Applicants to COCA-Accredited Osteopathic and LCME-Accredited Allopathic Medical Schools
|
|
|
- Gerard Cunningham
- 9 years ago
- Views:
Transcription
1 2009 Applicants to COCA-Accredited Osteopathic and LCME-Accredited Allopathic Medical Schools A survey analysis of the 2009 AACOMAS applicant pool Jill Meron Thomas Levitan, MEd Copyright 2010, AACOM. All rights reserved.
2 Executive Summary In August 2009, a brief online survey was sent to all 12,617 1 applicants who completed an AACOMAS application to any of the 24 AACOMAS participating colleges of osteopathic medicine or their three branch campuses. The response rate for the survey was 21.4 percent (2,701 respondents). Fifty-five percent of respondents received at least one offer of admission from an osteopathic medical college, and 36 percent of respondents enrolled in an osteopathic medical college. Seventy percent of respondents also applied to a U.S. allopathic medical school, and 15 percent matriculated in a U.S. allopathic medical school and did not enroll in the osteopathic medical school to which they were admitted. The mean total MCAT score of those respondents who were offered admission to an osteopathic medical school was 27.3; higher than the mean total score of 24.7 for those respondents who were not admitted to an osteopathic school. Mean total GPA was 3.50 for those applicants who were offered admission to osteopathic medical schools; slightly lower than the mean GPA (3.56) of respondents who were offered admission to a U.S. allopathic medical school. The geographic location of the medical school was the top reason given by both osteopathic (59 percent) and U.S. allopathic (55 percent) matriculants for choosing the school in which they enrolled. The college s approach to learning and its reputation were highly ranked by all respondents. Only respondents enrolling in an U.S. allopathic medical school (49 percent) considered the cost of their education to be a key factor in choosing their school. Half of respondents had decided by the end of high school that they definitely wanted to study medicine of these, 24.9 percent had decided before high school and 25.2 percent decided during high school. 1 A completed AACOMAS application is one for which all materials have been submitted, including MCAT scores and transcripts. 2
3 Survey Methodology In August 2009, in order gain a deeper understanding of the 2009 AACOMAS applicant pool, a brief online survey was sent out to all 12,617 applicants who had completed an AACOMAS application to any of the 24 AACOMAS participating colleges of osteopathic medicine or their three branch campuses. 2 The survey was sent through ConstantContact 3 to the addresses the applicants had used when completing the AACOMAS application. Applicants who did not respond to the survey invitation were sent two reminder s at weekly intervals. After the initial invitation and two followup reminders, the response rate for the survey was 21.4 percent (2,706 out of 12,617). 4 The survey asked applicants if they received one or more offers of admission from the osteopathic medical schools to which they applied and, if they received one or more offers of admission, whether they enrolled in an osteopathic medical school. Applicants were asked if they applied to U.S. allopathic medical schools or to offshore medical schools. Those respondents who enrolled in a medical school were asked to choose the top reasons for selecting that school, and all others were asked whether they intend to reapply in All applicants were asked when they first decided that they wanted to study medicine. The survey used branching and skip patterns, so respondents only reached questions that were relevant, dependent on their previous answers. Respondent data from the survey were merged with the AACOMAS applicant database, allowing for access to the full set of applicant demographic data as well as GPAs and MCAT scores. We checked to see whether the sampling frame was representative of the survey population for the social demographic characteristics of gender, age, race and ethnicity, and were satisfied with the results. However, we found the survey sample to be over-representative of applicants who enrolled in an osteopathic medical school. We calculated a post-stratification weight to correct for the bias that was introduced into our sample by the over-sampling of applicants who enrolled in an osteopathic medical 2 The University of North Texas Health Science Center College of Osteopathic Medicine does not participate in AACOMAS. 3 ConstantContact is an online service that allows for bypassing spam filters and monitors responses to allow for follow-up reminders. 4 Bounce back rate was less than 0.5 percent. 3
4 school. The weight for enrolled applicants is and for non-enrolled applicants is Admission to Osteopathic Medical School Survey respondents were asked whether they were offered admission to any of the osteopathic colleges to which they applied. Overall, 45 percent of respondents were not offered admission to any osteopathic college and 55 percent of respondents received at least one offer of admission. The mean number of offers of admissions to respondents who were offered admission to an osteopathic medical college was Thirty-six percent of all respondents enrolled in an osteopathic school, and the remaining 19 percent of those who were offered admission did not enroll. Sixty-five percent of those offered admission enrolled in an osteopathic medical college. Further examination of those applicants who were offered admission to an osteopathic medical school but did not enroll tells us that 83 percent of these applicants, who represent 15 percent of our total applicant pool, matriculated in a U.S. allopathic medical school. Admissions and Enrollment in Osteopathic Medical Schools Not Admitted 1,221 45% Admitted 1,480 55% Admitted and Enrolled % Admitted, not Enrolled % Survey respondents were asked whether they applied to any U.S. allopathic (MDgranting) medical schools. Seventy percent of respondents applied to at least one U.S. allopathic medical school and the remaining 30 percent did not apply to any U.S. allopathic schools. 4
5 The flow chart following charts the decision process from application through admission to enrollment for both osteopathic and U.S.allopathic applications. 5
6 Admission to U.S. Allopathic Medical School Of the 70 percent (1885) of all respondents who also applied to U.S. allopathic medical schools, 26 percent (709) received at least one offer of admission and the remaining 44 percent did not receive any offers. Applications and Admissions in U.S. Allopathic Medical Schools Not Applied % Applied 1,885 70% Applied and Admitted % Applied, not Admitted 1,176 44% The table below details the number of applications and offers of admission received by those respondents who applied to U.S. allopathic medical schools. Number of Applications/Offers Percent of Respondents Submitting an Application Percent of Respondents Receiving an Offer of Admission 1 6.6% 62.3% % 35.3% % 2.4% More than % 0% The majority of respondents, 88.6 percent, who were offered admission to a U.S. allopathic medical school enrolled in a U.S. MD granting school. Of those offered 6
7 admission to a U.S. allopathic school, 9.6 percent chose to enroll in an osteopathic medical school and the remaining 1.8 percent did not enroll in any medical school. Decisions After Admission to U.S. Allopathic Medical School 88.6% 9.6% 1.8% Enrolled in MD school (n=628) Enrolled in DO school (n=68) Did not enroll (n=13) Admission to Offshore Medical School Survey respondents were asked whether they applied to any offshore MD-granting medical schools. Nine percent of respondents also applied to at least one offshore medical school and the remaining 91 percent did not apply to any offshore schools. Of those respondents who applied to an offshore school 72 percent also applied to a U.S. allopathic medical school (as well as at least one osteopathic medical college). The table below describes the number of applications submitted to offshore medical schools by those respondents who applied to at least one offshore school. Number of Applications Percent of Respondents % % More than 5 2.7% 7
8 Of those respondents who applied to an offshore medical school, 78.4 percent were offered admission to at least one offshore school. Data are unavailable for the number of respondents enrolled in an offshore MD-granting school. Twenty-five percent of respondents offered admission to an offshore school enrolled in a U.S. allopathic medical school and an additional 10 percent enrolled in an osteopathic medical school. MCAT Scores and GPA The mean total MCAT score of those respondents who were offered osteopathic medical school admission (regardless of whether they enrolled) was 27.3; higher than the mean total score of 24.7 for those respondents who were not admitted to an osteopathic medical school. Among those respondents who also applied to a U.S. allopathic medical school, the mean total MCAT score was 28.9 for those respondents who were offered admission, compared to 25.8 for those who were denied admission. The differences between all these mean MCAT scores are statistically significant at p There was no significant difference in MCAT scores between respondents who were and were not offered admission to offshore medical schools. Mean total GPA was 3.50 for those applicants who were offered admission to osteopathic medical schools; slightly lower than the mean GPA (3.56) of respondents who were offered admission to a U.S. allopathic medical school. Respondents who were denied admission to an osteopathic medical school had a mean GPA of 3.32 compared to 3.39 for respondents who were denied admission to the U.S. allopathic medical schools to which they applied. All differences between means are significant at p The following table charts the GPA and MCAT scores received by respondents who applied and were offered admission to medical school. 8
9 Test Scores Respondents who Applied Respondents who Received Offers of Admission All Respondents DO Only MD + DO DO MD MCAT GPA These graphs highlight the difference in MCAT scores and GPA between respondents who were and were not admitted to medical schools Mean MCAT Scores Osteopathic Schools U.S. Allopathic Schools Mean GPA Osteopathic Schools U.S. Allopathic Schools. Admitted Respondents Denied Respondents Admitted Respondents Denied Respondents Osteopathic Designations On average, each respondent designated osteopathic medical schools on the AACOMAS application. Applicants who also applied to U.S. allopathic medical schools designated 6.45 osteopathic medical schools, whereas applicants who also applied to offshore medical schools designated 8.24 medical schools. 5 The mean MCAT score among all AACOMAS applicants was and is different from this score (26.12) that represents only those applicants who responded to the survey. 6 The mean total GPA among all AACOMAS applicants was 3.40 and is different from this score (3.42) that represents only those applicants who responded to the survey. 7 The mean number of designations among all AACOMAS applicants was 7.28 and is different from this mean (6.88) that represents only those applicants who responded to the survey. 9
10 School Selection Respondents who enrolled in a medical school were asked to select from a list the top three reasons for selecting that school. The lists below detail the selections that were available and were randomized by the survey software for each respondent. No respondents to the survey enrolled in offshore medical schools.. Osteopathic Reasons U.S. Allopathic Reasons Osteopathic philosophy College s approach to learning and College s approach to learning and teaching teaching College s faculty College s faculty College s geographic location College s geographic location Campus environment Campus environment College s reputation College s reputation College s admission process College s admission process College s prestige factor College s prestige factor Opportunities for specialty selection Opportunities for specialty selection Cost Cost Prefer to have MD degree Prefer to have DO degree The following chart shows the percent of respondents attending a medical school who selected each reason as one of their top three reasons for choosing their school. For example, 39 percent of respondents attending a U.S. allopathic medical school chose their preference to have a MD degree as one of their top three reasons for selecting the medical school they attend. In comparison, 18 percent of respondents attending an osteopathic medical school chose their preference to have a DO degree as one of their top three reasons for selecting the medical school they attend. 10
11 Top Reasons for Selecting Medical School Degree Preference Cost Specialty Opportunities College's Prestige Factor Admission Process College's Reputation Campus Environment Geographic Location College's Faculty Approach to Learning 18% 14% 10% 7% 9% 6% 11% 9% 16% 24% 23% 39% 38% 35% 40% 44% 47% 49% 55% 59% Osteopathic Philosophy 29% 10% 0% 10% 20% 30% 40% 50% 60% U.S. Allopathic Schools Osteopathic Schools The geographic location of the medical school was the top reason given by both osteopathic (59 percent) and U.S. allopathic (55 percent) matriculants for choosing the school in which they enrolled. The college s approach to learning and its reputation also were highly ranked by respondents. Only respondents enrolling in a U.S. allopathic medical school (49 percent) considered the cost of their education to be a key factor in choosing their school. Respondents attending a U.S. allopathic medical school were more than twice as likely to select cost (49/14 percent), degree preference (39/18 percent) or specialty opportunities (24/10 percent) as top reasons for choosing their school than respondents attending an osteopathic school. Whereas 39 percent of respondents selected preferring a MD degree as one of their top three reasons for choosing the U.S. allopathic medical school they attend, only 18 percent of respondents selected preferring a DO degree as one of their three top reasons for choosing the osteopathic medical school that they attend. The two reasons, prefer to have a DO degree and the osteopathic philosophy, were chosen together as top reasons by only 11
12 4.7 percent of respondents attending an osteopathic medical school. However, 42.3 percent of osteopathic medical school matriculants selected one or the other of these reasons. Prefer to have DO Degree 12.9% 4.7% Osteopathic Philosophy 24.7% 42.3% While the geographic location was chosen as the top reason for selecting both osteopathic and U.S. allopathic medical schools, the breakdown by COM shows variations between schools. The charts below show for each category any COM at which more than 50 percent of matriculants selected that category as a top reason for attending their osteopathic school. Cost was selected as a top reason at two colleges, LECOM (66 percent of matriculants) and UMDNJ-SOM (62 percent of matriculants). The college s faculty was selected as a top reason at two colleges: PCSOM (61 percent of matriculants) and LMU-DCOM (59 percent of matriculants). (Because respondents were only allowed to select three top reasons for choosing the medical school attended if all reasons were equally distributed, the school does not appear at all.) 12
13 Percent of Matriculants at Osteopathic Medical Schools Selecting Geographic Location as a Top Reason for Attending that School TOUROCOM-NY 97% PNWU-COM 95% TUCOM-CA 90% GA-PCOM 88% TUNCOM 81% NYCOM 77% CCOM/MWU 74% RVUCOM 73% Western U/COMP 72% UNECOM 71% ATSU-SOMA 67% PCOM 65% UMDNJ-SOM 65% MSUCOM 63% LECOM-BR 62% OSU-COM 61% VCOM 60% AZCOM/MWU 53% Percent of Matriculants at Osteopathic Medical Schools Selecting the Campus Environment as a Top Reason for Attending that School DMU-COM 74% WVSOM 60% ATSU-KCOM 58% RVUCOM 57% UNECOM 56% AZCOM/MWU 55% Percent of Matriculants at Osteopathic Medical Schools Selecting the College's Approach to Learning as a Top Reason for Attending that School LECOM-BR 98% ATSU-SOMA 92% PCSOM 74% OU-COM 72% KCUMB-COM 71% VCOM 67% NSU-COM 60% LMU-DCOM 59% LECOM 53% WVSOM 53% PNWU-COM 50% RVUCOM 50% Percent of Matriculants at Osteopathic Medical Schools Selecting the College's Reputation as a Top Reason for Attending that School MSUCOM 78% CCOM/MWU 77% PCOM 77% Western U/COMP 67% DMU-COM 61% OSU-COM 61% NYCOM 56% ATSU-KCOM 55% AZCOM/MWU 52% WVSOM 51% 13
14 Deciding to Study Medicine All respondents were asked when they definitely decided they wanted to study medicine. Half of respondents had decided by the end of high school, with 24.9 percent deciding before high school and 25.2 percent deciding during high school. Decision to Study Medicine Percent of Respondents Before High School 24.9% During High School 25.2% During First Two Years of College 20.2% During Junior Year of College 10.7% During Senior Year of College 4.0% After Receiving Bachelor s Degree 11.6% After Receiving Advanced Degree 3.4% In total, 15 percent of respondents decided to study medicine after completing the bachelor s degree ( ). However, among respondents who applied only to an osteopathic medical school, 17.5 percent decided to study medicine after receiving a bachelor s degree. In comparison, among respondents who applied to both an osteopathic and a U.S. allopathic medical school, only 13.9 percent decided after receiving a bachelor s degree. In other words, applicants who apply only to osteopathic medical school are more likely to have decided to study medicine after completing their bachelor s degrees than applicants who also apply to U.S. allopathic schools. This correlates with the fact that the average age of applicants who applied only to osteopathic medical schools is years, higher than the age (24.81 years) of applicants who applied to both osteopathic and U.S. allopathic schools. All differences are statistically significant at p
15 Reapplying to Medical School Respondents who did not matriculate into a medical school were asked whether they plan to reapply for enrollment to medical college in Plans to Reapply in 2010 Percent of Respondents Reapply to Osteopathic Medical College 74% Reapply to U.S. Allopathic Medical College 45% Reapply to Offshore Medical College 11% No plans to reapply 23% Survey Comments As part of the survey, respondents were given the option of submitting, as free form text, their comments about the application process. Respondents commented on a variety of aspects of the application process, including the general application process, the length of the process, the cost, customer service and a comparison between the AACOMAS and AMCAS application services. The majority of the comments from 279 respondents were about the general application process. Of these, 90 percent were positive and only 10 percent were negative. The second most common comment referred to the length of the application process, with many respondents referring in particular to the number of weeks it took for the primary application to be verified. In all, 102 respondents commented on the length of the process and 92 percent of the comments were negative. It must be noted that some respondents did not differentiate between the primary and secondary application process; complaints about the process length could be compounded by slow responses from the COMs. Customer service-related issues generated comments from 68 respondents, with more positive comments (63 percent) than negative (37 percent). Most of the negative comments related to the difficulty of reaching a live representative. 15
16 The cost of the application process was commented on by 56 respondents, although here again it is difficult to distinguish between the cost of the primary and secondary application processes. Fifty-one respondents made a comparison between the AACOMAS application and the AMCAS application; 80 percent of these comparisons favored AACOMAS and only 20 percent favored AMCAS. Thirty-five respondents complained about the process of sending out transcripts to AACOMAS and to the COMs. Discussion This research is a first attempt to gain a broader understanding of the application process to osteopathic medical schools, as described by the applicants themselves. We also began the exploration of the process of deciding which medical school to attend. Put into context, the 980 respondents who enrolled in an osteopathic medical school represent 20 percent of the total 2009 first-time, first-year enrollees in the colleges that are part of the AACOMAS process. Seventy percent of respondents to the survey applied to both osteopathic and U.S. allopathic medical schools. Twenty-six percent of survey respondents were admitted to at least one osteopathic and at least one U.S. allopathic medical school. Of those admitted to both an osteopathic medical school and a U.S. allopathic medical school, 89 percent enrolled in an allopathic medical school. Reviewing the quantitative measures of applicant quality MCAT and GPA -- shows that both accepted and denied applicants for U.S. MD-granting medical schools have higher scores than both accepted and denied applicants to DO-granting medical schools. Osteopathic medical schools offer admission at a higher rate than do U.S. MDgranting medical schools. Osteopathic medical schools made offers of admission to 55 percent of applicants responding to the survey, while U.S. allopathic medical schools offered admission to 38 percent. Looking at the entire U.S. MD applicant pool, based on data published on the AAMC web site, U.S. allopathic medical schools accept 46 percent 16
17 of their applicants. ( fact2009summary-web.pdf) Data from this survey and future follow-up surveys may help the osteopathic medical colleges increase the number of applicants and enroll a larger cohort of those who are accepted by both osteopathic and U.S. allopathic medical schools. 17
18 AACOM survey of 2009 applicants to Osteopathic Medical Colleges Were you offered admission to any osteopathic medical schools (either during the regular process or from the wait-list)? Y/N If yes, please indicate those colleges from which you received an offer of admission from the list below. Mark all that apply. List of COMs Are you enrolling in an osteopathic medical school to which you were offered admission? Y/N If yes, please indicate the college in which you are enrolling from the list below. List of COMs Randomized order Please indicate from the list below the top three reasons why you selected the osteopathic college that you are attending. Osteopathic philosophy College s approach to learning and teaching College s faculty College s geographic location, Cost Campus environment College s reputation College s admission process College s prestige factor Prefer to have DO degree Opportunities for specialty selection Did you complete an application to one or more U.S. allopathic medical schools (MD degree granting) for enrollment in Fall 2009? Y/N If yes, to how many U.S. allopathic medical schools did you apply? More than 10 Were you offered admission to any of the U.S. allopathic medical schools? Yes/No 18
19 If yes, how many offers of admission did you receive? More than 10 Are you enrolling in the U.S. allopathic medical school to which you were offered admission? Y/N If yes, please indicate the name of the U.S. allopathic medical school in which you are enrolling. Randomized order Please indicate from the list below the top three reasons why you selected the U.S. allopathic medical college that you are attending. Osteopathic philosophy College s approach to learning and teaching College s faculty College s geographic location, Cost Campus environment College s reputation College s admission process College s prestige factor Prefer to have MD degree Opportunities for specialty selection Did you complete an application to one or more offshore allopathic medical schools MDgranting Caribbean, European, or other)? Y/N If yes, to how many offshore allopathic medical schools did you apply? More than 5 Were you offered admission to any of the offshore allopathic medical schools? Y/N If yes, how many offers of admission did you receive? More than 5 19
20 Randomized order Please indicate from the list below the top three reasons why you selected the offshore allopathic medical college that you are attending. Osteopathic philosophy College s approach to learning and teaching College s faculty College s geographic location, Cost Campus environment College s reputation College s admission process College s prestige factor Prefer to have MD degree Opportunities for specialty selection Do you plan to reapply for enrollment to medical college in 2010? Yes, to osteopathic medical colleges Yes, to U.S. allopathic medical colleges Yes, to offshore allopathic medical colleges No Please indicate when you definitely decided you wanted to study medicine. Before high school During high school During first two years of college During junior year of college During senior year of college After receiving bachelor s degree After receiving advanced degree Please enter any comments about the application process that you would like to share with us. 20
21 GPA and MCAT data Overall GPA Total MCAT Score All respondents All non respondents Admitted DO Not admitted DO Admitted and enrolled DO Admitted and not enrolled DO Applied U.S. allopathic Not applied U.S. allopathic Admitted U.S. allopathic Applied and not admitted U.S. allopathic Enrolled U.S. allopathic
Applicants to U.S. and Offshore Medical Schools
2012 Applicants to U.S. and Offshore Medical Schools A survey analysis of the 2012 AACOMAS applicant pool Copyright 2013, AACOM. All rights reserved. Executive Summary In July 2012, a brief online survey
The preparation of an article on predoctoral osteopathic
New Colleges of Osteopathic Medicine: Steps in Achieving Accreditation Konrad C. Miskowicz-Retz, PhD Andrea Williams, MA The authors outline the process that an educational institution undergoes to obtain
AACOM Update on Osteopathic Medical Education
AACOM Update on Osteopathic Medical Education Stephen C. Shannon, DO, MPH President/CEO Photo courtesy of ATSU Presentation to the Osteopathic Medical Education Leadership Conference Scottsdale, AZ January
AACOMAS. Application Instructions FOR ENTERING CLASS
AACOMAS Application Instructions FOR ENTERING CLASS 2015 2015 AACOMAS Instructions Table of Contents (If viewing online, click on a topic to jump to the section.) About AACOMAS 4 AACOMAS: A Centralized
Fiscal Year 2013 Revenues and Expenditures by Osteopathic Medical College (in $millions)¹
Fiscal Year 2013 Revenues and Expenditures by Osteopathic Medical College (in $millions)¹ COM Tuition and Fees² Government Appropriations³ Current Fund Revenues Expenditures Excess of Grants and Contracts⁴
Osteopathic Medical College Information Book
Osteopathic Medical College Information Book 2010 entering class American Association of Colleges of Osteopathic Medicine 5550 Friendship Blvd., Suite 310 Chevy Chase, Maryland 20815-7231 301-968-4100
Advisor Information System Reference Manual
Advisor Information System Reference Manual Table of Contents Advisor Information System Overview... 2 Statement of Confidentiality... 3 AMCAS Data Retention Policy... 3 Quick Lookup... 4 Purpose... 4
PROSPECTIVE STUDENTS FREQUENTLY ASKED QUESTIONS
PROSPECTIVE STUDENTS FREQUENTLY ASKED QUESTIONS Can I schedule an appointment with an admissions counselor? We do not have admissions counselors, but have worked to include all the basic information you
UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE. Admissions Committee Procedures and Criteria
Approved by the Admissions Committee on January 30, 2013 UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE Admissions Committee Procedures and Criteria The most important function of the School of Medicine is
PROSPECTIVE STUDENTS FREQUENTLY ASKED QUESTIONS
PROSPECTIVE STUDENTS FREQUENTLY ASKED QUESTIONS Can I schedule an appointment with an admissions counselor? We do not have admissions counselors, but have worked to include all the basic information you
The Pathway to Medical School. Steven T. Case, Ph.D. Associate Dean for Medical School Admissions http://som.umc.edu
The Pathway to Medical School Steven T. Case, Ph.D. Associate Dean for Medical School Admissions http://som.umc.edu Steps to Become a Physician College/university, 4 years, BA/BS degree Medical school,
General Information for Premedical Students:
General Information for Premedical Students: Many students interested in pursuing a career in medicine believe they must major in biology to gain acceptance into medical school. While many individuals
Osteopathic Medical College Information Book
Osteopathic Medical College Information Book 2012 entering class American Association of Colleges of Osteopathic Medicine 5550 Friendship Blvd., Suite 310 Chevy Chase, Maryland 20815-7231 301-968-4100
Bachelor s/md Early Assurance Program
Sophomore students who are interested in the medical, dental, veterinary and public health fields have the unique opportunity to enroll in one of Tufts' degree programs through special programs allowing
How to Get Into Medical School. Matthew A. Armfield DHS Health Careers Forum May 16 th, 2008
How to Get Into Medical School Matthew A. Armfield DHS Health Careers Forum May 16 th, 2008 Statistics 129 allopathic (M.D. granting) medical schools in the United States & 25 osteopathic (D.O. granting)
Still Scholars & Early Decision programs
Still Scholars & Early Decision programs Osteopathic Medicine (DO degree) A.T. Still University Kirksville College of Osteopathic Medicine Location: Kirksville, Mo. Still Scholars - DO Get admitted early
MEDICAL SCHOOL APPLICATION SYSTEMS AMCAS & AACOMAS
MEDICAL SCHOOL APPLICATION SYSTEMS AMCAS & AACOMAS BRANDEIS UNIVERSITY PRE-HEALTH ADVISING SPRING 2015 MISTY HUACUJA-LAPOINTE, DIRECTOR ABBY VOSS, ASSISTANT DIRECTOR NICOLE LABRECQUE, DEPARTMENT COORDINATOR
COMMISSION ON OSTEOPATHIC COLLEGE ACCREDITATION (COCA)
COMMISSION ON OSTEOPATHIC COLLEGE ACCREDITATION (COCA) Confronting the Challenges of Assuring Quality and Protecting the Public Thomas A. Cavalieri, D.O., FACOI, FACP Chairperson, COCA The COCA Mission
How to apply to medical school
Applying as early as possible in the application cycle is extremely important! How to apply to medical school Overview workshop for Bryn Mawr undergraduates and alumnae who are thinking about applying
How to Create Your List of Schools
How to Create Your List of Schools Lauren L. O Neil, Ph.D. Director, Health Careers Advising Program [email protected]; [email protected] Cornell Career Services March 11, 2015 Goals and
Pamela B. Matheson, Ph.D. Associate Director of Pre-Health Advising. January 2014
Pamela B. Matheson, Ph.D. Associate Director of Pre-Health Advising January 2014 Timetables What are schools looking for? How to choose programs? How to put together a great application? How to submit
2016 Central Application Workshop. A Guide to Success for the 2016 Matriculation Year
2016 Central Application Workshop A Guide to Success for the 2016 Matriculation Year QUESTIONS? CONTACT US! PHONE: 305-348-0515 EMAIL: [email protected] ROOM: DM 331A FIU Pre-Health Advising Group @PreHealthFIU
Follow-up Audit of Medical School Admissions
Office of LEGISLATIVE AUDITOR GENERAL State of Utah REPORT NUMBER 2003-07 July 2003 Follow-up Audit of Medical School Admissions Although considerable progress has been made, the school s diversity policy
MED SCHOOL APPLICATION WORKSHOP 2015
MED SCHOOL APPLICATION WORKSHOP 2015 THE CAREER CENTER WWW.CAREER.EMORY.EDU 404-727-6211 WORKSHOP TOPICS What is a centralized application service? Components Course Classification Timeline for Application
NYCOM 2009 Entering Class - Matriculant Comparison Data
NYCOM 2009 Entering Class - Matriculant Comparison Data Enclosed are summary tables of the 2009 matriculants and parallel data for matriculants to your college. Matriculant data were matched to the applicant
U.S. Medical School Applicants and Students 1982-1983 to 2011-2012
U.S. Medical School Applicants and Students 1982-1983 to 211-212 Overview: The following four charts display historical information on medical school applicants, matriculants, and graduates. Sources are
2014 Si Se Puede AMCAS /AACOMAS Scholarship
2014 Si Se Puede AMCAS /AACOMAS Scholarship The Si Se Puede Medical School Application Scholarship was developed in 2004 to assist pre-medical students with the financial burden of applying to accredited
Undergraduate Resource Series
OCS APPLYING TO MEDICAL SCHOOL Undergraduate Resource Series Office of Career Services 54 Dunster Street Harvard University Faculty of Arts and Sciences 617.495.2595 www.ocs.fas.harvard.edu 2010 President
18 Characteristics of Texas Public Doctoral Programs University of Texas at San Antonio Doctor of Philosophy (PhD) in Electrical Engineering
of Texas Public Doctoral Programs University of Texas at San Antonio Doctor of Philosophy (PhD) in Electrical Engineering Date Program Established - 1/25/2002 For specific information about this Degree
Langara College 2009 Current Student Survey Report
Langara College 2009 Current Student Survey Report Office of Institutional Research Langara College May 3, 2010 TABLE OF CONTENTS SURVEY SAMPLE AND METHODOLOGY... 1 Table 1: Characteristics of Student
Colleges of Osteopathic Medicine July 21, 2015
COMMISSION ON OSTEOPATHIC COLLEGE ACCREDITATION Colleges of Osteopathic The American Osteopathic Association s Commission on Osteopathic College Accreditation (COCA) currently accredits 30 osteopathic
Dual Degree in HDFS & Elementary Education Frequently Asked Questions
Dual Degree in HDFS & Elementary Education Frequently Asked Questions BASIC INFORMATION General Information How does this Dual Degree Work? Required Courses What classes are required to get these degrees?
Health Sciences Advising Letter Service 2015-2016 Application Cycle For Pre-Medical Students
Health Sciences Advising Letter Service 2015-2016 Application Cycle For Pre-Medical Students THIS PACKET CONTAINS THE INFORMATION AND LINKS NEEDED FOR A LETTER OF EVALUATION FROM THE HEALTH SCIENCES ADVISING
The Influence of a Summer Bridge Program on College Adjustment and Success: The Importance of Early Intervention and Creating a Sense of Community
The Influence of a Summer Bridge Program on College Adjustment and Success: The Importance of Early Intervention and Creating a Sense of Community Michele J. Hansen, Ph.D., Director of Assessment, University
PREPARATION & APPLICATION ASSISTANCE PART 4 OF E4FC'S 2016 GRADUATE SCHOLARSHIP GUIDES
PREPARATION & APPLICATION ASSISTANCE PROGRAMS PART 4 OF E4FC'S 2016 GRADUATE SCHOLARSHIP GUIDES In This Mini-Guide: Programs listed below are intended to prepare students to apply to graduate or professional
College Fairs Frequently Asked Questions
Dartmouth College Admissions College Fairs Frequently Asked Questions So tell me about Dartmouth Located in beautiful Hanover, NH Liberal Arts college 4,300 undergrads & 1,700 grad students the smallest
Committee on Educational Planning, Policies, and Programs October 29, 2015. 6. Transfer Student Report 2014... Kate Henz
Committee on Educational Planning, Policies, and Programs October 29, 2015 6. Transfer Student Report 2014... Kate Henz Situation: Presentation of the Transfer Student Report Background: Information is
Examination of Four-Year Baccalaureate Completion Rates at Purdue University. April 2011. Enrollment Management Analysis and Reporting
Examination of Four-Year Baccalaureate Completion Rates at Purdue University April 2011 Enrollment Management Analysis and Reporting Student Analytical Research 0 Executive Summary Since 2000 the four-year
Special Report on the Transfer Admission Process National Association for College Admission Counseling April 2010
Special Report on the Transfer Admission Process National Association for College Admission Counseling April 2010 Each Spring, much media attention is focused on the college admission process for first-year
Co-Curricular Activities and Academic Performance -A Study of the Student Leadership Initiative Programs. Office of Institutional Research
Co-Curricular Activities and Academic Performance -A Study of the Student Leadership Initiative Programs Office of Institutional Research July 2014 Introduction The Leadership Initiative (LI) is a certificate
Preparing for Graduate School
Preparing for Graduate School USC CAREER CENTER Is graduate school for me? Take this brief survey to assess your motivation to continue your education Types of graduate programs Learn the differences between
How to submit a great application
How to submit a great application Contents 1. Common sense tips 2. What universities want 3. Application pieces 4. Application scoring 5. After submitting the application what comes next? Common sense
Data-Driven Planning and Budgeting for Net Tuition Revenue
Data-Driven Planning and Budgeting for Net Tuition Revenue Presenters: Kathy Kurz, Vice President, Scannell & Kurz Mike Frandsen, Vice President for Finance and Administration at Oberlin College (formerly
Premedical File Information Packet
Premedical File Information Packet (Medical, Dental, Veterinary, Pharmacy, PA, Optometry, & others) Deadlines for completing your premed file Medical Early Decision: June 30 Regular Admission: Sept. 1
Date Program Established - 1/25/2002. For specific information about this Degree Program go to: http://http://business.utsa.edu/phd/acc/index.aspx.
of Texas Public Doctoral Programs University of Texas at San Antonio Doctor of Philosophy (PhD) in Business Administration - Accounting Date Program Established - 1/25/2002 For specific information about
The Northeast Ohio Medical University-Cleveland State University Post Bacc/M.D. Frequently Asked Questions
The Northeast Ohio Medical University-Cleveland State University Post Bacc/M.D. Frequently Asked Questions What is the NEOMED-CSU Post Bacc/M.D. program? Northeast Ohio Medical University (NEOMED) and
Hello, and welcome to the University of Utah webshop on getting into graduate school. We hope that you will come away with both insights into the
1 Hello, and welcome to the University of Utah webshop on getting into graduate school. We hope that you will come away with both insights into the decision process that goes into and the process of getting
Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System
Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System Josipa Roksa Davis Jenkins Shanna Smith Jaggars Matthew
Admissions and Student Services
CHAPTER 5 Admissions and Student Services Standard 501. ADMISSIONS (a) A law school shall maintain sound admission policies and practices consistent with the Standards, its mission, and the objectives
Math Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District
Youth Data Archive Issue Brief October 2012 Math Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District Betsy Williams Background This
The Application Process
The Application Process Presented by: Brian Sowka 1 Some important notes before we begin The application process is a very long and painstaking process. It could be equated to taking a 3 credit course
Using Data to Identify At-risk Students and Develop Retention Strategies
UNIVERSITY LEADERSHIP COUNCIL Using Data to Identify At-risk Students and Develop Retention Strategies Custom Research Brief Research Associate Bryan Beaudoin Research Manager Priya Kumar June 2012 2 of
IPEDS DATA FOR GRADUATE-ONLY INSTITUTIONS. A Paper Commissioned by the National Postsecondary Education Cooperative
IPEDS DATA FOR GRADUATE-ONLY INSTITUTIONS A Paper Commissioned by the National Postsecondary Education Cooperative IPEDS DATA FOR GRADUATE-ONLY INSTITUTIONS A Paper Commissioned by the National Postsecondary
Hofstra 4+4 Program: BS-BA/MD
Contact Information For questions, please contact: Phone: 516-463-6700 Email: [email protected] Website: hofstra.edu/4plus4 Office of Undergraduate Admission Bernon Hall 100 Hofstra University Hempstead,
THE PRE-PROFESSIONAL NON-THESIS MASTER OF SCIENCE (M.S.) DEGREE
THE PRE-PROFESSIONAL NON-THESIS MASTER OF SCIENCE (M.S.) DEGREE Indiana University-Purdue University Indianapolis (IUPUI) School of Science Department of Biology www.biology.iupui.edu The Department of
GUIDE TO A SUCCESSFUL MEDICAL SCHOOL APPLICATION. Dr. Mitchell Goldman
GUIDE TO A SUCCESSFUL MEDICAL SCHOOL APPLICATION Dr. Mitchell Goldman http://www.nimbios.org/education/undergrad_conf2011 Life is not always about where you came from, but rather where you are trying to
Howard University Clinical Psychology PhD Program Frequently Asked Questions
Howard University Clinical Psychology PhD Program Frequently Asked Questions SUMMARY OF FAQs I. CLINICAL PSYCHOLOGY PHD PROGRAM FAQs 1. Is the program APA Accredited? 2. Who is the Director of Clinical
Letters of Evaluation to Medical School 2012-2013
Letters of Evaluation to Medical School 2012-2013 Note: Letters of Evaluation and Letters of Recommendation are used interchangeably in this instruction sheet, the application service sites and vecollect.
2.9 BACHELOR S DEGREES IN PUBLIC HEALTH. IF THE SCHOOL OFFERS BACCALAUREATE PUBLIC HEALTH DEGREES, THEY SHALL INCLUDE THE FOLLOWING ELEMENTS:
2.9 BACHELOR S DEGREES IN PUBLIC HEALTH. IF THE SCHOOL OFFERS BACCALAUREATE PUBLIC HEALTH DEGREES, THEY SHALL INCLUDE THE FOLLOWING ELEMENTS: 1. REQUIRED COURSEWORK IN PUBLIC HEALTH CORE KNOWLEDGE: STUDENTS
Governors State University
Governors State University Department of Communication Disorders University Park, IL 60484-0975 MHS in Communication Disorders Frequently Asked Questions Fall, 2014 Contents GPA... 2 What GPA is required
Center for Health Sciences
Oklahoma State University Center for Health Sciences Biomedical Sciences Osteopathic Medicine Forensic Sciences www.healthsciences.okstate.edu Explore your OPTIONS High school is the perfect time to begin
Virginia Nursing Education Programs: 2011-2012 Academic Year
Virginia Nursing Education Programs: 2011-2012 Academic Year August 2013 Virginia Department of Health Professions Healthcare Workforce Data Center Perimeter Center 9960 Mayland Drive, Suite 300 Richmond,
Predicting Successful Completion of the Nursing Program: An Analysis of Prerequisites and Demographic Variables
Predicting Successful Completion of the Nursing Program: An Analysis of Prerequisites and Demographic Variables Introduction In the summer of 2002, a research study commissioned by the Center for Student
ANNUAL PROGRAM LEARNING OUTCOMES ASSESSMENT SUMMARY REPORT
ASSESSMENT SCHEDULE - Due: December 16, 2009 1. Past Year: Indicate which program level learning outcomes assessment or any other assessment projects you completed in the 2008-2009 academic year. Learning
BACHELOR OF HEALTH SCIENCES PROGRAMME DESCRIPTION AND REGULATIONS, FMS, UWI, CAVE HILL
BACHELOR OF HEALTH SCIENCES PROGRAMME DESCRIPTION AND REGULATIONS, FMS, UWI, CAVE HILL OVERVIEW The Bachelor of Health Sciences programme trains and develops professionals, excluding physicians, to establish
Dear Professional School Applicant,
Dear Professional School Applicant, Attached, please find information about the steps you must take to request that your Letter Packet be sent to schools. It is very important that you carefully review
Frequently Asked Questions: Masters and Certification Programs in Early Childhood Special Education (ECSE) Preschool Special Education Endorsement
Frequently Asked Questions: Masters and Certification Programs in Early Childhood Special Education (ECSE) Preschool Special Education Endorsement Department of Educational Psychology, Special Education,
Imagine This... A Master s Degree. in Educational Leadership in 30 semester hours: online Leading to a Standard Principal Certificate
Imagine This... A Master s Degree in Educational Leadership in 30 semester hours: online Leading to a Standard Principal Certificate or 18 semester hour certification available if the applicant already
PRE-HEALTH HANDBOOK. Prepared by the. Pre-Health Professions Committee
PRE-HEALTH HANDBOOK Prepared by the Pre-Health Professions Committee 2015 2016 Washington & Jefferson College Washington, Pennsylvania 15301 http://www.washjeff.edu/health-professions 1 CONTENTS Section
Getting Into Medical School AAMC Resources and Services for Pre-Med Students
Getting Into Medical School AAMC Resources and Services for Pre-Med Students Association of American Medical Colleges Table of Contents Getting Started Aspiring Docs 2 Choosing a Medical School Medical
