Summary of Strategies for Health Professional Admission Practices
| Theme | Strategies |
|---|---|
| Admission metrics | Implement threshold MCAT score specific to the health professions institution, allowing applicant metrics to be masked early in the admissions process. |
| De-prioritize GPA and standardized test scores while placing greater emphasis on alternative metrics (eg, experience working with disadvantaged communities and applicant alignment with school mission). | |
| Examples of alternative admission metrics can be found in Table 1. | |
| Aligning admission practices with institutional mission | Use the Health Professions admissions mission statement to inform the entire admissions process including the initial screening, interviews, and final decision. |
| Evaluate your school’s social mission index18 annually to ensure the school, specifically admission practices, are advancing the mission. | |
| Recruit new committee members with diverse perspectives and backgrounds, particularly those from underrepresented groups. Students should be included as full voting members. | |
| Review and align composition of admissions committee with the mission of the institution or committee charge. | |
| Require anti-bias, anti-racism, and anti-ableist training for committee members and explain characteristics of mission-aligned applicants. | |
| Re-examine admission processes for potential exclusionary practices, particularly for students with disabilities. | |
| Community partnerships to fulfill the social mission | Develop relationships with community-based organizations, local K-12 schools, community colleges, and 4-year institutions. |
| Partner with nearby community colleges, training their advisors about how to best prepare students for a successful application. | |
| Include community members as interviewers or partners in the admissions process. | |
| Develop training pathways to address local or regional health workforce shortages. | |
| Student support and retention | Encourage belonging and affirmation in the interview process. |
| Provide tangible wrap-around support such as scholarships, financial education, and transportation. | |
| Implement mentorship from faculty of similar backgrounds and peer support to aid students’ academic success and belonging. | |
| Create support services and infrastructure to support students with disabilities. | |
| Collect and use institutional data on the student experience to change policies and/or personnel to better support students |
GPA = grade point average; K-12 = kindergarten through grade 12; MCAT = medical college admissions test.