Questions Admitted Students Should Ask Before Committing to Enroll

Abstract: New student programs, such as Second Look, Welcome Days, or Admitted Student Visits, offer admitted students the opportunity to ask questions to determine how well they fit in or belong. Many students have concerns about how their programs will nurture them as thriving learners and future professionals. We suggest some topics to ask students, faculty, and administrators, beginning with results from the recent AAMC Year Two Questionnaire, the AAMC Graduation Questionnaire, and the ADEA Dentists of Tomorrow surveys.

The admissions and student services teams work diligently to persuade successful applicants to enroll in their programs once offers have been extended. While each program navigates the Traffic Rule Guidelines, admissions offices remain steadfast in their role of filling the entire incoming class. With the help of Student Services, Curricular, Research, and Administration teams, the Admissions Office coordinates virtual and in-person programs to onboard newly accepted students towards a commitment to enroll.

Programs can anticipate common concerns incoming students may have by consulting current student admissions ambassadors and organization leaders. Additionally, each program receives an annual report of anonymous surveys administered by its professional association to identify and confirm key areas of concern that current students have identified and wished were addressed during onboarding. Frequent meetings between faculty and students provide additional opportunities to identify challenges and propose solutions.

This article summarizes findings from recent surveys of second-year medical students (AAMC Year Two Questionnaire, Y2Q), graduating medical students (AAMC Graduation Questionnaire, GQ), and graduating dental students (ADEA Dentists of Tomorrow, DOT). Executive summaries of aggregated results are publicly available.

Question: How are non-traditional students and new families supported?

Non-traditional students include applicants who apply more than a year after receiving their first bachelor’s degree. These applicants may pursue additional education (post-baccalaureate or master’s degrees), pursue a different career, manage a family or their own health, or pursue personal goals before intending to start a health professional school. Usually, such applicants are at least 24 years old when they begin. 

The surveys provide insights into the demographics of each respondent group, summarized in the table below. 

Over 10,000 medical students completed the Y2Q, with the majority female, aged 24 to 26. The typical respondent self-identified as White, single (never married), with no children. Respondents who have families are considered non-traditional applicants: the proportion of legally married respondents increased from 12.2% (Y2Q) to 21.5% (GQ), and the proportion of students with at least one child rose from 3.7% (Y2Q) to 6.9% (GQ). Consequently, non-traditional medical school applicants should connect with current students or recent graduates to learn about the support they received as family challenges arise.

Debt management is a significant concern for non-traditional applicants, who may have savings for medical school costs and paid down previous debts. However, the AAMC data does not give specific insight into how non-traditional students manage their costs of medical education. Most traditional medical students come from households in the highest income groups (AAMC in Brief, August 2017). Most GQ respondents did not carry any premedical debt before starting medical school (71.7%, higher than 68.7% in 2021) or have any outstanding premedical loans (30.2%, lower than 32.5% in 2021). While 36% of medical students who graduated received scholarships or grants, most received less than $25,000 total (27.0%), with a median total scholarship amount of $35,000.

According to the ADEA DOT survey, most graduating dental students express an interest in dentistry well before starting college, including a majority of students from historically underrepresented racial and ethnic backgrounds. The proportion of incoming students with a longstanding interest in dentistry is higher in the 2024 cohort than in the pre-COVID-2019 cohort. A smaller proportion of respondents express initial interest in dentistry in their later undergraduate years or after undergraduate graduation, suggesting that career changers are becoming less common in incoming classes (as reflected in the surveys). Non-traditional dental school applicants should seek perspectives from other non-traditional dental students and alumni to address unique challenges they face when working with younger, more traditional peers or with student services administrators. These older students may require different approaches or resources to support them and their families.

Question: How do programs measure professional outcomes and success?

Most medical and dental students express satisfaction with their education (84.5% Y2Q, 94.5% GQ, 90% DOT agree or strongly agree). Graduating medical students felt courses introducing them to clinical practice/the patient, pathophysiology/physiology, and gross anatomy best prepared them for clinical practice. They also expressed the greatest satisfaction or educational experiences (rated as “excellent”) with clerkships in internal medicine, psychiatry, pediatrics, and family medicine. While a smaller proportion rated their experiences as “poor,” many respondents were less satisfied with clerkships in women’s health/obstetrics-gynecology, neurology, and general surgery.

Graduating medical students feel most confident in their preparation for residency, having acquired competency in communication skills (77.0%), ethics/professionalism (74.5%), and caring for people from diverse backgrounds (69.7%). 

Graduating dental students expressed the most confidence in their clinical skills in six areas (over 90%): restoration of teeth, health promotion and disease/caries prevention or management, patient assessment/treatment planning/consent, management and referral of complex patients, anesthesia/pain/anxiety control, and evaluation of outcomes. They also felt most confident in their ethical/professional values (98%), clinical decision making (97%), communication skills (97%), management of common conditions (97%), and clinical skills for general dentistry (93%). Graduating dental students express the most concern about their abilities to manage a successful practice (45% not as prepared).

Question: How well do students manage stress?

The surveys also address concerns about student wellness. Second-year students generally report having a good quality of life (40.9 of 60, where 60 is correlated with a higher quality of life), thanks to a high level of family or peer support (8.2 of 10, 10 being the highest level of support). The level of stress they report is moderate (5.9 of 16, 16 is the highest perceived level of stress) with relatively lower levels of disengagement (9.6 of 24, 24 is the highest level of burnout) or exhaustion (12.1 of 24, 24 is the highest level of burnout). In contrast, graduating medical students express a similar level of disengagement (9.0 of 24) and slightly lower levels of exhaustion (10.9 of 24). 

Measuring stress in dental students was approached differently. 90% of respondents felt they could cope with the pressures of dental school. Most found dental school to be interesting (84%) or challenging in a positive way (83%). However, respondents also gave some warning signs of becoming tired or emotionally detached: 88% said they felt tired before arriving at dental school, 72% felt emotionally drained during dental schoolwork, and 77% felt they needed more time to relax after a day of dental school. While only 53% said they began to feel more comfortable criticizing the work they do in dental school, 56% felt they “think less” and do their dental work more “mechanically.”

A recent study by Burns (4) suggests that dental student mental health challenges are more prevalent than reported among medical students or the general population. Students from minoritized populations reported higher rates of mental health challenges, but only a small fraction sought help even though they knew resources existed. Dental student applicants should ask about how each program’s curriculum allows time for self-care, how mental health counseling reports to faculty and administration regarding academic performance warnings, and how programs address stigma against students with learning or mental health challenges. A recent survey by Ware (9) shows that faculty and administration are motivated to support students’ well-being by making the topics a highly visible priority open to free discussion.

Question: How do schools manage requests for accommodations?

A sizeable number of medical students identify with having a disability (17.6% Y2Q, 12.7% GQ). Among these self-disclosing respondents, most describe having attention deficit or hyperactivity disorders (67% Y2Q, 70.7% GQ), a psychological disability (19.3% Y2Q, 12.8% GQ), or a chronic health disability (18.9% Y2Q, 16.2% GQ). Less than half (43.4% Y2Q, 42.9% GQ) reported receiving accommodations for their disability, with most (72.0% Y2Q, 74.7% GQ) stating they did not feel the need for accommodations. The fear of stigma or bias also played a significant role (19.3% Y2Q, 20.4% GQ), but many respondents found the process of requesting or receiving accommodations to be too difficult (11.8% Y2Q, 15.6% GQ). Regardless, most were satisfied with the requisition process and the accommodations they received. 

A recent JAMA report (5) highlights the impact of Disability Resource Professionals (DRPs) in requesting accommodations for the USMLE Step 1. The study also showed patterns correlating with a low probability of being granted accommodations and racial disparities among groups requesting accommodations.

Question: How are medical students protected from mistreatment?

Since 2021, the proportion of respondents who reported personally experiencing at least one form of mistreatment or negative behavior has declined from 40.3% (2021) to 34.3% (2025); in contrast, 22.1% of Y2Q respondents reported experiencing at least one form of mistreatment. Most graduating students reported experiencing these behaviors from faculty, residents, or interns during a clerkship rotation. Among those who reported at least one negative experience, most cited being publicly embarrassed (over 20%) or humiliated (over 12%), though the trends are declining. Most respondents were aware of anti-mistreatment policies and procedures that their medical school has enacted. To compare, Y2Q respondents reported having been publicly embarrassed (17.7%) or publicly humiliated (7.2%) at a lower proportion.

The clerkships where most respondents reported experiencing mistreatment align somewhat with those for which they rate the highest level of dissatisfaction: surgery (51.8%), OB/GYN (28.7%), internal medicine (21.7%), and pediatrics (10.8%). Only 28% of respondents reported these behaviors to another faculty member or administrator. Consequently, incoming students interested in these specialties may wish to inquire about how schools protect students and about the “hidden curriculum” that prepares future physicians in these fields.

Students were neutral to generally satisfied with the resolution of these complaints. Among respondents who did not report these incidents, many felt the incidents were not severe enough to report (51%), that no action would be taken on a complaint (39.1%), or that they had concerns about reprisals or retaliation (30.3%). 

Furthermore, a significant number of respondents reported being subjected to insensitive or inappropriate personal comments from patients (occasionally 36.4%). The survey does not address how programs help students in these situations.

Pre-Dental Applicants: What do you need to graduate?

The ADEA DOT suggests that new dental graduates are generally satisfied with their education, but have concerns about repaying their educational debts. Unlike medical students, dental students’ progress toward graduation is often measured by their productivity in providing high-quality oral healthcare in their dental school clinics. Informed by their predental clinical experiences, applicants should pay attention to questions about clinic management as a partner to their learning and future career preparation.

Current dental students should provide incoming students with insights into managing patient portfolios, as the specific procedures each dental student must complete are required. Furthermore, dental students must pass competency assessments and prepare for licensure exams. How are dental students acclimated to the expectations of excellence in their clinical practice, and how do preceptors balance their educational needs with the health needs of patients and the challenges of managing their own practices? Are there specific challenges to maintaining instrument kits and sterilization? Are students responsible for recruiting new patients? If so, what are some effective strategies for addressing this issue?

Many dental students pursue specialty training, especially in oral-maxillofacial surgery (OMFS). OMFS training is generally a highly rigorous five- or six-year program and requires graduates to pass the USMLE, NBME-sponsored basic science exams, and other board-qualifying exams. To prepare, many dental students choose schools that share preclinical courses (and exams) with medical students. These schools may also strongly encourage such students to pursue research opportunities to enhance their chances of admission to OMFS or other selective dental residency programs. 

Dental practice is highly influenced by the incorporation of newer technologies. How accessible is a simulation lab facility to first-year students who want to practice outside of class hours? How much informal supervision or mentoring is available during those times (from peer students or faculty)? Is computer/AI-feedback involved in providing constructive formative advice?

Question: How does your program help students with their basic needs?

Until recently, it was hard to imagine medical or graduate students facing challenges in meeting their basic needs. Presumably, one’s financial aid package includes all reasonable costs of living, including rent, utilities, food, and transportation. However, when they cannot make ends meet, students may be afraid to ask for more help because of perceived stigma and shame. Health professions programs aim to support students who face challenges due to limited access to basic needs (6). 

Many undergraduate institutions have built food pantries and allow students to borrow professional clothing for interviews. One study suggests that one in five medical students considers themselves food insecure, almost double the rate of overall US households (7). Some medical schools have organized clothing exchanges so that students with limited resources can provide professional attire to other students (8). Many professional students are welcome to access university-based resources, but are your program’s faculty or administration aware?

Medical students may find themselves in an urgent need for funds to travel to conferences or return home for family crises. Does your school have an emergency fund administered by a dean? Are travel grants available for student researchers going to conferences to cover room and board? 

Question: How will you pay your loans?

Becoming a career-ready professional school graduate involves significant administrative support and connections with alumni and organizations. How does your desired school do this while maintaining a strong passion for helping patients among its graduates? Furthermore, ask seniors, residents, or alumni questions about the type of support they received in their plans to pay off their student loan debt. One predental forum user suggests:

1. What is your estimated loan amount, and at what interest rate?
2. What is your estimated income when you graduate?
3. What percentage of your income will be set aside towards loan payments, and for how long?

Connecting Student Concerns with Faculty and Administration

Professional students want to anticipate the challenges they will individually face and how each program helps them navigate through them. Aggregate studies help identify common concerns that each school should address, but they don’t point to individual challenges that could potentially derail you from graduating. Accepted students should demonstrate that they are actively considering what lies beyond the horizon and how schools can help them navigate unforeseen challenges. 

The nature of a program’s faculty-student relationship is a significant question. There should be examples of consensus-building regardless of outcome. Without a productive working relationship between students and other institutional administrators, individual student concerns can fall through the cracks. If students cannot trust faculty or administrators, they will likely internalize their problems to a point where their academic performance begins to suffer. Ultimately, accepted students must choose a program in which they place their trust in individual peers, faculty, administrators, and external supporters, regardless of whether challenges are expected or unexpected.

❓ Questions Incoming Students Should Ask

Below is a list of suggested questions that incoming students should ask programs, based on findings from the aforementioned surveys.

• How do programs support students with families or non-traditional backgrounds?
• Do any students experience difficulties addressing their basic needs (food, clothing, transportation)? How does your program support students experiencing difficulties?
• What wellness resources are available? Is everyone safe to engage in open discussions about their health and well-being?
• What financial aid is available for incoming students?
• How confident are students in their professional readiness?
• Are accommodations accessible for students with disabilities?
• How do schools address mistreatment from patients and professionals?
• How does the program engage students and junior faculty in building an inclusive community? Can you share an example of a student-led initiative that shaped the program?

References 

1. Year Two Questionnaire (Y2Q) | AAMC. Accessed September 17, 2025.
2. Graduation Questionnaire (GQ) | AAMC. Accessed September 17, 2025.
3. Dentists of Tomorrow 2024 | ADEA. Accessed September 17, 2025. 
4. Burns, L. E., Pezzullo, C., Shin, K., Edwards, P. C., Bak, Y., Ono, W., & Huja, S. (2025). Mental Health Considerations for the Well-Being and Success of Dental Students. Journal of Dental Education, 89(9), 1331-1334. https://doi.org/10.1002/jdd.13841 
5. Nguyen M, Abrams G, Hodgens T, et al. Race and Disability Characteristics and Accommodation Disparities on the USMLE Step 1. JAMA Netw Open. 2025;8(9):e2534621. doi:10.1001/jamanetworkopen.2025.34621 
6. Cerasani M, Rrapi E, Sharma T, Ferritto A, Nguyen M, Barrette R, Mason H. Identifying and Addressing Basic Needs Insecurity Among Medical Students: A Curriculum for Trainees, Administrators, and Faculty. MedEdPORTAL. 2022;18:11195. https://doi.org/10.15766/mep_2374-8265.11195. 
7. Shanab BM, Khosla P, Hammad NM, et al. Food Insecurity Prevalence Among US Medical Students. JAMA Netw Open. 2025;8(8):e2529926. doi:10.1001/jamanetworkopen.2025.29926.
8. Introducing the NEOMED Career Closet and Donation Station | the PULSE (November 4, 2024). 
9. Ware, T. K., Tucker-Lively, F. L., Chaviano-Moran, R., Farmer-Dixon, C., & Gottlieb, R. (2025). Evaluating institutional climate: Welcomeness, belonging, and well-being in dental education. Journal of Dental Education, 89(5), 637-648. https://doi.org/10.1002/jdd.13796 
10. AAMC, Analysis in Brief, An Updated Look at the Economic Diversity of U.S. Medical Students. Volume 18 (5), August 2017. 

Disclosure of AI assistance

Microsoft Copilot/ChatGPT assisted with data analysis and summarized the findings from the surveys. The summaries were written with the assistance of Gemini (Chrome in-browser) and further edited with Grammarly.