Number
619
Name
Modifiable Predictors of Success: Identifying Early Indicators that Drive Medical School Acceptance in Biomedical Master's Graduates
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Anastasia Mashukova, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine (NSU MD)
Dawn Owens, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine (NSU MD)
Presentation Topic(s)
Student Support
Description
PURPOSE
Biomedical master’s (MBS) programs are increasingly used as
academic-enhancer pathways, yet actionable indicators that guide advising and
improve downstream MD/DO acceptance remain poorly defined. This study
identifies modifiable early predictors of medical school acceptance—with
focus on first-semester performance and structured advising engagement—to
inform targeted, evidence-based advising interventions.
METHODS
A retrospective cohort of 100 MBS graduates (2021–2024) who applied to MD
or DO programs was analyzed. Variables included undergraduate GPA, prior MCAT
status, first-semester and cumulative MBS GPA, biochemistry and physiology
grades, advising engagement frequency, and timing of MCAT testing relative to
program completion. Multivariable logistic regression and receiver operating
characteristic (ROC) analyses modeled predictors of medical school
acceptance.
RESULTS
The final model demonstrated acceptable discrimination (AUC = 0.79).
Independent predictors of acceptance included first-semester GPA (OR = 2.1,
95% CI: 1.4–3.2, p4 visits (OR = 1.8, 95% CI: 1.1–2.7, p = .01), biochemistry
performance (OR = 1.6, 95% CI: 1.1–2.4, p = .02), and undergraduate science
GPA (OR = 1.4, 95% CI: 1.0–2.0, p = .04). Students who delayed MCAT testing
until completing the MBS curriculum and engaged in a structured gap year
achieved higher acceptance rates (88% vs. 76%, OR = 1.8, 95% CI: 1.1–3.2, p =
.04) and more frequently earned competitive scores (>504; 75% vs. 61%).
CONCLUSIONS
Early graduate-level performance and structured advising engagement were
stronger predictors of medical school acceptance than traditional
pre-admission metrics. The first semester serves as a critical momentum
window for identifying students who may benefit from additional support.
Completing the MBS curriculum before high-stakes testing—paired with
continued advising during a structured gap year—appears to be an effective,
modifiable strategy that enhances applicant competitiveness and informs best
practices for optimizing outcomes in post-baccalaureate education.
Biomedical master’s (MBS) programs are increasingly used as
academic-enhancer pathways, yet actionable indicators that guide advising and
improve downstream MD/DO acceptance remain poorly defined. This study
identifies modifiable early predictors of medical school acceptance—with
focus on first-semester performance and structured advising engagement—to
inform targeted, evidence-based advising interventions.
METHODS
A retrospective cohort of 100 MBS graduates (2021–2024) who applied to MD
or DO programs was analyzed. Variables included undergraduate GPA, prior MCAT
status, first-semester and cumulative MBS GPA, biochemistry and physiology
grades, advising engagement frequency, and timing of MCAT testing relative to
program completion. Multivariable logistic regression and receiver operating
characteristic (ROC) analyses modeled predictors of medical school
acceptance.
RESULTS
The final model demonstrated acceptable discrimination (AUC = 0.79).
Independent predictors of acceptance included first-semester GPA (OR = 2.1,
95% CI: 1.4–3.2, p4 visits (OR = 1.8, 95% CI: 1.1–2.7, p = .01), biochemistry
performance (OR = 1.6, 95% CI: 1.1–2.4, p = .02), and undergraduate science
GPA (OR = 1.4, 95% CI: 1.0–2.0, p = .04). Students who delayed MCAT testing
until completing the MBS curriculum and engaged in a structured gap year
achieved higher acceptance rates (88% vs. 76%, OR = 1.8, 95% CI: 1.1–3.2, p =
.04) and more frequently earned competitive scores (>504; 75% vs. 61%).
CONCLUSIONS
Early graduate-level performance and structured advising engagement were
stronger predictors of medical school acceptance than traditional
pre-admission metrics. The first semester serves as a critical momentum
window for identifying students who may benefit from additional support.
Completing the MBS curriculum before high-stakes testing—paired with
continued advising during a structured gap year—appears to be an effective,
modifiable strategy that enhances applicant competitiveness and informs best
practices for optimizing outcomes in post-baccalaureate education.