Defense Date
6-3-2025
Graduation Date
Summer 8-8-2025
Availability
Immediate Access
Submission Type
dissertation
Department
Professional Doctorate in Educational Leadership (ProDEL)
School
School of Education
Committee Chair
Amy M. Olson
Committee Member
Gibbs Kanyongo
Committee Member
Michael Rice
Keywords
Holistic Admissions, Medical Education, Underrepresented in Medicine, URiM, Student Experience, Sense of Belonging, Osteopathic Medicine, Social Mission, Diversity in Healthcare, Maslow's Hierarchy of Needs
Abstract
This mixed-methods research explores the influence of a holistic admissions process on medical student enrollment at a mission-driven institution. The study quantitatively measured the impact of various admissions touchpoints on enrollment decisions and qualitatively investigated the experiences of students underrepresented in medicine based on their race or ethnicity, first-generation status, and medically underserved backgrounds. Individual interviews, guided by Maslow's Hierarchy of Needs, were used to understand participants' sense of belonging and esteem throughout the process. The findings inform an improvement agenda aimed at creating a responsive and inclusive admissions process that supports diverse student bodies and addresses national public health needs.
Language
English
Recommended Citation
Liszka, B. L. (2025). CENTERING THE MEDICAL STUDENT PERSPECTIVE IN A MIXED-METHODS EVALUATION OF THE HOLISTIC ADMISSIONS PROCESS AT A MISSION-DRIVEN INSTITUTION (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2360