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Is the student who is likely to leave a course recognisable from the outset? The Maggs Research Associates (MRA) study on pre-registration midwifery education, funded by the Department of Health, recently reported its findings and recommendations. This paper looks closely at the reasons why people left these innovative courses for preparation as a midwife.
The withdrawal of students from dental schools increased during the mid 1980s and has slowed in the early 1990s. A review is provided of the demographics and general circumstances involved with these developments.
This study was undertaken to determine if US medical school students of different racial/ethnic backgrounds demonstrate similar patterns of evolution of specialty choice between their senior year of medical school and their third postgraduate year. The study identified the specialty choices of US medical school seniors in 1983 through their responses to the Association of American Medical Colleges Graduating Medical Student Questionnaire (GQ). The cohort was classified into three groups: underrepresented minorities, non-underrepresented minorities, and whites. Using these AAMC data as baseline, each racial/ethnic background group was tracked through their third residency year. Comparisons were made between anticipated specialty choices as senior medical students and actual specialties as revealed through residency tracking. The study found that more than 95% of the cohort began residencies in specialties compatible with their GQ choices. Unexpectedly, almost 20% of blacks, Commonwealth Puerto Ricans, and other Hispanics were not in graduate medical education in their third postgraduate year. This group needs to be studied further in order to learn the proportion of these physicians who subsequently completed residency training and the reason(s) for attrition in physicians who did not fulfill minimum training requirements for board certification.
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Review of the literature synthesizes research on the informal interaction of college students and faculty. The role of student-faculty interaction is discussed with regard to effect on students' academic achievement, satisfaction with college, intellectual and personal development, persistence and attrition, and career and educational aspiration. Research supports the important socializing role of faculty in the college experience. Characteristics of the most interacting faculty personalities that interact most are given along with the classroom atmospheres most conducive to informal interaction. A review of research methodology for college student outcomes is presented.
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High proportions of U.S. high school students engage in behaviors that place them at increased risk for the leading causes of death and morbidity (e.g., motor-vehicle crashes and other unintentional injuries, homicide, suicide, heart disease, and cancer), unintended pregnancy, and infection with human immunodeficiency virus (HIV) and other sexually transmitted diseases. Because efforts to measure health-risk behaviors among adolescents throughout the United States have not included those who do not attend school, the prevalences of those behaviors are probably underestimated for the total adolescent population. To characterize more accurately the prevalence of selected health-risk behaviors among adolescents aged 12-19 years who do and do not attend school, CDC analyzed self-reported national data from the Youth Risk Behavior Survey (YRBS), conducted as part of the 1992 National Health Interview Survey (NHIS). This report summarizes the results of the analysis.
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This study compared the retention in medical career pathways of students enrolled in a combined baccalaureate-medical degree program to traditional premedical students at Brown University. Whereas 84% of the combined-degree students went on to medical school, only 36% of the traditional premedical students did. Among underrepresented minority students, the proportions were 74% and 39%, respectively. Scholastic Aptitude Test (SAT) scores accounted for some of the difference, yet even when SAT scores were controlled using a multiple logistic regression model, students enrolled in the combined-degree program were more than eight times as likely to continue in a medical career pathway.
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Retention is a critical problem in medical school education. We report here on research that examined gender differences in attrition rates between 1973 and 1992. Using secondary data compiled from the annual reports on undergraduate education published in JAMA, both descriptive and inferential analyses of medical school attrition rates were conducted. Data show that medical school attrition rates have steadily increased across the country since 1973 and that women drop out of medical school at consistently greater rates than men. These results highlight the importance of future analyses that attempt to delineate the causes as well as the consequences of dropping out of medical school for women and the institutions that support them.