The current dental school applicant: an overview of the admission process for UK dental schools and the sociodemographic status of applicants (original) (raw)
Related papers
British Dental Journal, 2003
Objectives To describe the socio-demographic characteristics of successful and unsuccessful applicants to one UK dental school over a period of five years. To compare the characteristics of successful and unsuccessful candidates. Design Retrospective analysis of admissions data for the former United Medical and Dental Schools of Guy's and St Thomas' (UMDS) dental school provided by Universities and Colleges Admissions Service (UCAS) for a five year period (1994)(1995)(1996)(1997)(1998). Participants Applicants to the former UMDS dental school between 1994 and 1998. Main outcome measures Success of candidates at four stages of the application process: initial application; offer made by the dental school; offer accepted or declined by the candidate; candidate accepted by the school (post A level results). Comparisons were made of the success rates among candidates grouped according to socio-demographic characteristics at each transition between these stages. A level performance was not included in the analysis, which must limit the findings, and may explain some of the variation found in the study.
Preparedness of undergraduate dental students in the United Kingdom: a national study
British dental journal, 2017
Aims To evaluate the self-perceived preparedness of final year dental undergraduate students in the United Kingdom.Methods Dental undergraduate students in their final year were invited by email through the Dental Schools Council (DSC) to provide their responses to an online preparedness assessment scale. The data analysis was carried out using the RUMM2030 software which is specifically designed for Rasch analysis, a measurement model based on item response theory.Results Students felt adequately prepared to carry out simple clinical procedures and communication skills. However, low scores were reported on ability to assess orthodontic treatment needs, treatment planning, crowns, endodontics, research skills, referral for suspected oral cancer and raising concerns regarding inappropriate behaviour of colleagues.Conclusions The scale used in this study explored the self-perceived preparedness on a range of cognitive, clinical and behavioural attributes. The data show that the studen...
U.S. Dental School Applicants and Enrollees, 2017 Entering Class
Journal of Dental Education
This report analyzes data collected annually by the American Dental Education Association (ADEA) on the characteristics of applicants to and first-year enrollees in dental schools. Among the key findings this year are that, since 2010, there has been a gradual decline in the number of individuals taking the Dental Admission Test (DAT), while the number applying to dental schools has remained relatively flat. During the same five-year time period, the number of first-year dental students has continuously increased. The result is an increasing rate of enrollment among applicants. While the overwhelming majority of dental schools utilize some aspect of a holistic admissions process, the DAT scores and grade point averages of applicants and enrollees continue to rise. Unlike a decade ago, women now account for nearly half of all applicants and enrollees. At least part of the gain has come from a decline in the number of men applicants, rather than a change in the enrollment rate. Among underrepresented minorities, there remains a relatively low number of applicants and a lower than average enrollment rate. Overall, by analyzing data about individuals applying to and matriculating in dental schools, this report provides a window into the future dental workforce.
U.S. Dental School Applicants and Enrollees, 2015 Entering Class
Journal of Dental Education, 2016
Every year the American Dental Education Association (ADEA) gathers data on dental school applicants and first-time, first-year enrollees. This report analyzes information collected during the 2014-15 application cycle and on first-time, first-year enrollees entering dental school in the fall of 2015. The data include applicants' characteristics and academic qualifications and the number and characteristics of the applications received by each dental school. Among the key findings is an upward trend in the number of first-time, first-year enrollees, reaching 5,943 for this class. The number of applicants, 11,789, was still below the most recent high (13,742 in 2007), but a slight increase of 44 since 2014 suggests a possible upturn in applicant numbers. Additionally, GPA and Dental Admission Test (DAT) scores remained high, suggesting that dental schools continued to have a strong applicant pool from which to select. The gender distribution for applicants and enrollees was split nearly equally between men and women. Consistent with past years, White students were more than 50% of enrollees. The number of Latino/Hispanic applicants and first-time, first-year enrollees continued an upward trend, while the number of other underrepresented groups tended to fluctuate without a clear trend. The data in this report provide a comprehensive view of applicants interested in dental school, allowing schools to compare their applicant pools with the overall applicant pool on a national level. Finally, the information on enrollees offers a first look at the future dental workforce.
U.S. Dental School Applicants and Enrollees, 2011 and 2012 Entering Classes
Journal of Dental Education, 2013
This report examines the characteristics of dental school applicants and enrollees using data from the 2010-11 and 2011-12 application cycles of the American Dental Education Association's Associated American Dental Schools Application Service (ADEA AADSAS℠). The report presents data on the demographic composition and academic preparation of applicants, irst-time enrollees, and total irst-year enrollees during these two application cycles. The data indicate that the number of applicants has decreased modestly during this time, yet the number of irst-time, irst-year enrollees continues to rise mainly relecting the opening of new dental schools and expansion of existing class sizes at some schools. Findings also indicate reduced gaps by gender in dental school applicants and enrollees. By contrast, the percentage of underrepresented minority applicants and enrollees increased only slightly. The results highlighted in this study have important implications for health professions education advisors, dental educators, and members of the broader dental education community.
British Dental Journal, 2022
Introduction/aims Preparing for practice (PfP) was thought to represent a significant shift in the expectations of dental undergraduates compared to its predecessor, The first five years (TFFY). This project aimed to explore requirement changes by comparing learning outcomes for undergraduate dentists in these two documents. Changes in curriculum requirements defining clinical, professional, or a blend of these skills were also investigated.Methods Curriculum mapping was used to compare learning outcomes in PfP to requirements in TFFY.Results The total number of learning outcomes increased from 101 to 149 in PfP compared to TFFY. There was a proportional reduction in outcomes describing clinical skills and an increase in the proportion of outcomes describing professional and blended skills. Three TFFY requirements did not appear in PfP and a further 23 learning outcomes in PfP were absent in TFFY.Conclusions In the transition from TFFY to PfP, there has been an overall increase in t...
U.S. Dental School Applicants and Enrollees, 2013 Entering Class
Journal of Dental Education, 2015
This report examines the characteristics of dental school applicants and enrollees using data from the 2012-13 application cycle of the American Dental Education Association's Associated American Dental Schools Application Service (ADEA AADSAS SM). The report presents data on the demographic composition and academic preparation of applicants, irst-time enrollees, and total irst-year enrollees during the application cycle. The data indicate that the number of applicants showed a small increase from the previous year, and the number of irst-time, irst-year enrollees continues to rise. The number of irst-time, irst-year enrollees in 2013 was 5,769, an increase of 1,535 irst-time, irst-year enrollees over the number in 2000. However, this is still less than the peak in 1978 (6,301). This increase relects both the opening of new dental schools and expansion of existing class sizes at some dental schools. By contrast, the percentage of underrepresented minority applicants and enrollees increased only slightly. The results highlighted in this study have important implications for dental educators, health professions advisors, and members of the broader dental community.
U.S. Dental School Applicants and Enrollees, 2016 Entering Class
Journal of Dental Education
Over the past two decades, interest in dentistry in the United States has shown a steady period of growth. There were 12,210 individuals who applied to the 2009 entering class of U.S. dental schools. The number of first-time enrollees was 4,871, the highest figure since 1990. Men continue to comprise the majority of applicants and enrollees; however, the percentages of women continue to increase. While the 2009 underrepresented minority applicants comprised 12 percent of both the applicant and first-time enrollee pools, the percentage of underrepresented minority enrollees of underrepresented minority applicants decreased from 2008. Seventy-one percent of enrollees earned a baccalaureate degree in biological science or chemistry/physical science. Regardless of major fields of study, the percent rates of enrollment generally exceeded 32 percent.
British Dental Journal, 2016
readiness to graduate was measured by written and oral examination combined with the completion of a target number of clinical procedures. This method of assessment is increasingly being replaced by competence based methods where students are required to demonstrate the achievement of a number of learning outcomes defined by the General Dental Council. 1 European guidance is also provided in the form of competencies under seven domains. 2 This change in approach has caused some concern as once competence has been reached, it could be argued there is little incentive for the student to continue refining the skill in a variety of different contexts. Anecdotal evidence confirms this concern in the general dental population. 3,4 The belief that performing a procedure a number of times increases not only expertise, but also confidence is common. Conversely, experience alone may not improve performance unless this experience is structured.