An admission model for medical schools.

Complex societal issues affect medical education and thus require new approaches from medical school admission officers. One of these issues--the recognition that the attributes of good doctors include character qualities such as compassion, altruism, respect, and integrity--has resulted in the recent focus on the greater use of qualitative variables, such as those just stated, for selected candidates. In addition, more emphasis is now being placed on teaching and licensure testing of the attributes of the profession during the four-year curriculum. The second and more contentious issue concerns the system used to admit white and minority applicants. Emphasizing character qualities of physicians in the admission criteria and selection process involves a paradigm shift that could serve to resolve both issues. To make this or any paradigm shift in admission policy, medical schools must think about all the elements of admission and their interrelationships. A model of medical school admission is proposed that can provide understanding of the admission system and serve as a heuristic guide. This model consists of (1) the applicant pool; (2) criteria for selection; (3) the admission committee; (4) selection processes and policies; and (5) outcomes. Each of these dimensions and the interrelationships among the dimensions are described. Finally, a hypothetical example is provided in which the model is used to help a medical school change its admission process to accommodate a new emphasis in the school's mission.

Diversity in medical school: perceptions of first-year students at four southeastern U.S. medical schools.

PURPOSE: To assess students' perceptions of the extent of diversity in their classes, the role of diversity in their first-year curriculum, and their predictions of the amount of diversity in their future patient populations. METHOD: In 1998, students at four southeastern U.S. medical schools that had distinct demographics and differing institutional missions completed a questionnaire on diversity at the end of the first year. In the instrument, diversity was defined according to nine population characteristics: age, sex, race, ethnic background, physical disability, religious affiliation, sexual orientation, socioeconomic status, and rural background (growing up in a community of less than 5,000). Responses were compared according to students' institution, sex, and race. RESULTS: Questionnaires were returned by 349 of 474 students (74%). Students at the school with the most diverse first-year class placed the greatest value on the contributions of diversity to the learning environment. Women students placed more value on the inclusion of diversity issues in the curriculum than did men students, and they placed greater value on understanding diversity issues in their future medical practices than did men. Compared with Asian American, Hispanic, and white students, African American students were the least likely to think that the curriculum contained adequate information about diversity. CONCLUSIONS: The results indicate that perceptions of diversity were influenced by the students' own demographic characteristics and those of their medical school. The more diverse the class, the more comfortable the students were with diversity and the more they valued its contribution to their medical education.

Recruitment and retention: the development of an action plan for African-American health professions students.

This article presents results of a survey of African-American students enrolled in the colleges of medicine, dentistry, allied health, pharmacy, and nursing at the University of Kentucky. The survey was designed to determine the students' perceptions of factors that affect recruitment, enrollment, and academic progress of African-American students. Fifty-three of seventy students responded to survey questions addressing recruitment; admissions; and financial, social, personal, and academic support. Over 50% of medical students decided by junior high to enter a health career; only 15% of other students decided that early. The influence of a family member was more important in student decisions to enter nursing or medicine than in decisions by other students. Only 17% of medical students reported difficulty in locating sources of financial aid compared to 48% of those from other colleges. Perceptions regarding lack of social outlets were consistent among respondents from all colleges. Findings emphasize the importance of early exposure to the health professions, early outreach strategies, ongoing financial assistance, and the importance of establishing social networks for African-American students enrolled in a majority institution. The survey results were used to develop an action plan for the offices of minority affairs, student services, and academic affairs to address identified problems and concerns.

Computer requirements for medical school students--implications for admissions.

Computers are increasingly being used in clinical practice settings. Aware of the need to educate students regarding computer applications in medicine, the University of Kentucky College of Medicine is in the midst of developing a computer curriculum. To that end, many courses and clerkships have devised software packages for transmittal of course information and for evaluation of student performance. This paper outlines requisite computer skills that applicants applying to medical school should possess, broadly reviews how those computer skills will be used in medical school, and suggests means for attaining computer competency prior to making application to medical school.

The effect of a rolling admission policy on a medical school's selection of applicants.

PURPOSE: As the University of Kentucky College of Medicine (UKCM) employs a rolling admission policy, this study was designed to determine (1) whether the month during which applicants were considered by the UKCM admission committee was associated with admission status, (2) whether applicants considered early in the process differed in selected academic and noncognitive pre-admission characteristics in comparison with later applicants, and (3) what the importance of the month of the applicant's consideration was relative to other predictors of admission to UKCM. METHOD: The application files and admission committee's minutes regarding 302 applicants who received interviews during the 1993-94 application cycle were examined. Data reviewed included each applicant's gender, age, geographic origin, undergraduate science and non-science grade-point averages, and Medical College Admission Test scores; the date of consideration by the committee; interviewers' ratings; the initial motion on the applicant; and the final admission status. RESULTS: The findings indicate that the applicants considered earlier were significantly more likely to gain admission. However, upon assigning the applicants to three groups according to the month of consideration, no difference in academic qualifications was found. Regression analyses revealed that despite the effect of time of consideration, noncognitive characteristics related to UKCM's mission also predicted admission decisions. CONCLUSION: This study provides useful information to admission committees reviewing the effect of a rolling admission policy, as well as to applicants and premedical advisors, who should be aware of the potential importance of submitting applications in a timely manner.

A comparison of specialty choices, residency training, and practice locations of early-decision and regular-admission graduates.

PURPOSE: Early-decision (ED) medical school applicants express a clear preference for attending a particular medical school. The present study assessed whether ED graduates would demonstrate similar geographic preferences in their choices of undergraduate institutions and selections of in-state residency sites and practice locations. METHOD: The study was conducted at the University of Kentucky College of Medicine. Uniform academic and nonacademic criteria were used to evaluate the applications of ED and regular-admission students who matriculated from 1974-75 to 1984-85. The student variables assessed were class year, gender, age, county of residence, and undergraduate college, as well as undergraduate science and cumulative grade-point averages (GPAs) and Medical College Admission Test (MCAT) scores. Specialty choice and locations of residency programs were obtained from the medical school's commencement programs. Specialty types and practice locations were obtained from practicing physician records maintained by the alumni office. RESULTS: Of the 1,243 matriculants, 193 (15.5%) gained admission to the school through the ED plan. The ED graduates were significantly more likely to have completed their undergraduate studies at the University of Kentucky than at other public or private schools, in state or out of state, and had significantly higher GPAs and MCAT scores. As a group, the ED graduates were somewhat (though not significantly) more likely than the regular-admission graduates to remain in state for their residencies and practice in state. CONCLUSION: The authors suggest that medical schools should work closely with their undergraduate admission offices to attract academically outstanding high school students. Such students are likely to stay in state for the eight-year span of their undergraduate and medical educations and may have a greater tendency to practice in state.

Geographic origin and its impact on practice location in Kentucky.

This study examined which medical students from the University of Kentucky College of Medicine are most likely to return to their geographic origins to practice medicine and the frequency with which this occurs. This study is based on statistical analysis of longitudinal data (1974-1985). The database includes 1243 matriculants for whom residency data were available. Follow-up data were available for 1093 physicians-in-practice. Results indicate that a significant percentage of matriculants return to their in-state district of origin to practice. Significant predictors of practice location included gender, undergraduate institution, and residence at admission. However, these factors explained only 8% of the variance in physician practice location. Expanding the model to include location of residency program and specialty choice contributed an additional 14% of the variance. Admissions officers seeking to improve the ratio of graduates practicing in rural areas should devise new measures to assess applicant's attraction to positive aspects of rural medical practice or small town life.