It is designed to assess problem solving, critical thinking, written analysis and knowledge of scientific concepts and principles.

Physician F. A. Moss and his colleagues developed the "Scholastic Aptitude Test for Medical Students" consisting of true-false and multiple choice questions divided into six to eight subtests.

Though it had been criticized at the time for testing only memorization ability and thus only readiness for the first two years of medical school, later scholars[who?]

Admission committees, however, did not consider the "understanding modern society" section to be of great importance, even though it was created to reward those with broad liberal arts skills, which included knowledge of history, government, economics, and sociology.

Committees placed greater emphasis on scores on the scientific achievement section as it was a better predictor of performance in medical school.

[citation needed] From 1962 to 1977, the MCAT retained much of its previous format, though the "understanding modern society" section was renamed as "general information" due to its expanded content.

Handbooks at the time criticized the test as only a measure of intellectual achievement and not of personal characteristics expected of physicians.

The writing sample, which consisted of two essays to be written within 30 minutes for each, was graded on a letter scale of J–T with T being the highest attainable score.

[citation needed] The exam in this format was available twice a year (April and August), lasted 8-9 hours with a lunch break, and consisted of 214 questions in addition to the essays.

[15] The recommendations determined were also based on responses from 2,700 surveys, over 75 meetings and conferences, and 90 outreach events to solicit input.

[16] The recommendations considered the content and format of the MCAT, the resources that should be provided relating to the exam, and the changes that should be made to medical school admissions in general.

[17] The addition of behavioral and cultural material was recommended to provide a solid foundation for learning of these concepts in medical school.

The passages and questions are predetermined, and thus do not change significantly in difficulty depending on the performance of the test taker (unlike, for example, the general Graduate Record Examinations).

[25] The science passages are guided by Scientific Reasoning and Inquiry Skills identified by the MR5 for medical school success.

Specifically, this section focuses on the physical principles underlying biological processes and chemical interactions that form the basis of a broader understanding of living systems.

The 500–600 word passages can cover topics ranging from the social sciences to the humanities, sometimes presenting in a convoluted or biased manner requiring the reader to consider what is being written from multiple perspectives.

[27] This section tests psychology and sociology so that students can demonstrate their understanding of the behavioral and sociocultural determinants of health.

MCAT questions will require examinees to demonstrate four Scientific Inquiry and Reasoning Skills that have been identified by the MR5 as crucial to success in science and medicine.

Reasoning about the Design and Execution of Research requires examinees to show that they can understand science in the context of experiments.

The fourth skill of Data-based and Statistical Reasoning requires students to be able to read graphs and tables and draw conclusion from evidence.

[32] 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.

MCAT THx is also used to transmit scores to medical schools, application services and other organizations (at no cost).

The average student spent 3 months preparing for the MCAT exam spending about 20 hours per week, excluding time taking regular courses.

[41] In a survey conducted by the AAMC of 130 medical schools, MCAT scores were among the most important metrics used to identify applicants to interview and admit.

[42] Furthermore, in a 2017 survey by Kaplan, 54% of medical schools said that a low MCAT score was "the biggest application dealbreaker".

[46] Results from the previous version of the MCAT that was administered between 1992 and 2014 have been studied in relation to academic success in medical school and beyond.