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ERIC Number: ED249872
Record Type: RIE
Publication Date: 1980-Jun
Pages: 7
Abstractor: N/A
Reference Count: 0
Integrated Programs Sequenced to Enrich the Cognitive and Affective Skills of Minority Students Seeking Health Professional Training.
Russell, Millie Louise; McNair, E. Wesley
Academic advising strategies that have been helpful to minority students who aspire to become health professionals are outlined, and summer science programs at the University of Washington and the preprofessional program are briefly described. The university's Preprofessional Program for Minority Students in Health Sciences and the Meharry Summer Science Programs help prepare students for medical and dental programs. Among thirteen academic advising strategies outlined are the following: (1) determine what preprofessional courses have been consistently problematic; (2) if courses need to be developed to bridge cognitive and affective learning gaps, work with faculty to interject essential coursework into a required sequence of preprofessional preparation; (3) insure that mathematics courses start the student at the level that high school left off; (4) schedule students for courses that focus on basic English, writing, scientific writing, reading, and vocabulary; and (5) after a first year of basic courses, register students in a laboratory-based biology course focused on human biology. (SW)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: Counselors; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: University of Washington
Note: Paper presented at the Chicago Area Health and Medical Careers Program Conference (Chicago, IL, June 12-13, 1980). Printed on colored paper.