Assessing the pipeline: Perceived barriers to applying to dental school among pipeline program alumni

Abstract

Purpose/Objectives The aim of this study was to increase the understanding of perceived barriers to applying to dental school experienced by underrepresented minority (URM), pipeline program alumni. Methods A qualitative study of alumni of New York University College of Dentistry pipeline programs, aimed at increasing the number of URM and low‐income students in the dental profession, was conducted in 2020. Focus groups were convened to examine perceived barriers to applying to dental school and identified through a combination inductive and deductive thematic analysis. Results Twenty‐three pipeline program alumni, ranging in age from 18 to 30 years old, participated in focus groups held between January and April 2020. All students identified as underrepresented minorities and 78% were first generation college students. Fifteen (65%) of the participants had not yet applied to dental school. Eight participants (35%) had applied to dental school, 3 (13%) were currently enrolled in dental school, and 5 (22%) were matriculating into dental school in Fall 2020. The following themes emerged as the most prominent challenges to applying to dental school: pre‐health advisors (e.g., lack of knowledge about the pre‐dental process and discouragement), and the cost of the application process (e.g., application fees, DAT and DAT preparation course costs, and interview costs). Conclusion Through pre‐dental pipeline programs, participants have access to informational resources and mentorship; however, despite participation in these programs, perceived barriers are still prevalent. Identification of the alumni's perceived barriers offer targeted areas where increased intervention may be helpful to reduce challenges and strengthen the pipeline.

Recruitment process that attracts underrepresented students in graduate science and medical education programs

“…This exposes the concept of social integration because the attending students have unique qualities that may and should be shared among attendees [ 39 ]. Third,from discussions with students and advisors there is a lack of knowledge on graduate science/medical education requirements that which is also observed in the literature [ 21 , 22 ]. This does not only include the academic prerequisites for admission, but also involves not understanding hypothesis driven research, choosing the appropriate academic program, and the important role of family.…”

“…Second, increases in income of other professions that only require a 4-year undergraduate degree makes graduate/professional school less attractive [ 2 ]. Third, from our experience many underrepresented students lack information on how to pursue careers that require a graduate degree [ 21 , 22 ]. This lack of information includes funding mechanisms, course prerequisites, letters of recommendations, and how to perform hypothesis-driven bench science [ 4 , 21 , 22 ,#419].…”

“…Third, from our experience many underrepresented students lack information on how to pursue careers that require a graduate degree [ 21 , 22 ]. This lack of information includes funding mechanisms, course prerequisites, letters of recommendations, and how to perform hypothesis-driven bench science [ 4 , 21 , 22 ,#419]. Fourth, students need better mentors that will direct them to be high achievers and to seek careers that require graduate science and medical degrees [ 23–25 ].…”

“…Lastly, while family members have tremendous pride in the acceptance letters of their children, the absence of the experience in the rigors of graduate science and medicine curricula makes their prospective contribution less influential (i.e., they do not know how to help) [ 21 , 22 ,#419]. Parents are encouraged to expose their children to after-school programs in science, visit research laboratories at local universities to learn how research is generated so that they may receive instruction on how to organize research results in a manuscript that can be published [ 21 , 22 ]. It would also be beneficial if science and medical program directors invite a ‘for-the-family’ orientation so that family will better understand how they may assist as their loved one to matriculate to graduation.…”

Reimagining the pipeline: Saturday Academy at New York University College of Dentistry goes virtual

“…To expose them to pathways to dental careers through both didactic and hands‐on learning 5 . Additionally, Saturday Academy aims to mitigate the significant barriers that underrepresented groups face on their journey to health professional schools 6–10 …”