missions management tool 2014 - etsu.edu
TRANSCRIPT
Missions Management Tool
2014
Prepared for
East Tennessee State University James H. Quillen
College of Medicine
Association of
American Medical Colleges
Missions Management Tool 2014 2
© 2014. The Association of American Medical Colleges. May be reproduced for non-commercial, educational purposes only.
Missions Management Tool 2014
Missions Management Tool 2014
Table of Contents MMT
2014
3
Executive Summary……….………………..…..………………………......……………………………………………………………………
4
Definitions of Benchmark Performance Measure…....................……………….…………………………………..………….…
5
Missions Benchmark Tables
Table 1: Graduate a Workforce that Will Address the Priority Health Needs of the Nation ..........................................……
Paul Jolly, Ph.D.
Karen Jones, M.Ap.Stat.
Imam Xierali, Ph.D.
11
Table 2: Prepare a Diverse Physician Workforce……………….....................................................................................................
Hershel Alexander, Ph.D.
12
Table 3: Foster the Advancement of Medical Discovery ..........................................................................................….........…...……...…..
Hershel Alexander, Ph.D.
M.C. Goodwin
David Matthew, Ph.D.
13
Table 4: Provide High Quality Medical Education as Judged by Your Recent Graduates.…………………………..…..….……..
David Matthew, Ph.D.
14
Table 5: Prepare Physicians to Fulfill the Needs of the Community……………………………………………………………
David Matthew, Ph.D.
15
Table 6: Graduate a Medical School Class with Manageable Debt……………………………...………..……………………........…
Hershel Alexander, Ph.D.
16
This report is the product of an AAMC initiative led by Henry Sondheimer, M.D., Senior Director, Medical Education Projects.
The following individuals contributed to the development of this report :
Hershel Alexander, Ph.D., Director, Data Operations and Services
Carol Aschenbrener, M.D., Chief Medical Education Officer
Sue Bodilly, Ph.D., Senior Director, Research and Data Programs
Clese Erikson, M.P.Aff., Director, Center for Workforce Studies
M.C. Goodwin, Staff Consultant, Planning and Administrative Affairs
Paul Jolly, Ph.D., Senior Director, Special Studies
Karen Jones, M.Ap.Stat., Senior Data Analyst, Center for Workforce Studies
David Matthew, Ph.D., Senior Research Analyst, Data Operations and Services
Marc Nivet, Ed.D., Chief Diversity Officer
John Prescott, M.D., Chief Academic Officer
Henry Sondheimer, M.D., Senior Director, Medical Education Projects
Imam Xierali, Ph.D., Manager, Diversity Policy and Programs
For general questions about this report, contact Henry Sondheimer, M.D., at [email protected].
Brent Bledsoe, M.S., Senior Database Specialist, Data Operations and Services, and Donna Strok, M.S., Senior Database
Specialist, Data Operations and Services , were responsible for the technical production of the report.
Missions Management Tool 2014
Missions Management Tool 2014
Executive Summary MMT
2014
4
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 forty-five 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 schools with full LCME accreditation as of January 1, 2014. The
complementary Missions Dashboard has been released in conjunction with the MMT each year since 2012. In addition, the
Missions Dashboard is interactive where one is able to see the five-year trend data displayed by selecting the measure. The
AAMC no longer considers the MMT and Missions Dashboard “limited access” reports. As a result, the AAMC encourages
you to distribute them 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 10-15 years previously, 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 Table 1 shows the decile distribution of total graduates from 1999 through 2003. The 50th percentile for
total graduates is 635 and the 60th percentile is 705. If your medical school’s total graduates is 679, that value will appear in a
highlighted box midway between the 50th 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 are shown for medical schools that were fully accredited during the time period indicated by the column heade r. The
calculation of total n and the decile distributions in the customized benchmark tables exclude medical schools reporting with
missing and 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.
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Definitions of Benchmark Performance Measures MMT
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Table 1 – Graduate a Workforce that Will Address the Priority Health Needs of the Nation
Measure Description
Total graduates from 1999
through 2003
The total number of graduates from the medical school who received an M.D. degree
between academic years 1998-1999 and 2002-2003, inclusive. The source of these
counts is the AAMC Student Records System.
Percent of graduates practicing
in primary care
The practice specialty in 2013 was taken from the American Medical Association
Physician Masterfile for physicians providing direct patient care who graduated between
academic years 1998-1999 and 2002-2003. Primary care includes the specialties of
internal medicine, internal medicine/family medicine, internal medicine/pediatrics,
pediatrics, family medicine, and general practice.
Percent of graduates practicing
in-state
The practice location in 2013 was taken from the American Medical Association
Physician Masterfile for physicians providing direct patient care who graduated between
academic years 1998-1999 and 2002-2003. The practice state/territory/district was
compared with the state/territory/district in which the medical school of graduation is
located.
Percent of graduates practicing
in rural areas
The practice location in 2012 was taken from the American Medical Association
Physician Masterfile for physicians providing direct patient care who graduated between
academic years 1998-1999 and 2002-2003. Rural areas are defined by Rural-Urban
Commuting Area (RUCA) codes, version 2.0, according to Categorization C
(see http://depts.washington.edu/uwruca/ruca-uses.php). Geocoded practice locations
include the 50 states and the District of Columbia. Puerto Rico was excluded because
definitive RUCA codes are unavailable.
Percent of graduates practicing
in medically underserved areas
The practice location in 2012 was taken from the American Medical Association
Physician Masterfile for physicians providing direct patient care who graduated between
academic years 1998-1999 and 2002-2003. Physicians were only defined as practicing
or not practicing in an underserved area if they were providing direct patient care.
Underserved areas are geographically defined Medically Underserved Areas (MUAs),
but excludes other types of MUAs (see http://bhpr.hrsa.gov/shortage). 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 graduates from the medical school who entered post -graduate
training between academic years 2009-2010 and 2011-2012, inclusive. The source of
these data are the GME Track system of records on residents and residencies.
Percent of graduates estimated
to practice family medicine
Percent of graduates entering residency programs between academic years 2009-2010
and 2011-2012 who began a program in family medicine. The source of these data are
the GME Track system of records on residents and residencies.
Percent of graduates estimated
to practice primary care
Percent of graduates entering residency programs between academic years 2009-2010
and 2011-2012 who began a program in family medicine, internal medicine, pediatrics
or medicine/pediatrics, less the percent of graduates entering fellowships in
subspecialties of internal medicine and pediatrics between academic years 2009-2010
and 2011-2012. The source of these data are the GME Track system of records on
residents and residencies.
Contacts: Paul Jolly, Ph.D., Senior Director, Special Studies, [email protected]
Karen Jones, M.Ap.Stat., Senior Data Analyst, Center for Workforce Studies, [email protected]
Imam Xierali, Ph.D., Manager, Diversity Policy and Programs , [email protected]
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Table 2 – Prepare a Diverse Physician Workforce
Measure Description
Total graduates from 2007 through
2012
The total number of graduates from the medical school who received an M.D. degree
between academic years 2006-2007 and 2011-2012, inclusive. 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 who indicated Hispanic or Latino on their
AMCAS application. AMCAS conforms to the federal OMB Directive 15 on asking
race and Hispanic or Latino origin as a two part, multiple response question where
applicants self-describe their race and/or ethnicity. The applicant’s self-description is
imported into the AAMC Student Records System (SRS) and remains the race and/or
ethnic description throughout their medical school enrollment and completion, unless
modified on behalf of the student by an SRS user.
Number and percent of graduates
who are American Indian or
Alaska Native
The total number and percent of graduates who indicated American Indian or Alaska
Native on their AMCAS application. AMCAS conforms to the federal OMB Directive
15 on asking race and Hispanic or Latino origin as a two part, multiple response
question where applicants self-describe their race and/or ethnicity. The applicant’s self-
description is imported into the AAMC Student Records System (SRS) and remains the
race and/or ethnic description throughout their medical school enrollment, unless
modified on behalf of the student by an SRS user.
Number and percent of graduates
who are Black or African-American
The total number and percent of graduates who positively indicated Black or African-
American on their AMCAS application. AMCAS conforms to the federal OMB
Directive 15 on asking race and Hispanic or Latino origin as a two part, multiple
response question where applicants self-describe their race and/or ethnicity. The
applicant’s self-description is imported into the AAMC Student Records System (SRS)
and remains the race and/or ethnic description throughout their medical school
enrollment and completion, unless modified on behalf of the student by an SRS user.
Total faculty The total number of faculty members with active, full-time appointments as of
December 31, 2012, as reported to the AAMC Faculty Roster. Full-time faculty are
defined as the number of all paid 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 , including full-time faculty based in affiliated
hospitals, in schools of basic health sciences, and research faculty. Residents and
fellows are not included.
Number of faculty who are women The total number of female faculty members with active, full-time appointments as of
December 31, 2012, as reported to the AAMC Faculty Roster.
Percent of faculty who are women The total number of female faculty members as a percent of the total number of faculty
members with active, full-time appointments at the same medical school as of
December 31, 2012, as reported to the AAMC Faculty Roster.
Number of faculty who are Hispanic
or Latino, American Indian or
Alaska Native, Black or
African-American
The total number of faculty members with active, full-time appointments as of
December 31, 2012, who were reported to the AAMC Faculty Roster with any Hispanic
or Latino background, with only American Indian or Alaska Native as a race, or with
only Black or African-American as a race. To allow for an unduplicated faculty count
by medical school, a faculty member’s Hispanic or Latino origin classification takes
priority over a faculty member’s race classification. An individual in more than one race
is classified under the category of multiple race (not shown).
Percent of faculty who are Hispanic
or Latino, American Indian or
Alaska Native, Black or
African-American
Total number of faculty members as a percent of the total number of faculty members
with active, full-time appointments as of December 31, 2012, who were reported to the
AAMC Faculty Roster with any Hispanic or Latino background, with only American
Indian or Alaska Native as a race, or with only Black or African-American as a race as a
percent of the total number of full-time faculty members at the same medical school.
Contacts: Hershel Alexander, Ph.D., Director, Data Operations and Services, [email protected]
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Table 3 – Foster the Advancement of Medical Discovery
Measure Description
Total graduates from 2007
through 2012
The total number of graduates from the medical school who received an M.D. degree
between academic years 2006-2007 and 2011-2012, inclusive. The source of these
counts is the AAMC Student Records System.
Number and percent of those
students who graduate with an
M.D. and a 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 2011, 2012, and 2013 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.
NIH funding The total NIH award dollars attributed to medical school for federal fiscal year 2012.
Total federal research grants and
contracts
The total amount of federal research grants and contracts expenditures (direct and
indirect costs) reported on the LCME Part I-A Annual Financial Questionnaire for fiscal
year 2011-2012.
Total graduates from 1999
through 2008
The total number of graduates from the medical school who received an M.D. degree
between academic years 1998-1999 and 2007-2008, inclusive. The source of these
counts is the AAMC Student Records System.
Number of graduates from 1999
through 2008 becoming faculty
The total number of graduates from the medical school who received an M.D. degree
between academic years 1998-1999 and 2007-2008, inclusive, who became full-time
faculty members at a U.S. medical school at any point between their graduation and
December 31, 2012. Graduate counts are taken from the AAMC Student Records
System and faculty appointments are taken from the AAMC Faculty Roster.
Percent of graduates from 1999
through 2008 becoming faculty
The percent of graduates from the medical school who received an M.D. degree
between academic years 1998-1999 and 2007-2008, inclusive, who became full-time
faculty members at a U.S. medical school at any point between their graduation and
December 31, 2012, as a percent of total graduates from the same medical school.
Graduate counts are taken from the AAMC Student Records System and faculty
appointments are taken from the AAMC Faculty Roster.
Contacts: Hershel Alexander, Ph.D., Director, Data Operations and Services, [email protected]
M.C. Goodwin, Staff Consultant, Planning and Administrative Affairs, [email protected]
Henry Sondheimer, M.D., Senior Director, Medical Education Projects, [email protected]
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Table 4 – Provide High Quality Medical Education as Judged by Your Recent Graduates
Measure Description
Basic science content objectives
were made clear to students
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates responding “Agree” or
“Strongly agree.”
Basic science content was
sufficiently integrated across
basic science courses
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates responding “Agree” or
“Strongly agree.”
Basic science content provided
relevant preparation for clerkships
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates responding “Agree” or
“Strongly agree.”
Final year was important for
enhancing my clinical education
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates responding “Agree” or
“Strongly agree.”
Overall I am satisfied with the
quality of my medical education
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates responding “Agree” or
“Strongly agree.”
Rate the quality of your educational
experiences in family medicine
clinical clerkships
Of the 2011, 2012, and 2013 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
Of the 2011, 2012, and 2013 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 pediatrics clinical
clerkships
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates responding “Good” or “Excellent.”
Contact: Henry Sondheimer, M.D., Senior Director, Medical Education Projects, [email protected]
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Definitions of Benchmark Performance Measures MMT
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Table 5 – Prepare Physicians to Fulfill the Needs of the Community
Measure Description
Field experience in community
health as an elective during
medical school
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates indicating that they participated in
an elective field experience in community health while in medical school.
Had required opportunities for
learning with non-M.D. students
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates indicating that they participated in
any required curricular activities where they had the opportunity to learn with students
from different health professions.
Time devoted to your instruction
in women’s health
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates responding “Appropriate.”
Time devoted to your instruction
in culturally appropriate care
for diverse populations
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates responding “Appropriate.”
Time devoted to your instruction
in role of community health
and social service agencies
Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC
Graduation Questionnaire, the percent of graduates responding “Appropriate.”
Contacts: Henry Sondheimer, M.D., Senior Director, Medical Education Projects, [email protected]
Missions Management Tool 2014
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Table 6 – Graduate a Medical School Class with Manageable Debt
Measure Description
Cost of attendance for a 2013
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 between academic years 2009-2010 and 2012-2013. Cost of attendance
includes tuition, fees, health insurance, and estimated costs for living expenses,
transportation, books and equipment, computers /PDAs, and miscellaneous non-living
expenses.
Cost of attendance for a 2013
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 between academic years 2009-2010 and 2012-2013. Cost of
attendance includes tuition, fees, health insurance, and estimated costs for living
expenses, transportation, books and equipment, computers/PDAs, and miscellaneous
non-living expenses.
Average debt of indebted 2013
graduates
Average amount of medical school debt (excluding joint, dual, or combined degree
programs) carried by 2012 graduates among those 2013 graduates with debt, as reported
on the LCME Part I-B Student Financial Aid Questionnaire for the academic year
2012-2013.
Average debt 2008-2013 CAGR Estimated average annually compounded growth rate of average graduate medical
school debt between academic years 2007-2008 and 2012-2013, assuming constant
growth, as reported on the LCME Part I-B Student Financial Aid Questionnaire between
academic years 2007-2008 and 2012-2013.
Formula = [(2013 Average Graduate Debt/2008 Average Graduate Debt)^(1/5)]-1.
Contact: Hershel Alexander, Ph.D., Director, Data Operations and Services, [email protected]
11 Missions Management Tool 2014
000 Areas of Practice for Graduates from 1999 through 2003 Areas of Estimated Practice for Graduates from 2010 through
2012
Percentile Total Graduates
Percent in Primary Care
Medicine
Percent Practicing
In-state
Percent Practicing in
Rural Areas
Percent Practicing in
Underserved Areas
Total Graduates Entering
Post-Graduate Training
Percent in Family
Medicine Percent in Primary Care
43.2% 19.5%
90 961 35.0% 53.5% 18.1% 27.8% 575 15.1% 32.8%
24.4% 31.0%
80 825 31.5% 44.4% 13.0% 24.3% 505 12.6% 29.4%
44.2%
70 761 29.0% 41.3% 10.7% 21.8% 459 10.6% 27.8%
60 705 27.4% 39.3% 8.9% 20.2% 428 9.1% 25.6%
50 635 26.4% 34.9% 7.4% 19.5% 398 8.0% 23.6%
7.6%
40 528 25.3% 29.3% 6.1% 18.1% 341 7.1% 22.1%
30 477 23.6% 26.2% 5.1% 16.7% 303 6.1% 19.6%
20 444 20.9% 19.2% 3.5% 15.7% 274 4.7% 18.6%
10 302 17.9% 13.1% 2.8% 13.3% 201 3.2% 16.1%
292 171
Mean 635 26.3% 33.6% 9.0% 20.7% 394 8.8% 24.2%
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 general report questions, contact Henry Sondheimer, M.D., at [email protected]. For the data contributo rs to this table, see the definitions section of the report (pages 5 through 10).
East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools
Graduate a Workforce that Will Address the Priority Health Needs of the Nation TABLE
1
12 Missions Management Tool 2014
100 Graduates from 2007 through 2012 Full-Time Faculty as of December 31, 2012
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
Total
Faculty
Number who
are Women
Percent who
are Women
Number who are
Hispanic or Latino,
American Indian or
Alaska Native, or Black or African-
American
Percent who are
Hispanic or Latino,
American Indian or
Alaska Native, or Black or African-
American
90 1,144 123 13.3% 12 1.6% 90 9.9% 2,156 801 44.4% 160 11.3%
1.4%
80 996 69 9.2% 9 1.1% 72 8.9% 1,685 622 40.7% 101 9.2%
70 961 56 6.6% 7 0.8% 62 7.8% 1,341 495 39.3% 87 7.7%
60 890 47 5.3% 6 0.7% 54 6.5% 1,101 411 37.1% 75 6.5%
50 816 36 4.5% 5 0.6% 44 5.4% 965 339 35.8% 58 5.6%
5.2%
40 694 26 3.7% 4 0.5% 34 4.4% 788 274 34.8% 48 5.0%
30 596 19 2.9% 3 0.4% 24 3.7% 626 213 33.4% 37 4.4%
20 541 15 1.9% 2 0.3% 19 2.6% 389 146 32.2% 28 3.9%
18 249
10 402 9 1.4% 1 0.2% 6 1.2% 234 82 29.9% 18 3.2%
349 5 74 29.7% 5 2.0%
Mean 796 57 8.3% 6 0.9% 54 7.2% 1,129 422 36.6% 74 9.6%
Valid N 126 126 126 126 126 126 126 126 126 126 126 126
Note: The percentile distributions include reported zero values but exclude missing values.
Source: AAMC Student Records System; AAMC Faculty Roster
Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at [email protected]. For the data contributo rs to this table, see the definitions section of the report (pages 5 through 10).
East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools
Prepare a Diverse Physician Workforce TABLE
2
13 Missions Management Tool 2014
200 Graduates from 2007 through 2012
Participation in Medical
School Electives (Average Percent Participating,
2011-2013)
Fiscal Year 2012 Graduates from 1999 through 2008 Becoming Faculty at Any Time through December 2012
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 NIH Awards
Total Federal Research
Grants and Contracts
Expenditures
Total
Graduates
Number Becoming
Faculty
Percent Becoming
Faculty
90 1,144 68 9.1% 93.0% $285,532,674 $390,666,056 1,915 439 29.3%
80 996 54 5.9% 82.2% $165,753,611 $247,175,183 1,656 375 26.6%
70 961 39 4.5% 75.0% $116,679,155 $182,572,866 1,515 345 23.8%
60 890 27 3.3% 70.3% $73,923,453 $128,910,164 1,426 319 21.7%
50 816 22 2.5% 64.8% $48,852,137 $88,220,164 1,269 275 20.1%
40 694 16 1.9% 61.3% $38,530,959 $59,102,521 1,079 232 18.9%
30 596 12 1.5% 58.1% $22,239,064 $36,326,178 975 209 17.7%
20 541 9 0.9% 53.6% $11,560,247 $20,908,787 880 149 15.8%
51.8% $12,264,881 15.3%
10 402 2 0.3% 48.4% $6,129,037 $11,676,164 609 100 13.6%
349 $2,898,923 561 86
Mean 796 30 3.7% 67.5% $94,337,047 $158,049,464 1,277 274 21.3%
Valid N 126 109 109 126 126 126 124 124 124
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; NIH; LCME Part I-A Annual Financial Questionnaire; AAMC Faculty Roster
Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at [email protected]. For the data contributo rs to this table, see the definitions section of the report (pages 5 through 10).
East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools
Foster the Advancement of Medical Discovery TABLE
3
14 Missions Management Tool 2014
300 Evaluation of Medical School Experiences (Average Percent Responding Agree/Strongly Agree, 2011-2013) Evaluation of Medical School Clerkships (Average Percent
Responding Good or Excellent, 2011-2013)
Percentile
Basic Science
Content Objectives were Made Clear to
Students
Basic Science Content
was Sufficiently Integrated Across Basic
Science Courses
Basic Science Content
Provided Relevant Preparation for
Clerkships
Final Year was Important for Enhancing My Clinical
Education
Overall I am Satisfied with the Medical
Education I Received
Rate the Quality of
Educational Experiences in Family Medicine
Clinical Clerkships
Rate the Quality of
Educational Experiences in Internal Medicine
Clinical Clerkships
Rate the Quality of
Educational Experiences in Pediatrics Clinical
Clerkships
94.4% 97.1% 95.2%
90 94.3% 90.4% 85.1% 86.0% 95.0% 92.8% 96.6% 94.2%
80 92.3% 86.7% 77.5% 81.8% 93.5% 89.8% 95.2% 92.5%
85.5% 76.6%
70 91.1% 84.6% 75.2% 79.4% 92.3% 87.9% 94.1% 90.9%
60 89.9% 82.3% 73.4% 77.1% 91.3% 85.4% 92.8% 89.2%
50 88.3% 80.3% 70.3% 74.1% 90.4% 83.8% 91.9% 87.7%
82.8%
40 87.1% 78.3% 68.3% 72.8% 89.0% 82.2% 90.3% 86.1%
30 85.2% 76.3% 65.6% 71.3% 87.5% 80.5% 88.7% 84.1%
20 82.0% 73.9% 62.2% 69.3% 85.6% 78.3% 87.6% 81.9%
85.5%
10 79.2% 67.9% 57.1% 65.0% 80.9% 70.5% 84.0% 77.9%
59.1%
Mean 87.3% 79.8% 70.1% 75.0% 89.2% 82.5% 90.7% 86.9%
Valid N 126 126 126 126 126 126 126 126
Note: The percentile distributions include reported zero values but exclude missing values.
Source: AAMC Graduation Questionnaire
Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at [email protected]. For the data contributors to this table, see the definitions section of the report (pages 5 through 10).
East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools
Provide High Quality Medical Education as Judged by Your Recent Graduates TABLE
4
15 Missions Management Tool 2014
400
Field Experience in Community
Health as an Elective during Medical School
Required Learning with Other Health Professions Students
Evaluation of Time Devoted to Instruction (Average Percent Responding Appropriate, 2011-2013)
Percentile Average Percent Participating, 2011-2013 Average Percent Participating, 2011-2013 Instruction in Women's Health
Instruction in Culturally
Appropriate Care for Diverse
Populations
Instruction in Role of Community Health
and Social Service Agencies
61.2% 97.1% 94.2%
90 59.8% 95.6% 93.6% 89.6% 83.6%
83.3%
80 54.0% 86.0% 92.9% 87.4% 81.9%
70 47.8% 79.7% 92.1% 85.9% 79.1%
60 45.2% 74.8% 90.4% 85.0% 77.0%
50 43.0% 70.5% 89.4% 83.9% 74.5%
40 40.7% 65.1% 88.4% 82.8% 72.6%
30 38.1% 59.8% 87.3% 81.3% 71.3%
80.4%
20 35.7% 56.3% 86.0% 79.5% 69.3%
10 32.5% 49.1% 83.4% 76.5% 64.3%
Mean 44.6% 70.5% 89.0% 83.2% 74.5%
Valid N 126 126 126 126 126
Note: The percentile distributions include reported zero values but exclude missing values.
Source: AAMC Graduation Questionnaire
Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at [email protected]. For the data contributors to this table, see the definitions section of the report (pages 5 through 10).
East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools
Prepare Physicians to Fulfill the Needs of the Community TABLE
5
16 Missions Management Tool 2014
500 Cost of Attendance for a 2013 Graduate Average Debt for Graduates
Percentile In-state Graduates Out-of-state Graduates Average Debt of Indebted 2013 Graduates Average Debt 2008-2013 CAGR
6.5%
90 $296,524 $332,113 $201,710 6.1%
80 $280,835 $314,799 $188,193 5.1%
$312,500
70 $261,492 $302,156 $168,557 3.8%
60 $237,688 $297,508 $158,097 3.2%
50 $227,988 $289,472 $150,594 2.5%
40 $218,216 $280,745 $144,949 2.1%
30 $205,428 $272,804 $133,524 1.4%
$197,558
20 $193,886 $261,580 $121,557 0.4%
10 $173,575 $237,970 $100,858 (0.2%)
Mean $232,965 $288,187 $150,853 2.7%
Valid N 125 119 128 125
Note: The percentile distributions include reported zero values but exclude missing values.
Source: AAMC Tuition and Student Fees Questionnaire; LCME Part I-B Student Financial Aid Questionnaire
Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at [email protected]. For the data contributo rs to this table, see the definitions section of the report (pages 5 through 10).
East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools
Graduate a Medical School Class with Manageable Debt TABLE
6