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.
Tutors Available for MCAT:
Alvin is a second year MD candidate at Harvard Medical School. He graduated Phi Beta Kappa and Tau Beta Pi from MIT in 2011 with an S.B. in Biological Engineering and minors in Biology and Music. In 2009, Alvin was the recipient of a Barry Goldwater Scholarship for his research on DNA damage repair and was also named an MIT Amgen Scholar for microRNA targeting research. In high school, Alvin was a USA Biology Olympiad National Semifinalist and National AP Scholar (11 AP exams taken). Over the past 6 years, Alvin has tutored students in subjects including Algebra, Geometry, Pre-calculus, Calculus, Spanish, Chemistry, Biology, and Physics, often helping his students achieve a one to two letter grade improvement. He is highly passionate about teaching and encourages students to think about, rather than memorize, the concepts.
- 2nd year MD candidate at Harvard Medical School
- S.B. in Biological Engineering from MIT with Phi Beta Kappa and Tau Beta Pi honors
- 2009 Barry Goldwater Scholarship
- 800s on SAT II Biology, Chemistry, and Math IIC
Originally from Oklahoma, Michael became interested in a liberal arts education during his time at the Oklahoma School of Science and Mathematics (OSSM). Michael excelled on the PSAT/ACT/SAT/SAT IIs/and AP tests, scoring in the top percentiles on each of the tests. Michael was accepted to many of the nation’s top universities, and decided upon Harvard for its many opportunities in science combined with an unparalleled liberal arts curriculum. At Harvard, he has created his own plan of study in Global Health, an integrative curriculum covering topics from biology to anthropology to sociology in preparation for a career in medicine.
- Scored in the top percentiles on the PSAT, ACT, and SAT tests, as well as on various SAT II and AP tests
- Current Harvard student who has created his own plan of study in Global Health
- Has extensive tutoring experience in areas ranging from ACT and SAT test preparation to advanced educational planning for students of all ages
Anant is a current MD/MBA student at Harvard Medical School and Harvard Business School. He graduated in 2008 from Stanford University with a BS in Biological Sciences. Here, he received the JE Wallace Sterling Award for holding a GPA in the top 20 university-wide. He has multiple publications in top peer reviewed biomedical journals, and has also won national awards for creative writing as a high school student. He has experience tutoring SAT/ACT, SATII subject tests, MCAT, as well as subjects related to biology and chemistry. He also served as an undergraduate writing tutor at Stanford, and has previously counseled students for college and medical school admissions, serving as a premedical advisor at Harvard.
- Top 20 overall graduate from Stanford
- MD/MBA at Harvard
- Experienced tutor in both sciences and humanities
- Patient, effective communicator
Maggie was the valedictorian of the 2006 graduating class at Notre Dame Academy in Hingham, MA. She graduated cum laude from Harvard College with a degree in Chemical and Physical Biology and a GPA of 3.8 in 2010. In 2012, she earned her Master’s in Secondary Education with a 4.0 GPA from Arizona State University. She is currently applying to medical school and scored a 38P on the MCAT. For the past two years, she taught integrated science, general chemistry, and AP chemistry as a Teach for America teacher. Maggie was a regional semi-finalist for the Sue Lehmann Excellence in Education Award and the recipient of the Paula Jennings Hardison Community Leadership Award.
- Graduated cum laude from Harvard with a degree in Chemical and Physical Biology (2010)
- Has a Master's in Secondary Education
- Taught two years of high school chemistry and AP Chemistry
- Patient and flexible