Association of MCAT Scores Obtained With Standard vs Extra Administration Time With Medical School Admission, Medical Student Performance, and Time to Graduation

Abstract

IMPORTANCE Individuals with documented disabilities may receive accommodations on the Medical College Admission Test (MCAT). Whether such accommodations are associated with MCAT scores, medical school admission, and medical school performance is unclear.OBJECTIVE To determine the comparability of MCAT scores obtained with standard vs extra administration time with respect to likelihood of acceptance to medical school and future medical student performance. DESIGN, SETTING, AND PARTICIPANTS Retrospective cohort study of applicants to US medical schools for the 2011-2013 entering classes who reported MCAT scores obtained with standard time (n = 133 962) vs extra time (n = 435), and of students who matriculated in US medical schools from 2000-2004 who reported MCAT scores obtained with standard time (n = 76 262) vs extra time (n = 449). EXPOSURES Standard or extra administration time during MCAT. MAIN OUTCOMES AND MEASURES Primary outcome measures were acceptance rates at US medical schools and graduation rates within 4 or 5 years after matriculation. Secondary outcome measures were pass rates on the United States Medical Licensing Examination (USMLE) Step examinations and graduation rates within 6 to 8 years after matriculation. RESULTS Acceptance rates were not significantly different for applicants who had MCAT scores obtained with standard vs extra time (44.5% [59 585/133 962] vs 43.9% [191/435]; difference, 0.6% [95% CI, −4.1 to 5.3]). Students who tested with extra time passed the Step examinations on first attempt at significantly lower rates (Step 1, 82.1% [344/419] vs 94.0% [70 188/74 668];

Prevalence of Self-disclosed Disability Among Medical Students in US Allopathic Medical Schools

“…3,5 These results underscore the limitations of studying isolated subtypes of disabilities (ie, only mobility impairments), which may underestimate this population. 6 The preponderance of students with ADHD, learning disabilities, and psychological disabilities suggests that these disability subtypes should be included in future research efforts, such as studies assessing the performance of appropriately accommodated students.…”

The GRE and Students With Disabilities: A Validity Study at 10 Universities

“…Evidence on the fairness of using GRE scores for subgroups is typically studied via differential prediction analyses (AERA, APA, & NCME, 2014). Differential prediction for students with disabilities has been studied for applicants and enrolled students in medical (Searcy, Dowd, Hughes, Baldwin, & Pigg, 2015), law (Amodeo, Marcus, Thorton, & Pashley, 2009), and graduate schools (Braun et al, 1986). Performance differences, which are often related to differential prediction, have also been studied for prospective business school applicants who took the Graduate Management Admission Test (GMAT) with accommodations (Johnson, Rudner, & Sibert, 2008).…”

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Medicine’s Valuing of “Normal” Cognitive Ability

“…Discussion of student experiences with disability should be encouraged. [51], as well as on the Medical College Admissions Test (MCAT) [52]. The reasons for this discrepancy are poorly understood, and a failure to examine this problem perpetuates the stigma surrounding disability and the belief that intellectual "normalcy" is necessary for "the good life.…”