A study of cognitive achievement in a special premedical program.(Report)

PURPOSE: In common with most standardized admissions tests, the Medical College Admission Test (MCAT) scores disproportionately screen out applicants from disadvantaged and underrepresented minority groups, relative to their demographic importance. The impact of programs to prepare students for the MCAT has not been adequately addressed. The purpose of this study was to evaluate the direct effect of an intensive preparation program for the MCAT on student cognitive achievement.

METHOD: Using an outcomes research design, the pre-and post-program performance of four cohorts of 88 participants was compared. Primary outcomes were MCAT performance on the Physical Sciences, Verbal Reasoning, Writing Sample and Biological Sciences sections. Data was collected and analyzed with descriptive and inferential statistics.

RESULTS: There was significant difference between the pre and post program performance of the 88 participants in the Physical Sciences, Verbal Reasoning, and Biological Sciences sections of the MCAT. In general, performance in the science-based sections (Physical Sciences and Biological Sciences) of the MCAT dramatically exceeded the scores reported for the non-science sections (Verbal Reasoning and Writing Sample) of the test. Analysis of variance showed no significant difference in performance of the four study cohorts suggesting their homogeneity.

CONCLUSIONS: The cognitive gains achieved by study participants strongly suggest the effectiveness of our MCAT Preparation Program. Improved student performance in the program may be attributed to contextual, behavioral and motivation factors that may be basis of a future research study.

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Standardized multiple-choice tests play a crucial gate keeper role to educational and economic opportunities. These examinations are significant milestones in the training of physicians. Scores on the Medical College Admission Test (MCAT) are important qualifications for admission to medical school, passing scores on United States Medical Licensure Examination Parts 1 and 2 are required for medical school graduation.

The MCAT is a major hurdle for students seeking admission to medical school because it is an entry screening assessment for most U.S. medical schools. The Association of American Medical Colleges develops and maintains it. The test consists of 144 multiple-choice items and two essays. The total content time for the examination is four hours and twenty minutes. The test is divided into four sections including Physical Sciences, Verbal Reasoning, Biological Sciences and Writing Sample. Scores on Physical Sciences, Verbal Reasoning, and Biological Sciences are each reported on a scale from 1 (lowest) to 15 (highest). The Writing Sample is evaluated based on a score of 1 to 6, converted to an alphabetical scale ranging from J (lowest) to T (highest). The MCAT is designed to "assess mastery of basic concepts in biology, chemistry, and physics; evaluate facility with problem solving and critical thinking; assess communication/writing skills; and help admission committees predict which applicants will perform successfully in the medical school curriculum" (Association of American Medical Colleges, 2005).