Podcast Summary
Explore medical school options at virtual fairs: Virtual fairs offer interactive Q&A sessions and informative plenary talks, allowing prospective students to engage with admissions teams and current students from multiple schools, for free.
Virtual fairs, such as the one hosted by double AMC, offer a valuable opportunity for prospective medical students to engage with admissions teams and current students from multiple schools in a short amount of time, for free. While it's understandable to want to know one's chances based on GPA and MCAT scores, it's important to remember that admissions teams are hesitant to make definitive assessments based on numbers alone. Instead, virtual fairs provide a platform for interactive Q&A sessions and informative plenary sessions on various admissions-related topics. Additionally, the OHSU School of Medicine, located in Portland, Oregon, is a top-ranked academic health center that values academic excellence, compassion, and cultural competence. It's a public institution that accepts applications from US applicants, as well as those with DACA status, and has a diverse student body, with 63% of the entering class being women for the class of 2020. Overall, virtual fairs are a great resource for students looking to explore their medical school options and connect with admissions teams and current students.
Evaluating a candidate's character and intangible qualities: Dr. Rob Cloutier emphasizes the importance of holistic admissions, which goes beyond grades, GPAs, and MCAT scores to assess empathy, teamwork, and other non-cognitive skills in medical school applicants.
Dr. Rob Cloutier, a physician at OHSU in Portland, is deeply passionate about the medical school admissions process due to its holistic approach, which goes beyond just grades, GPAs, and MCAT scores. He finds value in assessing a candidate's empathy, teamwork, and other non-cognitive skills, which are essential for becoming a great physician. Dr. Cloutier has been involved in admissions for over 20 years, starting as a senior medical student interviewee and later becoming an interviewer himself. He finds comfort in this process as it aligns with his alma mater's emphasis on holistic admissions. He believes that numbers and stats have their limits and that evaluating a candidate's character and intangible qualities is crucial to ensuring a successful and effective medical career.
Holistic Admissions in Medical Schools: Focusing on Diversity and Equity: Medical schools are shifting towards holistic admissions to prioritize diversity, equity, and inclusion in doctor-patient relationships. Metrics like MCAT scores and GPAs are being challenged, and schools are considering debt data and other factors to predict success.
Medical schools are recognizing the importance of diversity, equity, and inclusion in doctor-patient relationships and are shifting their focus towards holistic admissions. COVID-19 has highlighted the need for doctors who come from the same cultural, ethnic, and socioeconomic backgrounds as their patients. Program directors have long complained about non-cognitive issues with residents, and the reliance on metrics like MCAT scores and GPAs to predict success is being challenged. OHSU, which has been practicing holistic review for 20 years, is refining its process to include debt data and other metrics. The speaker, who has been involved in holistic review for decades, is ready for the change. When discussing the curriculum at OHSU, the speaker emphasized that it's not new, but well-oiled, and they are continually fine-tuning it.
Preparing Physicians for 21st Century Healthcare: URMD curriculum fosters teamwork, active learning, critical thinking, and health system science skills, shifting from traditional hierarchy to collaboration, and adapting to unique patient situations
Medical education is evolving to prepare students for the complexities and teamwork required in the 21st century healthcare system. The URMD curriculum aims to foster physicians with skills in teamwork, active learning, critical thinking, and health system science. The traditional vertical hierarchy in medicine is shifting towards a more collaborative approach, where each team member brings unique expertise. In the clinical setting, such as the emergency department, understanding when to lead and when to contribute is essential. This curriculum encourages students to learn from small group interactions and preceptorships, helping them appreciate the multifactorial nature of problem-solving in healthcare. Additionally, students must be able to tolerate ambiguity and adapt to the nuances of each problem, as every patient and situation is unique.
Assessing Ambiguity Tolerance in Medical Professionals: Medical success relies on ambiguity tolerance, assessed through writing samples, interviews, and demonstrated intellectual depth. Arrogance and rigid thinking are red flags.
The medical field requires individuals who can handle ambiguity and uncertainty. The ability to tolerate ambiguity is crucial for success in medicine, as it allows for the coexistence of opposing ideas and the ability to learn from uncertainty. This trait is best assessed through writing samples, followed by multiple mini interviews and personal interviews. Rigid thinking and arrogance are major red flags, while those who can think abstractly and tolerate ambiguity are more likely to succeed. This ability to tolerate ambiguity also leads to the ability to manage fallibility and take constructive feedback. Ultimately, the medical profession demands individuals who can navigate complex situations with a strong foundation in basic and clinical sciences, health system science, and intellectual depth and breadth.
Understanding Health System Science is Essential for Future Physicians: Future physicians need a well-rounded education that includes health system science for informed decisions, patient education, and improved patient care in modern healthcare.
A well-rounded education in medicine includes not just clinical knowledge, but also an understanding of the broader context of healthcare through the study of health system science. This encompasses patient safety, economics, evidence-based medicine, health policy, quality improvement, and informatics. These areas are crucial for making informed decisions, educating patients, and improving patient care. The curriculum for the first two years of medical school typically includes a balance of classroom learning and practical experiences, allowing for some flexibility in scheduling. Health system science is an essential part of this education, and its study is vital for future physicians to provide optimal care in the modern healthcare landscape.
Addressing medical students' unique needs during transition and clinics: Effective coaching for medical students requires a team of coaches handling wellness, career advising, and academic advising to ensure consistent support during their transition and clinics.
Coaching medical students requires addressing their unique needs during their transition into medical school, especially during the first 8 to 10 months due to the intense academic pace and increased competition. After students enter the clinics, it becomes challenging to provide consistent coaching due to their geographic dispersal. A more effective approach is to have a team of coaches handling different aspects of students' needs, such as wellness, career advising, and academic advising, to ensure they receive the right support. Students have significant latitude in choosing clinical programs during their later years. The coaching program's initial design faced challenges when one coach had to manage all students, but the current version with a team of coaches is expected to address these challenges more effectively.
Flexible Medical Education Program: Students now have the freedom to design their clinical learning journey, choosing the order and location of their rotations and electives, and completing core requirements within a 17-month window.
The medical education program has shifted from a rigid, sequential pathway to a more flexible, self-directed one. Students now have the freedom to chart their own clinical learning journey, completing core rotations, a rule rotation, a continuity rotation, and scholarly project, among other requirements, in a 17-month window. They can choose the order and location of their 4-week blocks, which can be filled with electives or scholarly time. The program offers opportunities for students to gain rural healthcare experience, providing an authentic look into what rural medicine entails. Scholarly projects are experiential, research-based, and can be defined broadly, allowing students to explore various aspects of healthcare. This new approach aims to give students a more honest and authentic experience in their chosen field.
OHSU: Diverse Learning Experience Outside the Classroom: OHSU offers a rich educational experience for medical students through community projects, mentorship, and student-led initiatives, fostering a diverse learning community and preparing students for effective healthcare practice.
Oregon Health & Science University (OHSU) in Portland offers a rich and diverse educational experience for medical students, both in and out of the classroom. Students are involved in various community projects, including Portland Street Medicine, clinical research, and student-led initiatives like the Bridges Collaborative Clinic. OHSU values diversity and provides resources and mentorship for students from underrepresented backgrounds. Students appreciate the learning community and their classmates, with opportunities for student leadership and involvement in various interest groups. OHSU aims to admit students with diverse life experiences and perspectives, believing that different angles and ideas contribute to a better healthcare team and a more effective medical profession. The university's location in Portland is also considered a plus, offering a livable city with numerous opportunities for students to engage with the community.
Oregon Medical School Values Diverse Backgrounds and Experiences: Oregon Medical School's Oregon Heritage program prioritizes attracting and retaining Oregonians, providing stability and a diverse student body for future medical practitioners.
The University of Oregon Medical School values the unique perspectives and experiences that students bring to the table, creating a dynamic and enriching learning environment. This was exemplified by a student who grew up in California but had friends in Montana and Wyoming, and her experience on a cattle ranch there gave her a new appreciation for medicine. As a state school, Oregon has a policy called Oregon Heritage to optimize the number of Oregonians in the applicant pool. Eligibility for this program includes having grown up or gone to high school in Oregon, having parents or family members living there, or having an address in the state. Unlike Oregon residency, which is relatively easy to obtain but also easy to lose, Oregon Heritage provides stability for potential students. The goal is to ensure that the medical school attracts and retains a diverse student body, allowing them to practice medicine through the lens of their lived experiences.
Complex admissions process for out-of-state applicants: The admissions team prioritizes in-state applicants but also considers unique achievements and interests for interview spots, while dual degree programs and diversity category are open to all applicants.
The admissions process for this specific educational program is complex and nuanced, with a focus on applicants who have some connection to the state but also considering those who demonstrate unique interests and achievements. The admissions team is cautious in offering interview spots, preferring to invest in candidates with a higher likelihood of accepting an offer. However, dual degree programs and the diversity category are open to applicants nationwide. Despite the challenges, the team is continuously evolving their approach to make the best use of their limited interview spots.
Applying to OHSU: Share Meaningful Stories of Personal Growth: When applying to OHSU, focus on sharing personal stories that demonstrate your ability to meet the competencies of pre-professional science, thinking and reasoning, and adaptability. Emphasize your unique experiences and diverse background.
During the application process for OHSU, applicants are asked to explain how they have met the competencies of pre-professional science, thinking and reasoning. Applicants are encouraged to write essays that demonstrate their ability to work with others, solve problems, teach, and adapt to different situations. The admissions team is looking for meaningful stories that show how applicants have applied their life experiences to these competencies. It's okay for applicants to acknowledge that they are still developing in certain areas. The team values diversity, including age, and has seen successful answers from a range of applicants. Last year, OHSU went through significant changes and has implemented a virtual admissions experience, which has received decent feedback. The team is continuing to discuss what changes to keep for the coming year.
Virtual admissions continue post-pandemic for equity and logistical reasons: Universities adapt virtual processes for admissions, including open houses and interviews, to maintain equity and improve logistics, with plans to expand and refine these virtual assessments as technology advances.
The use of virtual processes in education, such as virtual admissions, has become a necessary response to the pandemic and may continue even after the pandemic due to equity and logistical reasons. The dean of a university shared his experience of keeping the virtual process going for admissions, citing equity considerations and the difficulty of switching between in-person and virtual processes. He also plans to offer monthly open houses for prospective students to visit the school while maintaining a separation between the open house attendees and the admissions committee to avoid any bias. The interview day experience, including the Multiple Mini Interview (MMI), has also been adapted to a virtual format, with plans to expand the variety of stations used to assess the MMI as technology improves. This shift towards virtual processes is a significant change in education and will continue to be an important topic as institutions adapt to the new reality.
Assessing medical school applicants with the Multiple Mini Interview: MMI evaluates ability to manage ambiguity, process complex info, and communicate effectively. Authentic responses matter. MMI + interview offers holistic view. Diverse raters ensure fairness. Prep courses optional, focus on skills instead.
The Multiple Mini Interview (MMI) is an essential component of the medical school application process at Oregon Health & Science University, designed to assess a candidate's ability to manage ambiguity and uncertainty, process complex information quickly, and communicate effectively. While some students may find the MMI challenging due to its multiple stations and scenarios, it's essential to remember that there's no one "right" answer. Instead, applicants should focus on providing authentic responses that reflect their intellectual processing. The MMI is just one piece of the puzzle; it's essential to complement it with a traditional interview to gain a more holistic view of an applicant. Oregon Health & Science University uses a diverse pool of raters, including medical students, retired physicians, staff members, and alumni, to evaluate MMI performances. The MMI and interview combined provide valuable insights into an applicant's abilities and help the selection committee make informed decisions. While there are MMI preparation courses available, they are not a requirement, and the university encourages applicants to focus on developing strong communication skills and critical thinking abilities.
Changes in OHSU's Medical School Admission Process: OHSU's medical school admission process now places greater emphasis on the Multiple Mini Interview (MMI), addressing concerns over socioeconomic disparities in MMI preparation. Decisions are made through a rolling admissions process, with notifications starting in mid-November.
The Medical School Admission Test (MCAT) and Multiple Mini Interview (MMI) processes at Oregon Health & Science University (OHSU) have undergone significant changes over the years, with the MMI becoming a more prominent factor in admissions decisions. This led to concerns about socioeconomic disparities in MMI preparation, prompting a shift in the weighting of the interview and MMI components. The interview day at OHSU includes meeting the admissions committee, with virtual orientation sessions offering opportunities for interaction. Decisions are made through a rolling admissions process, with notifications starting in mid-November. Despite these changes, the admissions process remains holistic and quantitatively qualitative.
Scoring medical school applications based on numbers: During medical school applications, applicants' sentiments and ideas are converted into numbers, determining their priority score and chances of acceptance through interview, MMI, and academic scores. The waitlist extends the initial list, with applicants' numbers, not positions, determining their chances.
During the medical school application process, applicants' sentiments and ideas are converted into numbers, creating a priority score for each applicant. This score is determined by interview scores, MMI scores, and academic scores. The applicants are all on the same list, and as interviews progress, the admissions threshold number may be adjusted to maintain a consistent number of offers. The waitlist is an extension of the initial list, and applicants' numbers, not their position on the list, determine their chances of acceptance. The waitlist can be quite dynamic, especially in May and June, with some applicants not showing up for medical school and others being offered a spot at the last minute. Ultimately, the numbers, not the applicants' backgrounds or personal connections, determine their chances of acceptance.
Medical schools value character over academic achievements: Medical schools prioritize applicants who are open to feedback, effective problem solvers, and adaptable to new situations, rather than solely focusing on academic achievements.
Medical schools, like OHSU, are looking for fully formed adults who are open to feedback and willing to approach challenges as a growth process rather than a destination. These individuals should be effective problem solvers who focus on finding solutions rather than dwelling on problems and wasting emotional energy. The emphasis is on process over performance, and students should understand that their classmates are not rivals but a part of their support system. While academic achievements are important, they are not the only factor considered in admissions. Instead, medical schools value characteristics such as maturity, open-mindedness, and the ability to adapt to new situations.
The value of in-person interactions in education: Connecting in person is crucial for growth in education, conferences offer opportunities to meet and learn from peers, and ongoing learning is essential for success in the sector.
The conversation between the two individuals highlighted the importance of connecting with others in person, especially in the education sector. They expressed their eagerness to meet each other at conferences and resume face-to-face interactions. Despite the challenges of virtual communication, they both agreed on the value of in-person meetings and the potential benefits they bring to their professional lives. The discussion also underscored the significance of ongoing learning and the exciting developments happening in various educational institutions.
