The Script
A Manual for Future Health Professionals
At the University of Scranton

First Edition, 1999

(click here for Revised Script)

Table of Contents

Founded in 1888, St. Thomas College demonstrated an early dedication to pre-health professional students. Indeed, despite difficult times throughout World War I, the College continued to support students who pursued careers in medicine. From September 1918 to September 1923, St. Thomas College changed its curriculum to that of a two-year junior college. During these five years, the college graduated only commercial and pre-medical students after two years of courses.
 

By the end of the 1930’s, St. Thomas College had acquired a solid reputation in most academic circles as demonstrated by the fact that St. Thomas graduates composed over 30% of the Lackawanna County Medical Society. After being renamed the University of Scranton under the Jesuits in 1942, the institution continued its commitment to excellent pre-medical education for the remainder of the 20^th century. During the 1980’s, the University of Scranton placed an average of 50 graduates per year into American medical schools.

In the 1990’s, applications to American medical schools reached an all-time high. In 1994, 45,365 students sought admission to the 125 schools of medicine in the U.S. In 1996, the peak year of applications, 46,968 students competed for 17,385 acceptances. By the end of the decade, the Association of American Medical Colleges reported a significant dec rease in applicants from 1996 to 1998 (12.7%). As a consequence, the percentage of applicants accepted will most likely increase from its low point in 1996 when medical schools accepted only 38% of applicants. Despite the statistics, the admission process remains competitive not only for premedical students but also for any students interested in pursuing a career in the health professions. Therefore, undergraduates should continue their preparations in academics, extracurricular activities, and volunteer work to matriculate in any health professional school.
 

While this guide’s contents include suggestions about developing well-rounded applications for future health professional candidates, it also contains useful descriptions of several health professions. As seen in the table of contents, the guide consists of recommendations for each undergraduate year and it concludes with an overview of several health care professions. Lastly, the comments in this guide are intended to provide you with a sense of direction in what at times may seem a confusing process. Note well: more than one direction will always exist when discussing admission to health professional schools.

Good luck!

Freshman Year

Goal-setting.  During freshman year, not only will you begin to construct a resume to create an impressive application, but also you will face the requirements of your major and the beginning of preparation for an admissions test to enter the school of your choice. These tests vary from the Medical College Admissions Test, to the Dental Ap titude Test, and the Graduate Record Examinations. More about those tests will follow later. Although some students may consider creating a resume and taking a test relatively easy tasks, your collegiate curriculum vitae may not resemble the one from high school and your professional test will not be as easy as the SATs. Although you may now feel overwhelmed both because you are away from home and because you underestimated the rigors of college, the plan presented in this manual and the upperclassmen at Scranton will continually support you in your endeavor.

Even if you remain unsure about a future in health care, concentrate on academics and your studies throughout freshmen year. Academics, especially participation in SJLA or Honors (see sophomore year ), serve as the foundation to any successful health professional application. However, grades do not receive all of your attention. Despite the apparent contradiction, your grades represent only one component of your resume. More important, students should study to learn, read scientific works and literature outside the classroom, and know about current events. By learning instead of memorizing, you will develop skills not only for future admissions tests but also for work in professional school as well. Wh en the time arrives for those tests, an "A" in organic chemistry will mean absolutely nothing if you have forgotten the fundamental concepts and principles of organic chemistry.
 

Knowledge of concepts, principles, and some facts will result in high professional test scores, hollow and unsubstantiated grades will not. In the end, a serious undergraduate interested in pursuing medicine, dentistry, or any health care occupation understands the importance of a solid academic background.

All of this may sound abstract and poss ibly too subtle for much use. Consequently, this guide includes some concrete tips and advice to illustrate the ways you can develop your resume and prepare for your professional admission test.
 

Useful tips and advice...

1. Read

This first tip sounds so simple, but quite critical for three reasons. Before discussing some reasons, what types of works should you read? Well, health professional advisors and students in professional school continue to debate the issue. On one hand, they suggest not only reading textbooks, but also reading many different books, newspapers, and magazines. Rather than quantity, another side suggests reading quality. For instance, science majors should consider reading works of philosophy or literature outside of class. Whatever suggestion you follow, definitely consider actively reading apart from your homework. Also, read your science texts before your professor discusses the topics contained in them. You will listen more actively and increase your understanding by reading before the lecture.

As mentioned earlier, students who eventually enter professional school read for three reasons. First, when undergraduates begin reading early, they develop important fundamental skills necessary for the next four years and beyond. Strong reading and comprehension abilities will allow you to learn lecture material faster and more completely. Second, a critical reader will breeze through the verbal sections of p rofessional admissions tests. In addition, a well-rounded reader will have no trouble discussing topics from science and current events, to literature, history, or philosophy. Consider the one-hour of extra reading a day as a long-term investment. Of course, all this reading will make you the life of the party too. Lastly, a professional student with superior reading skills has an advantage when consuming the volumes of material necessary for the graduate degree.

2. Study

It is true—there is no short cut to learning. You must study effectively and efficiently not only for undergraduate school but also for your future professional education. Read your texts before each lecture and take your own notes to study for the tests. Those notes based on reading the text and attending lectures will serve as indispensable study aids. Consider forming study groups early in the semester with people you meet in your lecture or lab classes. Not only will you get to know others in y our class, but also you will benefit from their knowledge and understanding of the material.
 

Professors remember the students who skip their lectures. At the end of the semester, they will have little sympathy for a borderline student who skipped more than a few lectures.
 

During lectures, the professor usually covers the most important material that usually appears on subsequent exams. Another’s notes will never substitute for personally attending class. Consequently, class attendance and studying remain essential to success.

4. Extracurricular and volunteer activities

After following the first three tips, you may ask how can I possibly get involved? Well, the best advice revolves around moderation. Concentrate on reading, studying, and attend ing lectures, then as you feel more comfortable start with on-campus activities. However, try not to overextend yourself. It will prove difficult to recover from early trouble with academics. So put some activities on hold until you achieve academic composure. Consider becoming an active member of the Health Professions Organization and joining other on-campus clubs. Contact Collegiate Volunteers for opportunities at area hospitals, retirement communities, or the Scra nton Temple Health Center. Other than placing academics as a first priority, remember that graduate admissions representatives look for long-term activities, not a large meaningless list of extracurricular and volunteer work begun in the junior year. Two leadership positions appear more prestigious on an application than do ten different activities.

5. Ask for help without embarrassment

Professors, tutors, HPO officers, and even upperclassmen at the University of Scranton will answer your questions and offer you assistance at any time during your undergraduate years. So, do not feel embarrassed or awkward when asking for help. Those who later enter health professional schools not only tutored others but also sought tutors and professors themselves.

6. Don’t forget the FUN

To avoid a nervous breakdown, follow the advice above but relax if things do not go perfectly. Even without four perfect underg raduate years, you can still enter a health professional school. Exercise, socialize, vegetate, go off-campus for dinner, and make time to enjoy your college years. Hopefully, this will help you retain your sanity.
 

Sophomore Year

Broaden your horizons.  Yes, it takes a miracle for a perfect freshman year. If you concentrate on academics, you may avoid reading outside class, getting inv olved, exercising or socializing. With a freshman year of socializing, one avoids the academics. Certainly, a happy medium exists among all of these. In sophomore year, students find this niche of moderation and expand their academics and activities. Once this year begins, you may feel that you have set in stone one-third of the GPA that you will send in graduate school applications. If, however, you did poorly in a course (such as chemistry) that is a prerequisite to another course, you would be well advis ed to repeat the freshman course rather than get yourself in deeper trouble in a subsequent course. Admissions committees may forgive a weak start, but only if you recover. Fortunately, you can still focus on your studies for the next two years. Plus, many health professional schools will understand when you explain your reasons for one or two discouraging semesters. At the same time you grow with new academic experiences, balance them with extracurricular involvement. A combination of both will lead to a successful year.

Useful tips and advice...

1. Bolster the GPA

If your GPA lacks the competitive edge, spend most of your sophomore year concentrating on academics. What defines the competitive edge? Well, it really depends on the health profession you pursue. Most applicants for allopathic medical school should have 3.5 or higher, while osteopathic candidates should have a 3.25 and higher for a competitive application. Keep in mind, these number s do not signify a definite cutoff. Although in the late 1980s candidates with lower GPAs would not even receive interviews, today the case differs. Admissions officers consider an applicant’s entire application, but the GPA will always remain one of the most important components.

One last note, bolster does not equate with blow-off. Many students consider taking 12 credit semesters full of humanities courses. In the eyes of graduate admissions counselors, they would rather see difficult courses , at the 300 and 400 levels, and average grades, than lower-level courses and a 4.0 GPA. Not only will most graduate schools examine the courses on your transcript, but they will also consider the credit load you took each semester.

2. What is organic chemistry?

Most students know it only as the most impossible course in college, but sophomores see it as the barrier between them and health professional school. Even though it has such a reputation, those who survive organic admit that you can persist through this rite of passage too. Despite the sweat and tears, seniors agree that their score in the biological sciences section on the MCAT improved with dedication to organic chemistry. The key to organic involves building a strong foundation during the first two months of class. Because of its cumulative nature, early understanding will prove essential late in the second semester. So, study hard in the fall semester. In addition, do not fear reading the textbook. The a uthors make the material extremely accessible to those who approach it with persistent reading. Finally, since most seniors wish they had sought help earlier from tutors and professors, do not fear asking for assistance within the first weeks.

3. Registration

During sophomore year, registration should also assume a top priority. You want to register for the classes necessary for graduate school and for your admissions test. Consult the biology and chemistry facult y, the Director of Medical School Placement, juniors, seniors, and the HPO officers who pursue your same health professional career choice to plan your schedule. If you create a plan in the fall semester, this should give you plenty of time to complete the required courses.

4. Double Majors

When planning registration, you may want to consider a double major if it is financially feasible. What do you choose? Well, a golden second major th at ensures entry to graduate schools in the health professions does not exist. However, if you choose a second major (or a minor) that interests you, you are more likely to do well. Obviously, science and non-science majors will appear more interesting than two sciences or two humanities majors on graduate applications. Furthermore, science and non-science double majors do well with the verbal and science sections on standardized tests such as the MCAT and DAT. English and philosophy will expand your intell ectual horizons and develop your critical reading, reasoning, and writing abilities. Lastly, double majors and minors impress admissions officers. Although, the medical school application does not contain a line to list a minor, you may discuss your minor in a personal comments application section or in a future interview. Most important, if you pursue a second major or a minor for the sake of learning itself, you may well enjoy it.

5. The Special Jesuit Liberal Arts (SJLA) and Honors Programs

When thinking about registration and a double major, consider joining SJLA and/or the Honors Programs. The SJLA curriculum, which consists of courses in philosophy and theology, replaces the general education curriculum. Beginning in freshman year, SJLA classes contain 55 students who take several classes together and participate in pizza socials and retreats throughout their four years at Scranton. Like SJLA, the Honors Program provides you with the opportunity to meet and to know some professors on a more personal level. In addition, Honors requires an independent research project supported by a faculty mentor. Honors tutorials include special interest courses which you pursue one-on-one with great professors. Many of the professors who know you well in both programs will write future letters of recommendation. However, you should not join for these reasons alone. Yes, SJLA and Honors will set your application apart from others, but they require dedication and discipline to stu dy and to research on your own.

6. Extracurricular activities

Once you feel confident about your academic future, sophomore year presents excellent opportunities to enjoy extracurricular activities. Like the hypothetical "perfect" double major, no perfect activity (the one that "guarantees" admission) exists. Instead, admissions officers examine the entire breadth of activities from the length of volunteer time to the nature of your leadership positions. While you engage in enjoyable activities, try also to volunteer at places that provide experience in your future field. If you can not stay dedicated to an activity for academics or another reason, then quit it. By limiting activities, you will do them well and serve as an active member. Consequently, you will speak eloquently and with detail in health professional school interviews about those activities you love the most. The following list includes some examples of worthwhile extracurricular activities both on and off campus.

• Student Government. The Club and Activities Board and the Programming Board offer plenty of chances to participate in campus events. See the Student Government Office on the second floor of the Gunster Center for details.
• Collegiate Volunteers. This organization operates a cooperative volunteer placement program between The University of Scranton and Marywood University. Located in the Gunster Center, the office will place students in the local communi ty. Service opportunities range from situations including tutoring, retirement centers, and hospitals, to rehabilitation programs and animal care facilities. Contact the office each year to ask for a service handbook listing all the area opportunities and to obtain a placement contract. In the end, your volunteer work will demonstrate initiative and concern for others—two essential qualities of anyone in the health care field.
• Scranton Temple Health Center. This academic health center in d owntown Scranton serves the area population and assists in community health projects. While volunteering alongside physicians and patient care advocates, students gain invaluable exposure to patients and the health care team within a medical environment.
• Faculty Student Research Program. This program allows students to interact with the University faculty in their research activities. Beyond transcript recognition, students gain research skills and the opportunity to work with faculty outsi de the classroom. More important, health professional schools love research along with volunteer work.
• Health Professions Organization. The HPO provides its members with volunteer activities, meetings with speakers in the health care field, and information regarding health professional schools.

The Learning Resources Center offers a great opportunity for students to tutor their peers in a variety of subjects. As a tutor, you can review your freshman science courses in preparation for later admissions tests. More important, you help other students while getting paid.

Junior Year

Fortifying your position. The theme of sophomore year, broadening your horizons, takes on an added dimension by the beginning of junior year. Since you are most likely confident in your academics and activities, junior year allows you time to concentrate on fortifying your position—maintain your GPA and volunteer hours during the fall semester. During the following two semesters, you have a last chance to raise your GPA and enhance your curriculum vitae. Concurrently, you begin ardent preparations for your health professional admission test (MCAT, DAT, OAT, PCAT, GRE, VCAT or any other test) usually taken during the spring semester. Even with all of this occurring, most of you will begin preparations on initial graduate applications. Inevitably a hectic and stressful time this year, hard work and sacrifice will result in a relaxing senior year.

Before discussing your health professional admission test (HPAT) in depth, keep in mind some suggestions about your academic and extracurricular schedule for the year. First, as with sophomore year, plan your courses around your major and your HPAT. Select upper-level science classes that investigate basic scientific concepts and principles and writing- and reading-intensive humanities classes. A solid understanding of biochemistry, molecular biology, cellular biology, and human physiology will adequately pr epare you for any passage-based or freestanding questions on your HPAT. For verbal sections on HPATs, courses in literature, philosophy, and English would help with comprehension and endurance to read several passages at once. Finally, when you plan to take an HPAT, then schedule a lighter course load (ideally 12-15 credits) during the semester in which you take the exam.
 

HPAT Preparations...
 

To dispel a common misconception, most HPATs evaluate more than your science background. For example, the MCAT contains a verbal reasoning section at its beginning. Passages vary from the astrophysical applications of Newton's 1st and 2nd laws to the subtle beauty of a Shakespearean sonnet or the impact of Aristotelian metaphysics on the development of our Western traditions. As a result, developed critical reading skills will increase your chances of scoring high on the verbal reasoning section—one-third of the test—and on the other sections too. The faster you can read, comprehend, and process the passages the better you will do on the MCAT. The Graduate Record Examinations, the Veterinary College Admissions Test, the Optometry Admissions Test, the Pharmacy College Admissions Test, and the Dental Admissions Test all contain verbal sec tions and science sections. In addition, the DAT includes a perceptual ability test that measures your ability to conceptualize and estimate spatial and structural relationships.
 

Once you understand the importance of reading in the design of each HPAT, you should formulate a study and review plan. Although many juniors feel that they do not have the time, ideally preparation should begin during the fall semester or earlier. In reality, most students outline a plan and obtain study materials in January. For the MCAT, consider registering for a review course sponsored by the Princeton Review or Kaplan. For the other HPATs, you might use the Christmas break as a research time. Find materials, practice tests, and review books for your test and begin to read about and understand its format. By the end of January, you will know how to approach further preparations during the spring semester. (N.B. Administration of the HPATs occurs at different times throughout the year. Please read the HPAT section for more details.)

With an overview of all the relevant material—general chemistry, organic chemistry, general biology, and 1^st semester physics—for your HPAT in January, you can use the spring semester for an intensive review of areas that need more attention. More important, the spring semester allows time to take a ctual practice tests purchased from a bookstore or from a review course. Past students stress that practice tests will serve as the best study aid. They will point out areas that need further attention. If you do not register for a formal course, study with others since different people have varied strengths and weaknesses. Eventually, you will emerge as an efficient, patient, and relaxed test taker who will succeed. Hopefully, dedication and practice will complete one more essential component of your healt h professional school application.

The Health Professions Evaluation Committee

Any application to graduate school consists of four parts. Beyond academic performance, extracurricular activities, and the dreaded HPATs, a University of Scranton applicant interviews with the Health Professions Evaluation Committee (HPEC). For most candidates, this interview occurs sometime in the spring semester of their junior year. As mentioned earlier, dates m ay differ and the HPEC process could take place later for a specific student.

Composed of sixteen faculty members, HPEC interviews students, reviews materials they have submitted, and composes letters of recommendation for students who wish to enter health professional institutions. A two or three-member team interviews the applicant after he or she completes a biographical questionnaire and writes an original essay. Given this information, the committee members will draft a letter recording your a ccomplishments and qualifications for health professional school. In addition, students also solicit three other letters of recommendation from faculty members as part of the HPEC process. The Director of Medical School Placement will then edit a composite letter that includes the input of up to six faculty members. In summary, the recommendation package sent to professional schools will include this composite letter, a letter explaining the HPEC process at the University of Scranton, and copies of your thr ee individual faculty recommendations.

On a final note, spend considerable time over December and January to compose a well-written personal essay for the HPEC packet. Although HPEC uses this essay for internal evaluation only, these comments often become the foundation for a personal statement written on future applications. You may also later adapt the answers you wrote in response to the biographical questions when you complete short essays on applications. For the essay and the questions, write about your personal qualities, interests, volunteer work, or events that led you to apply to a health professional school. In a truthful and individual work, let the Health Professions Evaluation Committee understand something unique about you. Please see the official HPEC packet for further details.
 

Senior Year

The homestretch.  Congratulations! After three grueling years, time to sit back and enjoy the fruits of your labor—right? Not necessarily, a year full of applications, interviews, waiting, and praying awaits. With any luck, you will interview with several schools in the fall semester and begin to receive acceptances during the winter months.
 

Before the interviews and the waiting game, you still must accomplish a few things over the summer prior to senior year. After finishing your HPAT, many students file a primary application to a health professional school clearinghouse. For instance, allopathic medical school applicants complete an AMCAS application from the American Medical College Application Service. This primary application on a computer disk contains areas for biographical information, academic information, personal comments, and a student completed transcript. A few schools do not accept an AMCAS application so contact their admissions office early for an application. Other than the allopathic schools, other health professional schools have their own primary application services. The earlier you finish the primary application and send it to any of the services, then this will greatly enhance your odds of getting an interview.
 

Facing the choices.  After you receive your HPAT scores, you face some serious choices. Before presenting the options, please consider these comments as a general guide not as definite cutoffs. Each student has a unique story that admissions counselors will view differently. So, please think about this carefully and discuss your chances of obtaining an interview and acceptance with the Director of Medical School Placement.

• For the top twenty research-oriented medical schools, as ranked by U.S. News and World Report, you need a composite MCAT score of at least 30.
• With the other American allopathic medical schools, strive for a GPA around a 3.7, a competitive resume, and an MCAT score of 29 or higher.
• In the case of the 19 osteopathic medical schools, a MCAT score should fall around a 25 or higher.
• For dental schools, an average DAT score should be 17, 18 or higher.
• For optometry schools, OATs should average approximately 320 or higher.
• Although the PCAT and VCAT scores range from 100 to 300, you will receive percentile scores based on the strength of the applicant pool.

If the HPAT score does not meet your expectations, then prepare seriously to take the test again. In some cases, especially for medical school, the HPAT score remains an essential component of an applicant's file. Often, medical schools calculate an MCAT and GPA composite score used to reject candidates even before offering an interview. Furthermore, an applicant's performance on the MCAT often indicates to the medical schools how he or she will perform on later Board Examinations. Therefore, students with higher MCAT scores will ultimately make the medical school look better. If your MCAT score is not high enough yet, and if you seriously want to study medicine, then work hard for the next test administration. This advice applies to all of the HPATs. Although it seems tedious, a new study schedule and further preparation will bring you closer to your ultimate goal.

For those who feel positive about their HPAT score, submit your primary application as early as possible. Some schools require multiple essays on their secondar y applications and all schools request an additional fee at this point. Once again, fill these applications out as quickly but as carefully as possible.
 

Only after the summer, the interviews, and a possible acceptance will you relax and face a stress-free semester. Feel confident about yourself and your accomplishments when a school offers you an interview. According to the Princeton Review, "your chances for admission usually skyrocket once you are invited to an interview."

As you can see from the Part 1, the Health Professional Admissions Tests play an important role in your future. In many cases, they determine your chance for interviews and acceptances at health professional schools. To better understand the sections, scores, and registration for each test, Part 2 contains descriptions from Kaplan and the Princeton Review of the popular HPATs.

The Dental Admissions Test

Introduction

The American Dental Association administers the Dental Admission Test (D AT) on computer on almost any day of the year. Students must apply to the Dental Admission Testing Program after which point the Sylvan registration center is informed of the candidate’s eligibility for DAT testing. Students will then call the Sylvan center 800 number to schedule their test, allowing at least 48 hours notice to the center. Students who have applied to take the DAT and have been approved have 12 months within which to take the test. When they complete the test, they will receive their scores immediately. Any candidate for the DAT who wishes to retake it may not do so until they have reapplied to take the test and until ninety days have elapsed.

Test Sections

The DAT measures your science knowledge and tests the perceptual ability necessary to practice dentistry.

NATURAL SCIENCES: Covers biology (40 questions), general chemistry (30 questions), and organic chemistry (30 questions). You have 90 minutes to complete 100 questions.

THE PERCEPTUAL ABILITY TEST (PAT): Includes 90 questions answered in 50 minutes. The PAT measures your ability to conceptualize and to estimate spatial and structural relationships.

READING COMPREHENSION: Consists of 50 questions and usually requires 50 minutes of testing time. Questions, based on three reading passages (between 1,200 and 1,500 words each), relate to dental, basic, or clinical science. You do not need prior scientific knowledge to complete this section.

QUANTITATIVE REASONING: Contains 40 questio ns answered in 45 minutes. This section measures your mastery of arithmetic, algebra, geometry, and trigonometry. This section has unscored sample questions that may appear in a separate DAT section. Lasting about 25 minutes, this section can include science, math, or PAT questions. Sample questions will not affect your score report.

Scoring

The DAT is scored on a scale from 1 to 30, with an average score of 15. The score reports include separate subscores for the different sections : biology, general chemistry, organic chemistry, PAT, reading comprehension, and quantitative reasoning.

Registration

Applications to take the DAT are available at most colleges, or from the following:

ADA
American Dental Association
Department of Testing Services
211 East Chicago Avenue, Suite 1840
Chicago, Illinois 60611-2678
Phone (312) 440-2689
http://www.ada.org

Office hours are Monday through Friday, 8:30am to 5: 00pm (Central Standard Time). Selected information is available from a recording on a 24-hour basis.

Your DAT application will arrive with a packet of "Dental Admission Test Preparation Materials," including a full sample DAT exam.
 

The Graduate Records Examination—Computerized Adaptive Test

Introduction

The GRE-CAT represents the only interactive HPAT because it selects questions for you based on your performance. F irst, it begins each section with a question of average difficulty. If you get that question right, then the computer shows you a harder question next. However, with a wrong answer, the GRE-CAT asks an easier question. As you choose correct answers, the questions will increase in difficulty. If you make some mistakes, the test will adjust and start asking easier problems. Consequently, the CAT literally adapts to your performance this way.

Each GRE-CAT question will not affect your score equally . How much a question raises or lowers your score depends on when the question appears in a section. Earlier questions affect your score more, than those later in the section. The computer makes larger scoring jumps in the beginning of a section to approximate your scoring level. Then, it makes smaller jumps as it fine-tunes your score. High scores emerge only when a student answers enough medium problems correctly to see the hard problems.

A CAT has to be this way because everyone gets a differ ent mix of easy and hard questions. The adaptive format allows a score based on the level at which you answer questions correctly about 50 percent of the time. So the overall number you get right is not as important as the level at which you start getting about half the questions wrong.

Unfortunately, you see only one question at a time on the GRE-CAT. Once you answer a question it affects your score, for better or worse. Therefore, you can not go back to any questions. This prevents skipping aro und within a section. Instead, do your best to get a question right the first time you see it.

Test Sections

The GRE-CAT contains questions of the following types: verbal, quantitative (math), and logic. The test consists of four or five sections. Three sections count toward your score. The scored sections, presented in any order, appear as indicated below:

In addition to these three scored sections, an experimental section that looks like one of the three scored sections does not count toward your score. Do your best on all sections because you can not identify the experimental section. The optional fifth section, called the "Research Section," does not count toward your score either. Since it is optional, why bother completing it? Finally, take as long on any one question as you like, but pace yourself to answer all the questions in each section before time expires. With a penalty for unanswered questions, you should answer every question, even if this includes random guessing to finish on time.
 

Scoring

At the start of a section, the computer assumes you have an average score, then gives you a medium difficulty question, and finally tries to narrow in on your final score. If you answer a question correctly, your score goes up. If you answer a question incorrectly, your score goes down. After a short time, you reach a level where most questions seem difficult to you. At this point, you will answer 50% correctly.

In the beginning, the computer makes large jumps to find your approximate scoring level. Then it makes much smaller jumps to fine-tune your score. So, each succeeding question you answer correctly is worth less to your score than the previous question in the section. Notice how the graph rises—or falls—more quickly in the beginning of the section.

For each of the three measures (verbal, quantitative, and analytical) you receive a "scaled score" within a range of 200-800. In addition t o scaled scores, you also get a percentile rank based on the performance of a large GRE test taking sample population. Your percentile score tells graduate schools, in effect, the worth of your scaled scores. If everyone always receives high-scaled scores, then universities would still differentiate among candidates by their percentile score. The Educational Testing Service compares your performance to those of a random three-year population of recent GRE test takers. In this way, other people taking the te st that day with you will not affect your score. Therefore, your compete against yourself.

Some schools, such as large university programs, use cut-off scores. Investigate individual schools for GRE CAT averages. The score influences not only your admissions to schools but also your acceptance into certain areas of study. For instance, a 600 quantitative score might be fine for a history graduate student, but too low for highly selective programs in science or engineering.

Registration

Contact Career Services located in The Gallery

The Medical College Admissions Test

Introduction

Unlike the GRE CAT, the MCAT lasts twice as long and covers a broader range of verbal, science, and writing components. Most medical schools assess your academic prowess from your transcript and your MCAT score; the MCAT indicates whether you possess a solid foundation to build a successful medical career. Although you can prepare for the test by reviewing scientific concepts, the test stresses the assimilation of new information and the thought required to answer questions surrounding it. The American Association of Medical Colleges (AAMC) indicates that the MCAT measures not only proficiency in the basic sciences, but also the more general problem-solving, critical thinking, and communication skills developed in humanities curricula. In the end, the MCAT sits among the top three selection factors for admissions officers surveyed by the Princeton Review.

Test Sections

Given twice a year, in April and August, the MCAT consists of four timed sections administered over a period of more than seven hours. Broken down, it contains four and three-quarters hours of multiple-choice-testing plus a one-hour writing sample. After the administrative details and three breaks, you can count on a long day. The four timed sections include verbal reasoning, physical sciences, the writing sample, and biological science s. They always appear in the same order on a test day.
 

Scoring

Each MCAT section receives its own score. Verbal reasoning, physical sciences, and biological sciences are each scored on a scale ranging from 1-15, with 15 as the highest. The writing sample essays are scored alphabetically on a scale ranging from J to T, with T as the highest. Your raw score, the number answered corre ctly, convert to yield a scaled score. These scaled scores appear on the report to medical schools as your MCAT scores.

Depending on their degree of selectivity, medical schools consider a score of 10 or above on each section as superior. For each MCAT administration the average scaled scores are approximately 8s for verbal reasoning, physical sciences, and biological sciences, and an N for the writing sample. Many consider competitive scores around 10 to 11, and for the top schools strive for 12s and higher.

Finally, you have a score choice option on the day of the exam. This allows you to see your MCAT scores before releasing them to medical schools. While an appealing option, schools know when you take the MCAT, even if they do not know your scores. Consequently, some medical schools will hold this against you.

Registration

Contact the Director of Medical School Placement at the University of Scranton to see the latest MCAT administration schedule and to register for the test. You may also contact the MCAT Program Office. Starting in February, they will send you a registration packet that contains important information about MCAT fees and score reporting.

MCAT Program Office
2255 North Dubuque Road
P.O. Box 4056
Iowa City, IA 52243-4056
Phone (319) 337-1357
M-F, 8:30 a.m.-4:30 p.m., Central Time

Optometry Admissions Test

Introduction

Developed by the American Optometry Association, the OAT measures your science knowledge and analytical ability. Administered in February and October, it lasts from 9am to 1pm.

Test Sections

NATURAL SCIENCES: Covers biology (40 questions), general chemistry (30 questions), and organic chemistry (30 questions). You have 90 minutes to complete 100 questions.

PHYSICS TEST: Includes 40 questions covered in 50 minutes. It measures your knowledge of vectors, energy and momentum, waves, thermodynamics, magnetism, and optics.

READING COMPREHENSION: Includes 50 questions and usually requires 50 minutes of testing time. Questions, based on three reading passages (between 1,200 and 1,500 words each), relate to basic or clinical science. You do not need prior scientific knowledge to complete this section.

QUANTITATIVE REASONING: Consists of 50 questions answered in 45 minutes. This section measures your mastery of arithmetic, algebra, geometry, and trigonometry.

An UNSCORED SECTION lasts about 25 minutes and can include science, math, or physics questions. Sample questions will not affect your score report.

Scoring

The OAT is scored on a scale from 200 to 400, with an average score of 320. The score reports include separate subscores for the different sections: biology, general chemistry, organic chemistry, reading comprehension, and quantitative reasoning.

Registration

Applications are available at the University of Scranton, or from the following:

Optometric Admission Testing Program
211 East Chicago Avenue, Suite 1846
Chicago, Illinois 60611-2678
Phone (312) 440-2693

Office hours are Monday through Friday, 8:30am to 5:30pm (Central Standard Time).

Selected information is available from a recording on a 24-hour basis. Your OAT app lication will arrive with a packet of "Optometry Admission Test Preparation Materials," including a full sample OAT exam.
An Optometric-Related Web Resource:

ASCO
Association of Schools and Colleges of Optometry
6110 Executive Boulevard, Suite 690
Rockville, MD 20852
Phone: (301) 231-5944
http://www.opted.org

Pharmacy College Admissions Test

Introduction

The PCAT occurs in February, March, and October. Of the 79 pharmacy schools in the U.S., 42 schools currently require or recommend the PCAT for admission.

Test Sections

The exam lasts for approximately three to four hours depending on the presence of an experimental section. With 270 scored questions, the breakdown follows:
 

As a thinking test, you must apply basic science knowledge, math skills, and verbal knowledge. Basic science courses needed for t he PCAT include one year of college-level general chemistry, introductory organic chemistry, and biology with an emphasis on human physiology. The math for the PCAT requires a basic understanding of algebra and geometry (calculus and trigonometry are NOT covered). The PCAT also tests reading comprehension skills and word knowledge through its reading comprehension and verbal ability (antonyms & analogies) sections, respectively.

• The reading comprehension section contains 6 passages with 6-8 accompanying questions. Subject matter may cover any area in the Natural Sciences, Sciences, and Humanities. This section requires no outside knowledge.
• The chemistry section tests mostly general chemistry; however, it also tests some basic organic chemistry.
• The biology section tests biology and human physiology, with a greater emphasis on physiology.
• The quantitative ability section is approximately 75% basic math concepts and algebra and 15-20% geometry. Only 5-10% test advanced math skills (logs, factorials, etc.).
• All of the questions, in the one-best answer multiple-choice format, have four answer choices (A - D).
• All questions are worth one point, so you should not spend too much time on any one question. With no penalty for guessing, never leave any question blank.

The PCAT is scored on a scale from 100 to 300. The mean occurs around a score of 200 with a sta ndard deviation around 30 points. You receive percentile scores based on the strength of the applicant pool.

Registration

The Psychological Corporation
Pharmacy College Admission Test
P.O. Box 91581
Chicago, Illinois 60693
1-800-622-3231 Exam Cost: $35 (currently)

For more information on careers in pharmacy, consult the following sources:

American Association of Colleges of Pharmacy
1426 Prince Street
Alexandria, VA 22314-2841
Phone: (703) 739-2330
http://www.aacp.org

American Pharmaceutical Association
2215 Constitution Avenue, NW
Washington, D.C. 20037-2985
Phone: (800) 237-2742
http://www.aphanet.org

American Society of Health-System Pharmacists
7272 Wisconsin Avenue
Bethesda, MD 20814
Phone: (301) 657-3000
http://www.ashp.org
 

Veterinary College Admissions Test

Introduction

The VCAT is administered in January, October, and November.

Test Sections

Like the PCAT, the VCAT requires the application of basic science knowledge, math skills, and verbal knowledge. Basic science courses needed for the VCAT include one year of college-level general chemistry, introductory organic chemistry, and biology with an emphasis on human physiology. The math for the VCAT requires a basic understanding of algebr a and geometry (calculus and trigonometry are NOT covered). The VCAT also tests reading comprehension skills and word knowledge through its reading comprehension and verbal ability (antonyms and analogies) sections, respectively.

• The reading comprehension section contains 6 passages with 6-8 accompanying questions. Subject matter may cover any area in the Natural Sciences, Sciences, and Humanities. This section requires no outside knowledge.
• The chemistry section tes ts mostly general chemistry; however, it also tests some basic organic chemistry.
• The biology section tests biology and human physiology, with a greater emphasis on physiology.
• The quantitative ability section is approximately 75% basic math concepts and algebra and 15-20% geometry. Only 5-10% test advanced math skills (logs, factorials, etc.).
• All of the questions, in the one-best answer multiple-choice format, have four answer choices (A - D).
• All questions are worth one point, so you should not spend too much time on any one question. With no penalty for guessing, never leave any question blank.

The VCAT, scored on a scale from 100 to 300, has a mean score of 200 and a standard deviation of 30 points. You receive percentile scores based on the strength of the applicant pool.

Registration

The Psychological Corporation
Veterinary College Admission Test
P.O. Box 96152
Chicago, Illinois 60693
1-800-622-3231
Exam Cost: $50 (currently)

For more information on careers in veterinary medicine, consult the following:

The American Veterinary Medical Association
1931 North Meacham Road, Suite 100
Schaumberg, IL 60173
Phone: (847) 925-8070
Fax: (847) 925-1329
http://www.avma.org

Dentistry

Description. The Doctor of Dental Surgery (D.D.S.) or the Doctor of Dental Medicine (D.M.D.) diagnose, treat, and prevent problems associated with the hard and soft tissues of the mouth. Most dentists begin a solo practice after completing their professional degree, both of which are entirely equal in respect to education and rights to practice. Beyond general practice, the American Dental Association recognizes the eight speci alties as follows: orthodontics, oral surgery, endodontics, periodontics, pediatric dentistry, prosthodontics, oral pathology, and dental public health.

Personal Characteristics and Future Outlook. Like many health professions, education costs increase every year. Even with state schools where tuition costs decrease, admission remains competitive. However, the diligent student who enjoys working with people, possesses good manual dexterity, and remains committed to dentistry will succeed in attaining his or her goal. Dentists not only enter into a profession with an excellent income, but also they have the opportunity to maintain their own business that employs dental assistants, hygienists, receptionists, bookkeepers, and laboratory technicians. Although dentistry does not require great physical strength, it does involve patient quality-of-care decisions, depth perception, and an equally active personal life as well as a respectable professional life.
The demand for dental services will continue to increase both for dental problems and for preventive care. Geriatric care and cosmetics will be major areas of care in the future. As of 1995, the Department of Labor indicated that there will be a 25% increase in the need for dentists over the next 10 years.

Preparation. Of the 54 dental schools accredited by the Council on Dental Education of the American Dental Association in the United States, a majority require 8 semester hours (lecture and lab) of general chemistry, organic chemistry, physics, and biology. Qualifications vary for each school, but most require some English, mathematics, and social sciences courses. Previous undergraduate experience in biochemistry, genetics, and physiology may also help the first-year dental student. Specific requirements for each school as well as tuition and class statistics are found in Admission Requirements of U.S. and Canadian Dental Schools from the American Dental Association.
Most dental schools have a four-year curriculum of basic sciences (two years) followed by clinical exposure for two years. To prepare for this, consider a Bachelor of Science or Arts in the natural sciences while completing specific school requirements. However, your major will only be one component of your application. Your GPA and performance on the Dental Admission Test will also factor into an acceptance decision.

Admissions. All dental schools consider students who exhibit intellectual competence, manual dexterity, and personal trait s appealing to patients. Other important factors include communication skills, leadership abilities in extracurricular activities, good character, motivation, and interest/experience in the dentistry field. Overall, four factors directly affect admission: 1) academic performance, 2) DAT score(s), 3) letters of recommendation (your HPEC file from the University of Scranton) from faculty members and personal references, 4) and impressions made during a personal interview. Work experience and extracurricular a ctivities may also contribute to your acceptance. In the end, the actual GPA number will not be important as the total academic difficulty (i.e. Cooking 101 vs. Metaphysics), part-time employment, participation in varsity sports or other activities encompassing your time as a student.
In conjunction with your GPA, the DAT affects admission. However, there is no way to evaluate a competitive score because each dental school will evaluate the whole student: GPA, DAT, and letters of recommendation from H PEC at the University of Scranton.

After evaluating these pieces of your application, dental schools invite the most promising applicants for an interview at the school. Remember to "be yourself" when speaking with the interviewer, and look at it as an opportunity to convince the Admissions Committee of your commitment to dentistry.

Applications through the American Association of Dental Schools Application Service (AADSAS) usually begin on June 1^st the year before matricul ation. During the summer, most students must complete secondary applications in addition to the AADSAS application. Be honest in your secondary essays and work quickly to return them.

Acceptance. After you complete your application file, you should hear from the dental schools confirming completion. Then, the dental schools will contact you if they request an interview. In the end, applicants begin receiving first notifications of acceptance starting on December 1. Wait list and rejection let ters are also sent from this date. Dental schools may remove some applicants from the wait list to the acceptance list. Most schools require an acceptance deposit to hold your seat in the class.

Conclusion. Despite the difficult process to pursue dental school, the most successful predental students retain a positive attitude even if things do not go as planned. When truly motivated, they can achieve the rewards, financial security, and personal satisfaction after reaching their goal.

Medicine¾ Allopathic

Description. The Doctor of Medicine (M.D.) covers a wide range of functions in the maintenance of health including diagnosing disease, supervising care of patients and the delivery of health care. Although most physicians provide direct patient care, some choose to pursue research, administration, teaching or a combination of all of the above. Physicians practice in a variety of settings: private practice, group practice, hospitals, or laboratories. The general areas of practice include family practice, general internal medicine, and general pediatrics with subspecialties in OBGYN, psychiatry, cardiology, neurology, general surgery, surgical specialties, emergency medicine and support specialties (anesthesiology, pathology, radiology).

Personal Characteristics and Future Outlook. As an art and a science, medicine necessitates critical thinking skills. Pe ople skills are essential as well as an ability to communicate (both oral and written), maintain calm in the midst of crises, work well with other members of the health care team and time management skills. Beyond the demands of the position, a physician’s responsibilities require maturity, integrity, honesty, emotional stability and a concern for the welfare of others. Physicians, only one aspect of the health care team, have the opportunity to work with nurses, physicians assistants, therapists, technicia ns and other doctors.

Preparation. There are 125 medical schools in the United States. Most of the admissions offices require basic courses in the sciences and math to apply. In general, this entails at least two semesters of English, general biology, general chemistry, organic chemistry, general physics and the respective laboratories. Some schools also attach a mathematics or computer science requirement to this list. Despite required classes, schools do not insist on a specific major cours e of study. In fact, students with non-science majors increase diversity among the medical school classes. Therefore, schools encourage their application.

Most medical schools have a four-year curriculum of basic sciences in the first two years followed by clinical exposure for the last two years. This format has evolved as schools realize the valuable experience gained by first and second year students who gain exposure to clinical settings early in their medical education. Many schools have now built this early experience into their curriculum. US medical schools now foster problem-based learning as an essential curriculum feature. Departing from traditional lecture based courses, schools offer students the chance to team up and develop their diagnostic skills before reaching a clinical setting.

Application components of successful matriculants contain a Bachelor of Science or Arts, with a competitive GPA, good scores the Medical College Admissions Test (MCAT), and involvement in extracurricular and volunteer activities.

Admissions. Medical schools seek students who will make good medical students, competent, caring physicians, and productive members of society. Professors, basic scientists, clinicians, administrators and often medical students sit on admissions committees. This committee reviews five features in the applications: 1) academic record, 2) MCAT scores, 3) letters of recommendation (your HPEC file from the University of Scranton), 4) personal statements, 5 ) the impression made in your interview. Committees also look for volunteer experience, exposure to a clinical setting and extra-curricular activities.

A good academic record indicates motivation and ability; however, the number has less value than its context. The committee recognizes the entire package of course load, extra-curricular involvement, and other time commitments such as a part-time job.

The MCAT, an essential feature of your application, often sets a standard with which t o "weed out" applicants. Given twice a year in the spring (April) and the summer (August), medical schools suggest that students take the MCAT one-year prior to matriculation (spring of junior year, summer before senior year).

Applications through the American Medical College Application Service (AMCAS) are usually available in May and can be submitted no sooner than June 1^st for matriculation into the next medical school class. This application is available in an electronic format. N ot all schools participate in AMCAS. To obtain applications from these schools, you must call or write to them and request application materials.

Acceptance. After medical school admissions committees review your primary application, they send you secondary applications. Following review of the secondary application, the most promising candidates receive interview invitations at the school. It could be several weeks until the applicant hears from the medical school after an interview. Usually students will receive either a notification of acceptance, rejection or placement on the wait list. Most schools require a refundable deposit to hold your seat in the class.

Special Programs. Many schools offer a joint M.D./Ph.D. program. Some offer joint M.D./M.B.A. or M.D./J.D. degrees. For more information on these programs, contact the schools that interest you since programs vary from school to school.

Conclusion. Although the process of applying to medical schools can s eem daunting, the most successful pre-medical students remain focused, motivated and maintain a positive attitude throughout the experience.

Medicine¾ Osteopathic

Description. The Doctor of Osteopathy (D.O.) emphasizes the musculoskeletal system and a concern for the human patient as a complete entity in their treatment. Osteopathic graduates practice in residencies under t he auspices of either the American Osteopathic Association or the American Medical Association. Different from the M.D., the D.O. practices osteopathic manipulation and puts a special emphasis on primary care. Despite this concentration, D.O.s can enter any medical specialty.

Personal Characteristics and Future Outlook. Most students learn about osteopathic medicine by observing and talking with one or more osteopathic physicians. Osteopathic physicians display the same personal characteristi cs as allopathic physicians: personal integrity, honesty, compassion, a willingness to learn and an ability to work with the health care team. As the allopathic modes of practice and philosophy move closer to osteopathic principles, the future of osteopathic medicine appears bright.

Preparation. There are 19 osteopathic medical colleges in the United States. Locations vary with a majority in the Midwest, three in the west, and several in the east. Most osteopathic medical schools require one academic year of biology, general chemistry, organic chemistry, and general physics with their respective laboratories, and English composition. The pre-professions course requirements for every osteopathic school in the United States can be found in The Education of the Osteopathic Physician and the College Information Booklet. Admissions officers also ask for MCAT scores.

Admissions. The submission of your application begins as of June 1^st, a year prior to matricul ation, through a standardized service. Similar to AMCAS, The American Association of Colleges of Osteopathic Medicine Application Service (AACOMAS) prepares an application that details your extracurricular activities, a transcript and a personal statement. The entire application process mirrors that of allopathic schools. An admissions committee evaluates GPA, MCAT scores, extracurricular activities and letters of recommendation. Exceptional candidates interview at their schools. Admissions committees of os teopathic schools seek students who have an understanding and a sincere desire to practice the principles of osteopathic medicine. In some cases, the committees do not look favorably on students who apply to both allopathic and osteopathic schools.

Acceptance. Most osteopathic schools practice "rolling admissions" where schools deliver acceptances before processing the entire application pool. Schools notify students of an acceptance, rejection or a place on the wait list within a few weeks o f their interview.

Conclusion. Osteopathic medicine presents challenges that differ from those of allopathic physicians. As it gains acceptance from the public and medical communities, the differences between osteopathic and allopathic medicine will disappear. Despite a difficult path o practice osteopathic medicine, those students who achieve success remain motivated and positive throughout the experience.

Optometry

Description. Optometrists (O.D.s), the major providers of primary vision care in the United States, examine, diagnose, treat and manage diseases and disorders of the visual system. Treatments include glasses, contacts, and in some states therapeutic drugs for sight. They work in close conjunction with ophthalmologists (M.D.s) and opticians on the visual health care team. In addition to seeing patients, optometrists determine safe vision standards in the industry and determine who may safely drive an automobile. The optometrist usually practices independently; however, now many join Health Maintenance Organizations.

Personal Characteristics and Future Outlook. Before entering any health care profession, examine your own personal attributes and inclinations. Clearly outgoing qualities and an aptitude for science (especially physics) define optometrists. They need to manipulate fine instrumentation and measuring devices. Of course, this requires good manual dexterity. Furthermore, optometrists have some knowledge of the business world since many still operate their own practice.

According to the American Optometric Association, as the demand for better eye care increases and new technologies become available, demand for optometrists will stay high in the future. Generally, optometrists earn an excellent income and work flexible hours, allowing them to have a very fulfilling personal life.

Preparation. With 17 accredited optometry schools in the United States, many have dif ferent entry requirements. So, contact each school very early to review their requirements. Although most optometry students have undergraduate degrees, optometry schools do not require them. Two of the 17 schools require two years of undergraduate course work, while the other fifteen require three years. All schools insist on one year of physics, general chemistry, English, and math. In addition most schools also look for either a semester or a year of biology, psychology, microbiology, and organic chemist ry. Many optometry schools also stress the importance of the humanities in addition to the core sciences.

Optometry schools have a four-year curriculum that includes basic training and clinical experience. A major in one of the natural sciences should adequately prepare an optometry school applicant. Like the other health professions, maintain a solid GPA and perform well on the OAT (Optometry Admissions Test).

Admissions. As an applicant to optometry school, a committee of O.D.s a nd Ph.D.s from the institution will evaluate your application. They look for applicants who demonstrate strong intellectual ability, a good record of personal accomplishments, and personal characteristics that enable a person to relate to and treat patients well. Your OAT score, required for all schools, objectively illustrates your quality as an applicant. Admissions committees also evaluate your GPA. The first two years of optometry school consist of traditional lecture based learning so admissions commit tees use past academic performance as the best indicator whether students will do well. Consequently, committees take into account such factors as overall course load, science GPA, and the students time management abilities.

In addition to a good score on the OAT and a good GPA optometry schools also read letters of recommendation. Most schools prefer a committee letter from your undergraduate institution. At the University of Scranton, you will enter the Heath Professions Evaluation Committee p rocess. The actual application process begins in the summer or early fall one year before you start classes. Optometry schools invite the most promising applicants for interviews. During the interview, stay relaxed while talking about yourself and show an enthusiastic interest in the school.

Conclusion. Although the applicant faces a difficult application process and the subsequent demanding training in optometry school, optometry promises a fulfilling health professional career now and in the future.

Pharmacy

Description. Pharmacists render pharmaceutical care that entails the skills, knowledge, and the ability to provide medication services to patients. They attempt to achieve definite outcomes from medication use that improve patients’ quality of life. The outcomes include: 1) cure of a disease; 2) elimination or reduction of symptoms; 3) arresting or slowing a disease process; 4) prevention of disease; 5) diagno sis of disease; and 6) desired alterations in physiological processes, all with minimum risk to patients.

Personal Characteristics and Future Outlook. Pharmacists must have excellent interpersonal and communication skills. As professionals committed to public service, pharmacists must illustrate business savvy since their job revolves around purchasing and selling items. They must be dedicated and dependable with unquestionable ethics.

Pharmacists enjoy the third lowest rate of un employment of all health professionals. With growth in chain stores such as Wal-Mart and ambulatory care centers, employment should be stable in the future. Salary ranges from $40,000 to $75,000 with an average of $42,500 based on a 44-hour week. Employment opportunities exist in community pharmacies, hospitals, nursing homes, extended care facilities, neighborhood health centers, HMOs, U.S. Public Health Service, the Armed Forces, and the Department of Veteran Affairs.

Preparation. The typic al pre-professional requirements are 8 credits of English and communications, 8 credits of life science with lab, 8 credits general chemistry with lab, 8 credits organic chemistry with lab, 4 credits of calculus, 3 credits of human anatomy, and 3 credits of introductory microbiology. Also one course must be taken from each of the following general education areas: 1) social and behavioral sciences, 2) economics and finance, 3) fine arts, 4) physical sciences, and 5) humanities. An applicant can take these c ourses during freshman and sophomore year and apply to pharmacy school during sophomore year. Then, the student transfers into a pharmacy school for four years after fulfilling the prerequisites at the University of Scranton. A majority of pharmacy schools only offer a Doctor of Pharmacy (Pharm.D.), but some continue to offer a B.S. Either degree fulfills the requirements to be a licensed pharmacist. One can pursue a pharmacy degree with any major as long as the required classes appear on the transcript.

Admissions. With 75 pharmacy schools in the U.S. and Puerto Rico, you should write to those schools that interest you to determine entrance requirements. The following categories are important for acceptance: undergraduate GPA, residency status, letters of recommendation, applicant interviews, and experience in health related extracurricular activities and/or employment experience. Many pharmacy schools require the Pharmacy College Admissions Test (PCAT). Students can find specific requirement s for each school in the Pharmacy School Admission Requirements, published by AACP.

To apply, you must achieve junior standing by completing 61 credits, have a competitive cumulative and science GPA, and take the PCAT.

A timetable for application during the sophomore year follows: apply to take the PCAT in September, take the PCAT in November, send out applications in December for early admission, apply for financial aid in January, retake the PCAT if necessary in early February , send out applications in mid-February, interview between April and June, and wait for admissions notifications from May to September.

Podiatry

Description. The Doctor of Podiatric Medicine (D.P.M.) specializes in the treatment, diagnosis, and prevention of diseases associated with foot movement and the ankle. A D.P.M. uses his or her extensive knowledge and training to detect problems in the lower extremities, make independent decisions regarding rehabilitation, and perform surgical procedures. Podiatrists work in a variety of settings that include hospitals, foot clinics, and independent practices. These doctors are educated in state-of-the-art techniques involving physical medicine, rehabilitation, orthopedics, surgery and dermatology.

Program of Study. After four years of study at an accredited podiatric medical college, the Doctor of Podiatric Medicine receives the D.P.M. The first two years center around cla ssroom and laboratory instruction while the remaining two years focus on clinical sciences and patient care. Most prospective podiatrists seek postdoctoral residency positions, but graduates of podiatric medical colleges may choose to enter into practice immediately after matriculation.

Admissions. Students who are interested in the basic sciences and would like to become an integral member of the health care profession should consider a career in podiatric medicine. Students need a minimum of three academic years in any major at an accredited college or university for entrance into a podiatric school. Interested students should contact a college directly. However, all applicants must process their primary application through the AACPMAS service. AACPMAS also compiles applicant scores from the Medical College Admission Test. New applications, distributed in September, request biographical information including academic coursework, extracurricular activities, and MCAT scores. Students need to s end official transcripts directly from the all undergraduate colleges of attendance to the college of podiatric medicine. Each podiatric college will forward supplemental information to the applicant. This supplemental information will include a request for letters of evaluation from faculty members and often a podiatrist.

The Interview. Interviews will be granted to qualified applicants. The admissions committee conducts the interview, a valuable tool for evaluating applicants. In the inter view, the student can demonstrate his or her knowledge of the podiatric field, elaborate on information included in the application, and ask questions about the school.

Veterinary Medicine

Description. The traditional veterinarian maintained healthy and productive commercial food animals and livestock, secured the public health of human and commercial animals, and treated illness and disease in livestock, sport, and companion animals . Today, veterinary medicine encompasses a variety of diverse work settings. The majority of veterinarians work in private small, large or mixed animal clinical practices. However, jobs also exist in county, state and federal governments, in the armed forces, in universities, private industry, zoos, wildlife organizations, racetracks and circuses.

Personal Characteristics and Future Outlook. Seventy percent of veterinarians engage in private practice. Not all cater to the large animals of cl assic rural areas or to the cats and dogs of suburbia. In the past five years, there has been a increase of emergency animal clinics that treat trauma victims. There also is an increasing pool of specialties upon which many referrals are made such as dentistry, dermatology, opthamology, radiology, and surgery. In addition, mobile veterinary services come to your home, and mobile surgeons contract with general practitioners in their office. Practices may also be limited to exotic animals, aquatic animals, ca ncer treatment, and preventative medicine. Due to increased specialization and competition, private practices will grow and change.

The other 30% of vets work for county and state governments enforcing regulations established to protect the public health of humans and animals, eradicating diseases, and inspecting meat, fish, and poultry. Some of these agencies include the U.S. Department of Agriculture, the Food and Drug Administration, and The Center for Disease Control.

With a good outlook for the future, stay motivated to pursue a career in veterinary medicine. In 1993, the applicant pool was up 20.8% from 1989 with an almost equal distribution between male and female applicants. By 1998, veterinary schools reported significantly more female applicants and matriculants than males and some concern was raised about the "feminization" of veterinary medicine. Most veterinary colleges, whether public or private, now enroll many non-residents. Even so, students who apply to schools within their state have an advantage.

A vigorous discussion surrounds the question of veterinarian demand versus the supply. With increased competition, specialization, and medical technology, more effective treatment modalities are on the rise. With more flexible practices, new fields such as genetic engineering open each year.

Preparation. The Veterinary Medical School Admissions Requirements indicates the specific requirements of each school, but most schools require one year e ach of general chemistry, general biology, math, physics, and organic chemistry. Although schools select students with a strong background in science, non-science courses are important as well. You will benefit with a science major especially if certain vet schools require you to take the biology subject GRE test. Animal and health-related experience also contribute to a well-rounded application. This experience can come in the form of shadowing veterinarians or animal research. Non-veterinary activities in clude working on a farm or in a zoo. Internships, private veterinary practices, research would offer any of these experiences.

Admissions. Vet schools consider competitive applicants with a GPA around 3.4, exposure to veterinary medicine, and leadership activities on campus or in the community. Without a standardized application service for U.S. colleges of veterinary medicine, students must request applications from each school individually.

Veterinary schools require a Health Professional Admissions Test, but schools vary on which one. Fifteen of the twenty-seven veterinary schools require the GRE. Ten schools require the Veterinary College Admission Test (VCAT). Again, consult the Veterinary Medical School Admission Requirements for more information regarding tests requested by certain schools. Review manuals and prep courses will help you adequately prepare for these exams.

In addition, you will need letters of evaluation. As a pre-health profession student at t he University of Scranton, you may enter the Health Professions Evaluation Committee process. The committee letter along with each letter of evaluation will appear in your application packet to vet schools. Each school may also request official transcripts, not only from your undergraduate institution, but also from other schools attended (i.e. summer courses)

Lastly, your GPA and test scores often guide admissions committees to a decision. Each applicant has a unique story. So, students with jobs, not many extracurricular activities or a lower GPA should make this clear in the application.

Acceptance. After you complete your application, the school may offer an interview. Generally, the interview means that your qualifications meet school standards. Now, the admissions committee wants to know you better or they have remaining questions. Most important, be yourself and stay relaxed. To prepare for the interview, review your application forms. Also create a list of reasons why you wa nt to be a veterinarian. Research the school by looking at their catalog, viewing their website and preparing some questions of your own.

Conclusion

The officers and moderator of the Health Professions Organization wrote this three-part manual to assist University of Scranton students seeking admission to health professional school. Two years ago, the Pre-Medical Organization officers created a guide for pre-medical students. This expanded edition contains the original outline for each undergraduate year in Part One and new sections on the Health Professional Admissions Tests and possible health professional careers. Hopefully, students will use the outline in Part One as they prepare for their graduate education. Although the section on the undergraduate years includes considerable detail, a single path to health professional school does not exist. Therefore, consider these suggestions as they attempt to illuminate a successful path.

Furthermore, this guide offers a brief summary of admissions tests and health care careers. Now, a Scranton student interested in finding out information about the length of the MCAT, the subjects on the DAT, or OAT registration can refer to TheScript. As you can see from Part Three, many health professions have similar admission procedures and timelines. Responsibilities and other characteristics among the different fields also overlap. Perhaps this guide will encourage further investigation of areas outside your present interest and career pursuit.

This point echoes the true purpose of the manual. While the officers support your decisions, we hope you understand the personal commitment required of your desired profession. Now with the knowledge of several careers, you may come closer to the right health profession for you. We wish you success in all future endeavors.
 

Sincerely,

The 1998-1999 Health Professions Organization Officers

Michael Ripchinski, President
Amy Baranoski, Vice-President/Student Government liaison
Kara Suche, Vice-President/Medical Alumni Council Representative
Cristin Kiley, Treasurer/Student Government liaison
Judy Bognet, Secretary/Publicity Coordinator
Matthew Stopper, Historian/Service Coordinator
Mary F. Engel, Ph.D., Faculty Moderator

Please visit our website at http://academic.uofs.edu/organization/premed for a copy of this manual and for more information regarding the health professions.