In 2023, the number of people who graduated from medical schools across the United States amounted to 28,811 graduates. During that year, with 2,509 graduates, the State of New York recorded the highest number of medical school graduates, followed by Texas and Pennsylvania.

Among the top (tier one) medical schools for research in the U.S., the University of Texas Southwestern Medical Center had the highest enrollment, at 943 students. This statistic depicts the total enrollment of the best medical schools in research in the United States, as of 2024.

The number of medical graduates in the United Kingdom increased by 305 graduates (+3.45 percent) in 2022 in comparison to the previous year. With 9,140 graduates, the number of medical graduates thereby reached its highest value in the observed period. Medical graduates are students who have graduated from medical school or similar institutions within a given year. Per its definition, the OECD excludes dental, public health, or epidemiology graduates. The rate of medical graduates is of importance especially in countries with physician shortages.Find more key insights for the number of medical graduates in countries like Denmark, Sweden, and Estonia.

Historical Dataset of High School For Medical Professions is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Total Classroom Teachers Trends Over Years (2009-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2009-2023),American Indian Student Percentage Comparison Over Years (2011-2023),Asian Student Percentage Comparison Over Years (2010-2023),Hispanic Student Percentage Comparison Over Years (2010-2023),Black Student Percentage Comparison Over Years (2010-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2014-2023),Diversity Score Comparison Over Years (2010-2023),Free Lunch Eligibility Comparison Over Years (2013-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2013-2023),Reading and Language Arts Proficiency Comparison Over Years (2012-2022),Math Proficiency Comparison Over Years (2012-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2022),Graduation Rate Comparison Over Years (2013-2022)

Purpose: To determine if medical students of different races/ethnicities or genders have different perceptions of bias in the United States (US). Methods: An IRB-approved, anonymous survey was sent to US medical students from November 2022 through February 2024. Students responded to statements regarding perceptions of bias toward them from attendings, patients, and classmates. Chi-square tests, or Fisher’s exact tests, when appropriate, were used to calculate if significant differences exist among genders or races/ethnicities in response to these statements. Results: 370 students responded to this survey. Most respondents were women (n=259, 70%), and nearly half were White (n=164, 44.3%). 8.5% of women agreed that they felt excluded by attendings due to their gender, compared to 2.9% of men (p=0.018). 87.5% and 73.3% of Hispanic and Black students agreed that bias due to race negatively impacted research opportunities compared to 37.2% of White students (p<0.001). 87% and 85.7% of W..., This data was collected through Google Forms, and respondents were asked to log in with their email addresses to make sure that they could only submit their responses once. Data was processed in R studio., , # Experiences of US medical students - a national survey

https://doi.org/10.5061/dryad.cz8w9gjbq

This dataset contains responses to an anonymous, IRB-approved survey sent to medical students across the country. The survey included demographic information and students' responses to various questions regarding their medical school experience.Â

Description of the data and file structure

The data is structured so that each row is an individual response. A researcher could analyze the data to see what demographic factors are related to various survey responses.Â

There are certain questions on the survey that respondents could respond "NA" to if the question did not apply to them. For example, the last question on the survey asks,

...

Financial overview and grant giving statistics of Knu Medical School Alumni Foundation of North America

The percent of underrepresented minority (URM) students who apply to medical school has minimally changed in the past 40 years. Due to the lack of URM applicants, consequent matriculation of URMs is grossly disproportionate from their percent representation of the United States (U.S.) population. Increasing diversity among medical students and physicians has previously been identified as essential to decreasing healthcare disparities among U.S. minorities. Therefore, it is vital to recognize barriers to applying to medical school among URMs. To identify and assess prevalence of barriers, surveys were distributed to participants of MedAchieve, a mini-medical school program of diverse high school students in New York City. Of students who will be first in their immediate family to attend college, 80% perceived a barrier of pursuing medical school. Specified barriers indicated include cost of medical school (77%), lack of guidance/role models (54%), and predicted inability to do well in medical school classes (54%). At the end of the program, a statistically significant reduction in the barrier of lack of guidance/role models was seen. This study highlights the benefit of mini-medical school programs, especially programs with a mentoring component, to decrease perceived barriers of applying to medical school among URMs and suggests the potential role of similar programs to increase diversity in medicine and to decrease healthcare disparities among minorities in the United States.

There is increasing recognition of the importance of medical student wellbeing. The purpose of this study was to determine the characteristics that are associated with lower wellness in medical students. An anonymous, IRB-approved survey was distributed to medical students across the United States. Students were asked to rate their response to different statements regarding wellness on a scale from 1 to 10 with 1 indicating "Strongly Disagree" and 10 indicating "Strongly Agree". For statistical analyses, the Wilcoxon rank-sum test or Kruskal-Wallis test was applied. A statistical significance level of 0.05 was used for analysis. From November 2022 to February 2024, 370 medical students across the United States responded to this survey (response rate of 0.03%). Most respondents were women (n=259, 70%), White (n=164, 44%), first- and second-year medical students (n=107, 29%, n=98, 24%, respectively), and interested in internal medicine, a surgical subspecialty, or pediatrics (n=62, 17%, n=58, 16%, n=42, 11%, respectively). There are statistically significant different experiences of burnout based on the year of training in medical school (p<0.001) with third-year students having increased feelings of burnout, followed by their peers in a specified research year. Medical students living in the Midwest identified most strongly with being a workaholic compared to their peers living in other regions of the country (p=0.01). A medical student's specialty of interest influenced their confidence in matching their chosen specialty (p=0.003). There are no statistically significant differences in wellness between men and women or among different races. There are statistically significant differences in medical student wellness based on year of training and specialty interest. Our study suggests that additional resources and support may be helpful for students in their clinical or research years, or those interested in certain specialties.

Historical Dataset of Francisco Bravo Medical Magnet High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1992-2022),Total Classroom Teachers Trends Over Years (1995-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1994-2022),American Indian Student Percentage Comparison Over Years (1993-1995),Asian Student Percentage Comparison Over Years (1992-2022),Hispanic Student Percentage Comparison Over Years (1992-2022),Black Student Percentage Comparison Over Years (1992-2022),White Student Percentage Comparison Over Years (1992-2022),Two or More Races Student Percentage Comparison Over Years (2009-2022),Diversity Score Comparison Over Years (1992-2022),Free Lunch Eligibility Comparison Over Years (1994-2022),Reduced-Price Lunch Eligibility Comparison Over Years (2001-2022),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2010-2022),Overall School Rank Trends Over Years (2010-2022),Graduation Rate Comparison Over Years (2012-2022)

Historical Dataset of Medical Lake High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1990-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1990-2023),American Indian Student Percentage Comparison Over Years (1990-2022),Asian Student Percentage Comparison Over Years (1991-2023),Hispanic Student Percentage Comparison Over Years (1991-2023),Black Student Percentage Comparison Over Years (1991-2023),White Student Percentage Comparison Over Years (1991-2023),Native Hawaiian or Pacific Islander Student Percentage Comparison Over Years (2011-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1991-2023),Free Lunch Eligibility Comparison Over Years (2003-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2003-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2010-2022),Overall School Rank Trends Over Years (2011-2022),Graduation Rate Comparison Over Years (2011-2022)

Historical Dataset of Academy Of Medical Technology - A College Board School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Total Classroom Teachers Trends Over Years (2009-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2009-2023),American Indian Student Percentage Comparison Over Years (2013-2023),Asian Student Percentage Comparison Over Years (2009-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2009-2023),Free Lunch Eligibility Comparison Over Years (2013-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2013-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2011-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2011-2022),Graduation Rate Comparison Over Years (2013-2022)

As future physicians, first-year medical students are well positioned to work on the long-term creation of a more equitable healthcare system. But how prepared are first-year medical students to begin the work of dismantling structural racism in the US healthcare system? In this study, we analyzed a sample of 75 medical student reflective responses to a book focused on the legacy of racism in medicine. Our findings indicate that students enter medical school in a range of states of critical consciousness that are visible in their ‘stances’ towards racial inequality in the healthcare system. The stances described in our findings extend the critical consciousness framework, providing a more nuanced understanding of students’ starting orientations to health justice. Since students arrive in different stances towards confronting the systemic inequalities inherent to the US healthcare system, understanding these stances may help medical educators tailor learning experiences to medical students' needs more effectively.

Historical Dataset of Medical Lake Middle School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1990-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1990-2023),American Indian Student Percentage Comparison Over Years (1988-2020),Asian Student Percentage Comparison Over Years (1989-2023),Hispanic Student Percentage Comparison Over Years (1991-2023),Black Student Percentage Comparison Over Years (1991-2023),White Student Percentage Comparison Over Years (1991-2023),Native Hawaiian or Pacific Islander Student Percentage Comparison Over Years (2014-2020),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1991-2023),Free Lunch Eligibility Comparison Over Years (2003-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2003-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2010-2022),Overall School Rank Trends Over Years (2010-2022)

BackgroundMedical faculties have a role in ensuring that their students are protected from undue commercial influence during their training, and are educated about professional-industry interactions. In North America, many medical faculties have introduced more stringent conflict of interest (COI) policies during the last decade. We asked whether similar steps had been taken in France. We hypothesized that such policies may have been introduced following a 2009–2010 drug safety scandal (benfluorex, Mediator) in which COIs in medicine received prominent press attention.MethodsWe searched the websites of all 37 French Faculties of Medicine in May 2015 for COI policies and curriculum, using standardized keyword searches. We also surveyed all deans of medicine on institutional COI policies and curriculum, based on criteria developed in similar US and Canadian surveys. Personal contacts were also consulted. We calculated a summary score per faculty based on 13 criteria. [range 0–26; higher scores denoting stronger policies]ResultsIn total, we found that 9/37 (24%) of French medical schools had either introduced related curriculum or implemented a COI-related policy. Of these, only 1 (2.5%) had restrictive policies for any category. No official COI policies were found at any of the schools. However, at 2 (5%), informal policies were reported. The maximum score per faculty was 5/26, with 28 (76%) scoring 0.ConclusionThis is the first survey in France to examine COI policies at medical faculties. We found little evidence that protection of medical students from undue commercial influence is a priority, either through institutional policies or education. This is despite national transparency legislation on industry financing of health professionals and limits on gifts. The French National Medical Students Association (ANEMF) has called for more attention to COI in medical education; our results strongly support such a call.

Survey questions and unprocessed raw answers for two cross-sectional surveys on the impact of the COVID-19 pandemic on the education of medical and biomedical graduates based at US and Swedish universities. This dataset relates to two manuscripts by the authors published at "BMC Medical Education" and "Biochemistry and Molecular Biology Education". The survey was assessed by the Swedish Ethical Review Authority (Dnr 2021-00481) and the Institutional Review Board of the University of California San Diego (Project #201972XX), and found to be exempt by both. Participants provided informed consent to publication of the anonymous survey results and we followed the general principles and recommendations provided by the Helsinki Declaration and the Belmont Report. The dataset is from anonymous participants and does not contain any personally identifiable information.

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US Community College Market Size 2025-2029

The US community college market size is forecast to increase by USD -7825.8 million, at a CAGR of -2.7% between 2024 and 2029.

The Community College market in the US is experiencing significant shifts driven by the growing emphasis on non-traditional learning and the evolving education marketing process. This trend is fueled by the increasing number of adults returning to education and the need for flexible learning options. However, community colleges face challenges in securing adequate funding, which may hinder their ability to meet the demands of an expanding student population. The education landscape is transforming, with community colleges playing a pivotal role in catering to the needs of non-traditional learners. The marketing process has become increasingly important as institutions compete for students in a crowded market.
Yet, reduced funding poses a significant challenge. Community colleges must navigate this financial obstacle by exploring innovative funding models and cost-effective solutions to maintain their competitiveness and continue providing accessible, affordable education. Adapting to these market dynamics and addressing funding constraints will be crucial for community colleges seeking to capitalize on opportunities and thrive in the evolving educational landscape.

What will be the size of the US Community College Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2019-2023 and forecasts 2025-2029 - in the full report.
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The community college market in the US is characterized by a shift towards hybrid learning and competency-based education, as resource management and curriculum mapping gain prominence. Student recruitment strategies are increasingly data-driven, with mobile learning and learning analytics playing crucial roles. Institutional advancement efforts include compliance regulations, capital campaigns, and board of trustees engagement. Budget allocation and information technology investments are key areas of focus for administrators, with technology infrastructure and program review shaping the future of education. Faculty governance, endowment management, and professional development are essential components of institutional success.
Skills gap analysis and blended learning are critical in addressing workforce needs, while accreditation standards ensure academic rigor. Personalized learning and alumni relations strengthen student engagement, and faculty recruitment and shared governance foster a collaborative learning environment.

How is this market segmented?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Revenue Stream

  Government funds
  Tuition and fees
  Grants and contracts
  Others


Courses

  Associate degree
  TVET certification
  Continuing education
  Bachelors degree


Student Type

  Traditional
  Non-Traditional
  Online
  Recent High School Graduates
  Adult Learners
  Career Changers


Delivery Mode

  On-Campus
  Online
  Hybrid


Subject Area

  STEM
  Healthcare
  Business
  Liberal Arts


Geography

  North America

    US

By Revenue Stream Insights

The government funds segment is estimated to witness significant growth during the forecast period.

Community colleges in the US receive the majority of their revenue from government funds, primarily from state, local, and central sources. These funds support various aspects of college operations, including instructor salaries, staff compensation, and infrastructure improvements. Thirty-two out of the fifty states in the US employ funding formulas to distribute resources to their respective colleges. Some states, such as Washington and Ohio, have adopted performance-based funding models to incentivize enrollment growth and expedite graduation rates. Educational technology plays a significant role in community colleges, with online learning platforms and classroom technology enhancing the learning experience. Dual enrollment programs enable high school students to earn college credits, while GED preparation courses help adults attain their diplomas.

Faculty development and program assessment ensure academic rigor and continuous improvement. International students contribute to campus diversity, with career services and student affairs providing support. Campus safety and accessibility compliance are essential considerations, as are technical skills training, workforce development, certificate programs, and continuing education. Transfer agreements facilitate seamless transitions to four-year institutions, while ESL programs cater to non-native English speakers. Associate degrees and bachelor's

From 2023 to 2024, around 1.7 percent of college and university students who received mental health services had received treatment for drug and alcohol use. This statistic shows the percentage of college and university students in the U.S. who received mental health services and received treatment for alcohol or drug use from 2010 to 2024.

Background: Despite ultrasound being an inherent part of medical education, only a few German medical schools have established a comprehensive ultrasound curriculum. This study aimed to explore medical students' perspectives on ultrasound in medical education (USMed).Results: Between January 1st, 2019 und June 30th, 2019, an online survey was conducted among German medical students via the students' associations and their respective teaching facilities. The survey consisted of 17 items regarding USMed. Statements were rated on a 4-point Likert scale for agreement. In total, 1040 students from 31 German medical faculties participated. The majority (1021, 98.2%) reported a very high to high interest in curricular USMed. Students agreed (n = 945, 90.9%) that USMed would be helpful along their entire course of medical studies. Considering the best starting time for USMed, the opinions of German medical students diverged: students studying in a model curriculum preferred to start in the second year (40.7%) while 49% of the students studying in a traditional curriculum preferred to start in the third year (p ≤ 0.001). An insufficient allotment of time for USMed in the planned curriculum (675, 65%) and a lack of courses run by medical faculty (305, 29.4%) were listed as perceived significant barriers to the participation in USMed. Peer teaching was regarded as an effective method in realizing USMed by 731 (70.3%) students.Conclusion: German medical students are very interested and willing to participate in USMed. There appears to be a high demand for US courses offered by medical schools.

This study comprises the second round of the physician survey component of the Community Tracking Study (CTS) sponsored by the Robert Wood Johnson Foundation. The CTS is a national study designed to track changes in the American health care system and the effects of the changes on care delivery and on individuals. Central to the design of the CTS is its community focus. Sixty sites (51 metropolitan areas and 9 nonmetropolitan areas) were randomly selected to form the core of the CTS and to be representative of the nation as a whole. As in the first round of the physician survey (COMMUNITY TRACKING STUDY PHYSICIAN SURVEY, 1996-1997: UNITED STATES), the second round was administered to physicians in the 60 CTS sites and to a supplemental national sample of physicians. The survey instrument collected information on physician supply and specialty distribution, practice arrangements and physician ownership of practices, physician time allocation, sources of practice revenue, level and determinants of physician compensation, provision of charity care, career satisfaction, physicians' perceptions of their ability to deliver care, views on care management strategies, and various other aspects of physicians' practice of medicine. In addition, primary care physicians (PCPs) were asked to recommend courses of action in response to some vignettes of clinical presentations for which there was no prescribed method of treatment. Dataset 3, the Site and County Crosswalk Data File, identifies the counties that constitute each CTS site. Dataset 4, the Physician Survey Summary File, contains site-level estimates and standard errors of the estimates for selected physician characteristics, e.g., the percentage of physicians who were foreign medical school graduates, the mean age of physicians, and the mean percentage of patient care practice revenue from Medicaid.

Abstract (en): This is the fourth round of the physician survey component of the Community Tracking Study (CTS). The first round was conducted in 1996-1997 (ICPSR 2597), the second round in 1998-1999 (ICPSR 3267), and the third in 2000-2001 (ICPSR 3820). Sponsored by the Robert Wood Johnson Foundation, the CTS is a large-scale investigation of changes in the American health care system and their effects on people. As in the previous rounds, physicians were sampled in the 60 CTS sites: 51 metropolitan and 9 nonmetropolitan areas that were randomly selected to form the core of the CTS and to be representative of the nation as a whole. However, the fourth round lacks an independent supplemental national sample of physicians, which augmented the CTS site sample in the previous rounds. Information collected by the survey includes net income from the practice of medicine, year of birth, sex, race, Hispanic origin, year of graduation from medical school, specialty, board certification status, compensation model, patient mix (e.g., race/Hispanic origin of patients and percent with chronic conditions), career satisfaction, practice type, size, and ownership, percent of practice revenue from Medicare, Medicaid, or managed care, acceptance of new Medicaid and Medicare patients and, if applicable, reasons for not accepting them, use of information technology for care management, number of patient visits and hours worked in medically related activities during the last complete week of work, and the number of hours spent providing charity care in the last month. In addition, the survey elicited views on a number of issues such as patient-physician interactions, competition among practices, the influence of financial incentives on the quantity of services provided to patients, trends in the amount and quality of nursing support, one's ability to provide quality care and obtain needed services for patients, and the importance of various factors that may limit the quality of care. Part 3, the Site and County Crosswalk Data File, identifies the counties that constitute each CTS site. Part 4, Physician Survey Summary File, contains site-level estimates and standard errors for selected physician characteristics, e.g., the average age of physicians, the average percentage of patients with a formulary, and the percentage of physicians who said medical errors in hospitals are a minor problem. Physicians practicing in the contiguous United States who provided direct patient care for at least 20 hours per week. The survey excluded federal employees, specialists in fields in which the primary focus was not direct patient care, graduates of foreign medical schools who were only temporarily licensed to practice in the United States, physicians who had not completed their medical training (residents, interns, and fellows), and physicians who requested of the American Medical Association (AMA) that their names not be released to outsiders. Based on a sampling frame derived from the AMA Masterfile (which includes non-AMA members) and the American Osteopathic Association membership file, the sample design involved randomly selecting both physicians who were interviewed by the third round of the CTS Physician Survey and physicians who were not included in earlier rounds of the survey. Among the 6,628 physicians who were interviewed in round four, 4,428 also responded to round three. Only those physicians whose mailing address fell within the boundary of one of the 60 sites were selected for the survey. 2008-05-14 Stata setups were added to the collection. In addition, a missing value label for variable AP1 was added to the SPSS setup for the Restricted-Use Version of the Main Data File. Funding insitution(s): Robert Wood Johnson Foundation. computer-assisted telephone interview (CATI) Additional information about this study can be found at the Web site of the Center for Studying Health System Change.