Imhotep Virtual Medical School Courseware
Guidebook
A product of the Institute for Minority Physicians of the Future
Designed, Developed and Curated by Marc Imhotep Cray, M.D.
… IMPF core strategy is to identify, inform, recruit, assist, advise and educate promising African-American,
Native-American, and Hispanic-American, high school and college students in order to increase the number
of minority medical students and PhD. candidates in United States medical schools.“Come on and chill with
us on the Atlantic Ocean during our annual retreat and at the same time learn what it means to become a
physician, healer, medical scientist and scholar in the 21st century” Native-American, and Hispanic-
American, high school and college students in order to increase the number of minority medical students and
PhD candidates in United States medical schools…
Imhotep Virtual Medical School Courseware Guidebook
Institute for Minority Physicians of the Future 2
Institute for Minority Physicians of the Future and IVMS Courseware- Executive Summary
The Purpose and Utility of Imhotep Online Medical School (an interactive pdf download)
One of my favorite proverbs
He, who does not know and knows that he does not know, is lost.
Help Him find Himself
He, who does not know and knows that he does know, needs love.
Love Him
He, who knows and does not know that he knows, needs a teacher.
Teach Him
And he, who knows and knows that he knows, is a master.
Listen to and Learn from Him
Mission Statement
THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a
collective voice of African American, Native American, Hispanic American
and progressive European American physicians and medical scientists. IMPF
believes that the root cause of minority under-representation in United States
medical schools is academic disadvantage borne by lack of access to high-
quality high school and college preparation. Consequently, IMPF mission is to
become a leading organizational force for parity in medical education by
helping minority students develop the skills that will enable them to compete on a more equal footing in
the medical school admission process, and once in medical school, provide them with learning aids from
the best medical education communities around the world. The Institute for Minority Physicians of the
Future elucidates, distills and fuses educational psychology, information technology and undergraduate
medical education data; and then develops programs, projects and products that serve to increase
recruitment, admission and retention (RAR) of under-represented minorities (URM) in major United
States medical schools. The ultimate goal being for these students to defend, define and develop medical
careers that will be committed to the elimination of health disparities in racial/ethnic minorities and the
poor.
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Vision Statement
THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE is a national
professional educational organization representing the interest of minority high school
and college students with the aptitude and desire to become physicians and medical
scientists. Established in 1999, the collective body is committed to the vision of
improving the health and well-being of future U.S. generations by increasing the
minority physician/medical scientist workforce in such a way that the professions of
medicine and biomedical research are reflective of the racial/ethnic profiles of the
people physicians and medical scientists will serve. IMPF’s vision is directly linked to
the AAMC data minority physicians are four times more likely than are others to
practice in underserved communities. Such communities are more frequently than not
overwhelmingly populated by racial/ethnic minorities.
Core Strategy
THE INSTITUTE FOR MINORITY PHYSICIANS OF THE FUTURE’S core strategy is to identify,
inform, recruit, assist, advise and educate promising African-American, Native-American, and Hispanic-
American, high school and college students in order to increase the number of minority medical students
and PhD candidates in United States medical schools.
“Come on and chill with us on the Atlantic Ocean during our annual retreat and at the same time learn
what it means to become a healer, medical scientist and scholar in the 21st century “
Who is Dr. Cray?
Marc Imhotep Cray is a Physician (UMDNJ-New Jersey Medical School); Pharmacy School trained
Pharmacologist / Analytical Chemist, Addiction Medicine Specialist, Basic Medical Sciences (BMS) &
Black Studies Master Teacher, Medical Informatics Expert, Webmaster, Medical & Afrikan-Centered
Education Researcher.
·He is formerly Director of Office of Medical Education American International School of Medicine-
Georgetown, Guyana.
·Formerly Associate Professor of Basic Medical Sciences and Campus Curriculum Coordinator
International University of Health Sciences-School of Medicine-Saint Kitts, West Indies (only PBL
Medical School in the Caribbean at the time)
·Dr. Cray is an Expert PBL and Case-Based Learning Tutor / Facilitator
·He has a unique integrated fund of knowledge and eloquence in the seven traditional BMS with USMLE
Step 1 level proficiency in the “4 P’s”-Physiology, Pathophysiology, Pathology and Pharmacology
·Dr.Cray established the first BMS Curriculum Driven Introduction to Clinical Medicine-Clinical Skills
Center (ICM-CSC) in the West Indies
·Dr. Cray is an experienced Medical Web Developer, e-Professor / Online Lecturer
Imhotep Virtual Medical School Courseware Guidebook
Institute for Minority Physicians of the Future 4
·He is an author of several e-articles, e-books and e-magazines (e-Zine), USMLE Tagged Virtual Medical
School Courseware and RBG Communiversity Full CV Below
IMPF Background and Significance
Link to Our Research Project Page
Health disparities across racial and ethnic groups in the United States have been well
documented for over a century. These disparities have remained remarkably persistent in spite of
the changes in many facets of the society over that period. Despite dramatic improvements in
overall health status for the U.S. population in the 20th century, members of many African-
American populations experience worse health along many dimensions compared with the
majority white population (1). Because many minority neighborhoods have a shortage of
physicians (2) and less access to medical care, increasing the supply of minority physicians has
been proposed as an intervention that may help to ameliorate differences in health status...
Medical training for African-Americans first became a topic of policy debate in the United States
in the context of the post-Civil War south as a way to address the health needs of the African-
American community. Disparities between the health status of Whites and African-Americans
have been observed throughout American history. In the antebellum South, slave owners
documented health problems that threatened productivity, and pointed out health disparities
between African-Americans and Whites to reinforce beliefs that “biogenetic inferiority of
blacks” justified slavery (3). Conditions in the South after the Civil War were not dissimilar to
other post war periods, with many blacks left homeless – refugees in search of a place to live and
a way to make a living (4). Lack of food, water and sanitation exacerbated what had already been
extremely poor living conditions. The result was major outbreaks of pneumonia, cholera,
diphtheria, small pox, yellow fever and tuberculosis. Yet, very few white physicians were willing
to see black patients, and very few African-Americans could afford their fees. The education of
African-American physicians and other health professionals was seen as a necessary step to
improve the health of Blacks and to protect the public health of the communities where African-
Americans lived, primarily in the South. African-American medical schools were founded to
address this need. Against the backdrop of sociostructural and institutional racism and legal
segregation, Flexnor (5) echoed both social justice and public health arguments for training black
physicians in his famous report, with the underlying assumption that the best way to meet the
great health needs of black communities in the United States was by providing more black
physicians. His recommendation was to concentrate resources on two black medicals schools
(out of seven) that he believed had the best chance of meeting the standards being set for modern
medical training programs, Howard and Meharry. The preface to his recommendation reflects the
tension between the societal goals for improving access to care by training more black
physicians, while simultaneously maintaining an unstated goal and trend of restricting entry of
blacks into the profession (6). As recently as 1965, only 2% of all medical students were black,
and three-fourths of these students attended Howard or Meharry.
The human rights and civil rights movements, the assassination of Malcolm X, Martin Luther
King Jr., and a rash of urban riots and uprisings woke many White Americans up. And academic
medicine was one the first to respond to the wake-up call. Dr. Jordan Cohn, AAMC President, in
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his “Bridging the Gap” address, explains the consequences of these sociopolitical events most
eloquently.
“This brought about a significant rise in admissions of minorities to medical schools. This wasn’t
because of scores on the Scholastic Aptitude Test, grade-point averages and Medical College Admission
Test scores of minorities suddenly skyrocketing. Rather, academic medicine began to take affirmative
action to increase racial, ethnic and gender diversity in medical school classes. Enrollment of
underrepresented minorities in U.S. medical schools rose rapidly to about 8% of all matriculates by early
1970. Then progress stalled in the mid-1970s, with admissions remaining flat for the next 15 years. To
make matters worse, the fraction of individuals from the same groups in the U.S. population that were
underrepresented in medicine continued to grow during this period¾minority populations increasing
from 16% in 1975 to 19% in 1990.”
(Source: http://www.smdep.org/ Dr. Jordan Cohn’s AAMC President / Bridging the Gap)
"Increasing diversity of physicians might decrease disparities in
health by three separate pathways"
The first pathway is through the practice choices of minority
physicians, which may lead to increased access to care in
underserved communities. Since the 1970s and 1980s, when
minority students were first admitted to medical schools in large
numbers, a number of studies have examined the practice
patterns of minority physicians compared with white physicians.
Despite their differences, empirical analyses regarding the
practice location and patient population of minority physicians have been remarkable consistent.
Minority physicians tend to be more likely to practice in underserved areas and to have patient
population with a higher percentage of minorities then their white colleague (7-9). Evidence also
suggest that minority physicians tend to have a higher percentage of patient populations with
lower incomes and worse health status and who are more likely to be covered by Medicaid (10-
13).
The second pathway is through improvement in the quality of health
care due to better physician – patient communication and greater cultural
competency. The foundation of this hypothesis is that for many minority
patients, having a minority physician my lead to better health care
because minority physicians may communicate better and provide more
culturally appropriate care to minority patients. If minority physicians
provide high-quality care to minority patients along the interpersonal
dimensions of care, including doctor-patient communications and cultural
competence, this could result in higher patient trust and satisfaction. This
may in turn facilitate better health outcomes (14-21).
The third pathway by which increasing diversity in the health
professions might serve to decrease health disparities is through
improvements in the quality of medical education that may
accrue to medical students as a result of increasing diversity in
medical training. This would expose physicians-in-training to a
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wide range of different perspectives and cultural backgrounds among their colleagues in medical
school, residency and in practice. Such exposure may provide physicians with experiences and
interactions that will broaden their interpersonal skills and help in their interactions with patients
(22).At the same time minority populations are increasing, data from the American Association
of Medical Colleges show a marked decline in the number of African-Americans and Hispanics
admitted to medical schools (23). These declines coincided with two significant events. First, in
1995, the United States Court of Appeals for the Fifth Circuit in Hopwood v. Texas struck down
as unconstitutional an affirmative action program that had been placed in the University of Texas
law school. In doing so, the court effectively precluded higher education institutions as well as
other entities in the Fifth Circuit, which cover Texas, Louisiana and Mississippi, from taking
race or ethnicity into account in the admissions process. Secondly, the Regents of the University
of California banned the use of race as a factor in admissions. With the passage of Proposition
209, public higher education institutions in California are no longer free to consider race,
ethnicity or gender in admissions decisions, in recruiting programs, or even in planning and
implementing minority-targeted outreach activities, such as tutoring programs and educational
enrichment courses. California, Texas, Mississippi and Louisiana, these four states alone contain
35% of the minority population that remain underrepresented among medical students, and 75%
of those from the Mexican-American community.
REFERENCES
1. Kington, R.S., & Nickens, H.W. (2001) Racial and ethnic differences in health: Recent trends,
current patterns, and future directions. In America becoming: Racial trends and their
consequences, NJ Smelser, WJ Wilson, and F Mitchell. (Eds). Washington, DC, National
Academy Press.
2. Komaromy, M.; Grumbach, K., et al. (1996). The role of black and Hispanic physicians in
providing health care for underserved populations. New England Journal of Medicine; 334, pp.
1305-1310.
3. Savitt, L. (1985). Black health on the plantation: masters, slaves and physicians. In Sickness
and health in America, J. Leavitt & R. Numbers (Eds.) University of Wisconsin Press.
4. Summerville, J. Educating Black Doctors: a History of Meharry Medical College. University,
Alabama: University of Alabama Press, 1983.
5. Flexnor, A. (1910). Medical Education in the United States and Canada. Carnegie Foundation
for the Advancement of Teaching. Merrymount Press: Boston, MA.
5. Starr, P. The Social Transformation of American Medicine. New York: Basic Books, 1982.
7. Rocheleau, B. (1978). Black physicians an ambulatory care. Public Health Reports;
93(3):278282.
8. Lloyd, S.M., & Johnson, D.G. (1982). Practice patterns of black physicians: Results of a
survey of Howard University College of Medicine Alumni. Journal of the National Medical
Association; 74(2), pp. 129-141.
9. Keith, S.N.; Bell, R.M., et al. (1985). Effects of affirmative action in medical schools: A study
of the class of 1975. New England Journal of Medicine; 313, pp. 1519-1525.
10. Davidson, R.C., & Lewis E.L. (1997). Affirmative action and other special consideration
admissions at the University of California, Davis, School of Medicine. JAMA; 278(14), pp.
1153-1158.
Imhotep Virtual Medical School Courseware Guidebook
Institute for Minority Physicians of the Future 7
11. Moy, E.; Bartman, B.A.; & Weir, M.R. (1995). Access to hypertensive care. Effects of
income, insurance, and source of care. Archives of Internal Medicine; 155(14), pp. 1497-1502.
12. Cantor, J.C.; Miles, E.L., et al. (1996). Physician service to the underserved: Implications for
affirmative action in medical education. Inquiry, summer; 33, pp. 167-180.
13. Gray, B. Stoddard, J.J. (1997). Patient-physician pairing: Does racial and ethnic congruity
influence the selection of a regular physician? Journal of Community Health; 22(4), pp. 247-259.
14. Department of Health and Human Services OOMH. (2000). Office of Minority Health
national standards on culturally and linguistically appropriate services (CLAS) in health care.
Federal Register; 65(247).
15. Lavizzo-Mourey, R., & Mackenzie, E.R. (1996). Cultural competence: Essential
measurements of quality for managed care organizations. Annals of Internal Medicine; 124, pp.
919-921.
16. Coleman, M.T., Lott, J.A., & Sharma, S. (2000). Use of continuous quality improvement to
identify barriers in the management of hypertension. 17. American Journal of Medical Quality;
15(2) pp. 72-77.
17. Chinman, M.J.; Rosencheck, R.A.; & Lam, J.A. (2000). Client-case manager racial matching
in program for homeless persons with serious mental illness. Psychiatric Services; 51(10):1265-
1272.
18. Rosenbeck, R., Fontana, A., & Cottrol, C. (1995). Effect of clinician-veteran racial pairing in
the treatment of posttraumatic stress disorder. American Journal of Psychiatry; 152(4), pp. 5550-
5563.
19. Thom, D.H., Ribisl, K.M., Stewart, A.L., et al. Further validation and reliability testing of the
trust in physician scale. Medical Care; 37(5), pp. 510-517.
20. Saha, S., Komaromy, M. et al. (1999). Patient-physician racial concordance and the
perceived quality and use of health care. Archives of Internal Medicine; 159, pp. 997-1004.
21. Morales, L.S., Cunningham, W.E., & Brown, J.A. et al. (1999). Are Latinos less satisfied
with communication by health care providers? Journal of General Internal Medicine; 14, pp.
409-417.
22. Rathore, S.S.; Lenert, L.A. et al. (2000). The effects of patient sex and race on medical
students’ ratings of quality life. American Journal of Medicine, 108(7), pp. 561.566.
23. http://www.smdep.org/
For further study and research see: merican Health Dilemma: Race, Medicine, and Health Care A
in the United States.
E-mail comments to:
Marc Imhotep Cray, M.D.
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Institute for Minority Physicians of the Future 8
IMHOTEP VIRTUAL MEDICAL SCHOOL COURSEWARE CAPSULE
An Institute for Minority Physicians of the Future Product
IVMS Quick Start
WHAT: IMHOTEP VIRTUAL MEDICAL SCHOOL
A digitally tagged and content enhanced replication of the United States Medical Licensure
Examination (Step 1, 2 or 3) Cognitive Learning Objectives. Hyperlinks are authoritative and
reliable public domain reusable learning objects(RLOs), along with well-done PowerPoint-
driven multimedia shows, comprehensive hypermedia basic medical science learning outcomes
and detailed, content enriched learning objectives.
Tools/methods include:
Illustrated HTML Notes and PDF
PPT Presentations /PPS
Concise, Cogent Word Doc
Mini-Tutorials
Animations, Simulations and Videos
Virtual Lavatories
Pictures, Images and Photos
Laboratory Slides and Micrographs
Concept Maps and Schematics
Case-Based Learning (CBL) Exercises
USMLE Mirrored Practice Examinations
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Institute for Minority Physicians of the Future 9
WHY: IMHOTEP VIRTUAL MEDICAL SCHOOL
IVMS will serve as a gold standard for undergraduate medical education classroom globalization.
ELEVEN (11) UNIQUE FEATURES AND ADVANTAGES that tower over anything available in the
contemporary Web 2.0 undergraduate (BMS) medical education community:
1.1. IMHOTEP VIRTUAL MEDICAL SCHOOL is courseware for independent study; amenable to
periodic updates as the professor’s IT savvy/teaching sophistication evolves and/or the students’
educational needs oscillate/advance
1.2. IMHOTEP VIRTUAL MEDICAL SCHOOL is interactive, inter-relational and versatile, i.e., capable
of being individualized in accordance with teaching objectives, professor preferences and/or student
learning styles.
1.3. IMHOTEP VIRTUAL MEDICAL SCHOOL is the ideal medical student independent study
companion because it’s multi-tool/methodology design and diverse tutor expert points of view cultivates
mastery learning, medical language fluency-building, improved academic performance and long-term
retention.
1.4. IMHOTEP VIRTUAL MEDICAL SCHOOL emits a positive energy that provides the student with
the zeal to develop and maintain good SDL (self-directed learning) habits.
1.5. IMHOTEP VIRTUAL MEDICAL SCHOOL provides the learner with detailed hypermedia study
plans and lessons; which when approached sequentially result in a progressive building of the students’
medical fund of knowledge in an integrated manner.
1.6. IMHOTEP VIRTUAL MEDICAL SCHOOL is developed and designed to facilitate the globalization
of the undergraduate medical education classroom for the purpose of internationalizing teaching and
learning excellence.
1.7. IMHOTEP VIRTUAL MEDICAL SCHOOL is upgradeable; including Online/E-lectures, Faculty
Lecture Archives, E-Board Reviews, Mock Board Exams and Computer-Based Testing (Assessment and
Evaluation Management System).
1.8. IMHOTEP VIRTUAL MEDICAL SCHOOL is particularly useful for medical students in subject
based pre-clinical curricula medical schools, because it is designed to bring the inter-related nature of the
Basic Medical Sciences (BMS) into the clear light of day (horizontal integration). And as a direct
extension, the curriculum provides a lens through which the student can clearly see the BMS foundations
of clinical medicine (vertical integration).
1.9. IMHOTEP VIRTUAL MEDICAL SCHOOL has created over 1,000 foundational RLOs (Reusable
Learning Objects) that serve to introduce core undergraduate medical education subjects, topics,
mechanisms and concepts across all basic science and clinical domains. These learning objects
concomitantly function as portals of entry into our “global medical school classroom”. These digital
classes are to be found all over the world, where all U.S. Medical Schools show-case their contribution to
educating and the training medical students. Our products reflects cutting-edge undergraduate medical
education methodologies and best evidence research data and resources. Consequently, with proper
regards and credits for a colleague’s intellectual property, contents can serve as excellent raw database
Imhotep Virtual Medical School Courseware Guidebook
Institute for Minority Physicians of the Future 10
source for academics to draw from in creating their own lecture notes, slide presentations and evaluations.
And, what is most, should you find an object particularly helpful to your personal learning style,
information regarding commercial versions is at your fingertips.
1.10. IMHOTEP VIRTUAL MEDICAL SCHOOL finally, and what is Trademark, data is always
couched in pearls of wisdom concerning
o CULTURAL COMPETENCY IN MEDICINE,
o MULTICULTURAL CURRICULUM INFUSION IN UNDERGRADUATE MEDICAL EDUCATION,
o MEDICAL ETHIC AND PROFESSIONALISM,
o HEALTH DISPARITY DATA AND RACIAL/ETHNIC MINORITIES AND THE POOR and
surrounded with pictorial snippets of professional medical education community experiences.
1.11. IMHOTEP VIRTUAL MEDICAL SCHOOL IS available in different versions depending on needs:
Premium Services Provided: Individualized Webcam facilitated USMLE Step 1 Tutorials with Dr. Cray starting at $50.00/
hr., depending on pre-assessment. 1 BMS Unit is 4 hr. General Principles and some Organ
Systems require multiple units to complete in preparation to successfully sit for USMLE Step 1.
An Integrated HIGH YIELD FOCUS in Biochemistry/Molecular/Cell Biology, Microbiology /
Immunology, the 4 P’s (Physiology, Pathophysiology, Pathology and Pharmacology) and
Introduction to Clinical Medicine is offered.
Individualized Webcam facilitated USMLE Step 2 Tutorials (CK and CS). Concepts in
EBM (Evidence Based Medicine), all Internal Medicine sub-specialties and Clinical Cores are
offered at the clerkship level.
All e-books and learning tools are provided at no additional cost.
Contact Dr. Cray Today for FREE Demo Session.
Click here | in About US for demonstration mp3 and video talks (Review of the Autonomic
Nervous System)
Demonstration Step 1 Learning / Teaching Folder:
Cardiovascular System PowerPoint’s, Notes, Curves and Calculations
Join up and let's get to work.
Imhotep Virtual Medical School Courseware Guidebook
Institute for Minority Physicians of the Future 11
VISIT drimhotepTV|for Pre-Med Learning
Institute for Minority Physicians of the Future (IMPF) MCAT Preparation Program
The Medical College Admission Test, commonly known as the MCAT, is a computer-based
standardized examination for prospective medical students in the United States and Canada. It is
designed to assess problem solving, critical thinking, written analysis, and writing skills in
addition to knowledge of scientific concepts and principles. Prior to August 19, 2006, the exam
was a paper-and-pencil test; since January 27, 2007, however, all administrations of the exam
have been computer-based.
The MCAT today
The exam is offered 25 or more times per year at Prometric centers. [4] The number of
administrations may vary each year. Ever since the exam's duration was shortened to 4.5-5 hours,
the test may be offered either in the morning or in the afternoon. Some test dates have both
morning and afternoon administrations.
The test consists of four sections, listed in the order in which they are administered on the day of
the exam:
* Physical Sciences (PS)
* Verbal Reasoning (VR)
* Writing Sample (WS)
* Biological Sciences (BS)
The Verbal Reasoning, Physical Sciences, and Biological Sciences sections are in multiple-
choice format. The Writing sample consists of two short essays that are typed into the computer.
The passages and questions are predetermined, and thus do not change in difficulty depending on
the performance of the test taker (unlike, for example, the Graduate Record Examination).
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The Physical Sciences section assesses problem-solving ability in general chemistry and physics
and the Biological Sciences section evaluates these abilities in the areas of biology and organic
chemistry. The Verbal Reasoning section evaluates the ability to understand, evaluate, and apply
information and arguments presented in prose style. The Biological Sciences section most
directly correlates to success on the USMLE Step 1 exam, with a correlation coefficient of .553
vs. .491 for Physical Sciences and .397 for Verbal Reasoning. [5] Predictably, MCAT composite
scores also correlate with USMLE Step 1 success. [6]
Administration
Section Questions Minutes
Physical Sciences 52 70
Verbal Reasoning 40 60
Writing Sample 2 60
Biological Sciences 52 70
The Physical Sciences section is administered first (prior to the April 2003 MCAT, Verbal
Reasoning was the first section of the exam). It is composed of 52 multiple-choice questions
related to general chemistry and physics. Exam takers are allotted 70 minutes to complete this
section of the exam.
The Verbal Reasoning section follows the Physical Sciences section and an optional 10 minute
break. Exam takers have 60 minutes to answer 40 multiple-choice questions evaluating their
comprehension, evaluation, and application of information gathered from written passages.
Unlike the Physical and Biological Sciences sections, the Verbal Reasoning section is not
supposed to require specific content knowledge in order to perform well.
Prior to the computerization of the MCAT there was a 60 minute lunch break after the Verbal
Reasoning section followed by the Writing Sample? With the new Computer-Based Testing
format the 60 minute lunch break has been substituted by an optional 10 minute break. The
Writing Sample gives examinees 60 minutes to compose responses to two prompts (30 minutes
for each prompt, separately timed). Each essay is graded on a scale of 1 to 6 points twice. The
scores from individual essays are added together and then converted to a letter scale of J, the
lowest, through T, the highest.
After the Writing Samples, there is an optional 10 minute break followed by the Biological
Sciences section. Examinees have 70 minutes to answer 52 multiple-choice questions related to
organic chemistry and biology.
Scoring
Scores for the three multiple-choice sections range from 1 to 15. Scores for the writing section
range alphabetically from J (lowest) to T (highest). The writing section is graded by a human
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Institute for Minority Physicians of the Future 13
reader and a computerized scoring system. Each essay is scored twice - once by the human
reader and once by the computer - and the total writing sample score is the sum of the four
individual scores. The total raw score is then converted to an alphabetic scale ranging from J (the
lowest) to T (the highest).
The numerical scores from each multiple-choice section are added together to give a composite
score. The score from the writing sample may also be appended to the composite score (e.g.
35S). The maximum composite score is 45T but any score over 30P is considered fairly
competitive, as this is the average for matriculates to medical school.[7] There is no penalty for
incorrect multiple choice answers, thus even random guessing is preferable to leaving an answer
choice blank (unlike many other standardized tests). Students preparing for the exam are
encouraged to try to balance their subscores; physical, verbal, and biological scores of 12, 13,
and 11 respectively may be looked upon more favorably than 14, 13, and 9, even though both
amount to the same composite score.
The standard deviation is 2.0-2.3 depending on the year and form of the exam. [8]
Policies
Like some other professional exams (e.g. the Law School Admission Test (LSAT)), the MCAT
may be voided on the day of the exam if the exam taker is not satisfied with his or her
performance. The decision to void must be made before leaving the test center and before seeing
the exam results.
The AAMC prohibits the use of calculators, timers, or other electronic devices during the exam.
[9] Cellular phones are also strictly prohibited from testing rooms and individuals found to
possess them are noted by name in a security report submitted to the AAMC. The only item you
may bring into the testing room with you is your photo ID. If you wear a jacket or sweater, it
may not be removed in the testing room. [10]
It is no longer a rule that students must receive permission from the AAMC if they wish to take
the MCAT more than three times total. The limit with the computerized MCAT is three times per
year, with no lifetime limit. An examinee can register for only one test date at a time, and must
wait two days after testing before registering for a new test date.
MCAT exam results are made available to examinees approximately thirty days after the test via
the AAMC's MCAT Testing History (THx) Web application. Examinees do not receive a copy
of their scores in the mail. MCAT THx is also used to transmit scores to medical schools,
application services and other organizations (at no cost).
Preparation
Like most standardized tests, there are a variety of preparatory materials and courses available.
The AAMC itself also offers a select few tests for purchase at their website www.e-mcat.com
and one free sample test on their main website at www.aamc.org/mcat.
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Approximately half of the students taking the MCAT use a test prep company. Prices for these
courses are usually from $1500 - $2000. Students who do not use these courses often rely on
material from university text books, MCAT preparation books, sample tests, and free web
resources, such as My MCAT (A mediawiki powered, open community project to provide free
mcat resources for all students).
List of MCAT topics cover in IVMS Preparation Course
https://www.aamc.org/students/applying/mcat/preparing/
Biology, Chemistry and Physics PowerPoints for Download Compiled by Marc Imhotep Cray, M.D.
To guide your studies see: Medical College Admission Test (MCAT)-Content Outline for
Biological Science Section
Biology Power Points for download Alcohol [2]
Blood [2, 3, 4, 5]
Bones
The Brain [2]
Cell division [2]
Cell membranes [2]
Cell structures [2, 3, 4]
Cells [2, 3, 4, 5, 6]
Chromosome
Circulation [2, 3]
Cloning [2]
Digestion [2]
DNA [2, 3, 4, 5]
Ecology [2]
Electrophoresis
Endocrine and nervous system [2]
Environments [2]
Enzymes [2, 3, 4]
Feeding relationships
Fertilizers and Pesticides
Fish, Amphibians, Reptiles, &
mammals
Fungi
Gel Electrophoresis
Gene Function and Structure
Genetics [2, 3, 4, 5, 6, 7, 8]
Healthy Bodies [2]
Heart [2, 3]
Hedgerows and Monoculture
Hormones
HIV and AIDS [2]
Homeostasis of the body
Human health and disease
Inheritance [2, 3]
Immune System [2, 3]
Kidney
Kingdom [2]
Life Processes
Lipids
Lungs
Mendel's [2]
Meiosis
Monohybrid
Microbes
Microscope [2, 3]
Mitosis
Natural Selection [2]
Nerves [2, 3, 4]
Neurons
Nitrogen cycle [2, 3]
Nutrition [2]
Osmosis & Diffusion
Photosynthesis [2, 3, 4, 5, 6]
Population [2]
Plants [2, 3, 4, 5, 6, 7, 8]
Predators and prey
Proteins [2, 3]
Reproduction [2, 3, 4]
Respiration [2]
Scurvy
Sex Linkage
Sexual Differentiation
Simple Animals [2, 3, 4]
Smoking
Solvents
Structure Skeletal Muscle
Support and locomotion
Symbiosis [2, 3]
The Body
The Human Genome project
Temperature Regulation
Tobacco
Variation and mutation [2]
Vertebrates
Viruses [2]
Xerophytes
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Chemistry Power Points for download
To guide your studies see: Medical College Admission Test (MCAT)-Content Outline for
Physical Sciences Section
Acids & Bases [2]
Alkali Metals Lab
Alkanes and Alkenes Lab [2]
Atomic model
Atomic Size
Atomic Structure
Balancing [2]
Bohr's Model, Photons
Bonding [2]
Boyle's Law
Calcium Lab
Candle Lab
Cell Potential
Cell Types
Charles's Law
Chemsketch
Combined Gas Law
Combustion
Common Ion
Concentration
Conductivity Lab
Covalent Bonding
Crystals
Electro negativity [2]
Equilibrium Calculations
Equilibrium Law
Esters
Factor Label Method
Foods Lab [2]
Functional Groups
Galvanic Cells
Gas Stoichiometry
Heat of Combustion
Hess's Law [2]
Hybrid Orbitals
Hydrates Lab
Hydrocarbon Models
Hydrocarbon Naming [2]
Ideal Gas Law
Intermolecular Forces
Ionic Bonding
Isomers [2]
Ka, Acid Ionization
Kinetic Molecular Theory
Ksp Solubility
Kw, pH
Lewis Structures
Limiting Reagents [2]
Lone Pairs
Molar Mass
Molar Solutions
Molar Volume Lab
Molecular Formula
Naming [2, 3]
Naming Groups
Net Ionic Equations [2]
Neutralization
Nuclear Energy
Orbital Characteristics
Orbitals
Organic Synthesis
Partial Pressures
Percentage Yield
Periodic Table [2]
Periodic Trends
pH of Salts, Buffers
Physical Properties Lab
Proportions
Quantum Mechanics
Rates of Reaction
Reaction reversibility
Redox
Significant Digits
Solubility
Solubility Curves
Solubility Rules
Solutions
Stoichiometry [2]
Straw Lab
The Activity Series
The Collision Theory
The Mole
Thermo chemical Equations
Thermo chemistry [2]
Titration [2]
Transition State
Types of chemical reactions
VSEPR
Water Treatment
Weighing Gases Lab
Physics Power Points for download
To guide your studies see: Medical College Admission Test (MCAT)-Content Outline for
Physical Sciences Section
Acceleration [2]
Basic space
Circuits [2]
Color [2, 3, 4, 5, 6, 7]
How lightening works
Infrared
Ionizing Radiation [2]
LED
Reflection
Refractions, Lens, and Sight [2,
3, 4]
Resultant forces
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Density
Diffraction and Interference
Edison's Bright Idea
Electric Fields
Electrical Circuits [2]
Electricity [2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12, 13, 14, 15, 16, 17, 18,
19, 20, 21, 22, 23, 24]
Electrostatics
Emission spectra
Energy [2, 3, 4, 5, 6]
Fission and Fusion
Flight [2, 3]
Fluids
Forces and Motions [2, 3, 4, 5,
6, 7, 8, 9, 10, 11, 12, 13]
Fossil Fuels
Friction [2, 3, 4]
Gamma-Rays
Gravity [2, 3]
Heat [2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15, 16, 17, 18, 19,
20, 21]
Lenses
Light [2, 3, 4, 5, 6, 7, 8, 9, 10]
Magnetism [2, 3, 4, 5, 6, 7]
Measuring and Recording
Data
Microwave
Modern Physics
Momentum and Impulse [2]
Motion [2, 3]
Nature of Science
Newton's Laws [2]
Optical Illusions [2, 3, 4, 5, 6,
7, 8]
Optics
Physics Intro, Kinematics,
Graphing
Potential & Kinetic Energy
Pressure, Momentum, and
Impulse
Projectile & Circular Motion,
Torque [2]
Projectile Motion
Properties of Matter
Quantum Physics General
Radio Waves
Radioactive Decay
Rainbows
Rutherford Scattering
Simple machines [2, 3, 4, 5, 6,
7, 8, 9, 10]
Sound [2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12]
Sound and light
Spectral lines
Spherical Mirrors
Starter conductors and
insulators
Static
Steps of The Scientific Method
Telecommunications [2, 3, 4]
Thermodynamics [2]
The Universe [2, 3, 4, 5, 6, 7, 8,
9, 10, 11, 12]
Transport
Two Source Interference
Two-Dimensional Motion
Ultraviolet
Vectors [2]
Waves [2, 3, 4, 5, 6, 7, 8, 9, 10,
11]
Work, Power, and Energy
Verbal Reasoning
Writing Prompts
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WHO WAS IMHOTEP Imhotep: Doctor, Architect, High Priest, Scribe and Vizier to King Djoser
(Full Web Page, including an multimedia and free e-Book download)
Background:
On Medicine in Old Egypt [Hamed A Ead]
Medicine in Ancient Egypt - The Asclepion/U. of Indiana (US)
Ancient Egyptian Medicine - Ancient Egyptian Virtual Temple
Medicine in Ancient Egypt Daily Life - Minnesota State Univ. at Mankato
For Every Malady Cure - (EG)
AIDS: Déjà Vu in Ancient Egypt? [RJ Albin]
About Horus [S Cass] - Encyclopedia Mythica
On the Eye of Horus,
What does the pharmacist's symbol "Rx" mean? - The Straight Dope
About the Step Pyramid (of Djoser)
A selected bibliography of Imhotep [R Rashidi],
About The Third Dynasty - TourEgypt
About the Physicians of Ancient Egypt - Per Sekhmet
Just What the Doctor Ordered in Ancient Egypt [I Springer] - Tour Egypt
Objects from the Collection of Ancient Egyptian Art at M.C. Carlos Museum/Emory Univ. (US)
Practical Egyptian Magical Spells [RK Ritner] - U of Chicago
Some Magical Amulets & Gems - U of Michigan/HTI
The Instruction of Ptahhotep (6th dynasty?)
The Papyrology Home Page [JD Muccigrosso]
The Papyrus Archive, including a Medical Prescription, at Duke Univ. (US)
Some brief notes on some famous Medical Papyri (Smith, Ebers, Kahun) ['marrya'] - (IE)
About the Hearst Medical Papyrus - Center for the Tebtunis Papyri, Berkeley (US)
The Edwin Smith Surgical Papyrus - Cyber Museum of Neurosurgery (US)
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About the Smith and Ebers Papyri – CrystalLinks
About the Edwin Smith Sugical Papyrus [RH Wilkins] - via AANS
Surgery on papyrus [B Morris] - StudentBMJ
An Overview of the Manuscript Collection at the Bibliotheca Alexandrina, and CultNet - Cultural Heritage in the
Digital Age
A Classified Bibliographical Database of Ancient Egytian Medicine and Medical Practice [PA Piccione]
Surgical tools found in 6th dynasty tomb - ArabicNews.com
Papyrology Links - UMich [Photo] Brief Note on the Discovery of Raised Bread - ARIGA
Earliest Egyptian Chemical Manuscripts [prepared by HA Ead]
Electronic Printed/Web-published material - Ruprecht-Karls Universität, Heidelberg (DE)
About the Alexandrian School (Herophilos, Erasistratos) - Univ of Virginia (US)
Marc Imhotep Cray, M.D. Curriculum Vitae
EXPERIENCE
5/2004-Present Institute for Minority Physicians of the Future (IMPF)
Founder and Director Office of Medical Education
IMPF mission is to become the leading organizational force for parity in medical education by helping
minority students develop the skills that will enable them to compete on a more equal footing in the
medical school admission process. IMPF elucidates, distills and fuses educational psychology,
information technology and undergraduate medical education data. We develop Computer Mediated
Medical Education (CMME) programs, projects and products that serve to increase recruitment,
admission and retention (RAR) of under-represented minorities (URM) in major United States medical
schools. The ultimate goal being for these students to defend, define and develop medical careers that will
be committed to the elimination of health disparities in racial/ethnic minorities and the poor.
Ø 5/2003-5/2004 International University of Health Sciences-School of Medicine
Associate Professor Basic Medical Sciences
St Kitts, West Indies
• My responsibilities included teaching all the basic medical sciences, curriculum development,
conducting educational research and evaluation, faculty development, various student recruitment
¬admission retention (RAR) projects. Specialized training in E-learning, informatics, curriculum
development, course management systems i.e. blackboard and webCT
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Ø 1/1999 5/2003 American International School of Medicine
Atlanta, GA and Ocean View, Guyana
• Director Office of Medical Education and Associate
• Professor of Pharmacology and Medicine
• I provided leadership and academic support to the School of Medicine by planning, developing and
implementing innovative curricula across the continuum of medical education. My responsibilities also
included teaching, conducting educational research and evaluation, faculty development, various student
recruitment -admission retention (RAR) projects.
Ø 6/1999 3/2002 The Primary Care Center
Decatur, GA
• Physician & Director of Clinical Diagnostic Services
• I provided comprehensive medical care in an ambulatory setting; including diagnosis, treatment, follow-
up and referrals. I was also the Director of Clinical Services. In this capacity, I was responsible for
coordinating the execution of all ancillary diagnostic services for the center.
Ø 2/1997 8/1998 Morehouse School of Medicine
Atlanta, GA
• Senior Research Associate
• Under a NASA commission grant, I worked in the Clinical Pharmacology Unit/Clinical Analytical
Laboratory. My responsibilities included providing research support in the areas of qualitative and
quantitative analysis using GC/MS and HPLC.
Ø 7/1994 12/1996 Royce Occupational Health Group
Milledgeville, GA
• Medical Director
• At Royce we provided occupational healthcare to employees of companies in the greater Milledgeville
area. We also provided comprehensive ambulatory medical services.
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Ø 6/1993 12/1996 Georgia Regional Hospital of Atlanta
Atlanta, GA
• Medical Emergency House Physician
• I was the weekend hospital physician. My responsibilities included evaluating, admitting, and treating
all psychiatric admissions. I lodged on the hospital premises from Friday night to Monday morning.
Ø 41990 4/1991 Morehouse School of Medicine
Atlanta, GA
• Adjunct Instructor Cork Institute
• I lectured in the area of Addiction Medicine to medical students and residents at the medical school for
the Cork Institute on Black Alcohol and Drug Abuse.
Ø 6/1991 4/1992 Morehouse School of Medicine
Atlanta, GA
• PGY 2 Psychiatry
• I trained in the MSM Psychiatry Residency Training Program during it first year in existence.
Ø 3/1990 4/1991 Morehouse School of Medicine
Atlanta, GA
• Research Associate/ Programs Coordinator
• I worked for the Department of Community Health and Preventive Medicine/Health Promotion
Resource Center. I coordinated all community health awareness programs. Our primary focus was on
diseases that most significantly impacted minority and poor communities such as HIV/AIDS, substance
abuse and violence
Ø 7/1986 1/1989 Committee of Interns and Residents NYC, New York
• Educational Coordinator & Lecturer in Pham & Medical Therapeutics
• I planned, developed, implemented and coordinated the medical licensure review course and lectured in
pharmacology and therapeutics.
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Ø 7/1986 1/1989 Harlem Community Medical Clinic
NYC, New York
• General Medicine Private Practice
• I provided comprehensive medical care for the Harlem community. I diagnosed and treated the gamut of
outpatient medical problems.
Ø 7/1984 6/1985 Columbia Presbyterian College of Physicians and Surgeons at Harlem Hospital Medical
Center
NYC, New York
Intern in Internal Medicine
This was my postgraduate training experience in medicine.
EDUCATION
Professional
6/1992 Morehouse School of Medicine/
Cork Institute Atlanta, GA On Black Alcohol and Drug Abuse
I trained in and studied Addiction Medicine as it impacts minorities and poor communities.
6/1984
UMDNJ-New Jersey Medical School Newark, NJ
Medical Doctor Degree
American Medical School education.
6/1984
UMDNJ NJMS Biomedical Research Center Newark, NJ
I studied basic and clinical pharmacology research protocols, procedures and modalities.
6/1980
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Massachusetts College of Pharmacy
Boston, MA
I studied pharmaceutical science comprehensively leading to a Bachelor of Science in pharmacy.
AFILIATIONS
4/1999 Present Association of Black Cardiologists/Member
12/1986 Present American Medical Association/Member
6/1986 Present National Medical Association/Member
SKILLS
Microsoft Office Advanced Currently used 10 years
Medical Web Master Expert +4 years
Medical Infomatics Expert
PUBLICATIONS AND TECHNICAL REPORTS
Cray, M.I. "Alcohol Abuse and Alcoholism Among Blacks in Georgia" Medical Association of Georgia
New , Fall 1986, Vol. 5, No. 2, pp. 94 98.
Cray, M.I. "Approaches in the Prevention of Black Adolescent Substance Abuse" Journal of Minority
Health, April 1988, Vol. 14, pp. 14 18.
Cray, M.I. "The SMART (Students Making Abstinence Real Tight) Curriculum An Alcohol and
Other Drug Abuse and AIDS Prevention Educational Manual" Morehouse School of
Medicine/Health Promotion Resource Center, December 1990.
Cray, M.I. "Addiction Medicine for Rising Second Year Medical Students" Morehouse School of
Medicine/Cork Institute on Black Alcohol and Drug Abuse Prevention, July 1991.
Cray, M.I. "Towards Culturally Appropriate Treatment of African Americans" Health News,
March/April 1993, Vol. 6. No. 1.
Technical Report Relationships Between HIV/AIDS and Atypical Pneumonias at Grady Memorial
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Hospitals Medical Resource Management . August 1994.
Technical Report Heafth Systems Development for Substance Abuse and Mental Health at
Charter Hospitals Medical Resource Management , June 1995.
Technical Report Tuberculosis Infection and Need for HIV Testing at Fulton County Health
Department Medical Resource Management, January 1996.
SELECT PROFESSIONAL PRESENTATIONS
Cocaine: Pharmacology and Toxicology; Morehouse School of Medicine, Family Practice Residency
Training Program, October 1985.
Psychoactive Drugs: Mechanisms of Action in Addiction; Morehouse School of Medicine, Family
Practice Residency Training Program, January 1986.
Substance Abuse and Chemical Dependency in Africa n Americarvs~, A Public Health Approach to
Treatment and Prevention; Georgia Minority Health Association Annual Health Education Conference,
Hilton Hotel, Atlanta, Georgia, June 1990.
Alcoholism and Drug Addiction in Black Americans: An Epidemiologic Review; Georgia Department of
Human Resources/Division of Public Health, Allied Health Professionals Training Workshop, Omni
International Hotel, Atlanta, Georgia, January 1991.
HIV/AIDS in Intravenous Drug Abusers: Strategies for Prevention AIDS Atlanta Educational Training
Workshop, Atlanta, Georgia, September 1992.
Culturally Appropriate Treatment for African Americans: Morehouse School of Medicine/Health
Promotion Resource Center Training Conference, December 1992.
Clinical Presentations of Persons with HIV/AIDS: Fulton County Health Department Annual Training
Conference, May 1993.
Medical Problems Confronting African Arnerican in the 21st Century, Georgia Association of Black
Health Professional, Sixth Annual Conference, Hilton Hotel, Atlanta, Georgia, June 1995.
ABSTRACTS
Abukhalaf IK, Cray MI, Chidebelu Eze E, von Deutsch DA, and Potter DE. Quantitation of clenbuterol in
plasma and urine specimens using GC MS. Presented at the joint meeting of the Society of Forensic
Toxicologists and The International Association of Forensic Toxicologists (TIAFT), Albuquerque, NM,
1998.
Von Deutsch DA, Chen W D, Pitts SA, Wineski LE, Klement BJ, Joseph E, Potter DE, Nokkaew C,
George B, Cray MI, Nguyen T, and Paulsen DF. Muscle specific effects of clenbuterol on protein density
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and wet weight in soleus and plantaris muscles of mature, hindlimb suspended rats. ASGSB Space Biol.
Bull. (Abstr), 1998.
Von Deutsch DA, Abukhalaf IK, Cray MI, Aboul Enein Hy, Grace T, Oster R, Pitts SA, Wineski LE,
Chiclebelu Eze E, Paulsen DF, and Potter DE. Clenbuterol levels in rate plasma and tissue using GC/MS
and EIA. ASGSB Space Biol. Bull. (Abstr), 1998.
Abukhalaf IK, von Deutsch DA, Cray MI, Potter D, and Mozayani A. A sensitive method for quantifying
P¬agonists; in biological fluids clenbuterol as a model. Presented at the annual meeting of the American
Academy of Forensic Sciences, Orlando, Fl, 1999.
Credentials
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