. "Commissioned Papers: Contribution A: Increasing Diversity in the Health Professions: A Look at Best Practices in Admissions." In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press, 2004.
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In The Nation’s Compelling Interest: Ensuring Diversity in the Health-Care Workforce
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.
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.