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Relevant bibliographies by topics / Education, Medical, Premedical

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Academic literature on the topic 'Education, Medical, Premedical'

Author: Grafiati

Published: 29 July 2024

Last updated: 31 July 2024

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Journal articles on the topic "Education, Medical, Premedical"

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Witte, Marlys H., Peter Crown, Michael Bernas, and Francisco A. R. Garcia. ""Ignoramics" in Medical and Premedical Education." Journal of Investigative Medicine 56, no. 7 (October 1, 2008): 897–901. http://dx.doi.org/10.2310/jim.0b013e318188a006.

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As physician-essayist Lewis Thomas has urged, ignorance-based courses and curricula are urgently needed in medical education to prepare future generations of scientific physicians and physician-scientists for the uncertain, rapidly changing world ahead. This article reviews the evolving concept of ignorance in general and specifically in medicine and its relationship to knowledge. Issues about goals, content, and assessment of such ignorance-based courses are discussed along with the experience of the University of Arizona's National Institutes of Health-sponsored Summer Institute on Medical Ignorance for medical student researchers and disadvantaged high school students. Summer Institute on Medical Ignorance activities can be readily replicated or adopted in their entirety or partially in both live and Internet-based formats. These will serve to introduce medical ignoramics and questioning as a way to balance the information-overloaded medical curriculum.

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RHEE, Chung-Ku, and Geun-Hwan PARK. "The Effectiveness of Teaching Medical Ethics in Premedical English Class." Korean Journal of Medical Ethics 8, no. 1 (June 2005): 73–83. http://dx.doi.org/10.35301/ksme.2005.8.1.73.

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Both medical ethics and medical English are being taught in most of the premedical courses in Korea since both subjects are considered to be very important in medical education. We have taught medical ethics using English texts in medical English class of premedical course. Students were given tasks of various tests, reports, and presentations in English and part of the lectures were given in English. We have investigated the effectiveness of this type of teaching medical ethics in English using questionnaire survey to premedical students, medical students, and residents who have completed medical ethics in English class at their premedical periods. The survey questioned mainly in the following three areas; if they could understand medical ethics and it was helpful in making ethical decisions at their resident time although it was taught in English, if the class was helpful for their advanced medical ethics class at their medical course and making ethical decisions at their resident time, and if the English they have learned in the class has helped their study of medicine through the medical school and resident time. Most of them responded favorably to all the three questions. In conclusion, teaching medical ethics in medical English class in premedical course appears to be an effective way of teaching both medical ethics and medical English at the same time.

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Henry, Paul. "Toward a Career Development Model for Postbaccalaureate Premedical Programs: From Theory to Practice." Psychological Reports 93, no. 2 (October 2003): 335–42. http://dx.doi.org/10.2466/pr0.2003.93.2.335.

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The purpose of this study was to assess the career maturity of 168 minority and disadvantaged premedical students upon entry into a medical education preparatory program. All took the Medical Career Development Inventory as a pre-assessment in the course. Students' scores identified three instructional groups: on, below, and above instructional level. A model for career intervention for postbaccalaureate premedical programs is presented.

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Simmons, Andrew. "Beyond the Premedical Syndrome: Premedical Student Attitudes toward Liberal Education and Implications for Advising." NACADA Journal 25, no. 1 (March 1, 2005): 64–73. http://dx.doi.org/10.12930/0271-9517-25.1.64.

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Premedical students have often been viewed as academically narrow and cynical about liberal education. To investigate the veracity of this generalization, I conducted a qualitative study of pre-medical students at a liberal arts institution. Contrary to negative stereotypes, the students in the study expressed a positive attitude toward liberal education and articulated a belief that their own liberal education will benefit them as physicians. However, they acknowledged that obtaining high grades is also an important educational goal. Implications for advisors and medical admissions committees are discussed along with implications for future research.

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KIM, Ha Won, Hee Sun KO, Moo Song LEE, Joo Hyun NAM, Won Dong KIM, and Jae Dam LEE. "Classes of medical humanities and social sciences in the premedical and medical colleges in Korea." Korean Journal of Medical Ethics 6, no. 1 (June 2003): 1–11. http://dx.doi.org/10.35301/ksme.2003.6.1.1.

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This study examined the classes of medical humanities and social sciences in premedical and medical colleges. We counted the number of courses and credits of medical humanities and social sciences in all the medical schools from 1990 to 2002, with reference to "The present condition of medical school education " published by the Korean Council of Deans of Medical college. Categorized are medical ethics, medical history, medical law, behavioral science, medical sociology, health policy and management, and others (Doctor-patient relationships, economics, religion, art, music, literature in medicine). We excluded general classes of humanities and social sciences. Average numbers of courses and credits in 1990 were 0.61, 1.26 and in 2002 were 1.71, 3.34, respectively in premedical schools. In medical schools, the number of courses increased from 1.79 to 4.15 and average credits increased from 1.96 to 5.36. Average numbers of courses have increased and have shown a rapid increase since 1998. In 1990, most of the classes of medical humanities and social sciences were on medical history and behavioral science, whereas in 2002, there were more diverse classes. Major change was increase of the number of classes and credits of medical ethics and medical sociology. Private schools opened much more courses of medical humanities and social sciences than public schools in premedical courses but in medical courses there were no significant differences. Numbers of courses showed no differences by years of foundation of each school. In conclusion, the number of courses of medical humanities and social sciences has increased over about ten years. This increase was caused by effort of Korean researchers of medical education reflecting the worldwide trend. In addition, medical practice has changed since strike of doctors on governmental drug policy in 2000, which caused doctors to newly recognize the importance of the classes on medical humanities and social sciences in medical education.

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Alpern, Robert J., Richard Belitsky, and Sharon Long. "Competencies in Premedical and Medical Education: The AAMC–HHMI Report." Perspectives in Biology and Medicine 54, no. 1 (2011): 30–35. http://dx.doi.org/10.1353/pbm.2011.0001.

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Jain, Sachin H., and Emily R. Maxson. "Risks of Online Forums for Premedical and Medical Students." Academic Medicine 86, no. 2 (February 2011): 152. http://dx.doi.org/10.1097/acm.0b013e31820426b0.

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Lee, Young-Mee, and Duck-Sun Ahn. "Medical-themed film and literature course for premedical students." Medical Teacher 26, no. 6 (September 2004): 534–39. http://dx.doi.org/10.1080/01421590412331282318.

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Shaya, Janah, Sulafudin Vukusic, Asli Hassan, Abdus Sabur Muhammad, Guan Tay, Habiba Al Safar, and Peter R. Corridon. "Adapting Premedical Post-Baccalaureate Approaches to Support US-style Medical Education in the United Arab Emirates." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052095311. http://dx.doi.org/10.1177/2382120520953119.

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A recent academic paradigm shift in the United Arab Emirates (UAE) introduced US-style medical education to meet the nation’s growing need for medical practitioners. This newly established Doctor of Medicine (MD) program at Khalifa University of Science and Technology (KU) left gaps in student preparedness. To address this problem, KU simultaneously developed a post-bachelor’s premedical program, commonly known as a pre-medicine post-baccalaureate (PMPB) program, that prepared students for entry into the UAE’s first MD program. The authors adapted US-style post-baccalaureate approaches to create KU’s PMPB program that gave students unique opportunities to take coursework that filled gaps in previous knowledge and prepare for the Medical College Admission Test (MCAT) exam. The 1-year bridging program harnessed academic strengths from the Association of American Medical Colleges (AAMC) post-baccalaureate premedical programs network and Kaplan, Inc. Overall, 19 (12 Emirati and 7 international) students achieved admissible MCAT scores (group’s minimum score = 485, average score = 492, and maximum score = 509) and gained research experiences that supported their entry into KU’s medical school. The PMPB program supplied two-thirds of the medical schools’ fall 2019 inaugural class, increased local awareness and interest in medicine and created a novel platform to help students pursue a career in medicine in the UAE.

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Henry, Paul. "Holland's Hexagonal Model Applied to Nontraditional Premedical Students." Psychological Reports 62, no. 2 (April 1988): 399–404. http://dx.doi.org/10.2466/pr0.1988.62.2.399.

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This study investigated the validity of Holland's Hexagonal Model utilizing data from the Self-directed Search interest inventory given to 57 black and 43 white premedical students enrolled in a medical education preparatory program. The program was designed to increase the number of qualified applicants who are underrepresented in the medical profession. The results produced positive support for Holland's Hexagonal Model. Implications for the practical application of the hexagon are discussed.

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Dissertations / Theses on the topic "Education, Medical, Premedical"

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Medley-Mark, Vivian. "Premedical education and performance on medical tasks : a cognitive approach." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66184.

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Bedolla, Miguel A. "The development of an undergraduate medical curriculum following a core of behaviors approach : a study of philosophy of education /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135356562.

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Cooke, Natalie Kathleen. "Assessing Future Healthcare Providers' Views of Childhood Obesity to Inform Premedical and Medical Curricular Changes." Thesis, North Carolina State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584005.

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Childhood obesity is a disease that affects 17% of children aged 2-19. This disease, best described by a social ecological perspective, is multifactorial in nature and includes individual, familial, community, and societal contributors. As the causes are multifactorial, so too should be prevention and treatment. Healthcare providers, specifically physicians, can play an important role in the diagnosis, prevention, and treatment of childhood obesity, especially if they appropriately utilize nutrition behavior change counseling to facilitate lifestyle changes. Behavior change falls within the realm of the social and behavioral sciences, disciplines that will receive greater emphasis on the newly designed MCAT 2015^®; therefore, premedical and medical programs may need to alter their approaches to disseminating this discipline-specific knowledge. Nutrition education is currently limited in medical education; and thus, just as premedical programs seek to increase the social and behavioral sciences, so too should they increase nutrition education. In light of these recommended curricular changes, researchers sought to investigate the current state of premedical and medical students. views of childhood obesity. This dissertation describes three studies conducted for that purpose. In study 1, researchers investigated 30 pre-healthcare undergraduate seniors. views of childhood obesity and their sources of knowledge through in-depth qualitative interviews. Investigators found that students with specialized coursework and significant volunteer and/or internship experience had a deeper understanding of childhood obesity; however, as a whole, students failed to see the role of healthcare providers in prevention and treatment. These findings provide justification for premedical programs to guide students to see their role in prevention and treatment through educating them on the social ecological model and providing them with relevant service-learning opportunities and guided reflection. In study 2, researchers conducted a similar nationwide qualitative investigation in 78 third and fourth year medical students. These students described student-, patient- and healthcare system-centered barriers, including their lack of knowledge, patients. lack of access, and their lack of time in practice. Students also requested more applicable information and counseling training in order to equip them to prevent and treat childhood obesity. Much like the pre-healthcare seniors, these medical students failed to discuss their role in prevention and treatment. Therefore, medical schools need to help their students overcome barriers by providing them knowledge and skills and helping them understand their role in prevention and treatment. In study 3, researchers built on the knowledge gained from study 1 and study 2 and developed a valid and reliable computerized tool, the Childhood Obesity Prevention Self-efficacy (COP-SE) survey. Factor analysis of 444 completed surveys from students at 53 medical schools revealed a two factor structure with a correlation of 0.637 between factors. Factor 1 assesses self-efficacy in nutrition counseling while Factor 2 measures self-efficacy to assess readiness to change and initiate nutrition lifestyle changes. There was high reliability within factors (Factor 1 = 0.946; Factor 2 = 0.927), and the correlation (0.648) between the COP-SE survey and a general self-efficacy survey confirmed that the COP-SE measures domain-specific self-efficacy. This valid and reliable survey can be used by medical schools as a formative or summative assessment of students. self-efficacy in childhood obesity prevention and treatment. Further research should include confirming the factor structure and exploring the significance of response trends seen in this sample. The findings of all three studies can be used by premedical and medical programs to maximize the effectiveness of their preparatory programs to provide students with the necessary skills for prevention and treatment of childhood obesity. With the appropriate preparation, future healthcare providers can build their self-efficacy in disease prevention and treatment, hopefully resulting in improved patient outcomes.

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Hillyer, Josh Brown Mary Helen. "Help, is there a doctor in the forum? a fantasy theme analysis of the student doctor network forums /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Communication_and_Journalism/Thesis/Hillyer_Joshua_25.pdf.

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Myszkowski, Erin. "Medical School Prerequisite Courses Completed at Two-Year Colleges by Medical School Matriculants: An Analysis at the University of Central Florida." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5349.

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Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either “more acceptable” or “less acceptable” for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses were taken. Based on these results, the researcher could not categorize the courses at either type of institution as “more rigorous” or “less rigorous” than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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Mylott, Elliot Eckman. "Development of Physics Curriculum for Pre-Health Students." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3779.

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Many pre-health students are required to take introductory physics as undergraduates, though they often struggle to see the relationship between medicine and what they learn in these courses. In order to help students make that connection, reformed curriculum was adopted that teaches physics through the context of biomedicine. This dissertation will discuss the development, implementation, and assessment of the reformed curriculum for the introductory and intermediate level physics courses that targets the needs of pre-health students. The curriculum created during this project include laboratory activities, multimedia content, and other instructional materials all of which present physics in biomedical contexts. The laboratory activities focus on exploring the physical principles behind common medical devices or concepts such as body composition analyzers or computed tomography. This often required researching, designing, and building devices for use in the classroom. Videos interviews with biomedical experts detail how physics is used in their fields. The texts written for these courses serve as a fundamental scientific introduction to the physical concepts and technical discussions of their application in biomedicine. An online homework platform allows for the implementation of a flipped classroom. Homework integrates the material, probing both conceptual understanding and problem solving. Multiple forms of assessment have been used to improve the content and clarity of the curriculum. The research for this project includes a study of the impact of these course reforms on students' attitudes toward physics. Shifts in attitudes were assessed using the Colorado Learning Attitudes about Science Survey (CLASS), course surveys, student interviews, and conceptual quizzes. Data was collected from students in the reformed course and a concurrent course taught using a traditional physics curriculum that does not have a focus on biomedicine. The results show that students' attitudes were affected by the reforms in multiple ways including students' ability to contextualize physical phenomenon through biomedical applications. Direct responses from the students indicated that they appreciated that the course included biomedically relevant content. They stated that the course had helped them to make connections with physics that they were not able to make in previous physics classes. However, a portion of the students qualified their approval of the course reforms by stating, for example, that they felt they were missing out on other topics due to the biomedical focus. There is evidence that other factors such as class meeting time could have played a role in students' attitudes as well. Students were surveyed multiple times throughout the year. Results of these surveys show that students' attitudes tend to decrease during fall term, but improve after winter and spring term. These results suggest that greater gains in favorable attitudes could be achieved by course reforms in fall term, where positive attitudes are at a minimum. Illustration-based quizzes were administered to assess students' conceptual understanding and contextualization of different physical phenomena. The quizzes featured open-ended prompts about illustrations similar to those often seen in physics instruction. Few significant differences in conceptual understanding were found between students in the reformed and traditional courses. However, students in the reformed course were more likely to cite biomedical applications of the physical phenomena. These course reforms teach physical principles through their application to biomedical technology and have positively impacted students' appreciation for the relationship between physics and biomedicine.

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Books on the topic "Education, Medical, Premedical"

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Gelberman, G. Sarah. The Harvard College premedical guide. Cambridge, Mass: Office of Career Services, Faculty of Arts and Services [i.e. Sciences], Harvard University, 1993.

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American Medical Student Association. Task Force on Pre-Medical Education. Getting in: A guide for pre-medical students. Edited by Meads Mark Bennitt. 2nd ed. Reston, Va: American Medical Student Assocation, 1994.

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Crawford, Jane Diehl. The premedical planning guide. 3rd ed. Rockville, Md: Betz Publishing Company, 1994.

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Brown, Sanford Jay. Getting into medical school: The premedical student's guidebook. Hauppauge, NY: Barron's, 2011.

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Development, California Office of Statewide Health Planning and. Minorities in medicine: A guide for premedical students. Sacramento, Calif: Office of Statewide Health Planning and Development, Division of Health Projects and Analysis, Health Professions Career Opportunity Program, 1991.

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Brown, Sanford Jay. Getting into medical school: The premedical student's guidebook. 9th ed. New York: Barron's Educational Series, 2001.

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Brown, Sanford Jay. Getting into medical school: The premedical student's guidebook. 7th ed. New York: Barron's Educational Series, 1989.

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Brown, Sanford Jay. Getting into medical school: The premedical student's guidebook. 8th ed. Hauppauge, N.Y: Barron's Educational Series, 1997.

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Graham, Lawrence. Your ticket to medical or dental school: Getting in and staying in. Toronto: Bantam Books, 1985.

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Graham, Lawrence. Your ticket to medical or dental school: Getting in and staying in. Toronto: Bantam Books, 1985.

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Book chapters on the topic "Education, Medical, Premedical"

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Bracken, Rachel Conrad, Ajay Major, Aleena Paul, and Kirsten Ostherr. "Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education." In The Medical/Health Humanities-Politics, Programs, and Pedagogies, 23–57. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19227-2_4.

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Chervin, Stephanie, Mariella Mecozzi, and David Brawn. "The Premedical Years." In Advances in Medical Education, Research, and Ethics, 265–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1468-9.ch014.

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The premedical baccalaureate period is critical to shaping a high-achieving, diverse, and service-oriented medical school applicant pool. The focus on achieving superior academic performance in premedical coursework captures the attention of most premedical students, but equal attention must be paid to developing the personal qualities and experiences that will form the foundation of their future capacity to understand and communicate with patients. Premedical students are best served to major in a field for authentic intellectual reasons regardless of the field's immediate connection to the health care field. There is a growing trend for applicants to have a gap year or more between the undergraduate period and medical school. The authors discuss the role of letters of evaluation and the premedical committee in the application process. The authors have more than 40 years of combined experience in premedical academic and career advising at a large, research-focused public institution.

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Lubin, Robert, Benjamin Katz, Michelle Marants, Mia Medney, Charles Rosin, Dean Sandler, Sophie Schonberger, et al. "First-Aid Mental Health for the Pre-Medical Student." In Mental Health Crisis in Higher Education, 168–88. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-2833-0.ch010.

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College is intended to prepare students to become successful members of society. However, the academic demands of college can trigger stress and mental health problems. College students are in a unique position where they have to juggle academics, a social life, and, often, part-time jobs. As a result, college students are a particularly vulnerable group when it comes to stress and mental health issues. One subset of students facing the struggles of college achievements are pre-med students. Pre-med students face numerous challenges that can negatively impact their mental health. The academic pressures, financial stress, lack of social support, and relationship challenges, among others, can increase the risk of depression, anxiety, and other mental health disorders. The team of contributing authors on this chapter will address mental health in the higher education environment. This chapter will present a program for educators, peer students, and staff to provide mental health assistance for the premedical student.

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Feingold, Jordyn, and Carly Kaplan. "Taking the Pulse." In Caring for Caregivers to Be, edited by Jonathan A. Ripp and Larissa R. Thomas, 40—C3P86. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/med/9780197658185.003.0004.

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Abstract Burnout, a work-related phenomenon of emotional exhaustion, depersonalization, and low sense of personal accomplishment that interferes with one’s relationship to work, is highly prevalent among medical students in undergraduate medical education (UME) and residents and clinical fellows during graduate medical education (GME). This chapter provides an overview of burnout prevalence, consequences, and correlates in premedical students, medical students, residents, and clinical fellows, both in the United States and globally. While a lack of standardization in measurement poses challenges to accurate and reliable prevalence data across diverse populations, most studies report an approximately 50% prevalence of burnout among medical students, residents, and clinical fellows globally. More robust, systematic, and standardized methodology is needed to enable meaningful comparisons of burnout prevalence by populations across studies.

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Klugman, Craig M. "Undergraduate Education." In Teaching Health Humanities, edited by Olivia Banner, Nathan Carlin, and Thomas R. Cole, 19–37. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.003.0002.

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In undergraduate education, the health humanities are transforming premedical and pre–health professional education. With a 266% increase in majors, minors, and certificates since 2001, these courses and academic programs are popular. As a result of changing emphases in the MCAT, US and Canadian universities are responding by offering interdisciplinary health curricula that incorporate the social sciences, humanities, and arts. Teaching undergraduate students is different from engaging with medical and graduate students since they tend to be younger and more diverse and bring less background with them. Undergraduates are more open-minded, have more time in their curriculum, and are in the early stages of developing professional identities, all of which are advantageous for introducing the health humanities. This chapter shares several lessons for work with undergraduates including talking about all health professions, not just medicine; not assuming they bring knowledge or skills to the class; offering practical examples; demonstrating role-modeling; encouraging active learning; enforcing accountability; and teaching less material. This chapter presents several sample assignments, such as Gallery and Illness Narrative Ethnography, to demonstrate different pedagogical approaches in working with this population and discusses popular techniques such as hybrid and flipped classes.

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Hu, Danian. "A Cradle of Chinese Physics Researchers." In History of Universities: Volume XXXIV/1, 282–303. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0014.

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This chapter explores the development of the department of physics at Yenching University, an American-funded missionary institution in Beijing, China during the Republican period. It shows how the department evolved from a primitive premedical teaching program to a major center of physics education and research. It also reveals the significant role of the Rockefeller Foundation in this development, partly as the sponsor of the Premedical School of Peking Union Medical College. Founded in 1917, the Premedical School shared with Yenching’s science departments its advanced facilities and in 1926 became part of the university. In 1927, the department created a Master of Science program in physics, the first of its kind in China, promoting original research among its faculty and students. Before the Japanese army shut down the university in December 1941, more than ninety Chinese young men and women had completed their study in this department with a research thesis. A considerable number of Yenching graduates went on to earn their doctorates in America or Europe and subsequently returned home, becoming leading physicists in China in the twentieth century. Among them, Kun Huang (黃昆‎, Class 1941) and Chia-Lin Hsieh (謝家麟‎, Class 1943) even won the State Preeminent Science and Technology Awards, the highest scientific honor in China, in 2001 and 2011 respectively.

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Green, Althea. "Improving Diversity in Military Medicine Through Collaborative Leadership." In Advances in Educational Marketing, Administration, and Leadership, 120–55. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4803-8.ch007.

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This chapter presents an example of a diversity educational change initiative at a medical school. A novel premedical program for enlisted members of the U.S. military services was implemented based on mission requirements, analysis of existing data, and evidence-based strategies. The U.S. physician population suffers from a lack of diversity. This has been a long-standing problem which has a significant impact on the health of the nation. Educational leaders have been given a mandate to address this challenge, and efforts have been made over the past decades – with varying levels of success. This chapter discusses the realities of the diversity challenges facing the health professions workforce and highlights elements of programs which have produced successful diversity outcomes. The military's premedical program is described in detail, including the theoretical perspectives for student persistence and how leaders collaborated to create the conditions for student success.

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