Using AAMC PREview® Data in 2025 Medical Student Selection

Association of

American Medical Colleges

Using AAMC PREview

Data in 2025 Medical

Student Selection

JUNE 2024

Using AAMC PREview

Data in 2025

Medical Student Selection

June 2024

The AAMC (Association of American Medical Colleges) is a nonprofit association dedicated to improving

the health of people everywhere through medical education, health care, medical research, and

community collaborations. Its members are all 158 U.S. medical schools accredited by the Liaison

Committee on Medical Education; 13 accredited Canadian medical schools; approximately 400 academic

health systems and teaching hospitals, including Department of Veterans Affairs medical centers; and

more than 70 academic societies. Through these institutions and organizations, the AAMC leads and

serves America’s medical schools, academic health systems and teaching hospitals, and the millions of

individuals across academic medicine, including more than 193,000 full-time faculty members, 96,000

medical students, 153,000 resident physicians, and 60,000 graduate students and postdoctoral

researchers in the biomedical sciences. Following a 2022 merger, the Alliance of Academic Health

Centers and the Alliance of Academic Health Centers International broadened participation in the AAMC

by U.S. and international academic health centers.

Suggested citation: AAMC. Using AAMC PREview Data in 2025 Medical Student Selection. Washington,

D.C.: AAMC; 2024.

written permission. To request permission, please visit aamc.org/reproductions.

 
iii 
 
© 2024 AAMC 
Contents 
Letter to admissions officers ........................................................................................................................ iv 
Introduction.................................................................................................................................................... 1 
What is the AAMC PREview
®
 exam?............................................................................................................ 1 
Competencies ............................................................................................................................................ 1 
Format ....................................................................................................................................................... 3 
How is the PREview exam scored? .............................................................................................................. 4 
Who has taken the PREview exam? ............................................................................................................. 4 
How do examinees prepare for the PREview exam? ................................................................................... 9 
How well do examinees score on the PREview exam? ................................................................................ 9 
How precise are examinees’ PREview scores and how should they be interpreted? ................................ 11 
Confidence bands .................................................................................................................................... 11 
Percentile rank ......................................................................................................................................... 12 
How should admissions officers use PREview scores for holistic admission? ........................................... 13 
What is the relationship between PREview scores and other admission data? ......................................... 15 
How do PREview scores relate to MCAT total scores? .......................................................................... 16 
How do PREview scores relate to MMI scores and interview ratings? ................................................... 17 
How well do PREview scores predict students’ performance in medical school? ...................................... 19 
Conclusion and next steps .......................................................................................................................... 21 
References .................................................................................................................................................. 22 
Appendix. Summary of AAMC PREview scores ......................................................................................... 23 
 

Letter to admissions officers

Practicing medicine in the 21st century requires a collaborative approach to meet the access, safety, and

quality needs of all patients. Physicians need awareness and appreciation of the sociocultural issues that

affect interactions with a more diverse set of colleagues, patients, and communities. Accordingly, medical

students need to demonstrate a broad range of competencies including science, thinking and reasoning,

and professional competencies to be successful in medical school, in residency training, and as

physicians. In addition to selecting students who are academically prepared, we need to select those who

have the strong professional competencies necessary to develop clinical skills and work effectively with

colleagues.

The AAMC developed the AAMC PREview

professional readiness exam with medical schools to assess

professional competencies in a reliable, valid, and fair way and help them more easily identify the

applicants who demonstrate essential professional competencies. After nearly a decade of research with

many U.S. medical schools and four years of successful administrations, the AAMC is pleased to offer the

PREview exam for the 2024-2025 admission cycle to all U.S. medical schools.

The PREview exam is designed to look beyond academic metrics to assess and evaluate professional

competencies such as resilience, empathy and compassion, ethics, cultural humility, and teamwork.

When combined with other elements of the admission process, the PREview exam provides a more

complete picture of applicants and helps schools identify applicants who demonstrate these core

competencies.

The AAMC will be available every step of the way to help schools incorporate PREview scores into the

admission process. We continue to expand the suite of resources for admissions officers, which now

includes tips and best practices based on ongoing research and evaluation (including this guide),

recorded training webinars, and individual training sessions with your admissions committees.

Please do not hesitate to reach out to the AAMC PREview team at preview@aamc.org if you have any

questions.

The AAMC PREview Team

Introduction

This guide provides admissions officers, medical school faculty members, and others who serve on

admissions committees with information about the design, interpretation, and use of the AAMC PREview

exam. It describes the competencies assessed on the exam and the format of the exam. It also

summarizes nearly a decade of research on the PREview exam, including a longitudinal study with eight

medical schools, which shows the validity of the exam. It presents evaluation results from the 2021-2023

administrations, including how applicants who took the exam prepared for and performed on the exam,

group differences, and correlations with other admission data.

Finally, this guide offers recommendations and best practices to support medical schools in incorporating

PREview scores into holistic review. It highlights the value added by PREview scores when considered as

part of application review, interview evaluation, and admission decisions.

What is the AAMC PREview

exam?

The PREview exam was developed to measure applicants’ knowledge of effective and ineffective

behaviors related to essential professional competencies. This knowledge serves as a foundation for

further learning and developing in these areas during medical school and is a necessary precursor to

behaving effectively.

The AAMC collaborates with subject matter experts in the medical school community, including faculty,

admissions officers, and student and diversity affairs officers, on an ongoing basis to develop the

PREview exam for medical school admission. Engaging subject matter experts ensures the exam

meaningfully and fairly measures professional competencies and is scored to align with medical schools’

current and future expectations and standards for entering medical school students.

Competencies

As shown in Figure 1, the AAMC PREview exam assesses examinees’ understanding of effective and

ineffective behaviors across essential professional competencies for entering medical students. These

competencies (defined in Table 1) were identified by medical educators as important for students to

understand in order to be successful in medical school.

Figure 1. Professional competencies tested on the PREview exam.

Table 1. Professional Competencies Tested on the AAMC PREview Exam

Competency

Definition

Commitment to

Learning and

Growth

Practices continuous personal and professional growth for improvement,

including setting and communicating goals for learning and development;

reflects on successes, challenges, and mistakes; pursues opportunities to

improve knowledge and understanding; and asks for and incorporates

feedback to learn and grow.

Cultural Awareness

Appreciates how historical, sociocultural, political, and economic factors

affect others’ interactions, behaviors, and well-being; values diversity; and

demonstrates a desire to learn about different cultures, beliefs, and values.

Cultural Humility

Seeks out and engages diverse and divergent perspectives with a desire to

understand and willingness to adjust one’s mindset; understands a situation

or idea from alternative viewpoints; reflects on one’s values, beliefs, and

identities and how they may affect others; reflects on and addresses bias in

oneself and others; and fosters a supportive environment that values

inclusivity.

Empathy and

Compassion

Recognizes, understands, and acknowledges others’ experiences, feelings,

perspectives, and reactions to situations; is sensitive to others’ needs and

feelings; and demonstrates a desire to help others and alleviate others’

distress.

Ethical

Responsibility to

Self and Others

Behaves with honesty and integrity; considers multiple and/or conflicting

principles and values to inform decisions; adheres to ethical principles when

carrying out professional obligations; resists pressure to engage in unethical

behavior; and encourages others to behave honestly and ethically.

Interpersonal Skills

Demonstrates an awareness of how social and behavioral cues affect

people’s interactions and behaviors; adjusts behaviors appropriately in

response to these cues; recognizes and manages one’s emotions and

understands how emotions impact others or a situation; and treats others

with dignity, courtesy, and respect.

Reliability and

Dependability

Demonstrates accountability for performance and responsibilities to self and

others; prioritizes and fulfills obligations in a timely and satisfactory manner;

and understands consequences of not fulfilling one’s responsibilities to self

and others.

Resilience and

Adaptability

Perseveres in challenging, stressful, or ambiguous environments or

situations by adjusting behavior or approach in response to new information,

changing conditions, or unexpected obstacles, and recognizes and seeks

help and support when needed; recovers from and reflects on setbacks; and

balances personal well-being with responsibilities.

Teamwork and

Collaboration

Collaborates with others to achieve shared goals and prioritizes shared

goals; adjusts role between team member and leader based on one’s own

and others’ expertise and experience; shares information with team members

and encourages this behavior in others; and gives and accepts feedback to

improve team performance.

Previously within Cultural Competence.

Previously within Service Orientation.

Format

The PREview exam presents examinees with a series of scenario sets, each of which include a

hypothetical dilemma based on real-world situations students may experience in medical school. Each

scenario calls upon examinees’ knowledge or understanding of one or more professional competencies.

Scenarios are set in educational, health care, or other real-life settings but do not require knowledge of

medical school or health care.

Following each scenario are items (also referred to as “responses”) that reflect a range of possible

actions someone might take in response to the scenario. Examinees are instructed to read each scenario

and response and then rate the effectiveness of each response using a four-point scale. The PREview

exam includes a series of scenarios and 186 items. Examinees have 75 minutes to complete the exam.

A sample scenario set is presented in Figure 2.

Figure 2. Sample scenario set from the AAMC PREview exam.

You are pursuing a two-week volunteer opportunity at a well-regarded local clinic. When you

receive your course schedule, you realize the volunteer opportunity would conflict with your weekly

required lab. This is the only time the lab is offered this semester, so you are not able to make up

the lab. Participation in the lab will count toward your grade.

Please rate the effectiveness of each response to the situation.

Very Ineffective

(1)

Ineffective

(2)

Effective

(3)

Very Effective

(4)

The response will

cause additional

problems or make

the situation worse.

The response will

not improve the

situation or may

cause a problem.

The response could

help but will not

significantly

improve the

situation.

The response will

significantly

improve the

situation.

1. Skip your lab for two weeks to attend the volunteer opportunity.

2. Ask your lab instructor to identify a solution that will allow you to attend both.

3. Stop pursuing the volunteer opportunity so that you can attend the required lab.

4. Tell your lab instructor in advance that you will miss two of your scheduled lab sessions.

5. Attend the lab and investigate if similar volunteer opportunities are available at another

time.

How is the PREview exam scored?

The AAMC collaborates with subject matter experts to develop the scoring key. Subject matter experts

include a diverse group of admissions officers, faculty, student affairs representatives, diversity affairs

representatives, and others who work closely with medical students and understand the expectations and

responsibilities of medical students.

During scoring key development, subject matter experts are trained to ensure they rate the responses

with a focus on the competencies and understand that knowledge of medical school or health care is not

required. Then subject matter experts review scenarios and rate responses in the same way examinees

do, and their ratings establish the scoring key. During scoring, examinees’ ratings are compared with

subject matter experts’ ratings (i.e., the scoring key).

Examinees with higher PREview scores have a stronger understanding of effective and ineffective

professional behavior. Figure 3 displays the scoring key development and scoring process.

Figure 3. AAMC PREview scoring key development and scoring process.

Who has taken the PREview exam?

In 2020, the AAMC launched a pilot administration of the PREview exam with two medical schools. Since

then, participation in the PREview program grew to 21 medical schools across the United States in the

2023-2024 application cycle that considered PREview scores in their admission process and many more

studying PREview scores for research-only purposes. Participating medical schools reflect a variety of

institutional characteristics related to mission, curriculum, matriculant class, region, public or private

status, and applicant pool.

Scoring Key Development

Medical educators rate the

effectiveness of each response.

The key reflects the consensus

effectiveness rating among

medical educators.

Scoring Examinees

Full credit = examinee’s rating

matches medical educators’

rating.

Partial credit = examinee’s rating

is close to the medical

educators’ rating.

PREview Scores

Scale score = 1-9

Scores reflect the extent to

which examinees’ effectiveness

ratings align with medical

educators’ ratings.

Table 2 displays the 21 medical schools for which PREview scores were required, were recommended, or

satisfied a situational judgment test (SJT) requirement in the 2023 PREview administration (2023-2024

admission cycle). The percentage of applicants who reported PREview scores varied based on whether a

school required or recommended PREview scores. A higher percentage of applicants took the PREview

exam when schools required PREview scores (median = 87%) than when schools recommended

PREview scores (median = 60%).

Table 2. Medical Schools That Required or Recommended PREview Scores or Accepted PREview

Scores to Fulfill an SJT Requirement in the 2023 Administration

PREview Score Use

Medical Schools

Required

• Mercer University School of Medicine

• Saint Louis University School of Medicine

• Spencer Fox Eccles School of Medicine at the University of Utah

• University of California, Davis, School of Medicine

• University of California, Los Angeles, David Geffen School of Medicine

• Universidad Central del Caribe School of Medicine

• University of Hawaii John A. Burns School of Medicine

• University of Massachusetts T.H. Chan School of Medicine

Recommended

• Cooper Medical School of Rowan University

• Des Moines University Medicine and Health Sciences*

• Geisinger Commonwealth School of Medicine

• LSU Health New Orleans School of Medicine

• Morehouse School of Medicine

• Oakland University William Beaumont School of Medicine

• Southern Illinois University School of Medicine

• The George Washington University School of Medicine and Health

Sciences

• University of Alabama at Birmingham Marnix E. Heersink School of

Medicine

• University of Louisville School of Medicine

• University of Wisconsin School of Medicine and Public Health

Satisfies an SJT

Score Requirement

• Michigan State University College of Human Medicine

• Rutgers Robert Wood Johnson Medical School

* DO-granting school.

During the 2021-2023 administrations, 49,190 examinees took the PREview exam. Registration was

limited to examinees who intended to apply to a medical school that used the PREview exam. Figure 4

shows the percentages of the examinees by gender, race/ethnicity, fee assistance status, socioeconomic

status, testing condition, and repeater status.

Figure 4. Percentages of AAMC PREview examinees from 2021 to 2023, by gender, race/ethnicity,

fee assistance status, socioeconomic status, testing condition, and repeater status.

Notes

1. The total number of examinees who took the PREview exam from 2021 to 2023 is 49,190. The total number

of PREview exams administered from 2021 to 2023 is 51,157. For the 1,914 examinees who tested more

than once (i.e., repeaters), information from their most recent administration was included. Percentages

reflect data from examinees who applied to at least one MD-granting school and reported information in their

AMCAS

application as of Dec. 18, 2023. Data are unavailable for examinees who applied to a DO-granting

school only.

(Figure 4 notes continued on next page.)

39%

58%

35%

11%

10%

33%

75%

18%

63%

23%

99%

96%

0% 20% 40% 60% 80% 100%

Male (n = 19,029)

Female (n = 28,292)

White (n = 17,337)

Black or African American (n = 5,418)

Hispanic (n = 5,153)

Asian (n = 16,406)

American Indian or Alaska Native (n = 394)

Native Hawaiian or Other Pacific Islander (n = 297)

Did not apply (n = 37,006)

Did not receive (n = 1,801)

Received (n = 8,944)

EO 3-5 (higher SES)

(n = 30,802)

EO 1-2 (lower SES)

(n = 11,487)

Standard (n = 48,872)

Nonstandard (n = 318)

Single attempt only (n = 47,276)

Repeater (n = 1,914)

Gender

Socioeconomic

Status

2,5

Testing Condition

Race/Ethnicity

2,3

Repeater

Status

Fee Assistance

2. Percentages describe examinees who provided information about their gender, race/ethnicity, and

socioeconomic status on their medical school application. A total of 1,869 examinees did not identify their

gender.

3. Race/ethnicity is unknown for 3,474 examinees. There were 1,780 examinees who selected “Other” for

race/ethnicity.

4. The PREview exam was free for all examinees in 2021. Beginning in 2022, there was a flat fee of $100 for

PREview exam registration; this fee was waived for examinees who qualified for the AAMC Fee Assistance

Program. Data include examinees who participated in the AAMC Fee Assistance Program for medical school

application and did or did not receive fee assistance. Examinees who did not participate in the AAMC Fee

Assistance Program are shown as “Did not apply.” Fee assistance status is unknown for 1,439 examinees. The

AAMC Fee Assistance Program was available to examinees who are U.S. citizens, U.S. permanent residents,

or students with Deferred Action for Childhood Arrivals (DACA) status whose reported total family income was

400% or less (previously, it was 300% or less) of the national poverty level for the examinees’ family size. More

information about the AAMC Fee Assistance Program can be found here: students-residents.aamc.org/fee-

assistance-program/who-eligible-participate-fee-assistance-program.

5. The AAMC Socioeconomic Status (SES) Education-Occupation (EO) Indicator is one tool that medical

schools may use to identify applicants who come from socioeconomically disadvantaged backgrounds. It is

derived from information provided by applicants about their parents’ and guardians’ occupation and

education levels. EO1 = Less than a bachelor's degree, any occupation; EO2 = At least a bachelor's degree;

service, clerical, skilled, and unskilled occupation; EO3 = Bachelor’s degree; executive, professional, or

managerial occupation; EO4 = Master's degree; executive, professional, or managerial occupation; EO5 =

Doctoral degree; executive, professional, or managerial occupation. Socioeconomic status is unknown for

6,901 examinees.

6. For repeater status, “Single attempt only” includes the scores from the examinees who took the PREview

exam for the first time in 2021, 2022, or 2023 and did not test again. “Repeater” data include scores from the

examinees who took the PREview exam for the first time in 2021, 2022, or 2023 and then tested at least one

more time during this window. There were 53 examinees who took the exam three times between 2021,

2022, or 2023, and their scores from the third attempt were excluded from this analysis.

Table 3 shows the percentage of applicants with and without PREview scores by gender, race/ethnicity,

fee assistance status, and socioeconomic status group. There were some small differences in application

participation across groups.

Table 3. Percentage of Applicants to Participating Medical Schools Who Reported PREview

Scores by Gender, Race/Ethnicity, Fee Assistance Status, and Socioeconomic Status

Characteristic

Total

Applicants to

Participating

Schools

Applicants to

Participating

Schools Who Had

PREview Scores

Applicants to

Participating

Schools Who Did

Not Have

PREview Scores

Percentage of

Row Total

Percentage of

Row Total

Total

37,678

59% (22,308)

41% (15,370)

Gender

Male

15,948

57% (9,138)

43% (6,810)

Female

21,442

61% (13,000)

39% (8,442)

Race/Ethnicity

White

14,264

56% (8,012)

44% (6,252)

Black or African American

4,405

52% (2,277)

48% (2,128)

Hispanic, Latino, or of Spanish Origin

4,164

59% (2,472)

41% (1,692)

Asian

12,080

66% (7,997)

34% (4,083)

American Indian/Alaska Native

326

54% (177)

46% (149)

Native Hawaiian/Other Pacific Islander

196

79% (154)

21% (42)

Fee Assistance

Did not apply

29,709

58% (17,124)

42% (12,585)

Applied, did not receive

1,325

63% (832)

37% (493)

Received

6,644

66% (4,352)

34% (2,292)

Socioeconomic Status

EO 3-5 (higher SES)

24,396

60% (14,665)

40% (9,731)

EO 1-2 (lower SES)

9,167

58% (5,292)

42% (3,875)

1. Data reflect applicants from the 2023-2024 admission cycle who applied to at least one MD-granting school

that participated in the PREview program as of Dec. 18, 2023. Data are unavailable for applicants who

applied to a DO-granting school only.

2. Data include applicants who had a PREview score from the 2021, 2022, or 2023 PREview administration.

3. Data include applicants who did not have a PREview score from the 2021, 2022, or 2023 PREview

administration.

How do examinees prepare for the PREview exam?

The AAMC is committed to providing free resources to support all examinees’ preparation for the

PREview exam. AAMC PREview preparation materials include an examinee preparation guide, two full-

length practice exams, a tutorial for the online testing system, a test day experience video, and the 2024

AAMC PREview

Essentials testing year guide.

The AAMC PREview

Exam Examinee Preparation Guide offers advice and strategies to help applicants

prepare for the PREview exam. Two official, full-length practice exams which include a scoring key

rationale for each item to help examinees become familiar with the exam format, the types of scenarios

and items they will see on the actual PREview exam, and the process for evaluating and rating items. The

practice exam booklets were developed in collaboration with subject matter experts in the medical school

community. Their design is based on research about the effects of coaching on PREview exam

performance. The research found that study participants were most successful in improving their

performance (i.e., by one-half standard deviation) when they received detailed feedback-based coaching,

which did not affect the validity of the test.

During the 2023 administration, more than 90% of examinees who responded to the post-exam survey

reported that they prepared for the exam; around half of examinees reported spending three hours or less

preparing. More than 70% of examinees used the AAMC’s free preparation materials. Approximately 7%

of examinees reported using non-AAMC practice exams, and less than 1% reported using materials from

a private company.

How well do examinees score on the PREview exam?

Figure 5 summarizes PREview scores from all exams administered from 2021 to 2023. For the

examinees who tested more than once from 2021 to 2023, all their scores are included. The mean

PREview score was 5.17, and the standard deviation was 1.97. This result reflects a slight increase in the

mean PREview score from prior years, though it is not statistically significant. This increase likely reflects

greater examinee motivation to perform their best, given the shift from a pilot program to an operational

testing program, the addition of a flat fee to register for the PREview exam in 2022, and an increasing

number of participating schools.

Figure 5. Summary of AAMC PREview scores for exams administered from 2021 to 2023.

Note: N = 51,157.

10%

12%

14%

16%

18%

20%

22%

1 2 3 4 5 6 7 8 9

PREview Score

Mean = 5.17

Standard deviation = 1.97

The total number of exams administered in 2021 to 2023 was 51,157.

Figure 6 gives additional details about examinees’ total scores from 2021 to 2023. It summarizes

PREview scores for examinees from different backgrounds and experiences, including gender and

race/ethnicity, AAMC Fee Assistance Program status, and socioeconomic status. It also shows scores

from examinees who tested under standard and nonstandard testing conditions and first- and second-

attempt scores for examinees who took the exam more than once.

Figure 6 uses box-and-whisker plots to show the mean score, along with the minimum-, 25th-, 75th-, and

maximum-percentile scores. The minimum- and maximum-percentile scores are shown by the ends of the

“whiskers,” the 25th- and 75th-percentile scores are shown by the box (the left edge of each box shows

the 25th-percentile score, and the right edge shows the 75th-percentile score), and the mean is shown by

the vertical bar inside each box. For example, for female examinees, the minimum-, 25th-, mean-, 75th-,

and maximum-percentile scores were 1, 4, 5.43, 7, and 9.

There is some variability in the mean PREview total scores for examinees from different backgrounds.

The similarities and differences in these data are similar to those reported in the literature for situational

judgment tests

and smaller than what is shown for other admission tests. However, the AAMC strives to

do better and is taking steps to better understand differences in performance and explore ways to further

reduce these differences.

Figure 6. AAMC PREview total scores for exams administered from 2021 to 2023, overall and by

gender, race/ethnicity, socioeconomic status, fee assistance status, testing condition, and

repeater status.

(Figure 6 notes are on the next page.)

0 1 2 3 4 5 6 7 8 9

Overall (mean = 5.22; N = 49,190)

Male (mean = 4.95; n = 19,029)

Female (mean = 5.43; n = 28,292)

White (mean = 5.40; n = 17,337)

Black or African American (mean = 4.59; n = 5,418)

Hispanic (mean = 4.86; n = 5,153)

Asian (mean = 5.38; n = 16,406)

American Indian or Alaska Native (mean = 5.02; n = 394)

Native Hawaiian or Other Pacific Islander (mean = 5.13; n = 297)

Did not apply (mean = 5.31; n = 37,006)

Did not receive (mean = 5.21; n = 1,801)

Received (mean = 4.92; n = 8,944)

EO 3-5 (higher SES) (mean = 5.38; n = 30,802)

EO 1-2 (lower SES) (mean = 4.97; n = 11,487)

Standard (mean = 5.21; n = 48,872)

Nonstandard (mean = 5.60; n = 318)

Single-attempt only (mean = 5.21; n = 47,276)

Repeater, 1st attempt (mean = 4.11; n = 1,914)

Repeater, 2nd attempt (mean = 5.23; n = 1,914)

PREview Score

Gender

Race/Ethnicity

Fee

Assistance

Socioeconomic

Status

Testing Condition

Repeater Status

Notes

1. The total number of examinees who took the PREview exam from 2021 to 2023 is 49,190. The total number

of PREview exams administered from 2021 to 2023 is 51,157. For the 1,914 examinees who tested more

than once (i.e., repeaters), information from their second attempt was included. Data reflect examinees who

applied to at least one MD-granting school and reported information in their AMCAS

application as of Dec.

18, 2023. Data are unavailable for examinees who applied to a DO-granting school only.

2. Race/ethnicity is unknown for 3,474 examinees. There were 1,780 examinees who selected “Other” for

race/ethnicity.

3. The PREview exam was free for all examinees in 2021. Beginning in 2022, there was a flat fee of $100 for

PREview exam registration; this fee was waived for examinees who qualified for the AAMC Fee Assistance

Program. Data include examinees who participated in the AAMC Fee Assistance Program for medical

school application and did or did not receive fee assistance. Examinees who did not participate in the AAMC

Fee Assistance Program are shown as “Did not apply.” Fee assistance status is unknown for 1,439

examinees. The AAMC Fee Assistance Program was available to examinees who are U.S. citizens, U.S.

permanent residents, or students with DACA status whose reported total family income was 400% or less

(previously, it was 300% or less) of the national poverty level for the examinees’ family size. More

information about the AAMC Fee Assistance Program can be found here: students-residents.aamc.org/fee-

assistance-program/who-eligible-participate-fee-assistance-program.

4. The AAMC SES EO Indicator is one tool that medical schools may use to identify applicants who come from

socioeconomically disadvantaged backgrounds. It is derived from information provided by applicants about

their parents’ and guardians’ occupation and education levels. EO1 = Less than a bachelor's degree, any

occupation; EO2 = At least a bachelor's degree; service, clerical, skilled and unskilled occupation; EO3 =

Bachelor's degree; executive, professional or managerial occupation; EO4 = Master's degree; executive,

professional or managerial occupation; EO5 = Doctoral degree; executive, professional or managerial

occupation. Socioeconomic status is unknown for 6,901 examinees.

5. For repeater status, “Single attempt only” includes the scores from the examinees who took the PREview

exam for the first time in 2021, 2022, or 2023 and did not test again. “Repeater” data include scores from the

examinees who took the PREview exam for the first time in 2021, 2022, or 2023 and then tested at least one

more time during this window. The “1st attempt” plot shows these repeaters’ scores from their very first

attempt, and the “2nd attempt” plot shows these same examinees’ scores from their second attempt. There

were 53 examinees who took the exam three times between 2021, 2022, or 2023, and their scores from the

third attempt were excluded from this analysis.

How precise are examinees’ PREview scores and how should they be

interpreted?

Three types of information are essential for interpreting PREview exam scores:

• Total score.

• Confidence band.

• Percentile rank associated with the score.

Details about the confidence band and percentile rank are included below.

Confidence bands

Like other measurements, PREview scores are imperfect measures of examinees’ true levels of

preparation. They are not perfectly precise. Examinee scores can be dampened by factors such as

fatigue, test anxiety, and less-than-optimal test location conditions, or they can be boosted by recent

exposure to some of the tested competencies.

The confidence band describes the precision of the PREview total score. It shows the range in which an

examinee’s true score probably lies. Reviewing applicants’ scores with the confidence bands in mind

prevents overinterpretation of small differences in test scores.

Review PREview scores with their confidence bands to avoid overinterpreting small

differences between scores.

The PREview total score is reported with a confidence band of plus or minus 1 point. Adding and

subtracting 1 point to a PREview total score of 7, for example, defines a confidence band that begins at 6

and goes to 8.

Figures 7 and 8 illustrate how confidence bands can be used to interpret PREview total scores. The

reported score for each examinee is shown as a square. The confidence band around each examinee’s

score is shown by the dashed lines in the figure.

Figure 7 shows that examinee A scored 7, and examinee B scored 6. The confidence bands around

these scores overlap. The overlap between the two confidence bands suggests that the two reported

scores may not be meaningfully different from each other.

Figure 8 shows that examinee A scored 7, and examinee C scored 4. The confidence bands around their

scores do not overlap, suggesting the two scores are more likely to be meaningfully different from each

other (compared with scores for examinees A and B).

Percentile rank

The percentile rank shows how PREview scores of individual applicants compare with scores of others

who took the exam. The appendix shows the current percentile rank table based on data from 2021 to

2023.

The percentile rank shows the percentage of test takers who received the same or

lower score on the exam.

The percentile rank uses data from the previous three administration years. Basing percentile ranks on

multiple previous administration years is a common practice in the standardized test industry. Because

examinees change from one year to the next, the percentile ranks associated with scores may change

1 2 3 4 5 6 7 8 9

Examinee A

Examinee B

1 2 3 4 5 6 7 8 9

Examinee A

Examinee C

Figure 7. Confidence bands for two examinees

with similar reported scores on the AAMC

PREview exam.

Figure 8. Confidence bands for two

examinees with different reported scores on

the AAMC PREview exam.

over time. Basing the percentiles on data from the past three administration years instead of one makes

the results more stable and allows them to reflect year-to-year changes.

The methods that PREview developers use to write test questions and build and equate test forms keep

the meaning of scores constant over test forms and time. The exam is not graded on a curve. No matter

when applicants tested, whom they tested with, or what test forms they took, their scores have common

interpretations. PREview scores describe applicants’ understanding of effective and ineffective

professional behavior based on standards and expectations of medical school faculty and staff for

entering medical students.

How should admissions officers use PREview scores for holistic

admission?

The PREview exam was designed to help

admissions officers measure professional

competencies early in the admission process.

However, PREview scores may add value

throughout the admission process. They

complement academic metrics and other

application information to help medical schools

see a more complete picture of an applicant.

Medical schools may incorporate PREview

scores into their admission processes in

different ways that reflect their mission, goals,

curricula, and applicant pool. Regardless of

how they use PREview scores, medical

schools should establish policies and

procedures to ensure PREview scores are

used in a fair and equitable manner for all

applicants.

As medical schools start to incorporate PREview scores into their admission process, they should spend

time learning what the scores mean in the context of their school’s application and admission processes

and understanding how applicants with different PREview scores perform in medical school. Schools

should consider PREview scores alongside other application information and assign appropriate weight to

PREview scores when deciding whom to invite to interview or whom to accept.

In accordance with holistic review, PREview scores should be one of many data points schools consider.

The PREview exam assesses some but not all critical competencies for medical student success.

Triangulating different sources of applicant information, such as letters of recommendation, personal

statements, experiences, interviews, multiple mini interviews (MMIs), and PREview scores, will paint the

clearest picture of an applicant’s readiness for medical school, including strengths and opportunities for

further development. When used in combination with other application components, PREview scores will

help admissions committees identify applicants who are better prepared to develop and grow

professionally and learn technical knowledge in medical school.

When evaluating applicants’ understanding of

professional competencies, PREview scores

provide different information than other

components of the application. Some

components of the application, such as personal

statements or letters of recommendation, reflect

an applicant’s demonstration of professional

competencies or what they have done. Other

components, such as MMI scores or interview

ratings, reflect an applicant’s observed

performance or how they might behave in the

future. In contrast, PREview scores provide

information about applicants’ understanding of

professional competencies, specifically

knowledge of effective and ineffective

professional behavior in different situations.

Admissions committees should interpret

PREview scores in the context of other relevant

application information and look for consistencies

and inconsistencies in the stories these data tell.

• How did the applicant perform on the PREview exam?

• How did the applicant’s letter writers describe the applicant’s performance in professional

competency areas?

• What opportunities has the applicant had to learn and develop professional competencies

through their experiences?

• How did the applicant perform on the MMI or interview as it relates to professional competencies?

How have medical schools used PREview scores in the admission process?

Medical schools have used PREview scores at different stages of the admission process and in

different ways, depending on their specific needs and admission strategies. All schools have wanted

to use PREview scores cautiously and take steps to avoid disadvantaging applicants as they learn

more about the scores in the context of their application and medical school.

• Schools have used PREview scores to inform decisions of who to invite to interview and/or

final admission decisions.

• Schools have assigned PREview scores low weight in their evaluation of the applicant.

• Most schools have considered PREview scores as a way to strengthen an application (i.e.,

“plus factor”) rather than as a way to eliminate an applicant from further consideration.

Medical schools considered PREview scores alongside other application information to get a more

complete picture of the applicant. In addition, they triangulated across different application

components that provide professional competency information, such as letters of recommendation,

MMI scores, and interview ratings, to evaluate an applicant’s professional competence. For

example, in some instances, comparing PREview scores with MMI scores prompted further

consideration or additional discussion of an applicant, particularly when an applicant performed well

on the PREview exam but received poor or modest MMI scores.

Data across 13 MD-granting schools that participated in the 2022 PREview administration reinforce how

medical schools have reported using PREview scores. Table 4 shows applicants to the 13 participating

medical schools who reported PREview scores in different score ranges and were accepted into one or

more of the participating medical schools in the 2022-2023 admission cycle. Acceptance rates were

higher for applicants with higher PREview scores than for those with lower PREview scores (17% vs.

11%), which suggests medical schools considered PREview scores as one of many data points in their

admission decisions.

Table 4. Percentage and Number of Applicants With PREview Scores Who Were Accepted and Not

Accepted Into at Least One Participating Medical School, by PREview-Score Range

1,2

PREview Score

Number of

Applicants

1-3

4-6

7-9

Accepted to at least one participating

school

11%

372/3,504

14%

1,283/9,046

17%

785/4,739

2,440

Not accepted to at least one participating

school

89%

3,132/3,504

86%

7,763/9,046

83%

3,954/4,739

14,849

Total applicants to participating schools

3,504

9,046

4,739

17,289

1. The data are for applicants from the 2022-2023 admission cycle who were and were not accepted to at least

one participating MD-granting school. Applicants who did not report a PREview score from the 2020, 2021

or 2022 administration are excluded from this table. The most recent PREview score was included for

applicants who had PREview scores from the 2020, 2021, or 2022 administration. There were 16,490

applicants with PREview scores from the 2022 administration, 799 applicants with PREview scores from the

2021 administration, and no applicants with PREview scores from the 2020 administration.

What is the relationship between PREview scores and other

admission data?

This section describes the relationship between PREview scores and other admission data, such as

Medical College Admission Test

(MCAT

) scores, undergraduate grade point average (UGPA), MMI

scores, and interview ratings. Studying the relationship between PREview scores and these data provides

information about how they can work together to provide a more complete view of the applicant. Results

suggest that incorporating PREview scores into the admission process, particularly in the pre-interview

screening stage, may provide unique information about the applicant and could help identify applicants for

further review.

How do PREview scores relate to MCAT total scores?

This section presents data for examinees who completed the PREview exam in 2021 to 2023 and who

also completed the MCAT exam. Table 5 presents the percentage and number of examinees by top,

middle, and bottom PREview-score and MCAT-total-score ranges. These data show that PREview and

MCAT exams measure different things. When used together, PREview scores and MCAT total scores

may provide a more complete picture of applicants and help identify applicants for further review. For

example, applicants with higher MCAT total scores and lower PREview scores may merit further review of

their professional readiness for medical school. Higher PREview scores may help identify applicants with

potential professional readiness who otherwise may have been overlooked due to lower or more modest

MCAT total scores and could be successful in your school with the appropriate academic support.

Considering PREview scores alongside MCAT total scores could help identify

applicants for further review of their academic and professional readiness for medical

school.

Table 5. Percentage and Number of Examinees by PREview-Score and MCAT-Total-Score Ranges

MCAT

Total

Score

PREview Score

All

1-3

4-6

7-9

≥ 507

4,278/48,680

33%

15,900/48,680

22%

10,737/48,680

64%

30,915/48,680

497-506

3,212/48,680

14%

6,760/48,680

2,585/48,680

26%

12,557/48,680

≤ 496

2,256/48,680

2,438/48,680

514/48,680

11%

5,208/48,680

All

20%

9,746/48,680

52%

25,098/48,680

28%

13,836/48,680

100%

48,680/48,680

1. The shaded cells highlight examinees who may merit further review when admissions committees are

considering both PREview scores and MCAT total scores. The table summarizes data from examinees who

reported a PREview score from the 2021, 2022, or 2023 administrations and an MCAT total score (N =

48,680). The most recent PREview score and MCAT total score were used for examinees with multiple

scores. MCAT total scores were not available for 510 examinees; these examinees were excluded from the

table.

2. MCAT-total-score ranges are from the Summary of MCAT Total and Section Scores, in which 33% of MCAT

total scores were equal to or less than 496 and 66% of MCAT total scores were equal to or less than 506

across all exams administered in 2020, 2021, and 2022 combined.

3. PREview-score ranges reflect data presented in the Summary of AAMC PREview Professional Readiness

Exam Scores, in which 25% of PREview scores were equal to or less than 3 and 78% of PREview scores

were equal to or less than 6.

How do PREview scores relate to MMI scores and interview ratings?

This section presents data from six medical schools that partnered with the AAMC to explore the

relationships between PREview scores and other admission data during the 2021-2022 admission cycle

and 2022-2023 admission cycle. Specifically, this section shows how PREview scores, MCAT total

scores, and UGPAs correlate with MMI scores and interview ratings. Table 6 describes the MMI and

structured interview data and the sample of applicants used to examine each type, which varies due to

data availability.

Table 6. Summary of Admission Data

Admission Data

Description

Sample

Multiple Mini Interview

Score (MMI)

Mean ratings across multiple

interview stations designed to

assess various competencies, such

as communication, reasoning, and

pathway to medicine.

3,231-3,242 applicants across four

schools that participated in the

2021 and 2022 validity study

and

who had a PREview score, MCAT

total score, and/or UGPA, and

MMI score.

Structured Interview

Rating

Mean ratings across multiple

interview questions designed to

assess a variety of personal

competencies (e.g., communication,

teamwork, leadership).

745-752 applicants at one school

that participated in the 2021 and

2022 validity study who had a

PREview score, MCAT total score,

and/or UGPA, and structured

interview rating.

1. Four of six medical schools provided data from an MMI. Of these four schools, one school also provided the

structured interview data described above.

2. One medical school that participated in the 2021 and 2022 validity study provided data from structured

interviews, which included targeted interview questions and rating scales. The interview was defined as

structured based on key attributes of structured interviews based on work by Campion et al.

3. The total nonunique number of applicants combined across all four schools is 3,242.

Figure 9 displays correlations between PREview scores, MCAT total scores, and UGPAs with MMI scores

and structured interview ratings. The figure uses a bar chart to show the mean correlation across

application cycles and school(s). The minimum and maximum correlation are shown by the ends of the

lines overlaying each bar (the bottom edge shows the minimum correlation and top edge shows the

maximum correlation).

The overall pattern of correlations suggests that PREview scores correlate more strongly with other

measures designed to assess similar professional competencies than with academic metrics, which are

designed to measure a different set of important competencies and knowledge areas. Results also

suggest that the PREview exam measures competencies distinct from those measured in medical

schools’ MMIs and structured interviews. There was variability in correlations across application cycles

and schools, with PREview scores being more strongly related to MMI scores or structured interview

ratings in some application cycles and schools than others. Results should be interpreted with caution as

correlations at a single school may not be representative of multiple schools.

Figure 9. Correlations between PREview scores, MCAT total scores, UGPAs, MMI scores, and

interview ratings across validity study schools for the 2021-2022 and 2022-2023 admission

cycles.

1,2

Notes

1. Each bar reflects the mean correlation across two application cycles and school(s). The line overlaying each

bar reflects the range of correlations across application cycles and schools.

2. Applicants’ most recent PREview scores, most recent MCAT total scores, and UGPAs as of Feb. 2, 2023,

were correlated with MMI scores and structured interview ratings.

3. MMI data are based on 3,231-3,242 applicants who applied to medical school in the 2021-2022 and 2022-

2023 admission cycles (the total nonunique applicants from four validity study schools). MMI analyses were

conducted separately for each application cycle for each school.

4. Structured interview data are based on 742-752 applicants who applied to medical school in the 2021-2022

and 2022-2023 admission cycles (from one validity study school). Structured interview analyses were

conducted separately for each application cycle.

0.1

0.08

<0.00

0.05

<0.00

-.05

.00

.05

.10

.15

.20

.25

.30

Correlation

PREview Score MCAT Total Score Cumulative Undergraduate GPA

Structured Interview

Rating

schools

= 1

applicants

= 745-752

MMI Score

schools

= 4

applicants

= 3,231-3,242

How well do PREview scores predict students’ performance in medical

school?

The AAMC is committed to studying the relationship between PREview scores and students’ performance

in medical school. Studying the relationship is particularly difficult due to a lack of medical school

outcomes related to professionalism. While some courses are conceptually aligned with the

competencies tested on the PREview exam, grades and other evaluations in these courses are often

based on competencies not tested on the PREview exam. This is why the AAMC developed a

performance evaluation tool to assess learners’ performance on competencies tested on the PREview

exam.

The AAMC and faculty at participating schools collaborated to develop a behaviorally anchored rating

scale for each competency. A definition of each competency was provided. Using this tool, faculty who

supervised learners in small group settings during their first or second year of medical school provided

ratings of learners’ demonstration of competencies measured on the PREview exam. Ratings were made

on a 5-point scale, with each proficiency level defined by behavioral examples. Thirty-nine faculty

provided ratings for learners who entered in 2017, and 65 faculty provided ratings for learners who

entered in 2016. To mitigate the risk that faculty would not provide accurate ratings, ratings were

collected for research purposes only.

2017 Validity Study Schools

The AAMC partnered with the following eight medical schools to conduct a longitudinal validity study of

the PREview exam using a prototype of the exam:

• Drexel University College of Medicine

• Meharry Medical College School of Medicine

• Rutgers Robert Wood Johnson Medical School

• Spencer Fox Eccles School of Medicine at University of Utah

• University of Alabama at Birmingham Marnix E. Heersink School of Medicine

• University of Minnesota Medical School - Twin Cities Campus

• University of New Mexico School of Medicine

• Washington State University Elson S. Floyd College of Medicine

These schools varied in geographic location, public-private status, and matriculant pool size.

Figure 10 shows how PREview scores predict faculty ratings of learners’ professional competencies. The

green shading indicates the size of correlations that would be expected between PREview scores and

performance based on the literature about SJTs used in employment and higher education.

Analyses

were conducted separately for learners in their first year (M1) and for learners in their second year (M2) of

medical school due to differences in education and experience in medical school.

Figure 10. Correlations between AAMC PREview scores and research-only faculty ratings of

learners’ performance.

Notes

1. Sample from 2017 Validity Study. M1 sample size = 169-201; M2 sample size = 242-263.

2. M1 correlation for PREview scores and Ethical Responsibility to Self and Others ratings is -0.04.

3. The green-shaded area represents the expected range of correlations between PREview scores and

performance (based on the literature).

The correlations between PREview scores and faculty ratings of learner performance are small to

medium, as expected based on the SJT literature. These findings suggest that PREview scores are

related to learners’ performance in professional domains in medical school. Based on these findings,

PREview scores could help schools identify applicants with the potential to demonstrate professionalism

in medical school. However, additional research is needed to better understand these relationships given

the relatively small number of participating schools and sample sizes.

The AAMC has partnered with five medical schools that participated in the 2021 pilot administration to

further explore how PREview scores relate to medical student performance.

0.19

0.05

0.33

0.16

0.13

0.21

0.19

0.12

0.33

0.36

0.16

.00

.05

.10

.15

.20

.25

.30

.35

.40

.45

.50

Reliability and

Dependability;

Capacity for

Improvement

Ethical

Responsibility to

Self and Others

Resilience and

Adaptability

Social Skills;

Service

Orientation

Cultural

Competence

Teamwork

Correlation Coefficient

M1 learner sample M2 learner sample

PREview Scores Predict Professionalism in Residency: Preliminary Findings

Since the 2017 validity study, the M2 learner sample progressed to residency training. As part of the

AAMC’s Resident Readiness Survey (RRS), 227 students from this sample received RRS ratings from

their program director as first year residents between January and March 2021. We observed small

correlations (.11 to .19) between PREview scores and ratings in four professionalism areas, including

professionalism with healthcare professionals, professionalism with patient and family, responsibility

and professional development, and organizational skills. Results should be interpreted with caution

given the small sample and pilot year of the RRS.

Conclusion and next steps

Over a decade ago, the AAMC and the medical school community identified a shared goal of developing

an assessment of applicants’ professional competencies that was reliable, valid, and fair and could

facilitate holistic review earlier in the admission process, at the pre-screening stage.

This guide presents results from the series of research studies and the evaluation of the most recent

three administrations, which demonstrate the validity and value of the PREview exam. This body of

research shows that PREview scores may offer unique information not captured by other application

components such as academic metrics, MMIs, and interviews. Results also suggest PREview scores can

help admissions committees identify students with a greater readiness to learn, develop, and demonstrate

professionalism in medical school.

As the program continues to move forward, the AAMC will continue its ongoing evaluation of the PREview

exam to help inform how medical schools use PREview scores in their admission process and ensure the

assessment adds value to medical schools’ admission processes. Over the next few years, the AAMC is

partnering with medical schools that participated in the 2021 administration to further explore how

PREview scores predict medical school performance. We look forward to sharing results of this research

as they become available in the future.

After several years of strategic growth the AAMC made the PREview exam available to all medical

schools. We are excited to work with over 25 medical schools who had added PREview scores to their

admission process in the 2024-2025 application cycle and even more who are studying PREview scores

at their schools. We appreciate the community’s partnership on this important initiative and look forward

to our continued collaboration toward this shared goal.

References

1. Zhang C, Sackett PR, Naemi BD. Rule-based versus feedback-based coaching for situational

judgment tests. Int J Sel Assess. 2021;29(2):219-233. doi:10.1111/ijsa.12321.

2. Whetzel DL, McDaniel MA, Nguyen NT. Subgroup differences in situational judgment test

performance: a meta-analysis. Hum Perform. 2008;21(3):291-309.

doi:10.1080/08959280802137820.

3. Koenig TW, Parrish SK, Terregino CA, Williams JP, Dunleavy DM, Volsch JM. Core personal

competencies important to entering students’ success in medical school: what are they and how

could they be assessed early in the admission process? Acad Med. 2013;88(5):603-613.

doi:10.1097/ACM.0b013e31828b3389.

4. Campion MA, Palmer DK, Campion JE. A review of structure in the selection interview. Pers

Psychol. 1997;50(3):655-702. doi:10.1111/j.1744-6570.1997.tb00709.x.

5. McDaniel MA, Hartman NS, Whetzel DL, Grubb WL III. Situational judgment tests, response

instructions, and validity: a meta-analysis. Pers Psychol. 2007;60(1):63-91. doi:10.1111/j.1744-

6570.2007.00065.x.

Appendix. Summary of AAMC PREview scores

Figure A. AAMC PREview total scores and percentile ranks in effect May 1, 2024, through April 30,

2025.

Note: N = 51,157.

Table A. AAMC PREview Percentile Ranks in Effect May 1, 2024, Through April 30, 2025

Scale

Score

Percentile

Rank

11%

21%

34%

52%

72%

90%

97%

100%

Note: The column labeled “Percentile Rank” provides the percentage of scores equal to or less than each scale score

point. These percentile ranks are based on all PREview results from the 2021 to 2023 testing years combined.

Updates to the percentile ranks will be made on May 1 each year.

10%

12%

14%

16%

18%

20%

22%

1 2 3 4 5 6 7 8 9

Percentage

Total Score

24-010D (05/24)