Problems or Perceptions? YU Premed

Every February, the halls of Yeshiva College echo with familiar complaints. As students receive acceptance and rejection letters from graduate schools, we hear bitter cries about the unfairness of the application process. Some of the claims have merit, while others are patently untrue; but the final decision of whom gets in where is usually based on the merits of the individual applicant. How do Yeshiva students stack up against those from other universities, and where do they fall short?

In competition for medical school admissions, these concerns play a crucial role. Yeshiva University boasts an impressive acceptance rate to medical school. Our 85% ranking is above some of the most prestigious colleges in the nation. Harvard, Yale, Cornell, and Johns Hopkins frequently accept one or two students from Yeshiva each year. Last year, an estimated 18 students attended YU's own prestigious Albert Einstein College of Medicine. Other students predominantly chose among Downstate, Sachler, or Touro-Technion in Israel.

What is it about YU students that catches the eye of admissions officials, and what turns them off? Interviews with officials at Einstein, as well as with professors at YU involved in the admissions process shed light on the issues facing YU students.

One prominent factor is the dual curriculum that many YU students receive. Despite what some students and faculty perceive as a weak science program, YU students traditionally excel at the basic sciences in their first two years of medical school. Dr. Stephen Bosworth, a pre-med advisor at YU, stated emphatically, "They remain aware of their grades and course work while taking on an entirely other curriculum. This is a major plus."

Stacey Radinsky, a fourth year student at Einstein, called the transition from YU to Einstein "a breeze." The study skills and time management developed at YU help students excel; they soften the transition into medical school. While the dropout rate from med school is less than 5%, many still find it difficult to cope with the rigors of a grueling schedule. In contrast, YU students find the adjustment relatively easy. In addition to Radinsky's explanation for success, others suggest that the close-knit structure of the Jewish family make YU students more emotionally stable than those from other universities.

Another influential factor, is the training in critical and analytical thinking provided by YU. The success of YU students on exams like the LSAT bears evidence to this trait. The result is a mind attuned to the analytical thinking that schools look for. The ability to solve problems and make inferences is a key trait, extremely helpful on the hospital wards.

Despite the current high acceptance rate to medical school, both students and faculty believe it could be even higher and concur that the "elite" schools should accept more YU students. The MCAT scores of YU students support this claim. YU students average between 27 and 28 on the MCAT, considerably higher than the national average of 24.

With MCAT scores higher than the national average, applying students are concerned as to how their GPA reflects on their application. A comparison between the average GPA of applying students from YU with that of students from other colleges, shows that our average is significantly higher. YU faculty attribute this to the small size of classes and increased scholarship on the part of students. They support their claim by pointing to the MCAT scores, which should allow a basis of comparison between a student's ability and the grades he has received. But officials elsewhere said, "that (the high average GPA) is a negative already weighed into the admissions process."

Dr. Barry Potvin, YC biology professor and former pre-med advisor, described a notable concern for science majors. "They are particularly worried that they don't come out of YU with a strong enough background in the sciences. Our demanding schedule, coupled with the fact that many try to graduate in only three years explains why the requirements for the major are less at YU. Med schools take note of this and it plays a major role in how they look at the quality of a YU education."

Associate Dean Michael Hecht described what is perhaps the greatest oddity about a Yeshiva College transcript - the fact that it is largely incomplete. "After spending a year in Israel, most people graduate with only three years of college, some applying with only four semesters' work to show. In comparison to other students, this is a clear weakness." He explained his long held belief that students need at least one more year before they apply. "They're at a loss simply because it's so competitive. With other great students who have performed at a high level for one extra year, it's just another reason to reject him."

Dr. Potvin described another, more fundamental gap, between YU students and those from other colleges. "There is a depth of secular experience that is lacking on the part of Yeshiva students. Other top tier colleges provide their students with ample honors research possibilities, an opportunity almost nonexistent at YU." Honors work shows that the student is both capable and motivated in the area of scientific research. It shows his ability to work with others, and fine-tune the important interpersonal social skills that medical schools look for. Yet this option is limited for YU students, since there are no major undergraduate research facilities. YU prides itself on the wide range of research at Einstein, but this opportunity is largely lost to undergraduate students. In addition, the small faculty is forced to spend a majority of its time teaching, further reducing the lab work done.

Dr. Weisbrot, also a pre-med advisor, said that a medical school admissions committee often considers secondary factors, besides the worth of the student, when evaluating candidates. He said, "You have to remember that these people will be working as a team for the next four years, so the job of the admissions committee is to put together a very cohesive unit. They want a nice mixture of people with different interests and backgrounds . . . (Yeshiva students) tend to be very isolated and to stick together. They can be overly quiet and not as outgoing as some others." Dr. Potvin attributes this to two factors: the fact that so many YU students apply when they are very young and that students don't find the time to do more diverse things.

Organic chemistry professor Wayne Schnatter deals with many students the year before they apply to medical school. He discussed what he felt to be a bigger problem for many YU students. "The interview is not about grades or the MCAT; rather, it's a chance to get to know the applicant. While an interviewer often asks about course content and topics of medical interest, the focus is on determining the student's personality." He expressed his reservations about the communications skills of many of YU students. "Some of our students have poor interviewing skills," he said. "They can be uncommunicative and let their attention wander." He stressed, however, that it's impossible to generalize. "Other students have terrific interviewing skills, so despite their lower grades and board scores, when they come for an interview they shine."

Still, YU students face a problem all of their own. While every year finds the top students with letters of acceptance to the elite medical schools of other universities from around the country, many choose Einstein instead. (This is partially due to policies that allow Shabbat and Yom Tov observance, as well as Kashrut.) The result is a very high acceptance rate to Einstein from YU, with Einstein all the more alluring to YU students. The question remains, does the fact that so many YU students choose Einstein over other top programs deter these schools from accepting YU students in the first place?

Top schools do not appreciate rejection, as Dr. Bosworth explained, "The schools suspect that there is no point in interviewing a YU student for he will probably go to Einstein anyway." Dr. Potvin added, "It's bad for their statistics if students choose Einstein instead. And they consider it personally insulting."

For YU students, the overriding consensus is that time is the biggest problem. They miss out on research, volunteer, and social opportunities that strengthen both their applications and their character. The strengths of a YU student stem from his devotion to hard work and the dual curriculum. To an extent, schools are willing to forgive some of the deficiencies of YU students and even give them credit. Still, there remain fundamental concerns such as the ability of YU students to integrate with people of all backgrounds, and a demonstrated narrow range of experiences.

Nevertheless, a YC junior, BenZion Radinsky, was insouciant about the problems or perceptions that may face the YU student. He said, "With the acceptance rate as high as it is, do we really have a right to complain?"