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Encouraging Truly Osteopathic Matriculants: The Role of Perceptions, Communication and Data Collection Council of Osteopathic Medical Admissions Officers Society of Osteopathic Medical Educators June 27-29, 2007 Program Overview Identification of Admission Data:

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Encouraging Truly Osteopathic Matriculants: The Role of Perceptions, Communication and Data Collection

Council of Osteopathic Medical Admissions Officers

Society of Osteopathic Medical Educators

June 27-29, 2007


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Program Overview

Identification of Admission Data:

Matriculants vs. Non-Matriculants

(A Three Year + Analysis)

National (AACOM)

Private (Western U/COMP)

State (OU-COM)

Discussion of Data and Implications for the Future


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Program Overview

Communication and Perceptions

National Communication (AACOM)

Institutional & Constituent Communication Western U/COMP

OU-COM

Discussion and Implications for the Future


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Program Overview

Data Collection

The Benefits of Collaboration on

Data Collection

Discussion and Implications for the Future

Summary and Conclusion


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Encouraging Truly Osteopathic Matriculants

Matriculants Compared to Applicants at All Osteopathic Colleges

(applicant data points do not include UNTHSC)

EC 2002

Matriculants n=2963

Applicants N=6683


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Encouraging Truly Osteopathic Matriculants

Matriculants Compared to Applicants at All Osteopathic Colleges

(applicant data points do not include UNTHSC)

EC 2003

Matriculants n=3223

Applicants N=7140


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Encouraging Truly Osteopathic Matriculants

Matriculants Compared to Applicants at All Osteopathic Colleges

(applicant data points do not include UNTHSC)

EC 2004

Matriculants n=3536

Applicants N=7629


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Encouraging Truly Osteopathic Matriculants

Matriculants Compared to Applicants at All Osteopathic Colleges

(applicant data points do not include UNTHSC)

EC 2005

Matriculants n=3804

Applicants N=8562


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Encouraging Truly Osteopathic Matriculants

Matriculants Compared to Applicants at All Osteopathic Colleges

(applicant data points do not include UNTHSC)

EC 2006 (preliminary data)

Matriculants n=3929

Applicants N=9737


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Matriculants vs. Non-MatriculantsWesternU/COMP

EC 2004

N = 423

Matriculants n=198

Science Non-Science Overall MCAT

3.40 3.57 3.48 26.4

Non-Matriculants n = 225

Science Non-Science Overall MCAT

3.45 3.59 3.52 26.3


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Matriculants vs. Non-MatriculantsWesternU/COMP

EC 2005

N = 550

Matriculants n=213

Science Non-Science Overall MCAT

3.41 3.50 3.45 26.6

Non-Matriculants n = 337

Science Non-Science Overall MCAT

3.47 3.56 3.57 27.7

24% to MD 29% to DO 25% deferred

4% not attending medical school 18% no response*

*attending medical school


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Matriculants vs. Non-MatriculantsWesternU/COMP

EC 2006

N = 525

Matriculants n=218

Science Non-Science Overall MCAT

3.43 3.56 3.49 26.9

Non-Matriculants n = 307

Science Non-Science Overall MCAT

3.47 3.56 3.59 27.4

12% to MD 52% to DO 31% deferred,

5% not attending medical school


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Matriculants vs. Non-Matriculants OU-COM

EC 2004 N=180

Matriculants n=114

Science Non-Science Over-all MCAT

3.39 3.60 3.49 25.3

Non-Matriculants n=66

3.45 3.58 3.54 27.9

65% to MD 18% to DO 14% Deferred

3% - Not Attending Med School


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Matriculants vs. Non-MatriculantsOU-COM

EC 2005 N=148

Matriculants n=108

Science Non-Science Over-All MCAT

3.45 3.66 3.54 24

Non-Matriculants n=40

3.54 3.73 3.63 27

59% to MD 17% to DO 22% Deferred

2% Not Attending Med School


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Matriculants vs. Non-MatriculantsOU-COM

EC 2006N=161

Matriculants n=108

Science Non-Science Over-All MCAT

3.47 3.64 3.55 24.6

Non-Matriculants n=53

3.56 3.72 3.63 27.3

75% to MD 13% to DO 8% Deferred

4% Not Attending Med School


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Matriculants vs. Non-MatriculantsOU-COM/COMP

Additional Observations & Characteristics

* Personal Essays; Primary & Secondary

* Letters of Recommendation From

D.O.’s

* Perceived Osteopathic Orientation During

Interviews

* D.O. vs M.D. shadowing experience


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Non-Matriculant Survey – WesternU/COMP

  • Students who declined or withdrew after acceptance were online surveyed

  • All responses were voluntary and non-traceable to the respondent

  • Office of Institutional Research gathers, analyzes, and reports the data

  • Many respondents do not answer all questions

  • The Survey has evolved somewhat each year






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Interview and Application Experiences

Consistently from 2004-2006

  • 62% felt the Interview Day increased their interest in WesternU

  • 88% of students felt the application experience was as good as or better than other schools



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Matriculant Data – EC 2006

  • Freshman students in the College of Osteopathic Medicine of the Pacific were invited to respond to an online survey from August 24 through September 10, 2006 asking why they decided to enroll at WesternU.

  • With 55 responses out of a class of 219 students, the response rate was 25.1%.


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Reasons For COMP Matriculation

Educational Offerings

Curriculum 73%

Philosophy of Teaching and Learning 53%

Clinical Educational Training 49%

Academic Reputation 35%

Regional Location

Southern California 71%


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Reasons for COMP Matriculation

Founding Principles

WesternU Philosophy of Humanism 62%

Admission Experience

Students Met Face to Face 60%

Timing of WesternU Decision 47%

How Well Treated in Process 42%

Faculty Met Face to Face 40%


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Matriculant Areas of Concern

Location in Pomona 16%

Costs of Tuition and Housing 16%

Appearance, Quality of Buildings 11%

Campus Safety 9%

Very similar to Non-Matriculants, but at much lower level and did not prevent acceptance


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Matriculant Sources of Information

WesternU Website 67%

Students I Communicated With 63%

Non WesternU Websites (AACOM, etc) 50%

Interview Day presentations 49%

Interview Orientation Booklet 43%

Information from tour guide 40%

Faculty I Communicated With 32%

WesternU Literature 21%

Information from Staff 21%


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Discussion

Matriculant vs. Non-Matriculant Data?

Inferences?

Thoughts?


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Role of Perceptions & Communication

Perceptions and Communication

OU-COM/COMP

Distinctiveness and Parity

Patient Centered

Primary Care

Full Scope Practice


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Roles of Perceptions & Communication

OU-COM/COMP

Print Media

*Viewbook

*CORE Clinical Brochures

* Research & Clinical Review

*Today’s D.O.


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Roles of Perceptions & Communication

OU-COM/COMP

Electronic Media

*Web Presence

*Electronic Newsletter

*Electronic Discussion Boards


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Roles of Perceptions & Communication

OU-COM/COMP

Personal Contact

*Accessibility

Student & Family

Pre-Professional Advisors

* Emphasis on Relationships

Reflective of the Osteopathic Approach


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Role of Perceptions & Communication

External Constituents

National Association of Advisors for the

Health Professions (NAAHP)

* Print and Web Presence

* “The Advisor” NAAHP Journal

* National Meetings


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Roles of Perception & Communication

External Constituents

*North East Association of Advisors to the Health

Professions (NEAAHP)

*Central Association of Advisors

for the Health Professions (CAAHP)

- Web Presence

- Regional Meetings

- GSA Co-Sponsored

Meetings


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Roles of Perceptions & Communication

External Constituents

*Southeastern Association of Advisors for the

Health Professions (SAAHP)

*Western Association of Advisors for the Health

Professions (WAAHP)

- Web Presence

- PreMedical Advisor’s Reference

Manual

- Regional Meetings


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Roles of Perceptions & Communication

External Constituents

*Keepsake - A Guide for Minority

Science Students

*Newsweek Magazine –Hero M.D.

*ER/Gray’s Anatomy/House MD


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Data Collection

“I can’t have information I know would be of interest to someone and not share it.”

- Sanford Berman

(former head cataloger, Hennepin County

Library System)


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Data Collection

Opportunities for and from sharing data

*Common non-matriculating student survey administered thorough AACOMAS

*Standard reports comparing matriculants and non-matriculants

- individual college compared to all COMs

- individual college compared to cohort COMs

* Other ideas?


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Data Collection

  • Collaboration and data collection can help identify institutional challenges and national challenges

  • Collaboration and data collection and Complete data sets contribute to the body of knowledge necessary for quality evaluation and assessment

  • Evaluation and assessment are integral to institutional advancement and the advancement of the profession

    (Accreditation Teams like it too!)


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Data Collection

Questions & Discussion

Future Directions & Implications


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Summary

Matric & Non-Matric Data

Perceptions & Communication

Data Collection

Importance of Collaboration


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Contact Information:

Susan Hansen, M.S. - Western U/COMP

shanson@westernu.edu

Thomas Levitan, M.Ed. – AACOM

tlevitan@aacom.org

John D. Schriner, Ph.D. - OU-COM

schriner@ohio.edu

Harold C. Thompson III, D.O. - OU-COM

thompsh1@ohio.edu

Bart Yee, D.O. - Western U/COMP

byee@westernu.edu


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THANK YOU!!!

We Appreciated Your Time and Attention

Have a Great Day!


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