Dental School Applicants Research Articles

Predoctoral US dental school applicants and first-time, first-year enrollees, 2023 Entering Class.

This article aims to provide an overview of the characteristics of applicants and first-time, first-year enrolled predoctoral oral health students in the 2023 Entering Class, while highlighting trends over the past decade. The study employs a descriptive analysis of predoctoral US dental school application data sourced from the ADEA Associated American Dental Schools Application Service (ADEA AADSAS®) and Texas Medical and Dental Schools Application Services (TMDSAS) portals. Between 2013 and 2023, the number of first-time, first-year enrollees increased by 14%. Applicant numbers rebounded post-COVID pandemic and were 0.5% higher in 2023 compared to 2019. The proportion of female predoctoral applicants and first-time, first-year enrollees each increased by 11 percentage points over the last decade. Racial and ethnic diversity among first-time, first-year enrollees improved, particularly among Hispanic or Latino and Black or African American students, with both groups increasing by 51% between 2013 and 2023. There has been a steady increase in first-time, first-year enrollees, reflecting growth in the number of US-trained predoctoral oral health professionals. Applicant numbers have rebounded from the impact of COVID-19 pandemic. The increase in the share of female dental school applicants and first-time, first-year enrollees has brought the gender distribution in predoctoral oral health programs more closely in line with that of postsecondary education. While progress has been made in terms of increased representation of historically underrepresented racial and ethnic (HURE) groups, much work remains to achieve greater representation.

The current dental school admissions: An overview of the admission process and the geographical distribution of dental school enrollees in Taiwan

Background/purposeThere is no specific admission system for dentistry in Taiwan. The aims of this study were to describe and analyze the current admission processes for entry into dental schools through the university admission system and to compare the geographical distribution of dental school enrollees. Materials and methodsAll seven dental schools of general universities in Taiwan were included to analyze the admission protocols in 2019 and 2020. All data of dental enrollment quotas and dental school enrollees presented in this study were collected from information available to the public on the related websites. ResultsThe total dental enrollment quotas via the university admission system were 381 in 2019 and 397 in 2020. Those admitted via the special program for indigenous peoples and offshore island peoples were both 27 in 2019 and 2020, respectively. The main dental school admission way was individual application, and the main providers of dental enrollment quotas were northern dental schools and private dental schools. In addition, dental school enrollees were concentrated in the northern region, municipalities, and cities in Taiwan. ConclusionFurther advancement is needed to expand participation and broaden the sociodemographic profile of dental school applicants. The dental schools would benefit from a long-term prospective study about the correlation of admission methods with students’ performance in dental schools. The special program is impacting the equality of admission opportunities. It is necessary to track the practice dynamics of these dental school graduates who were enrolled via the special program as a basis for policy adjustment.

The current dental school applicant: an overview of the admission process for UK dental schools and the sociodemographic status of applicants.

Aims To determine the current processes used to assess dental school admissions in the UK as well as compare the applicants' demography.Methods All 16 dental schools in the UK were invited to complete a questionnaire analysing the admissions protocols between 2018-2019 and 2019-2020. These data were combined with the admission process information available online. Retrospective data from the University Clinical Aptitude Test including the sociodemographic status of dental applicants were collected. For the six dental schools that did not reply, data presented were collected from information available to the public.Results The majority of applicants were women (63.2% in 2019-2020), white (27.9%) and are sixth form attendees or attend a further education college (40.6%). Of those who apply to study dentistry, 15.5% are graduates who hold a first degree. For each undergraduate dental place available, there were 12.6 applicants and 9.4 applicants to each post-qualified dental undergraduate place.Conclusion Further advancements are required to widen participation and broaden the sociodemographic status of dental applicants. This area would benefit from a long-term prospective study about recruitment methods and its correlation with performance at dental school. COVID-19 is impacting the application process, the full extent of which is yet to be determined.

Evaluation of a pipeline program at strengthening applications, increasing diversity, and increasing access to care.

To evaluate the outcomes of a dental pipeline program at strengthening dental school applications, growing the diversity of dental students, and increasing access to care METHODS: This program evaluation used a descriptive and quasi-experimental retrospective study design. Researchers analyzed secondary data, from a dental pipeline program, for the years 2011-2018. Descriptive statistics were used to describe short-term and intermediate outcomes and impact. Associations were tested using paired t-test, 2-sample t-test, analysis of variance, and chi-squared test RESULTS: Ninety-eight scholars completed the 10-week program. The majority of scholars were female (70%), non-Hispanic or Latino (76%), non-White (72%), and pursuing baccalaureate degrees (94%). After completing the program, the mean Dental Admission Test (DAT) Academic Average Score (AAS) increased (16.0vs. 17.5, P<0.01). Significant associations were revealed between post-program DAT AAS and being accepted into dental school (P=0.02). Associations remained when stratified by gender (male P=0.01) and ethnicity (P=0.03). The majority of scholars (71%) applied to the host school. Over half of the scholars matriculated to dental school (55%). Twenty-nine scholars (30%) graduated from the host school. Graduates report choosing careers in private practice (38%), public health (24%), corporate dentistry (17%), and the military (3%) CONCLUSION: Dental pipeline programs are effective at strengthening dental school applications, increasing DAT AAS, growing the diversity of dental students, and increasing access to care. Dental education needs to examine barriers dental pipeline programs do not typically address, such as the high cost of applying to dental school, and identify additional ways to support underrepresented minority students entering into dentistry.

Improving Diversity of Dental Students Through the Boston University Master's of Oral Health Sciences Postbaccalaureate Program.

Boston University Goldman School of Dental Medicine (GSDM), in collaboration with Boston University School of Medicine, introduced the Oral Health Sciences (OHS) pipeline program in 2005 to enhance the academic preparedness of students from underrepresented minority (URM) groups for dental school admission. The aim of this study was to evaluate the OHS program's success in preparing URM students for dental school, as measured by acceptance to dental school and performance in the first and second years. Data on 2005-15 program enrollees were collected from admissions records, the registrar, and the Office of Institutional Research on students' race/ethnicity, undergraduate and OHS grade point average (GPA), and Dental Admission Test (DAT) scores. Acceptance to dental school and performance at GSDM for non-URM OHS graduates, URM OHS graduates, and non-OHS dental students were compared. A total of 55 URM students completed the OHS program during this period, with 49 successfully matriculating to a dental school in the U.S. and 33 attending GSDM. Average OHS GPA was higher for those URM students accepted to dental school than for those who did not gain admission (3.36±0.30 vs. 2.94±0.19). Evaluation of the academic performance of URM OHS students in the first year (p=0.13) and second year (p=0.88) at GSDM showed that these students performed as well as the non-OHS and non-URM OHS students. These results demonstrate that the OHS master's program serves as a successful credential-enhancing program for dental school applicants, while also serving as a pipeline to increase the number of qualified applicants from URM groups.

U.S. Dental School Applicants and Enrollees, 2017 Entering Class.

The American Dental Education Association (ADEA) collects information on U.S. dental school applicants and first-time, first-year enrollees as part of the administration of dental school applications. This report presents an analysis of the data on the characteristics and academic qualifications of the 11,873 applicants who applied to U.S. dental schools during the 2016-17 application cycle and of the 6,122 first-time, first-year enrollees who began dental school in fall 2017. Among the key findings are the following: the number of applications decreased in 2016-17, while enrollment continued its steady 12-year rise; the number of women applicants exceeded the number of men by a larger margin than the previous two years, reversing the long-term trend of having more men apply to dental school (although men continued to have slightly higher levels of enrollment); when race/ethnicity was viewed alone or in combination, the number of applicants and first-time enrollees from most race/ethnic groups increased, although falling slightly were Native Hawaiian or other Pacific Islander and White applicants and enrollees; regionally, the Mid-Atlantic had the highest share of its population applying to dental school and the Northwest had the highest share to enroll in dental school; and applicants overwhelmingly had a biological or biomedical science educational background. The data and analysis presented in this report offer a unique picture of dental school applicants and enrollees. It provides school administrators with a national view of the qualifications of applicants, and it provides prospective applicants with a better understanding of the qualifications they likely need to enroll. The analysis also gives policymakers a preliminary view of future trends in the dental workforce.

U.S. Dental School Applicants and Enrollees, 2016 Entering Class

The American Dental Education Association (ADEA) collects information on dental school applicants and first‐time, first‐year enrollees as part of the administration of dental school applications. This report analyzes the data on the characteristics and academic qualifications of the 12,058 applicants who applied during the 2015–16 application cycle and of the 6,100 first‐time, first‐year enrollees who began dental school during fall 2016. Among the key findings are that the number of applications increased for the second year in a row, while enrollment continued its steady 12‐year rise. The number of women applicants exceeded the number of men by a larger margin than the previous year, reversing the long‐term trend of having more men apply to dental school. However, men continued to have slightly higher levels of enrollment. When race/ethnicity is viewed alone or in combination, the number of applicants and first‐time enrollees from most race/ethnic groups increased. The exceptions were Native Hawaiian and other Pacific Islander applicants and enrollees and American Indian or Alaska Native enrollees, which fell slightly. The Northwest had the highest share of its population applying for and enrolling in dental school. Applicants overwhelmingly had a biological or biomedical science background. The data and analysis presented in this report offer a unique picture of dental school applicants and enrollees. It provides school administrators with a national view of the qualifications of applicants, and it provides prospective students with a better understanding of the qualifications they likely need to enroll. The analysis also gives policymakers a preliminary view of future trends in the dental workforce.

Impact of a Longitudinal Lecture Series on Pre-dental Student Recruitment

The expanding number of dental schools has not resulted in a rise in dental school applications; therefore, there is a need to identify and retain pre-dental students in the applicant pool. One way to do this is to introduce an outreach program by dental schools. A limited number of studies have been done on the impact of outreach programs on dental school recruitment.This study was done to examine the effectiveness of an outreach program initiated at the Harvard School of Dental Medicine (HSDM). Third- and fourth-year dental students provided 12 hours of lectures, two hours of case-based learning, and two hours of hands-on laboratory experience to pre-dental students over 12 weeks in a course called Introduction to Dentistry. The course was given in 2015 and 2016 and the participants were surveyed before and after the course to determine their interest in and knowledge of dentistry, and their attitude toward HSDM. After the course, pre-dental students had better understanding of the dental profession overall, were more comfortable conversing about dentistry, and were more likely to apply to HSDM in the future.Dental outreach programs can maintain or increase interest in applicants who were previously interested in applying to dental school; however, admissions committees must carefully consider an applicant’s entire academic and personal background. Participation in an outreach program is not an indication of an applicant’s overall suitability for dentistry in general or for a particular dental school’s program.

U.S. Dental School Applicants and Enrollees, 2015 Entering Class

Every year the American Dental Education Association (ADEA) gathers data on dental school applicants and first‐time, first‐year enrollees. This report analyzes information collected during the 2014–15 application cycle and on first‐time, first‐year enrollees entering dental school in the fall of 2015. The data include applicants’ characteristics and academic qualifications and the number and characteristics of the applications received by each dental school. Among the key findings is an upward trend in the number of first‐time, first‐year enrollees, reaching 5,943 for this class. The number of applicants, 11,789, was still below the most recent high (13,742 in 2007), but a slight increase of 44 since 2014 suggests a possible upturn in applicant numbers. Additionally, GPA and Dental Admission Test (DAT) scores remained high, suggesting that dental schools continued to have a strong applicant pool from which to select. The gender distribution for applicants and enrollees was split nearly equally between men and women. Consistent with past years, White students were more than 50% of enrollees. The number of Latino/Hispanic applicants and first‐time, first‐year enrollees continued an upward trend, while the number of other underrepresented groups tended to fluctuate without a clear trend. The data in this report provide a comprehensive view of applicants interested in dental school, allowing schools to compare their applicant pools with the overall applicant pool on a national level. Finally, the information on enrollees offers a first look at the future dental workforce.

Widening access in selection using situational judgement tests: evidence from the UKCAT.

Widening access promotes student diversity and the appropriate representation of all demographic groups. This study aims to examine diversity-related benefits of the use of situational judgement tests (SJTs) in the UK Clinical Aptitude Test (UKCAT) in terms of three demographic variables: (i) socio-economic status (SES); (ii) ethnicity, and (iii) gender. Outcomes in medical and dental school applicant cohorts for the years 2012 (n=15581) and 2013 (n=15454) were studied. Applicants' scores on cognitive tests and an SJT were linked to SES (parents' occupational status), ethnicity (White versus Black and other minority ethnic candidates), and gender. Firstly, the effect size for SES was lower for the SJT (d=0.13-0.20 in favour of the higher SES group) than it was for the cognitive tests (d=0.38-0.35). Secondly, effect sizes for ethnicity of the SJT and cognitive tests were similar (d=~0.50 in favour of White candidates). Thirdly, males outperformed females on cognitive tests, whereas the reverse was true for SJTs. When equal weight was given to the SJT and the cognitive tests in the admission decision and when the selection ratio was stringent, simulated scenarios showed that using an SJT in addition to cognitive tests might enable admissions boards to select more students from lower SES backgrounds and more female students. The SJT has the potential to appropriately complement cognitive tests in the selection of doctors and dentists. It may also put candidates of lower SES backgrounds at less of a disadvantage and may potentially diversify the student intake. However, use of the SJT applied in this study did not diminish the role of ethnicity. Future research should examine these findings with other SJTs and other tests internationally and scrutinise the causes underlying the role of ethnicity.

U.S. Dental School Applicants and Enrollees, 2014 Entering Class

This report analyzes data collected annually by the American Dental Education Association (ADEA) on the characteristics of applicants to and first-year enrollees in dental schools. Among the key findings this year are that, since 2010, there has been a gradual decline in the number of individuals taking the Dental Admission Test (DAT), while the number applying to dental schools has remained relatively flat. During the same five-year time period, the number of first-year dental students has continuously increased. The result is an increasing rate of enrollment among applicants. While the overwhelming majority of dental schools utilize some aspect of a holistic admissions process, the DAT scores and grade point averages of applicants and enrollees continue to rise. Unlike a decade ago, women now account for nearly half of all applicants and enrollees. At least part of the gain has come from a decline in the number of men applicants, rather than a change in the enrollment rate. Among underrepresented minorities, there remains a relatively low number of applicants and a lower than average enrollment rate. Overall, by analyzing data about individuals applying to and matriculating in dental schools, this report provides a window into the future dental workforce.

U.S. Dental School Applicants and Enrollees, 2013 Entering Class

This report examines the characteristics of dental school applicants and enrollees using data from the 2012–13 application cycle of the American Dental Education Association's Associated American Dental Schools Application Service (ADEA AADSAS℠). The report presents data on the demographic composition and academic preparation of applicants, first‐time enrollees, and total first‐year enrollees during the application cycle. The data indicate that the number of applicants showed a small increase from the previous year, and the number of first‐time, first‐year enrollees continues to rise. The number of first‐time, first‐year enrollees in 2013 was 5,769, an increase of 1,535 first‐time, first‐year enrollees over the number in 2000. However, this is still less than the peak in 1978 (6,301). This increase reflects both the opening of new dental schools and expansion of existing class sizes at some dental schools. By contrast, the percentage of underrepresented minority applicants and enrollees increased only slightly. The results highlighted in this study have important implications for dental educators, health professions advisors, and members of the broader dental community.

Dental School Application Timing: Implications for Full Admission Consideration and Improving Diversity of Dental Students

The national underrepresentation of minorities in dental schools and the dental profession is a significant concern. Despite efforts over previous years, the number of practicing dentists from underrepresented minority (URM) groups has increased very little. Many dental schools have adopted a holistic admissions review process that uses noncognitive factors in an effort to increase diversity. However, application timing also significantly impacts the success of candidates. This study examined whether URM students' applying late in the application cycle contributes to their lower enrollment. This study attempted to fill a void in the dental admissions knowledge base by examining whether the timing of dental school applications in a rolling admissions system with a set number of interview spots favors those who apply early. De-identified applications (N=1,673) from one U.S. dental school in 2011 were examined. A binary logistic regression analysis revealed that URM applicants were significantly more likely to apply later in the admission cycle than non-URM applicants by a factor of 63 percent (p=0.001), increasing the competiveness for fewer remaining spots. These results suggest the need for pre-admission interventions and for future research to understand and address barriers that impact application timing.

Validating Use of a Critical Thinking Test for the Dental Admission Test

The purpose of this study was to validate the use of a test to assess dental school applicants' critical thinking abilities. The intent was to include this test on the Dental Admission Test (DAT) if it was shown to enhance the DAT's validity. Correlation and regression analyses of undergraduate and dental school performance with scores on each of the tests on the DAT battery and the California Critical Thinking Skills Test (CCTST) were performed. Data were collected from 439 third- and fourth-year dental students who consented to participate and were enrolled at one of the ten accredited dental schools included in the study. These ten dental schools were from most regions of the United States. This study concluded that including the CCTST on the DAT did not significantly enhance the DAT's validity.

“Do You Have Good People Skills?”: A New Question for Assessing Dental School Applicants

Journal of Dental EducationVolume 78, Issue 4 p. 511-511 Editor's Note “Do You Have Good People Skills?”: A New Question for Assessing Dental School Applicants Nadeem Y. Karimbux D.M.D., M.M.Sc., Nadeem Y. Karimbux D.M.D., M.M.Sc.Search for more papers by this author Nadeem Y. Karimbux D.M.D., M.M.Sc., Nadeem Y. Karimbux D.M.D., M.M.Sc.Search for more papers by this author First published: 01 April 2014 https://doi.org/10.1002/j.0022-0337.2014.78.4.tb05700.xCitations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume78, Issue4April 2014Pages 511-511 RelatedInformation

U.S. Dental School Applicants and Enrollees, 2011 and 2012 Entering Classes

This report examines the characteristics of dental school applicants and enrollees using data from the 2010-11 and 2011-12 application cycles of the American Dental Education Association's Associated American Dental Schools Application Service (ADEA AADSAS). The report presents data on the demographic composition and academic preparation of applicants, first-time enrollees, and total first-year enrollees during these two application cycles. The data indicate that the number of applicants has decreased modestly during this time, yet the number of first-time, first-year enrollees continues to rise mainly reflecting the opening of new dental schools and expansion of existing class sizes at some schools. Findings also indicate reduced gaps by gender in dental school applicants and enrollees. By contrast, the percentage of underrepresented minority applicants and enrollees increased only slightly. The results highlighted in this study have important implications for health professions education advisors, dental educators, and members of the broader dental education community.

The Angle Society: The future is now

The E. H. Angle Society was born on November 17, 1930 at the Lake Shore Club in Chicago. But the history of the Society had started much earlier as reported by Dr. George W. Hahn in his classic 1955 paper entitled ‘‘The History and Philosophy of the Edward H. Angle Society of Orthodontia.’’ The Society originated from the desire of Angle School graduates to carry forward Dr. Edward H. Angle’s legacy. Twenty-two of the former members of the 1922 Edward H. Angle Society of Orthodontia established the Society with four components (Eastern, Midwest, Northern California and Southern California). The two most recent components to be added were the Northwest Component (March 1947) and the North Atlantic Component (seceded from the Eastern Component in 1964). Today, the Angle Society is truly international with members in many countries around the world. It is currently 629 members strong and the membership has been stable over the past few years. As we reflect on the rich heritage of the E. H. Angle Society of Orthodontists (EHASO), we cannot resist asking the two questions that Dr. George Hahn asked twelve of his members over 50 years ago: ‘‘Why should there be an Angle Society?’’ and ‘‘What does the Angle Society mean to you?’’ A composite of the replies included the following: ‘‘The Angle Society should continue to live because it means there is an ideal over and above the average that is worth living and striving to attain. There is in the society a fellowship, not as the word is commonly used, but a fellowship in which there is no selfishness, no jealousy, no deceit, but an honesty of purpose in which every man is held in that esteem which gives him a feeling of pride tempered by humility...There is an inspiration that comes from personal contact with men whose object is not selfglorification but a willingness to give freely of what they have learned with only the thought of helping others...’’ Our membership is at a crossroads and how we choose to embrace current societal change will determine and shape the Angle Society for the next 50 years. Perhaps, a better understanding of the membership of our profession and our specialty can help us define our goals for the future. The gender and the age of our professional and specialty memberships are shifting. The number of women and minorities entering dental school continues to increase. Women comprised 46.0% of the dental school applicants and 45.1% of the enrollees in 2011. Minorities comprised 13.4% of the dental school applicants and 12.9% of the enrollees during the same period. Data from the American Association of Orthodontists (AAO) shows that 21.1% of orthodontists are currently women. In terms of age, the composition of our specialty’s membership reflects the changes that are seen in the current workforce. For the first time in its history, our specialty recruits members from three different generations: Baby Boomers (1946– 1964), Generation X (1965–1979) and Generation Y or Millennials (1979 to present). In 2007, 37% of the AAO members were Baby Boomers and 36% were GenXers. In 2013, a shift in the membership of the AAO has been observed as the first of the Baby Boomers have started to retire. The number of AAO members that are Baby Boomers is slowly decreasing (31.3%) and the number of AAO members that are Gen-Xers has increased to 41.9% (Fig. 1 is provided by the AAO). The number of AAO members that are Millennial has also increased to 6.9% in 2013. The distribution of the EHASO membership is represented in Fig. 2 (data provided by the E. H. Angle Society of Orthodontists) and the striking features of this diagram include the large cohorts of Active members (49%) and Senior Active/Retired members (41%) and the relatively small cohort of Affiliate members (future Active members) (13%). The challenge for our components is to communicate the ideals of our society and successfully recruit new members who share the ideals of the Angle Society that are most likely to be Gen-Xers or Millennials. So, let us look at some of the generational differences and commonalties that exist among our members and use those attributes to strengthen our membership recruitment. The Baby Boomer generation (born from 1946 to 1964) was, until 2011 (first Baby Boomers retiring), the largest cohort in the workforce of the United States with the well-known attributes of loyalty and competitive workaholism. This generation was shaped by historical events such as the economic growth that followed World War II, the Kennedy and King assassinations, The Civil Rights movement, the Vietnam War and

Validity of the UKCAT in Applicant Selection and Predicting Exam Performance in UK Dental Students

The United Kingdom's Clinical Aptitude Test (UKCAT) aims to assess candidates' "natural talent" for dentistry. The aim of this study was to determine the validity of the UKCAT for dental school applicant selection. The relationship of the UKCAT with demographic and academic variables was examined, assessing if the likelihood of being offered a place at a UK dental school was predicted by demographic factors and academic selection tools (predicted grades and existing school results). Finally, the validity of these selection tools in predicting first-year dental exam performance was assessed. Correlational and regression analyses showed that females and poorer students were more likely to have lower UKCAT scores. Gender and social class did not, however, predict first-year dental exam performance. UKCAT scores predicted the likelihood of the candidate being offered a place in the dental course; however, they did not predict exam performance during the first year of the course. Indeed, the only predictor of dental exam performance was existing school results. These findings argue against the use of the UKCAT as the sole determinant in dental applicant selection, instead highlighting the value of using existing school results.

The Dental Education Bubble: Are we ready for a LEED-style rating?

In his provocative centerpiece article, titled "The Dental Education Bubble: Are We Ready for a LEED-Style Rating?" Charles N. Bertolami uses the LEED rating system as a prototype that, in his own words, could be adapted to dental education in order to give dental school applicants, faculty members, governmental officials, the media, and the public a more open and honest appraisal of what a given educational program has to offer and what the educational product is really expected to be."

Increasing Student Diversity and Cultural Competence as Part of Loma Linda University School of Dentistry's Service Mission

For many years, studies have identified a need for greater racial and ethnic diversity among dental professionals. However, the ability of the field to collectively address the problem has been hindered by the low numbers of underrepresented minority students who apply to dental school. Over the past two decades, college attendance rates have increased and U.S. dental school applications have tripled, but the number of underrepresented minority dental applicants has remained about the same. With the increasing diversity of the U.S. population and specifically that of the state of California, the dental workforce would be enhanced by the presence of more underrepresented minority dentists. Additionally, curricular changes should be implemented to better prepare dental students to meet the oral health care needs of diverse populations. There is general agreement that these workforce and curricular changes would enhance access to care for underserved populations. For seven years, Loma Linda University School of Dentistry participated in the Pipeline, Profession, and Practice: Community-Based Dental Education program. The first phase of this national program addressed deficiencies in diversity in dentistry and in access to oral health care. In the second phase, Loma Linda University continued to collaborate with other California dental schools on specific state initiatives. This article provides an overview of the school's efforts to enroll a more diverse student body, enhance all its students' cultural competence, and expand care to underserved populations.