Application #2 2008 Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome:
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome:
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why?
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why?
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why? Same issues as 1st application +
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why? Same issues as 1st application +
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why? Same issues as 1st application + Committee letter not supportive
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why? Same issues as 1st application + Committee letter not supportive
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why? Same issues as 1st application + Committee letter not supportive Late secondaries
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why? Same issues as 1st application + Committee letter not supportive Late secondaries
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why? Same issues as 1st application + Committee letter not supportive Late secondaries
Analysis
Application #2 2008 Persistence 4.0 GPA 6 units of Postbaccalaureate No new MCAT scores or personal statement!
Outcome: 1 interview waitlisted not accepted
Why? Same issues as 1st application + Committee letter not supportive Late secondaries
Analysis
4/28/10 www.lewisassoc.com 21
Maria: Re-Applicant, ready after 4 years additional work
Maria: Re-Applicant, ready after 4 years additional work
Application #3 2009
Application #3 20091 year MS (applied medicine) 30 units of 3.7 GPA
Application #3 20091 year MS (applied medicine) 30 units of 3.7 GPARetook MCAT (no accommodations)
Application #3 20091 year MS (applied medicine) 30 units of 3.7 GPARetook MCAT (no accommodations) 19R
Application #3 20091 year MS (applied medicine) 30 units of 3.7 GPARetook MCAT (no accommodations) 19RSubmitted late
Application #3 20091 year MS (applied medicine) 30 units of 3.7 GPARetook MCAT (no accommodations) 19RSubmitted late … after September MCAT
Application #3 20091 year MS (applied medicine) 30 units of 3.7 GPARetook MCAT (no accommodations) 19RSubmitted late … after September MCATGot MCAT scores in October
Application #3 20091 year MS (applied medicine) 30 units of 3.7 GPARetook MCAT (no accommodations) 19RSubmitted late … after September MCATGot MCAT scores in October
Outcome:
Application #3 20091 year MS (applied medicine) 30 units of 3.7 GPARetook MCAT (no accommodations) 19RSubmitted late … after September MCATGot MCAT scores in October
Outcome:Advised withdraw application
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Maria: Re-Applicant, ready after 4 years additional work
Maria: Re-Applicant, ready after 4 years additional work
Application #4 2010Application #4 2010Capitalized on Strengths
Application #4 2010Capitalized on StrengthsEstablished new science, service, research (public health), Osteopathic medical experiences
Application #4 2010Capitalized on StrengthsEstablished new science, service, research (public health), Osteopathic medical experiencesGot new letters
Application #4 2010Capitalized on StrengthsEstablished new science, service, research (public health), Osteopathic medical experiencesGot new lettersRetook MCAT with accommodations
Application #4 2010Capitalized on StrengthsEstablished new science, service, research (public health), Osteopathic medical experiencesGot new lettersRetook MCAT with accommodations 25Q
Application #4 2010Capitalized on StrengthsEstablished new science, service, research (public health), Osteopathic medical experiencesGot new lettersRetook MCAT with accommodations 25QTimely submission AMCAS/AACOMAS
Application #4 2010Capitalized on StrengthsEstablished new science, service, research (public health), Osteopathic medical experiencesGot new lettersRetook MCAT with accommodations 25QTimely submission AMCAS/AACOMASMD PB + UG science GPA = 2.88 / Grad 3.36 / Overall 3.06
Application #4 2010Capitalized on StrengthsEstablished new science, service, research (public health), Osteopathic medical experiencesGot new lettersRetook MCAT with accommodations 25QTimely submission AMCAS/AACOMASMD PB + UG science GPA = 2.88 / Grad 3.36 / Overall 3.06DO PB + UG science GPA = 2.9 / Grad 3.47 / Overall 3.04
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Maria: Re-Applicant, ready after 4 years additional work
Maria: Re-Applicant, ready after 4 years additional work
Outcome Outcome 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
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Am I the BEST applicant I can be?Am I the BEST applicant I can be?
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How will I know?How will I know?
Take the self-assessment test at
www.lewisassoc.com
Take the self-assessment test at
www.lewisassoc.com
4/28/10 www.lewisassoc.com 26
Personal Assessment by Dr. LewisPersonal Assessment by Dr. Lewis
[email protected]: Lewis Associates
Pre-Medical Advising
[email protected]: Lewis Associates
Pre-Medical Advising
4/28/10 www.lewisassoc.com 27
Am I Competitive for Medical School?Am I Competitive for Medical School?
Questions ?
Thank You!
Questions ?
Thank You!