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University of Alabama at Birmingham Marnix E. Heersink School of Medicine AAMC PREview Test Questions

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

The UAB Heersink School of Medicine seeks to cultivate exceptional clinicians, physician scientists, and medical educators. Applicants are evaluated based on academic qualifications, dedication to service, cultural sensitivity, communication skills, teamwork, and leadership potential. The school values diversity and encourages applicants with a commitment to serving underserved communities, addressing medical disparities, advancing research, and promoting primary care medicine.

How is the AAMC PREview Used?

While not mandatory, the UAB Heersink School of Medicine recommends the AAMC PREview as part of its holistic admissions process. This assessment helps evaluate applicants’ pre-professional competencies, including cultural sensitivity, ethical responsibility, communication, teamwork, and leadership. Participation in the AAMC PREview demonstrates applicants’ readiness for medical school and aligns with the school’s mission.

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University of Alabama at Birmingham Marnix E. Heersink School of Medicine AAMC PREview Example Scenarios & Responses

During a clinical rotation, a medical student makes culturally insensitive remarks about a patient's religious practices, demonstrating a lack of awareness and respect for diverse beliefs.

Response 1: Immediately apologize to the patient and seek guidance from supervising faculty or cultural competency resources to better understand and address the situation.
Answer Options: Very Ineffective / Ineffective / Effective / Very Effective / Most Effective

Correct Answer with Explanation: Most Effective.
Acknowledging the mistake, apologizing, and seeking guidance demonstrate accountability and a commitment to learning from the experience to prevent future incidents of cultural insensitivity.

Response 2: Ignore the incident and continue with patient care, assuming that the patient will not be offended by the insensitive remarks.
Answer Options: Very Ineffective / Ineffective / Effective / Very Effective / Most Effective

Correct Answer with Explanation: Very Ineffective.
Failing to address cultural insensitivity perpetuates harm to the patient and undermines trust in the medical team, highlighting the need for immediate intervention and education.

Response 3: Engage in self-reflection to understand the root cause of the cultural insensitivity and take proactive steps to educate oneself on cultural humility and diversity awareness.
Answer Options: Very Ineffective / Ineffective / Effective / Very Effective / Most Effective

Correct Answer with Explanation: Very Effective.
Acknowledging personal biases and actively seeking education on cultural competence demonstrates a commitment to self-improvement and patient-centered care.

Response 4: Blame the patient for misunderstanding the medical student’s intentions and downplay the significance of the insensitive remarks.
Answer Options: Very Ineffective / Ineffective / Effective / Very Effective / Most Effective

Correct Answer with Explanation: Ineffective.
Dismissing the patient’s concerns and refusing to take responsibility for cultural insensitivity exacerbates the situation and undermines professional integrity and patient trust.

Response 5: Discuss the incident with peers and faculty members to gain insights into cultural competency and strategies for effectively engaging with patients from diverse backgrounds.
Answer Options: Very Ineffective / Ineffective / Effective / Very Effective / Most Effective

Correct Answer with Explanation: Effective.
Seeking input from colleagues and mentors fosters a collaborative learning environment and promotes ongoing professional development in cultural competence.

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University of Alabama at Birmingham Marnix E. Heersink School of Medicine AAMC PREview Example Scenarios

A medical student feels isolated and struggles to find friends and a support network at university, impacting their emotional well-being and academic performance.

Response 1: Reach out to student support services or counseling resources offered by the university to seek guidance and assistance in connecting with peer support groups or social activities tailored to medical students’ needs.

Response 2: Attend extracurricular events and club meetings to meet new people and expand social circles beyond the medical school environment, fostering diverse friendships and support networks.

Response 3: Initiate conversations with classmates during breaks or study sessions, expressing interest in getting to know them better and forming study groups or informal gatherings to build camaraderie and mutual support.

Response 4: Join online forums or social media groups for medical students to connect with peers from other institutions, share experiences, and seek advice on coping with the challenges of medical school life.

Response 5: Participate in volunteer or community service activities outside of academic commitments, contributing to causes aligned with personal interests and values while also meeting like-minded individuals and expanding social networks.

A group member consistently arrives late for group meetings and project preparation sessions, causing frustration and hindering the progress of collaborative assignments.

Response 1: Have a candid conversation with the tardy group member to express concerns about their punctuality and the impact of their lateness on the group’s productivity, emphasizing the importance of mutual respect and accountability in meeting project deadlines.

Response 2: Implement a rotating schedule for leading group meetings, allowing each member to take turns facilitating sessions and enforcing punctuality guidelines to ensure everyone’s commitment to timeliness and participation.

Response 3: Establish a group agreement or contract outlining expectations and consequences for lateness or non-participation, with provisions for addressing repeated infractions through progressive disciplinary measures, such as reduced participation credit or escalated intervention.

Response 4: Assign specific roles and responsibilities to each group member based on their strengths and availability, ensuring equitable distribution of tasks and mitigating the impact of one member’s lateness on the overall project progress.

Response 5: Document instances of the group member’s tardiness and escalate the issue to the project supervisor or course instructor for intervention, seeking guidance on addressing persistent attendance problems and ensuring equitable participation among all group members.

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