Recommendation: Improve and maintain active partnerships with undergraduate health sciences advisors.

The academic and personal advising that many students receive in high school and college plays an influential role in building confidence and in determining whether many students will go on to apply to medical or health professions programs. For those experiencing academic difficulties at an early stage, tutoring and advising by knowledgeable teachers or advisors often make the critical difference in developing the skills and confidence needed for success. Many students believe that science grades are the exclusive or primary factor considered in the admissions process. As a result, poor grades or difficulty with an introductory undergraduate course such as inorganic chemistry or physics may deter an otherwise promising undergraduate from giving further consideration to the health sciences as an educational option. For students with relatively poor high school preparation, such as those entering college with few opportunities to have taken advanced placement courses, these perceptions can play a powerful role at an early stage in their decision making relative to a future career in medicine.

REFERENCES

AACN (American Association of Colleges of Nursing). 2001. Effective Strategies for Increasing Diversity in Nursing Programs. [Online]. Available: http://www.aacn.nche.edu/Publications/issues/dec01.htm [accessed August 26, 2003].

AACOM (American Association of Colleges of Osteopathic Medicine). 2003. AACOMAS Update. [Online]. Available: http://www.aacom.org/data/advisorupdate/ [accessed August 21, 2003].

AAMC (Association of American Medical Colleges). 1970. Report of the Association of American Medical Colleges Task Force to the Inter-Association Committee on Expanding Educational Opportunities in Medicine for Blacks and Other Minority Students, April 22, 1970. Washington, DC: AAMC.

AAMC. 1998. Report I. Learning Objectives for Medical Education: Guidelines for Medical Schools. Washington, DC: Medical School Objectives Project.

AAMC. 2000. Minority Graduates of U.S. Medical Schools: Trends, 1950–1998. Washington, DC: Association of American Medical Colleges.

AAMC. 2003. Medical School Profile System. [Online]. Available: http://services.aamc.org/msps/report.cfm [accessed August 21, 2003].

APA (American Psychological Association). 2000. Model Strategies for Ethnic Minority Recruitment, Retention and Training in Higher Education. Washington, DC: APA Office of Ethnic Minority Affairs.

APA. 2003a. 2004 Graduate Study in Psychology, Research Office, APA. Washington, DC: American Psychological Association.

APA. 2003b. Summary Report: Doctorate Recipients from United States Universities (selected years). Washington, DC: APA Research Office.


Basco WT Jr., Way DP, Gilbert GE, Hudson A. 2002. Undergraduate institutional MCAT scores as predictors of USMLE Step 1 performance. Academic Medicine 77:S13–S16.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement