Missions Management Tool 2017jabsom.hawaii.edu/wp-content/uploads/2017/03/197_MMT_2017.pdf · Missions Management Tool 2017 3 ... AMA Physician Masterfile The American Medical Association

Missions Management Tool

2017

Prepared for

University of Hawaii, John A. Burns School of Medicine

Association of American Medical Colleges

Missions Management Tool 2017 2

© 2017. Association of American Medical Colleges. May be reproduced for non-commercial, educational purposes only.


Missions Management Tool 2017

Table of Contents MMT

2017

Executive Summary……….………………..…..………………………......…………………………………………………………………

4

Definitions of Benchmark Performance Measures....................……………….…………………………………..……..

7

Missions Benchmark Tables

Mission 1: Graduate a Workforce that Will Address the Priority Health Needs of the Nation..............................

13

Mission 2: Prepare a Diverse Physician Workforce……………….................................................... ........................

14

Mission 3: Foster the Advancement of Medical Discovery..........................................................................................…..........

15

Mission 4: Provide High Quality Medical Education as Judged by Your Recent Graduates.…………………….……..

16

Mission 5: Prepare Physicians to Fulfill the Needs of the Community………………………………………..……………..…..

17

Mission 6: Graduate a Medical School Class with Manageable Debt……………………………...………..……………..……

18

For general questions or thoughts about this report, contact Ron Espiritu, Senior Director, Medical School Operations, at [email protected] or Hershel Alexander, Ph.D., Director, Data Operations and Services, at [email protected].



Executive Summary MMT

2017

Introduction

The Missions Management Tool (MMT) has been released each year since 2009. The MMT is designed to highlight the various missions of our member medical schools. However, each medical school is unique and its mission and goals will depend on its history, its location, its governing body, its faculty, and its local constituency. Because of the various missions and goals of our member medical schools, the AAMC thinks it is inappropriate to create a single value from the many different variables that help express the diverse missions across the medical schools. Rather, each medical school should be viewed in its own context. This year’s MMT includes data on 48 measures in six mission areas:

Graduate a Workforce that Will Address the Priority Health Needs of the Nation

Prepare a Diverse Physician Workforce

Foster the Advancement of Medical Discovery

Provide High Quality Medical Education as Judged by Your Recent Graduates

Prepare Physicians to Fulfill the Needs of the Community

Graduate a Medical School Class with Manageable Debt The MMT provides comparative outcomes data for medical education programs with full LCME accreditation as of January 1, 2017. The complementary Missions Dashboard has been released in conjunction with the MMT each year since 2012. The Missions Dashboard is interactive, and enables one to see, when available, the five-year trend data displayed by selecting the measure. The AAMC encourages you to distribute these reports widely in your academic community. Methodology

The data in the MMT are presented in customized tables with percentile distributions based on all reporting institutions. Some tables, such as those requiring data on graduates from multiple years, will have fewer medical schools. The customized tables show how your medical school compares to other medical schools on key measures across the six missions. The customized benchmark tables array decile distributions (e.g., 10th percentile, 20th percentile) for each column included in the report. Your medical school’s values are displayed in highlighted boxes at their relative percentile standing. For example, the first column of Mission 1 shows the decile distribution of total graduates from academic years 2001-2002 through 2005-2006. The 50th percentile for total graduates is 622 and the 60th percentile is 702. If your medical school’s total graduates is 678, that value will appear in a highlighted box midway between the 50 th and 60th percentiles. Medical schools without data will see the decile distributions in their custom reports but will not see their relative standing in that distribution. The data sources used in this report have different participation rates, which may vary across years. Approximate participation rates for each data source are provided in the data sources table. Further, because many of the missions include data from different data sources, the number of medical schools in a given measure is limited to those that have data for all relevant years. The data are shown for medical education programs that were fully accredited during the time period indicated by the column header. The calculation of the valid number (Valid N) and the decile distributions in the customized benchmark tables exclude medical schools reporting with missing or null values. Zero values are included unless otherwise noted. For a given benchmark item, the mean is calculated by dividing the sum of medical school values on the item by the count of medical schools. The number of medical schools for each value is listed as the Valid N.




2017

Changes in the 2017 Iteration of the MMT and Missions Dashboard

The 2017 iteration of the MMT and Missions Dashboard includes the following new measures in Mission 5 “Prepare Physicians to Fulfill the Needs of the Community”:

Plans to participate in military service Plans to participate in a loan forgiveness program with service commitment




2017

The MMT incorporates information from multiple AAMC data assets. These data sources are described in the table below:

Data Source Description

AMA Physician

Masterfile

The American Medical Association (AMA) Physician Masterfile includes education, training, and

professional certification information. The 2016 Physician Masterfile includes current and

historical data for more than 1.1 million physicians and residents in the United States as of

December 31, 2015. Fewer than 0.4 percent of the graduates from academic years 2001-2002

through 2005-2006 are not represented in the AMA Physician Masterfile.

Faculty Roster

The AAMC initiated the Faculty Roster in 1966 to support national policy studies by collecting

comprehensive information on the characteristics of paid faculty members at LCME-accredited

U.S. medical schools. The Faculty Roster typically receives a response rate of almost 100

percent (e.g., 98.6 percent in fiscal year 2016).

GME Track® Resident

Survey

GME Track® is a resident database and tracking system that was introduced in March 2000 to

assist GME administrators and program directors in the collection and management of GME

data. The Resident Survey in GME Track® is optional and relies on participation from the

residency programs. The typical response rate for the Resident Survey in GME Track® is

approximately 94 percent (e.g., 94.3 percent in 2015). Since participation is typically less than

100 percent, the number of actual residents may be underrepresented.

LCME Part I-A Annual

Financial

Questionnaire

The LCME Part I-A Annual Financial Questionnaire identifies, by major fund source, operating

revenues and expenditures that supported the activities of medical schools during a given fiscal

year. Medical school activities include instruction, research, patient care, and other activities that

involve medical school faculty including activities associated with separately organized faculty

practice plans, foundations, and affiliated hospitals. The LCME Part I-A participation is 100

percent every year.

LCME Part I-B Student

Financial Aid

Questionnaire

The LCME Part I-B Student Financial Aid Questionnaire collects institutional level data on

grants, scholarships, loans, work-study programs, educational indebtedness, and financial and

supplemental issues. The data are collected on behalf of the Liaison Committee on Medical

Education (LCME) from LCME-accredited U.S. medical schools that have students for the

purposes of accreditation and program development. The LCME Part I-B response rate is 100

percent every year.

Medical School

Graduation

Questionnaire

The AAMC Medical School Graduation Questionnaire (GQ) is a national questionnaire

administered annually beginning in 1978 to all students graduating from LCME-accredited U.S.

medical schools. The typical GQ response rate is approximately 80 percent (e.g., 80.5 percent in

the 2016 survey).

Student Records

System

The AAMC Student Records System (SRS) houses secure, centralized enrollment information

on the national medical student population and tracks student progress from matriculation

through graduation. SRS data are available starting in academic year 1975-1976. All LCME-

accredited U.S. medical schools verify 100 percent of medical students in the SRS.

Tuition and Student

Fees Questionnaire

The AAMC Tuition and Student Fees (TSF) Questionnaire collects tuition, fees, and other costs

of attendance charged to in-state and out-of-state students by LCME-accredited U.S. medical

schools that have students. The TSF Questionnaire response rate is 100 percent every year.



Definitions of Benchmark Performance Measures MMT

2017

Mission 1 – Graduate a Workforce that Will Address the Priority Health Needs of the Nation

Measure Description

Total graduates from academic years 2001-2002 through 2005-

2006

The total number of graduates from the medical school who received an M.D. degree from academic years 2001-2002 through 2005-2006. The source of these

counts is the AAMC Student Records System.

Percent of graduates practicing

in primary care

The practice specialty in 2015 was taken from the American Medical Association (AMA) Physician Masterfile for physicians providing direct patient care who graduated from academic years 2001-2002 through 2005-2006. Primary care includes the specialties of internal medicine, internal medicine/family medicine,

internal medicine/pediatrics, pediatrics, family medicine, and general practice.


in-state

The practice location in 2015 was taken from the AMA Physician Masterfile for physicians providing direct patient care who graduated from academic years 2001-2002 through 2005-2006. The practice state was compared with the state

in which the medical school of graduation is located.


in rural areas

The practice location in 2015 was taken from the AMA Physician Masterfile for physicians providing direct patient care who graduated from academic years 2001-2002 through 2005-2006. Rural areas are defined as areas with primary Rural-Urban Commuting Area (RUCA) codes between 4 and 10. Geocoded practice locations include the 50 states, the District of Columbia, and Puerto

Rico.


in medically underserved areas

The practice location in 2015 was taken from the AMA Physician Masterfile for physicians providing direct patient care who graduated from academic years 2001-2002 through 2005-2006. Underserved areas are geographically defined Medically Underserved Areas (MUAs) as of February 24, 2016, but excludes other types of MUAs (see http://www.hrsa.gov/shortage/mua/index.html). MUA designation is based on an Index of Medical Underservice, which is derived from an area's ratio of primary medical care physicians per 1,000 population, infant mortality rate, percentage of the population with incomes below the poverty level, and percentage of the population age 65 or over. Geocoded practice locations

include the 50 states, the District of Columbia, and Puerto Rico.

Total graduates entering

post-graduate training

The total number of M.D. graduates from medical school who entered post-graduate training anytime from January 1, 2013 through December 31, 2015. The source of these data is the GME Track® of records on residents and residencies. These data include first-year residents regardless of graduation date

from medical school.

Percent of graduates estimated to practice family medicine

Percent of M.D. graduates entering post-graduate training anytime from January 1, 2013 through December 31, 2015 who entered a family medicine residency program. The source of these data is the GME Track® of records on residents

and residencies.

Percent of graduates estimated

to practice primary care

Percent of M.D. graduates entering post-graduate training anytime from January 1, 2013 through December 31, 2015 who entered a residency program in family medicine, internal medicine, pediatrics or internal medicine/pediatrics, minus the M.D. graduates entering fellowships in subspecialties of internal medicine or pediatrics in the same time period. The source of these data is the GME Track®

of records on residents and residencies.




2017

Mission 2 – Prepare a Diverse Physician Workforce

Measure Description

Graduates from academic years 2009-2010 through

2014-2015

The number and percent of graduates from academic years 2009-2010 through 2014-2015 from the AAMC Student Records System. Graduates originally indicated their race/ethnicity information on their AMCAS application. Applicants’ responses were imported into the AAMC Student Records System and remained the racial and/or ethnic description throughout their medical school enrollment, unless modified on behalf of the student by a Student Records System user. Through 2012-2013, AMCAS applicants describe their race and/or ethnicity in response to a two-part, multiple-response question. Starting in 2013-2014, AMCAS applicants described their

race and/or ethnicity in response to a one-part, multi-response question.

Total graduates from academic years 2009-2010

through 2014-2015

The total number of graduates from the medical school who received an M.D. degree from academic years 2009-2010 through 2014-2015. Total graduates include all graduates regardless of whether race/ethinicity information was reported. The source

of these counts is the AAMC Student Records System.

Number and percent of graduates who are Hispanic

or Latino

The total number and percent of graduates from academic years 2009-2010 through 2014-2015 who self-identified as any Hispanic or Latino or Spanish ethnicity on their

AMCAS applications, regardless of whether a race was also reported.

Number and percent of graduates who are American

Indian or Alaska Native

The total number and percent of graduates from academic years 2009-2010 through 2014-2015 who self-identified as non-Hispanic American Indian or Alaska Native on their AMCAS applications.

Number and percent of graduates who are Black or

African American

The total number and percent of graduates from academic years 2009-2010 through 2014-2015 who self-identified as non-Hispanic Black or African American on their AMCAS applications.

Number and percent of graduates who are Native Hawaiian or Other Pacific

Islander

The total number and percent of graduates from academic years 2009-2010 through 2014-2015 who self-identified as non-Hispanic Native Hawaiian or Other Pacific Islander on their AMCAS applications.

Total faculty The total number of faculty members with active, full-time appointments as of December 31, 2015, as reported to the AAMC Faculty Roster. Full-time faculty are defined as the number of all individuals who are considered by the medical school to be full-time medical school faculty whether supported by the medical school directly or supported by affiliated organizations. This includes full-time faculty based in affiliated hospitals, in schools of basic health sciences, and research faculty. Residents and

fellows are not included.

Number and percent of

faculty who are women

The total number and percent of female faculty members with active, full-time

appointments as of December 31, 2015, as reported to the AAMC Faculty Roster.

Number and percent of faculty who are Hispanic or Latino, American Indian or Alaska Native, Black or African American, or Native Hawaiian or Other Pacific

Islander

The total number and percent of faculty members with active, full-time appointments as of December 31, 2015, who were reported to the AAMC Faculty Roster with any Hispanic or Latino or Spanish origin, with only American Indian or Alaska Native as a race/ethnicity, with only Black or African American as a race/ethnicity, or with only

Native Hawaiian or Other Pacific Islander as a race/ethnicity.




2017

Mission 3 – Foster the Advancement of Medical Discovery

Measure

Description


2015

The total number of graduates from the medical school who received an M.D. degree from academic years 2009-2010 through 2014-2015. The source of

these counts is the AAMC Student Records System.

Number and percent of those students who graduate with an

M.D.-Ph.D.

In the AAMC Student Records System, the medical school registrars have the ability to select degrees conferred beyond just the M.D. degree. The numbers are tallied based on the registrars’ indication of dual degrees conferred by the medical school and/or the graduate or professional school. Only medical

schools reporting M.D.-Ph.D. graduates are included.

Percent of graduates who did

research during medical school

Of the 2014, 2015, and 2016 graduates responding to this question on the AAMC Graduation Questionnaire, the percent of graduates that participated in

an elective research project with a faculty member while in medical school.

Total federal research grants and contracts for organized

research

The total amount of federal research grants and contracts expenditures (direct and indirect costs) for organized research reported on the LCME Part I-A

Annual Financial Questionnaire for fiscal year 2014-2015.


2011

The total number of graduates from the medical school who received an M.D. degree from academic years 2001-2002 through 2010-2011. The source of

these counts is the AAMC Student Records System.

Number and percent of graduates becoming faculty from academic years 2001-2002

through 2010-2011

The total number and percent of graduates from the medical school who received an M.D. degree from academic years 2001-2002 through 2010-2011, who became full-time faculty members at a U.S. medical school at any point between their graduation and December 31, 2015. Graduate counts are taken from the AAMC Student Records System and faculty appointments are taken

from the AAMC Faculty Roster.




2017

Mission 4 – Provide High Quality Medical Education as Judged by Your Recent Graduates

Measure

Description

Rate the quality of your educational experiences in family medicine clinical

clerkships

Of the 2014, 2015, and 2016 graduates responding to this question on the AAMC Graduation Questionnaire, the percent of graduates responding

“Good” or “Excellent.”

Rate the quality of your educational experiences in internal medicine clinical

clerkships



Rate the quality of your educational experiences in obstetrics-gynecology clinical

clerkships



Rate the quality of your educational experiences in

pediatrics clinical clerkships



Rate the quality of your educational experiences in

psychiatry clinical clerkships



Rate the quality of your educational experiences in general surgery clinical clerkships



Basic science content had sufficient illustrations of clinical

relevance


“Agree” or “Strongly agree.”

Overall I am satisfied with the

quality of my medical education


“Agree” or “Strongly agree.”




2017

Mission 5 – Prepare Physicians to Fulfill the Needs of the Community

Measure

Description

Preparation to care for patients

from different backgrounds

Of the 2014, 2015, and 2016 graduates responding to this question on the AAMC Graduation Questionnaire, the percent of graduates indicating they “Agree” or “Strongly agree” that they are adequately prepared to care for

patients from different backgrounds.

Plans to care for the underserved

Of the 2014, 2015, and 2016 graduates responding to this question on the AAMC Graduation Questionnaire, the percent of graduates indicating that, regardless of location, they plan to care primarily for an underserved

population.

Field experience in community

health

Of the 2014, 2015, and 2016 graduates responding to this question on the AAMC Graduation Questionnaire, the percent of graduates indicating they will have participated in activities related to providing health education in the community (e.g., adult/child protective services, family violence program, rape crisis hotline) during medical school on an elective (for credit) or volunteer (not

required) basis.

Experience related to health

disparities

Of the 2014, 2015, and 2016 graduates responding to this question on the AAMC Graduation Questionnaire, the percent of graduates indicating they will have participated in activities related to health disparities on an elective (for

credit) or volunteer (not required) basis.

Experience related to cultural

awareness and competence

Of the 2014, 2015, and 2016 graduates responding to this question on the AAMC Graduation Questionnaire, the percent of graduates indicating they will have participated in activities related to cultural awareness and competence on

an elective (for credit) or volunteer (not required) basis.

Plans to participate in military

service

Of the 2015 and 2016 graduates responding to this question on the AAMC Graduation Questionnaire, the percent of graduates indicating they plan to

participate in the military service.

Plans to participate in a loan forgiveness program with service

commitment

Of the 2014, 2015, and 2016 graduates responding to this question on the AAMC Graduation Questionnaire, the percent of graduates with any education debt indicating they plan to participate in a loan forgiveness program with a service commitment to the National Health Service Corps, the Indian Health Service Corps,

the Armed Services (Navy, Army, Air Force), or Uniformed Service (CDC, HHS).




2017

Mission 6 – Graduate a Medical School Class with Manageable Debt

Measure

Description

Cost of attendance for a 2016

graduate – in-state graduates

The total cost of attendance for four years of medical school for a resident of the state where the medical school is located as reported on the AAMC Tuition and Student Fees Questionnaire from academic years 2012-2013 through 2015-2016. Cost of attendance includes tuition, fees, health insurance, and estimated costs for living expenses, transportation, books and equipment, computers and mobile

devices, and miscellaneous non-living expenses.

Cost of attendance for a 2016 graduate – out-of-state

graduates

The total cost of attendance for four years of medical school for a non-resident of the state where the medical school is located as reported on the AAMC Tuition and Student Fees Questionnaire from academic years 2012-2013 through 2015-2016. Cost of attendance includes tuition, fees, health insurance, and estimated costs for living expenses, transportation, books and equipment, computers and

mobile devices, and miscellaneous non-living expenses.

Average medical school debt

of indebted 2016 graduates

Total amount of medical school debt (excluding joint, dual, or combined degree programs) of 2016 graduates divided by the total number of 2016 graduates with medical school debt, as reported on the LCME Part I-B Student Financial Aid

Questionnaire for the academic year 2015-2016.

Average medical school debt

2011-2016 CAGR

Estimated average annually compounded growth rate of average graduate medical school debt from academic years 2010-2011 to 2015-2016, assuming constant growth, as reported on the LCME Part I-B Student Financial Aid

Questionnaire for the academic years 2010-2011 and 2015-2016.

Formula = [(2016 Average Graduate Debt/2011 Average Graduate Debt)^(1/5)]-1.


Areas of Practice for Graduates from Academic Years 2001-2002 through 2005-2006 Areas of Estimated Practice for Graduates Entering Post-Graduate

Training from 2013 through 2015

Percentile Total Graduates

Percent Practicing In

Primary Care Medicine

Percent Practicing

In-state

Percent Practicing in

Rural Areas

Percent Practicing in

Underserved Areas Total Graduates

Percent in Family

Medicine Percent in Primary Care

35.1%

90 952 29.8% 55.2% 11.4% 26.7% 615 15.3% 35.0%

28.1% 13.2%

80 823 27.4% 47.1% 9.0% 21.8% 525 12.0% 33.0%

45.5%

70 758 25.0% 42.2% 7.7% 20.8% 487 10.9% 29.3%

60 702 23.2% 39.8% 6.0% 19.2% 461 9.7% 26.4%

5.8%

50 622 21.9% 36.9% 4.9% 18.3% 417 9.0% 25.2%

40 535 20.6% 29.1% 3.9% 17.4% 361 7.5% 23.5%

30 491 19.2% 25.3% 2.9% 16.3% 312 6.5% 22.0%

20 447 16.9% 19.3% 2.2% 15.1% 277 5.3% 19.9%

10 305 13.7% 13.6% 1.8% 13.3% 218 2.5% 16.0%

292 11.3% 174

Mean 634 22.2% 34.5% 6.1% 19.3% 413 8.8% 25.6%

Valid N 124 124 124 124 124 126 126 126

Note: The percentile distributions include reported zero values but exclude missing values.

Source: AAMC Student Records System; American Medical Association Physician Masterfile; GME Track® System

Staff Contact: For report questions, contact Ron Espiritu at [email protected] or Hershel Alexander, Ph.D., at [email protected].

University of Hawaii, John A. Burns School of Medicine Benchmarked against All Medical Schools

Graduate a Workforce that Will Address the Priority Health Needs of the Nation MISSION

1


Graduates from Academic Years 2009-2010 through 2014-2015 Full-Time Faculty as of December 31, 2015

Percentile Total

Graduates

Number who are

Hispanic or Latino

Percent who are

Hispanic or Latino

Number who are

American Indian or

Alaska Native

Percent who are

American Indian or

Alaska Native

Number

who are Black or

African American

Percent

who are Black or

African American

Number who are Native

Hawaiian or Other

Pacific Islander

Percent who are Native

Hawaiian or Other

Pacific Islander

Total Faculty

Number

who are Women

Percent

who are Women

Number who are

Hispanic or Latino, American Indian or

Alaska Native, Black

or African American, or Native Hawaiian

or Other Pacific Islander

Percent who are

Hispanic or Latino, American Indian or

Alaska Native, Black

or African American, or Native Hawaiian

or Other Pacific Islander

41 11.1% 48.8%

90 1,190 137 13.3% 12 1.4% 92 9.8% 5 0.6% 2,389 1,012 47.5% 196 14.6%

80 1,049 83 9.8% 8 1.1% 75 8.5% 4 0.5% 1,920 766 42.8% 157 10.7%

70 983 71 7.7% 7 0.8% 65 7.1% 3 0.3% 1,423 543 40.9% 110 8.6%

60 922 55 5.8% 6 0.7% 55 6.1% 3 0.3% 1,154 448 39.1% 89 7.3%

50 837 39 5.0% 4 0.5% 46 5.0% 2 0.2% 972 361 37.9% 74 6.7%

40 724 33 4.0% 4 0.5% 37 4.5% 1 0.2% 801 301 36.8% 59 6.2%

6.1%

30 653 24 3.0% 3 0.4% 25 3.5% 1 0.1% 652 240 35.6% 51 5.7%

2.7%

20 584 17 2.4% 2 0.3% 19 2.6% 0 0.0% 426 162 34.1% 33 4.9%

10 432 11 1.6% 1 0.1% 9 1.4% 0 0.0% 245 88 32.0% 20 3.6%

368 10 1 0.3% 164 80 10

Mean 838 63 8.8% 6 0.8% 55 7.1% 3 0.4% 1,229 484 38.7% 99 11.6%

Valid N 126 126 126 126 126 126 126 126 126 134 134 134 134 134


Source: AAMC Student Records System; AAMC Faculty Roster



Prepare a Diverse Physician Workforce MISSION

2


Total Graduates from Academic Years

2009-2010 through 2014-2015

Participation in Medical School

Electives (Percent Participating, 2014-2016)

Fiscal Year 2015

Graduates from Academic Years

2001-2002 through 2010-2011 Becoming Faculty at Any Time through December, 2015

Percentile Total

Graduates

Number with Combined

M.D.-Ph.D. Degrees

Percent with Combined

M.D.-Ph.D. Degrees

Percent who Did Research

During Medical School

Total Federal Research Grants and Contracts

for Organized Research

Total

Graduates

Number

Becoming Faculty

Percent

Becoming Faculty

90 1,190 66 8.0% 94.4% $313,663,760 1,922 503 32.8%

80 1,049 56 5.9% 88.3% $201,544,426 1,652 422 29.2%

70 983 42 4.8% 83.4% $115,753,327 1,522 380 26.9%

60 922 28 3.2% 74.3% $82,010,066 1,452 353 24.8%

50 837 22 2.5% 68.6% $54,766,918 1,303 311 23.1%

66.5%

40 724 18 1.8% 66.1% $33,804,354 1,112 268 21.0%

$22,905,210

30 653 14 1.5% 62.0% $21,221,689 1,005 224 20.1%

20 584 9 1.1% 57.4% $10,281,230 907 187 18.2%

10 432 4 0.6% 49.1% $6,086,880 643 120 15.7%

368 590 67 11.4%

Mean 838 31 3.7% 71.4% $119,958,605 1,298 310 23.6%

Valid N 126 108 108 130 134 124 124 124

Note: The percentile distributions for the two M.D.-Ph.D. columns exclude reported zero values and missing values. The remaining percentile distributions include reported zero values but exclude missing values.

Source: AAMC Student Records System; AAMC Graduation Questionnaire; LCME Part I-A Annual Financial Questionnaire; AAMC Faculty Roster



Foster the Advancement of Medical Discovery MISSION

3


Evaluation of Medical School Clerkships (Percent Responding Good or Excellent, 2014-2016)

Evaluation of Medical School Experiences

(Percent Responding Agree/Strongly Agree, 2014-2016)

Percentile

Rate the Quality of Educational Experiences

in Family Medicine Clinical Clerkships


in Internal Medicine Clinical Clerkships


in Obstetrics-Gynecology Clinical Clerkships


in Pediatrics Clinical Clerkships


in Psychiatry Clinical Clerkships


in General Surgery Clinical Clerkships

Basic Science Content had Sufficient

Illustrations of Clinical Relevance

Overall, I am Satisfied

with the Quality of my Medical Education

90 92.5% 96.2% 89.0% 94.6% 95.3% 90.7% 88.3% 95.6%

92.3% 86.4%

80 89.3% 95.3% 86.2% 92.5% 91.9% 88.0% 85.6% 94.5%

70 87.9% 94.1% 84.2% 91.1% 90.3% 86.3% 83.4% 93.6%

87.8% 83.4%

60 86.3% 93.1% 81.5% 89.3% 88.7% 84.8% 80.7% 92.2%

84.4%

50 84.9% 92.1% 80.4% 87.7% 87.3% 84.1% 78.2% 91.3%

87.2%

40 84.2% 91.3% 78.1% 86.4% 85.6% 82.7% 75.9% 90.5%

30 81.6% 89.7% 76.0% 85.0% 82.9% 81.3% 73.4% 89.5%

20 78.7% 87.9% 73.3% 82.5% 79.1% 79.0% 70.0% 88.1%

86.7%

10 74.5% 85.4% 69.2% 79.3% 75.7% 74.7% 65.8% 85.1%

Mean 83.7% 91.2% 79.2% 87.2% 85.5% 83.1% 77.2% 90.7%

Valid N 130 130 130 130 130 130 130 130


Source: AAMC Graduation Questionnaire



Provide High Quality Medical Education as Judged by Your Recent Graduates MISSION

4


Preparation to Care for Patients

from Different Backgrounds Plans to Care

for the Underserved Community-Related Experiences on an Elective or Volunteer Basis During

Medical School (Percent Indicating Experience, 2014-2016) Plans to Participate in National Service

Percentile Percent Responding Agree/Strongly

Agree, 2014-2016 Percent Responding Yes,

2014-2016 Field Experience in Community Health

Experience Related to Health Disparities

Experience Related to Cultural Awareness and Competence

Military Service, 2015-2016

Loan Forgiveness

Program With Service Commitment, 2014-2016

88.3% 91.6%

90 97.9% 41.6% 51.7% 81.8% 80.3% 6.6% 19.0%

35.2% 44.7% 17.1%

80 97.5% 33.4% 43.0% 77.8% 76.6% 5.5% 14.3%

70 97.1% 31.3% 39.7% 74.7% 74.1% 4.8% 11.9%

60 96.6% 29.5% 38.1% 72.6% 71.1% 4.2% 10.0%

50 96.1% 27.5% 36.0% 70.4% 69.6% 3.6% 8.6%

3.4%

40 95.5% 25.8% 34.3% 68.2% 67.8% 3.0% 6.6%

30 95.1% 24.3% 32.6% 64.6% 65.8% 2.7% 5.7%

20 94.3% 22.4% 29.6% 61.8% 62.2% 2.0% 4.4%

10 92.8% 20.0% 26.5% 58.0% 59.7% 1.4% 3.1%

Mean 95.6% 29.2% 37.8% 69.7% 69.7% 4.6% 10.0%

Valid N 130 130 130 130 130 134 130


Source: AAMC Graduation Questionnaire



Prepare Physicians to Fulfill the Needs of the Community MISSION

5


Cost of Attendance for a 2016 Graduate Average Medical School Debt for Graduates

Percentile In-state Graduates Out-of-state Graduates Average Debt of Indebted 2016 Graduates Average Debt 2011-2016 CAGR

$373,965

90 $319,117 $362,378 $216,778 6.0%

80 $306,753 $346,805 $201,437 4.8%

70 $288,435 $337,262 $188,767 4.0%

60 $259,035 $324,765 $181,898 3.6%

50 $249,110 $316,140 $169,352 3.1%

40 $240,115 $308,070 $160,439 2.5%

$238,773

30 $226,675 $300,246 $151,557 1.9%

20 $215,665 $290,296 $132,182 1.4%

10 $191,038 $253,643 $114,328 0.7%

$49,060 (13.9%)

Mean $253,720 $313,897 $167,172 3.2%

Valid N 129 124 136 125


Source: AAMC Tuition and Student Fees Questionnaire; LCME Part I-B Student Financial Aid Questionnaire

Staff Contact: For report questions, contact Ron Espiritu at [email protected] or Hershel Alexander, Ph.D., at halexander@aa mc.org.


Graduate a Medical School Class with Manageable Debt MISSION

6

Documents

Missions Management Tool 2017jabsom.hawaii.edu/wp-content/uploads/2017/03/197_MMT_2017.pdf · Missions Management Tool 2017 3 ... AMA Physician Masterfile The American Medical Association