Transcript Document

The Fundamentals of Health
Professions Advising
Texas Association of Advisors for the Health Professions
44rdAnnual Meeting
University of Texas Southwestern Medical Center
Dallas, TX
February 7, 2013
New Advisors Workshop
Leila E. Diaz
Assistant Dean of Admissions
(credit: Filo Maldonado)
TAAHP New Advisors Workshop—2013
Overview
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Giving Advice
Exploring 3 Cases
Starting the Process
The Application to Medical School
 The Personal Statement
 The MCAT
 Grades
 The Interview
 Applicants of Special Backgrounds
 Letters of Evaluation
 Post-Application Follow-up
 Addendum
TAAHP New Advisors Workshop—2013
Giving Advice
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Know the facts
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Medical schools
TMDSAS/AMCAS/AACOMAS
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Criteria for selection
Research/Volunteer Opportunities
Esprit De Corps
Be prepared
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Plan for the visit
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Study the options
Lay out viable alternatives
Win–Lose Decisions
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Stave off fear of making
decisions
 Help adjust view of possible
outcomes
Know your advisees’ profiles and  Matching Choices to Needs
circumstances
 What does one need to reach the
highest level?
As an advisor you can be a mentor,
guide, teacher and role model.
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Additional course work?
Another degree ?
Retesting?
Experiences?
Maturity?
Reality Check?
TAAHP New Advisors Workshop—2013
Giving Advice – Case #1
The Non-traditional, doctors’ kid
Al is the 32 year old son of two Mexican-American physicians and
he has two older siblings, both of whom are in medicine. His father
is in academic medicine and his mother is in private practice. He
grew up in a wealthy suburb and attended an elite private high
school in Houston where he accumulated an undistinguished
academic record. He scored extremely well on the SAT, however,
and attended an Ivy League college where he majored in Fine Arts,
with a concentration in photography. He took Introduction to
Biology as a freshman, received a B- both semesters and took no
additional science courses. His overall GPA as an undergraduate
was 3.12. After college he worked as a photojournalist for several
years, traveled widely, improved his Spanish, and published two
books of photographs contrasting the lives of the wealthy and the
poor in Mexico and Latin America.
TAAHP New Advisors Workshop—2013
Giving Advice – Case #1
The Advisor’s Encounter
At the request of a colleague, you agreed to advise Al who is now
contemplating returning to school with his sights set on applying to
medical school. In your initial visit, you learned that while he had
spent most of his adolescence and young adult life rebelling against the
family expectation that he would become a doctor, he now saw
differently. He further noted that while he has enjoyed his work as a
photojournalist, it has left him unfulfilled. He had volunteered for the
last 18 months at a clinic for homeless people, shadowed his mother on
her rounds and decided that he should go to medical school.
TAAHP New Advisors Workshop—2013
Giving Advice – Case #1
Questions for Discussion
1. How would you assess Al’s strengths as an applicant?
2. What additional preparation, if any, do you think Al
should consider before applying to medical school?
3. What advice would you offer?
4. Would you recommend Al for a medical school
interview? Would you recommend him for acceptance?
5. Do you see any other options for Al on the basis of the
currently available information?
TAAHP New Advisors Workshop—2013
Giving Advice – Case #2
The 22-year Old, Tunnel Vision Applicant
DJ is a 22-year old 2012 graduate of a major Texas university, having received a
BS with honors in Biochemistry and Molecular Biology. As an undergraduate he
tutored students in chemistry, was a member of the premedical society and played
intramural sports for 2 years. His profile indicates that he participated briefly in the
Big Brother/Big Sister program and in Habitat for Humanity. His profile did not
indicate any medically related exposure or clinical encounters. His science GPA
was 3.92 and overall GPA was a 3.77. He used AP and summer courses to fulfill
most of his humanities requirements and took very few non-science courses at the
university. He took the MCAT once and his score was 35-P; 13’s in the sciences
and 9 in Verbal Reasoning. During his senior year he focused on his academic
work and his honors thesis which centered on research he did over an 18-month
period beginning in the fall of his junior year. He decided to continue his research
after graduation by working in the same laboratory he did his undergraduate
research. He is second author on a paper published in a respected basic science
journal and first author on both an abstract and a manuscript submitted for
publication. A very recent letter from his research mentor describes him as, “one
of the most accomplished student scientists I have seen in 28 years as a faculty
member at three major universities.”
TAAHP New Advisors Workshop—2013
Giving Advice – Case #2
The Advisor’s Encounter
DJ decides to visit the health professions office at the university to
inquire about applying to medical school. You’ve been assigned to
advise DJ. In your interview with DJ you detect a somewhat distant
and reserved young man who made poor eye contact and who was
difficult to warm up to. Based on the profile he provided before your
visit, you are troubled by the fact that he did not have any medically
related experience and did not continue with any of his service work
after his initial activities in his sophomore year. You sensed that he
was just checking off the boxes on his list of required activities for
medical school. DJ had few questions and when he spoke he rambled
about his research and his potential contributions to the world.
TAAHP New Advisors Workshop—2013
Giving Advice – Case #2
Questions for Discussion
1. How would you assess DJ’s strengths as an applicant?
2. What additional preparation, if any, do you think DJ
should consider before applying to medical school?
3. What advice would you offer?
4. Would you recommend DJ for a medical school
interview? Would you recommend him for acceptance?
5. Do you see any other options for DJ on the basis of the
currently available information?
TAAHP New Advisors Workshop—2013
Giving Advice – Case #3
The Disadvantaged Applicant
EW is a 24 year old African American woman who grew up in a series of
foster homes in a large metropolitan city in Texas. She never knew her
father and her mother died from a drug overdose before EW was 3 years
old. She attended inner city schools with very high minority enrollment,
low graduation rates, and limited educational opportunities. She worked
part-time through most of her high school years and then full-time for 2
years after graduating. She gained admissions to a well respected college as
part of a special program designed to “provide educational opportunities to
minority graduates of underperforming urban schools.”
TAAHP New Advisors Workshop—2013
Giving Advice – Case #3
The Advisor’s Encounter
EW will complete her junior year in the spring of 2013, majoring in Women’s
Studies with a minor in Biology. She is visiting your office for the first time
and you learn just how much EW has overcome and how resilient she is. EW
has plans to apply to medical school immediately after graduating from
college. She has carried light course schedules until this spring term. She has
come to realize that in order to complete her prerequisites and prepare for the
MCAT she would have to step it up. Currently she has a science GPA of 3.19,
brought down by a C+ in Organic Chemistry I and a B- in Physics II. Her
overall GPA is a 3.24 and on a recent simulated Kaplan full length MCAT test
she scored a 24N; 7-VR, 8-PS, 9-BS. She has been active in a variety of
campus organizations and she has been a leader in Alternative Spring Break,
despite working 25 hours per week. EW has also tutored students in a local
elementary school located in a very economically depressed area of the city
during her freshman year and more recently she led a successful grant
application for support of a program to enable her college to participate in a
summer program providing HIV/AIDS education to urban teenagers.
TAAHP New Advisors Workshop—2013
Giving Advice – Case #3
Questions for Discussion
1. How would you assess EW’s strengths as an applicant?
2. What additional preparation, if any, do you think EW
should consider before applying to medical school?
3. What advice would you offer?
4. Would you recommend EW for a medical school
interview? Would you recommend her for acceptance?
5. Do you see any other options on the basis of the
currently available information?
TAAHP New Advisors Workshop—2013
Starting the Process
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Put your effort where it counts
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Organize
Set goals and deadlines
Maintain good files
Communicate
Be timely & efficient
Know your students
 Participate in student
organization activities
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Know something about the
profession of medicine
 The latest issues
 Specialties or post-grad training
Familiarize yourself with each
medical school
 Philosophy, mission, goals
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Know your resources
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Texas Medical & Dental Schools
Application Service (TMDSAS)
American Medical College
Application Service (AMCAS)
American Association of Colleges of
Osteopathic Medicine Application
Service (AACOMAS)
Medical School Admissions
Requirements (MSAR™)
AAMC Recommendations for
Medical School Admission Officers
and Medical School Applicants
http://www.aamc.org/students/amcas/start.htm
TAAHP New Advisors Workshop—2013
Application to Medical School
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Stress early application
 Help avoid application snarls
 Timing is of essence
Know requirements for completed
applications
 TMDSAS Application
 Secondary Application
 Fee and Certification Page
 Letters of Evaluation
 Latest/Repeat MCAT
Discourage the medical school
blinder
 Encourage your students to apply
to multiple or all the Texas Schools
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Encourage thoroughness
 Have them respond to all items
as directed (and with care),
particularly the following:
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Record of college work
Prescribed Course Record
Record of community service,
medically related and/or
research activities
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Dates and hours of service
 Role or duties
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Optional Essays (particularly
optional essay #2)
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Secondary Application Essays
TAAHP New Advisors Workshop—2013
Application to Medical School
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Monitor and stress accuracy and
authenticity
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 Any unique circumstances or
life experiences
 Characteristics/experiences
contributing to diversity of
class
 Academic record
 Extracurricular activities
 Life circumstances
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Encourage a well written,
thoughtful, and original personal
statements
 Explain motivation for
medicine
 Discuss philosophy of
medicine
 Indicate goals relevant to
profession
 Discuss value of experiences
Encourage optional questions
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Encourage original secondary
application essays
 Stress professionalism when
interacting with admissions
office personnel
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 Politeness
 Good manners
Urge students to follow up
 Give them the responsibility
TAAHP New Advisors Workshop—2013
Application to Medical School
Personal Statement
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When giving advice on writing
a personal statement, you
should be aware of certain
criteria. These same criteria are
also important considerations
when evaluating a statement.
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Criteria
 Consistency of response
 Depth of understanding
 Conviction
 Social desirability
 Conceptualization of questions
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As an evaluator, you must
determine the personality of
the writer.
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Examine the topics evident in the
statement and the communication
skills reflected in the writing.
TAAHP New Advisors Workshop—2013
Personal Statement – General Criteria
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Consistency of Response –try to
determine if the response of the
applicant holds throughout the entire
statement. Compare different points
in the statement and matching
comments with activities.
For example, an inconsistency is evident:
 If an applicant writes that she or he is
interested in rural medicine or practicing
in an underserved area, but does not
discuss rural or underserved
background, involvement or issues.
 If an applicant claims in the statement
that she or he cares about people but has
no activities that are other-centered.
TAAHP New Advisors Workshop—2013
Personal Statement – General Criteria
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Depth of Understanding –the
response leaves you absorbed with an
aspect of the applicant’s personality.
A statement with depth is one that
reflects the applicant’s understanding
of self and the medical field.
The adjacent statement reveals a
humble, mature understanding of self.
“One decision I have made about the career I
choose is that it will in no way exploit or
neglect the needs of others with whom I am
involved. I realize the interdependence that
all of us have toward one another and am
committed to the principle of cooperative
action as a strategy for human survival. I
came to understand this principle primarily
through experience with food cooperatives
and camp counseling. Working with other
people, especially those of different
background and circumstances than me, has
taught me the synergistic value of mutual
support and cooperation.
Through the
practice of medicine I feel that I would have a
skill to offer my community, and could work
with people in a positive manner to better
understand health and health care.”
TAAHP New Advisors Workshop—2013
Personal Statement – General Criteria
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Conviction – an essay with
conviction exhibits a force, a
passion that reflects a writer with
a very stable personality.
The adjacent statement reveals a
strong, vibrant sense of self.
“I am indebted to those experiences of
intimacy with people whereby we have
shared our victories and vulnerabilities.
To have done so allowed for my selfdiscovery and clearer understanding of the
dynamics of relating to people. As a
result of such growth, I believe I have
acquired the confidence, sensitivity and
the ability to interact – tools necessary for
establishing effective communication.”
TAAHP New Advisors Workshop—2013
Personal Statement – General Criteria
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Social Desirability – all writers,
especially those in an application, are
very aware of their audience.
Sometimes the writer will try to please
the reader, to express certain ideas for
the sake of stroking the reader and
keeping the reader in a very favorable
frame of mind. Emphasize caution
because this can be a weakness.
The first response fails to look at the
implications of the weakness.
The second response is honest in its
coverage of the weakness.
“I have a tendency to overextend my time
commitments such that I complete tasks
relying on boundless energy rather than
consistent discipline.
I do not always
discriminate the appropriate time to adopt a
matriarchal role. I do not always give myself
enough personal nurturing, ‘recharge’ time.”
“At times I tend to overextend myself. I have
had difficulties in the past saying ‘no’ to
others. This has tended to dilute my areas of
concentration and I am not yet as selfdisciplined as I would like to be. This,
however, I feel is improving since I have
recognized it.”
TAAHP New Advisors Workshop—2013
Personal Statement – General Criteria
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Conceptualization of Questions –
A good response looks at all the
ramifications of the question within the
physical boundaries of the answer. The
applicant thoughtfully and structurally
puts his/her ideas together. The applicant
builds on the answer without straying
from the question. For example, a
question in our secondary application
requires to “briefly discuss what
activities or personal attributes
demonstrate best that you would be a
good custodian of our honor code1.”
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The sample statement builds on the
answer and expresses the value of the
experience.
A Texas A&M medical student is a professional
who exhibits leadership, honesty, integrity,
compassion, respect and self-discipline.
1
“I believe that my work and volunteer experiences
best demonstrate this in my life. I have
volunteered with Save Our Streets Ministries in
Bryan, Texas (SOS) for the past three years. Two
years ago, I was asked to be the Assistant Director
for the children’s ministry at SOS. Now, I am in
charge of coordinating about 25 volunteers and up
to 50 kindergarten to second grade children every
week. I believe that I show leadership by leading
the other volunteers. My volunteering at Save Our
Streets also demonstrates compassion and respect.
The kids I work with at SOS are from the inner
city and have difficult backgrounds. It is difficult
to work with them sometimes because they are so
different from me, but it is wonderful to see them
change when they are shown kindness, discipline
and respect as a person...”
TAAHP New Advisors Workshop—2013
Application to Medical School
Personal Statement
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What personal
characteristics have positive
or negative implications?
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Positive Characteristics (+)
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 Commitment to serving people
 Realistic notion of strengths and
weaknesses
 Involvement in areas not
necessarily socially-reinforced
 Evolution of a desire to enter the
health profession
Positive Characteristics (+)
 Ability to introduce structure
 Participation in rigorous activities
 A mature perception of one’s life
Negative Characteristics (–)
 Compulsiveness
 Fanaticism
 Providing information without
discussing importance
 Insensitivity to the needs of others
 Patronizing
 Hostile
 Arrogant
TAAHP New Advisors Workshop—2013
Application to Medical School
MCAT
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Be familiar with the MCAT
 Length
 Format (Computer Based)
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 Timing
 Scoring
 Statistical Significance
(Addendum)
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 Changes in 2015
Know how important the scores are to
the process of evaluation
Encourage and promote preparation
Counsel and support students,
especially after a weak performance
on the MCAT
Know when to say, “let’s consider
other options” especially after
repeated unsuccessful attempts
Encourage taking the early
administrations of the MCAT
 January, April, and May
 June and July
Important Resources
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2011 MCAT Essentials (Required Reading)
MCAT Exam Schedule FAQ
Examinee Data
Research
Practice Tests
http://www.aamc.org/students/mcat/start.htm
TAAHP New Advisors Workshop—2013
Application to Medical School
Grades
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Stress to students to make a 
clean sweep by making A’s
and B’s in all courses (a 3.50 
GPA minimum)
 Stress particularly the
prerequisite courses
 Upper level science
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Encourage students to
balance their curriculum
 Science and non-science
Counsel students wisely about
taking above average loads
Counsel students who struggle
early to recover quickly and
maintain a solid performance
 within the range of a
3.50-4.00 GPA in remaining
45-90 credit hours
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Counsel students to consider a
graduate degree or PostBaccalaureate Programs of Study
http://services.aamc.org/postbac/
TAAHP New Advisors Workshop—2013
Application to Medical School
Interview
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Prepare students for the interview.
Interview questions center around
these qualities:
 Interpersonal skills and
communicating effectively
 Social Consciousness
 Maturity, Stability, Tolerance
 Motivation
 Attitude about learning and
education
Stress looking the part
 Professional (business) attire
 Well groomed
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Stress communication with
medical schools
Stress timeliness
Stress knowledge
Stress a good attitude and
facilitate appropriate personal
presentation
 Polite, well-mannered
demeanor
 Sound grasp of issues
 Articulation of ideas
Familiarize students with their
responsibilities
AAMC Recommendations for Medical School Applicants
TAAHP New Advisors Workshop—2013
The Interview
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What are some strategies for
applicants to be effective in
the interview?
What attributes or
circumstances should be
stressed in the interview?
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Strategies
 Be yourself, for interviews can
bring out betrayals of character.
 Communicate clearly and
succinctly. Avoid rambling.
 Be ready to respond to all kinds of
questions, many unrelated to
medicine.
“If you had a morning unscheduled, how would
you spend it?
Attributes or Circumstances
 Be prepared to discuss your
motivation for the study of medicine
and any activity or experience which
is relevant to your goal of medicine
as a career.
“Tell me about the development of your interest in
the study of medicine. What have you done to test
your interest?”
 Be prepared to discuss social issues
across several domains.
“If you were asked to give a keynote speech to your
graduating class about societal problems, which
problems would you focus on?” What major points
would you make?”
 Be prepared to discuss in what capacity
your have served others.
“I am interested in learning more about your work in
the community. Elaborate on one of your most
profound experiences. How have you changed from
that experience?
TAAHP New Advisors Workshop—2013
The Interview
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What are additional strategies?
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Strategies:
 Avoid second guessing the
interviewer. Answer questions
honestly.
 Avoid attempting to “butter up”
the interviewer.
 If you don’t know the answer to a
question, say so.
There are almost as many approaches to
interviewing as there are interviewers.
Strategies:
 Explain deficiencies honestly
and don’t offer mere excuses
and rationalizations.
 Don’t hesitate to ask questions
for the interview serves equally
the purpose of the applicant.
 Don’t be on the defensive or the
offensive. Avoid rudeness or
impoliteness.
 Don’t judge the success of the
interview by its length.
TAAHP New Advisors Workshop—2013
Applicants of Special Backgrounds
 Underrepresented Minorities
 Grutter v. Bollinger, et al.,
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123 S.Ct. 2325, 2341 (2003)
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Disadvantaged Students
 HB 1641, 2001
 SES Codes: A – D
Married couples applying
Non-traditional
 Older than traditional applicants
(25 or older)
 Other careers
Disabled Applicants
 Section 504 of the Rehabilitation
Act of 1973, 29 US.C.A.§ 794
(1975)
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Non-residents
 Enrollment of non-residents
may not exceed 10% of
entering class
International students
 HB 1403, Summer 2001
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Replaced by SB 1528
 Some eligible; some not
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U.S. Permanent Residents
Texas residency issues
Foreign course work
Foreign degrees
F-1 Visas
Academic Fresh Start
 SB 1321, April 1993
TAAHP New Advisors Workshop—2013
Application to Medical School
Letters of Evaluation
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Submit a Health Professions
Advisory Committee (HPAC)
packet with a summary letter.
 Be honest, and evaluate
 Include at least two professor
letters with evaluation forms
 Use a definable scale of
recommendations (based on 1-2
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Write a health professions advisor letter
(in the range of 1-2 pages) discussing the
following:
 Academic background
 Communication skills and ability
to interact
 Breadth and depth of interests &
activities
 Extent of medical experiences
 Community service and/or
altruistic activities
 Personality
 Promise for medicine
years of application cycle percentages)
 Recommended with Enthusiasm
 Recommended with Confidence
 Recommended
 Recommended with Reservation  One extra letter can be sent to TMDSAS
 Additional letters must be mailed directly
 Not Recommended
to the schools (if accepted)
TAAHP New Advisors Workshop—2013
Post-Application Follow-up
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Use the TMDSAS Health
Professions Advisors Report to
determine your students’
statuses
Be a liaison and conduct
phone follow-ups with Deans
of Admissions
Be prepared to provide
additional information
 Falsification issues
 Criminal charges
 Institutional reprimands
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Analyze your students’
interview visits
Critique the personal
statement(s)
Counsel students to reduce
anxiety, especially after the
interview season
Have students exercise
responsibility and planning
TAAHP New Advisors Workshop—2013
THANK YOU!
TAAHP New Advisors Workshop—2013
ADDENDUM
TAAHP New Advisors Workshop—2013
Application to Medical School
MCAT
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Reliability, Standard Error of
Measurement, Confidence
Intervals
 Total Score (SE is 2 pts)
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Example:
 Student 1 – Total Score of 23
 Student 2 – Total Score of 26
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Student 1
 [ 21 22 23 24 25 ]
SE used to derive confidence  Student 2
intervals
 [ 24 25 26 27 28 ]
 68% Confidence interval (+/-  The example shows
 The gray bold, underscored
one standard error)
scores (in the center of the CI’s)
 SE’s represent the range of test
indicate students’ reported
scores within which true
scores
achievement level probably lies.
 Total Score confidence intervals
for the 2 students overlap (both
include scores 24 and 25)

What one can assess from this data is that if the applicant were to take the MCAT multiple
times, it would be expected that his or her score would fall in this range about 2/3 rds (68%)
of the time. When score bands overlap, performance is essentially equivalent.
TAAHP New Advisors Workshop—2013
Disadvantaged Factors
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Socioeconomic Status
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Parents’ level of education (high school/GED or less)
Type of community (rural, urban, suburban, military, etc.)
First generation to attend or graduate from college
Parent or guardian of dependent children while attending school
Bilingual or multilingual proficiency
Size of household
Household income
Estimated value of residential property (owned or rented)
Subsidized housing
Participant of the Federal Free and Reduced Meal Programs
Responsibility of raising other children in the household while attending
school elementary and/or high school
 Employed steadily through high school to contribute to overall family income
TAAHP New Advisors Workshop—2013
Disadvantaged Factors (cont.)
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Region of residence
 Rural, underserved, and/or health professions shortage area of
state
(http://www.dshs.state.tx.us/chs/hprc/MUAlist.shtm)
(http://www.dshs.state.tx.us/chs/hprc/hpsa.shtm)
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 Location of high school district
Performance on the MCAT in comparison with that of other
students from similar socioeconomic backgrounds
Admission to a comparable accredited out-of-state institution
TAAHP New Advisors Workshop—2013
Academic Fresh Start
The "Right to an Academic Fresh Start" legislation, passed by
the 73rd Texas Legislature:
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Entitles Texas residents to seek admission to public institutions of higher
education as undergraduate students without consideration of courses
undertaken ten or more years prior to enrollment.
Gives students the option of electing to have coursework taken ten or
more years prior to enrolling either counted as usual or ignored for
admission purposes.
Applicants who are admitted as students under this law may not receive
any course credit for courses undertaken ten or more years prior to
enrollment.
The intent of the "Fresh Start" legislation is to provide students with an opportunity to clear
their academic records, if they choose to do so, of all college-level work accumulated ten or
more years ago. Students may not pick and choose what is to be ignored and what is not.
Either all college hours ten or more years old are ignored or they are counted.
TAAHP New Advisors Workshop—2013
Academic Fresh Start

Professional schools cannot consider course
credits/grades earned 10 or more years before the
starting date of the semester at a state public
college or university.
 A student admitted under this provision cannot
receive any credit for courses taken 10 or more
years before enrolling.
TAAHP New Advisors Workshop—2013
Academic Fresh Start

A student who completes either a minimum of 90
credit hours or a baccalaureate degree under the
AFS law, then applies to a professional program
at a public institution, the professional school
considers:
 Only the GPA established by the course completed
after enrollment under the AFS law
 Standard admissions criteria applicable to persons
seeking admissions to a professional program
% 2008-10 Applicants Accepted into at Least
One Medical School by MCAT and UGPA
MCAT TOTAL
GPA Total
5-14
15-17
18-20
21-23
24-26
27-29
30-32
33-35
36-38
39-45
All
3.80-4.00
4%
3/69
6%
11/181
18%
88/485
25%
330/1,301
42%
1,370/3,282
67%
3,915/5,818
82%
4,975/7,258
86%
4,884/5,678
90%
2,894/3,225
92%
1,128/1,233
72%
20,598/
28,530
3.60-3.79
1%
1/180
4%
14/351
12%
122/989
18%
409/2,217
29%
1,313/4,490
52%
3,753/7,283
72%
5,485/7,610
80%
3,702/4,625
85%
1,636/1,925
86%
359/420
56%
16,794/
30,090
3.40-3.59
2%
6/298
3%
13/488
10%
120/1,184
17%
440/2,534
23%
1,060/4,522
36%
2,417/6,657
56%
3,540/6,376
67%
2,127/3,176
73%
852/1,172
80%
174/219
40%
10,749/
26,626
3.20-3.39
1%
2/391
2%
11/534
8%
87/1,120
13%
280/2,084
18%
597/3,324
26%
1,109/4,282
39%
1,490/3,850
51%
904/1,762
61%
324/530
62%
58/93
27%
4,862/
17,970
3.00-3.19
1%
3/440
3%
18/546
6%
58/921
11%
168/1,479
16%
326/2,026
23%
566/2,417
30%
522/1,758
42%
339/817
42%
100/236
44%
19/43
20%
2,119/
10,683
2.80-2.99
0%
0/383
1%
4/389
5%
31/616
11%
94/838
15%
156/1,049
16%
166/1,038
24%
177/744
33%
93/281
28%
25/90
57%
8/14
15%
901/5,957
2.60-2.79
0%
0/329
1%
2/225
5%
20/386
7%
35/475
11%
56/520
15%
67/450
18%
53/294
21%
29/141
17%
6/36
8%
1/12
9%
269/2,868
2.40-2.59
0%
0/217
0%
0/140
2%
3/178
3%
7/222
8%
18/216
10%
18/175
15%
19/124
26%
15/57
18%
3/17
---
6%
83/1,347
2.20-2.19
0%
0/147
0%
0/79
2%
2/99
5%
4/85
7%
6/82
5%
3/58
13%
5/39
8%
1/12
---
2.00-2.19
0%
0/77
2%
1/43
0%
0/32
4%
1/27
4%
1/24
0%
0/23
8%
1/12
---
1.47-1.99
0%
0/35
0%
0/20
0%
0/14
0%
0/11
---
---
---
---
1%
15/2,566
3%
74/2,996
9%
531/6,024
16%
1,768/11,273
25%
4,904/19,543
43%
12,014/28,208
62%
17,264/28,063
73%
12,097/16,559
All
3%
20/605
---
3%
6/241
1%
1/80
81%
5,841/7,235
86%
1,747/2,036
45%
56,255
/124,503