Rethinking Premedical and Health Professional Curricula in Light of MCAT 2015

  title={Rethinking Premedical and Health Professional Curricula in Light of MCAT 2015},
  author={Charles Brenner},
  journal={Journal of Chemical Education},
  • C. Brenner
  • Published 9 July 2013
  • Education
  • Journal of Chemical Education
The 2015 redesign of the Medical College Admissions Test (MCAT) is a disruptive event that has stimulated a great deal of discussion in undergraduate educational circles. These discussions include figuring out who will teach biochemistry, whether nonmajor chemistry courses should be changed, whether the psychosocial material to be tested constitutes academic behavioral science or the sensibilities that come from exposure to different cultures, and determining whether resources need to shift… 

Comparable Educational Benefits in Half the Time: An Alternating Organic Chemistry Laboratory Sequence Targeting Prehealth Students

The laboratory is a mainstay in STEM education, promoting the development of critical thinking skills, dexterity, and scientific curiosity. The goals in the laboratory for nonchemistry, prehealth

The Necessity of Narrative: Linking Literature and Health Care in Higher Education Curricula.

Modifications in the MCAT and holistic review serve as a sign for a shift in direction by governing boards and as a springboard for discussion on innovative curricular methods to better prepare medical and health professionals.

A Changing Tide: What the New 'Foundations of Behavior' Section of the 2015 Medical College Admissions Test® Might Mean for Undergraduate Neuroscience Programs

Undergraduate pre-medical students will be more likely to enroll in neuroscience courses to learn these competencies, or declare neuroscience majors, as the typical neuroscience major course requirements now meet most of the suggested pre-requisite competencies for medical school.

Bacterial cellobiose metabolism: An inquiry‐driven, comprehensive undergraduate laboratory teaching approach to promote investigative learning

  • Gopal R Periyannan
  • Biology
    Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
  • 2019
This laboratory module serves as a model for educators to develop easy‐to‐implement laboratory curricula incorporating contemporary biochemistry and molecular biology concepts and techniques to provide a course‐based undergraduate research experiences (CUREs) with defined learning objectives.

Defining a Playing Field: Where Does “Pre-Med” Fit?

The chemical education community has the opportunity to make changes to the content and delivery of introductory courses in general and organic chemistry. This editorial introduces several ideas

Introducing chemical biology applications to introductory organic chemistry students using series of weekly assignments

  • M. KaninJason K. Pontrello
  • Chemistry
    Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
  • 2016
Assignments were implemented as homework in both laboratory and lecture organic courses within the context of the existing course structures, demonstrating biologically relevant applications consistently throughout the semesters enhanced student interest in the connection between basic organic chemistry content and its application to new and unfamiliar bio‐related examples.

Organic Chemistry, Life, the Universe and Everything (OCLUE): A Transformed Organic Chemistry Curriculum

The fundamental structure of a typical mainstream two-semester organic chemistry course, populated mostly by life science majors and taught at universities throughout the United States, has changed

Designing convergent chemistry curricula.

Curricular updates at three different institutions that are independently seeking to increase convergence in introductory chemistry courses are discussed.

General Chemistry in Just One Semester for All Majors

We have successfully developed a one-semester general chemistry course that meets the primary learning goals of the traditional two-semester sequence. It is appropriate for physical, life, and eart...



Competencies in Premedical and Medical Education: The AAMC–HHMI Report

A committee to evaluate the premedical and medical school science curricula made a number of recommendations, most important were that competencies replace course requirements and that the physical sciences and mathematics be better integrated with the biological sciences and medicine.

Changes in chemistry and biochemistry education: Creative responses to medical college admissions test revisions in the age of the genome

  • C. Brenner
  • Education
    Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
  • 2013
There is a broad discussion among stakeholders of how best to revise undergraduate and medical education in the molecular sciences to prepare researchers and doctors to acquire, analyze and use individual genomic and metabolomic data in the coming decades.

Challenging Traditional Premedical Requirements as Predictors of Success in Medical School: The Mount Sinai School of Medicine Humanities and Medicine Program

  • D. MullerN. Kase
  • Medicine, Education
    Academic medicine : journal of the Association of American Medical Colleges
  • 2010
Students without the traditional premedical preparation performed at a level equivalent to their premedical classmates, and there was a trend among HuMed students toward residencies in primary care and psychiatry and away from surgical subspecialties and anesthesiology.

Long-term outcomes for surgeons from 3- and 4-year medical school curricula

This 30-year natural experiment with graduates of 3-year medical programs appears to have produced physicians who are competent, although the objective data come from performance data for family physician–general practitioners12,13 and not surgeons.

Integration and timing of basic and clinical sciences education

Refocusing the basic/clinical dichotomy to a foundational/applied model may yield benefits in training widely competent future physicians.

Trends in North American medical education.

Medical education has evolved from a primary focus on content to an emphasis on process of teaching and learning, and will increasingly concentrate on educational outcomes.

A Call for Greater Policy Emphasis and Public Health Applications in Pharmacy Education

In an age of health care reform, incorporating public health into pharmacy practice is key to establishing professional relevancy and it has become critical for student pharmacists to experience novel types of practice and public health principles but to apply them and break away from the traditional roles of pharmacy in order to emerge as future leaders within the profession.

Desperately seeking Flexner: time to reemphasize basic science in medical education.

In reply to Phillips, Dr. Phillips' perspective on how debt can influence a medical school’s “culture” is both interesting and invaluable, because while she works on behalf of U.S. medical schools, she does not work at one.

Long-term outcomes for surgeons from 3- and 4-year medical school curricula.

Reconsideration might be given to the time spent in medical school before surgical training if training in the specialty and career years are to be maximized.

Reforming premedical education--out with the old, in with the new.

  • D. Muller
  • Education, Medicine
    The New England journal of medicine
  • 2013
An early-assurance program that will recruit undergraduates from all majors and eliminate certain premed requirements is launching at Mount Sinai, aiming for greater educational, cultural, and socioeconomic diversity in the health care workforce.