Quality Assessment (weighted by .40)
* Peer Assessment Score (.20 for the research medical school model, .25 for the primary-care medical school model)
In the fall of 2004, medical and osteopathic school deans, deans of academic affairs, and heads of internal medicine or the directors of admissions were asked to rate programs on a scale from "marginal" (1) to "outstanding" (5). Survey populations were asked to rate program quality for both research and primary-care programs separately on a single survey instrument. Those individuals who did not know enough about a school to evaluate it fairly were asked to mark "don't know." A school's score is the average of all the respondents who rated it. Responses of "don't know" counted neither for nor against a school. About 53 percent of those surveyed responded.
* Assessment Score by Residency Directors (.20 for the research medical school model, .15 for the primary-care medical school model)
In the fall of 2004, residency program directors were asked to rate programs on two separate survey instruments. One survey dealt with research and was sent to a sample of residency program directors in fields outside primary care, including surgery, psychiatry, and radiology. The other survey involved primary care and was sent to residency directors in the fields of family practice, pediatrics, and internal medicine. Survey recipients were asked to rate programs on a scale from "marginal" (1) to "outstanding" (5). Those individuals who did not know enough about a program to evaluate it fairly were asked to mark "don't know." A school's score is the average of all the respondents who rated it. Responses of "don't know" counted neither for nor against a school. About 29 percent of those surveyed for research medical schools responded. Twenty-eight percent responded for primary-care.
Primary-Care Rate (.30 in the primary-care medical school model only) the percentage of M.D. or D.O. school graduates entering primary-care residencies in the fields of family practice, pediatrics, and internal medicine was averaged over 2002, 2003, and 2004.
Student Selectivity (.20 in the research medical school model, .15 in the primary-care medical school model)
* Mean MCAT Score (.13 in the research medical school model, .0975 in the primary-care medical school model) the mean composite Medical College Admission Test score of the 2004 entering class.
* Mean Undergraduate GPA (.06 in the research medical school model, .045 in the primary-care medical school model) the mean undergraduate grade-point average of the 2004 entering class.
* Acceptance Rate (.01 in the research medical school model, .0075 in the primary-care medical school model) the proportion of applicants to the 2004 entering class who were offered admission.
Faculty Resources (.10 in the research medical school model, .15 in the primary-care medical school model) resources were measured as the ratio of full-time science and clinical faculty to full-time M.D. or D.O. students in 2004.
Overall Rank: Indicators were standardized about their means, and standardized scores were weighted, totaled, and rescaled so that the top school received 100; other schools received their percentage of the top score.