Peer Review, Fall 2012

Current Issue


Essential Learning Outcomes, the New MCAT, and Curricular Change

This issue focuses on the new changes to the MCAT, which focus more on broad integrative learning outcomes and competencies than on specific course requirements. Changes in the MCAT reinforce an urgent need for significant curricular revision, especially to focus more on competencies within lower-division pre-health coursework, and to encourage undergraduate students to make creative connections between and across disciplines and divisions.

Table of Contents

Robert C. Hilborn, American Association of Physics Teachers; Catherine R. Lucey, University of California, San Francisco School of Medicine; and Richard K. Riegelman, The George Washington University

Nat B. Frazer and Michael P. Twohig; both of Utah State University


Ann S. Ferren, AAC&U, and Peter M. Ferren, University of California,San Francisco School of Medicine

Richard W. Valachovic, American Dental Education Association

Ruth O. Bingham, University of Hawaii at Manoa; Julie Chanatry, Colgate University; Carol Baffi-Dugan, Tufts University; Beverley Childress, Auburn University; and Susan A. Maxwell; all of the National Association of Advisors for the Health Professions

Reality Check

Cynthia Bauerle, Howard Hughes Medical Institute, and David Hanauer, University of Pittsburgh and Indiana University of Pennsylvania

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