One’s performance on full-length practice exams could reflect their level of preparation for science subjects covered in the exam. 7 However, the MCAT is designed to test foundational science knowledge rather than merely English proficiency.
For instance, one study showed that non-native English speakers scored significantly lower than native English speakers, particularly in the verbal reasoning section in the previous version of MCAT. The MCAT is administrated only in English, and it is thus likely that English proficiency could affect MCAT performance to a large extent. Especially, we tested how the predictive value of practice exams was compared to students’ level of English proficiency. To further test the effectiveness of this practice-based curriculum, the current study investigated whether the performance of full-length practice exams could predict performance in the new MCAT exam. At least students would have fewer distracting thoughts about the testing environment and concerns about the testing time during the test day. We believed that doing the practice exams in similar testing conditions would help the students get used to the required environment, which would help minimize test anxiety. Students were also required to complete the 7.5-hour exam in one session and take scheduled breaks outlined by the AAMC. For example, students completed the exams at workstations with the option to use noise earplugs and/or headsets to assist noise reduction. 4 Furthermore, all the full-length practice exams were administered in conditions that were similar to those on the test day.
However, cognitive psychological studies provided converging evidence suggesting that retrieval practice, which usually occurred during exams, could enhance learning even better than rereading materials. 4, 5 Traditionally, exams were only considered as a means to evaluate the outcome of learning. This curriculum is well supported by the advances of psychological studies on learning in the past two decades.
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