aamc.org does not support this web browser.

Metrics Generator

Goals Goal Strategy Review

This tool allows you to obtain a customized list of measures to assist in your evaluation of efforts to enhance and expand a diverse, culturally sensitive, and prepared health and scientific workforce.

To get started,

select the goals that you would like to measure:

Click all that apply.

Goal 1 : Promote equity in educational pathways to health and science careers

Select

Goal 2 : Increase the diversity of the leadership, faculty, and student body

Select

Goal 3 : Integrate cultural competence and population health within health professions education

Select

Goal 4 : Graduate health professionals who will work with medically underserved populations and/or high-need specialties to improve access to care

Select

Select the strategies you would like to measure for

Goal 1 : Promote equity in educational pathways to health and science careers

Click all that apply.

Strategy 1: Facilitate entry into health and STEM careers through pipeline programs

Select

Strategy 2: Recruit students from local areas and target communities

Select

Strategy 3: Increase college success and equity

Select

Strategy 4: Broaden participation and success of students in STEM fields

Select

Strategy 5: Broaden participation and success of students in health professions programs

Select

Strategy 6: Provide access to financial resources for students in health professions programs

Select

Strategy 7: Foster an inclusive climate to support student success

Select

Select the indicators you would like to measure for

Strategy 1 : Facilitate entry into health and STEM careers through pipeline programs

Click all that apply.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 1 : K-12 pipeline program participation, by student population

Measures :

  • Number of under-represented racial and ethnic minority (URM) students in health/STEM K-12 pipeline programs
  • Number of low-income students in health/STEM K-12 pipeline programs
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Low-income refers to students who have qualified for free or reduced price lunch programs, have ever received a PELL grant or a student whose parents had a reported yearly income of $50,000 or less.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 2 : Undergraduate pipeline program participation, by student population

Measures :

  • Number of under-represented racial and ethnic minority (URM) students in health/STEM undergraduate pipeline programs
  • Number of Pell grant recipients in health/STEM undergraduate pipeline programs
  • Number of first-generation students in health/STEM undergraduate pipeline programs
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 3 : Post-baccalaureate health program participation, by student population

Measures :

  • Number of under-represented racial and ethnic minority (URM) students in post-baccalaureate health programs
  • Number of first-generation students in post-baccalaureate health programs
Select
Post-baccalaureate program is a formal curricular program that begins after an undergraduate degree and is designed specifically to support the transition from an undergraduate to a professional school, such as a medical school or dental school, as well as enhance an applicant’s competitiveness for admission.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 4 : Pipeline participants' enrollment in health profession or STEM degree program

Measures :

  • Percent of K-12 pipeline participants who enroll in college with a declared STEM or health major
  • Percent of undergraduate pipeline program participants who enroll in graduate-level STEM and health professions programs
  • Percent of post-baccalaureate program participants who enroll in graduate-level STEM and health professions programs
Select
STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Post-baccalaureate program is a formal curricular program that begins after an undergraduate degree and is designed specifically to support the transition from an undergraduate to a professional school, such as a medical school or dental school, as well as enhance an applicant’s competitiveness for admission.

Select the indicators you would like to measure for

Strategy 2 : Recruit students from local areas and target communities

Click all that apply.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 1 : Undergraduate student enrollment from local areas

Measures :

  • Incoming first-time undergraduate students enrolled from nearby high schools, as a percentage of local high school graduates (i.e. college-eligible students)
  • Incoming first-time undergraduate students enrolled from nearby high schools, as a percentage of total incoming first-time undergraduate students
  • Incoming transfer undergraduate students enrolled from nearby 2- or 4-year colleges, as a percentage of total incoming transfer undergraduate students
  • Incoming undergraduate students enrolled from nearby high schools/colleges, as a percentage of total incoming undergraduate students
Select
Local area is a geographic area that the university or academic medical center serves according to its mission, and locale. This may include local neighborhoods or school districts, the county, or state. Specific types of institutions such as feeder high schools or feeder colleges can be included in the definition of local area.

Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 2 : Undergraduate student enrollment from target communities

Measures :

  • Incoming undergraduate students enrolled from target communities, as a percentage of total incoming undergraduate students
Select
Target communities may include: school districts with low college-going rates, communities with low representation in enrollment, rural or urban areas, local areas with significant health disparities, or communities designated as having health workforce shortages (e.g. HPSAs, or MUAs), or others. Universities may target these communities, particularly in recruitment efforts, in order to improve education opportunity or respond to community needs.
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 3 : Graduate-level health professions students who originate from local areas

Measures :

  • Incoming graduate-level health professions students who originate from local areas, as a percentage of total incoming health professions students
Select
Local area is a geographic area that the university or academic medical center serves according to its mission, and locale. This may include local neighborhoods or school districts, the county, or state. Specific types of institutions such as feeder high schools or feeder colleges can be included in the definition of local area.

Target communities may include: school districts with low college-going rates, communities with low representation in enrollment, rural or urban areas, local areas with significant health disparities, or communities designated as having health workforce shortages (e.g. HPSAs, or MUAs), or others. Universities may target these communities, particularly in recruitment efforts, in order to improve education opportunity or respond to community needs.

Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 4 : Graduate-level health professions student who originate from target communities

Measures :

  • Incoming graduate-level health professions students who originate from target communities, as a percentage of total incoming health professions students
Select
Target communities may include: school districts with low college-going rates, communities with low representation in enrollment, rural or urban areas, local areas with significant health disparities, or communities designated as having health workforce shortages (e.g. HPSAs, or MUAs), or others. Universities may target these communities, particularly in recruitment efforts, in order to improve education opportunity or respond to community needs.

Select the indicators you would like to measure for

Strategy 3 : Increase college success and equity

Click all that apply.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 1 : Incoming student enrollment from target student groups

Measures :

  • Percent of first-year undergraduate students enrolled that are under-represented racial and ethnic minority (URM) students
  • Percent of first-year undergraduate students enrolled that are first-generation
  • Percent of first-year undergraduate students enrolled that are Pell grant recipients
Select
First-year student is a student is a student who has completed less than the equivalent of 1 full year of undergraduate work; that is, less than 30 semester hours (in a 120-hour degree program) or less than 900 contact hours.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 2 : Participation in high-impact practices, by student population

Measures :

  • Percent of under-represented racial and ethnic minority (URM) degree recipients who participated in 2 or more high-impact practices, compared to non-URM degree recipients
  • Percent of first-generation degree recipients who participated in 2 or more high-impact practices, compared to non-first-generation degree recipients
  • Percent of degree recipients who participated in 2 or more high-impact practices and who received a Pell grant in the past, compared to degree recipients that did not receive a Pell grant
Select
High-Impact Practices: refers to those published by the Association of American Colleges & Universities and reported in the National Survey on Student Engagement, which includes: participating in learning communities, service learning, undergraduate research, capstone experiences, internships, writing-intensive courses, collaborative assignments, and study abroad experiences. Schools may deploy a broader definition of high-impact to include any effective teaching and learning strategy, and track student participation directly.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 3 : Academic advising experience

Measures :

  • Number of students per academic advisor
  • Student satisfaction with academic advising effectiveness, as assessed by the Noel Levitz Student Satisfaction Inventory, the National Survey of Student Engagement (or other institutional survey).
Select
Academic advising effectiveness:The Noel Levitz Student Satisfaction Inventory includes several items to measure student satisfaction with academic advising effectiveness, for which schools receive a composite score. The National Survey of Student Engagement asks students to rate advising on a scale of 1-7, with scores of 5,6,7 being considered above average. School may also directly assess the quality of academic advising.
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 4 : First-year retention rates, by student population

Measures :

  • Percent of first-year, full-time under-represented racial and ethnic minority (URM) students who return the following fall semester
  • Percent of first-year, full-time first-generation students who return the following fall semester
  • Percent of first-year, full-time Pell grant recipients who return the following fall semester
Select
First-year retention: the percentage of first-time degree/certificate-seeking students from the previous fall term who either re-enrolled or successfully completed their program by the current fall term.

First-year student is a student is a student who has completed less than the equivalent of 1 full year of undergraduate work; that is, less than 30 semester hours (in a 120-hour degree program) or less than 900 contact hours.

Full-time student (undergaduate)A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more contact hours a week each term.

Full-time student (graduate)A student enrolled for 9 or more semester credits, 9 or more quarter credits, or a student involved in thesis or dissertation preparation that is considered full-time by the institution. Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 5 : 6-year graduation rates from the same institution, by student population

Measures :

  • Percent of first-year, full-time under-represented racial and ethnic minority (URM) students who graduate from the current institution within 6 years
  • Percent of first-year, full-time first-generation students who graduate from the institution within 6 years
  • Percent of first-year, full-time Pell grant recipients who graduate from the institution within 6 years
  • Graduation rate for full-time transfer students from the same institution
Select
First-year student is a student is a student who has completed less than the equivalent of 1 full year of undergraduate work; that is, less than 30 semester hours (in a 120-hour degree program) or less than 900 contact hours.

Full-time student (undergaduate)A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more contact hours a week each term.

Full-time student (graduate)A student enrolled for 9 or more semester credits, 9 or more quarter credits, or a student involved in thesis or dissertation preparation that is considered full-time by the institution.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 6 : 6-year graduation rates from any institution, by student population

Measures :

  • Percent of first-year, full-time under-represented racial and ethnic minority (URM) students who graduate from any institution within 6 years
  • Percent of first-year, full-time first-generation students who graduate from any institution within 6 years
  • Percent of first-year, full-time Pell grant recipients who graduate from any institution within 6 years
Select
First-year student is a student is a student who has completed less than the equivalent of 1 full year of undergraduate work; that is, less than 30 semester hours (in a 120-hour degree program) or less than 900 contact hours.

Full-time student (undergaduate)A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more contact hours a week each term.

Full-time student (graduate)A student enrolled for 9 or more semester credits, 9 or more quarter credits, or a student involved in thesis or dissertation preparation that is considered full-time by the institution.Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 7 : Graduates, by student population

Measures :

  • Number of graduates who are under-represented racial and ethnic minority (URM), by academic year
  • Number of graduates who are first-generation, by academic year
  • Number of graduates who have received a Pell grant, by academic year
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 8 : Achievement gap, by student population

Measures :

  • Difference in first-year retention rate between under-represented racial and ethnic minority (URM) students and non-URM students
  • Difference in 6-year graduation rate between under-represented racial and ethnic minority (URM) students and non-URM students (current institution)
  • Difference in first-year retention rate between first-generation and non-first-generation students
  • Difference in 6-year graduation rate between first-generation students and non-first-generation students (current institution)
  • Difference in first-year retention rate between Pell grant recipients and non-Pell grant recipients
  • Difference in 6-year graduation rate between Pell grant recipients and non-Pell grant recipients (current institution)
Select
First-year retention: the percentage of first-time degree/certificate-seeking students from the previous fall term who either re-enrolled or successfully completed their program by the current fall term.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 9 : Credit hours at completion, by sub-population

Measures :

  • Number of credit hours at completion for students who are under-represented racial and ethnic minority (URM)
  • Number of credit hours at completion for students who are first-generation
  • Number of credit hours at completion for students who have received a Pell grant
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Pell grant recipient: under the Higher Education Act of 1965, Title IV, the Pell Grant program provides grant assistance to eligible undergraduate postsecondary students with demonstrated financial need to help meet education expenses.

Select the indicators you would like to measure for

Strategy 4 : Broaden participation and success of students in STEM fields

Click all that apply.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 1 : Participation of students under-represented in STEM and health majors

Measures :

  • Number of under-represented racial and ethnic minority (URM) students in STEM and health majors, by area of study
  • Number of first-generation students in STEM and health majors, by area of study
  • Number of female students in low-representation STEM fields, by area of study
  • Number of students with a disability in STEM majors
Select
STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Women Underrepresented in STEM: About half of all STEM bachelor's degrees have been earned by women since the late 1990s. However, women's participation in STEM varies signficiantly by discipline. The proportion of women is lowest in engineering, computer sciences, and physics, and women earn only about one-fourth of all doctorates in mathematics and statistics.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 2 : Drop/Fail/Withdraw (DFW) rates in introductory STEM courses, by student population

Measures :

  • DFW rates in introductory STEM courses (i.e. “gateway” courses, 100-level courses) for under-represented racial and ethnic minority (URM) students in year one
  • DFW rates in introductory STEM courses (i.e. “gateway” courses, 100-level courses) for women in low-representation STEM fields in year one
  • DFW rates in introductory STEM courses (i.e. “gateway” courses, 100-level courses) for students with a disability in year one
  • DFW rates in introductory STEM courses (i.e. “gateway” courses, 100-level courses) for students who are first generation in year one
Select
DFW Rates: A DFW rate is the rate at which college students receive D-grades, F-grades, or Withdraws from courses.

STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Women Underrepresented in STEM: About half of all STEM bachelor's degrees have been earned by women since the late 1990s. However, women's participation in STEM varies signficiantly by discipline. The proportion of women is lowest in engineering, computer sciences, and physics, and women earn only about one-fourth of all doctorates in mathematics and statistics.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 3 : Average number of STEM credits completed, by student population

Measures :

  • Average number of STEM credits completed in year one by under-represented racial and ethnic minority (URM) students
  • Average number of STEM credits completed in year one by students with a disability
  • Average number of STEM credits completed in year one by students who are first generation
Select
STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 4 : Persistence in a STEM major, by student population

Measures :

  • Percent of under-represented racial and ethnic minority (URM) students with a declared major in a STEM field, who graduate with a STEM degree (within 6 years, at the same institution)
  • Percent of female students with a declared major in a low-representation STEM field, who graduate with a degree in that field (within 6 years, at the same institution)
  • Percent of students with a disability and a declared STEM major, who graduate with a STEM degree (within 6 years, at the same institution)
  • Percent of first-generation students with a declared STEM major, who graduate with a STEM degree (within 6 years, at the same institution)
Select
STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Women Underrepresented in STEM: About half of all STEM bachelor's degrees have been earned by women since the late 1990s. However, women's participation in STEM varies signficiantly by discipline. The proportion of women is lowest in engineering, computer sciences, and physics, and women earn only about one-fourth of all doctorates in mathematics and statistics

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 5 : STEM remediation success rate

Measures :

  • Percent of students with passing grades in all remedial courses required to enter STEM “gateway” courses (i.e. 100-level courses)
Select
STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 6 : Undergraduate research with faculty members, by student population

Measures :

  • Percent of under-represented racial and ethnic minority (URM) students in STEM majors who participate in undergraduate research with faculty members
  • Percent of first-generation students in STEM majors who participate in undergraduate research with faculty members
Select
Undergraduate research experiences with faculty members is included as a High-Impact Practice, as defined by the AAC&U. Participation with research can be measured through the National Survey of Student Engagement, based on students self-report (‘Have you worked on a research project with a faculty member outside of course or program requirements?’), or assessed directly by measuring student participation in research courses or symposiums, or those presenting at professional conferences.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

STEM refers to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 7 : Interacting with faculty outside of class, by student population

Measures :

  • Percent of under-represented racial and ethnic minority (URM) students in STEM majors that report high levels of engagement with faculty outside of class when responding to the National Survey of Student Engagement (NSSE), or other surveys
  • Percent of first-generation students in STEM majors that report high levels of engagement with faculty outside of class when responding to the National Survey of Student Engagement(NSSE), or other surveys
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Engagement with faculty outside of classThe National Survey of Student Engagement includes the following items to measure student-faculty interaction outside of class: “During the current school year, how often have you: a) Talked about career plans with a faculty member, b) Worked with a faculty member on activities other than coursework (committees, student groups, etc.), c) Discussed course topics, ideas, or concepts with a faculty member outside of class, or d) Discussed your academic performance with a faculty member.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 8 : Graduates with a STEM degree, by student population

Measures :

  • Number of graduates in STEM fields who are under-represented racial and ethnic minority (URM) students, by academic year
  • Number of female graduates in low-representation STEM fields, by academic year
  • Number of graduates in STEM fields who are first generation, by academic year
  • Number of graduates in STEM fields, with a disability, by academic year
Select
STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Women Underrepresented in STEM: About half of all STEM bachelor's degrees have been earned by women since the late 1990s. However, women's participation in STEM varies signficiantly by discipline. The proportion of women is lowest in engineering, computer sciences, and physics, and women earn only about one-fourth of all doctorates in mathematics and statistics
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 9 : Participation of students from groups under-represented in STEM, who are enrolled in STEM doctoral programs

Measures :

  • Percent of under-represented racial and ethnic minority (URM) students in STEM doctoral programs, by field of study
  • Percent of female students in low-representation STEM doctoral programs, by field of study
  • Percent of first-generation students in STEM doctoral programs, by field of study
  • Number of students with a disability in STEM doctoral programs, by field of study
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

STEM refers to to science, technology, engineering, and mathematics fields of study, as indicated by the classification of instructional program (CIP) codes.

Women Underrepresented in STEM: About half of all STEM bachelor's degrees have been earned by women since the late 1990s. However, women's participation in STEM varies signficiantly by discipline. The proportion of women is lowest in engineering, computer sciences, and physics, and women earn only about one-fourth of all doctorates in mathematics and statistics.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

Select the indicators you would like to measure for

Strategy 5 : Broaden participation and success of students in health professions programs

Click all that apply.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 1 : Participation of students from groups under-represented in health professions

Measures :

  • Percent of under-represented racial and ethnic minority (URM) students, by health professions program
  • Percent of students from low-income backgrounds, by health professions program
  • Percent of male students in low-representation health fields (e.g. nursing and some allied health fields)
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Low-income refers to students who have qualified for free or reduced price lunch programs, have ever received a PELL grant or a student whose parents had a reported yearly income of $50,000 or less.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 2 : Health professions graduation rate, by student population

Measures :

  • Percent of incoming students who graduate, by health professions program
  • Percent of under-represented racial and ethnic minority (URM) students who graduate, by health professions program
  • Percent of students from a low-income background who graduate, by health professions program
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Low-income refers to students who have qualified for free or reduced price lunch programs, have ever received a PELL grant or a student whose parents had a reported yearly income of $50,000 or less.

Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 3 : Clinical exam pass rate, by student population

Measures :

  • Percent of all students who pass clinical/licensure certification exams on their first attempt, by health professions program
  • Percent of low-income students who pass clinical/licensure certification exams on their first attempt, by health professions program
  • Percent of under-represented racial and ethnic minority (URM) students who pass clinical/licensure certification exams on their first attempt, by health professions program
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Low-income refers to students who have qualified for free or reduced price lunch programs, have ever received a PELL grant or a student whose parents had a reported yearly income of $50,000 or less.

Select the indicators you would like to measure for

Strategy 6 : Provide access to financial resources for students in health professions programs

Click all that apply.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 1 : Unmet financial need

Measures :

  • Average amount of unmet financial need
  • Percent of students with high levels of unmet financial need
Select
Unmet need is the cost of attendance at an institution, less the student’s Expected Family Contribution (EFC) – calculated when the student submits a Free Application for Federal Student Aid (FAFSA) - less any grants or other aid that does not need to be repaid.
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 2 : Tuition cost

Measures :

  • Average total tuition, fees, room and board for full-time students
Select
Full-time student(undergaduate)A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more contact hours a week each term.

Full-time student (graduate)A student enrolled for 9 or more semester credits, 9 or more quarter credits, or a student involved in thesis or dissertation preparation that is considered full-time by the institution.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 3 : Median student debt

Measures :

  • Median debt held by graduating students, by health professions program
  • Median debt held by graduating students, by socioeconomic status of the student
Select
Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 4 : Institutional grant total

Measures :

  • Total institutional dollars available for need-based scholarships, by health professions program
Select

Select the indicators you would like to measure for

Strategy 7 : Foster an inclusive climate to support student success

Click all that apply.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 1 : Perceptions of campus climate, by student population

Measures :

  • Percent of students surveyed who perceive campus climate positively
  • Percent of under-represented racial and ethnic minority (URM) students surveyed who perceive campus climate positively
  • Percent of first-generation students surveyed who perceive campus climate positively
  • Percent of LGBTQ students surveyed who perceive the campus climate positively
  • Percent of students with a disability who perceive the campus climate positively
Select
Campus climate is the intellectual, social, emotional, and physical environments in which students learn. Climate is determined by a constellation of interacting factors that include faculty-student interaction, the tone set by instructors, instances of stereotyping or tokenism, student body demographics, student-student interactions, and the range of perspectives represented in the course content and materials.

Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

First-generation student is a student whose parents’ highest education level was some college but no degree, or less.

LGBTQLesbian, gay, bisexual, and transgender, queer, questioning
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 2 : Interactions with diverse students

Measures :

  • Percent of students reporting high levels of interactions with diverse others when responding to the National Survey of Student Engagement(NSSE) (or other institutional survey)
Select

Select the strategies you would like to measure for

Goal 2 : Increase the diversity of the leadership, faculty, and student body

Click all that apply.

Strategy 1: Build a diverse student body in the health professions

Select

Strategy 2: Increase linguistic diversity among students

Select

Strategy 3: Diversify faculty and leadership

Select

Select the indicators you would like to measure for

Strategy 1 : Build a diverse student body in the health professions

Click all that apply.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 1 : Student diversity, by sub-group

Measures :

  • Percent of under-represented racial and ethnic minority (URM) students, by health professions program
  • Percent of students from low-income backgrounds, by health professions program
  • Percent of male students in nursing programs, or other fields where men are under-represented
  • Percent of students who are active military or veterans, by health professions program
  • Percent of students who have a disability, by health professions program
  • Percent of students who self-identify as LGBTQ, by health professions program
  • Percent of students who are foreign born, by health professions program
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Low-income refers to students who have qualified for free or reduced price lunch programs, have ever received a PELL grant or a student whose parents had a reported yearly income of $50,000 or less.

LGBTQ Lesbian, gay, bisexual, and transgender, queer, questioning

Foreign-born means students who were born in another country outside of the United States but currently reside primarily in the United States, regardless of their current citizenship status (may include U.S. Citizens, Permanent Residents, and students with DACA status (Deferred Action for Childhood Arrivals), but not international students on J-1 visas).
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 2 : Under-represented racial and ethnic minority (URM) admissions success rate, by admissions pathway

Measures :

  • Percent of applicants who are under-represented racial and ethnic minority (URM), by admissions pathway
  • Percent of applicants offered admission who are under-represented racial and ethnic minority (URM), by admissions pathway
  • Percent of applicants who accepted an offer of admission who are under-represented racial and ethnic minority (URM), by admissions pathway
  • Percent of applicants who enrolled who are under-represented racial and ethnic minority (URM), by admissions pathway
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Admissions pathway refers to the various pathways for admission to the same terminal degree within a health professions school (e.g. BA/MD joint degree, post-baccalaureate/MD, traditional MD)
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 3 : Admissions success rate for students from target communities, by admissions pathway

Measures :

  • Percent of applicants who are from target communities, by admissions pathway
  • Percent of applicants offered admission who are from target communities, by admissions pathway
  • Percent of applicants who accepted an offer of admission who are from target communities, by admissions pathway
  • Percent of applicants who enrolled who are from target communities, by admissions pathway
Select
Target communities may include: school districts with low college-going rates, communities with low representation in enrollment, rural or urban areas, local areas with significant health disparities, or communities designated as having health workforce shortages (e.g. HPSAs, or MUAs), or others. Universities may target these communities, particularly in recruitment efforts, in order to improve education opportunity or respond to community needs.

Admissions pathway refers to the various pathways for admission to the same terminal degree within a health professions school (e.g. BA/MD joint degree, post-baccalaureate/MD, traditional MD)
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 4 : Holistic Review practices

Measures :

  • Percent of health professions schools at the institution that state they are using a holistic admissions process
  • Number of holistic review practices in use, by health profession school
Select
Holistic review is a flexible, individualized way of assessing an applicant’s capabilities by which balanced consideration is given to experience, attributes, and academic metrics and, when considered in combination, to how the individual might contribute value as a student and health professional.

Holistic review practices include, but are not limited to, the following:
  • The school has a mission statement for admissions that includes diversity
  • The school considers non-academic criteria as well as academic metrics such as GPA and test scores in the initial screening process
  • The school evaluates applicant criteria related to a specific mission or goals of the school (e.g. primary care, research mission, global health, urban or rural focus)
  • The school evaluates non-academic criteria related to student background or experience in the initial screening (e.g. first-generation status, socioeconomic status, gender, race, foreign language ability, community of origin)
  • The institution selects students from the waitlist by characteristics related to the school’s mission or goals
  • The school provides regular training for the admissions committee related to the school mission and/or diversity.

Select the indicators you would like to measure for

Strategy 2 : Increase linguistic diversity among students

Click all that apply.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 1 : Enrollment of students who speak a foreign language

Measures :

  • Percent of incoming students who speak one or more languages other than English, by health professions program
Select
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 2 : Graduates' foreign language proficiency

Measures :

  • Percent of health professions graduates who have learned another language in training, by health professions program
Select

Select the indicators you would like to measure for

Strategy 3 : Diversify faculty and leadership

Click all that apply.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 1 : Under-represented racial and ethnic minority (URM) faculty, by rank

Measures :

  • Percent of all faculty (by headcount) who are under-represented racial and ethnic minority (URM)
  • Percent of full-time tenure-track faculty who are under-represented racial and ethnic minority (URM)
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 2 : Female faculty, by rank

Measures :

  • Percent of all faculty who are female
  • Percent of full-time tenure-track faculty who are female
Select
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 3 : Under-represented racial and ethnic minority (URM) faculty advancement

Measures :

  • Percent of under-represented racial and ethnic minority (URM) faculty with tenure
  • Percent of under-represented racial and ethnic minority (URM) faculty who hold the rank of professor (highest rank)
  • Time in rank for URM tenure track faculty compared to non-URM tenure-track faculty
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 4 : Female faculty advancement

Measures :

  • Percent of female faculty with tenure
  • Percent of female faculty who hold the rank of professor (highest rank)
  • Time in rank for female tenure-track faculty compared to male tenure-track faculty
Select
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 5 : Under-represented racial and ethnic minority (URM) leadership, by rank

Measures :

  • Percent of department chairs who are under-represented racial and ethnic minority (URM)
  • Percent of Deans or Vice Deans who are under-represented racial and ethnic minority (URM)
  • Percent of academic leadership/governance positions (including President/Chancellor, Provost, Associate Provost, Vice Presidents, Associate Vice Presidents, Board of Trustees) who are under-represented racial and ethnic minority (URM)
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 6 : Female leadership, by rank

Measures :

  • Percent of department chairs who are female
  • Percent of Deans or Vice Deans who are female
  • Percent of academic leadership/governance positions (including President/Chancellor, Provost, Associate Provost, Vice Presidents, Associate Vice Presidents, Board of Trustees) who are female
Select
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 7 : Under-represented racial and ethnic minority (URM) faculty ratio

Measures :

  • Ratio of white to under-represented racial and ethnic minority (URM) faculty in tenure-track positions (who do not yet have tenure)
  • Ratio of white to under-represented racial and ethnic minority (URM) faculty with tenure
  • Ratio of white to under-represented racial and ethnic minority (URM) faculty who hold the rank of professor (highest rank)
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 8 : Faculty gender gap/ratio

Measures :

  • Ratio of male to female faculty in tenure-track positions (who do not yet have tenure)
  • Ratio of male to female faculty with tenure
  • Ratio of male to female faculty who hold the rank of professor (highest rank)
Select

Select the strategies you would like to measure for

Goal 3 : Integrate cultural competence and population health within health professions education

Click all that apply.

Strategy 1: Integrate Training to Develop Students' Cultural Competence

Select

Strategy 2: Integrate Training to Develop Students' Knowledge of Population Health

Select

Strategy 3: Expand community-based/service learning opportunities for students

Select

Select the indicators you would like to measure for

Strategy 1 : Integrate Training to Develop Students' Cultural Competence

Click all that apply.

Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 1 : Integration of cultural competence into the curriculum

Measures :

  • Percent of required pre-clinical and clinical courses that have integrated cultural competency instruction
  • Percent of TACCT items integrated across the curriculum (medical schools)
  • Percent of D-TACCT items integrated across the curriculum (dental schools)
Select
Cultural Competenceis a set of congruent behaviors, knowledge, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations.

The Tool for Assessing Cultural Competence Training (TACCT) is a 67-item self-administered assessment tool, developed by the AAMC with support from the Commonwealth Fund, that can be used by medical schools to examine all components of the entire medical school curriculum. TACCT enables schools to identify gaps and redundancies in their curricula, gather information from various stakeholders - students and faculty, and serves as a blueprint of where, what and when cultural competence content exists in the curriculum. This enables schools to make the best use of opportunities and resources to integrate cultural competence content. The Dental Tool for Assessing Cultural Competence Training (D-TACCT) is based on AAMC’s TACCT.

Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 2 : Students' cultural competence

Measures :

  • Percent of graduates with passing score on a validated cultural competency assessment
Select
Cultural Competenceis a set of congruent behaviors, knowledge, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations.

Validated cultural competency assessment: see glossary for tools that have been scientifically validated for assessing students' cultural competency

Select the indicators you would like to measure for

Strategy 2 : Integrate Training to Develop Students' Knowledge of Population Health

Click all that apply.

Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 1 : Integration of population health into curriculum

Measures :

  • Percent of required pre-clinical and clinical courses that have integrated content related to population health
Select
Population health Population health is the health outcomes of a group of individuals, including the distribution of such outcomes within the group (Kindig and Stoddart, 2003).

Select the indicators you would like to measure for

Strategy 3 : Expand community-based/service learning opportunities for students

Click all that apply.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 1 : Undergraduate student participation in service learning

Measures :

  • Percent of undergraduate degree recipients who participated in a service learning course (as defined by the institution)
Select
Service Learning: According to the National Service Learning Clearinghouse, service-learning is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.”
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 2 : Health professions' student participation in community-based/service learning

Measures :

  • Percent of health professions degree recipients who participated in service learning courses, by health professions school
  • Percent of health professions degree recipients who engage in community-based activities
Select
Service Learning: According to the National Service Learning Clearinghouse, service-learning is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.”
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 3 : Campus organizations and partnerships that promote community-based/service learning

Measures :

  • Number of campus organizations offering community-based/service learning experiences for students
Select
Service Learning: According to the National Service Learning Clearinghouse, service-learning is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.”

Select the strategies you would like to measure for

Goal 4 : Graduate health professionals who will work with medically underserved populations and/or high-need specialties to improve access to care

Click all that apply.

Strategy 1: Graduate health professionals who will work in local and/or high-need geographic areas

Select

Strategy 2: Develop health professions admissions strategies aligned with the school's mission

Select

Strategy 3: Increase and sustain student interest in working with medically underserved populations

Select

Strategy 4: Support education and training opportunities in medically underserved communities

Select

Strategy 5: Increase and sustain interest in primary care and high-needs specialties

Select

Strategy 6: Train community health workers and integrate in clinical teams

Select

Select the indicators you would like to measure for

Strategy 1 : Graduate health professionals who will work in local and/or high-need geographic areas

Click all that apply.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 1 : Retention of health professions graduates within local communities

Measures :

  • Percent of practicing health professionals in the state who graduated from the institution
  • Percent of practicing health professionals in the local community who graduated from the institution
  • Percent of graduates who are retained within the state or local community
Select
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 2 : Graduates working in underserved areas

Measures :

  • Percent of graduates who work in primary care, mental health or dental Health Professions Shortage Areas (HPSAs)
  • Percent of health professions graduates who work in medically underserved areas (MUAs)
  • Percent of health professions graduates who work in areas of high poverty
Select
Primary Care: Primary care is the provision of integrated, accessible health care services by clinicians who are accountable for addressing a large majority of personal health care needs, developing a sustained partnership with patients, and practicing in the context of family and community (Institute of Medicine, 1996).

HPSA: A Health Professional Shortage Area (HPSA) is a geographic area, population group or facility designated by the Health Resources and Services and Administration as having shortages of primary medical care, dental or mental health providers. A HPSA may be a geographic area such as a county or service area; represent a specific demographic group (e.g., low-income); or represent a designated institution such as a Federally Qualified Health Center.

MUA/MUP: A Medically Underserved Area(MUA)/Population(MUP) is an area or population designated by the Health Resources and Services Administration (HRSA) as having: too few primary care providers, high infant mortality, high poverty and/or a high elderly population. MUAs may be a whole county or a group of contiguous counties, a group of county or civil divisions or a group of urban census tracts in which residents have a shortage of personal health services. Medically Underserved Populations (MUPs) may include groups of persons who face economic, cultural or linguistic barriers to accessing health care.

Areas of high poverty:Poverty areas are census tracts or block numbering areas (BNA's) where at least 20 percent of residents were classified as poor by the U.S. Census Bureau.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 3 : National Health Service Corps participation

Measures :

  • Percent of incoming students who apply for the National Health Service Corps
  • Number of graduates participating in the National Health Service Corps
Select
The National Health Service Corps is a scholarship program, administered by the Health Resources and Services Administration (HRSA), for students committed to providing primary health care in communities identified as having a shortage of health professionals. For more information, visit https://www.nhsc.hrsa.gov/

Select the indicators you would like to measure for

Strategy 2 : Develop health professions admissions strategies aligned with the school's mission

Click all that apply.

Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 1 : Under-represented racial and ethnic minority (URM) admissions success rate, by admissions pathway

Measures :

  • Percent of applicants who are under-represented racial and ethnic minority (URM), by admissions pathway
  • Percent of applicants offered admission who are under-represented racial and ethnic minority (URM), by admissions pathway
  • Percent of applicants who accepted an offer of admission who are under-represented racial and ethnic minority (URM), by admissions pathway
  • Percent of applicants who enrolled who are under-represented racial and ethnic minority (URM), by admissions pathway
Select
Under-represented racial and ethnic minority (URM) refers to individuals from racial/ethnic groups who are historically under-represented at a national level in STEM and health fields. Using IPEDS categories, this includes: Hispanic or Latino; American Indian or Alaska Native; Black or African American; Native Hawaiian or Other Pacific Islander. Institutions should examine their own data to determine if other groups are under-represented specific to the institution or the community.

Admissions pathway refers to the various pathways for admission to the same terminal degree within a health professions school (e.g. BA/MD joint degree, post-baccalaureate/MD, traditional MD)
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 2 : Admissions success rate for students from target communities, by admissions pathway

Measures :

  • Percent of applicants who are from target communities, by admissions pathway
  • Percent of applicants offered admission who are from target communities, by admissions pathway
  • Percent of applicants who accepted an offer of admission who are from target communities, by admissions pathway
  • Percent of applicants who enrolled who are from target communities, by admissions pathway
Select
Target communities may include: school districts with low college-going rates, communities with low representation in enrollment, rural or urban areas, local areas with significant health disparities, or communities designated as having health workforce shortages (e.g. HPSAs, or MUAs), or others. Universities may target these communities, particularly in recruitment efforts, in order to improve education opportunity or respond to community needs.

Admissions pathway refers to the various pathways for admission to the same terminal degree within a health professions school (e.g. BA/MD joint degree, post-baccalaureate/MD, traditional MD)

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 3 : Holistic Review practices

Measures :

  • Percent of health professions schools at the institution that state they are using a holistic admissions process
  • Number of holistic review practices in use, by health profession school
Select
Holistic review is a flexible, individualized way of assessing an applicant’s capabilities by which balanced consideration is given to experience, attributes, and academic metrics and, when considered in combination, to how the individual might contribute value as a student and health professional.

Holistic review practices include, but are not limited to, the following:
  • The school has a mission statement for admissions that includes diversity
  • The school considers non-academic criteria as well as academic metrics such as GPA and test scores in the initial screening process
  • The school evaluates applicant criteria related to a specific mission or goals of the school (e.g. primary care, research mission, global health, urban or rural focus)
  • The school evaluates non-academic criteria related to student background or experience in the initial screening (e.g. first-generation status, socioeconomic status, gender, race, foreign language ability, community of origin)
  • The institution selects students from the waitlist by characteristics related to the school’s mission or goals
  • The school provides regular training for the admissions committee related to the school mission and/or diversity.

Select the indicators you would like to measure for

Strategy 3 : Increase and sustain student interest in working with medically underserved populations

Click all that apply.

Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 1 : Intent to work in medically underserved areas

Measures :

  • Percent of entering health professions students with an intent to practice in underserved urban or rural areas
  • Percent of graduating health professions students with an intent to practice in underserved urban or rural areas
Select
MUA/MUP: A Medically Underserved Area(MUA)/Population(MUP) is an area or population designated by the Health Resources and Services Administration (HRSA) as having: too few primary care providers, high infant mortality, high poverty and/or a high elderly population. MUAs may be a whole county or a group of contiguous counties, a group of county or civil divisions or a group of urban census tracts in which residents have a shortage of personal health services. Medically Underserved Populations (MUPs) may include groups of persons who face economic, cultural or linguistic barriers to accessing health care.
Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 2 : Intent to serve Medicaid and uninsured populations

Measures :

  • Percent of entering health professions students with an intent to serve Medicaid and uninsured populations
  • Percent of graduating health professions students with an intent to serve Medicaid and uninsured populations
Select

Select the indicators you would like to measure for

Strategy 4 : Support education and training opportunities in medically underserved communities

Click all that apply.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 1 : Student training with medically underserved populations

Measures :

  • Percent of students who participate in clerkships/clinical rotations at sites with primary mission to care for underserved
  • Number of required rotations at sites with primary mission to care for underserved
Select
MUA/MUP: A Medically Underserved Area(MUA)/Population(MUP) is an area or population designated by the Health Resources and Services Administration (HRSA) as having: too few primary care providers, high infant mortality, high poverty and/or a high elderly population. MUAs may be a whole county or a group of contiguous counties, a group of county or civil divisions or a group of urban census tracts in which residents have a shortage of personal health services. Medically Underserved Populations (MUPs) may include groups of persons who face economic, cultural or linguistic barriers to accessing health care.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 2 : Clinical training sites/partnerships within medically underserved community

Measures :

  • Number of partnering community-based clinical placement sites with primary mission to care for underserved
  • Number of community-based clinical placement sites located within urban or rural HPSAs
Select
MUA/MUP: A Medically Underserved Area(MUA)/Population(MUP) is an area or population designated by the Health Resources and Services Administration (HRSA) as having: too few primary care providers, high infant mortality, high poverty and/or a high elderly population. MUAs may be a whole county or a group of contiguous counties, a group of county or civil divisions or a group of urban census tracts in which residents have a shortage of personal health services. Medically Underserved Populations (MUPs) may include groups of persons who face economic, cultural or linguistic barriers to accessing health care.

Health Professional Shortage Area (HPSA): a geographic area, population group or facility designated by the Health Resources and Services and Administration (HRSA) as having shortages of primary medical care, dental or mental health providers. A HPSA may be a geographic area such as a county or service area; represent a specific demographic group (e.g., low-income); or represent a designated institution such as a Federally Qualified Health Center.
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 3 : Student participation in medically underserved track or pathway

Measures :

  • Number of students who participate in designated tracks or pathways with focus on providing care to underserved areas
  • Number of graduates from designated tracks or pathways who work in a HPSA or medically underserved areas (MUAs)
Select
MUA/MUP: A Medically Underserved Area(MUA)/Population(MUP) is an area or population designated by the Health Resources and Services Administration (HRSA) as having: too few primary care providers, high infant mortality, high poverty and/or a high elderly population. MUAs may be a whole county or a group of contiguous counties, a group of county or civil divisions or a group of urban census tracts in which residents have a shortage of personal health services. Medically Underserved Populations (MUPs) may include groups of persons who face economic, cultural or linguistic barriers to accessing health care.

Health Professional Shortage Area (HPSA): a geographic area, population group or facility designated by the Health Resources and Services and Administration (HRSA) as having shortages of primary medical care, dental or mental health providers. A HPSA may be a geographic area such as a county or service area; represent a specific demographic group (e.g., low-income); or represent a designated institution such as a Federally Qualified Health Center.

Select the indicators you would like to measure for

Strategy 5 : Increase and sustain interest in primary care and high-needs specialties

Click all that apply.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 1 : Student interest in primary care

Measures :

  • Percent of students indicating interest in pursuing primary care
Select
Primary Care: Primary care is the provision of integrated, accessible health care services by clinicians who are accountable for addressing a large majority of personal health care needs, developing a sustained partnership with patients, and practicing in the context of family and community (Institute of Medicine, 1996).
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 2 : Student interest in high-need specialties

Measures :

  • Percent of students indicating interest in pursuing high-need specialties
Select
High need specialties: specialities that have current or projected shortages nationally or by region. Examples include general surgery, Obstetrics and Gynecology, and Psychiatry.
Basic Basic Rating

Some or all of the following are true:
  • Data is included in required reports to a federal agency;
  • Definition of data elements is straightforward;
  • Manipulation of data may not be necessary;
  • Interdepartmental collaboration may not be necessary.

Indicator 3 : Graduates pursuing primary care

Measures :

  • Percent of medical graduates who pursue residencies in family medicine, internal medicine, or pediatrics
  • Percent of health professions graduates practicing primary care, by health profession (i.e. physicians, nurse practitioners, physician assistants)
Select
Primary Care: Primary care is the provision of integrated, accessible health care services by clinicians who are accountable for addressing a large majority of personal health care needs, developing a sustained partnership with patients, and practicing in the context of family and community (Institute of Medicine, 1996).
Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 4 : Graduates pursuing high-need specialties

Measures :

  • Percent of health professions graduates who pursue high-need specialties
Select
High need specialties: specialities that have current or projected shortages nationally or by region. Examples include general surgery, Obstetrics and Gynecology, and Psychiatry.

Select the indicators you would like to measure for

Strategy 6 : Train community health workers and integrate in clinical teams

Click all that apply.

Complex Complex Rating

Some or all of the following are true:
  • Institution may need to initiate new data collection mechanisms;
  • Data come from multiple sources within and outside of the institution;
  • Definition of data may vary depending on data sources;
  • Disaggregation/aggregation of data requires administrative support from within or outside the university;
  • Requires intermediate or advanced data analysis expertise (e.g., aggregation, disaggregation, joining)

Indicator 1 : Training of community health workers

Measures :

  • Number of community health workers (CHWs) trained at the university (i.e., have earned credits through formal educational programs), by academic year
  • Number of peer wellness specialists trained at the university (i.e., have earned credits through formal educational programs), by academic year
  • Number of patient navigators trained at the university (i.e., have earned credits through formal educational programs), by academic year
Select
Community Health Workers (CHWs): Community Health Workers (CHWs) are frontline public health workers who have a close understanding of the community they serve. They often help link people to needed health care information and services.

Peer wellness specialist is a person who uses his or her lived experience of recovery from mental illness and/or addiction, plus skills learned in formal training, to deliver services in behavioral health settings to promote mind-body recovery and resiliency.

Patient Navigator: Patient Navigators are individuals who guide patients through and around barriers in the complex healthcare system to ensure timely diagnosis and treatment.

Intermediate Intermediate Rating

Some or all of the following are true:
  • Data come from multiple personnel or units within the institution;
  • Data includes sensitive student information and requires special handling for confidentiality/de-identification;
  • Data may not be available every year or may not represent a full population (e.g., survey data);
  • End users may need additional analyses upon receipt of cleaned data;
  • Requires the use of external data sources.

Indicator 2 : Integration of community health workers in care teams

Measures :

  • Number of clinical training sites that have integrated community health workers into their care model
  • Percentage of students who worked directly with community health workers in clinical training/rotations
Select
Community Health Workers (CHWs): Community Health Workers (CHWs) are frontline public health workers who have a close understanding of the community they serve. They often help link people to needed health care information and services.

You're all finished!

To view a full summary and report of your personalized plan, simply click the link below to generate a printable PDF report.

  • goals
  • goal1
  • strategy1
  • strategy11
  • strategy6
  • strategy16
  • strategy21
  • strategy26
  • strategy31
  • goal6
  • strategy36
  • strategy41
  • strategy46
  • goal11
  • strategy51
  • strategy56
  • strategy61
  • goal16
  • strategy66
  • strategy71
  • strategy76
  • strategy81
  • strategy86
  • strategy91
  • review