The Impact of COVID-19 Pandemic on Medical School Admissions: Challenges and Solutions

Abstract

Background The coronavirus disease 2019 (COVID-19) pandemic has brought hardship. With the pandemic, there is a need for more health care professionals; yet, premedical students face additional hurdles in applying to medical school. The process of applying to US medical schools before the COVID-19 pandemic was competitive, with an average acceptance rate of 6.7% in 2019. 1 Now with many unforeseen challenges, premedical students applying during 2020, 2021, and subsequent application cycles should be prepared for the changes that the pandemic has necessitated. The COVID-19 pandemic has resulted in a lack of in-person science courses and laboratories, reduced ability for face-toface experiences in shadowing or volunteering, sudden changes to the Medical College Admission Test (MCAT), and changes to deadlines. These changes may impact the next generation of medical students, who will become the next generation of residents, surgeons, and surgeon educators. This perspective will highlight the challenges of applying to medical school during the COVID-19 pandemic and propose evidence-based recommendations to ease the additional burden on the medical school admissions process.

MPRO: A Professionalism Curriculum to Enhance the Professional Identity Formation of University Premedical Students

“…This curriculum may have particular value for premedical students during the COVID-19 pandemic, as students face even more limited opportunities to gain exposure to the realities of clinical practice[ 35 ]. Due to social distancing requirements, premedical students have been largely excluded from in-person experiences, and the American Medical Association has stated that they are unaware of how long these limitations will last[ 36 ].…”

Letter Regarding: The Impact of COVID-19 Pandemic on Medical School Admissions: Challenges and Solutions

“…While many colleges and universities have found ways to transition these classes to virtual formats, these moves may jeopardize students that are struggling academically or require special attention. 1 Sani and associates promote the importance of finding creative ways for students to interact with one another commenting that a paucity of regular interactions amongst students can lead to high rates of burnout-an issue already plaguing prospective medical students and current trainees. 2 It has been demonstrated that interpersonal interactions with peers deepens the strength of learning new material for students.…”

“…2 The authors also address changes brought about to the MCAT, namely the format of the examination and the scheduling issues with test site closures. 1 Another essential consideration is the effect that virtual coursework and unique stressors of the COVID-19 pandemic may have on student preparedness for the MCAT exam. The authors describe that virtual coursework has many negative consequences that may hinder the educational experience of the pre-medical student causing the student to be less prepared for the MCAT from their college coursework alone.…”

“…The authors describe that virtual coursework has many negative consequences that may hinder the educational experience of the pre-medical student causing the student to be less prepared for the MCAT from their college coursework alone. 1 This may further exacerbate known disparities seen amongst students with differing backgrounds and financial resources. 4 By unintentionally inflating the importance of expensive MCAT preparatory materials and courses, such an effect could have long-term consequences on the demographics and diversity of matriculating medical school classes.…”

Response Regarding: The Impact of COVID-19 Pandemic on Medical School Admissions: Challenges and Solutions

“…We would like to thank Gambril et al [1] for their interest and thoughtful comments on our paper analyzing the medical school admissions process in light of the COVID-19 pandemic. [2] Grambil et al show concern for students that are struggling academically or need special attention. We agree that there is need for an evaluation of the effect of virtual classes on academic performance, burnout rates, social challenges, and strength of learning.…”