Achieving Student Diversity in Dental Schools: A Model That Works

Lacy, Ernestine S.; McCann, Ann L.; Miller, Bess; Solomon, Eric; Reuben, Jayne S.

doi:10.1002/j.0022-0337.2012.76.5.tb05285.x

Cited by 27 publications

(45 citation statements)

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“…The study found that strategic outreach to underrepresented populations and changing admissions procedures were commonly used approaches among participating schools, which resulted in an increase in applications from and enrollment of underrepresented minority students at all fifteen participating institutions (Brunson, 2010;RWJF, 2009RWJF, & 2013. Institutional level case studies of holistic admissions models also support the idea that restructuring admissions to be more holistic was useful in recruiting and admitting more racial and ethnic minorities (Brunson, 2010;Lacy, 2012).…”

Section: Overview Of Findingsmentioning

confidence: 80%

“…Targeted recruitment  Deliberate recruitment activities help programs meet diversity goals in health profession graduate programs (Cahn, 2015)  URM specific recruiters correlated with higher URM student enrollment in PA programs (DiBaise, et al, 2015)*  Comprehensive, targeted, recruitment and admissions program led to higher than average enrollment of URM students into dental school (Lacy, et al, 2012) Bridge to Dentistry at TAMHSC Baylor College of Dentistry…”

Section: Type Of Program Evidence For Effectiveness Of Program Type Ementioning

confidence: 99%

“… Employing a more holistic admissions process Increased applications and admission offers for URM dental students (Lacy, et al, 2012;RWJF 2013;Brunson, et al, 2010) Pipeline…”

Section: Type Of Program Evidence For Effectiveness Of Program Type Ementioning

confidence: 99%

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Commentaries on health services research

Coplan¹,

Yealy²,

Vetrosky³

2016

Jaapa

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(UW HWRC) received a rapid response request from the National Center for Health Workforce Analysis to summarize the state of the evidence on efforts to recruit and retain a racially and ethnically diverse health workforce. The findings presented in this brief are based on a search of the peer-review and grey literature from 2010 to 2015. To set the stage for the findings, the UW HWRC compared the current racial and ethnic mix of the health workforce to the mix ten years prior using the American Community Survey. The key findings are:  The health workforce is more diverse than the U.S. population, and has increased in racial and ethnic diversity over the last decade.  The trends in racial and ethnic diversity varies considerably by occupation, although minorities tend to be more highly represented among the lower skilled occupations.  While various programs exist to increase racial and ethnic diversity of the health professions, the evidence on the effectiveness of such programs and interventions is minimal in the peerreview literature from the last five years.  The majority of published articles are descriptive and present program models or theories on how to design programs to increase racial and ethnic diversity in the health professions.  The fields of medicine and dentistry are most represented among the literature.  The peer-reviewed and grey literature primarily focus on evaluating and assessing the following program outcomes: increasing interest in health professions, increasing interest in and applications to professional schools, and increasing enrollment. The focus is less on graduation and career trajectories.  Promising practices supported by evidence in the literature to increase racial and ethnic diversity across various levels of educational settings include: targeted recruitment and revised admissions policies, curriculum changes, summer enrichment programs, and comprehensive programs that integrate multiple intervention such as financial support, academic support, and social support.  More and better evaluation is needed to assess the extent to which programs and interventions contribute to long-term goals of diversifying the workforce.

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Section: Overview Of Findingsmentioning

confidence: 80%

Section: Type Of Program Evidence For Effectiveness Of Program Type Ementioning

confidence: 99%

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Commentaries on health services research

Coplan¹,

Yealy²,

Vetrosky³

2016

Jaapa

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“…After title and abstract screening, 29 publications that did not answer the focused question or were duplicates were excluded. In total 18 articles were sought, including nine articles [ 7 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 ] discussing workforce diversity in dentistry ( Table 1 ); and nine articles [ 1 , 2 , 8 , 9 , 10 , 22 , 23 , 24 , 25 ] discussing licensing process for foreign-trained dentists ( Table 2 ).…”

Section: Resultsmentioning

confidence: 99%

“…Disparity between the proportions of African Americans, Hispanics and American Indians in the general U.S. population and the nation’s dental profession, has been extensively reported in the literature [ 7 , 19 ]. These minority groups represent approximately 30% of U.S. population; however, only comprise 6% of the dental workforce [ 15 , 17 ]. In the year 2016, foreign-trained dentists working outside academic settings represented 5.6% of the U.S. dental workforce [ 25 ].…”

Section: Resultsmentioning

confidence: 99%

Foreign-Trained Dentists in the United States: Challenges and Opportunities

Kellesarian

2018

Dentistry Journal

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The aim of the present study is to review the licensing process and challenges faced by foreign-trained dentists in United States (U.S.), and how incorporating foreign-trained dentists in the dental workforce in the U.S. impacts the population’s dental care. Foreign-trained dentists must complete additional training in a Commission of Dental Accreditation recognized program offered by a U.S. dental school in order to be eligible for licensing. Foreign-trained dentists interested in seeking employment in the U.S. face numerous challenges, including stringent admission processes, high tuition costs, immigration barriers and cultural differences. Opening the U.S. dental profession to foreign-trained dentists provides several advantages, such as increasing the diversity of dentists in the U.S., expanding access to underrepresented communities, and enhancing the expertise of the profession. Foreign-trained dentists are an important resource for a U.S. government seeking to build the human capital base and make the most of global trade opportunities through a “brain gain”. Increasing the diversity in the dental profession to match the general U.S. population might improve access to dental care for minorities and poor Americans, reducing disparities in dental care.

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A Learning Assessment to Increase Diversity in Academic Health Sciences

Alegría,

Thurston,

Cheng

et al. 2024

JAMA Health Forum

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ImportanceStrategies and innovations to advance racial and ethnic equity in recruitment, promotion, and retention at academic health science institutions are needed.ObjectiveThis learning assessment aims to isolate evidence-based strategies to advance racial equity in the academic health sciences, which have implications for policy and institution-level interventions.Evidence ReviewThis learning assessment used a mixed-methods approach, including a quantitative survey, qualitative in-depth interviews, and a scoping literature review. Survey respondents were recruited from outreach lists that included researchers working with racial and ethnic minoritized populations. In-depth interviews were conducted among 60 university administrators, faculty/staff, scholars, students, and individuals affiliated with governmental, nongovernmental, and identity-based professional associations. A search of the literature in PsycINFO, MEDLINE, ERIC, Education Source, Academic Search Ultimate, and CINAHL was conducted for the scoping review. The scoping review included 366 primary articles of studies evaluating strategies to advance racial and ethnic equity at academic health science institutions.FindingsThe survey yielded analyzable results from 328 individuals, including faculty, students, administrators, or staff, and individuals not currently employed at or enrolled full time at a university or college. The interviews included 60 participants with a mean (SD) age of 49.3 (16.5) years, and 39 (65%) were female. The scoping review included 366 primary research articles that met inclusion criteria for analysis. Data were analyzed individually across the survey, interviews, and scoping review, and findings were triangulated. While each of the 3 assessments yielded unique findings, 13 common themes emerged across all project components. Results revealed strategies implemented and evaluated successfully, as well as challenges and barriers to advancing equity in the academic health sciences.Conclusions and RelevanceIn this study, 13 meaningful strategies emerged across the survey, in-depth interviews, and scoping review. Through triangulation of findings, recommendations of actionable steps were made.

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Achieving Student Diversity in Dental Schools: A Model That Works

Abstract: It is well known that there is a large disparity between the proportions of African Americans, Hispanics, and American

Cited by 27 publications

References 9 publications

Commentaries on health services research

Commentaries on health services research

Foreign-Trained Dentists in the United States: Challenges and Opportunities

A Learning Assessment to Increase Diversity in Academic Health Sciences

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