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This article presents the academic qualifications of matriculating dental students (as indicated by overall undergraduate GPA, undergraduate science GPA, average DAT scores, and average PAT scores) and total cost of education for students at U.S. dental schools according to geographic location and funding sources. Dental schools were divided on the basis of geographic location (Northeast, South, Central, or West) and principal means of funding (public versus private). Average four-year total educational expenses as reported in the 1996-97 and 2000-01 matriculation years were compared as well as undergraduate overall GPA, science GPA, DAT academic average, and PAT score. Public dental schools in the southern region cost significantly less than any other region of any funding type. Public dental schools in the western region had significantly higher average GPA, average science GPA, DAT academic average, and PAT scores among their matriculating classes than did any other region. Public dental schools from the western region also had the least amount of increase in projected four-year expenses between the two matriculation years compared. Excluding PAT scores, western public dental schools had the highest academic admission criteria of any region of either funding type.
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PMID:Enrollment, cost, and academic admission criteria of U.S. Dental schools by geographic region and institution type. 1552 Feb 32

Following a 25 percent decline in dental school applicants between 1997 and 2001, from 9,829 to 7,412, the number of applicants over the last three years has increased to 9,433. Based on the rate of applicants to the class entering in the fall of 2005, it is estimated there will be a further 10 to 15 percent increase in the number of applicants, thereby exceeding the 1997 number of applicants. The number of first-time, first-year enrollees rose from 4,039 to 4,457 (10.4 percent) between 1996 and 2004, during which time three new dental schools were established (Nova Southeastern University; University of Nevada, Las Vegas; and Arizona School of Dentistry & Oral Health). Almost 54 percent of the 418 additional first-year positions can be attributed to the three new schools. Slightly over 47 percent of the dental school applicants were enrolled in 2004; 55.4 percent of the applicants in 2003 were enrolled. The number of applicants per first-time, first-year position was 2.12 in 2004 and 1.81 in 2003. It was 2.31 in 1997, the last peak of dental school applicants. (The most recent low was 1.34 in 1989.) The average GPA of the first-time, first-year enrollees continued to increase slightly, standing at 3.35 for science GPA and 3.44 for total GPA. Over the last several years there has been essentially no change in the average academic average and total science DAT scores of the first-time, first-year enrollees, standing at 18.7 and 18.5 respectively. However, the average perceptual ability score has declined slightly, from 18.1 to 17.3. Women were 43.9 percent of the applicants and 42.4 percent of the first-time, first-year enrollees in 2004. Five years ago, women were 38.6 percent of the applicants and 36.5 percent of the first-time, first-year enrollees. Underrepresented minorities comprised 12.4 percent of the applicants and 11.6 percent of the first-time, first-year enrollees in 2004. These percentages are little changed from those reported since 2001.
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PMID:U.S. dental school applicants and enrollees: 2003 and 2004. 1614 Oct 96

This review finds that college GPA and DAT scores provide dental schools in the United States and Canada with defensible methods for selecting students. College GPA seems the best predictor of academic performance in dental school. The academic average (AA) of the DAT is a better predictor than is the perceptual ability test (PAT), but dental educators who believe that evidence of manual dexterity or perceptual ability must be a part of the admissions decision can find enough supporting evidence to justify doing so. When added to college GPA and the AA, information from the PAT may in fact enhance predictability. There is also evidence, however, that manual skills can be learned during routine dental curricular experiences. Overall, conventional admissions criteria at best account for about 40 percent of the variance in dental school performance, and most of this variance occurs during the early years of the curriculum. Studies are lacking for evaluating criteria that may predict success in admitting students for preferentially addressing current challenges, including achieving diversity of the workforce, ensuring access to care for all, interprofessional health care, ethics and professionalism, filling faculty positions, and conducting needed research. Schools should periodically validate all of their admissions criteria against expected performances and make corresponding adjustments.
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PMID:Evaluation of applicants to predoctoral dental education programs: review of the literature. 1620 75

The University of Texas Health Science Center at San Antonio (UTHSCSA) Dental School recruits a student body from a wide number of undergraduate institutions, primarily in Texas. One method supporting this effort is the Dental Early Acceptance Program (DEAP). This program is unique in that it grants conditional acceptance to dental school during a student's first year of undergraduate education and admission upon completion of three years of college coursework as directed by the student's undergraduate academic advisor. The purpose of this study was to assess and compare the academic performance of DEAP students to students accepted through the standard competitive admissions process. The academic records of all students matriculating into our dental school between 1993 and 1996 were examined. National Board Dental Examination Parts I and II scores, the cumulative dental school and college GPAs, DAT scores, and demographic data were recorded. The data were analyzed descriptively and statistically. Graduation rates were 92 percent for DEAP students and 94 percent for standard admissions students. Comparison of college cumulative GPA between the two groups showed no statistically significant difference. A significant difference was found between the groups in their dental school cumulative GPA. In a comparison of National Board Examination scores, DEAP students had a significantly lower NBDE Part I mean score (82.9) than standard admissions students (85.8). DEAP students also showed significantly lower NBDE Part II scores (80.4) than standard admissions students (82.4).
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PMID:Outcome assessment of the Dental Early Acceptance Program. 1627 86

The purpose of this study was to characterize the average dental school applicant's participation in four nonacademic areas: shadowing, extracurricular activities, volunteer experiences, and research. Demographic, academic, and nonacademic information was compared for 12 percent of all applicants to U.S. dental schools in 2005. Applicants had an average GPA of 3.23 and DAT Academic Average of 18.6. Applicants participated in an average of 3.7 extracurricular activities, 3.2 volunteer experiences, and 0.8 research projects. The average nondental employee applicant shadowed 172 hours. As shadowing hours increased, GPA declined. While academically similar, women reported significantly greater (p<.05) participation in all four nonacademic areas than males. Overall, Hispanic students reported the most shadowing hours and had the greatest percentage of parents as dentists, while black students had the least in both areas. Black students reported the most extracurricular activities. More than 90 percent of all applicants participated in three or four of the major nonacademic areas. Participation in extracurricular activities, volunteer experiences, and research projects was correlated; however, there was no relationship between shadowing hours and the other areas. Applicants with the most shadowing tended to be less academically qualified. The typical applicant reported a total of approximately eight extracurricular, volunteer, and research endeavors and 170 or more hours of shadowing. Results of this study can assist dental admissions committees in making qualitative comparisons between applicants with similar academic qualifications and aid health career counselors in advising predental students.
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PMID:Nonacademic characteristics of dental school applicants. 1702 Dec 83

There were 10,731 applicants to the entering dental school class in 2005. This represents a 13.8 percent increase over the number of applicants to the 2004 entering class and almost a 45 percent increase over the number of applicants in 2001. Dental schools reported 4,558 first-time, first-year enrollees in 2005, an increase of 101 first-time, first-year enrollees over the number reported in 2004. The percent of applicants that were enrolled in 2005 was 42.5. The percent of applicants enrolled in 2001 was 57.6. Women were 44.2 percent of the applicants and 43.8 percent of the first-time, first-year enrollees in 2005, slight increases from what they were in 2004. Underrepresented minorities comprised 12.8 percent of the applicants and 12.6 percent of the first-time, first-year enrollees in 2005. These percentages are little changed from those reported in 2001. The average GPA of the first-time, first-year enrollees increased slightly in 2005, from 3.4 to 3.5; there was little change in DAT scores, standing at 18.9 for Academic Average, 17.4 for Perceptual Ability, and 18.4 for Total Science.
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PMID:U.S. dental school applicants and enrollees, 2005 entering class. 1787 81

This retrospective study aimed to determine the ability of a self-designed evaluation instrument to identify applicants who should be invited for an interview and to assess applications including non-academic factors in a consistent and systematic manner. The instrument was constructed using information culled from the American Dental Education Association Associated American Dental Schools Application Service (ADEA AADSAS) applications including academic (DAT, GPA) and non-academic qualifications (work experience, volunteer and extracurricular activities, rural and ethnic background, essays). Weights were assigned to each item assessed. Using applications received during the 2006 and 2007 admissions cycles, the instrument identified who should have been invited for interview. Descriptive statistics and specificity and sensitivity tests were conducted. The instrument allowed for a systematic quantitative assessment of non-academic factors that was part of the overall evaluation of applicants. Results show differences in non-academic scores of minority compared to non-minority applicants, males compared to females, and those who were offered interviews compared to those not interviewed. It is possible that some applicants who were not offered interviews could have gained a chance to be looked at more closely on a second round of review if non-academic factors were considered.
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PMID:Developing a tool for systematic inclusion of non-academic factors in dental school admissions: towards building diversity in the dental workforce. 2000 88

The aims of this study were to determine whether different student profiles would emerge in terms of high and low GPA performance in each year of dental school and to investigate the utility of preadmissions variables in predicting performance and performance stability throughout each year of dental school. Data from 11 graduating cohorts (2004-14) at the Schulich School of Medicine & Dentistry, University of Western Ontario, Canada, were collected and analyzed using bivariate correlations, latent profile analysis, and hierarchical generalized linear models (HGLMs). The data analyzed were for 616 students in total (332 males and 284 females). Four models were developed to predict adequate and poor performance throughout each of four dental school years. An additional model was developed to predict student performance stability across time. Two separate student profiles reflecting high and low GPA performance across each year of dental school were identified, and scores on cognitive preadmissions variables differentially predicted the probability of grouping into high and low performance profiles. Students with higher pre-dental GPAs and DAT chemistry were most likely to remain stable in a high-performance group across each year of dental school. Overall, the findings suggest that selection committees should consider pre-dental GPA and DAT chemistry scores as important tools for predicting dental school performance and stability across time. This research is important in determining how to better predict success and failure in various areas of preclinical dentistry courses and to provide low-performing students with adequate academic assistance.
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PMID:What Matters from Admissions? Identifying Success and Risk Among Canadian Dental Students. 2971 76

The aim of this study was to determine if there was a relationship between students' academic history and their performance in the first year of dental school, with a focus on academic load in undergraduate education. A total of 174 student records from the Rutgers School of Dental Medicine Classes of 2011 to 2018 were analyzed. These records included students at the top and bottom of each class at the end of their first term of study. Outcomes were broad measures of student success: student continued in curriculum, student withdrew/was dismissed, or student remediated at least one course. In the comparison of the top and bottom ten students across the classes, the following variables were found to be significant: Barron's score of undergraduate institution, undergraduate science GPA, number of failures or withdrawals from science courses during undergraduate education, DAT scores, and underrepresented minority status. The results of this study are not meant to inform the admissions process, but to highlight opportunities for enhancing student services via early identification of students who may benefit from additional academic support while in dental school.
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PMID:The Effect of Undergraduate Coursework on Students' Performance in the First Year at a U.S. Dental School. 3017 89


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