Am I Competitive for Medical School? Workshop by Cynthia Lewis, Ph.D. Pre-health Advisor

1. Am I Competitive for Medical School? Workshop by Cynthia Lewis, Ph.D. Pre-health Advisor www.lewisassoc.com

2. Who is Dr. Lewis? • Marine Biologist • Marine Biologist • Developmental Biology Researcher • Marine Biologist • Developmental Biology Researcher • Pre-Health Advisor • Marine Biologist • Developmental Biology Researcher • Pre-Health Advisor • San Diego State University, 11 years, including Director of Health Careers Opportunity Program for minority and disadvantaged pre-health students • Marine Biologist • Developmental Biology Researcher • Pre-Health Advisor • San Diego State University, 11 years, including Director of Health Careers Opportunity Program for minority and disadvantaged pre-health students • Lewis Associates Medical Strategies • Marine Biologist • Developmental Biology Researcher • Pre-Health Advisor • San Diego State University, 11 years, including Director of Health Careers Opportunity Program for minority and disadvantaged pre-health students • Lewis Associates Medical Strategies • 30 Acceptances to Harvard Medical and Dental Schools over 25 years www.lewisassoc.com

3. Faculty in basic sciences and clinical practice • Faculty in basic sciences and clinical practice • School administrators: Deans, Directors of Admissions, student services, curriculum, etc. • Faculty in basic sciences and clinical practice • School administrators: Deans, Directors of Admissions, student services, curriculum, etc. • Alumni clinicians • Health professions (e.g. medical) students Who are the Admissions Committee and Staff at health professions schools? • Faculty in basic sciences and clinical practice • School administrators: Deans, Directors of Admissions, student services, curriculum, etc. • Alumni clinicians www.lewisassoc.com

4. Because they are your audience who evaluate you for admissions Why is it important to know who the Gate-keepers of the profession are? • Because they are your audience who evaluate you for admissions • You need to see the world from their perspective • They already understand “what it takes” to complete their training programs, and they know what clinical practice is • Because they are your audience who evaluate you for admissions • You need to see the world from their perspective www.lewisassoc.com

5. Your motivation for this career • Your motivation for this career • Your experiences: clinical, service, leadership, research, etc. • Why did you select to do each? • What did you learn from each? • How did each affect you? • What new experiences did you take on because of each? • How did each change you? • Your motivation for this career • Your experiences: clinical, service, leadership, research, etc. • Why did you select to do each? • What did you learn from each? • How did each affect you? • What new experiences did you take on because of each? • Your motivation for this career • Your experiences: clinical, service, leadership, research, etc. • Why did you select to do each? • What did you learn from each? • How did each affect you? • What new experiences did you take on because of each? • How did each change you? • Did your perspective change? • Your motivation for this career • Your experiences: clinical, service, leadership, research, etc. • Why did you select to do each? • What did you learn from each? • How did each affect you? • What new experiences did you take on because of each? • How did each change you? • Did your perspective change? • Did your understanding of the world change? • Your motivation for this career • Your experiences: clinical, service, leadership, research, etc. • Your motivation for this career • Your experiences: clinical, service, leadership, research, etc. • Why did you select to do each? • What did you learn from each? • How did each affect you? Why is it important to know who the Gate-keepers of the profession are? • Gatekeepers want to understand • Your motivation for this career • Your experiences: clinical, service, leadership, research, etc. • Why did you select to do each? • Your motivation for this career • Your experiences: clinical, service, leadership, research, etc. • Why did you select to do each? • What did you learn from each? • How did each affect you? • What new experiences did you take on because of each? • How did each change you? • Did your perspective change? • Your motivation for this career • Your experiences: clinical, service, leadership, research, etc. • Why did you select to do each? • What did you learn from each? www.lewisassoc.com

6. Barometer for Participation in Any Extracurricular Activity • Showing up • Showing up • Showing up for a long time • Showing up • Showing up for a long time • Leadership • Showing up • Showing up for a long time • Leadership • Advocacy • Showing up • Showing up for a long time • Leadership • Advocacy • Innovation • Legacy • Showing up • Showing up for a long time • Leadership • Advocacy • Innovation Source: Gabriel Garcia, MD, Professor of Medicine, Peter E. Haas Director, Haas Center for Public Service, Associate Dean of Medical School Admissions, Stanford University www.lewisassoc.com

7. Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers • Public service • Cultural Activities Commitment Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers • Public service Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers • Public service • Cultural Activities • Educational Endeavors Track record reflecting a desire to impact the health care of all our communities as clinicians, academicians or policy makers • Public service • Cultural Activities • Educational Endeavors • Scholarly Pursuits Source: Gabriel Garcia, MD, Professor of Medicine, Peter E. Haas Director, Haas Center for Public Service, Associate Dean of Medical School Admissions, Stanford University www.lewisassoc.com

8. Interpret the scholastic record taking into account: • Parental income, education and occupation • Pre-college education • Hours per week of work while attending college for financial support • Cultural barriers • Geographic location where applicant was raised • Prior experiences with any type of prejudice Interpret the scholastic record taking into account: • Parental income, education and occupation • Pre-college education • Hours per week of work while attending college for financial support • Cultural barriers Educational Context “Distance Traveled” Interpret the scholastic record taking into account: • Parental income, education and occupation • Pre-college education • Hours per week of work while attending college for financial support • Cultural barriers • Geographic location where applicant was raised • Prior experiences with any type of prejudice • Impact of stereotype threat Interpret the scholastic record taking into account: • Parental income, education and occupation • Pre-college education • Hours per week of work while attending college for financial support • Cultural barriers • Geographic location where applicant was raised • Prior experiences with any type of prejudice • Impact of stereotype threat • Special family circumstances Interpret the scholastic record taking into account: Interpret the scholastic record taking into account: • Parental income, education and occupation Interpret the scholastic record taking into account: • Parental income, education and occupation • Pre-college education Interpret the scholastic record taking into account: • Parental income, education and occupation • Pre-college education • Hours per week of work while attending college for financial support Interpret the scholastic record taking into account: • Parental income, education and occupation • Pre-college education • Hours per week of work while attending college for financial support • Cultural barriers • Geographic location where applicant was raised Source: Gabriel Garcia, MD, Professor of Medicine, Peter E. Haas Director, Haas Center for Public Service, Associate Dean of Medical School Admissions, Stanford University www.lewisassoc.com

9. Cognitive factors • Not just the academic record • Experiential factors • Cognitive factors • Not just the academic record • Experiential factors • Characterologic factors Holistic Review Issues • Cognitive factors • Not just the academic record • Experiential factors • Characterologic factors • Behavioral factors • Cognitive factors • Not just the academic record • Experiential factors • Characterologic factors • Behavioral factors • Race, ethnicity, language, & culture • Cognitive factors • Not just the academic record • Experiential factors • Characterologic factors • Behavioral factors • Race, ethnicity, language, & culture • Mission fit • Cognitive factors • Not just the academic record Source: Robert A. Witzburg, M.D., Associate Dean and Director of Admissions, Boston University School of Medicine www.lewisassoc.com

10. Intellectual ability Academic record • Commitment to service Prior history • Cultural sensitivity Past behavior • Empathy & compassion Essay, references • Intellectual ability Academic record • Commitment to service Prior history • Cultural sensitivity Past behavior • Empathy & compassion Essay, references • Capacity for growth Adversities overcome • Intellectual ability Academic record • Commitment to service Prior history • Cultural sensitivity Past behavior • Empathy & compassion Essay, references • Capacity for growth Adversities overcome • Emotional resilience Distance traveled • Intellectual ability Academic record • Commitment to service Prior history • Cultural sensitivity Past behavior • Empathy & compassion Essay, references • Capacity for growth Adversities overcome • Emotional resilience Distance traveled • Strength of character Testimonials • Intellectual ability Academic record • Commitment to service Prior history • Cultural sensitivity Past behavior • Empathy & compassion Essay, references • Capacity for growth Adversities overcome • Emotional resilience Distance traveled • Strength of character Testimonials • Interpersonal skills Interview, references Desirable Traits How to Measure (Doctors & Applicants) Traits • Intellectual ability Academic record • Intellectual ability Academic record • Commitment to service Prior history • Intellectual ability Academic record • Commitment to service Prior history • Cultural sensitivity Past behavior • Intellectual ability Academic record • Commitment to service Prior history • Cultural sensitivity Past behavior • Empathy & compassion Essay, references • Capacity for growth Adversities overcome • Emotional resilience Distance traveled • Strength of character Testimonials • Interpersonal skills Interview, references • Curiosity & engagement Life choices Source: Robert A. Witzburg, M.D., Associate Dean and Director of Admissions, Boston University School of Medicine www.lewisassoc.com

11. Jim: First Time Applicant, not ready Imagine yourself attending a research university with large classes, where to enter, you need strong GPA and SAT/ACT scores from high school. OK…you are ready to conquer the world… www.lewisassoc.com

12. Jim: First Time Applicant, not ready But, sometimes, a student has no career goals But, sometimes, a student has no career goals Or, is so smart that they did not develop strong study or collaborative skills Or, does not prepare in a timely fashion for submitting a competitive application But, sometimes, a student has no career goals Or, is so smart that they did not develop strong study or collaborative skills Or, does not prepare in a timely fashion for submitting a competitive application Or, there is an imbalance between academic achievement, service, clinical experience, leadership, research, etc. But, sometimes, a student has no career goals Or, is so smart that they did not develop strong study or collaborative skills Or, does not prepare in a timely fashion for submitting a competitive application Or, there is an imbalance between academic achievement, service, clinical experience, leadership, research, etc. Or, does not connect personally with individuals during the preparation process, thus having a difficult time securing letters of recommendation But, sometimes, a student has no career goals Or, is so smart that they did not develop strong study or collaborative skills www.lewisassoc.com

13. Jim: First Time Applicant, not ready • 3.7 College Overall GPA • 3.7 College Overall GPA • High School Service • 3.7 College Overall GPA • High School Service • No College Service • 3.7 College Overall GPA • High School Service • No College Service • No College Leadership • 3.7 College Overall GPA • High School Service • No College Service • No College Leadership • College Research • 3.7 College Overall GPA • High School Service • No College Service • No College Leadership • College Research • 2 Years Direct Patient Care • 3.7 College Overall GPA • High School Service • No College Service • No College Leadership • College Research • 2 Years Direct Patient Care • 1 Term Study Abroad www.lewisassoc.com

14. Missed Advising Appointments • Letters of Recommendation Late • “Good on Paper” • Maturity + Courage • Missed Advising Appointments • Letters of Recommendation Late • “Good on Paper” • Maturity + Courage • Wait 1 Year • Service • Research • Missed Advising Appointments • Letters of Recommendation Late • “Good on Paper” • Maturity + Courage • Wait 1 Year • Service • Research • Letters • Missed Advising Appointments • Letters of Recommendation Late • “Good on Paper” • Maturity + Courage • Wait 1 Year • Service • Missed Advising Appointments • Letters of Recommendation Late • “Good on Paper” • Maturity + Courage • Wait 1 Year But … People are Complex • Missed Advising Appointments • Letters of Recommendation Late • “Good on Paper” • Missed Advising Appointments • Letters of Recommendation Late • Missed Advising Appointments www.lewisassoc.com

15. Jim: Next Year • New Personal Statement • New Personal Statement • Use of Medical Degree = Concrete Vision for Future Career • New Personal Statement • Use of Medical Degree = Concrete Vision for Future Career • Submitted Early Application (mid June) www.lewisassoc.com

16. Interviewed at 6 MD Schools • Accepted to 1 • Interviewed at 6 MD Schools • Accepted to 1 • Waitlisted at 4 • Interviewed at 6 MD Schools • Accepted to 1 • Waitlisted at 4 • Waiting to Hear from 1 More Jim: Outcomes • Interviewed at 6 MD Schools www.lewisassoc.com

17. 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • Science/Overall GPA strong • MCAT 28 27, Essay O Q • Strong research • Strong clinical shadowing + direct patient care • Mentored/tutored kids • Americorps year AFTER graduation/year of application • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • Science/Overall GPA strong • MCAT 28 27 • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • Science/Overall GPA strong • MCAT 28 27, Essay O • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • Science/Overall GPA strong • MCAT 28 27, Essay O Q • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • Science/Overall GPA strong • MCAT 28 27, Essay O Q • Strong research • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • Science/Overall GPA strong • MCAT 28 27 Essay O Q • Strong research • Strong clinical shadowing + direct patient care • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • Science/Overall GPA strong • MCAT 28 27, Essay O Q • Strong research • Strong clinical shadowing + direct patient care • Mentored/tutored kids Susan: First Time Applicant, ready • 1st generation immigrant • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • Science/Overall GPA strong • MCAT 28 • 1st generation immigrant • ESL • Professional parents • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • 1st generation immigrant • ESL • 1st generation immigrant • ESL • Professional parents • Minor health care policy/management • Artist • Science/Overall GPA strong www.lewisassoc.com

18. Susan: Outcomes • Interviewed at 8 MD Schools • Accepted to 5 • Waitlisted at 1 • Interviewed at 8 MD Schools • Interviewed at 8 MD Schools • Accepted to 5 • Interviewed at 8 MD Schools • Accepted to 5 • Waitlisted at 1 www.lewisassoc.com

19. Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Hispanic • Disadvantaged: financial, socially, health • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Hispanic • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Hispanic • Disadvantaged: financial, socially, health • First in family to attend college • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Hispanic • Disadvantaged: financial, socially, health • First in family to attend college • Outcome • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Hispanic • Disadvantaged: financial, socially, health • First in family to attend college • Outcome • No interviews • Why? • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Hispanic • Disadvantaged: financial, socially, health • First in family to attend college • Outcome • No interviews • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Hispanic • Disadvantaged: financial, socially, health • First in family to attend college • Outcome • No interviews • Why? • Low GPA/MCAT • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Hispanic • Disadvantaged: financial, socially, health • First in family to attend college • Outcome • No interviews • Why? • Low GPA/MCAT • Late application to few schools • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q 24P • Hispanic • Disadvantaged: financial, socially, health • First in family to attend college • Outcome • No interviews • Why? • Low GPA/MCAT • Late application to few schools • Poor personal statement Maria: Re-Applicant, ready after 4 years additional work • Application #1 2006 • Application #1 2006 • 2.8 science/3.2 overall GPA • MCAT 22Q • Application #1 2006 • 2.8 science/3.2 overall GPA www.lewisassoc.com

20. Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Outcome: • 1 interview waitlisted not accepted • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Outcome: • 1 interview waitlisted not accepted • Why? • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Outcome: • 1 interview waitlisted not accepted • Why? • Same issues as 1st application + • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Outcome: • 1 interview waitlisted not accepted • Why? • Same issues as 1st application + • Committee letter not supportive • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Outcome: • 1 interview waitlisted not accepted • Why? • Same issues as 1st application + • Committee letter not supportive • Late secondaries • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Outcome: • 1 interview waitlisted not accepted • Why? • Same issues as 1st application + • Committee letter not supportive • Late secondaries • Analysis • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Outcome: • 1 interview waitlisted Maria: Re-Applicant, ready after 4 years additional work • Application #2 2008 • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Outcome: • Application #2 2008 • Persistence • 4.0 GPA 6 units of Postbaccalaureate • No new MCAT scores or personal statement! • Outcome: • 1 interview • Application #2 2008 • Persistence www.lewisassoc.com

21. Application #3 2009 • 1 year MS (applied medicine) 30 units of 3.7 GPA • Retook MCAT (no accommodations) 19R • Application #3 2009 • 1 year MS (applied medicine) 30 units of 3.7 GPA • Retook MCAT (no accommodations) 19R • Submitted late • Application #3 2009 • 1 year MS (applied medicine) 30 units of 3.7 GPA • Retook MCAT (no accommodations) 19R • Submitted late … after September MCAT • Application #3 2009 • 1 year MS (applied medicine) 30 units of 3.7 GPA • Retook MCAT (no accommodations) 19R • Submitted late … after September MCAT • Got MCAT scores in October • Application #3 2009 • 1 year MS (applied medicine) 30 units of 3.7 GPA • Retook MCAT (no accommodations) 19R • Submitted late … after September MCAT • Got MCAT scores in October • Outcome: • Application #3 2009 • 1 year MS (applied medicine) 30 units of 3.7 GPA • Retook MCAT (no accommodations) 19R • Submitted late … after September MCAT • Got MCAT scores in October • Outcome: • Advised withdraw application Maria: Re-Applicant, ready after 4 years additional work • Application #3 2009 • Application #3 2009 • 1 year MS (applied medicine) 30 units of 3.7 GPA • Application #3 2009 • 1 year MS (applied medicine) 30 units of 3.7 GPA • Retook MCAT (no accommodations) www.lewisassoc.com

22. Application #4 2010 • Capitalized on Strengths • Established new science, service, research (public health), Osteopathic medical experiences • Got new letters • Retook MCAT with accommodations 25Q • Application #4 2010 • Capitalized on Strengths • Established new science, service, research (public health), Osteopathic medical experiences • Got new letters • Retook MCAT with accommodations 25Q • Timely submission AMCAS/AACOMAS • Application #4 2010 • Capitalized on Strengths • Established new science, service, research (public health), Osteopathic medical experiences • Got new letters • Retook MCAT with accommodations 25Q • Timely submission AMCAS/AACOMAS • MD PB + UG science GPA = 2.88 / Grad 3.36 / Overall 3.06 • Application #4 2010 • Capitalized on Strengths • Established new science, service, research (public health), Osteopathic medical experiences • Got new letters • Retook MCAT with accommodations 25Q • Timely submission AMCAS/AACOMAS • MD PB + UG science GPA = 2.88 / Grad 3.36 / Overall 3.06 • DO PB + UG science GPA = 2.9 / Grad 3.47 / Overall 3.04 Maria: Re-Applicant, ready after 4 years additional work • Application #4 2010 • Application #4 2010 • Capitalized on Strengths • Established new science, service, research (public health), Osteopathic medical experiences • Got new letters • Application #4 2010 • Capitalized on Strengths • Application #4 2010 • Capitalized on Strengths • Established new science, service, research (public health), Osteopathic medical experiences • Application #4 2010 • Capitalized on Strengths • Established new science, service, research (public health), Osteopathic medical experiences • Got new letters • Retook MCAT with accommodations www.lewisassoc.com

23. Maria: Re-Applicant, ready after 4 years additional work • Outcome • Outcome • Applied 32 MD + 4 DO schools • Outcome • Applied 32 MD + 4 DO schools • Interviewed 10 MD schools / did not submit DO secondaries • Outcome • Applied 32 MD + 4 DO schools • Interviewed 10 MD schools / did not submit DO secondaries • Accepted at 1 MD school • Outcome • Applied 32 MD + 4 DO schools • Interviewed 10 MD schools / did not submit DO secondaries • Accepted at 1 MD school • Waitlisted at 4 MD schools, withdrew 2, rejected 1 • Outcome • Applied 32 MD + 4 DO schools • Interviewed 10 MD schools / did not submit DO secondaries • Accepted at 1 MD school • Waitlisted at 4 MD schools, withdrew 2, rejected 1 www.lewisassoc.com

24. Am I the BEST applicant I can be? www.lewisassoc.com

25. How will I know? Take the self-assessment test at www.lewisassoc.com www.lewisassoc.com

26. Personal Assessment by Dr. Lewis • 805-226-9669 • imaclewis@lewisassoc.com • www.lewisassoc.com • Facebook: Lewis Associates Pre-Medical Advising www.lewisassoc.com

27. Am I Competitive for Medical School? • Questions ? • Thank You! www.lewisassoc.com