Health
Careers at Christian Brothers University:
2012-2013
|
|
Prepared
by Dr. Stan Eisen, |
Links
to
University Home Page
School of Science Home Page
Updated: July 2, 2012
Table of Contents
I. Introduction
This
booklet is for students who are interested in a career in the health sciences.
It includes summaries of the required courses for specific health-related
professional schools, the number of hours, and the names of those courses as
they are listed in the CBU catalogue. Although the focus is on the various
colleges at the
A.
Your Facebook presence may be
damaging to you and to your friends.
This is adapted from an e-mail sent to me by Barbara Huntington, PHP Director at SDSU:
Hi Students,
This is urgent. At the conference for admissions officers and
preprofessional health advisors in
1. Don't post anything you wouldn't want your mother, your boss, an
admissions officer, or me to see. (Please don't block me or I won't be
able to warn you if something could hurt you.)
2. Go through all your pictures of anything that might be even slightly
inappropriate (folks looking drunk, holding bottles of liquor, in revealing
clothes, discussing parts of anatomy, using foul language, etc) and take off
all the tags--especially of people applying to health prof. schools. Even
if the picture itself is ok, take off the tags if it is in a group of
pictures that might lead one to believe the person was at an inappropriate
place/party.
3. Then go back and erase any of those kinds of pictures or pix of
friends in groups of those pictures.
4. Take out any comments that look like you are trying to be sneaky, or
you wouldn't want the schools you or your friends are applying to to see.
5. Some of your friends are applying now, so don't wait.
I realize everyone is enjoying all the fun stuff (and you should) at the end of
school, but you also don't want to brand CBU as a party school of students who
might not show the best judgement in posting on Facebook because YOU ARE FROM
CBU AND WILL BE JUDGED AS A PRODUCT OF THAT SCHOOL --Best wishes on
your finals and have fun (but be discrete).
B.
Question 1:
How many post-high school years of education are you willing to
tolerate? +
Question 2: Are you people-oriented
or thing-oriented?
|
|
· How many post-high school years of education are you willing to tolerate? |
|||
|
Are you People- or Thing-Oriented? |
· 1-3 |
· 4-6 |
· 7-8 |
· >8 |
|
People-Oriented |
· Licensed Practical nurse |
· Genetic Counselor · Physical/ Occupational Therapist · Bachelor's of Science Nurse |
· Veterinarian · Dentist · Nurse practitioner · Optometrist · Pharmacist |
· Pediatrician · Internist · Family Medicine |
|
People-oriented more than Thing-Oriented |
· Dental Hygienist · Phlebotomist |
·
Park ranger ·
Zoo curator · Speech pathologist |
· Research scientist |
· Oncologist |
|
Thing-oriented more than people- oriented |
· X-ray technologist |
·
Fisheries/ Wildlife Biologist · Medical Technologist |
· Geneticist |
· Surgeon |
|
Thing-Oriented |
·
DNA technologist · Quality control lab tech |
· Medical Office Manager |
· Bio-statistician |
· Radiologist |
It takes planning, over 4 years. Here’s a useful website of things to
consider, from the AAMC (This timeline
is equally appropriate for clinical health-related graduate programs other than
medicine.)
http://www.cbu.edu/~seisen/AAMC_Timeline.htm
D. Entering Medical Student Expectations
|
Entering
Medical Student Expectations – excerpted from a joint report from Scientific Foundations for Future
Physicians, a joint publication of the Association of American Medical
Colleges (AAMC) and the Howard Hughes Medical Institute (HHMI) – 2009. |
|
Notwithstanding the focus
of this initiative, the committee believes that the specific guidance and
recommendations presented for undergraduate competencies are not limited to the
student engaged in premedical education, but are also valuable for the
subsequent study of any career in the health or life sciences.
Overarching Competency at
the Time of Entry into
Demonstrate both knowledge of
and ability to use basic principles of mathematics and statistics, physics,
chemistry, biochemistry, and biology needed for the application of the sciences
to human health and disease; demonstrate observational and analytical skills
and the ability to apply those skills and principles of biological situations.
Competency E1: Apply quantitative reasoning and appropriate
mathematics to describe or explain phenomena in the natural world.
Learning Objectives:
1.
Demonstrate quantitative numeracy and facility
with the language of mathematics;
2. Interpret data sets and communicate those
interpretations using visual and other appropriate tools;
3. Make statistical inferences from data sets;
4. Extract relevant information from large data sets;
5. Make inferences about natural phenomena using
mathematical models;
6. Apply algorithmic approaches and principles of logic
(including the distinction between cause/effect and association) to problem
solving;
7. Quantify and interpret changes in dynamical systems.
Competency E2: Demonstrate understanding of the process of
scientific inquiry, and explain how scientific knowledge is discovered and
validated.
Learning Objectives:
1. Develop
observational and interpretive skills through hands-on laboratory or field
experiences;
2. Demonstrate ability to measure with precision,
accuracy, and safety;
3. Be able to operate basic laboratory instrumentation
for scientific measurement;
4. Be able to
articulate (in guided inquiry or in project-based research) scientific
questions and hypotheses, design experiments, acquire data, perform data
analysis, and present results;
5. Demonstrate the ability to search effectively, to
evaluate critically, and to communicate and analyze the scientific literature.
Competency E3: Demonstrate knowledge of basic physical
principles and their applications to the understanding of living systems.
Learning Objectives:
1.
Demonstrate understanding ob mechanics as
applied to human and diagnostic systems;
2.
Demonstrate
knowledge of the principles of electricity and magnetism (e.g. charge, current
flow, resistance, capacitance, electrical potential, and magnetic fields);
3.
Demonstrate
knowledge of wave generation and propagation to the production and transmission
of radiation;
4.
Demonstrate
knowledge of the principles of thermodynamics and fluid motion;
5.
Demonstrate
knowledge of quantum mechanics, such as atomic and molecular energy levels,
spin, and ionizing radiation;
6.
Demonstrate
knowledge of principles of systems behavior, including input-output
relationships and positive and negative feedback
Competency E4: Demonstrate knowledge of basic principles of
chemistry and some of their applications to the understanding of living
systems.
Learning Objectives:
1.
Demonstrate knowledge of atomic structure;
2.
Demonstrate
knowledge of molecular structure;
3.
Demonstrate
knowledge of molecular interactions;
4.
Demonstrate
knowledge of thermodynamic criteria for spontaneity of physical processes and
chemical reactions and the relationship of thermodynamics to chemical
equilibrium;
5.
Demonstrate
knowledge of principles of chemical reactivity to explain chemical kinetics and
derive possible reaction mechanisms;
6.
Demonstrate
knowledge of the chemistry of carbon-containing compounds relevant to their
behavior in an aqueous environment.
Competency E5: Demonstrate knowledge of how biomolecules
contribute to the structure and function of cells.
Learning Objectives:
1.
Demonstrate knowledge of the structure,
biosynthesis, and degradation of biological macromolecules;
2.
Demonstrate
knowledge of the principles of chemical thermodynamics and kinetics that drive
biological processes in the context of space (i.e. compartmentation) and
time: enzyme-catalyzed reactions and
metabolic pathways, regulation, integration, and the chemical logic of sequential
reaction steps;
3.
Demonstrate knowledge
of the biochemical processes that carry out transfer of biological information
from DNA, and how these processes are regulated;
4.
Demonstrate
knowledge of the principles of genetics and epigenetics to explain heritable
traits in a variety of organisms.
Competency E6: Apply understanding of principles of how
molecular and cell assemblies, organs, and organisms develop structure and
carry out function.
Learning Objectives:
1.
Employ knowledge
of the general components of prokaryotic and eukaryotic cells, such as
molecular, microscopic, macroscopic, and three-dimensional structure, to
explain how different components contribute to cellular and organismal
function;
2.
Demonstrate
knowledge of how cell-cell junctions and the extracellular matrix interact to
form tissues with specialized function;
3.
Demonstrate
knowledge of the mechanisms governing cell division and development of embryos;
4.
Demonstrate
knowledge of the principles of biomechanics and explain structural and
functional properties of tissues and organisms.
Competency E7: Explain
how organisms sense and control their internal environment and how they respond
to external stress.
Learning Objectives:
1.
Explain maintenance of homeostasis in living
organisms by using principles of mass transport, heat transfer, energy balance,
and feedback and control systems;
2.
Explain physical
and chemical mechanisms used for transduction and information processing in the
sensing and integration of internal and environmental signals;
3.
Explain how
living organisms use internal and external defense and avoidance mechanisms to
protect themselves from threats, spanning the spectrum from behavioral to
structural and immunologic responses.
Competency E8: Demonstrate an understanding of how the
organizing principle of evolution by natural selection explains the diversity
of life on earth.
Learning Objectives:
1. Explain how
genomic variability and mutation contribute to the success of populations;
2. Explain how evolutionary mechanisms contribute to
change in gene frequencies in populations and to reproductive isolation.
III.Criminal
background checks are now routine
One of the sessions at the NAAHP conference
in 2006 was devoted to the issue of criminal background checks. Robert Sabalis, Associate Vice President of
the Section for Student Affairs and Programs
for the Association of American Colleges gave a presentation on that
subject, based on an article he wrote which was published in the June 2006
issue of The Advisor.
The AAMC started addressing the issue of
criminal background checks for accepted applicants because of a number of
factors:
1.
State
legislatures’ consideration of statutes that would mandate such checks;
2.
Clinical
institutions (hospitals, in particular) which require such checks for medical students completing clinical
rotation in their facilities;
3.
Recent reports by
local and national media of criminal activities involving enrolled students.
The AAMC Executive Council decided to
establish criminal background checks on accepted applicants to accomplish 4 goals:
1.
To bolster the
public’s continuing trust in the medical professions;
2.
To enhance the
safety and well-being of patients;
3.
To ascertain the
ability of accepted applicants and enrolled medical students to eventually
become licensed as physicians; and
4.
To minimize the
liability of medical schools and their affiliated clinical facilities.
These background checks:
·
Will be iniaited
at the time of first acceptance by a medical school, or for a wait-listed
applicant, at the request of a medical school admissions officer;
·
Would NOT be a
component of the application, interviedw, or selection processes for medical
school, but would be a mandatory component of the pre-matriculation process for
each accepted applicant;
·
Would provide
medical school admissions committees with a complete list of offenses and
adjudications;
·
Would allow a
medical school to withdraw an acceptance;
·
Would allow for
the applicant to file an appeal.
At this point, approximately ¼ of the 125
AAMC-member allopathic medical schools in the
For
more information, read Sabalis, R.
(2006). Criminal Background
Checks: Meeting the Expectations of the
Public and the Needs of the Profession.
The Advisor 26(2):5-8.
IV. Some General Recommendations
In
the July 1996 issue of Issue Focus, a publication
of the Association of American Medical Colleges, there was an article regarding
the qualities that medical schools are looking for in their candidates. These
qualities can be applied to any other health-related profession:
How
Do Medical Schools Select Tomorrow’s Doctors?
Medical
school admissions committees face the challenge each year of assembling an
entering class of students who will best fulfill the mission of the school and
serve the nation’s diverse population. To meet this challenge, the admissions
committees select candidates based on a comprehensive review of each
applicant’s total academic and personal qualifications. Among the
qualifications they examine are an applicant’s:
- scholarship
- accomplishments
- intellectual curiosity
- emotional maturity
- character
- interest in medicine
- sensitivity to others
- communication skills
- critical thinking and problem-solving skills
- sense of caring for others, and
- commitment to service
Admissions
committees gather much of this information from the detailed application each
medical school applicant completes. These applications include a personal
statement from the candidate, his/her academic, extracurricular and volunteer
history, letters of recommendation, transcripts and a report of standardized
test scores. Admissions committees also may interview applications to explore
their qualifications further.
The Biology Department recommends that you
send your application to the appropriate school or Application Service as
soon as possible. All of the colleges at UT -
College of Allied Health Sciences
- Clinical Laboratory Sciences: March 1 and September 1
- Cytotechnology: December 15
- Dental Hygiene: February 15
- Health Information Management: March 1
- Medical Technology: December 1
- Occupational Therapy: January 15
- Master's in Physical Therapy (entry level): January 15
- Physical Therapy M.S. (for people who already have a BS in PT):
March 1 & Sept. 1
- Interdisciplinary Program: March 1
- Anatomy and Neurobiology: May 15
- Biochemistry: March 1
- Biomedical Engineering: May 15
- Dental Sciences: May 15
- Epidemiology: May 15
- Health Science Administration: March 15
- Microbiology: May 15
- Nursing Ph.D.: January 15
- Pathology: February 1
- Pharmaceutical Sciences: March 15
- Physiology & Biophysics: May 15
If
the application service allows for your references to send letters of
recommendation directly, please choose that option. Otherwise, please fill out an Evaluation
Request Form to the Director of Preprofessional Health Programs as soon as
possible, in order to ensure a prompt response should you receive a request for
supplementary information. Please use
the CBU preprofessional evaluation request form, which is attached at the end
of this booklet.
A growing number of professional schools are
subscribing to application services, which serve as a central distribution
office. The applicant fills out a primary form, specifies the schools to which
(s)he wants the application to go, and submits it to the central office. Copies
of your file are then sent to the respective schools.
The following quote, which appeared in the
October 1996 (Vol. 4, No. 1) issue of the AAMC Newsletter for Prehealth
Advisors, pertains to the purpose of the secondary application, which some
schools send out following receipt of the initial report from AMCAS:
"Considerable variability exists with
regard to the purpose of the secondary application. At some schools, there is a
desire for additional information not included on the AMCAS application. Some
of the desired information may relate specifically to the individual medical
school. At other schools, particularly schools with very large applicant pools,
the secondary application helps to identify those who are interested enough in
the school to take the time to complete the responses to special questions. At
still other schools, there is an initial cut in the application pool made based
on criteria set by the school and secondary applications are sent only to
individuals who pass this cut. Finally, some state schools use information from
the secondary application to determine whether the applicant qualifies as a
resident of the state."
V. Medicine:
The MCAT is undergoing changes which will be implemented starting in 2015.
The Commercial Appeal ran an article, Medical college entrance test to be
updated: MCAT to include 4 parts,
nix writing sample, (http://www.commercialappeal.com/news/2011/may/16/medical-college-test-to-be-updated/
) which describes these changes:
The new proposed exam would include four sections: one on biology, one on chemistry, one on "behavioral and social sciences principles," and a fourth on "critical analysis and reasoning skills" -- especially on the topics of "ethics and philosophy" and "cross-cultural studies." The writing sample will be dropped from the exam.
The incentive for these changes is an increasing awareness of the importance that nontraditional fields in medicine. The article cites the example of published studies which link childhood trauma with adult-onset illness, or poverty and disease.
As a result, the sentiment among the AAMC’s review committee members is that physicians will need to be more broadly prepared.
The committee also recommends ‘that the test "provide low-cost preparation materials" and "discounts or waivers on testing fees" for needy students (Coleman spent at least $200 on preparatory material, plus a $235 testing fee and another $60 fee to move her exam date from May to June). The test, which is already 51/2 hours long, will also be 90 minutes longer and nix the writing sample.’
For more information, go
to http://www.aamc.org/students/mcat/mcatschedule.htm
One
physician’s answer to the age-old question, “Hey, I’m premed, why must I take organic chemistry?
From
the HLTHPROF listserv, a reply from a retired cardiothoracic surgeon:
I would like to respond to your analysis of the usefulness of organic chemistry
as a milestone in the selection process for medical school. I am a retired
cardiothoracic surgeon with over twenty-five years of clinical practice.
Although, on a day to day basis I clearly did not use organic chemistry per se,
I did have to continue to teach and learn throughout my career. What organic
chemistry demonstrates, insofar as undergraduates [are concerned], is the
capacity to absorb huge amounts of information in the context of a rigorous
concomitant course load. When the student matriculates at medical school, they
take the equivalent of 30 to 35 credits per semester and are expected to be
able to conduct excellent time management and learn all of this material. As a
practicing physician, you may not use every piece of data that you had to learn
in medical school, but you do need to have the capacity to apply knowledge, and
continue to learn (and teach) throughout your career.
Medical schools recognize that organic chemistry helps to demonstrate these
abilities as prospective applicants.
|
My take on it? It builds character. |
|
A. Allopathic Medicine
Most allopathic medical schools, including UT -
Number Crunching
101: What It Takes To Get Into Selected
Allopathic Schools
|
State |
School |
Mean GPA |
Mean VR |
Mean Writing Sample |
Mean Physical Sciences |
Mean Biological Sciences |
|
|
UAMS |
3.63 |
9.0 |
NA |
9.0 |
9.0 |
|
|
Emory |
3.75 |
10.1 |
P |
10.8 |
10.8 |
|
|
Tulane |
3.5 |
10 |
NA |
10 |
10 |
|
Mass. |
Harvard |
3.8 |
10.5 |
NA |
11.7 |
11.8 |
|
|
U
of Miss |
3.65 |
NA |
NA |
NA |
NA |
|
|
St.Louis
U |
3.68 |
9.4 |
Q |
9.9 |
10.2 |
|
|
|
3.8 |
11.0 |
NA |
12.3 |
12.5 |
|
|
ETSU
for Fall 2011 entering class |
3.5 |
10.0 |
O |
9.6 |
10.1 |
|
|
UT
Health Science Center- Mem |
3.55 |
9 |
O |
9 |
10 |
|
|
Vanderbilt |
3.73 |
11.2 |
NA |
11.2 |
11.2 |
The
following table shows the number of people who applied to allopathic medical
schools using the AMCAS service, the changes per year, the number of
matriculants entering medical school, and the ratio of matriculants to
applicants from 1992 to 2001.
|
Application Year |
Number applying |
Change since previous year (%) |
Number matriculants |
Change since previous year (%) |
Ratio Matriculants/ Applicants (%) |
|
1992 |
37,402 |
----------- |
16,289 |
------- |
43.6 |
|
1993 |
42,806 |
14.45 |
16,307 |
0.11 |
38.1 |
|
1994 |
45,360 |
5.97 |
16,287 |
-0.12 |
35.9 |
|
1995 |
46,586 |
2.70 |
16,253 |
-0.21 |
34.9 |
|
1996 |
46,965 |
0.81 |
16,201 |
-0.32 |
34.5 |
|
1997 |
43,016 |
-8.41 |
16,165 |
-0.22 |
37.6 |
|
1998 |
40,996 |
-4.70 |
16,170 |
0.03 |
39.4 |
|
1999 |
38,443 |
-6.23 |
16,221 |
0.32 |
42.2 |
|
2000 |
37,008 |
-3.73 |
16,301 |
0.49 |
44.0 |
|
2001 |
34,860 |
-5.80 |
16,365 |
0.39 |
46.9 |
|
2002 |
33,625 |
-3.54 |
16,488 |
0.75 |
49.0 |
|
2003 |
34,791 |
3.47 |
16,541 |
0.32 |
47.5 |
|
2004 |
35,735 |
2.71 |
16,648 |
0.65 |
46.6 |
|
2005 |
37,372 |
4.58 |
17,003 |
2.13 |
45.5 |
|
2006 |
39,108 |
4.65 |
17,361 |
2.11 |
44.4 |
|
2007 |
42,315 |
8.20 |
17,753 |
2.26 |
42.0 |
|
2008 |
42,231 |
-0.20 |
18,036 |
1.59 |
42.7 |
|
2009 |
42,269 |
0.09 |
18,390 |
1.96 |
43.5 |
|
What They Want |
# of Hours |
What We Call It @ CBU |
|
Biology w/Lab |
8 |
BIOL 111 Lec & Lab BIOL 112 Lec & Lab |
|
General Chemistry |
8 |
CHEM 113 Lec & Lab CHEM 114 Lec & Lab |
|
Organic Chemistry |
8 |
CHEM 211 Lec & Lab CHEM 212 Lec & Lab |
|
Physics |
8 |
PHYS 201 Lec & Lab PHYS 202 Lec & Lab |
|
English/Literature* |
6 |
ENG 111 ENG 112 |
|
Electives |
52 |
Free to choose |
*” Facility in the
use of both oral and written English is considered highly essential to the
successful study of medicine. Introductory freshman English (six semester
hours) will meet the admission requirement. Students who qualify for
advanced placement credit in English will not be required to take additional
English courses, although such students are encouraged to do so.”
Some courses that may be worth taking in the
relatively sheltered undergraduate environment:
|
Biology ·
Vertebrate Embryology (BIOL
211) ·
Medical and Scientific
Terminology (BIOL 213) ·
Genetics (BIOL 311) ·
Microbiology (BIOL 321) ·
Animal Histology (BIOL 414) ·
Immunology (BIOL 415) ·
Cell/Molecular Biology (BIOL
421) |
Chemistry ·
Biochemistry (CHEM 315 &
316) Other ·
Economics of Health and
Healthcare (ECON 323) ·
Literature (virtually any
upper-level English course) ·
Personal Finance (FIN 346) ·
Foreign language (especially
Spanish) ·
Medical Ethics (PHIL 322) |
Admissions
to all professional schools is extremely competitive. For example, the following data pertains to
the
|
|
University
of |
|
University
of |
|||
|
Application
cycle |
#
of Applicants |
#
of Available spaces |
#
of Applicants |
#
of Available Spaces |
#
of Applicants |
#
of Available spaces |
|
1993-1994 |
896 |
165 |
1898 |
60 |
|
|
|
1994-1995 |
2320 |
165 (1st year
of AMCAS) |
2232 |
60 |
|
|
|
1995-1996 |
2337 |
165 |
2090 |
60 |
890 |
150 |
|
1996-1997 |
1959 |
165 |
1826 |
60 |
906 |
150 |
|
1997-1998 |
1767 |
165 |
1570 |
60 |
757 |
150 |
|
1998-1999 |
1700 |
165 |
1574 |
60 |
664 |
150 |
|
1999-2000 |
1637 |
165 |
1464 |
60 |
560 |
150 |
|
2000-2001 |
1529 |
150 |
1131 |
60 |
673 |
150 |
|
2001-2002 |
1600 |
150 |
1144 |
60 |
755 |
150 |
|
2002-2003 |
1354 |
150 |
1033 |
60 |
675 |
150 |
|
2003-2004 |
1268 |
150 |
995 |
60 |
693 |
150 |
|
2004-2005 |
1051 |
150 |
1187 |
60 |
694 |
150 |
|
2005-2006 |
1268 |
150 |
1225 |
60 |
949 |
160 |
|
2006-2007 |
1477 |
150 |
1449 |
60 |
1249 |
160 |
|
2007-2008 |
n.a. |
n.a. |
1641 |
60 |
1542 |
160 |
|
2008-2009 |
1353 |
165 |
1445 |
66 |
1714 |
174 |
|
2009-2010 |
1345 |
165 |
1586 |
60 |
2119 |
174 |
|
2010-2011 |
1302 |
165 |
1658 |
60 |
2163 |
174 |
The
As
you can see, Admissions Departments will have no difficulty in filling the
available spaces with qualified students.
The challenge to you is to present yourself as well as possible:
1) Try to find work, either as a paid employee or as a
volunteer, in a clinic, practice, or hospital in your field of interest. That way, you can demonstrate to the
Admissions Committee members that you know what you're getting yourself into,
and you want it;
2) Visit the schools.
This is not difficult if you're interested in a program at UT -
3) Submit your application as soon as possible, as
discussed above;
4) Do some kind of preparation for the aptitude test. This may mean enrolling in a Kaplan study
course, or working through a book on your own.
You may not learn any more than you already know, but it helps to
organize your thoughts and to take exams;
5) Create for yourself a more professional-sounding e-mail
address. Here's what Adam Pack, PHP
Director at Utica College in New York had to say on the subject: "People
who certainly CAN benefit from a two address system are the students with email
addresses like (none of these are made up - the information after the '@' is
deleted to protect their anonymity) "village_idiot",
"SweetSexxxtoy", "XXXgurl", and others. At my gentle
suggestion, they now have a second, more professional-sounding address with
which to correspond with grad schools and my committee..."
How
important is it to be prompt in the submission of your AMCAS application and
evaluation request form? Here's a
timeline for applicants applying to medical school from the Admissions Office
of the University of Tennessee Health Science Center:
|
What you should be doing |
When you should finish doing it |
|
AMCAS Application
|
5 June 2007 |
|
AMCAS Application Deadline |
15 November 2007 |
|
Processing of AMCAS
Application Materials
|
June 2007 through January 2008 |
|
Notification of Interviews
|
September 2007 through February 2008 |
|
Pre-professional
Evaluation Deadline
|
1 March 2008, depending on when you receive a secondary application |
|
Admissions Committee
Decision
|
October 2007 through March 2008 |
|
Deadline to Receive
Notification of Admissions Committee Decisions 1. Final decisions completed
and remaining applicants notified in writing |
1 April 2008 |
|
Applicants Who are Not
Offered Admission
|
April 2008 through August 2008 |
|
|
February 2008 through March 2008 |
|
Financial Aid Priority Deadline
|
End of February 2008 |
|
Deadline to Withdraw
Acceptance
|
15 May 2008 |
|
Final Official Transcript
Deadline
|
31 July 2008 |
Some Useful
Sources of Information regarding Allopathic Medical Schools:
Association of
American Medical Colleges
<http://www.aamc.org/>
Schools in the Mid-South (Address Inquiries To):
Office of Student Admissions
(501) 686-5354; 686-5873 (FAX)
E-Mail: SouthTomG@uams.edu
Web site: http://www.uams.edu
Contact people:
Tom South,
Assistant Dean, Medical Student Admissions and Financial Aid
Linda DuPuy, Director of Medical Student Admissions and Recruitment
Chairman, Admissions
Committee
(601) 984-5010; 984-5008
(FAX)
Contact person:
Dr. Steven T. Case, Chairman, Admissions Committee
Assistant Dean for
Admissions and Records
(423) 929-6221;
929-6616 (FAX)
E-mail: sacom@etsu.edu
Contact person:
Edwin Taylor, Assistant Dean for Admissions & Records
Director, Admissions and
Records
(615) 327-6223;
327-6228 (FAX)
Contact person:
Allen D. Mosley, Director, Admissions and Records
(901)
448-5559; 448-7255 (FAX)
Contact person:
Nelson Strother, Assistant Dean for Admissions and Student Affairs
Office of Admissions
209 Light Hall
(615) 322-2145;
343-8397 (FAX)
E-Mail: medsch.admis@mcmail.vanderbilt.edu
Web Site: http://www.mc.vanderbilt.edu/medschool
Contact person: Dr. John Lukens, Chairman, Committee for
Admissions
Other relatively nearby medical schools:
Office of Admissions
Campus
(314) 362-6844 FAX:
(314) 362-4658
E-Mail: wumscoa@msnotes.wustl.edu
Web Site: http://medschool.wustl.edu/admissions/
Contact person: Dr. W. Edwin Dodson, Assoc. Dean
B. Osteopathic Medicine
The following comparison between
osteopathic and allopathic medicine appears in "Mind/Body/Spirit", a
brochure distributed by the Kirksville (MO)
"Osteopathic physicians (D.O.s and allopathic
physicians (M.D.s) are the only two types of complete physicians. They are both fully trained and licensed to
prescribe medication and perform surgery.
The similarities include the following:
·
Applicants to both D.O. and M.D. colleges have a four-year
undergraduate degree with an emphasis on science courses.
·
Both D.O.s and M.D.s complete four years of basic medical education.
·
After medical school, both D.O.s and M.D.s can choose to practice any
area of medicine after completing an internship and residency program.
·
Both D.O.s and M.D.s must pass national and state licensing
examinations.
·
D.O.'s and M.D.s practice together in accredited hospitals and centers.
· D.O.s and M.D.s both take educational courses annually.
· Most osteopathic and allopathic medical schools use the MCAT as part of their admissions criteria.
The differences include the following:
·
Osteopathic medical schools graduate more students who become primary
care physicians.
·
D.O.s practice a "whole person" approach to medicine. Instead of just treating specific symptoms or
illnesses, they regard the body as an integrated whole.
·
Osteopathic physicians focus on preventive health care.
·
D.O.s receive more training in the musculoskeletal system- the body's
interconnected system of nerves, muscles, and bones. This training provides osteopathic physicians
with a better understanding of the ways that an injury or illness in one part
of the body can affect another.
·
Osteopathic manipulative treatment (OMT) is incorporated in the
training and practice of osteopathic physicians. With OMT, osteopathic physicians can also use
their hands to diagnose injury and illness and encourage the body's natural
tendency toward good health. By combining
all other medical procedures with OMT, D.O.s offer their patients the most
comprehensive care available in medicine today."
From An Introduction to Osteopathic Medical
Education, a brochure distributed by the American Association of Colleges of Osteopathic
Medicine:
Osteopathic medicine is a distinctive form of
medical care founded on the philosophy that all body systems are interrelated
and dependent upon one another for good health. This philosophy was developed
in 1874 by Dr. Andrew Taylor Still, who helped pioneer the concept of
"wellness" and recognized the importance of treating illness within
the context of the whole body. Based on this philosophy, Dr. Still opened the
first osteopathic medical college in
Doctors of Osteopathic Medicine (D.O.s) provide
comprehensive medical care to patients in all 50 states and the
Osteopathic physicians use all of the tools
available to modern medicine including prescription medicine and surgery. They also incorporate a hands-on system of
diagnosis and treatment known as osteopathic manipulative medicine into patient
care as appropriate. These techniques
are used to relieve pain, restore range of motion and enhance the body's
natural capacity to heal.
Currently, there are approximately 52,000 D.O.s
practicing in the
Today, there are 25 colleges of osteopathic medicine
that train future physicians to provide holistic, full-spectrum health care.
For information on applying to the colleges of
osteopathic medicine, please visit the association's web site at www.aacom.org
.
"To find health should be the object of the
doctor, anyone can find disease."
-- Andrew Taylor Still, founder of
osteopathic medicine.
Factoids About Selected Osteopathic Medical
Schools: 2010-2011 Enrollment
|
Name of Institution |
AACOMAS
Applications received |
First-Year
Enrollment |
Total
Enrollment |
|
A.T. Still
University – Kirksville College of Osteopathic Medicine Kirksville, MO |
3,478 |
177 |
701 |
|
University
of |
3,052 |
244 |
985 |
|
West
Virginia |
3,384 |
219 |
811 |
|
Pikeville |
2,513 |
83 |
304 |
|
DeBusk
College of Osteopathic Medicine, |
2,616 |
168 |
620 |
Courses Required by the Selected Osteopathic Schools Mentioned Above
|
|
|
|
|
Pikeville - |
DeBusk College of Osteopathic Medicine |
|
|
# of Required Hours |
||||
|
English Comp |
6 |
6 |
6 |
6 8 8 |
6 |
|
General Chem |
8 |
8 |
8 |
8 |
8 |
|
Organic Chem |
8 |
8* |
8 |
8 |
8 |
|
Physics |
8 |
8* |
8 |
8 |
8 |
|
Biological
Sci |
8 |
12 |
8 |
12 |
8 |
|
Minimum # of
hours |
90 |
90 |
90 |
90 |
Not specified |
|
Biochemistry |
|
3 |
|
|
|
|
Genetics |
|
3 |
|
|
|
|
Cardiopulmonary
Resuscitation (CPR) prior to matriculation |
|
|
ü |
|
|
*A total of 16 hours in chemistry are required, of
which 3 must be biochemistry.
Grade point Averages and Average (Mean) Medical College Admission Test
(MCAT) Scores (Quantitative sections) for Entering Students
|
|
Year |
||
|
|
2008 |
2009 |
2010 |
|
GPA |
|
|
|
|
·
Science |
3.39 |
3.35 |
3.36 |
|
·
Non-science |
3.58 |
3.58 |
3.57 |
|
·
Overall Mean |
3.48 |
3.48 |
3.47 |
|
MCAT |
|
|
|
|
·
Biological Science |
9.13 |
9.22 |
9.29 |
|
·
Physical Science |
8.40 |
8.38 |
8.51 |
|
·
Verbal Reasoning |
8.59 |
8.59 |
8.69 |
Contact people for regional Osteopathic Schools:
DeBusk
College of Osteopathic Medicine
Office
of Admissions
LMU-DCOM
Attn:
Admissions
phone:
1.800.325.0900 ext. 7090
Internet: http://www.lmunet.edu/DCOM/index.htm
email: dcomadmissions@lmunet.edu
fax: 423.869.7172
800
Phone: 866.626.2878
Internet: http://www.atsu.edu/kcom/
Pikeville College of Osteopathic Medicine
(606) 218-5250
1-866-BEARS-00
www.pc.edu
Telephone: 1-800-356-7836
Internet: http://www.wvsom.edu/west_virginia_school_of_osteopathic_medicine.aspx
William Carey University College of Osteopathic Medicine
Box 207
498 Tuscan Avenue
Hattiesburg, MS 39401
Telephone: 1-601-318-6235
Internet: http://www.wmcarey.edu/COM/Home/1722/CollegeofOsteopathic.shtm
American
Association of Colleges of Osteopathic Medicine
Phone: (301) 968-4148
FAX: (301) 968-4191
Internet: http://www.aacom.org
c. Holistic Medicine
Statement from the
American Board of Holistic Medicine: May 28, 2002:
The American Board of Holistic Medicine
(ABHM) offers its fourth certification examination November 21, 2002, in
For treating acute medical problems and trauma, conventional medicine in the
Studies during the last ten years have repeatedly confirmed the intense
interest of consumers in the areas encompassed by holistic medicine.
Governmental agencies, legislatures, medical educators and insurance carriers
are attempting to respond to the changes precipitated by this interest.
Holistic Medicine is the emerging medical specialty that incorporates the
art and science of (1) caring for the whole person – body, mind, and spirit –
to treat and prevent disease; and, (2) empowering patients to create a
condition of optimal health far beyond merely the absence of illness. Both
outside and inside the medical profession, this concept of medicine of the
whole person is gathering increasing support. The body-mind-spirit approach
integrates many disciplines and modalities, including physiology, biochemistry,
nutrition, exercise, environment, emotions, attitudes, beliefs, social relationships,
manual medicine, herbs, homeopathy, energy medicine, acupuncture, meditation,
prayer, and biofeedback.
Holistic medicine is based on the core belief that unconditional love is life's
most powerful healer. At its essence, the practice of holistic medicine
embraces a spirit of interdisciplinary and physician-patient cooperation;
balances the mitigation of causes with relief of symptoms; integrates
conventional and complementary therapies; and facilitates the experience of
being fully alive.
As these concepts were incorporated into
American medical practice, medical education, health planning, and research,
reasonable standards needed to be established regarding the application of the
body of knowledge which encompasses the field of Holistic Medicine. The
A.B.H.M. is not presently an affiliate of the American Board of Medical
Specialties. Once criteria are met, it is the intent of the Board of Directors
to apply for that affiliation.
The ABHM was founded in 1996 for the purposes of
- Evaluating the candidacy of applicants desiring certification as
specialists in Holistic Medicine.
- Establishing and maintaining a recognized standard of excellence
in the specialty of Holistic Medicine.
- Improving the quality of medical care provided to the public.
Its founders envisioned a paradigm shift in
the development of the practice of medicine in the
Nearly 400 diplomates of the ABHM benefit from
knowing that they have met a peer-reviewed standard. In today's concern for
excellence and accountability in medical care, qualification by virtue of
having met this standard will have implications for medical training and
practice, as well as the legal and reimbursement systems. As a result of
achievement of board certified status, Diplomates in Holistic Medicine will
know that:
- they have met the only comprehensive peer-reviewed test standard
for M.D.s and D.O.s regarding knowledge in Complementary, Integrative and
Holistic Medicine.
- their patients will benefit from the enhancement of their holistic
skills as the result of attendance at the review course and preparation
for the certifying examination.
- their location as board-certified holistic physicians will appear
on the ABHM website which is available for inquiries by patients seeking
holistic resources.
- they have contributed to the advancement of the cause of holistic
medicine as part of the growing number of certified physicians.
- In licensure, medical disciplinary and medicolegal issues, they
will be recognized as members of a group with peer-reviewed, acknowledged
standards with an identified database and scientific basis.
D. Naturopathic
Medicine: From a flyer distributed by the American Association
of Naturopathic Medical Colleges:
The American
Association of Naturopathic Medical Colleges (AANMC) was established in
February 2001 to propel and foster the naturopathic medical profession by
actively supporting the academic efforts of accredited and recognized schools
of naturopathic medicine.
All U.S. AANMC
member institutions have been accredited or are in candidate status for
accreditation by one of the regional accrediting agencies approved by the U.S.
Department of Education. In addition, all of the naturopathic medicine programs
of the member schools have been accredited (or are candidates for
accreditation) by the Council on Naturopathic Medical Education (CNME), the
recognized accreditor for naturopathic medical programs in
Students graduating
from the naturopathic programs of AANMC member schools are eligible to sit for
the naturopathic physicians licensing examinations (NPLEX). Passing the NPLEX
is required before a doctor of naturopathic medicine can be licensed by a state
or provincial jurisdiction as a primary care general practice physician.
The following US
States and
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
The AANMC member
schools are four-year professional level medical programs that result in a
Naturopathic Medicine Degree (ND) for those with the belief in the healing power
of nature and the importance of body, mind and spirit. Students are educated in
the latest advances in science in combination with natural approaches to
therapy, disease prevention, and clinical education. A naturopathic physician
is educated in all of the same basic sciences as an M.D. but also studies
holistic and nontoxic approaches to therapy with a strong emphasis on disease
prevention and optimizing wellness. In addition to a standard medical
curriculum, the naturopathic physician is required to complete four years of
training in clinical nutrition, acupuncture, homeopathic medicine, botanical
medicine, psychology, and counseling (to encourage people to make lifestyle
changes in support of their personal health). A naturopathic physician takes rigorous
professional board exams so that he or she may be licensed by a state or
jurisdiction as a primary care general practice physician.
The schools which
offer N.D. degrees include the following:
www.bastyr.edu
The
www.ccnm.edu
www.ncnm.edu
Southwest
www.scnm.edu
University of
Bridgeport College of Naturopathic Medicine
www.bridgeport.edu/naturopathy
For admission into
most naturopathic medicine programs, students must have completed three years
of premedical training and earned a bachelor of science degree. While no
specific major is required for admission, students are expected to have
completed courses in English and humanities, as well as math, physics and
psychology, with a strong emphasis on chemistry and biology. Courses that will
help prepare students for the naturopathic course of study include anatomy,
physiology, biochemistry, botany and developmental psychology. In addition to
prerequisite course work, prospective students must demonstrate appropriate
observational and communication skills, motor function, intellectual-conceptual
abilities, integrative and quantitative abilities, and behavioral and social
maturity.
E. Chiropractic
The following is a listing of prerequisites for Northwestern College of Chiropractic,
located in
|
What They Want |
# of Hours |
What We Call It @ CBU |
|
Biology (Animal or Vertebrate Biology with labs) |
6 |
BIOL 111 Lec & Lab |
|
General Chemistry |
6 |
CHEM 113 Lec & Lab |
|
Organic Chemistry |
6 |
CHEM 211 Lec & Lab |
|
Physics |
6 |
PHYS 201 Lec & Lab |
|
English, Communications |
6 |
ENG 111 & ENG 112 |
|
Psychology |
3 |
PSYC 105 |
|
Humanities or Social Sciences |
15 |
HUM(anities) |
|
Electives |
42 |
Free to choose |
VI. Pharmacy
"One of the main tools of physicians treating patients is medication, but though doctors
prescribe pharmaceuticals, the professionals who actually dispense the
medication are pharmacists…Pharmacists advise health professionals and the
public on the proper selection and use of medicines. The special knowledge of
the pharmacist is needed because of the complexity and potential side effects
of the large and growing number of pharmaceutical products on the
market…." From Stanfield, Peggy S. 1995. Introduction to the Health
Professions, second edition. Jones and Bartlett, Publishers.
Most
pharmacy schools subscribe to PharmCAS, the Pharmacy College Application
Service.
PharmCAS provides the following:
- One application to multiple pharmacy schools and colleges broadens
your "reach" as you are considered by several institutions at
once.
- One application eliminates duplicate information and transcripts
- One application saves you time
- One application = one point of contact
For more information, visit http://www.PharmCAS.org .
The
PCAT will migrate to CBT (computer-based testing) by July 2011, for the
2011-2012 application cycle.
|
What They Want |
# Hours |
What We Call It |
|
General Biology/Zoology |
8 |
BIOL 111 Lec & Lab |
|
General Chemistry |
8 |
CHEM 113 Lec & Lab |
|
Organic Chemistry |
8 |
CHEM 211 Lec & Lab |
|
Physics |
8 |
PHYS 201 Lec & Lab |
|
English Composition |
6 |
ENG 111 |
|
Anatomy and Physiology (as of the entering class of 2005) |
8 |
BIOL 217 Lec & Lab |
|
Biochemistry |
8 |
Recommended: CHEM 315 & 316 Lec & Lab; Permitted: CHEM 312 & 438 Lec & Lab |
|
Immunology |
4 |
BIOL 415 Lec & Lab |
|
Microbiology |
4 |
BIOL 321 Lec & Lab |
|
Speech |
3 |
SPCH 125 |
|
Statistics |
3 |
BUS 221 or MATH 201 or PSYC 356 |
|
Fundamentals of Calculus |
3 |
MATH 106 or MATH 131 |
|
Social Sciences electives |
6 |
Any of the following:
|
|
Humanities Electives |
6 |
Any of the following:
|
|
General Electives |
12* |
Free to choose |
*May include the following:
- Mathematics if it is a prerequisite for physics;
- Any other institution requirements will also count in this
category.
"The shortage of pharmacists nationwide
has dramatically increased the applicant pool for the 2001-2002 application
cycle to more than 400 applicants. The College will increase the class size
from 100 to 125 students starting in Fall 2002 to address this shortage. This
year's entering class averaged 110 hours of prerequisites, with 75% possessing
a degree. The average GPA was 3.4 and the average PCAT was 220 (80th
percentile). " (From a memo dated May 13, 2002, sent by Dr. James C. Eoff,
III., Pharm. D., Executive Associate Dean of the University of Tennessee Health
Science Center College of Pharmacy.)
2010-2011 Pharmacy College Admission Test
(PCAT's):
PCAT News!
PCAT Computer-Based
Testing
Pearson has
introduced a new computer-based test (CBT) version of the PCAT. Beginning in
July 2011, all candidates will take the test via computer.
Be assured that
the computer-based version of the PCAT is exactly the same as the
paper-and-pencil form in terms of content, order of subtests, scoring, and
reporting. The only difference is in the way the test is administered.
- Scores for both
paper-and-pencil and CBT versions will be mailed during the same time
frame.
- The same guidelines and
rules for the paper-and-pencil version of the PCAT apply to the CBT
version.
- Internet access, spell
check, online calculator, and any other assisting computer functions will
be unavailable during the CBT administration.
- You will be required to type
your essay responses for the CBT version.
- The CBT version of the PCAT
will be administered at preselected Pearson VUE testing centers. Learn more.
Below are the Pharmacy
College Admissions Test (PCAT) examination dates
and registration fees for the
2011-2012 cycle:
July 20, 27, 2011
September 14, 19, 21, 26, 28, 2011
January 10, 11, 2012
Some Useful Sources of Information
http://www.PharmCAS.org
The "Pharmacy School Admissions
Requirements" (PSAR) guidebook is for free on the AACP web site at <http://www.aacp.org/Students/psar.html>
http://www.aacp.org/Students/psar.html.
Students and advisors may also purchase a
printed copy of the PSAR from the
AACP Publications Department ($25 plus $3 for
shipping and handling):
- 703/739-2330, #1034; http://www.aacp.org/Resources/resources.html
<http://www.aacp.org/Resources/resources.html>
Dr. Carl Trinca, Executive Director
American Association of Colleges of Pharmacy
Telephone: 703-739-2330
FAX: 703-836-8982
Web Site: http://xerxes.nas.edu:70/1/cwse/AACP.html
For a list of accredited colleges of
pharmacy, contact
American Council on Pharmaceutical Education
Schools in the Mid-South (Direct inquiries
to):
The University of Mississippi
Dr. Marvin C. Wilson, Associate Dean for Academic Affairs
School of Pharmacy
University, MS 38677-9814
(601) 232-7996
pmarvin@olemiss.edu
The University of
Dr. James Eoff, Pharm.D.
The
800
(901) 448-6120
E-mail: Jeoff@utmem.edu
http://pharmacy.utmem.edu/
Enrollment statistics for UTHSC
(Enrollment is now 100
students per class. Because of demand,
they will try to increase it to 120.
They received 290 applications for the entering class of Fall 2000. Minimum composite PCAT that they will
consider is 190, with no section < 180.)
Applicant Pool for the entering class of Fall 2000:
Total Applicants:
290 (up approximately 30% over last year's pool)
Non-Resident:
70
Tennesseeans 200
Class of 2000 Admissions Statistics:
Total accepted:
100
% Females:
65%
% Minorities:
16%
% Non-residents:
20%
Prior BS Degree:
55%
Average Cumulative GPA =
3.35
Average Cumulative PCAT = 218 (77th
percentile)
Average Hours completed = 100 semester hours
Average Age = 22.5
Pharmacy Work Experience = 70%
(Pharmacy Work experience is not required, but
career path exploration IS important.
Enrollment
statistics for Lipscomb University
|
|
Class of 2012 |
Class of 2013 |
Class of 2014 |
Combined Total |
Pharmcas 2009 Comparison data* |
|
Average GPA |
3.21 |
3.34 |
3.29 |
3.28 |
3.41 |
|
Average PCAT |
68% |
68% |
66% |
67% |
55% |
|
Average
Hours |
133 |
127 |
137 |
132 |
N/A |
|
Degree
Holders |
55% |
49% |
60% |
55% |
N/A |
|
Class Size |
74 |
75 |
77 |
226 |
N/A |
|
Male |
27% |
48% |
47% |
40% |
38% |
|
Female |
73% |
52% |
53% |
60% |
59% |
*As provided by AACP for applicants offered at least
one acceptance.
VII. Dentistry
Fifty
of the 54 dental schools in the
The AADSAS now has an electronic dental school application. This innovative service will allow college
students and others applying to dental school through AADSAS to complete their
application electronically through their website and to submit it directly to
them without having to complete a paper application. This
effort culminates two years of intense efforts by
AADS staff, the AADSAS
Task Force, Liaison
International (an IT consulting firm in
involved with dental education at the BU
AADS Executive Committee. It is a user-friendly andefficient electronic
service that is attractive to applicants, most of whom are highly IT
savvy. This innovation puts the AADSAS
at the forefront of application services in the health professions arena, and
responds to the expectations and needs of today's applicants and college health
professions advisors. It will allow for
electronic submission of the application,
improving efficiency, accuracy and timeliness for
our member schools.
If you would like to check
out the AADSAS web application yourself you
should go to the AADS web site at:
1. http://WWW.AADS.JHU.EDU and
2. select Student Applicant and Advisor Information
3. select AADS's On-Line Dental School Application
4. select continue
5. Go through all three sections of instructions
6. select Go to New Application
7. Fill in name, etc.
8. You must now create a dummy account. In the box
called Enter a User Name
type in the first four spaces the word test and then
add anything you want
to create your user name. I would use testdon, for example.
9. Enter password and confirm and
10. Behold, you are there
11. Have fun.
The DAT exam is available only in electronic
form. It can be taken at any
Details
about the DAT, excerpted from http://www.ada.org/prof/ed/testing/dat/index.asp
You must apply to take the test
with the 
in the
Dental Admission
Test Blackout Dates
Due to scheduled maintenance, there will be no testing during the following
dates:
2/7/2009 to 2/28/2009
4/9/2009 to 4/30/2009
Advanced
Scheduling
To increase the likelihood you will receive your first choice of date, time and
location, you should schedule 60 to 90 days before the desired test date.
Please remember, you may schedule your testing appointment with Prometric only
upon receipt of your eligibility letter.
Rescheduling
Testing Appointments
Rescheduling your testing appointment will result in a rescheduling fee.
Canceling Testing
Appointments
Canceling your testing appointment will result in a complete forfeiture of your
testing fee (as noted in Step 2 above, testing fees are nonrefundable).
Test Preparation
Material
The Dental Admission
Testing Program does not endorse any test preparation courses and has no data
on the content or efficacy of test preparation courses designed to prepare
examinees to take the DAT. The Department of Testing Services urges individuals
considering participating in test preparation courses to review carefully the
course materials to ensure that they reflect the current content of the DAT.
Step 4: Take the Test at
a
Examinees who
experience concerns about scheduling issues, testing conditions, or any
unresolved problem should inform the Test Administrator before leaving the test
center and record this information in the appropriate section of the post-test
survey. For issues requiring further action, examinees must contact the Dental
Admission Testing Program within five business days of the testing appointment.
Step 5: Scores
Immediately upon
completion of the DAT, an unofficial score report is provided to directly to
you at the
Official score
reports will be sent directly to dental schools requested on the DAT
application approximately 3–4 weeks after the test; five score reports are included in the application
fee.
Requests for score reports after
the test are subject to delay and additional expense. Once an application has
been submitted, no score report request changes will be allowed. Use the form
below for information on how to estimate your score or to request an additional
score report.
- Estimate Your Score | PDF
file/68k
- Request
Score Report (Electronic)
- Request Score Report | PDF
file/50k
- DAT Audit Request Form | PDF
file/21k
Purpose of the Test
The testing program is
designed to measure general academic ability, comprehension of scientific
information, and perceptual ability. While all dental schools require examinees
to participate in the Dental Admission Testing Program, test results are only
one factor considered in evaluating the admission potential of an examinee.
Contact Information
ADA Department of Testing
Services
800-232-1694
E-mail Us
If you are planning on applying to UT -
|
What They Want |
# Hours |
What We Call It |
|
Biology |
8 |
BIOL 111 Lec & Lab |
|
Other Biology (Applicants must take one of
the following): ·
Histology ·
Microbiology ·
Comparative
anatomy |
4 |
BIOL 415 |
|
General Chemistry |
8 |
CHEM 113 Lec & Lab |
|
Organic Chemistry |
8 |
CHEM 211 Lec & Lab |
|
Biochemistry |
4 |
CHEM 312 Lec & Lab |
|
General Physics |
8 |
PHYS 201 Lec & Lab |
|
Electives |
52 |
See list* |
*Elective courses can be chosen from the
following: genetics, comparative
anatomy, developmental biology, cell biology, histology, microbiology,
molecular biology, physiology, and neurobiology.
Non-science elective courses may be chosen from
philosophy, business administration, economics, public speaking, computer
science and courses in the social sciences.
Some Useful Sources of Information:
American Association of Dental Schools
<http://www.aads.org>
Schools in the Mid-South (Direct Inquiries
to):
Dr. James Brown
School of Dentistry
(601) 984-6009
1997 statistics: 121 applicants, 31 matriculated students
Allen D. Mosley, M.S.,
1005
(615) 327-6223
1997 statistics: 1313 applicants, 50 matriculated students.
J. Stansill Covington, III, D.D.S., M.S.,
F.R.S.M., Associate Dean, Admissions & Student Affairs (Interim)
University of Tennessee Health Science Center
875 Union Avenue
Memphis, TN 38163
(901) 448-6201 or (800) 788-0400
Test Preparation Programs:
Kaplan, Inc.
1-800-KAP-TEST
E-mail: Info@kaplan.com
On America Online, keyword: kaplan
On the Internet’s World Wide Web: http://www.kaplan.com
Local Office:
Kaplan, Inc.
(901) 767-1861; 767-3213 (FAX)
|
Williams & Wilkins |
E-mail: custserv@wwilkins.com |
VIII. Medical Technology
"Because
changes in body fluids, tissues, and cells are often a sign
that something is wrong, clinical laboratory testing has come to play a crucial
role in the detection and diagnosis of disease. Medical technologists
perform these tests in conjunction with pathologists (physicians who diagnose
the cause and nature of disease) and other physicians, or scientists who
specialize in clinical chemistry, microbiology, or the other biological
sciences. Medical technologists develop data on the blood, tissues, and fluids
in the human body by using a variety of precision instruments…." From
Stanfield, Peggy S. 1995. Introduction to the Health Professions, 2nd
edition. Jones and Bartlett, Publishers.
UT -
|
What They Want |
# Hours |
What We Call It |
|
Biology |
8 |
BIOL 111 Lec & Lab |
|
General Chemistry |
8 |
CHEM 113 Lec & Lab |
|
Organic Chemistry |
8 |
CHEM 211 Lec & Lab |
|
English and/or Communication skills* |
6 |
ENG 112 |
|
Biology - Human Anatomy & Physiology |
3 |
BIOL 217 Lec & Lab |
|
College Algebra |
3 |
MATH 117 |
|
Electives |
25 |
Free to choose |
Human A & P: Although the requirement
is for only three hours, we suggest that you will have a more comprehensive
understanding of human anatomy and physiology by taking the BIOL 217-218
sequence.
Regarding Recommended courses:. We suggest
taking all courses which are designated as recommended.
*Three
hours of English can be substituted with a 3-hour speech class. We do not
recommend that.
Some Useful Sources of Information:
American Society for Clinical Laboratory
Science
Member Services
Suite 1301
(301) 657-2768 (Voice)
Web Page: http://www.ascls.org
American Society of Clinical Pathologists
Board of Registry
P.O. Box 12270
Chicago, IL 60612
1-800-621-4142
http://www.ascp.org
American Medical Technologists
710 Higgins Road
Park Ridge, IL 60068
International Society for Clinical Laboratory Technology
818 Olive Street, Suite 918
St. Louis, MO 63101
For information about the program at the
University of Tennessee - Memphis:
College of Allied Health Sciences
Program in Medical Technology
UT Memphis
800 Madison Avenue
Memphis, TN 38163
Phone number: (901) 448-6304
e-mail address: cls@utmem.edu
Web page: http://www.utmem.edu/allied/Med.Tech/med.tech.html
Program Director: Linda L. Ross, MS, MT (ASCP)
CLS
IX. Physical Therapy
"Physical therapists, or PT’s, are health care professionals who evaluate and treat people with health problems resulting from injury or disease. PT’s assess joint motion, muscle strength and endurance, function of heart and lungs, and performance of activities required in daily living, among other responsibilities…Although many physical therapists practice in hospitals, more than 70 percent practice in private physical therapy offices, community health centers, industrial health centers, sports facilities, rehabilitation centers, nursing homes, home health agencies, schools or pediatric centers…." From Internet Home Page of the American Physical Therapy Association, http://www.apta.org/
DOCTOR OF PHYSICAL THERAPY
AT THE UNIVERSITY OF TENNESSEE HEALTH SCIENCE
CENTER
General Information
The Department of Physical Therapy is located
within the
Clinical internship sites are located in
Admission Requirements
To be eligible for consideration for
admission, applicants must fulfill the requirements listed below. Meeting
the minimum requirements does NOT assure admission to the Doctor of Physical
Therapy program. Priority is given to residents of Tennessee and children of UT
System alumni. Arkansas and Mississippi residents may apply but must have an
exceptionally good academic record to be considered for admission. Applicants
whose native language is not English must submit results of the TOEFL, with
minimal score of 550.
1. A baccalaureate degree which includes
prerequisite courses for the Program must be completed prior to enrollment,
with a minimum cumulative grade point average of 2.00 on a 4.00 scale. Grades
of "D" in required courses are not acceptable.
- If
a required course is repeated, both grades are calculated into the cumulative
GPA, but the credit hours assigned to the course may be counted only once in
fulfilling the required number of hours.
- Credit
hours earned for non-theory courses in physical education, music, and military
science are not accepted in fulfillment of prerequisite hours or as elective
hours.
- Credit
for science courses completed more than five years prior to application will be
carefully reviewed by the Admissions Committee and may not be accepted in
fulfillment of the required number of hours.
- Courses
completed in a PTA program may not be used in fulfillment of any science course
required for admission to the UT Memphis physical therapy program. Selected
coursework completed in a PTA program may be accepted in partial fulfillment of
the required number of elective hours.
- Experience
has shown that generally a cumulative GPA of at least 3.00 must be presented
for an applicant to be competitive.
- Priority is given
to students who have completed at least a portion of each required course
sequence by the fall term prior to application.
2. A competitive
score on the verbal and quantitative sections of the Graduate Record
Examination will be required.
3. A completed application and application
fee must be received by the Department of Enrollment Services on or before
January 15 prior to the September class for which admission is sought. The
following additional materials must be received by the Department of Enrollment
Services prior to any final action taken by the Admissions Committee.
- Pre-Professional
Advisory Committee recommendation from each college or university attended for
more than one term
- Official transcript from each college or
university attended.
- Projected
plan for completion of remaining required courses which include date(s) and
name(s) of institution at which student plans to enroll
- Verification of completion
of American history in high school or college
4. A personal interview is required for
admission.
5. Applicants must
demonstrate good physical and mental health consistent with the demands of the
educational program.
6. Applicants who
accept a position in the program must declare the ability to fulfill the
Technical Standards for Admission to the College of Allied Health Sciences, Program
in Physical Therapy.
Prior to enrollment, the following courses,
described in the UTHSC Admissions Requirement Brochure, must be completed with
grades of "C" or better.
College of Allied Health Sciences --
Doctorate in Physical Therapy (UT -
|
What They Want |
# Hours |
What We Call It |
|
General Biology* |
8 |
BIOL 111 Lec & Lab |
|
General Chemistry* |
8 |
CHEM 113 Lec & Lab |
|
General Physics* |
8 |
PHYS 201 Lec & Lab |
|
English |
6 |
ENG 111 |
|
Human Anatomy and Physiology* |
8 |
BIOL 217 Lec & Lab |
|
Mathematics1 |
3 |
One of the following:
(Their website specifies MATH 101, which does not
exist.) |
|
Computer Sciences2 |
3 |
MIS 153 (formerly ITM 153) |
|
Statistics3 |
3 |
Must include descriptive, t-test, Chi-square, ANOVA |
|
Psychology4 |
6 |
PSYC 105 & PSYC 218 |
|
Humanities/Social Sciences5 |
12 |
Four courses with any of the following
prefixes: PSYC(hology) Foreign language, fine or performing arts, communication arts |
|
Electives |
30 |
Free to choose |
* Must include laboratory experiences
1 Student must complete coursework that fulfills physics prerequisite.
2 If coursework has not been taken, must demonstrate computer literacy in
computer technology
3Statistics – course should cover nonparametric and parametric
statistics, including analysis of covariance and multivariate analysis of
variance. Use of statistical techniques with data sets, interpretation of
statistical results and computer interaction in data analysis strongly
recommended. Biomedical statistics, education statistics, business statistics,
psychology statistics as well as statistics courses in the math department are
acceptable.
4Must include General Psychology I and II or General Psychology I and
Human Growth and Development
5Recommended courses to complete humanities/social science courses are:
(child, adolescent or abnormal) psychology, personality development, psychology
of adjustment, sociology, anthropology, economics, counseling, human relations,
political science, humanities, art history, philosophy or logic, English
literature, history, foreign language, fine arts, religion
Some Useful Sources of Information:
For more information on a career in physical
therapy, please send a self-addressed, stamped envelope to "A Future In
Physical Therapy, "APTA, P.O. Box 37257, Washington, D.C. 20013.
American Physical Therapy Association
Telephone: (703) 684-2782
FAX: (703) 706-3396
Web page: http://www.apta.org
Physical therapy programs in the Mid-South:
University of Tennessee - Memphis (PT
only)
College of Allied Health Sciences
UT
800
(901) 448-5888
E-mail: pt@utmem.edu
http://www.utmem.edu/physther/mpt.Intro
Arkansas State University (PT & PT
assistant)
Department of Health Professions
P.O. Box 69
State University, Arkansas 72467-0069
(501) 972-3073 JONESBORO
X.Occupational Therapy
"Occupational therapists are health professionals who use 'occupation', or
purposeful activities with specific goals, to help people of all ages prevent,
lessen, or overcome disabilities. The activities may be as basic as bathing,
dressing or eating, or as complex as operating a computer with modified control
switches. Those who work in occupational therapy use their personal and
professional skills to help people deal with health problems that interfere
with their ability to function in daily life.
When a patient is referred for treatment, the
occupational therapist assesses that individual's ability to carry out
necessary developmental, physical, social and emotional functions in relation
to his or her prognosis. The assessment and analysis of the individual's
personal goals and the demands of his or her environment are reviewed and
become the basis of an individualized treatment program. During the course of
treatment, the occupational therapist frequently reassesses the patient's
status and coordinates the occupational therapy program with that of the other
members of the health care team." From the promotional flyer regarding the
UT - Memphis Occupational Therapy Program, 1999.
From a brochure
entitled Occupational Therapy Makes It Possible, distributed by the American
Occupational Therapy Association:
Sometime in our
lives many of us will face physical, cognitive, or mental health challenges
that will prevent us from being as independent and active as we'd like. These
challenges can begin at birth, develop gradually later in life, or arise
suddenly at any age.
Occupational
therapy makes it possible for people facing such challenges to participate more
fully in the job of living at home and at school, at work and at play.
Occupational
therapy helps children and adults acquire daily living skills needed to engage
in meaningful activities, ranging from self-care such as dressing and feeding
oneself to work, school, leisure, and community pursuits. People who choose a
career in occupational therapy are part of a vibrant, dynamic profession that
serves millions of people each year.
For example, more
than one fourth of the nation's occupational therapy professionals focus on
helping children thrive in the "occupations" of childhood --
learning, playing, and growing.
Many occupational
therapy professionals work at schools, offering students the skills and
confidence needed to confront learning disabilities or behavioral problems.
They also work with youngsters with developmental disabilities like cerebral
palsy and Down Syndrome to become as independent as possible.
Occupational
therapy professionals help premature newborns learn oral-motor skills needed
for eating, and show parents and their children with disabilities how assistive
technology can enrich their lives.
For someone who has
experienced a traumatic experience, such as an injury, stroke, or amputation,
occupational therapy professionals ease the transition from hospital to home by
showing survivors new ways to dress, eat, bathe, cook, do laundry, drive, and
work. Often, they recommend special technology -- from simple devices like
button hooks to sophisticated, computerized systems -- that make routine tasks
simpler and give persons with disabilities access to a greater range of
activities.
Occupational
therapy professionals also can suggest ways to adapt a person's home, school,
or work environment to make it safer; to conserve energy; and to enhance
comfort, independence and productivity.
College of Allied Health Sciences -
Occupational Therapy (UT -
The Program in Occupational Therapy is
designed as the third and fourth years of a baccalaureate program, and consists
of 24 months on the campus of the University of Tennessee, Memphis or clinical
education sites. To be eligible for consideration for admission, the applicant
must fulfill the following requirements:
Please note: The Occupational Therapy program
at the University of Tennessee Health Science Center -
|
What They Want |
# Hours |
What We Call It |
|
General Biology/Including Zoology |
8 |
BIOL 111 Lec & Lab |
|
General Chemistry |
8 |
CHEM 113 Lec & Lab |
|
General Physics |
8 |
PHYS 201 Lec & Lab |
|
English (recommend one course in speech) |
9 |
ENG 111 |
|
Anatomy & Physiology |
8 |
BIOL 217 Lec & Lab |
|
Psychology, including:
|
9 |
PSYC 105 PSYC 218 PSYC 230 |
|
Sociology |
3 |
SOC 101 |
|
Electives** |
19 |
"The faculty suggest that elective courses be taken from the following areas: Computer skills, Anatomy, Kinesiology, Physiology; plus a broad selection from: Anthroplogy, Education, Fine and Performing Arts, History, Humanities, Language and Communication Systems, Mathematics, Philosophy, and Western Civilization. No more than four credits in activity-based courses are acceptable. |
Total:
64
For additional information:
The American Occupational Therapy
Association, Inc.
4720
P.O. B. 21220
1-301-652-2682
http://www.aota.org/
For more information about the UT Memphis
Department of Occupational Therapy
Call Diane Garrison at 1-901-448-8393, or write
822 Beale Street
Memphis, TN 38163
Start by accessing: http://www.utmem.edu/occ_therapy/home.html
Mail to: anolen.utmem.edu
XI.Dental Hygiene
"Dental hygiene is a preventive oral
health profession whose practitioners support total health and are responsible
for promoting optimal oral health for people of all ages. In doing so, dental
hygienists facilitate the prevention and treatment of oral diseases such as
dental caries (cavities) and periodontal (gum) disease. Dental hygienists,
working with dentists, carefully monitor the oral health status of their
patients and intervene as necessary with a variety of therapeutic services.
Specific professional activities of the dental hygienist may include:
- Initial
screening examination and charting of a patient's teeth, soft tissue, and
other oral structures;
- Exposing
and developing radiographs;
- Developing
individualized oral hygiene programs for plaque control;
- Removing
calculus and plaque from above and below the gumline;
- Applying
caries-preventive agents such as fluoride and dental sealants."
(From the promotional brochure describing the
Dental Hygienist program at the University of Tennessee - Memphis.)
College of Allied Health Sciences - Dental
Hygiene (UT - Memphis):
The
Program in Dental Hygiene is designed as the third and fourth years of a
baccalaureate program, and consists of 2 academic years of full-time
instruction. Thirty-four (34) students are accepted into the program each year.
The program is fully accredited by the Commission on Dental Accreditation of
the American Dental Association. For consideration for admission, the applicant
must fulfill the following requirements:
|
What They Want |
# Hours |
We Call It |
|
General Biology |
4 |
BIOL 111 Lec & Lab |
|
General Chemistry |
8 |
CHEM 113 Lec & Lab |
|
English |
9 |
ENG 111 |
|
Speech |
3 |
SPCH 125 |
|
General Psychology |
6 |
PSYC 105 & 1 PSYC elective |
|
Nutrition |
3 |
BIOL 236 |
|
General Sociology |
6 |
SOC 101 & 1 SOC elective |
|
Microbiology |
4 |
BIOL 321 Lec & Lab** |
|
Anatomy & Physiology |
8 |
BIOL 217 Lec & Lab** |
|
Electives |
7 |
Free to choose*** |
Total: 58
**In order to take these courses, you would
have to take BIOL 112 Lec and Lab, CHEM 211 Lec and Lab, and CHEM 212 Lec and
Lab as CBU prerequisites. They can be fit into the electives.
For more information:
American Dental Hygienists' Association
(ADHA)
http://www.adha.org
For more information about the UT-Memphis
program in Dental Hygiene:
Peggy Waring, Ed.D.
Program Director
Dept. of Dental Hygiene
1-901-448-6230
http://www.utmem.edu/dent_hyg/dh.html
E-mail: jdavis@utmem.edu
XII.Cytotechnology
"A cytotechnologist is a highly skilled laboratory professional who examines cells
under a microscope to diagnose cancer and a variety of other diseases
processes. These individuals must know basic human anatomy, physiology and
pathology, and have an in-depth knowledge of cell morphology in order to
interpret varied cytology specimens accurately. They use specialized techniques
for collecting, preparing and staining many types of cell samples.
Cytotechnologists are trained to recognize minute abnormalities in color, size
and shape of the cell structures.
An individual considering a career in
cytotechnology should be able to perform work that requires precision and sound
judgement. Manual dexterity, dependability, and good vision including color
vision are also important characteristics. Since the expertise of the
cytotechnologist is relied upon in assuring high quality patient care,
individuals who want to become cytotechnologists should have a high degree of
integrity and be willing to assume a great deal of responsibility.
Cytotechnologists play an integral part in the total health care of patients.
They must, at all times, be aware that each specimen represents a patient and
that accuracy of the diagnostic report is essential." (From the
promotional flyer describing the UT - Memphis program.)
College of Allied Health Sciences -
Cytotechnology (UT - Memphis):
The Program in Cytotechnology is designed as
the fourth year of a baccalaureate degree program. It consists of one year on
the campus of the University of Tennessee - Memphis. A maximum of 10 students
can be accepted into the program each year. Upon successful completion of the
program, students are awarded a Bachelor of Science Degree in Cytotechnology.
The program is fully accredited by the Programs Commission on Accreditation of
Allied Health Education Programs (CAAHEP), formerly known as CAHEA. For
consideration for admission, the applicant must fulfill the following requirements:
|
What They
Want |
# Hours |
What We
Call It |
|
General Biology |
8 |
BIOL 111 Lec & Lab BIOL 112 Lec & Lab |
|
General Chemistry |
8 |
CHEM 113 Lec & Lab CHEM 114 Lec & Lab |
|
English |
9 |
ENG 111 ENG 112 One English electives |
|
Microbiology |
3 |
BIOL 321 Lec & Lab** |
|
Advanced Biology |
15 |
Recommended: ·
Immunology (BIOL 415)** ·
Histology (BIOL 414)** ·
Cell/Molecular Biology (BIOL 421)** ·
Genetics (BIOL 311)** ·
Anatomy and Physiology I and II (BIOL 217 and BIOL 218)**I |
|
Social Science |
12 |
Can include PSYC or SOC courses, such as PSYC 105,
PSYC 218, SOC 101 |
|
College Mathematics |
3 |
MATH 117 |
|
Electives |
30 |
Free to choose |
Total:
85
**In order to take these courses, you must take CHEM
211 Lec & Lab and CHEM 212 Lec and Lab as CBU prerequisites. They can be fit in as electives.
***In order to take these courses at CBU, you must
also be enrolled in CHEM 211 Lec and Lab.
For more information about cytotechnology:
UT - Memphis Program in Cytotechnology
Phone Number (901) 448-6304
e-mail: cls@utmem.edu
Web page: http://www.utmem.edu/allied/Cytology/cytology.html
Program Director: Barbara Benstein, Ms, SCT
(ASCP)
American Society of Clinical Pathologists
http://www.amcp.org
1-800-621-4142
American Society for Cytotechnology
Web page: http://www.asct.com
XIII.Health Information Management
"A career in health
information management combines the exciting, challenging world of medicine
with computerization, business, and management into one excellent career. While
health information management (HIM) professionals possess skills similar to
those of other business professionals, they must draw from a broader base of
knowledge. Their knowledge of business and science is combined with a knowledge
of law and medicine. While HIM professionals may not be as visible as the
physician, nurse, or other health professional, their presence is vital to
keeping the facility functioning smoothly.
As health information becomes more
computerized, the health information manager is involved in designing and
maintaining health information systems for insurance companies, accounting
firms, consulting firms, as well as health care organizations." (From the
promotional flyer describing the UT - Memphis program in Health Information
Management.)
College of Allied Health Sciences - Health
Information Management (UT - Memphis):
The Program in Health Information Management
is designed as the fourth year of a baccalaureate degree program. The program
is for one calendar year in length, and students are assigned to off-campus
sites for a five-week management affiliation experience as part of the
education program. The program is fully accredited by the American Health
Information Management Association (AHIMA) and the Commission on Accreditation
of Allied Health Education Programs (CAAHEP) For consideration for admission,
the applicant must fulfill the following requirements:
|
What They Want |
# Hours |
What We Call It |
|
General Biology |
8 |
BIOL 111 Lec & Lab* |
|
Human Anat. & Phys. |
8 |
BIOL 217 Lec & Lab** |
|
English |
12 |
ENG 111 |
|
Management, Business & Office Administration (1course in Management required) |
12 |
MGMT 337 Other courses in the following subjects are
acceptable: Accounting - ACCT 261 & 262 Finance - FIN 327 & 328 Business Law - BUS 301 & 302 Computer Science - CS 161, 162 Wage & Salary Admin. - MGMT 412 |
|
Psychology |
6 |
PSYC 105 |
|
Social Science |
6 |
Two courses in: |
|
Statistics |
3 |
STAT 201 or MATH 201 |
|
Speech |
3 (Recommended) |
SPCH 125 |
|
Electives |
35 |
Free to choose |
Total: 90
*In order to take BIOL 111 and BIOL 112, you
must have MATH 117 or its equivalent as a pre- or co-requisite.
**In order to take BIOL 217 and 218, you must
have CHEM 113 as a prerequisite.
For more information:
About the UT - Program
Chair
Dept. of Health Information Management
The University of Tennessee -
822 Beale,
(901) 448-6486
Web site: http://www.utmem.edu/him/homepage.htm
Mail to: MMCAIN@UTMEM.EDU
About the career
American Health Information Management
Association
919 North Michigan Avenue, Suite 1400
Chicago, Illinois 60611
(312) 787-2672
About accreditation
CAAHEP
515 North State Street, Suite 7530
Chicago, IL 60610-4377
(312) 464-4636
XIV. Nursing:
"Registered
nurses care for the sick and injured and help people
stay well…Hospital nurses constitute by far the largest group of nurses.
Most are staff nurses, who provide skilled bedside nursing care and carry out
the medical regimen prescribed by physicians…Nursing home nurses manage
nursing care for residents with different needs [e.g. Alzheimer’s disease]…Public
health nurses work in government and private agencies and clinics, schools,
retirement communities, and other community settings…Private duty nurses
care for patients needing constant attention…They provide services in homes,
hospitals, nursing homes, and rehabilitation centers…Occupational health
or industrial nurses provide nursing care at worksites, to employees,
customers, and others with minor injuries and illnesses…Head nurses or nurse
supervisors direct nursing activities.
The Lowenburg School of Nursing at the
University of Memphis offers several BSN programs. Here is a general description of their BSN
programs, from
Bachelors of Science in Nursing
The Loewenberg School of Nursing BSN program
prepare students for careers in professional nursing. As part of a
comprehensive university, the school is dedicated to developing scholarship in
nursing and provide services that support the institutional mission. The
program is designed to accommodate the needs of high school graduates, transfer
students and college graduates, and registered nurses who are graduates of diploma
or associate degree nursing programs.
Our school offers four options in its BSN
undergraduate degree program:
Student Outcomes of the BSN Program
The baccalaureate program prepares the
graduate to:
1. Apply leadership and decision-making skills to create
a safe, caring environment necessary for the delivery of quality care within
dynamic health systems.
2. Translate current clinical and research-based evidence
into practice to improve patient health outcomes.
3. Incorporate patient care technologies with information
and communication systems to provide evidence-based care that is safe and cost
effective.
4. Participate in healthcare policy and political
processes to positively influence socio-cultural, economic, legal and political
factors that shape healthcare delivery and professional nursing practice.
5. Communicate and collaborate effectively both
interprofessionally and intraprofessionally to optimize patient health
outcomes.
6. Implement clinical prevention and health promotion
strategies to improve patient health outcomes.
7. Emulate professional values and ethical behaviors in
all dimensions of nursing practice.
Regarding the two fast-track programs:
The Loewenberg School of Nursing (LSON)
offers two fast track options in obtaining the Bachelor of Science in Nursing
degree - Fast Track and +Accelerated Fast Track.
Fast Track - click here
to view Sample Curriculum Pattern
The fast track option begins in either the
*Fall or **Spring term.
*Fall - Spring - Summer [Pre-Summer, 1st and
2nd term] - Fall - Spring
**Spring - Fall - Spring - Summer [Pre-Summer, 1st and 2nd term] - Fall
The following requirements must be met for
the Fast Track option:
- Completion of all General Education courses
- Completion of nursing pre-requisites (for admission to the BSN
program)
- Acceptance in the BSN program
- Approval from the LSON Associate Dean of Undergraduate Programs
Accelerated Fast Track - click here
to view Sample Curriculum Pattern
+To qualify for the Accelerated Fast Track
option, students must have a minimum grade of "B" in every nursing
course during the first semester of the BSN program and must obtain permission
from the LSON Associate Dean of Undergraduate Programs.
The accelerated fast track option only
begins in the Fall term.
Fall - Spring - Summer [Pre-Summer, 1st and
2nd term] - Fall
The following requirements must be met for
the Accelerated Fast Track option:
- Approval from the LSON Associate Dean of Undergraduate Programs
- Completion of all General Education courses
- Completion of all nursing pre-requisites
- Minimum grade of "B" in each of the 1st
semester nursing courses
Union University-Germantown campus also offers an
accelerated post-baccalaureate BSN program, described at http://www.uu.edu/academics/adultstudies/acceleratedbsn/
:
National
organizations of nursing schools have mandated that the entry-level clinical
practice degree will be a Master’s Degree. The UTHSC program is committed to admit its
first entry-level Master’s students in the Fall 2009.
From the description of the
Clinical
Nurse Leader … Full-time, primarily face-to-face, four-term program for
individuals who hold a bachelor’s degree or higher in a non-nursing field from
a regionally accredited college or university (or approved international
equivalent) seeking professional entry to nursing practice and RN licensure,
including the prerequisite courses shown in Prerequisite Courses Table. (Note:
The prerequisite requirements show that individuals may not enter the
CNL program directly from high school.)
CNL is for
individuals who hold a bachelor’s degree or higher in a non-nursing field
seeking professional entry to nursing practice and RN licensure.
|
Courses required |
Semester Hours |
What We Call Them |
|
Human Anatomy & Physiology |
8, with lab |
BIOL 217 Lecture & Lab |
|
Microbiology |
minimum 3 hours, with lab |
BIOL 321 Lecture & Lab |
|
Statistics |
3 |
MATH 201 or PSYC 354 or STAT 201 |
|
Lifespan Development/ Psychology |
Recommended |
PSYC 218 |
|
Humanities/The Arts |
Recommended |
Any Art (ART), Humanities (HUM), Literature, or Music (MUSC) or foreign language |
|
Nutrition |
Recommended |
BIOL 236 |
|
Psychology |
Recommended |
PSYC 105 |
|
Sociology |
Recommended |
SOC 101 |
|
Anthropology |
Recommended |
ANTH 128 (Physical) or ANTH 160 (Cultural) |
For more information about other programs in
the
1-800-796-7171
Arkansas State University
Department of Health Professions
(501) 972-3073 JONESBORO
Union University
– Germantown Office
UU/Germantown Campus
2745 Hacks Cross Road
Germantown, TN 38138
Contact: Wendy Glass
E-mail: wglass@uu.edu
Phone: 901-312-1901
FAX: 901-759-1197
University of Memphis Lowenburg School of
Nursing
Loewenberg School of Nursing
Phone: 901.678.2003
Fax: 901.678.4906
Mail: 100 Billy Mac Jones
Memphis, TN 38152
University of Tennessee Health Science Center
College of Nursing
877 Madison
Avenue
Memphis, Tennessee 38163
901-448-6128
Fax: 901-448-4121
Toll Free: 800-733-2498
Program Inquiries: 901-448-6125
Justin Casey, Student Affairs – Coordinator:
jcasey4@utmem.edu
Janet Wood, Student Affairs – Coordinator: jwood26@utmem.edu
Roylynn Germain, Student Affairs – Administrative Assistant: rgermain@utmem.edu
Some Useful Sources of Information:
The National League for Nursing
350 Hudson Street
New York, NY 10014
Information on career opportunities for
registered nurses is available from
Kathy Milholland, Ph.D., RN
American Nurses’ Association
(202) 651-7060 FAX: (202) 651-7001
e-mail: KMILHOLL@ANA.ORG
For information on nursing careers in
hospitals, contact:
American Hospital Association
Division of Nursing
810 North Lake Shore Drive
Chicago, IL 60611
XV. Optometry:
"Optometrists
are primary eye care providers who examine people’s eyes
to diagnose and in some cases treat vision problems and eye
diseases…Optometrists prescribe eyeglasses, contact lenses, vision therapy, and
low-vision aids. They use drugs for diagnosis in all states and, as of 1991,
they may use drugs to treat some eye diseases in 28 states." From Stanfield,
Peggy S. 1995. Introduction to the Health Professions, edition 2, Jones and
Bartlett, publishers.
OptomCAS offers applicants a convenient, web-based
application that will allow them to apply to more than one participating
optometry school or college with one application. ALL twenty schools and colleges of optometry will
participate.
The OptomCAS website is now available at www.optomcas.org. This includes an
FAQ section that may be helpful to you and your students. This website
will be updated on a continuous basis as the application launch date
approaches. In addition, we plan to host webinars for those advisors who
may be interested. Information will be sent shortly.
If you have any questions, please email Paige Pence at ppence@opted.org
.
Paige Pence, Director, Student and Professional
Affairs
Association of Schools & Colleges of Optometry
6110 Executive Boulevard, Suite 420
Rockville, MD 20852
(301) 231-5944, x3019
(301) 770-1828 Fax
http://www.opted.org
Conditions typically treated by Doctors of
Optometry include:
- Diseases and disorders of the anterior segment of the eye such as
corneal abrasions/ulcers/infections, glaucoma and the management of other
ocular diseases and conditions.
- Visual skills problems such as the effective ability to move
align, fixate and focus the ocular mechanisms as in reading, driving,
computer use, hobbies, etc.
- The inability to properly process and interpret visual information
such as in problems of perception, visualization and retention as in the
learning task.
- Poor vision-body coordination as one interacts with the
environment such as in sports, occupations, or just everyday spatial
judgments.
- Clarity problems, be they simple near or farsightedness,
astigmatism, or the complications due to the aging process, disease,
trauma or malfunction.
Doctors of Optometry are also concerned with:
- The
diagnosis, management and referral, when required, of such systemic
diseases as hypertension, diabetes and others which are often first
detected in the eye.
- Provide
pre- and post-surgical care of cataracts, refractive laser treatment,
retinal problems, and other conditions that require pre- and post-surgical
care.
- Preventative
measures as in infants and children's visual development, job/school/hobby
related tasks, and nutrition and hygiene education
Prerequisites for the Southern College of
Optometry
|
What They Want |
# Hours |
What We Call It |
|
General Biology |
8 |
BIOL 111 Lec & Lab |
|
General Chemistry |
8 |
CHEM 113 Lec & Lab |
|
Organic Chemistry |
8 |
CHEM 211 Lec & Lab |
|
Physics |
8 |
PHYS 150 Lec & Lab* |
|
English |
6 |
ENG 111 |
|
Microbiology |
4 |
BIOL 321 Lec & Lab |
|
Mathematics (Calculus) |
3 |
MATH 131 |
|
Statistics (any type) |
3 |
MATH 201 or BUS 221 or PSYC 356 |
|
Social Sciences |
6 |
Any course with the following prefixes: HIS(tory) |
|
Psychology |
3 |
PSYC 105 or upper elective |
|
Anatomy & Physiology (R) |
8 |
BIOL 217 Lec & Lab |
*Since the optics courses are calculus-based,
we recommend that you take the calculus-based physics sequence at CBU.
(R):
We suggest taking all such courses which are designated as recommended.
Some Useful Sources of Information:
Southern College of Optometry
1245 Madison Avenue
Memphis, TN 38104
(901) 722-3224
Contact person: Joseph H. Hauser, Asst. Director
Profile of 1998 Entering class:
- Total Entrants: 122
- No. Applicants: 1,012
Association of Schools and Colleges of
Optometry (ASCO)
(301) 231-5944
Web Site: http://www/opted.org
American Optometric Association (AOA)
(314) 991-4100
http://www.aoanet.org/aoanet
Optometry Admission Testing Program (OAT)
211 East Chicago Avenue Suite 1846
Chicago, Illinois 60611 - 2678
(312) 440-2693
Regarding the OAT:
What is the OAT?
The Optometry Admission Test (OAT) is a standardized examination
designed to measure general academic ability and comprehension of scientific
information. The OAT is sponsored by the Association of Schools and Colleges of
Optometry (ASCO) for applicants seeking admission to an optometry program. All
schools and colleges of optometry in the
back to top
What subjects does the OAT
cover?
The OAT consists of four tests: Survey of the Natural Sciences (Biology,
General Chemistry, and Organic Chemistry), Reading Comprehension, Physics and
Quantitative Reasoning.
back to top
When should I take the OAT?
At least one year of college education, which should include courses in
biology, general chemistry, organic chemistry and physics, is required prior to
taking the OAT. Most students, however, elect to complete two or more years of
college prior to taking the exam.
back to top
When is the OAT examination
administered?
The OAT exam is computerized and examinees are allowed to take the OAT an
unlimited number of times but must wait at least 90 days between testing
dates. However, only scores from the four most recent attempts and the
total number of attempts will be reported.
back to top
Where can I get more information
about the OAT?
You can submit your application for the OAT examination and/or request
additional copies of score reports online. You can view the Optometry Admission
Testing Program - Online Candidate Guide, by clicking here: 
On-line Registration for
OAT. You can request a free OAT candidate guide information booklet and a
test application form by contacting the Optometric Admission Testing Program,
The Optometry
Admission Test is offered in a computerized format. Testing is available year round – you select
the date, time, and place that is most convenient for you to test. You receive your scores immediately after the
completion of the test. Schools receive
official score reports within two weeks.
Information about
the OAT can be obtained online at http://www.opted.org
. This site contains information about
the test, application process, fees, test content, and a sample test. Use this site to register online for the test
and to request additional score reports.
A credit card is required for online registration or two request
additional score reports.
Information is
also available by calling the Optometry Admission Testing program at
1-800-232-2159. Automated information
lines provide select information 24 hours a day, seven days a week. Representatives are available to assist you
Monday through Friday from 8:30 a.m. to 5:00 p.m. Central Time. Print application materials are available for
those special situations where applying online is not possible. This material can be requested by calling the
800 number.
For
information about the OAT, visit http://www.opted.org
.
XVI. Veterinary Medicine:
From a memo circulated to
the HLTHPROF listserv, July 18, 2008:
Electronic Evaluations:
We want to clarify that the VMCAS application can accept a minimum of
three (3) and a maximum of five (5) electronic evaluations. It is highly
recommended that students follow the evaluation instructions for the school(s)
they are applying to as schools have various requirements for
evaluations. All evaluations received by VMCAS are sent to all of the
applicants designations. Evaluations received for an applicant above and
beyond the schools requirements are still sent to all the schools being applied
to, but are not guaranteed by the school to be reviewed.
Please see our FAQ located here: http://www.aavmc.org/vmcas/vmcas_faq.htm
for more information.
There are updated instructions regarding evaluations on our website as well as
in the VMCAS evaluator section instruction page: http://www.aavmc.org/vmcas/evaluations.htm
Composite & Multi-Page Committee Letters:
The VMCAS system cannot currently accommodate multiple page evaluations
(composite letters & multi-page committee letters). As such, applicants
will be able to download a copy of the evaluation form on our website.
Single Page Committee Letters:
As a result of many requests, single page committee letters can now be
submitted through the VMCAS electronic letters of recommendation (eLOR) system,
and will be counted as one (1) electronic submission. The applicant will
register the chairperson (or designated alternate) in the eLOR system. This
prompts an email to the registrant with instructions on completing the
evaluation.
Test Accounts:
We welcome those of you who wish to setup a test application. Requests for test
accounts in VMCAS should be requested by emailing the VMCAS staff at vmcas@aavmc.org. You will receive a
controlled username and instructions on processing a VMCAS Application.
VMCAS NAAHP Presentation:
Weve attached a copy of the VMCAS presentation that was given at the
NAAHP Meeting for those that did not attend.
We hope weve addressed any concerns and hope that you will contact us if any
matters remain unresolved by calling our Student and Advisor Hotline at
877-862-2740 or email to: vmcas@aavmc.org
Shaba Lightfoot, VMCAS Student Affairs Coordinator
Tony Wynne, Operations Manager
John Roane, Chief Operating Officer
Application requirements for all VMCAS colleges
are located at the VMCAS link at aavmc.org (http://www.aavmc.org/vmcas/listschools.htm).
VETERINARY MEDICAL COLLEGE APPLICATION
SERVICE (VMCAS)
FACT SHEET
Association of American Veterinary
Medical Colleges (AAVMC)
The AAVMC coordinates the affairs of the 27
U.S. Veterinary Medical Colleges, 4
VMCAS is a centralized application program
for participating Veterinary Medical Colleges. Listed below are the 24
Veterinary Medical Colleges that participate in VMCAS, along with two
VMCAS Colleges
|
|
|
|
University of California-Davis |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
University of Illinois-Urbana |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
VMCAS Instructions
Information about the VMCAS process can be
found at the VMCAS link at www.aavmc.org.
Basic Application Requirements:
VMCAS Web Application
Transcripts
Three (3) letters of recommendation
VMCAS Application Fee
To access the VMCAS Web Application
visit www.aavmc.org and click
on VMCAS.
VMSAR is a book containing the admission
requirements and contact information for all 31
VMCAS Contact Information
E-mail: vmcas@aavmc.org
Telephone: (202) 682-0750, or
Student/Advisor Toll Free Hotline - 1 (877) 862-2740
Fax: (202) 682-1122
Mail: VMCAS
Suite 701
***************************************************************************************************************************
Applicants are encouraged to deliver the
VMCAS application weeks before the deadline to avoid system congestion and
delayed response times.
NAAHP
VMCAS Presentation Summary
July 2002
AAVMC
The Association of American Veterinary Medical
Colleges (AAVMC) sponsors the Veterinary Medical College Application Service
(VMCAS). AAVMC has five full-time staff and its members consist of 32
veterinary medical colleges, including 4 in
In 1995, AAVMC contracted with a vendor
to run a centralized application service, and brought the service in-house
three years later. We discovered that the scope and complexity of such a
service was difficult to implement; therefore, the association elected to
implement the project in several phases. VMCAS is currently in the second phase
of development. The phased approach should minimize increases in applicant
fees, and future phases are expected to include advisor resources and applicant
data reports.
Letters of recommendation should be completed
using the VMCAS Evaluation Form; actual letters can be attached. Committee
letters can serve as multiple recommendation requirements; however, a VMCAS
evaluation form must be used for each, and be signed by the author of the
recommendation. This standardized form serves many purposes; most importantly,
it adds a level of consistency to the admissions selection process.
Test scores and supplemental application
requirements vary among colleges. College requirements are listed at
www.aavmc.org.
The Web application, recommendation
letters, and the VMCAS fee are sent to VMCAS. Transcripts test scores and
supplemental applications are sent to the VMCAS colleges.
Key Dates
May 27 VMCAS
application went live
October 1 Application
deadline for majority of colleges
November 1 Application
deadline for
The application launch date was shifted from
August to May to encourage applicants to prepare for the application process
prior to summer break.
VMCAS Resources
|
www.aavmc.org |
Web application and instructions |
|
E-mail |
|
|
|
Order at www.thepress.purdue.edu, or
800-247-6553 |
|
VMCAS College Web sites and Fact Sheet |
Both located at www.aavmc.org |
Recommendations From
- apply early; last-minute applications run the risk of slow response times due to Web and server congestion.
- have a rigorous science curriculum and extensive veterinary experience
- take note of the unique requirements for VMCAS colleges.
- use the VMCAS Evaluation form.
- call the Student and Advisor Hotline for assistance
College of Veterinary Medicine
(UT-Knoxville)
|
What They Want |
# Hours |
What We Call It |
|
General Biology |
8 |
BIOL 111 Lec & Lab |
|
General Chemistry |
8 |
CHEM 113 Lec & Lab |
|
Organic Chemistry |
8 |
CHEM 211 Lec & Lab |
|
English Composition |
6 |
ENG 111 |
|
Humanities and Social Sciences |
18 |
"May include, for example, courses in English literature, speech, music,art, philosophy, religion, language, history, economics,anthropology, political science, psychology, sociology and geography." |
|
Biochemistry |
4 |
CHEM 312 Lec & Lab |
|
Genetics |
3 |
BIOL 311 Lec & Lab |
|
Cellular Biology |
3 |
BIOL 421 Lec & Lab |
Some Useful Sources of Information:
VMSAR is available at:
http://www.thepress.purdue.edu/books/vmsar/vmsar.html
and
http://www.amazon.com/exec/obidos/ASIN/1557532192/o/qid=989352729/sr=2-1/107-1724089-0855732
American Veterinary Medicine Association
930 North Meacham Road
Schaumburg, IL 60196
American Association for Laboratory Animal
Science
70 Timber Lake Creek Drive, Suite 5
Cordova, TN 38018
Veterinary Medical College Application
Service
http://aavmc.org
World-Wide Web Virtual Library: Veterinary
Medicine (Biosciences)
http:ss.niah.affrc.go.jp/NIAH/mirror/vetmed/vetmed.html#progs
Office of the Associate Dean
College of Veterinary Medicine
P.O. Box 1071 :
University of Tennessee
Knoxville, TN 37901-1071
(423) 974-7263
1998 Statistics
- # Applicants: 584
- # Available Slots: 68
XVII. Physician's Assistant
The American Academy of
Family Physicians, the American Academy of Pediatrics, the American Academy of
Physician Assistants, the American College of Physicians - American Society of
Internal Medicine, the American College of Surgeons, the American Medical
Association, and the Association of Physician Assistant Programs cooperate with
the ARC-PA to establish, maintain, and promote appropriate standards of quality
for entry level education of physician assistants (PAs) and to provide
recognition for educational programs that meet the minimum requirements
outlined in these Standards. These Standards are to be used for the
development, evaluation, and self-analysis of physician assistant programs.
Physician assistants are
academically and clinically prepared to provide health care services with the
direction and responsible supervision of a doctor of medicine or osteopathy.
The physician-PA team relationship is fundamental to the PA profession and
enhances the delivery of high quality health care. Within the physician-PA
relationship, PAs make clinical decisions and provide a broad range of
diagnostic, therapeutic, preventive, and health maintenance services. The
clinical role of PAs includes primary and specialty care in medical and
surgical practice settings. PA practice is centered on patient care and may
include educational, research, and administrative activities.
The role of the PA demands
intelligence, sound judgment, intellectual honesty, appropriate interpersonal
skills, and the capacity to react to emergencies in a calm and reasoned manner.
An attitude of respect for self and others, adherence to the concepts of
privilege and confidentiality in communicating with patients, and a commitment
to the patient’s welfare are essential attributes of the graduate PA. The
professional curriculum for PA education includes basic medical, behavioral,
and social sciences;
introduction to clinical
medicine and patient assessment; supervised clinical practice; and health
policy and professional practice issues.
Here are the entrance requirements for the CBU Physician Assistant
Program:
Christian Brothers
University
Application Requirements
for Master of Science in Physician Assistant Studies*
Those interested in the
program should complete the following before applying to CBU’s Physician
Assistant Program:
CASPA application.
The PA Program application
completed and application fee received.
Completion of a
baccalaureate degree from a regionally accredited college or university in the
United States.
Official transcripts from
all universities attended. Original transcripts will be sent to CASPA and our
program for review.
Submit three letters of
recommendation, one must be from a health care professional such as a
Physician, Physician Assistant or Nurse Practitioner.
Completion of all of the
pre-requisite course work with a cumulative GPA of 3.0 on a 4.0 scale.
Completion of the Graduate
Record Exam (GRE). Applicants who already hold a prior advanced graduate degree
are exempt from taking the GRE exam.
|
Course |
Semester Hours |
|
General Biology |
8 |
|
General Chemistry |
8 |
|
Anatomy and Physiology |
8 |
|
Microbiology |
4 |
|
General Psychology |
3 |
|
Genetics |
3 |
|
calculus, statistics, or
other advanced math |
3 |
*Please note: Christian Brothers University has applied for
provisional accreditation from the Accreditation Review Commission on Education
for the Physician Assistant (ARC-PA). In order to offer the program beginning
Spring 2012 ARC-PA must grant provisional accreditation.
Today’s healthcare
environment, while filled with many rewards, can be challenging on both a
professional and personal level. In order to maximize your success both as a
Physician Assistant and as a CBU Physician Assistant Studies student we believe
that prior experience in healthcare and/or shadowing a healthcare provider,
preferably a Physician Assistant, will provide the student with an increased
understanding of today’s complicated healthcare environment and the fulfillment
of providing this care.
While prior clinical
experience is not a requirement for admission, evidence of such experience is
strongly felt to not only be indicative of the applicant’s desire and
commitment to serve as a health care provider, but also as a foundation in
which the student can expand their knowledge and abilities as a medical
professional.
We prefer this experience
to be completed while observing or shadowing a physician assistant as this will
allow the individual to acquire specific insights into the role of the
physician assistant and will provide information that will allow the individual
to fully commit to this rewarding yet demanding profession.
No Advanced placement is
possible.
No prerequisites older than
5 years will be accepted unless you have been employed full time in the health
care field since completion of those prerequisites.
No Physician Assistant
credits from another institution may be transferred into the didactic or
clinical years.
No online courses for
the chemistry or biology disciplines will meet the
program's prerequisite requirements.
Other programs in Tennessee:
Prerequisites
|
Course title |
What we call those courses at CBU |
# of semester hours required at |
# of semester hours
required at |
# of semester hours
required at Bethel University, McKenzie, TN |
|
General Biology |
BIOL 111 & 112, Lecture & Lab |
0 |
8 |
8 |
|
Human Anatomy & Physiology |
BIOL 217 & 218, Lecture and Lab* |
8 |
8 |
8 |
|
General Chemistry |
CHEM 113 & 114, Lecture & Lab |
8 |
8 |
8 |
|
Biochemistry or Organic Chemistry |
CHEM 211 & 212,
Lecture and Lab |
0 |
4-5 |
Recommended, not required |
|
Medical Terminology |
|
0 |
(one semester) |
0 |
|
General Psychology |
PSYC 105 |
3 |
3 |
3 |
|
Microbiology |
BIOL 321** |
4 |
4 |
4 |
|
Human Growth and Development |
PSYC 218 |
3 |
0 |
0 |
|
Psychology elective |
PSYC prefix |
0 |
3 |
0 |
|
Mathematics (college algebra or higher) |
MATH 103 or 106 or 117 or 131 |
0 |
3 |
----- |
|
Genetics |
------ |
------- |
------ |
4 |
|
Cell biology |
BIOL 421 |
------ |
------ |
Recommended |
|
Immunology |
BIOL 415 |
------ |
------ |
Recommended |
|
Pharmacology |
BIOL 367 |
------ |
------ |
Recommended |
|
Biochemistry |
CHEM 312 |
------- |
See prerequisite for either organic or biochemistry |
Recommended |
|
Introductory statistics |
MATH 121 or MATH 201 or STAT 221 |
------ |
------ |
Recommended |
*BIOL 111 & 112, Lecture
and Lab are prerequisites
**CHEM 211 & 212,
Lecture and Lab are prerequisites
Contact information
DeBusk College
of Osteopathic Medicine Physician Assistant Program
LMU-DCOM PHYSICIAN ASSISTANT PROGRAM
OFFICE OF ADMISSIONS AND STUDENT ADVANCEMENT
Internet: http://www.lmunet.edu/DCOM/pa/index.htm
333
1-615-248-1200
Internet: http://www.trevecca.edu/pa
For more information:
Association of Physician
Assistant Programs
703/548-5538
Two
notes about the differences
between Nurse Practitioners (NP) and Physician Assistants
1) An excerpt from an e-note sent by Dr.
Elaine Cusker, PhD., Assistant Dean for Student Affairs, School of Nursing,
University at Buffalo, NY) to the HLTHPROF listserv in March, 2003:
Nurse Practitioners and nursing in general
approach health care from a different philosophical view than medicine. The
focus is on patient care, wellness, health promotion and education, and disease
prevention.
Secondly, most Nurse Practitioners exercise a
high degree of independence in their practice including the ability in many
areas to have their own practice. We have examples of graduates who have
developed companies offering very creative health care delivery services as
well as some who are the sole provider of health care for isolated or very
needy populations.
ecusker@buffalo.eduhttp://nursing.buffalo.edu
2. From an e-note sent by James R. Fry, MS,
PA-C, Academic Coordinator, Physician Assistant Program, Marietta College, to
the HLTHPROF listserv in February, 2003:
This question comes up occasionally. The
article referred to was a comparison between the schooling of both professions.
Perhaps that could be reprinted in the upcoming issue of the Advisor.
As far as the job is concerned, PAs and NPs
work in very similar roles. In most states NPs can practice independently but
may have some restrictions if they want to prescribe medications or they may be
required to work under strict protocol lists. PAs prefer the dependant role
since under state law we are restricted in our practice to the limits of our
supervising physician not to a protocol list. 47 states allow PAs prescriptive
privileges. I am not sure how many states allow NPs to prescribe but it hasn't
been universal.
The biggest difference is in the training.
PAs are training under the medical model very similar to medical school. They
can enter the profession without any prior medical experience or education. PA
programs graduate students with Associate, Bachelor or Master degrees, although
the move is toward the Master's degree. NPs are advance
practice nurses and must have a BSN before
they can enter the profession. Their training is based on the fact that they
have prior medical schooling and tends to have a concentration of nursing
theory involved. They are awarded a Master's degree. You will find some NPs who
are certificate holders but I believe that all of those programs have converted
to a degree. They also can be limited in their practice setting as NPs
specialize in particular areas, pediatrics, adult medicine, geriatrics, OB/GYN,
etc. This can limit their ability to move in the market. PAs are trained as
generalist and are limited by their interest in specific fields. Since our
scope of practice is regulated by that of the supervising physician we
generally change specialties with a fair amount of ease, depending on the
market.
I would not agree that there is a concern
about too many mid-level providers. The market has seemed to remain steady and
absorb new graduates. There has been a slowing of PA schools in the last couple
of years. I am involved at the national level in the American Academy of
Physician Assistants. We have looked at this issue many times and feel that
there is a lot of room for growth. Besides the profession has been around long
enough that some of us want to retire!!
Long winded but hopefully helpful.
James R. Fry, MS, PA-C
Academic Coordinator
Physician Assistant Program
Marietta College
215 Fifth Street
Marietta, OH 45750
740-376-4952
740-376-4951 (Fax)
Check out our program information at:
http://mcnet.marietta.edu/~paprog/
Also, a note regarding the distinction
between PA's and MD's, also from James Fry:
I think this is the first time that I have
heard this specific question. Actually the training will be very similar since
a PA curriculum is based on the medicine model.
The major difference will be in the length of
schooling. The average PA school is 25 months, year round. Med school certainly
is 4 years plus internship plus residency. The number of actual classroom hours
is very similar and in some programs the PAs and medical students are in the
same courses. Both programs are rigorous and there will be some courses taught in
the longer medical school that aren't taught in a PA program.
The additional time allows the medical
student to refine and hone their diagnostic skills and gain expertise in the
management of patients and complex medical problems. The shorter PA school gives
the student skills to deal with simpler problems and recognize when their
knowledge base stops and they need the physician to take over. Certainly over
time, the PA will develop some of the same expertise and skills as the
physician. This will enhance the capabilities of that PA/physician team.
This student needs to spend time shadowing a
PA. It would help them see the role that PAs have in the medical care team. I
advise potential students that they need to know we work in a supervised role
and they need to be able to accept the role and be able to work under it. Some
students want to be the "buck stops here" person. Then PA school may
not be for them and they need to go on to medical school.
Other than the AAPA.org site, I don't know
where you would find any comparison information. I am not sure it exists. If
you want to forward the specific questions to me, I would be happy to send back
an answer.
Hope this helps.
James R. Fry, MS, PA-C,
215
740-376-4952
740-376-4951 (Fax)
Check out our program information at:
http://mcnet.marietta.edu/~paprog/
XVIII. Podiatry
From: http://www.aacpm.org/
, the home page for the American Association of Colleges of Podiatric
Medicine:
Doctors of Podiatric Medicine (DPMs) strive to improve the overall health of
their patients by focusing on preventing, diagnosing, and treating conditions
associated with the foot and ankle. They treat a variety of conditions and
employ innovative treatments to improve the well-being of their patients.
The American Association of Colleges of Podiatric Medicine's (AACPM) mission is
to enhance academic podiatric medicine. AACPM’s membership consists of eight
colleges and more than 200 hospitals and institutions that offer postdoctoral
training in podiatric medicine. The Association serves as a national forum for
the exchange of ideas, issues formation and concerns relating to podiatric
medical education.
The AACPM is a national educational association that serves as a resource to
students, residents and practitioners by providing direct access to academic
institutions; highlighting opportunities for clerkships and residencies; and
linking students to mentors that guide their career development.
Entrance Requirements, using
|
Course title |
What we call
those courses at CBU |
# of semester hours required by |
|
General
Biology |
BIOL 111 & 112,
Lecture & Lab |
8 |
|
General
Chemistry |
Chem 113 & 114,
Lecture & Lab |
8 |
|
Organic
Chemistry |
CHEM 211 & 212,
Lecture and Lab |
8 |
|
English |
ENG 111 & 112 |
6 |
|
Recommended: ·
Molecular
biology ·
Genetics ·
Anatomy ·
Physiology ·
Biochemistry; To
strengthen premedical background knowledge |
BIOL 421 = Cell molecular; BIOL 311= Genetics BIOL 217 + 218 = Anat.
& Phys. I and II BIOL 312 = Vert.
physiology |
Not specified |
For
more information:
American
Association of Colleges of Podiatric Medicine
e-mail: aacpmas@aacpm.org
Web: http://www.aacpm.org
Telephone: 1-800-922-9266 or -301-948-9760
American
Association of Colleges of Podiatric Medicine
e-mail: aacpmas@aacpm.org
Web: http://www.aacpm.org
Telephone: 1-800-922-9266 or -301-948-9760
Complete
Web-based Application
Contact
a Podiatrist or Current Podiatric Student
General
information on Podiatric Medicine
Reprint
of “What is a DPM?”
XIX. Audiology
Information is from “Audiology:
A Doctoring Profession”, a brochure from the Audiology Foundation of
What is a Doctor of
Audiology?
A
doctor of Audiology is an independent professional who specializes in the
diagnosis, management, and treatment of hearing and balance disorders from
birth through adulthood. The audiologist
has earned a doctoral degree (Au.D.) from a regionally accredited educational
institution.
What do Doctors of Audiology
do?
Doctors
of Audiology provide direct services to patients with hearing or balance
disorders. They conduct a wide variety
of tests to determine the eact nature of the patient’s hearing or balance
problem, and interpret the results of the tests to crecommend a course of
treatment. They can recommend, fit, and
dispense hearing devices, as well as provide fitting and tuning of cochlear and
middle ear implants. Doctors of
Audiology also provide rehabilitative services, education, and counseling for
patients and their families.
What Schools/Colleges offer
a Doctor of Audiology (Au.D.) Degree?
Nearly
70 schools and colleges offer an Au.D. Degree.
For information about these schools and colleges, visit the Audiology
Foundation of America website: http://www.AuDfound.org .
Is there a demand for
Doctors of Audiology?
According
to the U.S. Bureau of Labor Statistics, audiology is expected to grow much
faster than average for all occuaptions through the year 2008. It is one of the ten fastest growing
health-care fields. Baby Boomers are now
entering middle age where the possibility of hearing problems increases. Because hearing loss is strongly associated
with aging, rapid growth in the population age 55 and older will cause the
number of people with hearing impairment to increase proportionately.
Greater
awareness of the importance of early identification of hearing disorders in
children will lead to increased employment in schools. A rise in the number of audiologists in
proviate practice will result from the use of contract services by hospitals,
schools, and nursing homes.
What is the Average Income
for Doctors of Audiology?
In
2003, graduates of four-year Au.D. programs earned an average salary of $51,500. It is reasonable to expect that their income
should follow a path similar to that of other doctoring professions.
What undergraduate courses
are necessary for Admission to a school/college of audiology?
The
requirements for admission into a school/college of audiology vary, but the
suggested pre-audiology curriculum includes:
|
Prerequisite |
# of
semester hours |
What we call
it at CBU |
|
Biology/Zoology |
6 |
BIOL 111 & 112 Lecture |
|
General
Chemistry |
10 |
CHEM 113 & 114, Lecture & Lab, CHEM 211 |
|
Mathematics |
6 |
MATH 105 & 106 |
|
Physics |
8 |
PHYS 201 & 202 Lecture and Lab |
|
Communication |
3 |
SPCH 125 |
|
Statistics |
3 |
MATH 300 or BUS 221 or PSYC 356 |
|
English |
6 |
ENG 111 & 112 |
|
Humanities |
9 |
HUM courses; fine or performing arts,
communication arts |
|
Social
Sciences |
9 |
PSYC, SOC courses |
|
Foreign
language |
6 |
One year of introductory foreign language |
Each
school/college has its own requirements; so it is advisable to contact the
institution of your choice for the specific requirements.
Are there licensing
requirements for Audiologists?
Yes,
the majority of states have licensing requirements for audiologists. Doctors of Audiology are preapred to receive
a license to practice upon graduating with an Au.D. Degree.
Audiology websites:
Audiology
Foundation of
http://www.AuDfound.org
http://www.audiologist.org
http://www.audiology.org
National
Association of Future Doctors of Audiology
http://www.nafda.org
For more information:
Audiology
Foundation of
Phone: 765-743-6283
FAX: 765-743-9283
e-mail: info-afa-@audfound.org
XX. Sources of
Financial aid and Scholarships for clinical training
Military scholarships
The Air Force, Army, and Navy offer scholarships to individuals attending schools of dentistry, medicine, nursing, and veterinary medicine. These scholarships are awarded on a competitive basis, and you MUST apply to them at the same time that you are applying to professional schools. These scholarship programs offer the following:
- Full coverage of tuition, room and board;
- A stipend for living expenses;
- Malpractice insurance when you are on active duty as a medical professional;
- Established clinics and hospitals in which to acquire experience during internship and residency, as well as during practice
- An officer's rank when you complete your professional school studies.
The expectation is that you will serve year-for-year after the completion of professional school.
For more information, contact the following people:
Air Force
RAYMOND W. ARCHAMBO, MSgt, USAF
Health Professions Advisor
Cell# (618)402-8491
Raymond.Archambo@rs.af.mil
http://www.airforce.com
Army
SSG Todd, Martell
Healthcare Station Commander
5909 Shelby Oaks Ste 206
Memphis, TN 38134
1-877-359-6502
Martell.Todd@usrec.army.mil
Navy
Louis, Jesse C LT NRD Nashville, NRD Nashville [jesse.louis@navy.mil ]
Office: (901) 368-5283
1-800-322-5721
|
An
educational support program for individuals pursuing graduate degrees in
professional medical programs and who have a desire to serve in the US Navy
following graduation. Eligible
Degree Programs:
o
Medicine – allopathic (MD) or osteopathic (DO) o
Dentistry (DDS
or DMD) o
Optometry (OD) o
Podiatry (DPM) o
Clinical Psychology (Ph.D level program only) o
Physician Assistant (PA-C) (masters level program
only) Benefits o
Full Tuition (no upper limit) and allowable Fees o
Reimbursement for all required books, supplies and
equipment (some limits apply) o
Monthly Stipend of $2088 o
Full Pay and Allowances of an Ensign (O1) for 45 days
per year (about $4,500) o
$20,000 signing bonus (Medicine and Dentistry only) o
Reimbursement for student’s Health Insurance if
required by school Military/Service
Commitment
o
One year of active duty not in training, for each
year of scholarship with a 3 year minimum Eligibility
Criteria o
U.S. Citizen (dual citizenship not permitted) o
Physically qualified for a commission in the U.S.
Navy o
Accepted into an accredited school in the U.S.,
Canada or Puerto Rico Applications o
Find a recruiter: www.navy.com/findarecruiter/ o
Local medical officer program recruiters
assist with application o
May apply prior to acceptance into school o
Early application is recommended o
Requires school transcripts, letters of
recommendation, and standardized test scores o
Must complete a physical exam (recruiter will
schedule for you) o
Process typically takes 3 months to complete More
information: o
More information on Navy Medicine: http://www.myspace.com/navyofficerrecruitingmem o
Navy HPSP Website: http://www.med.navy.mil/sites/navmedmpte/accessions/Pages/default.aspx o
Accessions Department e-mail: OH@med.navy.mil o
Head, Student Programs: LCDR Marlene Sanchez 301-295-1217; marlene.sanchez@med.navy.mil o
Program Manager – Dr. Sandra Yerkes 301-295-9950; sandra.yerkes@med.navy.mil o
Asst. Program Manager – LT Yolanda Adams 301-319-4531; yolanda.adams@med.navy.mil o
Registrar –Mrs. Frances Smith– 301-319-4526; frances.r.smith@med.navy.mil HSCP is
designed to provide financial incentive for college students in the health
care allied
professions to complete Master’s or Doctoral degree requirements and obtain commissions
in the Medical Service Corps. Here are some of the allied health care specialties
to name a few: Environmental Health Health Care Administration Industrial Hygiene Optometry Pharmacy ***SPECIAL
NOTE *** WHILE IN
THIS PROGRAM YOU DO NOT WEAR UNIFORMS OR ATTEND MILITARY CLASSES.
YOUR ONLY RESPONSIBILITY IS TO MAINTAIN AT LEAST A 3.0 GPA. THIS IS NOT AN
ROTC PROGRAM! HSCP PROGRAM COULD BE WORTH OVER $90,000 • Health
Services Collegiate Program- Opportunity to complete a degree from an
accredited program while earning pay and benefits $2500 month or more for a
maximum of 36 months). THIS IS NOT AN ROTC PROGRAM!! BENEFITS Selectees
will be placed in an active duty status as OCSN (E-6), receiving full pay and
allowances
(except clothing allowance). Tuition, books, and other school expenses are
the responsibility
of the individual. Current
monthly pay is at least $2500.00 Full
medical and dental benefits for selectee and his/her dependents. Full
access to military bases, facilities, and services including commissary and
exchange (grocery
and department store). Selectees who make the dean’s list during two
consecutive semesters or three consecutive quarters are eligible for
meritorious promotion to E-7 on the first day of the month following completion
of 90 semester hours or 135 quarter hours. Another
way to be promoted to E-7 is if you make a referral which results in a new
accession to any
medical service corps officer accession program. ELIGIBILITY
REQUIREMENTS 1. Citizenship.
Must be a citizen of the United States. 2. Age.
Applicants must be at least 18 years old and able to complete
degree/certification requirements
and be commissioned prior to 42nd birthday. 3. Sex.
Open to male and female applicants. 4. Education.
a)
Applicants must be enrolled in or accepted for transfer to an accredited
college or university
in a course of study for a designated health profession. b) Must
have a cumulative grade point average (GPA) of at least 3.0 on a 4.0 scale. c)
Selectees complete their studies/training as full-time students attending all
normal
school sessions (two semesters or three quarters). They must maintain a cumulative
GPA of at least 3.0 after selection. d)
Official transcripts must be submitted to the Navy upon completion of each school
term. e) Degree/certification
requirements must be fulfilled within specified time for your field of
study. Selectees must have an approved degree/course of study completion
plan approved by Commander Navy Recruiting Command. 5. Physical.
Must meet Navy physical requirements and pass a Military Entrance physical exam. 6. Marital
Status. No restrictions. APPOINTMENT
Upon
completion of degree requirements, candidates will be commissioned as either
a Lieutenant Junior Grade or Lieutenant in the appropriate health care
designator in the U.S. Navy, acquiring a 3-year active duty obligation. FOR MORE
INFO CONTACT: LT Jesse Louis at 901-573-3931
or jesse.louis@navy.mil
|
National Health Service Corps – www.cbu.edu/~seisen/InformationAboutNationalHealthServiceCorps.htm
XXI.
|
Profession |
Annual
earnings |
Anticipated growth |
|
Audiologist (2007) |
$53,000 |
Faster than average |
|
Chiropractor (2007 |
$77,000 |
Faster than average |
|
Dental hygienist (2007) |
$59,100 |
Faster than average |
|
Dentist (2008) |
$198,000 |
Average |
|
Dental specialist (2008) |
$304,000 |
N.A. |
|
Nurse, Licensed Practical
and Licensed Vocational (2007) |
$34,700 |
Average |
|
Nurse, Registered (2007) |
$53,600 |
Faster than average |
|
Nurse practitioner (2007) |
$70,000 |
n.a. |
|
Occupational therapist (2007) |
$55,600 |
Faster than average |
|
Optometrist
(2005) |
$137,000 |
Average |
|
Pharmacist (2007) |
$87,200 |
Faster than average |
|
Physical therapist (2007) |
$61,600 |
Faster than average |
|
Physician (General practice) (2007) |
$142,000 |
Average |
|
Physician Assistant (2007) |
$69,200 |
Faster than average |
|
Podiatrist (2008) |
$118,500 |
Faster than average |
|
Speech-language pathologist (2007) |
$52,600 |
Faster than average |
|
Veterinarian (2007) |
$68,300 |
Average |
(A thousand here and a thousand there, and
pretty soon, you're talking real money…)
Salaries
are based on a number of factors:
1. Years of training required, as evidenced by the chart
shown below. The chart does NOT show the possible debt service which follows
training. The typical graduate of medical school has an $80,000 debt. At
current interest rates, that can translate into a $200,000 payback over the
life of the loan;
2. Years of experience. Starting salaries can be quite
low, but promotions, advancements and seniority allow for rapid salary
increase;
3. Geographical location. Certain areas of the United
States, such as rural counties and inner cities are underserved due to a lack
of trained personnel.
|
|
The implications are pretty obvious – each
year of schooling translates into nearly a $10,000 increase in median salary:
|
|