Missions Management Tool 2014 - etsu.edu

Missions Management Tool

2014

Prepared for

East Tennessee State University James H. Quillen

College of Medicine

Association of

American Medical Colleges

Missions Management Tool 2014 2

© 2014. The Association of American Medical Colleges. May be reproduced for non-commercial, educational purposes only.

Missions Management Tool 2014


Table of Contents MMT

2014

3

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

4

Definitions of Benchmark Performance Measure…....................……………….…………………………………..………….…

5

Missions Benchmark Tables

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

Paul Jolly, Ph.D.

Karen Jones, M.Ap.Stat.

Imam Xierali, Ph.D.

11

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

Hershel Alexander, Ph.D.

12

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


M.C. Goodwin

David Matthew, Ph.D.

13

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


14

Table 5: Prepare Physicians to Fulfill the Needs of the Community……………………………………………………………


15

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


16

This report is the product of an AAMC initiative led by Henry Sondheimer, M.D., Senior Director, Medical Education Projects.

The following individuals contributed to the development of this report :

Hershel Alexander, Ph.D., Director, Data Operations and Services

Carol Aschenbrener, M.D., Chief Medical Education Officer

Sue Bodilly, Ph.D., Senior Director, Research and Data Programs

Clese Erikson, M.P.Aff., Director, Center for Workforce Studies

M.C. Goodwin, Staff Consultant, Planning and Administrative Affairs

Paul Jolly, Ph.D., Senior Director, Special Studies

Karen Jones, M.Ap.Stat., Senior Data Analyst, Center for Workforce Studies

David Matthew, Ph.D., Senior Research Analyst, Data Operations and Services

Marc Nivet, Ed.D., Chief Diversity Officer

John Prescott, M.D., Chief Academic Officer

Henry Sondheimer, M.D., Senior Director, Medical Education Projects

Imam Xierali, Ph.D., Manager, Diversity Policy and Programs

For general questions about this report, contact Henry Sondheimer, M.D., at [email protected].

Brent Bledsoe, M.S., Senior Database Specialist, Data Operations and Services, and Donna Strok, M.S., Senior Database

Specialist, Data Operations and Services , were responsible for the technical production of the report.



Executive Summary MMT

2014

4

Introduction

The Missions Management Tool (MMT) has been released each year since 2009. The MMT is designed to highlight the

various missions of our member medical schools. However, each medical school is unique and its mission and goals will

depend on its history, its location, its governing body, its faculty, and its local constituency. Because of the various missions

and goals of our member medical schools, the AAMC thinks it is inappropriate to create a single value from the many

different variables that help express the diverse missions across the medical schools. Rather, each medical school should be

viewed in its own context. This year’s MMT includes data on forty-five measures in six mission areas:

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

Prepare a Diverse Physician Workforce

Foster the Advancement of Medical Discovery

Provide High Quality Medical Education as Judged by Your Recent Graduates

Prepare Physicians to Fulfill the Needs of the Community

Graduate a Medical School Class with Manageable Debt

The MMT provides comparative outcomes data for medical schools with full LCME accreditation as of January 1, 2014. The

complementary Missions Dashboard has been released in conjunction with the MMT each year since 2012. In addition, the

Missions Dashboard is interactive where one is able to see the five-year trend data displayed by selecting the measure. The

AAMC no longer considers the MMT and Missions Dashboard “limited access” reports. As a result, the AAMC encourages

you to distribute them widely in your academic community.

Methodology

The data in the MMT are presented in customized tables with percentile distributions based on all reporting institutions. Some

tables, such as those requiring data on graduates from 10-15 years previously, will have fewer medical schools. The

customized tables show how your medical school compares to other medical schools on key measures across the six missions.

The customized benchmark tables array decile distributions (e.g., 10th percentile, 20th percentile) for each column included in

the report. Your medical school’s values are displayed in highlighted boxes at their relative percentile standing. For example,

the first column of Table 1 shows the decile distribution of total graduates from 1999 through 2003. The 50th percentile for

total graduates is 635 and the 60th percentile is 705. If your medical school’s total graduates is 679, that value will appear in a

highlighted box midway between the 50th and 60th percentiles. Medical schools without data will see the decile distributions in

their custom reports but will not see their relative standing in that distribution.

The data are shown for medical schools that were fully accredited during the time period indicated by the column heade r. The

calculation of total n and the decile distributions in the customized benchmark tables exclude medical schools reporting with

missing and null values. Zero values are included unless otherwise noted. For a given benchmark item, the mean is calculated

by dividing the sum of medical school values on the item by the count of medical schools. The number of medical schools for

each value is listed as the Valid N.



Definitions of Benchmark Performance Measures MMT

2014

5

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

Measure Description

Total graduates from 1999

through 2003

The total number of graduates from the medical school who received an M.D. degree

between academic years 1998-1999 and 2002-2003, inclusive. The source of these

counts is the AAMC Student Records System.

Percent of graduates practicing

in primary care

The practice specialty in 2013 was taken from the American Medical Association

Physician Masterfile for physicians providing direct patient care who graduated between

academic years 1998-1999 and 2002-2003. Primary care includes the specialties of

internal medicine, internal medicine/family medicine, internal medicine/pediatrics,

pediatrics, family medicine, and general practice.


in-state

The practice location in 2013 was taken from the American Medical Association


academic years 1998-1999 and 2002-2003. The practice state/territory/district was

compared with the state/territory/district in which the medical school of graduation is

located.


in rural areas



academic years 1998-1999 and 2002-2003. Rural areas are defined by Rural-Urban

Commuting Area (RUCA) codes, version 2.0, according to Categorization C

(see http://depts.washington.edu/uwruca/ruca-uses.php). Geocoded practice locations

include the 50 states and the District of Columbia. Puerto Rico was excluded because

definitive RUCA codes are unavailable.


in medically underserved areas



academic years 1998-1999 and 2002-2003. Physicians were only defined as practicing

or not practicing in an underserved area if they were providing direct patient care.

Underserved areas are geographically defined Medically Underserved Areas (MUAs),

but excludes other types of MUAs (see http://bhpr.hrsa.gov/shortage). MUA designation

is based on an Index of Medical Underservice, which is derived from an area's ratio of

primary medical care physicians per 1,000 population, infant mortality rate, percentage

of the population with incomes below the poverty level, and percentage of the

population age 65 or over. Geocoded practice locations include the 50 states, the District

of Columbia, and Puerto Rico.

Total graduates entering

post-graduate training

The total number of graduates from the medical school who entered post -graduate

training between academic years 2009-2010 and 2011-2012, inclusive. The source of

these data are the GME Track system of records on residents and residencies.

Percent of graduates estimated

to practice family medicine

Percent of graduates entering residency programs between academic years 2009-2010

and 2011-2012 who began a program in family medicine. The source of these data are

the GME Track system of records on residents and residencies.

Percent of graduates estimated

to practice primary care

Percent of graduates entering residency programs between academic years 2009-2010

and 2011-2012 who began a program in family medicine, internal medicine, pediatrics

or medicine/pediatrics, less the percent of graduates entering fellowships in

subspecialties of internal medicine and pediatrics between academic years 2009-2010

and 2011-2012. The source of these data are the GME Track system of records on

residents and residencies.

Contacts: Paul Jolly, Ph.D., Senior Director, Special Studies, [email protected]

Karen Jones, M.Ap.Stat., Senior Data Analyst, Center for Workforce Studies, [email protected]

Imam Xierali, Ph.D., Manager, Diversity Policy and Programs , [email protected]




2014

6

Table 2 – Prepare a Diverse Physician Workforce

Measure Description

Total graduates from 2007 through

2012




Number and percent of graduates

who are Hispanic or Latino

The total number and percent of graduates who indicated Hispanic or Latino on their

AMCAS application. AMCAS conforms to the federal OMB Directive 15 on asking

race and Hispanic or Latino origin as a two part, multiple response question where

applicants self-describe their race and/or ethnicity. The applicant’s self-description is

imported into the AAMC Student Records System (SRS) and remains the race and/or

ethnic description throughout their medical school enrollment and completion, unless

modified on behalf of the student by an SRS user.


who are American Indian or

Alaska Native

The total number and percent of graduates who indicated American Indian or Alaska

Native on their AMCAS application. AMCAS conforms to the federal OMB Directive

15 on asking race and Hispanic or Latino origin as a two part, multiple response

question where applicants self-describe their race and/or ethnicity. The applicant’s self-

description is imported into the AAMC Student Records System (SRS) and remains the

race and/or ethnic description throughout their medical school enrollment, unless

modified on behalf of the student by an SRS user.


who are Black or African-American

The total number and percent of graduates who positively indicated Black or African-

American on their AMCAS application. AMCAS conforms to the federal OMB

Directive 15 on asking race and Hispanic or Latino origin as a two part, multiple

response question where applicants self-describe their race and/or ethnicity. The

applicant’s self-description is imported into the AAMC Student Records System (SRS)

and remains the race and/or ethnic description throughout their medical school

enrollment and completion, unless modified on behalf of the student by an SRS user.

Total faculty The total number of faculty members with active, full-time appointments as of

December 31, 2012, as reported to the AAMC Faculty Roster. Full-time faculty are

defined as the number of all paid individuals who are considered by the medical school

to be full-time medical school faculty whether supported by the medical school directly

or supported by affiliated organizations , including full-time faculty based in affiliated

hospitals, in schools of basic health sciences, and research faculty. Residents and

fellows are not included.

Number of faculty who are women The total number of female faculty members with active, full-time appointments as of

December 31, 2012, as reported to the AAMC Faculty Roster.

Percent of faculty who are women The total number of female faculty members as a percent of the total number of faculty

members with active, full-time appointments at the same medical school as of

December 31, 2012, as reported to the AAMC Faculty Roster.

Number of faculty who are Hispanic

or Latino, American Indian or

Alaska Native, Black or

African-American

The total number of faculty members with active, full-time appointments as of

December 31, 2012, who were reported to the AAMC Faculty Roster with any Hispanic

or Latino background, with only American Indian or Alaska Native as a race, or with

only Black or African-American as a race. To allow for an unduplicated faculty count

by medical school, a faculty member’s Hispanic or Latino origin classification takes

priority over a faculty member’s race classification. An individual in more than one race

is classified under the category of multiple race (not shown).

Percent of faculty who are Hispanic

or Latino, American Indian or

Alaska Native, Black or

African-American

Total number of faculty members as a percent of the total number of faculty members

with active, full-time appointments as of December 31, 2012, who were reported to the

AAMC Faculty Roster with any Hispanic or Latino background, with only American

Indian or Alaska Native as a race, or with only Black or African-American as a race as a

percent of the total number of full-time faculty members at the same medical school.

Contacts: Hershel Alexander, Ph.D., Director, Data Operations and Services, [email protected]




2014

7

Table 3 – Foster the Advancement of Medical Discovery

Measure Description


through 2012




Number and percent of those

students who graduate with an

M.D. and a Ph.D.

In the AAMC Student Records System, the medical school registrars have the ability to

select degrees conferred beyond just the M.D. degree. The numbers are tallied based on

the registrars’ indication of dual degrees conferred by the medical school and/or the

graduate or professional school. Only medical schools reporting M.D.-Ph.D. graduates

are included.

Percent of graduates who did

research during medical school

Of the 2011, 2012, and 2013 graduates responding to this question on the AAMC

Graduation Questionnaire, the percent of graduates that participated in an elective

research project with a faculty member while in medical school.

NIH funding The total NIH award dollars attributed to medical school for federal fiscal year 2012.

Total federal research grants and

contracts

The total amount of federal research grants and contracts expenditures (direct and

indirect costs) reported on the LCME Part I-A Annual Financial Questionnaire for fiscal

year 2011-2012.


through 2008




Number of graduates from 1999

through 2008 becoming faculty


between academic years 1998-1999 and 2007-2008, inclusive, who became full-time

faculty members at a U.S. medical school at any point between their graduation and

December 31, 2012. Graduate counts are taken from the AAMC Student Records

System and faculty appointments are taken from the AAMC Faculty Roster.

Percent of graduates from 1999

through 2008 becoming faculty

The percent of graduates from the medical school who received an M.D. degree

between academic years 1998-1999 and 2007-2008, inclusive, who became full-time

faculty members at a U.S. medical school at any point between their graduation and

December 31, 2012, as a percent of total graduates from the same medical school.

Graduate counts are taken from the AAMC Student Records System and faculty

appointments are taken from the AAMC Faculty Roster.

Contacts: Hershel Alexander, Ph.D., Director, Data Operations and Services, [email protected]

M.C. Goodwin, Staff Consultant, Planning and Administrative Affairs, [email protected]

Henry Sondheimer, M.D., Senior Director, Medical Education Projects, [email protected]




2014

8

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

Measure Description

Basic science content objectives

were made clear to students


Graduation Questionnaire, the percent of graduates responding “Agree” or

“Strongly agree.”

Basic science content was

sufficiently integrated across

basic science courses




Basic science content provided

relevant preparation for clerkships




Final year was important for

enhancing my clinical education




Overall I am satisfied with the

quality of my medical education




Rate the quality of your educational

experiences in family medicine

clinical clerkships


Graduation Questionnaire, the percent of graduates responding “Good” or “Excellent.”


experiences in internal medicine

clinical clerkships




experiences in pediatrics clinical

clerkships



Contact: Henry Sondheimer, M.D., Senior Director, Medical Education Projects, [email protected]




2014

9

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

Measure Description

Field experience in community

health as an elective during

medical school


Graduation Questionnaire, the percent of graduates indicating that they participated in

an elective field experience in community health while in medical school.

Had required opportunities for

learning with non-M.D. students


Graduation Questionnaire, the percent of graduates indicating that they participated in

any required curricular activities where they had the opportunity to learn with students

from different health professions.

Time devoted to your instruction

in women’s health


Graduation Questionnaire, the percent of graduates responding “Appropriate.”


in culturally appropriate care

for diverse populations




in role of community health

and social service agencies



Contacts: Henry Sondheimer, M.D., Senior Director, Medical Education Projects, [email protected]




2014

10

Table 6 – Graduate a Medical School Class with Manageable Debt

Measure Description

Cost of attendance for a 2013

graduate – in-state graduates

The total cost of attendance for four years of medical school for a resident of the state

where the medical school is located as reported on the AAMC Tuition and Student Fees

Questionnaire between academic years 2009-2010 and 2012-2013. Cost of attendance

includes tuition, fees, health insurance, and estimated costs for living expenses,

transportation, books and equipment, computers /PDAs, and miscellaneous non-living

expenses.

Cost of attendance for a 2013

graduate – out-of-state graduates

The total cost of attendance for four years of medical school for a non-resident of the

state where the medical school is located as reported on the AAMC Tuition and Student

Fees Questionnaire between academic years 2009-2010 and 2012-2013. Cost of

attendance includes tuition, fees, health insurance, and estimated costs for living

expenses, transportation, books and equipment, computers/PDAs, and miscellaneous

non-living expenses.

Average debt of indebted 2013

graduates

Average amount of medical school debt (excluding joint, dual, or combined degree

programs) carried by 2012 graduates among those 2013 graduates with debt, as reported

on the LCME Part I-B Student Financial Aid Questionnaire for the academic year

2012-2013.

Average debt 2008-2013 CAGR Estimated average annually compounded growth rate of average graduate medical

school debt between academic years 2007-2008 and 2012-2013, assuming constant

growth, as reported on the LCME Part I-B Student Financial Aid Questionnaire between

academic years 2007-2008 and 2012-2013.

Formula = [(2013 Average Graduate Debt/2008 Average Graduate Debt)^(1/5)]-1.

Contact: Hershel Alexander, Ph.D., Director, Data Operations and Services, [email protected]

11 Missions Management Tool 2014

000 Areas of Practice for Graduates from 1999 through 2003 Areas of Estimated Practice for Graduates from 2010 through

2012

Percentile Total Graduates

Percent in Primary Care

Medicine

Percent Practicing

In-state

Percent Practicing in

Rural Areas

Percent Practicing in

Underserved Areas

Total Graduates Entering

Post-Graduate Training

Percent in Family

Medicine Percent in Primary Care

43.2% 19.5%

90 961 35.0% 53.5% 18.1% 27.8% 575 15.1% 32.8%

24.4% 31.0%

80 825 31.5% 44.4% 13.0% 24.3% 505 12.6% 29.4%

44.2%

70 761 29.0% 41.3% 10.7% 21.8% 459 10.6% 27.8%

60 705 27.4% 39.3% 8.9% 20.2% 428 9.1% 25.6%

50 635 26.4% 34.9% 7.4% 19.5% 398 8.0% 23.6%

7.6%

40 528 25.3% 29.3% 6.1% 18.1% 341 7.1% 22.1%

30 477 23.6% 26.2% 5.1% 16.7% 303 6.1% 19.6%

20 444 20.9% 19.2% 3.5% 15.7% 274 4.7% 18.6%

10 302 17.9% 13.1% 2.8% 13.3% 201 3.2% 16.1%

292 171

Mean 635 26.3% 33.6% 9.0% 20.7% 394 8.8% 24.2%

Valid N 124 124 124 124 124 126 126 126

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

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

Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at [email protected]. For the data contributo rs to this table, see the definitions section of the report (pages 5 through 10).

East Tennessee State University James H. Quillen College of Medicine Benchmarked against All Medical Schools

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

1


100 Graduates from 2007 through 2012 Full-Time Faculty as of December 31, 2012

Percentile Total

Graduates

Number who are Hispanic

or Latino

Percent who are Hispanic

or Latino

Number who are American Indian

or Alaska Native

Percent who are American Indian

or Alaska Native

Number who are Black or African-

American

Percent who are Black or African-

American

Total

Faculty

Number who

are Women

Percent who

are Women

Number who are

Hispanic or Latino,

American Indian or

Alaska Native, or Black or African-

American

Percent who are

Hispanic or Latino,

American Indian or

Alaska Native, or Black or African-

American

90 1,144 123 13.3% 12 1.6% 90 9.9% 2,156 801 44.4% 160 11.3%

1.4%

80 996 69 9.2% 9 1.1% 72 8.9% 1,685 622 40.7% 101 9.2%

70 961 56 6.6% 7 0.8% 62 7.8% 1,341 495 39.3% 87 7.7%

60 890 47 5.3% 6 0.7% 54 6.5% 1,101 411 37.1% 75 6.5%

50 816 36 4.5% 5 0.6% 44 5.4% 965 339 35.8% 58 5.6%

5.2%

40 694 26 3.7% 4 0.5% 34 4.4% 788 274 34.8% 48 5.0%

30 596 19 2.9% 3 0.4% 24 3.7% 626 213 33.4% 37 4.4%

20 541 15 1.9% 2 0.3% 19 2.6% 389 146 32.2% 28 3.9%

18 249

10 402 9 1.4% 1 0.2% 6 1.2% 234 82 29.9% 18 3.2%

349 5 74 29.7% 5 2.0%

Mean 796 57 8.3% 6 0.9% 54 7.2% 1,129 422 36.6% 74 9.6%

Valid N 126 126 126 126 126 126 126 126 126 126 126 126


Source: AAMC Student Records System; AAMC Faculty Roster



Prepare a Diverse Physician Workforce TABLE

2


200 Graduates from 2007 through 2012

Participation in Medical

School Electives (Average Percent Participating,

2011-2013)

Fiscal Year 2012 Graduates from 1999 through 2008 Becoming Faculty at Any Time through December 2012

Percentile Total

Graduates

Number with

Combined M.D.-Ph.D.

Degrees

Percent with

Combined M.D.-Ph.D.

Degrees

Percent who Did Research

During Medical School NIH Awards

Total Federal Research

Grants and Contracts

Expenditures

Total

Graduates

Number Becoming

Faculty

Percent Becoming

Faculty

90 1,144 68 9.1% 93.0% $285,532,674 $390,666,056 1,915 439 29.3%

80 996 54 5.9% 82.2% $165,753,611 $247,175,183 1,656 375 26.6%

70 961 39 4.5% 75.0% $116,679,155 $182,572,866 1,515 345 23.8%

60 890 27 3.3% 70.3% $73,923,453 $128,910,164 1,426 319 21.7%

50 816 22 2.5% 64.8% $48,852,137 $88,220,164 1,269 275 20.1%

40 694 16 1.9% 61.3% $38,530,959 $59,102,521 1,079 232 18.9%

30 596 12 1.5% 58.1% $22,239,064 $36,326,178 975 209 17.7%

20 541 9 0.9% 53.6% $11,560,247 $20,908,787 880 149 15.8%

51.8% $12,264,881 15.3%

10 402 2 0.3% 48.4% $6,129,037 $11,676,164 609 100 13.6%

349 $2,898,923 561 86

Mean 796 30 3.7% 67.5% $94,337,047 $158,049,464 1,277 274 21.3%

Valid N 126 109 109 126 126 126 124 124 124

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

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



Foster the Advancement of Medical Discovery TABLE

3


300 Evaluation of Medical School Experiences (Average Percent Responding Agree/Strongly Agree, 2011-2013) Evaluation of Medical School Clerkships (Average Percent

Responding Good or Excellent, 2011-2013)

Percentile

Basic Science

Content Objectives were Made Clear to

Students

Basic Science Content

was Sufficiently Integrated Across Basic

Science Courses

Basic Science Content

Provided Relevant Preparation for

Clerkships

Final Year was Important for Enhancing My Clinical

Education

Overall I am Satisfied with the Medical

Education I Received

Rate the Quality of

Educational Experiences in Family Medicine

Clinical Clerkships

Rate the Quality of

Educational Experiences in Internal Medicine

Clinical Clerkships

Rate the Quality of

Educational Experiences in Pediatrics Clinical

Clerkships

94.4% 97.1% 95.2%

90 94.3% 90.4% 85.1% 86.0% 95.0% 92.8% 96.6% 94.2%

80 92.3% 86.7% 77.5% 81.8% 93.5% 89.8% 95.2% 92.5%

85.5% 76.6%

70 91.1% 84.6% 75.2% 79.4% 92.3% 87.9% 94.1% 90.9%

60 89.9% 82.3% 73.4% 77.1% 91.3% 85.4% 92.8% 89.2%

50 88.3% 80.3% 70.3% 74.1% 90.4% 83.8% 91.9% 87.7%

82.8%

40 87.1% 78.3% 68.3% 72.8% 89.0% 82.2% 90.3% 86.1%

30 85.2% 76.3% 65.6% 71.3% 87.5% 80.5% 88.7% 84.1%

20 82.0% 73.9% 62.2% 69.3% 85.6% 78.3% 87.6% 81.9%

85.5%

10 79.2% 67.9% 57.1% 65.0% 80.9% 70.5% 84.0% 77.9%

59.1%

Mean 87.3% 79.8% 70.1% 75.0% 89.2% 82.5% 90.7% 86.9%

Valid N 126 126 126 126 126 126 126 126


Source: AAMC Graduation Questionnaire

Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at [email protected]. For the data contributors to this table, see the definitions section of the report (pages 5 through 10).


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

4


400

Field Experience in Community

Health as an Elective during Medical School

Required Learning with Other Health Professions Students

Evaluation of Time Devoted to Instruction (Average Percent Responding Appropriate, 2011-2013)

Percentile Average Percent Participating, 2011-2013 Average Percent Participating, 2011-2013 Instruction in Women's Health

Instruction in Culturally

Appropriate Care for Diverse

Populations

Instruction in Role of Community Health

and Social Service Agencies

61.2% 97.1% 94.2%

90 59.8% 95.6% 93.6% 89.6% 83.6%

83.3%

80 54.0% 86.0% 92.9% 87.4% 81.9%

70 47.8% 79.7% 92.1% 85.9% 79.1%

60 45.2% 74.8% 90.4% 85.0% 77.0%

50 43.0% 70.5% 89.4% 83.9% 74.5%

40 40.7% 65.1% 88.4% 82.8% 72.6%

30 38.1% 59.8% 87.3% 81.3% 71.3%

80.4%

20 35.7% 56.3% 86.0% 79.5% 69.3%

10 32.5% 49.1% 83.4% 76.5% 64.3%

Mean 44.6% 70.5% 89.0% 83.2% 74.5%

Valid N 126 126 126 126 126


Source: AAMC Graduation Questionnaire

Staff Contact: For general report questions, contact Henry Sondheimer, M.D., at [email protected]. For the data contributors to this table, see the definitions section of the report (pages 5 through 10).


Prepare Physicians to Fulfill the Needs of the Community TABLE

5


500 Cost of Attendance for a 2013 Graduate Average Debt for Graduates

Percentile In-state Graduates Out-of-state Graduates Average Debt of Indebted 2013 Graduates Average Debt 2008-2013 CAGR

6.5%

90 $296,524 $332,113 $201,710 6.1%

80 $280,835 $314,799 $188,193 5.1%

$312,500

70 $261,492 $302,156 $168,557 3.8%

60 $237,688 $297,508 $158,097 3.2%

50 $227,988 $289,472 $150,594 2.5%

40 $218,216 $280,745 $144,949 2.1%

30 $205,428 $272,804 $133,524 1.4%

$197,558

20 $193,886 $261,580 $121,557 0.4%

10 $173,575 $237,970 $100,858 (0.2%)

Mean $232,965 $288,187 $150,853 2.7%

Valid N 125 119 128 125


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



Graduate a Medical School Class with Manageable Debt TABLE

6

Missions Management Tool 2014 - etsu.edu

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