2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Session #2
Fairness and the New MCAT Exam
©2015 AAMC. May be reproduced and distributed with attribution and
without alteration by and within AAMC member organizations only.
AAMC Admissions Hub
www.aamc.org/admissions
Resources on Fairness
• FACTS data on MCAT Scores (aamc.org/facts)
• Using MCAT Data in 2016 Medical Student Selection
• “Do Racial and Ethnic Group Differences in Performance on the MCAT Exam Reflect
Test Bias” (Academic Medicine, May 2013)
•
2
Khan Academy collection and other free and low cost test preparation resources
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Learning objectives
By the end of this session, you will:
• Know how fairness was key to the design and
development of the new exam
• Learn about local efforts to help students
prepare for the new exam
3
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Refer to information in this guide during
the session
4
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Fairness played a critical role in blueprint
development
5
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Fairness played a critical role in blueprint
development
6
•
Balance academic competencies from the
natural, behavioral, and social sciences
•
Test psychology and sociology concepts like
discrimination, stereotype threat, and socioeconomic inequalities
•
Increase attention to population health, studies
of diverse cultures, ethics, philosophy
•
Test concepts covered widely in
undergraduate science courses
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Fairness played a critical role in blueprint
development
7
•
Longer sections that allow medical schools to
consider applicants’ strengths and
weaknesses in relation to their curricula
•
More working time per question, allowing test
takers to work through the information
presented in the passage, think about the
question, and decide on the best answer
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Fairness played a critical role in
developing test questions
8
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
We used tried-and-true procedures to
develop the new questions, and some new
ones as well
9
•
Editorial review
•
Technical review
•
“Summits” with experts
•
Bias and sensitivity review
•
“Field testing” – try out questions to see how
they work
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Addressing Fairness when Developing
Questions for the Psychological,
Social, and Biological Foundations of
Behavior Section
10
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Potentially sensitive content
Some content in the Psychological, Social, and
Biological Foundations of Behavior Section is
potentially sensitive
• Prejudice and Bias
• Discrimination
• Health Disparities
• Healthcare Disparities
11
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Gathering feedback on potentially sensitive
content
Does potentially sensitive Psychological, Social,
and Biological Foundations of Behavior section
content interfere with the performance of
examinees from underrepresented minority groups
by distracting them or slowing them down?
DO NOT REPRODUCE OR DISTRIBUTE WITHOUT PERMISSION
12
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Methods of gathering feedback
Interviews
with 2013
MCAT
Examinees
Focus Group
with Medical
Students and
MCAT Exam
Editors
Review of
Responses to
PSBB Study Postadministration
Survey
13
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Results
14
•
Very few individuals identified the content as
distracting
•
Individuals underrepresented in medicine were
no more likely to identify the content as
distracting than others
•
In general, participants noted that topics such
as health disparities are relevant to medical
school and important for future medical
students to know
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Monitoring Fairness Data During
Field Testing
15
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
New test questions were tried out on
examinees in 2013 and 2014
16
•
Examinees volunteered to take a 32-item “trial
section” at the end of the test
•
Volunteers who showed a “good faith effort”
received $30 and feedback on the new
questions
•
Data from the trial section were used to:
•
Identify questions with good statistical
properties
•
Highlight any opportunities for improved item
development
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
We monitored the field test data for
fairness
17
•
Attended a minority-serving institution or an
institution with no pre-health advisor
•
Received fee assistance from the AAMC
•
Males vs. females
•
Race/ethnicity (white, Black, Latino)
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Results
18
•
More than 113k students tried out new questions
•
Participation rates were high, and the vast
majority of examinees showed a good faith effort
•
The participants were similar demographically to
the population of examinees
•
The high data quality helped build a large item
bank for the new MCAT exam
•
Differences in average performance were
comparable to the differences on the old MCAT
exam
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
After Lunch, You’ll See Early Data from
the April and May 2015 Examinations
19
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Fairness played a critical role in
developing the score scales for the new
MCAT exam
20
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Developing the Score Scales
with Fairness in Mind
21
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Many data sources influenced the design
of the new score scales
22
•
Surveys of admissions officers on the use of
MCAT scores and other applicant data in
admissions
•
Acceptance rates for applicants with different
ranges of MCAT scores and undergraduate
GPAs
•
Graduation rates for medical students with
different ranges of MCAT scores and
undergraduate GPAs
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Medical schools use academic metrics,
experiences, and attributes holistically
Mean
Importance
Ratings
Highest
Importance
Ratings
(>= 3.0)
Medium
Importance
Ratings
(>=2.5 and
<3.0)
Lowest
Importance
Ratings
(<2.5)
23
Academic Metrics
 GPA: Science/math
 MCAT total score
 Upward or downward
grade trend
 GPA: Total
 Performance in a postbaccalaureate program
 Selectivity of undergrad.
institution (Priv.)5
 On schedule to meet premedical coursework
 GPA: Cumulative nonscience/math
 Completion of challenging
non-science courses
 Selectivity of undergrad.
institution (Public)5
Experiences
Demographics2
 Healthcare experience
 Community
service/volunteer
experience
 Experience with
underserved populations
 Navigated through cultural
barriers or challenges
 Leadership experience
 U.S. citizenship/permanent
residency (Pub.)5
 State residency (Pub.)5
 Research experience (Priv.)5
 Experience with populations
unlike the applicant
 Lack of access to optimal
educational resources
 Special family obligations or
other circumstances
 Work or athletic scholarship
obligations while in school
 Experience with prejudice
 Research experience (Pub.)5
 Rural or urban background
(Pub.)5
 First-generation college
student
 U.S. citizenship/permanent
residency (Priv.)5
 Race/ethnicity
 Socioeconomic status (SES)
 Rural or urban background
(Priv.)5
 Multilingual
 Legacy
 Gender
©2015 AAMC. May be reproduced and distributed with attribution and without alteration by and within AAMC member organizations only
3
Acceptance Data
24
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Percentages of 2012-2014 applicants
admitted into one or more medical schools
Old MCAT Total
GPA Total 5-14
3.80-4.00 4%
3/80
15-17
2%
4/162
18-20
11%
57/524
21-23
21%
317/1,526
24-26
27-29
38%
61%
1,363/3,554 4,232/6,978
30-32
76%
7,110/9,361
33-35
84%
6,298/7,504
36-38
39-45
All
88%
91%
69%
3,688/4,176 1,385/1,519 24,457/35,384
3.60-3.79 0%
0/177
2%
8/367
8%
83/1,024
16%
371/2,332
27%
45%
1,332/4,866 3,725/8,284
64%
5,997/9,359
76%
4,513/5,973
80%
85%
1,782/2,235 435/514
52%
18,246/35,131
3.40-3.59 0%
1/336
2%
13/553
5%
67/1,278
12%
314/2,607
22%
32%
1,010/4,691 2,307/7,151
48%
3,600/7,455
62%
2,382/3,854
70%
819/1,176
75%
176/234
36%
10,689/29,335
3.20-3.39 0%
0/370
1%
5/561
4%
41/1,168
11%
249/2,262
18%
604/3,344
23%
1,012/4,369
35%
1,453/4,106
47%
889/1,902
58%
316/547
65%
74/113
25%
4,643/18,742
3.00-3.19 0%
0/388
0%
2/553
3%
25/928
8%
123/1,578
17%
373/2,218
19%
455/2,361
29%
530/1,851
53%
21/40
18%
1,954/10,958
2.80-2.99 0%
0/368
1%
4/386
3%
19/626
6%
54/908
12%
132/1,069
16%
158/998
29%
7/24
12%
660/5,521
2.60-2.79 0%
0/274
0%
1/284
3%
12/355
5%
24/486
9%
47/512
15%
57/388
30%
3/10
9%
251/2,749
2.40-2.59 0%
0/196
0%
0/151
1%
2/179
3%
8/240
9%
19/221
14%
22/152
17%
18/109
16%
6/37
18%
3/17
--
6%
79/1,304
2.20-2.39 0%
0/132
0%
0/77
0%
0/94
0%
0/91
8%
7/88
12%
8/68
15%
6/39
7%
1/14
--
--
4%
22/611
2.00-2.19 0%
0/53
0%
0/40
0%
0/42
0%
0/28
0%
0/30
14%
2/14
18%
2/11
--
0%
0/10
5%
306/6,229
0%
---0/12
12%
24%
39%
57%
71%
79%
85%
1,460/12,070 4,887/20,601 11,978/30,769 18,954/33,316 14,520/20,521 6,757/8,522 2,102/2,459
1.47-1.99 0%
-0/42
0%
1%
All
4/2,419 37/3,143
44% of48%
112/233
applicants
24%
27%
26%
one
179/746received
85/310
22/86or
more 32%
21%
28%
59/276
33/117
15/47
acceptances
39%
313/808
2%
4/220
4
0%
0/90
44%
61,005/140,049
Percentages of 2012-2014 applicants
admitted into one or more medical schools
Old MCAT Total
GPA Total 5-14
3.80-4.00 4%
3/80
15-17
2%
4/162
18-20
11%
57/524
21-23
21%
317/1,526
24-26
27-29
38%
61%
1,363/3,554 4,232/6,978
30-32
76%
7,110/9,361
33-35
84%
6,298/7,504
36-38
39-45
All
88%
91%
69%
3,688/4,176 1,385/1,519 24,457/35,384
3.60-3.79 0%
0/177
2%
8/367
8%
83/1,024
16%
371/2,332
27%
45%
1,332/4,866 3,725/8,284
64%
5,997/9,359
76%
4,513/5,973
80%
85%
1,782/2,235 435/514
52%
18,246/35,131
3.40-3.59 0%
1/336
2%
13/553
5%
67/1,278
12%
314/2,607
22%
32%
1,010/4,691 2,307/7,151
48%
3,600/7,455
62%
2,382/3,854
70%
819/1,176
36%
10,689/29,335
3.20-3.39 0%
0/370
1%
5/561
4%
41/1,168
11%
249/2,262
18%
604/3,344
23%
1,012/4,369
35%
1,453/4,106
65%
74/113
25%
4,643/18,742
3.00-3.19 0%
0/388
0%
2/553
3%
25/928
8%
123/1,578
17%
373/2,218
19%
455/2,361
53%
21/40
18%
1,954/10,958
2.80-2.99 0%
0/368
1%
4/386
3%
19/626
6%
54/908
12%
132/1,069
16%
158/998
29%
7/24
12%
660/5,521
2.60-2.79 0%
0/274
0%
1/284
3%
12/355
5%
24/486
9%
47/512
15%
57/388
30%
3/10
9%
251/2,749
2.40-2.59 0%
0/196
0%
0/151
1%
2/179
3%
8/240
9%
19/221
14%
22/152
9% of applicants
47%
58%
with
GPAs
889/1,902
316/547
above
29%
39% 3.8 and
48%
530/1,851
313/808
112/233
MCAT scores
24%
27%
26%
above
38
are
not
179/746
85/310
22/86
admitted
into
21%
28%
32%
59/276
33/117
15/47
any medical
17%
16%
18%
schools
18/109
6/37
3/17
75%
176/234
--
6%
79/1,304
2.20-2.39 0%
0/132
0%
0/77
0%
0/94
0%
0/91
8%
7/88
12%
8/68
15%
6/39
7%
1/14
--
4%
22/611
2.00-2.19 0%
0/53
0%
0/40
0%
0/42
0%
0/28
0%
0/30
14%
2/14
18%
2/11
--
1.47-1.99 0%
0/42
0%
All
--
0%
0/10
5%
0%
0/12
12%
--
--
--
24%
39%
57%
1%
71%
--
2%
4/220
79%
85%
0%
0/90
44%
4
Percentages of 2012-2014 applicants
admitted into one or more medical schools
Old MCAT Total
GPA Total 5-14
3.80-4.00 4%
3/80
15-17
2%
4/162
18-20
11%
57/524
21-23
21%
317/1,526
24-26
27-29
38%
61%
1,363/3,554 4,232/6,978
30-32
76%
7,110/9,361
33-35
84%
6,298/7,504
36-38
39-45
All
88%
91%
69%
3,688/4,176 1,385/1,519 24,457/35,384
3.60-3.79 0%
0/177
2%
8/367
8%
83/1,024
16%
371/2,332
27%
45%
1,332/4,866 3,725/8,284
64%
5,997/9,359
76%
4,513/5,973
80%
85%
1,782/2,235 435/514
52%
18,246/35,131
3.40-3.59 0%
1/336
2%
13/553
5%
67/1,278
12%
314/2,607
22%
32%
1,010/4,691 2,307/7,151
48%
3,600/7,455
62%
2,382/3,854
70%
819/1,176
36%
10,689/29,335
3.20-3.39 0%
0/370
1%
5/561
4%
41/1,168
11%
249/2,262
18%
604/3,344
65%
74/113
25%
4,643/18,742
3.00-3.19 0%
0/388
0%
2/553
3%
25/928
8%
123/1,578
17%
373/2,218
53%
21/40
18%
1,954/10,958
2.80-2.99 0%
0/368
1%
4/386
3%
19/626
6%
54/908
12%
132/1,069
29%
7/24
12%
660/5,521
2.60-2.79 0%
0/274
0%
1/284
3%
12/355
5%
24/486
9%
47/512
8% of applicants
23%
35% GPAs
47% 3.00 -58%
with
1,012/4,369
1,453/4,106
889/1,902
316/547
3.19 and
19%
29%
39%
48%
scores
455/2,361 MCAT
530/1,851
313/80821-23
112/233
are24%
admitted
at
16%
27% into 26%
158/998
179/746
22/86
least
one85/310
medical
15%
21%
28%
32%
57/388
59/276 school
33/117
15/47
75%
176/234
30%
3/10
9%
251/2,749
2.40-2.59 0%
0/196
0%
0/151
1%
2/179
3%
8/240
9%
19/221
14%
22/152
17%
18/109
16%
6/37
18%
3/17
--
6%
79/1,304
2.20-2.39 0%
0/132
0%
0/77
0%
0/94
0%
0/91
8%
7/88
12%
8/68
15%
6/39
7%
1/14
--
--
4%
22/611
2.00-2.19 0%
0/53
0%
0/40
0%
0/42
0%
0/28
0%
0/30
14%
2/14
18%
2/11
--
1.47-1.99 0%
0/42
0%
All
--
0%
0/10
5%
0%
0/12
12%
--
--
--
24%
39%
57%
1%
71%
2%
4/220
79%
85%
0%
0/90
44%
4
Medical Student Performance
28
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
The vast majority of medical students graduate in four years
Old MCAT Total
GPA Total 5-14
3.80-4.00 --
15-17 18-20
-72%
59/82
21-23
77%
244/317
24-26
27-29
87%
91%
1,048/1,200 3,025/3,333
30-32
91%
4,328/4,774
33-35
36-38
39-45
90%
89%
88%
3,157/3,497 1,713/1,934 615/701
All
90%
14,196/15,850
3.60-3.79 --
58%
7/12
66%
81/122
74%
294/395
83%
89%
1,010/1,220 2,911/3,269
90%
4,086/4,530
89%
87%
90%
2,525/2,833 1,027/1,174 233/258
88%
12,175/13,816
3.40-3.59 --
40%
4/10
69%
75/109
72%
259/362
80%
762/955
87%
1,960/2,252
89%
2,656/2,979
90%
88%
1,537/1,713 562/641
89%
115/129
87%
7,933/9,157
3.20-3.39 --
55%
6/11
65%
60/93
65%
178/272
75%
418/557
85%
905/1,066
90%
1,202/1,336
89%
676/760
88%
247/280
84%
41/49
84%
3,734/4,427
3.00-3.19 --
43%
6/14
38%
20/52
62%
104/169
71%
229/321
84%
411/487
87%
429/495
90%
246/274
90%
97/108
81%
13/16
80%
1,557/1,939
2.80-2.99
--
38%
11/29
59%
54/92
62%
91/147
74%
120/162
85%
128/150
--
72%
508/706
2.60-2.79
--
44%
8/18
47%
18/38
63%
32/51
80%
45/56
86%
42/49
--
70%
171/246
2.40-2.59
--
--
40%
4/10
61%
11/18
71%
15/21
86%
18/21
--
--
73%
61/84
--
--
--
--
--
--
--
44%
8/18
--
--
2.20-2.39
2.00-2.19
1.47-1.99
All
--
--
87%
of medical
82%
88%
77/94
15/17
students
85%
--in 4
graduate
22/26
years
--
--
44
--
--
50% 47% 62%
70%
81%
88%
90%
90%
88%
88%
87%
10/20 31/66 316/510 1,155/1,660 3,604/4,474 9,394/10,650 12,893/14,339 8,253/9,210 3,667/4,160 1,026/1,163 40,349/46,252
Medical students with a wide range MCAT scores and UGPAs
graduated in 4 years
Old MCAT Total
GPA Total 5-14
3.80-4.00 --
15-17 18-20
-72%
59/82
21-23
77%
244/317
24-26
27-29
87%
91%
1,048/1,200 3,025/3,333
30-32
91%
4,328/4,774
33-35
36-38
39-45
90%
89%
88%
3,157/3,497 1,713/1,934 615/701
All
90%
14,196/15,850
3.60-3.79 --
58%
7/12
66%
81/122
74%
294/395
83%
89%
1,010/1,220 2,911/3,269
90%
4,086/4,530
89%
87%
90%
2,525/2,833 1,027/1,174 233/258
88%
12,175/13,816
3.40-3.59 --
40%
4/10
69%
75/109
72%
259/362
80%
762/955
87%
1,960/2,252
89%
2,656/2,979
90%
88%
1,537/1,713 562/641
89%
115/129
87%
7,933/9,157
3.20-3.39 --
55%
6/11
65%
60/93
65%
178/272
75%
418/557
85%
905/1,066
90%
1,202/1,336
89%
676/760
84%
41/49
84%
3,734/4,427
3.00-3.19 --
43%
6/14
38%
20/52
62%
104/169
71%
229/321
84%
411/487
81%
13/16
80%
1,557/1,939
2.80-2.99
--
38%
11/29
59%
54/92
62%
91/147
74%
120/162
--
72%
508/706
2.60-2.79
--
44%
8/18
47%
18/38
63%
32/51
80%
45/56
--
70%
171/246
2.40-2.59
--
--
40%
4/10
61%
11/18
71%
15/21
--
--
--
--
--
2.20-2.39
--
2.00-2.19
1.47-1.99
All
--
--
88%
247/280
81% of medical
87%
90%
90%
students
429/495
246/274
97/108
entering with
85%
82%
88%
MCAT
scores
128/150
77/94
15/17
between
24-26
86%
85%
-42/49 graduate
22/26
in 4
years
86%
--18/21
--
--
--
--
--
73%
61/84
44%
8/18
--
--
44
50% 47% 62%
70%
81%
88%
90%
90%
88%
88%
87%
10/20 31/66 316/510 1,155/1,660 3,604/4,474 9,394/10,650 12,893/14,339 8,253/9,210 3,667/4,160 1,026/1,163 40,349/46,252
A new exam means new score scales
Decision Rules
• No overlap
• Emphasis on the
center of the scale
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
14
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
After Lunch, You’ll Have a Chance to
Work with the New Score Reports
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Our Research on Fairness is Just
Beginning
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
MCAT validity research
The MCAT Validity Committee is responsible for
evaluating the new exam and how well it:
• Supports diversity and is fair
• Predicts medical students’ academic
success
• Helps admissions officers do their work
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Validity committee members
•
•
•
•
•
•
•
•
•
•
•
•
37
Catherine Lucey, M.D. (Chair)
Aaron Saguil, M.D., LTC
(Vice-chair)
Ngozi Anachebe, M.D.
Ruth Bingham, Ph.D.
Barbara Beckman, Ph.D.
Kevin Busche, M.D.
Victoria Cannon
Steven Case, Ph.D.
Deborah Castellano, M.S.
Jerry Clark, Ph.D., M.B.A.
Julie A. Chanatry, Ph.D.
Daniel M. Clinchot, M.D.
•
•
•
•
•
•
•
•
•
•
•
Liesel Copeland, Ph.D.
Hallen Chung, M.A.
Martha L. Elks, M.D.
William Gilliland, M.D.
Jorge A. Girotti, Ph.D., M.A.
Joshua Hanson, M.D., M.P.H.
Brandon Hunter
Loretta Jackson-Williams, M.D.
David Jones, Ph.D.
R. Stephen Manuel, PhD.
Stephanie C. McClure, M.D.,
FACP
• Janet McHugh
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
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Validity committee members
•
•
•
•
•
•
•
•
•
•
•
•
38
Stephen Nicholas, M.D.
Wanda Parsons, M.D., FCFP
Boyd F. Richards, Ph.D.
Stuart Slavin, M.D.
Jenna Smith, Ph.D.
Aubrie Swan Sein, Ph.D., Ed.M.
Doug Taylor
Carol Terregino, M.D.
Ian W. Walker, M.D.
L. James (LJ) Willmore, M.D.
Robert A. Witzburg, M.D.
David Wofsy, M.D.
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
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The MCAT validity research will evaluate a
number of questions, for example:
39
Diversity and fairness
• Are differences in average scores for
test takers in different racial/ethnic
groups smaller or larger than
differences on the old exam?
Academic preparation
• Will more humanities and psychology
majors take the new exam?
Admissions decision
making
• How are medical school admissions
committees using scores from the new
exam in admissions?
Predicting medical
student performance
• Will scores from the new exam predict
academic performance throughout
medical school?
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Two working groups are studying fairness
issues
Questions
•
People
•
•
•
•
Pre-health advisors
Admissions
Diversity affairs
Other
Change
to test
•
•
•
•
Access to preparation
resources
Access to courses
Barriers to success
Changes to diversity
Other
Changes to
preparation
Data
•
•
•
•
MCAT registration
PMQ
AMCAS applications
Other
Potential
differences
in access
Potential
increases
in group
differences
DO NOT REPRODUCE OR DISTRIBUTE WITHOUT PERMISSION
40
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
We will report validity data as they become
available
Applications
for the 2016 class
sent to medical
schools
MCAT2015
launches
2016 class
matriculates
MCAT session
at the PDC,
preliminary
predictive
validity results
for PSBB
Predictive validity
results for M1
students reported
at AAMC
Annual Meeting
Acceptance data
reported for 2016
class
Acceptance data
reported for 2017
class
Nov.
2018
Nov.
2017
June
2015
April 2015
Predictive validity
results for M1, M2
students reported
at AAMC
Annual Meeting
July 2015
Aug 2016
Jan. 2017
Jan. 2018
25
DO NOT REPRODUCE OR DISTRIBUTE WITHOUT PERMISSION
41
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Fairness played a critical role in
developing preparation resources for
aspiring physicians
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Helping Students Prepare
Study
Understand
Practice
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Helping Students Prepare
Study
Understand
Practice
44
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Helping Students Prepare
Study
Understand
Practice
45
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Helping Students Prepare
Study
46
Understand
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Khan Academy tutorials teach concepts
targeted by the new test
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
What are your colleagues doing?
Jorge Girotti
Ngozi Anachebe
DO NOT REPRODUCE OR DISTRIBUTE WITHOUT PERMISSION
48
2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference
Activity 2.2
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2015 AAMC Admissions and Student Diversity Affairs
Professional Development Conference