Labor Market Returns to Vocational Secondary Education

We study labor market returns to vocational versus general secondary education using a regression discontinuity design created by the centralized admissions process in Finland. Admission to the vocational track increases initial annual income, and this benefit persists at least through the mid-thirties, and present discount value calculations suggest that it is unlikely that life cycle returns will turn negative through retirement. Moreover, admission to the vocational track does not increase the likelihood of working in jobs at risk of replacement by automation or offshoring. Consistent with comparative advantage, we observe larger returns for people who express a preference for vocational education. (JEL D15, I21, I26, J24, J31, O33)

Recruiting Racially Minoritized Students to Optometry School

Enrollment inequities among racially minoritized (RM) students is an ongoing challenge facing health professions programs in the United States, including optometry schools. Consideration of RM students’ representation in health professions programs is essential for long-term improvement in access to and quality of healthcare for RM patients. Prehealth and undergraduate advisors assist students in navigating graduate and professional career paths. Data collected by ASCO on the nationwide matriculation survey reveal prehealth advisors rank third most important in navigating the admissions process for optometry after practicing optometrists and admissions representatives. Prehealth advisors, therefore, are central to generating the optometry school pipeline, inclusive of students from RM backgrounds. This article therefore explores the question “How can prehealth advisors help attract their RM students to optometry?” by approaching best practices in prehealth advising utilizing Yosso’s (2005) Community Cultural Wealth theoretical framework. The recommendations offered in response to the question center on the lived experiences of RM students and identify/acknowledge the strengths inherent among recruiting them to optometry school. The empowering nature of the approach has positive implications on strengthening aspiration, application, and enrollment in optometry schools or health professions broadly.

I’m Helping My Son Get Into College; He Is My First Priority

Black male college graduation gaps pose critical questions for parents, teachers, policymakers, and the Black community. Black males face systemic challenges that derail them from higher education. This research, drawing on a larger study, investigated Black parental expectations, strategies, and activities used to cultivate academic success and foster the development of college aspiration in high schoolaged sons. The findings revealed a central theme of parenting with intent, that Black parents: (1) reinforced the importance of school and learning in a family-school nexus; (2) fostered a strong value of attending and completing college to attain success; (3) held high expectations that “set the bar” for academic excellence; (4) instilled class consciousness to develop an awareness of the utility of college; (5) aided in the development of responsibility, agency, and self-efficacy; and (6) evidenced a commitment to their sons as their “first priority” by helping them navigate the college admissions process.

Performance of Black and Indigenous applicants in a medical school admissions process

Background: Diversity in medical schools has lagged behind Canada’s growing multicultural population. Dalhousie medical school allows Black and Indigenous applicants to self-identify. We examined how these applicants performed and progressed through the admissions process compared to Other group (applicants who did not self-identify). Methods: Retrospective analysis of four application cycles (2015-2019) was conducted, comparing demographic data, scores for application components (Computer-Based Assessment for Sampling Personal Characteristics (CASPer), MCAT, GPA, supplemental, discretionary, Multiple Mini Interview (MMI)), and final application status between the three groups. Results: Of 1322 applicants, 104 identified as Black, 64 Indigenous, and 1154 Other. GPA was higher in the Other compared to the Indigenous group (p < 0.001). CASPer score was higher in the Other compared to the Black group (p = 0.047). There was no difference between groups for all other application components. A large proportion of Black and Indigenous applicants had incomplete applications. Acceptance rates were similar between all groups. Black applicants declined an admission offer substantially more than expected (31%; p < 0.001). Conclusions: Black and Indigenous applicants who completed their application progressed well through the admissions process. The pool of diverse applicants needs to be increased and support provided for completion of applications. Further study is warranted to understand why qualified applicants decline acceptance.

Nursing care of gynaecological patients in hospital

This chapter looks at the care of the gynaecological patient within the hospital setting. It starts with pre-operative care, principles of enhanced recovery, the admissions process, post-operative complications and wound infections. The psychological impact of patients in gynaecological settings, the practical care of the patient, and long-stay and outpatient advice is given. It then covers the diagnosis, operative and post-operative care of hysterscopy, laparoscopic surgery, and major gynaecological surgery. Finally, different types of hysterectomy, their indications, and post-operative care are explained, and the chapter concludes with other surgical procedures.

Exploring Inclusion Within OT Education

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This mixed-methods study explored the perspectives of current OT students from under-represented groups and OT faculty and staff. Surveys and interviews were used to gather data on OT students' experiences during the OT admissions process within their OT program and OT faculty and staff perspectives on inclusion in their OT program. Results highlight supports and barriers to inclusion and support various efforts to increase representation of students from under-represented groups within OT education. Primary Author and Speaker: Arielle Ramirez Contributing Authors: Anne Kiraly-Alvarez

Predictive Value of GRE Scores and First-Time Pass Rate on the NBCOT® Exam at a Hispanic-Serving Institution

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This presentation provides OT practitioners working in the academic setting with an overview of the admissions process used by an OT program and the importance of criteria for admissions, primarily the Verbal Reasoning section of the Graduate Record Examinations (GRE). A binary logistic regression was used to analyze the data to determine whether the GRE was a significant predictor of a first-time pass rate on the National Board for Certification in Occupational Therapy (NBCOT) exam. The results were significant (p &lt; .00) for the Verbal Reasoning section. Primary Author and Speaker: Don M. Bradley Additional Authors and Speakers: John Luna Contributing Authors: Roel Garcia