The Admissions Process

There is no better opportunity to begin preparation for a health profession program than the liberal arts environment you have available here at Chicago State University. Health profession school admissions committees are seeking candidates who are broadly educated with excellent verbal and written skills, and they are searching for persons who have developed dialectic and synthetic thinking abilities. In addition, they seek out individuals who evidence the level of scholarship that is achieved through teaching and research.

Courses should be chosen based on a good balance and that challenge your wealth of knowledge and understanding of different subjects. Work with your advisor to ensure that your college transcript will reflect your interest, potential and commitment to learning. Although it is a common presumption among prehealth students that you must major in science to gain acceptance into a program, this is not the case.

Health profession schools are looking for students who have a strong aptness for science, as measured by the MCAT and your grades in science coursework. But equally important is your performance in non-science related course work. Health profession schools are seeking well-rounded students.

They will examine grade point averages from both science and non-science course work and it is beneficial to perform equally well in both areas. Majoring in a subject other than science is perfectly acceptable. Some students prefer a non-science major with a minor in biology. Keep this in mind as you work with your advisor in planning the best approach for you. Select a major you like and will enjoy to work in even if you decide not to attend a health professions program.

Academic achievement, extracurricular activities, personal characteristics, recommendations from the premedical advisor and college instructors, scores on the MCAT and personal interview all are considered in a medical school’s determination as to who will make a good medical student. Having made a large investment, both economic and socio-political, medical schools tend to be very discerning when selecting their classes. During their first two years, medical students are taught primarily in lecture format, in a rigidly scheduled block called basic sciences.

Therefore, admission committees are concerned with how applicants performed in their undergraduate science courses; hence, the emphasis on the science GPA and the dissection of courseloads taken by undergraduate students.

During the final two years, the clinical portion of medical education, students must exhibit the personality traits and educational credentials which will make them effective practitioners. This phase of medical training is evaluated by the applicant’s extracurricular activities, involvement with others and communication skills exhibited in letters, essays and during the interview.