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1999 December
December Vol. 19, No. 4   1999 Back to the top	Special Theme:  Perspectives on Humanism and Advising An Invitation to Partnership with the Arnold P. Gold Foundation Sandra Gold, Ed.D. and Victoria B. White, M.A. More Challenges than Answers Norma Wagoner, Ph.D. Preserving Humanistic Interests in Medical Students Leah J. Dickstein, M.D. Point-Counterpoint: (Re)Considering Non-Cognitive Factors: Thinking About Non-“Cognitive” Factors Alan W. Childs, Ph.D. A Review of the Research Literature on Non-Cognitive Variables Greg Strayhorn, M.D., Ph.D., Roger Comeau, Ph.D., Joe Dogariu, Ph.D., Carol Elam, Ed.D. and Karen Hamilton, Ph.D. Discussions on Humanism and Medicine: Humanities in Dental Education:  A Focus on Understanding the Child Sophia A. Balis, D.D.S. and James T. Rule, D.D.S., M.S. Being in the Present Moment:  Developing the Capacity for Mindfulness in Medicine Julie Connelly, M.D. Stories for a Humanistic Medicine Richard Selzer, M.D. and Rita Charon, M.D. Comfort with Diversity Robert E. Cannon, Ph.D. Book Review:  Letters to a Young Doctor Richard Selzer Review by Theodore O’Tanyi, Ph.D.
2000 March     June     September     December
March Vol. 20, No. 2   2000 Back to the top	Special Theme:  Discussions of the MMEP MMEP:  Some Personal Observations Doug Merrill, Ph.D. Overview of the Minority Medical Education Program Footsteps on the Path Gina Shaw MMEP:  Commitments and Opportunities Vanessa Northington Gamble, M.D., Ph.D. Effect of an Intensive Educational Program for Minority College Students and Recent Graduates on the Probability of Acceptance to Medical School Joel C. Cantor, Sc.D., Lois Bergeisen, M.A. and Laurence C. Baker, Ph.D. Context: Increasing the number of minority physicians is a long-standing goal of professional associations and government. Objective: To determine the effectiveness of an intensive summer educational program for minority college students and recent graduates on the probability of acceptance to medical school. Design: Nonconcurrent prospective cohort study based on data from medical school applications, MCATs, and the Association of American Medical Colleges Student and Applicant Information Management System. Setting:  Eight U.S. medical schools or consortia of medical schools. Participants:  Underrepresented minority (black, Mexican American, mainland Puerto Rican, and American Indian) applicants to U.S. allopathic medical schools in 1997 (N=3830), 1996 (N=4654), and 1992 (N=3447). Intervention:  The Minority Medical Education Program (MMEP), a six-week, residential summer educational program focused on training in the sciences and improvement of writing, verbal reasoning, studying, test taking, and presentation skills. Main Outcome Measure: Probability of acceptance to at least 1 medical school. Results: In the 1997 medical school application cohort, 223 (49.3%) of 452 MMEP participants were accepted compared with 1406 (41.6%) of 3378 minority nonparticipants (P=.02). Positive and significant program effects were also found in the 1996 (P=.01) and 1992 (P=.005) cohorts and in multivariate analysis after adjusting for nonprogrammatic factors likely to influence acceptance (P<.001). Program effects were also observed in students who participated later and among those with relatively high as well as low grades and test scores. Conclusions: The MMEP enhanced the probability of medical school acceptance among its participants. Intensive summer education is a strategy that may help improve diversity in the physician workforce. JAMA. 1998;280:772-776. Financing Health Professions Education: Risky Practices and Unrealistic Expectations: Improving the Financial Advising of Premedical Students Daniel A. Burr, Ph.D. and John F. Klein, Ph.D. The educational debt of medical school graduates has been growing rapidly at a time when consumer credit is readily available to students and managed care is making significant changes in physician reimbursement. This combination of circumstances has given financial planning an increasingly important role in the lives of medical students. The more we understand about the financial practices and attitudes of our students before they come to medical school, the better we can target our financial advisement programs to address their needs during and after their enrollment. Previous studies have analyzed factors influencing medial student borrowing, the relationship between medical student debt and career choice, and how medical student attitudes toward educational debt and future income affect career choice. There have been studies, based on focus group interviews, of the financial attitudes, practices, and knowledge of students in general, but no study has attempted to analyze these elements for the medical student subset, which tends to be heavily indebted. The purpose of our study is to assess the financial practices, expectations, and knowledge of medical school applicants and to analyze them based on the demographic characteristics of sex and ethnicity differences. A Primer on Federal Financial Aid for Dental Students Anne Wells, Ed.D. In the eighteen years that I have been involved in dental education, I have seen student borrowing become a way of life.  The average debt of a dental school graduate has increased from around $20,000 in 1982  to nearly $100,000 in 1999.  Dental educators recognize that increasing student loan debt has the potential to impact dental education in many ways.  Potential dental students must consider whether the cost of dental education is worth the financial investment and the acquisition of substantial  debt.  Dental school graduates must make practice decisions reflective of their potential ability to repay student loans.  Dental educators are becoming increasingly concerned about the availability of dental health care to disadvantaged populations, and ethicists are considering how debt could compromise practice decisions of heavily indebted practitioners.   Higher education has entered the era of "pay as you go" consumerism.  Meanwhile, the cost of dental education, and all higher education, continues to climb.  Although the economy is strong and the dental applicant pool is relatively plentiful, are we setting ourselves up for a time when we cost ourselves out of business?  Will only the wealthy be able to afford a dental education?  Will dental health care become less widely available to disadvantaged populations?   A booming student loan industry has emerged as the outgrowth of federal legislation authorizing student financial aid.  Student loans have become big business for many banks and lenders.  Companies that employ thousands have been established to service student loans.  University financial aid offices have grown and expanded their scope as they try to keep up with the explosion of federal regulations and the call for institutional accountability.   There is no specific career path to become a financial aid administrator.  In fact, many of us fell into this business quite by accident.  Further, the responsibilities of financial aid officers has grown from facilitating the process of applying for and receiving financial aid to that of financial planner and debt management specialist.  As someone with one foot in the financial aid office and the other foot in the dental school admissions office, I offer this perspective.  Journal of Dent Ed, 62 (5) (MD)2:  Monetary Decisions for Medical Doctors Daniel A. Burr, Ph.D. Advisor to Advisor: The Med Vantage Program:  A Unique Opportunity for Pre-Health Students to Gain Clinic Experience Charles A. Fergusen, Ph.D. and Connie Nelson Assessing Your Application Profile:  A Workshop for Pre-Health Students David A. Verrier, Ph.D. and Gale Lang, M.S.W. Successful careers are not planned. They develop when students are prepared for opportunities because they know their strengths, their method of work, and their values. - Norma Wagoner, Ph.D. One of the most common challenges facing pre-health advisors is dealing with students who are not realistic about their own developing credentials and the competitive nature of gaining admission to health professions schools. Students are often unrealistic about their credentials, and often do not understand the complexity of issues which factor into the admissions process. Consider, for instance, the following statements: - "If there any chance that I can get in this year, then I have to try." - "My uncle (the doctor) said he got a ‘C’ in organic chemistry and it didn’t hurt him getting into medical school." - "I was told that all I need to get into medical school is good grades and MCATs." - "I know that my grades and MCATs are low, but won’t my leadership positions and community volunteering make up for that?" Do any of these statements sound familiar? What is our role in providing a reality check for students? Do we sometimes promote hope in students who are neither ready to apply nor realistic about their chances? How can we help our students realistically assess their application profile? How do we promote self-esteem and self-worth in a context of realism? . . . In this paper we outline an assessment instrument and a workshop titled "Assessing Your Application Profile" that we developed to address issues surrounding unrealistic self-assessment in our students. As health professions advisors, we believe our role is to empower our students to make informed decisions about their careers and to provide guidance, tools, and information which will enable them in this process. Scholarship, Humanism, and the Young Physician Ronald H. Fishbein, M.D. It is time to understand the value of broad liberal education for those college students who aim to be physicians, both because the medical curriculum is becoming more humanistic (such a liberal education would support) and because three enormous challenges confront physicians and educators alike: the relentless tide of biomedical discoveries, the great financial burden that medical care imposes, and the public’s desperate plea for physicians who are more caring and communicative. A liberal education — meaning a course of study that is largely unrestricted and that attempts to sample the entire breadth of human knowledge — can help the premedical student cultivate, ripen, and enrich fundamental proficiencies such as accurate recording of observations, communicating ideas well, dealing with human emotions and becoming sensitive to human frailties, learning to listen and respond appropriately, learning to make sound judgments, and cultivating empathy and compassion. These are all skills that a liberal education can help the young student learn early rather than late, skills that prepare the student for dealing later with complex social, ethical and clinical issues as a physician. A liberal education also can help prepare the student to take advantage of other general educational opportunities that are available in the small, closed community of residency, such a learning to both assume and delegate responsibility, to participate in rational debate while respecting the opinions of others, and to exercise mature judgment, civility, empathy and compassion. While a liberal education will not necessarily make the student a more technically proficient doctor, for some it will be essential to awaken and sharpen those essential skills that a physician needs to rise to the top of a profession that never fails to recognize excellence and humanity. (Acad. Med. 1999;74:646-651) Book Review:  The Spirit Catches You and You Fall Down Anne Fadiman Review by Robert Cannon, Ph.D.
June Vol. 20, No. 3  2000 Back to the top	Special Theme:  The PreMed Syndrome A Survey on the “Premedical Syndrome” Robert M. Sade, M.D., Glenn A. Fleming, Ph.D. and G. Robert Ross, Ph.D. The Plight of Premedical Education:  Myths and Misperceptions – Part I:  The “Premedical Syndrome” Gert H. Brieger, M.D., Ph.D. “It’s Déjà Vu All Over Again!”:  An Advisor Reflects on the Premedical Syndrome and the Premedical Stereotype Gail Glicksman, Ph.D. Research Articles: Gauging Matriculants’ Experiences with Small-Group Learning:  Implications for Medical School Performance Amy V. Blue, Ph.D., Carol Elam, Ed.D. and Kimberly Stahlman, B.A. Pre-Admission Medical Student Variables:  Do They Predict Practice Location and Specialty? Erin L. Graham, M.A., Steven J. Verhulst, Ph.D. and Erik J. Constance, M.D. Committee Letter, Advisor or Letter Service?  Results of the E-mail Survey Paul J. Crosby, M.A. Retrospective:  Informal History of the Founding of CAAHP Frank Whitehouse, Jr., M.D. Liaison Reports: ADEA Don Bloxham, Ph.D. AAVMC Marilyn J. Hoffman Book Review:  PreMed:  Who Makes It and Why? Mary Ann Maguire Review by Cecilia Fox, Ph.D.
September Vol. 20, No. 4  2000 Back to the top	Special Theme:  Reflecting on Initiative 2000 NAAHP Initiative 2000:  The Strategic Plan   Reflections on Initiative 2000 Douglas Wood, D.O., Ph.D. Initiative 2000:  A Response Carol Elam, Ed.D. Updates from the Health Professions: Allopathic Medicine Robert F. Sabalis, Ph.D. American Association of Medical Colleges Dentistry Richard H. Carr, Jr., D.D.S. American Dental Education Association Nursing JoAnne Weiss, Ph.D., F.N.P. Florida Atlantic University School of Nursing Occupational Therapy Rosalie J. Miller, Ph.D., O.T.R., F.A.O.T.A. Nova Southeastern University Program in Occupational Therapy Optometry Edward Johnston, O.D., M.P.A. State University of New York College of Optometry Osteopathic Medicine Robert Ruiz, M.A. American Association of Colleges of Osteopathic Medicine Pharmacy Elisabeth Johnston Ross, M.A. American Association of Colleges of Pharmacy Physical Therapy Sherrill Hayes, Ph.D., P.T. University of Miami School of Medicine Division of Physical Therapy Physician Assistant James Fry, M.S., P.A.-C. University of Kentucky Physician Assistant Program Public Health Vanessa A. White, M.P.H. Association of Schools of Public Health Veterinary Medicine James Thompson, D.V.M., Ph.D. and Paul Nicoletti, D.V.M., M.S. University of Florida College of Veterinary Medicine Poster Presentations from the National Meeting: New Assessment Tools Cassandra Flambouras A Prescription for Successful Advising about Health Professions Carol Crafts, Ph.D. The Public and Community Service Minor Carol Crafts, Ph.D. One Perspective of the NAAHP Meeting Robert V. Blystone, Ph.D. Results from the Advisor Survey 2000 John Klein, Ph.D. Book Review:  The Tennis Partner:  A Doctor’s Story of Friendship and Loss Abraham Verghese Review by Cecilia Fox
December Vol. 21, No. 1  2000 Back to the top	Special Theme:  Osteopathic Medicine Dean’s Column Dorothy Dobbins, Ph.D. Osteopathic Medicine:  Emphasis on Health Rather than Disease Michael L. Kuchera, D.O Over one hundred years after its introduction as a distinctively American approach to health care, osteopathic medicine is now the fastest growing segment of the U.S. healthcare field. Organized around a distinctive philosophy, it is a complete system of health care delivery and disease prevention. Why is the osteopathic profession so popular? This article focuses on four aspects of the current popularity of this profession: An emphasis within osteopathic education on health The perception of osteopathic medicine as an alternative approach to health care A history of osteopathic physicians practicing primary care The profession's value-added perception approach to care using "high-tech and high-touch" Growing international recognition of the profession and its potential contributions Back to Main Abstracts Online page Osteopathic Manipulative Medicine:  Optimizing Patient-Focused Health Care Brian F. Degenhardt, D.O. As an osteopathic physician who integrates osteopathic manipulative medicine into his practice on a daily basis, I often spend a great deal of time explaining the role of this treatment modality in health care. This article describes the philosophy of osteopathic medicine, as well as how several of its basic tenets make this practice of medicine a distinctive form of health care in the United States. Survey on Perceptions of Osteopathic Medicine Lori Haxton, M.A. In 1999, the Kirksville College of Osteopathic Medicine conducted three surveys through an independent agency, Central Surveys, Inc.  The surveys were conducted to obtain feedback from three populations:  (1) newly enrolled medical students, (2) premedical advisors, and (3) premedical students.  The college president supported and financed the project.  The purpose of the project was to obtain information on marketing, image and name equity.  A number of survey questions were developed specifically to obtain information on osteopathic medical advising from the entering medical student, premedical student and premedical advisor perspective.  Survey content was developed by a committee made up of the college president, assistant vice president of public relations and communications, vice president and dean of students, and the director of admissions with support from Central Surveys, Inc.  This article will focus on survey results as they relate to advising only.   Advisor to Advisor: Pre-Medical Student Attrition at a Four-Year Liberal Arts College Dan A. Gerbens, Ed.D. Interest in a career in medicine remains high among entering college freshmen, even though in recent years the number of medical school applicants has declined. The purpose of this study was to investigate the attrition of pre-medical students during their four years of undergraduate, "pre-med" education. Two classes of pre-med students at Hope College were contacted after each semester of their college career to determine whether they still considered themselves to be pre-med students, and if not, why not. Results indicated that the largest attrition of pre-med students occurred following the first semester of college. The amount and difficulty of the required science courses were most commonly cited as the reason for abandoning medicine (pre-med) as a career direction. NEW VISION on Health Professions Bradley S. Bowden, Ph.D. and Joan M. Bowden, M.S. All health professions programs look for evidence of an applicant's familiarity with and sincere interest in the health profession to which he or she is seeking admission.  In the 1998 summer issue of The Advisor, Dan Gerbens described two programs at Hope College that provide college students with firsthand experience in the health care system to gain insight into the practice of medicine, to confirm their career choice and to build their resumes.  It is equally important for high school students to have this opportunity prior to college, especially to have close and extensive contact with the health care system, a diversity of health professions and the opportunity to assess their own commitment to the health professions.  In New York State, BOCES districts (Board of Cooperative Education Services) have sponsored NEW VISION Career Exploration programs that provide high school seniors these opportunities in several different professions.  NEW VISION Health Professions programs will be starting their tenth year in some BOCES districts.  This article describes the organization and the advantages of these programs.   Correlates of MCAT Performance in a Postbaccalaureate Population of Premedical Students George Delahunty, Ph.D. The purpose of this study was to examine correlations between traditional indicators of academic performance, SAT scores and grade point averages, and MCAT scores in a population of postbaccalaureate premedical students. Data was collected from postbaccalaureate students at Goucher College from the academic years 1990-91 through 1994-95. A strong correlation exists between the total MCAT score and the total SAT score whereas a modest correlation exists between the total MCAT score and the postbaccalaureate GPA. The Physical Sciences and Verbal Reasoning subsection of the MCAT correlated well with the Math and Verbal subsection of the SAT. These data suggest that SAT scores have significant value in helping to identify postbaccalaureate candidates who can be successful medical school applicants. From the Literature:  Mastering the New Public Health Noreen M. Clark, Ph.D. and Elizabeth Weist, M.A., M.P.H. The dramatic changes in the field of public health are reverberating in schools of public health in a number of ways, not the least of which is action by the deans of the Association of Schools of Public Health (ASPH) to ensure that graduates with master’s of public health degrees are competent to meet the current challenges of practice. The conceptual framework at the center of this activity describes three domains — skills, perspectives, and settings — in which alumni of schools of public health may be required to demonstrate competency. ASPH work in this area is grounded in previous national and professional competency definitions and school- and department-specific competency development; it is distinct from earlier work, however, because its focus is on competency at the master’s level across the graduate schools of public health. The field of public health is undergoing a transition that is making itself felt deep into the heart of public health academe. The changing nature of people entering the field of public health is, moreover, causing graduate schools of public health to reconsider the way students are prepared for public health practice. Liaison Report David Verrier NAAHP Liaison to AACOM Book Review:  The D.O.’s:  Osteopathic Medicine in America Norman Gevitz Review by Helen Pigage
2001 March     June     September     December
March Vol. 21, No. 2  2001 Back to the top	Special Theme:  The Premedical Curriculum Required or Not?  That is the Question Edward N. Trachtenberg, Ph.D. and Jenette H. Wheeler, M.D. It appears from many recent communications to both the NAAHP and NEAAHP listserves that advisors, and presumably their students, are seeking better guidance in the area of curricular advising.  Should students be encouraged to go beyond the usual premedical science requirements and take more sophisticated courses in the natural sciences?  Do these play a role in making a candidate more viable for admission?  Is there a significant difference between candidates for the MD or DO and for those wishing to enroll jointly in a PhD program?  Has medicine changed so much in recent years that students realistically will not be able to compete with their fellow applicants unless they have background courses in such things as biochemistry, molecular genetics, or physical chemistry.  Are “recommended” courses essentially “required” because enough members of admissions committees will not support candidates who do not present them?  How flexible are medical schools in waiving requirements, both in the sciences and in English and mathematics, if they have been taken in nontraditional pathways or have been substituted for?  Do medical schools appreciate the importance of a liberal arts background, or do they view it as a luxury?  Should we require that students learn Spanish?  Should we gear our courses so as to educate (or, perhaps a better word is, train) students to take standardized exams?  As we enter a new millennium, how should we address all of these questions? Johns Hopkins University and Its Role in the Development of Modern Premedical Education Ronald Harrison Fishbein, M.D. The Plight of Premedical Education, Myths and Misconceptions – Part II:  Science “versus” the Liberal Arts Gert H. Breiger, M.D., Ph.D. For decades it has been known that students who major in non-science  fields perform as well as science majors who go to medical school.  Yet the  overwhelming majority of future medical students still major in biology or chemistry, and organic chemistry has come to be the defining premedical science course. This article traces the history of the liberal arts tradition, discusses its importance for medicine, and urges that readers think about the medical college in the age of the university. The author believes that the medical faculties should take a lead in helping to reshape the premedical as well as the medical education of future doctors. (Acad. Med. 1999;74:1217-1221) Medicine:  Art or Science? Robert Stach, Ph.D. The question of whether medicine is an art or a science is an important one to ask if students are to be educated in undergraduate school as well as medical school.  If medicine is an art, then the training that students receive may still be appropriate.  However, if medicine is a science, then students must be educated and not merely trained.  Training and education are not the same thing.  Training mainly involves the transfer of knowledge (i.e., information) to students; whereas, education involves, in addition to the transfer of knowledge, learning concepts and acquiring problem solving skills.  Medical school training has not changed much over the past century; while there has been new information and even new disciplines added to the curriculum, there has not been a new pedagogy.  Students have a multitude of facts to memorize. They have done this admirably, over the years, but they have less success with problem solving, a skill they must have in their medical practice.  A physician brings together a variety of information and observations about a patient’s symptoms and draws a conclusion about the patient’s problem. To gain admission to medical school, a student has to excel academically as measured by the undergraduate grade point average and test scores, and have strong recommendations, service or health experience, etc.  Therefore, one would assume that these students can think and readily solve problems.    Unfortunately, a significant number of medical students cannot solve problems.  To address this, many medical schools now use a problem-based learning approach, or something similar.   Yet,  medical   students  seem most   capable of regurgitation and taking tests (e.g., MCATs) where they must be able to determine which one of the four or five answers  correctly correlates with the information given in the questions.  In our society, we have come to believe that the ability to regurgitate facts is an excellent sign of one’s capabilities.  But is this really true?  Statements by employers, both in the press and on the Internet, indicating dissatisfaction with the quality of students graduating from our high schools and colleges, suggest it is not.  Most of these comments relate to the inability of individuals to problem solve (i.e., think).  Does this mean that merely learning facts and regurgitating them is insufficient?  In the past 10 years alone, we have had a burgeoning of biomedical information.  Thus, it seems more necessary to cram even more information into the heads of medical students.  Is this the way to handle this increase in information? The Importance of Premedical Coursework to Success in Medical School Rebecca E. Johnson, M.A. and Ellen R. Julian, Ph.D. There has been a great deal of discussion among the medical education community and students about what premedical coursework is necessary for success in medical school (Muller, 1980; Stimmel, Smith, and Kase, 1995; Elam, Lenhoff, and Johnson, 1997). The debate has centered on the appropriate balance between science and non-science courses in the premedical curriculum. There seems to be a consensus that having an undergraduate non-science major does not negatively affect a student’s academic performance in medical school and residency selection (Dickman, et.al., 1980; Canaday and Lancaster, 1986; Hall and Stocks, 1995; Smith, 1998). Most medical school applicants however, still major in a biological or physical science as undergraduates. In 1984, the American Association of Medical Colleges (AAMC) published a report that recommended humanities and social sciences be included in any premedical curriculum (Muller, 1984).  Since medical students have to deal with the consequences of their premedical education decisions, it seemed appropriate to ask them about what was necessary for success in medical school. Therefore, this paper describes a research project that investigated what undergraduate courses were important to success in medical school and what a desirable balance between science and the non-science courses in the premedical curriculum might be, according to medical students and residents. A Retrospective Look at Premedical Students’ Majors Peter S. Van Houten, Ph.D. Throughout my 35 years as a pre-medical advisor I often heard the comment from students and parents that, “I hear medical schools are more interested in non-science majors than they used to be.” “Used to be,” when considered over 35 years, covers a great deal of time and should provide us with some evidence to support or refute this seemingly widely held belief concerning the value of a non-science major in the application process.  As this remark has been made so often and over so many years, I became interested in determining if there was any basis in fact for it, and if so, was there evidence to indicate that premeds were responding to it and thus increasing the number of medical school applicants from non-science majors. Surely, one could imagine, if the word got out to premeds that their chances for acceptance were better as non-science majors, a considerable number would act accordingly and major in something other than a typical premed major such as biology or chemistry. We know that premeds do a rather good job of “keeping their ears to the ground,” i.e., being attentive to rumors. Armed with copies of Medical School Admissions Requirements (MSAR) starting in 1966-67, the year I began advising with the naive notion that all premeds at Berkeley were zoology majors, I undertook an examination of evidence on the majors of US medical school applicants and their acceptance rates. It appears that MSAR did not begin to publish comprehensive data on the major of applicants until the 1972-73 class. Over the years, the format and content of what we now know as Table 4B in MSAR — Acceptance to Medical School by Undergraduate Major — has changed somewhat, making absolute comparisons impossible. Nevertheless, the basic structure has remained much the same, thus allowing  adequate comparisons to be made. Data for the 1982-83 entering class were not available.  My data end with the 1999-2000 entering class.  Thus, the data I examined cover a period of 27 years, a great deal of “used to be.” The Mount Sinai Humanities and Medicine Program:  An Alternative Pathway to Medical School Mary R. Rifkin, Kenneth D. Smith, Barry D. Stimmel, Alex Stagnaro-Green and Nathan G. Kase The Pre-Medical Education Enhancement Project (PEEP) – A Call for Action Miles J. Schwartz, M.D., F.A.C.P., F.A.C.C. In undertaking any consideration of issues involving medical education it is more than appropriate to reflect on the views of Sir William Osler.  In 1906, Dr Osler commented:  "The hardest conviction to get into the mind of the beginner is that the education upon which he is engaged is not a college course, not a medical course, but a life course, for which the work of a few years under teachers is but a preparation."  The phrase "life course" serves to introduce the very issues I wish to address.  We are concerned about two interlocking educational challenges as a part of the premedical experience:  preparation for (1) a life in medicine, and (2) a life wherein medicine is a substrate for a wide variety of intellectual, social and physical activities. From the Literature: Attributes of Graduating Students:  Entry-Level and Beyond David A. Heath, O.D., Ed.M. This issue of Optometric Education contains an ASCO report entitled “Attributes of Students Graduating from Schools and Colleges of Optometry.”  This report represents the conclusion of a multi-year effort by ASCO member institutions to define and communicate the core outcomes of Doctor of Optometry degree programs in the United States.  The report was accepted unanimously by the     ASCO Board of Directors at their annual meeting    on June 20, 2000.  This important effort by ASCO:  (1) provides a common basis for curriculum planning and assessment at each of the schools and colleges of optometry; (2) assists optometric organizations in carrying out their functions as they relate to entry-level competency and post-graduate education; and (3) provides a clear understanding of the outcomes of an optometric education to non-optometrists  and external agencies.  Each of the other health care professionals has similar documents. (Optometric Education 26:1, Fall 2000)   Attributes of Students Graduating from Schools and Colleges of Optometry David Heath, O.D., Ed.M., Kent M. Daum, O.D., Ph.D., Anthony F. DiStefano, O.D., M.P.H., Charles L. Haine, O.D., M.S. and Steven H. Schwartz, O.D., Ph.D. Doctors of Optometry (American Optometric Association definition) Doctors of optometry are independent primary health care providers who examine, diagnose, treat and manage diseases and disorders of the visual system, the eye and associated structures as well as diagnose related systemic conditions.  Optometry — A Responsible Profession  Endorsed by the American Optometric Association (1996) and The Association of Schools and Colleges of Optometry (1996)   The profession of optometry fulfills the vision and eye care needs of the public through clinical care, research and education, all of which enhance the quality of life.  The scope of optometric knowledge and practice includes the prevention, examination and evaluation, diagnosis, rehabilitation, treatment and management of disorders, dysfunctions, and diseases of the visual system, the eye and associated structures; and the evaluation and diagnosis of related systemic conditions.  Optometric practice is dynamic, with the emphasis on patient care services at the general practice level.  Responding to the changing needs of society, the profession must have access to all methods and modalities of contemporary practice.  Entry-level competencies include the professional attitudes, skills and knowledge to ensure safe and effective patient care outcomes and to support life-long learning.  The maintenance of continuing competencies and professional growth must be ensured by continuing learning and assessment, and thereby it sustains the integrity of professional licensure.  Additional education and training provide advanced practice skills and knowledge in specialized areas beyond those requisite at entry. (Optometric Education 26:1, Fall 2000)   Book Review:  Time to Heal:  American Medical Education from the Turn of the Century to the Era of Managed Care Kenneth M. Ludmerer Review by Robert Cannon, Ph.D. Liaison Report Saundra Herndon Oyewole, Ph.D.
June Vol. 21, No. 3  2001 Back to the top	Special Theme:  Letters of Evaluation Dealing with Negative Information:  A Dilemma for Premedical Advisors and Admissions Officers Carol L. Elam, Ed.D., Dwights Davis, M.D. and Saundra Herndon Oyewole, Ph.D. The Dishonest Dean’s Letter:  An Analysis of 532 Dean’s Letters from 99 U.S. Medical Schools Michael Edmond, M.D., M.P.H., Margaret Roberson, M.D. and Nael Hasan, M.D. A Reason to Reconsider Ronald Harrison Fishbein, M.D. Letters of Evaluation, AMCAS 2002 and the Electronic Age Lori Provost Special Theme:  The Premed Curriculum – Continuing the Dialogue Changes in the Medical School Curriculum Deborah German, M.D. Advising Pre-Health Professions Students in the Liberal Arts Tradition:  Appreciating and Valuing the Undergraduate Experience Kerry L. Cheesman, Ph.D. Continuing the Discussion of the Premed Curriculum – More, Less, the Same or Different? Robert E. Cannon, Ph.D. From the Literature:  Attributes of Students Graduating from Schools and Colleges of Optometry David A. Heath, O.D., Ed.M., Kent M. Daum, O.D., Ph.D., Anthony F. DiStefano, O.D., M.P.H., Charles L. Haine, O.D., M.S. and Steven H. Schwartz, O.D., Ph.D. Book Review:  Second Opinions:  Stories of Intuition and Choice in the Changing World of Medicine Jerome Groopman, M.D. Review by Peter S. Van Houten, Ph.D.
September Vol. 21, No. 4  2001 Back to the top	Updates from the Health Professions Allopathic Medicine Robert F. Sabalis, Ph.D. Associate Vice president, Section for Student Programs Association of American Medical Colleges   Osteopathic Medicine Robert F. Ruiz, M.A. Vice President of Applications Services American Association of Colleges of Osteopathic Medicine Optometry Mark K. Colip, O.D. Dean for Student Affairs, Illinois College of Optometry, Chicago Pharmacy Elisabeth Johnson-Ross, M.A. Director of Student Affairs American Association of Colleges of Pharamcy Physician Assistant Jim Fry, P.A.-C. Liaison from the Association of Physician Assistant Programs UK Physician Assistant Program, Morehead State University Public Health Elizabeth Weist, M.A., M.P.H. Director of Education and Practice Programs Association of Schools of Public Health Veterinary Medicine John Roane, Ph.D. VMCAS Director Special Report:  Evaluation of a Centralized Application Service for Podiatric Medical School Anthony McNevin, C.A.E. and Donald Pollack, Ph.D. Viewpoints:  The Premedical Studies Seminar S.T. Dye, Ph.D., R.T. Kasuya, Ph.D. and D.H. Sakai, Ph.D. Academic Requirements to Medical School: A Retrospective Look Peter S. Van Houten, Ph.D. The State of Premedical Advising 2001:  A Physician’s Perspective Ronald Kapp, Ph.D. Liaison Reports: AACPM David E. Pennington, Ph.D. AACP Suzanne K. Murphy, Ph.D. Book Review:  The Scalpel and the Silver Bear Lori Alvord Review by Robert Cannon, Ph.D.
December Vol. 22, No. 1  2001 Back to the top	Special Theme:  Introducing AAMC Introducing the Division of Student and Education Services Robert F. Sabalis, Ph.D. Postbac Primer Carol Baffi-Dugan, M.A., M.Ed. and Gale Lang, M.S.S. Key Questions to Ask About Postbac Programs Gale Lang, M.S.S. Introducing the Section for the Medical College Admissions Test Ellen Julian, Ph.D. The MCAT Science Content Review Part I:  Report on the Medical School Survey of Science Content Pat Etienne, Ph.D. Introducing the Section for Student Services Pam Cranston, Ph.D. Time, Tide and the AMCAS Robert Blystone, Ph.D. Primum Non Nocere:  Factors Compounding an Already Difficult Situation Ronald Harrison Fishbein, M.D. Spotlight on a Health Profession:  Graduate Programs in Nursing:  A Rose By Any Other Name Linda Pellico, R.N., M.S.N., C.S., C.C.R.N. and Paula Milone-Nuzzo, R.N., Ph.D., F.A.A.N. Research Articles: Predicting the Science GPA of Non-Traditional Postbaccalaureate Premedical Students:  An Investigation of the Validity of the DCAT Paul Henry, Ph.D. and Linda Herrold, M.A. Liaison Report: AAMC-COA Ken Moore, Ph.D. President, NAAHP
2002 March     June     September     December
March Vol. 22, No. 2  2002 Back to the top	Special Theme:  Advising and Supporting Underrepresented Minority Students Sustaining Minorities in Prehealth Advising Programs Challenges and Strategies for Success Saundra Herndon Oyewole, Ph.D. Dramatic racial and ethnic changes in the demographics of the United States make increasing the diversity of the health professions workforce a pragmatic as well as a moral imperative. Yet, despite years of concerted effort, African Americans, Hispanics, and Native Americans continue to be underrepresented in the health professions (COME, 1998; AADS, 2000; AAMC, 2000a,b). Addressing this persistent problem requires proactive, systemic approaches at all levels of the educational process. Whether the metaphor used is the “pipeline” or Bowen and Bok’s Shape of the River (13 Owen & Bok, 1998), the educational system loses many minority students during the undergraduate years. This is especially the case for minority students who enter colleges and universities expressing an interest in the health professions, regardless of their intellectual abilities (Bowen & Bok, 1998; CB, 1999; Gandara, 1999).  Attention to the undergraduate years of academic preparation and personal growth is, therefore,  essential  to  achieving  the  goal of a health professions workforce that reflects the racial and ethnic diversity of this country.  The pervasive inequities in education that leave many underrepresented minority students ill prepared for the rigors of advanced education have been well documented. These inequities severely limit the pool of students entering colleges and universities (NCES, 1998; NSF, 2000). Therefore, it is imperative that under-graduate institutions provide the programmatic and personal support necessary to ensure the persistence of minority students to the baccalaureate.  With respect to the health professions, effective undergraduate prehealth advising programs play a unique and important role in the successful advancement of under-represented minorities to careers in the health professions. Understanding the root causes of the underrepresentation of minorities in the health professions will facilitate the development of effective strategies for remedying the problem.  For example, poor academic performance in science and math courses often impedes the advancement of minority students to health professions schools.  Because the factors influencing their performance in rigorous science and mathematics courses are complex, the solutions must be equally creative and multifaceted to have an impact. Several studies on the persistence of minority students to the baccalaureate in all majors, particularly in science and math, illuminate the complexity. Minority Affairs Committee On the Move David Verrier, Ph.D. and Saundra Herndon Oyewole, Ph.D. The current academic year has proven to be active and productive for NAAHP’s Committee on Minority Affairs.  We have formed an active and invested Committee of advisors and liaison members, have secured grant funding for the upcoming national conference, and are in the process of building some very important liaison relationships with relevant professional associations.  Let us give you a little background before we share more about what is planned. What is the Problem? The problem of decreasing numbers of underrepresented minority students (URMs) — African-Americans, Hispanics and Native Americans — who are recruited and retained in the pursuit of careers in the health professions continues to be an issue in medical education in the United States (see AAMC report “Minority Graduates of U.S. Medical Schools: Trends, 1950-1998”).  Medical Schools and the AAMC have worked toward increasing the size of the URM applicant population and improving the credentials and retention of these students in the applicant pool. Project 3000 by 2000, while increasing somewhat the numbers of URM students, did not achieve the goal of 3000 accepted students in the medical school class matriculating in 2000.  Most educators are aware of the inequality in teaching and schooling for  URMs  in  this  country  and  how opportunity is often rationed to minority students.  This is a pipeline problem that often begins in pre-school and extends into the college experience.  Related to this, there is a compelling need for cultural competence among health professions advisors. Cultural competency permits individuals to respond with respect and empathy to people of all cultures, classes, races, religions and ethnic backgrounds in a manner that recognizes, affirms and values the worth of individuals, families, and communities.  It is generally assumed that health professions advisors can more sensitively and optimally advise underrepresented students across cultural lines by examining their knowledge, attitudes, skills, and protocols in advising. The Role of Health Professions Advisors Health professions advisors in colleges and universities can play an integral role in the recruitment and retention of URMs into health careers.  Ideally, advisors can provide access to resources and opportunities for URMs as well as provide encouragement and support throughout the educational process.  They often serve as gatekeepers, facilitating the candidacy of minority applicants to health professions schools.  It is recognized, however, that health professions advisors can either positively or negatively impact access, opportunities, persistence, and the ultimate success of URMs.  Advisors, like all people, are susceptible to attitudes and practices of racial and ethnic stereotyping, specifically those that unintentionally have a negative impact on the confidence and persistence of URMs.   Millenial Challenges:  Insights on Minority Student Persistence in Health-Related Academics Carlos Rodriguez, Ph.D. Excerpts from the Report of the American Association of Colleges of Pharmacy Ad Hoc Committee on Affirmative Action and Diversity The AACP Ad Hoc Committee on Affirmative Action and Diversity felt the need to establish why it is so important to pharmacy education that students from all racial and ethnic groups be well represented in the nation’s colleges and schools of pharmacy.  Committee members determined that there is a unique element to the practice of pharmacy that requires diversity to achieve the goals of professional pharmacy practice.   First and foremost, pharmacists are health care providers responsible for achieving positive health outcomes for all patients, regardless of background. Pharmacists are placed in a more diverse environment today than in the past.  Pharmacists, in contemporary practice, need to possess communication skills unprecedented in the history of pharmaceutical care.   Additionally, pharmacists are required to work in a closer relationship with patients and other health professionals than ever in order to achieve the goals of pharmaceutical care.  This is primarily a result of the rapidly changing demographic composition of the United States. As the new millennium begins, ethnic minorities comprise an estimated 27% of the U.S. population.  Reliable estimates indicate that their numbers will increase to 37% in the year 2025 (U.S. Census Bureau, 1999). The increasing numbers of minority persons will continue to create social and political changes throughout society. This will occur particularly in health care, where pressure on financing and delivery systems to close the gap in health status between minorities and the majority population can only increase.   Moreover, because minorities are underrepresented in all health professions, including pharmacy, pressures should intensify to achieve greater representation of minorities in the health care workforce.  URM Enrollment at U.S. Dental Schools – A Call to Action Jeanne C. Sinkford, D.D.S., Ph.D., Sonja Harrison, B.A. and Richard W. Valachovic, D.M.D., M.P.H. Excerpts from the Report of the American Association of Colleges of Pharmacy (AACP) Ad Hoc Committee on Affirmative Action and Diversity The SNMA:  Mentoring the Health Professions of Tomorrow Aderonke O. Omotade MMEP Student Perceptions of the Pathway to Medical Education Pamela G. Ferry, M.H.S. and William A. Thompson, Ph.D. Purpose:  To gain a greater understanding of the perceptions of underrepresented minority premedical students regarding premedical preparation and the medical school admissions process.  Method:  A 36-item questionnaire was administered to 116 undergraduate premedical students attending a summer enrichment program.  Responses for most questions were scored on a Likert-type scale. Results:  Respondents reported high utilization of premedical advising services and rated these services as helpful.  However, the majority of respondents overestimated both the competition for medical school admissions and the representation of minority students in the medical school population. Respondents had a realistic perception of the importance of quantitative factors (grades, MCAT scores) and more qualitative/humantarian factors (communication skills, community service) in medical school admissions and tended to rate themselves as above average as medical school candidates based on these factors. Areas in which respondents reported lower levels of preparation include research experience and medically-related reading. Conclusion:  The findings suggest several avenues in which premedical advisors and/or enrichment program could assist minority premedical students in preparing for medical school admissions. These include providing a list of information resources, recommended reading lists, and up-to-date data on admissions trends, especially for minority applicants.  Why Xavier University Remains No. 1 Pearl Stewart Promoting Multiculturalism Connie O’Hara How do we promote and develop a diverse, culturally competent workforce of physicians to meet the needs of our changing society?  This issue was explored by 37 health professions advisors and numerous administrators from eight different medical schools at the sixth annual joint meeting of the Philadelphia LAN on January 4, 2002.  The event, hosted by Drs. Carol Terregino and David Seiden at Robert Wood Johnson Medical School’s Camden campus, featured a keynote presentation, a panel of medical school administrators, and small group discussions on the issue of diversity.  Insider Tips:  Navigating the Medical School Admissions Process Lolita Wood-Hill Liaison Report:  MAS-GSA Saundra Herndon Oyewole, Ph.D. Book Review:  Premedical Advisor’s Reference Manual (7th edition) Review by Marliss Strange
June Vol. 22, No. 3  2002 Back to the top	Special Theme:  Liberal Arts and Preparing for the Health Professions Becoming a Physician:  The Value of a Liberal Arts Education in Preparing for a Career in Medicine Laurence A. Sevett, M.D. Health Professions Advising at Liberal Arts Colleges:  An Integrated Approach David A. Verrier, Ph.D. and Alan W. Childs, Ph.D. The Precarious Position of the Medical Humanities in the Medical Curriculum Lester D. Friedman, Ph.D. More on Standardized Tests: The MCAT Science Content Review Part II:  Education in Preparing for a Career in Medicine Patricia Etienne, Ph.D. and Ellen Julian, Ph.D. Composite ACT Scores as a Predictor of MCAT Scores and of the Likelihood of Acceptance to Medical School Stan Eisen, Ph.D. Predicting Medical College Admission Test (MCAT) Scores Using Graduate Record Examination (GRE) Scores S.Q. Lafi, Ph.D., J.B. Kaneene, Ph.D. and J.B. Tasker, Ph.D. Viewpoints: The Healer Within Susan Nelson, Ph.D. Getting Acquainted or Reacquainted with the Premedical Advisor’s Reference Manual Edward N. Trachtenberg, Ph.D., Editor, and Wendy A. Praisner, Associate Editor Introduction to the Health Professions – A Course Designed for the “Pre-Med” Student Karla M. Bruntzel, Ph.D., A.T.C. and Douglas Fickess, Ph.D. Book Review:  Death to Dust:  What Happens to Dead Bodies? Kenneth J. Iverson, Ph.D. Review by Cecilia Fox, Occidental College
September Vol. 22, No. 4   2002 Back to the top	Updates from the Health Professions 2002 National Meeting Keynote Address: Communication:  The Four Points of the Health Professions Advisor’s Compass Robert F. Sabalis, Ph.D., AAMC Associate Vice President Updates from the Health Professions: Allopathic Medicine Robert Sabalis, Ph.D. Chiropractic Medicine William H. Dallas, D.C. Dentistry Richard H. Carr, Jr., D.D.S. Naturopathic Medicine Paul Mittman, N.D. Nursing Ellen-Marie Whelan, R.N., N.P., Ph.D. Occupational Therapy Guy L. McCormack, Ph.D., O.T.R., F.A.O.T.A. Optometry James M. Caldwell, O.D. Osteopathic Medicine Linda Heun, Ph.D. Pharmacy Elisabeth J. Ross, M.A. Physician Assistant Jim Fry, P.A.-C. Physical Therapy Susan S. Deusinger, P.T., Ph.D. Podiatric Medicine Marlene Reid Public Health Allison Foster, M.B.A. Application Services: AMCAS Pam Cranston, Ph.D. AACOMAS Robert F. Ruiz, Ph.D. AACPMAS Marlene Reid CASPA David Asprey  PharmCAS Elisabeth J. Ross, M.A. VMCAS John E. Roane, Jr. Advisor Fair Entries: Professional School Applications Procedures Website Beverly B. Childress Junior/Senior Health Professions Workshop Angela S. Cole and Lee Abrahamsen, Ph.D. In House MCAT Review Sessions Thomas A. Davis, Ph.D. Health Science Shadowing Course Thomas A. Davis, Ph.D. The Center for Life Sciences – Health Professions Advising Tools Chrystal Kelly and Jim Zakely Health Professions Advising at the U.S. Air Force Academy Helen K. Pigage, D.A. and Deborah L. Hall, Ph.D. Career Preparation Seminar for Health Professions Gail Robinson, Ph.D. A Simplified Approach to Mock Interviews Timothy A. Sherwood, Ph.D. Study Abroad Course for Premed Students Michael Ulrich, Ph.D. Health Professions Advising Issues: Effective Communication Skills and the Medical/Dental School Interview Barry S. Anton, Ph.D. Curricular Changes at Medical Schools and Premedical School Requirements Carol Baffi-Dugan, M.A., M.Ed. Foreign Medical Schools from the Premedical Advisor Point of View Paul J. McLoughlin II, M.Ed., William Harvey, Ph.D. and Anthony P. Smulders, Ph.D. International Education and the Premedical Experience Jeremiah L. Putnam, Ph.D. Book Review:  The Human Side of Medicine Laurence A. Savett, M.D. Review by Ronald H. Fishbein, M.D.
December Vol. 23, No. 1   2002 Back to the top	Special Theme:  Veterinary Medicine What is Required to be a Competitive Veterinary School Applicant? Ronnie G. Elmore, D.V.M., M.S., D.A.C.T. Associate Dean, College of Veterinary Medicine, Kansas State University Grades Are Not Enough C.B. Chastain, D.V.M. and Kathy Seay, College of Veterinary Medicine, University of Missouri Subjective Criteria as the Sole Method of Selecting Veterinary Candidates at a U.S. Veterinary Medical School Sherry L. McConnell, D.V.M., M.S. and Lori R. Kogan, M.S., College of Veterinary Medicine, Colorado State University Choosing a Veterinary College:  A Survey of Entering Students at Cornell’s College of Veterinary Medicine Kathleen M. Quinlan, Ph.D. and Katherine M. Edmondson, College of Veterinary Medicine, Cornell University Team Management and Student Support Joan E. Pfaller, Ph.D. and Janver D. Krehbiel, D.V.M., Ph.D., Michigan State University Becoming a Veterinarian Jane Westberg, Ph.D., University of Colorado Health Sciences Center Advisor to Advisor:  What We Teach Impact of a First Year Introduction to the Health Professions Course on Student Retention and GPA Karen D. Wootten, M.S., Sunni A. Barnes, M.S. and David E. Pennington, Ph.D. The Impact of technology and Culture on Medicine:  A Course for Premedical Students H. Richard Levy, Ph.D., Department of Biology, Syracuse University
2003 March     June     September     December
March Vol. 23, No. 2   2003 Back to the top	Special Theme: Professionalism Professionalism and “The Master Clinician” An Early Learning Experience Ronald Harrison Fishbein, M.D. “How can I keep from becoming emotionally involved” Laurence A. Savett, M.D. Crying in the Curriculum/A Piece of My Mind Nancy R. Angoff, M.D., M.P.H., M.Ed and Edited by Roxanne K. Young Viewpoints:   From Pigs’ Eyes to Mouse Paws Karen de Olivares, Ph.D.   Admissions Deans’ Roundtable: Medicine as a Liberal Art Mike McGrath, Ph.D.   Naturopathic Medicine:  An Advisor Goes to Medical School Debra Kirchhof-Glazier, Ph.D.   A Non-Traditional Non-Traditional:  The Professor Becomes the Student  James D. Fisk, O.D., Ph.D.   Who Gets an Interview from the Health Professions Committee? Ralph E. Werner, V.M.D.   Highlight on a Profession Audiology: An Exciting Career Choice for the Pre-Health Major George Lindley, Ph.D. Book Review:  Let Me Listen To Your Heart: Writings by Medical Students Edited by David Svahn, MD and Alan Kozak, M.D.
June Vol. 23, No. 3   2003 Back to the top	Special Theme:  Public Health A Public Health Primer Nancy Alfred Persily Trends in Public Health Education Arthur J. Culbert and Allison Foster Understanding the Admissions Processes of Schools of Public Health Jeffery Thomas Johnson Financing Your Public Health Education Jill D’Amico Diversity and Public Health Ciro V. Sumaya and Mah Sere Keita Sow “I’ve finished my degree…Now what?” Monica Gonzalez and Michelle Frisch Viewpoints: Minorities in Medicine: Nurturing Interest and Enhancing Opportunities to Pursue a Medical Degree Carol L. Elam, Karen E. Hamilton, Saundra Herndon Oyewole and Lily May Johnson Research Articles: Success in One School’s Medical Curriculum As Predicted By Students’ Undergraduate Academic Scores E. Gregory Keating, Ph.D.   Highlight on a Profession: Clinical Investigation, an Emerging Field of Health-related Graduate Studies Amy Rutstein-Riley and Paul A. Boepple Liaison Report, NAAHP Liaison to the ASPH William H. Harvey
September Vol. 23, No. 4   2003 Back to the top	Special Theme:  Keynotes of the Regional Meetings Partnerships in the Continuum of Medical Education Carol Elam, Ed.D. Developing and Nurturing the Diversity of The Medical Workforce: The Role of The Office of Admissions Gabriel Garcia, M.D. On Humanism in Medicine Edward F. Bell, M.D. The Education of Future Physicians A University – Medical School Partnership D. Kay Clawson, M.D. Humanism in Medicine, So What? Sandra O. Gold, Ed.D. Viewpoints: To Interview or Not Interview, That is One of the Questions Barry S. Anton, Ph.D. The purpose of this article is to capture the core elements of professionalism as they specifically relate to Physical Therapy (PT).   A consensus conference of the American Physical Therapy Association (APTA) shows a high degree of overlap with other health professions, regarding these elements: accountability, altruism, caring/compassion, duty, excellence, integrity and respect.  Three challenges specific to PT are 1) a need to raise the consumer’s perception of the importance of movement as a vehicle for health; 2) to meet APTA’s newly expressed expectation of social responsibility; and 3) for physical therapists to achieve recognition as primary care practitioners in the hierarchy of health care systems. Service-Learning Partnerships in a First Year Seminar:  Linking Science to Young Scholars Chrystal Kelly The author describes a service-learning opportunity at Colorado State University.  An introductory seminar for pre-health professional students includes teaching a laboratory for fourth grade class studying human anatomy.  The lab has the college students teaching the anatomy of a sheep’s heart, which they dissect as a demonstration.  In order to prepare for their presentation, the seminar participants need to learn the anatomy themselves, practice the dissection and be able to answer questions the 4th graders might have. Research Articles: Is Taking MCAT Practice Tests Helpful before Taking the Actual MCAT?:  Perceptions of Minority and Disadvantaged Students Paul Henry, Ph.D. This study was designed to examine the perceptions of underrepresented minorities and disadvantaged students regarding the extent to which taking several mock MCAT Practice Tests was helpful before taking the actual MCAT.  The research suggests it was helpful for developing and refining their test-taking skills.  Ninety-two students were chosen as participants.   The results showed a high degree of agreement that the mock tests were helpful.  The satisfaction level was lowest for the Verbal Reasoning portion of the exam.  The article includes several anecdotal comments from the students. Highlight on a Profession: The Anatomy of Professionalism in Physical Therapy:  A Shared Value System Susan S. Deusinger, PT, Ph.D. The purpose of this article is to capture the core elements of professionalism as they specifically relate to Physical Therapy (PT).   A consensus conference of the American Physical Therapy Association (APTA) shows a high degree of overlap with other health professions, regarding these elements: accountability, altruism, caring/compassion, duty, excellence, integrity and respect.  Three challenges specific to PT are 1) a need to raise the consumer’s perception of the importance of movement as a vehicle for health; 2) to meet APTA’s newly expressed expectation of social responsibility; and 3) for physical therapists to achieve recognition as primary care practitioners in the hierarchy of health care systems. Book Review: The Dressing Station:  A Surgeon’s Chronicle of War and Medicine and Complications (A Surgeon’s Notes on an Imperfect Science) Review by Cecilia Fox
December Vol. 23, No. 5   2003 Back to the top	Collection of Articles The Winds of Change in Veterinary Medicine Recruitment and Admissions James W. Lloyd, DVM, PhD and John E. Roane, Jr., B.A. Two recent studies of the veterinary profession gave high marks for medical knowledge and education, but raised concerns about non-technical skill levels, e.g. people skills and business acumen, exhibited by veterinarians.  The National Commission on Veterinary Economic Issues (NCVEI) was established to examine characteristics exhibited by successful veterinarians and develop a definition for success.  In addition to the core competencies, data on the amount of time spent on different activities within the normal course of practice were also collected.  Subsequently, two groups within an “applicant pool” were examined: 1) actual applicants and 2) potential applicants with appropriate background, who did not ultimately apply.  It was found that the potential applicants scored better on the characteristics for success than the actual applicants.  Both groups underestimated the level of autonomy and prestige within the profession.  A measure of “attraction to” the professional activities found that accepted applicants actually scored lower than potential applicants.  These findings are leading to a change in how applicants are interviewed and to efforts to publicize the autonomy and prestige of the profession. Fundamentals in Financial Aid: Factors for Consideration by Health Professions Advisors and their Premedical Students Linda Gilbert and Carol Elam, Ed.D. Since the financial cost of a medical education is increasing, it is more important than ever for students to develop a familiarity with financial management and the sources of financial aid.  This article reviews the sources of financial aid, from the federal to the local level, explains how financial aid packages are developed by each school, and what the application procedures are.  Student credit ratings are discussed, along with an estimate of the monthly repayment costs a graduate may be responsible for.  The article includes resources that provide the student and advisor with information to make informed decisions.  An emphasis is put on the importance of a student being budget-conscious. Medical Student Debt, Class of 2003 Paula Craw   Cultural Competency: Dentistry and Medicine Learning from One Another Allan J. Formicola, D.D.S., M.S., Judith Stavisky, M.P.H., M.Ed., Robert Lewy, M.D., M.P.H. Underrepresented Minority Populations in US Dental Schools H. Barry Waldman, DDS, MPH, Ph.D. A review of the change in minority demographics in US dental schools over the past 30 years shows that African-Americans and Hispanics (particularly males) are still underrepresented.  The challenge is to find a way to increase these numbers.  The article describes a cooperative effort, related to dentistry, between a large health sciences center and a pre-professional advisory office.  The program includes 1) seminars aimed at promoting student interest in educational and research activities, and 2) a course which gives the students an opportunity to review and analyze complex social and economic issues in health care delivery.  This cooperative effort has resulted in an increase in the numbers of underrepresented minority applicants to health professional schools, including dental schools. The Need for Physician Investigators Alan L. Hull, M.D., Ph.D., Elaine F. Dannefer, Ph.D., Jeffery C. Hutzler, M.D., Andrew J. Fishleder, M.D., and Lindsey C. Henson, M.D., Ph.D. In recent years the proportion of NIH-sponsored research by physicians has decreased, particularly with regard to clinical research.  The success rate for funding is equivalent between PhD’s and MD’s, so there is not a deficiency in the quality of physician research.  The repercussions of having fewer clinical researchers are discussed.  Several reasons for this decrease in clinical investigations exist, the most important being the increased cost of medical education.  MD/PhD programs usually stress bench research. The article concentrates on a description of a new program developed by the Cleveland Clinic Lerner College of Medicine (CCLCM) of Case Western Reserve University to confront the problem.  The school has developed a five-year program, which allows for considerable clinical research opportunities in an environment provided with faculty guidance.  A key feature of this program is significant financial support to ensure that excess debt does not discourage individuals from seeking a research career. The Biomedical Humanities Program: Merging Humanities and Science in a Premedical Curriculum at Hiram College Colleen Fried, Ph.D., Sandra Madar, Ph.D., and Carol Donley, Ph.D. The Biomedical Humanities program at Hiram College, established in 1999, engages premedical and other qualified students in ethical and informed decision making, improves their ability to interact with persons of different backgrounds and cultures, provides them an active introduction to basic medical research and clinical practice, and coaches them in communicating across barriers, appreciating that scientists and humanists typically learn and work differently.  The program offers both a major and a minor in biomedical humanities topics.  The major requires the core biology and chemistry curriculum necessary for further studies in medicine as well as courses in genetics and statistics.  The remainder of the major is devoted to four core areas: Communications, Relationships and Cultural Sensitivity, Ethics and Medical Humanities, and a nonacademic core area, Experiential Learning.  Many of the ethics and medical humanities options are team-taught interdisciplinary courses.  The Experiential Learning area requires students to take two special topics seminars, two service seminars, and two internships – one shadowing a professional in his or her area of interest and one engaging in basic biomedical research.  The shadowing internship and service seminars focus not only on career exploration, but also on human interactions.  Students reflect on the personal interactions they observe during their various experiences, and on their own strengths and weaknesses.  Essays, designed to help students learn more about their roles in these settings, push them to deal with the sociopolitical issues involved in their service.  The major, a robust and vital component of Hiram’s undergraduate program, has attracted academically gifted students with a diverse array of career goals.   Getting on Base for Health Professions Admissions Peter Van Houten, Ph.D. A long time, career pre-professional advisor offers a baseball analogy for how to look for those “non-cognitive” measures of potential success.  Sometimes it is not the highest paid team that wins the World Series, or the straight A student who makes the best health care professional.  How do we learn to recognize the winning combination of good judgment and “heart” – understood here to refer to the desire to serve others, drive, determination and willingness to work hard to do the best possible job – that can be the characteristics of a winner?  The author advocates consistently keeping the mind open to fresh ideas so that we do not miss out on what is important in selecting students, to challenge conventional wisdom, and to look for applicants with “heart”.
2004 March     June     September     December
March Vol. 24, No. 1   2004 Back to the top	Special Theme:  Dentistry   A Message from ADA President Eugene Sekiguchi and ADA Executive Director James Bramson “Dentistry — A Unique Profession”   A Message from ADEA President Paula K. Friedman “Careers in Dentistry — A View from Dental Education”     A Message from ASDA President Joshua Ries   A Report from the NAAHP Liaison to the American Dental Association C. Larry Sullivan, Ph.D.   Predental Clubs Help to Prepare Students for Dental School Anne Wells, Ed.D. Three-fourths of those who sought admission to dental school in 2002 did not start their undergraduate studies intending to become dentists.  As Dr. Wells points out, a pre-dental club not only supports those who have an interest in dentistry, but also provide opportunities for students to learn about the profession.  This article lists resources available to advisors and pre-dental students who want to begin a club.  These include:  the American Student Dental Association (ASDA) and the Student National Dental Association (SNDA).  Students belonging to ASDA and SNDA have access to newsletters, mentoring, and the ASDA Handbook titled Getting into Dental School.  SNDA specifically “seeks to improve disparities in dental manpower by nurturing and supporting minority pre-dental and dental students …” In addition to exposing students to information, those involved in pre-dental clubs can develop leadership skills while retaining a focus on academics. The ASDA Advantage Katherine A. Dwyer   The American Student Dental Association (ASDA) reaches out to current dental students, those who have graduated from dental school, international members, and pre-dental students.  ASDA members take an active role in influencing policies of the American Dental Association (ADA).  The organization is active in working to improve exam procedures, reduce student loan indebtedness, improve curriculum, and address licensure qualifications.  For the pre-dental student ASDA provides an opportunity to learn about dentistry, keep current on issues affecting the profession, and connect with others who have similar vocational interests.   Health professions advisors “often play a crucial role by encouraging school support for students participating in ASDA.”  For advisors, involvement with an ASDA chapter is also a way to gain information and stay current with what is happening with dental school admissions and in dentistry.   The Admissions Process:  A Primer for Advising Pre-Dental Students Anne Wells, Ed.D. This article provides basic information for those advising pre-dental students.  It is a good review for the experienced advisor and a valuable guideline for those beginning advising.  Topics covered include:  Factors in Considering Dental Schools; Applying to Dental School; Factors in the Selection Process; and Important Tips in the Admissions Process.  A series of questions, which are among those considered by admissions committees when reading applications can be used as a checklist during advising appointments. Financing Your Dental Education Gina G. Luke, B.S. and Anne Wells, Ed.D. Although the reported costs of dental school education will change, undoubtedly rising, the review of student aid programs provides a solid reference for pre-health advisors.  Types of aid programs listed include:  federal and institutional loans; the Indian Health Service Scholarship Program; and NIDCR short term awards.  Additionally, the author emphasizes that pre-dental and dental school students should keep good financial records and maintain good credit. Model Programs/Resources to Attract Underrepresented Minorities (URMs) into Dentistry Jeanne Sinkford, DDS, Ph.D. and Sonja G. Harrison, B.A. Minority enrollment statistics, from 1994 to 2002, are presented in tables that make comparisons easy.  The following statement, however dramatically captures the scope of the problem:  “The entire applicant pool for African American students has been less than 500 students per year for the past twenty years.”  The authors then describe three model programs, as well as additional resources of which advisors should be aware.  These include ADEA Regional Workshops for pre-dental advisors and the National Institute of Dental and Craniofacial Research (NIDCR) Research and Career Development Programs. Academic Dentistry Richard R. Ranney, D.D.S. Explaining “academic dentistry” as the repository for building and testing the specialized knowledge unique to the field, Dr. Ranney gives the reader an understanding of the different ways in which dental school faculty contribute to this endeavor.  Teaching and research are important activities, but so is service.  Dental school faculty members are consultants to local, state, and federal agencies.  They administer and direct programs.  In addition to involvement in a professionally stimulating environment, health insurance plans, tuition benefits for family members, and retirement plans help compensate for what may seem like “an income differential between those in academic/research careers and those in private practice.”  Dr. Ranney encourages students to pursue a career in this area.  He assures us they will be “welcomed into the academy.” The Need for Enhanced Oral Public Health Education and State Infrastructure Stanton Wolfe, DDS, M.P.H. A neglected epidemic in the United States, dental decay affects all children, but those who are economically disadvantaged are far more likely to have untreated dental disease.  Because the problem is so widespread with increasing costs for individual persons as well as for society, Dr. Wolfe advocates instituting a comprehensive public health approach involving government, dental care providers and consumers.  Current levels of funding for both education and treatment are inadequate to deal with the crisis.  Two short-term goals are:  “the development of health coalitions” and “the enhancement of health education in dental and medical schools to create the accessible, culturally sensitive, healthcare network able and willing to provide” all people with the services needed. Dentistry Career Options — Something to Smile About Beverly Skoog, M.A. and Diane Boehm While 80 percent of practicing dentists are general practitioners, and most of these are in private practice, numerous other options are open for those entering dentistry.  These include:  academic dentistry, research, public health dentistry, international health care, hospital dentistry, and military dentistry.  Dentistry is an attractive career because new graduates and as well as practicing dentists have opportunities to move into specialties or one of the options listed above.  In addition to outlining different career paths, the authors interviewed dentists and asked them why they choose dentistry, if they had a mentor and how they thought college advisors might best assist students.  The last two pages of the article are the excerpted responses of the dentists. Viewpoints: International Medical Schools for U.S. Citizens: Considerations for Advisors and Prospective Students Paul J. Crosby, M.A., and Robert E. Cannon, Ph.D. The authors explain terms, provide statistics and recommend a series of questions students and advisors should ask preparatory to the student applying to a “foreign,” “international” or “off-shore” medical school.  This article is indispensable for advisors who counsel students considering medical school outside the United States. The exact number of U.S. students who enroll in international medical schools is not known, but in 2002 the Educational Commission for Foreign Medical Graduates (ECFMG) “issued 1,427 certificates to candidates who were U.S. citizens at the time they entered medical school in another country.”  The route to licensure via an international medical school is not an easy journey.  Students should be prepared to assume extra financial costs, face challenging living conditions and potentially have fewer learning resources.  Additionally, the authors caution prospective students and recommend a thorough investigation of the school prior to making a commitment to enroll.  Not all foreign medical schools provide students with the foundation to take Step 1 of the USMLE, gain clinical skills and pass subsequent licensure exams.  Some foreign medical schools have operated as little more than “diploma mills that sell medical degrees while providing little or no education or training.”  Asking tough questions about oneself as an applicant and about the school can help students desiring to take this route avoid costly mistakes. The Educational Experiences of U.S. Citizens Who Graduate from International Medical Schools John Norcini, Ph.D. President and CEO of the Foundation for International Medical Education and Research The Educational Commission for Foreign Medical Graduates (ECFMG) was created because little was known about the international medical schools. Medical schools in the U.S. undergo a rigorous accreditation process and are associated through AAMC, an organization which “seeks to improve the nation’s health by enhancing the effectiveness of academic medicine” (see www.aamc.org).   International Students and Medical Education: Options and Obstacles Edward J. Miller, M.A., and Joni Huff, M.A. Of the 16,538 students who matriculated to U.S. medical schools in 2003 only 82 were international students, 539 international students applied.  As the authors note, significant obstacles exist for those students who are not U.S. citizens, yet wish to obtain a medical education in the United States.  This article provides information for advisors on how they might counsel the undergraduate pre-med who is classified as an international student.  Additionally, the authors discuss the special situation of Canadian citizens.  School policies vary and “Canadian students have been admitted to medical schools that state they do not accept applications from foreign students.”  Advisors should be informed about the issues international students will confront and about the policies of individual medical schools.  The 7th edition of the Premedical Advisor’s Reference Manual (PARM) is a good place to start.  Additionally, advisors might want to read the statement titled “Special Note to International Students Intending to Study Medicine” which can be found on the Yale University Office of Undergraduate Admissions’ website (www.yale.edu/admit/international/application/index.html).   Book Review:  Death of the Good Doctor: Lessons from the Heart of the AIDS Epidemic Kate Scanell, M.D. Review by Laurence A. Savett, M.D.
June Vol. 24, No. 2   2004 Back to the top	Special Theme: Measuring and Evaluating Non-Academic Qualities Assessing Professional Behavior: Yesterday, Today, and Tomorrow Louise Arnold, Ph.D.   The author interprets the state of the art of assessing professional behavior.  She reviewed the literature on professionalism from the last 30 years, most of which appeared in peer reviewed journals.  Synthesizing the results of this review from a knowledgeable perspective, she defines the concept of professionalism, reviews the psychometric properties of key approaches to assessing professionalism, conveys major findings that these approaches produced, and discusses recommendations to improve the assessment of professionalism.  The article also includes an extensive bibliography.   The MCAT Communication Skills Research Project Patricia Etienne, Ed.D. The author presents the rationale for adding a “communication skills” component to the MCAT.  Test researchers have proposed adding a set of streaming video scenarios that would require test takers to “make decisions about possible subsequent courses of action associated with some of the personal interactions depicted.”  More information about the MCAT Communication Skills project can be found at www.aamc.org/students/mcat/research/comskillfaq.htm. Quantifying the Art of Medicine Ryan Gregory, M.A.   Whether to include the “art” of medicine as well as the science in an evaluation of medical school applicants, and how to do so is the subject of this article.  While questioning the feasibility of finding a way to quantify qualities like professionalism and altruism, he advocates placing these on a par with GPA and test scores in admission decisions.   Why We Should Use Noncognitive Variables With Graduate and Professional Students William E. Sedlacek, Ph.D.   The author defines noncognitive variables “as those that appear to reflect Sternberg’s experiential or contextual intelligence.”  He argues that standardized tests such as the GRE do not assess these intelligences, and that the range in scores for both GRE and GPA is restricted.  Over reliance on quantitative measures increases homogeneity, decreasing diversity among those admitted to colleges of veterinary medicine.  Dr. Sedlacek proposes multiple methods be employed to select applicants.  These include:  questionnaires, interviewers trained to identify high or low scores on noncognitive variables, portfolios, and raters trained to score essay material on noncognitive variables.  Table 1 in the article lists and briefly describes noncognitive admissions variables.   Toward a Career Development Model for Postbaccalaureate Premedical Programs: From Theory to Practice Paul Henry, Ph.D. “Career maturity” and “professional identity” are used interchangeably in the article.  Both are used as terms for developmental and self-assessment processes, which lead students to choose medicine as a career and help them to define a concept of themselves as physicians.  This article reported on the use of the Medical Career Development Inventory, which was administered to 168 minority and disadvantaged premedical students.  A previous study by Inglehart and Brown reported that “the more students choose medicine based on professional identities, the better their performance on National Board” examinations.  Thus, a purpose of the study was to help identify an effective model for intervening during exploratory stages of career development, and allow practitioners to focus on meeting the needs of students in various stages of development. Transmitting Letters of Evaluation Using a Secure Web-Based System Kay H. Singer, Ph.D. and Saeed T. Richardson This article explains the rationale for the development of VirtualEvals and provides a history of the project.  Although digital technology made it feasible, VirtualEvals happened because the authors sought a more efficient means for advisors to transmit letters of evaluation from undergraduate institutions to medical schools.  VirtualEvals has moved past the pilot stage described in the article, but readers should find useful information, including an itemized cost estimate for sending letters via the traditional (U.S. Post Office) route.  Using this as a model can help an advisor work out cost comparisons. Book Review:  This Side of Doctoring: Reflections from Women in Medicine Edited by Eliza Lo Chin, M.D. Review by Jenette Wheeler, M.D. Liaison Report: Association of Physician Assistant Programs Susan Gormely
September Vol. 24, No. 3   2004 Back to the top	Special Theme:  Highlights of the Meeting Reflections from the Program Chair Jeremiah L. Putnam This inspiring message was written after the 2004 NAAHP meeting held in Washington, D.C.  NAAHP members may want to check it from time to time to gain renewed energy.  Dr. Putnam addresses the topics covered at the 2004 meeting and describes his vision of a vibrant, diverse and active association.  He states that we must find ways to be inclusive, both within the association and as advisors on our campuses.  “Our mantra must be that we are stronger as an association when we achieve unity through diversity.” Leadership Workshop Hugo C. Lane, D.Sc. This article summarizes problems encountered in efforts to identify and involve a changing cadre of leaders for the pre-health advisor associations at the national and regional levels.  Workshop topics and proposed solutions are presented in an easily accessible, bulleted format.  Three discussion points are covered:  finding good leaders; matching advisors to the leadership position; and, holding on to good leaders. How to Listen So Students Will Talk, and Talk So Students Will Listen: A Few Dozen Suggestions to Improve the Communication Climate of the Advising Session Charles V. Roberts, Ph.D. On average people spend 42% of their day listening.  For college students, however, the time is much greater, with 55-85% of the day spent listening.  Understanding more about what listening is and how people listen can help the advisor structure communication during an advising appointment so critical information isn’t lost or misconstrued.  “The key to increased listening effectiveness is awareness.”  The author offers 24 suggestions for actions advisors can take.  These include:  re-arranging the office, controlling eye contact, timing a message and preparing the listener for the message. Diversity in Medical Education: Way Beyond Race Gabriel Garcia, M.D. In the opening paragraph of this article Dr. Garcia states, “It is one of our greatest challenges to serve all members of our society fully.”  He names three underserved constituencies – racial and ethnic minorities, LGBT (Lesbian, Gay, Bisexual, Transgender), and field workers – and articulates reasons for their inadequate access to health care.  Dr. Garcia concludes that we must act to bring more members of underserved groups into the medical profession and structure education to graduate culturally aware practitioners. MD-PhD Training: It’s Not Just for Lab Rats Anymore! Olaf Anderson, M.D./Ph.D. and Brian Sullivan, M.A. This article summarizes a presentation by Dr. Anderson, and the dialogue from an ensuing panel discussion.  The purpose of MD/PhD training is reviewed.  In the subsection titled, “How Is MD-PhD Training Structured,” the authors point out that the “educational goals and modes of learning are different for medial school and graduate school.”  In order to allow an individual the opportunity to attain tenure before becoming, as the authors write, “eligible for membership in AARP, MD/PhD programs seek to eliminate overlap and create a unified curriculum.”  MD/PhD programs look for applicants who have a passion and aptitude for research.  Characteristics of competitive applicants are outlined and web site addresses are provided. Foreign Medical Schools from the Premedical Advisor’s Point of View Revisited Suzanne Combs, William Harvey, Ph.D., Kenneth Moore, Ph.D., and Linda Scott, Ph.C. Although attempting to give good advice when a student asks about attending an international medical school (IMS), the authors point out that the number of foreign medical schools North American students regularly apply is actually less than 20. A set of questions is provided that students can use as a guide for an honest assessment of their motivation and other personal qualities, as well as knowledge about the schools they are considering.  Additionally, the authors offer a set of questions and suggestions that advisors can use to evaluate foreign schools. A Summer Reading Program to Enhance Verbal Reasoning and Reading Comprehension Scores Debra Kirchhof-Glazier University Illinois and Dartmouth College — Connecting through NAAHP Ursula Olender The University of Michigan Health Sciences Scholars Program: Supporting Student Joyce E. Sutton, M.A. The University of Michigan Health Sciences Scholars Program (HSSP) is “a diverse living-learning community that welcomes students who are thinking about majoring in a health sciences field ….”  The author lists program highlights which include facilitating the transition from high school to college, providing individualized support, and enhancing knowledge of careers in health care.  Further details are provided on the Student Community, Faculty Involvement and Pre-Health Advising. Health Career Exploration in a Diverse Environment Joyce E. Sutton, M.A. The Research Associates Program at St. Vincent’s Medical Center: A Potential for Win-Win-Win-Win Keith Bradley, M.D., F.A.C.E.P. Dr. Bradley compares buying a house, with a 40-year commitment to stay put or incur a huge penalty, with embarking on a medical career while not having had the opportunity to gain experience in a clinical setting.  He then describes the program at St. Vincent’s, which was designed to meet the needs of the hospital while providing undergraduates with opportunities to learn more about the medical profession.  As Research Associates students work in the Emergency Department and directly participate in patient care.  Everyone benefits including advisors who have a program available in which to place aspiring physicians.
December Vol. 24, No. 4   2004 Back to the top	Collection of Articles Research Articles:   Retrospective Pre/Post Survey Design to Assess Student Gains in Knowledge, Confidence and Motivation in a Premedical Summer Enrichment Program Pamela G. Ferry, M.H.S.; Jason E. King, Ph.D.; William A. Thomson, Ph.D.   This article reports the results of a survey administered to 119 participants at the end of a six-week summer enrichment program.  Participants assessed the extent to which their knowledge, confidence and motivation were advanced as a result of program activities.  Results indicate that the program made significant and measurable impacts on participants’ self-assessed knowledge of medical education pathways and practice, as well as on confidence and motivation to pursue medical careers.   An Analysis of Factors that Influence What Specialties Medical Students Envision Pursuing Sharyn J. Potter, Ph.D., M.P.H., Rebecca L. Lozman, M.P.H. Candidate, Jeffrey Lozman, M.D. First and fourth year medical students at two Northeastern medical schools were sent questionnaires.  Logistic regression was used to determine which factors were most significant in predicting perceived specialty choice.  Gender was the most significant predictor, but socioeconomic status, and income and prestige were also significant predictors of the choice of surgery as a specialty.  The authors conclude that additional efforts need to be made to attract women medical students into surgical and non-primary-care specialties. Viewpoints:  Encouraging Pre-Medical Students to “see the world” Kerry L. Cheesman, Ph.D. and Jennifer Adams, M.A.   The authors support university sponsored study abroad experiences.  They cite a University of Delaware survey which found “a transformation in their [students] attitudes and their appreciation for the social side of medicine.”  Careful planning is recommended in order to fit the study abroad with students’ academic goals and the medical school application process.  The authors pose questions that they recommend the advisor and student consider.  Several options for structuring a study abroad experience are presented.   Interview appearance and professionalism:  setting standards  Peter Van Houten, Ph.D. Directly pertinent to discussions on the listserv about students sporting tongue studs and other body ornamentation, this article delves deeper into the subject.  The author reflects on changing standards and questions what is meant by professionalism.  He suggests the term may be too vague to communicate information students need in order to actually meet or exceed appearance and behavioral expectations for medical school interviews and for practicing physicians.  Dr. Van Houten writes, “Respect may be a term that helps us find an appropriate definition of what is or is not appropriate in an interview and more importantly in our relations with others.” Narrative in Medicine- Important for Both Doctor and Patient David S. Svahn, M.D.   Efforts to incorporate the study of literature in medial education are aimed at helping doctors elicit and decipher the stories patients tell.  Dr. Svahn writes, “Narrative training is, thus, most assuredly not simple entertainment.”  He supports medical education models that educate both doctor and patient in the literary arts.  These models encourage development of the “medical relationship” and contribute to accurate diagnosis of illness.   From the Literature: Changing the Culture: An Institution-wide Approach to Instilling Professional Values Bruce A. Berger, Ph.D., Stephen L. Butler, Ed.D., Wendy Duncan-Hewitt, Ph.D., Bill G. Felkey, M.S., Paul W. Jungnickel, Ph.D., Janelle L. Krueger, M.S., Charles R. Perry, and Charles Taylor, Pharm.D. Book Review: Get Into Medical School!  A Guide for the Perplexed Kenneth V. Iserson, M.D., M.B.A., F.A.C.E.P. Review by Cecilia Fox Resource Review: Ethical and Economic Issues Confronting Today’s Practicing Physicians: A Synopsis Charles. F. Thurber, M.D., M.A. Review by Carol Baffi-Dugan
2005 March     June     September     December
March Vol. 25, No. 1   2005 Back to the top	Special Theme:  Rural Health Care The Special Theme issue on rural health care includes four separate articles approaching this issue from different perspectives.  “The Case for Growing Rural Physicians” is the most general of the articles and provides an overview of the issues and people involved in rural health care.  The two articles, “The AHEC Program” and “Rural Medical Education- Idaho’s Incentives,” describe special programs that support and encourage medical education for individuals interested in providing rural health care.  The article “Importance of Rural Public Health” addresses some of the public health issues unique to the rural setting.  Each of these articles is summarized below.   The Case for Growing Rural Physicians: Perennials vs Annuals Robert C. Bowman, M.D.   Using the plant analogy of perennials and annuals, Bowman discusses the current maldistribution of physicians, describes the programs addressing this issue at several medical schools, and offers some ideas for rectifying the situation.  There is a critical need for rural family physicians, and the people who are most likely to serve underserved communities are the ones least likely to be admitted to allopathic medical schools in the U.S.  Osteopathic medical schools in general produce a larger number of physicians who settle in rural areas.  The people most likely to choose to practice in a rural area tend to be older, interested in family medicine, and have grown up in a rural area.  Several medical schools have successful programs.  The Jefferson PSAP works with several small colleges and uses selective criteria in admissions.  Factors such as growing up in a rural setting are given significant weight in the admissions process.  The medical schools (allopathic and osteopathic) in West Virginia are all leaders in rural medicine through almost exclusive preference given to (the largely rural) in-state applicants and substantial assistance with medical school tuition.  Other schools, such as Duluth’s RPAP, provide intensive training in rural settings during the clinical years of medical education. In short, perennial programs admit and support the types of people who will return to their rural roots and remain there in practice.  Annuals, those serving rural communities to pay off loans through such programs as the National Health Service Corps, are unlikely to stay in an underserved area beyond the required time, resulting in high turnover and less than optimal medical care.  An extensive bibliography is provided supporting this work.   The AHEC Program and One Advisor’s Experience Chere Pereira   Ms. Pereira, the health professions advisor at Oregon State University, describes the Area Health Education Center (AHEC) Program and how it can assist advisors.  With regional offices located across the country, the AHEC mission seeks to improve access to quality health care by improving the supply and distribution of health care professionals in typically underserved areas such as rural and minority communities.  Their website and printed material serve as excellent resources of information on workforce issues, health care needs, and training programs.  Some regional AHECs provide outreach programs such as camps and career fairs to spark interest and provide support for students interested in health care careers.  Their staffs and boards of directors are good sources of speakers.  Having had good experiences with the Oregon AHEC, Ms. Pereira urges others to investigate their regional AHECs.   Rural Medical Education – Idaho’s Incentives or What Exactly is WWAMI?! Glenda Hill   WWAMI is the acronym for a medical school partnership begun in 1972 which includes Wyoming, Washington, Alaska, Montana, and Idaho.  Each of the participating states designates a specific number of seats in the University of Washington School of Medicine allowing for publicly supported medical education in states that do not have their own medical school.  WWAMI has made a successful commitment to training and retaining physicians in its many medically underserved areas.  Idaho, ranking 49th among states in physicians per capita, has made further commitments to “growing and keeping their own”.  U-DOC is a program for high school students.  Student Providers Aspiring to Rural/Underserved Experiences (SPARX) is directed to college level pre-health students.  It provides shadow experiences, medical student mentors, field trips, and guest speakers.  Rural/Underserved Opportunities Program (R/UOP) allows Idaho medical students to spend the summer between their first and second years of medical school with a rural primary care physician.  All WWAMI students may complete their clinical years in the 5 state area through WRITE (WWAMI Rural Integrated Training Experience).  Through the Idaho Track, Idaho residents may move back to Idaho for their clerkships.  Finally, there are three primary care residency programs in Idaho.  These programs have successfully retained an unusually large percentage of physicians to practice in rural, underserved areas.   Importance of Rural Public Health Dan Boatright, Ph.D., FRSH, Allison Foster, M.B.A., C.A.E., and Michael B. Meit, M.A., M.P.H.   Although most public health concentrates on densely populated area, rural communities are in need of public health practitioners and programs.  Rural public health deals with such unique issues as agriculture, mining, and logging health concerns as well as the more prevalent issues created by poverty and negative health behaviors.  The geography of such regions often results in low availability of primary and preventive care, and poor use of the care that is available.  Rural health practitioners typically enjoy the outdoors, don’t mind driving long distances, and are able to work alone or with little support.  These people tend to be public health generalists, addressing a variety of issues at once.  Interested parties are encouraged to visit the Association of Schools of Public Health website at: www.asph.org.   Viewpoints: Crafting the Letter of Evaluation: Composing a Letter that Captures the Applicant as an Individual Carol Elam, Ph.D., Thomas Oeltmann, Ph.D., Joe Workman, Ph.D.   The letters of evaluation written for pre-medical students are key components of their admissions application materials.  Admissions committees use these letters to screen and select applicants.  The most useful letters are candid and honest, offering insight and examples.  The least useful letters repeat information found elsewhere in the application and offer vague and irrelevant information.  The two aspects of letter writing addressed by this article are obtaining useful information and crafting the language of the letter. Advisors obtain direct information about students in several ways: academic advising, teaching courses, and directing research.  Advisors also review a student’s record of courses taken and grades earned.  Some use standardized test scores (MCAT, SAT, ACT) to put grades in some context.  Whether the advisor works alone or with a faculty advisory committee, the final letter that is written should synthesize all available data on a student including personal characteristics and social skills.  The most valuable letters address weaknesses as well as strengths. A table is provided with key personal qualities, social skills and other relevant information that should be gathered and addressed for each applicant.  These characteristics include: leadership, ability to work collaboratively, honestly and integrity, responsibility and dedication, motivation, empathy, communication skills, service to others, problem-solving ability, and exposure to the profession.  An extensive collection of examples of student strengths and weaknesses in each of these areas is presented.  These contrasting examples of writing about strengths and weaknesses would be especially helpful to a new advisor.   Research Article: Effects of a Summer Preparation Program on Aptitude Test Scores: A Program Evaluation Paul Henry, Ph.D., Linda Herrold, M.S., and M. Kimberly Gordon, B.S.    Highlight on a Profession:  Orthotics and Prosthetics:  Make a Career of Making a Difference Every Day Julie G. Hayes   Book Review:  Caring for the Country: Family Doctors in Small Rural Towns Howard K. Rabinowitz, M.D. Review by Kirsten Peterson
June Vol. 25, No. 2   2005 Back to the top	Special Theme:  Physician Assistant The Special Theme issue about physician assistants addresses a variety of aspects of this profession.  The Brief Overview offers a history and current state of the profession.  The “Insight” article explores the sources of job satisfaction and dissatisfaction among PAs.  The “Comparison of the Practice Expectations” study notes similarities and significant differences between the PA entering classes of 1977 and of 2003.  “Where Do Physician Assistants Practice?” spotlights the Child Health Associate/Physician Assistant Program at the University of Colorado and supports the findings in previous articles about practice trends among PAs.  The two articles, “A Commitment to Diversity” and “How a PA program is Addressing Professionalism and Cultural Competency through Problem-based Learning,” discuss the issue of workforce diversity and how one program encourages it. A Brief Overview of Physician Assistants in the United States James F. Cawley, M.P.H., P.A.-C. and Roderick S. Hooker, Ph.D., P.A. Cawley and Hooker provide an historical perspective as well as a current state of affairs for the physician assistant (PA) profession.  The rise of the PA profession in the U.S. in the late 1960’s resulted from a fortuitous combination of physician shortage, healthcare maldistribution, and a trained workforce of medics returning from service in Viet Nam.  Eugene Stead, MD, at Duke University pioneered the PA concept as a way to use these military medics in the civilian world, founding the first PA training program.  PAs were endorsed by the AMA in 1969, which opened the door for state licensing and prescribing laws.  The PA was seen as a new type of medical generalist, extending, as opposed to replacing, physicians.  Although the initial thought was to extend primary care to underserved areas, PAs have found their way into most medical specialties.  Roughly half of PAs currently work in primary care and about as many work in rural, inner city, and small town communities. Although PA programs initially varied widely in curricular models and credentialing, they were, and still are typically, two-year programs.  In 2005, 134 PA programs were operating, 90 of which awarded a master’s degree or other graduate degree option.  Most other programs have committed to being at this point by 2008.  PAs are licensed in all 50 states, must pass the Physician Assistant National Certifying Exam (PANCE), and must continue to obtain medical education annually.  The original competency-based educational philosophy is still reflected in state requirements.  PAs have been widely accepted by physicians and patients, enjoy high job satisfaction, and provide cost-effective health care.  Several other countries have begun to adopt this model.   Physician Assistant Education in an Evolving Health Care Delivery System Anita Duhl Glicken, M.S.W.   Anticipating the Profession’s Future Justine Strand, P.A.-C.   Insight into Physician Assistant Vocational Satisfaction Dawn M. LaBarbera, P.A.-C., Ph.D. According to an extensive vocational satisfaction study, physician assistants are, as a group, satisfied with their jobs.  It is widely believed that a satisfied individual will produce higher quality work, a factor especially important in health care.  The primary sources of job satisfaction were found to be substantial patient interaction, a work schedule that allows a good work/life balance, a team approach with co-workers, variety in terms of patients and medical conditions, medical problem solving, and limited (malpractice) liability.   There were some sources of dissatisfaction.  These included lack of respect and understanding of the PA role, low compensation, long hours, and insurance issues. LaBarbera also used the Holland typological system as part of the survey to predict the type of individual who would be most satisfied by a career as a PA.  In general the Holland PA typology favors a Social and Integrative personality.  Compensation does not appear to play a role in job satisfaction.  PAs were found to dislike repetitive, mundane tasks such as paperwork.   A Comparison of the Practice Expectations of First Year Physician Assistant Students of the Class of 1977 and the Class of 2003 J. Glenn Forister, M.P.A.S., P.A.-C., J. Dennis Blessing, Ph.D., P.A.-C., and Eugene S. Schneller, Ph.D. Two physician assistant cohorts, separated by a twenty-eight year interval, were compared in terms of characteristics and expectations.  Despite the perception that there are significant differences in the backgrounds of the two groups, they are, in fact, quite similar.  The results discussed centered mostly around professional expectations and these have changed significantly over twenty-eight years.  More 2003 PA students expect to work in group practices rather than in a solo practice.  They also expect to work in specialty practices as well as in urban and suburban areas.  46% of the entering class of 1977 expected to work more than 56 hours per week whereas only 11% of the 2003 group expected to do so.  Most of the latter group expects to work a more standard 40-hour work week.  Another major area of difference lies in the expected level of responsibility and autonomy.  The 2003 cohort expects to be less physician supervised and more involved in diagnosis, prescription writing, and direct treatment than their 1977 counterparts.  Finally, the current group seems to have realistic salary expectations.   A Commitment to Diversity in the Physician Assistant Profession Grace Landel, P.A.-C., M.Ed., Christina M. Robohm, M.S., P.A.-C., Cristina Gonzalez, M.A., Suzanne Hage, M.H.S., P.A.-C. and James R. Fry, M.S., P.A.-C. The Association of Physician Assistant Programs and the American Academy of Physician Assistants have both recently affirmed their commitment to providing diversity in the Physician Assistant work force.  Citing the 2003 Institute of Medicine report, the 2004 Sullivan Commission Report, and the Supreme Court decision in Grutter v. Bollinger, et al, there seems little question that increasing diversity improves health care delivery to minority populations, but also improves health care delivery in general.  Minority enrollment in PA programs has remained fairly level in the 20-22% range for the past 20 years.  Nonetheless, the number of potential applicants still falls short of demographic representation.   How a PA Program is Addressing Professionalism and Cultural Competence through Problem-based Learning Clara LaBoy, P.A.-C., M.S. Clara LaBoy, the Academic Coordinator of the PA program at St. Vincent’s Catholic Medical Center, describes how problem-based learning is used to foster cultural competence.  In fulfilling the program’s mission to serve “the poor, alienated, and the aged”, students learn to work in teams of people from diverse backgrounds to help them learn to better communicate, negotiate, and interact.  Students with different backgrounds, ideas, and learning styles must work together to solve a problem and present their findings in a high-pressure situation.  To connect the sensitivity gained in the first, didactic year with the clinical training, students participate in a forum, “Spoken from the Heart”, and keep a journal of issues such as cultural differences, ethical dilemmas, difficult cases, and interpersonal challenges of all types.  LaBoy notes that the faculty must be willing to evaluate themselves and self reflect if they are to remain effective in this endeavor.   Where Do Physician Assistants Practice?  A Comparison of National and Child Health Associate/Physician Assistant Program Trends Christina Robohm, M.S., P.A.-C.   Christina Robohm describes the history and current status of the PA program at the University of Colorado.  Begun as the first specialized PA program (in pediatrics), this program evolved to include a full adult curriculum, although it retains its emphasis in pediatrics.  Robohm then presents data indicating the trend away from primary care and toward a specialty focus among PAs over the last decade.  Her point seems to be that PA training is versatile and adaptable, allowing PAs to enter a wide variety of medical fields with their generalist training.   Humanitarian PA Helps People One Day at a Time Jénene Fontenot   CASPA: An Evolving Advisor Resource Timi Agar-Barwick and The CASPA Advisory Committee   Physician Assistant Liaison Report Chere Pereira
September Vol. 25, No. 3   2005 Back to the top	Collection of Articles From Generation X to the Millennials:  The Transition to a New Generation of Students Carol Elam, Ed.D., Ann Randolph Flipse, M.D. and Terry D. Stratton, Ph.D. The authors highlight some of the key differences between members of Generation X (born between 1961 and 1981) and the Millennials (born between 1982 and 2002).  The latter group started entering college in 2000 and brings with it a new set of educational needs and challenges. In general, Generation Xers are known for their lackluster academic performance, declining SAT scores, and general lack of global competitiveness.  They are viewed as private, egocentric, wary of intimacy cynical, and pessimistic.  Resourceful and comfortable with technology, they are often independent and skeptical. Millennials are generally thought to be hard working, generous, and practical.  They are accustomed to structure and rules.  Academically, they are collaborative and organized, accustomed to testing and feedback.  Millennials are multi-taskers who are comfortable with technology.  Some of the concerns about this generation include poorly developed interpersonal skills, short attention span, lacking ability to think critically or self-reflect, and inadvertent racism.  The parents of this generation are likely to be involved even through the college years. Admissions Requirements for Physical Therapy Programs David A. Lake, P.T., Ph.D.   Dr. Lake summarizes a study done in 2002 of physical therapy program requirements and the subsequent recommendations made by the Commission on Accreditation in Physical Therapy Education (CAPTE).  Data, obtained from 186 programs, showed a wide variety of requirements, but some distinct trends. About 80% of the programs required a bachelor’s degree and a minimum GPA, typically a 3.0.  About 70% of the programs required the Graduate Record Exam (GRE).  About 60% of the programs required volunteer experience in physical therapy.  The largest variation occurred in required courses, which ranged from 0 to 28.  About 75% of the programs had 9 common course requirements. As a result of the study, the Education Section of the American Physical Therapy Association adopted in 2004 recommended guidelines.  Recommended pre-requisite courses include 2-3 courses in human behavior, 4 courses in biology including anatomy and physiology, 2 courses in chemistry, 2 courses in physics, and one course in statistics.  Other recommendations include a standardized test for graduate study, exposure to the field of physical therapy, evaluations of some type to assess personal qualities, and GPA standards.   Postbaccalaureate Options for the Medical School Applicant Gerald Soslau, Ph.D., Yolanda Pressley, and Laura Mangano, M.Ed.   A number of postbaccalaureate options for the student who wants to become a physician, but lacks strong credentials.  The authors outline the basic types of programs and illustrate them with specific programs offered by Drexel University.  The two basic types include the career change program and the enhancement program.  Career change programs offer the basic prerequisite science courses and occasionally some upper level courses as well.  For the well-qualified student who is trying to decide between research and clinical paths, a thesis-based Master’s of Science program in their field of interest makes sense. By experiencing graduate level research, they can make a better-informed career choice. Enhancement programs are quite varied and advisors can play an important role in helping a student choose one most suitable for their needs.  Evaluating a student’s academic strengths and weakness is a critical component of this decision.  The first type, for students with the weakest academic credentials, offers upper level undergraduate coursework in the sciences as a way of improving their GPA and preparing for the MCAT.  The second type, for students with low GPAs, but decent MCAT scores, allows students to take graduate courses in science to offer proof of scientific ability.  Non-science programs (i.e. MPH) are not likely to help as much if the undergraduate science GPA is low.  The third type of program offers a combination of graduate and undergraduate courses allow students to improve their GPAs, prove competence at the graduate level, and improve their MCAT scores.  The special master’s is a fourth type and best suited to the student with reasonably good credentials.  Typically, students take the first year medical school curriculum, allowing the school to see how they will perform.  The fifth type of program is designed specifically for the disadvantaged student.  Postbac programs can be surveyed on the AAMC website, services.aamc.org/postbac.   Health Care in Action: A Multidisciplinary View of Patient Care Bradley S. Bowden, Ph.D. and Erin M. Finn   Pitfalls and Pratfalls in Writing Personal Statements Robert E. Cannon, Ph.D.   Veteran advisor Robert Cannon presents dos and don’ts for writing personal statements.  He addresses the purpose of the statement broadly as a way for admissions people to get to know and help remember a candidate.  He warns against clichés, lists of accomplishments, platitudes, and quotations.  He recommends substance, stories, recent experience in medicine, and genuinely personal thoughts and examples.  As part of the writing process, he suggests starting early, keeping a journal, paying attention to such details as spelling and grammar, and getting feedback, preferably from people who can be objective.  The substance of the article is meaty; but it is written with a light touch.  It could easily be adapted for use with advisees.   The Physician’s Role as Undergraduate Teacher and Pre-Health Professions Advisor:Lessons from Doctoring, Transferable Skills Laurence A. Savett, M.D., F.A.C.P. Dr. Savett, a retired physician who serves as the health professions advisor at two colleges in Minnesota, compares the doctor-patient relationship to the advisor-advisee relationship and makes the case that a physician can be an effective advisor.  He describes his work as an advisor and presents a fair amount of detail about his role in medically related courses and seminars, such as “The Human Side of Medicine”. He discusses the skills necessary to be both an effective advisor and physician.  He notes that the relationship with the advisee/patient is crucial, that it takes time to establish, and that it starts most effectively with open-ended questions.  He suggests that active listening is critical; learning what the advisee/patient already knows, hearing larger unspoken fears in seemingly simple questions, and a willingness to reflect when the relationship founders.  Savett likens advising to the differential diagnosis, identifying the problem and its possible courses and remedies.  As with his patients, he advocates giving advisees a role in the decision-making process, recognizing their ability to accept bad news, summarizing the plan and tacitly offering hope.  He encourages advisors to practice preventive medicine, warding off trouble when it is still manageable.  Finally, he recommends seeking advice from colleagues for unusual or difficult problems. From the Literature:  Changing Demographics of Public Health Graduates: Potential Implications for the Public Health Workforce Caitlin Kennedy, M.P.H. and Timothy Baker, M.D., M.P.H. A Comparison of Personality-Type Among Seven Health Professions:  Implications for Optometric Education Patrick C. Hardigan, Ph.D., Stanley R. Cohen, Ed.D. and Lester E. Janoff, O.D., M.S.E.d. Highlight on the Profession:  Careers in Veterinary Medicine Compiled from staff reports by Charlotte R. Hendrix   AAVMC Liaison Report Marilyn Hoffman, NAAHP Liaison
December Vol. 25, No. 4   2005 Back to the top	Special Theme:  Diversity in the Health Professions The Special Theme Issue, Diversity in the Health Professions, describes several pre-professional programs designed to increase diversity in the health care work force.  “Why Health Professions for Diversity Coalition?” describes the need for, the mission of, and the strategies being used by this organization.  “The New Summer Medical and Dental Education Program” describes a successful pre-medical program that has recently expanded to encourage greater diversity in dentistry as well.  “Critical Partners”, although not summarized below, identifies advisors as key players in the success of the aforementioned program.  Finally, three articles highlight efforts to boost diversity in specific professions: dentistry, public health, and veterinary medicine. Why Health Professions for Diversity Coalition?  Why Now?  Geraldine Bednash, Ph.D., R.N., Moraith G. North, Marian Osterweis, Ph.D., Jeanne Sinkford, D.D.S., Ph.D., Charles Terrell, Ed.D., and Richard Valachovic, D.M.D., M.P.H. After presenting basic demographic information and projections, the authors reiterate a well-documented concern that serious disparities exist in our health care system.  Beyond the issues of income and access to insurance, some racial and ethnic groups receive lower quality care because of the way decisions are made about treatment and referrals, cultural and language factors, and systemic bias.  The Health Professions for Diversity (HPD) Coalition, originally formed to fight anti-affirmative action initiatives, has refocused its mission to promote diversity in health care.  To support this mission, the HPD will document the need for diversity through research, will conduct campaigns to raise awareness, will lobby for political solutions, will share best practices, and will encourage collaboration with other organizations.  The authors believe that HPD is well positioned to accomplish these goals because its membership is already diverse, it has a sound infrastructure which includes a website (www.hpd-coalition.org) and an e-newsletter, and has sufficient resources to engage in specific projects.  Involvement is open to everyone and the newsletter, HPD Digest, is available by request from hpd@aamc.org.   The New Summer Medical and Dental Education Program:  A New Effort by the Robert Wood Johnson Foundation to Diversify Medicine and Dentistry Douglas P. Merrill, Ph.D. and Jeremiah L. Putnam, Ph.D.   Written by two experienced advisors, this article highlights a well-established, successful, and recently expanded program to increase diversity in health care.  The Summer Medical and Dental Education Program (SMDEP), funded by the Robert Wood Johnson Foundation, supports 6-week intensive summer programs for talented students from underrepresented minorities and disadvantaged backgrounds at twelve professional schools.  Although the programs are not identical, they do have some common features.  Typically, they enroll 80 students (60 pre-medical, 20 pre-dental) in their first two years of college with minimum, yet reasonable, grades and scores.  Features of the programs include lectures to enhance the academic foundation, development of test taking skills, career exploration through shadowing and individual counseling.  Students establish a network of professionals, develop confidence through a supportive environment, and make friends with peers experiencing similar challenges.  Typically, the program covers all expenses.   Critical Partners: The Role of Health Professions Advisors in the Success of the Summer Medical Education Program Recruitment Efforts  Kevin Harris, M.S.A.   The ADA’s Commitment to Diversity in Dentistry Beverly Skoog, M.A. Ms. Skoog identifies four ways in which the American Dental Association (ADA) is trying to increase diversity in dentistry.  To increase general knowledge about the career, the ADA plans to increase the number of pre-dental clubs working with minority student dental groups.  An effort to provide better mentoring is expected to increase the exposure to a dental career.  Partnerships, such as those with Explorer Posts and local dental societies, will promote career awareness.  The Institute for Diversity in Leadership Program supports twelve dentists with workshop style leadership training and requires participants to design and carry out a personal leadership project related to dental career awareness.  Each of the twelve projects from the 2004 participants is described briefly. Schools of Public Health and American Indian/Alaska Native Communities Mah-Sere Keita Sow, M.P.H. American Indian/Alaskan Native (AI/AN) populations have acute public health needs that are not being adequately addressed despite good representation of AI/AN in public health schools.  A task force of Tribal leaders and public health deans concluded that the overall goal should be to develop collaborations between schools of public health and AI/AN communities.  To recruit more public health students they identified the most effective methods as: scholarships and fellowships, visibility at major recruitment venues, collaboration with Tribal schools, fee waivers for graduate school applications, and advertising in “Winds of Change” magazine. Recruiting a Diverse Veterinary Student Body Ronnie G. Elmore, D.V.M., M.S., D.A.C.T Minorities are seriously underrepresented in the field of veterinary medicine and in veterinary education programs.  Originally thought to be the result of inadequate recruitment, it is now believed that the lack of diversity results from several factors: differences in animal ownership, cultural and racial biases toward animals, expected income, and absence of minority role models.  Low rates of pet ownership among racial minorities result in less exposure to animals.  Exposure to veterinarians is also considerably lower, yet applicants are expected to have substantial veterinary experience.  The typically higher incomes commanded by human medicine tend to be more attractive to the minority population considering a medical career.  Dr. Elmore believes that the largely untapped pool of minority candidates may alleviate the anticipated shortage of veterinarians. Diversity: A Missing Link to Professionalism Marie A. Chisholm, Pharm.D. Viewpoints: Opportunities and Challenges:  Advising the Millennial Generation  Denise D. Gibson, Ph.D., L.I.S.W. and Carol L. Elam, Ed.D. The authors describe a number of defining characteristics about the Millennial generation of college students and how those characteristics may be viewed as both assets and challenges.  Among the characteristics discussed were feeling special, goal achieving, team orientation, structured, conventional, technological savvy, diversity, and civic spirit.  While these characteristics may be strengths, they also may manifest themselves as weaknesses.  Feeling special may become an entitlement.  Goal achieving may quickly become frustration when the goal is not easily attained.  Millennials are good at doing things and multitasking, but are not so adept at self-reflection.  The team oriented, technologically savvy student may struggle with individuality and ambiguity.  Practical suggestions are offered for dealing with the challenging aspects of these students and changes that advisors might consider to work more effectively with this group. Research Article:  Academic Preparation for Medical School:  What Second Year Medical Students Perceive to be Important  Kerry L. Cheesman, Ph.D., KT Mechlin, M.S., Peggy Abels, M.S., Jeanne Barnett, Ph.D., Marivern Easton, M.A., and Ian Cheesman
2006 March     June     September     December
March Vol. 26, No. 1   2006 Back to the top	Collection of Articles American Medical Student Association “Taking Control of Your Premedical Experience” Benny Esparra and Trina Denton The American Medical Student Association (AMSA) is the oldest and largest of the student medical associations. Originally part of the AMA, the organization became independent to focus its energies on issues of the underserved, inequities in the health care system, and issues of medical education. There are chapters at many undergraduate as well as medical schools.  The focus at all levels, national, regional, and local is service.  At the local level this takes the form of projects such as health fairs and screenings.  At the regional and national levels, there is more emphasis on legislative activism and public policy.  At the national level there are a number of committees that focus on very specific issues.  The national organization is run by medical students who take a year off from their studies to work on AMSA business and projects.  Students wishing to establish a chapter on their campus must have five active members and submit a petition to be chartered to the national House of Delegates.  Information may be found at www.amsa.org/premed/charter.cfm.  Among the advantages of belonging to this organization are the monthly journal, The New Physician, and opportunities for leadership development. V26 – 1 – 5  The Student National Medical Association (SNMA) “…a history of service, a tradition of caring…” Alden M. Landry The Student National Medical Association (SNMA) is the oldest medical student organization that focuses on the needs and concerns of underrepresented minorities.  It is dedicated to increasing and retaining the number of students of color in medical school.  At the pre-medical level, the primary initiative is MAPS (Minority Association of Pre-medical Students), a mentoring program that puts pre-medical students together with medical students.  The national SNMA is involved in legislative advocacy and health policy issues as well as community service projects and research forums.  The details for starting a MAPS chapter are outlined in detail in the article.  The first steps are identifying a sponsoring medical school and contacting a regional liaison.  Further information may be found at www.snma.org. V26 – 1 – 7 Predental Enrichment Activities of U.S. Colleges and Universities Lauren E. Mentasti, B.S. and Edward A. Thibodeau, D.M.D., Ph.D.   HOSA:  An Inclusive National Health Professions Organization Debra Kirchoff-Glazier, Ph.D. HOSA (Health Occupational Students of America) is a national organization endorsed by the U.S. Dept. of Education.  It distinguishes itself from other student organizations in a couple of ways.  First, and most importantly, it is an inclusive organization, encompassing students interested in all types of health professions.  It is not an honor society and welcomes students of the full range of academic achievement.  Finally, although there are college level chapters of the organization, the majority of chapters are at the high school level.  One advantage to the inclusiveness of the program is that students are introduced to a wide variety of health care careers.  Even if they do not choose to enter one of these careers, they are better informed about them and better able to think as a health care team member. Much of the article provides details about the activities of the HOSA chapter at Juniata College , the college at which the author teaches.  Some of these activities include an annual brunch for students and alumni in health care, community service projects related to health care, and the development of a code of ethics for the pre-health students at the school.  The code of ethics is provided in its entirety in the article. V26 – 1 – 16   Research Report: Validity of the Medical College Admission Test for Predicting Medical School Performance Ellen R. Julian, Ph.D. A Premed Advisor’s Curriculum for Increasing Verbal Reasoning Scores Gina Paul, Ph.D. As the advisor and professor for the MEDPREP program for underrepresented minorities at Southern Illinois University School of Medicine, Dr Paul has developed a program to help students improve their Verbal Reasoning scores on the MCAT.  This program, when used in its entirety, has proven quite successful.  The basis of the program is that students approach a Verbal Reasoning passage as a scientific passage, focusing on the details and often missing the big picture.  The program has seven major components: clue words; identification of the main idea; paragraph summary; underlining question and answer stems; analysis and rule making; reading and vocabulary logs; and diaphragmatic breathing. Clue words (ie. contrast and emphasis) help students identify the main idea.  The basics of sentence and argument structure contribute to understanding the main idea.  Students practice summarizing passages in their own words. Underlining Q&A stems helps students focus on what the question is asking and what the answer is saying in relation to the question.  Students analyze their mistakes to prevent them from making the same ones repeatedly.  Rules are developed to help them overcome common mistakes.  Reading logs force students to read articles outside of the sciences and on topics that they do not particularly enjoy.  Diaphragmatic breathing is taught to help students remain calm and focused during the exam.  A performance analysis chart is included with the article.  The small sample of results indicates that this program results in significantly improved scores. V26 – 1 – 33   Viewpoint: Biomedical Research as an Integrated Feature of the Undergraduate Pre-Medical Curriculum Melissa Betz Cichowicz, Ph.D. Highlight on a Profession: What is Occupational Therapy, anyway? Barbara P. Kresge, M.S., O.T.R. Occupational therapy is a rehabilitative profession that seeks to improve or sustain an individual’s ability to perform daily functions.  Taking a holistic approach, occupational therapists help people retrain their mind or body, or to discover new ways to do activities that have been affected by injury or illness.  This therapy may help a person return to work, return to living without assistance, or become more independent in general. Occupational therapists study human anatomy and physiology, the psychology of illness and disability, and the relationship of the person to her environment.  They work in a variety of settings, including hospitals, schools, industry, private practice, wellness programs, and adaptive sports.  They work with people of all ages and a wide variety of debilitating conditions.  Entry level programs are currently at the master’s level and involve two years of academic work and 24 weeks of fieldwork.  Most occupational therapists are generalists, but there are specialized certifications available in geriatrics, neurorehabilitation, and pediatrics.  The job outlook is very good for this field.  More information may be found at: www.aota.org. V26 – 1 - 42 Book Review:  Polio: An American Story David M. Oshinsky Review by Robert Cannon, Ph.D.
June Vol. 26, No. 2   2006 Back to the top	Special Theme:  Criminal Background Checks Criminal Background Checks: Meeting the Expectations of the Public and the Needs of the Profession Robert Sabalis, Ph.D. In this article Dr. Sabalis explains the context for the development of “an AAMC-administered national, centralized system for completing and reporting on criminal backgound checks for potentially all AAMC-member medical schools.”  An 18-member AAMC Criminal Background Check Advisory Committee was formed to advise the GSA Steering Committee and make recommendations about how this system might function.  The article contains the substance of these recommendations (2 pages) as well as five other relevant issues discussed during Advisory Committee meetings. v. 26(2) 5-8 The Criminal Background Check Requirement for Medical School Admission: Keeping Minority Applicants and the Criminal Justice System in Close Perspective Cynthia E. Boyd, M.D. Pointing to widely documented disparities in the way minorities are treated within the criminal justice system, Dr. Boyd offers eleven recommendations for health professions advisors and admissions committee members.  She offers these recommendations for use as a guideline in order that advisors, student affairs personnel, admissions committee members and other medical school officials can be more cognizant of the existence of discretionary decisions, and how these may have affected the minority applicant with a criminal background. v. 26(2) 9-14 Boston University School of Medicine: One School’s Approach to Criminal Background Checks Robert Witzburg, M.D. Boston University School of Medicine appointed a committee to develop policies and procedures to advise Dean Karen Antman on the use of Criminal Background Checks (CBCs) in medical school.  The Committee was asked to address the following topics:  use of CBCs for accepted applicants; guidelines for evaluation the information obtained from CBCs; management of the information once it has been obtained; and, the process for performing CBCs on enrolled students and on Pathway students.  Dr. Witzburg presents a synopsis of the Committee’s report.  His article also includes a workflow chart for the “Criminal History Review Committee.”  Dr. Witzburg concludes with the hope that the program designed at Boston University will serve to “bring our campus together, rather than divide us.”  He suggests every medical school undertake a similar process in order to devise a system, for handling criminal background checks, tailored to the particular history and culture of that institution. v. 26(2) 15-19 Public Health: A Field Whose Time Has Come – Association of Schools of Public Health Launch Common Application Service Arthur J. Culbert, Ph.D., Allison J. Foster, M.B.A., C.A.E., William H. Harvey, Ph.D., and Jeffery T. Johnson, Ph.D. The authors write about the development of the SOPHAS – the Schools of Public Health Application Service.  While presenting the history, they also provide information about the career field and possible degree combinations.  Readers can find references to additional resources, such as Public Health, Career Choices that Make a Difference and the website www.whatispublichealth.org. As explained in the article, SOPHAS plans to do more than provide a centralized application for students.  For example, the site should serve to help “clarify the complexity of public health both for the applicant and the advisor.”  The authors encourage advisors to visit www.sophas.org. v. 26(2) 20-26 The International Job Market for Public Health Graduates: Supply and Demand Caitlin Kennedy, M.P.H., Jane Park, and Timothy Baker, M.D./M.P.H. This article is the result of a study undertaken to estimate general workforce supply and economic demand in the area of Global Health.  The authors acknowledge the myriad problems of attempting such a measurement.  Based on available data from the Association of Schools of Public Health, private voluntary organizations registered with USAID, and the Organization for Economic Cooperation and Development (OECD), they conclude:  “it appears that the supply of trained personnel in International Health is not exceeding demand.” v. 26(2) 27-31  A Top Ten List of Premedical Student “Diseases and Syndromes” Kerry L. Cheesman, Ph.D. Dr. Cheesman adopts a humorous approach to illuminating common problems encountered when advising premedical students.  He offers solutions based on his 20 years of undergraduate advising experience coupled with prior experience teaching and doing research at a medical school.  While advisors might disagree about the ranking or related syndromes (functopenia could become a growing concern which might outrank organochemophobia), Dr. Cheesman offers easily digested, practical advice for helping “all of us re-examine our role as health professions advisors.” v. 26(2) 32-37  Book Review:  Mountains Beyond Mountains:  The Quest of Dr. Paul Farmer, A Man Who Would Cure the World Tracy Kidder Review by Karen deOlivares
September Vol. 26, No. 3   2006 Back to the top	Special Theme:  Highlights of the Meeting Maintaining the Fire Jacqueline Gaines, M.S.N.   Shaping Tomorrow’s Doctors:  The Path Begins Here Sandra O. Gold, Ed.D. This article is the text of the speech Dr Gold gave at the June, 2006 NAAHP Meeting in which she calls for the help of pre-health advisors to help in the selection of humanistic doctors. The educational system is already set up to select for students with academic strengths, especially in the sciences, but Dr Gold believes that the medical profession should demand students who also demonstrate such characteristics as integrity, compassion, and empathy. Speaking on behalf of the Gold Foundation, she noted that humanistic skills may be taught, mastered, and measured. The mission of the Foundation is to advocate for humanistic patient care, and to that end, it supports rituals as the White Coat Ceremony, recognition in the form of awards for outstanding humanistic practice, and support for curriculum development to help medical students develop humanistic attitudes. Dr Gold then turned her attention to identifying ways in which pre-health advisors could help their students develop empathy, professionalism, and compassion in their undergraduate years.  She suggested six specific ideas for advisors to try.  First, students should be encouraged to learn about the human condition through art, literature, history, and the study of the humanities and social sciences, in general.  Next she urged advisors to recommend or even require students to participate in service programs in order to develop a life-long commitment to service.  She suggested exposing students to speakers who embrace humanistic values in their practice, and, as a follow up, to have students shadow these practitioners, preferably over a period of time.  It is important for students to understand the life of a physician and to clarify the commitment one makes when entering the field.  Dr Gold also recommended exposing students to patient stories by having them hear the stories of real people.  Finally, she asked advisors to encourage their students to accept responsibility for the care of the entire population, not just their particular patients.  Students need to develop knowledge and leadership skills to help them improve public health, advocate for better policies and legislation, and to become agents of change.  By encouraging undergraduates in these ways, advisors will help set their students on the “right path” to the practice of medicine. V26 – 3 - 9 A Challenge for Medicine and for Society:  Responding to Changes in Physician Supply  and Demand Carol Elam, Ed.D., Robert F. Sabalis, Ph.D., Thomas Levitan, M.Ed., Vicki Fields, B.S. and John D. Schriner, Ph.D. The authors offer an overview of the current physician workforce as well as future needs. Several major reports call for a substantial increase in the physician workforce over the next 10 – 15 years as a result of the following factors: an increase in the U.S. population, a doubling of the number of citizens over the age of 65, a continuing rise in expectations for health care, an aging physician workforce, and a new generation of physicians with different practice expectations, including fewer hours than their predecessors.  In addition to the overall shortage, eleven specialties have reported shortages.  The commonly accepted solution to this problem is the expansion of medical education in the forms of increased class size and the addition of new medical schools.  Because medical training is such a lengthy process, it would take at least 10 years to begin to see the number of practicing physicians increase.  Some of the barriers to increasing enrollment size include expansion costs, scholarship availability, space constraints, availability of preceptors and training sites.  Already in response there are plans for five allopathic and six osteopathic schools to open in the next several years.  Another option for increasing the workforce is expansion through regionalization of medical education.  This alleviates the space issues, while conserving curricular and administrative costs.  Regional or branch campuses have been opened by both allopathic and osteopathic schools.  Another option for expansion is medical training for specific specialties or types of practice.  Such a program would attract potentially a different group of applicants that might otherwise seek advanced education elsewhere.  One of the challenges to expanding medical education is maintaining a qualified applicant pool.  Another is maintaining the quality of medical education as defined by the accrediting bodies of allopathic and osteopathic medicine.  To address the former challenge, programs are underway such as “aspiringdocs.org”, an effort that targets underrepresented populations.  It is clear that standards will not be compromised in any expansion effort.  Additional considerations to provide quality care to a greater number of people include the use of technology, the use of physician extenders, an increase in scholarships, and the expansion of loan repayment programs.  The solution, like the problem, is likely to be complex, employing the use of a variety of methods. V26 – 3 - 15 Here Come the Predental Students Anne Wells, Ed.D., Thomas Luten, M.A. and Mark D. Mitchell, M.A. In response to the significant rise in the number of dental school applicants (67% from 2001 to 2006), the authors have provided the answers to many common questions about the desired attributes of candidates for dental school.  Academic preparation is important and, although a biology major is generally not necessary, upper level biology courses are recommended.  Strong candidates demonstrate good time management skills, strong ethical behavior, and a clear understanding of the field.  Shadowing, work, and volunteering demonstrate knowledge of the field.  Students are encouraged to spend time with a general dentist even if they desire a specialty for a career.  Good hand-eye coordination may be developed through art courses, hobbies, and other activities.  Applicants who have overcome challenges and applicants whose career goals match those of the school are looked upon with favor. Tables are presented to show competitive GPAs and DAT scores.  Students are advised to take the DAT in the late spring of their junior year and to plan to take the test only once (although up to three tests are allowed).  Applications should be submitted as early as possible and should address clearly the reasons for choosing dentistry as a career.  Older applicants are welcomed, as are dental hygienists with strong academic backgrounds.  Applicants whose early academic careers were poor may be viable candidates if there is significant improvement.  Misconduct at the undergraduate level must be adequately explained.  Academic enrichment programs, formal or self designed, are encouraged for disadvantaged students.  Community college courses may be cause for concern unless taken for good reasons.  Re-applicants should apply early, demonstrate improvement from the first application, and should have a Plan B.  Red flags include light course loads without good reason, too many course withdrawals, too many schools attended, and “helicopter parents”.  Advisors are encouraged to consult the ADEA publications, as well as the ADEA and ADA websites for more information. V26 – 3 - 20 Religion, Politics and LGBT Issues and Their Role in the Medical School Admissions Process Edward Miller, M.A., Chere Pereira, B.A., Glenn Cummings, Ph. D., Joni Huff, M.A. and Richard Wallace, M.A. This article summarizes a panel discussion about how advisors can help applicants address sensitive issues, in particular, LGBT, religious, and political issues. Advisors are often privy to very personal information and are in a position to help students articulate their personal struggles and beliefs. If applicants opt to write about such issues in their personal statement it is important to remind them to consider tone and audience. The personal statement is not a good place to argue a controversial or sensitive topic. The focus should be on linking their issue to the broader topic of the practice of medicine.  The reader (audience) should be able to understand clearly why they are reading about the issue.  Useful directions to take such issues include how it has shaped the applicant, how dealing with the issue will influence their future medical practice, and how it might inform medical school classmates.  Care should be taken not to appear intolerant or to portray one’s self as a victim. In broader terms, it was suggested that advisors guide students about how much to reveal based on their comfort level in discussing their beliefs or situation.  If an issue is discussed in the personal statement, it becomes fair game for discussion during an interview.  Applicants should research their schools carefully to determine how supportive the institution will be to their situation.  Suggested resources for such information include mission statements, EOE statements, religious affiliations, availability of student groups, and the tolerance of the surrounding community.  Comfort level with discussing their needs should also dictate whether applicants explore the issue during their interview day or after receiving acceptance. In summary, it is important for the applicant to portray their true self.  Keeping a personal issue personal is fine, but no one should try to be someone counter to their values and beliefs.  The “fit” is important for both the applicant and the school. V26 – 3 - 26 Coast to Coast: Preparing for the Storm Advocating for Yourself and Your Program Amy L. Burkert, Ph.D. and Carol S. Weisse, Ph.D. Two veteran advisors offered three common scenarios that put advisors on the defensive and gathered suggestions for response and prevention of the various issues. The first involved a new administrator who does not understand the need for a pre-health advisor. Consensus was that lack of knowledge is the problem and education is the answer.  Documentation in the form of annual reports and weekly logs would be especially useful.  Education might also include noting the importance in cultivating relationships with professional schools, describing their role as buffer between parents and administration, noting the additional burden that would be placed on faculty, and emphasizing the role that advising plays in admissions and recruitment efforts, pointing to comparison schools, if necessary. The second scenario involved an untenured faculty advisor whose department chair suggests that advising duties might interfere with getting tenure.  The consensus was that the person should first obtain tenure, putting advising aside if necessary, and return to advising after being granted tenure. In the third scenario, the advisor’s job responsibilities have grown, but the job description and salary have stayed the same.  There was agreement that the advisor should ask for more money or release time. Providing documentation as described in the first scenario is a good strategy to use.  In all cases, being proactive in letting supervisors know what is involved in the job is a good preventive measure to take. V26 – 3 - 31 Hot Topics Karen deOlivares, Ph.D. Book Review:  A  Time to Hear, A Time to Help: Listening to People with Cancer Daniel Rosenblum, M.D. Review by Laurence A. Savett, M.D.
December Vol. 26, No. 4   2006 Back to the top	Special Theme:  Optometry Optometrists for the 21st Century Hector C. Santiago, O.D., Ph.D., F.A.A.O. Dr. Santiago’s essay provides an introduction for the theme of this issue:  Optometry.  He uses Howard Gardner’s concept of multiple intelligences to weave together the words of visionaries.  Dr. Santiago emphasizes the importance of understanding changing demographics and intersperses quotes to remind us how immigrants have strengthened our nation.  He concludes that nurturing “respectful and ethical minds” develops capacity for the appreciation of diversity, a commitment to community service, and empathic responses to patient needs.  Development of these qualities allows “all students to become the servant leaders of society.” v. 26(4), 5-6 State of Profession: U.S. eye, vision care market grew 6.5% since 2004 Tracy Overton This article provides a synopsis of the report “State of the Profession:  2006,” published in the June issue of Optometry:  Journal of the American Optometric Association.  Highlights include:  a 6.5 percent increase in the U.S. ophthalmic market; statistics on the number of full-time equivalent optometrists in the U.S. (35,855); and, information about the type of care given patients during the year. v. 26(4), 7 Trends in Student Enrollment and Applications Enid-Mai Jones, M.A., M.Ed., Patricia Coe O’Rourke, M.A. and Joanne Zuckerman, M.A. The authors begin by pointing out that applications to optometry schools declined between 1998 and 2001.  The Association of Schools and Colleges of Optometry (ASCO) subsequently launched a campaign to promote the profession.  The trend toward fewer applications has reversed in recent years, although the numbers are still lower than in 1998-1999, and applications from groups underrepresented in the profession have not increased.  The article contains easy to read tables which show not only changes in the applicant pool and enrollment, but also break down the data to provide a demographic view of those entering optometry schools. v. 26(4) 8-12 Diversity in Optometric Education Melvin D. Shipp, O.D., M.P.H., Dr.P.H.     Dr. Melvin Shipp writes that “optometry is the nation’s third largest independent health care profession with prescribing authority …”  He provides fundamental information about the profession and recommends five strategies for “addressing the under representation of minorities within optometry education.”  These strategies include focusing on efforts to increase awareness and institutionalize “diversity/multiculturalism into each institution’s culture.” v. 26(4) 13-14    Cultural Competency and Optometric Education LeVelle B. Jenkins, O.D., F.A.A.O.   Student Recruitment in the Teleconferencing Age Barbara W. Brown, O.D. The author’s description of the steps taken by UM-St. Louis College of Optometry’s recruitment program provides rationale, inspiration and concrete advice for others who may want to re-examine their own initiatives.  Through “webinars,” on-site workshops and forming a “virtual community,” travel time for staff was significantly decreased while prospective students had increased access to information.  Although the innovations were undertaken initially as budget-trimming measures, staff benefited.  People traveling were less fatigued, as were the staff who remained in the office covering for those away.  Dr. Brown reports an increase in the applicant pool and although she acknowledges it is too early to judge whether this is due to the described programmatic changes, she is optimistic about the future of their efforts in this direction. v. 26(4) 23-26 Student Perspective on the First Year Experience in Optometry School Barbara McGinley, M.A. The article draws from the experiences of five students at The New England College of Optometry (NECO) and that of the author who is Director of Student Services at NECO.  The students were asked to talk about:  their background, reasons for choosing optometry as a career, expectations of academic and clinical work at NECO, and the biggest adjustment faced when making the transition from an undergraduate institution to optometry school.  The information provided would be useful for any student interested in optometry. v. 26(4) 27-30 Optometry Admission Testing Program (OAT) Mark Colip, O.D. Dr. Colip discusses the structure and function of the OAT.  He notes that all optometry schools require the test for applicants; however, each college determines the relative weight of the test score in the admission process.  The information in this article is detailed.  Dr. Colip lists topics covered in the test, provides specifics about test administration, and explains how the test is scored.  A handy summary titled “The OAT in the brief” appears on the last page of the article. v. 26(4) 31-37 Addressing the Shortage of Physician-Scientists One Student at a Time Jennifer L. Bloom, Ed.D., Amanda E. Propst Cuevas, M.A., and Katie Andre The number of physician scientists in the United States peaked in 1985 at 23,268.  By 1995 there were 14,340 physician scientists, and that number has remained fairly constant up to the present time.  While providing an overview of the physician-scientist shortage in the United States , the authors describe a specific program at the University of Illinois at Urbana-Champaign called the fMRI (future Medical Research Investigators) club which is aimed at encouraging undergraduate students’ research and clinical interests.  Sponsored by the Medical Scholars Program (MSP) this student led organization attracts about thirty members to its monthly meetings.  One club initiative is Mentor Match which pairs a club member with an MD/PhD student.  The authors write, “it is time to stop complaining about the shortage of physician scientists and instead spur al of the pertinent parties … to collaborate on new and creative solutions.” v. 26(4) 38-41 Exhibit Review:  A Visit to Dr. Gunther von Hagens’ “BODY WORLDS: The Anatomical Exhibition of Real Human Bodies” Melissa Betz Cichowicz, Ph.D.
2007 March     June     September     December
March Vol. 27, No. 1   2007 Back to the top	Report of the 2006 NAAHP Membership Survey – Part 1: Similarities and Differences Between Faculty and Administrative/Professional Advisors Kerry L. Cheesman, PhD and Anne L. Ewing, PhD Authors Cheeseman and Ewing describe the results of the survey of advisors requested by the NAAHP Board of Directors and administered in 2006. This electronic survey closely mirrored two previous surveys done in 1988 and 1992.  532 surveys were analyzed by SPSS software.  Part 1 presents the data concerning the advisors, who they are, where they work, and how they are supported.  Extensive detail is offered in the form of pie charts and clearly shows that advisors are a diverse group of people. A number of findings were significant and, in many cases, represented changes from the previous surveys.  Baccalaureate and doctoral degree granting institutions make up the largest representation among advisors, whereas community colleges are clearly under-represented.  Administrative/professional advisors now make up the majority of NAAHP membership, perhaps reflecting the increase in membership of doctoral/research universities.  There is a significant decrease in the number of tenure-track faculty members and a small increase in the number of advisors with professional degrees.  Other changes include an overall increase in budgetary support for advisors, although 11% report having no institutional support for travel.  More advisors now participate in student recruitment and orientation.  Faculty advisor salaries tend to be higher overall than administrative/professional ones, and tend to be higher in masters and doctoral granting institutions.  One finding of concern is that 40% of tenure-track faculty receive no release time or compensation for their efforts.  The authors suggest that NAAHP issue a “white paper” to help advisors address some of the concerns revealed by the survey. Pp 5-13 Changing Premed Requirements and the Medical Curriculum Emanuel, Ezekiel J., MD, PhD Bicameral Prerequisite Curriculum Robert Blystone, PhD  For the majority of this article, Blystone muses about the existence of and tension between the bicameral or dichotomous aspects of medicine.  The basic sciences are balanced by clinical training.  The current science requirements for admissions are juxtaposed to the social and interpersonal skills that characterize a good clinician.  Critical thinking, analytical ability, and integration are all important, but these may be learned through quantitative and qualitative means. Blystone argues that the sheer number of undergraduates expressing interest in medicine affects the staffing and funding of departments that offer the prerequisite courses required of these individuals.  He also suggests that the skills required be expressed in terms of function, such as critical thinking, rather than anatomy, such as a specific course, and that these skills may be learned in any number of disciplines.  It is clear that he thinks we should reassess who and what we want our doctors to be. Pp 19-21 The Health Professions Advisor’s Letter of Evaluation:  Everything You Ever Wanted to Know But Were Afraid to Ask A Two-Part Article by Kay H. Singer, PhD and Robert A. Witzburg, MD In this article Dr Singer represents the advisors who write the letter of evaluation and Dr Witzburg represents the admissions deans who read and use these letters in their decisions.  Witzburg sets the stage by identifying the admissions officer’s constituencies, the most important of which are patients and society.  He also identifies the data made available in the admissions process, some of which is not helpful as might be expected. Grade inflation, for example, makes it difficult to distinguish among candidates and glowing faculty letters tend to offer any real insights.  The advisor’s letter, however, has the potential to provide the necessary information that will allow for the meaningful evaluation and comparison of candidates. The letter of evaluation is deemed most useful when it includes a candidate’s life story, academic history, personal qualities, and a fair, yet honest evaluation and recommendation.  Personal qualities are broken down into a number of categories. Witzburg asserts that downplaying or withholding negative information serves the process, and ultimately the patient, poorly. In response to Dr Witzburg’s comments, Dr Singer offers many excellent suggestions for structuring a useful and meaningful letter of evaluation.  Based on her extensive experience writing letters for students at Duke U. , Singer suggests a three step process. First, from among the various models for letter writing, determine the process that best suits your program. Who will write the letter and what will be included?  Second, collect the information available about your applicants.  Such information might include GPA, activities, interview, and letters of recommendation. Third, decide on a format so admissions officers know where to look for specific information. She shares the format that she used for her advisees as an example.  Finally, she offers some general advice such as using a spreadsheet for large groups of applicants, using macros for standard sentences and, of course, using Virtual Evals. Pp 23-27 To Take or Not To Take:  Online Science Courses as Prerequisites for Professional Schools Ruth O. Bingham, PhD Online courses, although increasingly available, are a source of controversy and concern for pre-health students, their advisors, and the admissions committees who must evaluate them.  These courses are taken for a variety of reasons, many of which are legitimate – convenience, flexibility, cost, and courses that are not offered by the home institution.  Professional schools, however, vary widely in their acceptance of online courses, and advisors are often called upon to assist a student considering taking such a course.  The author argues that the advisor’s role is to help the student assess an online course through a series of questions. The student needs to be able to articulate a reason for taking an online course and the advisor needs to listen carefully for underlying reasons that may exist.  The student also needs to consider how the course will fit into their overall academic planning.  The advisor should then encourage the student to research their choice carefully, considering such things as course level, intended audience, format, cost, computer requirements, and time commitment.  More difficult, but important aspects, such as the institution’s accreditation, reputation, and transcript appearance, must be assessed.  In short, the student needs to understand the level of risk involved.  Other details to consider include the instructor’s background, the syllabus, test format, class format, student: teacher ratio, instructional format, interactive capability, and assistance with both the material and technical problems. Beyond the purely practical considerations, Bingham offers an interesting discussion of the skepticism and biases surrounding online courses.  She also cites some thought-provoking comparisons of “live” courses and online ones, especially those involving laboratory exercises.  She suggests that the final assessment must include consideration of the student’s learning style and identifies some styles that would seem a good fit for online learning. Pp 28-35 Highlight a Profession:  Medical Radiation Physicists Dawn LaBarbera, PhD, PA-C, CNTM, RT(N) Nursing Against the Odds: How Health Care Cost Cutting, Media Stereotypes, and Medical Hubris Undermine Nurses and Patient Care Suzanne Gordon Reviewed by Judy Jensvold, MEd
June Vol. 27, No. 2   2007 Back to the top	Report of the 2006 NAAHP Membership Survey – Part 2: Who We Advise and How We Facilitate Letters of Evaluation Anne L. Ewing, Ph.D., Ian W. Cheesman, and Kerry L. Cheesman, Ph.D. The 2006 NAAHP Membership Survey was designed and administered as part of an ongoing effort to better serve NAAHP members.  Specifically, the survey was intended to provide data for “developing sets of recommendations about professionalism and institutional standards.”  The authors of this article assumed the task of administering and analyzing the data.  Graphs are included in the presentation of their findings that visually illustrate how the scope of advising has broadened.  “We are not just premed advisors anymore – we cover the entire field and have evolved in our expertise.”  One of the changes noted during the time between this survey and those previously administered is the increased use of a committee letter attached to individual letters.  Survey respondents also indicated satisfaction with the work NAAHP is doing on behalf of members.  The authors outline recommendations for directions in which NAAHP might expand its role. v. 27(2) 5-14 21st Century Medicine and the Liberal Arts and Sciences: Preparing Students for the Health Professions Norma E. Wagoner, Ph.D. As Emeritus Dean of Students, University of Chicago Pritzker School of Medicine and a member of the Committee on Admissions, University of Colorado School of Medicine, Dr. Wagoner has interviewed thousands of applicants to medical school.  In this article she summarizes shifts in medical school education and provides concrete suggestions for premed advisors.  Dr. Wagoner writes advisors can assist undergraduate students in developing the personal and academic competencies they will need in order to face the changes and challenges they will encounter as medical school students and physicians.  Students should not only have a broad range of experiences, but also should engage in the type of critical reflection that leads to an understanding of what those experiences mean in the context of their core values.  Dr. Wagoner states:  “ ... those elements critical to students’ undergraduate careers include balance and diversity of experiences, challenges to their value system, and a chance to get to know who they are as human beings before they head out into a complex world that will demand their best.” v. 27(2) 15-20 Pre-health Students Receptivity to Evaluation by ACGME Competencies Aruna Selina Harduarsingh, Seth Leibowitz Ed.D., and Joann N. Bodurtha M.D., M.P.H. This article reports the results of a study at Virginia Commonwealth University (VCM), which was designed to address the lack of a “uniform way students can document [medically-related] experiences to make sure they are getting appropriate or relevant exposure.”  Concomitantly, when preparing committee letters advisors have no standard way to assess the appropriateness or relevance of students’ experiences.  Ar VCM, premedical students were given an evaluation tool to help them “record, reflect, and get credit for” their medically-related experiences.  A survey was then administered to determine student opinion about the usefulness of the evaluation tool.  This tool used the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project’s six core competencies and incorporated elements from a form used by the VCM pre-health advisory committee.  The majority of the 51 students responding to the survey believed the evaluation tool valuable – “necessary, beneficial, and relevant.”  The article includes the evaluation tool used in the study. v. 27(2) 21-26 Advising Unsuccessful Medical School Applicants Mariella Mecozzi, M.A., Adam Myers, Ph.D., and Consuelo López Springfield, Ph.D. As the authors point out, in 2006 about one-fourth of those matriculating to medical school were re-applicants.  They present a step-by-step guide for working with students who were unsuccessful in their first attempt.  While outlining what an advisor might do to help those who want to change their career direction, the authors focus on advising students who intend to apply again to medical school.  They list common reasons applicants fail, suggest strategies for addressing issues in each area, and provide guidelines for evaluating post-baccalaureate and special master’s programs.  While offering practical suggestions, the authors emphasize that advising the unsuccessful applicant is a “highly personalized process.”  Only occasionally is there a “quick fix.”  They recommend scheduling several meeting with the re-applicant.  “The potential rewards to advisor and advisee in this follow-through are limitless.” v. 27(2) 27-35 Advising the Unsuccessful Medical School Applicant, A Holistic, Skills-Based Approach Sally Fell, MS, LPC, C.A.D.C., N.C.C. In this article the author provides tips on establishing a professional and trusting relationship with a re-applicant.  Five “core traits intrinsic to a helping relationship” are identified:  unconditional positive regard, genuineness, caring, warmth and empathy.  The author recommends asking open-ended questions and listening carefully.  Advisors can help “open the door to healing and hope.” v. 27(2) 36-37 Triangulation and Performance Analyses: Two Critical Components in Analyzing Verbal Reasoning Mishaps Gina Paul, Ph.D. Dr. Paul shares a method for improving the likelihood of obtaining correct answers to test questions accompanying verbal reasoning passages.  This article is a follow-up to a previous article on the topic, published in the March 2006 issue of The Advisor.  When using the method described, Dr. Paul strongly recommends students analyze their performance as an individual assignment, rather than a group exercise.  The article provides an explanation on how to guide students in understanding Clue Words, and includes the Performance Analysis Chart as well as the Triangulation Analyses Chart (TAC).  Dr. Paul issues a caution:  “this method does take time and effort ...”  But, she also states that students have responded positively and also found it useful for other sections of the MCAT as well as their exams in science classes. v. 27(2) 38-42
September Vol. 27, No. 3   2007 Back to the top	It’s Time for Change in Medical Education; It’s TIME for ITME Fred Donini-Lenhoff, M.A., Barbara Barzansky, Ph.D., and Paul H. Rockey, M.D., M.P.H.  The Initiative to Transform Medical Education (ITME) was launched by the AMA in 2005 to address needed concerns in a medical education system that has remained largely unchanged in the past 100 years. Its goal is to promote excellence in patient care by reforming medical education from the pre-medical years through continuing education for practicing physicians. Strengths of the current system were identified as knowledge and technical proficiency, physician concern for individual patients, and patient respect for physicians.  Gaps and areas needing improvement were more extensive.  Physicians are not prepared to adjust or improve the health care system, and are ill equipped to act as patient advocates on social issues or to participate in ethical and political discussion about resource allocation.  They often lose their altruism through their training years, and have difficulty dealing with uncertainty.  Managing information and effectively using technology also presents a challenge.  Physicians typically expect to be autonomous in treating patients, yet are often uncomfortable discussing delicate issues with those patients. The ITME identified ten ways to improve medical education.  These include: assessing interpersonal skills in the admissions process; creating alternative pathways to medical education; introducing core competencies with accompanying methods of evaluation; assisting current faculty in shifting to the new paradigm; rewarding participants for their buy-in; modeling appropriate behaviors in the educational process; enhancing coordination among licensing, certifying, and accrediting bodies; funding medical education research and development; and evaluating effectiveness based on outcomes. Change in admissions requirements is one way to change the system.  The ITME suggests that greater breadth of coursework in pre-medical years as well as significant commitment to service would be good starting points. They also recommended that humanism, ethics, and professionalism be built into the curriculum at all points. V26-3-5 Entering the Continuum: Undergraduate Preparation for Medical School Carol L. Elam, Ed.D.  Although the continuum of education for physicians is well defined, it is often not well integrated.  The author has collected a series of articles describing courses typically taken in the first two years of medical school, the skills necessary for success in these courses, and recommendations for appropriate undergraduate preparation.  The common thread is a general sense of what it takes to be successful in the first years of medical school. Getting Started: A Primer on Comprehension R.J. Jacob, Ph.D. Successful medical and dental students are self-directed, life long learners.  Jacob describes four levels of learning, each with progressively better comprehension and retention. The higher the level, the greater the chances are for success in a medical curriculum. Human Gross Anatomy Bruce E. Maley, Ph.D. Maley asserts that the primary purpose of most anatomy courses is to teach the language of the profession to allow for communication in the discipline.  A challenge for most students is working with a dead body and this creates considerable stress.  The other major challenge is coping with the sheer volume of information.  Suggestions for preparation include taking comparative anatomy, taking an anatomy/physiology course that includes dissection, and taking a medical terminology class.  Even with such a background, medical students must be able to use the information, not just memorize the facts.  Maley suggests study groups as a way of learning to use the information just learned, to find reasons for learning the extensive amount of information, and becoming comfortable with making mistakes.  He also encourages students to seek faculty assistance to maximize efficiency in studying. Cell and Tissue Biology Brian R. MacPherson, Ph.D.   This area involves the study of cells, their organization into tissue, and ultimately into organs.  It introduces the student to the appearance and organization of normal human tissue and organs.  Although molecular biology has crept into some courses, MacPherson feels strongly that “what we can see” is a critical aspect of the course.  Assessment is typically multiple choice and focuses on facts, not comparisons.  Digital microscopy is becoming common as a way of more efficiently staffing labs. Group study is encouraged. Physiology Dexter F. Speck, Ph.D. Physiology is the study of the normal function of the body, and typically integrates many disciplines to describe health and disease.  The study balances mathematical principles of predictability with biological principles of variability.  It involves extensive use of charts and graphs, a skill often lacking from undergraduate studies.  Comfort level in reading and interpreting graphs predicts success in this course.  Once again, students are encouraged to study in small groups.  Biochemistry Thomas N. Oeltmann, Ph.D. and Neil Osheroff, Ph.D. Biochemistry studies the structure, function, and interaction of biomolecules, their synthesis and degradation, and the mechanisms by which their activities are coordinated and regulated.  It also includes the pathways by which they are converted to usable energy and the process by which genetic information is transmitted.  Medical school courses focus on mammalian systems.  Students with a good background in organic chemistry, molecular biology, and biochemistry generally fare well in these courses.  Medical Behavioral Science H. Jean Wiese, Ph.D. and John F. Wilson, Ph.D. Medical behavioral science includes multiple social science disciplines.  The authors note the Institute of Medicine ’s recommendations for teaching basic behavioral principles.  They recommend that undergraduates take courses in social sciences to broaden their knowledge, but also to become familiar with a multi-disciplinary approach to problem solving.  Service and service learning are valuable preparation as well.  Introduction to Clinical Medicine David W. Rudy, M.D. Traditionally composed of learning how to take a history and how to perform a physical exam, this course has broadened in recent years to include the doctor-patient relationship and general communication skills.  It may also include learning to present a case, write up a medical case, and write progress notes for a patient chart.  Suggestions for undergraduates include taking a broad range of courses outside of the sciences, learning to reflect on experiences, and developing good communication skills.  Seminar classes and experiential learning are also encouraged.  Genetics Jeffrey N. Davidson, Ph.D. Medical genetics, the study of the interaction of genetic mutations and environment, has become an integral part of all medical specialties.  The focus is on disease and abnormality, and undergraduate preparation in molecular biology may be more useful than a standard genetics course.  The author recommends also taking courses in ethics, religion, and psychology.  Comprehension is more effective than memorization. Pharmacology Donna R. Weber, Ph.D. Pharmacology studies the mechanism of drug action on the body, the kinetics of drug absorption, metabolism and elimination, and the use of drugs in disease prevention and treatment. Weber suggests that undergraduates prepare by taking biochemistry, anatomy and physiology.  She also recommends that students learn about drugs as consumers by reading labels and package inserts.  Success is predicted by learning at the highest levels as defined by Bloom’s Taxonomy, staying current with coursework, understanding one’s personal learning style, and actively engaging in class. V27-3-11 Demystifying Careers in Medicine:  The Physician-Student Mentoring Program at Butler University Johnny D. Pryor, J.D. and Michael J. Samide, Ph.D.  The authors describe a physician mentoring program established in 2006 at Butler U.   Sophomore pre-medical students are matched with a physician mentor for a 2 year commitment.  Students and mentors complete a participation form and meet at least once each semester.  In addition to shadowing opportunities, the pairs share a meal, attend a performance, or engage in a volunteer activity.  Mentors may be alumni or local physicians and are matched with students by medical interests, general interests, and gender. The program is too new to have assessment data, but appears to be successful.  Students are enjoying the experience and are learning from their mentor.  Some have learned that a medical career is not appropriate for them to pursue. V27-3-27 A Rural Kentucky Osteopathic Professional Education Preparation Program Stephen M. Payson, M.S. and Meg Wright Sidle, Ph.D. The Pikeville College School of Osteopathic Medicine’s Professional Education Preparation Program (PCSOM-PEPP) is a pipeline program intended to encourage rural Kentucky residents to consider medicine as a career goal and offer support for those who decide they are interested.  The program was prompted by the need for rural physicians and the underrepresentation of rural residents, those most likely to fill that need, in medical school. The lack of challenge presented to the best students in disadvantaged schools often results in academic struggles once those students go to college.  Low grades and MCAT scores then stand in the way of admission to medical school. The PCSOM-PEPP seeks participants of high school age through guidance counselors and screens them through use of an essay, science teacher letter of recommendation, and demonstrated interest in medicine.  The majority of participants are white, female, Appalachian, public school students from low income families. PEPP is a 2 week program including daily anatomy and physiology lectures presented by second year medical students, anatomy lab participation, and volunteer work at the local hospital. Hard work is balanced by fun in a variety of forms. The primary objectives of PEPP are to have students understand the intensity of medical school, the competition they will encounter, and the level of dedication required to succeed. Considerable detail is offered in the article about assessment and outcomes of the program.  In general, participants recognize the need to improve their study skills and knowledge base, and have a better understanding of the expectations of the medical school experience.  Having medical students who come from similar backgrounds teaching courses and labs provided positive role models for the participants. V27-3-30 Health Professions Advisors and AHECs: A Partnership That Benefits All Jason C. Baker, Ph.D. and Paula Overfelt, M.Ed.  Authors Baker and Overfelt describe an effective partnership between the Northwest Missouri Area Health Education Center (AHEC) and the health professions advising services at Missouri Western State University .  By collaborating on programs, they conserve time and resources, as well as providing good attendance for their various activities.  The AHEC office has extensive contacts with health professionals, and staff to organize events.  The pre-medical students become familiar with AHEC, and, presumably, are more apt to work with them when they get into practice.  Working with the AHEC also makes it easier to work with other institutions creating a larger audience for speakers and recruiters.  Some examples of collaborative efforts include mock exams, mock interviews, personal statement writing sessions, and day long workshops on specific medical topics. V27-3-39 Not So Elementary Dr. Watson:  Points to Ponder When Gang Involvement is Detected in an Applicant’s Background Wafeeq Sabir, Ph.D., Charrise Meadows and Karen de Olivares, Ph.D.  The use of criminal background checks has created a new concern in medical school admissions: how to deal with gang activity and affiliation.  “Gangs” are defined specifically by state penal codes as groups regularly engaging in criminal activity. Further definition includes the common use of identification (name or symbol) and the atmosphere of fear and intimidation created by the criminal activity.  Some of the issues of concern are the level of perceived threat, the types of criminal activity (petty theft vs murder), and the misidentification of individuals as gang members.  Especially troubling is the disproportionate assignment of gang membership to minority members. Although there are criteria by which individuals are labeled as gang members, these vary, are used inconsistently, and may be applied by law enforcement agents with little or no training about gangs.  The authors present an interesting and convincing case of misidentification. The authors in no way condone true gang activity or the violence associated with it.  Rather, they suggest caution in making assumptions about individuals and offer two major suggestions.  First, that gang membership and related criminal activity be carefully researched, and that assistance should be sought of someone with specialized training in gangs.  The second suggestion is to keep an open mind.  Some gang members do get out, go back to school, and set a positive course for themselves.  The applicant should be considered as an individual with potential positive attributes as well as some negatives in their past. V27-3-43
December Vol. 27, No. 4   2007 Back to the top	Special Theme:  Osteopathic Medicine The State of Osteopathic Medical Education Stephen C. Shannon, D.O., M.P.H. Dr. Shannon describes the role osteopathic colleges play in helping to meet predicted physician shortages, particularly in primary care and for underserved populations.  Currently, “nearly one in five of the nation’s medical students is studying at an osteopathic medical school.”  With the new colleges projected, this number is expected to increase.  Dr. Shannon writes that Colleges of Osteopathic Medicine (COMs) are also focusing on recruiting students “who reflect the communities they will serve” in rural and urban areas. v. 27(4) 5-6 Osteopathic Medical Education — Enrollment by the Numbers over Forty Years Thomas Levitan, M.Ed. The numbers presented by Mr. Levitan graphically demonstrate the rapid growth in osteopathic education since 1969.  Prior to that year, there were only five Colleges of Osteopathic Medicine (COMs).  They were established in the late 1800s and early 1900s.  This article provides a look at current enrollment, trends in the composition of medical school classes, and projections for future growth.  Factors inhibiting growth include:  “the availability of faculty and clinical training sites, and funding.” v. 27(4) 7-12 Osteopathic Principles and Philosophy: A Contemporary View Raymond J. Hruby, D.O., F.A.A.O. The author places the practice of osteopathic medicine in historical context.  Quotes from Dr. Andrew Taylor Still’s writing are woven in to help the reader understand more about ideas that form the foundation of osteopathic practice.  For example, in one passage Dr. Still described an incident that eventually led him to incorporate a different approach in his treatment of patients.  Transitioning between past and present, Dr. Hruby explains four basic principles:  Unity of Body, Self-regulatory and Self-healing systems, The Relationship between Structure and Function; and, The Rational Treatment Approach.   He highlights key concepts and lists four of an osteopathic physician’s goals.  Dr. Hruby also describes how goals and principles fit together in models, which “allows the osteopathic physician to consider” the patient’s overall condition, treatment options and preventive measures. v. 27(4) 13-22 Changing the Blueprint of Medical Education ATSU builds the medical school of the future in Mesa, Arizona Adrian Anast, Ph.D. Dr. Anast writes about the need for change and outlines curricular components at the School of Osteopathic Medicine in Mesa .  Beginning with the second year, students will leave the Mesa campus and complete their training at Community Health Centers.  In these settings full-time faculty will directly supervise clinical exposure and instruction. v. 27(4) 23-26 A Three-Year Accelerated Medical School Curriculum Designed to Encourage and  Facilitate Primary Care Careers Hershey S. Bell , M.D., Silvia M. Ferretti, D.O., and Richard A. Ortoski, D.O. Prescription for Progress:  Florida Passes Landmark Physician Workforce Legislation Scott Colton  In this article the author writes about the passage of CS/CS/SB 770, and its subsequent signing into law by Florida Governor Charlie Crist.  The bill authorizes the Department of Health to collect and analyze physician workforce data.  The information gained from the data is intended to “help the state make appropriate decisions in the future concerning physician workforce issues.”  Mr. Colton provides numbers and comments on the need for a detailed assessment. v. 24(4) 34-37 Costin Institute Trains Osteopathic Medical Educators Fran Daly, Ph.D. ANCHORS AWAY WVSOM Grads Serve as Navy Physicians Jeffery D. Cobb The author talks with three Navy physicians who attended West Virginia School of Osteopathic Medicine – Lt. Lisa Zaleski, Lt. Mickey Deel, and Lt. Christopher Hardy.  They describe advantages of military scholarships and service.  Being the “person on the ship with the most medical knowledge” requires leadership ability and developing confidence in one’s skills.  Being in close proximity to patients, allows the physician to feel like he or she is “treating people, not diseases.”  The admitted downside is that when deployed, the Navy physician is away from home and his or her family.  The article concludes with a statement by Lt. Deel:  “Overall, there are some sacrifices ... but I still think it is one of the best decisions I could have made.”
2008 March     June     September     December
March Vol. 28, No. 1  2008 Back to the top	Preventive Medicine: An Opportunity to Combine Public Health and Medicine F. Douglas Scutchfield, MD Dr Scutchfield describes a preventive medicine specialty for physicians interested in a career in public health. The three general areas covered by this medical specialty are general preventive medicine, aerospace medicine and occupational medicine. The residency for this specialty is 3 years long, combining traditional clinical medicine with public health and preventive medicine experiences. Typically the resident in this specialty earns an MPH or equivalent. Given the recent number of public and global health concerns, preventive medicine is an important specialty for physicians to consider. v. 28(1) 5 - 7 An Opportunity to Establish a Relationship, Explore and Listen, Teach, Guide and Coach, and Model the Doctor-Patient Relationship Laurence A. Savett, MD, FACP An early extended interview between a pre-medical student and an advisor is an opportunity to establish a relationship, explore and listen, teach, guide and coach, and model the doctor-patient relationship. This article details an interview model that Dr Savett has used since 1994 at two small liberal arts institutions, along with the rationale for the inquiry and process. The method can easily be modified for use in advising those interested in careers in other health care professions, at small and large institutions. His premise is that an early meeting with an advisee needs to be an extended one. In general, he recommends the following goals as important to accomplish in that first meeting. Establishing a relationship and discovering the advisee’s knowledge base as well as aspirations are key elements to successful advisor/advisee work. As advisors, we need to help students reflect upon and assess their skills, interests, and experiences. We also must guide them in clarifying their needs; not dictating steps, but rather helping them discover their own needs and plan their own paths to fulfilling those needs. Done well, the advisor/advisee relationship models a positive doctor/patient relationship, is itself instructive to the student. Dr Savett takes the reader through a detailed interview, complete with follow up questions, and points out teachable moments along the way. He also offers a sample interview form that may be especially useful to new advisors. The author’s insights and suggestions will be useful for new and experienced advisors getting to know new advisees. v. 28(1) 8 - 14 Making the MCAT Writing Sample Less Complex Jerry Passon, MA and Gina Paul, PhD Authors Passon and Paul present an outline of the component of the MEDPREP course taught at the Southern Illinois U. School of Medicine dedicated to helping students improve their MCAT Writing Sample score. Although students commonly perceive the Writing Sample to be of less importance than other MCAT sections, the authors believe that the ability to write reflects the way in which one thinks, and is, therefore, an important skill to learn. They approach writing skill building through a series of three workshops. The first workshop focuses on the way in which the essays are graded and are taught to use the concepts of Clarity, Depth, and Complexity of Ideas in approaching their responses to the essay prompts. The second workshop provides in-depth examination of sample essays based on the concepts learned in the first workshop. The final workshop involves students examining and critiquing each others’ essays. Using this approach the MEDPREP students were able to raise their Writing Sample scores significantly. v. 28(1) 17 – 21 Genetic Counseling as a Career Option: The Role of Health Profession Advisors Amanda G. Noyes, MS, Robert E. Cannon, PhD, Nancy Callanan, MS, CGC and Pamela J. Reitnauer, MD, PhD This study was designed to determine if health profession advisors could help resolve an ongoing recruitment problem in genetic counseling. As with many other health professions, the diversity in genetic counseling does not resemble that of the general population. According to the National Society of Genetic Counselors’ 2006 Professional Status Survey, the majority of practicing genetic counselors are Caucasian females. A 2005 study by Oh and Lewis discovered that previous awareness of genetic counseling is correlated with consideration of the profession and that the students who were already aware of genetic counseling were more likely to be Caucasian females. Minority and male students were equally likely to consider the field if they had previous awareness.3 A survey of students enrolled in genetic counseling training programs in the 2003-2004 school year by Lega et al. revealed that only 2.5% of the 235 students first learned of genetic counseling through a career counselor.2 Health professions advisors are in the ideal position on college campuses to create and increase awareness about genetic counseling. We surveyed advisors to examine their knowledge of genetic counseling, their previous experiences with the field and how they prefer to receive new information about health professions. In addition, we solicited advising responses to hypothetical scenarios. The findings indicate that although health professions advisors do advise male and ethnic minority students, there are deficiencies in the advisors’ knowledge about the profession. None of the advisors demographics, including gender, ethnicity, years of experience or number of genetic counseling training programs in their region correlated with knowledge regarding genetic counseling. Advisors demonstrated a preference for suggesting genetic counseling to female students with higher GPAs over male students. Web-based sources were the most frequently chosen preference for receiving new information about health professions. v. 28(1) 31 – 37 Healthcare Management – A Different Kind of Health Profession Lydia M. Reed, MBA, CAE Healthcare management is a good career choice for persons who are interested in the business side of medicine and for those who have a passion for healthcare, but prefer not to function in a clinical setting. The career opportunities in this field are abundant and offer excellent earning potential, flexibility, and a means of making a difference in the community. The typical curriculum involves management theory, study of the healthcare industry, and the integration of theory with practical problem solving. Although there are numerous degrees granted in this field, the three most common are the MPH, the MBA, and the MHA. The author offers considerable detail about what to look for in a program, and provides an extensive list of web resources. v. 28(1) 38 - 42
June Vol. 28, No. 2   2008 Back to the top	Academic Preparation for Medical School :  similarities and differences between what allopathic and osteopathic medical students perceive to be important Kerry L Cheesman, PhD; Ian Cheesman and Derek Gibbons The authors report the results of a survey administered in the fall of 2005 to osteopathic students at 7 Midwestern osteopathic schools.  The study was a follow-up to a 2003 survey administered in 2003 to students at 8 Midwestern allopathic schools.  Students were asked to identify undergraduate courses they deemed “essential to success in medical school, and those deemed irrelevant or not helpful ...” (p. 9).  In addition, students were asked to respond to an open-ended question “asking for any comments they would like to pass on to premedical advisors.”  One interesting result was that the “osteopathic students surveyed [338] were, in general, less likely to label undergraduate courses as irrelevant” (p. 11).  Perhaps not surprisingly, the “notable exception was calculus.”  The authors found the open-ended responses generally fell in three categories:  1) Tell students to take more upper division biology; 2) Tell students to be well rounded; and, 3) Be sure students understand what osteopathic medicine is.  Examples of responses for each category were reported in Figure 6 of the article. v. 28(2) 8-17 To be or not to be:  A comparative study of factors that influence commitment to career choice among pre-health students Steven Bair, BS and Cynthia Fitch, PhD A series of three surveys was administered to students at Seattle Pacific University during the first semester of their undergraduate studies.  Students completed the surveys in the first of 3 courses required for pre-health students.  The authors describe the results and the context in which the surveys were administered.  The surveys were designed to elicit information about students’ choice of career, specifically why they chose one of the health professions.  Findings included that altruism plays a significant role in choice for pre-health students.  The authors also explored factors that influence students’ redirection away from a health professions career.  Questions for future study are suggested including:  “Does academic performance take on a more significant role when examined over two or three years rather than just a single term? and, “... how can advisors effectively use this information to give their students the tools and resources that they need to make informed career decisions?” v. 28(2) 18-30 Creating a clinical internship program for your school Cathy L. Pederson, PhD Dr. Pederson describes a step-by-step process for implementing and maintaining a clinical internship program at an undergraduate institution.  Although time-intensive, she believes that the benefits to students and the institution of a well thought out program outweigh the time commitment.  Her article should be a “must read” for anyone planning to arrange clinical internships for students.  Dr. Pederson provides the program eligibility criteria used at Wittenberg University and how health professionals might be reached as well as suggestions for meaningful evaluation. v. 28(2) 31-34 The Relationship Between Hope, Career Maturity, and GPA for Underrepresented Minority Premedical Students:  Advisement and Counseling Implications are Presented Paul Henry, PhD and M.K. Gordon Hope, as operationalized in this study, is more than wishing for something.  The authors reference a book by C.R Synder in which hope is described as a “cognitive process” with “three primary components:  (a) a goal (or anchor points); (b) the cognitive willpower or energy to get moving toward one’s goal (this is called the agency component); and (c) the perceived ability to generate routes to get somewhere (this is called the pathway component)” (p. 36).  For this study the Hope Scale was used to measure individual students’ level of hope.  It and the Medical Career Development Inventory were administered, along with a battery of other tests, to 86 students enrolled in MEDPREP.  GPA, when added to Hope-Pathways increased “prediction of career maturity.”  The authors suggest that “hope intervention” can be a useful method for advisors and counselors who look for ways to “increase the sense of agency and pathways that people have for the goals in their lives.”  This is of particular importance when barriers, and perception of barriers, have and continue to influence career development. v. 28(2) 35-41 Health Degree or Peace Corps Service?  Master’s International Provides the Best of Both Adrienne Benson Scherger Master’s International (MI) combines Peace Corps service with the pursuit of a graduate degree.  The author intersperses her prose with comments from students, thus providing overall perspective and glimpses into individuals’ experiences and motivation for pursuing acceptance to an MI program.  Ms. Scherger states:  Master’s International takes the strengths of dedicated aspiring health professionals and puts them to good use in serving the neediest populations ... around the world” (p. 45).  MI students do this while developing their knowledge in the area of public health.  For example, at the time the article was written MI student Mary Berghaus was in Honduras “working on HIV prevention and child survival” (p. 43).  Students generally spend one year taking courses on-campus, “then spend a full 27-month term in the Peace Corps, during which they work on a project related to their degree program” (p. 43).  When they return to campus, they finish their degree requirements. v. 28(2) 43-45 Study Abroad in Pre-health:  Problems and Perspectives Anders Uhrskov As Director of the Danish Institute for Study Abroad, the author presents general reasons for including a study abroad component in undergraduate education.  The article also is of interest because he gives a description of a course titled “Health Care in Scandinavia .”  Students taking this course engage in the comparative study of different approaches to financing and delivering health care.  Readers of this article are provided with a tantalizing glimpse at the issues.  The author concludes:  “One major purpose of study abroad is to inform and inspire students to a life-long habit of comparing and critically discussing the problems of one’s own system with the problems – and solutions – of other systems” (p. 49). v. 28(2) 46-50 Lessons Learned from the Premedical Advisor’s Reference Manual Carol Baffi-Dugan, MA The author draws from her experience as editor of the Premedical Advisor’s Reference Manual (PARM).  The lessons she relates are not about the mechanics of gathering the 155 entries (although those too are incumbent with the publishing of the PARM).  Instead, the author synthesizes information in the PARM and notes changes that have occurred over the course of several editions.  (The PARM has been updated every 3 years.)  For example, a great deal of value is now placed on patient contact and community service.  In contrast, “while research is valued, it is never mentioned as a required component of a competitive application (p. 51).  A number of the areas discussed in the article are recurring topics on the HLTHPROF listserv:  early decision, on-line courses, and the MCAT.  The article provides an overview of the topics covered in the PARM and inspiration for more systematic review of the information contained therein.  As Ms. Baffi-Dugan states, the article is not a “scientific analysis” and she “invites reader of the manual to pick a topic that interests them and do a more thorough analysis for a future issue” of The Advisor.
September Vol. 28, No. 3   2008 Back to the top	Special Theme:  National Meeting Highlights How Can Advisors Help Their “Stressed Out” Students Prepare for a Career in Medicine? Carol S. Weisse, PhD and Kenneth R. Ginsburg, MD, MS Ed Why do pre-medical students seem “stressed out” so much of the time?  What can advisors do to help them manage their stress more effectively?  In answer to the first question, the authors point to some of the unique challenges of the current generation: the anxious hovering parents, the parents who have smoothed the way, the over-emphasis on self esteem and achievement, the protection from disappointment and failure.  All of the factors have created a generation of perfectionists who are afraid to fail, and, hence, to take a risk.  Multiple, popular TV shows have generated an unrealistic view of a medical career.  The popularity of superheroes has emphasized heroic success over quiet caring and compassion. Advisors are encouraged to help students learn resilience through the model of “the 7 C’s”.  These are confidence, competence, connection, character, contribution, caring, and control.  Students need a mentor, good coping strategies, creative pursuits, and healthy lifestyles.  They need to understand that they can’t and won’t be good at everything, but they can still become a doctor.  Caring and contributions will help remind students of why they are pursuing a medical degree.  Several good books and a website are recommended. P5 – 7 Preparing Students for Success in Medical School Gina Paul, PhD The author advises MEDPREP students and addresses how she prepares these individuals to cope with the six most commonly cited academic problems of medical students.  As a starting point she recommends the Meyers-Briggs Type Indicator (MBTI) test so students discover and understand their learning type.  Although the MBTI identifies four preferences, the two that seem most relevant to medical studies are Sensing/Intuitive and Judging/Perceiving.  Sensing types tend to see the big picture, but may miss the details.  Intuitive types focus on memorizing the details, but may miss the patterns or overall concept.  Judging types tend to be structured and organized, but may lack flexibility.  Perceiving types tend to be flexible, but may have trouble managing a hectic schedule. A survey of Midwestern medical schools revealed six common problems: organizing large amounts of information, integrating large amounts of information, time management, test-taking, test-anxiety, non-testing stress.  The author discusses each of these problems in the context of the MBTI preferences and offers strategies to help the various types.  She recommends several study skill books, and finds the use of labels, recommended in one of these references, useful in helping students organize their notes and connect the details to the bigger picture.  She recommends the use of concept maps to help students integrate information.  Both strategies encourage students to be active learners. For time management, the author recommends a combination of trying a strategy, then reflecting upon how useful it was, until the student finds a couple that work well.  She also has students search for concentration strategies in a similar fashion.  To improve test taking, students generate test questions and analyze incorrect answers.  For anxiety of any type, students are taught Deep Breathing Meditation. P13 – 15 Advising for Careers in Public Health – the Good News and the Bad News William H. Harvey, PhD After acknowledging that advising about public health can seem daunting, the author offers some useful summaries.  There are three core public health functions: 1) assessment and monitoring of community health, 2) formulating public policy in communities and populations, and 3) assuring that all populations have access to appropriate and cost effective care including health promotion and disease prevention.  Two key words to describe public health are “community” and “populations”.  These serve to contrast public health from individual patient health. The last decade has seen a large increase in interest in public health for a variety of reasons, including study and travel abroad opportunities, potential pandemic diseases, increased awareness of environmental health issues, and awareness of social justice issues.  Related to the increased interest in public health careers has been a dramatic increase of college students doing volunteer service.  Undergraduate programs in public health have expanded, and there has been a significant increase in the number of applicants to public health graduate programs.  Entry to graduate programs can be challenging because there are multiple entry points with some programs expecting the applicant to have academic or practice experience prior to entry.  A challenge for advisors and undergraduates is that interested students don’t necessarily come from the same majors or populations as pre-medical students; often the advisor and the interested student are unaware of the other.  Although there is now a centralized application service (SOPHAS), the test and course requirements are not uniform.  The author recommends a number of useful publications and websites to help the advisor better understand the field and the various public health programs available. P17 – 21 Pilot Study to Begin to Identify How to Keep Community College Students in the Pipeline to Medicine David Thurlow, PhD Community colleges have evolved in recent years from extensions of high school to a major component of the US system of higher education and job training infrastructure of today.  Minority enrollments are high and, therefore a key source for enriching the pipeline to medicine.  Roughly 8% of applicants to allopathic medical schools had attended a community college.  About 10% of AMCAS applicants had taken courses at a community college.  In response to perceived need for advising at the community college level, the Josiah Macy, Jr. Foundation offered support for five community colleges in the northeast part of the country to join NAAHP and NEAAHP, to receive NAAHP publications, and to attend national and regional conferences.  Testimony quoted in the article clearly suggests that this pilot project was a resounding success, educating and inspiring community college pre-health advisors. There are some challenges that must be addressed.  Community college courses must be recognized by 4-year schools as well as medical schools and credits must be accepted for transfer.  There is a bias on the part of the medical schools, sometimes clearly stated, sometimes implied, against community college courses. This poses a serious obstacle and discourages a population that needs encouragement.  There is general lack of information exchanged between community colleges and their higher education colleagues.  It is also clear that advisors at community colleges need the same resources as those advisors at 4 year institutions.  Even though they do not deal with students through the application process, they advise those students during two critical years of their preparation and need knowledge of the application requirements and process.  Access to the regional and national organizations, their printed and Web materials, conferences, and mentors would be extremely helpful and to everyone’s benefit. The article concludes with selected testimony from participants in the pilot project funded by the Macy Foundation. P24 - 28 Creating Peace of Mind for the Health Professions Undergraduate Julie Fresne and Shelley Yerman This article discusses financial peace of mind, not mental health issues!  The authors describe in some detail the AAMC’s FIRST (Financial Information, Resources, and Tools) program, a suite of financial planning materials designed for applicants, students, residents, and their advisors.  The FIRST website has a Power Point presentation on financial planning for medical school, as well as a library of fact sheets, printable PDFs, on a wide variety of financial topics. Much of the article describes the resources that would be most useful to advisors and references the websites and publications that support the information.  It is clear that debt is a very real concern, but that it is manageable with good planning and good spending habits.  The authors point out the difference between tuition/fees and the real cost of attending a school.  They also discuss the AAMC Fee Assistance Program and costs of applying that won’t be covered by financial aid.  Typical financial aid sources are described and a plea is made to get to know the Financial Aid Office at the school the student will attend.  Also noted are ways of preparing for the financial aid process and managing wisely the aid received. It should be noted that, although FIRST is a product of the AAMC, most of the information is available to any user and the information is applicable to most other graduate, professional programs. P29 - 33
December Vol. 28, No. 4   2008 Back to the top	Special Theme:  Podiatric Medicine Residency Training:  Putting Knowledge Into Practice Carol R. Jensen In this helpful article the author explains the rationale for residencies and steps students at colleges of podiatric medicine take to apply for residencies.  As she indicates, the process is similar to the AAMC Electronic Residency Application Service (ERAS) and the AAMC residency match with one notable exception.  Students at colleges of podiatric medicine go to a central geographic place for interviews.  Ms. Jensen states that the podiatric residency training years are exciting and challenging; “ ... the memories, attitudes and influence of colleagues involved in that training period remain as a very special time” (p. 12). v 28(4) 10-12 Young Members Salary and Benefits Assessment An article provided by the Young Members Committee of the American Podiatric Medical Association In 2005 the APMA Young Members Committee initiated a survey to gather and report data on the practice of podiatric medicine.  This article highlights results of the 2007 survey.  It contains very useful graphs with information on salary, type of podiatric residency, student loan dept, and primary practice arrangements.  The graphs are clearly labeled and easy to read, with comparisons by gender. v 28(4) 13-15 AACPM’s DPM Mentors Network Moraith G. North Illustrated with graphic images of webpages, this article walks the reader through the American Association of Colleges of Podiatric Medicine (AACPM) DPM Mentors Network.  This project began in December 2000 and there are approximately 500 active DPM mentors – “podiatric physicians who believe in the value and importance of their profession and are willing to share this perspective with those who express an interest in the discipline” (p. 16).  The American Podiatric Association (APMA) is a partner in this initiative and has “additional options for health professions advisors in their efforts to provide guidance for students” (p. 16).  Students have the opportunity to visit with a mentor in his or her office as well as communicate via phone and/or email. v 28(4) 16-18 Interview with Jane Andersen, DPM LeRonda N. Swain Dr. Jane Andersen earned her Doctor of Podiatric Medicine from the California College of Podiatric Medicine and completed residency programs at Stanford University Medical Center and DVAMC Palo Alto.  She and her husband have a practice in Chapel Hill , North Carolina .  In this article Dr. Andersen answers questions about why she chose her specialty, what she likes best and least, volunteer work, what she wished she had known when she was an undergraduate, and her favorite TV show (“24”).  Dr. Andersen states:  “There many opportunities in podiatric medicine, working in a hospital (teaching or otherwise) ... [and] many different areas to specialize in:  diabetes, pediatrics, sports medicine, geriatric care, surgery ...” (p. 20).  She adds that “the profession can offer a great lifestyle.” v 28(4) 19-20 Spreading the Love Around the World:  Podiatric Mission Trips David J. Zych This inspiring article highlights work done by several doctors of podiatric medicine as they travel the world to help people with foot and ankle problems.  For example, Dr. DeHeer, DPM, works with Cure International, “which is sponsoring a club foot project in Haiti , as well as in countries all over the world.”  Dr. Cachia, DPM, has been involved with Liga International, Flying Doctors of Mercy.  He describes a case where a young girl was run over and dragged beneath a car.  Dr. Morelli, DPM, travels to Leon Nicaragua through a Mamaroneck United Methodist Church program.  He states:  “We do everything from club foot to triple arthrodesis surgery, cavus foot, flat foot, bunion surgery, pediatric birth defects ... whatever can be done, we do” (p. 23).  In this article are other stories too, ones about people who give freely of time, skills and money to do humanitarian work. v 28(4) 21-24 Building Professional Bridges:  SNMA teams with SNPMA at SCPM and OCPM Lois Lott and Mandy Meinhardt This article is about partnerships formed at the 2008 Student National Medical Association (SNMA) Region II meeting held at the campus of Rosalind Franklin University of Medicine and Science.  “SNMA members felt it important to reach out to the membership of their counterparts in the Student National Podiatric Medical Association (SNPMA), and members of the Dr William M Scholl College of Podiatric Medicine “played a large part in the Region II meeting ...”  A similar bridge-building effort was the focus of the SNMA Region V conference held in November 2008 in Cleveland and involved students from the Ohio College of Podiatric Medicine. v 28(4) 25-26 A Preliminary Comparison of Academic Performance between Podiatric and Osteopathic Medical Students at Des Moines University Robert M. Yoho, DPM, MSS, FACFAS and Kathryn T. Comstock, MA The authors point out that podiatric and osteopathic medical students at Des Moines University “take the same basic science medical curriculum.”  Two tables compare performance of these groups; the first presents data from admissions (e.g, GPA, MCAT) and the second lists aggregate data on Biochemistry and Pharmacology scores.  Although the study suggests a trend, the authors recommend additional studies to “substantiate the power of the findings.” v 28(4) 27-28
2009 March     June     September     December
March Vol. 29, No. 1   2009 Back to the top	Special Theme:  Diversity Matters Introduction to the Abstracts In the Editor’s Corner, Carol Baffi-Duggan offers thoughtful comments for each issue of The Advisor.  Like the Preface sets the stage for reading a book, The Editor’s Corner introduces the articles assembled and provides context for their inclusion.  The comments foregrounding the March 2009 issue’s special theme, “Diversity Matters,” remind us that what we do is not narrowly focused on providing advice about course selection.  The tone of the Editor’s Corner is uplifting; the hope is that after reading this issue “you feel pushed, challenged and even a bit uncomfortable.”  Three of the articles in this issue are reprints; we traditionally have not provided abstracts for reprinted articles.  We recommend reading them, as well as the Editor’s Corner and the Book Review of Anatomy of Hope.  Taken together, this issue will provide a plethora of topics for continued discussion and action. How Do You See Me? Michael Ellison, PhD Dr. Ellison’s synthesis of his research on African American Male Leaders in Higher Education personalizes the facts with a quote from and reflections on Ralph Ellison’s Invisible Man.   This is followed by historical and demographic information (e.g., “African American, Hispanic Americans, and American Indians combined make up 25% of the U.S. population but only 9% of the nation’s nurses, 6% of physicians, and 5% of dentists.”)  He reminds us too that “college campuses are also witnessing a decrease in the number of African American males who qualify for acceptance ... ” (In a 1997 report, 1 out of 3 African American males between 18 and 30 years of age were either incarcerated or “ensnared by the criminal justice system ...)  Dr. Ellison writes, “As advisors, we advise in a way that is framed by our experiences, values and cultural awareness.  The direction he suggests is toward a more holistic approach whereby “All of us can make a difference by embracing and working toward creating a diverse society.” v. 29(1) 7-10 “Change has come”:  Celebrate but DO NOT become complacent! Thomas Landefeld, PhD Perhaps Dr. Landefeld’s call to action applies more for the years that follow 2009 than for 2009 itself.  He makes a case for engaging in discussion, commitment, participation, and sacrifice, all of which are required more now than ever before if progress is to occur.  And, he writes:  “we can never, as a nation, reach our full potential unless we are inclusive of all groups.” v. 29(1) 11-13 Addressing Dental Health Care Disparities through a Dental-Specific Post-Baccalaureate Program at San Francisco State University Harry A. Brody, DDS, MEd and Barry S. Rothman, PhD This article compliments the one immediately preceding, “Increasing the Enrollment of Underrepresented Minority Dental Students:  Experiences from the Dental Pipeline Program,” reprinted by permission of the Journal of Dental Education.  In “Addressing Dental Health Care Disparities,” Dr. Brody and Dr. Rothman describe two related dental post-baccalaureate programs (12 month and 18 month) operated in cooperation with the University of California, San Francisco, School of Dentistry and the University of the Pacific’s Arthur A. Dugoni School of Dentistry.  The authors provide the rationale for developing the Dental Specific Post-Baccalaureate Program, selection criteria used to identify program participants, and details about the twelve program elements.  In addition to increasing awareness of the program, advisors might draw from the program elements when looking for strategies to enhance the retention and success of undergraduate populations.  The authors state that this program “has been successful in meeting its primary goal of assisting [underrepresented minority and low income] students in gaining admission to a US dental school.”  They conclude a “high level of psychosocial support” has been central to that success. v. 29(1) 22-28 Exploring Rural Health Careers:  Another experience in understanding diversity Linda Cragin, MS The author provides a history of the Area Health Education Center Program (AHEC) in the context of Massachusetts ’ rural needs, but the application and information extends across the country.  There are AHEC programs in almost every state.  They are dedicated to recruiting, training and retaining “a health professions workforce committed to underserved populations.”  These programs offer opportunities for career exploration, internships and clinical rotations, medical interpreter and community health worker training, health literacy awareness, and continuing education.  Ms. Cragin states:  “Our job as advisors, advocates, and mentors is to encourage students to look beyond what they know and explore ... opportunities in rural health care are many ... ”  She also reminds us that “a student who comes from a small town or rural community may understand the opportunities but not always know the path to return to his/her hometown as a professional.”  A list of resources is offered at the end of the article. v. 29(1) 29-30 Courses in Rural Health Care:  A Cooperative New Vision David Hutto, PhD and Debra Kirchhof-Glazier, PhD The authors share their experience with a program developed at Juniata College in Huntingdon , Pennsylvania and describe a curricular model “that could be implemented at other colleges and universities committed to fostering interest in rural health.”  Through structured lectures and rotations in two courses, students learn not only about rural health care, but also about the diversity of professions.  Those considering developing similar courses might be particularly interested in the integration of a community service component and the journals students are required to keep. v. 29(1) 31-32 Pilot study to begin to identify how to keep community college students in the pipeline to medicine:  a detailed description David Thurlow, PhD This article provides community college student population demographics.  The author then summarizes discussions held at the 2007 NEAAP meeting and the 2008 NAAHP meeting in Chicago .  Direct quotes from community college advisors provide insights into the challenges they face and the strengths they can add to an advisor knowledge base.  The importance of communication is emphasized, with recommendations for strengthening the capacity of NAAHP, regional advisor organizations, and the professional organizations (e.g., AACOM, AAMC) to engage in establishing ongoing ties with community college pre-health advisors.  Advisors at 4-year institutions are encouraged to connect with colleagues at community colleges to facilitate the advising of students who transfer to 4-year institutions.  “Community colleges are more likely to have greater diversity and have students who have low mental horizons solely because they have no exposure to the broad opportunities that exist ... These are not second class citizens.  They must be able to dream and have the dreams realized.” v. 29(1) 33-41 The Health Professions Strive for Diversity   The Medical, Nursing, Physician Assistant, Dental and Physical Therapy professions are featured, although as the editor notes:  “Many of the health professions professional associations as well as their education associations have implemented programs, initiatives, symposia, etc. to address the underrepresentation of certain groups in their workforces.”    This article includes references.  For example, the Nursing Profession has developed a Cultural Competency Toolkit “to provide resources and exemplars ... in baccalaureate nursing education.”  The Physician Assistant Education Association (PAEA), Committee on Ethnic and Cultural Diversity “has promoted Cultural Competencies for Physician Assistants.  More information about the professional associations can be found on the NAAHP website.  The NAAHP website also maintains a section on diversity. v. 29(1) 42-44
June Vol. 29, No. 2   2009 Back to the top	Special Theme:  Diversity Matters The Center for Experiential Learning – An Integrated Model of Collaboration Kirsten A. Peterson, MA and Michaeline M. Shuman, MS Ed The Allegheny College Center for Experiential Learning (ACCEL) brought several offices and programs together in a shared space:  Career Services; International Programs and Services; Community Services and Service Learning; and, Pre-Professional Studies.  The authors describe how the integration is more than proximity in a physical location.  It is a model of shared leadership, offering an integrated approach to advising that encourages student learning and acquisition of a broad spectrum of competencies.  “In truly collaborative fashion, the Center for Experiential Learning assists students in making critical connections between their parallel academic and experiential learning, and effectively guides them in their professional development.” v. 29(2) 5-8 Participation in Undergraduate Research Benefits Pre-Medical Students by Developing Critical Skills Barbara Crippes Trask, PhD and Christian R. Francom The authors summarize results of “several studies, some anecdotal and others controlled ...”  The benefits undergraduate students, in particular pre-medical students, can derive from participating in research activities are enumerated.  The authors develop a verbal image of a structured research experience in which students gain, for example, “opportunities for self-evaluation and regular evaluation by a mentor” and “an arena for the development of problem-solving abilities ...”  They also point out that the allopathic medical school in their state (Utah) “requires that matriculants have participated in at least one hypothesis-driven research experience (a minimum of 4 hours/week for approximately two months) within their four years of undergraduate education.” v. 29(2) 9-12 Service-Learning Embedded in a First Year Undergraduate Seminar Course Jan Reichard-Brown, PhD Dr. Brown describes the challenges – transportation, funding, scheduling and student commitment to a project – faced when designing a service-learning component in a required undergraduate course “focusing on an interdisciplinary topic.”  The project that evolved was the Perspectives Oral History Project, which paired students with seniors at a local assisted living facility.  Dr. Brown provides an inspirational outline of the project goals, and a realistic assessment of outcomes.  It is a model that can be applied elsewhere and with other populations.  When juniors and seniors, students often commented favorably on their experience even though at the time it made many feel “uncomfortable.” v. 29(2) 13-16 Changing the Healthcare Workforce One Summer at a Time:  A Preliminary Report of the Summer Medical and Dental Education Program (SMDEP) W. David Brunson, DDS and Norma Poll-Hunter, PhD The authors provide a very readable synopsis of SMDEP and include a section on “Program Impact.”  The article is an excellent introduction to the Program for new advisors and a good refresher for seasoned advisors who have recommended students for SMDEP.  The authors conclude that by “Working together, pipeline initiatives and prehealth advisors provide exposure to career opportunities and reliable information to support students in their career development.” v. 29(2) 17-20 Outcomes of an Introduction to Dentistry Course on Undergraduate Pre-dental Students’ Attitudes and Knowledge Nathan J. Hawley BA; Kristopher R. Smith; Aaron M. Bjarnason BA; Victor A. Sandoval DDS, MPH; and Christine C. Ancajas DDS The authors describe a “Preview to Dentistry” course for undergraduate predental students, offered at the University of Nevada , Las Vegas .  Twenty of the 23 undergraduates enrolling in the course participated in an accompanying study.  Although taking the course did not alter significantly, for most students, the strong commitment they already had to a career in dentistry, students did report feeling like they gained valuable information about preparation for dental school and that the course increased confidence in their ability to matriculate into dental school.  Limitations of the study are recognized (e.g., small sample size) and potential for bias.  The authors conclude the course “was successful in assisting undergraduate students ... ” v. 29(2) 21-24 Students Going Abroad for Service-Learning Experiences:  Questions Considered Evaleen Jones , MD Dr. Jones is Associate Professor of Medicine at Stanford University and Founder and Medical Director of Child Family Health International.  Her article is an excellent resource for those who want to learn more about what questions to ask and seek help evaluating the answers received.  Dr. Jones addresses frequently asked questions such as: What is Global Health? What are some of the common mistakes that we should be aware of as we prepare our students to go abroad? What is the value of an international experience when there is significant need in the student’s own backyard? What should be the underlying objective for students who participate in a service-learning program abroad? In offering answers to these questions, Dr. Jones includes a consideration of ethical issues and the “potential power differential between academic centers and the communities where the service-learning experiences take place.”  She concludes:  “A meaningful service-learning experience abroad can help foster [students] understanding of [the connection with others and passion for their work] and give them the support to maintain their idealism and humanity.” v. 29(2) 25-29 Competency-Based Holistic Evaluation of Prehealth Applicants Emil T. Chuck, PhD Dr. Chuck shares the rubric he developed to evaluate prehealth students.  Specifically, the rubric was intended for use in letters addressed to health professions schools.  He invites comment and discussion of ten areas of competency “that characterize the holistic qualities desired in incoming students and future professionals,” and seven levels of competencies – Naïve, Novice, Advanced Novice, Proficient, Competent, Expert, Master.  Drawing upon “fictionalized examples, Dr. Chuck details the type of comments generated at each level for each area of competency.  He also states that he presents the rubric to students at the beginning of their undergraduate education.  “By having this clear set of standards and goals, self-analysis becomes possible for an individual seeking to pursue a successful career in health care service and establish appropriate goals to address any areas of deficiency.” v. 29(2) 30-36 Applicants to US Allopathic Medical Schools Who Take Courses at Community Colleges:  How Do They Fare? David Thurlow, PhD This article is the companion to “Pilot study to begin to identify how to keep community college students in the pipeline to medicine:  a detailed description,” which appeared in the March 2009 edition of The Advisor.  In the current article, Dr. Thurlow presents “baseline data on how such applicants fare in the admissions process.”  Tables and graphs are included.  The findings are intended to be useful in discussions about “how best to utilize community colleges as a potential source of applicants to medical schools” and help students for whom community college coursework constitutes an economically sound choice.
September Vol. 29, No. 3   2009 Back to the top	Special Theme: Beyond the Classroom: The Education of the Whole Prehealth Student  Abstracts will be added Spring 2010.
December Vol. 29, No. 4   2009 Back to the top	Special Theme:  Pharmacy Abstracts will be added Spring 2010.
Back to the top Past Issues of The Advisor To request a full copy of an article, please email Jerolyn Attwood, and include the article name and volume number.  Members: 1 copy of 5 complimentary articles per calendar year.  Additional articles per calendar year at a charge of $2 for 1 copy Non Members:  $5 per article for 1 copy If you are not yet a member, please email Jerolyn Attwood to request the latest on NAAHP membership, services and publications, including a year's subscription to The Advisor.   Back to the top