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The Medical College Admissions Test is becoming an increasingly significant component of the application package. The AAMC cites that it is a better indicator of success in medical school than an undergraduate GPA. We help students become as prepared as possible for the exam by not only addressing the content tested, but also the strategies necessary to truly master the test. After analyzing the initial diagnostic test published by the AAMC (an actual former administration), we devise a study plan that addresses each student's specific content and strategy weaknesses. Given the amount of material tested on this exam, it is imperative that we use our time together wisely and only address the topics that must be addressed for each student's individual needs.

During the content review portion of the plan, we instruct students on all the topics tested on the MCAT, particularly those which from introductory level courses that may have been forgotten or challenging concepts that the student found difficult on the diagnostic exam. We cover all topics tested in general chemistry, organic chemistry, biology, and physics, while ensuring each student memorizes the formulas and relationship he or she will be expected to use on the exam. Upon completion of the content review portion, the students should have the information that they need to solve the science problems that appear on the MCAT.

Next, we will address strategies for the passage-based exam. This includes practice with reading comprehension, as well as science passage analysis. We guide students through passages and then work through the associated problems together, to make sure each student is following the correct line of reasoning. We also meticulously dissect commonly tested subjects (such as submersion of a solid in a liquid, or the effects of ADH and aldosterone on blood volume), to ensure high-yielding results for each student. We instruct towards the different "types" of MCAT verbal questions that appear on the test and how best to go about selecting the best answer (and subsequently, how to avoid falling for the "traps"). As the tutor and student work through passages and problems together, in the "tricycle"-phase so to speak, the tutor gradually gives the student more and more independence until he or she is able to work through each passage and question on their own.

In the last phase of our plan, the student conducts heavy practice and review of the content and strategies learned, and puts them to good use through real AAMC administered exams. The bulk of the tutoring time spent during this phase of the process is in going over questions and passages that the student has worked through at home that were challenging either in scope of content or in critical thinking/problem solving skills. The other main goal of this phase is to get the student accustomed to taking a four-and-a-half hour exam in one sitting without waning in attention or concentration. These skills only become better with additional practice material and multiple practice exams.

In the Veritas method for the MCAT, we contend that it is not only the subject-specific review that our tutors have mastered that will help raise a student's score, but also the strategies which we train the student to employ. By building a student's confidence and teaching him or her to attack questions not just in a specific section but throughout the exam, we allow for the greatest increases in scores.

 

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