The scope and variety of combined baccalaureate-MD programs in the United States.
*Curriculum; *Faculty; Achievement; Cultural Diversity; Education; Educational; Humans; Medical; Models; Premedical/*methods; School Admission Criteria; Schools; Undergraduate/*methods; United States
The landscape of combined baccalaureate-MD programs has changed substantially in the last two decades but has not been documented in detail. The authors review the current state of these programs and discuss opportunities for future study of their evolving role and potential impact.In 2011, using a definition of baccalaureate-MD program built on prior research, the authors reviewed Association of American Medical Colleges sources and medical school Web sites to identify and characterize 81 active programs. In addition, they surveyed the 57 medical schools offering those programs; 31 schools with 39 programs responded. The resulting database inventories the number and distribution of programs; institutional affiliations; missions or goals; length; size; admissions criteria; curricula; and retention requirements.Since the inception of combined programs in 1961, their number and curricular length have increased. Pressures that spurred earlier programs remain evident in the goals of today's programs: attract talented high school or early college students, especially from diverse backgrounds; prepare physicians to meet societal needs; and offer an enriched premedical environment. Baccalaureate educational activities achieve program goals through special courses, medical experiences, community service, and learning communities tailored to students' needs. Admission and retention criteria are comparable to those of traditional medical schools.Combined baccalaureate-MD programs have evolved along several paths during the last half century and have enriched the baccalaureate experiences of medical students. Shifting expectations for the selection and education of future physicians warrant focused research on these programs to document their effectiveness in addressing those expectations.
Eaglen Robert H; Arnold Louise; Girotti Jorge A; Cosgrove Ellen M; Green Marianne M; Kollisch Donald O; McBeth Dani L; Penn Mark A; Tracy Sarah W
Academic medicine : journal of the Association of American Medical Colleges
2012
2012-11
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/ACM.0b013e31826b8498" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e31826b8498</a>
Effectiveness Of A Career Time Perspective Intervention
achievement; future; hope; optimism; orientation; Psychology
Marko K W; Savickas M L
Journal of Vocational Behavior
1998
1998-02
Journal Article or Conference Abstract Publication
<a href="http://doi.org/10.1006/jvbe.1996.1566" target="_blank" rel="noreferrer noopener">10.1006/jvbe.1996.1566</a>
Assessing noncognitive attributes: the primary care orientation scale.
*Career Choice; *Primary Health Care; *School Admission Criteria; *Schools; Achievement; Clinical Competence; Health Services Needs and Demand; Humans; Medical; Medicine; Motivation; Surveys and Questionnaires; United States; Vocational Guidance; Workforce
Porfeli Erik; Fabbro Stephanie K
The virtual mentor : VM
2012
2012-12
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1001/virtualmentor.2012.14.12.stas1-1212" target="_blank" rel="noreferrer noopener">10.1001/virtualmentor.2012.14.12.stas1-1212</a>
Oral Reading Rates of Second-Grade Students
achievement; children; comprehension; curriculum-based measurement; dibels; dynamic indicators; early literacy; fluency; gender; individual differences; kindergarten; literacy; oral reading rate; Psychology
The importance of reading fluently is widely recognized in school effectiveness, reform, and improvement efforts of the educational community, yet there are few large-scale, structured assessments of the progression of students' reading rates over time. This study documented 2nd-grade students' oral reading rates on the basis of fall, winter, and spring assessments. Using growth curve analysis, we identified models for a sample (n = 5,796) of students in 79 schools in a large urban school district in the United States. We found that, although school characteristics were significant predictors of the children's initial oral reading status, they were mostly not significant predictors of their reading rate over time. At the individual level, girls had a better performance than did boys in reading achievement testing, and no statistically significant difference was noted between boys and girls in their growth rates during the 2nd grade. On the other hand, special education children not only achieved less than did non-special education children in oral reading but also evidenced a significantly lower rate of increase. The trustworthiness of "at risk" and "low risk" instructional recommendations on the basis of oral reading rates was high. We discuss these findings in light of the existing research on reading fluency. Our findings have implications for research and instruction for fluency and literacy development of both fluent and nonfluent readers.
Wang C; Algozzine B; Ma W; Porfeli E
Journal of Educational Psychology
2011
2011-05
Journal Article
<a href="http://doi.org/10.1037/a0023029" target="_blank" rel="noreferrer noopener">10.1037/a0023029</a>