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Pezzullo C, Mejia EE, Burns LE. A decade of grassroots pathway programming: Saturday Academy at New York University College of Dentistry. J Dent Educ 2023; 87:1271-1278. [PMID: 37282839 DOI: 10.1002/jdd.13255] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 05/08/2023] [Accepted: 05/10/2023] [Indexed: 06/08/2023]
Abstract
BACKGROUND Successful pathway programs require early and sustained support of student participants. PURPOSE We present the history and outcomes of a successful decade of continuous, grassroots, pathway programming at an individual dental institution. METHODS Programmatic data were used to evaluate information on program participant demographics, academic pursuits, and career interests. Descriptive analyses were used to report on program enrollment as well as alumni academic and career outcomes. RESULTS Between the years of 2013 and 2022, 346 high-school students participated in Saturday Academy at NYU Dentistry. Of the 240 college-aged and older program alumni, 72% (n = 172) have shared their academic and career plans after high-school. At the time of publication, 78% (134/172) of alumni that have maintained contact with Saturday Academy and have expressed interest in pursuing a career in the health professions. Of the 172 alumni, 14% (n = 24) have enrolled in or graduated from a health professional program (dental hygiene, nursing, accelerated dental or medical program, dental or medical school, or other health professional program). Of these alumni (24/172), half (n = 12) have pursued education in the dental professions, specifically. CONCLUSION Saturday Academy at NYU Dentistry is an example of a sustainable and impactful pathway program in dental education and its outcomes support the merit of calls for increased institutional commitment and support of similar initiatives.
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Affiliation(s)
- Cheryline Pezzullo
- Department of Cariology and Comprehensive Care, Saturday Academy, New York University College of Dentistry, New York, New York, USA
| | - Eugenia E Mejia
- Admissions and Enrollment Management, New York University College of Dentistry, New York, New York, USA
| | - Lorel E Burns
- Department of Endodontics, Saturday Academy, New York University College of Dentistry, New York, New York, USA
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Goodman MS, Bather JR, Chu X, Pagano M, Plepys CM, Sebro RA. Racial and Ethnic Diversity Among Students, Graduates, and Faculty in Biostatistics and Epidemiology, 2010-2020. Public Health Rep 2023; 138:546-554. [PMID: 35674282 PMCID: PMC10240887 DOI: 10.1177/00333549221097653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVE This study is a follow-up to a study in 2020 that reviewed changes in the racial and ethnic composition of public health students, graduates, and faculty among Association of Schools and Programs of Public Health (ASPPH)-member institutions. In the current study, we evaluated how the racial and ethnic composition among biostatistics and epidemiology students, graduates, and faculty changed from 2010 to 2020. METHODS We analyzed data on race and ethnicity of enrolled graduate students, graduates (master's and doctoral), and faculty at ASPPH-member institutions by using institutionally reported data from the ASPPH Data Center. We tabulated frequencies, percentages, and percentage-point changes by race and ethnicity. We measured differences between groups by using a test for difference in 2 proportions. RESULTS The number of enrolled students, graduates, and faculty in all departments increased during the study period, while the number of tenure-track faculty in biostatistics decreased. The percentage of enrolled Hispanic/Latino biostatistics graduate students increased from 5.6% in 2010 to 10.2% in 2020 (P = .007), and the percentage of epidemiology graduates increased from 8.8% to 13.8% (P = .008). We found no differences among other underrepresented racial and ethnic groups. Most biostatistics and epidemiology professors at all ranks were non-Hispanic White, despite substantial decreases. The percentage of underrepresented racial and ethnic minority biostatistics and epidemiology professors was constant across all ranks. CONCLUSION Although more Hispanic/Latino students are enrolled in and graduating from biostatistics and epidemiology departments at ASPPH-member institutions, we found no change among faculty. More work is needed to recruit and retain other (American Indian/Alaska Native, Black or African American, Native Hawaiian/Other Pacific Islander) underrepresented students and faculty.
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Affiliation(s)
- Melody S. Goodman
- School of Global Public Health, New York University, New York, NY, USA
| | - Jemar R. Bather
- Harvard T. H. Chan School of Public Health, Harvard University, Cambridge, MA, USA
| | - Xiangying Chu
- School of Global Public Health, New York University, New York, NY, USA
| | - Marcello Pagano
- Harvard T. H. Chan School of Public Health, Harvard University, Cambridge, MA, USA
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Hewlett ER, Lobo-Marwah E, Hishaw LB. Dental school pathway programs: Best practices for increasing workforce diversity. J Dent Educ 2022; 86:1098-1106. [PMID: 36165255 DOI: 10.1002/jdd.13033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 06/22/2022] [Accepted: 06/23/2022] [Indexed: 11/11/2022]
Abstract
The chronic underrepresentation of racial/ethnic minority practitioners in the U.S. health professions workforce is an oft-cited factor for disparities in health and health-care access affecting communities of color. As non-White providers are more likely to serve uninsured patients and practice in underserved areas, pathway/pipeline programs have been used for many years to increase the numbers racial/ethnic minorities in the health professions workforce. These programs target precollege, college, and postbaccalaureate students from historically underrepresented minority (HURM) groups (defined as African American/Black, Hispanic/Latino, and Native American students) to stimulate interest in health professions careers and provide academic support, mentoring, enrichment experiences, and other resources to facilitate their successful admission to and completion of health professions school and entry into the workforce. This article examines dental pathway programs to identify best practices for increasing enrollment of HURM students in dental school and their successful entry into the dental workforce-as evidenced in the academic literature.
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Affiliation(s)
- Edmond R Hewlett
- Restorative Dentistry, UCLA School of Dentistry, Los Angeles, California, USA
| | - Erin Lobo-Marwah
- Restorative Dentistry, UCLA School of Dentistry, Los Angeles, California, USA
| | - Laila B Hishaw
- Private Practice and Founder, Diversity in Dentistry Mentorships, Inc., Tucson, Arizona, USA
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Smitherman HC, Aranha ANF, Matthews D, Dignan A, Morrison M, Ayers E, Robinson L, Smitherman LC, Sprague KJ, Baker RS. Impact of a 50-Year Premedical Postbaccalaureate Program in Graduating Physicians for Practice in Primary Care and Underserved Areas. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:416-424. [PMID: 33177321 DOI: 10.1097/acm.0000000000003846] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE To evaluate the effectiveness of Wayne State University School of Medicine's (WSUSOM's) 50-year premedical postbaccalaureate program (PBP)-the first and oldest in the United States-in achieving its goals, as measured by medical school matriculation and graduation, primary care specialization, and current practice location. METHOD A retrospective study of a complete comparative dataset of 9,856 WSUSOM MD graduates (1979-2017) was performed in July-August 2018. This included 539 graduates who were admitted to the PBP between 1969 and 2012. Data collected included PBP students' sociodemographics, postgraduate specialization, residence location at time of admission to the PBP, and current medicine practice location. Health professional shortage areas (HPSAs) and medically underserved areas/populations (MUA/Ps) were determined for residence at admission to the PBP and current medicine practice location. RESULTS Of the 539 PBP students, 463/539 (85.9%) successfully completed the PBP and matriculated to WSUSOM. Of those, 401/463 (86.6%) obtained an MD, and of those, 233/401 (58.1%) were female and 277/401 (69.1%) were African American. Average investment per PBP student was approximately $52,000 and for an MD graduate was approximately $77,000. The majority of PBP MD graduates with current practice information resided in HPSAs or MUA/Ps at admission to PBP (204/283, 72.1%) and were currently practicing in HPSAs or MUA/Ps (232/283, 82.0%), and 139/283 (49.1%) became primary care physicians (PCPs). Comparison of WSUSOM PBP and non-PBP MD graduates showed PBP physicians become PCPs and practice in HPSAs or MUA/Ps at higher rates than non-PBP physicians (P < .001). CONCLUSIONS The PBP was successful in graduating a large proportion of physicians from socioeconomically disadvantaged and diverse backgrounds, who practice as PCPs and who practice in HPSAs and MUA/Ps, thereby accomplishing the PBP's goals of helping to address the broad health care needs of all people in the United States.
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Affiliation(s)
- Herbert C Smitherman
- H.C. Smitherman is vice dean of diversity/inclusion and community affairs and professor of medicine, Wayne State University School of Medicine, Detroit, Michigan; ORCID: https://orcid.org/0000-0002-2567-922X
| | - Anil N F Aranha
- A.N.F. Aranha is associate director (academic) in diversity and inclusion/medical education and internal medicine, Wayne State University School of Medicine, Detroit, Michigan; ORCID: https://orcid.org/0000-0001-9251-409X
| | - De'Andrea Matthews
- D. Matthews is director, Office of Diversity and Inclusion, Wayne State University School of Medicine, Detroit, Michigan; ORCID: https://orcid.org/0000-0002-3021-3723
| | - Andrew Dignan
- A. Dignan is chief information officer and chief administrative officer, Health Centers Detroit Foundation, Inc., Detroit, Michigan; ORCID: https://orcid.org/0000-0002-1132-4647
| | - Mitchell Morrison
- M. Morrison was an intern, Office of Diversity and Inclusion, Wayne State University School of Medicine, Detroit, Michigan, at the time of writing, and is currently a clinical research associate, IQVIA/Roche & Genentech, Cincinnati, Ohio
| | - Eric Ayers
- E. Ayers is medicine-pediatrics program director in internal medicine and associate professor of medicine and pediatrics, Wayne State University School of Medicine, Detroit, Michigan; ORCID: https://orcid.org/0000-0002-1845-1825
| | - Leah Robinson
- L. Robinson is director of academic support, Office of Diversity and Inclusion, Wayne State University School of Medicine, Detroit, Michigan; ORCID: https://orcid.org/0000-0003-3894-5918
| | - Lynn C Smitherman
- L.C. Smitherman is vice chair pediatric medical education and associate professor of pediatrics, Wayne State University School of Medicine, Detroit, Michigan; ORCID: https://orcid.org/0000-0001-7783-9582
| | - Kevin J Sprague
- K.J. Sprague is associate dean of admissions, Wayne State University School of Medicine, Detroit, Michigan; ORCID: https://orcid.org/0000-0001-5352-5087
| | - Richard S Baker
- R.S. Baker is vice dean of medical education and professor of ophthalmology, Wayne State University School of Medicine, Detroit, Michigan
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Greenway RA, Scott JM, Loveless EC, Bigham RR, Simmer-Beck ML. Evaluation of a pipeline program at strengthening applications, increasing diversity, and increasing access to care. J Dent Educ 2020; 85:642-651. [PMID: 33332594 DOI: 10.1002/jdd.12508] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Revised: 11/05/2020] [Accepted: 11/23/2020] [Indexed: 11/12/2022]
Abstract
PURPOSE To evaluate the outcomes of a dental pipeline program at strengthening dental school applications, growing the diversity of dental students, and increasing access to care METHODS: This program evaluation used a descriptive and quasi-experimental retrospective study design. Researchers analyzed secondary data, from a dental pipeline program, for the years 2011-2018. Descriptive statistics were used to describe short-term and intermediate outcomes and impact. Associations were tested using paired t-test, 2-sample t-test, analysis of variance, and chi-squared test RESULTS: Ninety-eight scholars completed the 10-week program. The majority of scholars were female (70%), non-Hispanic or Latino (76%), non-White (72%), and pursuing baccalaureate degrees (94%). After completing the program, the mean Dental Admission Test (DAT) Academic Average Score (AAS) increased (16.0 vs. 17.5, P < 0.01). Significant associations were revealed between post-program DAT AAS and being accepted into dental school (P = 0.02). Associations remained when stratified by gender (male P = 0.01) and ethnicity (P = 0.03). The majority of scholars (71%) applied to the host school. Over half of the scholars matriculated to dental school (55%). Twenty-nine scholars (30%) graduated from the host school. Graduates report choosing careers in private practice (38%), public health (24%), corporate dentistry (17%), and the military (3%) CONCLUSION: Dental pipeline programs are effective at strengthening dental school applications, increasing DAT AAS, growing the diversity of dental students, and increasing access to care. Dental education needs to examine barriers dental pipeline programs do not typically address, such as the high cost of applying to dental school, and identify additional ways to support underrepresented minority students entering into dentistry.
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Affiliation(s)
- Ryan A Greenway
- University of Missouri-Kansas City School of Dentistry, Kansas City, Missouri, USA
| | - JoAnna M Scott
- Research and Graduate Programs, University of Missouri-Kansas City School of Dentistry, Kansas City, Missouri, USA
| | - Ellyce C Loveless
- Student Programs, University of Missouri-Kansas City School of Dentistry, Kansas City, Missouri, USA
| | - Richard R Bigham
- University of Missouri-Kansas City School of Dentistry, Kansas City, Missouri, USA
| | - Melanie L Simmer-Beck
- Dental Public Health and Behavioral Science, University of Missouri-Kansas City School of Dentistry, Kansas City, Missouri, USA
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Bean CY, Partido BB, Kestner S, Hamamoto DT, Lloyd PM. Process, outcome, and impact evaluation of the ohio state university DentPath postbaccalaurate program. J Dent Educ 2020; 84:1409-1417. [PMID: 32767397 DOI: 10.1002/jdd.12346] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Revised: 07/07/2020] [Accepted: 07/21/2020] [Indexed: 11/06/2022]
Abstract
Despite the progress in increasing racial and ethnic diversity in dental school programs in the United States, minority dental students still remain underrepresented when compared with the total population. As a result, dental education programs have been attempting to increase the number of students from underrepresented and underserved communities in their programs. PURPOSE The purpose of this study was to conduct process, outcome, and impact evaluations of the Ohio State University (OSU) College of Dentistry's (CoDs) DentPath Program. METHODS Upon Institutional Review Board approval, this study utilized a computer-assisted telephone interview research design of graduates from the OSU CoD DentPath Program. Forty closed and open-ended questions were asked during the structured interview. Descriptive and thematic analyses were used to analyze the data. RESULTS The data from 25 eligible graduates were analyzed, which represented a 100% response rate. Process evaluation revealed 100% (n = 25) of the participants expressed satisfaction with their DentPath experiences and recommendations for improvement were provided. Outcome evaluation revealed the participants treated patients using Medicaid (range: 20%-90%, n = 5) or a sliding scale (range: 5%-85%, n = 3) for payment and 36% (n = 9) of the participants regularly treated underserved populations outside of their regular practice settings. Impact evaluation revealed 68% (n = 17) participants reported the DentPath Program had no impact on their practice location. CONCLUSIONS Future research is needed to determine methods to promote the transition of DentPath students through dental school and into underserved communities.
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Affiliation(s)
- Canise Y Bean
- Division of Restorative and Prosthetic Dentistry, College of Dentistry, The Ohio State University, Columbus, Ohio, USA
| | - Brian B Partido
- Division of Dental Hygiene, College of Dentistry, The Ohio State University, Columbus, Ohio, USA
| | - Sue Kestner
- Educational Resources, College of Dentistry, The Ohio State University, Columbus, Ohio, USA
| | - Darryl T Hamamoto
- Division of Oral Maxillofacial Pathology and Radiology, College of Dentistry, The Ohio State University, Columbus, Ohio, USA
| | - Patrick M Lloyd
- Division of Restorative and Prosthetic Dentistry, College of Dentistry, The Ohio State University, Columbus, Ohio, USA
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Burns LE, Pezzullo C, Mejia EE. Targeting the Pipeline to a Diverse Dental Student Body: Saturday Academy at New York University College of Dentistry. J Dent Educ 2019; 83:1057-1064. [DOI: 10.21815/jde.019.098] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2018] [Accepted: 11/27/2018] [Indexed: 11/20/2022]
Affiliation(s)
- Lorel E. Burns
- Department of Endodontics; New York University College of Dentistry
| | - Cheryline Pezzullo
- Department of Cariology and Comprehensive Care; New York University College of Dentistry
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Davies TA, Kaye E, Stahlberger M, Abbas M, Sarkis C, Reed L, Dunham L, Schreiber BM, Leone C, Mascarenhas AK. Improving Diversity of Dental Students Through the Boston University Master's of Oral Health Sciences Postbaccalaureate Program. J Dent Educ 2019; 83:287-295. [DOI: 10.21815/jde.019.024] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Accepted: 08/30/2018] [Indexed: 11/20/2022]
Affiliation(s)
| | - Elizabeth Kaye
- Department of Health Policy & Health Services Research; Boston University Henry M. Goldman School of Dental Medicine
| | | | - Majed Abbas
- Medical Sciences Program; Boston University School of Medicine
| | - Catherine Sarkis
- Department of Health Policy & Health Services Research; Boston University Henry M. Goldman School of Dental Medicine
| | - Linda Reed
- Boston University Henry M. Goldman School of Dental Medicine
| | - Larry Dunham
- Department of General Dentistry; Boston University Henry M. Goldman School of Dental Medicine
| | | | - Cataldo Leone
- Departments of Periodontology and Molecular & Cell Biology; Boston University Henry M. Goldman School of Dental Medicine
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Johnson GM, Buros AF, Lukas RW. Comparison of Postbaccalaureate and Baccalaureate Graduates' Performance in First and Second Years of Dental School. J Dent Educ 2018; 82:929-935. [PMID: 30173188 DOI: 10.21815/jde.018.090] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2017] [Accepted: 01/15/2018] [Indexed: 11/20/2022]
Abstract
Postbaccalaureate programs help predental students strengthen their basic science knowledge and improve their study skills before applying or reapplying for dental school admission. A high percentage of postbac students are admitted to and graduate from dental schools, but gaining greater understanding of how well these students perform in key areas of the first two years' curriculum would be useful for the design of those programs. The aim of this study was to evaluate postbac dental students' performance in the D1 and D2 years at one U.S. dental school compared to dental students with a four-year baccalaureate degree only. Performance assessed was the students' dental school grades in basic science courses, in all D1 and D2 didactic courses, and on preclinical simulation lab practical exams. Didactic and practical scores were gathered anonymously for the Classes of 2013-18 at the College of Dental Medicine-Arizona (CDMA) at Midwestern University, where postbac students with master's degrees from the affiliated College of Health Sciences made up 6-19% of each class. The two cohorts chosen for comparison were students with baccalaureate degrees only and students with one-year Master of Arts degrees from the College of Health Sciences. The scores of these postbac dental students and their non-postbac peers were found to be comparable in the basic science courses. However, for all the didactic courses combined, the non-postbac cohort had significantly higher mean scores than the postbac cohort for the fall quarter 2 and winter quarter 2 in 2013-15 and all years combined. The practical scores for the two cohorts were not significantly different for any year. Overall, this study demonstrated that the MA program in the College of Health Sciences prepared the postbac students to compete on an equal level with the non-postbac students in the CDMA D1 and D2 curriculum.
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Affiliation(s)
- Gary M Johnson
- Gary M. Johnson, DDS, is Associate Professor, Midwestern University College of Dental Medicine-Arizona; Amy F. Buros, PhD, is a biostatistician, Midwestern University Office of Research and Sponsored Programs; and Radd W. Lukas, DDS, is Assistant Professor, Midwestern University College of Dental Medicine-Arizona.
| | - Amy F Buros
- Gary M. Johnson, DDS, is Associate Professor, Midwestern University College of Dental Medicine-Arizona; Amy F. Buros, PhD, is a biostatistician, Midwestern University Office of Research and Sponsored Programs; and Radd W. Lukas, DDS, is Assistant Professor, Midwestern University College of Dental Medicine-Arizona
| | - Radd W Lukas
- Gary M. Johnson, DDS, is Associate Professor, Midwestern University College of Dental Medicine-Arizona; Amy F. Buros, PhD, is a biostatistician, Midwestern University Office of Research and Sponsored Programs; and Radd W. Lukas, DDS, is Assistant Professor, Midwestern University College of Dental Medicine-Arizona
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Simone K, Ahmed RA, Konkin J, Campbell S, Hartling L, Oswald AE. What are the features of targeted or system-wide initiatives that affect diversity in health professions trainees? A BEME systematic review: BEME Guide No. 50. MEDICAL TEACHER 2018; 40:762-780. [PMID: 30033789 DOI: 10.1080/0142159x.2018.1473562] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND/PURPOSE There is interest to increase diversity among health professions trainees. This study aims to determine the features/effects of interventions to promote recruitment/admission of under-represented minority (URM) students to health professions programs. METHODOLOGY This registered BEME review applied systematic methods to: title/full-text inclusion review, data extraction, and quality assessment (QA). Included studies reported outcomes for interventions designed to increase diversity of health professions education (HPE) programs' recruitment and admissions. RESULTS Of 7225 studies identified 86 met inclusion criteria. Interventions addressed: admissions (34%), enrichment (19%), outreach (15%), curriculum (3%), and mixed (29%). They were mostly single center (76%), from the United States (81%), in medicine (45%) or dentistry (22%). URM definition was stated in only 24%. The dimension most commonly considered was ethnicity/race (88%). The majority of studies (81%) found positive effects. Heterogeneity precluded meta-analysis. Qualitative analysis identified key features: admissions studies points systems and altered weightings; enrichment studies highlighted academic, application and exam preparation, and workplace exposure. DISCUSSION/CONCLUSIONS Several intervention types may increase diversity. Limited applicant pools were a rate-limiting feature, suggesting efforts earlier in the continuum are needed to broaden applicant pools. There is a need to examine underlying cultural and external pressures that limit programs' acceptance of initiatives to increase diversity.
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Affiliation(s)
- Kristen Simone
- a Department of Medicine, Faculty of Medicine and Dentistry , University of Alberta , Edmonton , Canada
| | - Rabia A Ahmed
- b Division of Infectious Diseases , University of Alberta , Edmonton , Canada
| | - Jill Konkin
- c Department of Family Medicine, Division of Community Engagement , University of Alberta , Edmonton , Canada
| | - Sandra Campbell
- d John W. Scott Health Sciences Library, University of Alberta , Edmonton , Canada
| | - Lisa Hartling
- e Department of Pediatrics , University of Alberta , Edmonton , Canada
| | - Anna E Oswald
- f Department of Medicine, Division of Rheumatology , University of Alberta , Edmonton , Canada
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Mertz EA, Wides CD, Kottek AM, Calvo JM, Gates PE. Underrepresented Minority Dentists: Quantifying Their Numbers And Characterizing The Communities They Serve. Health Aff (Millwood) 2018; 35:2190-2199. [PMID: 27920306 DOI: 10.1377/hlthaff.2016.1122] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
The underrepresentation of Blacks, Hispanics or Latinos, and American Indians or Alaska Natives among dentists raises concerns about the diversity of the dental workforce, disparities in access to dental care and in oral health status, and social justice. We quantified the shortage of underrepresented minority dentists and examined these dentists' practice patterns in relation to the characteristics of the communities they serve. The underrepresented minority dentist workforce is disproportionately smaller than, and unevenly distributed in relation to, minority populations in the United States. Members of minority groups represent larger shares of these dentists' patient panels than of the populations in the communities where the dentists are located. Compared to counties with no underrepresented minority dentists, counties with one or more such dentists are more racially diverse and affluent but also have greater economic and social inequality. Current policy approaches to improve the diversity of the dental workforce are a critical first step, but more must be done to improve equity in dental health.
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Affiliation(s)
- Elizabeth A Mertz
- Elizabeth A. Mertz is an associate professor in the Department of Preventive and Restorative Dental Sciences, School of Dentistry, and the Healthforce Center, both at the University of California, San Francisco (UCSF)
| | - Cynthia D Wides
- Cynthia D. Wides is a research analyst in the Department of Preventive and Restorative Dental Sciences, School of Dentistry, and the Healthforce Center, UCSF
| | - Aubri M Kottek
- Aubri M. Kottek is a research analyst at the Philip R. Lee Institute for Health Policy Studies and the Healthforce Center, both at UCSF
| | - Jean Marie Calvo
- Jean Marie Calvo is a student in the School of Dentistry at UCSF
| | - Paul E Gates
- Paul E. Gates is chair of the Department of Dentistry at the Bronx-Lebanon Hospital Center and the Dr. Martin L. King Jr. Health Center, and a clinical associate professor in the Department of Dentistry at the Icahn School of Medicine at Mount Sinai, all in New York City
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Johnson GM, Polk HH, Van Da Huvel SD, Ferguson GP, Soby SD. A Comparison of Seven Predental Postbaccalaureate Programs in Gaining Dental School Acceptance for Their Students. J Dent Educ 2017; 81:526-533. [DOI: 10.21815/jde.016.025] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2016] [Accepted: 12/02/2016] [Indexed: 11/20/2022]
Affiliation(s)
- Gary M. Johnson
- Midwestern University College of Dental Medicine-Arizona
- Midwestern University College of Health Sciences
| | - Howard H. Polk
- Midwestern University College of Dental Medicine-Arizona
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Haddad G. Moving Beyond the Traditional Dental Path to Better Serve Diverse Communities. J Dent Educ 2017; 81:499. [DOI: 10.21815/jde.016.028] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Ray R, Brown J. Reassessing student potential for medical school success: distance traveled, grit, and hardiness. Mil Med 2016; 180:138-41. [PMID: 25850141 DOI: 10.7205/milmed-d-14-00578] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
Affiliation(s)
- Rashawn Ray
- Department of Sociology, University of Maryland, 2112 Art-Sociology Building, College Park, MD 20742
| | - Joey Brown
- Department of Sociology, University of Maryland, 2112 Art-Sociology Building, College Park, MD 20742
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Inglehart MR, Stefanac SJ, Johnson KP, Gwozdek AE, May KB, Piskorowski W, Woolfolk MW. Recruiting Underrepresented Minority and Low-Income High School Students into Dentistry While Educating Dental and Dental Hygiene Students About Academic Careers. J Dent Educ 2014. [DOI: 10.1002/j.0022-0337.2014.78.3.tb05692.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Marita R. Inglehart
- Department of Periodontics and Oral Medicine; School of Dentistry; Department of Psychology; College of Literature, Science, and Arts, University of Michigan
| | - Stephen J. Stefanac
- Department of Periodontics and Oral Medicine; University of Michigan School of Dentistry
| | | | - Anne E. Gwozdek
- Department of Periodontics and Oral Medicine; University of Michigan School of Dentistry
| | - Kenneth B. May
- Department of Biologic and Materials Sciences, and Director of Office for Multicultural Affairs and Recruitment; University of Michigan School of Dentistry
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