MCAT

MCAT
Name	Medical College Admission Test
Acronym	MCAT
Type	Computer-based standardized test
Developer / administrator	Association of American Medical Colleges
Knowledge / skills tested	Biological and biochemical foundations of living systems; chemical and physical foundations of biological systems; psychological, social, and biological foundations of behavior; critical analysis and reasoning skills.
Year started	1928
Duration	Approximately 7.5 hours
Score range	472–528
Score validity	Typically 2–3 years
Regions	United States, Canada, and other international locations
Language	English
Prerequisite / eligibility criteria	Typically undergraduate students and graduates
Fee	Varies by region and timing

MCAT. The Medical College Admission Test is a standardized, computer-based examination required for admission to most medical schools in the United States and Canada. Developed and administered by the Association of American Medical Colleges, the exam assesses problem-solving, critical thinking, and knowledge of natural, behavioral, and social science concepts prerequisite to the study of medicine. Its results are a critical component of the holistic review process used by admissions committees at institutions like the Johns Hopkins School of Medicine and the University of Toronto.

Overview

The exam serves as a common metric for evaluating the academic readiness of prospective medical students across diverse educational backgrounds. Nearly all allopathic medical schools in North America, including every school accredited by the Liaison Committee on Medical Education, require submission of scores as part of the application process. The test is also accepted by many osteopathic medical schools and other health professions programs globally. The creation and ongoing evolution of the exam are overseen by the Association of American Medical Colleges in consultation with medical educators from institutions such as the Harvard Medical School.

Structure and content

The examination consists of four distinct sections, administered in a fixed order over approximately seven and a half hours, including breaks. The *Chemical and Physical Foundations of Biological Systems* section tests understanding of basic chemical and physical principles that underlie the mechanisms operating in the human body, incorporating concepts from general chemistry, organic chemistry, physics, and biochemistry. The *Biological and Biochemical Foundations of Living Systems* section evaluates knowledge of cellular and molecular biology, organ systems, and processes unique to living organisms. The *Psychological, Social, and Biological Foundations of Behavior* section explores the behavioral and sociocultural determinants of health, drawing from introductory psychology, sociology, and biology. Finally, the *Critical Analysis and Reasoning Skills* section is akin to a verbal reasoning test, assessing comprehension and analytical skills through passages from disciplines in the humanities and social sciences.

Scoring

Each of the four sections is scored on a scale ranging from 118 to 132, with a median score of 125. These individual scores are summed to produce a total score ranging from 472 to 528, with a midpoint of 500. The scoring scale is designed so that 500 represents the mean score of all test-takers. Percentile ranks, which compare a candidate's performance to that of all examinees from recent years, are provided alongside scaled scores. The scoring process involves equating to account for minor variations in difficulty between different test forms, ensuring fairness across administrations.

Preparation and administration

Preparation typically involves months of dedicated study, utilizing resources from commercial test preparation companies like Kaplan, Inc. and The Princeton Review, as well as official materials from the Association of American Medical Colleges. The exam is administered numerous times per year at hundreds of professional testing centers operated by Pearson VUE across the United States, Canada, and internationally. Candidates must register in advance, and testing accommodations are available for individuals with documented disabilities as recognized under the Americans with Disabilities Act of 1990.

Use in admissions

Admissions committees at medical schools, including the Perelman School of Medicine and the David Geffen School of Medicine at UCLA, use scores as one quantitative data point within a holistic review process. While a strong performance can enhance an application, it is typically considered alongside undergraduate Grade Point Average, letters of recommendation, personal statements, and experiences in clinical settings and research. The exam is designed to predict readiness for the rigorous basic science curriculum encountered in the first two years of medical school and for subsequent licensing exams like the United States Medical Licensing Examination.

History and changes

The exam was first administered in 1928, evolving from earlier oral and essay-based assessments used by individual institutions. A major revision in 1991 shifted the test to a computer-adaptive format and expanded its science content. The most comprehensive overhaul occurred in 2015, dramatically lengthening the exam and adding new sections on biochemistry, psychology, and sociology to better reflect the evolving landscape of medical education and practice as outlined in reports like the Flexner Report and initiatives from the Howard Hughes Medical Institute. These changes aimed to align the test with contemporary recommendations for physician training, emphasizing foundational concepts in the social and behavioral sciences.

Category:Standardized tests for college admission Category:Medical education in the United States Category:Medical education in Canada