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Galada C, Blake AK, Dean LW, Rao SK. International students' perspectives on the genetic counseling application process. J Genet Couns 2024. [PMID: 38509810 DOI: 10.1002/jgc4.1893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 03/02/2024] [Accepted: 03/08/2024] [Indexed: 03/22/2024]
Abstract
Between 2018 and 2023, one percent of matched applicants to North American genetic counseling graduate programs (GCGPs) have been international applicants (IAs). The COVID-19 pandemic led to changes in the GCGP application processes in 2020, most notably the incorporation of virtual interviews and GRE waivers, which uniquely impacted IAs. Twelve international genetic counseling (GC) students who matriculated into a U.S.-based GCGP in 2021 or 2022 participated in this qualitative study (42% of the total enrolled) to understand their application experience. Cost, location of the program, and rapport during interviews were the most important factors identified by IAs to apply to and rank the GCGPs. Shadowing and volunteer experiences relevant to GC were cited as important for applicants to learn about a genetic counseling career, but many had challenges finding opportunities in their home countries. Unique logistical challenges in taking the GRE, transcript evaluation services, and standardized English proficiency tests were described. Although virtual interviews offered the same experience as domestic applicants, the time difference was a major challenge, requiring IAs to interview through the night, creating additional stressors. Nine of 12 were re-applicants and shared that engaging with GCGPs early in the process was beneficial for improving applications and, at times, requesting waivers for transcript evaluation requirements and considering unique volunteering experiences. Participants suggested GCGPs can address barriers by providing more specific information on their websites as it pertains to IAs, and contact information for the international student office. Improving awareness of the applicants' backgrounds, home country experiences, and time zone differences would provide IAs with a more equitable application experience. Addressing these barriers could help promote diversity, equity, and inclusion allowing for more IAs and the growth of the genetic counseling profession.
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Affiliation(s)
- Chelna Galada
- Department of Genetic Counseling, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA
- CARTI Cancer Center, Little Rock, Arkansas, USA
| | - Alise K Blake
- Department of Oncology, St. Jude Children's Research Hospital, Memphis, Tennessee, USA
| | - Lori Williamson Dean
- Department of Genetic Counseling, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA
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Anvarizadeh A, Nxumalo K, Bennett A, McLaughlin Gray J, Baranek GT. Promoting Health Equity Through Holistic Admissions in Occupational Therapy Education. Am J Occup Ther 2023; 77:7705347010. [PMID: 37878395 DOI: 10.5014/ajot.2023.050103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2023] Open
Abstract
As the U.S. population shifts away from a White majority, it is imperative that the health care workforce reflect the diversity of client populations served. Increased diversity in the health care workforce fosters access to more personalized, culturally responsive, and client-centered care, thereby facilitating improved outcomes and reduced health disparities. Occupational therapy education programs function as gatekeepers for diversity and need to be accountable for representation in the profession and to produce graduates who reflect the diversity of the broader population. Holistic admission practices, which ensure that no single factor excludes an applicant from admission, are recognized as a meaningful strategy for increasing student diversity in higher education and provide a pathway to create a representative workforce with the ability to improve care disparities and client outcomes. As one of the largest occupational therapy programs in the country, and located in a diverse urban area, the University of Southern California's Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy has embraced the profession's responsibility toward greater health equity through holistic admissions. In this column, we discuss holistic admission best practices and report diversity outcomes resulting from enactment of these practices within our occupational therapy education program.
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Affiliation(s)
- Arameh Anvarizadeh
- Arameh Anvarizadeh, OTD, OTR/L, FAOTA, is Associate Professor of Clinical Occupational Therapy, Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles;
| | - Kristin Nxumalo
- Kristin Nxumalo, OTD, OT/L, CLT, is Assistant Professor of Occupational Therapy, School of Occupational Therapy, Pacific University, Hillsboro, OR
| | - Amber Bennett
- Amber Bennett, OTD, OTR/L, is Associate Professor of Clinical Occupational Therapy and Director of Admissions, Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles
| | - Julie McLaughlin Gray
- Julie McLaughlin Gray, PhD, OTR/L, FAOTA, is Associate Chair for Curriculum and Faculty, Professor of Clinical Occupational Therapy, and Director of the China Initiative, Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles
| | - Grace T Baranek
- Grace T. Baranek, PhD, OTR/L, FAOTA, is Associate Dean, Chair, and Mrs. T. H. Chan Professor of Occupational Science and Occupational Therapy, Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles
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Musyoka M, Doe R. Revisiting College Entry Testing to Increase Trained Deaf Teachers in the Classrooms. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES 2023:1-22. [PMID: 37361458 PMCID: PMC10123014 DOI: 10.1007/s10882-023-09910-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/28/2023] [Indexed: 06/28/2023]
Abstract
Graduate Records Examinations (GRE) remain an important criterion for admission to the graduate program. This study explored the predictive role of the GRE for college success among deaf students because most deaf and hard-of-hearing students experience lifelong difficulties in English language and literacy because of their different language acquisition processes. Additionally, the study examined the students' undergraduate grade point average (UGPA), first-semester grade point average (FSGPA), and graduating graduate grade point average (GGPA) to understand D/HH students' performance in a graduate program. Additionally, the study examined the use of the Wechsler Adult Intelligence Scale (WAIS) as a substitute for the GRE criterion for graduate admission. The findings' discussions offer suggestions for using GRE scores in admitting D/HH students to graduate academic programs across the United States.
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Affiliation(s)
- Millicent Musyoka
- Lamar University, 4400 S M L King Jr Pkwy, PO.BOX 10113, Beaumont, TX 77710 USA
| | - Raymond Doe
- Lamar University, 4400 S M L King Jr Pkwy, PO.BOX 10113, Beaumont, TX 77710 USA
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Nguyen M, Dent R, Fancher TL, Soriano AJ, Green CK, Henderson MC. Revolutionizing Health Professions Admissions to Achieve an Inclusive Workforce. Ann Fam Med 2023; 21:S75-S81. [PMID: 36849473 PMCID: PMC9970666 DOI: 10.1370/afm.2922] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Revised: 08/22/2022] [Accepted: 09/12/2022] [Indexed: 03/01/2023] Open
Abstract
This article describes the "The Admissions Revolution: Bold Strategies for Diversifying the Healthcare Workforce" conference, which preceded the 2022 Beyond Flexner Alliance Conference and called for health professions institutions to boldly reimagine the admission process to diversify the health care workforce. Proposed strategies encompassed 4 key themes: admission metrics, aligning admission practices with institutional mission, community partnerships to fulfill social mission, and student support and retention. Transformation of the health professions admission process requires broad institutional and individual effort. Careful consideration and implementation of these practices will help institutions achieve greater workforce diversity and catalyze progress toward health equity.
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Affiliation(s)
- Mytien Nguyen
- MD-PhD Program, Yale School of Medicine, New Haven, Connecticut
| | - Randl Dent
- Fitzhugh Mullan Institute for Health Workforce Equity, Department of Health Policy and Management, Milken Institute School of Public Health, The George Washington University, Washington, DC
| | - Tonya L Fancher
- Division of General Internal Medicine, University of California Davis School of Medicine, Sacramento, California.,Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California.,Office of Medical Education, University of California Davis School of Medicine, Sacramento, California
| | - Arra Jane Soriano
- Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California.,Office of Medical Education, University of California Davis School of Medicine, Sacramento, California
| | - Charlene K Green
- Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California.,Office of Medical Education, University of California Davis School of Medicine, Sacramento, California
| | - Mark C Henderson
- Division of General Internal Medicine, University of California Davis School of Medicine, Sacramento, California.,Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California.,Office of Medical Education, University of California Davis School of Medicine, Sacramento, California
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Who Sends Scores to GRE-Optional Graduate Programs? A Case Study Investigating the Association between Latent Profiles of Applicants’ Undergraduate Institutional Characteristics and Propensity to Submit GRE Scores. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12080529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the type of undergraduate institution applicants attended predicted score submission to GRE-optional programs, including when controlling for covariates (demographics, program degree and discipline, undergraduate grades). We used data provided by a doctoral degree–granting university to answer our research question. We indexed differences in GRE score submission using odds ratios. Both individually (1.93) and after controlling for covariates (2.00), we found that applicants from small, bachelor’s degree–granting schools were more likely to submit scores than applicants from large, doctoral degree–granting schools. Men were more likely to submit scores than women (1.55). Larger effects were observed for program characteristics: Ph.D. versus master’s (2.94), humanities versus social sciences (3.23), and fine arts versus social sciences (0.16). Our findings suggest that there may be differences in propensity to submit GRE scores to test-optional programs and that some of these differences may be associated with variables (undergraduate school, program type) that have not been widely discussed in the literature.
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Alvarado-Wing TE, Marshall J, Best A, Gomez J, Cragun D. Exploring racial and ethnic minority individuals' journey to becoming genetic counselors: Mapping paths to diversifying the genetic counseling profession. J Genet Couns 2021; 30:1522-1534. [PMID: 33754442 DOI: 10.1002/jgc4.1419] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Revised: 02/27/2021] [Accepted: 02/28/2021] [Indexed: 01/13/2023]
Abstract
Reasons for limited ethnic and racial diversity among genetic counselors in the United States may be elucidated through better understanding the experiences of individuals from racial/ethnic minority backgrounds who are enrolled in genetic counseling graduate programs as well as recent graduates. Semi-structured interviews were conducted with racial/ethnic minority participants using Journey Mapping to elicit touchpoints that positively or negatively impact success at varying points along the path to becoming genetic counselors. Negative impacts observed at various touchpoints included the following: late awareness of the profession; observing lack of diversity in the field; financial burden of the application process; and microaggressions from peers, program leadership, and clinical supervisors. Positive impacts observed at various touchpoints included the following: group or personal mentors; opportunities to interact with practicing genetic counselors; opportunities to perform 'mock' admissions interviews; program interviews with a conversational interview style; and attending programs in cities with racially/ethnically diverse patient populations. Findings from this research suggest the lack of adequate infrastructure necessary to recruit and support racial/ethnic minority students is a critical systemic issue impeding progress toward diversifying the genetic counseling field. As such, this study reinforces the need for development, adaptation, and implementation of evidence-based strategies to optimize experiences of racial and ethnic minority individuals throughout the entire process of becoming a genetic counselor.
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Affiliation(s)
| | - Jennifer Marshall
- College of Public Health, University of South Florida, Tampa, FL, USA
| | - Alicia Best
- College of Public Health, University of South Florida, Tampa, FL, USA
| | - Joanne Gomez
- College of Public Health, University of South Florida, Tampa, FL, USA
| | - Deborah Cragun
- College of Public Health, University of South Florida, Tampa, FL, USA
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