Besides reliance on prerequisite introductory-level knowledge of the sciences, new approaches to medical education in the past decade (e.g., case-based approaches to medical education) emphasize other kinds of skills (e.g., oral communication, problem-solving, and teamwork) that are not assessed by the MCAT. And, it is becoming increasingly clear that success in medical school and in the medical profession also may be influenced by other kinds of learning that are not tested by the MCAT. For example, a study committee of the IOM (2003 , p. 3) recommended that “All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics.”