This article reports development of an evidence-based admissions formula that effectively incorporates the admissions criteria most likely to inluence dental school performance. This study utilized peer-reviewed literature and analysis of admissions and performance data from the irst three classes of students at the University of Nevada, Las Vegas, School of Dental Medicine (UNLV-SDM). We used Pearson's correlation, linear regression, and ANOVA to determine the strength and direction of association between admissions variables, both singly and in combination, and performance measures. Our initial results revealed no signiicant relationship between our previous admissions formula, which was adapted from other dental admissions ofices, and student performance for our irst class and National Board Dental Examination Part I (NBDE-I) (R=.288) or dental school grade point average (DS-GPA) (R=0.193). After using the combined data from the irst three classes of students at UNLV-SDM, we conirmed no signiicant relationship between our previous admissions formula and DS-GPA (R=0.207) and a slight increase in correlation to NBDE-I (R=0.303). More detailed analysis of the admissions variables within the formula revealed that some Dental Admission Test scores, such as Reading Comprehension, Quantitative Analysis, and Biology, were signiicantly correlated with dental school performance at UNLV-SDM, allowing for revision of the admissions formula to a formula score that is now signiicantly correlated with student performance for the irst class to NBDE-I (R=0.458) and DS-GPA (R=0.368), as well as the combined data from the irst three cohorts at UNLV-SDM (R=0.361, 0.218, respectively). In addition, this reformulation did not signiicantly impact the overall ranking of females or minorities. Although formulaic data can never perfectly predict student performance, this study demonstrated that constant review and revision of relevant admissions criteria are needed for each school to maintain an evidence-based admissions program that provides for fair and effective comparison of student admissions data.
As the U.S. population continues to become more diverse, there has been a movement toward the recruitment of more diverse students into the dental profession. The purpose of this study was to assess the current and historical trends in diversity among dental school applicants and enrollees at a new dental institution, the University of Nevada, Las Vegas, School of Dental Medicine (UNLV-SDM). Applicant and enrollment data for the first four cohorts, sorted by gender and ethnicity, were retrieved and summarized by the Office of Admissions and Student Affairs at UNLV-SDM. The principal findings of this analysis revealed enrollment of females at UNLV-SDM was relatively consistent during this time interval, although significantly lower than the U.S. average of all dental schools. The enrollment of minorities at UNLV-SDM, however, was consistent and comparable to the U.S. average, although these percentages were disproportionately smaller than the percentage of minorities in the general population. Based upon these findings, a new model for outreach and recruitment of females and minorities was recently created, based in part upon evidence of successful strategies by dental educators at other institutions, in order to increase the enrollment of female and underrepresented minority students.Mr.
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