Last Updated on June 19, 2025 by Laura Turner
Applicants have many assumptions about how health professions admissions processes work. While the community of admissions professionals work to address these myths, they still persist. In this article, I highlight and debunk many common prehealth preparation myths specific to their undergraduate studies, expanding on a previous article about applying to medical school (Five Myths about Applying to Canadian Medical Schools).
Myth #1: You must major in a “hard science,” like biology or chemistry.
While your future as a health professional relies on foundational science concepts (How To Choose The Best Premed Major; What Are the Most Common Premed/Pre-Health Majors?), most health professionals have many interests or hobbies outside “the lab.” It is as important to understand how to work with others as individuals or teammates, especially those who may come from a different worldview. Please take the humanities courses seriously, and never assume they are “easy A’s.” (The Meaning of Life: Finding Insights in the Humanities).
Myth #2: One major is nice, but (medical) schools want more.
Pick an area that you want to study in depth as a college student (Choosing an Ideal Pre-Med Major). If you are able to study multiple areas while in undergrad, work with your academic advisors (and take your time) to take full advantage of the university’s faculty and resources to make it happen. If there is personal fulfillment in having your double major (like popular culture studies and biophysics), be proud of your accomplishments.
It may help returning students with a prior bachelor’s degree in a non-science area to get a bachelor’s degree in a hard science if their postbac program offers it, but the second bachelor’s by itself is not as important as how well you perform on prerequisites and recommended courses.
Myth #3: (Medical) schools understand and prefer applicants who can handle course schedule overloads.
Admissions professionals do not pay attention to how rigorous your course schedule is, nor does it factor in determining your preparation for a health professional program’s rigorous schedule. However, many faculty members notice how much applicants struggle with a science-intensive schedule, including courses from a special master’s program.
Let me summarize the first three myths: don’t pick the hardest possible major or schedule, thinking it will get you into medical school. Health professions programs don’t give applicants “bonus points” for how much “harder” one’s course schedule is or how many certificates, minors, or majors they have. Being a successful applicant requires success with what you take in an area you are sincerely interested in.
Myth #4: Withdrawals and leaves of absence are disqualifying.
Many worry that withdrawing from a class will make it “impossible” to be a competitive applicant. We have covered the topic of withdrawals, including looking into retroactive withdrawal policies (GPA Repair and Management for Pre-Health Applicants). In summary, one withdrawal by itself does not warrant concern; neither would a semester withdrawal due to an approved leave (such as for health reasons). However, you should not withdraw from classes to keep a “perfect” GPA. Many admission committee faculty for non-MD/DO programs may be interested in terms where an applicant shows struggling academics (clusters of Cs or withdrawals).
Myth #5: Online courses are disqualifying.
Online courses have evolved over the last decade. This myth addressed many higher education leaders’ concerns about for-profit colleges that offered online courses in the early 2000s. Since then, some online degrees (such as nursing) have helped some low-income students gain access to entry-level jobs, and non-profit higher education programs have developed their own online course offerings. The online/global enrollment space has become lucrative (if you can tell from the ads that often pop up in your social media).
Accelerated by the COVID-19 pandemic and current educational technology, many “traditional” lecture classes may be taught in a hybrid format where some lectures or assignments live in a course management system or involve remote learning. Many universities offer online alternative courses, and many prehealth special masters programs offer an online curriculum.
Myth #6: Institutional actions are disqualifying.
All incoming freshmen are advised to act honorably and avoid trouble (Don’t Look for Trouble: How Freshman Year Mistakes Could Doom Your Path to Medical School). The health professions guard the value of integrity very highly as a cornerstone to establishing trust with the patient and the community. Regardless of your institution’s policies on forgiving or expunging findings of responsibility for breaches in the student conduct code on academic integrity or community standards, all aspiring professionals are advised to disclose all incidents that their student dean’s office may have documented. Disclosing even the slightest infraction is considered to reveal your character and integrity; let the admissions leadership agree with you on the severity and resolution of the incident (Reporting an Institutional Action). It is far better to disclose and take ownership of an incident than have it pop up later in the admissions process and appear that you have something to hide.
Myth #7: Taking community college coursework is disqualifying.
Higher education acknowledges that community colleges offer an inexpensive way for students from low socioeconomic backgrounds to quickly prepare for jobs in the community (Community College and Vocational Certifications for Prehealth Applicants). Transfer agreements between community colleges and public universities allow for a cost-effective process to give greater access to education. While you should not rely solely on community college education for academic preparation, taking community college courses for high school dual enrollment or a postbac “first step” should not negatively impact an applicant. However, taking community college courses to avoid more “difficult” analogous courses at a university is generally discouraged and could raise suspicions about trying to avoid a “bad grade”; you should confirm whether approval must be granted by the undergraduate school before starting the community college course.
Myth #8: My undergraduate enrollment is a significant tie, so I have a better chance of getting accepted at the (medical) school at my university.
That’s not necessarily true (Seeking Leverage in “Strong Ties”). While familiarity may be a benefit, often an applicant’s education record is redacted during screening in regular admissions to reduce favorability bias. Unless you have been enrolled in a special guaranteed admissions track or through an articulation agreement, your undergraduate institution doesn’t make it easier to go to the health professions program at that same institution. Furthermore, faculty who recognize and work closely with an applicant are required to disclose potential conflicts of interest and must recuse themselves when appropriate.
Myth #9: I must have a research publication to be a desirable applicant.
Research is expected for applicants who pursue academic careers by earning a doctorate (PhD or similar), but most health professions programs do not expect undergraduate applicants to show signs of research productivity. Most universities strongly encourage students (prehealth or not) to engage in student-run research, often with an honors citation for completing an undergraduate thesis. Since most science majors find grant-funded opportunities to do research, they experience the opportunity to think scientifically through experiments and discovery.
Researchers understand the cultural nuances of publishing their work. Presenting posters and talks shows development of communication skills (Preparing the Perfect Poster Presentation; Speak Up: How To Ace Your First Podium Presentation), but patience is required for peer-reviewed manuscripts and grant proposals. Updating an application about a manuscript accepted for publication does not necessarily benefit the applicant’s chances for an offer.
Finally, research may be valued as applying science or academic competencies (How to Assess Your Academic Competencies), but students also benefit from preprofessional competencies (How to Assess Your Pre-Professional Competencies). A strong research experience allows students to work with other students or researchers, conduct technically delicate procedures, troubleshoot problems, and understand ethical research design and interpretation. Students may be lucky to thrive under a strong research mentor who influences their career perspectives.
Myth #10: Teaching and tutoring count as community service.
Most prehealth applicants list teaching as non-clinical experience and community service. Examples include an instructor for English as a second language or a facilitator to help students prepare applications for college or medical school. Whether serving as a teaching assistant, supplemental instructor, or math tutor for peers or spending time in an elementary school teaching science concepts, these experiences demonstrate comfort with scientific ideas and academic competency in a way that should help in small-group discussions. Because practically every science major has been encouraged to promote STEM to the community, tutoring and teaching are not considered significant discernible steps towards a health professional career in many admissions professionals’ eyes.
Myth #11: Fundraising counts as community service.
Fundraising builds your pre-professional competencies; ask the deans and college executives who appeal for alumni donations and corporate support. Organizing fundraising events (like dance marathons or races for causes) reflects your management and leadership skills. While non-profits undoubtedly appreciate the amount raised to help with their projects and improve the community, most admissions evaluators look for your impact on the frontlines in strengthening a community to fulfill the need for community service.
Myth #12: My best chance of getting into medical school is right after graduation; or, competitive applicants don’t take gap years.
Over half of medical school applicants are “non-traditional” (Where To Start: A Non-Traditional Student Guide to Beginning Your Pursuit of Medicine); many successful residents were non-traditional matriculants. Some successful applicants held previous healthcare roles like nursing (From Nursing School to Medical School: Jessica Buesing, MD, Stanford Medicine Resident) or pharmacy (A Comprehensive Guide to Becoming a Pharmacist and Physician; PharmD to MD: How to Make the Switch in Pharmacy School). Health professions programs crave students with various life experiences, regardless of age, who have been passionate about serving their communities outside and inside the walls of a hospital.
Myth #13: Medical missions outside the United States help me stand out.
Trying to build on a strong interest in global health, students find limited opportunities for study abroad (Benefits of Global Health Education for Future Doctors; Application Tips: Showing a Global Health Focus). Some offer brief visits to assist early-access or mobile health clinics, and students must raise funds to participate. However, advisees must avoid short-term experiences that give students improper roles treating patients when they are not trained (Forums discussion: ADEA Guidelines for Predental Experiences Abroad). Moreover, programs want students to understand the daily challenges local patients face, which may not be relevant outside the United States.
Myth #14: Starting a non-profit demonstrates community service.
Universities have embraced students who exhibit creativity, innovation, and entrepreneurship in commercial and non-commercial ventures. Starting and growing a non-profit organization takes much effort, especially within a university environment. Regardless of the organization’s mission, making it successful is a leadership accomplishment, not community service, even if it benefits a community.
Myth #15: Being an officer in a prehealth club shows leadership.
Many universities seem to have multiple clubs to accommodate the large number of aspiring prehealth students. Many applicants feel that the only way they can demonstrate their leadership potential is to become an executive officer of a club. However, any team-oriented activity offers leadership opportunities, and running a project can be as much of a learning experience as being an officer. Be prepared to discuss successes, failures, disagreements, and impact, even if you were not given an officer role.
Are there other prehealth myths that need to be called out? Join the discussion on the forums!
