{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,21]],"date-time":"2026-07-21T01:02:34Z","timestamp":1784595754431,"version":"3.55.0"},"reference-count":21,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2026,7,18]],"date-time":"2026-07-18T00:00:00Z","timestamp":1784332800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,7,18]],"date-time":"2026-07-18T00:00:00Z","timestamp":1784332800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["The Clinical Teacher"],"published-print":{"date-parts":[[2026,8]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>The medical school application process is demanding, with several factors contributing to burnout. Existing literature highlights pre\u2010medical students' perceptions about what is required for admissions success. These perceptions can drive extreme behaviours; however, program\u2010level evidence shows such steps may not always be necessary or desired. This discrepancy underscores the need to explore the origins of these perceptions, improve guidance, reduce burnout, and promote a balanced pre\u2010medical experience.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>This generic qualitative study, informed by a constructive orientation, used reflexive thematic analysis. Twelve pre\u2010medical students were recruited through online forum posts and snowball sampling. Semi\u2010structured interviews explored how participants constructed perceptions of admissions success and how this informed decision making. Analysis involved regular reflexive team discussions.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>Four themes were developed: a) Formal and informal influences shape pre\u2010medical students' perceptions and interpretations of the application process; b) Early, performative strategizing is used to navigate the perceived competitive system; c) Trial, adaptation and reflection occur iteratively to reflect an ideal medical student \u2018archetype,\u2019 and d) The medical school application process elicits tensions between authenticity and \u2018what the system wants.\u2019<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Findings suggest that pre\u2010medical students construct perceptions of admissions success through an iterative process of information gathering, reflection and adaptation. These perceptions contribute to the development of an \u2018ideal\u2019 applicant archetype that shapes strategic self\u2010presentation and tensions between authenticity and perceived admissions expectations. Our findings highlight a need for more transparent outreach opportunities between the medical community and pre\u2010medical students to avoid echo chambers and reduce inauthenticity and burnout.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/tct.70478","type":"journal-article","created":{"date-parts":[[2026,7,18]],"date-time":"2026-07-18T08:32:13Z","timestamp":1784363533000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["From Aspiration to Admission: Understanding Pre\u2010Medical Student Perceptions and Decision\u2010Making Processes"],"prefix":"10.1111","volume":"23","author":[{"ORCID":"https:\/\/orcid.org\/0009-0006-4234-8680","authenticated-orcid":false,"given":"L.","family":"Canthiya","sequence":"first","affiliation":[{"name":"Schulich School of Medicine &amp; Dentistry Western University  London Ontario Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"M.","family":"Wang","sequence":"additional","affiliation":[{"name":"Princess Margaret Cancer Center  Toronto Ontario Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"A.","family":"Bouriayee","sequence":"additional","affiliation":[{"name":"University of Ottawa Faculty of Medicine  Ottawa Ontario Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"R.","family":"Qamar","sequence":"additional","affiliation":[{"name":"Department of Psychiatry and Behavioural Neurosciences McMaster University, McMaster Education Research, Innovation and Theory (MERIT) Centre  Hamilton Ontario Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9901-2946","authenticated-orcid":false,"given":"A.","family":"Acai","sequence":"additional","affiliation":[{"name":"Department of Psychiatry and Behavioural Neurosciences McMaster University, McMaster Education Research, Innovation and Theory (MERIT) Centre  Hamilton Ontario Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3664-417X","authenticated-orcid":false,"given":"Preti","family":"BTB","sequence":"additional","affiliation":[{"name":"Department of Oncology Western University  London Ontario Canada"},{"name":"Department of Haematology &amp; Medical Oncology Emory University  Atlanta Georgia USA"},{"name":"School of Health Professions Education Maastricht University  Maastricht the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,7,18]]},"reference":[{"issue":"2","key":"e_1_2_11_2_1","article-title":"Population Rises Dramatically but Number of Med\u2010School Applicants Remains Stagnant","volume":"162","author":"Sibbald B.","year":"2000","journal-title":"CMAJ"},{"key":"e_1_2_11_3_1","unstructured":"\u201cMCAT Scores for Top Medical Schools & Universities in Canada \u2013 MedLife Mastery [Internet] \u201d (2022) Sep 11 [cited 2025 Aug 18] https:\/\/medlifemastery.com\/mcat\/scoring\/medical\u2010schools\/canada\/."},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.socscimed.2014.08.017"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.5116\/ijme.5be5.8131"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909\u2010023\u201004897\u20108"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/08998280.2019.1576575"},{"key":"e_1_2_11_8_1","doi-asserted-by":"publisher","DOI":"10.1097\/ACM.0000000000000700"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.1186\/1472\u20106920\u201014\u201077"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci15070791"},{"key":"e_1_2_11_11_1","doi-asserted-by":"publisher","DOI":"10.1080\/10437797.2013.796773"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.1177\/160940691401300119"},{"key":"e_1_2_11_13_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_2_11_14_1","doi-asserted-by":"publisher","DOI":"10.1080\/2159676X.2019.1628806"},{"key":"e_1_2_11_15_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.glmedi.2025.100198"},{"key":"e_1_2_11_16_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10488\u2010013\u20100528\u2010y"},{"key":"e_1_2_11_17_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40670\u2010020\u201001021\u2010z"},{"key":"e_1_2_11_18_1","doi-asserted-by":"publisher","DOI":"10.1073\/pnas.2023301118"},{"key":"e_1_2_11_19_1","doi-asserted-by":"publisher","DOI":"10.1001\/jamanetworkopen.2024.33140"},{"key":"e_1_2_11_20_1","doi-asserted-by":"publisher","DOI":"10.1080\/13639080.2022.2162019"},{"key":"e_1_2_11_21_1","volume-title":"Revenge of the Tipping Point: Overstories, Superspreaders, and the Rise of Social Engineering","author":"Gladwell M.","year":"2024"},{"key":"e_1_2_11_22_1","doi-asserted-by":"publisher","DOI":"10.1080\/0142159X.2026.2614602"}],"container-title":["The Clinical Teacher"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/tct.70478","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/full-xml\/10.1111\/tct.70478","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/tct.70478","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,7,21]],"date-time":"2026-07-21T00:24:48Z","timestamp":1784593488000},"score":1,"resource":{"primary":{"URL":"https:\/\/asmepublications.onlinelibrary.wiley.com\/doi\/10.1111\/tct.70478"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,7,18]]},"references-count":21,"journal-issue":{"issue":"4","published-print":{"date-parts":[[2026,8]]}},"alternative-id":["10.1111\/tct.70478"],"URL":"https:\/\/doi.org\/10.1111\/tct.70478","archive":["Portico"],"relation":{},"ISSN":["1743-4971","1743-498X"],"issn-type":[{"value":"1743-4971","type":"print"},{"value":"1743-498X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,7,18]]},"assertion":[{"value":"2026-04-15","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2026-07-03","order":2,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2026-07-18","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}],"article-number":"e70478"}}