Elements of Undergraduate Education Related to Students' Academic Performance in the First Year of Dental School.

The aim of this study was to improve understanding of predictors of student success in dental school. A total of 178 student records from the Classes of 2015 and 2016 at a U.S. dental school were reviewed for this retrospective study. The records assessed included admissions files with such elements as scores on the Dental Admission Test (DAT), participation in a pipeline program, and undergraduate transcripts; academic records from the first term of dental school (class rank, course remediation, and withdrawal/dismissal from dental school); and National Board Dental Examination (NBDE) Part I results. The results showed that the DAT Perceptual Ability Test was positively related to performance in the first term of dental school (p=0.030). The DAT Academic Average (p<0.0001) and participation in a pipeline program (p=0.006) were found to be predictors of performance in the lower 25% of the class by end of first term rank. Taking organic chemistry in a summer term during undergraduate study was identified as a predictor variable for dismissal, withdrawal, or entry into a decompressed curriculum (p=0.025). Although this analysis found that traditional predictors of academic success in dental school were associated with strong academic performance in the study sample, it also provided a more complex assessment of factors that may be associated with students who struggle in the first year. As the vast majority of students in this sample successfully completed dental school, the results were not sought to inform admissions criteria, but rather to help academic and student affairs officers identify at-risk students in order to offer timely intervention.

Comparison of Postbaccalaureate and Baccalaureate Graduates' Performance in First and Second Years of Dental School.

Postbaccalaureate programs help predental students strengthen their basic science knowledge and improve their study skills before applying or reapplying for dental school admission. A high percentage of postbac students are admitted to and graduate from dental schools, but gaining greater understanding of how well these students perform in key areas of the first two years' curriculum would be useful for the design of those programs. The aim of this study was to evaluate postbac dental students' performance in the D1 and D2 years at one U.S. dental school compared to dental students with a four-year baccalaureate degree only. Performance assessed was the students' dental school grades in basic science courses, in all D1 and D2 didactic courses, and on preclinical simulation lab practical exams. Didactic and practical scores were gathered anonymously for the Classes of 2013-18 at the College of Dental Medicine-Arizona (CDMA) at Midwestern University, where postbac students with master's degrees from the affiliated College of Health Sciences made up 6-19% of each class. The two cohorts chosen for comparison were students with baccalaureate degrees only and students with one-year Master of Arts degrees from the College of Health Sciences. The scores of these postbac dental students and their non-postbac peers were found to be comparable in the basic science courses. However, for all the didactic courses combined, the non-postbac cohort had significantly higher mean scores than the postbac cohort for the fall quarter 2 and winter quarter 2 in 2013-15 and all years combined. The practical scores for the two cohorts were not significantly different for any year. Overall, this study demonstrated that the MA program in the College of Health Sciences prepared the postbac students to compete on an equal level with the non-postbac students in the CDMA D1 and D2 curriculum.

The Effect of Undergraduate Coursework on Students' Performance in the First Year at a U.S. Dental School.

The aim of this study was to determine if there was a relationship between students' academic history and their performance in the first year of dental school, with a focus on academic load in undergraduate education. A total of 174 student records from the Rutgers School of Dental Medicine Classes of 2011 to 2018 were analyzed. These records included students at the top and bottom of each class at the end of their first term of study. Outcomes were broad measures of student success: student continued in curriculum, student withdrew/was dismissed, or student remediated at least one course. In the comparison of the top and bottom ten students across the classes, the following variables were found to be significant: Barron's score of undergraduate institution, undergraduate science GPA, number of failures or withdrawals from science courses during undergraduate education, DAT scores, and underrepresented minority status. The results of this study are not meant to inform the admissions process, but to highlight opportunities for enhancing student services via early identification of students who may benefit from additional academic support while in dental school.

U.S. dental school applicants and enrollees, 2009 entering class.

Over the past two decades, interest in dentistry in the United States has shown a steady period of growth. There were 12,210 individuals who applied to the 2009 entering class of U.S. dental schools. The number of first-time enrollees was 4,871, the highest figure since 1990. Men continue to comprise the majority of applicants and enrollees; however, the percentages of women continue to increase. While the 2009 underrepresented minority applicants comprised 12 percent of both the applicant and first-time enrollee pools, the percentage of underrepresented minority enrollees of underrepresented minority applicants decreased from 2008. Seventy-one percent of enrollees earned a baccalaureate degree in biological science or chemistry/physical science. Regardless of major fields of study, the percent rates of enrollment generally exceeded 32 percent.

U.S. dental school applicants and enrollees, 2005 entering class.

There were 10,731 applicants to the entering dental school class in 2005. This represents a 13.8 percent increase over the number of applicants to the 2004 entering class and almost a 45 percent increase over the number of applicants in 2001. Dental schools reported 4,558 first-time, first-year enrollees in 2005, an increase of 101 first-time, first-year enrollees over the number reported in 2004. The percent of applicants that were enrolled in 2005 was 42.5. The percent of applicants enrolled in 2001 was 57.6. Women were 44.2 percent of the applicants and 43.8 percent of the first-time, first-year enrollees in 2005, slight increases from what they were in 2004. Underrepresented minorities comprised 12.8 percent of the applicants and 12.6 percent of the first-time, first-year enrollees in 2005. These percentages are little changed from those reported in 2001. The average GPA of the first-time, first-year enrollees increased slightly in 2005, from 3.4 to 3.5; there was little change in DAT scores, standing at 18.9 for Academic Average, 17.4 for Perceptual Ability, and 18.4 for Total Science.

What enhances underrepresented minority recruitment to dental schools?

This study examined the factors influencing the proportion of underrepresented minority students (URM) in dental schools. Using a comprehensive recruitment model, it considered the relative importance of community characteristics (population demographics, oral health policies, dental care system, and university environment), dental school characteristics (Pipeline-supported, mission, and financing), and community-based dental education (CBDE) characteristics of the dental school on recruitment of URM students. Data come from a national survey of dental school seniors and a variety of publicly available sources. Three outcome variables measure URM recruitment: percent URM, percent Hispanic, and percent African American in the first year of dental school. Multivariable results revealed that the most important factors predicting a higher percent URM in first-year classes were a higher proportion of URM clinical faculty and graduating students' perceptions that their clinical rotation experience improved their ability to care for diverse groups. For percent Hispanic in the first year, a higher proportion of URM clinical faculty and students spending more time in clinical rotations predicted greater Hispanic recruitment. Graduating students' perceptions that they were less prepared to treat diverse groups were directly associated with the proportion of Hispanic students in the class. For a higher percent of African Americans in the first-year class, the most important factors were a higher proportion of blacks in the county, support from the national Pipeline program, and graduating students' perceptions of better preparedness to integrate cultural differences into treatment planning. Higher total financial aid awarded by the school was negatively associated with recruitment of African Americans. Results suggest some improved URM recruitment strategies for dental schools.

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.

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.

The 1995-1996 UP Pre-Dentistry Program: profile of students, problems and implications to dental proper admission.

The study focuses on the pre-dentistry program of the University of the Philippines Manila. It presents a demographic profile of its students and also the issues and problems they are confronted with. The results reveal that a typical pre-dentistry student is female who hails from Metro Manila and graduated with certain honors from a private high school. While in UP Manila, the pre-dentistry student is confronted with problems on career decisions and coping with the college's academic standard. Apparently, these problems stem from the fact that his/her preferred choice of course in the University of the Philippines College Admission Test (UPCAT) is Physical Therapy, and BS Biology. In UP Manila, the pre-dentistry student finds Mathematics, Chemistry, and Physics difficult to pass or obtain high grades. Admission into the dental proper program is perceived to be too competitive due to the limited slots available in the first year proper program. Moreover, the applicant has to meet the general weighted average (GWA), pass the dexterity test and interview by the Admission Committee of the college. The study further reveals the student's desire to move out from the college when the opportunity to shift comes along. The following are their reasons for shifting. Firstly, they do not want to be dentists. Secondly, even if they wanted to become dentists, they are not assured of slots in the Dentistry proper. Thirdly, they want to shift to their preferred courses as soon as possible. To deal with these issues, the study suggests that the administration should consider the following recommendations: (1) the DDM program should be turned to a quota course in the UPCAT in order to discourage applicants who are not interested in the course and to avoid the so-called "back-door-entry" to UP.; (2) the college should implement the selective admission process as early as first year pre-dentistry. (3) the college should consider lateral entry of qualified Bachelor of Science degree holders; and (4) increase the quota of more popular courses in UP Manila, like, BS Physical Therapy, BS Biology, and BS Public Health.

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.