Review Paper
A Systematic Review on
Preparing for Medical Entrance Exams: Comparative Study of NEET and Global
Educational Practices
[1]*Mr. Shiv Shankar Tiwari,
2Dr.Anupama Arya, 3Dr Vijay Juyal ,4Dr(Prof) Hemchandra Pandey and 5Dr.Bincy
Pothen
1*Research Scholar, HNB Uttarakhand Medical Education University, Dehradun,
Uttarakhand, India.
2Assosciate Professor & HOD, Department of Community Medicine, GDMC,
Dehradun, Uttarakhand, India.
3Controller of Examination, HNBUMEU, Dehradun, Uttarakhand, India.
4Ex- VC , HNBUMEU, Dehradun, Uttarakhand, India.
5Associate Professor, Department of Hospital Administration, Shri Guru Ram
Rai University, Dehradun, Uttarakhand, India.
ARTICLE DETAILS ABSTRACT
- Introduction
Medical entrance
exams are pivotal in determining access to medical education and, consequently,
the future healthcare workforce. NEET in India, MCAT in the USA, UMAT in
Australia, and BMAT in the UK are among the most significant exams globally.
This review aims to analyze and compare the preparation practices for these
exams, exploring how different educational systems and cultural contexts
influence students' approaches to exam readiness.
- Overview of Medical Entrance Exams:
2.1 NEET in India
Introduced
as a standardized medical entrance exam, NEET plays a pivotal role in
determining admission to medical and dental colleges across India. It was
established to streamline the admission process, ensuring a uniform evaluation
of candidates nationwide. NEET covers subjects like Physics, Chemistry, and
Biology, emphasizing factual recall and problem-solving abilities. The exam is
known for its highly competitive nature, with millions of students vying for
limited seats, making thorough preparation crucial for success. The use of
tests based on multiple-choice questions (MCQs) for admission to medical
schools has been a subject of contention. (Donnon, T., Paolucci, E. O.,
& Violato, C. 2007).
2.2 MCAT in the USA
The MCAT is a cornerstone of the medical school admission process in the United States. Administered by the Association of American Medical Colleges (AAMC), the MCAT assesses a candidate's problem-solving abilities, critical thinking, and knowledge of natural, behavioral, and social sciences. Unlike NEET, the MCAT focuses less on rote memorization and more on the application of scientific concepts. This exam is a critical component of the holistic review process employed by medical schools in the USA, where academic performance, personal statements, and extracurricular activities are also considered. The MCAT (Medical College Admission Test) has evolved to better reflect the skills and knowledge needed for modern medical education. The inclusion of psychology, sociology, and biochemistry, along with a stronger emphasis on research methods and statistics, aims to ensure that future medical professionals are well-rounded and prepared to understand the social and behavioural aspects of health. (Schwartzstein, Rosenfeld, Hilborn, Oyewole, & Mitchell, 2013
; AAMC, 2014).2.3 UMAT/UCAT in Australia
The
UMAT, recently replaced by the University Clinical Aptitude Test (UCAT), has
been a key requirement for admission to medical and health science programs in
Australia and New Zealand. The UCAT consists of four cognitive skills subtests
and a Situational Judgement Test designed to assess
non-cognitive qualities such as integrity, perspective taking, team
involvement, resilience, and adaptability.( University
Clinical Aptitude Test, ANZ Consortium, 2024). This test aims to evaluate not
only the academic prowess of candidates but also their potential for empathy,
communication, and ethical decision-making—skills essential for future
healthcare professionals.
2.4 BMAT in the UK
The BMAT is an
important exam for students aiming to enter medical schools in the UK and other
countries. It evaluates scientific knowledge, problem-solving skills, and written
communication abilities. The BMAT is distinctive in its combination of
assessing aptitude and subject-specific knowledge, offering a comprehensive
measure of a candidate’s readiness for the demands of medical education. It
supports a holistic admission process, where academic achievements and other
competencies are equally valued.
2.5 Global Significance
These
exams are integral to the medical education systems in their respective
countries, each reflecting unique educational philosophies and healthcare
needs. NEET, MCAT, UCAT, and BMAT not only serve as gateways to medical schools
but also shape the future of healthcare by selecting individuals who will
become the next generation of medical professionals. Understanding the
preparation practices, socio-economic challenges, and cultural contexts
surrounding these exams provides valuable insights into improving
accessibility, equity, and effectiveness in medical education globally. This
paper aims to compare and analyze the preparation strategies for these exams,
highlighting the diverse approaches and identifying best practices that can
enhance student readiness and success.
- Preparation Strategies
1.
India
(NEET):
a.
Coaching
Centers: A significant number of students rely on coaching centers, which provide specialized training and rigorous
practice sessions. These centers often emphasize
extensive practice with past papers and mock tests.
b. Self-Study: Many students also engage in self-study, using a variety of
textbooks, online resources, and study guides. Time management and disciplined
study schedules are crucial.
c.
Educational
Resources: NEET preparation
materials include textbooks, guides, online courses, and mobile apps tailored
to the NEET syllabus.
2. USA (MCAT):
a.
Commercial
Prep Courses: Companies like Kaplan
and The Princeton Review offer comprehensive MCAT preparation courses that
include practice exams, personalized coaching, and extensive study materials.
b. Self-Study: A combination of textbooks, online resources, and practice tests.
The AAMC provides official practice tests and preparation materials.
c.
University
Resources: Many universities offer
pre-med advising and resources to help students prepare for the MCAT.
3. Australia (UMAT/UCAT):
a.
Prep
Courses: Similar to the MCAT,
various organizations offer preparatory courses that include practice tests,
skill-building exercises, and exam strategies.
b. Self-Study: Students use a combination of textbooks, practice tests, and
online resources tailored to the UCAT.
c.
School
Programs: Some high schools and
universities offer preparatory programs to assist students in their UCAT
preparation.
4. UK (BMAT)
a.
School
Support: Many students receive
guidance from their schools, which may offer BMAT-specific preparation
sessions.
b. Self-Study: BMAT preparation typically involves textbooks, past papers, and
online resources.
c.
Online
Courses and Workshops:
Various online platforms provide courses and workshops focusing on BMAT
sections, especially problem-solving and writing tasks.
4. Socio-Economic Challenges
Faced by Aspiring Medical Students
4.1 NEET in India
1.
Access to Quality Education:
o Urban-Rural Divide:
Students in rural areas often lack access to high-quality schools and
educational resources. This disparity significantly affects their preparation
for NEET, as urban students typically have better access to advanced coaching
centers and study materials. The National Eligibility cum Entrance Test (NEET), formulated by the
Central Board of Secondary Education (CBSE), currently seems to disadvantage
students from rural and economically backward state syllabi. ( Shanbhag, Vagish Kumar.2018)
o Language Barriers:
NEET is conducted in multiple languages, but the quality of study materials and
coaching for regional languages can be inferior compared to those available in
English or Hindi.
2.
Financial Constraints:
a.
High Cost
of Coaching: Coaching
centers, which are often deemed essential for NEET preparation, charge
substantial fees, making them inaccessible to economically disadvantaged
students.
b. Study Materials and Resources:
Quality textbooks, online courses, and other study aids can be expensive,
adding to the financial burden on families.
3.
Opportunity Costs:
a.
Economic
Pressure: Many
students from low-income families face pressure to enter the workforce early to
support their families, limiting the time and resources they can dedicate to
NEET preparation.
b. Scholarships and Financial Aid:
While scholarships exist, they are limited and highly competitive, often not
sufficient to cover all preparatory expenses.
4.2 MCAT in the USA
1. Financial
Barriers:
o
Cost of
Preparation Courses:
Commercial prep courses like Kaplan and The Princeton Review are often
expensive, creating a significant barrier for students from low-income
backgrounds.
o
Application
Fees: The MCAT
itself is costly, and additional expenses include application fees for multiple
medical schools, travel for interviews, and other associated costs.
2. Educational
Inequities:
o
School
Quality Disparities:
There are significant differences in the quality of education provided by
public schools in affluent areas compared to those in underfunded districts,
impacting students' foundational knowledge and test preparation.
o
Access to
Resources: Wealthier
students often have better access to private tutors, advanced placement
courses, and extracurricular opportunities that strengthen their medical school
applications.
3. Socio-Cultural
Factors:
o
First-Generation
Challenges: First-generation
college students may lack mentorship and guidance on navigating the medical
school admission process, putting them at a disadvantage.
o
Work-Life
Balance: Students
from low-income families may need to work part-time or full-time jobs while
preparing for the MCAT, limiting their study time and increasing stress levels.
4.3 UCAT in Australia
1. Regional
Disparities:
o
Urban vs.
Rural Access: Students in
rural or remote areas often face significant challenges in accessing UCAT
preparation resources, including coaching centers and practice materials.
o
Educational
Quality: There is a
notable difference in the quality of education between urban and rural schools,
impacting students' readiness for the UCAT.
2. Financial
Constraints:
o
Cost of
Preparation: UCAT
preparation courses and materials can be expensive, creating barriers for
students from lower socio-economic backgrounds.
o
Additional
Costs: Application
fees, travel expenses for interviews, and other associated costs add financial
strain.
3. Support
Systems:
o
School and
Community Support:
In some regions, schools and communities may not provide adequate support for
UCAT preparation, leaving students to navigate the process on their own.
o
Equity
Programs: While there
are programs aimed at increasing access for disadvantaged students, their reach
and effectiveness vary.
4.4 BMAT in the UK
1. Financial
Barriers:
o
Cost of
Preparation Courses:
Like other entrance exams, BMAT preparation courses can be costly, creating a
financial burden for students from low-income families.
o
Application
Expenses: The BMAT
exam fee, along with university application fees and travel costs for
interviews, adds to the overall financial strain.
2. Educational
Inequities:
o
School
Quality Disparities: There are significant disparities
in the quality of education between state schools and private schools, with
private school students often having better access to resources and support for
BMAT preparation.
o
Access to
Resources: Wealthier
students often have better access to tutors, extracurricular activities, and
other opportunities that enhance their medical school applications.
3
Socio-Cultural Challenges:
o
Awareness
and Guidance: Students
from less privileged backgrounds may lack awareness of the BMAT and guidance on
how to effectively prepare for it.
o
Mentorship
and Support: There is
often a lack of mentorship and support for first-generation university
applicants, who may struggle to navigate the complex admissions process.
5. Addressing Socio-Economic
Challenges
1. Government
and Institutional Support:
o
Scholarships
and Financial Aid:
Expanding scholarships, grants, and financial aid programs can help alleviate
the financial burden on economically disadvantaged students.
o
Subsidized
Preparation Resources:
Governments and institutions can provide subsidized or free preparation courses
and materials to ensure equitable access.
2. Improving
Access to Quality Education:
o
Enhancing
Rural Education: Investing
in the quality of education in rural and underfunded schools can help bridge
the gap between urban and rural students.
o
Equitable
Distribution of Resources:
Ensuring that all students have access to high-quality study materials and
preparation resources regardless of their socio-economic background.
3. Support
Systems and Mentorship:
o
Mentorship
Programs:
Establishing mentorship programs that connect aspiring medical students with
current medical students and professionals can provide valuable guidance and
support.
o
Comprehensive
Advising: Schools and
universities should offer comprehensive advising services to help students navigate
the preparation and application process.
By
addressing these socio-economic challenges, we can work towards a more
equitable and inclusive medical education system that allows all aspiring
doctors to achieve their potential, regardless of their background.
6.
Conclusion
The
preparation for medical entrance exams like NEET, MCAT, UMAT, and BMAT varies
significantly across countries, influenced by educational practices,
socio-economic factors, and technological advancements. While each system has
its strengths, there are common challenges that need to be addressed to ensure
equitable access to medical education. By learning from global practices and
adopting a more inclusive approach, the preparation for these exams can be
improved, ultimately enhancing the quality and diversity of future healthcare
professionals. Subsequently Implementation of suggested strategies, we can work towards a more
equitable and inclusive medical education system that allows all aspiring
doctors to achieve their potential, regardless of their socio-economic
background. Creating a level playing field in medical entrance exams will not
only enhance diversity in the medical profession but also ensure that the best
and brightest minds have the opportunity to contribute to healthcare,
irrespective of their socio-economic status.
7.
Recommendations
1. Enhancing
Accessibility:
o
Governments and educational
institutions should subsidize coaching and preparatory resources for
economically disadvantaged students.
o
Investment
in digital infrastructure to ensure all students have
access to online learning tools.
2. Curriculum
Integration:
o
Schools should integrate entrance
exam preparation into their curricula, providing students with structured
support and resources.
o
Emphasize holistic education that
balances rote learning with critical thinking and problem-solving skills.
3. Mental
Health Support:
o
The high prevalence of depressive
and anxiety symptoms underscores the urgent need for accessible preventive and curative mental health services for students
preparing for highly competitive exams like NEET. (Premkumar
et al.,2022)
o
Providing professional psychological
counselors, guidance, and access to healthcare professionals within educational
institutions can significantly improve the mental health outcomes for students.
(Thiriveedhi S, Myla
A, Priya C, et al.August
28, 2023)
4. Use of Clinically Relevant MCQs :
o Introducing clinically
relevant MCQs in NEET examinations can address the issue of students focusing on factual
information rather than clinical medicine, which may negatively effect assessments.( Supe, Avinash. 2016).
8. Selected Bibliography:
Donnon, T., Paolucci, E. O., & Violato,
C. (2007). The predictive validity of the MCAT for medical school
performance and medical board licensing examinations: A meta-analysis of the
published research. Journal of
the Association of American Medical Colleges, 82(1), 100–106.
Premkumar, K., Sarojini, S., Vikram, A., Sivagurunathan, C., Ezhilvanan,
M., Rakshanaa, R., & Maikandaan,
C. J. (2022). Prevalence of depression and anxiety among
students preparing for National Eligibility cum Entrance Test-Undergraduate
exam in Chennai, Tamil Nadu, India. Journal of Clinical and Diagnostic
Research, 16(12),
VC08–VC11. https://doaj.org/article/6dd794e88a904ab98cb2e6fc8ca2c3b3
Schwartzstein RM, Rosenfeld GC, Hilborn R, Oyewole
SH, Mitchell K. Redesigning the MCAT exam: Balancing multiple
perspectives. Academic Medicine. 2013;88:560–567. http://dx.doi.org/10.1097/ACM.0b013e31828c4ae0.
Shanbhag, Vagish Kumar. (2018). National Eligibility Cum Entrance
Test should not be considered as sole criteria for gaining entry into medical
education in India. Journal of Education and Ethics in
Dentistry. 7. 10.4103/jeed.jeed_21_17.
Supe, Avinash. (2016). NEET: India’s single exam for admission to
medical school promises transparency and quality. BMJ.
354. i4051. 10.1136/bmj.i4051.
Thiriveedhi S, Myla
A, Priya C, et al. (August 28, 2023) A Study on the
Assessment of Anxiety and Its Effects on Students Taking the National
Eligibility cum Entrance Test for Undergraduates (NEET-UG) 2020. Cureus 15(8):
e44240. doi:10.7759/cureus.44240
University Clinical Aptitude Test ANZ Consortium, Preparation advice and
practice test. 2024. https://www.ucat.edu.au/prepare/practice-tests/