A comparison of match outcomes between traditional medical degree and dual-degree applicants

Background Dual degrees combining and MD with another professional degree (MPH, MBA, or PhD) are becoming more common in an attempt to increase an applicant’s competitivity for a residency. Objective This study was designed to assess differences in MD-only and dual degree MD applicants with respect to applicant characteristics and match outcomes. Methods Utilizing the voluntarily-reported publicly available 2017–2019 Texas STAR database, we assessed applicants from 115 medical schools. Texas STAR indicates that over this time period, there were 18,224 responses for a response rate of 43.8%. Comparisons were made between groups using student’s t-test and chi-squared analysis. Results Compared to MD only students, MD/MPH applicants had a higher propensity towards primary care specialties. MD/PhD applicants did not differ versus MD only applicants in their selection of primary care specialties, or of competitive specialties. MD/MBA applicants chose more competitive specialties and less primary care specialties. Despite all these differences, match rates were not different comparing MD only and dual-degree students. Conclusions Despite the growing popularity of combined MD programs, such programs do not appear to increase applicant match competitivity.

Virtual Experiential Learning: A Description of an Internship Framework That Engages Students to Build Public Health Competencies

As technology for remote learning advances, it is critical to understand how public health internship preceptors or faculty can provide engaging virtual experiential learning experiences for pre-professionals. We aimed to examine whether a virtual internship offered through a breastfeeding education company engaged learners to develop public health skills resulting in products beneficial for the internship site and learner. We provided a menu of tools to consider when developing virtual experiential opportunities. Master of Public Health students seeking dual-degrees in dietetics, nursing, and social work participated. Value of the interprofessional team, engagement, knowledge attainment, and translational skills were assessed through diverse modalities including surveys, oral communication, and products relevant to the internship site and interns’ academic program. Interns indicated that they valued the internship team and felt the team valued each intern’s opinion. Interns developed products useful to the internship site, suggesting active engagement in the virtual experience. Interns’ breastfeeding knowledge developed as the internship progressed demonstrated through oral communication as the content conveyed and discussed by interns advanced in cognitive level. The most frequently practiced translational skills reported by interns were research and communication. Virtual experiential learning can be hands-on resulting in professional skill development. This work aides in the understanding of how to feasibly implement an engaging remote internship.

Public Perception of Primary Care Providers with Dual Degrees

Background Public trust in the healthcare professions has declined in recent years. The United States ranks among the lowest in terms of public trust in their physicians. Higher levels of trust in one’s primary care provider (PCP) have been associated with improved patient outcomes. Most studies involving trust among healthcare practitioners focused mainly on its conception. Little is known on what attributes of PCPs affects trust. Objectives The purpose of this study is to describe the impact of dual degreed healthcare providers on patient trust. Secondary objectives includes identification of a) any additional PCP attributes that may affect patient trust. And b) which additional degrees may impact level of patient trust. Methods A cross-sectional study evaluating the impact of dual degrees on public trust of their physician or non-physician providers (NPP). Participants were given a questionnaire regarding their perception on their PCP and whether that would change if possessed an additional degree. Survey was comprehensive in nature, focusing on current perception on their PCP’s demographics, level of communication, education, and overall qualifications, and which factors would be affected if they had an additional degree. Results A total of 279 participants responded to the survey. Roughly 55 percent of respondents indicated their PCP’s level of care (n = 154) and communication (n = 152) would be improved if they had an additional degree. 58 percent (n = 163) believed that their level of trust in their PCP would increase if they had an additional degree. These differences were not found to be statistically significant. However, more respondents that saw a physician as their PCP felt an additional degree would make a positive impact on their trust (p-value = 0.019) and perception of care (p-value = 0.020) received by their PCP than those that saw an NPP. Conclusion Overall, this study found that an additional degree impacts patient perception on trust in addition to communication and level of care received from their PCP. Also, the years of experience, where their education was received, and continuity of care has an impact on patient trust. Further study involving how to impact patient trust with their PCP may prove to be beneficial and ultimately lead to increased reputation and marketability.

Gender-based analysis of pre-residency research productivity among a current United States radiation oncology resident class.

10504 Background: The increasing proportion of women in medicine has not been adequately reflected in the gender distribution of residents, particularly in highly competitive subspecialties such as neurosurgery and radiation oncology. The presence of at least one pre-residency peer-reviewed publication (PRP) was found to be associated with future resident choice of academic over private practice career in a recent radiation oncology resident graduating class, with no significant gender difference in the likelihood of having a PRP (McClelland et al., Practical Radiation Oncology 2017). We sought to pursue a gender-based analysis of PRP productivity in a current junior resident class. Methods: A list of radiation oncology residents from the graduating class of 2022 (PGY-2 academic year of 2018-2019) was obtained through internet investigation. In addition to gender, demographics included dual degree status and presence/absence of a PhD. Research productivity was calculated using PRP number, defined as the number of a resident’s publications listed in PubMed (pubmed.gov) through the calendar year of residency application (2016 for the class of 2022), as previously described. Fisher’s exact test was used for statistical analysis. Results: Of 179 residents examined from the 2022 class, 55 (31%) were women, representing a nine percent increase from the resident class of 2016. Four-fifths had at least one PRP, 33% had dual degrees, and 18% had a PhD. These percentages were comparable to their male counterparts, 73% of whom had at least one PRP, 28% who had dual degrees, and 15% who had a PhD. Specific analyses revealed no statistically significant differences by gender in any of these benchmarks (p>0.05). Conclusions: While slower than the overall trend of increased female representation in medicine, the proportion of women in radiation oncology residency has increased by approximately 1.4% per year over a recent six year span. There remain no significant differences in PRP productivity between male and female residents, and there are no significant gender differences in the likelihood of dual degree status or PhD status. Further study will be needed to determine how these findings manifest in career choice following graduation.

Definitions of Transnational Higher Education

Transnational higher education involves providers and programs crossing national borders. The providers take a variety of forms, with different ownership structures, objectives, strategies, disciplines, and types of student. The purpose of this article is to identify the different types of transnational education providers, so that these institutions can be categorized and defined. The focus is only on institution mobility, and therefore program mobility—such as distance education, franchised programs, and joint or dual degrees—are outside the scope of the article.

Definitions of Transnational Higher Education

Transnational higher education involves providers and programs crossing national borders. The providers take a variety of forms, with different ownership structures, objectives, strategies, disciplines, and types of student. The purpose of this article is to identify the different types of transnational education providers, so that these institutions can be categorized and defined. The focus is only on institution mobility, and therefore program mobility—such as distance education, franchised programs, and joint or dual degrees—are outside the scope of the article.