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At least 19 recordsLinked to original sources
PubMed1994

Twenty-year follow-up of an enrichment program for students preparing for health professional schools.

BACKGROUND: From 1972 to 1992, the Medical/Dental Education Preparatory Program (MEDPREP) of the Southern Illinois University School of Medicine served 584 underrepresented-minority and educationally disadvantaged students as they prepared for admission to health professional schools. METHOD: For students who had concluded their MEDPREP participation by September 1992, data analysis was performed in terms of gender, race-ethnicity, rates of acceptance and retention, and type of professional school. In addition, a sample of 30 medical school graduates was examined for type of practice and specialty. RESULTS: A total of 350 (60%) of the MEDPREP participants had been accepted to professional schools. Of those accepted, 246 (70%) were members of groups underrepresented in medicine, 301 (86%) had graduated or were in school, and 305 (87%) had been accepted to a total of 47 medical schools. Of the sample of 30 medical school graduates tracked for type of practice and specialty, 28 (93%) were providing direct patient care and 21 (70%) were board certified in the primary care specialties of family practice, pediatrics, obstetrics-gynecology, and internal medicine. CONCLUSION: Because MEDPREP has high rates of acceptance, matriculation, and graduation for its participants, and because such a high percentage of its medical school graduates entered primary care, the program may serve as a model intervention for providing more underrepresented minorities and generalists in medicine.

Education, Predental↗
PubMed1999

Postbaccalaureate Medical/Dental Education Preparatory Program (MEDPREP) at Southern Illinois University School of Medicine.

Between 1972 and 1998, the state and federally funded Medical/Dental Education Preparatory Program (MEDPREP) at Southern Illinois University School of Medicine served approximately 900 qualified minority and disadvantaged students, in an effort to increase the number of underrepresented-minority (URM) students accepted into and retained in health professions schools. To help students improve their application credentials, this post-baccalaureate program establishes high expectations for student progress, designs individual curricula, offers extensive academic and personal counseling, has its own teaching faculty, and operates in a specially equipped, designated facility. This supportive educational environment has demonstrated success. By 1998 over 500 MEDPREP students had been accepted into medical or other health professions schools, and 86% of them had graduated or were scheduled to graduate. And while the number of new URM entrants to medical schools declined nationwide from 1995 to 1997, 70 URM students from MEDPREP matriculated to 28 different allopathic medical schools, eight entered three different osteopathic medical schools, and two entered dental schools. Recent data indicate that the score changes of Medical College Admission Test (MCAT) repeaters who were MEDPREP students were larger than those of all MCAT repeaters reported by the Association of American Medical Colleges (AAMC). In fact, the MEDPREP repeaters' score changes were two to nearly six times greater than the overall changes reported by the AAMC. These gains suggest that a carefully designed, long-term post-baccalaureate intervention such as MEDPREP can increase the pool of qualified URM and disadvantaged students accepted into and retained in health professions schools.

Adult↗
PubMed2003

MEDPREP--30 years of making a difference.

The Medical/Dental Education Preparatory Program (MEDPREP) of Southern Illinois University School of Medicine has served over 1000 educationally or economically disadvantaged students since its inception in 1972. Seventy-eight percent of the former students (95% of the current students) are members of AAMC-defined underrepresented minority groups (URMs). Over the course of its 30-year history, 68% of the students have been accepted to professional schools, with 92% being accepted to medical schools and attending 90 different medical schools in the country. Of those accepted to professional schools, 87% have graduated or are expected to graduate. MEDPREP has had this impact on the profession by staying true to its original mission, assisting minority students and other students with disadvantaged backgrounds to prepare for admission and success in medical school. MEDPREP is an environment of high expectations, teamwork, personal growth, and opportunities to achieve goals. Students are served by an advisor who helps structure an individualized curriculum designed to develop a knowledge base and learning and reasoning skills. The success of the program is due to the school's commitment and support, the faculty who serve the students, and the sacrifice and hard work of the MEDPREP students.

Adult↗
PubMedDate not supplied

Multiple regression of predictors and criteria of dental school performance.

This study reports normative data for 370 students admitted to the UCLA School of Dentistry, data on commonly used performance predictors, and the regression equation best fitted for forecasting performance in this school. Most variance was associated with denatl school grade point average, National Board Dental Examination averages, and clinical performance. Best predictors were achievement level and trend in preadmission academic performance. The selection interview and high school preformance were also evaluated as predictor criteria.

Age Factors↗
PubMed1975

Relationship between dental school performance and preprofessional major courses of study.

This study examined the records of dental students in the class of 1969 at the university of Pittsburgh School of Dental Medicine, in an attempt to determine statistically what preprofessional major was the best predictor of academic success in dental school. In the sample studied, no differences were found among the four groups-when they compared on the variable, dental school grade point average. These data suggest that the selection of the preprofessional major course of study may bear little relationship to academic performance in dental school.

Analysis of Variance↗
PubMed2002

Applicant analysis: 2000 entering class.

There were 7,770 applicants to the entering dental school class of 2000. This is almost 14 percent less than the number of applicants to the entering class of 1999. Since the peak of dental school applicants in 1997 (at 9,829), the number has declined 21 percent. (This is most similar to the decline that has occurred in medical school applicants since their peak of applicants in 1996, at 46,968.) Almost 55 percent of the applicants to dental school were enrolled in 2000. Dental schools reported 4,234 first-time, first-year enrollees in 2000. This is an increase of 25 enrollees over the number reported in 1999. Since 1989, when dental school enrollment once again began to increase, total first-year dental school enrollment has increased 8.7 percent. The number of applicants per first-time, first-year position was 1.84 in 2000. It was 2.14 in 1999. (The most recent low was 1.34 in 1989.) The GPA and DAT scores of the first-time, first-year enrollees in 2000 were all either equal to or slightly higher than they were in 1999. Women were approximately 40 percent of the applicants and first-time, first-year enrollees in 2000, up slightly from 1999. Underrepresented minorities comprised slightly over 12 percent of the applicants and 10.6 percent of the first-time, first-year enrollees, also up slightly from 1999.

Adult↗
PubMed2002

Bridge to dentistry: one dental school's approach to improving its enrollment of underrepresented minorities.

Presently, 25.7% of the U.S. population is comprised of Blacks/African Americans, Hispanics, and Native Americans. The dental school enrollment of underrepresented minorities (URM) does not reflect this demographic distribution. In 1994, URM students comprised 12.68% of enrolled dental students, but in 1999, enrollment decreased to 10.53%. This trend is evident at Baylor College of Dentistry (BCD). Bridge to Dentistry involves formal linkages with local school districts, Texas colleges and universities, community organizations, dental clinics, community dentists, and BCD. The program is unique in that it targets students from kindergarten through dental school. The key components are awareness, attraction, preliminary education, facilitated-entry, admissions, financial aid, and retention. Some important features of the program are visits to area schools, visits to colleges and universities, summer enrichment programs, and academic advising. Preliminary results indicate the effectiveness of the program. BCD has increased its enrollment of URM students 325% over that of 1998. In 1998, 4.7% of the college's first-year student enrollment was URMs. In 2001, 14.6% of Baylor's first-year student enrollment was URMs. Since 1995, BCD has retained 90.6% of its URM students.

Black or African American↗
PubMed2004

Applicants to U.S. dental schools: an analysis of the 2002 entering class.

In 2002, there were 7,537 applicants to all entering dental school classes in the United States. This represents a 1.7 percent increase over the number of applicants in 2001. Between the peak of applicants in 1997 (at 9,829) and 2001, the number declined 25.0 percent. (This is similar to the percent decline that occurred in medical school applicants since their peak in 1996, at 46,968.) Dental schools reported 4,372 first-time, first-year enrollees in 2002. This is an increase of 105 first-time, first-year enrollees over the number reported in 2001. With the 1.7 percent increase in applicants and the 2.5 percent increase in first-time, first-year enrollees over last year, 58 percent of the dental school applicants were enrolled in 2002. This is up very slightly from 57.6 percent in 2001. Since 1989 when dental school enrollment once again began to increase, the number of first-time, first-year enrollees has increased 17.7 percent. (Total first-year enrollment, which includes first-time enrollees and repeat students, has increased 11.8 percent since 1989.) The number of applicants per first-time, first-year position was 1.72 in 2002. It was 2.31 in 1997. (The most recent low was 1.34 in 1989.) The average GPA and DAT scores of first-time, first-year enrollees in 2002 were essentially unchanged from what they were in 2001. Women were 43.7 percent of the applicants and 42.7 percent of first-time, first-year enrollees in 2002, slight increases from what they were in 2001. Underrepresented minorities comprised 12.8 percent of the applicants and 11.4 percent of the first-time, first-year enrollees in 2002. These percentages are little changed from those reported in 2001.

Age Factors↗
PubMed2005

U.S. dental school applicants and enrollees: 2003 and 2004.

Following a 25 percent decline in dental school applicants between 1997 and 2001, from 9,829 to 7,412, the number of applicants over the last three years has increased to 9,433. Based on the rate of applicants to the class entering in the fall of 2005, it is estimated there will be a further 10 to 15 percent increase in the number of applicants, thereby exceeding the 1997 number of applicants. The number of first-time, first-year enrollees rose from 4,039 to 4,457 (10.4 percent) between 1996 and 2004, during which time three new dental schools were established (Nova Southeastern University; University of Nevada, Las Vegas; and Arizona School of Dentistry & Oral Health). Almost 54 percent of the 418 additional first-year positions can be attributed to the three new schools. Slightly over 47 percent of the dental school applicants were enrolled in 2004; 55.4 percent of the applicants in 2003 were enrolled. The number of applicants per first-time, first-year position was 2.12 in 2004 and 1.81 in 2003. It was 2.31 in 1997, the last peak of dental school applicants. (The most recent low was 1.34 in 1989.) The average GPA of the first-time, first-year enrollees continued to increase slightly, standing at 3.35 for science GPA and 3.44 for total GPA. Over the last several years there has been essentially no change in the average academic average and total science DAT scores of the first-time, first-year enrollees, standing at 18.7 and 18.5 respectively. However, the average perceptual ability score has declined slightly, from 18.1 to 17.3. Women were 43.9 percent of the applicants and 42.4 percent of the first-time, first-year enrollees in 2004. Five years ago, women were 38.6 percent of the applicants and 36.5 percent of the first-time, first-year enrollees. Underrepresented minorities comprised 12.4 percent of the applicants and 11.6 percent of the first-time, first-year enrollees in 2004. These percentages are little changed from those reported since 2001.

Dentistry↗
PubMed1979

An analysis of the decline in dental school applicants, 1975-1978.

There has been a significant reduction over the past three years in the number of applicants to dental school. This paper, which is based on an analysis of over 30 variables contained in the American Association of Dental Schools Application Service data bases for the 1975, 1976, 1977, and 1978 entering class years, indicates that only four of these variables are related to the decline in applicants: (1) region of parents' residence, (2) grade point average, (3) college major, and (4) parents' socio-economic status. The decline in applicants from the socio-economic lower middle class documented here once again raises the possibility that access to dental education is being denied to the economically disadvantaged.

Aptitude Tests↗