Medical College Admission Test
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| Acronym | MCAT |
|---|---|
| Type | Computer-based standardized test |
| Developer / administrator | American Association of Medical Colleges |
| Knowledge / skills tested | Physical sciences, biological sciences, verbal reasoning. |
| Purpose | Admissions to medical colleges (principally in the United States and Canada; 15 other countries). |
| Year started | 1928 |
| Score / grade range | 118 to 132 (in 1-point increments) for each of the 4 sections (Chemistry and Physics, Biology/Biochemistry, Critical Analysis and Reasoning Skills, and Psychology and Social Sciences). So total score on scale of 472 to 528. |
| Score / grade validity | Usually 2 to 3 years (depends on medical college being applied to). |
| Offered | 25 times in January 2017 through September 2017. |
| Restrictions on attempts | Can be taken maximum 3 times in January 2014 through January 2015. |
| Countries / regions | United States, Canada and 19 other countries. |
| Languages | English |
| Prerequisites / eligibility criteria | Candidate must be preparing to apply to a health professional school (otherwise, "special permission" is required). Fluency in English assumed. |
| Fee |
Gold zone (registration about 1 month or more prior to test date): US $310 |
| Scores / grades used by | Medical colleges (mostly in United States and Canada). |
| Website | students-residents |
Gold zone (registration about 1 month or more prior to test date): US $310
Reschedule fee: US $75 Cancellation refund: US $155 Silver zone (registration about 3 to 4 weeks prior to test date): US $310
Reschedule fee: US $135 Cancellation refund: n/a Bronze zone (registration about 1 to 2 weeks prior to test date): US $360
Reschedule fee: n/a Cancellation refund: n/a International testing: US $100 in addition to above.
The Medical College Admission Test (MCAT) is a computer-based standardized examination for prospective medical students in the United States, Australia, Canada, and Caribbean Islands. It is designed to assess problem solving, critical thinking, written analysis and knowledge of scientific concepts and principles. Prior to August 19, 2006, the exam was a paper-and-pencil test. Since January 27, 2007, however, all administrations of the exam have been computer-based.
In the 1920s, dropout rates in US medical schools soared from 5% to 50%, leading to the development of a test that would measure readiness for medical school. Physician F.A. Moss and his colleagues developed the "Scholastic Aptitude Test for Medical Students" consisting of true-false and multiple choice questions divided into six to eight subtests. Topics tested included visual memory, memory for content, scientific vocabulary, scientific definitions, understanding of printed material, premedical information, and logical reasoning. The score scale varied from different test forms. Though it had been criticized at the time for testing only memorization ability and thus only readiness for the first two years of medical school, later scholars denied this. In addition to stricter medical school admission procedures and higher educational standards, the national dropout rate among freshman medical students decreased from 20% in 1925-1930 to 7% in 1946.
Advancements in test measurement technology, including machine scoring of tests, and changed views regarding test scores and medical school readiness reflected the evolution of the test in this period. The test underwent three major changes. It now had only four sub tests, including verbal ability, quantitative ability, science achievement, and understanding modern society. Questions were all in multiple-choice format. Each subtest was given a single score, and the total score was derived from the sum of the scores from the subtests. The total score ranged from 200–800. The individual scores helped medical school admission committees to differentiate the individual abilities among their candidates. Admission committees, however, did not consider the "understanding modern society" section to be of great importance, even though it was created to reward those with broad liberal arts skills, which included knowledge of history, government, economics, and sociology. Committees placed greater emphasis on scores on the scientific achievement section as it was a better predictor of performance in medical school.
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