[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-201666-105":59,"doc-detail-201666-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-new-mcat-exam-and-the-continuing-imperative-of-holistic-review-in-the-selection-of-medical-students","The New MCAT Exam and the Continuing Imperative of Holistic Review in the Selection of Medical Students","","The article analyzes the 2015 AAMC introduction of the新版MCAT and its intended alignment with competency-based medical education. It explains the new exam’s four-section structure, expanded question set, and revised scoring/reporting approach designed to support broader score interpretation. The discussion emphasizes holistic review in admissions, addressing risks of overreliance on test results for diversity and inclusion. It also summarizes emerging evidence on validity, preparation strategies, and early performance outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-new-mcat-exam-and-the-continuing-imperative-of-holistic-review-in-the-selection-of-medical-students/201666/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-new-mcat-exam-and-the-continuing-imperative-of-holistic-review-in-the-selection-of-medical-students/201666.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-09-04",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is the new MCAT exam structured and scored?","Question",{"text":112,"@type":113},"The new MCAT is divided into four sections: chemical and physical foundations, critical analysis and reasoning, biological and biochemical foundations, and psychological, social, and biological foundations. It uses an expanded number of questions and revised scoring that produces a broader, more normal distribution, with section scores and an overall score plus percentiles and confidence bands.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article stress holistic review in medical student admissions?",{"text":117,"@type":113},"The article argues that admissions should not treat test results as the sole determinant. It highlights guidance to consider applicants across the score range, warning that overvaluation or misuse of test scores can produce unintended negative consequences for diversity and inclusion.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of new research findings are discussed in this issue?",{"text":121,"@type":113},"The issue includes empirical reports and conceptual pieces evaluating real-world performance of the new MCAT. It covers validity evidence for specific subtests, preparation strategies across backgrounds, correlations with early medical school performance, and progression patterns by demographic and educational factors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},201666,1788536741,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":52,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Downloaded from [https://journals.lww.com/academicmedicine by BhDMf5ePHKav1zEoum1tQfN4a+kJLhEZgbsIHo4XMi0hCywCX1AWnYQp/IlQrHD3YzRZ0r/T2sqWhJEcfxeLTPS+6ZNwwTXipLuV3Xb7g2TMEPLbB3cQfQ== on 06/03/2020](https://journals.lww.com/academicmedicine by BhDMf5ePHKav1zEoum1tQfN4a+kJLhEZgbsIHo4XMi0hCywCX1AWnYQp/IlQrHD3YzRZ0r/T2sqWhJEcfxeLTPS+6ZNwwTXipLuV3Xb7g2TMEPLbB3cQfQ== on 06/03/2020)  \nThe New MCAT Exam and the Continuing Imperative of Holistic Review in the Selection of Medical Students  \nAnd who, only studying  \nbirdtracks in the sand,  \ncould think those little forks  \nhad decamped on the wind?  \n—Kay Ryan1  \nIn 2015, the Association of American Medical Colleges (AAMC) introduced a new version of the Medical College Admission Test (MCAT) to assess knowledge and skills in natural, behavioral, and social sciences.2 The new test was intended to align with the adoption of competency-based curricula in medical schools and was devised to place greater weight on scientific reasoning and analysis rather than memorization offacts. The new MCAT exam is divided into 4 sections: chemical and physical foundations of biological systems; critical analysis and reasoning skills; biological and biochemical foundations of living systems; and psychological, social, and biological foundations of behavior.  \nThe total number of questions increased in the new MCAT exam, and the scoring system was changed to create abroader, more normal (“bell-shaped”) distribution of scores.2 The top score on the old test was 45 points, while the top score on the new test is 528 points. A new MCAT score report was developed and provides scores for each of the 4 sections along with an overall score. Percentilesand “confidence” bands are shown on thereport, and scores are centered such that half of test takers’ total scores are below 500 and half are above. The rollout of the new MCAT exam was advanced carefully, with recommendations to medical school admissions committees on how to evaluate candidates with data derived from old, new, or both MCAT exams.2  \nThe new MCAT exam has been viewed favorably for encompassing domains of working knowledge, such as social determinants of human health  \nAcad Med. 2020;95:323–326 .  \ndoi: 10. 1097/ACM.0000000000003123  \nand quantitative methods, that are increasingly important for physiciansin-training and future leaders and innovators in medicine.3–6 And, with its expanded content and emphasis on skills, the new MCAT exam is seen as abetter instrument in support of holistic review by medical school admissions committees.3,6  \nTheAAMC has encouraged admissions committees to consider test takers with new MCAT scores at the “top of the curve” rather than at the top of the scale.2 Such guidance is recognized for its importance in stemming a real or perceived practice of considering only top-scoring applicants, which advantages majority-identifying candidates and candidates with access to greater resources.4,7–9 In other words, the AAMC has suggested that admissions committees give full consideration to individuals across a wide range of subtest scores and with overall scores both above and below the 500 mark.2 This inclusive approach has been supported by education leaders seeking to strengthen representation in medicine.7–10  \nAs we in academic medicine together endeavor to create a highly capable, representative, and effective physician workforce to serve the needs of the public, we should reflect on the  \nproper role of the MCAT exam in medical education. The overvaluation, overreliance on, or misuse of test results when assessing candidates may bring unintended and undesired consequences, principally related to diversity and inclusion,9–12 an observation that has arisen elsewhere in higher education. 13,14 Thinking about the utility of the MCAT exam, new or old, leads to consideration of optimal and fair approaches to selecting candidates whose academic factors and values align well with a school’s mission commitments.7,10 Such reflec","cbCaih25ulQ8CMG2","https://ap.wps.com/l/cbCaih25ulQ8CMG2","pdf",221304,"English","# The New MCAT Exam and the Continuing Imperative of Holistic Review in the Selection of Medical Students\n## What We Are Learning About the New MCAT Exam and Its Utility","[{\"question\":\"How is the new MCAT exam structured and scored?\",\"answer\":\"The new MCAT is divided into four sections: chemical and physical foundations, critical analysis and reasoning, biological and biochemical foundations, and psychological, social, and biological foundations. It uses an expanded number of questions and revised scoring that produces a broader, more normal distribution, with section scores and an overall score plus percentiles and confidence bands.\"},{\"question\":\"Why does the article stress holistic review in medical student admissions?\",\"answer\":\"The article argues that admissions should not treat test results as the sole determinant. It highlights guidance to consider applicants across the score range, warning that overvaluation or misuse of test scores can produce unintended negative consequences for diversity and inclusion.\"},{\"question\":\"What types of new research findings are discussed in this issue?\",\"answer\":\"The issue includes empirical reports and conceptual pieces evaluating real-world performance of the new MCAT. It covers validity evidence for specific subtests, preparation strategies across backgrounds, correlations with early medical school performance, and progression patterns by demographic and educational factors.\"}]","The New MCAT Exam and the Continuing Imperative of Holistic Review in the Selection of Medical Students | PDF"]