Health professional schools consider a variety of factors when evaluating an applicant. First, admissions committees need ample evidence that an applicant can perform at a high level in a rigorous, science-based academic program. Additionally, they need evidence that an applicant does well on standardized tests, because standardized testing is part of the professional licensing process. Schools use the applicant’s academic record and entrance exam scores, also known as “metrics,” to predict future success in professional school and in licensure attainment. Once a committee is confident that an applicant is likely to succeed in their professional school program, they then consider qualitative questions to determine whether the applicant would be a good fit for their program, and for the career field that the applicant aspires to. Examples of questions that admissions committees may ask themselves are:
- Has this applicant adequately explored the career field that they wish to enter? Have they shadowed healthcare providers in the role that they aspire to? Do they know firsthand what it is like to support patients who are suffering? What is the applicant’s motivation for pursuing this field?
- How closely does this applicant’s experiences, aptitudes, values, and skills align with the mission of our program?
- Has this applicant meaningfully interacted with people who are from socio-economic or cultural backgrounds that are different from their own? Are they aware of their own identities, beliefs, biases, and experiences? Has the applicant demonstrated empathy? Are they curious about others’ experiences, cultures, and beliefs?
- Has the applicant demonstrated that they can make ethically sound decisions when faced with an ethical dilemma? Do the applicant’s recommenders consider the applicant to be trustworthy?
- Can the applicant effectively work as both a member of a team and as a leader? Do they communicate clearly and effectively? Do they build rapport and positive relationships with others? How do they respond to interpersonal conflict? Have they shown that they are receptive to feedback?
- Have they demonstrated a service-oriented mindset? Do they care deeply about others? Are they aware of social issues that may impact health or access to healthcare?
- Have they participated in research? Are they familiar with the process of conducting research? Are they intellectually curious? How do they handle failure?
Holistic development for professional school takes time, typically years. Once a student has developed the studying and time management skills necessary to be successful in their classes they should start searching for experiences that will allow them to explore their intended field, serve others, become familiar with the research process, and develop leadership and interpersonal skills. Some students are ready in their first semester, while others are ready later, sometimes much later, in their undergraduate careers. Robust extracurriculars do not make up for inadequate academic preparation for professional school, and students should always prioritize academics over extracurricular activities. Gradually adding in more extracurricular experiences will support effective time management and help students avoid overwhelm.
Students are encouraged to explore the AAMC resources on competencies of incoming medical students. These resources are appropriate for students who are preparing for any career in healthcare, not just medicine.