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INDEX
AAM. See American Academy of Medicine
AAMC. See Association of American Medical Colleges
Academic Medicine, 143
admissions essay, reliability of, 168–69
affirmative action programs, 135
as a predictor of performance in medical school, 137–38
AMCAS. See American Medical College Admission Service
American Academy of Medicine (AAM), 55, 177
Bulletin of, 42
founding of, 42
American College of Physicians, 34
American Council on Education, 83, 86
American Medical Association (AMA), 55
Committee on Medical Education, 51. See also Council on Medical Education
American Medical College Admission Service (AMCAS), 13, 166
American Medical College Association, 41
Amherst College, 73
Arragon, R. F., 92
Arrowsmith. See Lewis, Sinclair
Association of American Medical Colleges (AAMC), 12, 55, 108, 177
description of standardized premedical curriculum, 32
founding of, 41
Group on Student Affairs, 111
Longitudinal Study, 110
Medical School Objectives Panel, 116
1957 report on Appraisal of Applicants to Medical School, 11, 91, 108, 117
1984 report Physicians for the Twenty-first Century, 120, 163–65, 179
Noncognitive Working Group, 116
—recommendations on the structure of premedical education: 1894, 50
1901, 57
1905, 64
1925, 68
research on the use of the MAT, 88–90
Teaching Institute, 1957, 76
“3000 by 2000” program, 142, 145
2009 report with Howard Hughes Medical Institute, 185
Astin index of college selectivity, 137
Bakke, Alan, 135–36
Bakke decision, U.S. Supreme Court (438 U.S. 265), xi, 136, 142, 146–47, 150–51, 154
Barker, Franklin D., 70
Baylor College of Medicine Premedical Honors College, 161–62
Bevan, Arthur Dean: AMA Committee on Medical Education, 51
Council on Medical Education, 53, 59–60, 65
recommendations on the structure of premedical education, 54
Bierring, Walter, 70
biomedical ethics, as part of premedical education, 193
Blake, Clarence John, 57
Boston University School of Medicine, Early Medical School Selection Program, 162–63
Brigham, Carl Campbell, 85
Bulletin of the Association of American Medical Colleges, 68
Cabot, Hugh, 69–70
California Personality Inventory (CPI), 122
Capen, Samuel P., 69–70
Carnegie, Andrew, 62
Carnegie Foundation for the Advancement of Teaching, 7, 89
collaboration with the Council on Medical Education, 60–61
Case Western Reserve School of Medicine, 136. See also Western Reserve School of Medicine
Centers of Excellence (COE), 147
character assessment, as part of medical school admissions process, 108–9
chemistry courses: disproportionate impact on underrepresented minority students, 28–30
effect on premedical student population, 25–31
as the “sorting hat” of premedical education, 3–6
ChemSense®, 192
City University of New York, 143
Sophie Davis School of Biomedical Education, 159–61
CME. See Council on Medical Education
COE. See Centers of Excellence
Cohen, Jordan, 11
Collins, Virginia, 34
Columbia University College of Physicians and Surgeons, 32, 35
—required premedical curriculum: 1893, 45
1916, 67
Colwell, N. P. (collaboration with Abraham Flexner), 62–63
Commission on Medical Education of the Association of American Medical Colleges: establishment, 70
Conner, P. S., 43
Cooper Medical College, 36, 56–57
Council on Medical Education (CME) of the American Medical Association, ix, 157, 174
Committee on Requirements for Admission to Medical School, 53
first national conference, 1905, 53
founding of, 52
1905 report on premedical education, 7
1907 report on the quality of medical schools, 60
1915 survey of U.S. medical schools, 65
recommendations on the structure of premedical education, 52, 64
tenth annual conference, 1914, 65
CPI. See California Personality Inventory
Dienstag, Jules, 183–85
diversity, of students entering medical school, 190
Dodson, J. M., 53
Drew, Frances, 121
efficiency of admission screening criteria, 88
Eliot, Charles W., 66, 157, 177
changes to required premedical curriculum at Harvard, 38–39
as President of Harvard University, 37–38
recommendations on the structure of premedical education, 79
Ellinwood, C. N., 58
Emanuel, Ezekiel, 31, 33, 81, 193
emotional quotient, 114
empathy: association with interpersonal skills, 126
association with MCAT scores, 122
the ability to teach, 126–27
association with performance in premedical science courses, 123
definition of, 121
impact of medical education on, 121–22, 127
lack of association with cognitive ability, 120–21
as a predictor of performance as a physician, 128
European system of higher education, 37–39, 82, 117, 159–60
failure rate (in medical school), 83, 93, 105–6, 115
psychological tests as predictor of, 113
Federation of State Medical Boards of the United States, 70
field dependence theory, 124–25
fit(ness) to study medicine, 70, 94, 132, 175, 183, 191
association with standardized pre-medical curriculum, 68
current perceptions of, 79
as described in the Flexner Report, 64
as originally described by D. C. Gilman in 1878, 46
early career, 61–62
inspection of U.S. medical schools, 63
undergraduate education at Johns Hopkins, 61
Flexner Report, x, 7, 34, 158, 174, 181–82, 186, 198
methodology of the study of medical schools, 65
recommendations on the structure of premedical education, 8–9, 63–64
Funkenstein, Daniel, 8, 76–77, 92, 175
Garrett, Mary, 177
endowment to Johns Hopkins medical school, 47–50
Germany, medical education in, 37–38, 48, 61, 79
interaction with Abraham Flexner, 61
as president of the Carnegie Institution, 62
as president of Johns Hopkins University, 47, 174
as president of the University of California, 35–37, 173
recommendations on the structure of premedical education, 45, 59, 79–80
required premedical curriculum at Johns Hopkins, 40
Glaser, Robert, 91–92
grades, undergraduate: as a predictor of performance in medical school, 83, 89–91, 93–100, 106
as a predictor of performance as a physician, 94, 104
Handler, Joel, 109
Harlan, Richard D., 53
Harvard University School of Medicine, 32, 35, 57, 175
1911 study of predictors of medical student success, 84
—required premedical curriculum: 1875, 38
1893, 45
1905, 55
1914, 67
Health Career Opportunity Program (HCOP), 146
Health Professions Partnership Initiative (HPPI), 142, 145
Higgins, Thomas, 33
Hill, J. K., 90
Horowitz, Helen Lefkowitz, 47
Howard Hughes Medical Institute, 2009 report with Association of American Medical Colleges, 185
Howard University College of Medicine, 135
HPPI. See Health Professions Partnership Initiative
human biology, 189
humanities, role of in premedical education, 66–67, 69
human life sciences, xii, 189–92
Hutchins, Edwin, 110
Imperato, Pascal, 81
Institute of Medicine report (In the Nation’s Compelling Interest), 12
intelligence quotient (IQ), 84
intelligence tests, 84
use in the U.S. Army during World War I, 85
Jefferson Medical College, 97, 99, 126, 153
Johns Hopkins University: founding of, 39
recommended premedical curriculum in 1893, 46
Johns Hopkins University School of Medicine, 32, 35, 50, 177
admission requirements, 1893, 49
admission of women, 47
collaboration with Abraham Flexner, 62
Jordan, David Starr, 57
recommended pre-medical curriculum, 1891, 43
Josiah Macy Foundation, Ventures in Education program, 144
Journal of Medical Education, 94
Julian, Ellen, 99
Kandel, I. L., 89
Kelly, E. Lowell, 118
Kramer, Daniel, 33
Kramer, W. F., 89
Kupler, David, 121
laboratory instruction, as part of premedical education, 194–95
Lane, Levi Cooper, 56
Lane Hospital, 58
Leman, Nicholas, 84
liberal arts, role of in premedical education, 74–75, 78–79, 160
Lowell, A. Lawrence, 69–70, 83, 179
recommendations on the structure of premedical education, 1914, 66–67
Lyons, E. P., 108
MAT. See Medical Aptitude Test
May, Mark, 84
MCAT. See Medical College Admission Test
McConnell, T. R., 77, 82–84, 91
McGaghie, William, 115
McGill University, 92
McMaster University DeGroote School of Medicine, xi, 165–71, 182, 190
McMurry, Lewis M., 53
Medical Aptitude Test (MAT), 87, 105
as a predictor of performance in medical school, 88–91
Medical College Admission Test (MCAT), 87
creation in 1948, 90
as a predictor of performance in internship/residency, 94–98
as a predictor of performance in medical school, 93–103, 106, 114–15, 130
as a predictor of performance as a physician, 110, 130
Medical College of Georgia Student Educational Enrichment Program, 145–46
Medical College of the Pacific, 36, 56
Medical Council of Canada, licensure examination, 103
Medical Education in the United States and Canada. See Flexner Report
medical schools in the U.S.: decline in numbers 1910–1930, 83
rise in the number of applicants, 1926–1935, 83
Medical Society of the State of California, 57
Meharry Medical College, 135
Miller, George, 77
Minority Medical Education Program (MMEP), 147–48
Mitchell, Karen, 96
MMI. See multiple mini interview
Monash University, Australia, 122
Moss, F. A., 86
Mount Sinai School of Medicine, 143, 190
Humanities and Medicine Program, 163–65
Mullen, F. J., 73
multiple mini interview (MMI), 169–71
Myers, Burton, 84
National Board of Medical Examiners (NBME), 110
examinations for medical licensure, 96 See also United States Medical Licensure Examination
National Conference of State Medical Examination and Licensing Boards, 45, 56–57
Newcastle Medical School, Australia, 113
New Jersey Medical School Summer Medical Program, 144
noncognitive characteristics of medical school applicants: as part of the medical school admissions process, 111, 116–17, 130–34
as a predictor of performance in medical school, 109, 115
Oberlin College, 6
Objective Structured Clinical Examination (OSCE), 103–4
Ontario Medical School Application Service, 166
paradigm, scientific, xi–xii, 157, 178
PBPM. See post-baccalaureate premedical programs
Pellegrino, Edmund, 79
Pence, Gregory, 128
personal interview: “halo effect” in, 118–19
as part of the medical school admissions process, 109, 113, 117–21
as a predictor of performance as a physician, 118, 130
use of “standardized applicants” to evaluate, 119
physician manpower shortage, state of California, 12
pipeline, premedical, xi, 145–46
programs to increase, 142–49
programs, measures of success, 149
role of chemistry courses in reducing, 156
Plough, Harold, 73
post-baccalaureate premedical programs (PBPM), 149–54
medical school performance of graduates, 152–54
premedical curriculum, standardized: current, 6, 31, 33, 79, 157, 178
as described by Princeton Review, 32
as described by Wiki-pedia, 32
disproportionate impact on URM students, 21
disproportionate impact on women, 21
1905–1925, 7, 59, 67–68, 82, 157, 174–76
1925–1950, 8
as a predictor of performance in medical school, 174
premedical paradigm, 158–60, 198
establishment of, 178
as selecting against students with noncognitive strengths, 129
weaknesses in, 180–82
premedical students, reasons for loss of interest in premedical studies, 22–31
premedical syndrome, 3, 8, 175
as experienced at Harvard University, 76
Price, Philip P., 108
Pritchett, Henry S., collaboration with the Council on Medical Education, 60–61
problem-based learning, 182, 191
Professional Aptitude Test. See Medical College Admission Test
Proposition 209 (California), 13
psychiatric interview: as part of the medical school admissions process, 109–10
of students in medical school, 114
psychological testing: as part of the medical school admissions process, 110, 114
as a predictor of performance as a physician, 114
of students in medical school, 111–14
Ralph, R. B., 90
Rappleye, Willard C., 70
Reed, Scott, 33
Reiter, Harold, 171
Remsen, Ira, 62
Robertson, David Allan, 86
Robert Wood Johnson Foundation, 142
San Francisco, 1906 earthquake, 58
Saslow, George, 94
Scholastic Aptitude Test (SAT), 85
scholastic aptitude test for medical school, 86
Schumacher, Charles, 110
science competency, 185
scientific revolution, xii, 181
Severinghaus, Aura, 8, 74–75, 173
collaboration with Abraham Flexner, 62
Smiley, Dean F., 41
Sophie Davis School of Biomedical Education, 159–61
sorting hat, Hogwarts School of Witchcraft and Wizardry, 3
Southern Illinois School of Medicine Medical Education Preparatory Program, 151–52
Spiro, Howard, 128
Standardized Patient Examination (SPE), 102
Stanford University, ix
founding of, 43
negotiations with Cooper Medical College, 58–59
reasons for students’ loss of interest in premedical studies, 23–27
recommended premedical curriculum in 1891, 58
under-represented minority premedical students, 13–21, 172
Stanford University School of Medicine, 32, 35
opening, 59
—required premedical curriculum: 1908, 59
1919, 67
Stanford Medical Youth Science Program, 143
Starr, Paul, 37
state laws, defining required premedical curriculum, 55
California, 1901, 56
Michigan, 1903, 52
New York, 1893, 45
Summer Medical and Dental Education Program, 147
Survey of Medical Education, 1953 Report, 74, 173, 179
Taylor, C. W., 90
Taylor, Thomas, 119
techy/fuzzy dichotomy, 2
Terman, Lewis, 84
Terrell, Charles, 145
Thomas, Lewis, 78
Thomas, M. Carey, 46–47, 50, 79, 177
Thorndike, Edward, 89
Thorpe, Edward, 108
Toland, Hugh, 36
Toland Medical College, 36, 55
Tressider, Donald B., 74
Tuton, Peter, 122
undergraduate course selection: as a predictor of performance in medical school, 167
as a predictor of performance as a physician, 167
underrepresented minority (URM): number of students graduating from medical school, 12, 135–36, 142
performance on NBME/USMLE-I exam, 137
physicians, characteristics of medical practice, 138
physicians, rate of board certification, 138
as a predictor of performance in medical school, 139–41
as a predictor of performance as a physician, 139–40
success in premedical education, 4
United States Medical Licensure Examination (USMLE), 98
University of California, 150
University of California, Berkeley, ix students’ reasons for loss of interest in premedical studies, 27–31
underrepresented minority premedical students, 13, 17–19
University of California, Davis, xi, 135–36
Post-baccalaureate Premedical Program, 152–53
University of California, San Francisco School of Medicine, 32, 35, 112–13
“Doctors Academy” program, 143
—required premedical curriculum: 1885, 37
1893, 45
1905, 55
1915, 67
University of Michigan School of Medicine; 32, 35, 153
—required premedical curriculum: 1873, 35, 176
1891, 44
1905, 55
University of Pennsylvania, 43
University of Texas Pan-American, 161
USMLE. See United States Medical Licensure Examination
van Beuren, Frederick, 83
Council on Medical Education participation, 52–54
recommendations on the structure of premedical education, 44, 66, 79
Warner, Helen, 43
“wastage,” early medical student failure as, x, 105, 174
first defined in 1926, 83
Wayne State University, 150–51
weed(ing)-out process in premedical education, x, 160, 173
as described in the report of the Survey of Medical Education, 75
disproportionate impact on URM students, 10–11
disproportionate impact on women, 10–11
role of chemistry courses in, 9, 31, 75
role of undergraduate colleges in, 8, 75
Western Reserve School of Medicine, 92, 111
Wilbur, Ray Lyman, 70
Wilson, John, 56
Winkleby, Marilyn, 143
Witkin, Herman, 124
Wolfe, Dael, 92
women: performance on NBME/USMLE-I exam, 137
success in premedical education, 4
Women’s Committee of the Medical School, Johns Hopkins University, 50
Women’s Medical School Fund, Baltimore, 47
World War I, use of psychological tests in, 85
World War II, effect on premedical student population, 8, 90
Yerkes, Robert, 85
Zubin, Joseph, 118
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