Herminio L. Perez, DMD, MBA, is Director for Student Affairs, Diversity, and Inclusion, Rutgers School of Dental Medicine; Emily H. Sabato, EdD, is Assistant Dean for Academic Affairs, Rutgers School of Dental Medicine; Shuying Jiang, MS, is Research Associate, Rutgers School of Dental Medicine; and Cecile A. Feldman, DMD, MBA, is Dean, Rutgers School of Dental Medicine.
J Dent Educ. 2018 Sep;82(9):936-942. doi: 10.21815/JDE.018.091.
The aim of this study was to determine if there was a relationship between students' academic history and their performance in the first year of dental school, with a focus on academic load in undergraduate education. A total of 174 student records from the Rutgers School of Dental Medicine Classes of 2011 to 2018 were analyzed. These records included students at the top and bottom of each class at the end of their first term of study. Outcomes were broad measures of student success: student continued in curriculum, student withdrew/was dismissed, or student remediated at least one course. In the comparison of the top and bottom ten students across the classes, the following variables were found to be significant: Barron's score of undergraduate institution, undergraduate science GPA, number of failures or withdrawals from science courses during undergraduate education, DAT scores, and underrepresented minority status. The results of this study are not meant to inform the admissions process, but to highlight opportunities for enhancing student services via early identification of students who may benefit from additional academic support while in dental school.
本研究旨在确定学生的学术背景与其在牙医学院第一年表现之间是否存在关联，重点关注本科教育中的学业负担。对罗格斯牙医学院 2011 年至 2018 年的 174 名学生记录进行了分析。这些记录包括每个班级在第一学期结束时成绩排名前 10%和后 10%的学生。结果是学生成功的广泛衡量标准：学生继续在课程中学习、学生退学/被开除、或学生至少有一门课程需要补救。在对各班级排名前 10%和后 10%的学生进行比较时，发现以下变量具有显著意义：本科院校的 Barron 分数、本科科学 GPA、本科科学课程不及格或退学的次数、DAT 分数和少数族裔身份。本研究的结果并非旨在影响招生过程，而是旨在通过早期识别可能受益于额外学术支持的学生，为增强学生服务提供机会。
