Non-traditional Applicants Research Articles

Medical student mentors in widening access to medicine programmes: 'we're lighting fires, not filling buckets '

Background: Widening Access to Medicine (WAM) supports nontraditional applicants throughout application to study medicine and beyond. Many WAM programmes use medical student mentors, however, there is a paucity of research into what makes a good WAM mentor and what qualities they require. This research helps fill a gap in the literature about WAM scheme mentors and provides context for recruitment/training.<br/> Methodology: Purposive sampling was used to select three year 9 mentees, four year 9 mentors, four year 12 mentees and four year 12 mentors. No limitations were placed on gender or ethnicity. Thirty-minute semi-structured interviews were recorded, transcribed and analysed qualitatively, drawing on an interpretative phenomenological analysis approach. This study received ethical approval from the Brighton and Sussex Medical School (BSMS) Research Governance and Ethics Committee.<br/> Results: Four main themes were identified: mentor – mentee relationship, mentor background and attitudes towards WAM, qualities and behaviours of mentors and differences between year 9 and year 12 mentors.<br/> Discussion and conclusions: The results are discussed within the context of the existing literature. This research identifies the requirements for WAM mentors from both mentors and mentees' perspectives. This will inform future WAM schemes run at BSMS and may provide a basis for future research and improvement of WAM mentors nationwide.

"The biggest barrier was my own self": the role of social comparison in non-traditional students' journey to medicine.

IntroductionSocial comparisons strongly influence an individual’s concept of self, their aspirations and decisions. This study investigates how non-traditional applicants used social comparison to shape their preferences, beliefs and predictions whilst preparing an application for medical school.MethodsSemi-structured interviews were conducted with 12 UK medical students from non-traditional backgrounds to explore their process of ‘getting ready’ for medical school, and the role social comparison played in their experiences. Thematic analysis was used to inductively develop themes in the data, before findings were interpreted through the ‘triadic model’ of social comparison.ResultsFindings revealed that participants looked to the opinions of those with similar norms and backgrounds to accept their desire to study medicine. They sought the opinions of ‘experts’ to affirm a belief in their suitability but lacked confidence until success in crucial examinations ‘proved’, in their own view, that they had the ability to do medicine. Social comparison to peers who were perceived to be less committed to medicine, and to relatable role models, reassured participants that someone from their background could succeed in medicine.DiscussionOur findings further understanding about ‘how’ and ‘why’ exposure to relevant experts, peers and role models can positively influence application to medicine through the lens of social comparison. We recommend widening access initiatives promote and foster various opportunities for social comparison to help counter non-traditional students’ feelings of uncertainty about their ability and prospects, and to reorient their focus away from achieving the required grades before preparing the non-academic aspects of their application.

Unintended Demographic Bias in GPA/DAT-Based Pre-Admission Screening: An Argument for Holistic Admissions in Dental Schools.

Screening of applicants for admission to dental school often relies on metrics such as overall undergraduate grade point average (oGPA) and Dental Admission Test (DAT) scores to identify desirable prospective students. The aim of this study was to assess unintended selection bias that may be overlooked or mitigated with holistic review and the influence of metrics at one U.S. dental school. Descriptive range analysis of oGPA and science GPA (sGPA), DAT scores, and total experience hours was performed for the 2017-18 application cycle for all applicants, those who self-identified as underrepresented minorities (URM), non-traditional applicants (with postbaccalaureate or master's coursework), and socioeconomically disadvantaged (SED) applicants reporting low parental employment-occupation scores. The results showed that, in screening this school's applicant pool, metrics-based candidate selection would favor those candidates in the 80th percentile of GPA and DAT Academic Average (AA) scores. Unless mitigated by other screening factors, reliance on these metrics tended to favor majority, traditional, and non-URM SED applicants. These findings suggested that the new admitted class would likely have fewer dental experience and employment hours than in the overall applicant pool. Interestingly, more non-traditional, SED, and URM applicants could be considered if higher general employment and dental experience hours had more impact in the screening process. These results illustrate the importance of deliberately considering non-cognitive metrics and characteristics to admit a more diverse student body.

Outcomes of reapplication to otolaryngology residency: A prospective cohort study.

Although the field of otolaryngology has experienced a decline in the number of applicants to our residency programs, otolaryngology remains a highly competitive field with an extremely strong applicant pool. Many highly qualified candidates cannot obtain a position in our field each year, and many of these candidates choose to reapply the next year. Data are lacking regarding reapplicants' success rate and the best gap year employment and training options for these reapplicants. Reapplicants were studied prospectively via a two-stage survey during the 2014-2015 and 2015-2016 application cycles. Success rates for the overall group were compared to those from published data, and success rates between subgroups were also compared. First-time reapplicants in the study performed extremely well. Their match rate (19/22) was not significantly different from that of traditional otolaryngology applicants (551/619, p = 0.73) and was significantly higher than that of nontraditional applicants not in our cohort (23/62, p < 0.001). No significant difference was found between applicants by employment/training activities, with both researchers (11/12) and surgical interns (8/10, p = 0.57) performing well. Predictors of reapplicant success could not be assessed because only 3 reapplicants in the cohort were unsuccessful. First-time otolaryngology reapplicants remain a highly competitive group of applicants to our field, regardless of employment/training activities undertaken after graduating medical school.

'Why not you?' Discourses of widening access on UK medical school websites.

In the UK, applications to medicine from those in lower socio-economic groups remain low despite significant investments of time, interest and resources in widening access (WA) to medicine. This suggests that medical schools' core messages about WA may be working to embed or further reinforce marginalisation, rather than to combat this. Our objective was to investigate how the value of WA is communicated by UK medical schools through their websites, and how this may create expectations regarding who is 'suitable' for medicine. We conducted a critical discourse analysis of the webpages of UK medical schools in relation to WA. Our conceptual framework was underpinned by a Foucauldian understanding of discourse. Analysis followed an adapted version of Hyatt's analytical framework. This involved contextualising the data by identifying drivers, levers and warrants for WA, before undertaking a systematic investigation of linguistic features to reveal the discourses in use, and their assumptions. Discourses of 'social mobility for the individual' justified WA as an initiative to support individuals with academic ability and commitment to medicine, but who were disadvantaged by their background in the application process. This meritocratic discourse communicated the benefits of WA as flowing one way, with medical schools providing opportunities to applicants. Conversely, discourses justifying WA as an initiative to benefit patient care were marginalised and largely excluded. Alternative strengths typically attributed to students from lower socio-economic groups were not mentioned, which implies that these were not valued. Current discourses of WA on UK medical school websites do not present non-traditional applicants as bringing gains to medicine through their diversity. This may work as a barrier to attracting larger numbers of diverse applicants. Medical schools should reflect upon their website discourses, critically evaluate current approaches to encouraging applications from those in lower socio-economic groups, and consider avenues for positive change.

Sex bias in evaluating nontraditional job applicants: reactions to women and men's interrupted college attendance

Two studies indicated that being a nontraditional job applicant due to voluntary interruption of college attendance had detrimental consequences for employment evaluation. These negative reactions were more severe for women than for men. Women with interrupted attendance received the most negative responses (Studies 1 and 2). Choosing to interrupt college attendance increased perceived instability and also positively affected perceived flexibility, and these characterizations were related to evaluative outcomes (Study 2). Moreover, both instability and flexibility characterizations contributed to the gender-discrepant consequences of interrupted college attendance. Female applicants were rated more negatively on flexibility characterizations than were male applicants. Furthermore, although there were no gender differences in ratings of instability, instability ratings were found to negatively impact evaluations of female applicants, but not male applicants.

Emerging changes in medical student procurement in the USA

In the past century, the world has witnessed the greatest increase in its population and longevity in history due to combined effects of scientific advances in medical care, greater longevity &amp; other factors. Sadly, the number of new physicians being trained in US Medical schools has not kept pace with population trends, resulting in a lower physician density. The emergence of mid level providers[MLPs] (PAs, NPs, and others} MLPs have made many contributions to the delivery of medical care, but to date have not been widely tapped to expand the physician provider base. MLPs are often adult learners or non‐traditional applicants [NTAs], and often have extensive collateral medical education and clinical experience. The results of our experience indicates that NTAs can compete favourably with traditional applicants and play an increasingly greater role in solving the US physician shortage, and ameliorate the strain on traditional academic institutions. Institutional support.

The resurgence of denial rates for home loans: an examination of disparate effects on groups of applicants in the upper Midwest

Mortgage application denial rates have increased since 2002, but it is unclear to what extent this increase in denials has differentially affected “non-traditional” mortgage applicants that do not resemble “traditional” white, non-Hispanic opposite-sex couple applicants. This article uses augmented Home Mortgage Disclosure Act (HMDA) data to investigate disparities in denial rates between traditional and non-traditional mortgage applicants between 2004 and 2008 in the Federal Reserve Bank's ninth district. We find evidence that lenders became more cautious in lending decisions between 2004 and 2008, treating applicants with the same incomes and requested loan amounts differently over time. After accounting for a variety of loan, applicant, lender, and environmental characteristics, we find that many “non-traditional” applicant groups across the ninth district experienced persistently higher mortgage application denial rates when compared to white, non-Hispanic opposite-sex couples. In some cases, the gap in the mortgage application denial rates between non-traditional and traditional applicants has actually increased over time.

Numbers Don't Tell the Whole Story: A Case Study of an Alternative Pathway to Tertiary Studies

This case study responds to the debate over ‘toxic teachers’, tertiary entry ranking and access to university. Implications for federal and state policy are proposed. For 22 years Avondale College of Higher Education has been operating a tertiary pathway course designed to widen access to higher education for nontraditional applicants. The course, now known as the Diploma of General Studies [DGS], has been accredited as a 2-year higher education sector diploma since 1995. Thus far, just over 1000 students have spent at least one semester in the diploma. Not one has opted to complete the diploma; instead students use it as a pathway to a higher award, mostly Avondale bachelor degrees in education, nursing, arts, theology, business and occasionally science. To date, 300 former pathway students have completed an Avondale degree, and a further 250 are currently enrolled. DGS students commence with Year 12 ranks (UAI, ENTER, TER, now ATAR) ranging from 30 or less to around 60; however, many have no rank. For those who complete an Avondale degree, there is no correlation between rank and average college grade. Those who engage with the academic program do well, regardless of their entry rank; and those who fail to engage do poorly, regardless of their entry rank. A low Year 12 rank does not tell an applicant’s whole story. A semester in the DGS pathway course can open a new world of academic opportunity. Some DGS students have gone on to complete post-graduate study. Teachers can confidently advise Year 12 students with potential, but low tertiary ranking, to consider the option of alternative pathways to tertiary studies as these can provide a positive opportunity to achieve their aspirations.

Factors Associated With Successful Matching to Dermatology Residency Programs by Reapplicants and Other Applicants Who Previously Graduated From Medical School

To identify factors associated with and not associated with successful matching and matriculation (hereinafter "matching") to dermatology residency programs for applicants who previously graduated from medical school and to distinguish which factors are within applicants' control. Observational cohort study. Six accredited academic dermatology residency training programs in the United States. A total of 221 residency applicants who previously graduated from medical school and who applied through standardized electronic application to 1 or more of the participating residency training programs. Matriculation to a dermatology residency program by August 2008 following the 2006 residency application period. Forty-six of 221 former medical school graduates included in this study matched to a dermatology residency program. Factors strongly associated with matching included United States Medical Licensing Examination Step 3 score; submission of letters written by dermatologists from institutions that train dermatology residents; completion of preliminary medicine internships rather than transitional or other internship types; listing of research experience; publishing of medical manuscripts; and completion of non-Accreditation Council for Graduate Medical Examination dermatology fellowships. Factors not associated with increased matching included volunteer work; PhD status; sex; number of posters or presentations at dermatology conferences; quality of journal publications; and first authorship. Most successful applicants limited personal statements to 1 page and did not mention previously failing to match. The study sample represented at least 86% of such nontraditional applicants who matched in 2006. For candidates seeking to match into dermatology residency programs after graduating from medical school, there are factors within their control that are associated with higher rates of match success. This study provides evidence to assist mentors who counsel such candidates.

The Changing of the Cattle Guard: BLM's New Approach to Grazing Qualifications

This article traces the history of the four qualifications requirements for applicants seeking grazing permits on public domain lands under Bureau of Land Management jurisdiction: (1) citizenship/residency, (2) livestock ownership, (3) base property and (4) grazing preference. The article discusses the origins of these four requirements in the common grazing practices on the federal range in the early twentieth century, when grazing was unregulated, then discusses the extent to which they are explicitly or impliedly incorporated into the Taylor Grazing Act, and finally, explains the regulatory history of each requirement from 1934 to the present. The article concludes that BLM’s new qualifications model, which has opened the application process to non-traditional applicants such as conservation organizations, and which was recently upheld by the Tenth Circuit Court of Appeals in Stewart v. Kempthorne, will help the agency more easily accomplish its goals under various land management statutes, which should in turn allow the federal rangelands to regenerate after years of intensive livestock grazing.

Dear Gayle, Dear Sheryl

A little over a year ago, one of us, Sheryl, became a principal for the first time. This role followed seven years as a special education teacher, five years as a high school teacher and administrator, and 18 years as a professor of education at a university. The transformation from education professor to elementary principal represented a significant and unusual career progression. Gayle, an elementary school principal for 11 years and a curriculum specialist and classroom teacher for more than two decades, became Sheryl's mentor. We had no idea if the mentorship arranged by the superintendent would be effective. Like other time-strapped principals suddenly placed in a mentorship role, could Gayle continue leading her school while supporting Sheryl's learning and frequent need for advice? Would Sheryl, in the throes of a new principalship, find time to communicate her needs and digest feedback? We navigated the mentor-mentee relationship without a prescribed program, prior relationship, structure, university affiliation, or focused project. What we did have was an experienced and passionate practitioner willing to commit her time and a first-year principal open to other perspectives. The hope, of course, was the same as in all such relationships: that this model would sustain both principals in their work. Gayle would have a fresh perspective about her work, and Sheryl would feel competent enough in her new position to return for a second year. This aspiration was significant, given the data on principal attrition and the well-known shortage of willing and qualified principal candidates. Even when school districts successfully recruit qualified principals, many leave within too short a time to effect change in a school community (Boris-Schacter and Langer 2006). The paucity of principal candidates and the low retention rate of new principals make ensuring the success of nontraditional applicants, such as Sheryl, increasingly critical. As the nation's veteran principals near retirement, it becomes even more compelling to identify what matters most when acculturating new principals. Districts such as ours agree that it makes sense to pair more and less experienced principals, but haven't provided a conceptual or procedural framework. Instead, each pair of principals constructs its own mentor relationships while still running separate schools. Since other role demands remained the same, we used strategies already at our disposal and within the ordinary course of our work. One such strategy was e-mail. Mentoring by E-Mail Using e-mail made sense. After all, e-mail was part of our daily routines. E-mail can be immediate, allow for a degree of precision in wording, leave a written record to be accessed at a later time, and accommodate the long hours and breakneck pace that often characterize a principal's work. E-mail worked for us even though it ran counter to conventional wisdom that face-to-face communication is the bedrock of a successful mentorship. Our analysis of our first year of e-mail exchanges revealed that we used e-mail in ways that contributed to enhancing our practice, building a relationship, and promoting our professional sustainability. Beyond exchanging information, we used e-mail to: * Express reciprocal caring; * Inject (much needed) humor into our work; and * Provide emotional and intellectual nurturance. Building a Relationship Gayle initially welcomed Sheryl to the school district with a warm, personal note that included her home, cell, and school phone numbers. In case the intent was lost, Gayle wrote, I hate e-mail and prefer talking on the phone. But Gayle soon conceded that the telephone was impractical and frustrating. In fact, Gayle changed her habit to accommodate Sheryl's needs. Originally a nighttime e-mailer, Gayle noticed that Sheryl was routinely on line at 6 a.m. …

Class, Authenticity and the Transition to Higher Education for Mature Students

The stated UK Government policy on Higher Education is to attract increasing numbers of non-traditional applicants to Higher Education. Mature students are positioned as key within this policy initiative. However, the statistics suggest that recent policy changes have made it more rather than less difficult for non-traditional students to attend university. This paper explores some of the sociological and psychological processes which make working-class transitions to higher education problematic by focusing on the narratives of 23 mature students attending an inner London Further Education college. It is argued that class, although mediated by gender and ethnicity, always counts in the transition process. Also, within the working-classes there are different class fractions with differing priorities in relation to risk, challenge and fitting in. These solidarist and individualist fractions within the working-classes result in differing priorities, attitudes and actions in relation to the higher education choice process.

Choices of Degree or Degrees of Choice? Class, `Race' and the Higher Education Choice Process

This paper draws on data from an on-going ESRC project on choice of higher education. It focuses primarily on the experiences of non-traditional applicants to higher education. Although these students are not typical of the entire university entry cohort, their narratives raise important issues in relation to race, class and higher education choice processes. These `success stories' reveal important causes for concern as well as reasons for celebration. In particular, their experiences of the choice process are qualitatively different from those of their more privileged middle-class counterparts, highlighting key class and racial differences and inequalities.

Choices of Degree or Degrees of Choice? Class, ‘Race’ and the Higher Education Choice Process

This paper draws on data from an on-going ESRC project on choice of higher education. It focuses primarily on the experiences of non-traditional applicants to higher education. Although these students are not typical of the entire university entry cohort, their narratives raise important issues in relation to race, class and higher education choice processes. These ‘success stories’ reveal important causes for concern as well as reasons for celebration. In particular, their experiences of the choice process are qualitatively different from those of their more privileged middle-class counterparts, highlighting key class and racial differences and inequalities.

Social Influences on Women's Pursuit of a Nontraditional Career

Three hypotheses were derived from our basic premise that, among women, social factors are crucial in the choice of a high status, non traditional career: (1) Women applying to nontraditional careers should have lower affiliative needs than women applying to traditional careers. (2) As compared with women entering a traditional field, women entering a nontraditional field (a) will consider being married and having children less important, and (b) will be more likely to perceive nontraditional careers as compatible with the satisfaction of social and marital needs. (3a) As compared with women entering traditional fields, women entering nontraditional fields will be more likely to perceive the attitudes of significant others as favorable toward nontraditional careers. (3b) As compared with women entering a traditional field, women entering nontraditional careers will be more likely to have a boyfriend who is supportive and tolerant of a nontraditional career. Data were collected via mailed questionnaires from 153 traditional (nursing and medical rehabilitation) applicants and 78 nontraditional (medical and dental) applicants. The results supported all three hypotheses.