Greatest Common Factor

Finding Your Greatest Common Factors with Successful Students

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Last Updated on August 28, 2024 by Laura Turner

The Greatest Common Factor (GCF) between two numbers is the largest positive integer that can divide both numbers evenly (without remainders). Prime factorization of the two numbers can reveal the GCF. This SDN Forums discussion inspired this article.

It is the first day of professional school orientation, and each member of the incoming class makes an introduction about why they chose to attend their program. While everyone is basking in a joyous glow, embarking on a multi-year journey, each new student can’t help but wonder, “What do we have in common that made the program choose us?” Every student ultimately exchanges notes about their application GPAs, test score results, clinical experiences, and community service, seeking to find the “common denominator” that makes applications into students in the program.

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How did each classmate align with their program’s missions and professional goals? What made this classmate stand out beyond the numbers? What experiences were considered beneficial or “Plus-factors” that helped them? For those whose metrics were well below the median, what were their superpowers or the “X-factor” that pushed their file to an offer?

This article explores how admissions committees identify “Plus-factors” and exemplary “X-factors” in an applicant’s journey and how they contribute to a successful application process through a holistic review.

Holistic Admissions: Seeking Synergy Among Factors

Holistic review is a university admissions strategy that assesses an applicant’s unique experiences alongside traditional measures of academic achievement such as grades and test scores. It is designed to help universities consider a broad range of factors reflecting the applicant’s academic readiness, contribution to the incoming class, and potential for success both in school and later as a professional. Holistic review, when used in combination with a variety of other mission-based practices, constitutes a “holistic admission” process (Urban Universities for HEALTH 2014).

Strategic enrollment and admissions professionals in health professions programs justify holistic review practices, focusing on the outcome of providing quality care to marginalized populations by training new workforce members who are passionate about and trained to deliver care to the underserved (Artinian 2017).

Holistic review practices include but are not limited to the following:

  • Developing a vision statement for the student body that articulates an ideal learning community embracing diversity and aspiring for excellence;
  • Training admissions evaluators and leaders about the importance of holistic review processes to realize the institution’s mission to improve the health of their community;
  • Considering and balancing non-academic criteria along with academic-based standards during screening and final discussion of each applicant;
  • Asking applicants about their commitment to align with the institutional mission, vision, and core values throughout their time in training;
  • Seeking insights into desired attributes/competencies and preparation for a professional career.

Prime Factors (AKA Competencies)

As seen most visibly with the AMCAS process, AAMC teams promote a framework for holistic review by promoting attributes and experiences that programs seek to build a more diverse and inclusive medical student cohort (Murphy 2019). All health professions associations host holistic review training for admissions committees, including training on mitigating implicit biases that work against marginalized populations and writing rubrics (academic and professional competencies) that better reflect their institutional mission and core values expected for their student community (Artinian 2017). Many programs evaluate essays designed to identify students with a strong mission alignment who have experienced barriers to success (Other Impactful Experiences or secondary essays). Admissions committees also have welcomed more diverse faculty representation, students, and alumni voices.

Competencies

The AAMC team published a general article on the original Premed Competencies (2017), revised in 2023.

Complete the form below to get a free PDF copy of the rubrics to assess your academic and professional competencies.

These “prime factors” can be inferred from one’s application file. Strong recommendation letters use their observations to highlight their impressions and impacts that, in their opinion, point to competency mastery. Meaningful activities involve a combination of competencies and some personally impressive “Plus-factors” that illustrate a person’s maturity and a student body’s perspective about their potential impact.  

Plus-Factors (AKA Tie-breakers)

Whenever a curious applicant asks how admissions committees choose between two applicants with identical metrics (GPA and test scores) and experiences (clinical, non-clinical, and campus), admissions professionals prepare their list of desirable “Plus-factors” that their committees have often valued to “break the tie” for an offer or a higher priority waitlist tier.  Here are a few examples.

Modified from Urban Universities for HEALTH 2014, Table 8.

Demographic Plus-factors

  • First-generation college student
  • Lived experience as part of or with disadvantaged populations
  • Socioeconomic status (lowest income quintiles) or employed while in school
  • Origins in a medically underserved area
  • Origins in a geographically desired area (as targeted by the school)
  • Race/ethnicity as permitted by state or national law
  • Foreign language proficiency
  • Gender and gender identity

Modified from Urban Universities for HEALTH 2014, Table 7.

Application Plus-factors

Attribute Plus-factors

Admissions committees complete a rubric featuring important Plus-Factors and assign points as appropriate. If a tiebreaker is required, applicants with the most Plus-Factors benefit.

SDN Activity Finder

Find extracurricular activities to show dedication to pursuing a medical, dental, or other health professional career.

“X” Factors (AKA the Wildcards)

Medical school applicants often seek “magic bullets” or “X-factors” that transform an otherwise “average” applicant into a “superstar.” While any “golden ticket” to a professional school is rare (outside of an early assurance pathway), a few experiences may impress faculty serving on admissions committees, though not at all programs. Most experiences involve at least one committed year, significant personal sacrifice, service orientation focus, and minimal financial benefit. Fundraising does not count as an X-factor.

Service orientation X-factors solidify evidence impacting non-healthcare community needs larger than oneself and stretch beyond one’s comfort zone for at least a year. 

Service Orientation X-Factors

Note: Embedded links do not imply endorsement

Other X-Factors distinguish the applicant in highly selective activities. While they often benefit applicants from economically privileged households, these activities are important for showing resilience and social mobility for those from limited socioeconomic backgrounds.

“One Percent” X-Factors

The following are usually observed fewer than once per 100 applications, which impress screeners and admissions committee faculty members.

  • Competitive athletics (scholarship varsity/amateur, Olympics, or professional)
  • Significant national scholarship awards for marginalized groups (Sallie Mae)
  • Significant international scholarships (Rhodes, Churchill, Truman) or awards (international arts or music competitions)
  • Start-up founder with a company/product of significant valuation (like in “Shark Tank”)
  • Significant non-academic publications (graphic stories/books) or productions (musicals, plays)

Tragedy and Triggers Show Resilience But Are Not X-Factors

One misguided conclusion from the messaging surrounding holistic admissions is the idea among applicants that one’s success in overcoming tragic or overwhelming adversity supersedes traditional academic expectations for an applicant. Applicants feel that writing about circumstances that involve homelessness, violence, or insecurity makes them unique, and most medical school programs can’t help but want to embrace them in their classes.

Everyone loves a story where persistence in overcoming systemic challenges results in an exceptional opportunity. These feelings drove the virality of the videos showing high school students at T. M. Landry responding to offers to attend Ivy League schools; unfortunately, these results came from overplaying “X-factors” that appealed to admissions committees. Furthermore, sometimes people are so incredulous about tragic circumstances that they may not believe the applicant (NPR Code Switch 2023).

When multiple applicants to a school play the same “X-factor,” the cumulative impact may numb admissions professionals reviewing the applications. Readers may sometimes be triggered and fear that other interview participants may react similarly. In other cases, admissions committees may be worried that the applicant needs more time to cope with the aftermath of their trauma or seek additional professional resources.

To applicants with such a story, choose the situations where you can adequately manage your emotions safely and confidentially with an interviewer, admissions professional, or student affairs officer. Get trusted advice about disclosing these situations in your application and how to answer potential follow-up questions in an interview. Focus on the story about how you have grown and become resilient (again, a core competency prime factor, not an X-factor).

Know Your School List’s X-Factors.

At recruitment events or interviews where student ambassadors are present, ask about the Plus and X-factors they hear among their classmates. Each student class represented by schools on your list may like a combination of these Plus and X-Factors that contribute to the diverse learning community they want to maintain.

However, when creating your school list, can you name how each program will develop a professional “Plus-factor” or “X-Factor” for you? Desirable applicants keep their future career goals in mind, noting how competitive that post-graduate step will be. Standing out among medical school applicants, including those with perceived higher prestige, may rely on acquiring new Plus-Factors and X-Factors that will help you match your top choice residency or employer. How well will your school meet your purpose, as shown by the successes of graduates from previous years? Ultimately, these Plus and X-Factors drive your choice to start your professional education and shape your future.

Finally, Value Yourself As Your X-Factor

Pay attention, but do not be intimidated by the class profiles of the top-tier schools (see Michigan).  Most of those who get into “brand-name” top-tier schools just have their vision. Remember, you bring your community background, passions, and motivation to propel you to the doorstep of an offer to start a new professional journey serving others. Despite the need to find a connection with others’ Greatest Common Factors, don’t deny your uniqueness as a “prime” member of the health professional community.

References

Artinian, N. T., Drees, B. M., Glazer, G., Harris, K., Kaufman, L. S., Lopez, N., Danek, J. C., & Michaels, J. (2017). Holistic Admissions in the Health Professions: Strategies for Leaders. College and University: The Journal of the American Association of Collegiate Registrars, 92(2), 65. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5708588/ 

Donnella L., Williams, V., Stein, C., Kung, J., Demby, G. (2023) Remembering and unremembering, from Kigali to Nashville. NPR Code Switch (podcast). https://www.npr.org/2023/09/13/1197953031/remembering-and-unremembering-from-kigali-to-nashville. Accessed July 4, 2024. 

Green, E.L., Benner, K. (2018). Louisiana School Made Headlines for Sending Black Kids to Elite Colleges. Here’s the Reality. New York Times. https://www.nytimes.com/2018/11/30/us/tm-landry-college-prep-black-students.html?unlocked_article_code=1.5k0.FcZy.ttllPjAoyviF&smid=url-share   

Guidelines for Predental Students Providing Patient Care During Clinical Experiences Abroad (2010). American Dental Education Association. https://www.adea.org/dental_education_pathways/documents/adeaguidelinesforinternationalpredentalexperiences2010approvedbybod.pdf. Accessed July 14, 2024. 

Murphy, B. (2019). Beyond the MCAT: Here’s what else med schools are looking for. American Medical Association. https://www.ama-assn.org/medical-students/preparing-medical-school/beyond-mcat-heres-what-else-med-schools-are-looking. Accessed July 4, 2024. 

Urban Universities for HEALTH. (2014). Holistic Admissions in the Health Professions: Findings from a National Survey. Washington, DC. https://www.aplu.org/urban-serving-universities/student-success/holistic/. Accessed July 4, 2024. 

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