School of Dental Medicine, East Carolina University, 1851 MacGregor Downs Road, MS 107, Greenville, NC 27834;.
J Dent Educ. 2014 Apr;78(4):567-74.
Dental school admissions committees continue to grapple with challenges associated with recruiting, admitting, and enrolling students who best meet the mission of the particular institution. For many students, particularly underrepresented minority students and those from non-traditional backgrounds, standardized tests such as the Dental Admission Test (DAT) are poor predictors of their potential for success. Noncognitive assessment methods can be used in conjunction with traditional cognitive measures in making admissions decisions. These methods have been employed by hundreds of higher education institutions, foundations, and scholarship programs, but are relatively new in dental education. This article describes a prevalent assessment model and discusses one dental school's implementation of the model, with the outcome of enrolling students from diverse backgrounds whose career goals parallel the mission of the school.
牙科学院招生委员会继续努力应对与招生、录取和招收最符合特定机构使命的学生相关的挑战。对于许多学生来说，尤其是代表性不足的少数族裔学生和来自非传统背景的学生，牙科入学考试 (DAT) 等标准化考试并不能很好地预测他们成功的潜力。非认知评估方法可以与传统认知测量结合使用，以做出招生决策。这些方法已被数百所高等教育机构、基金会和奖学金项目采用，但在牙医学教育中相对较新。本文描述了一种流行的评估模式，并讨论了一所牙科学院如何实施该模式，其结果是招收了来自不同背景的学生，他们的职业目标与学校的使命相一致。
