Strategies and Perceived Barriers to Recruitment of Underrepresented Minority Students in Physician Assistant Programs

DiBaise, Michelle; Salisbury, Helen; Hertelendy, Attila; Muma, Richard D.

doi:10.1097/jpa.0000000000000005

Cited by 28 publications

(39 citation statements)

References 13 publications

(17 reference statements)

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“…Thus, no attempt was made to assess the standard measures of academic achievement such as grade point average or national board exam results, as used by other studies of dental and allied dental students. [21][22][23][24][25][26][27] In our results, 71% of the respondents financial or care-giving role: 55% of UREG respondents versus 50% of the non-UREG respondents.…”

Section: Discussionmentioning

confidence: 89%

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Challenges of Dental Assisting Students in Their Pursuit of Academic Success

Leong

Laughter

Rowe

2017

Journal of Dental Education

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The aim of this study was to identify the challenges encountered by dental assisting students, especially those from underrepresented racial and ethnic groups (UREG), that affected their achieving academic success. In 2016, directors of the nine northern California dental assisting programs were contacted via email to explain the study and request an opportunity to administer the 26-item survey to their currently enrolled students. Student responses were entered into a survey research program, which tabulated the data and calculated the frequency of responses to each item. All nine programs participated, and the overall student response rate was 98%. Most (71%) of the 215 respondents agreed that they had experienced challenges in achieving academic success. Respondents reported the following challenges that made it difficult to perform well at school: financial responsibilities (41%), family responsibilities (33%), and language challenges (21%). These challenges, as well as difficulty understanding the language and vocabulary of instructional materials and cost of tuition and supplies, were statistically related to respondents' perceptions of their challenges to academic success. Most (83%) of the respondents perceived that faculty members supported their academic success. One-third of the respondents were from UREG: Hispanic, African American, and Native American. Higher percentages of UREG than non-UREG participants worked more hours/week (p=0.03) and tended to perceive financial (52%/32%) and family (42%/28%) responsibilities as challenges. Since both UREG and non-UREG respondents experienced these challenges, all students should be informed of institutional and programmatic resources that can assist them in achieving academic success.

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Section: Discussionmentioning

confidence: 89%

“…[21][22][23][24][25][26][27] In our results, 71% of the respondents financial or care-giving role: 55% of UREG respondents versus 50% of the non-UREG respondents. Our approach was to study the respondents' perceptions or personal assessment of their challenges and academic success.…”

Section: Discussionmentioning

confidence: 90%

Challenges of Dental Assisting Students in Their Pursuit of Academic Success

Leong

Laughter

Rowe

2017

Journal of Dental Education

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“…Diverse faculty is among the factors identified in maintaining a diverse nursing student population (Gates, 2018). In a national survey of physician assistant program directors, absence of role models was cited by over 60% of respondents as a perceived barrier to URM recruitment, more than twice as high as the perceived barrier of the state or area population not being diverse (DiBaise et al, 2015). One of many recommendations given after another SCCT-based data analysis into the lack of gender parity in school psychology was to invite minority graduate students to become active participants, i.e.…”

Section: Discussionmentioning

confidence: 99%

Genetic Counseling in Middle School Science Club: A Pilot Study

Hutchinson

McMillan

Griese

et al. 2019

JSTEM

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Compared to demographic data from other healthcare professions, genetic counselors (GCs) are more likely to be Caucasian females. Many current underrepresented in genetic counseling (URGC) professionals in the field found genetic counseling later in their careers due in part to their lack of awareness. A pilot study consisting of equal numbers of male and female sixth grade science club students was conducted to explore the impact that direct teaching might have on students' awareness of and interest in genetic counseling. The analysis used the non-parametric Wilcoxon signed rank test due to the ordinal, Likert-scale data. Results derived from a pre-and post-survey of lesson participants indicated a statistically significant increase in students' perceptions of having a role model in a science career. Efforts to reach local middle school students to highlight genetic counseling as a potential career choice, especially by role models, may add to the continued work being done to increase the diversity of future genetic counseling applicant pools.

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“…Several studies in the health sciences support this contention. In a survey of recruitment strategies among physician assistant programs in the United States, one of the correlates of self‐reported success in recruitment of a more diverse student body was a greater proportion of African American and Hispanic faculty on admissions committees 9 . A qualitative study about diversity in nursing education found that faculty diversity was one of several factors that influenced student diversity 10 .…”

Section: An Initiative From Domementioning

confidence: 99%