Clinical experience and minority group students - A perspective from Harvard Medical School

Medical educators realize that there are no simple predictors for student p erformance in the clinical training Sears. College grades and Medical Colle ge Admission Test scores may suggest the strength of a student's achievemen t in the basic sciences but cannot be relied on to predict efficacy in pati ent care. There is no fool proof way of assessing noncognitive abilities cr itical to clinical competence, However, in admissions, extracurricular acti vities, community service, leadership abilities, recommendations, and inter views are examined to assess personal strengths. The author's observations suggest that noncognitive attributes are important in the success of disadv antaged students. Although some, but not all, with low Medical College Admi ssion Test scores mag not excel in the basic sciences, once they reach the clinical gears, a leveling of the playing field gives them an opportunity t o show their special competence with patients. Minority students, perhaps b ecause of their own life experiences, often are alert to the needs and sens itivities of patients, As a group, they are respectful of the dignity of pa tients, Many embrace the dictum: treat every patient as you would want a fa mily member to be treated. Most minority students, despite pressures of bei ng a minority in predominantly white environments, perform at a very high l evel in the clinical years and thereafter.