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MCAT Tutoring in Washington DC
Customized private in-home and online tutoring
Experience MCAT tutoring by highly credentialed tutors in Washington DC. 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 Washington DC MCAT Tutors
We can help you connect with MCAT tutors near you who are ideally qualified to help you. The tutors hail from colleges like 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 highly ranked institutions.
The Johns Hopkins University - Public Health
Bloomberg School Of Public Health - Microbiology And Immunology
State University Of New York Geneseo - Biology
Uniformed Services University - Medicine And Microbiology
Cornell University - Human Development
Johns Hopkins University - Public Health
How we help you master: MCAT Prep
CHOOSING INSTRUCTIONAL MCAT GOALS
Our educational director will pinpoint learning styles, map out goals and plans to target specific areas for improvement.
RECOGNIZING AREAS OF IMPROVEMENT
Your tutor will pinpoint the MCAT areas in which you excel and the areas that require extra attention.
PERSONALIZED EDUCATION PREP PLAN
You will surpass your learning goals with an education program personalized to your needs.
Recent Tutoring Session Reviews
Today we reviewed concepts behind physics for energy (conservation of energy), work, and power. We worked through several practice problems. The student has mastered most of the concepts behind the calculations, and is working on memorizing the equations. Our next session will focus on chemistry, working on concentration concepts and oxidation-reduction reactions.
For this test study session, we reviewed key organic chemistry topics. We studied high-yield passages covering rates of reactions, substitution reactions, elimination reactions, acid-catalyzed hydration of alcohols, halide addition to alkenes, aromatic stability, induction effects, and reactions involving conjugated pi systems.
We began the session by discussing some biological science questions. These included fluid homeostasis and osmotic pressures in the capillary beds, and hormones of the renal system. The remainder of the session was spent working through practice verbal passages. The student's comfort level with our verbal strategies and her ability to apply these strategies continues to improve.
Reviewed questions on kinematics and Newton's Laws that the student struggled with at home. After reviewing those questions, tested her comprehension with Newton's Laws assessment at end. Went through sample verbal reasoning passage in detail with her and how to answer questions. Recommended she purchase a vocabulary book to help her with the verbal reasoning section.
We spent most of the session going over the last two practice tests the student took. Her issues were variegated in topic, but we talked about optics, synapses, neurotransmitters, and components of tension. We also discussed the importance of comparing answers and using logic in instances when the question is difficult to understand. Finally, we went over some miscellaneous material, such as the range of wavelengths for visible light. We closed by talking about what Test Day will be like, as the test is tomorrow. I am confident that she will do well, as her scores have been quite consistent and good over the last two weeks.
The student and I worked through topics in chemistry and physics as well as discussing some of her worries about taking the admissions test in January and study tips for making the most of her remaining preparation time. We reviewed nomenclature for organic molecules, and did some practice problems revolving around IUPAC rules.
We spent most of the session today discussing momentum and impulse. In tackling this, we had to spend a considerable amount of time discussing vectors. We will be sure to go over this again the next time that we meet. After that, we briefly started talking about machines and specifically the pulley, which allows a person to exert less force in completing a task at the cost of increased distance. The total work done with a pulley is still the same though.
We covered a pretty enormous range of topics. We discussed simple harmonic motion for its most common applications, wave physics, electrochemistry (including galvanic and electrolytic cells) and electric circuits. We also briefly discussed thermodynamics and the role of chemical catalysts.
With the student, we completed many problems in the physics and chemistry books. These involved atomic structure, molarity/molality, projectile motion, kinematics, and periodic trends. She is focused and knows how to improve. I will e-mail her assignment and I asked her to complete all of the problems in the relevant subject matters that we did not go over.
I gave the student access to a few resources that will help her along her path. We then discussed her goals, not just for this session, but for the entirety of our time together. We spent the rest of the first session reviewing some specific test taking strategies for the verbal section and broke the questions in the section into specific categories. After discussing the common pitfalls of each category, I gave her the diagnostic task of completing a few practice exams and seeing where - in terms of which category - she is often going wrong. Then we can meet again and determine what areas require the most focus.
How can a MCAT tutor help you?
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