Transcript Document

chatham
UNIVERSITY
Physician Assistant Program
Enhancing Diversity in the
Admissions Process
Luis A. Ramos, PA-C, Susan Hawkins, PA-C, Mark Hertweck, PA-C
Objectives
• Describe how diversity in the classroom,
including racial and ethnic diversity,
enhances the educational experience of
all students
• Identify the key legal and policy trends
associated with access and diversity
efforts in higher education
Objectives
• Identify program-specific, diversity-
related policies that can advance the
educational goals of PA programs
• Construct a program’s diversity selfassessment survey and action plan
• Develop and implement a holistic
approach to admissions at PA programs
Why is diversity in the
classroom important?
Introduction
• The following is a summary of the
statement of the American Council on
Education entitled "On the Importance
of Diversity in Higher Education“
• PAEA is not an endorsing organization
Background
• Diversity in higher education:
• Colleges and universities
• Public and private
• Large urban universities and small rural
campuses
• Two-year community colleges,
• Graduate and professional programs
• Undergraduate education
Background
• This collective diversity is one of the
great strengths of America's higher
education system
• Everyone agrees that diversity in
student bodies, faculties, and staff is
important to fulfill their primary
mission: providing a quality education
Statement
• The public is entitled to know why
institutions believe so strongly that
racial and ethnic diversity should be one
factor among the many considered in
admissions and hiring
Reason #1
• Enriches the educational experience
• We learn from experiences, beliefs, and
perspectives different from our own
• This is best taught in richly diverse
intellectual and social environments
Reason #2
• Promotes personal growth
• Challenges stereotyped preconceptions
• Encourages critical thinking
• Helps students learn to communicate
effectively with people of varied
backgrounds
• Strengthens communities and the
workplace
Reason #3
• Prepares students to become good
citizens
• Fosters mutual respect and teamwork
• Helps build communities whose members
are judged by the quality of their character
and their contributions
Reason #4
• Enhances economic competitiveness
• Sustaining the nation's prosperity require
us to make effective use of the talents and
abilities of all our citizens in work settings
that bring together individuals from diverse
backgrounds and cultures
Conclusion
• Achieving diversity does not require
quotas or warrants admission of
unqualified applicants
• It does require that we continue to be
able to reach out and make a conscious
effort to build healthy and diverse
learning environments
Key Legal and Policy
Trends
Rationale for a New Policy
• Minority health care providers deliver
disproportionate care to minority
populations
• Racial-ethnic concordance of patient
and provider result in improved
communication, trust, and patient
satisfaction
Rationale for a New Policy
• Patients prefer providers who share
their own cultural, linguistic, and racial
backgrounds
• Institute of Medicine recommends
increased provider diversity as an action
aimed at minimizing or eliminating
health disparities
Rationale for a New Policy
• Underrepresented student diversity:
• Can result in an improved educational
experience for all students
• Could reduce or eliminate health care
disparities
Supreme Court Decision
• Underrepresented student diversity:
• Is the only rationale for race conscious
admissions policies that has been accepted
by the supreme court
• Must be applied to each individual
Supreme Court Decision
• Admit a group of students who
individually and collectively are among
the most capable
• Substantial promise for success in school
• Strong likelihood of succeeding in practice
• Contributing to the wellbeing of others
• Mix of students who will respect and learn
from each other
Supreme Court Decision
• Focus on academic ability coupled with
a flexible assessment of applicants’:
• Talents
• Experiences
• Potential to contribute to the learning of
those around them
Supreme Court Decision
• Evaluate each applicant based on all
information available on file, including:
• Personal statement
• Letters of recommendations
• Essay describing the ways in which the
applicant will contribute to life and diversity
Supreme Court Decision
• Even the highest possible scores do not
guarantee admission nor does a low
score automatically disqualify an
applicant
• Policy requires admissions officials to look
beyond grades and test scores to other
criteria that are important to the
institution’s educational objectives
Supreme Court Decision
• The policy does not restrict the types of
diversity contributions eligible for
“substantial weight” in the admissions
process, but instead recognizes “many
possible bases for diversity admissions”
Supreme Court Decision
• By enrolling a “critical mass” of
[underrepresented] minority students,
the institution seeks to ensure their
ability to make unique contributions to
the character of the institution
The Evidence
in the US Population
Diversity Rates
8%
6% 7%
Whites
79%
Blacks
Hispannics
Asians
14%
With degrees
4%
Whites
13%
69%
Blacks
Hispannics
Asians
US Population
Source: U.S. Census Bureau, Current Population Survey, 2007 Annual Social and Economic Supplement
The Evidence
in PA Education
Diversity Rates
• Health professions diversity rates: 6-9%
• PA profession’s: 21-25%
• So is there a problem?
URMs-Overall Rates 1997-2007
30%
25%
20%
15%
10%
5%
0%
1
2
3
4
5
6
7
8
9
10
11
PAEA Annual Demographic Reports, AY 1997-8 through AY 2007-8
When URM rates are
factored in,
the profession’s
rate remains the highest of
all other health professions.
Masters Overall-URMs ‘97-’07
25%
21%
20%
20%
20%
19%
19%
18%
17%
17%
15%
15%
14%
11%
10%
10%
10%
5
6
9%
6%
5%
5%
2
3
10%
10%
10%
8
9
11%
11%
10
11
5%
0%
1
4
7
PAEA Annual Demographic Reports, AY 1997-8 through AY 2007-8
Call to Action:
Can the Chatham University
PA Program Impact the
Diversity of Our Student
Body?
Background
• Chatham PA Program started in 1995
• Master of Physician Assistant Studies
(MPAS) awarded
• Bachelor’s degree required prior to
admission
Diversity Rates at Chatham PA Program
120%
100%
Rates
80%
60%
40%
20%
0%
1997
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
White
92%
97%
94%
91%
95%
100%
97%
98%
100%
96%
100%
98%
Diversity
8%
3%
6%
9%
5%
0%
3%
2%
0%
4%
0%
2%
URM
8%
0%
0%
6%
5%
0%
3%
0%
0%
0%
0%
2%
Years reflect graduation dates
Diversity Rates
• Overall diversity rate: 3.4%
• 20.6 points below PA national average (24%)
• URM rate: 2.4%
• 5.6 points below PA national average (7.5%)
Possible Barriers
• Interviews (interviewer bias, language skill)
• Writing exercise (language skill, evaluator
•
•
•
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bias, inter-reader reliability)
Cost of travel to the University
Emphasis on GPA (overall and science)
Number of prerequisite courses
Absence of diversity as a prioritized mission
of the program
Selection Process Class of 2009
• Pre-requisite courses
•
•
•
•
General Chemistry (2 semesters)
General Biology (2 semesters)
General Psychology (2 semesters)
Anatomy/Physiology (1 semester each) or
Anatomy and Physiology (2 semesters)
• Developmental Psychology (1 semester)
• Genetics (1 semester)
• Statistics
Selection Process Class of 2009
• Admission Requirements
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Overall and science (3.0) GPAs
CASPA application
Baccalaureate degree
Shadowing Form
Written Essay (decisive factor)
Interview (decisive factor)
• Applications received Class of ‘09: 365
Rationale for Changes
• No outcomes correlation to support
continuation of the following barriers:
• Developmental Psychology
• Genetics
• Statistics
• GPA
• Interview
• Written exercise (not conclusive)
Phase One -Class of 2010
• Eliminated all prerequisites which were
deemed as barriers
• Collected data on those that were
inconclusive – no positive predictive
value, some negative predictive value
• Applications received for Class of ‘10:
525
Phase Two -Class of 2011
• Written exercise assessment modified
(remote option)
• No requirement to come on campus
prior to selection
• Implemented Holistic Review Process
• Applications received Class of ‘11: 765
Holistic Review Process
• What qualities make an excellent
physician assistant?
• How can the physician assistant class
more closely represent the population
at large?
• What type of student do we want to
have in our classroom?
Holistic Review Process
• Selection based on total credits rather
than any one criterion
• Minimum requirements must be met
• Pool of applicants considered for
acceptance show substantial promise
for success
Holistic Review Process
• Four Major areas evaluated
• Sustained Academic Performance
• Personal characteristics
• Personal attributes
• Personal Experiences
Sustained Academic
Performance
• Overall GPA of 3.5 and above or
induction into a national honor society
• Research, publications, or presentations
• Advanced degrees or training
Personal Characteristics
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Cultural background
Ethnicity
Race
Gender
Socioeconomic status
Region of residence (rural or inner city)
Personal Attributes
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Leadership
Enthusiasm
Trustworthy
Honesty
Motivation
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Confidence
Tolerance
Altruism
Goal oriented
Team player
Personal Experiences
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Life adversities and struggles
Multilingual ability
Contact with other cultures or travel
Work experience, especially in healthcare
Military or government service
Voluntary service
Chatham student or alumni
Diversity Rates
• 2010: 6% (3 A and no URM out of 50)
• 2011: 17% (5 A and 7 URM out of 72)
• 21% economically disadvantaged (from NR)
• 22% male (from 6%)
• 18% students over 30 y/o (from <5%)
• 5.5% students with special needs (from 0%)
Phase Three
• Number of applicants for Class of 2012:
Approximately 1,000
• Written exercise eliminated
• Holistic Approach to Admissions
Conclusion
• Elimination of barriers a factor in
increasing diversity
• Implementation of the holistic approach
to admissions had a big impact
Conclusion
• Further research
• Applicants’ rates for previous years were not
analyzed
• Retention rates need to be monitored
We still have some ways
to go… goal is at least
25% diversity rate.
Questions?