American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2022, 10(5), 361-370
DOI: 10.12691/education-10-5-13
Open AccessArticle

The Medical Diagnostics Major: Gateway to Medical School and Physician Assistant School

Virginia C. Hughes1,

1University of Delaware, United States

Pub. Date: May 25, 2022

Cite this paper:
Virginia C. Hughes. The Medical Diagnostics Major: Gateway to Medical School and Physician Assistant School. American Journal of Educational Research. 2022; 10(5):361-370. doi: 10.12691/education-10-5-13

Abstract

Medical diagnostics, offered at the University of Delaware College of Health Sciences, represents a novel major in higher education. This major incorporates courses similar to the preclinical content of professional schools along with the standard science and mathematics prerequisites. Students have the option of taking a pre-physician assistant (PA) concentration or non-pre-PA concentration. Students in the non-pre-PA concentration typically apply to medical or dental school, while students in the pre-PA concentration apply to PA school. The medical diagnostics major began in 2013 in a 2+2 format. Students completed prerequisite courses in their first two years and then applied to the permanent major, medical diagnostics. In 2021, the format for both concentrations transitioned to a direct admissions model. A study was conducted with the goal of ascertaining if there was an increase or decrease in enrollment from 2020 to 2021. Results of the study indicated a ten percent increase in enrollment for Medical Diagnostics pre -PA and a nineteen percent decrease in enrollment for Medical Diagnostics non-pre PA. This paper outlines the critical role of the pre-health advisor for students who plan to apply to medical school or PA school as well as administrative procedures associated with a 2+2 model compared to a direct admissions model.

Keywords:
self-determination theory pre-health advisor medical diagnostics curriculum

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Ballmann, J.M. & Mueller, J.J. (2008). Using self-determination theory to describe the academic motivation of allied health professional level college students. J Allied Health, 37: 90-96.
 
[2]  Ryan, R.M. & Deci, E.L. (2000). Intrinsic and extrinsic motivation: classic definitions and new directions. Contemp Educ Psychol, 25: 54-67.
 
[3]  Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol, 55: 68-78.
 
[4]  Sheldon, K.M., Ryan, R.M., Deci, E.L. et al. (2004). Independent effects of goal contents and motives on well-being; it’s both what you pursue and why you pursue it. Pers Soc Psychol Bull, 30: 475-486.
 
[5]  Cummings, G. (2021). Advisor Corner: Preparing for Committee Letter Process. AAMC. https://students-residents.aamc.org/applying-medical-school/advisor-corner- preparing-committee-letter-process.
 
[6]  AAMC. (2021). Guidelines for writing a letter of evaluation for a medical school application. https://students-residents.aamc.org/applying-medical-school/advisor-corner-preparing-committee-letter-process.