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Improving Retention at the UMKC School of Medicine. presented by Susan B. Wilson PhD MBA Associate Dean of Diversity and Community Partnership and Brenda Rogers, MD Associate Dean of Student Affairs. Background: Student Success Committee 2009.

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improving retention at the umkc school of medicine

Improving Retention at the UMKC School of Medicine

presented by Susan B. Wilson PhD MBAAssociate Dean of Diversity and Community Partnership andBrenda Rogers, MDAssociate Dean of Student Affairs

background student success committee 2009
Background: Student Success Committee 2009
  • 5 factors were identified that impact student success. These included:

-Students who study independently and have academic difficulty.

-Personal factors that impact academic achievement.

- Level of academic support for courses with high D, F and W rates.

-Student knowledge deficits regarding resources.

-Student life skill deficits, including study skills.

  • To increase the graduating class size from 90 to 105.
  • To increase recruitment and retention of URM students and faculty.
  • To decrease rates of attrition in all student groups.
baseline metrics
Baseline Metrics
  • The overall attrition rate is 21% (1970-2009); 15% ( and similar to other combined degree programs) when you eliminate Year 1 and 2 students.
  • Attrition rates have decreased overall during the past four years (18.5% in 2007 to 2.8% in 2009).
  • Attrition for women and men has been stable and is comparable.
baseline metrics1
Baseline Metrics
  • Year 3-6 Attrition is 6-8 %, comparable to rates associated with 4 year medical school programs.
  • Longitudinal URM attrition is generally higher than the general medical school population and has been dropping the past several years.
strategy 1 student faculty outreach recruitment and selection
Strategy 1: Student /Faculty Outreach , Recruitment and Selection
  • Enhanced outreach and pipeline efforts to recruit URM and rural students .
  • Improved communication and relationship-building strategies with these groups.
  • Implementation and refinement of “holistic review” practices in selection.
  • Development of a URM faculty recruitment and retention committee and plan.
strategy 2 target academic problem areas and provide support
Strategy 2: Target Academic Problem Areas and Provide Support
  • Recognition that some students need more support than what faculty can realistically provide.
  • Identify high D,F, W courses and analyze available academic support .
  • Increase the number of out-of-class study groups, tutoring and other supports.
  • Student grades are tracked by ETC’s and faculty and earlier intervention is provided utilizing the U-First System.
target high difficulty level course s
Target high-difficulty-level course(s)
  • Human Structure Function is a four-part course that has traditionally had a higher-than –average D, F, W rate.
  • Each segment incorporates different teaching and learning methods; students find this aspect especially challenging.
  • An orientation to the course was developed to assist students in understanding how to approach each segment and maximize success.
strategy 3 provide support and mentoring at key transition points
Strategy 3: Provide support and mentoring at key transition points
  • Assistant Dean position for year 1-2 students was added and strengthens physician visibility and mentoring .
  • Assistant Dean of Career Counseling and programming helps students make better and earlier decisions about career direction.
  • Learning specialist position was upgraded from part time to full time.
address personal and wellness issues that impact academic success
Address Personal and Wellness Issues That Impact Academic Success
  • Wellness coordinator hired.
  • Wellness assessment and plans are provided; workshops planned (78 consultations; all types)
  • Face book page was launched.
  • Most common reported student issues: family difficulties, stress that impacts studying, financial stressors.
  • In planning stages: conducting interviews at key transition points.
strategy 4 enhance and promote study and skill building groups
Strategy 4: Enhance and Promote Study and Skill-Building Groups
  • All students are asked to provide feedback about whether they have a study group and who is participating.
  • Isolated students who study alone have greater difficulty; outreach to these students to encourage their participation is warranted.
  • Support is provided regarding forming study groups.
  • Students are identified to provide tutoring and a mechanism to pay themwas developed.
develop skill building groups that address common adjustment problem areas
Develop Skill-Building Groups that Address Common Adjustment Problem Areas
  • Because of the age (18-24 years) of our students, skill development is a critical factor that supports academic success.
  • Groups are in development to address common adjustment problems: multi-tasking, perfectionism, procrastination, life and social skills and wellness.
strategy 5 increase student awareness of resources
Strategy 5: Increase Student Awareness of Resources
  • A student handbook was developed with information specific to the SOM and is distributed at orientation and discussed in class meetings.
  • Information helps student increase understanding of how to access resources important to success…in one place
future directions
Future Directions
  • The continued collection of detailed data on factors that are associated with success and difficulty.
  • Development of a new student survey which is administered at greater frequency to identify trends and opportunities for improvement.