Recruitment and retention program for minority and disadvantaged students

Beck, Peter; Githens, John H.; Clinkscales, D; Yamamoto, David; Riley, Christopher; Ward, Hugh

doi:10.1097/00001888-197808000-00004

Cited by 8 publications

(22 citation statements)

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“…Interventions seem to focus on several areas, including content knowledge, academic success skills, personal and professional skills, and programme‐related elements. Content knowledge interventions primarily addressed basic sciences, mathematics, medical vocabulary and terminology, behavioural sciences, and unspecified content knowledge or academic performance …”

Section: Resultsmentioning

confidence: 99%

“…Peer‐facilitated learning included peer‐led study groups, peer tutoring, and peer coaching and mentoring by students in more senior years . Support staff‐facilitated strategies involved counselling and advising, which included pointing students to relevant resources and helping them with skills like time management . Additionally, the use of experiential placement and self‐study materials was described.…”

Section: Resultsmentioning

confidence: 99%

“…Thirteen articles were published during 1973-1999, 3,8,14,17,[30][31][32][33][34][35][36][37][38] four articles during 2000-2009, [39][40][41][42] and nine articles during 2010-2016. [11][12][13][43][44][45][46][47][48] Sixteen articles came from the USA 3,8,13,14,17,30,31,[33][34][35][36][37][38][39]41,43 and the rest from Australia, 40 Canada, 32 Dominica, 11,46 Germany, 47 India, 45 the Netherlands, 48 South Africa 42,44 and the UK. 12 Of the 16 US articles, 12 were published prior to 2...…”

Section: Study Characteristicsmentioning

confidence: 99%

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Learning support interventions for Year 1 medical students: a review of the literature

Kebaetse

Mokone

et al. 2017

Med Educ

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

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Learning support interventions for Year 1 medical students: a review of the literature

Kebaetse

Mokone

et al. 2017

Med Educ

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“…Both articles emphasize the need for renewed commitment and additional resources to insure more progress in integrating the medical profession and assuring equity in access to medical care. The medical education literature in the USA contains few reports which evaluate the programmes at individual schools and identify the specific activities which are more effective and, therefore, likely to promote further progress (Geertsma 1977; Odegaard 1977; Beck et al 1978; Cadbury et al 1985; Pisano et al 1985). The works by Cadbury et al (1985) and by Pisano & Epps (1985) are comprehensive presentations of studies which have been completed.…”

Section: Introductionmentioning

confidence: 99%

Medical education for minorities at a US medical school

et al. 1988

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The University of Washington School of Medicine (UWSM) has initiated new efforts to build a regional minority applicant pool and to expand its educational programmes to accommodate students from disadvantaged backgrounds. Specific interventions include: establishment of medical career planner position to coordinate region-wide outreach; pre-entry education; and support activities once enrolled. This study describes specific services and presents sociodemographic and performance data on 56 minority and 280 majority students entering the UWSM between 1981 and 1985. Economic status and educational background of minority students were significantly below that of majority students, several flexible academic policies enabled most students to achieve mastery in courses and to progress through the curriculum. The educational data base utilized in this study, and those at other institutions, can assume important roles in the identification of problem areas in the education of disadvantaged students and in evaluation of the interventions attempted.

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“…(National Center for Education Statistics, 2007) Previous evaluations have also been compromised by small sample sizes and high loss to follow-up. Among programs that have attempted evaluations, (Beck et al, 1978; Butler et al, 1991; Cregler, 1993; Davis and Davidson, 1982; Felix et al, 2004; Jones and Flowers, 1990; Marshall, 1975; McKendall et al, 2000; Nickens et al, 1994; Rohrbaugh and Corces, 2011; Rosenbaum et al, 2007; Sikes and Schwartz-Bloom, 2009; Thurmond and Cregler, 1994) few have been funded to conduct controlled trials in which program participants are compared with an appropriate control group. Additional controlled trials are needed to better evaluate program efficacy, and to determine which components are most successful and which students benefit most.…”

Section: Discussionmentioning

confidence: 99%

A Controlled Evaluation of a High School Biomedical Pipeline Program: Design and Methods

et al. 2013

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Given limited funding for school-based science education, non-school-based programs have been developed at colleges and universities to increase the number of students entering science- and health-related careers and address critical workforce needs. However, few evaluations of such programs have been conducted. We report the design and methods of a controlled trial to evaluate the Stanford Medical Youth Science Program’s Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program. This 5-year matched cohort study uses an annual survey to assess educational and career outcomes among four cohorts of students who participate in the SRP and a matched comparison group of applicants who were not chosen to participate in the SRP. Matching on sociodemographic and academic background allows control for potential confounding. This design enables the testing of whether the SRP has an independent effect on educational- and career-related outcomes above and beyond the effects of other factors such as gender, ethnicity, socioeconomic background, and pre-intervention academic preparation. The results will help determine which curriculum components contribute most to successful outcomes and which students benefit most. After 4 years of follow-up, the results demonstrate high response rates from SRP participants and the comparison group with completion rates near 90%, similar response rates by gender and ethnicity, and little attrition with each additional year of follow-up. This design and methods can potentially be replicated to evaluate and improve other biomedical pipeline programs, which are increasingly important for equipping more students for science- and health-related careers.

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Recruitment and retention program for minority and disadvantaged students

Cited by 8 publications

References 0 publications

Learning support interventions for Year 1 medical students: a review of the literature

Learning support interventions for Year 1 medical students: a review of the literature

Medical education for minorities at a US medical school

A Controlled Evaluation of a High School Biomedical Pipeline Program: Design and Methods

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