1. Increasing Diversity in Medicine Using the Admissions Process Erin A. Quinn, Ph.D., M.Ed., M.P.A. Associate Dean for Admissions Keck School of Medicine University of Southern California

2. Increasing Diversity in Medicine  Keck School of Medicine- A working model  Constructing an Admissions Process to Promote Diversity  Profiles of Keck School Graduates  Issues to Consider

3. How We Did It Clarity in Mission and Philosophy – from the Top Down Clarity in Mission and Philosophy – from the Top Down Changed the Admissions Process Changed the Admissions Process In One Year Increased Enrollment of URM students by 100% In One Year Increased Enrollment of URM students by 100% Over 100 URM/UIM Student Physicians in Keck School of Medicine Over 100 URM/UIM Student Physicians in Keck School of Medicine Applied, Interviewed, Admitted, Matriculated Applied, Interviewed, Admitted, Matriculated 707 120 57 24 707 120 57 24

4. The Admissions Process Screening Screening Interview – Know Your Interviewers Interview – Know Your Interviewers Develop Support from Faculty Develop Support from Faculty The Committee Process The Committee Process Develop a Committee with Sensitivity and Understanding – Use Students Develop a Committee with Sensitivity and Understanding – Use Students Predicting Success Predicting Success

5. Screening – What to Look For  Non-quantitative factors  Look for potential – ability to overcome adversity  Check Educational level of parents - language  High School Background  Paid Employment vs. Volunteer Work  Trend of Improvement  MCAT and GPA – Use as a base  Leadership and Commitment to the Community

6. Keck Students Cristina - MIT 2.9 CSUF MPH 3.8 Orosi CA, V7,P9,B8 Spanish first language, primary school Farmworker Resident in Internal Medicine

7. Keck Students Denia – Cal Poly Pomona, 3.5 GPA, V8, P8,B9 Baldwin Park, Parents Grade 6 Education Work Experience Health Organization D.C., Leadership Worked full time Resident in Pediatrics

8. Keck Students Jose Jose Berkeley, MCAT 8,9,10, GPA 3.13 Science GPA 2.8 (failed O-Chem Twice) Junior and Senior year 3.7 Family Situation MED-Cor Student, Troy Camp Leadership and Communication Skills Interviewed and Accepted UCLA and USC MS II UCLA

9. Issues To Consider  Medical School Rankings are Based on MCAT Scores and GPA  California Schools - # of slots  Our role in training the leaders who will provide leadership in Health Care Reform

10. Barriers to Diversity Standardized Test Performance Standardized Test Performance –Advantaged Students have access to expensive test preparation and devoted time to study. –Disadvantaged Students cannot afford to spend $1200 - $1500 for test preparation nor devote 3 months of study without having to work

11. Constructing an Admissions Process to Promote Diversity Educate Your Deans and Faculty to the Issue– Top Down Influence Educate Your Deans and Faculty to the Issue– Top Down Influence Build an Admissions Committee with understanding and Sensitivity Build an Admissions Committee with understanding and Sensitivity Include UIM Students on the Committee Include UIM Students on the Committee Build Community Build Community

12. Constructing an Admissions Process Use Interviewers who are socio-culturally sensitive Use Interviewers who are socio-culturally sensitive Know Your Interviewers Know Your Interviewers