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MCAT Tutoring in Los Angeles, CA

Customized private in-home and online tutoring

Experience MCAT tutoring by highly credentialed tutors in Los Angeles, CA. Top tutors will help you prepare for MCAT through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Los Angeles MCAT Tutors

We can help you connect with exceptional MCAT tutors with the highest of qualifications, who are ready to help you. The tutors come from top institutions such as MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other leading schools.

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Undergraduate Degree:
Pomona College - Neuroscience

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Undergraduate Degree:
University Of Southern California - Neuroscience

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Undergraduate Degree:
Ucla - Anthropology/Pre Med

How we help you master: MCAT Prep


Your personal learning style and needs will be assessed by our educational director to ensure your key MCAT goals are met.


Your skills and progress will be assessed by your MCAT tutor to help shape and define your lesson plan.


Your tutor will create a personalized learning program, guiding you toward your MCAT objectives.

Recent Tutoring Session Reviews

The student and I revised his study schedule to include more practice tests closer to his test date and to work on content in this next month. We also went over some of the practice passages that the student had completed for homework and looked over his most recent practice test. The student's timing is getting much better. We still need to reduce the time per passage significantly if we want to get through at least 5 of the 7 passages.

We spent the session covering a few topics that have been giving the student trouble. We talked about the difference between the anode and the cathode, particularly as they relate to galvanic versus electrolytic cells. I clarified what electric field was, and we discussed how it may be tested mathematically. We also delved into titration curves, which was a good transition into reviewing acids and bases, which are tested heavily on the physical sciences section. Otherwise, I went over the structure and function of the kidney, which the student agreed she needs to review. Finally, we talked about the various functions of the liver, and we closed by setting a schedule for the final 2 weeks before her test.

The student and I reviewed his latest practice exam and discussed his strategy for the final month of test preparation. His plan is to seek additional practice questions from his test-preparation material for selected topics and to continue taking practice exams. He has improved, and I am hoping he will be able to put in enough time in the coming month to reach his desired score. As we reviewed his practice exam, we went over specific problems and compiled a list of topics he should review that have been a challenge for him the past couple of months.

Continued with thermodynamics. Covered enthalpy (Hess' law, summation of bond enthalpies, and heat of formation), the second law of thermodynamics and entropy, as well as Gibbs free energy. The student has showed improvement with her math as well as a several point increase in her test scores.

Today the student and I covered "high yield" and "quick point" topics for the exam including radioactive decay, kinematics, nuclear physics, and general concepts of acceleration, velocity, and displacement. Through science, we were able continue discussing kinematics, conservation of mechanical energy, and core concepts in light and optics. The student has improved her critical reading skills but should continue to read slowly and carefully, ensuring that she pays attention to key words like except and only.

In our first session, we reviewed general test strategies and the need to make a study schedule. We reviewed weak areas on review practice test 1. Topics included pressure-volume relationship, adiabatic processes, heat of vaporization, Bernoulli's principle, electricity, magnetism, gravitational force, electrostatic force, and calculations of gravitational constants.

Reviewed concepts in Organic Chemistry including: isomerism, sn1/sn2 reactions, e1/e2 reactions, bonding, stability, and nomenclature. Completed high yield problems in organic chemistry. Completed practice exams problems in organic chemistry. Reviewed concepts on the gas phase and pv=nRT.

During this session with the student, we covered the first two chapters of the physics section of the exam, specifically the kinematics and Newtonian motion. The student did well on most on the questions and had an understanding of the underlying concepts. As we went through the questions, I highlighted some test taking strategies to the student and also helped her refine her understanding of some of the concepts. In the next session, I will be looking at the student diagnostic test to pinpoint chapters where she might need additional help.

During this session we continued to review the physics section of the exam. The student seems to do well with most of the concepts after reviewing them and working through some practice problems together. He still needs to work on memorizing the formulas and practicing more with the extra problems in the book.

For our final session we reviewed another practice test she had taken, which again had improvement, and I covered several different subjects including fluids and the menstrual cycle to answer her last minute questions.

Today we covered a list of concepts from physics. Specifically we covered mechanics and translational motion. The student seemed to understand the concepts well and was able to apply them to practice problems. We plan to meet again next Tuesday. We will cover concepts from chemistry.

We met to discuss her needs and obtain a profile of the preparation she will need to do well on the MCAT. The student plans to take the MCAT in May. She describes chemistry, organic chemistry, and biology as her strengths, and psych/sociology, physics and verbal as something she needs to work on. She works at a clinic full-time at the moment and would like to dedicate 3 hours a day to MCAT studying. When her new books arrive, I will begin to e-mail her the weekly assignments and we can move forward from there.

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