I am a pre-medicine student who recently scored a 520 (97th percentile) on the MCAT. More specifically, I earned a perfect 132 (100th percentile) in the Chemistry and Physics section. When I first took the CARS section, I scored a 125. By developing and applying innovative strategies, I was able to raise my score to a 128 in just a few weeks. I now share these same strategies with my students so they can achieve similar improvements in their own performance. I will be graduating with a...
I am a pre-medicine student who recently scored a 520 (97th percentile) on the MCAT. More specifically, I earned a perfect 132 (100th percentile) in the Chemistry and Physics section. When I first took the CARS section, I scored a 125. By developing and applying innovative strategies, I was able to raise my score to a 128 in just a few weeks. I now share these same strategies with my students so they can achieve similar improvements in their own performance. I will be graduating with a bachelor’s degree from George Mason University on August 23.
During my time at George Mason, I worked as a tutor in chemistry and physics. In tutoring for the MCAT, my approach focuses on teaching students the “language of the exam.” My goal is to help them recognize the hidden trends and patterns that make it possible to answer questions more quickly and confidently. This same approach allowed me to raise my own score from 511 to 520 in just a few weeks. For example, my CARS score improved from 124 on practice tests to 128 on the actual exam after I applied targeted strategies and pattern recognition. I’m eager to pass these strategies on to my students so they can achieve similar breakthroughs.
I have been teaching for three years, working primarily with George Mason students between the ages of 18 and 24. Most of my sessions are one-on-one, though I also lead small groups of four to five students.
