The Outcomes of an Innovative Hybrid Pre-dental Admission Enhancement Program among Underrepresented Minority and Disadvantaged Students
Abstract
This study examined the outcomes of a hybrid pre-dental admission enhancement
program (AEP) with regard to the Dental Admissions Test (DAT) scores, admission rates, and
satisfaction among underrepresented and/or disadvantaged students at the University of Missouri,
School of Dentistry (UMKC SOD). Additionally, data from 48 students who completed the AEP
from years 2011-2014 were evaluated regarding their experience participating in the AEP. The
program’s unique hybrid design provided both a residential and online experience. The onsite
experience exposed students to critical skills training encompassing time management, essay
writing, learning styles, study skills, test taking skills, test anxiety, reading skills, and mentoring
with the dental school application process. Students were able to prepare a rough draft of the
dental school application essay and receive faculty feedback. This enabled students to have a
well-written essay for their application. Additionally, AEP students participated in hands-on lab
exercises and shadowed dental students providing patient care in the clinic. Technology allowed
students to access the academic content of the AEP including Math, Chemistry, Organic
Chemistry and Biology, 24/7 in an asynchronous format. Students were also mentored by
supplemental instructors (SI) from the International Center for Supplemental Instruction (ICSI)
three times per week in live synchronous sessions through Blackboard Collaborate™ support.
Students were asked to complete a program evaluation, which posed questions in a 5-point Likert
scale format ranging from 1 = strongly disagree to 5 = strongly agree, has yes/no questions and
allows for student comments. Frequency statistics, Pearson correlations and a Regression Model
were used for statistical analysis of the data. All tests were conducted at p < 0.05 or less with a
group of 48 students. Students admitted to dental school are continually monitored throughout
their dental education until graduation.
Table of Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix A. Essay review rubric -- Appendix B. Mock interview rubric -- Appendix C. IRB cover and approval letter -- Appendix D. Admission enhancement program survey
Degree
Ed.D.