U.S. Medical School Information

First-year enrollment at osteopathic medical s...
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AAMCU.S. Medical School Applicants and Students 1982-83 to 2010-2011

The numbers in the first chart reflect discrete applicants, not the total number of applications. For the 2010-2011 entering class, U.S. medical schools received 580,304 applications from 42,742 applicants, an average of 14 per applicant. There were also 31,834 first-time applicants—up 2.5 percent from 31,063 in 2009-2010.

AAMC Applicants and Matriculants Data

Wikipedia Medical School – United States

The Association of American Medical Colleges and American Association of Colleges of Osteopathic Medicine list 130 accredited MD-granting and 28 accredited DO-granting medical schools the United States, respectively.

Wikipedia Medical school in the United States

Most commonly, the bachelor degree is in one of the biological sciences, but not always; in 2005, nearly 40% of medical school matriculates had received bachelor’s degrees in fields other than biology or specialized health sciences.[2] All medical school applicants must, however, complete year-length undergraduate courses with labs in biology, general chemistry, organic chemistry, and physics; some medical schools have additional requirements such as biochemistry, calculus, genetics, psychology and English. Many of these courses have prerequisites, so there are other “hidden” course requirements (basic science courses) that are often taken first.

In 2006, the average GPA and MCAT for osteopathic matriculants was 3.46 and 24.6 respectively, and 3.64 and 30.4 for MD matriculants.[4][5] In 2006, 39,108 people applied to medical schools in the United States through the American Medical College Application Service. 17,370 of them matriculated into a medical school for a success rate of 44%.[6]

Wikipedia List of medical schools in the United States

Currently, there are 159 medical schools in the United States, 133 of which award MD degrees, 29 of which award DO degrees.

 

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How are US schools compare to those in other countries?

U.S. Schools: Not That Bad

America’s educational system is easier than those in China and India—but it’s still teaching valuable life lessons

  • Indian students in the same grade as his teenage daughters were two or three years ahead in math, physics, biology, and even subjects like world history and English literature.
  • It can take longer for Indians and Chinese to develop crucial real-world skills that come more easily for some Americans. Yes, U.S. teens work part-time, socialize, and party. But the independence and social skills they develop give them a big advantage when they join the workforce. They learn to experiment, challenge norms, and take risks.
  • There is no doubt that U.S. education can and should be improved. In the global economy, skills are going to provide the competitive edge. But it will take more than math and science. Our children also need to learn geography, literature, language, and culture. Creativity and innovation come from a broad education and independent thinking. We need sociologists and historians as well as mathematicians.
  • we need to create the excitement and demand that makes our children want to become engineers and scientists (BusinessWeek.com, 10/26/07). There is no shortage of these skills in the U.S., but these professions just aren’t cool. In India and China, engineers and scientists are regarded highly; here they are called nerds or worse.
  • Our competitors are working very hard to be innovative and entrepreneurial like us. There are many things we need to fix—not just math and science education. We need to compete on our strengths, not theirs.

The Science Education Myth

Last Updated: June 3, 2008

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