Missions Management Tool

Transcription

1 Missions Management Tool Prepared for East Tennessee State University James H. Quillen College of Medicine Association of American Medical Colleges

2 . The Association of American Medical Colleges. May be reproduced for non-commercial, educational purposes only. 2

3 MMT Table of Contents Executive Summary Definitions of Benchmark Performance Measure Missions Benchmark Tables Table 1: Graduate a Workforce that Will Address the Priority Health Needs of the Nation... Paul Jolly, Ph.D. Karen Jones, M.Ap.Stat. Imam Xierali, Ph.D. Table 2: Prepare a Diverse Physician Workforce... Hershel Alexander, Ph.D. Table 3: Foster the Advancement of Medical Discovery Hershel Alexander, Ph.D. M.C. Goodwin David Matthew, Ph.D. Table 4: Provide High Quality Medical Education as Judged by Your Recent Graduates David Matthew, Ph.D. Table 5: Prepare Physicians to Fulfill the Needs of the Community David Matthew, Ph.D. Table 6: Graduate a Medical School Class with Manageable Debt Hershel Alexander, Ph.D This report is the product of an AAMC initiative led by Henry Sondheimer, M.D., Senior Director, Medical Education Projects. The following individuals contributed to the development of this report: Hershel Alexander, Ph.D., Director, Data Operations and Services Carol Aschenbrener, M.D., Chief Medical Education Officer Sue Bodilly, Ph.D., Senior Director, Research and Data Programs Clese Erikson, M.P.Aff., Director, Center for Workforce Studies M.C. Goodwin, Staff Consultant, Planning and Administrative Affairs Paul Jolly, Ph.D., Senior Director, Special Studies Karen Jones, M.Ap.Stat., Senior Data Analyst, Center for Workforce Studies David Matthew, Ph.D., Senior Research Analyst, Data Operations and Services Marc Nivet, Ed.D., Chief Diversity Officer John Prescott, M.D., Chief Academic Officer Henry Sondheimer, M.D., Senior Director, Medical Education Projects Imam Xierali, Ph.D., Manager, Diversity Policy and Programs For general questions about this report, contact Henry Sondheimer, M.D., at hsondheimer@aamc.org. Brent Bledsoe, M.S., Senior Database Specialist, Data Operations and Services, and Donna Strok, M.S., Senior Database Specialist, Data Operations and Services, were responsible for the technical production of the report. 3

4 MMT Executive Summary Introduction The Missions Management Tool (MMT) has been released each year since The MMT is designed to highlight the various missions of our member medical schools. However, each medical school is unique and its mission and goals will depend on its history, its location, its governing body, its faculty, and its local constituency. Because of the various missions and goals of our member medical schools, the AAMC thinks it is inappropriate to create a single value from the many different variables that help express the diverse missions across the medical schools. Rather, each medical school should be viewed in its own context. This year s MMT includes data on forty-five measures in six mission areas: Graduate a Workforce that Will Address the Priority Health Needs of the Nation. Prepare a Diverse Physician Workforce Foster the Advancement of Medical Discovery Provide High Quality Medical Education as Judged by Your Recent Graduates Prepare Physicians to Fulfill the Needs of the Community Graduate a Medical School Class with Manageable Debt The MMT provides comparative outcomes data for medical schools with full LCME accreditation as of January 1,. The complementary Missions Dashboard has been released in conjunction with the MMT each year since In addition, the Missions Dashboard is interactive where one is able to see the five-year trend data displayed by selecting the measure. The AAMC no longer considers the MMT and Missions Dashboard limited access reports. As a result, the AAMC encourages you to distribute them widely in your academic community. Methodology The data in the MMT are presented in customized tables with percentile distributions based on all reporting institutions. Some tables, such as those requiring data on graduates from years previously, will have fewer medical schools. The customized tables show how your medical school compares to other medical schools on key measures across the six missions. The customized benchmark tables array decile distributions (e.g., 10 th percentile, 20 th percentile) for each column included in the report. Your medical school s values are displayed in highlighted boxes at their relative percentile standing. For example, the first column of Table 1 shows the decile distribution of total graduates from 1999 through The 50 th percentile for total graduates is 635 and the 60 th percentile is 705. If your medical school s total graduates is 679, that value will appear in a highlighted box midway between the 50 th and 60 th percentiles. Medical schools without data will see the decile distributions in their custom reports but will not see their relative standing in that distribution. The data are shown for medical schools that were fully accredited during the time period indicated by the column heade r. The calculation of total n and the decile distributions in the customized benchmark tables exclude medical schools reporting with missing and null values. Zero values are included unless otherwise noted. For a given benchmark item, the mean is calculated by dividing the sum of medical school values on the item by the count of medical schools. The number of medical schools for each value is listed as the Valid N. 4

5 MMT Definitions of Benchmark Performance Measures Table 1 Graduate a Workforce that Will Address the Priority Health Needs of the Nation Measure Total graduates from 1999 through 2003 Percent of graduates practicing in primary care Percent of graduates practicing in-state Percent of graduates practicing in rural areas Percent of graduates practicing in medically underserved areas Total graduates entering post-graduate training Percent of graduates estimated to practice family medicine Percent of graduates estimated to practice primary care Description The total number of graduates from the medical school who received an M.D. degree between academic years and , inclusive. The source of these counts is the AAMC Student Records System. The practice specialty in 2013 was taken from the American Medical Association Physician Masterfile for physicians providing direct patient care who graduated between academic years and Primary care includes the specialties of internal medicine, internal medicine/family medicine, internal medicine/pediatrics, pediatrics, family medicine, and general practice. The practice location in 2013 was taken from the American Medical Association Physician Masterfile for physicians providing direct patient care who graduated between academic years and The practice state/territory/district was compared with the state/territory/district in which the medical school of graduation is located. The practice location in 2012 was taken from the American Medical Association Physician Masterfile for physicians providing direct patient care who graduated between academic years and Rural areas are defined by Rural-Urban Commuting Area (RUCA) codes, version 2.0, according to Categorization C (see Geocoded practice locations include the 50 states and the District of Columbia. Puerto Rico was excluded because definitive RUCA codes are unavailable. The practice location in 2012 was taken from the American Medical Association Physician Masterfile for physicians providing direct patient care who graduated between academic years and Physicians were only defined as practicing or not practicing in an underserved area if they were providing direct patient care. Underserved areas are geographically defined Medically Underserved Areas (MUAs), but excludes other types of MUAs (see MUA designation is based on an Index of Medical Underservice, which is derived from an area's ratio of primary medical care physicians per 1,000 population, infant mortality rate, percentage of the population with incomes below the poverty level, and percentage of the population age 65 or over. Geocoded practice locations include the 50 states, the District of Columbia, and Puerto Rico. The total number of graduates from the medical school who entered post-graduate training between academic years and , inclusive. The source of these data are the GME Track system of records on residents and residencies. Percent of graduates entering residency programs between academic years and who began a program in family medicine. The source of these data are the GME Track system of records on residents and residencies. Percent of graduates entering residency programs between academic years and who began a program in family medicine, internal medicine, pediatrics or medicine/pediatrics, less the percent of graduates entering fellowships in subspecialties of internal medicine and pediatrics between academic years and The source of these data are the GME Track system of records on residents and residencies. Contacts: Paul Jolly, Ph.D., Senior Director, Special Studies, pjolly@aamc.org Karen Jones, M.Ap.Stat., Senior Data Analyst, Center for Workforce Studies, kjones@aamc.org Imam Xierali, Ph.D., Manager, Diversity Policy and Programs, ixierali@aamc.org 5

6 MMT Definitions of Benchmark Performance Measures Table 2 Prepare a Diverse Physician Workforce Measure Total graduates from 2007 through 2012 Number and percent of graduates who are Hispanic or Latino Number and percent of graduates who are American Indian or Alaska Native Number and percent of graduates who are Black or African-American Total faculty Number of faculty who are women Percent of faculty who are women Number of faculty who are Hispanic or Latino, American Indian or Alaska Native, Black or African-American Percent of faculty who are Hispanic or Latino, American Indian or Alaska Native, Black or African-American Description The total number of graduates from the medical school who received an M.D. degree between academic years and , inclusive. The source of these counts is the AAMC Student Records System. The total number and percent of graduates who indicated Hispanic or Latino on their AMCAS application. AMCAS conforms to the federal OMB Directive 15 on asking race and Hispanic or Latino origin as a two part, multiple response question where applicants self-describe their race and/or ethnicity. The applicant s self-description is imported into the AAMC Student Records System (SRS) and remains the race and/or ethnic description throughout their medical school enrollment and completion, unless modified on behalf of the student by an SRS user. The total number and percent of graduates who indicated American Indian or Alaska Native on their AMCAS application. AMCAS conforms to the federal OMB Directive 15 on asking race and Hispanic or Latino origin as a two part, multiple response question where applicants self-describe their race and/or ethnicity. The applicant s selfdescription is imported into the AAMC Student Records System (SRS) and remains the race and/or ethnic description throughout their medical school enrollment, unless modified on behalf of the student by an SRS user. The total number and percent of graduates who positively indicated Black or African- American on their AMCAS application. AMCAS conforms to the federal OMB Directive 15 on asking race and Hispanic or Latino origin as a two part, multiple response question where applicants self-describe their race and/or ethnicity. The applicant s self-description is imported into the AAMC Student Records System (SRS) and remains the race and/or ethnic description throughout their medical school enrollment and completion, unless modified on behalf of the student by an SRS user. The total number of faculty members with active, full-time appointments as of December 31, 2012, as reported to the AAMC Faculty Roster. Full-time faculty are defined as the number of all paid individuals who are considered by the medical school to be full-time medical school faculty whether supported by the medical school directly or supported by affiliated organizations, including full-time faculty based in affiliated hospitals, in schools of basic health sciences, and research faculty. Residents and fellows are not included. The total number of female faculty members with active, full-time appointments as of December 31, 2012, as reported to the AAMC Faculty Roster. The total number of female faculty members as a percent of the total number of faculty members with active, full-time appointments at the same medical school as of December 31, 2012, as reported to the AAMC Faculty Roster. The total number of faculty members with active, full-time appointments as of December 31, 2012, who were reported to the AAMC Faculty Roster with any Hispanic or Latino background, with only American Indian or Alaska Native as a race, or with only Black or African-American as a race. To allow for an unduplicated faculty count by medical school, a faculty member s Hispanic or Latino origin classification takes priority over a faculty member s race classification. An individual in more than one race is classified under the category of multiple race (not shown). Total number of faculty members as a percent of the total number of faculty members with active, full-time appointments as of December 31, 2012, who were reported to the AAMC Faculty Roster with any Hispanic or Latino background, with only American Indian or Alaska Native as a race, or with only Black or African-American as a race as a percent of the total number of full-time faculty members at the same medical school. Contacts: Hershel Alexander, Ph.D., Director, Data Operations and Services, halexander@aamc.org 6

7 MMT Definitions of Benchmark Performance Measures Table 3 Foster the Advancement of Medical Discovery Measure Total graduates from 2007 through 2012 Number and percent of those students who graduate with an M.D. and a Ph.D. Percent of graduates who did research during medical school Description The total number of graduates from the medical school who received an M.D. degree between academic years and , inclusive. The source of these counts is the AAMC Student Records System. In the AAMC Student Records System, the medical school registrars have the ability to select degrees conferred beyond just the M.D. degree. The numbers are tallied based on the registrars indication of dual degrees conferred by the medical school and/or the graduate or professional school. Only medical schools reporting M.D.-Ph.D. graduates are included. Graduation Questionnaire, the percent of graduates that participated in an elective research project with a faculty member while in medical school. NIH funding The total NIH award dollars attributed to medical school for federal fiscal year Total federal research grants and contracts Total graduates from 1999 through 2008 Number of graduates from 1999 through 2008 becoming faculty Percent of graduates from 1999 through 2008 becoming faculty The total amount of federal research grants and contracts expenditures (direct and indirect costs) reported on the LCME Part I-A Annual Financial Questionnaire for fiscal year The total number of graduates from the medical school who received an M.D. degree between academic years and , inclusive. The source of these counts is the AAMC Student Records System. The total number of graduates from the medical school who received an M.D. degree between academic years and , inclusive, who became full-time faculty members at a U.S. medical school at any point between their graduation and December 31, Graduate counts are taken from the AAMC Student Records System and faculty appointments are taken from the AAMC Faculty Roster. The percent of graduates from the medical school who received an M.D. degree between academic years and , inclusive, who became full-time faculty members at a U.S. medical school at any point between their graduation and December 31, 2012, as a percent of total graduates from the same medical school. Graduate counts are taken from the AAMC Student Records System and faculty appointments are taken from the AAMC Faculty Roster. Contacts: Hershel Alexander, Ph.D., Director, Data Operations and Services, halexander@aamc.org M.C. Goodwin, Staff Consultant, Planning and Administrative Affairs, pgoodwin@aamc.org Henry Sondheimer, M.D., Senior Director, Medical Education Projects, hsondheimer@aamc.org 7

8 MMT Definitions of Benchmark Performance Measures Table 4 Provide High Quality Medical Education as Judged by Your Recent Graduates Measure Basic science content objectives were made clear to students Basic science content was sufficiently integrated across basic science courses Basic science content provided relevant preparation for clerkships Final year was important for enhancing my clinical education Overall I am satisfied with the quality of my medical education Rate the quality of your educational experiences in family medicine clinical clerkships Rate the quality of your educational experiences in internal medicine clinical clerkships Rate the quality of your educational experiences in pediatrics clinical clerkships Description Graduation Questionnaire, the percent of graduates responding Agree or Strongly agree. Graduation Questionnaire, the percent of graduates responding Agree or Strongly agree. Graduation Questionnaire, the percent of graduates responding Agree or Strongly agree. Graduation Questionnaire, the percent of graduates responding Agree or Strongly agree. Graduation Questionnaire, the percent of graduates responding Agree or Strongly agree. Graduation Questionnaire, the percent of graduates responding Good or Excellent. Graduation Questionnaire, the percent of graduates responding Good or Excellent. Graduation Questionnaire, the percent of graduates responding Good or Excellent. Contact: Henry Sondheimer, M.D., Senior Director, Medical Education Projects, hsondheimer@aamc.org 8

9 MMT Definitions of Benchmark Performance Measures Table 5 Prepare Physicians to Fulfill the Needs of the Community Measure Field experience in community health as an elective during medical school Had required opportunities for learning with non-m.d. students Time devoted to your instruction in women s health Time devoted to your instruction in culturally appropriate care for diverse populations Time devoted to your instruction in role of community health and social service agencies Description Graduation Questionnaire, the percent of graduates indicating that they participated in an elective field experience in community health while in medical school. Graduation Questionnaire, the percent of graduates indicating that they participated in any required curricular activities where they had the opportunity to learn with students from different health professions. Graduation Questionnaire, the percent of graduates responding Appropriate. Graduation Questionnaire, the percent of graduates responding Appropriate. Graduation Questionnaire, the percent of graduates responding Appropriate. Contacts: Henry Sondheimer, M.D., Senior Director, Medical Education Projects, hsondheimer@aamc.org 9

10 MMT Definitions of Benchmark Performance Measures Table 6 Graduate a Medical School Class with Manageable Debt Measure Cost of attendance for a 2013 graduate in-state graduates Cost of attendance for a 2013 graduate out-of-state graduates Average debt of indebted 2013 graduates Average debt CAGR Description The total cost of attendance for four years of medical school for a resident of the state where the medical school is located as reported on the AAMC Tuition and Student Fees Questionnaire between academic years and Cost of attendance includes tuition, fees, health insurance, and estimated costs for living expenses, transportation, books and equipment, computers /PDAs, and miscellaneous non-living expenses. The total cost of attendance for four years of medical school for a non-resident of the state where the medical school is located as reported on the AAMC Tuition and Student Fees Questionnaire between academic years and Cost of attendance includes tuition, fees, health insurance, and estimated costs for living expenses, transportation, books and equipment, computers/pdas, and miscellaneous non-living expenses. Average amount of medical school debt (excluding joint, dual, or combined degree programs) carried by 2012 graduates among those 2013 graduates with debt, as reported on the LCME Part I-B Student Financial Aid Questionnaire for the academic year Estimated average annually compounded growth rate of average graduate medical school debt between academic years and , assuming constant growth, as reported on the LCME Part I-B Student Financial Aid Questionnaire between academic years and Formula = [(2013 Average Graduate Debt/2008 Average Graduate Debt)^(1/5)]-1. Contact: Hershel Alexander, Ph.D., Director, Data Operations and Services, halexander@aamc.org 10

11 TABLE 1 Graduate a Workforce that Will Address the Priority Health Needs of the Nation East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools Percentile 000 Areas of Practice for Graduates from 1999 through 2003 Total Graduates Percent in Primary Care Medicine Percent Practicing In-state Percent Practicing in Rural Areas 43.2% 19.5% Percent Practicing in Underserved Areas Areas of Estimated Practice for Graduates from 2010 through 2012 Total Graduates Entering Post-Graduate Training Percent in Family Medicine Percent in Primary Care % 53.5% 18.1% 27.8% % 32.8% 24.4% 31.0% % 44.4% 13.0% 24.3% % 29.4% 44.2% % 41.3% 10.7% 21.8% % 27.8% % 39.3% 8.9% 20.2% % 25.6% % 34.9% 7.4% 19.5% % 23.6% % 29.3% 6.1% 18.1% % 22.1% 7.6% % 26.2% 5.1% 16.7% % 19.6% % 19.2% 3.5% 15.7% % 18.6% % 13.1% 2.8% 13.3% % 16.1% Mean % 33.6% 9.0% 20.7% % 24.2% Valid N Note: The percentile distributions include reported zero values but exclude missing values. Source: AAMC Student Records System; American Medical Association Physician Masterfile; GME Track System Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at hsondheimer@aamc.org. For the data contributo rs to this table, see the definitions section of the report (pages 5 through 10). 11

12 TABLE 2 Prepare a Diverse Physician Workforce East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools 100 Graduates from 2007 through 2012 Full-Time Faculty as of December 31, 2012 Percentile Total Graduates Number who are Hispanic or Latino Percent who are Hispanic or Latino Number who are American Indian or Alaska Native Percent who are American Indian or Alaska Native Number who are Black or African- American Percent who are Black or African- American Total Faculty Number who are Women Percent who are Women Number who are Hispanic or Latino, American Indian or Alaska Native, or Black or African- American Percent who are Hispanic or Latino, American Indian or Alaska Native, or Black or African- American 90 1, % % % 2, % % 1.4% % 9 1.1% % 1, % % % 7 0.8% % 1, % % % 6 0.7% % 1, % % % 5 0.6% % % % % 4 0.5% % % % 5.2% % 3 0.4% % % % % 2 0.3% % % % % 1 0.2% 6 1.2% % % % 5 2.0% Mean % 6 0.9% % 1, % % Valid N Note: The percentile distributions include reported zero values but exclude missing values. Source: AAMC Student Records System; AAMC Faculty Roster Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at hsondheimer@aamc.org. For the data contributo rs to this table, see the definitions section of the report (pages 5 through 10). 12

13 TABLE 3 Foster the Advancement of Medical Discovery East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools Percentile 200 Graduates from 2007 through 2012 Total Graduates Number with Percent with Combined M.D.-Ph.D. Combined M.D.-Ph.D. Degrees Degrees Participation in Medical School Electives (Average Percent Participating, ) Percent who Did Research During Medical School NIH Awards Fiscal Year 2012 Total Federal Research Grants and Contracts Expenditures Graduates from 1999 through 2008 Becoming Faculty at Any Time through December 2012 Total Graduates Number Becoming Faculty Percent Becoming Faculty 90 1, % 93.0% $285,532,674 $390,666,056 1, % % 82.2% $165,753,611 $247,175,183 1, % % 75.0% $116,679,155 $182,572,866 1, % % 70.3% $73,923,453 $128,910,164 1, % % 64.8% $48,852,137 $88,220,164 1, % % 61.3% $38,530,959 $59,102,521 1, % % 58.1% $22,239,064 $36,326, % % 53.6% $11,560,247 $20,908, % 51.8% $12,264, % % 48.4% $6,129,037 $11,676, % 349 $2,898, Mean % 67.5% $94,337,047 $158,049,464 1, % Valid N Note: The percentile distributions for the two M.D.-Ph.D. columns exclude reported zero values and missing values. The remaining percentile distributions include reported zero values but exclude missing values. Source: AAMC Student Records System; AAMC Graduation Questionnaire; NIH; LCME Part I-A Annual Financial Questionnaire; AAMC Faculty Roster Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at hsondheimer@aamc.org. For the data contributo rs to this table, see the definitions section of the report (pages 5 through 10). 13

14 TABLE 4 Provide High Quality Medical Education as Judged by Your Recent Graduates East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools Percentile 300 Evaluation of Medical School Experiences (Average Percent Responding Agree/Strongly Agree, ) Basic Science Content Objectives were Made Clear to Students Basic Science Content was Sufficiently Integrated Across Basic Science Courses Basic Science Content Provided Relevant Preparation for Clerkships Final Year was Important for Enhancing My Clinical Education Overall I am Satisfied with the Medical Education I Received Evaluation of Medical School Clerkships (Average Percent Responding Good or Excellent, ) Rate the Quality of Educational Experiences in Family Medicine Clinical Clerkships Rate the Quality of Educational Experiences in Internal Medicine Clinical Clerkships Rate the Quality of Educational Experiences in Pediatrics Clinical Clerkships 94.4% 97.1% 95.2% % 90.4% 85.1% 86.0% 95.0% 92.8% 96.6% 94.2% % 86.7% 77.5% 81.8% 93.5% 89.8% 95.2% 92.5% 85.5% 76.6% % 84.6% 75.2% 79.4% 92.3% 87.9% 94.1% 90.9% % 82.3% 73.4% 77.1% 91.3% 85.4% 92.8% 89.2% % 80.3% 70.3% 74.1% 90.4% 83.8% 91.9% 87.7% % 78.3% 68.3% 72.8% 89.0% 82.2% 90.3% 86.1% 82.8% % 76.3% 65.6% 71.3% 87.5% 80.5% 88.7% 84.1% % 73.9% 62.2% 69.3% 85.6% 78.3% 87.6% 81.9% 85.5% % 67.9% 57.1% 65.0% 80.9% 70.5% 84.0% 77.9% 59.1% Mean 87.3% 79.8% 70.1% 75.0% 89.2% 82.5% 90.7% 86.9% Valid N Note: The percentile distributions include reported zero values but exclude missing values. Source: AAMC Graduation Questionnaire Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at hsondheimer@aamc.org. For the data contributors to this table, see the definitions section of the report (pages 5 through 10). 14

15 TABLE 5 Prepare Physicians to Fulfill the Needs of the Community East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools 400 Field Experience in Community Health as an Elective during Medical School Required Learning w ith Other Health Professions Students Percentile Average Percent Participating, Average Percent Participating, Instruction in Women's Health 61.2% 97.1% 94.2% Evaluation of Time Devoted to Instruction (Average Percent Responding Appropriate, ) Instruction in Culturally Appropriate Care for Diverse Populations Instruction in Role of Community Health and Social Service Agencies % 95.6% 93.6% 89.6% 83.6% % 86.0% 92.9% 87.4% 81.9% 83.3% % 79.7% 92.1% 85.9% 79.1% % 74.8% 90.4% 85.0% 77.0% % 70.5% 89.4% 83.9% 74.5% % 65.1% 88.4% 82.8% 72.6% % 59.8% 87.3% 81.3% 71.3% % 56.3% 86.0% 79.5% 69.3% 80.4% % 49.1% 83.4% 76.5% 64.3% Mean 44.6% 70.5% 89.0% 83.2% 74.5% Valid N Note: The percentile distributions include reported zero values but exclude missing values. Source: AAMC Graduation Questionnaire Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at hsondheimer@aamc.org. For the data contributors to this table, see the definitions section of the report (pages 5 through 10). 15

16 TABLE 6 Graduate a Medical School Class with Manageable Debt East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools 500 Cost of Attendance for a 2013 Graduate Average Debt for Graduates Percentile In-state Graduates Out-of-state Graduates Average Debt of Indebted 2013 Graduates Average Debt CAGR 90 $296,524 $332,113 $201, % 6.5% 80 $280,835 $314,799 $188, % $312, $261,492 $302,156 $168, % 60 $237,688 $297,508 $158, % 50 $227,988 $289,472 $150, % 40 $218,216 $280,745 $144, % 30 $205,428 $272,804 $133, % $197, $193,886 $261,580 $121, % 10 $173,575 $237,970 $100,858 (0.2%) Mean $232,965 $288,187 $150, % Valid N Note: The percentile distributions include reported zero values but exclude missing values. Source: AAMC Tuition and Student Fees Questionnaire; LCME Part I-B Student Financial Aid Questionnaire Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at hsondheimer@aamc.org. For the data contributo rs to this table, see the definitions section of the report (pages 5 through 10). 16