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Q. What is the best school for premed: Cornell, Duke, Northwestern or Dartmouth?A. Why rankings are meaningless, followed by rankings. All four schools you listed are outstanding, highly regarded and have excellent record of sending well-prepared (well credentialed) successful applicants/matriculants to medical schools. And you stand a better chance of getting admitted into their own highly ranked medical schools (except Cornell’s is in NYC, not Ithaca). Choose one that fits you.Undergraduate medical school acceptance rate stats are meaninglessCM’s Top 10 Universities for Pre-Med Students (College Magazine)Top Premed Colleges (college.lovetoknow.com)by MCAT and GPAby Student ApplicationsBest Universities for Pre-Med Students: List of Top Schools (Student.com)Colleges That Produce the Most DoctorsPre-Med Choice of Undergraduate College Does Affect Med School Chances: What to ConsiderTop 20 Pre-Med Schools in America - Education AmericaUndergraduate medical school acceptance rate stats are meaninglessMany parents of aspiring doctors have asked me how they can choose the optimal college for medical school acceptance. The answer is simple -- there is no answer.By David Thomas, Photo by Damon SacksRecently, the mom of a high school student asked me if I could, as an educational consultant, supply her with a list of colleges and universities that had high rates of acceptance to medical school. She had found a number of them via Colleges That Change Lives. She stumbled onto others via internet searches.In my capacity as both a college and medical school admissions consultant, I have been asked to supply lists like these many times. The problem is always the same; it's impossible.Why? Many colleges boast high medical acceptance rates that are practically meaningless, since each school uses its own methodology to calculate the statistics, creating wildly misleading results.Some colleges only calculate the number of students who were accepted to medical school using the college's officially sanctioned Pre-Med Committee. So if 100 students declare freshman year that they are applying to medical school, 50 drop out after not doing well on prerequisites, 20 get a high-enough GPA to qualify for a Committee Letter, and 18 of those 20 get into medical school. So the school claims a 90% acceptance rate, but could as easily claim a rate of 18%. Cornell is a great example of a school like this.But wait, it gets more complicated. Some of the students apply without a committee letter -- let's say 30. And 10 of those get in, meaning out of the ACTUAL APPLICANTS to medical school, 28 out of 50 got in, which yields a 56% acceptance rate. So depending on how you look at it, 18%, 56% or 90% of Cornell applicants get into medical school.And of course, some colleges do not have a Pre-Med Committee. In those cases, schools usually publish simple acceptance rates. Because of the statistical gamesmanship, these schools can appear to have worse rates of acceptance but actually have BETTER rates!The sad truth is this; MED SCHOOL ACCEPTANCE STATS ARE UTTERLY MEANINGLESS. Medical school admissions usually starts with a computer-screening process, and computers don’t weight GPAs differently (at least, not yet). In other words, a 3.9 GPA from Fresno State will always trump a 3.5 from Cornell in this process. Once the Secondary Essays are received, and humans begin to get involved in the screening process, then the subjective factors are considered (as in all admissions).So what is important? DO WELL AS AN UNDERGRAD—wherever you are. How well you do in college is more important than where you went to college. And the existence of a premed committee doesn’t necessarily mean that you’ll get better advising there. In fact, the advantages and disadvantages of a premed committee can balance each other out.Medical school admissions is incredibly nuanced and tricky, and I've just barely given the tiniest example of its complexities. But first and foremost? Ignore the acceptance-rate stats. They are meaningless.CM’s Top 10 Universities for Pre-Med Students - College MagazineBy Alyssa Aguero |March 21, 2016As exciting (and scandalous) as Grey’s Anatomy may be, becoming a doctor is no walk in the park. But before you even begin thinking about what medical schoolyou want to go to, you’ll have to survive undergrad first. While pre-med isn’t exactly a major, many universities offer a track that’ll prepare you for med school. Pre-med clubs, shadowing opportunities and special programs should be considered when you’re deciding how you want to begin your medical career. College Magazine took some of the load off your shoulders (you guys have a lot of work ahead of you) and ranked the top universities for pre-med students.1. UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILLNinety percent of UNC’s students who apply to medical school get in…let that sink in for a second. One of this university’s gems is their 9-week Medical Education Development (MED) summer program. This rigorous program allows students to shadow physicians and participate in lectures and seminars for professional development. MED also mirrors a first-year medical student curriculum—it’s like getting a little taste of med school. Although there is no specific pre-med track at UNC, these students still receive a lot of guidance. “I think that the way all pre-med students, regardless of their declared majors, are accommodated and assisted throughout the process is [unique],” said Danielle Jamieson, a psychology and Hispanic linguistics senior.2. GEORGE WASHINGTON UNIVERSITYThe pre-med students at GWU aren’t limited to studying within the U.S. The university offers a study abroad program in the United Kingdom where students are given the option to either study at Kings College University of London or Oxford University. GWU also offers an all-in-one program where students can earn their bachelor’s degree and medical degree. However, this is a selective program. Only students who have demonstrated leadership and academic excellence, and have healthcare experience are permitted in this program. These lucky students get their MCAT waived and are admitted into GWU’s Medical School at a fixed tuition (big emphasis on lucky students).GWU offers an all in one program that leads to BA/MD. Program is based on academic excellence, healthcare experience, community service and demonstrated leadership. Incoming freshman are admitted into George Washington Medical at a fixed tuition rate; MCAT is waived.3. HARVARD UNIVERSITYEver wish you had a mentor who was also a doctor and always available for you? Well, Harvard does for their pre-med students. “At Harvard, we have three separate pre-medical advisers, one of whom is a doctor, available at any time, in addition to a pre-medical advisor who lives in the same dorm as you once you get to sophomore year, which is not common at other colleges,” said Bryan Peaker, a freshman studying human developmental and regenerative biology. And the advising doesn’t stop there. Harvard has a handbook for students on the pre-med track that tells them what classes they need to take, when to take them and how to get into medical school.4. BOSTON UNIVERSITYRemember when Charlie got a golden ticket to get into Willy Wonka’s Chocolate Factory? This is a similar case for the students at BU, except instead of a chocolate factory it’s med school. With their Early Assurance Program, students are guaranteed a ticket (provisional admission) into BU’s Medical School. This university also offers a duel liberal arts and medical degree path that gives students the chance to earn both their Bachelor of Arts and medical degree in seven years, as apposed to eight. To get into their accelerated program (different from the early assurance one) you need to complete the SAT or ACT plus Writing and SAT Subject Tests in Chemistry Math 2 and, if you’re feeling brave, Foreign Language. This place keeps sounding more and more like a chocolate factory.5. GEORGETOWNImagine finding out you got into medical school during your sophomore year of college—that’s what we call a stress reliever. The pre-med students at Georgetown get this privilege with the university’s Early Assurance Program. This program is for students who want to attend Georgetown’s School of Medicine and have excelled in their studies and have completed four semesters and classes in biology, chemistry, organic chemistry. These brainiacs can apply at the end of their sophomore year if they have completed four semesters at Georgetown and have taken four pre-med courses. Another plus from this program is that the students’ MCAT is waived. Georgetown also has a few pre-med clubs like the Pre-Medical Society and the Pre-Dental Society. The Pre-Medical society not only provides advising for pre-med students, but also sponsors mock interviews and brings in guest speakers from the medical field to talk to the student members.Georgetown allows undergraduate students to gain the training needed to meet medical school criteria; program is part of the degree curriculum. A Post-Baccalaureate Pre-Medical program is also available for bachelor degree holders who lack core Pre-Med Science courses.6. JOHNS HOPKINS UNIVERSITYSome say the best learning happens outside of the classroom, and that’s the case at Johns Hopkins University. Occasionally the professors let their students into their labs for research. The students here can get even more outside learning by taking a 15-minute shuttle ride to Johns Hopkins Medical Institute, where they can shadow doctors and conduct research. With all these opportunities, the pre-med students here don’t feel the need to compete with each other. “As undergrads, we encourage and assist each other in all of our coursework. [It’s] definitely not a cut-throat, competitive environment like some say,” said George Bugarinovic, a public health and natural sciences senior.JHU offers a Post-Baccalaureate Pre-Med program for all medical specializations. Program is offered on the undergraduate campus, School of Medicine and at the School of Public Health; students are able to carve out their own area of study.7. UNIVERSITY OF PENNSYLVANIAIf you’re in no rush to start med school, you’ve stumbled upon the perfect university. U Penn doesn’t believe in giving their pre-med students a fast track path into medical school. They want their students to complete their degree in four years so they can take additional classes that will make them more prepared for med school and beyond. U Penn is also located near several large medical institutes, like the Pennsylvania Hospital, which provide them with opportunities to shadow doctors and volunteer at hospitals. Clearly, this university knows what it’s doing since 76 percent of U Penn students get into medical school.U Penn offers a few Post Baccalaureate programs, two are relevant to the study of medicine; these include the Pre Health Core Studies and the Pre Health Specialized Studies. Both programs are very selective and pave way for further medical studies.8. UNIVERSITY OF WASHINGTONAs one of the top medical schools in the nation, it’s no surprise that the University of Washington has one of the best pre-med tracks in the nation as well. With a large number of premedical clubs (Alpha Epsilon Delta is a big one) and numerous shadowing opportunities, these students will be wearing white coats in no time. “The shadowing opportunities and your ability to get into research your freshman year is unreal, it’s [one] you can’t get everywhere. My winter quarter of my freshman year I got to shadow a mitral valve replacement [surgeon],” said Alec Sullivan, a competitive history of ideas sophomore.9. CORNELL UNIVERSITYHere’s a shocker: another Ivy landed on our list. With its two-year pre-med track program, Cornell prepares students by offering courses—introductory biology and chemistry courses to name a few—on sciences that are related to medicine. Students also have the chance to volunteer at the Cayuga Medical Center—a non-profit hospital right by the university. One of Cornell’s greatest resources is their PATCH club—a student-run organization that brings together pre-med and pre-health students. PATCH welcomes all pre-health students and offers a supportive environment and beneficial opportunities for its members such as bringing in guest speakers to talk about their experience in the health care field.10. NORTHWESTERN UNIVERSITYThe pre-med track is not an easy one, and Northwestern University gets that. Its pre-med peer mentor program (NU PPMP) selects upperclassmen with a strong academic standing to guide and support underclassmen on the pre-med track. This university is also big on research. Students are allowed to conduct their own independent study.“I joined a lab for two years and was able to take a really active role in research and actually got a Nature publication out of my time there,” said Jane Wang, biology major and 2014 graduate.NWU offers study abroad programs in the United Kingdom; students may elect to study at Kings College University of London or Oxford University. A Post-Baccalaureate Certificate is also offered to those hoping to complete the course work required for medical school.Top Premed CollegesBy Joe ThomasTop premed colleges can be ranked several ways, but the title of best academic program is indicative of the overall quality of medical students that a premed college produces. There are several ways to rank top premed colleges, such as MCAT and GPA, United States Medical Licensing Examination (USMLE) scores or applications received, but the fact remains that you should find a school that is a good fit for your personality and in a location you would enjoy attending. Some feel that for many students, their success, or lack of it, might be largely unrelated to the individual medical school.Using Student Scores and GPAWhen you consider MCAT scores that are greater than 31.5 and GPAs of greater than 3.5, the list gets narrower and can give you a better indication of competitive med schools that turn out the highest achievers and therefore, get more prestigious academic acknowledgement. The average USMLE scores are better statistics to consider than USMLE pass rates, but med schools don't publish board scores for confidentiality reasons. There are some premed colleges that have high pass rates, but lower average USMLE scores. It is a combination of several factors that make up the top premed colleges on this listing of colleges.The Ten Top Premed Colleges by MCAT and GPAWashington University St. Louis: 1 Children's Place, #4S20, St. Louis, Missouri 63110, Phone (314) 454-6120, http://www.medschool.wustl.eduHarvard Medical School: 25 Shattuck Street, Boston, Massachusetts 02115, Phone (617) 432-1000, http://www.hms.harvard.edu/hmsJohn Hopkins University School of Medicine: 733 N. Broadway, Baltimore, Maryland 21205, Phone (410) 955-5000, Home | Johns Hopkins UniversityVanderbilt School of Medicine: 215 Light Hall, Nashville, Tennessee 37232, Phone (615) 322-2145 Vanderbilt University School of MedicineYale School of Medicine: 333 Cedar Street, New Haven, Connecticut, 06510, Phone (203-785-2696), Yale School of MedicineDuke University School of Medicine: DUMC 3710, Durham, North Carolina 27710, Phone (919) 684-2985, Office of M.D. AdmissionsStanford School of Medicine: 300 Pasteur Drive, Stanford, California 94305, Phone (650) 723-4000, Stanford MedicineMayo Medical School: 200 First Street S.W., Rochester Minnesota 55905, Phone (507) 284-2316, Mayo ClinicNew York University: 550 First Avenue, New York, New York 10016, Phone (212) 263-7300, Education and TrainingUniversity of Pennsylvania: Suite 100, Stemmler Hall, Philadelphia, Pennsylvania 19104, Phone (215)898-8001, Perelman School of Medicine at the University of PennsylvaniaRankings of Premed Colleges by Student ApplicationsThe number of student applications gives an indication of the most popular choices made by premed students, but a larger portion of students will not be admitted due to admissions limits. Harvard and Stanford also make this listing, but the other eight choices are not in the top ten that are ranked by MCAT and GPA scores.University of California Los Angeles School of Medicine: 405 Hilgard Avenue, Los Angeles, California 90095, Phone (310) 825-4321, University of CaliforniaUniversity of California: 110 Sproul Hall, #5800, Berkeley, California 94720, Phone (510) 642-6000, University of California, BerkeleyUniversity of Michigan Medical School: 1301 Catherine Road, Ann Arbor, Michigan 48109, Phone (734) 763-9600, Michigan MedicineUniversity of Texas Medical School: 6431 Fannin Street, MSB G420 Houston, Texas, Phone (713) 500-5116, http://www.uth.tmc.eduUniversity of Florida Gainesville: P.O. Box 100235, Gainesville, Florida 32610, Phone (352) 273-7500, University of FloridaUniversity of California San Diego: 9500 Gilman Drive, LaJolla, CA 92093, Phone (858) 534-2230, University of California San DiegoHarvard School of Medicine: 25 Shattuck Street, Boston, Massachusetts 02115, Phone (617) 432-1000, http://www.hms.harvard.edu/hmsUniversity of Wisconsin Madison: 750 Highland Avenue, Madison, Wisconsin 53705, Phone (608) 265-6344, University of Wisconsin School of Medicine and Public HealthUniversity of Virginia School of Medicine: P.O. Box 800725, Charlottesville, Virginia 22908, Phone (434) 924-5571, UVA Health SystemUniversity of Illinois Medical School: 601 S. Morgan Street, Chicago, Illinois, Phone (312) 996-7000, http://ww.uic.eduStanford School of Medicine: 300 Pasteur Drive, Stanford, California 94305, Phone (650) 723-4000, Stanford MedicineChoosing a CollegeThere are many fine colleges for premed students and while some names are more recognizable than others, there is a good selection in a variety of regions across the country. The best advice when searching for the premed college choices that offer the best programs, is to find the ones that are best suited to all facets of your life and your medical education goals. Accredited colleges offer similar basic programs, but some might offer more specialized courses that are tailored to different healthcare fields. This is a consideration that most premed students use when determining the best premed college to meet their medical career goals.Best Universities for Pre-Med Students: List of Top SchoolsAlthough medical schools are often indifferent to an applicant's major, they usually look for prerequisite coursework in general and organic chemistry, biology, English, and physics. A strong undergraduate grade point average and competitive Medical College Admissions Test (MCAT) scores can also help students gain entry to a good medical or dental school. Some of the best universities for pre-med students include Harvard University, the University of North Carolina in Chapel Hill, and the University of Pennsylvania, all of which are highly ranked by U.S. News & World Report.Harvard University in Cambridge, MAHarvard University was ranked as the best medical research school for 2015 by U.S. News World Report. It is an Ivy League institution and has over a dozen groups for pre-med students, such as the Harvard Premedical Society, Harvard Hippocratic Society, and Latinos in Health Careers. The Office of Career Services provides pre-med planning for undergraduate students who want to apply to medical school upon graduation. Harvard also assists students in planning for careers in dental medicine, public health and advanced nursing.University of North Carolina in Chapel HillAs designated by U.S News & World Report in 2015, the University of North Carolina's medical program ranked second in primary care. Pre-med students get assistance from the Health Professions Advising Office in choosing programs and classes, applying to medical schools, and preparing for the MCAT. UNC also offers the Medical Education Development program (MED), a rigorous 9-week summer program for select students that mirrors a first-year medical school curriculum. Of the MED students who apply to medical school, 90% are accepted.The University of North Carolina has an active chapter of Alpha Epsilon Delta, the pre-professional health honor society.University of Pennsylvania in PhiladelphiaIn 2015, US News & World Report ranked the University of Pennsylvania eighth among national universities and fifth for medical research. A member of the Ivy League, this university offers advising and planning for undergraduate students preparing to attend allopathic or osteopathic medical schools. It also offers guidance for students interested in dental school. Through the College of Liberal and Professional Studies, Penn also provides a post-baccalaureate, pre-health program for students who have earned an undergraduate degree in a non-science major or who want to be better prepared for advanced medical study.The University is home to several medical research institutes studying Alzheimer's disease, cancer, and AIDS, as well as cardiovascular health, developmental biology, and head injuries.Top Schools for Pre-Med StudentsLet's take a look at some of the other top schools for pre-med students.Columbia University in New York, NY provides a comprehensive pre-medical handbook for students planning a pre-med curriculum. Columbia University offers a Post-Bachelor Premedical program that is considered the oldest and largest in the United States. Students from the program make up 90% of placement in American medical programs; program provides linkage to Columbia University College of Physicians and Surgeons.Cornell University in Ithaca, NY was named 11th best university in the world by the Center for World University Rankings.Johns Hopkins University encourages students to take a year off between undergraduate and medical school to gain additional experiences or conduct research. The school is located in Baltimore, MD.Northwestern University, located in Evanston, IL, has an undergraduate research grants program that provides pre-med students with funding to conduct independent research.The University of Minnesota - Twin Cities in Minneapolis, MN offers an online interactive workshop for students called Planning for Medical School.The University of Washington in Seattle, WA has an online guide to help students prepare for medical school admissions.The University of Wisconsin - Madison advises students wishing to pursue studies in physical or occupational therapy, pharmacology, physician assistance, and nursing in addition to medicine and dentistry.The best university for pre-med studies really depends on what you want from a school, because each of the top-ranked schools has unique aspects that help to make it one of the best.Colleges That Produce the Most DoctorsBy Nick Selbe on September 24, 2015In the coming months, pre-med undergraduates at colleges across the country will be preparing to apply for medical school.But where are most of the medical school applications coming from? StartClass set out to find which undergraduate schools produce the most medical school applications.The data comes from the Association of American Medical Colleges. The AAMC notes that the data is for informational purposes only and should not be interpreted as an assessment of an institution's pre-medical educational or advisory programs.Another caveat for this list is that schools with larger overall student bodies will obviously have more medical school applicants than smaller schools. Though the list is not a ranking of the best premedical schools, it is helpful to know which schools have the most aspiring doctors.#1 UCLA (919)#2 Michigan (825)#3 UC Berkeley (769)#4 UF (760)#5 UT Austin#6 UCSD#7 Cornell (509)#8 U Georgia (481)#9 Ohio State (473)#10 U Wisconsin - Madison (456)#11 BYU (450)#12 UIUC (427)#13 UC Davis (427)#14 U Washington (417)# 15 Texas A&M (411)#16 UNC (394)#17 JHU (390)#18 Duke (387)# 19 Emory (386)# 20 Rutgers (385)#21 UVA (368)#22 U Maryland - College Park (365)#23 Wash U (354)#24 U Arizona (353)#25 U Miami (348)#26 U Notre Dame (344)#27 Michigan State (343)#28 NYU (339)#28 U Penn (339)#30 Harvard (323)Pre-Med Choice of Undergraduate College Does Affect Med School Chances: What to ConsiderPosted on January 27, 2017 by Cheryl — 22 Comments ↓(Updated 2016) Some maintain that it doesn’t matter which undergraduate college you go to, as long as you get a top GPA and MCAT score. That’s wishful thinking. While high numbers are essential no matter where you go, once med schools look beyond their MCAT/GPA cut-offs, their decisions are impacted by where you attend undergraduate college, just as residency decisions are affected by which med school you attend. It’s not so much the school’s name, but the resources that it offers, that make the choice of undergraduate college so essential.This post is a long one because there are many things to consider. So, get comfy and read on.Look Closer When You’re Pre-MedPre-meds have to consider more than the basic college selection criteria — a good fit socially, the right size, talented professors, a decent location, etc. A pre-med also needs tools and opportunities that the average college undergraduate doesn’t, such as chances for research and publication, guidance from a knowledgeable pre-med adviser and, if possible, a letter of evaluation from a pre-med advisory committee. In fact, my son, AC, was so convinced the undergraduate college mattered, that he decided to transfer from his good, solid state university to a more pre-med focused university. That new college had the resources to better prepare him for the demanding medical specialty and top research med schools he hoped to (and eventually did) attend. Here’s what he considered:History of Med School Admissions. Even as a freshman, AC had an idea of what specialty he wanted to get into, and which med schools would help him get there. But after doing research, including discussions with his college advisers and professors, and Internet searches on class profiles for various med schools, he found that almost no one from his college had gone to those schools. It could have been that no one from his college had applied – that wouldn’t have been surprising considering how few pre-meds were on campus. Or, it could have been that those from his college who had applied had not gotten in. Either way, that lack of a connection between his undergraduate college and his target med schools was a concern. Such history, or lack of it, is one factor to look at in considering an undergraduate college.2008.11.25 – The physician by Adrian Clark (Flickr Creative Commons)Availability of a Comprehensive Pre-Med Advisory Committee Program. While many undergraduate colleges do not have pre-med advisory committees, there is a significant benefit to those that do. An established pre-med committee program offers expert advice and guidance as to course selection, application development, and application processing throughout the undergraduate years. An experienced pre-med adviser will protect you from rooky mistakes such as taking your organic chem classes during the summer (most med schools don’t like that) or assuming your high school AP chemistry credits will satisfy the pre-med chemistry requirement (it probably won’t).Most valuable are those committees that provide a committee letter of evaluation, which med schools prefer over only individual recommendation letters. The pre-med committee letter is given after the student provides information on his activities and research, sometimes a draft of his med school essay, and even a med school style interview with one or more committee members or other faculty. Some medical schools have relationships with certain pre-med committees, which could make a great letter from one of those committees have greater weight. Overall, an experienced pre-med committee can be invaluable, and whether your potential undergraduate college has one is an important consideration.Availability of Pre-Med Living-Learning Communities. Some colleges offer pre-med living-learning communities, much like honors communities, where pre-meds are grouped together in dorms and offered medicine-related programs. AC’s first undergraduate college did have one, and it was one of the most valuable aspects of his freshman year there. Although it had just a handful of pre-med students, the learning community offered AC exposure to other pre-meds and health professionals, presentations about and by some med schools, and community service or clinical opportunities.Pre-Med Honor Societies.. Alpha Epsilon Delta is the national honor society for pre-meds. Check to see whether your prospective college has a chapter. AC was a member of a chapter in his freshman year, and found it helpful both in meeting more pre-meds and in planning events of interest to aspiring physicians. Just be careful not to spend too much time attending meetings that won’t necessarily advance your goal to become a doctor. While groups like this can have value, especially for people who aren’t positive they want to commit to medicine, if you must choose between going to a meeting and taking part in another meaningful activity that you love, choose what you love. Being passionate about something is attractive to med schools, which seek students who will become passionate doctors.National Eye Institute : Documenting Research Findings (Flickr Creative Commons)Availability of Research Opportunities. Pre-meds, especially those planning on a research (as opposed to a primary care) medical school, need some type of research experience, preferably in an area that relates to medicine. Undergraduate schools with significant research money and a willingness to get their students into research early on, are much more valuable to such pre-meds than colleges with only small pots of research money.Potential for Publication. In addition to research opportunities, a pre-med planning on attending a research medical school benefits from a chance to publish. Generally, universities with significant research money have more publication opportunities than universities that aren’t heavy on research funding.Availability of Clinical Experience. Pre-meds, especially those interested in primary care, need opportunities to get clinical experience. Colleges with nearby hospitals or clinics could offer that potential.Rigor of the Curriculum. Top med schools often list a rigorous curriculum as a selection factor. When looking at colleges, ask these questions: Are the hard science courses strong enough that they will help prepare you for the MCAT? Are high-level science courses such as genetics or neuroscience offered? (Small, humanities-focused liberal arts colleges may not offer them.) Is the college recognized by inclusion in chapters of highly selective honor societies? Does it actively promote and advance its students to become scholars for exclusive programs such as the Fulbright or Goldwater? Med school committee members, like everyone else, are impressed with those types of honors. Does your potential undergraduate college nurture them?I can’t read a word of this essay of yours. Excellent WorkOther Considerations. There are plenty of people who want to chime in on which universities are the best for pre-meds. Online Colleges, Schools, Universities and Scholarships reviews by America edu - compiled a list of its “Top 20 Pre-Med Schools in America.” College Magazine published a Top 10 list in its 2015 “CM’s Top 10 Universities for Pre-Med Students.” And there are endless discussions about which are the best pre-med schools on forums such as College Confidential.But there are many very personal questions you need to answer before choosing your school. For example, becoming immersed in a predominantly and aggressively pre-med culture could narrow and skew your view of the world. How would that impact you as a person and an aspiring doctor? Also, the top pre-med colleges sometimes have a very competitive, almost cutthroat atmosphere, and some schools are very harsh in their grading. Will you will be able to thrive and pull the top grades you need from such a college? Consider seriously that your plans to be a doctor could end if you can’t get the grades you need for med school acceptance from that top pre-med college. You must know yourself well when choosing your pre-med college, just as you must in making the decision to pursue a career in medicine.Interview Groups told AC the Real Story: Your Undergrad College MattersGotCredit: College (Flickr Creative Commons)There are numerous debates on whether the undergraduate college you choose is important to your success with getting into med school. Some people charge that it’s all about “name dropping,” and that private schools perpetuate the myth that their degrees hold more value than less expensive public universities. The subject has been hotly debated in the college and student doctor forums. For example, see The Student Doctor Network’s “The Effect of Undergrad School on Med School Acceptance,” and “Theory: Admissions at Medical School DO Care Where You Went to Undergrad,” and Student Doc’s “Does Undergrad Prestige Carry Any Weight in Admissions?”But for AC, the tale was told when he did his interviews at a half-dozen of the best med schools in the country, and found one similarity: “I was meeting kids from the same schools over and over. They were from the Ivys, the public Ivys, and other top, very selective undergraduate colleges. I almost never met applicants from regular state schools. I know this isn’t a scientific way to make the conclusion, and I know so many of the best doctors and minds come from state schools and community colleges, but what I saw repeatedly in my interviews convinced me that coming from a top-ranked university with a lot of resources seemed to be a prerequisite for interviews at the top med schools.”Maximize the Resources of Your CollegeCollege Gameday by Phil Roeder (Flickr Creative Commons)All of this advice is valid and (I hope) valuable. But the reality is, circumstances (money, grades, scores, personal obligations, simply personal preference) may dictate you attend a college that doesn’t have a big pre-med focus. Yet, that does not mean you won’t have a chance of attending a good — or even a top — medical school. The most important way to make it to med school is to be knowledgeable and fully prepared for the journey ahead. Read all you can about different med school programs, what the schools are looking for, how to prepare for the MCAT test, even the possibility of doing a post-baccalaureate program if needed to boost your preparation for med school. Figure out how to get that clinical experience, research, community service, and leadership background that will prepare you for medicine.Learn about any and all activities your undergraduate school does have for pre-meds, and take full advantage of them. Even if it doesn’t have a pre-med advisory committee, it may have a pre-professional honor society such as Alpha Epsilon Delta. If your school’s chapter isn’t very active, join it and lead it into new and more productive directions. If there is no chapter, look into starting one, or check on whether there are chapters at nearby colleges.No honor society chapter? Start a less formal pre-med club to bring in speakers and doctors for education and possible mentoring. How to do that? Check with your school’s student activities office about the process for starting a club. Then talk to one of your professors, perhaps one that teaches a pre-med course such as biology or organic chemistry, about being your club adviser. AC was able to start an organic chemistry club at his school. It took a couple months to figure out the process, find an adviser, and then organize and publicize meetings, but the school was supportive and it eventually did happen. Your college wants you to succeed because it makes it look good, too, so let it know what you need, and ask for help.Aggressively look for a mentor who can guide you and, when the time comes to file your application, can speak personally about the qualities you have that will make you a good doctor. If you want to end up at a good med school, search out your college pre-med adviser early on, and talk about your goals. Ask for ways to help prepare you for what will be ahead as a pre-med, a med school applicant, and a med student. If your adviser is not very knowledgeable about med school preparation and the application process, ask him who is. Have him direct you to other possible resources, such as a local doctor who might take you as an intern. Or, talk to your university health clinic about letting you shadow its doctors. And, do your research on what is needed for a competitive application, then work hard to get the experience that will make you stand out in the crowd.Finally, keep in mind that, in some ways, being at a less pre-med focused university or a smaller college can have benefits, because you are more likely to stand out among your peers. You also may end up with much closer personal relationships with your professors, who will want to help you meet your high goals, and promote you in every way they can.The key is to be a knowledgeable self-starter, to ask for help and opportunities, and then to run with them. In fact, that is an essential characteristic for being a good doctor, so you might as well start building it now.TEDx GeorgeMasonU:George Mason University’s First TEDx Conference (Flickr Creative Commons)Parental Assist: Of course, there is the normal preparation needed for any kid considering colleges — take him to the schools to check them out, consider the big issues like location, costs, etc. Urge him to see whether there are any admissions talks specifically for pre-meds, and to attend them with questions ready to ask. Suggest he focus on issues such as med school admissions information, strength of any med school advisory committee, whether the committee does letters of evaluation, etc. Ask if he has specific med schools in mind yet, and offer to help research information such as med school admissions data for those schools. You could also offer to create files for each school, and/or charts to facilitate comparisons. But remember to also gauge how much your student is invested in these preparations. You should be a helpmate, not the driving force. If he isn’t interested in doing prep work himself, he probably is not ready to embrace a medical career.If it’s clear your kid is committed to pre-med, but won’t be going to a great pre-med school, be sure he understands that does not mean he will lose his dream of getting into a good or even a top med school, and becoming an excellent doctor. Plenty of exceptional doctors have come out of lesser- known undergraduate schools. It’s all about working hard to accomplish the goal.Top 20 Pre-Med Schools in America - Education AmericaMarch 8, 2011Top 20 CollegesTop 20 Pre Med Schools in America, listed by School, Average Verbal MCAT Score, Average Physical Science MCAT Score, Average Biological MCAT Science Score and Average GPA (unraked).Ø Cornell University offers a two year Pre Med track; program prepares students for entry into the four year medical degree program. Course focuses on sciences that are related to medicine; no degree is awarded.Ø Creighton University offers a 4 or 5 year Pre Med Nursing Track; a bachelor’s is awarded in both programs. A Post-Baccalaureate is also administered through the School Of Medicine; program prepares students intensively for medical school.Ø Boston University offers a Pre-Medical program in Pre-Dentistry, Pre-Medicine and Pre Veterinary Medicine, program allows students to create specific areas of study; a post baccalaureate certificate program is also offered.Ø Dartmouth Medical School offers a pre-med program in conjunction with Dartmouth College, an arrangement also exists between Dartmouth Hitchcock Medical Center (DHMC) and Dartmouth College. Health professionals advise and help students applying to medical, veterinarian and medical schools.Ø East Tennessee State University (J.H. Quillen) prepares students for the 4 year Doctor of Medicine degree through its Pre-Medicine Program. Students must complete courses required by most medical schools; these include Biology, General Chemistry, Organic Chemistry, Physics, English and Communication.Ø Baylor University provides a Pre-Med curriculum that emphasizes all areas of course work; medical pre-professionals are recommended to take Biology Chemistry, English, Mathematics and Physics.Ø George Washington University offers an all in one program that leads to BA/MD. Program is based on academic excellence, healthcare experience, community service and demonstrated leadership. Incoming freshman are admitted into George Washington Medical at a fixed tuition rate; MCAT is waived.Ø John Hopkins offers a Post-Baccalaureate Pre-Med program for all medical specializations. Program is offered on the undergraduate campus, School of Medicine and at the School of Public Health; students are able to carve out their own area of study.Ø Georgetown allows undergraduate students to gain the training needed to meet medical school criteria; program is part of the degree curriculum. A Post-Baccalaureate Pre-Medical program is also available for bachelor degree holders who lack core Pre-Med Science courses.Ø Saint Louis University’s 4 year Pre-Medical curriculum provides a foundation in the courses required for med school. Courses include Biology, Chemistry Physics and Calculus; program allows students to complete courses across disciplines.Ø Mount Sinai School of Medicine administers a Humanities and Medicine Early Acceptance Program, program was designed to prepare students for medical school. The 8 week summer program includes studies in Physics & Organic Chemistry, as well as other health disciplines.Ø Northwestern University offers study abroad programs in the United Kingdom; students may elect to study at Kings College University of London or Oxford University. A Post-Baccalaureate Certificate is also offered to those hoping to complete the course work required for medical school.Ø Ranked as one the Best Medical Schools (US News), Ohio State’s School of Allied Medical Professions Division of Medical Technology offers a Medical Science Track that leads to a BS in Science. Program was designed for pre-pharmacy, pre-dental, pre-vet and pre med students.Ø Howard University offers a dual degree in BS/MD; program allows students to earn both degrees in six years. Program makes an easy transition from undergraduate to graduate study; an overall G.P.A of 3.5 and an MCAT score of 24 must be satisfied. Students must also meet the minimum G.P.A of 3.25 in science.Ø Temple University offers two tracks of study for students who intend to study medicine, tracks include BCMS and ACMS. BCMS-Basic Core in Medical Sciences Program was designed for those lacking the core requirements needed for medical school. ACMS is for students who wish to enhance their credentials so as to pursue a career in medicine.Ø University of Iowa administers a Pre-Medicine track that includes math, chemistry, biology and physics. Students must declare a major in a specific area, program has led to high medical school acceptance rates.Ø University of Miami offers a Pre Law Undergraduate Program as well as a Post Baccalaureate Program; the Post Baccalaureate Program helps bachelor degree holders who feel they need more preparation prior to applying to law school.Ø University of Pennsylvania offers a few Post Baccalaureate programs, two are relevant to the study of medicine; these include the Pre Health Core Studies and the Pre Health Specialized Studies. Both programs are very selective and pave way for further medical studies.Ø University of South Florida offers programs to help prepare students for professional schools of medicine, dentistry, optometry, pharmacy, and many other health related fields. Students must choose another major besides the pre-professional requirement.Ø Columbia University offers a Post-Bachelor Premedical program that is considered the oldest and largest in the United States. Students from the program make up 90% of placement in American medical programs; program provides linkage to Columbia University College of Physicians and Surgeons.

Q. In medical schools with pass/fail system, how do residencies discriminate the good candidates from the bad ones?A2A:Can a Pass/Fail Grading System Adequately Reflect Student Progress?Selection criteria for emergency medicine residency applicants.Effect of USMLE on US Medical Education (aamc.org).Pass-fail is here to stay in medical schools. And that's a good thing.Grading Systems in Medical School: Pass/Fail or A-F Scale?A Medical School goes Pass/Fail only: Why this is an Excellent Change!Can a Pass/Fail Grading System Adequately Reflect Student Progress?At Vanderbilt University because we maintained four grading intervals in the clinical years, we experienced no measurable change in the outcomes of our residency match. For schools that use a pass/fail only system throughout the 4-year curriculum, program directors rely more on qualitative measures, such as the comments recorded on clerkships assessment forms, letters of recommendation, and the nature of student leadership and scholarship accomplishments. With a sense that these subjective measures are less reliable than the objectivity of grades, program directors also tend to rely more heavily on Step 1 scores and the reputation of the medical school.Selection criteria for emergency medicine residency applicants.Acad Emerg Med. 2000 Jan;7(1):54-60.Survey of program directors in Emergency Medicine.Most important: EM rotation grade, interview, clinical grades, and recommendations.Moderate emphasis: elective done at program director's institution (USMLE) step II, interest expressed in program director's institution, USMLE step I, and awards/achievements.Less emphasis: (AOA) status, medical school attended, extracurricular activities, basic science grades, publications, and personal statement .Of the 94 respondents, 37 (39.4%) had minimum requirements for USMLE step I (195.11 +/- 13.10), while 30 (31.9%) replied they had minimum requirements for USMLE step II (194.27 +/- 14.96).Results are compared with those from previous multispecialty studies.Curriculum Inventory in ContextJuly 2016 Volume 3, Issue 7Click to view complete chart onlineEffect of USMLE on US Medical Education (aamc.org)Pre-clerkship curricular enhancements in medical education are undermined by medical students’ focus on their USMLE Step 1 scores and the threat of not acquiring a residency position. Fears of the licensure examination also thwart medical school efforts to created patient-centered care from day one.Medical educators are challenged continuously on issues around enhancing student learning, providing them with support throughout medical school, preventing and addressing burnout, and much more. We struggle with how much content to expect students to master in medical school, how to balance new content with foundational content, and how to help students become self-directed learners for life. The Curriculum Inventory reveals that over 90% of US medical schools have changed their curricula recently or currently are planning or implementing change. These curricular and pedagogical changes require a large investment of resources on the part of medical schools and their faculties. We hope the returns on those investments are medical students who acquire the knowledge, skills and behaviors necessary to ease seamlessly into their clerkships and graduates who are prepared to transition into residency and the supervised practice of medicine.For decades, schools have focused attention on reducing the competitiveness that the pre-medical system required of students in order to get into medical school. We recognize that these behaviors are unhealthy for student wellness, for their learning and for patient care. We know that the best learning, patient care, research and administrative leadership emerges from high functioning and diverse teams— the antithesis of the “cut-throat pre-med.” According to the Curriculum Inventory, dichotomousPass/Fail grading has been implemented at 60% of medical schools as an effort to encourage collaboration and teamwork among students. It largely has been effective. When our school converted to P/F grading in 2003, we realized a more collaborative and supportive learning environment with no statistically significant change in performance on assessments and no change in USMLE Step 1 scores. We did see a statistically significant improvement in student well-being until the semester prior to the taking of USMLE Step 1 when that improvement fell off. (Bloodgood, et al.)A recent conversation on the Dr-ED list serve highlighted the conundrum currently facing students and medical educators. It seems that no matter how we change the learning environment to support our students’ well-being and their professional development, the threat posed by the score a student achieves on USMLE Step 1 is more harmful and powerful than anything we can do to mitigate its negative impact. Students now enter medical school believing that nothing in the pre-clerkship phase of medical education matters other than their performance on USMLE Step 1 as it will determine not only where they will obtain a residency but IF they will obtain a residency.We try to engage them in active learning but they prefer the efficiency of lectures on what they need to memorize. We try to help them learn about ethics, human development, interviewing skills, and they reject us saying those topics are “common sense” and “fluff” and not highly represented on USMLE Step 1 so we’re wasting their time. Carry this to the logical conclusion, and medical schools are producing students who are well-prepared for Step 1 but ill-prepared for the clinical learning environment of clerkships. All of the time, effort and money invested in improving medical education may be for naught. Why? Medical students focus their efforts on memorizing facts for Step 1—not because it’s necessary for licensure but in order to get a premier residency. But medical students are bright and insightful and display cognitive dissonance regarding their medical education. Students will say they know that active learning, problem solving and a focus on clinical reasoning will make them better doctors, but despite this cognition they behave in a way that focuses on memorizing for Step 1.The simple solution to this worsening problem is to score USMLE Step 1 as pass or fail or delay the release of numerical scores until after residency interviews are completed. Anxiety about the numerical scores compromises the education of our medical students.About the author:R. J. Canterbury, M.D., M.S., DLFAPA, is the Senior Associate Dean for Education and Wilford W. Spradlin Professor of Psychiatry and Neurobehavioral Sciences at the University of Virginia School of Medicine. His research interests include substance abuse, epidemiology of substance abuse and AIDS, and health services research.References:Bloodgood, Robert A, Short, Jerry G, Jackson, John M, Martindale, James R. A Change to Pass/Fail Grading in the First Two Years at One Medical School Results in Improved Psychological Well-Being, Academic Medicine, 84(5), May 2009, pp 655-662.Pass-fail is here to stay in medical schools. And that's a good thing.FRANCIS DENG, MD AND AUSTIN WESEVICH | EDUCATION | AUGUST 3, 2016Starting this fall, second-year students will no longer have the stress of grades at our medical school, Washington University in St. Louis (WashU). In extending the pass-fail system from the first year to the second preclinical year, WashU joins the other 18 of the top 20 research medical schools on U.S. News and World Report that grade the entire preclinical curriculum on a pass-fail basis. (The sole holdout is Penn, which maintains a graded system for two of three preclinical semesters.)Locally, the change caps an evolving, years-long conversation between students, instructors, and administrators. But we are just one of the many medical schools lately to catch onto a national movement that started long ago.Turbulent sixtiesSome schools such as Harvard, Stanford, and Yale have maintained preclinical pass-fail for decades. Many other schools dabbled in curricular reform in the 1960s. Opponents hoped the storm would pass. A provocative article published in the New England Journal of Medicine in 1978 blamed the “transient sociopolitical turmoil” of the preceding decade for causing a revolution in medical education with digressions such as “social medicine,” “primary care,” “elective scheduling,” and especially “the experiment in pass/fail grading.” The authors decried the subversion of traditions and erosion of standards, pleading for maintaining “elitism in education.”It’s important to note that these authors’ beliefs came from the perspective of resident selection rather than of medical education. They believed that “it is impossible to prevent a bright student in a good environment from becoming an excellent physician by manipulating such inconsequentials as the curriculum and the grading system,” but they saw evidence that inferior residents were selected in the absence of a class ranking based on grades.Preclinical pass-fail trendNow, the storm has settled somewhat. Though the politics have changed, pass-fail grading is no fad. Schools are now increasingly reaching a stable compromise: grades for clinical clerkships, pass-fail for preclinical courses. In fact, more than half of the aforementioned medical schools changed to all-pass-fail preclinical curricula in the past decade, and none have reverted back to multi-tier grading.The current trend for preclinical pass-fail is driven by two major factors: 1) decreased relative importance of preclinical grades in residency applications, and 2) increased focus on student wellness and mental health.Emory University Match DayLow importance in residency applicationsA dwindling minority of residency programs place value on performance in basic science courses. Practically speaking, the data are often uninterpretable. Grade distributions vary dramatically between schools or even within a single institution. These days, preclinical curricula differ in length, course naming, degree integration, and grading scales. In contrast, the USMLE Step 1 exam provides a commonly understood measure of basic science knowledge for all MD students. With the availability of standardized assessment, it is no wonder that surveys of program directors rank basic science honors among the least commonly considered factors for interviewing and ranking applicants. Step 1 scores rank among the most common.Given the importance of Step 1 scores to residency applications, some have worried about the effect of changing grading policies on Step 1 performance. We now know from the experience of several schools that changed to pass-fail that students perform just as well as before. Moreover, schools that switched did not find significant differences in residency match quality.Focus on student wellnessEven though preclinical grades do not greatly affect residency applications, they still appear on transcripts and factor into class rank and AOA medical honor society selection. Chronic pressure to get the best grades can lead to significant distress. In recent years, academic leaders have increasingly recognized the importance of mitigating unnecessary stress during medical training.We found that an overwhelming majority of students at all stages at our medical school thought they would be somewhat or much less stressed during the preclinical years if they were evaluated on a pass-fail basis. Multiple peer-reviewed studies verify these beliefs.In a multi-institutional study, students in 3+-interval graded schools had significantly higher stress, emotional exhaustion, and depersonalization and were more likely to have burnout or considered dropping out compared to students in schools with pass-fail grading. Grading scale was more strongly associated with student well-being than the number of contact days or tests.When the University of Virginia changed to pass-fail, preclinical students had higher well-being and vitality and reduced anxiety and depression. When Mayo Medical School switched part of its curriculum to pass-fail, students had less stress, improved mood, and even greater group cohesion. When Saint Louis University changed to pass-fail as part of a multifaceted preclinical curricular reform, students had lower levels of moderate or severe depression symptoms, anxiety symptoms, and stress. We believe a simple change in grading systems can lead to a clinically significant change in student wellness and mental health.National organization endorsementThe alarming levels of burnout among physicians, residents, and medical students demand greater national attention to wellness. The American Medical Student Association passed policy in 2012 stating that it “STRONGLY URGES all medical schools to adopt the use of a strictly pass/fail grading policy during the preclinical years of medical school” to reduce the risk of poor student health and wellness and to promote teamwork and collaboration rather than competition. In 2012, the American Medical Association (AMA) approved policy entitled “Supporting Two-Interval Grading Systems for Medical Education,” which acknowledged the benefits of a pass-fail system for the non-clinical curriculum. By 2013, as tabulated by the AMA and published in JAMA, pure pass-fail was the most common preclinical grading system across the country, found at 41 percent of allopathic schools.We believe the so-called “pass/fail experiment” has finally proven itself and will continue to propagate, not as a reaction to “transient sociopolitical turmoil,” but as an enduring curricular reform that prevents unnecessary mental turmoil during training.Francis Deng is a resident physician and can be reached on Twitter @francisdeng. Austin Wesevich is a medical student.AMA Journal of Ethics®Illuminating the art of medicineVirtual Mentor. November 2009, Volume 11, Number 11: 842-851.Can a Pass/Fail Grading System Adequately Reflect Student Progress?Commentary by Bonnie M. Miller, MD, Adina Kalet, MD, MPH, Ryan C. VanWoerkom, Nicholas Zorko and Julia HalseyAs David, a second-year medical student, made his way into the lecture hall, he was surprised to see how packed the room was. A group of 25 third-year students, or one-fifth of the class, had recently petitioned to switch from a traditional letter-grade system to one that was pass/fail at their school, and the medical student government organized a townhall meeting for students to discuss the matter. Unable to find a place to sit, David stood against the wall alongside his good friend Beth, a fellow second-year. In the room he saw students of all levels, from first-years to fourth-years, engaged in excited chatter.LEARNING OBJECTIVE: Identify the objectives of effective medical school grading systems and how medical schools can design them.The third-year class president, Sam, stood up. “Okay everyone, quiet down so that we can begin the discussion. We had not expected a turnout of this magnitude; it’s clear that this is an issue many of you feel quite passionately about. The administration has informed us that adopting a pass/fail system will require a majority vote from the student body.”The volume level in the room suddenly increased.He continued, “So, we hope that this meeting will serve as a lively debate where students on either side of this issue can share their arguments with the voting body.”“Pass/fail is such a great idea,” David whispered to Beth.To his surprise, she disagreed. “I don’t think so,” Beth replied. “I personally work harder and perform better when I am graded.”One of the third-year petitioners stood up to argue, “Our medical school is known for being one of the most intensely competitive programs in the country. We are already so stressed out—becoming pass/fail would remove an atmosphere of hypercompetition, and that will be a good change for our mental, emotional, and physical well-being.” His words were met with applause from some students in the hall.Another third-year petitioner presented a counterargument. “The majority of our graduating students match with residency programs each year, and most of those match at one of the programs they ranked in their top three. We’ve done very well with grades—would the same be true if we became pass/fail? Also, those of us interested in matching into very competitive specialties, such as dermatology, ophthalmology, and surgical specialties are put at a disadvantage since class rank and academic performance are highly regarded by residency directors in these specialties.”David, who himself had a particular interest in going into surgery, looked around the hall and saw a number of students nodding their heads in agreement. Beth nudged him playfully and whispered, “See what I mean?”Commentary 1by Bonnie M. Miller, MDThe primary purpose of any grading system is to measure student achievement of established learning objectives. Performance data let individual students know where they stand in the development of needed competencies. Aggregated performance data supply faculty and medical school administration with information about the effectiveness of teaching. A traditional grade stratifies students according to level of achievement and can motivate students, reward effort, and perhaps signify suitability for a potential area of study. A pass/fail grade indicates simply that a student has achieved an expected level of competence, information that is critically important if medical education is to fulfill its obligation to the public.The ideal grading system would also encourage the development of desirable professional behaviors. Does a traditional grading system encourage students to constantly strive for excellence, a habit that, theoretically, they would maintain when they no longer receive grades? Does a pass/fail system encourage collegiality, collaboration, and teamwork, since no one is disadvantaged by another’s success, and mutual benefit can result from sharing. In the case scenario we are commenting on, is Beth correct in fearing a lack of motivation in the absence of grades, or is David justified in his concern about grade-induced hyper-competitiveness?I believe that concerns about both consequences are justified, but my experience with grading systems suggests that neither is inevitable. Based on our grade-system change at Vanderbilt University earlier in the decade, I believe that elements such as faculty role modeling, selection of teaching strategies, careful and inclusive selection of the qualities that are being assessed, and use of criteria-based grading systems are more important contributors to student evaluation than whether or not letter grades are used.Faculty RoleGrading systems exist within the larger context of an educational environment that can powerfully mold the professional development of students. If students are hypercompetitive, it is unlikely that the grading system alone creates that behavior. Similarly, if students consistently aim their efforts at minimal passing performance, the environment might lack the ingredients needed to inspire excellence. Regardless of the grading system, medical school faculty and administration should be aware of the environments they create and monitor them with vigilance to assure that they support the attitudes and behaviors expected of the profession.In any grading system, faculty members should serve as role models who demonstrate a passion for excellence and a quest for improvement, both in their teaching efforts and their patient-care responsibilities. Role models who strive for excellence, not because of grades but for the good of those they serve, help students move beyond the external rewards that motivated them in their previous endeavors. Whether in teaching teams or in clinical teams, faculty members can also model the collaboration and collegiality that are important for effective, high-quality patient care. Finally, when faculty members care for the well-being and professional growth of their students, they model the compassionate and nurturing attitudes we hope those students will adopt.Teaching and Course-Management StrategiesTeaching strategies can also ameliorate the potentially negative side effects of a grading system. Many students study best in groups or learn most deeply when they are challenged to teach their peers, and schools with traditional grading systems can actively promote these approaches. Faculty can use course-management systems that allow all students to see the answers to all questions asked, and students can be encouraged to post helpful articles and learning tips. Team-based learning rewards group performance as opposed to individual effort, while creating pressure not to let one’s peers down, which discourages the slacking that a pass/fail system might encourage.Choosing What to MeasurePerhaps the grading system a school uses is less important than the qualities it chooses to grade. Assessment indeed drives learning, and if we feel that the professional development of our students is critical, we should demonstrate that by assessing it. In both science-based and clinical courses, students should be evaluated on their initiative, engagement with and concern for their own learning, interpersonal skills, teamwork skills and collegiality. Schools can devise grading policies, whether pass/fail or traditional, in which failure to demonstrate one of these key attributes can lead to failure in the course, regardless of cognitive achievement.Criteria-Based GradingFinally, the use of a normative versus a criteria-based grading system can influence student behaviors. In the former, the grade distribution is determined by comparative student performance, limiting the number of highest grades and creating an atmosphere in which one student’s performance can influence the grade of another. This is more likely to induce competition. In a criteria-based system, the requirements for each grade interval are predetermined, and any student who meets the designated requirements receives the designated grade, even if an entire class qualifies for an A. While this model could lead to grade inflation, it does recognize all students who achieve a certain level of excellence. And shouldn’t all medical teachers aspire to the goal of having all students excel?The Vanderbilt Grading ExperienceIn 2002, Vanderbilt University reexamined its traditional letter grading system. Like students at David and Beth’s school, our students performed very well in the residency match, and we were leery of changes that would make it more difficult for program directors to evaluate students. Unlike students at David and Beth’s school, ours did not complain of an overly competitive atmosphere. I’d like to think that this was because of our collegial educational environment, but a criteria-based system probably helped. Our greatest concern at that time was for the fairness of grades in the first year of medical school. Because of the wide variation in our students’ undergraduate preparation and the difficulties of adjusting to medical school, we felt that letter grades reflected not only effort and ability, but also the strength of the undergraduate program, the major a student had selected, and the ease of social transition. Most of our students who received marginal grades in the first year subsequently performed at very high levels, but were left with transcripts that marred their overall records.To balance our concern for first-year grades with our concern for the impact of a pure pass/fail system on the residency application process, we decided upon a hybrid system with pass/fail in the first year only; honors/pass/fail in the second year; and honors/high pass/pass/fail in the third and fourth years. We hoped that the noncompetitive culture of collaboration established in the first year would continue throughout the remaining 3 years, even as more grade intervals were introduced.Some faculty feared, like Beth, that first-year students would lack the motivation to put forth their strongest efforts. Fortunately, this fear never became a significant reality. Our curriculum remains rigorous and demands hard work, and the environment still encourages our students to reach for excellence. Occasionally a student’s performance slips on the last exam in a course if he or she is easily within the passing range, but this has not been a large enough effect to diminish overall class performance from year to year. Student performance in the subsequent years of medical school and on Step 1 of the United States Medical Licensing Examination (USMLE) has actually improved, relieving anxieties about the grading system’s long-term negative impacts on the learning habits.Paradoxically, in the first year of the transition, students and faculty sensed an increase in student competitiveness in the second-year class, even though this class entered with a traditionally graded system. We quickly realized that this resulted from a concurrent switch to a normative-based system that limited the number of honors grades to 25 percent of the class. In the following year, we reverted to a criteria-based system that set the honors bar extremely high to combat grade inflation but allowed all students who cleared that bar to receive an honors grade. Many students in that second-year class were also unhappy with the change and reported that they had selected Vanderbilt because of its traditional grading system. We learned from this experience that whenever possible, major policy and curriculum changes should be phased in with the entering classes. I have also become a strong believer in a criteria-based system that sets high standards but proudly recognizes all students who meet them.Because we maintained four grading intervals in the clinical years, we experienced no measurable change in the outcomes of our residency match. For schools that use a pass/fail only system throughout the 4-year curriculum, program directors rely more on qualitative measures, such as the comments recorded on clerkships assessment forms, letters of recommendation, and the nature of student leadership and scholarship accomplishments. With a sense that these subjective measures are less reliable than the objectivity of grades, program directors also tend to rely more heavily on Step 1 scores and the reputation of the medical school.No grading system is perfect in its ability to assess learners accurately, promote professional behaviors, and predict future accomplishments. Regardless of the system selected, a school must be aware of the potential for unintended consequences and should strive for an educational environment that counters these and encourages students to excel for the right reason, which is that their excellence will someday improve the lives of others.Bonnie M. Miller, MD, is the senior associate dean for health sciences education at Vanderbilt University School of Medicine in Nashville.Commentary 2by Adina Kalet, MD, MPHAs medical educators, our responsibility to society is to ensure that all physicians are competent to practice medicine. Ideally, both faculty and students should enthusiastically engage in an evaluation system that facilitates our fulfilling this responsibility. I am a strong believer in a grading system that is ultimately pass/fail—but is at the same time rich in confidential, formative feedback that helps students identify their strengths and weaknesses. To be meaningful, the “pass” thresholds must be competency- and criterion-based, not arbitrary or norm-referenced, i.e., predetermined percentages of students pass and fail.Competitive residency programs choose residents based on whatever evidence of their abilities exists. Residencies are looking for students who are a good fit for their program, well prepared, and capable of handling the work. The absence of letter grades on the formal transcript, without evidence of a rigorous, reliable assessment process is problematic for two reasons. First, it places enormous, undeserved pressure on students to do well on National Board Exams. Second, this approach overemphasizes the reputation of the medical school and its admissions policies.The debate presented in the case scenario focuses on the wrong outcomes. For example, students often defend pass/fail systems as more conducive to a relaxed learning environment because there is less interpersonal competition. I am not certain that this reflects reality. All medical students are highly achievement-oriented and many are competitive by nature. To be successful and competent physicians they must learn to manage the negative impact of these otherwise valuable personal traits in complex and competitive environments. On the other side of the argument, pass/fail systems disadvantage students who are consistently struggling because it allows them to squeak by without being identified for special attention early. In addition, even in schools like mine, NYU Medical Center, that operate with a pass/fail preclinical system, numeric grades are generated and followed for certain purposes (e.g., AOA determination), and students are well aware of this contradictory policy.In saying that the grades debate often focuses on the wrong outcome, I also mean that scores on exams are only useful if the exams themselves are reliable and valid measures of what they are meant to measure. Ideally, competency exams would provide students with detailed information to help determine whether they had the minimum competency to serve as physicians. We would overcome current weaknesses in measuring the remarkable capacities some students have in areas such as interdisciplinary teamwork and complex critical thinking. Once we have decided on fair, criterion-based measures that assess critical competencies, there is no way we could ethically, morally, or professionally argue against using such measures. Since most of our exams or grading systems do not reach this level of evidence, however, we use them as blunt instruments rather than sources of meaningful information.In sum, I don’t care as much as many students do about whether we use pass/fail or other systems. I care that we measure what is important and act on those measures to ensure excellence in our graduates.Adina Kalet, MD, MPH, is the Arnold P. Gold Professor of humanism and professionalism and an associate professor of medicine and surgery at New York University School of Medicine. She has a long-standing research interest in assessment of clinical competence and the relationship between medical education and patient outcomes. She has mentored three cohorts of NYU SOM Virtual Mentor student editors.Commentary 3by Ryan C. VanWoerkom, Nicholas Zorko, and Julia HalseyDuring the late 1960s and early 1970s, medical schools moved away from traditional grading systems and began adopting pass/fail or honors/pass/fail evaluation [1]. It is thought that the impetus for these changes originated with the concern that grade-based learning did not prepare for lifelong learning outside of the academic world and that it suppressed creativity and increased stress [1, 2]. On the other hand, it is well-known that residency directors hold the dean’s letter in high regard and favor the more discriminative letter-grade evaluation report [1, 3, 4].The ultimate quick test in medicine is applying the principle of primum non nocere (first do no harm). Is there a possibility that by changing the grading system to a less rigorous, more comfortable pass/fail system we may be harming patients? This would occur indirectly by allowing some students to slip through the cracks of a low-demand education and evaluation system. Gonnella et al. noted that students in need of remediation (not meeting basic standards set for competence in medical education) often went unidentified under a pass/fail system. “Failure to identify students who pass only narrowly results in the suppression of information that is critical to the future development of the students, and is important in the prevention of problems in professional practice” [5]. This does not bode well for patients, even if only a few sub-par students slip through the system without undergoing appropriate remediation.One example of a problem in professional practice could occur while a student or resident is caring for patients on a hospital team. The extra effort spent by one student studying for an “A” may trigger a memory for the correct tests needed to arrive at a diagnosis and implement an alleviating treatment, a connection that another student who only wanted to pass may not have made. The use of pass/fail grading has been correlated by some groups with poorer performance on exams [8, 9]. Additional information supporting this view was found in a study of surgery residents trained under different grading systems in medical school. Moss et al. found that residents who attended medical schools that assigned grades performed better than those who attended schools that used pass/fail systems [6]. Proponents of pass/fail grading argue that students working in such systems report a greater sense of satisfaction and well-being, but there is evidence refuting this reduction in anxiety upon implementation of a pass/fail grading system [7]. This perceived decrease in anxiety, regardless of validity, may not be worth the decrease in knowledge acquisition that may occur with less rigorous study habits.Students’ personal characteristics and attributes may influence their behavior and attitudes as strongly as a strictly graded traditional system with its intense pressure to perform well—the extrinsic factors—but the two are not easily separated. As one comes closer to measuring an extrinsic factor in medical education, he or she inadvertently affects the intrinsic. Consider, for example, the competitiveness that is said to infect medical students. A student who is willing to pull ahead at the risk of alienating classmates may be innately achievement-oriented, so the cause for his or her behavior is independent of the medical school environment and its pressure to compete.Kaitlyn died by suicide in medical schoolMany schools have opted for the honors/pass/fail grading system, which does not eliminate the pressure or incentive for students who wish to compete for honors grades. Honors/pass/fail may have the paradoxical effect of placing additional pressure on competitive students to perform even better simply because their grading system fails to discriminate adequately.A survey of surgery clerkship directors revealed consensus that a three-tiered system did not do enough to differentiate students appropriately. Pass/fail programs, this Ravelli et al. study concluded, “produced little reliable discrimination” between the quality of students and their peers [2]. With this in mind, it is more just to acknowledge a continuum of grades properly than to differentiate only between pass/fail. Consider a student who received the all-time top score for a medical school exam and was given the same grade as a student who passed by one question. This system results in general statements of evaluation for a majority of students without providing a means of recognition for outstanding efforts.Although many medical schools tout their pass/fail grading system as a means of attracting prospective medical students, these same schools, in truth, rank their students because they know that residency programs want them to distinguish among students. If students are not ranked in a traditional numerical order (e.g., 1/125), they are lumped in quartiles. In order for medical schools to maintain clout in placing their students in competitive residencies, the Medical Student Performance Evaluations (MSPEs) that they send to residency programs must rank students in some useful way. This may even lead to confusion among students regarding their own rank systems.Turning to the other side of the debate—the argument for pass/fail grading—students have more compelling motivators than grades. Having made it through the weeding process in high school and college classes and even the application process where grades were the most important criteria, medical students need to acquire the knowledge necessary to pass the national boards, obtain residencies and fellowship, and establish a satisfying career. At this point in their medical education, they have greater motivators to learn than simply to get an A on a test.The letter-grading system also suffers from grade-inflation, which has caused distress in admissions committees and employers of various disciplines. Grade inflation has placed a greater significance on standardized testing as the most objective way for schools to compare candidates from different programs. This in turn, may make the medical board exams a more stressful experience.While much of this discussion may not seem to be directly related to ethics, in the grand scheme of things, performing at a level which is anything less than one’s best has the potential to be detrimental to a patient’s well-being and is therefore unethical. The AMA Code of Medical Ethics states,Incompetence, corruption, or dishonest or unethical conduct on the part of members of the medical profession is reprehensible. In addition to posing a real or potential threat to patients, such conduct undermines the public’s confidence in the profession [10].Therefore, medical students’ ethical obligation encompasses the duty to prevent incompetence within their profession.Steve Prefontaine put it best: “To give anything less than your best is to sacrifice the gift.” As physicians or future physicians, we owe it to our patients and society to give our absolute best effort in exchange for the trust and responsibility for their lives they have given over to our care. We have been given a gift and privilege to study and practice medicine and should thus handle it appropriately regardless of the method used to evaluate us.ReferencesDietrick JA, Weaver MT, Merrick HW. Pass/fail grading: a disadvantage for students applying for residency. Am J Surg. 1991;162:(1)63-66.Ravelli C, Wolfson P. What is the “ideal” grading system for the junior surgery clerkship? Am J Surg. 1999;177(2):140-144.Lurie SJ, Lambert DR, Grady-Weliky TA. Relationship between dean’s letter rankings and later evaluations by residency program directors. Teach Learn Med. 2007:19(3):251-256.Provan JL, Cuttress L. Preferences of program directors for evaluation of candidates for postgraduate training. CMAJ. 1995;153(7):919-923.Gonnella JS, Erdmann JB, Hojat M. An empirical study of the predictive validity of number grades in medical school using 3 decades of longitudinal data: implications for a grading system. Med Educ. 2004;38(4):425-434.Moss TJ, Deland EC, Maloney JV Jr. Selection of medical students for graduate training: pass/fail versus grades. N Engl J Med. 1978;299(1):25-27.Yarbro RC. A comparison of anxiety levels of students taking pass/fail versus grade in student teaching. Tenn Educ. 1982;12(2):33-36.Weller LD. The grading nemesis: an historical overview and a current look at pass/fail grading. J Res Devel Educ. 1983;17:39-45.Suddick DE, Kelly RE. Effects of transition from pass/no credit to traditional letter grade system. J Exp Educ. 1981;50:88-90.American Medical Association. Opinion 9.04. Discipline and medicine. Code of Medical Ethics. Chicago, IL: American Medical Association. 1994. http://www.ama-assn.org/ama/pub/physician-resources/medical-ethics/code-medical-ethics/opinion904.shtml. Accessed October 12, 2009.Ryan C. VanWoerkomis a fourth-year medical student at the University of Utah in Salt Lake City, with plans to enter a career in internal medicine. He serves as the chair of the Committee on Bioethics and Humanities for the American Medical Association-Medical Student Section as well as being the Midwest representative to the American College of Physicians Council of Student Members.Nicholas Zorkois a fourth-year MD/PhD student at The Ohio State University in Columbus. He graduated from Ohio State with a bachelor’s degree in biology in 2006, and is currently the vice chair for the Committee on Bioethics and Humanities for the American Medical Association-Medical Student Section.Julia Halseyis a third-year medical student at the University of Missouri in Columbia. She graduated from Truman State University in Kirksville, Missouri, with a bachelor’s degree in biology and from Trinity International University in Deerfield, Illinois, with a master’s degree in bioethics. She currently serves as the student representative to the AMA’s Council on Ethical and Judicial Affairs.Related in VMNurturing Leaders for an Environment of Change, November 2009Is There More to Medical School than Grades? December 2003The people and events in this case are fictional. Resemblance to real events or to names of people, living or dead, is entirely coincidental. The viewpoints expressed on this site are those of the authors and do not necessarily reflect the views and policies of the AMA.© 2009 American Medical Association. All Rights Reserved.Grading Systems in Medical School: Pass/Fail or A-F Scale?Author: Veronica Reina Mar 25, 2014Up until medical school, the majority of your classes used the traditional A-F grading scale to rate your academic achievement. Everyone loves to get an A, and receiving an F is a sure sign that you blew it. When you begin your research for medical school, you’ll want to think about the importance of whether a school uses a traditional grading system or relies on Pass/Fail ratings. There are a number of factors to consider, and each medical school grading system has both advantages and disadvantages.In a more conventional A-F medical school grading system, future residency options are greatly increased based on that graded performance. The clear competitive benefit of a conventional grading system is that it can distinguish candidates based on how they performed as compared to their peers. Unfortunately, according to the National Institutes of Health (NIH), being ranked in an A-F medical school grading system raises anxiety levels and heightens depression as medical students compete for the most coveted residencies and other post medical career paths. Medical students must decide whether a coveted residency is worth the added stress inherent in a highly competitive A-F medical school grading system. These factors increasingly lead more medical schools to adapt the Pass/Fail system.The simplicity and non-competitive nature of the Pass/Fail medical school grading system depends on the intensity of the medical school curriculum and the degree of the Pass/Fail system. More schools are implementing a hybrid medical school grading system, wherecoursework completed during the first two years is evaluated as Pass/Fail and the final two years are graded using the conventional A-F scale. More widely used is the High Pass-Pass-Fail medical school grading system, which allows for students to distinguish themselves particularly by receiving a High Pass rating. The Pass/Fail medical school grading system places a critical amount of importance on letters of recommendation and national board testing as predictors of your future success in your residency.At a number of elite medical schools, including both the Yale School of Medicine and Stanford Medical School, the vetting process to gain acceptance to these institutions is so thorough that the grading system is secondary to the prestige of the medical school. Studies often show that attendance at elite medical schools leads to the most sought after residencies. A better predictor of student success during medical school and in applying to residency programs is your benchmark performance on the US Medical Licensing Examination. Ultimately, this exam is the most important gauge of a student’s success in medical school.Residency programs sets their own standards pertaining to acceptance and success. Acceptance in these programs is based on a number of factors. One of those is whether your medical school employs a conventional A-F grading system or Pass/Fail system. Medical school grades are not the only criteria for matching to your ideal residency program, but they are significant enough that you will want to do some research and be informed about the criteria by which you will eventually be evaluated. The road to becoming a medical professional is fraught with choices. Making well advised and thoroughly researched decisions, like the grading system used by your medical school, is critical to your success. — Post by Madeliane Kingsbury.A Medical School goes Pass/Fail only: Why this is an Excellent Change!september 17, 2016 by lifeofamedstudent, posted in med student adviceWell I’m officially THAT old, bitter resident. I had to walk uphill to medical school 10 miles there and back. “In my day” medical school was fail, pass, high pass, or honors. I just found out that the medical school I graduated from has changed the first 2 years of science courses to simply pass/fail (while retaining the honors/high pass grades in clinical rotations). I am so annoyed! Why does this bother me? Because that’s not how it was when I was there! Because having the extra high pass and honors adds a great deal of unnecessary stress to students as they are adjusting to the brutal workload of medical school. BUT BECAUSE I HAD TO GO THROUGH IT, SO SHOULD EVERYONE ELSE, DAMMIT!In all seriousness, I am in complete agreement and happy for the change.The first year of medical school was the absolute hardest of my life. The stress was monumental. The coursework is overwhelming. The absolute competition, while often among friends, is real. With the high pass/honors in place, it wasn’t good enough to just pass. It wasn’t good enough to even high pass! Everyone, admit it or not, felt the pressure of having those staggered “grades.”My first semester I had a hard time adjusting to the rigors of medical school. The study habits that had suited me so well in undergrad, were completely failing me. As a result, my grades that semester were also struggling. After one particularly bad exam result in anatomy, the idea of failing a class for the first time was unbelievably depressing. I had graduated high school and then even undergrad with a 4.0. I had never even had a “B” before. Yet, by November of that first semester, failing was a reality that I had to live with every day. The effect that had on my psyche was truly significant. Luckily, and with some serious hard work, I passed that anatomy class and all my classes that semester.By second semester, I began to find my study groove and was getting my confidence back. Even early in that semester, I no longer had to question whether I would pass or not. I was doing fine in all my courses. However, that did not take the pressure off. Once I realized, passing wasn’t the issue, it quickly became whether or not I would “high pass.” I’ve always been the type to push myself but in medical school the looming issue is always the competition. What residency you can realistically apply to is greatly affected by the scores you receive. So once I knew I could pass my classes, I felt I had to high pass them. Just like that first semester trying to pass, I was now only happy with a “high pass.” That second semester I ended up with a “high pass” in three of my courses, and I was honestly less happy about it than when I’d found out I’d barely “passed” that first semester.This trend would continue and by 3rd year, I wasn’t even happy with a high pass and downright disappointed when I only passed a rotation. Then my 4th year of medical school I managed to receive an honors grade in 6 of my 9 courses. Yet I still was probably not as emotionally satisfied or happy as the day I found out I passed that first anatomy class I was so worried about.My actual medical school transcript.While some might look at my story and feel I’m an example for why staggered grades HELPS students push to achieve more and more, I disagree. The added stress of always having the next higher grade to achieve is unnecessary and even harmful. Medical school IS stressful. It’s stressful no matter how you are graded. The goal IS to pass and be sufficiently trained to enter a residency, where only then are you actually trained to take care of patients. This isn’t 1960 and people are not practicing medicine unboarded straight from medical school. Medical school is now just a hoop to jump and likewise should simply be a course to pass.I consider myself a fairly emotionally robust person. I have entered a speciality (anesthesia) where the choices I make can have an instantaneous life or death consequence. I have always handled pressure well and may even enjoy it a little bit. Not everyone is like that. Fewer still enjoy or thrive under it. The staggered honors-high pass grades tends to adversely affect these people the most. It takes good passing students, who will become good doctors, and crushes them under the added pressure. Deflates them with the unstopping competition. Eventually, burning them out toward medicine. And horrifically, every year a few of them decide to commit suicide.Will a pass/fail only curriculum make medical school easy? Not even close. But it definitely could take unnecessary stress off students. That first two years of medical school were the hardest of my life. If had a pass/fail curriculum been in place maybe I wouldn’t be saying that today, at least after the second semester. And just maybe, there would be a lot of other great doctors out there that hadn’t been eventually burned out by the same system. If you are in a program that still uses a staggered honors grading system, I’ll give you the same advice that was given to me during those years: P = M.D, baby. Because you know what they call the person that graduates without a single honors grade? DOCTOR.What do you think? Is Pass/Fail a way to improve student wellness? Or is there benefit to having a staggered grading system? Add your thoughts in the comment section below!

Q. What kind of students get into the University of Chicago?A. To meet your U Chicago Admissions Requirements:Earn a 4.23 GPA or Higher (Greater emphasis on rigors of secondary school record, than GPA or class rank)Get a 33 on the ACT, a 2235 on the SAT, or Higher (Greater emphasis on standardized tests)Have the Extracurricular Advantage (Greater emphasis on character and personal qualities)Emphasis on Recommendations and EssaysHow to Get Into University of Chicago (Student-Tutor)University of Chicago: Profile Class of 2020US News Rankings and ReviewsCollegeData College ProfileQuestions | Noodle: University of Chicago StudentsPresident Barack Obama speaks to students at the University of Chicago Law School on April 7, 2016 in Chicago, Illinois. Obama addressed his U.S. Supreme Court nominee Merrick Garland as he hopes members of the Republican party will give Garland a hearing and a vote in Washington. (Photo by Joshua Lott/Getty Images)How to Get Into University of Chicago: Admissions RequirementsCo-authored by Renae HintzeUChicago considers itself “One of the world’s premier academic and research institutions”.Sound too good to be true?They may be tooting their own horn, but Students and faculty from UChicago have made great strides over the years, such as developing the first cloud-based computing system to process cancer data (in 2013) – I mean, wow. I still burn my popcorn in the microwave sometimes.With an average of 27,500 students applying every year, the UChicago acceptance rate comes in at only 9%. I already know what you’re thinking… 9%?! So what does it take to be part of that??Without further ado, I bestow you these 12 Steps to increase your student’s UChicago Admissions chances! (Number 10 is pretty unique.)Step #1: Earn a 4.0 GPA or HigherCheck this out… It’s a chart of University of College Admissions statistics. See all those little blue and green dots? They represent the students that were accepted. And check out where they’re pow-wowing up around the top – it says “4.0”.While we could argue that there ARE acceptances below a 4.0, and that the blue dots at the top represent students who didn’t attend, your student should aim for a 4.0 or higher to increase their University of Chicago admissions chances.Having a 4.0 or higher is also a good indication that your student will succeed at UChicago. The average GPA for students enrolled is 4.23!Step #2: Get a 33 ACT, 2235 SAT, or HigherAs we mentioned in our article on how to get into UC Berkeley, Ivy Leagues review their applications holistically, meaning they take all things into consideration.Ok, but exactly how real is this holistic approach??On the same chart of University of Chicago admissions statistics that you just saw above, the majority of acceptances thicken significantly around a 30 ACT and 2070 SAT score. I circled it for ya here.So in order to have the BEST chances of meeting University of Chicago admissions requirements, you should aim for the middle-ground (or higher) of accepted scores: a 33 ACT or 2235 SAT score.But what about the SAT subject test you may ask?No SAT subject tests are required for your application, but we’re going to recommend your student takes them… Remember the 9% admittance rate?UChicago Admissions are super competitive, so you really want to take every opportunity there is to stand out. Have your student study hard for at least two and submit those scores.And don’t forget about Super Scoring!Super Scoring…what’s that?The University of Chicago uses what’s called “Super Scoring”, (or Score Choice) when accepting your ACT and SAT test scores. It means that if you submit multiple test scores for either the ACT or SAT, they will take the highest score you submitted!Step #3: Have the Extracurricular AdvantageWe’ve got something for this too! Remember our article on Extracurricular Activities increasing your Ivy League admissions chances?Well, UChicago is no exception to all that. Here is a pie chart that shows the actual anatomy, if you will, of the University of Chicago in terms of their Extracurricular make-up.So what can you take out from this infographic above? What seems to be to focus?YES, you got it! It seems like there are three categories that are prominent here.U of Chicago Extracurricular Prominent Categories:AthleticsMusicVolunteeringI’m not saying these are the only extracurriculars that the University of Chicago cares about. BUT the fact that the majority of current UChicago students are involved in these categories does say something for the extracurricular habits of students accepted.So maybe you’re not an athlete and don’t play an instrument… But anyone can volunteer! AND there’s quite the variety of community service options open to students these days.Here are some Volunteer tips!Make hygiene kits for the homelessVolunteer at a food bank, food pantry, or soup kitchenBring new or lightly used toys and stuffed animals to a children’s hospital.Teach computer skills to the elderlyThese are just a few specific examples I took from TeenLife’s 10 Community Service Ideas for College-Bound Teens and 50 Community Service Ideas for Teen Volunteers.Step #4: Create a UChicago AccountA UChicago Account is simply an online account where you can access all the information you’ll need as both an applicant, and a student of UChicago.With a UChicago account, you can:Check the status of your applicationUpdate informationApply for financial aidView your admission decisionGet started with your UChicago Application.Step #5: Complete the Universal and Common ApplicationsThese are two different online application sites that allow schools to view student’s applications, and teachers to give college recommendations to those students.For filling these guys out, all you need to do is go to their homepage and follow the steps they give!Start your Universal College Application here and/or start your Common Application here.Step #6: Do Well on the UChicago SupplementNow this is an important one so LISTEN UP! The UChicago Supplement is available through either your UChicago Account or Common Application.The University of Chicago Supplement requires:Extended Essay (You’ll have 5 prompts to choose from)Short essay on why you want to go to UChicagoOptional essay on art or mediaSo what do these essays look like?You can expect to see (and write about) some pretty uncommon things on your essay. Literally, the University of Chicago takes prides in having uncommon essay prompts.What do they mean by using the term “uncommon”?How about a prompt asking you about the latest trends of society?Or a prompt that just catches you completely by surprise?The following were two REAL prompts used for the UChicago extended essay.In other words, you can expect the unexpected when it comes to the University of Chicago extended essay. And here’s some specific examples of essay answers to uncommon UChicago prompts. Your student can read these and get a feel for the tone they want to capture and follow some of our tips we have provided below.University of Chicago Extended Essay “Do’s and Don’ts”:Extra Tip: You don’t have to write about yourself to answer the question. You can, but it’s totally up to you!Step #7: Have a Good Secondary School ReportThey want a secondary school report too? How about my right foot??But remember at a 9% acceptance rate, you are being considered for one of the world’s premiere universities. So yeah, they want it.The secondary school report is basically a recommendation from your student’s advisor. It will ask for the basics, like grades and test scores, but it will ask a few more unique questions too – how organized your student is and what their personality is like, for instance. So make sure to keep your advisor on your good side.Step #8: Get 2 Stellar Recommendations from TeachersSchedule a meeting well in advance to meet with your counselor/advisor and submit this recommendation via either University College Application or the Common Application (I mentioned these earlier!)In another blog I talked about creating the “Ideal Candidate” for the school that your student wants to attend.You can use some of those same categories to find the teachers for your student’s recommendations!Now that you know what kind of teacher to ask, make sure your student gives them plenty of time to write the recommendation.What’s plenty of time?Teachers are busy. A week before the deadline is probably even pushing it, so give them 2 or more. And when you do ask for a recommendation, make sure to have a brag sheet prepared.A brag sheet? You mean you want me to brag about myself?Yup. Think of it this way: Let’s say you’re in a room with 10 people. If all 10 of you applied to the University of Chicago, that means only one of you would be accepted, if any.You need to do everything you can to BE that one! So your teacher needs to know your accomplishments in order to write you a stellar recommendation letter that stands out and fits exactly what the university is looking for.Provide a sheet with the following:Volunteer WorkLeadership PositionsInvolvement in Music and the ArtsClubsCultural ExperiencesHonors and AwardsCommunity ServiceEmploymentIn other words… just follow the steps to fill out our Student Profile.Step #9: Submit a Mid-Year ReportMid-Year report? Didn’t I already submit all my grades?You did. Now they want to make sure you didn’t start slacking afterwards.Your student needs to ask their Academic Advisor to send a mid-year report with grades or transcript your first semester or first trimester.Their school may have their own form for this, or the counselor can use the UCA or CA’s form. Either will work — just make sure this gets done, and looks good!Step #10: Use Extra Opportunities to Stand OutThis means the supplemental criteria offered as an option for University of Chicago admissions.There’s a Portfolio in your student’s UChicago account where they can submit any type of artwork, writing, or anything else they are substantially proud of. This is another chance for your student to shine in the eyes of UChicago.So that portrait of Beyonce they painted in art, or that awesome mini-novel they wrote for English class… those will work.What about the UChicago Interview?Interviews for the University of Chicago admissions are conducted on and off the campus.Face-to-face is always a good way to show your interest in something. That’s why I recommend that your student does one of these.On-Campus interviews your student is interviewed by a fourth-year student in the Office of College Admissions in Rosenwald Hall. And, guess what? The University actually has a current list of the UChicago student interviewers. When your student goes for their interview, they’re bound to see one of these lovely faces there.For Off-Campus interviews: Off-campus interviews are conducted by UChicago alumni. For off-campus interviews, your student should come armed with the following:Knowledge of UChicagoA few questions for the alumnusYou can only book one or the other so your student can either schedule their on-campus interview or schedule their off-campus interview on their UChicago Account.Step #11: Meet Your DeadlinesStep #12: Qualify for a Merit ScholarshipYes, UChicago has merit-based scholarships!However, they’re not exactly the same criteria as you’ve heard from us in reference to a merit scholarship.Basically how it works is when the University of Chicago receives your student’s application, the admissions counselors will review it for possible scholarship awards in addition to them being admitted.So they aren’t automatically awarded after admission, but they’re automatically considered.And they will look at everything: GPA, test scores, personality, and what you did in High School. They might even call your twice removed cousin and see what you did at your 2nd birthday… Ok maybe not that far, but you get the idea.If your student is found eligible for a scholarship, they can receive up to $15,000 per year. (The lowest they can receive is $5,000 per year).ConclusionJust to keep things fresh, let’s review the steps we talked about.To meet your UChicago Admissions Requirements:Earn a 4.23 GPA or HigherGet a 33 on the ACT, a 2235 on the SAT, or HigherHave the Extracurricular AdvantageTo Meet your UChicago Application Requirements:Create a UChicago AccountComplete the Universal and Common ApplicationsDo Well on the UChicago SupplementHave a Good Secondary School ReportGet 2 Stellar Recommendations from TeachersSubmit a Mid-Year ReportUse Extra Opportunities to Stand OutMeet Your DeadlinesApply for Financial AidBioLatest PostsTodd VanDuzerCo-Founder & CEO at Student-TutorHOW TO GET INTO UNIVERSITY OF CHICAGO / U CHICAGO ADMISSIONS / U CHICAGO EXTENDED ESSAY / U CHICAGO INTERVIEW / U CHICAGO SUPPLEMENT /UNIVERSITY OF CHICAGO ADMISSIONSAdmissions & AidProfile for the Class of 2020Apply The Application U Chicago Supplement Essay Questions Class Profile Preparing for CollegeVisitingAcademicsStudent LifeHousing & DiningAfter GraduationCosts & AidContact UsApplications to University of ChicagoNumber of Applicants 31,411Number Accepted 2,498Number Enrolled 1,591Distribution by RegionInvolvement in High School ActivitiesCommunity Service 81%Editorial (newspaper, literary magazine, yearbook) 26%Music 44%Religious Organizations 12%Student Government 31%Theater 17%Varsity Athletics 53%Standardized TestingACT Middle 50% 32-35SAT Middle 50% 1460-1550ACT Score Range (Admitted Students) 20-36SAT Score Range (Admitted Students) 1020-1600DiversityAsian 19.04%Black or African American 8.61%Hispanic or Latino 12.95%Other 8.74%International 13.7%Gender DistributionUniversity of Chicago5801 S. Ellis Avenue, Chicago, IL 60637 | (773) 702-1234#3 (tie) in National UniversitiesOverviewRankingsApplyingCost & AidAcademicsStudent LifeServicesMapMore ▾2017 Quick StatsTUITION & FEES $52,491 (2016-17)ROOM AND BOARD $15,093 (2016-17)TOTAL ENROLLMENT 12,962APPLICATION DEADLINE Jan. 1More from this SchoolUndergraduateGlobalGraduateView All 7 Photos »University of Chicago is a private institution that was founded in 1890. It has a total undergraduate enrollment of 5,844, its setting is urban, and the campus size is 217 acres. It utilizes a quarter-based academic calendar. University of Chicago's ranking in the 2017 edition of Best Colleges is National Universities, 3. Its tuition and fees are $52,491 (2016-17).The University of Chicago, situated in Chicago’s Hyde Park community, offers a rich campus life in a big-city setting. The Chicago Maroons have more than 15 NCAA Division III teams, which compete in the University Athletic Association, and have strong basketball and wrestling programs. At Chicago, freshmen are required to live on campus, and more than 50 percent of students choose to remain on campus, while others live in off-campus apartments and houses. On-campus students are placed in "houses" within their dorm, which serve as tight-knit communities and provide academic and social support. Chicago offers more than 400 student organizations.The University of Chicago is comprised of the College and a number of graduate and professional schools. Its postgraduate offerings include the highly ranked Booth School of Business, Law School, Pritzker School of Medicine, Harris School of Public Policy Studies and Department of Geophysical Sciences, as well as a top-ranked graduate program in economics and a well-regarded Divinity School. Since 1987, the school has hosted the four-day long "University of Chicago Scavenger Hunt," now a venerable university tradition. Famous alumni include former U.S. Attorney General John Ashcroft, Nobel Memorial Prize in Economics recipient Milton Friedman, civil rights activist Jesse Jackson, former U.S. Supreme Court Justice John Paul Stevens and author Kurt Vonnegut Jr.General Information1890 YEAR FOUNDEDQuarter ACADEMIC CALENDAR$6,553,570,933 2015 ENDOWMENTSchool Mission and Unique QualitiesContent is provided by the school.The University of Chicago is universally recognized for its devotion to open and rigorous inquiry. The strength of our intellectual traditions, intense critical analysis, and free and lively debate draws from our engaged scholars who continually seek creative solutions to complex problems. Our College graduates have made discoveries in every field of academic study; they are ambitious thinkers who are unafraid to take on the most pressing questions of our time. Their accomplishments have established the University's legacy as one of the world's finest academic institutions. The University of Chicago is affiliated with 89 Nobel Prize winners, over 260 Guggenheim Fellows, 32 MacArthur "Genius Grant" Fellows, and 24 Pulitzer Prize winners.UChicago is also renowned for the unparalleled resources it provides its undergraduate students. Our 217-acre campus contains six libraries with over 11 million print volumes; over 150 research centers and institutes, including the new Institute for Molecular Engineering and the Institute of Politics; world-class theaters, museums, and art centers; and three of the nation's top professional schools in law, business, and medicine. Rooted in Hyde Park, a neighborhood home to both our campus (certified as a botanical garden) and over 60 percent of the private homes of our faculty, UChicago offers a true campus-based community within the context of a major American city. Our students engage the city of Chicago and its many neighborhoods through groundbreaking research and scholarship, unparalleled internship opportunities, and a commitment to community service. Just as Chicago is a global city, the University of Chicago remains a truly international university: we offer over 45 faculty-led study abroad programs in over 20 countries, including those in conjunction with our centers in Beijing, Hong Kong, Delhi, and Paris.Yo Yo Ma with Woodlawn Campus Students University of Chicago Charter SchoolUChicago maintains a student-faculty ratio of 5:1, ensuring that every classroom experience exemplifies our commitment to close interactions between students and faculty in small, discussion-style seminars. Our famous Core curriculum - courses in eight subject areas that all students, regardless of their major, are required to take - provides students with a common vocabulary and a well-balanced academic experience, while allowing them the flexibility to explore their own particular interests within those eight subject areas.The Office of Career Advancement helps students translate what they are studying in our classrooms to their future careers. Career Advancement counsels students through individual meetings and larger pre-professional programs, the UChicago Careers In programs. There are eight different UChicago Careers In programs that cover sectors ranging from business and law to health professions and journalism, arts, and media. Additionally, Career Advancement connects students with over 1700 Metcalf internship opportunities - fully funded internships across a range of industries that are only available to UChicago students. Students also enjoy a highly successful Division III sports program; a small but active Greek life community; over thirty-five student theatrical productions a year; a rich music scene; and extraordinary opportunities in politics, music, theater, commerce, and neighborhood life in the city of Chicago.The University's Financial Aid program is extraordinary thanks to the new No Barriers program. No Barriers is a comprehensive plan to increase access to college, support students as they receive an empowering education, and prepare them for lifelong professional success. Families who apply for financial aid do not have to pay a college application fee to UChicago. All of UChicago's need-based financial aid comes in the form of grants and scholarships, which do not need to be repaid. No loans are included as part of financial aid packages at the University of Chicago.University of Chicago - CollegeData College ProfileQuestions | Noodle University of Chicago Studentskatherine16, University of Chicago '16 Aug 12, 2015Everyone is so smart and so interesting. People really care about learning, about the things they're doing, and about each other. I constantly feel challenged and motivated to push myself harder. There's a crazy amount of opportunities and professors/advisers/Resident Heads want to help you every chance they can.Admitsee student at University of Chicago, University of Chicago '17 Aug 12, 2015The core curriculum, size, resources, and values are aspects of UChicago that I find most appealing. To me, the Core seems to provide a common language that unites a unique mixture of students. I enjoy interacting with students who are passionate about subjects that differ from my own interests, so surely Core disciplines would be some of my favorites. Moreover, I admire the core curriculum itself "eager to indulge in a rich foundation of knowledge." The medium sized student body also fits my ideal college experience: just large to meet new people, but small enough to see familiar faces. Additionally, Chicago is my favorite city in the United States, which is peculiar considering I live thirty minutes outside Manhattan. When I visit family in the Windy City, I relish the friendly Midwestern mentality and the deep-dish pizza. Since my perfect college experience includes a stimulating nearby city, UChicago is ideal. In terms of academic resources, I plan to major in Public Policy on the Pre-medicine track both of which the College is distinguished for. In fact, I hope to engage in undergraduate public policy research, concentrating in urban healthcare allocation. Finally, the University's values, such as involvement in surrounding community, appreciation of humor, and holistic approach to academics, resonate with my own beliefs.jasonzhao3, University of Chicago '18Aug 12, 2015The students here actually genuinely love learning, and will discuss pretty intellectual topics casually. I have heard a ridiculous amount of Marx or Durkheim themed jokes. The school has a definite sort of 'quirkiness.' The housing system is also great in that you enter college with an already existing network of supportive students. It's like having a college family with its own strange quirks and traditions. The city of Chicago is also just great and offers many unique opportunities and sights to see.DeltaXue, University of Chicago '17 Aug 12, 2015This school is so ridiculously quirky in every fashion possible. First the architecture: the quad looks like it came straight out of 18th century England or something, yet we have buildings that look like some futuristic setting (see Booth School of Business or Renee Granville-Grossman). It's a wonderful mix and I appreciate the beauty of the juxtaposition. It's also a really small campus so everything is very lively a lot of the time. Smaller college wide traditions include $1 Milkshake wednesdays (YES THE BEST), Lascivious Ball (semi-naked dance party sponsored by the college!), Kuvia ( get up at 6am every day to go do sun stances, though I already do that for crew, and earlier), and so much more. Culture is wonderful at this school, but there are those that choose to not participate in it and are locked into their work. I don't believe them, and I don't respect them because they choose to not participate in said events. They will be the people telling college students in the future to enjoy the moment because they did not themselves. Seriously, enjoy college culture.aros888, University of Chicago '17 Aug 12, 2015It's very nice to have a city school, for one. There are so many opportunities for internships, work, etc. For UChicago more specifically, I very much enjoy the common core. There are a large number of required classes (though you can pick among a set of options), generally concentrated around the "common" readings of great works, from people like Plato, Aristotle, Bacon, Descartes, Hume, Kant, Nietzsche, Durkheim, etc. It's not work that will directly apply to anything you do, but the critical thinking and writing skills you gain are useful, and the actual work is very interesting.Fifty Years of Clinical Legal Education at Chicago LawBest Law Schools#1 Yale University New Haven, CT#2 Tie Harvard University Cambridge, MA#2 Tie Stanford University Stanford, CA#4 Tie Columbia University New York, NY#4 Tie University of Chicago Chicago, IL#6 New York University New York, NY#7 University of Pennsylvania Philadelphia, PA#8 Tie University of California—​Berkeley#8 Tie University of Michigan—​Ann Arbor#8 Tie University of Virginia Charlottesville, VABest Business Schools#1 Harvard University Boston, MA#2 Tie Stanford University Stanford, CA#2 Tie University of Chicago (Booth) Chicago, IL#4 University of Pennsylvania (Wharton) Philadelphia, PA#5 Tie Massachusetts Institute of Technology (Sloan) Cambridge, MA#5 Tie Northwestern University (Kellogg) Evanston, IL#7 University of California—​Berkeley (Haas) Berkeley, CA#8 Tie Dartmouth College (Tuck) Hanover, NH#8 Tie Yale University New Haven, CT#10 Columbia University New York, NY#1 Harvard University Boston, MA#2 Stanford University Stanford, CA#3 Tie Johns Hopkins University Baltimore, MD#3 Tie University of California—​San Francisco#3 Tie University of Pennsylvania (Perelman) Philadelphia, PA#6 Washington University in St. Louis St. Louis, MO#7 Columbia University New York, NY#8 Tie Duke University Durham, NC#8 Tie University of Washington Seattle, WA#8 Tie Yale University New Haven, CT#11 Tie New York University (Langone) New York, NY#11 Tie University of Chicago (Pritzker) Chicago, IL#11 Tie University of Michigan—​Ann Arbor#14 University of California—​Los Angeles (Geffen)#15 Vanderbilt University Nashville, TN#16 University of Pittsburgh Pittsburgh, PA#17 Northwestern University (Feinberg) Chicago, IL#18 Tie Cornell University (Weill) New York, NY