Aligning Medical School Admissions, Educational Design, and Clinical Practice With the Development of Clinically Competent and Human-Centered Physicians Running Title: Aligning Admissions, Education, and Clinical Practice

This manuscript examines how contemporary medical school admissions, educational design, and clinical practice have become misaligned with the competencies required for effective, human‑centered patient care. It argues that overreliance on GPA and MCAT metrics, the erosion of bedside teaching, and the rise of screen‑based clinical workflows have collectively weakened clinical reasoning and the physician–patient relationship. Integrating experiential service‑based admissions, bedside‑centered training, and structural determinants of health, the manuscript proposes a unified framework for restoring the development of clinically competent, causally grounded, and human‑centered physicians.