DOCUMENT RESUME

ED 132 896 HE 008 429

TITLE Health Professions Education Facilities in the

Non-Profit Sector. 1973.

INSTITUTION Health Resources Administration (DHEW/PHS) , Bethesda,

Md. Bureau of Health Manpower.

PUB DATE 30 Apr 76

CONTEACT N01-PE-24023

NOTE 632p.

EDBS PRICE MF-$1.16 HC-$34.15 Plus Postage.

DESCRIPTORS Dentistry; *Facility Inventory; *Facility Planning;

Facility Requirements; *Facility Utilization

Research; *Health Occupations Centers; *Health

Occupations Education; *Higher Education; Medicine;

*National Surveys; Needs Assessment; Optometrists;

Pharmacy; Public Health; Veterinary Medicine

IDENTIFIERS Osteopathy; Podiatry

ABSTRACT

In this study of the physical facilities,of the

nation,s health professions schools, all schools of dentistry,

medicine, optometry, osteopathy, pharmacy, podiatry, public health,

'dna veterinary medicine, and all parent institutions of the schools,

were surveyed in May of 1973. The major goals of this pioneering

survey were to assess the nature and use of existing, under

construction, and planned facilities, and to forecast the anticipated

replacement or expansion of facilities in the following decade. At

the time of this writing, three years after the first survey, very

few of the data are obsolete. Information on nonclinical instruction

facilities has to do -with amount, condition, and perceived needs for

room types: classrooms, class laboratories, research and research

training space, library space, auditoria, faculty offices,

administrative areas, animal facilities, and other kinds of space.

Clinical teaching facilities available to the schools are also

inventoried in square footage and in terms of beds, examination

rooms, and ambulatory patient stations. Analyses are made of resource

utilization. Census data are projected to determine use of facilities

and output of health professionals in future years. (Author/MSE)

Documents acquired by ERIC include many informal unpublished

* materials not available from other sources. ERIC makes every effort *

* to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available

* via the ERIC Document Reproduction Service (EDRS). EDRS is not

* responsible for the quality of the original document. Reproductions *

* supplied by EDES are the best that can be made from the original.

* ******************************************************************* *
III illt I I' ri
HEALTH PROFESSIONS

EDUCATION FACILITIES

IN THE NON-PROFIT SECTOR

1973

Report of a survey conducted for

the Bureau of Health Manpower

by RAC INTERNATIONAL, INC.

This effort was funded under

contract NO1-PE-24023

April 30, 1976

BHM110

US. DEPARTMENT OF HEALTH, EDUCATION, AND ELFARE

Public Health Service

Hearth Resources Administration

Bureau of Health Manpower

DHEW Publication No. (HRA) 76-89
EXECUT VE ABSTRACT

In September of 1971, the Bureau of Health Manpower contracted with RRC Inter

national, Inc. to conduct a study of the physical facilities of the nation's

health professions schools. In very broad terms, 'the major goals of this

pioneering survey were to assess the nature and use of existing, in-process

(under construction), and planned facilities at the subject institutions, and,

for Federal planning purposes, to forecast the anticipated requirements for

replacement or expansion of facilities over the ensuing decade. In addition,

the data obtained could be used to assist the individual institutions in comparing and contrasting their operations with schools of similar characteristics.

All 308 schools of Dentistry, Medicine, Optometry, Osteopathy, Pharmacy, Podiatry, Public Health, and Veterinary Medicine were mailed an extensive survey

questionnaire in May of 1973. In addition, data were also solicited from the

154 "parent" institutions of the schools surveyed. Satisfactorily completed

forms were entered into a computer for access by a team of data analysts. The

report which follows is a summarization of their findings.

While the, bulk of the data collected pertains to the schools' status as of the

fall of 1973, very few, if any, of the survey's findings have been rendered obsolete as of this writing. With regard to the physical facilities inventory

itself, sufficient data on new construction (and its impact) were obtained to

develop projections of "today's" inventory. In addition, many of the displayed

measures of status and usage change very slowly with time--and the patterns

in these measures, e.g., the contrasts between publicly controlled and privately

controlled sohools--remain valid.

The report presents the analyses' results in three sec ions, each corresponding

to a different level of institutional "aggregation":

all eight professions combined;

each professIon independently; and

4

iii
3. each individual institution.

Two broad classifications of space are dealt with by the report, the first and

most detailed treatment being accorded the nonclinical instruction facilities

used by the schools. The report displays data concerning amount, condition,

and perceived needs for a variety of "room-types" including classroom-type

instructional space; class laboratories; research and research training space;

library space; auditoria; faculty offices; administrative offices and areas;

animal facilities; and other kinds of space in aggregate.

These room-types are also analyzed within the c_nrext of their locational "setting" (e.g., classroom building versus hospital or clinic), an identification

considered important by virtue of the assumed importance, to a teaching hospital, of having some degree of on-site availability of such room-types.

Inventoried in a less detailed but still substantial way (as a function of data

availability) are the clinical teaching facilities available to the schools,

both in square footage terms and in terms of beds, exam rooms, and ambulatory

patient "stations".

Resource utilization is assessed in a variety of ways, some relatively simplistic (e.g., space and student stations per student), and some highly complex

(e.g., percent student station occupancy over time). The latter measure is obtained in a manner which to the researchers' knowledge, represents the first

successful attempt to obtain theoretically robust occupancy measures without

an on-site audit--and with little chance of bias.

Within the analysis of each profession, the inventory and utilization data

are searched for patterns relating to enrollment, ownership, census region,

and locale of school (e.g., innercity versus suburban). In addition, cases

of "joint-use" (i.e., sharing) of facilities are identified to insure against

multiple counting and to enable analysis of joint-usage as a potential means

of improving space utilization.

iv
Current and projected student, faculty, and staff population figures were collected to provide census data for use in developing size categories for institutions, and to provide an indication of the projected "output" of health professionals ln the future. Respondents were also requested to subjectively

estimate student enrollment expanion potential given existing facilities and

financial resources and various levels of increased resources.

6
TABLE OF _CONTENTS

PART I - Survey Overview and Methodology

II

PAGE

Summary of Survey Goals and Methodology 2

A. Survey Goals 2

B. Summary of Survey Methodology 4

Prelude to the Analysis of Survey Results 9

A. Technical Definitions 9

B. Analysis Parameters 11 C. A Note of Caution on the Interpre a ion

Data and Results 13

PART 2 - National Overview of Survey Findings

Introduction

15

16

Inventory--Fall, 1973 18

A. Nonclinical Facilities Controlled by Respondents 18

B. Joint-use Facilities Available to Health Professions

Schools--Fall, 1973 20

C. The Student Population Utilizing the Fall, 1973 Inventory 22

D. Usage of the Current Inventory 23

E. Facilities Needed Prior to Ongoing Construction and_ Remodeling--Fall, 1973 26

F Clinical Facilities Available for Respondents' Use--

Fall, 1973 28

G. Glinical Facilities Needs Prior to Ongoing Cons ruction

and Remodeling Programs

7

31 vii
Ongoing Construction and Remodeling as of Fall 1973, and

the Post-Construction Inventory

A. Non-clinical Instruction Facilities

1. Extent of Ongoing Construction and Remodeling

2. Sources of Funds for Ongoing Construction and

Remodeling, Fall 1973

3. Effects of Construction and Remodeling

. An Assumption

b. The Post-Construction Inventory and Student

Population 38

c. Post-Construction Needs 41

d. Requirements for Enrollment Growth 43

B. Ongoing Construction and Remodeling in Owned and Major

Affiliated Hospitals and Clinics--Fall, 1973 45

C. Ongoing Construction and Remodeling of Joint-use

Facilities 46

D. The 1983 Look-Ahead 48

1. Nonclinical Facilities Controlled by Respondents 48

2.. Clinical Facilities 50

3. Enrollment Variation 50

PAGE

34

37

37

PART 3 - Individual Health Professions Analysis 52

Schools of Dentistry 53

A. Introduction 53

B. Inventory of Nonclinical Instruction Facilities--Fall,

1973 56

1. Description of Facilities-- 56

2. The Student Population. Using the Current Inventory 60

3. Adequacy of the Inventory 61 Condition of Space 61

b. Need for Nonclinical Facilities as of Fall,

1973 63

C. Library Facilities Adequacy 66

8
PAGE

4. Resource Usage

a. Space aro.: Stations Available Per Student 68

b. Usage of Classrooms 72

c. C:ass Laboratory Utilization 75

d. Faculty Offices 76

e. Animal Facilities 77

C. Ongoing Construction and Remodeling, and the Post-Construction Inventory 78

1. Extent, Purposes, and Cost 78

2. Sources of Funds for Ongoing Construction and

Remodeling Programs 80

3. The Effects of Ongoing Construction and Remodeling 80

4. The Post-Construction Stu.dent Population 83

D. The,1983 Look-Ahead 86

E. The Fall- 1973 Inventory of Clinical Instruction

Resources 89

1 Description 89

a. Clinical Facilities 89

b. Nonclinical Facilities in Clinical Areas 92

2. Adequacy of Nonclinical FacilitieS in Clinical

Affiliates--Fall, 1973 94

a. Condition 94

b, Instructional Facilities Needed in Clinical

Settings 94

F Ongoing Construction and Remodeling and the Post-Construction Inventory of Instruction Facilities in

Clinical Areas 96

1. Extent 96

2. Sources of Funds for Ongoing Cons Tuction and

Remodeling Programs in Clinical Affiliates 97

3. The Effects of Ongoing Construction and Remodeling

of Instruction Facilities in Clinical Settings 98

The 1983 Look-Ahead for Clinical Facilities 101

New Dental Schpois 102

9

ix
1. Current Inventory of Nonclinical Instruction

Facilities

2. Ongoing Construction and.Remodeling

3. Effects of Ongoing Construction and Remodeling

at New Dental Schools

PAGE

102

102

103

Schools of Medicine 104

A. Introduction 104

B. Inventory of Nonclinical Facilities Controlled by

Respondents, Fall, 1973 108

1. Description of Facilities 108

2. The Student Population Using the Current Inventory 113

3. Adequacy of the Fall, 1973 Inventory of Nonclinical

Instruction Facilities 114

a. Condition 114

b. Need for Nonclinical Facilities as of Fall 1973 115

4. Resource Usage 119

a. Space and Sta -ions Available Per Student 119

b. Usage of Classrooms 124

c. Class Laboratory Utilization 128

d. Faculty Offices 130.

e. Animal Facilities 131

f. Joint Utilization of Classrooms and Class

Laboratories 133

g. Audio-Visual Facilities 135

C. Ongoing Construction and Remodeling, and the Post-Construction Inventory 136

1. Extent, Purposes, and Cost 135

2. Sources of Funds for Ongoing Construction and

Remodeling Programs 140

3. The Effects of Ongoing Construction and Remodeling 142

4. The Post-Conttruction Student Population 146

D. The 1983 Look-Ahead--Nonclinical Facilities 150

1. Planned Construction and Its Purposes 150

2. Facilities Trends--1973-1983 154

1 0
PAGE

E. Inventory of Ins_ uction Facill ies in Clinical

Areas--Fall, 1973 156

1. Description of Facilities 156

a. Clinical Resources 156

b. Nonclinical Instruction Facilities in Clinical

Areas 158

2. Adequacy of Nonclinical Instruction Facilities

in Clinical Areas, Fall, 1973 160

a. Condition 160

b. Instructional Facilities Needed in Clinical

Settings 162

Ongoing Construction and Remodeling, and the Post-Construction Inventory of Nonclinical Instruction Facilities

in Clinical Settings 164

1. Extent, Purposes, and Cost 164

2. Sources of Funds for Ongoing Construction and

Remodeling Programs in Owned and Major Affiliated

Hospitals and Clinics--Fall, 1973 166

3. The Effects of Ongoing Construction and Remodeling

in Clinical Settings 167

G. The 1983 Look-Ahead for Clinical Instruction Facilities 170

H. New and Two-Year Schools of Medicine 172

1. New Schools 172

a. Inventory of Nonclinical Instruction Facilities

as of Fall, 1973 172

b. Ongoing and Future Construction and Their Effects 173

Clinical Facilities 175

2. Two-Year Schools 178

a. Size and Adequacy of Fall, 1973 Inven ory 178

b. Extent and Effect of Ongoing Construction and

Remodeling 179

Schools of Optometry 181 A. In roducti:n 181
B. Inventory of Nonclinical Instruction Facilities Controlled by Respondents--Fall, 1973

PAGE

184

1. Description 184

2. The Student Population Using the Current Inventory 186

3. Adequacy of the Inventory as of Fall, 1973 187

Condition 187

Needs for Nonclinical Facilities as of Fall,

1973 189

Usage of Resources 192

a.b.

C.

Space and Stations Available Per Student

Usage of Classrooms and Class Laboratories

Faculty Office Usage

d. Joint-Utilization of Classrooms and Class

Laboratories 199

C. Ongoing Construction and Remodeling as of Fall, 1973--

and the Post-Construction Inventory 200

D. The 1983 Look-Ahad 201

E. Instructional Facilities in Clinical Areas 204

1. Clinical Facilities 204

2. Nonclinical Instruc ion Facilities in Clinical

Areas 205

192

194

198

IV. Schools of Osteopathy 207

A. In -roduction 207

B. Inventory of Noncl- -cal Facilities Cont oiled by

RespondentsFall, 1973 209

1. Description of Facilities 209

2. The Student Population Using the Curren_ Inventory 212

3. Adequacy of the Inventory, Fall, 1973 212

a. Condition of Space 212

h. Needs for Nonclinical Foci i-ies as of Fall,

1973 213

4. Resource Usage 215

a. Space and Stations Available Per Student 215

b. Utilizatior of Classrooms and Class Laboratories 216

xii

12
PAGE

c. Facu ty Offices 218

C. Ongoing Construction and Remodeling, and the Post-Construction Inventory of Nonclinical Facilities 219

1. Extent, Purposes and Cost 219

2. Effect of Ongoing Construction and Remodeling. 220

3. Post-Construction Needs 222

D. The 1983 Look-Ahead 224

E. Inventory of Clinical and Nonclinical Instruction

Facilities in Owned and Affiliated HospitalsFall,

1973 226

1. Clinical Facilities 226

2. Nonclinical Facilities in Clinical Areas 227

F. Ongoing Construction and Remodeling, and the Post-Construction Inventory of Nonclinical Instruction Facilities in Clinical Areas 228

1. Extent, Purposes, and Cost 228

2. Effect of Ongoing Construction and Remodeling of

Clinical Facilities 229

G. The 1983 Look-Ahead: Construction and Remodeling of

Clinical Instruction Facilities 230

V. Schools of Pharmacy 231 A. Introduction 231

B. The Fall, 1973 Inventory of Instructional Facilities

Con rolled by Respondents 234

1. Description 234

2. The Pharmacy Student Population Using the Fall,

1973 Inventory 237

3. Adequacy of the Fall, 1973 Inventory 238

a. Condition 238

b. The Perceived Need for Educational Resources,

Fall 1973 240

C. Library Facilities 242

4. Resource Usage 242

a. Space and Stations Available Per Student 242

13
PAW

b. Usage of Classrooms 245

c. Class Laboratory Utilization 249

d. Faculty Offices 251

Ongoing Construction and Remodeling and the Post-Construction Inventory of Nonclinical Instruction Facilities 253

1. Extent, Purpose, and Cost 253

2. Sources of Funds for Ongoing Construction and

Remodeling Programs 255

3. The Effects of.Ongoing Construction and Remodeling 255

4. The Post7Construction Student Population 258

D. The 1983 Look-Ahead 259

E. Inventory of Instructional Resources in Clinical Facilities--Fall, 1973

1. Description 262

2. Adequacy of Nonclinical Instruction Facilities

in Clinical Areas 263

a. Condition 263

b. Instructional Facilities Needed in Clinical

Settings 263

262

Ongoing and Future Construction and Remodeling,

and Their Effect on the Inventory of Nonclinical

Instruction Facilities 265

1. Extent of Ongoing Construction 265

2. Effects of Ongoing Construction 265

3. The 1983 Look-Ahead 265

VI. Schools of Podiatric Medicine :267

A. Introduction 267

B. The Fall, 1973 Inventory of Nonclinical Instruc ion

Facilities Controlled by Respondents 269

1. Description 269

2. The Student Population Using the Inventory as of

Fall, 1973 273

3. Adequacy of the Inven- ry 273

1 4

xiv
PAGE

a. Condition of Space 273

b. Need for Nonclinical Facilities as of Fall, 1973 274

4. Resource Usage 276

a. NASF and Stations Per Student 276

b. Usage of Classrooms and Class Laboratories 277

c. Faculty Offices 279

C. Ongoing Consfruction'and Remodeling and the Post-Construction Inventory 281

1. Extent, Purposes, and Cost 281

2. Effects of Ongoing Construction and Remodeling . 282

3. Post-Construction Needs 284

The 1983 Look-Ahead 285

Inventory of Clinical Facilities and Nonclinical Ins uc- tion Facilities in Clinical Areas--Fall, 1973 286

1. Nonclinical Instruction Facilities in Clinical

Areas 286

2. Clinical Resources 286

F. Ongoing Construction and Remodeling and the Post-Construction Inventory of Clinical Ins ruction Facilities 288

1. Extent, Purposes, and Cost 288

2. Effects of Ongoing Construction and Remodeling 288

E.

VII. Schools of Public Health 289

A. -Introduction 289

B. The Fall, 1973 Inventory of Nonclinical Instruction

Facilities Controlled by Respondents 291

1. Description 291

2. The Student Population Using the Current Inven._ y 295

3. Adequacy of the Inventory 295

a. Condition of Space 295

b. Need for Nonclinical Facilities as of Fall, 1973 297

4. Resource Usage 300

a. Space and Stations Available Per Student 300

b. Usage of Classrooms 302

c. Class Laboratory Utilization 306

5
PAGE

d. Faculty Offices 307

e. Animal Facilities 307

f. Joint-Utilization of Classrooms and Class

Laboratories 308.

C. Ongoing Construction and Remodeling, and the rost-Construction Inventory 309

D. The 1983 Look-Ahead 310

VIII. Schools of Ve -erinary Medicine 313

A. Introduction 313

B. The Fall, 1973 Inventory of Nonclinical Instruction

Facilities 315

1. Description 315

2. The Student Population Using the Fall,- 1973 Inventory 320

Adequacy of the Inventory 320

a. Condition of Space 320

b. Need for Facilities as of Fall, 1973 322

c. Library Facilities 325

4. Resource Usage 325

a. Space and StatiOns Available Per Student 325

b. Usage of Classrooms 329.

c. Usage of Class Labora:ories 331

d. Faculty Offices 332

e. Animal Facilities 333

f. Joint-Utilization of Classrooms and Class

Laboratories 333

C. Ongoing Construction and Remodeling, and the Post-Construction_Inventory . _ 335

1. Extent, Purposes, and Cost 335

2. Sources of Funds for Ongoing Construction and

Remodeling Programs 337

3. The-Effects of Ongoing Construction and Remodeling 337

4. The Post Construction Student Population 340

D. The 1983 Look-Ahead 342

16
E. The Fall, 1973_inventory of Clinical Facilitie_ and NonPAGE

clinical Facilities in Clinical Areas 344

1. Clinical Facilities 344

2. Nonclinical Facilities in Clinical Areas 345

a. Description 345

b. Adeq6a4 Pf"Nonclinical Instruction Facilities

in Clinical Areas, Fall, 1973 346

(1) Condition 346

(2) Instructional Facilities Needed in Clinical Settings. 347

F. The 1983 Look-Ahead for Clinical Facilities 349

17

xvii
Appendix A:

Appendix B:

Appendix

Appendix 0:

Appendix E:

AppendiX F:

Appendix G:

Appendix H.

Appendix

Appendix J:

APPENDICES

Detailed Descrip ion of Survey Methodology

Survey Consultants

The Survey Instruments

Health Professions School Associations, Federal

Agencies, and Other Parties Contacted Regarding

Instrument Design

Pretest Meeting Goals

Facjiities Survey Non-response Questions

The Concepts Underlying the Computational Methods

for Assessing Room and Station_ Utilization

Pretest InstItutions Health Professions Schools

Method of Apportioning Multiply-Used Hospi als and

Clinics

Selected Data From Individual.Schools

18

PAGE

A-1

A-28

A-29

A-103

A-104

A-109

A-110

A-118

A-119

1-122
LIST OF TABLES

PAGE

2.1.1 Derivation of Survey Response Rate 16

2.1.2 Response Rates for Known Characteristics of the Survey

Universe

17 -- - . . . . ... .

2.11.1 Overview of Nonclini al Facilities Inventory--Fall, 1973 18

2.11.2 Distribution of Space Among Joint-Use Room-Types 21

2.11.3 Total Availhbility of Instructional Space in Clinical

and Non-Clinical SettingsFall, 1973 30

- . . . . . . . . . =

2.111.1 NASF Per Student-1973-1953

51

.

. . .

3.1.1 Derivation of Dentistry chools' Response Rate 55

3.1.2 Overview of Dentis ry Schools' Allocated Facilities--Fall,

1973

56

3.1.3 Mean NASF Per Room and Student Station for Dentistry

Schools' Nonclinical Instruction Facilities--Fall, 1973 59

3.1.4 Dental Schools' FTE Enroll nt--Fall, 1973 61

3.1.5 Condition of Dental Schools' Nonclinical Instruction Facilities--Fall, 1973 62

1 9
3.1.6 Dental Schools' Non-facilities Needs to Accomodate Fall,

PAGE

1973 Enrollment 66

3.1.7 NASF Per Student of Allocated, Non-Clinical Instruction

Facilities, Fall, 1973 69

3.1.8 Joint-Use Augmentat on of Dental Schools' Controlled Classroom and Laboratory Student Stations 71 3I.9 Dental School ' Classroom Usage Fall, 1973 73

3.1.10 Dental Schools' Classroom Student Station Utilization--

Fall, 1973 74

3.1.11 Dental Schools' Class Laboratory UtilizationFall, 1973 75

3.1.12 Overview of Dental Schools' Ongoing Const -uction and Remodeling--Fall, 1973 78

3.1.13 The Effects of Ongoing Construction and Remodeling on Dental Schools' Allocated Nonclinical Facilities

3.1.14 Dental Schools' Post-Construct on NASF Needed--By Room-Type 83

3.1.15 Fall, 1973 Versus Post-Construction NASF Per Student 85

3.1.16 Dental Schools' Planned Construction and Remodeling Through

1983 86

3.1.17 Summary of De- al Schools' Allocated Facilities--1973-1983 88

3.1.18 Dental Schools' FTE Enrollment Ve-sus Clinical Teaching

Resources 90

2 0

XX
PAGE

3. 19 Dental Schools' inventory of On-Site Patient Care Facilities--Fall, 1973 91 3.1.20 Dental Schools' Perceived Needs for On-Site Patient Care

Facillties--Fall, 1973 92

3.1.21 Dental Schools Nonclinical Facilities in Clinical Areas 93

3.1.22 Overview of Dental Schools' Ongoing Construction and Remodeling of Instructional Facilities in Clinical Settings--

Fall, 1973 96

.23 Ongoing Construction and Remodeling of Dental Schools'

On-Site Patient Care FacilitiesFall, 1973 97

3.1.24 Clinical Facilities Resulting From Dental Schools' Ongoing

Construction and,Remodeling--Fall, 1973 98

3.1.25 Effects of Ongoing Construction and Remodeling on Clinical

Teaching Resources 99

3.1.26 Post-Construction Need for On-Site Patient Care Facilities 100

3.1.27 New Dental Schools' Inventory of Nonclinical Instruction

Facilities--Fall, 1973 102

.28 Overview of New Dental Schools' Ongoing Construction and

RemodelingFall, 1973 103

3.11.1 Response Rate for Schools of Medicine 107

3.11.2 Nonc)inical Facilities Inventory Overview, Schools .of

Medicine, Fall, 1973 108

21

xxi
3.11.3 Medical Schools' Inventory of "Allocated" Non-Clinical

PAGE

Facilities 109

3.11.4 Medical Schools: Mean NASF Per Room and Student Station--

Fall, 1973 111

3 5 Medical Schools' Distribution of Classrooms and Class

Laboratories Fall, 1973 112

3.11.6 Medical School FTE Enrollment Fall, 1973 113

3 7 liedical Schools' Perceived Needs for Additional Facilities,

Fall, 1973 116

3.11.8 Joint-Use Student Stations Available to Medical School

Respondents Fall, 1973 123

3.11.9 Classroom UtilizationFall, 1973 125

3.11.10 Classroom Student Station UtilizationFall, 1973 127

3.11.11 Class Labora ory Utilization, Fall, 1973 129

3.11.12 Class Laboratory Student Station Utilization 130

3.11.13 NASF of Faculty Office Space Per Faculty Member--Fall, 1973 131

3.11.14 Distribution of Animal Facilities Among Medical Schools--

Fall, 1973 132

3.11.15 Comparison of Public and Private Schools' Propensity

to Offer Joint-Use Facilities 133

3 _16 Contrast in Class -oom and Laboratory Joint-Usage 134

2 2
PAGE

3.11.17 Medical Schools' Available Audio-Visual Facilities--Fall,

1973 135.

3.11.18 Ongoing New Consr uction and Remodeling 137

3.11.19 Purposes of Public and Private Schools' Ongoing Construction, Fall, 1973 138

3.11.20 Purposes of Ongo%ng New Construction as a Function

of Medical School SizeFall, 1973 139. 3.11.21 Effect of New Construction on Medical Schools' Replacement

Newis

3.11.22

140

Comparison of Fall, 1973 and Projected Post-Cons ruction

Inventories of Medical Schools 143

3.11.23 Pre-Construction Versus Post-Construction Nonclinical NASF

Needed 146

3.11.24 Fall, 1973 Versus Post-Construction NASF Per Student 149

3.11.25 Construction and Remodeling Planned Through 1983 151

1_26 Growth in Medical Schools' Controlled NASF, 1973-1983 155

3 27 Change in Medical Schools' NASF Per Student, 1973-1983 155

1.28 Clinical Resources Used for Medical School.s' Instructional

Purposes at Owned and Major Affiliated Hospitals--Fall, 1973 157

3.11.29 Overview of Ongoing Construction and Remodeling of Nonclinical Facilities in Clinical Areas at Medical Schools,

Fall, 1973

2 3

164
PAGE

3.11.30 Purposes of Ongoing Construction of Non-Clinical Instruc-,

tion Facilities in Owned and Major Affiliated Hospitals 165

3.11.31 The Effects of Ongoing Construction and Remodeling on Owned and Major Affiliated Hospitals 168

3.11.32 Detailed Purposes of Planned Construction of Clinical Facilities as a Function of School Size 171

New Medical Schools' Amount and Condition of Nonclinical

Facilities--Fall, 1973 172

3.11.34 Overview of Ongoing Construction and Remodeling, New

Medical Schools--Fall, 1973 173

3.11.35 The Effect of Ongoing Construction at New Medical Schools--

Fall, 1973 174

36 New Medical Schools' Nonclinical Facilities Needs Following Completion of Ongoing Construction Programs 175

3.11 Overview,of Cmgoing Construction and Remodeling, New Medical Schools--Fall, 1973 176

3.11.38 Effect of Ongoing Construction on Nonclinical Facilities

in Clinical Settings 177

3.11.39 Overview of the Size and Condition of Two-YearMedical

Schools' Nonclinical Instruction Facilities 178

3.11.40 Effects of OngOing Construction and Remodeling, wo-Year

Medical Schools 180

2 4

xxiv
Optometry Schools' Response Rate Derivation

PAGE

182

Optometry Schools' Inventory of Allocated Non-Clinical

Instruction Facilities, Fall, 1973 184

3 Space Distribution Profile of Optry try Schools' Non-Cli,nical Instruction Facilities, Fall, 1973 185

3.111_4 NASF Per Room and Sta_ion, Schools of Optometry Fall,

1973 186

3.111.5 Number of Class ooms and Laboratories in Each Sta -ion-Size

Category

3I11.6 FIE Enrollment in Optometry Schools Fall, 1973

3.111.7 Fall, 1973 Versus "Target" NASF Per Student

Desired Changes in NASF Per Student--By Room-Type

3.111.9 Non-Facilities Needs for Accommoda,ting Fall, 1973 Enrollment

3.111.10 Mean Number of Hours of Usage, Optome ry Schools'

Classrooms and Class Laboratories

3.111 11 Optometry cpools' Room Utilization Rates--Fall, 1 7

186

187

190

191

192

195

196

3.111.12 Optometry Schools' Station Utilization (Occupancy) Rates--

Fall, 1973 197

3.111.13 NASF of Faculty Office Space Per Faculty Member Schools

of Optometry, Fall, 1973 198

2 5

xxv
pAGE_

3 111.14 Projected Enrollment Growth in Schools of Optometry,

1973-1983 202

3.111.15 Changes in NASF Per Student--1973- 983 203

3.111.16 Opte __ry Schools''Availability of Clinical Material 205

3.IV.1 Derivation of Response Rate for Osteopathy Schools 208

3.IV.2 Osteopathy Schools' inventory of Allocated Non-Clinical

Instruction Facilities, Fall, 1973 209

3.IV.3 Space Distribution Profile of Osteopathy Schools'

Non-C1inical Instruction Facilities, Fall, 1973 210

V.4 NASF Per Room and Station, Schools of Osteopathy, Fall,

1973 210

3.IV.5 FIE Enrollment of' Osteopathy Schools, Fall, 1973 212

3.IV.6 Space and Stations Per Student, Schools of Os eopathy 215

3.IV.7 NASF Per Student at Schools of 0 eopathy--Fall, 1973 215

3.IV.8 Classroom and Laboratory Room and Station Utilization 217

3,1V.9 NASF of Faculty Of ice Space Per Faculty Member 218

10 Overview of Ongoing Construction and Remodeling, Schools

of Osteopathy, Fail, 1973 219

3.IV.11 Comparison of Fall, 1973 W th Post-Construction Facilities

and Enrollment, Schools of 'Osteopathy 221

26

xxvi
3.IV.12 The E fect of Ongoing Construction and Remodeling on NASF

PAGE

Per Student at Schools of Osteopathy 222

3.IV.13 NASF Needed Following Completion of Ongoing Construction

and Remodel ng 223

3.IV.14 Construction and Remodeling Planned Through 1983 224

3.IV.15 Outpatient Care Facilities for Teaching Purposes--Fall, 1973 226

3.IV.16 Inpatient Care Facilities for Teaching Purposes--Fall, 1973 266

3.IV.17 Amount and Condition of Osteopathy Schools' Nonclinical

Facilities in Clinical Areas--Fall, 1973 227

3.IV.18 Overview of Ongoing Construction and Remodeling at Owned

and Major Affiliated Hospitals of Osteopathy Schools--

Fall, 1973

228 ----------- -----

3.V.1 Survey Response Rate for Schools of Pharmacy 233

3.V.2 Overview of Nonclinical Instruction Facilities Controlled

by Pharmacy SchoolsFall, 1973 234

3.V.3 Variability of ConfigUration Size With Size, Control, and

Locale of School 235

3.V.4 Pharmacy Schools' NASF Per Student Station and Room 237

3.V.5 FTE Enrollment in Schools of Pharmacy--Fall, 1973 238

3.11.6 Pharmacy Schools' Cond jon of Space as of Fall, 1973 239

27
PAGE

3.V.7 Facilities Perceived as Needed Prior to Ongoing Construction and Remodeling--Fall, 1973 240

3.V.8 NASF Per Student as a Function of Size and Control of

School 243

3.V.9 The Balancing Effect on Stations Per Student) of JointUse Space 245

3.V.10 Usage of Classroom , Schools of PharmacyFall, 1973 246

3.V.11 Joint-Usage of Pharmacy Schools' Classrooms 247

3.V.12 Pharmacy Schools' Classroom Student Station Utilization--

Fall, 1973 248

3.V.13 Usage of Class Laboratories, Schools of Pharmacy--Fall, 1973 249

3.V.14 Joint-Usage of Pharmacy Schools' Class Labora ories--Fal

1973 250

3.V.15 Pharmacy Schools' Class Labora ory Student Station Utilization--Fall, 1973 251

3.V.16 ' Schools' Faculty Office Space Per FTE Faculty

r2Mb --Fa11, 1973 252

3.V.17 0, 2rview of Ongoing Construction and Remodeling at Pharmacy SchoolsFall, 1973 253

3.V.18 Com 'ison of Projected Enrollment and Facilities Growth

RatE, 258

3.V.19 Changes in NASF Per Student, Schools of Pharmacy, 1973-

1983 261

2 8

xxviii
PAGE

3.V.20 Pharmacy Schools' Perceived Needs for Instructional Facilities in Clinical Areas 264

3.VI.1 The Universe of Schools of Podiatry 268

3.VI.2 Derivation of the Fall, 1973 Inventory of Non-Clinical

Instructional Facilities--Schools of Podiatric Medicine 269

3.VI.3 The Fall, 1973 Inven ory of Podiatry Schools' Nonclinical

Instruction Facilities 270

3.VI.4 NASF Per Room and Student Station 272

3.VI.5 Enrollment at Schools of Podiatric Medicine--Fall, 1973 273

3.VI.6 Needs (Other than Nonclinical Instruction Facilities),

Schools of Podiatric Medicine--Fall, 1973 276

3.VI.7 Space and Stations Per Student, Schools of Podiatric Medicine--Fall, 1973 277

3.VI.8 Mean Hours of Usage, Podiatry Schools' Classrooms and

Class Laboratories--Fall, 1973 278

3.VI.9 Classroom and Class Laboratory "Room and Station Utilization," Schools of Podiatric MedicineFall, 1973 279

3 VI.10 Faculty Office Spate Per Faculty Member, Schools of Podiatric Medicine--Fall 1973 280

3.VI.11 Changes in Controlled, Nonclinical Instruction Facilities,

Fall 1973 to "Post-Construction" 283

29
3.VI.12 Post-Construction Facilities Needs--Schools of Podiatric

Medicine

3.VI.13

3.VI.14

Fall, 1973 and ProJected Enrollment Comparisons

FTE Enrollment at Podiatry Schools, and the Clinical Teaching Resources Represented by "On-Site" and "Off-Site"

Clinics

PAGE

284

285

287

3.VII.1 Derivation of Survey Respon-se Rate for Schools of Public

Health 290

3.VI -2 Derivation of Public Health Schools" Analyzable Inventory

of Nonclinical Instruction Facilities 291

3.VII.3 Non-Clinical Instruction Facilities at Schools:of Public

Health, Fall, 1973 292

3.VII.4 NASF Per Room and Station, Schools of Public Health, Fall,

1973 294

FTE Enrollment of Public Health Schools--Fa11, 1973 295

3.VII.6 Condition of Space in Schools of Public Health--Fall, 1973 296

3.VII.7 Public Health Schools' Minimum Non-Facilities Needs for

Accommodating Fall, 1973 Enrollment 300

3.VIr.8 NASF Per Student by Room-Type, Schools of Public Hea h--

Fall, 1973 301

3.VII.9 Classroom and Class Laboratory Stations Per Student, Schools

of Public Health--Fall, 1973 302

30
PAGE

3.VII.10 Usage of C assro ms, Schools of Public HealthFall, 1973 303

3.VII.11 Utilization of Classrooms and Classroom Student Stations,

Schools of Public Health--Fall, 1973 305

3.VII.12 Class Laboratory Usage, Schools of Public HealthFall, 1973 306

3.VII.13 NASF Per Faculty Schools of Public Health--Fall, 1973 307

3.VII.14 Changes in NASF Per Student, Schools of Public Health--

1973-1983 312 ----------------- ---------

3.VIII.1 Derivation of Response Rate for Schools of Veterinary

Medicine 314

3.VIII.2 Inventory of Nonclinical Facilities, Schools of Veteinary

Medicine--Fall, 1973 316

3.VIII Non-Clinical Instruction Space Distribution Profile,

Schools of Veterinary Medicine--Fall, 1973 317

3.VIII.4 NASF Per Room and Station, Schools of Veterinary Medicine--

Fall, 1973 318

3.VIII.5 Enrollment at Schools of Ve erinary Medicine--Fall, 1973 320

3.V11.6 Veterinary Medicine Schools' Minimum Non-Facilities

Needs fcr Accommodating Fall, 1973 Enrollment 325

3.VIII.7 Joint-Use Facilities Available to Schools of Veterinary

Medicine--Fall, 1973 328

31
PAGE

3.VIII.8 Classroom Ut lization, Schools of Ve erinary Medicine--

Fall, 1973 330

3.VIII.9 Classroom Student Station Utilization, Schools of Vetertnary Medicine--Fall, 1973 331

3.VIII.10 Class Laboratory Usage, Schools of Veterinary Medicine--

Fall, 1973 332

3.VIII.11 Overview of Ongoing Construc ion and Remodeling at Schools

of Veterinary Medicine--Fall, 1973 335

3.VIII.12 Post-Construction Inventory of NonclInical tnstruction

Facilities, SchOols of Vete-inary Medicine 338

3.VIII.13 Effects of Ongoing Construction Upon Facilities Replacement

Needs--Schools of Veterinary Medicine 339

3.VIII.14 NASF Needediby Room-Type Following Completion of Ongoing

Construction and RemodelingSchools of Veterinary Medicine 340

3.VIII.15 Chan es in NASF Per Student, Fall, 1973 to Pos -Construction Period--Schools of Veterinary Medicine 341

3.VIII.16 Changes in NASF Per Student, Schools of Veterinary Medicine--1973-1983 342

3.VIIL17 Clinical Teaching Resources, Schools of Veterinary Medicine--Fall, 1973 345

3.VIII 18 Condition of Nonclinical Facilities in Clinical Areas,

Schools of Veterinary Medicine--Fall, 1973 347

32
3.VIII.19 Cur-ent Needs, and Planned Construction of Nonclinical

Facilities in,Clinical Areas, Schools of Veterinary

Medicine

PAGE

349

A.1 Comparison of 265 Respondents With 30 (of 43) Non-Respondents (Health Professions Schools Only) 1-25

J.1-J.8 C_n rolled Nonclinical Instruction Facilities--Fall 1973

J 1 Dentistry A-124

J32 Medicine A-126

J.3 Optometry A-128

J.4 Osteopathy A-129

J.5 Pharmacy 1-130

J.6 Podiatry 1-132

J.7 Public Health A-133

J.8 Veterinary Medicine A-134

J.9-J.16 Detailing of Student Stations by Room-Type

J.9 Dentistry 1-136

J.10 Medicine 1-138

J.I1 Optometry 1-141

J.12 Osteopathy 1-142

J.13 Pharmacy A-143

J.14 Podiatry 1-146

J.15 Public Health A-147

J.I6 Veterinary Medicine 1-148

XX,C
J.17-J.24 Instruction Resources in Clinical Areas

PAGE

j.17 Dentistry A-150

J.18 Medicine 1-152

J.19 Optomety A-155

J.20 Osteopathy 1-156

J.21 Pharmacy A-157

J.22 Podiatry A-159

J.23 Public Health A-160

J.24 Veterinary Medicine 1-161

J.25-J.32 Usage of Facilities - Section 1

J.25 Dentistry A-163

J.26 Medicine 1-165

J.27 Optometry 1-167

J.28 Osteopathy 1-168

J.29 Pharmacy 1-169

J.30 Podiatry A-171

J.31 Public Health A-172.

j.32 Veterinary Medicine A-173

J.334.40 Usage of Facilities - Section 2

J.33 Dentistry A-175

J.34 Medicine A-177

J.35 Optometry A-180

J.36 Ostecipathy A-181

J.37 Pharmacy A-182

J.38 Podiatry A-184

J.39 Public Health 1-185

J.40 Veterinary Medicine A-186

3 4

xxxiv
J.41-J.48 Overview of Ongoing Construction & Remodeling of Cont_olled

Nonclinical Instruction Facilities: Extent & Effects

PAGE

J.41 Dentistry A-188

J.42 Medicine A-190

J.43 Optometry 1-192

J.44 Osteopathy A-193

J.45 Pharmacy A-194

J.46 Podiatry A-196

J.47 Public Health 1-197

J.48 Veterinary Medicine A-198

J.49-J 56 The 1983 Look Ahead

J.49 Dentistry .A-200

J.50 Medicine 1-202

J.51 Optometry A-204

J.52 Osteopathy 1-205

J.53 Pharmacy A-206

J.54 Podiatry A-208

J.55 Public Health 1-209

J.56 Veterinary Medicine A-210

3 5
LIST OF FIGURES

PAGE

2.II.A Condition of Spece--Fall, 1973 19

2.II.B Distribution of Student Population (FTE Graduate and

Undergraduate Health Profassions Students) 22

2.1I.0 NASF Per Student, Fall, 1973 23

2.II.0 Utilization of Joint-Use Space for Classroom and -Class

Laboratory InstructionFall, 1973 24

2.II.E NonclinicaT Facilities Needs, Fall, 1973 26

2.II.F Clinical Facilities Needs, Fall, 1973 31

2.111.A Amount and Purpose of Ongoing and FullyAuthorized

New Construction of Allocated Facilities 33

2.111.6 HPEA Contribution as a Function of Size and Control

of School 36

2.11I.0 HPEA Construction Grants for Construction and Remodeling

of Clinical and Nonclinical Instruction Facilities--

1965-Fall, 1973 37

2.III.D Comparison of Fall, 1973 NASF with NASF in the "Post-Construction" Period 39

2.111.E Health Professions Schools' Projected Increases in

Enrollment in the "Post-Construction" Period 40

36
2.III.F Comparison of Public and Private Sector Graduate and

Undergraduate FTE Enrollment Growth, Pre-COnstruction

(Fall, 1973) to Post-Construction

2.III.G Comparison of Pre-Construction NASF Needed Per Student

With Post-Construction NASF Needed

2.111.H Purposes of New Cons'-uction of Joint-Use Facilities

as a Function of Control

2.111.1 Purposes of Planned Construction of Allocated Facili es (Through 1983) ---

3.I.A Dentistry Schools' Distribution P ofile of Non-Clinical

Instruction Facilities

3.1.5 Distribution of Sizes of Classrooms and Class Laboratories,

Fall, 1973

PAGE

41

42

49

57

60

3.I.0 Dental Schools' Perceived Facilities Needs as of Fel,

1973- 64

3.I.D Dental Schools' Perceived Match be --een Library Capacity

and Enrollment--Fall, 1973 67

3.- E Effect of Size and Control of NASF Per Student 68

3.I.F Contrast in Patterns of Stations Per Student in Classrooms

and Class Laboratories 70

3.I.G Facul y Office Space per Faculty Member, Dental Schools--

Fall, 1973 77

37
Purposes of Ongoing Construction at Dentistry Schools,

Fall, 1973

PAGE

79

3.1.1 The Effect of Ongoing Construction on Perceived PreConstruction Needs 82

3.I.J Comparison Between Growth in Facilities and Growth

in Enrollment, Pre- to Post-Construction 84

3.I.K Dental Schools' Purposes of Planned Construction Through

1983 87

3.1.L Comparison of NASF Available With NASF Needed, NonClinical Instruction Facilities in Clinical Areas--Fall,

1973 95

3.II.A Distribution of Medical School Enrollment, Fall, 1973

(Undergraduate and Graduate FTE) 106

Nonclinical Space Distribution Profile for Respondent

Medical Schools, Fall, 1973 110

3.II.0 Medical Schools' Perceived Condition of Space, Fall,

1973 114

3.II.D Medical Schools' Perceived Match Between Library Capacity,and Enrollment, Fall, 1973

3.II.E NASF of Allocated Space per Student, Fall, 1973

I F Classroom Stations Per Student--Fall, 1973

3.II.G Class Laboratoy Stations Per StUdent--Foll, 1973

38

118

120

122

122
3.II.H

PAGE

Sources of Funds for Medical Schools Ongoing Construction

and Remodeling of Nonclinical Facilities, Fall, 1973 141 3.11.1 Effects of Ongoing Construction on the 1973 Need for

Replacement Space 145

3.1 Comparison of Pre- to Post-Construction Facilities

and Enrollment Growth 148

3 K Comparison of MedicalSchools' Purposes of Planned

Construction Through 1983 With Purposes of Ongoing

Construction'

3.II.L

152

Medical Schools' Te -Year Enrollment Growth Estima e,

1973-1983 154

3.II.M Medical Schools' Distribution Profile of Non-Clinical

Instruction Facilities in Owned and Major Affiliated

Hospitals, Fall 1973 159

3.II.N Condition of Non-Clinical Instruction Facilities in

Medical Schools' Owned:and Major Affiliated Hospitals 161

3.11.0 Purposes of Additional Non-Clinical Instruction -Facilities

Needed in Clinical Areas, Fall, 1973 162

3.II.P Impact of Ongoing Construction and Remodeling on Medical

Schools' Nonclinical Instruction Facilities in Clinical

Areas 169

3.II.Q Purposes of Planned Const uction of Clinical Facilities

Through 1983 170

3 9
3 II.R Contrast in Public Versus Pr vate Schools' Purposes

of Planned Construction in Owned and Major Affiliated

Hospitals and Clinics

PAGE

171

3.II.S Sources. of Funds for New Medical Schools' Construction

and Remodeling of Clinical Facilities 177

3.III.A Optometry Schools' Perceived Condition of Space. Fall,

1973 188

3.111.8 Publicly Controlled Optometry Schools' Distribution

Profile of:Satisfac ory Space, Fall, 1973 188

3.III C Comparison of Optometry Schools' Fall, 1973 Inventory

With NASF Perceived as Needed for Ivercrowding Relief 189

.0 NASF Per Student in Optometry Schools, Fall, 1973 192

3.III.E Optometry Schools' "Allocated" and "Joint-Use" Student

Stations 194

3.III.F Optometry Schools Perceived Purposes.of Construction

Planned Through 1983 201

3.IV.A Con_rast in DistribLvion of Osteopathy Schools! Classroom

and Laboratory Capacities 211

4 0
3.IV.B Condition of Space Allocated to Osteopathy Schools,

Fall, 1973

PAGE

213

3.IV.0 Comparison of Osteopathy Schools' Fall 1973 Inventory

With NASF Perceived as Needed 214

3.IV.D PUrposes of Ongoing New Construction at a School of

-Osteopathy, Fail, 1973 219

3.IV.E Sources of Funds, Ongoing Construction and Remodeling

at Osteopathy Schools, Fall, 1973 220

3.IV.F Osteopathy Schools' Construction Purposes Through 1983 224

3.IV.G Sources of Funds for Ongoing Construction and Remodeling

of Clinical Instruction Facilities 229

3.V.A Pharmacy Schools' SpaCe Distribution Profile--Fall, 1973 236

3.V.B Distribution Profile of Perceived Needs Fall 1973 Compared With Nonclinical Facilities Inventory 241

3.V.0 Classroom and Class Laboratory Stations Per Student:

Public Versus Private

3.V.D

3.V.E

3.V.F

Pharmacy Schools' Purposes of Ongoing Construction

Sources of Funds for Ongoing Construction

The Effect of Ongoing Construction on the Pharmacy

Schools' Perceived Replacement Needs as of Fall, 1973

3.V.G Overall Need Alley a ed by Ongoing Cons- uction

41

xli

244

254

255

256

257
PAGE

3.V.H Pharmacy_ Schools' Planned Construction Through 1983 259

3.V.I Planned Purposes of Construction of Non-Clinical Instruc- tion Facilities Through 1983 260

30V.J Comparison of Enrollment Growth and Facilities to Be

Built for Enrollment Expansion Through 1983 261

3-VI A Distribution Profile of Non-Clinical Inst uction Facilities, Fall, 1973 271

3.VI.B Number of Classrooms and Class Laboratories by Various

Student Capacities 272

3.VI.0 Condition of Space, Schbols of Podiatric MedicineFall;

1973

3.VI.D

3.VI.E

3.VI.F

3.VI.G

1.a

Comparison of Space Needs and Ava labilitieS

Purposes of Ongoing Construction at Two Schools of Podiatric Medicine--Fall, 1973

Sources of Funds, Fall 1973 Construction

Pre-Constructlon/Post-Construction Space Distribution

Profile

- 3.VII.A Public Health Schools' Space Distribution Profile,

Fall, 1973

42xlii

274

275

281

282

283

293
3.VII.9 The Effect of Control of Public Health School on the

Distribution of Class ooms and Laboratories, Fall,

1973

PAGE

294

3.VII.0 Public Health Schools' Perceived Nonclinical Facilities

Needs as of Fall, 1973 298

3.VILD Comparison of Additional NASF Needed With Allocated

NASF of Those Public Health Schools With a Need--

Fall, 1973

3.VII.E NASF Per Student by Size and Control, Schools of Public

Health--Fell, 1973

3.VII.F Public Health Schools' Purposes of Planned Construction

Through 1983

299

301

311

3.VIII.A ,Distribution Profile of Classroom and Class Laboratory

Capacities, Public Schools of Veterinary Medicine

3.VIII.B Distribution Profile of Classroom and Class Laborato y

Capacities, Private Schools of Veterinary Medicine

Condition of Space in Schools of Veterinary Medicine--

Fall,.1973

Veterinary Medicine Schools' Profile of Satisfactory

Space--Fall, 1973

3.VIII.E Perceived Space Needs for Schools of Veterinary Medicine--

Fall, 1973

4-

319

321

322

323
3.VIII.F Comparison and Contrast of NASF Per Student, Schools

of Veterinary Medicine--Fall, 1973

3.VIII.G Faculty Offi-e Space Available to Faculty--Fall, 1973

3.VIII.H Veterinary Medicine Schools' Purposes of Ongoing Construction and Remodeling, Fall, 1973

PAGE

326

336

3.VIII.I Purposes of Ongoing Construction in Public and Private

Schools of Veterinary Medicine--Fall, 1973 337

3.VIII.J Veterinary Medicine Schools' Purposes of Construction

Planned Through 1983 343

3.VIII.K Distribution Profile of Non-Clinical Instruction Facilities in Clinical Areas 346

MULL Comparison of Space Available With Space Needed, Veterinary

Medical Schools Non-Clinical Jnstruction Facilities

in Clinical Areas 348

A.1 Comparison of 265 Respondents With Thi of Fo y-Three

Non-Respondents A-26

4 4

xliv
PART I: SURVU OVERVID1 AND tETFICDOLOGY

45
I. SUMMARY OF SURVEY GOALS ANDMETH000LOGY

A. SURVEY GOALS

One of the primary missions of the Bureau of Health Manpower (BHM ) is to stimulate the production of health manpower and thereby assist in improving the

Nation's health care delivery system. Beginning with the passage of the Health

Professions Educational Assistance Act of 1963 (PL88-129) as amended, this

agency has, through such-Vehicles as matching construction grants, loan guarantees and loan interest subsidies, added to and improved the resources available

for the education of health professions students.

The lack of a properly oriented data base reflecting the effects of the continuous Federal investment in educational facilities made it difficult to assess

the impact_ef. these facilities upon the status of the health professions schools.

In SepteMber of 1971,.. the then-Division of Physician and Health Professions

Education contracted with RRC International, Inc. to perform an in-depth survey

whose purposes were to identify and verify any health professions education

(HPE), facility inadequacies or utilization imbalances; te assess schools'

capacities to accommodate, and perhaps expand current enrollment within the

existing complement of facilities resources; and to obtain information regarding the Federal impaCt, both present and potential, on HPE facilities construction. In conjunction with other information, it was anticipated that the

survey results would be used to (1) assist the Executive Branch of the Govern.-

ment and CongresS to define more accurately their priorities and goals in

the health area; and (2) to aid in the formation, as necessary, of alternative

strategies for approaching the educational facilities-related aspects of the

health care delivery system.

The specific conceptual goals of the large scale undertaking described herein

included the following:

46
(a) to identify, in the form of an inventory, the current status

of HPE facilities - both existing and under construction;

(b) to establish a data base which would aid in assessing the congruency between existing HPE facilities and the Nation's health

care delivery needs;

(c) to obtain information of use in determining magnitude, direction, and rationale of future HPE facilities construction;

(d) to begin to identify the fundamental relationships between

health manpower output and the instructional facilities required for its production at a given level;

to help assess the impact of the H.P.E.A. Act of 1963, and

subsequent legislation, upon schools' progress in accommodating

an increasing health professions enrollment; and

to identify facilities needs in light of existing and projected levels of health manpower production.

The informational goals of the survey were manifold. Of primary import'was the

concept of profession-by-profession and school-by-school comparative analysis

of the reported space, its utilization, and its condition. Through such analysis, the Bureau would be better able to assess those schools and/or professions which exhibited discrepancies between the availability of, and need

for, health education resources. Central to this concept of comparative analysis was the survey's inclusion of all eight health professions (Dentistry,

Medicine, Optometry, Osteopathy, Pharmacy, Podiatry, Public Health, and Veterinary Medicine).

In addition, through detailed delineation of the composition of the facilities

inventory of each profession the survey would provide information which could

aid the facilities planning of new or developing schools, and lend credence

to the renovation, replacement, or expansion plans of existing schools. It was further hoped that the survey data Would reveal whether or not particular

problems were common to schools as a function of siie, profession, geographic

location/locale, ownership, or curriculum "architecture" (e.g., length of program); while simultaneously yielding information valuable in the formulation of

proposals that might (1) help stabilize the operations of "weak schools",

(2) provide the appropriate impetui for acceleration of the start of new schools;

and (3) encourage retention of schools in urban areas.

47

3
SUMMARY OF SURVEY METHODOLOGY

In view of the wide reaching goals of the survey, it was recognized that A:tie--

data gathering instrument would be complex. This comblexity, in conjunction

with the disparity among the eight professions and, hundreds of schools surveyed,

was accentuated by the absence of a standaracilities terminology aMong

the health professions. Other problems to be overcome by the design of the

instrument were those of potential double-counting of facilities because of

the increasing tendency of schools of varying professions to share facilities;

the state of flux in the configuration of available facilities caused by ongoing

construction and remodeling efforts; and the possibility of bias in view of

--the-subjectivity of the schools' perceptions of their needs.

. A panel of 13 top level professionals in the health educa ion field were engaged

to help solve these difficult and complex issues. As may be seen in the listing

of ApPendix 13, there was ample representation of expertise not only in physical

facilities, but in library science, audio-visual aids, and school administration

as well.

With the support of the consultants' panel, the format and context of the

instrument began to take shape. For example, it was ultimately determined

that two data collection instrument.s would be required to avoid the problem

of double counting: one for data regarding space "allocated to" (controlled

by) health professions schools; and one for data concerning those facilities

not "allocated" to health professions schools but made available to them by

central agencies. In addition, survey terminology was standardized through

the development of an extensive set of room-type definitions and terms based

on the Higher Education General Information Survey (HEGIS) system developed

by the Office of Education. The problem of the shifting facilities configur- , ations available for use by health professions schools was solved by requesting

respondents to report three fundamental pieces of information:

4
(1) the form and composition of the fall, 1973 inventory;

(2) a description of the amount and effect of ongoing and fully

authorized oonstruction and remodeling programs; and

) an estimate of additional construction and remodeling to be

completed by 1983.

To prevent survey bias and to allow an objective assessment of the respondents'

facilities utilization figures, the instrument was organized in a way that

required the research team to draw data i'rom four pages of the Health Professions School Questionnaire to compute the utilization percentages.

The two survey instrumen-s were pretested in the summer of 1972 .with the cooperation of nine health professions schools and three parent institutions covering five health professionsP-The responses were favorable, indicating fewer

problems than had been anticipated;with the most serious potential problem

being that high level administrators were required to complete the form.

Other,problems that arose were the difficulty of fitting certain facility

configurations into the mold implied by the instrumtnt, and the excess of

detail required for the ten year look-ahead.

The instruments, redeSigned-to solve these problems, were sent to 462 health

professions schools and associated parent institutions in earli/ 1973) as

follows:

Dentistry 59

Medicine 114

Optometry 12

Osteopathy 8

Pharmacy 72

Podiatry 5 Public Health 18

Veterinary Medicine 20

Parent Institution 154

TOTAL 462

4 9

5
An intensive follow-up campaign of postcards and telephone calls was carried

out in mid-October 1973. By December, approximately 85% of the schools had

responded. All of the non-respondents were contacted by telephone for an

unstructured, informal interview, during which some comparative.data were

obtained from 31 schools. The forms wererthen edited, both manually and by

computer, to assess the validity of the responses by checks for internal consistency and "reasonableness" in light of other responses. Many hundreds

of telephone calls were made, and letters sent, in an effort to obtain as

complete and valid a data base as possible without on-site auditing. The

machine edit, in addition to making internal consistency checks, also built

the computer neadable files used for generation of the analytical reports

used as the basis of discussion in subsequent parts of this report.

The survey instruments were designed to develop data which would answer the

following questions.

(1) Approximately how much instructional space is available for

health professions students (both clinical and nonclinical

space)? How do these figures vary (on a per student basis)

from school to school? Are there similarities and significant

differences among professions) in the composition of the existing facilities?

How well utilized are respondents' classrooms and class laboratories?

What impact has the HPEA Act and subsequent legislation had

on the available nonclinical and clinical facilities as they

exist today? .As they will exist when present construction

programs are complete?

Approximately how much construction and remodeling would be

required to transform existing facilities such that they are

all considered satisfactory for program purposes?

5 0

6
For which kinds of schools are clinical -acilities limiting

factors on trained manpower outputs?

(6) What is the loading on each Respondent's space by other than

health professions students

What are the configurations of, funding sources for, and purposes of ongoing construction? How will this construction affect space utilization, manpower production, the overall inventory of space available for health professions educational use, and the composition of the facilities inventory?

(8) What square footage needs will current construction not fulfill?

What appear to be the major functional relationships between

number of students accommodated_and amount of clinical material available for utilization in the educational program?

(10) Wha_ potential do non7major affiliated hospitals have as fu--

ture major affiliates?

(11) What relative commitment to audiovisual aids have schools of

the different professions exhibited?

(12) Are changing teaching methods contributing to a mismatch between room size availabilities and needs?

(13) What are respondents' perceived needs for supportive resources

under varying conditions of growth in the student population?

(14) What construction programs are planned for the next 10 year

period? What are their purposes?

5 1

7
rhe relationship of,the above questions to the survey's goals should be obvious. What may not be imediately obvious is that the answers to such questions . are not easily obtainable through the medium Of a mail survey. It is hoped

that knowledgeable researchers in a variety of educational administrative functions will find that the data herein are valuable for their purposes. However,

new data--particularly that arising from a mail survey--should be approached

with caution. It is one primary intent of this report to lend credence to the

survey's findings by describing in some detail the flintier in which the survey

was performed, its,.design considerations; arld the technical and philosophical

approach inherent in the survey instrument. Moreover, some significant discussion

will be provided regarding the editing and error correction procedures utilized.

Only inthis way can both the value-tand the ,shortcomings--ofthe reported

figures be assessed; and it is only by setting forth such background that

we can maxAmize the utility of the survey to its sponsors, and to those schools

whose participation has proved a time-consuming, difficult, and costly investment.

For a full description of the methods employed in carrying out this survey, the

reader is referred to Appendix A, "Detailed Description of Survey Methodoll ' Appendix C contains the instruments themselves, as weil as their associated instructions and definitions.'

5 2
II. PRELUDE TO THE ANALYSIS OF SURVEY RESULTS

Before star -ing the distussion of the survey's findings, a number of topics

are covered which will Assist in the understanding and interpretation of the

analysis. , Key among these topics is the definition of a number of concepts

and categorizations which are used repeatedly in the discussion and which,

though familiar-sounding, have been given specialized meanings in the context

of the surveY.

A. TECHNICAL DEFINITIOt

The term "nonclinical facilities" represents the followIng facility types:

(1) classroom-type (including seminar ro

(2) class laboratory

(3) research and research t aining space

(4) library

(5) auditoriu

(6) faculty office

(7) administrative area

(8) animal facilities

MS

It should be noted that data on the above facility _ypes were gathered not only

from the schools, but from their owned and major affiliated hospitals and clinics as well. When discussing this latter data,' we shall refer to "nonclinicaI

instruction facilities in clinical areas", recognizing that while we are not

dealing with clinicAl instruction ur_sei-the content of said instruction

may relate to clinical topics even though patient contact does not occur.

A second key word which permeates the survey instrument, and thus its analysis,

is the word "allocated". Allocated facilities are those nonclinical instruction facilities whose use is controlled hy the respondent on a day-to-day

basis; As used herein, "allocated" facilities exclude "nonclfnical instruction'

facilities in clinical areas" even if such areas are controlled by the respondent.

53

9
In addition to "allocated" facilities and "nonclinical instruction facilities

in clinical areas", a school often has access to the nonclinical- instruction

facilities controlled by a parent institution or its health sciences center.

Typical examples of such facilities are libraries, central classroom facilities,

and auditoria. The agency, in either case, is denoted as the "parent institution" and the facilities in question are referred to as "joint-use facilities".

In its broadest definition, joint-use facilities are those nonclinical instruction facilities used by at least one health profession school, but controlled

by an agency other than that health profession school.

Part of the data exposition relates to the "condition" of the facilities as of

the survey date. Condition was categorized in three ways:

) Satisfactory for program purposes--implying not only adequacy

in the programmatic sense, but physical adequacy as well;

(2) Needing emodeling--which could involve basic configuration

changes, or the addition or improvement of heating, lighting,

air conditioning, or power;

Needing replacement--implying either ma or structural defects

or a required remodeling change so extensive as to preclude

economic feasibility.

Finally, it should be noted that the term "respondent" generally 'describes a

school which submitted a survey instrument, whether or not the instrument was

complete, and whether or not it was used in our analysis. In Parts,2 and 3

of this report, which deal with the analysis of the data, it should be understood that "respondent" refers only to those schools whose data were analyzed.

5 4

10
Since the size and curriculum type groupings were defined differ ntly for each

profession, their discussion is best left to the profession-by-profession analysis. Schools were designated as "small", "medium",'or "large" based upon

fu11-time equivalent (FTE) enrollment (undergraduate plus graduate). "Curriculum type" was a two-way division ("classical", "revised") of the schools

based on the level of clinical training in the pharmacy curriculum and the first

two years of the medical and dental curricula. The underlying reason for

choice of this parameter was to determine whether and how this curriculum

charac eristic would be reflected in facility configurations. Only the schools

of dentistry, medicine, and pharmacy were so categorized.

The concept of "locale", as used in the survey instrument, serves to group the

schools into four physical environments. . "Inner City" schools are those in the

older, central business and residential sectors of heavily populated low-income

areas. "Outer City" schools are located within the boundaries of a city but

are not in those sections of the city considered "inner city". "Suburban"

and "rural" schools are, as implied,, found in suburban and rural areas.

It was felt that the hypothesized "spaCe-at-a-premium" situation in "inner

city" locales and the successively decreasing degrees to which this space

availability constraint would be felt in the outer locales, might have an

observable impact on the reported facilities configurations.

Two "control" categories are used in the analysis: public and private non profit). "Public" thus encompasses state, county, and local (cityltown) control and funding; while "private" is meant to imply private endowment and

5 5

11
(typically) non-pro it corporate status. These different types of control

might, it WAS felt, also have an observable impact on facilities configurations.

"Census region", the final categorization parameter, uses the U.S. Census Bureau regional grouping of states into Northeast, North Central, South, and

West. Puerto Rico was included in the "South" region for purposes of the

study. This parameterization was used primarily for informational rather

than analytical purposes, and is used to a limited degree herein.

12

56
C. A NOTE OF CAUTION ON THE INTERPRETATION OF SURVEY DATA AND RESULTS

The reader will have inferred from the description of the survey instrument itself and the follow-up and editing procedures employed that the survey was a

massive undertaking for each respondent. We cannot be overgenerous in our

praise and thanks to those schools which willingly gave of their resources in

order to give this survey the response rate ultimately attained. It should be

recognized, however, that because of the level of difficulty inherent in responding to the many and varied data requests of the instrument, and, in fact,

because of the subjective nature of many of the questions, it is to be expected

that some of the individual responses to particular questions will be inaccurate. A statistical construct known as the "Central Limit Theorem", tells us,

in essence, that if the data's inaccuracies are randomly distributed, then

the "bad data on the high side" will "cancel" the "bad data on the low side"

and the resultant mean or average value will be reasonably accurate if the

sample size is large "enough". Thus, while the mean values observed in that

which follows are felt to be most probably representative Of the existing

facilities situation, the "high" and "low" values may sometime represent

misinterpretations on the part of one or two respondents, or, perhaps, a

typographical error in the form of an unrecognizable transposition of digits

during the machine entry of a completed response.

That the means are considered representative is useful to the reader who desires to gain insight into the answers to the questions promulgating this survey effort. However, this work was definitely not meant to be evaluative in

nature, nor is the computation and discussion of means meant to imply their use

as norms or targets (certainly,.the reader would disagree if told that his

weight "should" equal the weight of the average U.S. citizen). As will be seen,

the analysis to follow attempts to describe the facts as they exist--and attempts to find patterns and trends in these facts: but it always does so' in

the context of description rather than prescription.

As a final caution, this study at empts to measure, in a number of ways, the

utilization of health professions education facilities. The sensitivity of the

topic of utilization varies as a function of the measure used, and it is felt

5 7

13
that the "percentage utilization" figures derived for classrooms and class laboratories are among the most sensitive. It should thus be recognized that the

manner in which these percentages were derived (see Appendix G for details)

tended to give results lower than the "true" percentages on a school-by-school

basis, primarily due to our choice of a 2,080 hour year in place of the (typically shorter) "academic year" reported by respondents. The reason for this

substitution was to put all schools on a comparable basis so that the utilization patterns exhibited across groups of schools e.g., various locales) could

be recognized. Thus, It is not the absolute magnitude of the percentages obtained which is importa_t, but it is the relative magnitudes which give insight

into the differences in utilization related to differences in school characteristics.

58

14
PART 2: NATION& OVERVIEW OF SUMO FINDINGS

5 9

15
INTRODUCTION

Survey forms were sent to 308 schools o' -he eight health professions and to

154 "parent" institutions in mld 1973. A total of 269 health professions

schools and 134 parent institutions responded to the survey. Of the parent

- institutions responding, 76 indicated that they made space available, on a joint-use basis, to one or more health professions schools.

Of the 269 heatth professions schools responding, only 239 were used in the

analysis. Table 2.1.1 describes how we arrived at the response rate for each

profession, and the health profession school universe in total. It should be

noted that new and two-year schools, and forms from established schools that

did not respond in a substantive manner were not inctuded in the analysis subpopulation because the reported facilities configurztions likely did not represent the total space needed to support a degree granting program and consequently would not be comparable to other respondents. A school was considered

new if the final year class had not been enrolled as of academic year 1973-74.

TABLE 2.1,1

DERIVATION OF_SURVEY RESPONSE RATE

trH L, OF:

NUMBER

OF SCHOOLS

IN UNIVERSE

NON-RESPONDENT

RESPON- DENTS

(NO. 1 - NO.2)

NEW OR

2-YEAR

SCHOOLS

RESFONDING

ESTAB- L1SHED

RESPON- DENTS (0344)

NON-SUBSTAATIVE

FORMS

ESTAB. SCHOOLS

RE- SPOUSES

USED IN

ANALYSIS (046)

ANALYZED

SCHOOLS

AS A X

OF E51ABLISHED

UNIVERSE

(7/(1-2a-4))

NEW OR

2-YEAR

SCHOOLS

STAB- LISHED

SCHOOLS

TOTAL

0 a

b

#1 #2 02b NU_ = R4 #5 06 #7 08 TOTAL 308 34 39 269 25 243 239 86

DENTISTRY 59 1 5 6 53 7. 46 0 46 90 DICINE 114 3 13 16 98 13 84 4 81 83 WTOMETRY 12 , 0 2 2 10 1 9 0 82 OSTEOPATHY 8 1 0 1 7 1 6 1 5 83 PHARMACY 72 0 8 8 64 0 64 0 64 89 P DIATRY 5 0 0 0 5 0 5 0 5 100 PUBLIC HEALTH 18. 0 5 5 13 1 12 0 12 71 vETERINARY MEDICINE

20 0 1 1 19 2 17 0 17 94

16

6 0
As described in PART 1, the characterization of schools according to locale,

size, and so on was performed for each profession to be analyzed, although

these characterizations were seldom used for those proftssions wlth very ftw

schools. Table 2.1.2 shows, to the limits of our data concerning the survey

universe as a whole, the degree of representation of these various characterizations. It should be noted at this point:that the chapters on the individual

professions each contain a profession-specific table similar to that wIlich

follows.

TABLE 2.1.2 RESPONsE RATES F R KNOWN CHARACTERISTICS OF THE SURVEY UNIVERSE

ANALYZED

SCHOOLS

NUMBER NOU-RESRONDENT NEW OR ESTAB- NON-SUB- RE- AS A %

RESPON- 2-YEAR LISHEP STANTIVE SRONSES OF ESTAB- OF ALL SCHOOLS SCHOOLS NEW OR ESTAB- TOTAL DENTS SCHOOLS RESPON- FORHS USED IN LISHED

IN 2-YEAR LISHED (07a+ (NO. 1 RESPON- DENTS ESTAB. ANALYSIS UNIVERSE

UNIVERSE SCHOOLS SCHOOLS #2b) - NO.2) DING (6344) SCHOOLS (#5-06) (7/(1-24-4)) -77712c 0_ MO N_ TOTAL 308

5 34 39 26 25 243 5 239

69 0 3 3 65 0 66 1 65 94

LARGE MEDIUM 137 0 22 22 115 0 115 2 113 82 SMALL 102 5 9 14 25 62 2 PUBLIC 194 3 20 23 171 21 150 2 148 87 PRIVATE 114 2 14 16 98 4 93 3 91 84

1NERCITY 101 OUTERCITY 110 SUBURBAN

22 RURAL 6 CLASSICAL

181 REVISED

NORTHEAST 71 2 7 10 61 4 56 2 55 85 NORTHCENTRAL 87 1 8 8 79 7 72 2 70 88

SOUTH 101'; 2 7 9 92 11 81 1 80 91 WEST 49 0 12 12 37 3 34 o 34 74

6 1

17
_NVENTORY--FALL 1973

A. NONCLINICAL FACILITIES CONTROLLED BY RESPONDENTS

As may be seen in Table 2.11.1 below, over fifty million Gross Square Feet

(GSF) of nonclinical facilities were reported as "owned and controlled" by

the 239 health professions schools whose responses are reported herein.

The majority-of this space, some 34.4.million GSF or 69% of the total, was

controlled by 81 schools of medicine. Of the remaining 16.1 million GSF,

nearly 7 million were owned by schools of dentistry, with 6.5 million apportioned approximately equally between schools of pharmacy and veterinary medicine.

The survey instrument did not request Gross Square Footage figures corresponding to rented and leased facilities, since it was felt that the latter would

often represent portions of buildings, and any GSF reported would thus be an

apportionment at best. To avoid apportionment and to assure comparability of

room sizes,- the survey dealt primarily with Net Assignable Square Footage

(NASF). The division between owned and rented NASF is shown in colmmns 2 and

3 of Table 2.11.1, with the overall average rented portion approaching 5%.

TABLE 2.11.1

OVERVIEW OF NONCLINICAL FACILITIES INVENTORY--FALL 1973

OWNED

NASF* EXCLUDING

J1ENTED

NASF* EXCLUDING

"ON-SITE" "ON-SITE" NASF*

NUMBER PATIENT PATIENT USED

OF . OWNED OWNED RENTED CARE" AND CARE" AND IN THE

SCHOOLS GSF NASF* NASF* "OTHER" "OTHER" ANALYSIS

(1) (2) (3) (4) (5) (6)

7CIIAL 239 50,531 32,035 1,776 23,984 1,415 25,399

DENTISTRY 46 6,579 3,995 208 2,181 158 2,339

MEDICINE 81 34,414 21,501 1,354 16,640 1,065 17,705

OPTOMETRY 9 565 354 4 226 0 226

OSTEOPATHY 6 698 571 0 226 0 226

PHARMACY 64 3,060 2,281 13 2,003 13- 2,016

PODIATRY 5 263 131 9 77 9 86

PUBLIC HEALTH 12 1,511 844 155 772 144 916

VETERINARY 17 3,441 2,358 33 1,859 26 1,885

MEDICINE

* All figures are in thousands.

18
Columns 4 and 5 of Table 2.11.1 reflect a reduction in each school's NW m de

in the interests of reporting consistency among schools: space reported as

"on-site patient care" or "other" has been removed from the NASF total. "Other"

space has been removed since it represents such a wide variety of space types

that it does not lend itself to meaningful analysis., "On-site patient care"

facilities were allowed (by the survey instrument) to be reported on a page

dealing with nonclinical facilities if ease of reporting were enhanced. However, "on-site patient care facilities" cannot be included in an analysis of

nonclinical facilities. As may be seen, this exclusion particularly impacts

schools of dentistry, wh ch classified nearly 29% of their total space as "onsite patient care".

For the survey respondents as a wbole, approximately 85% of the 25.4 million

Net Assignable Square Feet reported were considered "satisfactory for program

purposes" prior to the effects of ongoing construction and remodeling programs

(see Figure 2.II.A below). Of the remaining 5.4 million NASF considered unsatisfactory, nearly 1.7 million NASF could be remodeled and 3.7 million needed

replacement. Schools of podiatry reported significantly less "satisfactory"

space than the average (viz, 57%) with remodelable space representing only

4,000 of the 57,000 NASF considered "unsatisfactory".

FIGURE

.CONOITION OF SPACE--FALL, 1973

TOTAL NASF (THOUSANOSI

100 ;4= 2339 17705 226 226 2016 E6 916 25399

OSTEO, MAR. POO. PUB. H. VET. TOT/AVG

H replaciuttem ictsr

63.

19

riteding remodolin9 A_
B. JOINT-USE FACIL TIES AVAILABLE TO _HEALTH PROFESSIQNS5CHOOLS--FALL, 1_973

Joint-use facilities, those facilities "not allocated to a health professions

school but used by at least one such school", were offered by 76 central administrative agencies. The 7.2 million NASF reported represented a 29% addition to the 25 million NASF controlled by respondents. Nearly 5.1 of the 7.2

million NASF were used by the public sector (57 respondents) With the remaining 1.6 million made available by the 19 private "parent institutions". Placing this 4. to 1 division into the context of the absolute amounts of NASF allocated to the health professions schOols in the two sectors, it is found that

publicly-controlled health professions schools have approximately three times

greater "relative" access to non-allocated joint-use space than private institutions. As will be seen in the discussion of individual health professions,

the result is a proportionately greater need for "controlled" space on the part

of institutions in the private sector.

Typically, joint-use facilities were made available to 2 or more health professions schools (on a single campus) simultaneously, rather than to one health

professions school and one or more other schools of non-related professions.

The one exception to this typical structure related to schools of pharmacy,

21 of which were indicatedLby their so-called "parent institutions" as being

the only health profession school to whom joint-use space was offered. Apparently in moat instances, pharmacy students take general courses offered by the

parent institution during the first two years of a 5-year pharmacy program.

Thus, pharmacy schools affiliated with a parent institution show a high incidence of "joint-usage" of facilities.

The room-type with the largest representation was "library", whose 3.1 million

NASF represented 43% of the total joint-use space offered. Classroom space,

also multi-purpose in nature, accounted for another 14.5% of the joint-use

facilities. The space distribution over the remaining room-types, and summary

data on numbers of rooms and student stations, may be seen in Table. 2.11.2.

61

20
TABLE 2.11.2

DISTRIBUTION OF SPACETWITFMNT-USE ROOM-TYPES

NASF(000 )

% OF

TOTAL

NUMBER

OF

STUDENT

STATIONS

NASF

PER*

STATION

NUMBER

OF

ROOMS

NASF

PER*

ROOM

Classrooms 1,052 14.5 74,678 13 1,197 879

Class Laboratories 689 9.5 13,185 45 647 1,065

Res. & Res. Train. 650 9.0 1,596 148 1,777 366

Library 3,129 43.2 32,225 84 -- -- Auditoria 275 3.8 29,758 9 75 3,527

Faculty Offices 417 5.8 -- -- 1,252 331

Administrative Offices 602 8.3 -- -- - Animal Facilities 432 6.0

* A few institutions did not supply the number of stations and/or rooms associated with the NASF in each_room-type category.. The NASF per room and NASF

per student station figures displayed were calculated from only those institutions which supplied both data items required in the computation, and

thus reflect the true means, rather than "total NASF divided by the number

of rooms (stations) reported".

The condition of these facilities was, Oh the whole, somewhat better than that

of the "allocated" (controlled) inventory. While only 84% of the latter was

reported as "satisfactory", the corresponding percentage for joint-use space

was 92%. This percentage was engendered primarily by the public sector's over-

, whelming portion of the joint-use inventory, with the 19 institutions in the

private sector reporting an aggregate of 97% satisfactory space.

Three percent of the private sector's joint-use space was reported to be in

a state vthich could not be rectified through remodeling. The corresponding

figure for the public institutions was 3.2%, but the latter represents 183,000

NASF, nearly four times the absolute amount reported by institutions in the

private sector.

On a room-type basis, the "satisfactory space" percentages (92%) barely fluctuate, with two exceptions. Only 78% of animal facilities in the private

sector were considered satisfactory; andfonly 85% of the auditorium space in

the public sector was considered Satisfactory. In sum, while 8% of 7.2 million

NASF is quite significant in terms of remodeling or replacement dollars MO

particular room-type exhibits a highly disproportionate need.

6 5

21
C. THE SrUDENT POPULATION UTILIZING THE FALL, 1973 INVENTORY

The total full-time equivalent enrollment reported in the 239 responses used

was 104,837. Forty-three percent of these students were enrolled at medical

schools, with the bulk of the remainder in schools of pharmacy and dentistry.

Furthermore, the respondents reported that 272500 "other" students were using

the "allocated" facilities (for example, continuing education, interns and

residents, students in the allied health fields, and so on). Figure 2.11.8 below, details the percentage distribution of full-time equivalent enrollment

reported by the respondents in each of the eight health professions surveyed.

The apportionment of full-time equivalent enrollmerrc (graduate plus undergraduate) over the four locale types "innercity", "outercity", "suburban", and

"rural" showed that 93% of the approximately 104.8 thousand FTE students were

enrolled in innercity and outercity locales (divided approximately 50/50);

and the remaining 7% were divided in approximately a 3.5 to 1 ratio between

suburban and rural settings. The 91 schools in the private sector accounted

for approximately 40.9 thousand of the FTE enrollment (39%), while the remainder (63.9 thousand) were reported by the 148 schools in the public sector

(61%).

FIGURE 2.II.B

DISTRIBUTION OF STUDENT POPULATION FTE DUATE AND UNDERGRADUATE

HEALTH_PROFESSIONS STUDENTS_

VET.

MEDICINE

5877

MEDICINE

45,514

43%

22

6 6
D. USAGE OF THE CURRENT INVENTORY

Combining the full-time equivalent enrollment information with the net assignable square footage information previously described yields initial insight into the intensity of use to which the various professions put their respective

controlled ("allocated") space. Total nonclinical instruction facilities per

student were reported to be 242 NASF. This figure is interesting only to the

extent that it helps highlight the understandably wide differences among the

professions (see Figure 2.II.C); and as a topic is best left to profession-byprofossion analysis, as are most topics of facilities usage.

FIGURE 2.II.0

NASF PER STUDENT) FALL, 1973

DEFM mEo. OPT. OSTE

In only one case has a comparison been pursued: that of the relative availability of joint-use space for classroom and class laboratory instructional purposes. To study the issue of relative joint-usage, the researchers added the

number of hours that each health profession reported jointly-utilizing classrooms and class laboratories and divided this value (by type of space) to the

total hours used in "controlled" facilities. Obviously, the ratio would give

6
some indication of the relative degree to which each of the eight professions

utilized classrooms and class laboratories not ulder their control. This computation pointed up in quantitative terms the "dependency" of the schuols upon

cross-utilization of facilities. Classrooms in schools of pharrecy showed

a ratio of 39.2% reflecting the previously described practice of teaching early

courses together with students from other curricula. Schools of medicine, reporting 122 thousand hours of joint-usage per year (the highest in the sample)

exhibited a 15% ratio of joint-use to controlled hours; while schools of dentistry indicated a ratio of 31%. These relationships are portrayed in Figure

2.II.D.

FIGURE 2.II.D

UTILIZATION OF JOINT-USE SPACE FOR CLASSROOM

AND CLASS LABORATORY INSTRUCTION--FALL, 1973

40

classroom

classlab

30

10

DENT. MED. OPT. OSTEO.

6 8

24

PHAR. POD. PUB.H VET.
The picture was quite different for class laboratory "dependency" as ney also

be seen in Figure 2.11.0. The "all-respondents" average percentage.was _6.1,

with the high exhibited by schools of dentistry (16.3%). Schools of pharmacy

were again relatively high at 10.4%. The specialized nature of the activities

that take place in class laboratories (as opposed to classrooms) li 'ts the

possibilities for joint usage by a number of profess ons.

25
E. FACILITIES NEEDED PRIOR TO ONGOING CONSTRUCT ON AND REMODELING--FALL,

1973

Each respondent was asked to indicate the Net Assignable Square Footage of

space (by type of space) needed to satisfactorily accommodate fall, 1973 fulltime undergraduate and graduate health professions enrollment. Respondents

were further instructed not to Con-sider the capacity of ongoing construction

or remodeling programs to alleviate this need.

Respondents reported that just over 7.7 million NASF of space were needed as

of fall, 1973, a figure representing 30.3 percent of the inventory as of the

survey date. Since two-thirds of this need was reported to be due to over-

. crowding, it may be concluded that if respondents' subjective estimates are

at all accurate, between 20 and 25 percent expansion in facilities would

be required to accommodate (pre construction) enrollment.

a0,00

2,000

FIGURE 2.II.E

NONCLINICAL FACILITIES NEEDS, FALL, 1973

...

I

. ,

..

..

. 2_

, .. 69

226 226

120

---_69_

-.:k916':=.: 201

DEN MED OPT OST

Facilities controlled as of

fall, 1973

PHA POD PUB VET

Additional facilities needed

as of fall, 1973

7 0

26
Recognizing that the needs of schools mightliot always be facilities-oriented,

but attempting to remain within the intended scope of the study, the survey

instrument asked respondents to indicate the resources (other than facilities

which they felt were required to "satisfactorily accommodate" their present

student enrollment. The frequencies with which each type of resource was indicated were tallied over all of the health professions, and by health profession. Potential resource needs named explicitly by the instrument were faculty,

staff, operating funds, funds for equipment, beds, and examining and treatment

rooms. As an integral part of the sere question, respondents were also requested

to indicate their current minimum need for net assignable square footage by

type of space. For the population as a whole, the item nest frequently checked

was that of "faculty", with staff and operating funds close behind (the frequencies here were 182, 178, and 175, respectively). Faculty office space

was the next most frequently indicated resource need (145 tallies). The need

for hospital beds was indicated the smallest number of tires (44), although

22 of the 81 respondent schools of medicine did indicate such a need.

71

27
CLINICAL FACILITIES AVAILABLE FOR RESPONDENTS! USE--FALL,_)973

Survey respondents reported a total of 131.8 million gross square feet of clinical instruction (student-patient contact) facilities available for their use

excluding the so-called "minor affiliates". Since, as instructed, two or more

schools using the same hospital had reported the hospital's total GSF, duplicate, hospitals were carefully omitted from this tally. There were 86 owned,

and 278 different major affiliated hospitals and clinics reported.

The total availability of beds (or in the case of vtterinary medicine, aliimal

holding units) for clinical training, including so-called "minor affiliates"

and "on-site patient care facilities", was over 240,000 for the respotdents

as a whole. The total availability of ambulatory patient stations (in examining

and treatment rooms) was about 33,000. (It should be noted that the latter

figures do represent a minor degree of doUble counting, most often by schools

of two or more different health professions. Since the instructional use of

one bed by'two differeht health professions does not give rise to much Competition for the clinical resource, the double counting of such resources (in the

total) is notconsidered a serious problem. At any rate, the degree of double

counting is known to be no more than approximately 2%.)

In addition to the owned and major affiliated hospitals and clinics reported

by respondents, 721 other hospitals and clinics were reported as used for instructional purposes, although not as major,components in the clinical training

program. These clinical facilities represented a total of nearly 107,000 teaching beds. Schools of medicine reported the use of 350 "minor affiliates",

with'a totaf of nearly 75,000 beds.

In addition to facilities for student-patieni cohtact, hospitals and clinics

reported 5.85 million NASF of non-clinical instruction facilities (such as

classrooms and class laboratories) available for health professions school

use. The bulk of the latter facilities were used by schools of medicine (5.05

million NASF). In contrast to the eighty-five percent of the non-clinic-based

instructional facilities reported as "satisfactory" for program purposes, only

73% of the nonclinical instruction facilities in hospitals and clinics were
reported "satisfactory" Just over half of the remaining space is considered

to need only remodeling in order to bring it to a satisfactory state.

Major uses to which these nonclinical inStruction facilities in clinical areas

were put varied greatly from profession to profession as Will be detailed later.

For schools of osteopathy, for example, over 46 percent of the space was classroom-type: the corresponding figure for schools of medicine was 11 percent.

Schools of dentistry indicated that auditoria represented the greatest pro-portion of the facili,ties that they used in hospitals and clinics (44%).

Table 2.11.3 below details, for each health profession and each type of space

defined on the survey form, the total NASF that was available for use by heal h

professions students, excluding inpatient care areas, ambulatory areas, and

"joint-use" facilities. It is important to recognize two major points here:

(1) the sum across each row for "clas,room type" through "animal facilities"

will not necessarily equal the figure reported in the "total" column.

Many respondents were not able to allocate the total space used (in hospitals and clinics) among the various space types; as a result they reported only the total.

(2) The survey's instructions indicated that if two or more schools were

using the same non-clinical instruction facilities at a given hospital

or clinic, they should both report the entire facility, and indicate the

other schools involved. A number of cases occured in which this situation

was_foynd; so an apportionment procedure, based upon each school's usage

of the facilities, was instituted. In brief, "usage" was defined as student

contact hour loading produced by each school. (See Appendix I for a description of the method).

7 3

29
TABLE .2,11.3_

TOTAL AVAILABILITY OF INSTRUCTIONAL SPACE IN CLINICAL AND NONCLINICAL SETTINGS*

FALL - 1973

TOTAL

CLASSROOMS

CLASSLABSRESEARCHLIBRARY

AUDITORIA

FACULTY

OFFICES

ADMINISTRATIVE

ANIMAL

FACILITIES

Dentistry 2,539 299 665 483 173 109 -451 258 74

Medicine 22,751 -1,451 2,176 9,074 1,410 606 3,300 2,435 1,444.

Optometry

Osteopathy

233

287

36

54

74

49

29

26

27

28

613315329

47

. 12

Pharmacy . 2,260 223 785 546 163 93 71 129 64: Podiatry 87 29 21 1 6 4 10 14 0

Public Health 921 92 45 341 56 20 223 103 44

Veterinary Medicine 2,173 128 388 665 56 16 190 109 592 -----

Total 31,251 2,312 4,203 11,165 1,919 867 4,329 3,124 2,231.

Note: This table tallies the total availability of instructional space in

clinical and nonclinical settings, but excludes joint-use space.

All figures are in thousands of NASF.

7 4

30
G. CLINICAL FACILITIES NEEDS PRIOR TO ONGOING CONSTRUCT ON AND REMODELING

PROG

Analogous with the information gathered on all cated (controlled) nonclinic 1 facilities, respondents were requested to report, for each owned and major

affiliated hospital, the NASF felt to be required for satisfactorily accommodating fall, 1973 enrollment levels. Again, respondents were instructed

not to consider any ameliorating effects of existing construction and remodeling programs. In all, 1.86 million NASF were perceived as needed, 54% of which

were for relief of overcrowding at medical schools owned and major affiliated

hospitals.

FIGURE

CLINICAL FACILITIES NEEDS, FALL, 1973

n 75 0

[L.

2E 0

DEN MED OPT OSTEO PHAR POD PUB VET

AdditiOnal facilities needed

as of fall, 1973

Facilities controlled as

fall, 1973

In an effort to gain insight into the future porential for transforming (into

major affiliates) the 721 minor affiliated hospitals and clinics reported by

7 5

31
respondents, the survey instrument requested the reason, if any, why these

affiliates were not used as major affiliates. For the 573 cases in which this

question was answered, there were 162 cases of "no particular problem", 81

cases of "lack of sufficient faculty to use the facility", and 31 cases of

"interpersonal or interorganizational problems currently preclude the passibility".. At first glance, then, it would appear that about 40% of these facilities (representing 46,000 beds and1,500 ambulatory patient stations).could

be transformed into major affiliates, if needed, at minimal expense from the

point of-view of physical plant.

Of the other reasons cited, the problem of distance from the school's iriStructional facility was noted most frequently (91 occurrences). Frequencies with

which other reasons were given were: 30 (physical facilities muSt be altered);

51 (clinical material not adequate); and 44 ("other"). The above reported facilitiesthus represent a clinical teaching resource which can be brought to

bear if additional major affiliation agreements can be provided.

7 6

32
NGOING CONSTRUCTION AND REMODELING AS OF FALL, 1973 AND THE ROST

CONSTRUCTION INVENTORY

A. NONCLINICAL INSTRUCTION FACILITIES

1. Extent of Onsoifla Construction and -modelinl

60 of the 239 respondent schools reported 11.1 million GSF (5.17 million

NASF) under construction as of the survey date, at a cost of about $750

million. Remodeling was much less prevalent (aboUt 1.65 million Net

Square Feet reported by 68 schools), and much less expensive. The total expenditureJor the remodeling was reported as $64.7 million -- an

average of $38-. Per NSF as opposed to the $66 per GSF new construction

cost. Schoolsof medicine accounted for just over 75% of the total expenditure for new construction,-with schools of dentistry and veterinary

medicine combined accounting for another 17.5%. These th ee professions

were also the most notable with regard to their ongoing remodeling efforts,

with nearly 78% of the reported total underway at schools of medicine

and another 19% at schools of d_ntistry and veterinary medicine.

FIGURE 2.III.A

AMOUNT AND PURPOSE OF ONGOING AND FULLY AUTHORIZED NEW CONSTRUCTION

OF ALLOCATED FACILITIES

laexpand enrollment EZ:g r.Ii.ve overcrowdifig

7 7

33

rpI ob,oIt, I othef

1A
In reporting the purposes of the Gross Square Footage of new construction,

respondents-indicated that 32% of the new space was fer the purposes of

relieving overcrowding; with, 37%, 21%, and 8%, respectively, for expanding

enrollment, replacing obsolete space, and other purposes. Applying the

32% to the (5.17 million). NASF being constructed, we obtain 1.65 million

NASF being built for relief of overcrowding. Retailing that of .the 7.7

million NASF preconstruction need expressed by respondents, approximately

two-thirds was for relief of overcrowding, it can be seen that the construction in progress as of the survey date would serve to fulfill only

32% of these needs. Moreover, since 87% of the ongoing construction was

for the expressed purpose of expanding enrollment, the problem of over- crowding may be heightened for particular room types.

2. Sources_of Funds for Qpging Censtruction and Remodelin Fall 1973

Of the $823 million construction and remodeling cost reported for nonclinical instruction facilities, 41% was obtained through state and local

sources, with HPEA construction grants the second largest source ofifunds

at 27%. Of the remaining $201 million, borrowed funds, philanthropic con- tributions, and institutions' private funds ranked about equally at the

$50 million level,'with the remaining $50 million being supplied by "other

federal" and "other" sources. It should be noted that the above figures

by no means represent all of the Nation's health profession schoolrelated

construction and remodeling dollars, even for our respondent population.

An additional $1.25 billion expenditure for construction and remodeling

of hospitals and clinics will be described in a later section.

We bring up the latter expenditure since, as a function ef the design of

the survey instrument, $92 million of funding reported under the HPEA

Act appears under construction and remodeling in major affiliated hospitals and clinics. These funds were used in the validation of the HPEA funding data supplied by respondents, as described below.

In an effort to validate the results obtained in response to those sections of the survey pertaining to the sources of funding for ongoing construction and remodeling programs BHM data files concerning HPEA construc34

75Z
0

tion grants were accessed for the responding and non-responding schools.

The BHM data indicated that a total of $321 million was awarded for construction and remodeling programs effective as of fall, 1973. The survey

respondents reported $316 million of HPEA grants. Two areas were identified for explaining this 1.6 percent discrepancy. First, although we cannot specify the exact amount, it was determined that some responCients had

placed certain of the HPEA supplied funding into the category "other Federal sources", thus lowering the survey figures. Partially compensating

for that decrease, however, was the inclusion of an also undetermined

amount of special projects grants in the survey's HPEA figure. In shorts

then, these two factors resulted'in a small overall variance between survey findings and Federal figures, but they do not have major impact on the

general analysis.

As a further comparison, the BHM data were distributed by control, size,

and profession--in a manner paralleling that used in the analysis of the

survey data. This comparison revealed another difference between the respective sets of figures. When HPEA funds are used by two or more schools

in a joint project, an "allocation" of these funds (to the participating

schools) is made by BHM through an algorithm based an the school's projected usage of the new facility. Survey response data were likewise apportioned, but, as a function of data availability, a different algorithm

was used herein. As a result, an (again) undetermined but'relatively minor amount of money was attributed to professions and size groups in a

different manner than that inherent in the Government's figures.

An additional benefit was derived from accessing BHM files since the survey did not attempt to gather historical data relating to source of funds.

This information is, of course, available in the BHM files.. Therefore

to give a macroscopic view of the HPEA Act's contributions to the health

professions facilities configuration, BHM data will be related here.

Overall, from 1965 through the fall of 1973 HPEA construction grants totalled approximately $927 mdllion. Eighty-one percent of this figure was

represented tv the respondent institutions used in the survey analysis.

For the latter subpopulation of the survey universe, almost twice as much

7 9

5
HPEA funding has been made availabfe to publicly controlled scheals as to

_those in the private sector (see Figure 2.III.B); while about one and

one-half times as much has been given to schools which, by 1973, were "medium sized" thal were "small" or "large" by that point in time. Obviously, the funding had, itself, shifted schools upward in size over the

ten year lif'e of the Program.

FIGURE 2.III.B

HPEA CONTRIBUTI N AS A FUNCTION OF SIZE AND CONTROL OF SCHOOL

50

400

300

(ft 46c 200 _

100

0

Public

, M

KW=

! 494 I-- 4

--

mmumm. r127g

--

.-- I.iciamaa ::,54

VEICION _

:.

. ... .-- g2=2-41

..----- 4

,

.:- :. ' .--.. 7

. .::

. . 1

-::"."": Uc°c?QU

7

= *

' Private

Cditrol

Large Medium &nail

Sie

Completed projects

R-17.-1-;:i Ongoing or authorized F1as of Fa11,1973

36

Total HPEA

commitments

1965-fall 1973
Figure 2.III.0 apportions the total HPEA construction grant outlay among

the Nation's health professions schools.

FIGURE 2.III.0

HPEA CONSTRUCTION GRANTS FOR CONSTRUCTION AND REMODELING OF

CLINICAL AND NONCLINICAL INSTRUCTION FACILITIES -- 1965 -

FALL 1973

Optometry 8.8

Osteopathy 17.4

Pharmacy 22.6

Podiatry 5.2

Public Health 26.0

Veterinary Medicine 26.5

Effects of Cons

Dentistry

203

Medicine

617.7

on and Remodelin

a. An Assumption

TOTAL. $927M

The ongoing construction and remodeling programs reported by respondents as of fall, 1973 were expected to 'be completed at various points

in the time ranging from the end of 1973 to 1178. In an attempt to

assess the changes concomitant to these construction programs, a concept called "the post construction period" has been defined. For

a given school, the "post construction period" begins when the ongoing

construction and remodeling program is completed. Respondents were

asked to ,estimate the configuration of "allocated" facilities expected

to constitute the post construction inventory, and were further requested to forecast the concomdtant student population. Assuming no

further change in these two variables, and assuming constancy in the

myriad of other variables Which could affect the educational process,

we may assess such measures as classroom and classiaboratory util8 1

37
, ization, NASF per student by type of space; and'so on, for that period

of time (of indeterminate length) following the completion of construction and remodeling. For two schools whose,construction programs

end on different dates, the assumption of constancy for each implies

that the,"aggregate" post construction period begins at the time of

completion of the construction program to be completed last. While

it is understood that the above assumptions will most likely net hold

true', the figures obtained do help forecast the trends that we may

expect to see,in various measures. Thus, for example, the forecasted

increase of nearly 9,300 FTE undergraduate and graduate students between the current and post construction periods (discussed below) may

not napresent the actual iricrease which will be seen to have occur:red

at some foture time (e.g., 1978): it Aloes, however, yield a vuluable

order of magnitude estimate of the size and direction which we may

expeCt undergraduate and graduate enrollrent to,takein the nearterm.

b. The Post Construction Inventory and Student Population

Ongoing construction and remodeling programs will add over 4.2 milliop

NASF to the aggregate nonclinical facilities inventory allocated to

the 239 respondents analyzed. This overall expansion of 16.6% over

the fall, 1973 inventory is not consistently apportioned over the

eight professions, as seen in Figure 2.111.0. Rather, schools of

podiatry, which reported one of the lowest NASF per student figures

as of fall, 1973, indicate a facilities expansion of 74.4% (from

86,000.to 150,000 NASF), while the 16,000 NASF expansion in public

health schools' inventories represents an addition of only 1.7%.

8 2

38
FIGURE 2.III.D

cOMPARISON OF FALL 1973 NASF WITH NASF IN THE

"POST CONSTRUCTION" PERIOD

DEN MED OPT OST MAR POD PUB VET Total

fall 1973, inventory is projected inventory

'(thousands of NASF) ni resulting from ongoinci construction & remodeling

(thousands of NASF)

The enrollment incre, noted in the previous sec :ion represents 8.8%

of the fall, 1973 undergraduate and graduate health profession FTE

enrollment. On a by-profession basis, this percentage increase is

highly variable and is detailed in Figure 2.III.E.

39
FIGURE 2.III.E

-HEALTH,PROFESSIONS SCHOOLS' PROJECTED IhCREASES IN

ENROLLMENT IN THE "POST CONSTRUCTION" PERIOD

20

18

16

14

120

a

6

4

2

MMMEMEMMI

MIMMEMEMI =MIN

IAMMEMMEMMEMEMM

MMEMMEMEMEMMEMM

MMEMMEMMMEMEMEM

MMEMMEMMINIMMEMM

MEIMMEMMUMMONIMM IIMMEMMMMEMMEM

MIIMMEMMEMME ME

111116111111MMIUMMIN MMOMEMMEMMEMEMM

MMOMMMEMMEMNIMME

MMUMMIMMIIMME

MMUMEMMEMMENEMM

MNINIMMEMIAMMUM ME

=UM MENNIIMMUMEN

=UM RIMMENNIUMEN

MOM MMEMMEMEM 11111

=UM NENSIMMMUMMU

IIIIISIURL =UMW MMINEMEN

DENT MED OPT @ST PHAR POD PM. VET. TOTAL

By viewing the enrollment increases on the basis of control of school,

it becores apparent that the public sector is expected to grow at a

much greater.rate than is the private sector. The average percentage

enrollment increase was 11% for respondents in the public sector, and

only 5.5% for the private sector% This trend was very strongly evidenced for schools of dentistry, medicine, op ometry, and osteopathy,

with ,schools of veterinary medicine being the only schools whose figures represented a marked departure.

8

40
FIGURE 2.III.F

COMPAR SON OF PUBLIC AND PRIVATE SECTOR GRADUATE AND UNDERGRADUATE FTE

ENROLLMENT GROWTH PRE-CONSTRUCTION FALL 1973 TO POSTCONSTRUCTION

An interesting statistic,, the "construction cost per added student"

is obtained by summing (for those schools reporting a construction

or remodeling program) the cost of the construction and remodeling,

and dividing it by the difference between projected "post construction"

enrollaent and enrollment as of the survey date. (It must be noted

here that schools which left the "post construction enrollwent" column

blank on the survey instrument would, it was assumed, not show any

enrollaent change between the survey date and the point in due at

which the construction was completed). Measured in this manner, the

average cost per additional health professions student was $85,000.

If we apply only that percentage of new construction associated with

enrollaent expansion and compute the costs on the saue basis, then

only 37% of the $85,000 is applicable, or $32,000.

c. Post Construction Needs

In parallel with qupstions asked the respondents regarding the need

for facilities prior to the start of ongoing construction programs,

similar set of questions was asked regarding the need for facilities

8 a

41
following the completion of ongoing construction and remodeling.

In all cases but one, the NASF needed on a by-health profession basis

decreased. The one exception was that of the schools of veterinary

medicine which reported that 43,000 more NASF would be needed than

were needed prior to the new construction. This apparent inconsistency

may be explained by the large percentage enrollment increase expected

by.these schools during the post construction period. In fact, as

shown in Figure 2.III.G, the NASEneeded per student did decrease for

schools of veterinary medicine--as it did for all other professions.

FIGURE 2 III.G

COMPARISON OF PRECONSTRUCTION NASF NEEDED pER STUDENT WITH POST-CONSTRUCTION

NASF NEE0ED

160

140

120

20

0

-111111111111EINIIMM111111111111

1111111111111111111

10111111111111aIlliElli1S2M11

11111111111111111111111.11.11

;111111.1111111111111111U11011

10111101111IIMEMIIIIIM.111111

11111111111111=1111.1.111111

'NUM. 111111111111MilliNlin'

111111111E111111111111131PTME:

1111111111,111111111ILIIVII7N

1111111W1111111M1W.111:11.1111:

111L'it..'!::'11.11U.'111-11.:-..-...

DEN ED OPT OST PHA POD R H. VET

Pre-Construction El post.Construction

86

42
d. Requirements for Enrollment Growth

Respondents were asked to estimate the resource requirements for increases of 10% and 20% above the expected post-construction enrollaen

figures. The 152 respondents answering these questions indicated

that a 10% enrollment increment (some 7,400 students) would require

4.4 million NASF of instructional facilities, over 3,300 additional

full-time equivalent faculty, nearly 6,500 additional support staff,

and $77.6 million additional yearly operating funds. Moreover, apProximately $46 million would be required for the additional equipment

associated with the increased educational activity. Although at first

glance the by-profession figures seem to follow the same distribution

as the-number of schools reporting from each health profession, placing

the projected need on a per increaental student basis yielded the

fact that the "cost" per incremental student would vary greatly as

a function of health profession. For example, the need for faculty

per student averaged .45, ranging from alligh of .71 faculty per added

student (for schools of medicine) to .095 faculty per student for

schools of pharmacy. Support staff per student exhibited the same

tendency toward wide fluctuation. The overall reported average increase

in operating funds per student was $10,,500 with schools of osteopathy

reporting a $16,460 per student increase.

The incremental increase in the post construction student population

was not without its need for clinical facilities also. Schools of

medicine, for example, indicated that an additional 1.37 teaching

beds per student (4,700 beds) would be required, while schools of

dentistry indicated the need for .68 additional (ambulatory) examining and treatment rooms per added student.

In answering the question regarding a 20% enrollment increase above

the expected post construction enrollnent, the 152 schools responding

to this question indicated that the second 10% of enrollment increase

would add to the resources required for the first 10% enrollment increase, but would represent a lesser increase on a per student basis.

The overall incremental cost for the (added)_1.5,000 students would

8 7

43
be just over 7 million NASF of instructional facilities, approximately

, 4,900 additional FTE faculty, 8,200 support staff, $106 million in

operating funds, and $61 million in equipment.
B. ONGOING CONSTRUCTION AND REMODELING IN OWNED AND MAJOR AFFILIATED HOSPITALS AND CLINICS--FALL 1973

The bulk of the 13,9 million GSF of ongoing cons.ruction in 64 hospitals and

clinics was reported by schools of medicine (approximately 93%), as were 97%

of the 2.9 million NSF of ongoing remodeling. Schbois of osteopathy indicated..

only 217,000 GSF of overall activity. For all respondents, approximatelSi'aq

of the new construction was reportedly being built for the purposes of

obsolete space, while 20% of the space was being constructed for enrollment

expansion, and an equivalent amount for overcrowding relief.

Of the total cost of the ongoing new construction and remodeling of patient

care teaching facilities, some $1.25 billion, about $725 mdllion were expended

by or through schools of medicine. Contrary to the proportions of state and

local funding and HPEA funding reported for nonclinical facilities, these two

sources represented a total of only 39% for clinical facilities (as opposed

to about 68% for non-clinical space). The HPEA construction grants represented

just over 7% of the total expenditure, with state and lOcal funding making

up the remaining 32%. In the case of hospitals and clinics, it is obvious

that borrowing represents a much more frequent source of funds for neW construction: 34% were obtained through various lending agencies, as opposed

to the 6% borrowed for "nonclinical" facilities construction. Private funds,

philanthropic organizations, other federal sources, and miscellaneous sources

each contributed between $65 and $100 million to the ongoing construction and

remodeling activities reported.

9

45
C. ONGOING CONSTRUCTION AND REMODELING OF JOINT-USE FACILITIES

Of the 10 privately controlled "parent" institutions, only two reported ongoing

construction of nonclinical joint-use facilities (15,000 Gross Square Feet);

while of the 57 public institutions, 12 were constructing 1.9 million GSF as

of the survey date.. The total reported cost of the new construction was $93.8

million, half ofwhich was reported by a single insitution.

Remodeling efforts underway as of the survey date involved 104,000 NASF at an

average cost of $20 per square foot. "Parent" institutions in the public sector were again slightly more active in this sphere on an absolute basis (1.18

vs. .9 million NASF) although, relatjvely speaking, the private "parent institutions" were more active in view of their far fewer numbers.

As illustrated in Figure 2.III.H, 80% of the construction in the private inttitutions was for the purposes of overcrowding relief, while 73% of the construction

in public institutions was for purposes of expalding enrollment. As will be

seen in the individual professions' analyses, these figures are representative

of the much greater enrollment growth predicted for the public sector. Moreover, the privately controlled institutions tended to be concentrating more on

replacement of obsolete facilities, keeping in mind that only 15,000 GSF were

being constructed in the private sector as of the survey date.

FIGURE 2,11I,H

FURPOSES pf NEW CON5TRUCTION Of JOINT-USE FAOILITIES AS A FUNCTION OF CONTROL*

PUBLIC

PRIVATE

0 200 400 600 600 1000 1400 2000

343 1

12

5

_.. expand enrollrnent overcrowding relief replace obsolete space other

Note: all figures are in thousands of GSF.

9 0

46
As has been noted, respondents indicated a to al of nearly $100 million being

spent for ongoing construction and remodeling of joint-use facilities as of

the survey date. The data indicate that most (74%) of the financing for jointuse space was from state and local sources.

Overall, the current construction program would increase the available jointuse space by approximately 10% from 7.2 million to 7.9 million NASF. Eighty

percent of this space would be built in the public sector, thereby compensating

to some degree for the disparity between the amount of allocated NASF per student in the public and private sectors as covered in the by-profession analysis

(Part 3).

Although essentially no change will be apparent between the private sector's

pre and post-construction inventories due to the scarcity of construction programs in that sector, an 11% expansion was reported in the joint-use inventory

of the public sector. Most of this expansion is projected to be concentrated

in auditoria, faculty offices, and animal facilities.

9 I

47
D. THE 1983 LOOK-AHEAD

1. Nonclinical Facili ies Controlled b Res ondents

It was anticipated by the 119 established schools responding to the relevant questions, that an additiona1 14.4 million NASF of "controlled" .fcilities (including "on-site patient care" and "other") would be constructed prior to 1983 at these schools over and above the facilities under

construction in the fall of 1973. This represents a 37% increase over

the comparable post-construction inventory of 39 million NASF.

It is found that the construction to be undertaken through 1983 (excluding

ongoing programs) is similar in purpose to the ongoing construction programs reported. For example, while 32% of the GSF under construction

in the fall of 1973 are for purposes of overcrowding relief, respondents

estimated that 28% of the reported future construction would be for these

same purposes. Also as previously noted, 25% of the future construction

is attributed to replacement of obsolete facilities; in comparison with

the 21% figure estimated by respondents for current construction programs.

Overall, it appears that the coming decade will see construction and remodeling activities directed toward improving the balance between enrollment and the facilities inventory, as the effects of the.high-flux period

of the preceding decade become integrated into the educational system.

As is seen in Figure 2.111.1, this trend toward integration and (to some

degree) improvement does not hold for each profession. In particular,

it is apparent that schools of veterinary medicine and podiatry anticipated

a rapid growth cycle yet to come, with schools of veterinary medicine

planning 52% of new construction for enrollment expansion purposes, and

schools of podiatry indicating that approximately 67% of planned new construction would be for enrollment expansion.

9 2

48
FIGURE

PURPOSES OF PLANNED CONSTRUCTION OF ALLOCATED FACILITIES (THROUGH 1983

100

BO

20

1

IM

111 EMENE a II uI1II1 =MEM EIMMINIT IMINNIMEMINERINI amonNionesiONMENINE

DEN MED OPT 06T PHA POD PH VET TOT KEY

6

Based on respondents' estimates for the post-construction period, the

public sector will exhibit about double the enrollment expansion of the

private sector. With the exception of medical schools, this difference

in enrollrent growth rate is expected to decrease during the coming decade, as reflected in respondents' reported construction purposes: the

public sector indicated that 40% of their planned construction would be

for the purpose of enrollment expansion; while private institutions (excluding medical schools) reported 29%. Medical schools in the public

sector may be expected to continue to,show a growth rate far outstripp

that of their counterparts in the private sector (34% versus 19%).

33

49
Private schools, in anticipating that 37% of their planned construction

will be for replacement purposes, imply vigorous pursuit of that which

appears to be a chronic private sector problem: th4 need for replacement

facilities. The public institutions estimate a corresponding figure of

only 14%.

Five schools plan major geographic movement in the coming decade. All

of them are currently in outer city locales. Two of these schools expect

to relocate to innercity areas, two to suburban settings, and one anticipates relocating to a rural area. Nine other schools reported that they

shall be moving into different facilities, without, however, leaving their

current geographic location.

2. Clinical Facilities

Reported future construction plans for clinical facilities parallel those

for nonclinical instruction facilities, and the kinds of patterns described above are evidenced again, although to a lesser degree. Of the

nearly 14.3 million GSF of clinical teaching facilities planned for the

coming decade (of which 12.1 million are reported by medical schools),

40% are for the replacement of:obsolete space, with the remainder divided

24%, 20%, and 16% for expansion of enrollm.ent, relief of overcrowding,

and other purposes, respectively.

3. Enrollment Variation

Between the survey date and 1983, enrollment (headcoun is expected to

grow by 28% from 107,243 to 137,254. The greatest relative student enrollment expansions are anticipated by those professions with the smallest

enreliment: schools of osteopathy (61%) and pod'atry (45%). Schools

of medicine represent the largest absolute incrse, with approximately

12,900 mere students expected to appear in the m,;adcount of 1983 than

. appeared in 1973 (46,030).

Enrollment 7owth by 1983 (over post-cons uction levels) is projected

to be 20% in the public sector and 13% in the private sector. If sehools

of medicine are excluded, the public and private growth percentages both
become 20%, the best indicati n that the differing growth rates (between

the sectors) are projected to come more into line with each other. For

schools of medicine alone, the private seator reported only a 4.5% growth

rate, while the publicly controlled schools showed nearly a 20% increase

to a headcount of 38,281 by 1983.

A% It is interesting to compare the projected figures for facilities and enrollment expansion on the basis of "NASF per student". As may be seen

in Table 2.111.1, seven of the eight health professions indicated that

planned facilities expansion will more than keep pace with projected

enrollment increases, thereby helping alleviate a portion of the overcrowding pressure which occurred in prior years. On the other hand,

Schools of public health appeared to be Oticipating enrollments-which

do not appear to be met-with corresponding plans., for comMensurately increasing the available educational facilities. From the detailed analysis

of PART 3, we infer that the decrease in NASF per student anticipated by

schools of public health is partially a function -f movement toward facilities designed for smaller group teaching.

TABLE 2.111.1

NASF PER STUDENT--1973-1983

NASF PER

STUDENT*

1973

NASF PER STUDENT "POSTCONSTRUCTION"

NASF PER

STUDENT

1983

Dentistry 227 245 294

Medicine 497 515 615

Optometry 126 149 180

Osteopathy 314 349 504

Pharmacy 86 89 94

Podiatry 90 140 227

Public Health 267 270 210

Veterinary Medicine 399 403 512

Each cell in the table is defined as:

Total NASF controlled by respondents including "on-site patientcare" and "other") divided by headcount (undergraduate plus graduate)

for the "point in time" represented by the column heading.

9 5

51
PART 3: JIVIDUAL HEALTH PROFESSIONS ANALYSIS

9 6

52
A. INTRODUCTION

SCHOOLS pF DENTISTRY

The need for a firm foundation in the basic sciences and the value of practical

clinical experience point toward two major impacts upon the physical facilities

configurations at schools of dentistry. On the one hand, the facilities must

offersome manner of access to the variety of room types typically associated

with higher educational pursuits, with, perhaps, a higher than average concentration on laboratory facilities. On the other hand, educational experience

in the monitoring and control of dental disorders requires direct patient

contact on the part of dental students. Such contact is realistically possible

only if dental schools offer a service component among their activities.

While to some degree, students' practical experience is obtained in the form

of tutorship by private practicioners, the vast majority of clinical experience

is obtained in university owned outpatient clinics.

Since it was not the concern of the current study to obtain square footage data

on either inpatient or outpatient care facilities, such facilities are not an

area of concentration in the analysis. However, in order to ease the reporting

requirements, it was decided during the design of the survey instrument to

allow respondents to report the square footage of such facilities if they'

were an intergral part of an education complex. Review of the completed survey

forms from dentistry schools indicates that approximately 28% of the facilities

reported as "allocated to" dentistry schools are for ambulatory patient care

purposes. This is a strikingly greater percentage than any of those evidenced

by the other 7 professions surveyed.

The "off-site" clinical facilities utilized by schools of dentistry are essentially similar to the kinds of ambulatory care areas provided by "on-site"

care. Inpatient facilities are seldom considered a major component in the

teaching program. It should be noted, however, that the amount of nonclinical

instruction facilities available (at these "off-site" clinical affiliates)

repreents a"significant adjunct to those facilities commonly considered to

9 7
be under the schools' control. One of th- reasons for this phenomenon i$ the

fact that the most common pairing of health professions schools found in the

survey is that of medicine/dentistry. The many similarities bptween, in particular, the basic biological sciences instruction required by both medical

and dental students points toward efficiency in utilization of facilities given

that a medical and a dental school can have access to a number of the same

classrooms and class laboratvies. The preponderance of such joint-usage i$

well reflected in the data.

In much the same way that medical schools are beginning to introduce clinical

instruction earlier in the experience of medical students, a few schools of

dentistry indicated that patient contact begins almost with the inception of

the students' dental education program. Four of the respondent schools of

dentistry were categorized as having a "revised" curriculum type, by virtue

of the fact that during the first two years of instruction, the typical student

spent less than 80% of his time in classrooms and class laboratorles, and over

20% of his time in clinical areas.

As has previously been implied, not only is the nature of a given health

profession's educational program a determinant of the types of facilities

required for its pursuit, but the size of a given school (in terms of the number

of students) may have an independent impact. To assess the latter, the 46

respondents ultimately used in the analysis were displayed on a histogram

'of FTE undergraduate and graduate enrollment, and divided into three size

groups: small, 0=300 students; medium, 301-500 students; and large, above

500 students. These results, and a summary of the survey's response rate

for schools of dentistry, are given in Table 3.1.1.

9 8

54
TABLE 3.1.1 DERIVATION OF DENTISTRY SCHOOLS' RESPONSE _RATE

SCHOOLS OF: DENTISTRY

NUMBER

OF SCHOOLS

IN UNIVERSE

NON-RESPONDENT

RESPONDENTS

(NO. 1 - NO.2) 3#4

NEW

SCHOOLS

RESPONDING

ESTAB- L1SHED

RESPON DENTS (#344)

NON-SUBSTANTIVE

FORMS

ESTAB. SCHOOLS

RE- SRONSES USED IN

ANALYSIS (#546)

ANALYZED

SCHOOLS

AS A ',4 OF ESTABLISHED

UNIVERSE

7/(1-2a-4)) NEW

SCHOOLS

ESTAB- LISHED

SCHOOLS

TOTAL

(42a+

#2b)

TOTAL

1 d'- 42b 2c #5 6 #7 #8

5 9 1 5 6 53 7 46 0 46 90

Large

Medium

Small

16 20

23

0

0

1

12

2

12

3

15

18 20

0

0

7

15

18

13

0

0

0

151813

9490

87 Public Private

36

23

10

3

2

4

2 32

21 5

1 26 20

0

0 2620 90

91 Innercity

Outercity

Suburban

Rural

2020

60 Classical

Revised

42

4 Northeast

Northcentral

South West

13

16

228

100

0

0

2

12

12

12

12 14

216

1

14

1

1113

17

5

0

0

0

0

111317

5

100

87

94

71

55
B. INVENTORY OF_NONCLINICAL INSTRUCTION FACILITIES ==_FALL, 197

1. Descri tion of Facilities

Including "on-site patien_ care° and "other" facilities, the 46 degree-granting

respondent schools of dentistry reported 4.2 million NASF (6.58 million GSF)

of allocated facilities, 93% of which were owned (or leased on a very long-term

basis), and the remaining 7% rented or leased. The 26 publicly controlled

dentistry schools owned upwards of 95% of their nonclinical instruction facilities, while those in die private sector owned only 89% of their total inventory.

Unless otherwise noted, henceforth tho,e facilities cat _prized as "other"

will be'excluded from the analysis for purposes of comparability among the

schools. Discussion of "on-site patient care" facilities will be left for

the "clinical facilities" sections of this chapter, and will thus be excluded

from the analysis of "nonclinical instruction facilities" with.minor exceptions (see Table 3.1.2).

TABLE 3,1_.2

OVERVIEW OF DENTISTRY SCHOOLS' ALLOCATED FACILITIESFALL 197

1.

2. 3.

4.

5.

6. "On-Site Patient Care" and

"Other" Facilities

7. NASF of Nonclinical Instruction

Space

Number of Schools 46

Owned GSF* 6,579

NASF Owned 3,995

NASF Rented/Leased 208

Total NASF 4,203

Less NASF (owned or rented) of

1,864

2,339

* All OSF and NASF figures are in thousands.

100

56
The largest reported inventory, all of it "owned" by the respondent, was 141,000

NASF, and the mean size was 51,000 NASF. Size appears to be related to both

"control" and "locale", with observable variation from the mean appearing

as the schools are so grouped. Thus, while the "average" publicly controlled

school reported 55.3 thousand NASF, its counterpart in the private sector

indicated 45.1 thousand NASF of "allocated" space. Similarly, the respective

average configuration sizes for the 20 innercity, 20 outercity, and 6 suburban

schools were 58, 47, and 41 thousand NASF.

Dentistry schools' "space distribution profile" (the percentages of "classroom",

"class laboratory", etc.) were with a few exceptions, fairly constant over

the categorizations of schools used in the analysis. Figure 3.I.A gives these

percentages for the 45 dentistry schools which reported controlling some amount

of space.

FIGURE 3.I.A

DENTISTRY SCHOOLS' DISTRIBUTION PROFILE OF NONCLINICAL INSTRUCTION FACILITIES

30

-

CRM 0LB RES LIB AUD

101

57

FAC ADM AML
Two departures from the consis_ency of the space profile by the various categories of schools appear to be the greater relative availability of library

space in the private schools (10.5%) than in the public schools (2.9,0; and

a 15.4% versus 10.2% classroom distribution over the two respective sectors.

Since these are two space-types among those which are most general purpose

in nature, it is assumed that the schools in the public sector shared facilities which were centrally administered by a "parent institution" as defined

in the prelude to the analysis in PART 2.

A third departure from the consistent space distribution profile relates to

size of school. Viewed in the aggregate for each size group, the average

percentage of faculty office space increases as school size decreases: specifically, 16, 20, and 23% of each group's inventory (for large, medium, small)

is attributed to faculty offices.'

For the purposes of the analysis of respondent dentistry schools, it should

be recalled that the "revised" curriculum, exhibited by only four of the 46

respondents, was defined to be one which involved less than 80% of the student's time (durina the first two years) in classroomiclasslab areas versus

clinical areas. It was found that the four "revised" schools reported 25%

less classroom space and 22% more administrative office space as percentages

of their "allocated" nonclinical instruction facilities than did schools with

"classical" curricula.

Table 3.1.3 contains the dental schools' aggregate response to the questions

concerning square footage per room and student station.

102

58
TABLE

MEN NASF PER ROOM AND STUDENT STATION FOR DENTISTRY SCHOOLS'

NONCLINICAL INSTRUCTION FACILITIES--FALL 1973

NUMBER

OF

NASF

(000)

NUMBER

OF

ROOMS

NUMBER

OF

STUDENT

STATIONS

1ASF*

PER

ROOM

NASF*

PER

STATION

STATIONS

PER

ROOM

Classroom 285 412 18,952 693 15 46

Class Laboratory 659 514 15,981 1,282 41 31 Res. & Res. Training 473 1 529 1,542 301 184 2

Library 137 -- 1,953 -- 70 -- Auditorium 21 5 2,091 4,200 10 420

Faculty Offices 443 3,011 -- 142

Administrative Areas 252 -- -- -- -- Animal Facilities 64 -- -- -- -- Computation was,performed for only those cases in which both the square

footage and room (or student station) data were reported.

pental schools distribution of classroom and class laboratory capacities

appears to be heavily weighted toward the smaller size categories for the

publicly controlled schools, while the privately controlled schools reported

essentially equivalent numbers of rooms for all size categories except the

largest. This difference is detailed in Figure 3.1.8 in which the number

of classrooms and class laboratories have been added together for brevity

of presentation.

103

59
FIGURE 3.LB

DISTRIBUTION OF SIZES OF CLASSROOMS AND CLASS LABORATOR ES,

FALL, 1973

60

50

40

30

20

6 17-32 -64 65-127 12 Number of Student Stations per room 0 Public M Private

The Student Po ulation Usin t e Current Inventor

The 46 responding schools of dentistry indicated that the total FTE enrollment

as of the fall of 1973 was 18,410, nine percent of whom were enrolled for

degrees beyond the first professional degree._ Just over half of the students

(53%) were attending publicly controlled schools, with the remaining 47% in

the private sector; Over 90% of the nation's dental school students are located in innercity and outercity settings, and no dental school reported

self as located in a rural locale (see Table 3.1.4).

10 1

60
TABLE 3.1.4 _ DENTAL SCHOOLS FTE ENROLLMENT-FALL 1973

NUMBER

OF

SCHOOLS

TOTAL FTE

ENROLLMENT

FTE UNDERGRADUATE

FTE GRADUATE

FTE PER

SCHOOL

TOTAL 46 18,_410 16 762 , 1,648 400

Size of School

Large 15 3,724 7,893 831 582

Medium 18 6,935 6,448 487 385

Small 13 2,751 2,421 330 212

Control

Public 26 9,795 8,972 823 377

Private 20 8,615 7,790 825 431

Geographic Locale

Innercity 20 9,570 8,766 804 479

Outercity 20 6,894 6,235 659 345

Suburban 6 1,946 1,761 185 324

Rural 0 0 0 0 0

Curriculum Type

Classical 42 16,798 15,244 1,554 400

Revised 4 1,612 1,518 94 403

Census Region

Northeast 11 4,445 3,949 496 404

Northcentral 13 5,955 5,375 580 458

South 17 5,926 5,490 436 349

West 5 2,084 1,948 136 417 -

uac of

Condition of Space

Just over 82% of the 2.34 million NASF of dental schools' nonclinical

facilities were reported to be "satisfactory for program purposes".

Of the remaining 18% (419,000 NASF), over 190,000 were perceived as needing replacement (prior to the effects of current construction programs)

and 230,000 needed remodeling (see Table 3.1.5).

103

61
TABLE 3.1.5

CONDIT ON OF DENTAL SCHOOLS' NONCLINICAL INSTRUCTION

FACILITIESFALL, 1_973

NUMBER

OF

SCHOOLS

TOTAL

NASF

(000)

SATISFACTORY

--NEEDS REMODELING

NEEDS

REPLACEMENT

NASF (000) NASF (000) % NASF (000)

TOTAL _ 45 2 339_ 1920 , 82 229 10 190

Size of Schoo

Large 15 975 785 81 84 8 106 11 Medium 18 870 707 81 140 16 23 3 Small 13 494 428 87 5 1 61 12

Control

Public 26 1,437 1,277 89 104 7 56 4 Private 20 902 643 71 125 14 134 15

Geographic Lo _ale

Innercity 20 1 159 978 84 104 9 177 7 Outercity 20 931 710 76 108 12 113 12

Suburban 6 249 232 93 17 7 0 0

Rural 0 0 -- -- -- -- -- Curriculum Ty e Classical 42 2,114 1,765 83 205 10 144

Revised 4 225 155 69 24 11 46 20

Census Region

Northeast 11 494 354 72 42 8 98 20

Northcentr 1 13 648 539 83 46 7 63 10

South 17 951 826 87 98 10 27 3 West 5 246 201 82 43 17 2 1 The portion of satisfactory space was found to decrease only slightly

with increasing FTC student enrollment, with small and large schools

representing the bulk (88%) of the replacement need. When the respondent

population was divided according to "locale of school" the portion of

space reported as "unsatisfactory" was largest for outercity schools

(24%). This space (220,000 NASF) is split almost evenly between "needing

remodeling" and "needing replacement".

1 0

62
The publicly controlled schools reported oropo,-,icwally much more satisfactory space (89%) than did the priver schook (ii%). Thus, as apparent

from Table 3.1.5, even though 61% of the inventory of non-clinical instruction facilities was controlled by the public sector, the number of

NASF needing remodeling or replacement was much greater for the private

sector.

The problem of unsatisfactory condition was spread over most room-types

that constituted the nonclinical instruction facilities of the private

dental schools. On the lower side, classrooms, class laboratories, and

faculty office space ranged between 67% and 70% satisfactory. The roomtype exhibiting the highest satisfactory percentages were animal facilities (83%) and the five reported auditoria (100%).

The percentage of space reported as unsatisfactory by the five schools in

the Western Census region (72%) was quite high. In particular, library

facilities were considered to be only "30% satisfactory°- The survey

instrument dtd not pursue the specifics underlying respondents' perceptions

of the condition of space.

b. Need for Nonclinical Facilities as of Fall, 1973

While some portion of the facilities need which existed as of the survey

date will ,be reduced by the ongoing construction programs of respondents,

the schools' perceptions of the then-existing needs for space were based

upon experience rather than projection. As a result, these perceptions

give us our most accurate insights into the sizes of facilities configurations felt to be necessery for satisfactorily accommodating the then

existing enrollment levels.

In all, 33 dental schools perceived a need for 810,000 additional NASF

of nonclinical instruction facilities, 459,000 NASF engendered by overcrowding. This need, nearly 35% when expressed as a portion of the current inventory, is almost 48% for the large schools' and approximately

25% for medium and smaller schools. Furthermore, on the same basis

(percent of current inventory), schools of the northeastern census region

107

63
envisioned a need for 51% additional space, with the remaining three

regions varying between 16 and 39%.

FIGURE 3.I.0

DENTAL SCHOOLS' PERCEIVED FACILITIES NEEDS AS OF FALL 1973

TOTAL LARGE "ITMUM SMALL

54a.vnilable in 1F091973

PUBLIC PRIVATE

Needed as of

Fail 1973 When these needs are analyzed on a per-student basis, the desired changes

in certain room-types become quite large. Thus, it is desired that animal facilities be doubled (primarily in the large, and publicly controlled

108

64
schools); that classroom space per student be increased by 40% from

15 to 21 NASF per student, and that auditorium facilities, none of which

were allocated to large schools in the Fall of 1973 be brought to 6 NASF

per student. Moreover, schools in the public sector perceived a need

for doubling their available library space per FTE student (nearly matched

by the private schools), while the privately controlled schools seemed

to show their most substantial need to be that for audi oria (bringing

that room-type from 1 to 9 NASF per student).

Forty of the 46 responding dentistry schools reported various other needs

(as constrained by the survey instrument) for satisfactory accommodation

of their Fall, 1973 enrollment. Most often mentioned (39 schools) were

the needs for additional faculty and support staff (1,670 and 1,475,

respectively) with over 2/3 of the faculty required at the large schools.

The second most frequently mentioned need was that for additional

operating funds (exclusive of the faculty salaries to suppo4 Ihe needed

faculty), totalling nearly $30 million per year. Associated with the

need for new faculty, 31 schools reported an aggregate need for .19

million NASF of faculty office space. Nearly 1,300 examining and

treatment rooms were perceived as needed by 21 of the 40 respondents

to the relevant question see Table 3.1.6).

109

65
DENTAL SCHOOLS_ NON-FACILITIES NEEDS TO ACCOMMODATE

FALL, 1973 ENROLLMENT

NUMBER OF

SCHOOLS

ANSWERING

QUESTION

FTE FACULTY

FTE

SUPPORT

STAFF

OPERATING

FUNDS

($000)

FUNDS FOR

EQUIPMENT

($000)

Number of Schools

With a Need 40 39 39 24 27

TOTAL 40 1 667 1,475 294308 15 270

Size of School

Large 14 1,123 762 15,522 8,546

Medium 17 374 482 10,401 7,614

Small 9 170 231 3,385 110

Control

Public 23 758 940 19,843 6,514

Private 17 909 535 9,465 9,756

Geographic Locale

Innercity 15 1,162 798 17,553 11,604

Outercity 19 334 517 , 9,181 4,324

Suburban 6 171 160 2,574 342

c. Library Facilities Adequacy

Eight of the 32 respondents who answered the question concerning "enro 1-

ment versus library capacity" indicated that a "good match" existed

between available library space (including joint-use facilities) and

enrollment as of the survey date. Five indicated either that '!up to

20% additional enrollment could be accommodated", or. that "over 20%

additional enrollment would not adversely impact the use of the library".

110

65
FIGURE 3.I.0

DENTAL SCHOOLS' PERCEIVED MATCH BETWEEN LIBRARY CAPACITY

AND ENROLLMENTFALL, 1973

Did not

respond

accommodate

up to 20%

can accommodate

more than 20%

Good Match

Highl y

Overcrowded

Mode.st overcrowding

On the other hand, nineteen of the respondents indicated either "modestly"

or "highly" overcrowded conditions in library space, with about equal frequency. The latter figures, on h percentage basis, held relatively constant as a function of size and control of school. It might be noted in

passing that of the 3 schools of the Western census region responding to

the question-, all of them reported either modest or heavy overcrowding.

This fact ties well with Western dental schools' indication that only

30% of their library facilities were satisfactory from the point of view

of physical condition and configuration vis a vis prograrmatic needs.

lii

67
4. Resource Usage

a. Space and Stations Available per Student

Respondents indicated an average NASF per student figure of 127, ranging

as high as 691. Just over 15% of the allocated nonclinical instruction

facilities were used predominantly for graduate-level instruction.

Space per student tended to vary with size and control of school, as

is apparent from Figure 3.I.E.

FIGURE 3 I E

EFFECT OF SI.ZE AND_CONTROL ON NASF PER STUDENT

Small Med Large Public Private Weighed

mean

The relationships noted in Figure 3.I.E remained reasonably constan_ for

each of the eight room types under consideration. One major exception

was that of library space, as reflected by a larger figure for private

schools (11 NASF per student) than for public schools (4 NASF per student). This reversal may be assumed to be due to the more probable access

112

68
of public schools to joint-use space, of which library space is a typical

example. The lesser access of private schoolsto suck) space would imply

the need for these schools to control an entire library, since they would

more likely be "stand-alone" institutions.

When the respondents were grouped according to "locale" and curriculum

type, the NASF per student figures tended to hold constant on a room-type

basis. Table 3.15 details'the NAZE per student figures reported by

the 46 respondents.

TABLE 3.1.7

NASF PER STUDENT OF ALLOCATED. NONCLINICAL I STRUCT1ON

FACILITIES FALL. 1973

T TAL CLASSROOMS

CLASS LABORATORIES

RESEARCH

SPACE

L RY SPACE AUDITORIA

FACULTY OFFICES ADIINISTRATIVE

OFFICES

ANIMAL

FACILITIES

TOTAL/AVERAGE 127 15 36 26 7 1 24 14

Size o choo

Large 112 15 30 25 5 0 18 14 4 Medium 125 17 38 20 11 I 25 11 3 Small 180 13 48 41 8 3 42 20 4

Control Public 147 15 42 32 4 2 31 17 Private 105 16 29 19 11 1 16 10

ographic Lo ale Innercity 121 15 35 25 4 0 24 16 3 Outercity 135 15 38 27 13 2 25 11 4 Suburban 128 16 35 28 5 3 24 13 Curriculum Ty e Classical 126 16 35 25 8 1 24 13 Revised 140 13 42 35 2 0 27 18 2

113

69
Classroom sta ions per student averaged 1.12, with a high of 2.03 and

a low of .27. Four sthools reported having no classrooms under their

day-to-day control, relying entirely on joint-use space for classroom

instruction. Classroom stations per student figures tended to decrease

as schools decreased in size, while in line with a previous comment

regarding-the lesser availability of "jbint-use" space within the private

sector, private schools reported a much- higher "allocated" stations per

student average (1.30) than schools of the public sector (.96).

The same relationship is not shown class laboratories, for which only

a 10% difference exists between the public and p1:ate sec ors' ratios

stations per student.

FIGURE 3.I.F

CONTRAST IN PATTERNS OF STATIONS PER STUDENT IN CLASSROOMS

AND CLASS LABORATORIES

1.40

1.20

1.00

c . 0

AO

20

CRM CLB CRM CLB

Public Private

CRIA CLB

Small

I lit

70

CMA CLB

Medium

CRM CLB

Large

CRM OLB

TOTAL
Dental schools controlled fewer classroom stations than were available

to them on a joint-use basis (16,900 versus 18,600). At seen in Table

3.1.8, as a percentage of the schools' "allocated" classroom stations,

the number of jointly-used stations increased dramatically as school

size decreased. The value for small schools is so large that it is tempting to conclude that, as some function of their nature, small schools

tend toward joint-usage of classrooms. We do not so conclude, since

small, public schools of dentistry are very often paired with schools

of medicine and thus have greater relative access to joint-use classroom

facilities. This point is well-supported by the data, with 11.7 thousand

joint-use versus 6.9 thousand controlled stations being available to

schools of the public and private sectors, respectively (133% versus

85%). Moreover, there were 30 campuses on which "parent institutions"

offerea joint-use space to paired schools of medicine and dentistry,:

and 22 of the 30 are publicly controlled.

TABLE_ NT-USE AUGMENTATION OF DENTAL SCHOOLS CONTROLLED

CLASSROOM AND LABORATORY STUDENT STATIONS

CLASSROOMS CLASS LABORATORIES

1) it:; % (3) AS % AS "4 (7) AS % JOINT- OF ALLO- JOINTLY OF ALLO- JOINT OF ALLO- JOINTLY OF ALLOUSE CATED USED CATE° USE CATED USED CATED STATIONS STATIONS ROOMS ROOMS STATIONS STATIONS ROOMS ROOMS

(2) 3) 4 (5) (7) (8

TOTAL 18,566 110 234 59 9,954 62 2 6 49 Size of School

_ Large 3,951 52 54 36 2,847 42 76 43 Medium 7,470 192- 65 34 4,363 68 95 42

Small 7,145 312 115 205 2,739 101 65 76

Control

Public 11,691 133 135 63 6,498 78 144 45 Privat, 6,875 85 99 54 3,456 45 92 55

Geographic Loca e

Innerc.ity 7,384 87 100 52 3,589 44 69 27 Outercity 8,307 124 98 62 4,395 73 113 61 Suburban 2,875 170 36 72 1,970 107 54 126 115

71
Joint-use class laboratory stations,,less general purpose in nature than

classroom stations, nevertheless represented Csignificant proportion

of respondents' available facilities. Overall, joint-use class labora_ory

stations represented a 62% addition to respondents' "allocated" class

laboratory stations, with schools of the public sector exhibiting a 78%

addition, and those of the private sector reporting 45%.

Usage of Classrooms

Recalling from PART 1 that comparative analysis was our purpose in assessing room and student station utilization, and by way of introduction to

this section, we note that a simplified utilization formUla is given by:

resource hours uted X 100 = % resource utiliza ion,

resource hours available

,whether that resource is student stations or rooms. Appendix G should be

consulted for the details of the method, in particular, the impact of using a 2,080 hour year rather than an "academic" year for comparability purposes.

Thirty-two percent of respondents' classroom space was primarily devoted

to instruction in the basic biological sciences, with 54% of the space

devoted to instruction in the clinical sciences, and the remaining 15%

of mixed usage. With minor deviations, these proportions held regardless

of the grouping of respondents.

As may be seen in summary Table 3.1.9, the average classroom was used

505 hours out of the academic year. Publicly controlled schools averaged

491Ours per classroom (per year), WhfIe schools in the priVate sector

averaged 522 hours per year. Classroom usage tended to increase as localE

of school varied from suburban to innercity locales, a pattern of increase

which held for each room-size category defined by the instrument. Also,

except for the case of the "1 - 16 station" size, the reviSed curriculum

schools tended to utilize their classrooms more than did those schools

categorized as offering "classical" curricula.

116

72
TABLE 3.1.9

DENTAL SCHOOLS' CLASSROOM USAGE--FALL 973

NUMBER

OF

SCHOOLS

NUMBER

OF

ROOMS

TOTAL HOURS

USAGE PER

YEAR (000)

MEAN HOURS

USAGE PER

ROOM

PER YEAR

PERCENT

ROOM

UTILIZATION

TOTAL 42 400 202 505 26

Size of School

Large 12 152 71 467 28

Medium 18 192 104 542 23

Small 12 56 27 485 25

Control

Public 23 216 106 491 25

Trivate 19 184 96 522 28

Geographic Locale

Innercity 18 192 105 545 27

Outercity 18 158 78 497 26

Suburban 6 50 19 377 21 Rural 0 -- -- -- -- Curriculum'Type

Classical 39 377 187 496 26. ReviSed 3 23 15 656 32

Room utilization, the portion of the available "room hours" that are used

during a 2,080 hour year, averaged 26% for the classrooms of the 42 respondent schools of dentistry for whom data were complete. Public and

private schools were slightly below and above the mean, respectively,

while schools considered to have a "revised" curriculum reported slightly

greater (32%) utilization than the "classical" schools (26%). As noted

from the analysis of average hours per room per year, the percentage

of room utilization decreases as we move from innercity through suburban

locales.

Classroom student s_ation utilization figures averaged 18%, ranging from

5 to 103%. Schools in the public sector averaged 21% station utilization;

those in the private sector, 16%. Table 3.1.10 shows the elements of the

utilization formula. The impact of the joint-use correction factors may

be inferred from this table, as may the relative magnitude, both "plus

and minus" of the factors.

117

73
TABLE 3.1.10

DENTAL SCHOOLS CLASSROOII STUDENT STATION UTILIZATIO. --FALL, 1973

STATION HOURS

USED BY RESPONDENTS

STUDENTS (000)

(1)

CONTROLLED STATION HOURS

AVAILABLE

(000)

(2)

STATION HOURS

"BORROWED" By

RESPONDENT

(000)

(3)

CONTROLLED STATION HOURS

"BORROWED" BY

OTHER

SCHOOLS (000 )

(4)

PERCENT STUDENT STATION

UTILIZATION

(1)+ (4) X 100

2 +(3) TOTAL 6,948 39,420 3,927 992 18 Size of Schoo

Laree 3,070 13 726 1,312 320 17 Medium 2,825 16,503 1,122 583 19 Small 1,053 4,191 1,493 89 20 Control Public 3,735 17,516 2,399 434 21 Private 3,163 21,904 1,528 558 16 Seographic Locale

Innercity 3,638 21,549 2,164 426 17 Outercity 2,544 13,647 911 336 20 Suburban 766 4,224 852 230 20 Rural 0 -- -- -- -- Curriculum Type

Classical 6,306 36,117 3,393 992 18 gevised 642 3,303 534 0 17

118

74
As may be seen in columns 3 and 4 of the above table, dentistry students

represent a greater drain on the classroom resources of their "parent institutions" than is represented by other schools' usage of dental school

classrooms.

c. Class Laboratory Utilization

The utilization of-class laboratories tended to parallel, at a higher

level, those patterns found in classroom utilization. Each class laboratory was utilized an average of 693 hours per year, over 37% more than

the average classroom. This heavy usage was primarily a function of

the "large" schools' 456 hour per year mean usage -- and the distribution

of large schools between the public and private sectors was such that

the means for the two sectors were extremely close (see Table 3.1.11).

TABLE 3_1,11

DENTAL SCHOOLS' CLASS LABORATORY UTILIZATIONFALL 1973

NUMBER

OF

ROOMS

TOTAL HOURS

OF USAGE PER

YEAR (000)

MEAN HOURS

OF USAGE

PER ROOM

PER YEAR

PERCENT

ROOM

UTILIZATION

PERCENT

STUDENT

STATION

UTILIZATION

TOTAL 486 337 693 35 21 Size of School

Large 177 169 956 46 23

Medium 224 123 551 27 19

Small 85 44 517 31 17

Control

Public 318 219 689 35 23

Private 168 118 701 35 18

Geographic Loca e

Innercity 258 199 771 40 22

Outercity 135 122 657 31 18

Suburban 43 16 377 21 24

Rural -- -- -- -- -- Curriculum Type

Classical 435 305 700 34 21 Revised 51 32 630 41 16

75
Class laboratory "room utilization:1 averaged 351 for the dental schools'

respondent population as a group, with the public and .private sectors

each exhibiting this mean value. As is obvious from the table, strong

trends in class laboratory usage also existed as a function of locale

(as in the case of classrooms).

While the mean class laboratory student station utilization was higher

than that for classrooms, it is interesting to note that instead of increasing with decreasing school size (as did classroom utilization), it

decreases with decreasing school size. Otherwise, class laboratory station utilization tends to follow the same pattern as classroom station

utilization.

d. Faculty Offices

When the total NASF of faculty office space (438,000 NASF) is COMpared

with the full-time equivalent teaching faculty (4,363), the NASFyer

faculty member is approximately 100. On this same measure, schools in

the public sector reported nearly twice the NASF per faculty member than

did schools in the private sector. As is seen Figure 3.I.G, the relationship exhibited between "size" of school and NASF per faculty member

was quite clear, as was the pattern of increasing space per faculty member

as the locale of school changed from innercity through outercity and

suburban settings.
fTGURE 37I76

FACULTY OFFICE SPACE PER FACULTY MEMBER_ DOTAL SCHOOLS77FALL, 1973

150

12 5

10 =

7

2

I

I I I I d I

I I EMI iir I

SIMI

VININIIIIIMIMI

IMMIIMINI IIMINI

e. Animal Facilities

4

4

P

co 0

The 41 schools of dentistry responding to the relevant questions indicated

that nearly 20% of their animal facilities were used for instructional purposes and the remainder (80%) were used almost exclusively for research.

The largest departure from these figures was exhibited by the smaller

schools which indicated that over 30% were for instructional purposes.

121

77
C. ONGOING CONSTRUCT ON AND_REMODAING1 AND THE POST CONSTRUCTION_INVENTORY

1. Extent, Purposes, and Cost

Twenty of the schools of dentistry responding to the survey indicated that, as

of the survey date, they were involved in a construction or remodeling program.

The reported programs ranged in size up to $27 million for new construction,

and up to $5 million for a single remodeling program. Representing the construction of some 1.2 million GSF (669,900 NASF) of new facilities to be con- trolled by the respondents, 72% of the $97 million of construction and remodeling cost was reported by the public sector (see Table 3.1.12). Notably, over

half of this construction is attributable to "on-site patient care" (205,000

NASF) and "other" facilities (140,000 NASF).

OVERVIEW OF TABLE 3.1.12

NTAL SCHOOLS' ONGOINIT C -FALL. 1973

STRUCT1ON AND REMODELINGliumBER OF SCHOOLS

RESPONDING

TO SURVEY

NUMBER OF

SCHOOLS WITH

CONSTRUCTION

GSF OF CONSTRUCTION

000 CONSTRUCTION

COST

NUMBER OF

SCHOOLS

WITH REMODELING

NASF oF

REMODELING

REMODELING

COST*

( 000)

TOTAL 46 10 1%199 06.091 10 100 10 866_ S ze of Schoo

Large 15 1 721 53.398 5 60 5,842 Medium 18 4 61 5.600 3 37 4,682

Small 13 3 417 27,093 2 3 342 Control

Public 26 7 818 61,203 5 83 8,297 Peivate 20 3 381 24.888 5 17 2.569

(TcOqraphlc Lo ale Innerchty 20 6 606 48.688 6 63 4.354 Outercity 20 4 593 37,403 4 37 6,512 SAburban 6 0 -- -- 0 -- -- Rural 0 0 -- -- 0 Census Region

NortheasE 11 3 302 30.290 3 36 5.489 Northcentr 1 13 3 726 49.286 3 15 1.150

South 17 3 75 5,115 3 48 3,727 West 5 1 16 1.400 1 1 500 .

* As reported for all construction and remodeling neluding "on-sIte potiont care" end "0 her" which

are excluded from the NASF figures.

14,2

78
The 12 innercity and 8 outercity schools reported somewhat similar levels

of construction and remodeling. The costs of construction in outercity locales

were about 77% of the costs of the corresponding new construction at innercity

schools. The net result was a widely differing average cost per GSF of new

construction between innercity and outercity locales: the former represented

a cost of $80 per GSF; while the latter averaged $53.

As Figure 3.I.H indicates, schools of dentistry reported that more than half

(53%) of the new space was being built for the purpose of enrollment expansion, a figure equalled in both the public and private sectors. Facilities

obsolescence was not mentioned as one of the purposes of new construction

at small schools: thus, when the latter were removed from the computations,

the large and medium sized schools each showed one-fourth of their new construction to be for this purpose. The aggregate result, here, is that with

only 194000 GSF of the new construction reported to be for overofowding relief, the 459,000 NASF overcrowding need perceived as of the survey date will

be little alleviated by ongoing construction programs.

FIGURE 3.1.1-1

PURPOSES OF ONGOING CONSTRUCTION AT DENTISTRY SCHOOLS FALL, 1973

632,000 GSF

TO EXPAND

ENROLLMENT

253,000 GSF

TO RELIEVE

OVERCROWDING

123

121,000 GSF

FOR OTHER

PURPOSES

194,000 GSF TO

REPLACE OBSOLETE

SPACE
2. Sources_ of Funds for On o n Construction and Remodelln'Pro.rams

Of the 97 million dollars reported by respondents as "committed" to ongoing construction and remodeling efforts, nearly 36% was contributed by state and local

sources, (all of it to schools in the public sector) with HPEA construction

grants accounting for another 32% of the total. The remaining funds, reported

primarily by the private sector, were divided among private ("own funds")

institute borrowing, and foundations/philanthropies. Based on a grouping

of schools by control, 46% of the ongoing construction and remodeling costs

in the private sector were obtained from HPEA sources, while 27% was the corresponding figure for the publicly controlled respondents.

The attempt to reconcile the HPEA construction grant records of the Bureau

of Health Manpower (BHM) with the survey responses (see page 30 in PART 2)

was reasonably successful with the major exception of schools of dentistry.

As will be recalled, $9 million in grants to dental schools, recorded by BHM,

did not explicitly appear in the survey data. It should also be noted that

of the $97 million construction and remodeling cost reported by dental schools,

$17.5 million was unapportioned as to source. The $9 million difference (23%)

between the survey data and that of the Bureau of Health Manpower is most

probably a major constituent of the unapportioned sum; and thus the above

figures should be treated cautiously.

3. The Effects_of Onejoino Construction and Remodeling_

In terms of NASF, the net effect of ongoing construction and remodelin( would

be to increase the dental schools' inventory by 400,000 NASF, bringing their

"allocated" nonclinical instruction facilities to 2.7 million (see Table 3.1.13).

Since under 700,000 NASF of new facilities were reported as being under

consuL, Hon, and since the amount of space rented or leased decreased by

only 5,000 NASF in total, it is apparent that those new facilities constructed

for -:vlacement purposes are replacing owned rather than rented space.

12,4

80
TABLE

THE EFFECTS_OF ONGOING CONSTRUCTION AND REMODELING

ON DENTAL SCHOOLS' ALLOCATED NONCLIN CAL FACILITIES

NUMBER

OF

SCHOOLS

FALL, 1973

INVENTORY

(000 NASF)

POSTCONSTRUCTION

INVENTORY

(000 NASF)

CHANGE

IN NASF

(000)

PERCENT

CHANGE

TOTAL 46 2339 2 685 346 15

Size of School

Large 15 975 1,193 218 22

Medium 18 870 900 30 3

Small 13 494 592 98 20

Control

Public 26 1,437 1,712 275 19

Private 20 902 973 71 8

Geographic Loca e

Innercity 20 1,159 1,325 166 14

Outercity 20 931 1,111 180 19

Suburban 6 249 249 0 0

Rural 0 -- -- -- Census Region

Northeast 11 494 674 180 36

Northcentral 13 648 781 133 21 South 17 951 978 27 3

West 5 246 252 6 2 By multip ying the percentage of the GSF (under construction) reported by e- spondents to,be for replacement purposes, by the NASF of new construction,

we obtain an estimated NASF of new construction for replacement purposes. We

must compare this figure with that reported as of the survey date to see how

much of and where the needs for replacement are being fulfilled. In all,

190,000 NASF were indicated by respondents as "needing replacement": using

the computational approach described above, we obtain an estimated NASF (being

replaced) of 52 thousand NASF, 27% of the need. This percentage varies widely

for the various categorizations of schools used previously in this analysis.

Keeping in mind both the subjective nature of responses to questions concerning

"purposes of new construction" and the GSF to.NASF conversion being made,

we find that none of the private sector's 134,000 NASF need for replacement

pu poses was being.mitigated by ongoing construction programs, nor wa6.the

1 2 5

81
61,000 NASF need of the small schools being fulfilled. In fact, in the case

of the small schools (5 reported a replacement need) the remaining need represents the largest amount for any of the school sizes.

On the basis of numbers of NASF, the largest increases (50 housand) were

reported for both faculty offices and research and research training space,

followed closely by classroom space (48,000) and class laboratories (43,000).

(Of the 350,000 NASF increase, respondents failed to report the apportionment

of 118,000 NASF.)

Thirty-three of the 46 respondents reported that upon the completion of ongoing

construction and remodeling programs, 552,000 NASF were still required for

accommodation of the enrollment expected at that time. Based upon the 810,000

NASF pre-construction need, it is apparent that, in the aggredate, 32% (260,000

NASF) of the pre-construction need was alleviated by ongoing construction

and remodeling efforts as of the survey date (see Figure 3.1.1).

FIGURE 3.1.1

THE EFFECT OrONGOING CONSTRUCTION ON'PERCEIVED PRE-CONSTRUCT ON NEEDS

Total

Public

Private

Small

Medium

Large

Inner City

Outer City

Suburban

In

0 0

NASF

00

omma NENE ank

,ssmneTt.

omm

ammaw

am

1

Unmet need

126

t2kt

Portion Alleviated EM-M=";: Needed as of fall,1973

2
On the basis of room-type, the 552 00 NASF need depicted in the above figure

is distributed as shown in Table 3.1.14, below.

TABLE 3.1.14

DENTAL SCHOOLS' POST-CONSTRUCTION NASF NEEDEDBY ROOM-TYPE

NASF NEEDED

POSTCONSTRUCTION

% OF

NEED

NASF AVAILABLE AT

SCHOOLS

REQUIRING

SPACE

NEEDED

AS % OF

AVAILABLE

(1) (2) (3) (4)

TOTAL 552 100 1,200 46

Classrooms 74 13 131 56

Class Laboratories 75 14 187 40

Research & Research Training 112 20 110 102

Library 75 14 39 192

Auditoria 64 12 0

Faculty Offices 83 15 202 41 Administrative Areas 32 6 62 52

Animal Facilities 38 7 16 238

Overall, ongoing construction progrzms 'will add, on a per Student basis, 10

NASF (an increase of 8%). We find that this added square footage is apportioned in such a manner that it does not increase any given room-type by any

more than 1 NASF per student. Although the additions, on a NASF per student

basis, do not appear significan, the enrollment figures used in the denominator

of the computation were based on the respondents' projected enrollment following completion of ongoing construction and remodeling efforts. It is thus

of interest to consider the fluctuation in the enrollment figures themselves.

4. The Post Construction Student Po-ulation

Given the inherent assumptions underlying our definition of "post-construction

period", we find a seven percent increase (18.4 to 19.6 thousand) between

the FTE enrollment as of the survey date and the FTE enrollment "following

the completion of ongoing construction and remodeling". The most vigorous

growth rate was exhibited by the "small" schools (25%), with the large and

medium schools reporting aggregate growth rates of 5% and 6% respectively.

127

83
Schools of the public sector were expected to be responsible for most of

the enrollment increase (nearly 1,100 of the 1,225 students), while schools

of the Northeast census region, already accounting for more students than

any other region, expected to show the largest percentage increase (11%),

bringing their FTE count to 6,638.

It is found that, despite the fact that each categorization of respondents

reported some degree of overcrowding prior to new construction, there were

a number of cases in which the percentage of projected enrollment growth

exceeded the percentage increase in the size of the facilities inverrtory (see

Figure 3.I.J). On the other hand, the typical situation was one in which

the facilities expansion percentage exceeded the enrollment increase. From

this standpoint, the most notable cases were those of the large schools, in

which a 22% projected facilities expansion outstripped the 5% enrollment growth

factor; and schools: of the Northeast, which-showed an aggregate 36% increase

in facilities compared with the anticipated 4% enrollment increase.

20

FIGURE_3,J4_

COMPARISON -13014g0 _ONTH_IN FACILITIES_ANP GROWTH IN

ENROLO_ENT, PPE7.TO POST-CONSTRUCTION

ELPENIMMMMIIMITIII IIIENIMMIIMEMINEN1111M11

III

1111 MMEMIIMEN

Large Medium Small

SCHOOL SIZE

Pub ic Private

CONTROL

In. City Out.City Suburb

LOCALE

SPACE GRCANTH M. ENROLLMENT GROWTH

84

128
Overall, the NASF per student figures for the var ous groupings changed in the

manner shown in Table 3.I.15--in which it is apparent that few major changes

in the balance between enrollment and facilities will have occurred upon completion of ongoing construction and remodeling.

TABLE 3.r.15

FALL 1973 VERSUS POST-CONSTRUCTION NASF PER STUDENT

TOTAL

Size of School

Large

Medium

Small

Control

Public

Private

NASF PER

STUDENT

FALL, 1973

127

112

125

180

Geographic Locale

Innercity

Outercity

Suburban

Rural

Census Region

Northeast

Northcentral

South

West

147

105

121

135

128

0

111

109

160

118

NASF PER

STUDENT POST

CONSTRUCTION

137

131

123

187

157

111132

149

118

145

118

155

124

129

85

DIFFERENCE

PERCENT

CHANGE

10

19

-2

7

1 7 -2

4 10

6

11 9 14 10

-10 -8

34 31 9 8

-5 -3

6 5
D. THE_19B3 LOOK AHEAD

Twenty-two of the 46-7dental school respondents indicated plans for the construction of 1.4 million NASF of fAcilities during the period between the completion

of their ongoing construction and re=deling programs and the fall of 1983.

These programs ranged in size from 4,000 to 235,000 NASF. About 57% of this new

construction, some 810,000 NASF, would b-e built at nine schools in the private

sector; with the remaining 590,000 reported by 13 schools in the public sector.

Innercity schools indicated that-they would build 830,000 NASF ( f the 1.4

million total) as'shown Table 3.1.16.

TABLE 3.1.16

DENTAL SCHOOLS' PLANNED C0NSTRUCTI0N AND REMODELING THROUGH 19 3

REMODELING CONSTRUCTION

NUMBER

OF

SCHOOLS

NASF*

(000)

NUMBER

OF

SCHOOLS

NASF*

(000)

TOTAL 16 526 22 1,400

Size of School

Large 6 248 10 792

Medium 8 190 7 334

Small 2 88 5 274

Control

Public 8 255 13 588

Private 8 271 9 812

Geographic Locale

Innercity 8 318 10 829

Outercity 5 130 9 , 476

,Suburban 3 78 3 95

Includes on-site patient-care and "other".

Although planned remodeling was reported to a much lesser extent (530,000 NASF),

we note that as a portion of projected 1983 activity, the public sector reported

a greater ratio of remodeling to construction than did the private schools:

83% Nersus 43%. Since construction, as of the Survey date, was so much more

prevalent in the public sector than the private, it is logical that, all other

things equal, the future remodeling ratios should be as reported.

130

86
The reported purposes of the construction planned by respondents between the

end of ongoing construction efforts and the fall, of 1983 tended to indicate

that overcrowding represented the perceived priority need for most dental

schools in the toming decade, a result anticipated f-om previous discussion

.ofongoing construction.

FIGURE_3.I.K

DENTAL SCHOOLS' PURPOSES OF PLANNED CONSTRUCTION THROUGH 1983

Total

Public

Private

Small

Medium

Large

NASF

800 1000 I 0 1600

Expansion Overcrowding 2 Replacement Other

Forty-six percent of the planned construction was for overcrowding relief

(equal in both public and private schools), with 28%, 18%, and 8% representing

the estimates for enrollment expansion, replacement of obsolete space, and

other purposes, respectively.

87
Construction planned for overcrowding relief was reported as nearly equivalent

for both the large and medium-sized schools. Small schools, however, reported

expansion of enrollmen (65%) as the major purpose of construction. While

the need for facilities for enrollment expansion was the highest priority

purpose for ongoing construction in both the public (53%) and private (53%)

sectors as of the survey date, added planned construction for enrollment expansion through 1983 was much more prevalent for schools in the public sector.

To summarize the changes in dental schools' nonclinical facilities over the

10-year period 1973-1983, Table 3.1.17 presents, for the size, control, and

locale categories, the 1973, "pos-construction", and 1983 inventory and NASF

per student figures derived from respondents' projections. Since the 1983

facilities data requested did not require a distribution of space by room-type,

and since only student.head-counts were requested for 1983, the 1973 and postconstruction figures have been made comparable. All NASF figures in the tables

include "on-site patient care" and "other" facilities; and the NASF per student

figures use undergraduate and graduate headcounts rather than Full-Time Equivalents (FTE's).

TABLE 3.1.17 SUMMARY_OF DENTAL SCHOOLS' ALLOCATED FACIL TIES--1973-1983

1973 POST-CONSTRUCTION 1983 NASF NASF PER NASF NASF PER NASF NASF PER

(000) HEADCOUNT STUDENT (000) HEADCOUNT STUDENT HEADCOUNT STUDENT TOTAL 4,203 18,477 227 4,831 19,701 245 6 75 21 652 294 Size of School

Large 1,768 8,768 202 2,103 9,170 230 2,832 9,853 287 Medium 1,541 6,955 222 1,629 7,361 221 2,103 7,884 267

Small 394 2,754 325 1,094 3,170 345 1,440 3,915 363

Control Public 2,644 9,849 268 3,036 10,935 282 3,836 12,443 308 Private 1,559 8,628 181 1,745 8,766 199 2,539 9,209 276 Geographic Locale

Innercity 2,065 9,619 215 2,417 10,123 239 3,413 11,198

Outercity 1,697 6,912 246 1,973 7,476 264 2,347 8,154 288 Suburban 441 1,946 227 441 .2,102 210 615 2,300 267 132

88
E. THE FALL. 1973 INVENTORY OF CLINICAL INSTRUCTION RESOURCES

1. De_s_cliiption

a. Clinical Facilities

Most of the clinical affiliates used by dental schools offered both

outpatient and inpatient care facilities: Only 5 of these 60 facilities

did not offer outpatient care; while only 16 did not offer inpatient

care. The smaller porti n of the clinical training resource, in terms of both

facilities and pa lent contact, was that associated with inpatients.

Clinical affiliates of dental schools offered nearly 4,500 inpatient

beds (with an average patient load of under 2,200), most of them to large

schools of the private sector. Inpatient contact was not reported as

occuring in "on-site patient care" facilities, which are defined as "those

areas (designed for patient contact) which are integrated into the nonclinical instruction facilities of a health profession school".

With respect to ambulatory care, the mainstay of dental students' clinical experience, clinical affiliates reported 350 examining rooms (with

over 800 patient stations): for the purposes of respondents' teaching,

476,000 patient visits per year (assuming the 1972 activity level) were

made to these ambulatory care facilities, 72% of them in innercity locales.

On average, each patient station was thus used for teaching purposes just

under 600 times per year.

Forty-four "on-site patient care" clinics were reported by the 46 responding dental schools. Over 2,800 examining and treatment rooms (9,500 patient stations) were reported, as well as a traffic of -2.57 Million outpatient visits per year. The tbical patient station was used foran

ayerage of 271 visits per year for training purposes, 229 in the publicly

controlled school's, and 332 for schools in the private sector.

133

89
Table 3.1.18 summarizes the relationship be ween FTE enrollment at dental

schools and the ambulatory patient teaching resources represented by "onsite" clinics and clinical affiliates.

TABLE 3.1.18

DENTAL SCHOOLS' FTE ENROLLMENT VERSUS CLINICAL TEACHING RESOURCES

FTE

ENROLLMENT

OUTPATIENT

VISITS

(MILLIONS)

AMBULATORY

PATIENT

STATIONS

OUTPATIENT

VISITS PER

STUDENT

AMBULATORY

PATIENT

STATIONS

PER STUDENT

TOTAL 18,410 3.05 10 3 166 .56

Size of School

Large 8,724 1.34 4,978 154 .57

Medium 6,935 1.16 3,790 166 .55

Small 2,751 .55 1,537 199 .56

Control

Public 9,795 1.45 8,915 148 .91 Private 8,615 1.60 4,390 186 .51 --= Geographic Local

Innercity 9,570 1.58 5,643 165 .59

Outercity 6,894 1.10 3,668 159 .53

Suburban 1,946 .37 994 189 .51 Since "on-site patient care" (OPC) facilities are such a significant centribution to the clinical resources of dental schools, it is of interest

to consider their status in some depth. We find that respondents reported

1.21 million NASF of OPC facilities (66 NASF per student), 29% of the

overall physical plant considered allocated to (controlled by) dental

schools. Eighty-two percent of this spaee was_cphsidered satisfactory,

although schools in the Northeast and Western Regions were well below

this average (see Table 3.I.19)

131

90
TABLE

DENTAL SCHOOLS' INVENTORY OF ON-SITE PATIENT CARE FACILITIE5-FALL: 197

NUMBER OF

FACILITIES

NASF

(000 )

NASF PER

STUDENT

NASF

SATISFACTORY

(000)

PERCENT

SATISFACTORY

TOTAL 44 1 209 66 990 82

Size of School

Large 14 488 56 379 78

Medium 17 484 70 388 80

Small 13 237 86 223 94

Control

Pubiic 26 776 79 669 86

Private 18 433 50 321 74

Geographic Locale

Innercity 20 611 64 484 79

Outercity 19 470 68 380 81

Suburban 5 128 66 126 98

Rural 0

Census Region

Northeast 8 187 42 127 68

Northcentral 13 420 71 371 88

South 16 486 82 422 87

West 5 116 56 70 60

Respondents indicated a need for 414,000 NASF of OPC facilities, 59% of

which (244,000 NASF) would be for relief of overcrowding. The remaining

need (170,000 NASF) would be for replacement of part of the 219,000 NASF

considered unsatisfactory for program purposes as of fall, 1973 (see

Table 3.1.20).

1 3

91
TABLE_ 3.L20

DENTAL SCHOOLS VRCEIVED NEEDS FOR ON-SITE PATIENT CARE FACILITIES - FALL_,_ 1973

SCHOOLS

WITH A

NEED FOR

OPC

FACILITIES

OPC

FACILITIES

NEEDED

(OCO NASF)

OPC NEED

AS % OF

TOTAL NEED

OPC NASF

NEEDED PER

.STUDENT

% OF OPC

FACILITIES

NEED TO

RELIEVE

OVERCROWDING

TOTAL 24 414 29 22 59

Size of School

Large 8 161 24 18 37

Medium 9 208 39 30 72

Small 7 45 24 16 78

Control

Public 11 263 32 27 51 Private 13 151 26 18 74

Ge graphic Locale

Innercity 10 163 33 17 55

Outercity 12 232 28 34 62

Suburban 2 19 25 10 58

Rural 0 0 -- Census Region

Northeast 7 138 31 31 69

Northcentral 6 114 26 19 30

South 9 146 31 25 59

West 2 16 25 8 50

Nonclinical Facilities in Clinical Areas

The 200,000 NASF of nonclinical instruction facilities used by dental

schools in owned and major affiliated hospitals and clinics represented

less than a 10% adjunct to the nonclinical instruction facilities "allocated" to these schools. Of the 60 hospitals reported, 32 made such

facilities available for academic purposes (see Table 3.1.21).

136

92
TABLE1 I'21:

DENTAL SCHOOLS' NONCL NICAL FACILITIES IN:CLINICAL AREAS

ASF

(000)

PERCENT OF

TOTAL NASF

TOTAL 200*- 100*

Classrooms 14 7 Class Laboratories 6 3

Research & Research Training 10 5

Library 36 18

Auditoria 88 44

Faculty Offices 8 4

Administrative Areas 6 3

Animal Facilities 10 5 * Sum of individual figures is not total since a number of clinics

failed to report the distribution of the available NASF for

non-patient contact training.

The "distribution profile" of non-clinical facilities in clinical areas

indicates that, for the relevant hospital subsample as a whole, auditoria

represent the largest element relative to other room-types, accounting

for 44% of the NASF reported. Library facilities are the next most

visible use to which the non-clinical instruction facilities in clinical

settings are put, representing 18% of the distribution profile. Following

the classroom percentage (7%), the remaining room-types vary between

3% and 5% of the total.

As will be recalled, 4 schools of dentistry fell into the "revised"

curriculum category chosen by the researchers. It is interesting to

note that the 26 and 6 hospitals associated with the "classical" and

"revised" curriculum-type schools, respectively, have somewhat different

space distribution profiles. The greatest distinguishing difference

is found with the fact that the "revised" schools have access to approximately four times the classroom, class laboratory, and administrative

space (as a percentage of the total NASF available to them in clinical

areas) than do those schools whose curricula are considered "classical".

1 3

93
2. Ade uac of Nonclinical Facil ies in Clinical Affiliates

Condition

--Fall, 1973

Respondents reported that approximately 80% 160,000 NASF) of the current

inventory of non-clinical instruction facilities in clinical settings

were "satisfactory for program purposes". Of the remaining 20%, just

under half (44%) needed remodeling, while the remainder, some 20,000

NASF, required replacement. Schools in the public and private sectors

reported essentially the same "percent satisfactory", but for the re- maining space, the private sector indicated that remodeling was the key

need (14,000 NASF), while the public sector perceived a replacement requirement of 14,000 NASF.

b. Instructional Facilities Needed in Clinical Settings

Only 21 of the 60 clinics reported a need for additional nonclinical facilities. These institutions represented 35% of dental schools' inventory of nonclinical instruction facilities 'in clinical areas. Excluding

the effects of ongoing construction and remodeling as of the survey date,

107,000 NASF were perceived as needed, with 34% of this figure needed

for overcrowding relief. While the NASF needed represents 149% of the:

NASF currently available, this percentage var4es greatly as we analyze

each of the room types delineated by the survey instrument. In the aggregate, reSPendents wished to more than quadruple the available square

footage of faculty offices, and treble the available administrative. areas.

Large expansions were also desireor research and research training

NA space (175%) classrooms (133%), and?class laboratories (129%).

138

94
FIGURE: 3. I.L

COMPARISONFOrNASF AVAILABLE-WITH NASF-NEEDED NONCLINICAL

_INSTRUCTION-FACILITIES IN CLINICAL AREAS-FALL 1973

3

2

... _.:

:

. 16 .,

: .-::'.-

!.

,

. ...1;/ v.--::-

... .

12

B

..,:.-- e_ ,

. z

.. -:

.-_ I -,..-,

. - a. _.-,-- ::-

--:7- z

-.., 1 , I 7 ._

. 4 V

CRM CLB RES LIB AUD FAC ADM AML

Available at hospitals having a need Needed

The lowest priority items reported were those of animal facilities and

library space, and even here, both were indicated as requiring an additional 60% (approximate) expansion over that NASF already available.

Relative to the size of the overall need, 24% was attributable to the

need for faculty offices; 17% was earmarked for auditoria, and 15% would

be for the expansion of classroom space: .

139

95
ONGOING CONSTRUCTION'AND'REMODELINGAND THETO TCONSTRUCTION INVENTORY OF

INSTRUCTION,FACILITIWIN'CLINICAL'AREAS

1. Extent

Nine_ of_the_ 60 hospitals and clinics associated-with-the-46 respondent-schools

of dentistry indicated that, as of the survey date, they were involved in

500,000 GSF of new construction and 110,000 NASF of major remodeling. The

total cost of this new construction and 'remodeling, nearbi $31 million, was

primarily being spent by the public sector (87%). OVer 80%,of the new construction actually related to only 1 hospital.

TABLE 3.1.22

OVERVIEW OF DENTAL SCHOOLS' ONGOING CONSTRUCTION AND REMODELING OF

INSTRUCTIONAL FACILITIES IN CLINICAL SETTINGS--FALL 1973

NUMBER OF

CLINICS

REPORTING

GSF (000) OF

NEW

CONSTRUCTION

COST ($000)

OF NEW

CONSTRUCTION'

NSF OF

REMODELING

(000)

REMODELING

COST

($000) , TOTAL 9 480 29 356 0.-- 11 1,366

Sfie-of SChool

Large 4 43 :2,890 1 7 Medium 4 43 3,600 10 1,359

Small 1 394 22,866 0 0

Control

Public 6 423 25,226 11 1,366

Private 3 57 4,130 0 0

Geographic Locale

Innercity 7 80 6,130 11 1,366

Outercity 1 6 360 0 0

Suburban 1 394 22,866 0 0

Rural 0

Census Region

Northeast 3 431 25,396 0 0

Northcentral 2 6 360 1 7 South 4 43 3,600 10 1,359

West 0 0 0 0 0

140

96
Fifteen on-site patient care facilities were also undergoing construction or

major remodeling as of fall, 1973. These programs represented over 30% of

the dental schools' construction and remodeling of "allocated" instructional

space (see Table 3.1.23).

TABLE 3.1.23

ONGOING CONSTRUCTION AND REMODELING OF DENTAL SCHOOLS'

ON-SITE PATIENT CARE FACILITIES--FALL, 1973

NUMBER OF

CONSTRUCTION

PROGRAMS

FOR OPC

FACILITIES

NASF OF OPC

FACILITIES

BEING BUILT

(000)

NUMBER OF

REMODELING

PROGRAMS

FOR OPC

FACILITIES

NASF OF OPC

FACILITIES

BEING

REMODELED

(000)

TOTAL 7 205 8 60

Size of School

Large 3 124 1 13

Medium 2 35 , 5 43

Small 2 46 2 4

Control

Public 5 137 4 35

Private 2 68 4 25

Geographic Locale

Innercity 5 103 3 41 Outercity 2 102 5 19

Suburban 0 -- 0 --

2. Sources of Funds for On in Construction and Remodelin P-o rams in

Clinical_Affillates

Of the 31 million dollars reported as "fully authorized" for ongoing construction and remodeling efforts, 12% was obtained through borrowing, with state and

local funds contributing 54% of the total. Federal sources, including HPEA

construction grants, represented the remainder. The state and local funding

of construction in the private sector (24% of the total) was a marked increase

_from the 0% for the "allocated" non-clinical facilities construction: however,

it must be recognized that with only $4.1 million being spent by the private

sector, the dollars involved here are $1 million all told.

141

97
The Effects ofOngoing_construction andRemodeling of InStruction_Faciiities_in Clinical-Settings

The ongoing-constrüction and remodeling at dental schools' clinical affiliates

will result in the addition of 115 teaching beds to the 4,450 teaching bed

inventory of,these hospitals. In addition, the-programs will result in the

addition of 302 ambulatory patient station.s which represents a 37% increase..

in. the 811 such stations reported to be used by dental schools as of the fall

of 1973.

TABLE 3.1.24

CLINICAL FACILITIES RESULTING FROM DENTAL SCHOOLS'

ONGOING CONSTRUCTION AND REMODELING--FALL 1973

IN- STITUTIONS

ADDING

BEDS

BEDS

TO BE

ADDED

RESULTING

NUMBER OF

BEDS

INSTITUTIONS ADDING EXAM

ROOM STATIONS

STATIONS

TO BE

ADDED

RESULTING

NUMBER OF

STATIONS

TOTAL 4 115 4,570 8 302 1,113

Size of School

Large 1 90 3,714 4 87 649

Medium 2 19 826 3 65 227

Small 1 6 30 1 150 237

Control

Public 2 10 173 5 220 495

Private 2 105 4,397 3 82 618

Geographic Locale _-

Innercity 3 109 3,759 6 136 774

Outercity 0 -- 527 1 16 166

Suburban 1 6 284 1 150 173

With regard to.nonclinical instruction facilities, the net effect of ongoing

construction and remodeling in dental schoolS' clinical affiliates will be

to add 42,000 NASF (21%) to the inventory:that existed as of fall, 1973.

On a percentage basis, this increase most impacts the clinics associated' wi h

"medium-sized" schools, for whom it represents a 54% addition. Along these

,same lines, schools in the public sector anticipated adding 40% More space

through ongoing construction programs than previously existed: from 83,000

98

A 0
NASF, the post-construction inventory of nonc1ini61 facilities in-clinical

areas was expected to rise to 116,000 NASF. Schools of the private sector

reported that their clinical affiliates would add 9,000 NASF (an 8% increase

over the fall, 1973 inventory of 117,000). Table 3.1.25 summarizes the effects

of ongoing construction and remodeling programs on both the nonclinical instructional space available at clinical affiliates' sites and the on-site patient

care facilities integrated into dental schools "allocated" facilities.

TABLE_3$.26

_ EFFECTS OF ONGOIN CONSTRUCTION AND REMODELING ON CLINICAL TEACH NG RESOURCES -

FALL, 1973

INVENTORY

POST-CONSTRUCTION

INVENTORY

PERCENT

CHANGE

NONCLINICAL fACILITIES

N CLINICAL

AREAS

NASF)

ON-SITE

PATIENT

CARE

FACILITIES

(000

-NASF)

NONCLINICAL FACILITIES

IN CLINICAL

AREAS

(000

NASF)

OPC

FACILITIES

(000 NASF)

NONCLINICAL FACILITIES

IN CLINICAL AREAS

OPC

FACILITIES

TOTAL 200 1 209 242 1- 1 21 11 Size of School

Large

Medium

Small

136

59

5 488

484

237 '

146

915 565

520

266

754

0

16

712

Control

Public

Private

83

117

776

433

116

126

852

499

40

8

10

15

Geographic Locale

Innercity

Outercity

Suburban

131

5118

611

470

128

148

76

18

.695

528

128

13

49

0

14

12

0

It should also be noted that followi g the completion of ongoing construction

and remodeling efforts, 247,000 NASF of on-site patient care facilities Were

still needed by 18 of the Nation's dental schools, 60% of them by 8 schools

in .innercity locales. The distribution and relative magn tudes of this need

are displayed in Table 3.1.26.

143
'TABLE-3

PO T-CONSTRUCTION NEED FOR ON-SITE PATIENT CARE-FACIL 7 ES

NUMBER OF

SCHOOLS

REPORTING

A NEED

NASF (000)

NEEDED

AMOUNT OF OPC

AVAILABLE,

"POSTCONSTRUCTION"

(000 NASF)

PERCENT

INCREASE

NEEDED

COL 2 X 100

TOTAL 18 247 1 351 18 Size of Schoo

Large 6 82 565 15 Medium 8 146 520 28 Small 4 19 266 7 Control

Public 7 99 852 12 Private 11 148 499 30

Geographic Locale

InnercitY 8 156 695 22

Outercity 8 72 528 14

Suburban 2 19 128 15.

144

100
THE 1983 Lopi< AHEAD FOR CLINICAL FACILITIES

Only 5 of espondents' clinical aff liates indicated a planned construction

program for the coming decade. Of the 700,000 NASF to be constructed (including

patient care ;areas), the percentage to be applied to overcrowding relief is

nearly twice,that for either enrollment expansion or replacement of obsolete

space. Mostibf this construction (88%) will be performed by the schools in

the public sector: it will, moreover, be situated almost entirely in innercity and outercity locales.

145

101
NEW DENTAL SCHOOLS

current Inventor of N nclinical'InstrUction'Facilities

The seven new respondent schools of dentistry, serving 136 students, controlled

107000 NASF as of the survey date, 23,000 NASF of it rented, and the remaining 84,000,NASF owned or leased on a very long-term. basis. Eighty-two percent

of this space was considered satisfactory for program purposes, while 10%

(11,000 NASF) required remodeling and the remainder (8,000 NASF) needed replacement (see Table 3.1.27).

TABLE_ 3,.I!27

NEW DENTAL SCHOOLS' INVENTORY_OF NONCLINICAL INSTRUCTION

FACILITIES--FALL, 1973

NUMBER

OF

SCHOOLS

TOTAL

NASF*

NASF

OWNED

NASF

RENTED

NASF SATISFACTORY

NASF

NEEDING

REMODELING

NASF

NEEDING

REPLACE

MENT

_TOTAL 7 107 84 23 88 11 8

Control . Public 6 93 70 23 74 11 8

Private 1 14 14 0 14 0 0

Geographic Locale

Innercity 24 24 0 24 0 0

Outercity 6 83 60 23 64 11 8

Census Region

Northeast 1 14 14 0 14 0 0

Northcentral 1 42 42 0 31 11 0

South 4 43 24 19 39 0 4

West 1 8 4 4 4 0 4

All square footage figures are in thousands.

2. On_goin4 Construction and _Remodeling

Five construction programs and three remodeling-programs were reported by six

of the seven new dental schools. Representing a total expenditure of nearly

$58 million, the construction programs, in particular, were wholly conceived

for the purpose of enrollment expansion. With HPEA construction grants account1 46

102
ing for 44% of the total expenditure, state and local funds represented 27%

of these programs' cost with borrowing accounting for another 23%. Responden s

did not report the sourees of two-thirds of the remaining $3.5 million.

TABLE 34.28

OVERVIEW OF NEW DENTAL SCHOOLS_' ONGOING CONSTRUCTION

AND'REMODELINGFALL. 1973

NUMBER OF

SCHOOLS WITH

CONSTRUCTION

OR REMODELING

GSF OF NEW

CONSTRUCTION

(000)

CONSTRUCTION

AND REMODELING

COST ($000)

TOTAL 6 1 133 57 702 . Control

Public 5 1,094 55,141

Private 1 39 2,561

Geographic Locale

Innercity 1 187 10,7.50

Outercity 946 46,952

3. in Construction and Remodelin_ at New Dental Schools

Upon completion of ongoing construction and remodeling efforts, the cbntrolled

inventory of nonclinical instruction facilities will have been increased to

514,000 NASE, and all of the facilities rented as of fall, 1973 will have been

abandoned. The FTE enrollment of graduate and undergraduate dental students

will have increased to 1,233, most of this increase occurring at publicly controlled, outerclty schools in the Southern Census Region. No post-construction

facilities needs were expressed by the respondents, although 3 schools lndi-

_cated that 51,000 NASF of new construction were planned for completion by 1983,

almost eitirely for enrollment expansion purposes.
II. SCHOOLS OF MEDI _NE

INTRODUCTION

Medical schools are very complex organizations with multiple functions. They

are concerned not only with medical education, but also with the development

of new knowledge through research, and the provision of health care services

as a necessary adjunct to clinical teaching. Within the general category of

medical education, schools are involVed to varying degrees in undergraduate

training, postgraduate specialty training, and contiOuing education. The

level of activity in each of these general areas has a major impact on the

amount and type of space required by-the medical school.

Additional factors that significantly affect space needs at medical schools

are (1) the organizational setting of the school, such as free standing or

academic health science center; (2) the types of programs emphasized, such

as primary care with requirements for outpatient facilities; and (3) the . types of inter-organizational arrangements which have been developed, such

as affiliation_agreements.

Data from the 8 new medical schools that responded to the survey were not

included in the Sample of schoolS analyzed in this chapter because a picture

of the planned relationship between students and facilities could not be established: facilities were in various stages of development, and the full . student body had not been enrolled. Consequently the new school data were not

comparable with data from established:schools. Similarly, data from 6 twoyear schools of medicine have been excluded from the analysis because the full

clinical component was missing.

We find that a number of schools are beginning to implement curriculum structures which introduce the student to direct patient contact at earlier points

in his educational experience than has historically been the case. With the

advent of such curricula, it is hypothesized that the usage of educational facilities will change (if not the physical facilities configuration itself)

The nature of the data gathered in the current survey eff6rt leods itself to

104

148
the testi g of this hypothesis. Each school was assigned to one of two curriculum types designated by the researchers as "classical" and "revised". Determination of which schools fell into which category WAS based upon the proportion

of student hours spent by a typical student in classroom or class laboratory

space during the first two years of his medical education. The "classical"

curriculum type was defined to be one in which the student spent upward of

80 percent of his time in classrooms and class laboratories during the first

half of his academic experience (using as a denominator, the total time he

spent in classrooms, class laboratories, and clinical areas). The "revised".

curriculum was one in which this percentage was below eighty percent, thereby

implying heavier integration of the clinical teaching component during earlier

periods of the educational process. As of the fall of 1973, fifteen schools

of medicine fell into the "revised" curriculum category.

For reasons which have previously been described, the individual schools were

also grouped according to the, size of their FTE (full-time equivalent) undergraduate.and graduate enrollment. While, in the broadest sense, the distribution of the schools among the "large", "medium", and "small" categories was

arbitrary, this distribution was performed after viewing a display (see Figure

3.11.A) of all the enrollment figures, and selecting as the enrollment ranges

for each size category, the "natural" (graphically speaking) grouping of the

schools. The result of this procedure was to define the three respective

groups as follows:

Small 0-400 FTE

edium 401-700 FTE

uarge Above 700 FIE

149

105
FIGURE 3.II.A

DISTRIBUTION OF MEDICAL SCHOOL ENROLLMENT, FALL, 1973

(UNDERGRADUATE AND ORADUATE_FTE)

XXX XXX

XXX XXX

XXX XXX

XXX XXX XXX

XXX XXX XXX XXX

XXX XXX XXX XXX

XXX XXX XXX XXX

XXX XXX XXX XXX XXX XXX

XXX XXX XXX XXX XXX XXX

XXX XXX XXX XXX XXX XXX XXX

XXX XXX XXX XXX XXX XXX XXX XXX

XXX XXX XXX XXX XXX XXX XXX XXX

XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX

XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX XXX

---I---I---I

LOW* *HIGH

. 154 MEAN . 1,571

One Interval m 78.5500 students

In sum, the analytical data presented in this chapter represent a composit of

numerous factors and influences, some of which' were sorted out by size of

school, control, locale, "curriculum type", and so on. However, the full range

of parameters necessary for an in-depth analysis was not considered due to time,

manpower, and dollar constraints. For this reason, we feel it is inappropriate

to in any way apply data from this study as "norms" or to so characterize the

. observed averages and ranges.

Sumary Table 3.11.1 below indicates the medical schools' response rate to

this survey, and through a successive series of subtractions from the full

universe of medical schools, develops the attribute structure for those schools

ultimately used in the analysis to follow.

150

106
TABLE 3. 11.1 RESPONSE RATE _FOR SCHOOLS OF MEDICINE

SCHOOLS OF: MEDICINE

NUMBER

OF SCHOOLS

IN UNIVERSE

NON-RESPONDENT

RESPONDENTS

(NO. 1 - NO.2)

'NEW OR 2-YEAR

SCHOOLS

RESPONDING

BTULISHED

RESPON- DENTS

4)

NON-SUBSTANTIVE

FORMS

ESTAB. SCHOOLS

RE- SPONSES USED IN ANALYSIS

ANALYZED

SCHOOLS

AS A % OF ESTABLISHED

UNIVERSE

(7/(1-2a-4))

NEW OR

2-YEAR

SCHOOLS

ESTAB- LISHEO

SCHOOLS

TOTAL

(#2a+

#2b)

#1 #2a #2b #2c #3 #4 #5 #6 _ #7_ ag TOTAL 114 3 1 16 98 13 84 4 81 83

Large

Medium

Small

18 5442

00

3

18

4

18

7

1746

35

00

13

1746

21

0

2

2

17 44

20

94

8177

Public

Private

6846

2

1

6

7

88 60--

38

112

4935

22

47

34

85

79

Innercity

-Outercity Suburban

Rural

329

1

Classical

Rèvlse4

66

15

Northeast

Northcentral

South West

30

3038

16

1

1

10

3

23

5

4

34

5

6

, 2734

11

54

2

23

2230

12

10

23

2029

9 64 151

107
B. INVENTORY OF NONCLINICAL FACILITIES CONTROLLED BY RESPONDENTS FALL, 1973

Description of Facilities

Table 3.11.2 sketches the established medical schools' physical facilities

inventory as of the survey date. Recalling the discussion of Sect,ion 2.II.A,

our analysis deals .primarily with item 7, Net Assignable Square Footage of

space controlled by (allocated to ) respondents, excluding "on-site patient

care" and "other" facilities.

TABLE 3. 2

NONCLINICAL FACILITIES INVENTORY OVERVIEW, SCHOOLS OF MEDICINE, FA L 1973

1. Number of Schools 81 2 Owned GSF* 34.4

3. Owned NASF* 21.5

4. Rented/Leased NASF* 1.4

5. Total NASF* (owned or rented) 22.9

6. Less "On-Site Patient Care" and "Other" 5.2

7. Total NASF of Nonclinical Instruction Space 17.7

In millions.

Only one school- _eported no allocation of nonclinical facilities, evidently

obtaining alI such facilities from a "parent institution". The largest reported inventory was just over .5 million NASF, with the mean cOnfiguration

at .219 million. The bulk of these facilities were owned or leased on a

long-term basis (94%). Shorter-term rentals accounted for 6% of the controlled

space.

152

108
TABLE 3._1.1_.3

MEDICAL SCHOOLS' INVENTORY OF "ALLOCATED" NONCLINICAL FACILITIES

NUMBER

OF

SCHOOLS

TOTAL

INVENTORY

(000 NASF)

OWNED

NASF

(000)

RENTED

NASF

(000)

AVERAGE PER

SCHOOL

(000 NASF)

TOTAL 81 17,705 . 16,640 1,065 219

Size of School

Large 17 4,464 4,290 174 263

Medium 44 10,337 9,630 707 235

Small 20 2,904 2,720 184 145

Control

Public 47 9,555 9,014 541 203

Private 34 5,150 7,626 524 240

Geographic Locale

Innerclty 39 8,020 7,575 445 206

Outercity 32 7,933 7,412 581 248

Suburban 9 1,644 1,599 45 183

Rural 1 108 54 54 108

From Table 3.11.3, we find a tendency toward slightly smaller facilities configurations in the public sector than in the private sector (203 versus 240

thousand NASF per school). This tendency is hypothesized to be due in part

to the greater availability,of "joint-use" facilities in the,often multi-school

. setting of the publicly controlled university.

The schools' distribution profiles (f.e., the percentage of space classified

as "classroom", "class laboratory", etc.) are, with few exceptions, relatively

constant for various groupings of medical schools, Figure 3.11.8 reflects

these percentages for the 80 established respondents who reported allocated

space:

153

109
FIGURE 3._IJA

NONCLINICAL SPACE DISTRIBUTION PROFILE FOR RESPONDENT MEDICAL SCHOOLS

FALL, 1973

45

35

30

25

20

15

10

5

CLASS CLASS RESEAW LIB7 AUDI- FACULTY AUM N ANIMAL

ROOM LAB CH & RT RARY TORIUM OFFICES FACILIT'S

The 7.7 million NASF of research and research training space (43.8% in the

above figure) reflects the medical schools' commitment to both research and

the education of students in research and related pursuits.

In comparing "classical" and "revised" curriculum-type schools, the "revised"

schools reported a lesser portion of space devoted to classrooms and class

laboratories than classical schools (11.5 versus 17.7%). It is postulated

15t

110
that the earlier introduction of the clinical teaching component inherent

in the "revised" approach helps balance the need for classrooms over the length

of the education program, and, thus, reduces the classroom space requirement

relative to that for a "classical" curriculum.

NASF per student station and per room as well as stations per room are shown

in the following table:

TABLE 3._11.0

MEDICAL SCHOOLS: MEAN NASF _PER ROOM AND STUDENT STATION

FALL 1973

ROOM TYPE

# NASF

(000) # ROOMS

NUMBER

STUDENT

STAtIONS

NASF*

PER

ROOM

NASF* PER

STUDENT

STATION

STUDENT,

STATIONS

PER ROOM

(1) 2 4) (5) (6)

Classrooms 896 1,122 55,425 801 16 49

Class Laboratories 2,025 1,941 40,204 1,043 50 21 Res.& Res. train. 7,762 26,087 15,396 275 267 1 Library 1,158 -- 13,043 -- 82

Auditoria 303 90 22,522 2,867 11 250

Faculty Offices 2,392 14,891 ..., 158 .

Administrative Areas 1,930 -- -- -- -- Animal Facilities 1,242 -- ,-- Values may appear somewhat small due to computational approach. In column

1,total 'NASF is displayed, regardless of whether number of rooms and student stations were reported. In computing the ratio of NASF per room or

NASF per stationom included in the calculation only those schools reporting the number of rooms or stations. Thus, the numerator actually used in

the formula, is occasionally smaller than that printed in columni, but the

NASF per room and station figures are a better indication of the actual

means.

111
The individual training sessions characterizing the use of research training

space are obvious from Table 3.11.4, with a reported average of almost exactly

1 student station per room.

In analyzing the number of classrooms and'laboratories by size and type, the

data validated respondents' verbal indications that in the interests of better

space utilization, the special purpose class laboratory was becoming less

popular than the general purpose and perhaps -- multi-purpose or multi-disciplinary laboratory. We note the changing portion of special-purpose laboratories as we move,from the "space-at-a-premium" situation in innercity locales

(13% special-purpose laboratories) to the less constrained suburban schools

(50%).

TABLE 3.11.5

MED CAL SCHOOLS' DISTRIBUTION OF CLASSROOMS AND CLASS LABORATORIES

FALL, 1973

NUMBER

OF

SCHOOLS

CLASSROOMS CLASS LABORATORIES

SPECIAL PURPOSE

CLASS LABORATORIES

TOTAL

NUMBER

AVERAGE TOTAL

NUMBER NUMBER

AVERAGE

NUMBER

TOTAL

NUMBER

AVERAGE

NUMBER

TOTAL 81 1 92 15 1 540 19 364 4

Size of School

Large 17 304 18 495 29 45 2.6

Medium 44 689 16 800 18 195 4.4

Small 20 199 10 245 12 124 6.2

Control

Public 47 588 13 884 19 255 5.4

Private 34 604 18 656 19 109, 3.2

Geographic Locale

Innercity 39 506 13 746 19 109 2.8

Outercity 32 563 18 668 21 144 4.5

Suburban 9 107 12 113 13 111 12.3

Rural 1 16 16 13 13 0 0.0

Curriculum Type

Classical 66 975 15 1.253 19 280 4.2

Revised 15 217 14 287 19 84 5.6

156

112
2. The Student Population Usi_ng the_ Current Inventory

As of the start of Academic Year 1973-74, the 81 medical schools indicated

a total FTE enrollment of undergraduate and graduate students (exclusive of

interns and residents) of 45,514. The largest school among these respondents

reported 10 times the enrollment exhibited by the smallest: 1,571 versus 154

FTE students. There were 50% more students reported by the public sector than

by the privately controlled schools, and an even greater percentage of graduate

students (80%) reported by the public schOols over the private sector. As

can be seen in Table 3.11.6, over half of the medical students reported were

situated in innercity locales.

TABLE 3.11.6

MEDICAL SCHOOL FTE ENROLLMENT

FALL, 1973

NUMBER

OF

SCHOOLS

TOTAL

FTE ENROLLMENT

FTE UNDERGRADUATE

ENROLLMENT

FTE

GRADUATE

ENROLLMENT

AVERAGE

FTE PER

SCHOOL

FTE GRADUATES PER

SCHOOL

TOTAL 81 45 514 38,436 7 078 _ -_562 87

Size of School

-----1- Large 17 15,206 12,374 2,832 894 167

Medium 44 24,119 20,468 3,651 548 83

Small .

. 20 6,189 5,594 595 309 30

Control

Public 47 27,478 22,927 4,551 585 97

Private '34 18,036 15,509, 2,527 530 74

Geographic Loca e Innercity 39 24,818 21,319 3,499 636 90

Outercity- 32 16,984 13,857 3,127 531 98

Suburban 9 3,317 2,962 355 369 39

Rural 1 395 298 97 395 97

Curriculum Type

Classical 66 38,220 31,784 6,436 579 98

Revised 15 7,294 6,652 642 , 486 43

157

113
Adeqaçy of the Fall 1973

a. Condition

nventor- of Noriclinical Instruction Facilities

A total of 15.3 million NASF (86%) of the 17.7 million NASF of non-clinical

facilities allocated to medical schools were reported as "satisfactory

for program purposes". Of the remaining 2.4 million NASF over 1.3 million

were reported to require replacement (prior to the ameliorating effects

of existing construction programs) and 1.1 million could be brought to

a satisfactory state through remodeling. One respondent indicated that

his entire facility required replacement. Figure 3.II.0 illustrates

the distribution of space among the three conditions deftned bY the su:-

vey instrument.

Large

Medium 0

0 Small

Public

Private

Inner City

Outer City

SUburban

Rural

FIGURE 3.II.0

'MED_MAL SCHOOLS' PEI10EIVED CONDITION OF SPACE, FALL 1973

NASF (Thousands)

2 3 4 5 9 10 lUUUiUUiUuiiiUIi 111MIIIIMIN IT

tA4j4L41.44!hmr311:-

r?FmTP.

...... 1111111111.11

111111111112

-7777177777777777753-

"ra77177171-.E..i.Em.:.

00iiii1"6110 liml.RgiIrmo!wimil!!!!!*i

.... ..... MUM' MEM

111111111111filliall1111111M.

.11111111111111111111111111111111111111

111111111111111111111111111111111111111111111ME111111

1111111.1111111.111111MEM11111111111111111111111111

Satis ac ory EI Needs Remode ing

158

114

Needs Replacement
Wm

1.1 iy,

tr to

hoo

sc- ct

rePV

otgion'

-(\dent population was divided according to "locale of school",

space reported as "unsatisfactory" by inner-city schools was

decreasing over outer-city, suburban, and rural, respective-

, and 0 for the single rurally situated school. As opposed

average of 4.6% for non-inner-city schools, inner-city

ed that nearly 11% of their current facilities required

ategorization of schools according to census region indireplacement need was greatest in the Southern census reTP- unsatisfactory space was found to vary strongly with

size p dent enrollment. The portions of unsatisfactory space

f0 s1j medium, and large schools were 7%, 12%, and 24%, respec10 empting to gain insight into the high percentage of unsatt . p Wave) 1 at the larger schools, analysis of the condition of space

ows that 69% of these schools' auditoria were not conside,ed ry, (as opposed to under ten percent unsatisfactory for . sTov

a 1 1tr 1al school respondents); and over 35% of the larger schools'

fo° e required either remodeling or replacement. While these

,0( k -eeded the 24% mean, auditoria and faculty offices accounted

Onl

'for 0 I' the larger schools' total inventory. It may thus be

callc kb with the above two exceptions, the problem of unsatisfactorY d1d was prevalent over all room types in the larger schools.

fletlj 6clinical Facilities as of Fall, 1973

wr1 l:4 1cant por ion of the nonclinical facilities needs as of

1\/ will be reduced by the ongoing construction and remodelito

e

. 'r respondents, it is useful to know respondents' perceptions

9 pf1sting need for space exclusive of such reduction. Presum-.

is the baseline facilities data the most accurate, but

Per6

facilities needs as of the survey date were based upon

_perience rather than upon experience yet to come. As ()edge of the fall, 1971 availabilities of (and needs for)

lAs us our most accurate insight into the proposed facilities

'felt by each respondent to be necessary for satisfactorily

iis existing enrollment. 159

115
In all, 58 medical schools reported a need for 4.65 million additional

NASF (see Table 3.11.7). This need, 28% overall when expressed as a

percentage of the inventory as of the survey date, was between 33 and

40% higher for the "large" and "medium" sized schools than for the smaller

schools. Schools of the Southern census region perceived a need for

46% additional space, with the remaining three regions varying between

17 and 22 percent.

TABLE 3.11.7

MEDICAL SCHOOLS' PERCEIVED NEEDS FOR ADDITIONAL FACILITIES FALL 1973

NUMBER

OF

SCHOOLS

NUMBER OF

SCHOOLS

REPORTING

A NEED

FALL, 1973

NASF

(MILLIONS)

NEEDED %

INCREASE

IN TOTAL

INVENTORY

% INCREASE

IN INVENTORY OF

ONLY THOSE

SCHOOLS

WITH A

TOTAL NEED

SCHOOL

WITH

A

NEED

I NASF

NEEDED

TOTAL 81 58 17.7 13.6 4._5 28% 36%

SiZe -cilf School _

Large 17 16 4.5 4.3 1.22 27% 28%

Medium 44 32 10.3 7.7 3.12 30% 41%

Small 20 10 2.9 1.7 .61 21% 36% -----

Control

Public 47 33 9.6 7.4 2.80 - 29% 38%

Private 34 26 8.1 6.2 2.15 27% 35%

Geographic Loca.e

Innercity 39 29 8.0 6.3 2.42 30% 38%

Outercity 32 23 -7.9 6.2 1,93 24% 31%

Suburban 9 5 1.6 1.1 .55 34% 50%

Rural 1 1 .1 .1 .04 36% 40%

Census Region

Northeast 23 14 5.5 3.4 45 17% 28%

Northcentral 20 16 4.8 4.2 1.05 22% 25%

South 29 20 5.5 4.3 2.55 46% 59%

West 9 8 2.0 l'.7 .40 20% 23%

The "desired" space distribution profile was little different from that

which existed as of the survey date,.either in total or after grouping of

schools as to size, locale, and so on. Minor shifts between classroom and

class laboratory percentages were apparent (classroom space increased by

16`J

116
schools as to Size, locale, and so on. Minor shifts between classroom and

class laboratory percentages were apparent (classroom space increased by

11% while class laboratory space decreased about the same), with the most

noticeable change being in auditoria (a desired 20% increase was noted here,

although auditoria would then still only represent just over 2% of the configuration). Due to the differing absolute amounts of NASF of the various

room-types, the 11% and 20% increases are somewhat deceptive without reference to these absolute amounts. Thus, in the caie of classrooms, the additional NASF figure desired was 379 thousand, a 42% increase above the

current level of 896 thousand NASF. Similarly, for auditoria, it was desired to increase the existing inventory of 303 thousand NASF to 480 thousand, an increment of 58%.

Viewing the 81 medical school respondents as a whole, on a per student

basis, 108 NASF were perceived as needed. On the basis of the student

population and fall, 1973 inventory at the specific 58 schools reporting

a need, the requirement was 139 NASF per student, or a 35% increase over

existing levels.

Again on a per-student basis, the desired changes in certain room-types

were quite large. For example, it was desired that classroom space per

student be increased by 40% from 20 to 28. For small schools, the increase

was 56%. Small schools also desired the greatest percentage increase in

class laboratory,NASF per student (31%) and faculty offices (36%).

Viewed on the basis of control, schools in the public sector saw a need

for 27% additional research and research training space per FTE student

(versus 20% in the private schools); while the privately controlled schools,

as a group, indicated that their most substantial need was that for faculty

office space (37% versus'27% for the public sector). Finally, those

medical schools classified as ,having "revised" curricula reported a desired "target" of 110 NASF per student (a 43% increase) of administrative

offices and areas, while the "classical" schools showed an increase of

7 NASF per student (an 18% increase).

Twenty-five percent of the 67 respondents who answered the relevant question indicated that a "good match" existed between 1ibrary space and en161

117
rollment as of the survey date see Figure Nineteen percent indicated either that "up to 20% additional enrollment could be accommodated",

or that "over 20% additional enrollment would not adversely impact the

use of the library".

On the other hand, 55% of the respondents indicated either "modestly or "highly" overcrowded conditions in library space, with about equal frequency.

The latter figure held relatively'constant as a function of size and control of school.

FIGURE 3.II.D

MEDICAL SCHOOLS' PERCEIVED MATCH BETWEEN LIBRARY CAPACITY AND

ENROLLMENT, FALL 1973

can

accommodate

more than

20%

can

accommodate 20%

14.9

modest

overcrowding highly

overcrowded

In all, 68 schools of medicine reported one or more needs as constrained

by the survey instrument) for satisfactorily accommodating their fall,

1973 enrollment. Most often-mentioned (54 schools) was the need for

118

162
operating funds, $88.8 million exclusive of salaries for additional faculty needed. The second most frequently mentioned need (52 schools)

was that for a total of 3,500 additional teaching faculty (and twice

that many support staff in 49 of the schools requiring faculty). Commensurate with the increases in teaching and administrative personnel,

48 schools indicated a need for additional space for faculty offices

and administrative areas. It is noteworthy that 32 schoOls reported a

need for additional ambulatory care facilities for training purposes

while 22 schools reported a need for teaching beds.

4. Resource Usa2t

Fifty-eight of the 81 respondent schools of medicine indicated that they were

involved in the training of students for advanced degrees. The total NASF of

space controlled by these schools was over 13 million, of which nearly 17%

was devoted primarily to this graduate level instruction exclusive of intern

and resident training. The largest deviation from the latter percentage

was exhibited by the "small" schools, with 31% of their "controlled" space

being used for graduate rather than undergraduate instruction. Since the

majority of those aspects of the survey instrument dealing with the utilization of resources did not distinguish between utilization by undergraduates

and utilization by graduates, the subsequent discussion will not make any

such distinction.

Three indices are used to assess the relative level of space utilization for

nonclinical instruction areas:- NASF and student stations per student; room

utilization pe'rcentages; and student station utilization percenta6es.

Space and Stations Available per Student

Exclusive of "on-site patient care" and "other" facilities, the 81 respondents indicated an average of 389 NASF per student (see Figure 3.II.E).

(Since just under 17% of the reported space was used predominantly for

graduate-level instruction, and since this figure closely parallels the

graduate,students' representation in the population, the NASF per student

refers to the combined number of undergraduate and graduate FTE students.)

163

119
UGURE_LJJ,E

NASF OF ALLOCATED SPACE PER STUDENT, FALL, 1973

NINO ohm 500--

400

z 300

Lii 0

0

Lii 200

0

4

100

1 rem immu min in i UI

!II In elm ! MIIMIIIIIP1111111=I1

EN SM. III Ilia MIN KIM eires 111111 III 1111111 1131

1111111MMIN KIM NM MN I MIME WI

Lg Md Sm Pub PH v

Size of School . Control

lone Out Sub Rut-di

City

Locale

Clus Rey Total

Curriculum

Space per student increased as school size decreased, with the schools

in the "large" category reporting an average of 294 NASF per student;

and schools in the "small" category reporting an average of 469 NASF

per student. Schools in the private-sector reported nearly a third more

NASF per student than schools in the public sector, again refleCting

lesser access to joint-use facilities which are more prevalent in the

public sector.

In both the size and control breakdowns, the relationships noted above held

for each of the eight room types under consideration. It should be noted

that in the case of each room-type at least one respondent reported zero

NASF under his control: and this zero was included in the computation of

the per-student averages. As a result, the figures obtained represent the

161

120
NASF per student over all schools (whether or not each type of space was

available).

As may be seen in Figure 3.II.E, when the respondents are separated according to "locale", the NASF per student figures increase as we move from

inner-city to suburban settings. This relationship, too, generally holds , for each room-type. (While, contrary to the locale-dependent trend,

the NASF per student in the "rural" setting=are relatively low, this is

-v not considered to be significant since only one school considered its

location "rural".) Finally, the only noteworthy finding concerning NASF

per student vis-a-vis the "curriculum type" variable was that the 63

NASF per student reported under "administrative offices and areas" was

well above the "all-respondent" average of 42 NASF per student. This

fact may indicate that a "revised" curriculum requires more office facilities to administer, although it is a difficult question to address within the scope of the existing data.

Figures 3.II.F and LII.G present data on the number of classroom and

class laboratory stations per student for the 71 schools reporting day-to-day

control ot these rooms. It is apparent that the medium size, private, and

outercity schools have somewhat larger numbers of classroom stations per

student than do the other categories. Class laboratories show a much more

balanced distribution of stations per student.

165
"11 1 11MEIMINENIMINIMIN I

11111MITEMITEMII AIN kall NMI

immitmaromon 111111111211101111111 minx INIMMIT

mon

111111111..1 11111111 I NMI ENE FEE 8IU I I III MI MEI ME I I l Ill

M I EMI MI III RI NMI 1111 Mil I

UU 1111 Ell MI NEMO

MN MN EMI WM MI=

Mill EMI I MEM ME MI MI EMI MEM

KIM M WM INIT

UUUUIUUUUUUUUUUUUUUUI

1111111IMMEIMMIIIMM111111

EIRPRIMPREPI

irtiNIRIBEIBIBEI

IMENINIMME I I

1111111ENRIMINE lIUUI I I MEM I I EMI MI I I ENE 111101

UUI IIININIMINIMINE111 I MIN ill NIEMEN I I

111115,1111E101111 IN II

moni IN IN MEMNMI MEN MEM MEN

ININEME I MIMI I MINI
In addition to the 55,405 classroom student stations whose use was controlled by Respondents, 21,578 stations were'available on a joint-use

basis through either somt central administrative agency or by agreement

with other health professions 'schools "on campus". While, by definition,

such stations are not continuously available (and, thus, should be used

with care in measuring "stations per student"), they nevertheless represent a significant addition to the medical schools' resources. The:"profile" of this student station resource, and its size-relationship with

the number of stations controlled by the schools, are shown in Table

3.11.8.

TABLE 3.11.8

JOINT-USE STUDENT STATIONS AVAILABLE TO MEDICAL SCHOOL RESPONDENTS

TALL, 1973

LASSROOMS CLASS

JOINT-USE

LABORATORIES

JOINT-USE CONTROLLED RATIO CONTROLLED RATIO

TOTAL _21,578

6,735

_55_005

15,908

.39

:42

_6,088

889

404204

11,779

.15___

.08

rie of Schoo

Large

Medium 12,168 33,808 .36 4,115 23,112 .18

Small 2,675 5,689 .47 1,084 5,313 .20

C ntrol

Public 17,607 27,615 .64 4,838 23,979 .20

Private 3,971 27,790. .14 1,250 16,225 .08

Geographic Loca e

Innercity 9,945 24,495 .41 4,603 19,746 .23

Outercity 9,338 26,226 .36 427 16,238 .03

Suburban 2,295 4,254 .54 1,058 4,060 .26

Rural 0 430 .00 0 160 .00

1-----

Curriculum Type

Classical 16,309 47,352 .34 4,509 34,393 .13

Revised 5,269 8,053 .65 1,579 5,811 .27

As a percentage of the schools' "controlled" classroom stations, the jointlyused stations do not appear to vary significantly with size of school.'

However- the fact that more publicly controlled schools reside wlthin university settingS is reflected in, the data, with 17.6 thousand versus 4.0

thousand stations being available to school's of the public and priva e sectors respectively (64-v4rsus 14% of "controlled" stations).-\''

167

123
Class laboratory stations, much more special-purpose in nature than classroom stations, were reported to be much less significant in the joint-use

context. As opposed to the classroom percentage (39%), joint-use class

laboratory stations represented only a 15%.adjunct to Respondents' controlled

class laboratory stations. Again, it is found that the schools of the private sector were much less impacted by such space availabilities than'those

of the public sector (joint-use laboratory stations represented, respectively 8% and 20% of Respondents' "allocated" stations).

Usage of Classrooms

Fifty-nine percent of respondents' classroom space in noncliniCal settings

was devoted primarily to instruction in the basic biological sciences;

with 32%-of-the space-devoted to instruction in the clinical sciences,

and the remaining 9% fer multiple purposes. With few exceptions, these

proportions held regardless of the grouping of respondents.

To assist in the subsequent discussion, Tables 3.11.9 and 3.11.10 list

some indicators of classroom usage per academic year, and Oercent of- room

and student station utilization. Room and station uti1i4ulion percentages

are based on the following-Wmplified formula: for a given resource,

Hours of Usaqe x 100 = utilization

Hours Available

The caveats of PART I indicate that our purpose in assessing room and'student station utilization was comparattve analysis. Thus, in the formula's

denominator, 2,080 hour year is used in place of the (typically shorter)

"academic year", thereby reducing the computed utilization percentages

The latter tact should be kept in mind as the subsequent discussion is e- viewed. For a full technical description of the formula, see Appendix

G. 168

124
TABLE 3IL9

CLASSROOM UTILIZATIONFALL, 1973

HOURS OF

USAGE

PER YEAR

(000)

NUMBER

OF

ROOMS

MEAN

HOURS OF

USAGE

PER YEAR

ROOM HOURS

AVAILABLE

PER YEAR

(000)

% ROOM

UTILIZATION*

TOTAL 757_ 1 Q57 716 2_361 5 Size of Sehoo

Large 256 255 1,004 560 50

Medium 380 , 650 585 1,433 , 30

Small 121 152 796 368 34

Control

Public 400 499 802 1,105 42

Private' .357 558 640 1,256 30

Geographic Locale

Innereity, 339 434 781 988 37

OutercitY 348 506 688 1,117 35

Suburban 63__ 101 624 223 30

Rural 7 16 440 33 21 Curriculum Type

Classical

Revised

581

176

873

184

666

955

1,955

406

33

44

The percentages displayed cannot be obtained by simply dividing "hours of

usage" by "room hours available" for two reasons. First, the latter two

factors are not displayed aS "corrected forjoint-usage"; and second, they

Tepresent figures obtained for the 81 school population while the rtilization percentage is based upon only those 68 schools for whom utilization .

data were complete.

Overall, the average Classroom was used 716 hours out of the academic year.

Schools in the public sector are as much above the mean on this measure

as the schools in the private sector are below it. Grouping .of the schools

by curriculum type indicates that those schools considered ,to be offering

"revised"- curricula showtd a 60% greater aVerage usage of classrooms

than did "classical" schoOls; and this relationship holds as wt divide

the classrooms into the-various size categories delineated by the survey

instrument (1 - 16 stations, 17 - 32 stations, etc.).. Only in the "over

128" station size did schools offering revised curricula show the same

usage as did the classical schools. The hypothesis that a revfsed curriculum con ribUtes to improved balance (and- perhaps, scheduling flexibil169

125
ity tends to be supported by the latter figures. The same is true in

the case of "room utilization" percentages.

Classroom utir za_ion, the percentage of time that classrooms were reported as used during the academic year 1973-1974, averaged 35% for the

68 respondent schools of medicine for whom data were. complete. In line

with, the patterns established by viewing these rooms' average yearly usage,

it is found that the percent utilization of classrooms by schools in the

public sector is about one-third greater than that of private ,schools

,(42% versus 30%). Schools exhibiting a "revised", curriculum reported

a 44% average'classroom utilization; while the remaining schools reported

3 %.

Classroom student station utilization figures exhibited neither the magnitude nor the variability shown by the corresponding,rooM use percentages.

The mean percent of student station utilization for the 74 schools of

medicine for whom station utilization rates (occupancy rates) haveLbeen

computed.waS 17%, ranging from 1% to 95%. Schools in the public sector

showed somewhat greater station utilization than,those in the private

t sector (21 versus 14%): while those schools characterized as offering',

"revised" curricula reported an average of 20% utilization versus 17%

for the remainder of the schools.

170

126
TABLE 3,11.10

CLASSROOM STUDENT STATION UTIL12AT N--FALL' 1973

NUMBER

OF

SCHOOLS

NUMBER

OF

STATIONS

STATION-HOURS

AVAILABLE

PER YEAR

(000)

STATION-HOURS

USED PER YEAR

(000)

STUDENT

STATION

UTILIZATION

(%)

T TAL 75 51 647 107 426 14 496 7 Size of School

Large 15 :15,690 32,635 4,702 19

Medium, 40 30,248 62,916 7,875 ' 17

Small 20 5709 11,875 1,920 16

Control

Public 44 26,664 55,461 8,342 21v

Private 31 24,983 51,965 6,154 14 ---n

Geographic Locale

Innercity 35 23,344 48,556 7,607 19

Outercity 30 23,619 49,128 5,599 17

Suburban 9 4,254 8,848 1,162 14

Rural 1 430 894 128 14

Curriculum Type

Classical 60 43,586 90,659 11,440 17

Revised 15 '8,061 16,767 3,056 20

Allowing for the relatively minor fluctuations in the above figures, it is

apparent that the computational methods used herein, theoretically based on

a scale from 0 to 100 given a 2,080 hour "academic year", yield low average

values for station occupancy. We have already noted, in PART 1, one

of the major elements which contributes to low student station occupancy

rates (the 2,080 hour year). It will also be recalled, however, that

the average number of classroom stations per student was over 1.3. This

means that if there were no clinical component to a medical school

student's training, and if during each day every student in a given school

were always seated in a classroom, the occupancy rate would be 141.3

or 77%. If we further assume that approximately 1/2 of a medical school

student's academic career is spent in clinical training, then the maximum

occupancy rate that could normally be expected would be under 39%.

Finally, if we assume that approximately half of the time just described

is actually spent in class laboratories, we arrive at an overall average

171

127
occupancy f gure of under 20%: a figure well re lected in the respondents' data.

The respondents' data showed a range of control ed student stations per

student from .07 to 3.61. As can be seen from the computational procedure

used inarriving at the percentage of station occupancy, a ratio in the

vicinity of 2.5-3.6 will greatly reduce a school's utilization percentage.

Through discussions with respondents during the follow-up phases of the

survey, it is apparent that medical.education is moving more toward small

group instruction. While the reasons for the station-to-student ratio

are outside the scope of this effort, they may be.involved with,this

changing instructional mode.

c. Class Laboratory Utilization

The utilization of- class laboratories appears to run very much parallel to

the nature and patterns'found in classroom utilization as may be seen in

Table 3.11.11. Thus, for example, the schools characterized as "revised"

showed much larger figures for "mean hours per year" and "roorn utilization percentage" in class laboratories than did those schools categorized

as "classical"; while the.room utilization percentages calculated for

the schools in innercity and outercity locales were greater thal those

.calculated for thre suburban and rural locales.

172

128
TABLE 3 1 liONs FALL, 197

HOURS OF

USAGE

PER YEAR

(000 )

NUMBER

OF

ROOMS

MEAN HOURS

OF USAGE

PER YEAR

ROOM HOURS

AVAILABLE

PER YEAR

(000)

% ROOM

UTILI

ZATION

\_1,107_ 1_,827_ _606 3,738 34

481 497 _

968 1,034 50

456 976 468 1,968 30

170 354 480 736 23

619 1,030 601 2,147 36

488 797 612 1,591 32

578 823 702 1,716 36

422 735 574 1,529 36

101 256 396 466 22

6 13 440 27 21 828 1,473 562 2,997

279 354 787 741 40

tation utilization (occupancy) figur s for class laboratories

ed the equivalent figures for classrooms to some degree see

. It should be noted that the design of the instrument

distinguish "speCial purpose" class labs (such as gross

these laboratories; the average usage per year was 392

tim.. Comparing this figure with the 699 hours per year average

ss laboratories, it is apparent that any significant represpecial purpose laboratories would contribute to decreased

use and occupancy rates. Of the 1,904 class laboratories

y _edical school respondents, 364 are "special purpose".

1

173

129
'CLASS LAB

'TABLE'3.II.12

TORY STUDENT STAT ION UTILIZATION

NUMBER

OF

STATIONS

STATION-HOURS

AVAILABLE

PER YEAR

(000)

STATION-HOURS

USED PER YEAR

(000)

1 STUDENT

STATION

UTILIZATION

(%)

TOTAL 6 085 75,057 7,961 18

ize of Sc oo

Large 9,405 19,562 2,202 17

Medium 21,367 44,443 4,397 19

Small 5,313 11,051 1,362 13

Control

Public 20,805 43,274 5,004 22

Private 15,28Q 31,782 2,957 11 Geographic Locale

Innercity 16,791 34,925 3,855 14

Outercity 15,074 31,354 3,028 23

Suburban 4,060 8,445 902 , 11 Rural 160 333 177 53

Curriculum Type

Classical 30,274 62,970 6,652 18

Revised 5,811 12,087 1,309 14

Faculty Offices

When the total NASF of faculty office space is compared with the full-time

equivalent teaching faculty, the ratio of NASF to faculty for the eighty

schools of medicine reporting FTE faculty was approximately 79 as detailed

in Table 3.11.13.

174

130
TABLE 3.11.13

NASF OF FACULTY OFFICE SPACE PER FACULTY ME ER--FALL 197

TOTAL NASF OF

OFFICE SPACE

NUMBER OF

FTE fACULTY

NASF PER FACULTY MEMBER

T AL 2325 29378 79

Sizeof School

Large

647 6,629 98

Medium 1,338 17,741 75

Smal 1 340 5,008 68

Control

Public 1,348 13,541 100

Private 977 '15,837 62

Geographic Lora e

Innercity 1,039 14,989 69

Outercity 1,096 12,121 '90

Suburban 174 2,098 83=

Rural 16 170 94

Curriculum Type

Classical 1,930 23,300 83

Revised 395 6,078 65

may be hypothesized that some of the differences observed in the ratio

are due to relative access to "clinical" faculty who use private office

space rather than school-controlled office space.

Animal Facilities

In the aggregate, the respondent schools of'medicine indicated that 19% of

their animal facilities were used for instructional purposes, while 79%

were used for research (with 2% for other purposes). Table 3.11.14 summarizes the amount of animal facilities per student as a function of the'

analysis parameters used herein.

7 5

131
TABLE

pISTRIBUTION OF ANIMAL FA TLITIES AMONG MEDICAL_SCHOOLS--FALL, 1973

PERCENT OF

ANIMAL

FACILITIES

FOR

INSTRUCTION

(1)

PERCENT OF

ANIMAL

FACILITIES

FOR

RESEARCH &

RESEARCH

TRAINING

(2)

NASF OF

ANIMAL

FACILITIES

PER STUDENT

NASF PER

STUDENT OF

ANIMAL

FACILITIES

FOR INSTRUCTION

(4)

NASF PER

STUDENT OF

ANIMAL

FACILITIES

FOR RESEARCH

(5)

TOTAL 19 79 27 5.13 21 3 _. Size ofSchool

Large 17 83 20 3.4 16.6 Medium 19 78 30 5.7 23.4

Small 23 76 35 8.05 26.6

Controf

Public 23 73 24 5.52 17.5 Private 14 85 32 4.48 27.2

Geographic Local

Innercity 20 80 20 4.0 16.0

Outercity 17 79 36 6.12 28.4

Suburban 27 71 43 11.6 30.5

Curriculum Type

Classical 21 76 26 5.16 19.8 Revised 11 87 34 3.74 29.6

When the respectively increasing percentages (for large, medium, and small

schools) of animal facilities used for instructional purposes are factored

into the corresponding NASF per student figures (see Column 3 in Table

3.11.14), we find that the NASF per student of animal.facilities used

for instructional purposes was nearly 240% larger for the small schools

than for those categorized as "large" (8.05 versus 3.4 NASF per student

in Column 4). Similar applications of the "percent for instruction,

percent for research" figures reduce the contrast in NASF of animal facilfties per student between the public and private sectors. ,Whereas the

public sector exhibited an aggregate of 24 NASF per student and the private'

sector 32 NASF per student, application of the percentages (23% and 14%,

respectively'from Column 1) brings the figures for tFie two sectors more into parallel (5,52 for the public sector, 4.48 for the private sector).

176

132
Apparently, regardless of size, a school must have research-type facilities

and training programs which will attract faculty. In this environment,

and as reflected in the respondents' data, a "small" school will have

higher per student ratios for research space and animal facilities.

. Joint-Utilization of Classrooms and Class Laboratories

Twenty percent of the classrooms, and 21% of the class laboratories controlled by respondents were used, to some degree, by. Students of other dis7

ciplines. Overall, the classroom hours used by these other students

represented just over 9% of the amount of time the rooms Were used by

medical students; while,for class laboratories, the portion was over

14%.

Schools of the public sector reported a higher incidence of allocated space

being used by other disciplines. Table 3.11.15 shows the result of taking

the rdtio of non-medical student to medical student usage of classrooms

and laboratories.

TABLE

COMPARISON OF PUBLIC AND PRIVATE SCHOOLS_1_ PROpENSITY TO

OFFER JOINT7USE FACILITIES_

Public

Private

Classrooms

14%

4%

Class Laboratories

21%

4%

This higher joint-utilization of spate in the public schools can probably

.be (at least partiallY)- attributed to the fact that the public schools

were more typically located in health centers where other, similar students

were available. We find, for example, thirty cases of medical schools

paired with (at least) a dental school, and 22 of the 30 were on publicly

controlled campuses.

177

133
Medical schools also tended to use facilities net con rolled by theM

-- and it is interesting that the net usage varies:so widely between

classrooms 'and laboratories. In particular, when "room hours offered"

are compared to "room hours obtained", the net usage is typically positive

for classrooms and negative for class laboratories. This means that

while medical schools-represented a drain on the classrooms of either

other schools or centrally administered facilities, the students of other

disciplines typically represented an even larger drain upon the class

laboratory resources of the medical schools (see Table 3.11.16). One

notable exception to the above is that of small schools, whose net usage

is positive in both cases.

TABLE 3.11.16

CONTRAST IN CLASSROOM AND LABORATORY OINT-USAGE

CLASSROOMS CLASS LABORATORIES

ROOMLHOURS ROOM HOURS ROOM HOURS ROOM HOURS

OF NON- OF MEDICAL OF NON- OF MEDICAL

ALLOCATED SCHOOL ALLOCATED SCHOOL

SPACE USED SPACE USED SPACE USED SPACE USED

BY MEDICAL BY NON- BY MEDICAL BY NONSTUDENTS MEDICAL NET STUDENTS MEDICAL NET

STUDENTS (1)-(2) STUDENTS (4)-(5)

(1) (2) (3) (4) (5) . (6)

TOTAL 121 549 77,062 44 487 66,5 6_ 173.8O7 -107 271

Size of Schoo

Large 17,684 21,871 -4,187 8,186 34,383 -26,197

Medium 90,795 50,510 40,285 35,366 135,980 -100,614

Small 13,070 4,681 8,389 22,984 3,444 19,540

Control

Public 95,583 62,748 32,835 58,540 154,561 -96,021

Private 25,966 14,314 11,652 7,996 19,246 -11,250

Geographic Lo ale

Innercity 80,005 25,441 54,564 40,690 37,796 2,894

Outercity 30,814 47,443 -16,629 8,462 134,111 -725,649

Suburban 10,730 4,178 .6,552 17,384 1,900 15,484

Rural 0 0 0 0 0 0

178

134
g. Audio-visual Facilities

Seventy-nine of the 81 analyzed respondents indicated some level of audiovisual facilities availability. Of these 79, 64 reported the existence

of a formal "office of audio-visual services" or equivalent. Table

3.11.17 summarizes, in quantitative terms, the audiovisual facilities

reported by various categorizations of schools. It is interesting to

note that on a per school basis, the "classical" and "reviied" curricula

appear to have little, if any, effect upon the average amount of A/V facilities available for use.

TABLE 3.11.17

MEDICAL SCHOOLS' AVAILABLE AUDIO-VISUAL FACILIT ES--FALL, 1973

SCHOOLS

REPORTING A/V

FACILITIES

SCHOOLS

WITH OFFICE OF

A/V FACILITIES

NASF* OF

SELF-INSTRUCTIONAL LABORATORIES

NASF* OF

A/V AND

TV PRODUCTION

FACILITIES

STUDY

CARRELS

FOR A/V

USE

STUDENTS

PER

CARREL

TOTAL 79 64 159 256 3,109 15

Size of Schoo

Large 16 15 59 17 1,238 12

Medium 43 35 63 190 1,120 22

Small 20 14 37 49 751 8

Control

Public 46 37 112 179 2,227 12

Private 33 27 47 77 882 20

Curriculum Type

Classical 51 124 206 2,553 15

Revised 13 35 50 556 13

In thousands.

179
C. ONGOING CONSTRUCTION AND REMODELING AND THE POST CONSTRUCTION INVENTORY

1. Extent, Purposesi_and_Cost

Of the 81 established schools of medicine responding to the survey, 48 indicated

that, as of the survey date, they were involved in a construction or remodeling

program. The reported programs ranged in sire from a few thousand dollars to

$69.7 million (for new construction only); with a high of $6 million for a

single remodeling program. The ongoing new construction activity totalled

some 8.2 million GSF at a cost of $548 million. $405.4 million or 74% of

the total cost was reported to be incurred by the public sector. On the other

hand, slightly more than half of the $60.6 million being invested in remodeling

(.95 million NASF) was reported by the schools in the private sector. The

distribution (among the various groupings of schools used in the analysis)

of the cost and amount of construction effort in progress during the fall

of 1973 is detailed in Table 3.11.18.

183

136
TABLE 3.11.18

ONGOING NEW CONSTRUCTION AND REMODELING

NUMBER

OF

SCHOOLS

NEW CONSTRUCTION

NASF

BEING

REMODELED

(000)

REMODELING

COST

($000)

GSF

(000)

COST

$000)

. AVERAGE

COST

PER

GSF

48 8 168 548 168 67 945 50591

Size of School

Large 10 2,056 133,350 65 263 13,293

Medium 30 4,989 317,992 64 589 31,437

Small 8 1,123 96,826 86 93 5,861

Control

6,599 405,416 61 530 24,327

1,569 142,752 91 415 26,264

4,153 323,466 78 514 30,884

3,711 204,121 55 419 19,268

304 20,581 68 12 439

0 0 0 0 0

Curriculum Type

Classical 40 7,310 493,170 67 803 43,126

Revised 8 858 54,998 64 142 7,465

Census Region

Northeast 16 2,744 240,357 88 277 17,245

Northcentral 12 1,489 89,849 60 262 15,459

South 16 3,486 198,037 57 384 16,803

West 4 449 19,925 44 22 1,084

In Concert with pravious discussion indipting that to a great degree the

Lithern census region showed the greatest need for additional facilities,

it is interesting to note that it is this same region which exhibited the

highest new construction activity level. Forty-eight Percent (3.5 million

GSF) of the total new construction was reported by the sodthern schools.

_1 1

137
Striking differences arise when the purposes of ongoing construction between

the public and private schools are compared. Table 3.11.19 illustrates the

emphasis on expanding enrollment by the public schools, as contrasted with

the private schools' effort to accommodate current enrollrent.

TABLE 3.11.19

PURPOSES OF PUBLIC AND PRIVATE SCHOOLS' ONGOING CONSTRUCTION FALL, 1 7

EXPAND

ENROLLMENT

RELIEVE

OVERCROWDING

REPLACE

OBSOLETE

SPACE

. OTHER TOTAL*

Public

Private

40%

7%

27%

63%

25%

8%

8%

23%

100%

100%

* Totals do not sum to exactly 100% due to round-off error.

In view of the fact that previous discussion has shown that on a per student

basis, the private sector exhibited 104 NASF per student (over 25%) more space

than did the public sector, it may seem paradoxical to find that the private

sector attributed the purposes of its new construction much more toward the re- lief of overcrowding than did the public sector. This paradox is at least partially resolved, however, when we consider that an estimated 3.1 million NASF

of "joint-use" space in the public sector, and_.! million NASF of similar space

in the private sector may be aggregated with the "controlled" space of concern

in the current discussion. -The two resultant sums, 12.8 million NASF in the

public sector and 8.9 million NASF in the private sector, when divided by these

two sectors' respective student populations (FTE) yield aggregates of 458 and

489 NASF per student, respectively. Now if we add, as an estimate of NASF,

an amount equal to 1/2 the GSF being built for overcrowding relief, we obtain

489 (public) versus 522 (private) NASF per student in the aggregate. These

two values are close enough, for all practical purposes, to be considered

the same. Thus, even though the private'schools possessed (in the "allocated"

sense) more space per student than schools in the public sector, their current

construction was not unreasonably oriented toward overcrowding relief.

182

138
Differences in purpose of the ongoing construction programs at medical schools

are strongly evidenced upon grouping of the schools into the size categories

previously described (see Table 3.11.20).

TABLE 3 .20

PURPOSES OF_ONGOING NEW CONSTRUCTION AS A FUNCTION OF

MEDICAL SCHOOL SIZEFALL, 1973_

EXPAND

ENROLLMENT

RELIEVE

OVERCROWDING

REPLACE

OBSOLETE

SPACE

OTHER

PURPOSES TOTAL*

Large

Medium

Small

14%

36%

57%

35%

34%

29%

45%

17%

1%

6%

12%

14%

100%

100%

100%

Totals do not sum to exac ly 100% due to round-off error.

As of the survey date, the nation's Aall" medical schools appeared to be preparing for growth in enrollment, while the "large" schools were more involved

in construction for coping with current enrollment, a need for which was clearly

exhibited in the previous discussion regarding the large school3'' condition of

space in the fall of 1973.

Also noted in this same previous discussion was the fact that the schools of

the Southern census region reported the largest amount of space that "required

replacement". In viewing these schools' purposes of ongoing construction,

it is apparent that very little of this replacement would have been implemented

by ongoing construction programs. Specifically, nearly 36% of the 3.5 million

GSF of ongoing construction was for enrollment expansion; while over 47% of

it was for overcrowding relief. Under 8% of this construction (272,000 GSF)

was reported for replacement of obsolete space. With over 600,000 NASF originally reported as "needing replacement", it appears that the Southern schooW

were not effectively addressing their stated problems with existing construction programs. (See Table 3.11.21). On the other hand, schools in the NoAhcentral region have.apparently rep)aced more space than their fall, 1973 minimuil,requirement. 183

139
TABLE _3,1121_

EFFECT OF NEW CONSTRUCTION ON MEDTCAL_SCHOOLSEpLACEMENT NEEDS

NASF* REPORTED TO

NEED REPLACEMENT

AS OF FALL, 1973

ESTIMATED NASF*

BEING BUILT

FOR REPLACEMENT

PURPOSES

TOTAL 1 20 887

Census Region

Nor heast

Northcentral

South

West

484

100

600

136

509

327

121

6 In Thousands.

It has been stated that as of the survey date, the "desired" space distribution

profile (percentages of each type of space) was little different from that which

existed. When the ongoing construction is apportioned by type of space, it

is apparent that it will engender little change in the space distribution

profile as the space under construction- approximates the profile. Thus,

in sum, the effect of the construction (taken by itself) would be to increase

the amount of space of each type in proportion to its representation in the

current inventory, rather than causingchanges to the size relationships between

one room type and another.

2. Sources of Funds fr__0naoini Construction and Remode1jjg Provams

Of the 624.4 million dollars reported by respondents as "committed" to ongoing

construction and remodeling efforts, over 40% was contributed by state and local

sources, (primarily to schools in the public sector), with HPEA construction

grants accounting for another 25% of the total. With approximately 8% of the

funds' sources not specified by the respondents, the remaining 27% of the funds

were divided approximately equally among private ("own funds"), institute

borrowing, philanthropic organizations, and other federal sources (see Figure

3.II.H).

181

140
FIGURE 3.11.H

SOURCES_ OF FONDS FOR MEDICAL SCHOOLSI_pNGOIND cONSTRUCTION AND REMOD_ELING

OF NONCLIN CAL FACILITIES, FALL, 19_73

Private Funds--

Other Federal--

Other

Foundations &

Philanthropies

Not specified

State/Local

40.370

The primary source of construction funding for schools in the public sector was

that of state and local agencies, from which approximately 56% of the $439.4

million was obtained. Only 3% of the private schools' funds were obtained

from similar sources. Nearly 33% of the public schools new construction

and remodeling funds were obtained through HPEA construction grants, as opposed

to just over 7% of the private sector's funding. (Again, the reader should

keep in mind the fact that due to uncorrectable reporting errors, the proportions reported herein would not agree with those computed by using data directly from the Bureau of Health Manpower. Thus, for example, BHM figures show

their contribution to medical schools' ongoing construction efforts as $238.9

million, $85.7 million to the private schools and $153.2 million to the public

sector. The survey data sums to $238.3 million, but the apportionment between

185

141
private'and public is $40.1 million versus $198.2 million. The figures reported

herein should thus be treated with extreme caution.)

Schools of the private sector do not seem to have had any single dual)

primary source of funds. Private funds were used for 15% of the 185 million

dollars required for supporting the construction programs, while 19 and 1-

respectively, of this total were obtained through private borrowing and philanthropic organizations. Another 17% of the private sector's funding was

obtained from federal sources other than those related to Health Professions

legislation. In addition, foundations and philanthropies made their greatest

impact upon the (4) suburban schools in the Wes.t: nearly 36% of these schools'

funding was obtained through the latter sources.

Size of school seems to be directly proportional to a school's ability to

obtain state and local funding. The pattern here is quite strong: over 74%

of the "large" schools' construction funding was from state and local sources;

35% of the "medium" schools', and just.over 12% of the "small" schools' funding

was' from state and local government. Small schools consequently reported a

heavier reliance on borrowing than medium or large schools. From the point

of view of ,,chool size, HPEA construction grants tended to favor the medium

and smaller slze schools (31 and 22% respectively) while just under 15% of

the "large" schools' funding was obtained under the Act.

The Effects of On-oin Construction and Remodelin

In terms of NASF, the net effect of ongoing construction and remodeling would

be to increase the medical schools' inventory by 3.23 million NASF, raising

their total "controlled" space from 17.7 million to 20.9 million. Table 3.11.22

compares the "pre-construction" and "post-construction" inventories, and reflects

the varying activity levels among the various subpopulations of schools used in

this analysis. "Percentage increase" is defined as:

post- re x 100

pre

186

142
where "pest" is defined as "allocated inventory following the completion of

ongoing construction and remodeling programs", and "pre" is the allocated

inventory as of fall, 1973.

TABLE 3.11.22

COMPARISON OF FALL, 1973 AND_RROJECTED POST-CONSTRUCT ON INVENTORIES

OF MEDICAL SCHOOLS

NUMBER

OF

SCHOOLS

FALL

1973

NASF*

(I)

POST-CONSTRUCTION

NASF*

(2)

DIFFERENCE

(2) - (1)

(3)

% CHANGE

(3)-100/(1)

TOTAL 81 17 705_ 20 937 3 232 18

Size of School

Large 17 4,464 5,086 622 14%

Medium 44 10,337 12,369 2,032 20%

Small 20 2,904 3,482 578 20%

Control

Public 47 9,555 11,856 2,301 24%

Private 34 8,150 9,081 931 11%

Geographic Locale

Innercity 39 8,020 9,807 1,787 22%

Outercity 32 7,933 9,328 1,395 18%

Suburban 9 1,644 1,694 50 3%

Rural 1 108 108 0 0

Curriculum Type

Classical 66 14,237 17,058 2,821 20:: Revised 15 3,468 3,879 411 ln

Census Region

Northeast 23 5,469 6,369 900 16%

Northcentral 20 4,794 5,404 610 13%

South 29 6,486 7,184 1,698 31%

West 9 1,956 1,980 24 1%

In thousands of NASF.

Since just over 4 million NASF of new facilities were reported as being under

construction, and the amount of space rented or leased decreased by only 160,000

NA5F in total, it is apparent that those new facilities constructed for replacement

purposes are replacing owned rather than rented space. By multiplying the

percentage of the GSF (under construction ):reported to be for replacement

187

143
purposes (22%), by the NASF of new construction, we obtain an estimated .89

million NASF of new construction for replacem.ent purposes. It is interesting

to compare this figure with that previously reported (that is, as of the survey

date) to see how much of, and where, the needs for replacement are- being fulfilled. In all, Figure 3.11.1 shows that 1.32 million NASF were indicated

by respondents as "needing replacement": using the .89 million NASF estimate,

we find that 67% of the replacement need is being fulfilled. This percentage

becomes widely divergent as we view the various categorizations of schools

used previously in this analysis. In the public sector, over 95% cf the

reported need is being fulfilled by ongoing construction, while the corresponding figure for the private sector is only 13%. As a function of size of

school, the percentage of the perceived "replacement" need being fulfilled

ranges from just under 94% (for the large schools) down to 5% for the small

schools, although in the latter case, Figure 3.11.1 shows that this 5% figure

is based on a replacement need less than 1/10 of the need for either the large

or medium schools. Finally, while the magnitude of the replacement need was

similarlor the Northeast and Southern census regions (484,000 versus 600,000

NASF, respectively) the former region exhibits an estimated replacement portion

of the ongoing construction of 105%; while the 12 schools of the Southern

region exhibit a corresponding percentage of only 20%, as previously inferred

from Table 3.11.21.

188
FIGURE 3.11.1

EFFECTS OF ONGOING CONSTRUCTION ON THE 1973 NEED FOR REPLACEMENT SPACE

Public

Private

Large

Medium

Small

Inner City

Outer City

Suburban

Northeast

N. Central

South

West

NASF (THOUSANDS )

ta799 .::;::.:;::::::::: :::;:::::::::::*ii:.:,::::1 41 420

497

MatilMillilliiMI

, .; .. 4

480

Need; Fall 1972

EZ:=1unmet need

amount alleviated

Fifty-nine of the 81 respondents reported that, upon completion of ongoing

construction and remodeling programs, 3.64 million NASF were still perceived

as required for accommodation of the enrollment expected at that time. Subtracting 3.64 million from the 4.95 million NASF pre-construction need, it

is apparent that, in the aggregate, 27% (1.3 million NASF) of the pre-construction need was to be alleviated by ongoing construction and remodeling efforts

as of the survey date. (See Table 3.11.23.)

145
TABLE:

'PRE-CONSTRUCTION VERSUS POST-CONSTRUCTION NONCLINICAL NASF'NEEDED_

NUMBER OF

SCHOOLS

REPORTING

A NEED

1)

PRE-CONSTRUCTION

NASF NEEDED

(2)

POST-CONSTRUCTION

NASF NEEDED

(3)

% ALLEVIATED

(3)xl00/(2)

(4)

TOTAL 59 4,949 3-i 636 27%

Size of -chool

Large 16 1,220 736 40%

Medium 33 3,116 2,353 24%

Small 10 613 547 11%

Control

Public 33 2,804 1,884 33%

Private 26 2,145 1,752 18%

Geographic Locale

Innercity 30 2,424 1,672 31%

Outercity 23 1,933 1,450 25%

Suburban 5 553 475 14%

Rural 1 39 39 0%

As may be seen above, schools in the public sector reported that more of the preconstruction need was alleviated on a percentage basis than was true for the

schools in the private sector. In terms of numbers of NASF, however, the

remaining need is shared equally by the two sectors.

On a percentage basis, the impact of ongoing construction and remodeling

on the pre-construction need is directly proportional to size of, school.

In the case of the small schools, it is apparent that .the vigorous enrollment

growth anticipated for the post-construction period is expected to greatly

offset the space increasesTrovided by their construction programs.

4. The Post Construc tion Student Population

The "post-construction period" was defined in part 2 of this report as, essenpally, "that time period following the completion of all ongoing (as of fall,

1973) construction and remodeling efforts, given that at the completion of

each schools' separate effort no subsequent chz.r. to faculty, facilities,

190

146
or enrollment occurred". With the inherent assumptions of this definition

in mind, then, we find that the difference between the FTE enrollment as of

the survey date and the FTE enrollment "following the completion of ongoing

construction and remodeling" is 12%; with the respondents projected aggregate

enrollment increasing from 45.5 to 51.1 thousand students. The most vigorous

growth rate is exhibited by the "small" schools (26%), with the large.and

medium schools reporting aggregate growth rates of 9% and 11%, respectively.

Schools of the public sector indicate ah enrollment growth approximately twice

that of those schools in the private sector: 15% versus 8%. The latter'figures

are representative of an even more widely divergent enrollment expansion in

the absolute, however, since the public sector in the fall of 1973 had 50%

more students than were enrolled in schools of the private sector.

In comparing the two brief analyses of facilities and enroilment,growth, and

summarizing them in Figure 3.110.i, it is found that notwithstanding the fact

that each categorization of respondents'reported some degree of overcrowding,

there are a number of cases in which the percentage of enrollment growth exceeds

the percentage increase in the size of the aggregate facilities inventory.

Thus, while the suburban schools indicated an enrollment increase of 14%,

the projected percentage increase in their,overall facilities configuration

was only 3%. Similarly, while the schools in the Western census region indicated

a limited enrollment growth of only 7%, this latter figure far exceeded the

net facilities expansion resulting from ongoing construction and remodeling

(1%). Finally, the "small" schools will be recalled to have indicated a 26%

enrollment expansion: the 20% facilities expansion barely keeps pace with

the latter period. On the other hand, the typical situation is one in which

the facilities expansion percentage more than compensates for the enrollment

increase. From this standpoint, the most notable case is that of the southern

schools, in which a 31% projected facilities expansion outstrips the 15%

enrollment growth factor, while the inner-city schools (typically a problem

area in the sense of overcrowding) show an aggregate 22% increase in facilities

to more than offset the anticipated 11% enrollment increase.

191

141
FIGURE 3.11.J

COMPARISON F PRE- TO POST-CONSTRUCTION FACILITIES AND ENROLLMENT GRO TH

35

30

25

-20

.MI

.I

,. II

III

...kv EMI

II

ii

MI

. II II

III

ee

0. e :4,

-?-t%

. +

.a. nn'eM

. vera I Small Medium Large Ave age

SIZE OF SCHOOL

Facilities Growth

Pub ic Private Inner Outer SubUrfl City CONTROL LOCALE

EEnrollment Grow h

NLen

REGION

While the above kinds of comparisons are useful to the extent that they offer

some degree of insight into the dynamics of the medical education arena, it is

important to always bear in mind that the concept of a "post-construction period" is artificial and that many changes probably will take place over the period during which the various construction and remodeling programs of respondents are completed. That this period will not be brief is indicated by the

fact that 6 of the_32 respondents indicating the existence of some construction program in 1973 revealed that these programs would not be complete until

some time beyond 1977. Furthermore, it must be realized that as time progresses,

the combination of changing educational concepts and improvements in construction methods may contribute to significant differences between that which respondents predicted and that which ultimately evolves upon the actual completion of a given program.

192

148
TABLE 3.V.9

THE BALANCING EFFECT _(ON STATIONS PER STUDENT) OF JOINT-UST SPACE

CLASSROOMS CLASS LABORATORIES

PUBLIC PRIVATE PUBLIC PRIVATE

Student stations* in controlled space 7,828 5,059 11,534 5,984

Student stations** available

in joint-use space 33,084 5,567 7 187 2,175

(Deduct) Controlled stations

used by other schools 3,940 96 421 182

Total Stations 36,972 10,570 18,300 7,977

FTE Enrollment 18,327 7,301 18,327 7,301

Student stations+ per student 2.0 1.5 1.0 1.1

For those schools reporting students and stat ons.

By definition, these stations may be ava lahle only one hour per week.

+ Compare with Figure 3.V.C.

b. Usage of Classrooms

Fifty-one percent of respondents' classroom space was primarily devoted

to instruction in the basic biological sciences; with 16% of the space

devoted to instruction in the clinical sciences, and the remaining 33%

of mixed usage. With minor exceptions, these proportions tend to hold

regardless of the grouping of respondents.

The average classroom was used 655 hours out of the academic year. Small

schools, at 511 hours, were substantially below the average. When the

schools are grouped by control, public schools are slightly above the

mean, while private schools are somewhat below it. We note also that

grouping of the schools by "curriculum type" seems to show that the existence

of a clinical teaching component has almost no impact on the usage of

classrooms.

Table 3.V.10 arrays mean and total usage against total room availability,

with the room utilization percentage, computed as described in Appendix G,

2

245
displayed in the final column. As was noted in PART 1, the latter figures

should be treated with caution--and their relative rather than absolute

magnitudes studied. In brief, "utilization" is herein taken to imply the

percentage ratio of:

esource hours (=Lie

resource hours available

whether the resource be room, or student stations. Resource hours available" should theoretically be computed as "length of academic year in

hours)" times "number of rooms or student stations available for use."

For comparability among the schools, we have substituted 2,080 hours for

the reported "length of academic year". Since 2,080 is typically larger

than the reported length, the computed utilization percentages are, on

average, depressed to some degree.

TABLE 3.V.10

USAGE OF CLASSROOMS SCHOOLS OF PHARMACY--FALL 1973

NUMBER

OF

SCHOOLS

MEAN HOURS

PER ROOM

PER YEAR

TOTAL*

HOURS OF

USAGE

(000)

TOTAL**

HOURS

AVAILABLE

(000)

COMPUTED

UTILIZATION

%

TOTAL 46 655 134 456 32

Size of School

Large 13 679 54 181 31 Medium 21 690 61 193 35

Small 12 511 18 81 26

Control

Public 34 687 89 287 34

Private 12 598 45 168 27

Geographic Locale

InnercitY 16 618 38 144 28

Outercity 24 663 78 258 33

Suburban 3 434 5 23 21 Rural 3 896 13 31 44

Curriculum Type , Classical 18 690 54 179 31 Revised 28 633 80 277 32

Ovor all rooms, both allocated and joint-use.

Number of roons at all schools x 2 080.

246

290
Room utilization computations, performed for those 46 schools for whom

data were complete, averaged 32% for classrooms as seen in column 8 of

the above table. This figure is seen to be primarily a function of usage

in the public sector, since public schools, as a group, reported 34%

in con rpst to the 27% exhibited by privately controlled schools. Although not well reflected by the "average hours per room per year" figures

previously noted, it is found that the percentage of room utilization

ranges from 21% to 44% as a function of lo6ale of school.

In view of the fact that joint-usage of facilities plays a major role in

the operation of many pharmacy schools, Table 3.V.11 displays the reported

joint-usage "in both directions". As may be seen, pharmacy schools

represent a much larger loading on facilities not controlled by them than

do the students of other professions upon pharmacy-controlled-facilities.

TABLE V.11

JOINT-USAGE OF PHARMACY SCHOOLS' CLASSROOMS

ROOM HOURS

"BORROWED"

BY PHARMACY

SCHOOLS

"CONTROLLED"

ROOM HOURS

"LENT" BY

PHARMACY

SCHOOLS

NET

1) - (2 )

"CONTROLLED"

ROOM HOURS

USED BY

PHARMACY

RATIO

(1)1(4)

(1) (2) 3) (4) (5)

TOTAL 86 599 9-668 76_931 134 192 .64

Size of School

Large 28,990 1,236 27,754 54,336 .53

Medium 42,829 6,014 36,815 61,457 .70

Small 14,780 2,418 12,362 18,399 .80

. Control

Public 76,897 9,476 67,421 89,372 .86

Private 9,702 192 9,510 44,820 .22

The ratio of joint-use to "controlled" hours is quite large in all groupings analyzed. As might be predicted, the multi-school setting typically

associated with the public university campus contributes to a 4-to-1

joint-usage differential between pUblicly and privately controlled schpols

(see column 5 in Table 3.V,11).

2

247
Classroom student station utilization figures averaged 31% for the 60

schools for whom station utilization rates (occupancy rates) could be

computed using the method detailed in Appendix G. On a 2,080 hour base,

the average station was occupied anywhere From 5% to 129% of the time.

Again, schools in the publi.c sector showed only a marginally greater

aggregate utilization percentage than those in the private sector (32%

versus 30%), and the two values may be considered equal. Table 3.V.12

displays these percentages, and the "raw material" involved in their

computation.

TABLE 3. V. 12

PHARMAC' SCHOOLS' CLASSROOM STUDENT STATION UTILIZATION--FALL, 1973

STATION- CONTROLLED

STUDENT HOURS* STATION- (1)+(4)

HOURS* UTILIZED CONTROLLED HOURS* (2)+(31

SPENT IN NON- STATION- USED BY % STATION

IN ANY CONTROLLED HOIIRS* NON-PHAR- UTILIZATION

CLASSROGr4 CLASSROOMS AVAILABLE MACV

(1) (2) (3) (4) (5)

TOTAL 10.4 __8.6 26.5 .6 31 Sizedf Shool

Large 4.9 2.4 1-.2 .1 34

Medium 4.3 5.1 12.3 .3 29

Sniall 1.2 1.1 3.3 .1 27

Control

Public 6.9 7.6 17.8 .6 32

Private 3.4 1.0 8.1 .0 30

Geographic Locale

Innercity 4.3 3.8 10.0 .1 35

Outerclty 5.0 3.6 13.0 .4 29

Suburban .4 .7 1.3 .0 21 Rural .7 .5 1.5 .0 34

Curriculum Type

Classical 5.1 2.9 10.5 .1 36

Revised 5.3 5.7 15.4 .5 28

* In millions.

292

248
c. Class Laboratory Utilization

Pharmacy-controlled class laboratories were used 526 hours per year on

the average, with special-purpose class laboratories typically used fewer

hours per year than general purpose labs (431 versus 559). In parallel

with Table 3.V.10, Table 3.V.13 outlineS class laboratory usage (with

general and special purpose labs combined due to data constraints).

TABLE 3.V.13

USAGE OF_CLASS LABORATORIES,_SCHOOLS OF PHARMACY--FALL, 1973

NUMBER

OF

CHOOLS

MEAN HOURS

PER ROOM

PER YEAR

TOTAL*

HOURS

OF USAGE

(000)

TOTAL**

HOURS

AVAILABLE

(000)

COMPUTED

UTILIZATION

%

TOTAL 46 526 988 25

Size of School

_249_

Large 13 512 104 424 25

Medium 21 598 99 343 29

-SMall 12 440 47 220 21 Control

Public 34 498 173 670 24

Private 12 587 88 318 28

Geographic Locale

Innercity 16 599 90 320 28

Outercity 24 461 118 526 23

Suburban 3 406 17: 85 20

Rural 3 916 25 56 44

Curriculum Type

Classical 13 519 121 489 25

Revised 28 533 128 499 26

Over all room, both allocated and joint-use.

NumbeFi5f rooms at all schools x 2 080.

As may be seen in the above table, mean usage tended to parallel that

for classrooms, except that in the current instance, the private schools

have a higher mean usage than those of the public sector.

249
Joint-usage of class laboratories was five times less than it was for

classrooms, although the joint-usage reported was still substantial (see

Table 3.V.14, and compare with Table 3.V.11).

TABLE 3.V.14,

JOINT-LJSAGE OF PHARMACY CHOOLS' CLASS LABORATORIES--FALL 1973

ROOM HOURS

"BORROWED"

BY PHARMACY

SCHOOLS

"CONTROLLED"

ROOM HOURS

"LENT" BY

PHARMACY

SCHOOLS

NET

(1) - (2)

"CONTROLLED"

ROOM HOURS

USED BY

PHARMACY

RATIO

(1)1(4)

(1) (2) (3) (4) (5)

TOTAL _31,464 2 133 29 331 249 387 .1 Size of School

Large 10,599 67 10,532, 104,013 .10

Medium 16,926 1,696 15,230 98,746 .17

Small 3,939 370 3,569 46,628 .08

Control

Public 23,961 967 22,994 173,312 .14

Private 7,503 1,166 6,337 88,075 .09

Student station utilization in class laboratories ranged between 4% and

125%, for individual schools, using the computational approach described

in Appendix H. Schools of the public sector exhibited a higher utilization percentage than privately controlled schools (17% versus 12% ); _ fact notable because public schools' joint usage was greater than that

of their private counterparts. That is, from Table 3.V.14 may be seen

that (in column 5) the ratio of "borrowed" to "allocated" or "controled"

room hours is .14 (14%) versus .09. Since this figure is'an addition

the denominator of the utilization formula, it tends, as a correction

factor, to depress the public schools' utilization ratio more than it depresses that for the private schools.

Tab e 3.V.15 contains the station utilization averages for various groupings of pharmacy schools. They are, in general, much lower than the corresponding classroom percentages, even though the'"mean hours of usage

per year" for classrooms and laboratories differ by less than 25%.

" 9

250
TABLE 3.V.15

PHARMACY SCHOOLS' CLASS LABORATORY STUDENT STATION UTILIZATIONFALL 1 7 STUDENT HOURS*

SPENT IN ANY

CLASSLAB

CONTROLLED*

STATION-HOURS

AVAILABLE

% STATION

UTILIZATION

TOTAL 5.5 4.4 16

Size of School

Large 2.4 14.5 16

Medium 2.5 13.5 - 18

Small .7 6.4 11 Control

Public 4.1 22.6 17

Private 1.4 11.9 12 Geographic Locale

Innercity 2.1 12.9 16

Outercity 2.7 18.0 15

Suburban .2 1.8 12

Rural .4 1.9 23

Curriculum Type

Classical 2.5 14.8 16

Revised 3.0 19.7 15 In millions.

d. Faculty 0 -ices

Faculty office space per full-time-equivalent teaching faculty member

was reported to vary from 43 to 270 NASF on a school-by-school basis,

with a mean of 123. Public and private schools reported approximately

equal averages, notwithstanding the issue of joint-use space availability

(see Table 3.V.16).

251
TABLE 3.V.16

PHARMACY SCHOOLS' FACULTY OFFICE SPACE_PER FIE _FACULTY MEMBER-7fALL, 1973

NUMBER OF

SCHOOLS

REPORTING

FACULTY

NASF OF

OFFICE

SPACE

(000)

NUMBER

OF FIE

FACULTY

NASF PER

FACULTY

TOTAL 63 202 ____1_,_517,....

Size of School

Large 17 77 555 139

Medium 31 93 861 108

Small 15 32 231 139

Ce.Arol

Public 47 155 1,278 121 Private 16 47 369 127

Geographic Locale

Innercity 25 68 681 100

Outercity 32 118 824 143

Suburban 3 9 64 141 Rural 3 7 78 90

296

252
C. ONGOING CONSTRUCTION AND REMODELING, AND THE POST-00 STRUCTION INVENTORY

OF NONCLINICAL INSTRUCTION FACILITIES

1 Ex en- u and C

As of the survey date, seventeen schools of pharmacy indicated their involvement

in a construction or remodeling program. Ranging in size up to $7.6 million for

a single school, these programs represent the construction of some .57 million

GSF of new facilities. Two thirds of' the reported construction costs and five

sixths of the remodeling costs were being incurred by schools in the public sector.

TABLE_3.V.17

OVERVIEW OF ONGOING CONSTRUCTION AND REMODELING AT PHAR ACY H LSFALL, 1973

NEW CONSTRUCTION REMODELING

NUMBER

OF

SCHOOLS

GSF

000)

COST

($000)

AVERAGE

COST

PER GSF

NUMBER

OF

SCHOOLS

NASF

(000 )

COST

($000)

TOTAL 17 569 22 492* 40* 11 44 580

Size of School

Large 4 0 -- 4 14 132

Medium 7 310 16,611 54 4 18 391

Small 6 259 5,881 23 3 12 57

Control

Public 13 425 13,790 32 9 39 488

Private 4 144 8,702 60 2 5 95

Geographic Locale

Innercity 7 318 18,457 58 4 24 223

Outercity 7 171 35* 5 16 162

Suburban 1 0 -- -- 1 1 15

Rural 2 80 4,000 50 1 3 180

* A number of respondents omitted the cost of their ongoing new construct on

programs. These figures are, thus, spuriously low, and all "dollars pe

GSF" figures should be treated with extreme caution.

Those eight schools repo ting an ongoing construction program indicated that

29% of the new space was being built for the purposes of enrollment expansion;

35% was being constructed for the relief of overcrowding; and one of every four

297

253
new GSF were being built for the replacement of obsolete space. Grouping the

respondents into the kinds of categories utilized in previous analysis, and

recognizing the small sample sizes which result, we find diametrically opposed

purposes of new construction in the public and private sectors. 'As seen in the

figure, obsolescence was the key purpose of construction for the private schools,

while the publicly controlled schools cited enrollment expansion and overcrowding

relief.

FIGURE 3.V.D

PHARMACY SCHOOLS' PURPOSES OF ONGOING CONSTRUCTION

Expand Enroarn't Relieve Overcwd _bsoleseenee 0 her

Public Private

Differences in purpose of the ongoing construction programs are also a function

of school size. With the large schools reporting no construction at all, the

medium-sized schools estimated that over 40% of the construction was for replacing obsolete space; while only a small portion of the smaller schools'

construction was for these purposes but was focused more upon overcrowding relief.

254
2 Sources of Funds for Onsoins Constructior and Remod:iing Programs

Of the 23.1 million dollars reported by respondent, as "fuily authorized" for

ongoing construction and remodeling efforts (a spuriously low total due to an

occasional failure to report the costs of ongoing construction) over 40% was

contributed by state and local sources (all of it to schools in the public sector), with HPEA construction grants accounting for another 41% of the total.

While the majority (62%) of the HPEA grants were to publicly controlled schools

these grants represented the majority of the private schools' funding (see

Figure 3.V.E).

FIGURE_ 3.V.

SOURCES OF FUNDS FOR ONGOIN- CONSTRUCTION

PUBLIC

STATE & LOCAL

73%

PRIVATE

15%

PRIVATE

FUNDS

The Effects of On oin uction and Remodelin

ISC. ESS THAN 1%)

The net effect of ongoing construction and remodelilig would be to increase

the pharmacy schools' inventory of nonclinical instruction facilities to 2.2

million NASF. Since facilities replacement appeared to be one of the primary

purposes in a number of instances of the orgoing construction, it is worthwhile

to estimate the NASF of new construction r replacement purposes. We do

2 9 )

255
this by multiplying respondents' reported percenta of the GSF (under construction) for replacement purposes by the NASF of new construction. We now

compare this figure with that perceived as needing replacement as of the survey date to see where the needs for replacement are or are not being fulfilled.

In all, 140,000 NASF of the fall, 1973 inventory were indicated as needing

replacement": using the computational approach described above, we obtair

an estimated NASF (being replaced) of 80,000 NASF, 56% of the need. This

percentage is highly variable as a function of control and locale, and, with

the exception of large schools, is constant for the "size of school" categorization (see Figure 3.V.F).

FIGURE_3.V.F

THE EFFECT OF ONGOING CONSTRUCTION ON_

THE PHARMACY SCHOOLS' PERCEIVED'REPLACEMENT NEEDS AS OF FALL 1973

Lg Med Smi

SIZE OF SCHOOL

Pub Pvt

CONTROL

256

Inner Out Sub Rural

City

LOCALE
It has been stated that the "desired" space distribution profile was different

only in minor respects from that which existed in the fall of 1973. When the

ongoing construction is apportioned by type of space, it is apparent that it

will engender little change in the space distribution profile as the construction itself approximates the profile. For the respondent schools of pharmacy

as a whole, then, the effect of the construction will be to increase the amount

of space of each type in proportion to its representation in the fall, 1973

inventory, rather than to' change the size relationships between one room type

and another.

Overall, these programs will add under 1 Net Assignable Square Foot per student. It is thus not surprising to find that the need for additional facilities, as perceived in the fall of 1973, has only been alleviated by 18% through

ongoing construction and remodeling efforts. On the other hand, the alleviated

need (the difference between the needs perceived as of the survey date and

those projected as of the completion of ongoing construction and remodeling

programs) fluctuates with size, control, and locale of school (see Figure

3.V.G).

_ 50

w 40

FLli .J 30

w 20

Lu

U. 0 0

FIGURE 3.V.G

OVERALL NEED ALLEVIATED BY ONGOING CONSTRUCTION

Zo;SS! LRG MED SML PUB PVT IN TY OUTCY SUB RUR

257
While it has been noted that the NASF per student figures change only slightly

as a result of ongoing construction programs, it is also true that the enrollment figures used in the denominator of the computations are based on the respondents' projected enrollment following completion of these efforts. We must,

therefore, consider the fluctuation in the enrollment figures themselves.

The Post-Construction Studerit Population

With the admittedly strong assumptions underlying our definition of "post-construction period" in mind, we find that the increase between the FTE enrollment

as of the survey date and the FTE enrollment "following the completion of ongoing

construction and remodeling" is just under 6%, with the respondents' projected

aggregate enrollment increasing to 27,100 students. As is apparent in Table

3.V.18, the most vigorous growth rate is exhibited by the "small" schools;

while the public and private schools indicate equal enrollment growth. In most cases, the percentage expansion in facilities outstrips the percentage

/growth in enrollment -- thereby relieving to some degree, the overcrowding

problem perceived as of the survey date.

TABLE 3.V.18

COMPARISON OF PROJECTED ENROLLMENT AND FACILITIES GROWTH RATES

INIASF (000)

FALL,

1973-

NASF

(000)

"POSTCONSTRUCTION"

%

CHANGE

IN NASF

FTE ENROLLMENT

FALL,

1973

FTE ENROLLMENT

POST-CONSTRUCTION

%

CHANGE

IN ENROLLMENT

TOTAL 2,016 2,177 8 25,628 27fl,144 6

Size of School

Large 818 772 -6 11,346 .11,772, 4

Medium 892 1,011 13 11,340 12,099 7 Small '306 - 394 29 2,942 3,273 11 Control

Public 1,502 1,615 8 18,327 19,402

Private 514 562 9 7,301 7,742

Geographic Locale

Innercity 714 790 11 9,048 9,845 9

Outercity 1,112 1,173 5 14,133 14,544 3 Suburban 103 104 1 1,221 1,311 7 Rural 87 110 26 1,226 1,444 18

258
THE 1983 LOOK AHEAD

Twenty-three pharMacy schools indicated plans for the construc ion of 879,000

NASF of facilities during the period between the completion of their ongoing

construction and remodeling programs and the fall of 1983. As might be anticipated based on previous discussion of "medium-sized schools" and schools

of the public sector, the bulk of this new construction was reported by these

two overlapping groups (see Figure 3.V.H).

TIGURE 3.V.H

PHARMACY SCHOOLS' PLANNED CONSTRUCTION* THROUGH 1983

SIZE

CONTROL

THOUSANDS OF NASF; TOTAL = 879

Includes "on-site patient care" and " he facilities.

Although planned remodeling was rep-rted to a much lesser extent (170,000

NASF), all of it was'reported by 12 publicly controlled schools; and 73% of it

was reported by the schools of "medium" size.

As can be seen in Figure 3.V.I, the purposes of the construction planned by

respondents through academic year 1983 were nearly equivalent, in percentage

terms, over three of the four "purposes" defined by the instrument. Overcrowding relief was the lone exception. On a school-size by school-size basis,

the percentage of new construction for enrollment expansion is nearly doubled

for each successively decreasing size category: large schools indicated

11%, while medium and small schools indicated 22% and 38%, respectively.
FIGURE 3.V.I

PLANNED PURPOSES OF CONSTRUCT ON OF

NONCLINICAL INSTRUCTION FACILITIES* THROUGH 1983

EXPAND

ENROLLM'T

175

In thousands of NASF.

The very strong pattern of percentages of ongoing construction for expansion of

enrollment among the various school size categories does not match the reported

projections of increase in enrollment through 1983. In fact, a number of mismatches appear in an overlay (See Figure 3.V.J) of enrollment growth versus

new construction for enrollment expansion purposes. In view of the overcrowding problem already becoming apparent to respondents, these mismatches between

apparent needs and projected construction purposes are liable to engender

a realignment of plans in the coming decade, given that the enrollment increases are to become a reality.

304

250
FIGURE 3.V.J

COMPARISON OF ENROLLMENT GROWTH AND FACILITIES TO BE

BUILT FOR ENROLLMENT EXPANSION THROUGH 1983

40

LU

cLIII 20

10

AVG LRG MED SML PUB PVT

SIZE CONTROL

Enrollment growth

Planned construction for

enrollment expansion

The "mismatches" referenced above are most obvious for large schools, and for

schools in the private sector. Table 3.V.19 displays, for these and other

groups, the changes in NASF per student expected to occur between fall, 1973

and academic year 1983.

TABLE 3 19_ CHANGES IN NASF PER STUDENT SCHOOLS"

OF PHARMACY 1973 1

NASF PER

STUDENT--

FALL, 1973

NASF PER

STUDENT--

POST-CONSTRUCTION

NASF PER

STUDENT--

1983

TOTAL 6

Size ofSoà

Large 83 '80 73

Medium 82 88 106

Small 108 121 125

Control

Public 87 90 105

Private 83 86 69

0,

261
E. INVENTORY OF INSTRUCT ONAL RESOURCES IN CLINICAL FACILITIESFALL, 1973

Description

The 240,000 NASF of nonclinical instruction facilities found in.pharmacy schools'

major clinical affiliates represent nearly a 12% addition to,the similar facilities controlled by those schools. Of the 66 hospitals 'and eitfics reported,

45 made such facilities available for academic purposes, while 44 were u,;ed

for training relating to ambulatory care and all were reported as used with

relation to inpatient care. Recognizing that the typical pharmacy curriculum

does not "utilize" inpatients and outpatients with the degree o, intensity of,

e.g., a medical school curriculum, the advent of the healthare team concept

(including a pharmacist) and, less directly, training in a hospital pharmacy

implies that the size (number of beds in a hospital) is becoming an increasingly germane measure of teaching resources in the pharmacy context.

Along these lines, pharmacy schools reported that, as major components in their

education program, clinical affiliates represented 16,700 beds with an ADPL

of 14,200. With regard to ambulatory care facilities, an aggregate of over

900,000 outpatient visits per year were reported which may, to a large

extent, represent reporting of prescriptions filled. "Prescriptions 'filled"

is, however, not the sole measure of outpatient training: respondents indicated that nearly 550 examining and treatment rooms -- 675 ambulatory patient

stations in all -- were available for pharmacy students' use. Most of these resources were used by those schools of pharmacy considered by the researchers to

have offered a "revised" curriculum (and most of the latter schools were publicly

controlled).

With regard to the "nonclinical instruction facilities" in these clinical areas,

it appears that they basically offered classroom, laboratory, library, and auditorium space (about 20% of the total for .each type) with very minor percenta-ges

of the other room types reported. As would be anticipated from the above discussion, nearly 90% of these.facilities were used by those schools offering "revised" curricula.

306

262
Adeuac of Nonclinical instruction Facilities in Clinical Areas

Condition

Respondents reperted that approximately 68% (166,000 NASF) of the current

inventory of nonclinical facilities in clinical settings were "satisfactory for program purposes". Of the unsatisfactory space, well oyer half

(56%) needed remodeling; while the remainder, some 20,000 NASF, required

replacement. The percentage of satisfactory space was lowest in the

public schools (66%) and the innercity locales (59%).

b. Instructional Facilities Needed in Clinical Settings

68,000 NASF of noncTinical instruction facilities were available at those

26 clinical associates reporting a need for additional space. An additional 80,000 NASF were perceived as needed, 38,000 of which were reported

to be for relief of overcrowding. Twenty-five of the clinics representing

95% of the need, were reported by publicly controlled schools.

As we analyze each of the room types delinea ed by the survey instrument,

we find that, for the 26 clinics in question, respondents wished to more

than double the available square footage of administrative offices, and

to increase by many times, the available research and research training

space, and faculty offices (see Table 3.V.20). While the numbers of

NASF involved were not large for any given room-type, the large factor

by which these pharmacy schools desired to expand the facilities .gives

insight into the degree to which the needs were felt.

263
PHAR

TABLE 3.V.20

CY SCHOOLS' PERCEIVED NEEDS FOR INSTRUCTIONAL FACILITIES

IN CLINICAL AREAS

NASF* AVAILABLE

AT CLINICS REPORTING A NEED NASF* NEEDED

NASF NEEDED AS

A % OF NASF

AVAILABLE

Classrooms 14 18 129

Class Laboratories 22 19 86

Research & Research Training 2 18 900

Library 12 5 42

Auditorium 8 5 62

Faculty Offices 1 13 1,300

Administrative Areas 2 5 250

Animal Facilities 0 1 -- TOTAL 68** 80** 118

In thousands.

Column sums are imprecise due to aggregation of a large number of round-off

errors over the many hospitals involved in each detail line.

3 0

264
F. ONGOING AND FUTURE CONSTRUCTION AND REMODELING, AND THE R EFFECT ON THE

INVENTORY OF N NCLINICAL INSTRUCTION FACILITIES

1. Extent of On in on Seven of the 66 hospitals and clinics associated with the respondent pharmacy

schools indicated that, as of the survey date, they were involved in new construction and remodeling whose total .cosA, approximately $120 million, was

being incurred by the public sector. (A GSF figure is not given here since

$90 of the $120 million in construction costs were reported without corresponding GSF figures.) Nearly half this effort (for the 170,000 GSF of new

construction which were reportg4.was for replacement of obsolete facilities,

and none was for enrollment expansion. Eighty-nine percent of the funds were

supplied by state and local sources, with 10% obtained through borrowing.

2. Effects_ of Ongoing Construc ion

The net effect, vis-a-vis schools of pharmacy, of ongoing construction and

remodeling in hospitals and clinics will be to add 160,000 NASF of nonclinical

instruction facilities to the inventory that existed as of fall, 1973--an incre'ase of 65%. On a percentage basis, this increase to 400,000 NASF will

most impact the hospitals and clinics used by "large" schools, for whom it

represents a factor-of-three (319% ) addition to the 16,000 NASF reported for

1973. "Small" schools will also be signifiCantly impacted, with the addition

of 84,000 NASF (142% of the original inventory).

Hospitals and clinics associated with pharmacy schools in the public sector

anticipate adding 71% as much space through ongoing construction programs

as existed prior to these program's' initiation. The 224,000 NASF "post-cons c- tion inventory" of nonclinical instruction facilities in clinical areas is

expected to rise to 382,000 NASF.

3. The 1983 Look Ahead

Since for the "1983 look-ahead", the instructions did not distinguish between

patient-care areas and non-clinical instruction facilities in clinical areas,

3

265
the projected 1983 inventory of 810,000 NASF is not strictly comparable with

the 400,000 NASF reported for the "post-construction period". Assuming, however, that the estimates of various amounts of construction for each construction purpose apply to both patient-care and non-patient-care facilities, it is

of interest to assess the planned activity in light of these purposes.

In the aggregate, the respective percentages (of planned construction) to be

applied to the various purposes outlined by the survey instrument tend to follow the .pattern evidenced by construction in progress as of the survey date. Almost none of the construction is marked for enrollment expansion, while the largest portion (66%) will again be 'for replacement of obsolete facilities. This

latter figure, it should be noted, is influenced by the one very:large replacement program (333,000 NASF) reported by the private sector, with. the six programs in the public sector averaging 48% for replacement purposes.' In sum,

then, major clinical facilities construction efforts in support of pharmacy

school programs will continue to upgrade rather than expand, the available

nonclinical and clinical teaching facilities.

310

266
V . SCHOOLS OF PODIATRIC_MEDIC_NE

A. INTRODUCTION

Podiatry schools resemble schools of medicine and dentist. y to the extent that

their basic science training takes place primarily in the first two years of a

four year education program. The following two years (the "clinical years")

relate in the sense of facilities) to the use of examining and treatment

rooms and, to a lesser extent, to prosthesis and bio-mechanics laboratories.

It is thus to be expected that in the aggregate, the schools of podiatric

medicine will be seen to be heavily classroom and class laboratory instruction

oriented; with a nearly equivalent concentration on examining and treatment

rooms and (to a much lesser degree) inpatient care areas. Since, however,

these schools are not heavily research oriented, it is also to be expected

that the amount of research and research training space will be much less

significant (as a percentage of the total facilities configuration) than for

schools such as medicine-and dentistry with.the net result that the classroom

and class laboratory instructional facilities will represent a far greater proportion of the available facilities than in the latter two professions--even

though the intensity and nature of the training are similar.

Even though all 5 of the nat on's schools of podiatric medicine responded

with substantially completed survey instruments, their limited number reduces

our ability to discuss them in the analytical manner desired. Rather, that

which follows will be more expository in nature. Table 3.V1.1 describes the

response rate in terms of the grouping parameters used in the discussion to

follow. Size categories were assigned by choosing 0-250 Full-Time Equivalent

students (FTE) to represent "small schools" 251-350 FTE's as "medium", and

above 350 as "large".

267
TABLE 1.VI.1 THE UNIVERSE OF SCHOOLS OF P DIATRY

SCHOOLS OF: PUDIATRY

NUMBER

OF SCHOOLS

IN UNIVERSE

NON-RESPONDENT

NEW SCHOO _

RESPON- D NG

ES AB- L SHED

RESPON- DENTS

4

NON-SUBSTANTIVE

FORMS

ESTAB. SCHOOLS

RE- SPONSES USED IN

ANALYSIS

(#5-#6)

ANALYZED

SCHOOLS AS A %

OF ESTABLISHED UNIVERSE

(7/(1-2a-4))

NEW SCHOOLS

ESTAB- LIIHED SCHOOLS

TOTAL

(# a*

#2b

RESPONDE T:

0 1 NO 2 )

_TOTAL #I#2a#2b #2c #3#4 #56 #7 #8 50 0 0 5 0 50 5 100

Large Medium

Small

2

12

0

0

0

0

0

0

0

00

2

12

0

00

2

12

0

00

2

12

100

100

100

Publfc Private

0

5 0

0

0

0

0

0

0

0

0

0

0

00

0

0

5

4

100

0

0

0

0

0

0

0

5

4

10

0

00

0

0

0

0

5

4

10

0

100

nnercity

Outercity

Suburban

Rural

4

10

0

0

00

0

100

100

Northeast

Northcentral

South West

220

1

0

00

0

0

0

00

0

0

0

0

2

20

1

0

0

0

0

22

0

1

00

0

0

2

20

1

100

100 100

268
THE FALL, 1_973 INVENTORY OF NONCLINICAL INSTR CT ON FACIL TIES CONTROLLED

BY RESPONDENTS

1. Descrtption

The 5 respondent schools of podiatric medicine reported 140,000 NASF (263,000

GSF) of "allocated" (controlled) instructional facilities, 94% of which

were owned (or leased on a very long-term basis), and the remaining 6%

rented or leased. The largest reported inventory, all of it "owned" by

the respondent, was 34,000 NASF, twice the mean configuration size.

In an effort to better assure comparability of Net Assignable Square Footage

(NASF) figures among the schools, the discussion henceforth excludes two

room-types: "on-site patient care" due to its lack of fit within the framework of "nonclinical instruction facilities", and "other" space, due to the

broad mix of space types it represents. Table 3.VI.2 displays how we derived,

for discussion purposes, the 86,000 NASF of nonclinical instruction facilities.

TABLE 3.VI.2

DERIVATION OF THE FALL, 1973 INVENTORY OF NONCLINICAL INSTRUCTION

FACILITIES--SCHOOLS OF PODIATRIC ME

1. Number of Schools 5

2. Owned GSF* 263

3. Owned NASF* 131

4. Rented/leased NASF 9

5. Total (owned or rented) NASF 140

6. "On-site patient care", and "other" 54

7. Total NASF of nonclinical instruction space 86

All GSF and NASF figures are in thousands.

313

269
The 86,000 NASF are distributed among the groupings of schools (e.g., by size

and control) as displayed in Table 3.VI.3. By comparison with Table 3.1/1.2,

we find that none of the "on-site patient care" or "other" facilities are in

quarters which are rented or leased.

TABLE_3_,V13

TH8 FALL_, 1973 INVENTORY OF PODIATRY SCHOOLS' NONCLINICAL

INSTRUCTIQN FACJL.ITIES

NUMBER

OF

SCHOOLS

OWNED

NASF

(000)

RENTED

NASF

(000)

TOTAL

NASF

(000)

AVERAGE

NASF

PER SCHOOL

TOTAL 5 77 9 86 17

Size of School

Large 2 45 2 47 24

Medium 1 10 2 12. 12

Small 2 22 5 27 14

Control

Public 0 --

_ -- -- Private 5 77 9 86 17

Geographic Locale

Innercity 4 43 9 52 13

Outercity 1 34 0 34 34

Suburban 0 - -- -- Rural 0 -- - --. Census Region

Northeast 2 22 5 27 14

Northcentral 2 45 2 47 24

South 0 -- -- -- West 1 10 2 12 12

,Sixty percent of the nonclinical NASF in schools of podiatric medicine were

located in classrooMs and class laboratories as shown in Figure 3.VI.A.

270
FIGURE 3.VI.A

DISTRIBUTION PROFILE OF NONCLINICAL INSTRUCTION FACILITIES FALL, 1973

CLASS LAB CLASSROOMS

ADMINISTFATIVERESEARCH

AUDITORIA

FACULTY OFFICES LIBRARY

As is clea: from the figure, and as noted in the introduction to this chapter,

schools of podiatry were much less oriented toward research than we many

of the schools. Only tm rooms were reported by the five respondents as

being predominantly devoted to research.

As seen in the following graph, schools of podiatry tend to utilize small class

laboratorteS_and larger classrooms. In the fall, 1973 configuration, there were

three times as many "mall" (1 - 32 student stations) class laboratories as

"large" (more than 32) and six tims as many large class rooms as small.

Eleven of the "large" classrooms were of more than 64 stations.

271
F_IGURE_37VI.B

NUMBER OF CLASSROOMS AND CLASS LABORATORJES BY VARIOUS STUDENT CAPACITIES

U) 16 2

O 14

Er 12

O 10

CC

LIJ 8

01

2 6

4

2

_ ...-

CM

.1

....At..

1-32 33-128

STUDENT STATIONS

Classroom fi Class kilo

In terms of square footage, the classrooms and class laborato-ies were similar.

Differences in number of stations per room rest with the fact that a class

laboratory student station, on the average, required more than taice the

space that a classroom student station required.

TABLE 3.VI.4

NASF PER ROOM AND STUDENT STATION

NASF

(000 )

NUMBER

OF

ROOMS

NUMBER OF

STUDENT

STATIONS

NASF

PER

ROOM

NASF

PER

STATION

STUDENT

STATIONS

PER ROOM ---

Classroom 29 21 1,324 1081 22 63

Class LabordL. ies 21 16 428 1,312 49 27

Research & Research Train. 1 2 4 1,000 -- 2 Library 6 -- 232 -- 26 .= Auditoria 4 1 350, 4,000 11 350

Faculty Offices 10 64 -- 156 -- .= 3iG

272
2. The Student Po.ulation Usins the Inventor as of Fall 1973

As of the start of the academic year 1973-1974, the total FTE enrollment of

graduate and undergraduate students at schools of podiatric medicine was 1,555.

Twenty-one of these students were reported as graduate students. As seen in

Table 3.VI.5, nearly three-quarters of these students were situated in innercity locales.

TABLE 3.VI.5

ENROLLMENT AT SCHOOLS OF PODIATRIC MEDICINE PALL 1973

NUMBER

OF

SCHOOLS

PTE

UNDERGRADUATE

PLUS GRADUATE

FTE

PER

SCHOOL

TOTAL 5 1 5 5 311

Size of School

Large 2 814 407

Medium 1 283 283

Small 2 458 229

Geographic Locale

Innercity 4 1,139 285

Outercity 1 416 416

Census Region

Northeast 2 458 229

Northcentral 2 814 407

South . 0 -- -- West 1 283 283

Ade of the Initor

a. Con_dition of S ace

The condition of space at schools of podiatric medicine was reported .

to be generally worse than at schools of other professions. Only 57%

(49,000 NASF) of the total inventory was considered "satisfactory for

program purposes" and a minimal amount of the unsatisfactory space

(4,000 NASF) could be made satisfactory through remodeling. The remaining 33,000 NASF were reported to require replacement (see Figure 3.VI.C).

317

273
FIGURE 3.VI.0

CONDITION OF SPACE, SCHOOLS OF PODIATRIC MEDICINEFALL 1973

SATISFACTORY

NEEDS

REPLACEMENT

NEEDS

REMODELING

The percents of satisfactory space shown above are relat vely consistent

for all room types except faculty offices where only_ 30% of the space

was considered satisfactory.

b. Need for Nonclinical Faciliti as of Fall, 1973_

As reflected above with respect to condition of space, four of the responding schools of podiatric medicine had expressed requirements for new

space to accommodate their then-current enrollment. These four schools,

with an aggregate inventory of 52 thousand NASF, perceived 120 thousand

NASF to be 'needed, 231% of their fall, 1973 inventory. Unfortunately,

one school that reported more than half the total space needed did not

specify the reasons for this need. Most of the space listed by the other

respondents, however, was required to relieve overcrowding. Since only

57% of the space was reported satisfactory, one may assume "poor condition" or "obsolescence" to be major concerns if the responses are to

be consistent. The perceived needs, by type of space, are displayed

in Figure 3.VI.D.

274

211i
50

ou- 40

to 30

a

< 20

0

1- 10

FIGURE 3.VI.D

COMPARIS N OF SPACE NEEDS AND AVAILABILITIES

CLSRM CLS LB RES LIB

Additional NASF

needed

AUD FAC OFC ADMN AN I

Fall 1973

Inventory

With respect to library facilities in particular, four schools answered

the subjective question regarding "enrollment versus library capacity".

Three of these schools, sixty percent of the podiatry schools' universe,

stated that their libraries were highly overcrowded, the other indicating

sufficient library facilities.

The five schools also repo. ted, in total, the following "minimum" needs

for resource categories defined in the survey instrument:

275
TABLE 3.VI.6

NEEDS (OTHER THAN NONCLINICAL INSTRUCTION FACILITIES

SCHOOLS OF PODIATRIC MEDICINEFALL, 1973

NUMBER

OF

SCHOOLS NEED

Faculty (FIE) 5 104

Support Staff (FTE) 5 101

Operating Funds 5 $4,250,000

Equipment 5 $2,146,000

Hospital Beds 3 110

Examining Rooms 4 140

4. Reso4rce Usage_

a. NASF anct Stations IPer St.udent

The five schools of podiatric medicine reported 55 NASF per student in the

aggregate, ranging from 33 to 82 on a per s,ool basis. There was almost

one station per student in classrooms (.85) and .28 stations per student

in class laboratories. The space that was considered "allocated" was

basically the only nonclinical instruction space available to the, students

since the five schools neither had available nor used joint-use facilities,

nor were there such facilities available in owned or major affiliated

hospitals and clinics (with the exception of a small amount of administrative and classroom area). As discussed in other sections, this lack

of joint-use space is largely a function of the fact that all five schools

are freestanding institutions. Typically, it is the public schools in

health sciences centers or other multiple school environments that share

space.

&Di

276
TABLE 3.VI.7

SPACE AND STAT ONS PER STUDENT, SCHOOLS OF PODIATRIC

MEDICINEFALL, 1973

NASF NASF PER STUDENT STATIONS PER STUDENT

TOTAL 86 55 -- Classrooms 29 19 .85

Class Laboratories 21 14 .28

Research & Research Train 1 1 .00

Library 6 4 .15

Auditorium 4 3 .23

Faculty Offices 10 6 -- Administrative Offices 13 8 -- Animal Facilities 0 0

b. Usa Classrooms and Class Laboratoes

Use of classroom space was fairly evenly divided between basic biological

and clinical sciences instruction (46% and 38%, respectively) with 16%

used for mixed purposes. For class laboratories, the majority (87%)

of the space was used for basic biological sciences instruction.

The caveats of PART 1 state that our purpose in computing room and student station utilization is not evaluative in nature, but rather is for

,comparative analysis. In reviewing the utilization-related measures

which follow, this purpose must be kept in mind since the figures presented--in particular, the Percentageswill appear low.

This situation arises because to make the figures comparable, we used

2,080 hours as a. substitute for the various-length academic years reported by respondents. Since the reported lengths of year were typically

shorter than 2,080 hours, the effect is to depress the utilization percentages. The formula used is, in s mple terms, given by:

resource hours used X 100 = % utiliza ion

resource hours "availab e"

3 2 1

277
Essentially, the same formula is used whether the resource under analysis

is a room or a student station ee Appendix G for the computational details). The effect of our substitution is to replace, with 2,080 hours,

some smaller number in the denominator of the formula thereby decreasing

the computed ratio in most cases. For example, in the case of room

utilization, the denominator is changed from:

number of rooms X length of academic year

to: number of rooms X 2,080.

In sum, then it is the pattern in the percentages--rather than their absolute values--which are of importance.

0 Classrooms and class laboratories at schools of podiatric medicine were used to a relatively high degree in comparison with similar rooms of

other professions. The average classrooM was used 765 hours per year;

while the average class- laboratorl WAS used 500 or 340 hours per year,

depending upon whether it was general or special purpose.

TABLE 3.VI.8

MEAN HOURS OF USAGE, PODIATRY SCHOOLS' CLASSROOMS AND

CLASS LABORATORIES--FALL, 1973

CLASSROOMS CLASS LABORATORIES

TOTAL

HOURS'

USAGE

PER

YEAR

NUMBER

OF

ROOMS

MEAN

HOURS OF

USAGE

PER YEAR

TOTAL

HOURS'

USAGE

PER

YEAR

NUMBER

OF

ROOMS

MEAN

HOURS OF

USAGE

PER YEAR

TOTAL 16,062 21 755 7,680 16 480

Size-of School

Large

Medium

Small

7,092

3,960

5,010

10

4

7 709

990

716

2,784

2,400

2,495

73

6 398

800

416

Geographic Locale

Innercity

Outercity

13,308

2,754

18

5 832

551

5,980

1,700

11.5 544

340

322

278
According to our formulae, classrooms were used 35% of the "available"

hours during the 2,080 hour year, while the student stations within those

rooms were used 30% of the time. The class laboratory room use percentage is somewhat lower than that for the classrooms (23%). The station

utilization figure of 40% is given for completeness, recognizing that,

in theony, station utilization must approach room usage as an upper bound.

Unfortunately, a number of usage-related data errors had not yet been corrected at the time of this writing, and in view of our small sample size,

are large enough to impact the averages. The figures are, in any event,

presented in Table 3.VI.9 so that the reader may gain insight into the

pattern of these percentages across the various groupings of schools

used in this discussion.

TABLE 3.VI.9

CLASSROOM AND CLASS LABORATORY "ROOM AND STATION

UTILIZATION," SCHOOLS OF PODIATRIC MEDICINEFALL, 1973

CLASSROOMS CLASS LABORATORIES

ROOM

UTILIZATION

STUDENT

STATION

UTILIZATION

ROOM

UTILIZATION

STUDENT

STATION

UTILIZATION

(%) (%) (%) (%)

TOTAL 35 30 23 40

Size of School

Large, 31 35 19 41 MediuM 48 22 38 61 Small 34 28 20 27

Geographic Loca e

Innercity 40 29 26 45

Outercity 22 33 16 26

faculty Offices

While the average faculty member at schools of podiatric medicine is

assigned approximately 68 NASF, variation about this mean is substantial,

as seen in Table 3.VI.l0. For individual schools, this measure ranged

from 33 to 167 NASF per FTE faculty member.

3 3

279
TABLE 3.VI.10

FACULTY OFFICE SPACE PE.R FACULTY MEMBER,

SCHOOLS OF PODIATRIC MEDICINEFALL, 197

NUMBER OF

FTE

FACULTY

NASF OF

FACULTY

OFFICE SPACE

(000)

NASF PER

FACULTY

MEMBER

TOTAL 148 10_ 68

Size of School

Large 52 5 96

Medium 32 2 63

Small 64 3 47

Geographic Locale

Innercity 1 4 8 70

Outercity 34 2 59

280
C. ONGO NG CONSTRUCTION AND REMODELINC AND THE P ST CONSTRUCTION INVENTORY

1. Extent, Pur oses and Cost

Two of the five schools reported ongoing construction programs totalling $14.6

million for 209,000 GSF. One of the two also reported a remodeling program

of 8,000 NASF at a cost of $50,000. The larger of the two construction programs

(149 thousand GSF) was being carried out for the purpose of expanding enrollment. Thus, 77% of the two programs were for the latter purpose (see Figure

3.VI.E),

FIGURE 3.VI.E

PURPOSES OF ONGOING CONSTRUCT ON AT TWO SCHOOLS OF PODIATRIC MEDICINE--FALL 1973

RELIEVE

OVERCROWDING

OBSOLETE

OTHER

EXPAND

ENROLLMENT

As seen in the following figure, three sources provided most of the funds for

. the two construction programs: state or local funds., HPEA construction grants,

-and institution borrowing (see Figure 3.VI.F).

281
FIGURE 3.VIF

SOURCES OF FUNDS- FALL 1973 CONSTRUCTION _

STATE/LOCAL

On oin Construction and Remodelin

INSTITUTION

BORROWING

Following the completion of the ongoing construction and remodeling programs,

the nonclinical facilities inventory at schools of podiatric medicine will rise

to 150,000 NASF from 86,000 NASF. In addition, 7,000 NASF of the rented inventory will have been vacated, leaving 2,000 NASF rented in the "post-construction" inventory. As may be seen in Table 3.VI.11, the changesjor certain

room-types--as a percentage of the fall, 1973 inventory, are substantial.

282
TABLE 3.VI,11

CHANGES_ IN_CONTROLLED, NONCLINICAL INSTRUCTION FACILITIES,

FALL 1973 TO "POST-CONSTRUCTION"

NASF

(000)

1973

NASF (000)

POSTCONSTRUCTION DIFFERENCE % CHANGE

TOTAL 86 150 64 74

Classroom 29 36 7 24

Class Laboratory 21 46 25 119

Research & Research Train. 1 4 3 300

Library 6 16 10 167

Auditorium 4 7 3 75

Faculty Offices 10 20 10 100

Administrative Areas 13 16 3 23

Animal Facilities 0 4 4 -- Notwithstanding the large percentage changes in the various roon-types, the

space distribution profile (i.e., percent of total space accounted for by each

room type) would, following the completion of ongoing construction, appear,

similar to what it was before. The major difference would be a reversal of

classroom and class laboratory proportions, with class laboratories assuming

a more prominent role as seen in Figure 3.VI.G.

FIGURE 3.VI.G

PRE-CONSTRUCTION/POST-CONSTRUCTION SPACE D STRIBUTION PROFILE

36

33

30

27

24

21

LL 15

<

z

12

9

1111111111111 1111.1111111MMIII

11111MMITIMIE

CLSRB CLSLB R&RT LIB AUD WOF ADMN AML

S PRE-CONSTRUCTION M POST- CONSTRUCTION

283

-227
Class laboratories appear to be a major thrust of the construction ongoing as

of fall, 1973. Fourteen new rooms (an 88% increase) were being built and,

oipon their completion, the average NASF per room was to be increased from

1,312 to 1,533. The class laboratory NASF/student ratio would also have been

increased from 14 to 24. Faculty offices, which averaged 68 NASF per faculty

member, were a second major thrust of the construction programs, with forty

new offices being built, resulting in a post-construction ratio of 105 NASF

per FTE faculty member.

With 2/3 of the enrol)ment growth occuring in the one school w th the large

enrollment expansion program, podiatry student enrollment will have increased

by 21% following completion of the construction ongoing as of the survey date.

Post-Construction Needs

Four schools indicated a need for space over and above that being constructed

or remodeled as of the survey date. In all, 64,000 NASF were reported as needed, indicating that ongoing construction programs had alleviated 47% of the

need reported as of the fall of 1973. Table 3.VI.12 displays the need on a

room-type by room-type basis. The relative magnitude of that need is highlighted by comparing it with the inventory of only those schools reporting a

need.

TABLE 3,VI42_

POST-CONSTRUCTION FACILIT ES NEEDS--SCHOOLS OF Ron ATRJC MEDICINE

TOTAL

INVENTORY

INVENTORY OF

SCHOOLS EXPRESSING A

NEED NASF NEEDED COLUMN 3

(000 NASF) (000 NASF) (000) AS A % OF

(1) (2) (3) COLUMN 2

TOTAL 150 58 64 110

Classrooms 36 16 16 100

Class Laboratories 46 13 10 77

Research & Research Train ng 4 1 7 700

Library 16 9 9 100

Auditoria 7 0 9 -- Faculty Offices 20 9 7 78

Administrative Areas 16 5 5 100

Animal Facilities . 4 1 3 300

3 8

284
D. THE 1983 LOOK AHEAD

Unfortunatejy, uncorrected inconsistencies exist in the data regarding construction and remodeling planned by 1983. Basically, these questions concern purposes of construction as compared with projected enrollment growth. Two schools

reported construction projects of 205 thousand NASF in total. Almost 2/3 of

- this space was estimated to be for expansion of enrollment. In contrast to

this intent, the 1983 enrollment projectionjor these two schools showed no

increase at all. On the other hand, the other three schools indicated enrollment increases large enough to bring the average increase (for the five schools)

to 21%.

TABLE 3.VI.13

FALL, 1973 AND PROJECTED ENROLLMENT COMPARISONS

FALL 1973

HEADCOUNT

POST CONSTRUCTION

HEADCOUNT

FALL, 1983

HEADCOUNT

1,555 1,887 2,278

9

285
E. INVENTORY OF CLINICAL FACILITIES AND NONCLINICAL_INSTRUCTION_FACILITIES

IN CLINICAL AREAS--FALL, 1973

1. Nonclinicel_ Instruction_Facilities in _Clieical_ Areas

Nonclinical space in the two clinical affiliates used by the .schools of podiatric medicine amounted to only 1,000 NASF, primarily in administrative facilAties. Two schools however, did report a need or desire for 8,000 NASF of

this type, and 26,000 NASF were under construction at one hospital, perhaps

indicating the beginnings of a trend in this aspect of podiatry schools'

facilities configurations.

2. Clinical Resources

The schools of podiatric medicine were primarily oriented toward the use of

outpatient clinics. Only one hospital was accessed as an inpatient source,

and this 28 bed facility had an average daily patient load (census) of 17.

With respect to outpatient contact, the "on-site patient care areas" as defined

in the survey, provided approximately three times the clinical material re- sources as did the "off-site" hospitals and clinics. Just over 100,000 outpatient visits per year were available for student training in the "on-site

patient care" facilities. Patient stations, also, were about three times more

numerous in the on-site facilities, 145 versus 55.

Table 3.VI.14 summarizes the patient care data in the "on-site" areas and

the "off-site" hospitals and outpatient clinics.

330

286
TABLE 3.7yI,14

FTE ENROLLMENT AT PODIATRY SCHOOLS D THE CLINICAL TEACHING

RESOURCES REPRESENTED BY "ON-SITE" AND "OFF-SITE" cums

NUMBER OF

OUTPATIENT

CLINICS

NUMBER OFOUTPATIENT

STATIONS

NUMBER OF_

OUTPATIENT

VISITS

FTE ENROLLMENT:

VISITS

PER

STUDENT

STUDENTS

PER :OUT-7 PATIENT

STATION

"On-Site" Care

Hospital/CIinic

Total

3

2

5

145

55

200

100,054

33,500

133,554

1,555

1,555

1,555

64 . 22

86

1128

8

It should be noted that in the above table, the per student clinical resources

are understated to the extent that patient contact is usually not a part of

the podiatry curriculum in the early years of the program, and total FTE

enrollment has been used in the denominator of the various ratios of resources

per student.

3 1

287
ONGQIRG CONSTRUCTION _AND REMODELING AND THE FOST-CONSTRUCTIONINVENTORY

OF CLINICAL_ INSTRUCTION FACILITIES

1. Extent, Purposes, and_Cost

One construction and remodeling program waS reported by a-hospital used as a major component of the teaching program at one school of podiatric medicine.

Involving some 26,000 NASF of nonclinical instruction facilities to become

available for use by the school involved, the program's $3.5 million.ftnding

was obtained primarily through borrowing (94%) with the remainder, ($200,000)

supplied by the school itself and by a philanthropic organization.

2. E ects of On- o n Construction and Remodelin

The nonclinical instruction facilities inventory, increased to 27,000 NASF,

will be comprised of 45% classroom and class laboratory faciIities, and most

of the remainder.divided among library, faculty office, and administrative

office facilities.

The reported construction will serve to increase not only the nonclinical instruction facilitits, but the patient contact resources as well. Thus, five

inpatient beds will be added to the 28 bed inventory discussed previously; and

the number of ambulatory patient stations will be increased from 200 to 250

as a result of the ongoing construction. No other construction of clinical

teaching space is planned through 1983.

332

288
VII. SCHOOLS OF PUBLIC HEALTH

INTRODUCTIQN

The distinguishing feature of schools of public-health seems to be that they

arp, more than any other-profession surveyed, similar to that which the layman

might consider a "typical graduate school". There is virtually no clinical

component in a Public Health cOrriculum, and the primary thrust of educational

activity relates to classroom and class laboratory instruction. Although the

8 or 9 major curricula offered by schools of Public Health tend, according to

those knowledgable in the field, to require differing facilities, these

differences would not be reflected by our data due to the level of detail at

which said differences exist (e.g., the special purpose facilities required

for the study of health statistics versus the study of nutrition or epidemiology

would not be reflected through the survey instrument's simplistic categorization

of "general" versus "special" purpose class laboratory).

Under the hypothesi8 that enrollment has impact not only on the amount of

educational facilities required, but the relative amounts of various room

types to be found in a given configuration, the schools of public health were

categorized as "small", "medium", or "large" as a function of their full tiae

equivalent enrollment. As in the cases of the other professions surveyed,

a frequency distribution of reported enrollment was utilized in developing

a set of "natural" ranges for the respective size groups: small, 0-200;

medium, 201-400; and large, above 400. Table 3.V11.1 shows these and other

categorizations, so that the response rate (and the nature of,r9spondents)

can be used to place the discussion which follows within the perspective of

the 18 public health schools in the nation.

One new school of Public Health, reporting a fall, 1973 enrollment level of

32 students, indicated a controlled inventory of 9,000 NASF of which 78%

was rented. As of the survey date, the reported enrollment level engendered

a perceived need for 5,000 NASF of additional facilities. No enrollment

growth projections nor construction plans were available as of.the survey

closeout date.

289
TABLE_3. VII.1 DERIVATION OF SURVEY RESPONSE RATE FOR SCHOOLS OF PUBLIC HEALTH

SCHOOLS OF: Pun _ HEALTH

NUMBER

OF SCHOOLS

IN UNIVERSE

NON7RESPONDENT

NEW

SCHOOLS

RESPONDING

ESTAB- LISHED

RESPONDENTS (0344)

NON-SUBSTANTIVE

FORMS

ESTAB. SCHOOLS

RE- SPONSES

USED IN ANALYSIS

(#5-16)

ANALYZED

SCHOOLS

AS A %

OF ESTABLISHEII 'UNIVERSE

7/(1-2a-4)) NEW

SCHOOLS

ESTAB- LISHED

SCHOOLS

TOTAL

(02a*

#2b)

RESPONDENTS

(NO. 1 - NO.2)

TOTAL

2a ._2b #2 c 1 4 7 18 0 5 5 13 1 12 0 12 71

Large

Medium

Small

3

78

0

0

0

12

2

12

2

2

5

6

a

0

1

2

5

5

0

0

0

2

5

5

67

71

71

Public

PrIvate

1260

0

4

1

4

1

8 10

7

5

00

75

64

Innercity Oute ity Suburban

Rural

60

Classical Revised

120

Northeast

Northcentral

South West

S

2

65

0

0

00

10

3

1

10

3

1

4

2

34

0

10

0

------

4

134

000

0

4

1

4

80 100

SO 80 331

290
THE FALL, 1973 INVENTORY OF NONCLINICAL INSTRUCTION FACILITIES CONTROLLED

BY _RESPON0ENTS

Descri tion

The 12 degree-granting respondent schools of public health reported 999,000

NASF (1.51 million GSF) of "allocated" (controlled) nonclinical instruction

facilities. To assure comparability of the NASF figures among the schools,

the analysis henceforth excludes "on-site patient care" and "other" facilities

in view of their mixed nature and meaning to various respondents. Table 3.VII.2

displays how the 916,000 NASF of nonclinical instruction facilities used in

the subsequent analys,is were derived from the 999,000 NASF reported.

TABLE 3.VII.2

DERIVATION OF PUBLIC HEALTH SCHOOLS' ANALYZABLE

INVENTORY OF NONCLINICAL INSTRUCTION FACILITIES

1. Number of Schools 12

2. Owned GSF* 1,511

3. Owned NASF* 844

4. Rented/leased NASF 155

5. Total (owned or rented) NASF 999

6. Less "on-site patient care" and "other" 83

7. Total NASF of nonclinical instruction space 916

.

All square footage figu.es are in thousands.

Of the 916,000 NASF of nonclinical instruction facilities controlled by schools

of public health, 84% were owned (or leased on a very long-term basis), and

the remaining 16% rented or leased. The largest reported inventory, all of

it "owned" by the respondent, was just under 200 thousand NASF. The mean

configuration size, 76,000 NASF, was nearly three times the size of the smallest reported inventory. Configuration size does not appear tO vary with "locale" (see Table 3.VII.3), but when the schools are grouped by control, the

"average" publicly controlled school is somewhat smaller-than its counterpart

in the private sector.

33

291
TABLE 3.VII.3

NONCLINICAL INSTRUCTION FACILITIES AT SCHOOLS OF PUBLIC HEALTH,

FALL, 1973

NUMBER

OF

TOTAL

NASF

OWNED

NASF

RENTED

NASF

--- --

AVERAGE NASF

PER SCHOOL

SCHOOLS (000) (000) (000) (000)

TOTAL 12 91-6 772 144 76

Size of School

Large 2 280 246 34 140

Medium 5 446 402 44 89

Small 5 190 124 -66 38

Control

Public 7 432 354 78 62

Private 5 484 418 66 97

Geographic Locale

Innercity 6 456 363 93 76

Outercity 6 460 409 51 77

Suburban 0 -- -- -- -- Rural 0 .. Census RegionNortheast 4 356 317 39 89

Northcentral 1 43 40 3 43

South 3 315 254 61 105

West 4 202 161 41 51 The distribution profile" of the percentages of space considered "classroom",

"class laboratory", etc. is fairly constant as the twelve public health

schools used in the analysis are grouped according to size, locale,

control, and so on. Figure 3.VII.A depicts these percentages.

292
40

30

I 20

0

FIGURE 3.VII.A

PUB IC HEALTH SCHOOLS' SPACE DISTRIBUT ON PR FILE

FALL, 1973

CLSRM CLSLEJ RES UB AUD FACOFC ADMN AML

One major departure from this profile appears in the greater relative availability

of research and research training space in the private schools (44%) than

for the public schools (30%). An both cases, the apparent commitment to research and research training rivals that of medical schools from the standpoint

of the percentage distribution of room-types.

Table 3.VII.4 contains the aggregated responses of public health schools to

the questions concerning square footage per room and station. Classroom and

auditorium figures tend toward constancy over all the professions surveyed,

although class laboratories reported here tend toward the small side by a

factor of two, both in terms of square footage and number of stations.

293
TABLE

NASF PER ROOM AND STATION;,, SCHOOLS OF PUBLIC HEALTH

FALL 1973

NASF. (000)

NUMBER

OF

ROOMS

NUMBER OF

_STUDENT...

STATIONS

,NASU

STATION

.NASF/.

ROOM

STATIONS/

ROOM

Classrooms 91 144 4,360 -21 632 30

Class Laboratories 44 85 1,060 41 578 12

Research & Research Train. 341 967. 1,168 269 353 1.2

Library 55-- 998 55 --- -- Auditoria 18 6 1,438 11 2,667 240

Faculty Offices 225 1 -75 -- -- 161 -- The distribut on of classroom and class laboratory capacities_ at schools of

public health is heavily weighted toward the smaller size categories for

the publicly controlled schools, while the privately controlled schools

report a larger portion of their rooms in the larger size categories. This

unexplained but obvious difference is detailed in Figure 3.VII.B.

FIGURE 3.VII.B

THE EFFECT OF CONTROL OF PUBLIC HEALTH SCHOOL ON THE DISTRIBUTION

OF CLASSROOMS AND LABORATORIES FALL 1973

&- 70

00

60

0

g 50

0

u: 30 0

w 20 0

CLSRM CLSLO CLSHM CLSLO CLSRM CMS CLSRM CLSLR

17-32 65-128 128+

ROOM SIZE

PUBUC

338

294

El PRIVATE
The Student Po ulation Usin the Current Inventory

The responding schools of public health indicated that the total FTE enroll=

ment as of the Fall, 1973 was 3,254. Just over 63% of the students attended

publicly controlled schools, with the remaining 37% enrolled in the private

sector. Just under half (44%) of the students were reported to be located in

innercity settings, with the remainder in outercity locales..

TABLE 3.VII.5

FTE ENROLLMENT OF PUBLIC HEALTH SCHOOLSFALL 1973

NUMBER OF

SCHOOLS

FTE ENROLLMENT

AVERAGE FTE

PER SCHOOL

TOTAL 12 3 254 271

Size of Schoo

Large 2 934 467

Medium 5 1,516 305

Small 5 804 161

Control--

Public 7 2,061 294

Private 5 1,193 239

Geographic Locale

Innercity 6 1 435 239

Outercity 6 1,819 303

Census Region

Northeast 4 808 202

Northcentral 1 356 356

South 3 1 103 368

West 4 987 247

Ad_equagy of the_Inventori

a. Condition of Space

Just under 81% of the 916,000 NASF of p6blic health schools' nonclinical

instruction facilities were reported to be "satisfactory for program

purposes". Of the remaining 19% (175,000 NASF), 99,000 were perceived

as needing replacement (prior to the effects of current construction

339

295
programs) and 76,000 NASF could be brought to a satisfactory state through

remodeling. There is a pronounced but irregular relationship between the

size of FTE enrollment and the reported condition of space, with small

schools.perceiving only 108,000 of their 190,000 NASF inventory to be

"satisfactory for program purposes" (see Table 3.VII.6).

When the respondent population is divided according to "locale of school"

the portion of space reported as "unsatisfactory" is largest for innercity schools (33%). Representing some 150,000 NASF, this space is split

almost evenly between "needing remodeling" and "needing replacement"

TABLE 3,VII.6

CONDIT ON OF SPACE IN SCHOOLS OF PUBL C HEALTH--FALL

TOTAL

NASF

(000)

SATISFACTORY

NEEDS

REMODELING

NEEDS

REPLACEMENT

NASF

(000) %

NASF

(000)

NASF

(000)

TOTAL 916 741 81 76 8 99_ 11 Size of School

Large 280 195 70 70 25 15 5 Medium 446 438 98 5 1 3 1 Small 190 108 .57 1 1 81 42

Control

Public 432 374 87 5 1 53 12

Private 484 367 76 71 15 46 9

Geographic Locale

,Innercity 456 304 67 71 16 81 17

Outercity 460 437 95 5 1 18 4

The publicly controlled schools reported somewhat more satisfactory

space (on a percentage basis) than did the private schools (87 versus

76%). Thus, as apparent in Table 3.VII.6, even though nearly half the

inventory of nonclinical instruction facilities were controlled by the

public sector, the number of NASF needing remodeling or replacement is

much greater for the private sector.

340

296
The problem of unsatisfactory condition, most prevalent in the small

schools of public health, was spread over most room-types constituting

their nonclinical instruction facilities inventory. However, classrooms,

research and research training space, faculty office space, and auditoria

ranged between 48% and 67% unsatisfactory, and were thereby the greatest

-contributors to the problem.

b. Need for Nonclinical Facilities as of Fall, 1973

Although a portion of the facilities need which existed as of the survey

date would be mitigated by the ongoing construction and remodeling programs

of respondents, their perceptions of need at that time give us insight

into the facilities configurations felt to be necessary for satisfactorily

accommodating their then-existing enrollment.

In all, seven schools of public health perceived a need for 269,000

additional NASF of nonclinical instruction facilities. When expressed

as a portion of the aggregate fall, 1973 inventory, this need Was over

29% of that inventory. More poignantly, perhaps, it was 53% of the inventory

of those schools expressing a need for space.

As may be seen in Figure 3.VII.C, the publicly controlled schools reported

the greatest portion of the perceived needs, a portion which, if fulfilled, would bring the public sector above the private sector in terms

of total NASF. By the same token, the need reported by the private

schools represents nearly 60% of their total availability of nonclinical

instruction facilities as of the survey date.

341

297
700

600

500

cts 400

0

F 300

00

200

.7c! 100

FIGURE 3.VII.0

PUBLIC HEALTH SCHOOLS' PERCEIVED NONCLINICAL

FACILITIES NEEDS AS OF FALL, 1973

LRG MED SML

Fall, 1973,inventory

PUB PVT

Additional NASF

needed. Fall 1973

Of the total perceived need, 179,000 NASF (67%) was considered to be primarily due to overcrowding. Facilities obsolescence, primarily focused

in faculty offices and administrative areas, accounted for 51,000 NASF of

the overall need, with the remaining 39,000 NASF divided nearly equally

between the problems of poor condition and "missing" from certain respondents' facilities configuratfons.

The "desired" space distribution profile (obtained by adding "needs"

to the 1973 inventory) was little different from that which existed as

of the survey date:-either in the aggregate, or upon grouping of schools

according to our analysis parameters. Using, as a base, the NASF of

facilities "allocated" to only those schools reporting a need, Figure

3.VII.D gives insight into the degree to which these needs were felt

by the schools involved.

3 42

298
CLSAM CLSLS RES

Available

LID AUD FACOFC ADMN ANML

Additional NASF needed

With regard to library facilities in particular, five of the nine respondents who answered the question concerning "enrollment versus library

capacity" indicated either that a "good match" existed between available

library space and enrollment, or that additional students (20% or more)

would not adversely impact the use of the library. The remaining 4

respondents to the question perceived either "modestly" or "highly"

overcrowded conditions in library space, with equal frequency. All of

the latter figures, on a percentage basis, held constant as a function'

of size and control of school.

343

299
The survey instrument also attempted to gain an overview of that which

the respondents considered the minimum non-facilities need for satisfactory accommodation of their fall, 1973 enrollment. For the 9 schools

responding to this question, the needs most often mentioned (7 schools)

were those for additional faculty and support staff (306 and 337, respectively), with the second most frequently mentioned need (6 schools) that

for an additional $1.2 million in operating funds (see Table 3.VII.7).

TABLE 3.VII.7

PUBLIC HEALTH SCHOOLS' MINIMUM NON-FACILITIES NEEDS FOR

ACCOMMODATING FALL, 1973 ENROLLMENT

NEEDED

FTE

FACULTY

NEEDED

SUPPORT

STAFF

OPERATING

FUNDS

($000)-

EQUIPMENT

FUNDS

($000)_

Number of Schools 7 7 6 4

Total Need 306 337 1,240 253

Control

Public 37 65 400 20

Private 269 272 840 233

' 4. Resource Usage

Space and Stations Available per Student

Respondents indicated that the average NASF of nonclinical instruction

facilities per student was 281, ranging as high as 745 and as low as 121

NASF per student. Space per student tended to vary greatly as a function

of control of school, and slightly with size of school, as is apparent

frcm Figure 3.VII.E.

34 t

300
FIGURE 3.VII.E

NASF PER STUDENT BY S ZE AND.CONTROL, SCHOOLS OF PUBOC HEALTFHFALL,

400

300

200

100

LARGE MED SML

SIZE OF SCHOOL

PUB PVT

CONTROL

AVG

The wide difference between the sectors' figures is due in part to the

heavy research orientation of some privately controlled schools, a number

of which are highly prestigious. Table 3.V11.8 details the NASF per student for each room-type, as a function of the various grouping parameters

used in this analysis.

TABLE 3311.8

NASF PER STUDENT By ROOM-TYPE SCHOOLS OF PUBLIC HEALTHFALL 1973

TOTAL CLASSROOM

CLASS LABORATORY

REsEARCB a

RESEARCH TRAINING LIBRARY AUDITORIUM

FACULTY

OFFICE

ADMINISTRATIVE

OFFICE

ANIMAL FACILITIES

TOTAL 281 28 14 105 17 6 68 32 14 Size of School

Large 300 37 15 99 16 5 76 30 21 Medium - 294 20 15 122 16 7 67 36 11 Small 236 31 10 BO 19 4 62 26 9 Control . Public 210 21 13 . 63 14 1 54 37 7 Private 406 40 14 177 23 13 93 23 25 Geographic Locale

Innercity 318 42 13 114 21 5 75 30 21 Outercity 253 17 14 98 14 6 63 33 8 345

301
Classroom stations per student averaged 1.34, with a high of 3.33 and a

low of .11. Stations per student figures have a tendency to decrease

as schools decrease in size, while the private sector reported a somewhat

higher "stations per student" average for classrooms than schools of

the public sector. Finally, innercity schools exhibited nearly three

times the stations per student than did outercity schools, as seen in

Table 3.VII.9.

TABLE_ 3.1/_11,9

CLASSROOM AND CLASS LABORATORY STATIONS pER STUDENT,_

SCHOOLS OF PUBLIC HEALTH7FALL, 1973

CLASSROOM

STATIONS

CLASSROOM

STATIONS

PER STUDENT

CLASS

LABORATORY

STATIONS

CLASS

LABORATORY

STATIONS

PER STUDENT

TOTAL 4 360 1 4 1060 .34

Size of School

Large 1,658 1.78 361 .39

Medium 1,708 1.13 498 .33

Small 994 1.24 201 .32

Control

Public 2,318 1.12 608 .32

Private 2,042 1.71 452 .38

Geographic Locale

Innercity 2,896 2.02 465 .37

Outercity 1,464 ..80 595 .33

Class laboratories, although exhibiting the above patterns, tended to

show them very weakly, and in fact form nearly a constant ratio in comparison with the fluctuations observed in classroom stations per student.

Usage of Classrooms

One of the major differences between schools of public health and the

other respondents to this survey is the nature of their instruction in

classroom and class laboratory facilities. While for basic biological

sciences instruction in classrooms of other health professions schools,

346

302
80% is the typical figure given, schools of public health report 13%:

and while the amount of classroom usage for pursuits other than the

biological or clinical sciences is typically 0 - 10% at other health

professions schools, for public health it is 76%.

The average classroom was used 724 hours during the academic year, with

schools in the public sector reporting three tiMes the usage, per room,

as schools in the private sector. Publicly controlled schools averaged

1,062 hours of usage per classroom (per year), while schools in the private

sector averaged only 358 hours per year (see Table 3.VII.10).

TABLE 3.VII.lO

USAGE OF CLASSROOMS, SCHOOLS_OF PUBL C HEALTH--FALL, 197

TOTAL HOURS*

OF USAGE PER

YEAR (000)

NUMBER

OF

ROOMS

MEAN USAGE

PER YEAR

(HOURS)

TOTAL 109 724

Size of School

_150

Large 36 49 739

Medium 39 59 664

Small 33 42 789

Control

Public 83 78 1,062

Private 26 72 358

Geographic Locale

Innercity 57 81 699

Outercity 52 69 753

Sums for each group may not equal total due to round-off er

Classroom usage tended to increase only slightly with increasing room

size, and may be considered invariant as a function of size of room.

This constancy appears to hold for each of the various groupings used

in the analysis -- and even the large difference between public and private schools' usage of classrooms is maintained for each-room size.

3 47

303
Before discussing the results of our room-use and student station utilization computations, we recall the caveats of PART 1 in which we noted that

our purpose in such computations was that of comparative analysis. Added

to the fact that the public health curriculum includes a significant

amount of field training (thereby depressing the utilization percentages),

our method substitutes 2,080 hours for the academic year reported by respondents. Since 2,080 hours (40 hours x 52 weeks) is greater than the

typical academic year, the result is a further lowering of the utilization rates. This occurs since our utilization formula is given, in essence, by:

resource hou.rs_ os.ed X 100 . utilization,

resource hours available

whether the resource being analyzed is rooms or student sta ions. "Hours

available" would ordinarily have been respondents' reported "academic

year", but the 2,080 hour substitution is an increase in the denominator

of the formula, and it thus depresses the results __e Appendix 0 for the

computational details of the method).

Room utilization, the percentage of the "available" hours that the rooms

are used during the academic year, averaged 32% for the classrooms of

the 11 respondent schools of public health for whom room-use data were

complete. Public schools were as much above this mean figure as private

schools are below it, reporting 48% and 17% room utilizationi respectively (a result anticipated from the analysis of average hours of room-use

per year).

Classroom student s ation utilization (occupancy) figures averaged 19%,

,ranging from' 7 to 45%. Schools in the public sector showod equal station

utilization to those in the private sector. Recalling the much greater

"mean hours per year" usage figure for publicly-controlled classrooms,

the implication is that schools of the public sector are utilizing smallergroup teaching methods ,(also inferred from a 4:1 student to teacher ratio)

not in concert with the room-sizes (number of stations) which existed in

their fall, 1973 inventory (see Table 3.VII.11).

348

304
TABLE_3.VII,11

CLASsRoms AND_CLAssROOm STUDENT

STATIONS, SCHOOLS OF PUBLJC HEALTW--FALL, 1973

TOTAL

Siie of School

Large

Medium

Small

ROOM

UTILIZATION

(%)

236

32

26

Control

Public

Private

Geographic Locale

innercity

Outercity48

1 7 28

36

STUDENT

STATION

UTILIZATION

(%)

NOTE: While station utilization (occupancy) can theoretically be no greater

than room utilization at a particular school, occasionally, as above

(small.schools, private), a group of schools exhibits this anomaly.

It occurs here because the eleven schools used in the room-use computations were not the same used in the computations for station use;

and with the small sample sizes involved in a given grouping, each

school has a marked impact on the group mean.

As we group the schools by size category, we find that station utilization

for classrooms tends to increase with decVeasing school size, from 13%

(large schools) to 29% for the small schools. Since only the large schools

typically reported the larger sized classrooms, the major portion of

the hypothesized mismatches between room size and teaching group size

may lie with these larger schools. This hypothesis is strengthened by

virtue of the opposite pattern of room-utilization: it is highest at the

larger schools, an expected result given small group teaching--and the resulting requirement to more heavily utilize the exiSting large rooms.

19

305
c. Class Laboratory Utilizat on

Given the n ture of the typical public health curriculum, class laboratories were used to a negligible degree for clinical sciences instruction,

with respondents indicating an equal division in space usage between

"basic sciences" and "other" purposes. The average room, whether-general

or special purpose, was used upward of 750 hours per year.

TABLE 3.VII.l2

CLASS LABORATQRY_USAGE_, SCHOOLS_ OF pUBLIC

HEALTH--FALL, 1973

NUMBER

OF CLASS

LABORATORIES

TOTAL HOURS

USAGE PER

YEAR (000)

MEAN HOURS

OF USAGE

PER YEAR

---,-

ROOM

UTILIZATION

(%)

TOTAL 85 64 753 36

Size of Schoo

Large 23 15 652 32

Medium 43 31 721 35

Small 19 18 947 45

Control

Public 56 46 821 40

Private 29 18 621 29

Geographic Locale

Innercity 35 26 743 36

Outercity 50 38 760 36

As may be seen in Table 3.VII.12, percent room utilization varies strongly with school size and control. However, in _the case of school size,

the pattern of differences is the converse of that exhibited by classroom

utilization.

Class laboratory occupancy (s_ation utilization) figures will not be dealt

with heroin, due to the great impac (given our small sample sizes) of

four large data errors which had not been resolved as of this writing.

It can only be stated with some certainty that, even with the aggregate

utilization rates masked as they are, resolution of the errors wOuld have

resulted in figures closely approaching the class laboratery r-om-use

figures described above.

306
d. Faculty Offices

The total NASF of faculty office space per faculty member was approximately 196. School of the public and private sectors reported being nearly

equidistant from the mean on this measure, with the private sector reporting

at the lower end of the scale. The relationships exhibited betwten "size"

and locale of school and NASF per faculty member did not follow a specific

pattern, although differences among these groups were quite distinct (see

Table 3.VII.13).

TABLE 3. VII.13

NASF PER FACULTY SCHOOLS OF PUBLIC HEALTH--FALL 197

SCHOOLS

REPORTING

FACULTY

NASF OF

FACULTY

OFFICE

SPACE

(000)

FTE

FACULTY

NASF

PER FTE

FACULTY

MEMBER

TOTAL 11 203 1,0 196

Size of School

Large 2 71 446 159

Medium 4 82 314 261

Small 5 50 278 179

Control

Public 6 92 431 213

Private 5 111 607 182

Geographic Locale

Innercity 5 88 516 171

Outercity 6 115 522 220

Animal Facilities

The 10 schools of public health responding to the relevant questions

indicated that 36% of their animal facilities were used for instructional

purposes and the remainder (64%) were used for research. -The larger

schools in the public sector indicated a higher than average tnstructional

usage (63%), while the smaller schools were much more research oriented

in their animal facilities usa e (86%). While it is apparent that it is

351

307
subject-matter variables which are causing much of the varia_ion in this and

other data, such variables were outside the scope of the current effort.

f. Joint-Utilization of Classrooms and Class Laboratories

While schools of public health indicated a large availability of jointuse classrooM facilities (56 rooms), it is found that their usage of

such space was but a small portion of their overall usage of corresponding "allocated" ,facilities. The ratio of "joint-use" room hours to

"allocated" room-hours was, for the subpopulation under analysis, under

8% for classroom-type instructional space. Joint-usage of class laboratories was negligible. Public health school-controlled class laboratories were not used by other students, and only negligible use of contxolled

classrooms (90 hours per year) was reported.

3 5 2

308
C ONGOING CONSTRUCT ON AND REMODELING AND THE POST CONSTRUCTION INVENTORY

One construction program, and one remodeling program, were repor ed by the

respondent schools of public health, thereby precluding analysis of the type

performed elsewhere in this report. In brief, the reported programs involved

$2.7 million for new construction, and $19,000 for remodeling, both sums incurred by publicly controlled schools. Funds were obtained from state and

local sources. Representing 34,000 GSF of new facilities to be Controlled

by the respondent involved, the majority of the new construction had as its

purpose the replacement of obsolete research and research training facilities.

Thus, the "perceived need as of fall., 1973", reported previously, would remain

virtually unchanged, except for a major reduction in the need for research

and research training space. Referring back to Figure 3.VII.D, the 80,000

NASF need for research and research training space would be reduced to 69,000;

while the 37,000 NASF need for additional classroom facilities would reduce

to 34,000 due to the effect of the remodeling program.

t should also be noted that as a function of the reported construction, enrollment was expected to grow only slightly -- from 3,254 3,271 students following completion Of construction.

353

309
THE 1983 LOOK AHEAD

Seven major con- ruction or remodeling programs are planned for the coming

decade. Four of the 12 respondents indicated plans for the construction of

280,000 NASF of facilities by 1983, exclusive of ongoing construction. These

programs range in size from 15,000 to 134,0400 NASF. Just over half of this

new construction would take place at three schools in the public sector; with

the remaining program, the largest, taking place at a private school.

Planned remodeling was reported to a much grea:er extent (610,000 NASF) than

new construction. Nearly,all of this activity would take place at a single

publicly controlled school given that "funds became available".

The reported purposes of the construction planned by respondents between the

end of ongoing construction efforts and the fall, 1983, indicate that overcrowding and obsolescence represented the perceiVed priority needs: large

schools concentrated on relieving obsolescence; while medium sized schools

planned to concentrate on their perceived overcrowding problem. Schools in

the public sector indicated that approximately one-third of the new cons ruction would be for enrollment expansion, an eventuality supported by their

enrollment projections for academic year 1983-84 (see Figure 3.VII.F).

3 5 1

310
FIGURE 3.VII.f

PUBLIC HEALTH SCH OLS' PURPOSES OF PLANNED rONSTRUCTION THROUGH 198

x PUBLIC

PRIVATE

w MEDIUM

SMALL

10 20

PERCENT

30 40 50 60 70 80 90 100

No

Nk

Expand

Enrollment

Relieve

Overcrowdn'g

Replace Obsolete Space Other

Between the survey date and the 1983 academic year, it is expected that the

public health schools will experience a vigorous enrollment growth of 40%:

from a head count of 3739 to a head count of 5235. Schools in the public

sector expect to exhibit a 49% growth rate over the next 4ecade; while the

private schools predict a 24% increase over current enrollment levels. Most

of the growth (on a percentage basis) will occur in the West, whose 4 schools

expect to increase enrollment by 78% over that which existed as of the survey

date.

Table 3.VII.l4 summarizes the relationship between NASF and enrollment as they

are expected to change between the survey date and academic year 1983-84. Since

the survey instrument did not distinguish among room-types, the figures include

"on-site patient care and "other" facilities for both_ the 1973 and 1983 fig255

311
ures. Recalling past discussion inferring small group teachin- "large-group

oriented" facilities, it is interesting to note that for 1983, NASF per student

decreases in nearly every category.

TABLE 3.VII.14

CHANGES IN NASF PER STUDENT, SCHOOLS OF PuBL_C HEALTH--1973-1983

1973 1983

NASF

(000)

NUMBER OF

STUDENTS

(HEADCOUNT)

NASF

PER

STUDENT

NASF

(000)

NUMBER OF

STUDENTS

HEADCOUNT

NASF

PER

STUDENT

TOTAL 999 3,739 267 1 099 , 5,235 210

Size of School

_ _ _ Large 319 1,140 280 389 1,526 255

Medium 475 1,644 289 505 2,385 212

Small 205 955 215 205 1,324 155

Control

Public 461 2,246 205 574 3,371 170

Private 538 1,493 360 525 1,864 282

Geographic Locale

Innercity 505 1,845 274 492 2,412 204

Outercity 494 1,894 261 607 2,823 215

Census Region

Northeast 381 969 393 381 1,062 359

Northcentral 48 356 135 85 372 228

South 354 1,335 265 424 1,876 226

West 216 1,079 200 209 1,925 109

356

312
VIII SCHOOLS OF VETE.RINARY MEDICINE

A. INTRODUCTION

As in the case of most of the other professions surveyed, schools of veterinary

medicine also typically offer a 4-year course of study, following undergraduate

education, with the first two years irrvolved primarily with basic sciences

instruction, and the last two years involved with clinical instruction.

Occasionally, a collapsed 3-year program is offered (two schools of veterinary

medicine offered such a program as of the survey date). Veterinary medical

education is similar to human medicine to the extent that human and animal

physiology and biochemistry are similar; and animals, as well as humans, are

treated on both inpatient and outpatient bases. As might be expected, the

Larger range of sizes germane to animalis implies larger clinical facilities

on a 'patient-by-patient" basis: While this study does not concern itself

with the amount of square footage devoted to patient care areas, the room

type "animal facilities" may, in this context, be 'expected to represent a

much larger proportion of a given educational facility's configuration than

for schools of any other profession.

Due to the fact that, according to those knowledgeable in the field, there

is no particular trend toward earlier introduction of clinical teaching experience into the veterinary medical schools' curricula, no curriculum type

variable was applied to these schools. The respondent schools were, however,

grouped according to size category. Based on the frequency diagram of FTE

enrollment sizes, the enrollment ranges applied to the "small", "medium",

and "large" size groups Were 0-200 students, 201-350 students, and above 350

students, respectively. The following table summarizes the manner in which

we arrived at a response rate of 85% for schools of veterinary medicine; and

details the parameterization of those schools to be used in the analytic review which follows.
TABLE 3.VIII.1

DERIVATION OF RESPONSE RATE FOR SCHOOLS OF VETERINARY MEDICINE.

SCHOOLS OF:

VET. MED.

NUMBER OF

SCHOOLS

IN UNIVERSE

NON-RESPONDENT

RESPONDENTS

(NO. 1 - NO

NEW

SCHOOLS

RESPONDING

ESTAB- LISHED

RESPONDENTS

(#3-#4)

NON-SUBSTANTIVE

FORMS

ESTAB. SCHOOLS

RE- SPONSES

USED IN ANALYSIS

(#5-46)

ANALYZED

SCHOOLS

AS A %

OF ESTA8-

LISHED UNIVERSE (7/(124-4))

NEW

SCHOOLS

ESTABLISHED

SCHOOLS

TOTAL

(02a+

#2b)

#1 #Za #Zb #2c 4 _ 6 7 TOTAL 20 0 1 1 1.9 2 17 7 94

Large Medium

Small

88

4

0

0

0

0

10

0

10

8

74

0

0

2

8

72

0

00

8

72

10088

100

Public

Priva

18

2

00

10

10

17

2

2

0

15

2

0

0

15

2

94 100

lnnercity

utercity

Suburban

Rural

2

113

Northeast

Northcentral

South

West

28

7

3

0

00,

0

10

0

0

10

0

0

18

7

3

0

0

20

18

53

0

0

0

0

18

5

3

50

100 100' 100

The two new schools of veterinary medicine, in responding to the survey, indicated a combined NASF of 10,000. One school was already accommodating an FIE

enrollment of 36. While construction plans were not yet sufficiently formulated

to give an accurate indication of their nature, it was reported by one of the

two schools that enrollment was expected to grow to approximately 320 students.

35S

314
B. THE FALL 973 INVENTORY OF IONCLINICAL INSTRUCTION FACILIT ES

Description

The 17 responding schools of veterinary medicine reported 3.4 million GSF

of allocated nonclinical instruction facilities, over 98% ,of which were owned

or leased on a very long-term basis. The 3.4 million GSF represented Net

Assignable Square Footage (NASF) of 2.39 million, 506,000 of which were reported as "on-site patient care" or "other" facilities, the remainder being

classroom, laborathry, library, and so on. Since "other" facilities represented such a wide diversity among room-types, and since "on-site patient

care facilities" was occasionally misconstrued to mean "on-campus" rather

than "in-building", these two categories have been excluded from the analysis

for comparability among schools. Table 3.VIII.2 deriveS the net figures for

the NASF iised in the analysis.'

359

315
TABLE 3.VIII.2

INVENTORY OF NONCLINICAL FACILITIES, SCHOOLS

OF VETERINARY MEDICINEFALL5 1973

NUMBER

OF

SCHOOLS

(1)

TOTAL

NASF

(000)

(2)

NASF (000)

"ON-SITE

PATIENT

CARE" AND

"OTHER"

(3)

NASF (000)

USED IN

ANALYSIS

((2)-(3))

(4)

AVERAGE

NASF (000)

PER SCHOOL

((4)1(1))

(S)

TOTAL 17 2 391 506 1,885 111 Size of School

Large 8 1,363 199 1,164 146

Medium 8 :988 296 692 87

Small 1 40 11 29 29

Control

Public 15 2,104 490 1 614 108

Private 2 287 16 271 136

Geographic Locale

Innercity 2 460 62 398 199

Outercity 11 1,423 363 1,060 96

Suburban 3 468 70 398 133

Rural ._ 1 40 11 29 29

Census Region

Northeast 1 247 5 242 242

Northcentral 8 942 226 716 89

South 5 648 125 523 105

West 3 554 150 404 135

The largest reported inventory was 242,000 NASF, .and the mean configuration

size was 111,000 NASF. Configuration size varied with "control" and "locale":

while the "average" publicly controlled school reported 108 thousand NASF,

its counterpart in the private sector reported 136 thousand NASF of "allocated"

space; and the two respondents from innercity locales reported an average

of 199 thousand NASF as compared to an overall average of 99 thousand in the

other locales.

As shown in the following table, the nonclinical instruction faCilities were

heavily weighted toward research and research training sOace and animal facilities, wi0 over half the reported space in these areas. There.was more than

three:times as much class laboratory sp'ace as classroom space reported.

316
TABLE 3.VIII.3

NONCLINICAL INSTRUCTION SPACE DISTRIBUTION PROFILE,

SCHOOLS OF VETERINARY MEDICINE--FALL, 1973

ROOM TYPE NASF COO PERCENTAGE ROUNDED

Classrooms 105 5.6

Class Labora ories 345 18.3

Research and Research Training 653 34.6

Library 53 2.8

Auditoria 13 7 Faculty Of ices 170 9.0

Administrative Areas 97 5.1

Animal Facilities 451 23.9

TOTAL 1,885 100.0

This room-type profile remains relatively consistent when the schools are

grouped by size, control, locale and census region, leading to the hypothesis that there was a somewhat "fixed" facilities configuration for schools

of veterinary medicine.

The NASF figures reported by the schools are displayed on a per room and student station basis in Table 3.VIII.3. You will note that the reported NASF

per student station (519 NASF) is less than the NASF per room (293_NASF).

This likely indicates that, a portion of the research space in schools of veterinary medicine is used exclusively for research purposes,, with no student

involvement.

317
TABLE_3.VIII.4

NASF PER ROOM AND STUDENT STATION,

SCMOOLS_ OF VETERINARY MEDICINEFALL, 1973

NUMBER OF NUMBER

STUDENT NUMBER OF OF

STATIONS NASF (000 ) NASF/STATION ROOMS NASF/ROOM

Classroom 6,342 105 17 79 1,329

Class Laboratory 6,058 345 57 290 1,194

Research 985 653 519 2,226 293

Library 1,157 53 48 --- Auditorium 1,324 13 10 5 2,600

Faculty Office -- 170 --- 1,953 87

Schools of veterinary medicine tended to use small class laboratories and

large classrooms as seen in Figure 3.VIII.A. Since 11 of the 13 schools reporting room size data were in the public sector, this trend remains consistent

in that sector. The private sector's 2 schools, however, while also exhibiting

a propensity to use the large classrooms, also reported a preponderance of

large class laboratories (see Figure 3.VIII.8) in direct contrast to the general rule.

318
75

FIGURE 3.VIII.A

!DISTRIBUTION PROFILE OF CLASSRO M AND CLASS LABORATORY

CAPACITIES PUBLIC SCHOOLS OF VETERINARY MEDICINE

,.

=, 17

. -_ -_ 2

.

6 i 10 /

1-16

Classrooms

17-32 33-64

NOL OF 511-ATIONS

Miss Laboratorhes

FIGURE 3.VIII.B

DISTRIBUTION PROFILE OF CLASSROOM AND CLASS LABORATORY

CAPACIT ES, PRIVATE SCHOOLS OF VETERINARY MEDICINE

65-128 128 +

-16 17-32 -64

NO. OF STATIONS

Classrooms

319

Class Laboratories
2. The Student Po ula ion Using the Fall, 1973 Inventory

Of the 5,999 students ehrolled at the 17 responding schools of veterinary

medicine, most were attending on a full-time basis since the FTE'count was

5,877. The vast majority (91%) of the students were reported by the publicly

controlled schools. ,Just over 2/3 of the student population were located

in outer-city and suburban locales.

TABLE 3.VIII.5

ENROLLMENT AT SCHOOLS OF VETERINARY MEDICINE-7FALL, 1973

NUMBER

OF

SCHOOLS

NUMBER OF

UNDERGRADUATES (FTE)

NUMBER OF

GRADUATE

STUDENTS

FTE

TOTAL FTE

ENROLLMENT

AVERAGE

FTE PER

SCHOOL

_TOTAL 17 5 268 609_ 5 877

Size of School

_346

Large 8 2,986 310 3,296 412

Medium 8 2,145 283 2,428 304

Small 1 137 16 153 153

ontrol

Public 15 4,758 593 5,351 357

Private 2 510 16 526 , 263

Geographic L- ale

Innercity 2 644 56 700 350

Outercity 11 3,533 357 3,890 354

Suburban 3 954 180 1,134 378

Rural 1 137 16 153 153

Census Region

Northeast- 1 373 0 373 373

Northcentral 8 2,541 313 2,854. 357

South 5 1,428 141 1,569 314

West 3 926 155 1,081 360

philfsug of the IInanver

a. Condition. of Space

Just over 80%'o- the 1.86 millioh NASF of veterinary medicine schools' nonclinical facilities are reported to be "satisfactory for program purposes".

36 I

.320
Of the remaining 20% (368,000 NASF) over 210,000 were perceived as needing

replacement (prior to the effects of current construction programs) and

150,000 could be brought to a satisfactory state through remodeling.

When the respondent population was divided according to "Locale of School"

the portion of space reported as "Unsatisfactory" was largest for suburban

and rural schools (35%). lnnercity an4 ogtercity schools reported only

15% of their space as being unsatisfactory. The space considered "unsatisfactory" by the suburban and rural schools is split almost evenly

between "needing remodeling" and "needing replacement".

FIGURE 3.VIII C

CONDITION OF SPACE IN SCHOOLS OF VETERINARY EDICINE--FALL, 1973

100

90

80

70

11111111111111111111101111.1111111111111

30

20

10

LG MED SML PANT OTYOTYSLISHUR TOT

Needs

Satisfactory Remodeling

321

365

Needs

Replacement
.Perhaps of major significance to the schools of veterinary medicine is the

room type "profile" of satisfactory space. As is seen in Figure 3.VIII.D,

animal facilities were classified as only 72% satisfactory.

FIGURE 3.VIII.D

VETERINARY MED CINE SCHOOLS' PROFILE OF SATISFACTORY SPACE--FALL 1973

10

9

7

10

i iaiiuu

1 III

DIEI : - 1

- 21.-

I

.:-

.. :..1

11

; = =IP

, =

ffr ,

..

.

ass iass

room lab

es Li

b. Need for Facilities as of Fall, 1973

ac. Of f. Admh Anml

In all, schools of veterinary medicine'perceived a need for 890,000 new

'NASF. This need is nearly 47% when expressed-as a portion of the aggregate fall, 1973 inventory. Need was not at.all a function of school en366

322
rollmtnt size but did differ greatly between public (53%) and private

(14%). Outercity schools similarly seemed to feel a large space restriction (61%) compared to Schools of the other locales (particularly innercity, whose perceived 18% need is consistent with the relatively large

amount of space reported by those schools). Schools in the north central

census region, comprising 47% of the respondent population (on a number

of schools basis), ftlt a need for a 77% space addition compared to 52%

for the three western schools and less than 20% for the remaining 6 schools.

The numbers of NASF involved in the above relative needs are displayed

in Figure 3.V1II.E.

FIGURE 3.VIII.E

PERCEIVED SPACE NEEDS FOR SCHOOLS OF VETERINARY ED NE--FALL, 197

3900

3300

2700

1.4 04

z 2100

0

0

0Z 1500 40

0

X

900

300

I

I

I

51

WM I1 I =

I' . LRGMEDSML PUBPVT SUBRURAL

SIZE CONTROL LOCALE

EFall 1973 Inventory

323

Space needed, fall 1973
Half of the space needed was to relieve overcrowding. This percentage

was relatively stable over all the, major room types.

When these needs ar& analyzed on a per-student basis, the changes in certain room-types becom quite significant. Thus, for example, it is desired

that animal and classroom facilities be increased by 2/3; and that class

laboratory space per student be increased by 53%. Although small proportions of the overall space configuration, library and auditoria were reported to have the greatest need in proportion to existing space (100%

and 200%, respectiVely).

Sixteen of the 17 responding schools of veterinary medicine reported

various "minimue needs (as constrained by the survey instrument) for

satisfactory accommodation of their Fall, 1973 enrollment. MoSt often

mentioned were the needs for additional faculty (13 schools), support

staff (15 schools), and operating funds (13 schools) as shown in Table

3.1/111.6.

363

324
TABLE 3.VII1.6

VETERINARY MEDICINE SCHOOL S' MINIMUM N-FACILITIES NEEDS

FOR ACCOMMODATING FALL, 1973 ENROLLMENT

FACULTY

SUPPORT

STAFF

OPERATING

FUNDS

($000)

Total 271 424 4 908

Number of Schools

Reporting a Need 13 15 13

Mean Need Reported 21 28 378

Size of School

Large 192 283 2,598

Medium 79 135 1,810

Small 0 6 500

Control

Public 259 403 3,608

Private 12 21 1,300

, Geographic Locale

Innercity 25 35 800

Outercity 190 315 3,123

Suburban 56 68 485

Rural 0

6 500

c. Library Facilities

Only one of the 17 schools of veterinary medicine reported that any en

rollment increase could 6e accommodated with the library facilities available as of Fall, 1973. In fact, 65% (11) of the respondents reported

overcrowding to at least some degree, 4 schools to a high degree. Notably,

library square footage per student station was reported to be among the

lowest for all eight professions surveyed.

Resource Usa e

a. Space and Stations Available per Student

Respondents indicated an average NASF per student figure of 321, ranging

as high as 649. Space-per student tends to decrease as "size" of school

369

325
decreases, with the schools in the "large" category reporting an average

of 353 NASF per student, and the "small" schools reporting an average

of 190 NASF per student.

In the aggregate, schools in the private sector reported nearly 70% more

square footage per student (515) than schools in the public sector (302).

The pattern, in other professions, of "cramped quarters" at the innercity

schools is not followed by the schools of veterinary medicine as these

schools averaged far more space per student than did the schools in

the other locales (see Figure 3.VIII.F).

FIGURE 3.VIII.F

COMPARISON AND CONTRA T OF NASF PER STUDENT SCHOOLS OF VETERINARY

MEDICINE--FALL, 1973

LARGE MED SMALL PUBLIC PRIVATE IN CTY OUT CTY SUB*N RURAL TOTAL

The relationships noted above hold relatively cobsistent. as we view individual room types. One exception to this statement is library space in

the three suburban 'schools. 4Thereas, overall, these schools are second

to innercity schools in terms of NASF per student, they reported the

lowest average library space per student.

370

326
Classroom stations per student averaged 1.41, with a high of 2.46 and a

low of .52. Four schools reported having no classrooms under their dayto-7day control. Large schools had approximately 50% more stations per

student than did the medium and smaller schools. Class lab stations

were not as numerous per Student as were the classroom stat ons, averaging only 1.09 (with a range of .22 to 1.70).

The schools of veterinary medicine, in general, had access to about half

as many Joint-use classrooms and student stations as were allocated to

.them. Schools of medium size and/or suburban locale tend to be on the

high side of this figure (see Table 3.11111.7).

371

327
TABLE 3.VIII.7

JOINT-USE FACILITIES _AVAILABLE TO SWOLS OF VETERINARY MEDICINE--FALL,_1973

CLASSROONS ----------aCLASS LABORATORIES

NUMBER OF

"ALLOCATED" STUDENT

STATIONS

STATIONS

PER STUDENT

JOINT-USE STATIONS

COL ( ) AS A % OF

COL (1)

NUMBER OF

ALLOCATED"

STUDENT

STATIONS

STATIONS

PER STUDENT_OINT-USE STATIONS

COL 7) AS

A F

i COL (5)

I TOTAL 6,342 1.41 3,597 57 6,048 1.09 648 1 Size of School

Large

Medium

Small

4,619

1,557

, 166

1.61 1.03

1.08

1,656

1,941

0

36

124

0

3,295

2,584

169

1.00

1.23

1=10

' 208 440

0

617

0 Control Public

Private

5,626

716 1.42

1.36 3,322275

59

38 5,432 616

1.08 1=17648.

0

120

Geographic Local

Innercity

Outercity

Suburban

Rural

953 3,990

1,233

166

1.36

1.36

1.75 1.08

275 2,219

1,103

0

2956

90

885 4,033

961 169

1.26 1.13

.85 1.10

0 538

110

0

0

13

110

328
Joint-use class laboratory space was apparently not nearly as accessible

as classroom space to the schools of veterinary medicine, probably due

to the more specialized nature of class laboratory facilities. The jointuse class laboratories provided only an 11% addition to those laboratories

controlled by (allocated to) respondents.

b. Usage of Clas- ONIS

Fifty-three percent of respondents' classroom space is primarily devoted

to instruction in the basic biological sciences, with 40% of the space

devoted to ins ruction in the clinical sciences, and the remaining 6%

of mixed usage. In general, these same distributions held when the schools

were grouped by size, leCale, and control. The major exception to these

figures pertains to private .and innercity schools which reported major

amounts (40% to 75%) of space not dedicated to either purpose.

Before proceeding, it is important to recall the discussion of PART 1 in

which it was indicated that our computational method for assessing utilization percentages was more suitable to comparative analysis than to absolute masurement. The percentage figures of this and the subsequent

section are depressed to the extent,that 2,080 hours is greater than the

true number of hours in an academic year as reported by respondents. In essence, our formula for resource utilization is:

resource-hours Ktilized X 100,

resource-hours available

regardless of whether that resource is a room or a student station4-

tho lnominator, resource hours "available" is basically given by:

resource count (e.g., number of rooms) X 2,080.

While the use of 2,080 makes all schools comparable, the re.;ulting percentage figure should only be used for group-to-group compariscns rather than

as a measure of utiliza ion in the absolute, except as related to the fact

373

329
that by removing certain operational, policy, and other constraints, a

school might indeed hold classes on a 52 week per year, 40 hour per week

basis.

Overall, the average classroom was used 619 hours out of the academic

year. On a base of 2,080 hours, and applying the "joint-usage correction

facto " (as described in def'il in Appendix G), classroom utilization

among the 13 schools of veterinary medicine for whom data were complete

averaged 35%. This figure remains fairly stable over the school groupings

which include more than one or two schools (large, medium public, outercity, Northcentral, and South).

TABLE

CLASSROOM UTILIZATION CHOOLS OF VETERINARY MEDICINE--FALL 1973

NUMBER

OF

SCHOOLS

MEAN HOURS

OF USAGE

PER YEAR

NUMBER

OF

ROOMS

CLASSROOM

UTILIZATION

PERCENTAGE

TOTAL 13 619 79 35

Size of School

Large 7 594 51 36

Medium 5 734 24 37

Small 1 289 4 14

Control

Public 11 676 67 39

Private 2 310 12 15

Geographic Locale

Innercity 2 409 13 20

Outercity 8 711 44 35

Suburban 2 634 18 53

Rural 1 289 A 14

Classroom student station utilization figures were nelther, as high nor as

variable as the corresponding room utilization percentages. The average

base), and the pattern of utilization percentages tended to follow that

for room usage when the schools were grouped according to the analysis

parameters used herein. Table 3.V111.9 displays the "raw material" entering into the computation of student station utilization rates, and col=

3 k

330
umn 6 of that table shows, as its heading, the manner in which this raw

material is organiud to produce the percentage.

TABLE_ 3.VIII.9

CLASSROOM STUDENT STATION UTILIZATION,

SCHOOLS OF VETERINARY MBDICINE--FALL. 1973

"CONTROLLED"

STATION

HOURS*

AVAILABLE

STATION

HOURS*

USED BY

VET. MED.

STUDENTS

'CONTROLLE ' STATION

HOURS*

."BORROWED"

BY OTHER

SCHOOLS

"JOINT-USE"

STATION

HOURS*

BORROWED BY

VET. MED.

STUDENTS

UTILIZATION

PERCENT

2 3)X 100

(1) (2) (3) (4) 5 TOTAL 12.78 1.98 .67 .61 20

Size of Sch 1 Large 9.19 1 14 .65 .16 19

Medium 3.24 .79 .02 .45 22

Small .35 .05 0 0 14 Control

Public 11.29 1.75 .67 .-60 20

Private 1.49 .23 0 .01 15

Geographic Locale

InnercitY 1.98 .34 0 .01 17

Outercity 7.88 1.15 .10 .46 15

Suburban 2.57 .44 .57 .14 38

Rural .35 .05 0 0 14

In millions.

c. Usage of Class Labora ories

The distribution of class laboratory usage among "basic biological science"

"clinical science", and "mixed usage" was highly similar to that for classrooms, both on average (54%, 37%, 9%, respectively) and for the various

subgroupings of schools. The average class laboratory was used 711 hours

per year, a value which disguises the fact that, as seen in Table 3.VIII.10,

special purpose class laboratories are used much more heavily, on average,

than are general purpose class laboratories.

r

331
-TABLE_ 3,VIII.10

CLASS LABORATORY USAGE, SCHOOLS OF

VETERINARY MEDICINE--FALL, 1973

MEAN HOURS USAGE PER YEAR

ROOM

UTILIZATION

%

STUDENT STATION

UTILIZATION %

GENERAL

PURPOSE

SPECIAL

PURPOSE

TOTAL 332_ 851 34 18

Size of Schoo

Large 256 891 36 20

Medium 430 622 25 16

Small 656 528 34 15

Control

Public 325 . 863 34 18

Private 459 349 29 19 Geographic Locale

Innercity I 426 353 22 17

Outercity I 306 909 35 16

Suburban I 331 617 31 28

Rural 656 528 34 15- Class laboratory room utilization (34%) was essentially equal to that

for classrooms, as an overall average measure, as were the percentages

for student station utilization as shown in the above table (compare

with Table 3,VIII.8). Separate utilization figures for general versus

special purpose class laboratories could not be computed due to limitations in the data imposed by the design of the survey instrument.

d. Faculty Offices

All of the 17 respondents reported their full-time and part-time faculty,

with a total_of 1,431 FTE faculty reported in all. Comparison of the

NASF of faculty office space with the full-time equivalent teaching faculty yields 115 NASF per faculty member. While schools in the public

sector Teported almost exactly the same NASF per faCulty member as did

schools in the private sector, strong relationships were exhibited between

"size" of school, locale of school, and NASF per faculty member -ee Figure 3.VIII.G).

7(3

332
FIGURE 3.1/III.6

FACULTY OFFICE SPACE AVAILABLE TO FACULTY--FALL, 1973

14

IlicaCC 120

Ui 2

loo

u_

CC

LLI 0- 60

LL

LI7 =4

20

iri

s mom inwommin rowsigmisi

SIM NOMMIN

MinflISININNINIERNE

MININIMINNINIMIMME

111111111111111111111

MINENIMMENINIENIEN

MINEBININEMINIMMIN

EIMENIMENIMINMEN

LO MEDSML

SIZE

Animal Faci iti s

PUB PVT CTN Y C

I 0 SUB RU AL TOTAL Y

CONTROL LOCAL E

The 17 schools of veter nary medicine responding to the relevant questions

indicated that nearly 35% of their animal facilities (exclusive of those

for animal patient care) were used for instructional purposes and the

remainder (65%) were almost exclusively used for research. The largest

departure from these figures was exhibited by the private schools which

indicated that 50% were for instructional purposes.

Joint-Utilization of Classrooms and Class Laboratories

Overall, schools of veterinary medicine made available about 33% of their

classrooms, but less than 1% of their class laboratories to students of

other disciplines. However, wi h 50% of the joint-use classrooms reported

3

333
by one school, it is rea onable to conclude that very few classrooms

or class laboratories are typically made available to other schoolsoby

schools of veterinary medicine. This low "sharing" of space with other

schools is consistent with the small amount of such space reported to have

been available from dther sources; and reflects the specialized nature of

the instruction received by veterinary medical students.

378

334
CONSTRUCTION AND REMODELING, AND THE POST CONSTRUCTION INVENTORY

Extent Pu ses and Cost

Eleven of the 17 schools of veterinary medicine responding to the survey

indicated that, as of the survey date, they were involve -in a construction

or remodeling program. The reported programs ranged in size up to $14 million

for new construction, and up to $5 million for a single remodeling program.

The vast majority of the 700,000 GSF of new facilities ($42 million of cons uc- tion cost) was reported by the public sector (99% of the total). As may be

seen in Table 3.VIII.11, the two private schools were incurring 42% of the

cost of the ongoing remodeling.

TABLE_ 3.VIII.11

OVERVIEW OF ONGOING CONSTRUCTION AND REMODELING AT

SCHOOLS OF VETERINARY MEOICINE--FALL, 1973

.NUMBER OF

SCHOOLS WITH

CONSTRUCTION

OR REMODELING

NEW CONSTRUCTION PROGRAMS REMODELING PROGRAMS

NUMBER

GSF

(000)

COST

($000) NUMBER

NASF

(000)

COST

($000)

TOTAL 11 7 681 42 47_ T 655

Size of School

Large '6 3 418 25,153 3 22 817

Medium 4 3 249 16,830 2 21 588

Small 1

1 14 350 1 4 250

Control

Public 9 6 667 41 983 4 32 964

Private 2 1 14 350 2 15 691

Geographic Locale

Innercity 1 0 0 0 1 11 441

Outercity 8 5 591 39,230 4 32 964

Suburban 1 1 76 2,753 0 0 0

Rural 1 1 14 350 1 4 250

Census Region,

Northeast 1 0 0 0 1 11 441

Nortncentral 5 4 588 39,155 1 10 338

West 2 1 76 2,753 1 12 104

379

335
FIGURE 3.VIII.H

VETERINARY_ ME_DICAL SCHOOLS PURPOSES OF ONGOING CONSTRUOTION_AND REMODELING

FALL, 1973

RELIEVE

OVERCROWDING

REPLACE OBSOLETE SPACE

EXPAND

ENROLLMENT

Figure 3.VIII.H Illustrates the purposes of lie new construction for all responding schools of veterinary medicine as a group. Dividing the schools by

sector, it is found that the construction efforts of the public sector were

primarily for enrollment expansion purposes, while replacement of obsolete

space was the key purpose for the privately controlled schools (see Figure

3.VIII.I).

336,
FIGURE 3.VIII.I

PURPOSES OF ONGOING CONSTRUCTION IN PUBLIC AND PR VATE

SCHOOLS OF VETERINARY MEDICINE--FALL,_ 1973

70

0

17- 0 60

t

o

z 50 0

w 40

a

30

cc 20

Lu

. _

4

_ i ine

. 4

. .

. .

03

1-,. u- EXFANfl REUEVE REPLACE 01111 ENROLLMENT

.PUBLIC

OVERCROWDb OBS SPACE

PRIVATE

2. Sources of Funds for On oin ,Constructiog and_ Remodelin Pro

State and local funds and HPEA construction grants provided all but three percent of the total funds for the ongoing construction and remodeling programs,

with the state and local funding representing three times that of HPEA (72%

versus 2.

The Effects of On o n Construction and Remodelin

In terms of NASF, the net effect of ongoing construction and remodeling would,

be to increase the veterinary mdical schools' inventory by 275,000 NASF,

381

337
bringing their "allocated" nonclinical instruction facilities to 2.16 million.

As may be seen in Table 3.VIII.12, the bulk of this growth is to occur in the

Northcentral part of the country, primarily at large, publicly controlled

schools.

TABLE 3.VIII.12

POST-CONSTRUCTION_INVENTORY OF NONCLINICAL INSTRUCTION

FACILITIES SCHOOLS_ OF VETERINARY MEDICINE

1973

INVENTORY

(000 NASF)

POSTCONSTRUCTION

INVENTORY

(000 NASF)

CHANGE IN

INVENTORY

(000 NASF)

'4 CHANGE

TOTAL 1 t_885 2 160 275 14 6

Size of Scho_l

Large 1,164 1,346 182 15.6

Medium 692 784 92 13.3

Small 29 30 1 3.4

Control

Public 1,614 1,888 274 17.0

Private 271 272 1 .4 Geographic Locale

Innercity 398 398 0 0

Outercity 1,060 1,286 226 21.3

Suburban 398 446 48 12.1

Rural . 29 30 1 3.4

Census Region

Northeast 242 242 0 0

Northcentral 716 928 212 29.6

South 523 526 3 .6 West 404 464 60 14.9

=3, Over and above the effeCts of the construction and remodeling programs, 14 of

the 17 respondents indicated a need for 930,000 NASF of nonclinical instruction

facilities to accommodate the enrollment expected at the time of those programs'

completion.

At a minimum, we estimate that 158,000 NASF of this need is for rep acement of

obsolete facilities. (Exclusive of the effects of the ronstruction programs,

nine schools indicated a need for 216,000 NASF for rer'cement purposes as of

338
fall, 1973. 18.8 percent of the ongoing construction was reported to be for

replacement purposes. Since the NASF to result from the new ccnstruction was

310,000, 18.8% of the latter would be 58,000 NASF estimated to be constructed

for facilities replacement. 216,000 minus 58,000 yields the estimated minimum

replacement need of 158,000 NASF.) Table 3.VIII.13 displays the results of

similar computations for the various groupings of schools used in this analysis.

TABLE 3.V_III,13

EFFECTS OF ONGOING CONSTRUCTION UPON FACILITIES REPLACEMENT

NEEDS--SCHOOLS OF VETERINARY MEDICINE

NASF* NEEDING REPLACEMENT AS OF

FALL, 1973

ESTIMATED

NASF* BEING

REPLACED

PERCENT OF

REPLACEMENT

NEED

ALLEVIATED

MINIMUM

REPLACEMENT

NEED, POSTCONSTRUCTION

TOTAL 216 58 27 158

Size of School

Large 142 44 31 98

Medium 74

_12 16 62

Small 0 3 -- Control

Public 216 55 25 161

Private 0 3 -- -- Geographic Locale

Innercity 47 0 0 47

Outercity 90 45 50 45

Suburban 79 9 12 70

Rural 0 3 -- -- All figures are in thoUsands.

Table 3.VIII.14 shows the distribution of the 930,000 NASF needed on a roomtype basis. As may be seen, overcrowding represents a significant proportion

of the need in almost every case.
TABLE 3.V_111.1_4

NASF NEEDED BY ROOM-TYPE FOLLOWING COMPLETION OF ONGOI_NG CONSTRDCTION

AND REMODELING--SCHOOLS OF VETERINARY MEDICINE

NASF

NASF (000) NEEDED TO OVERAT SCHOOLS NASF RELIEVE CROWDING

REWIRING NASF NEEDED AS OVER- NEED AS A

ADDITIONAL NEEDED % OF CROWDING % OF TOSPACE* (000) INVENTORY (000) TAL NEED

TOTAL 1 741 930 53 396 43

Classroom 115 68 59 37 54

Class Laboratory 299 206 69 71 34

Research & Research Traini g 372 189 51 65 34

Library 27 46 170 28 61 Auditor um 1 19 1,900 2 11 Faculty Office 132 72 55 40 56

Administrative Areas 57 26 46 6 23

Animal Facilities 397 307 77 147 48

* Column's elements do not sum to 1,741 since not all respondents reported

the distribution of the post-construction inventory among room-types.

4. The Post Construction Student Po ulation

As mentioned above, and given the inherent assumptions underlying our definition

of "post-construction period", we find that the difference between the FTE

enrollment as of the survey date and the FTE enrollment "following the completion

of ongoing construction and remodeling" is 12 percent, with the respondents'

projected aggregate FTE enrollment increasing from 5.9 to 6.7 thousand students.

The two schools of the private sector anticipate a 33% growth in enrollment,

from 526 to 700 students, Mille the single "small" school in our survey population envisions a growth factor of 44% upon completion of its ongoing con- struction efforts (from 153 to 220 FTE students). Table 3.VIII.15 summarizes

the inter-relationships between facilities and enrollment growth by presenting

the changes in NASF per student expected to occur between the fall of 1973 and

the "post-construction period" on a room-type basis.

340
TABLE 3_.V.9

THE BALA CING EFFECT ON STATIONS PER STUDENT OF JOINT-USE SPACE

CLASSROOMS CLASS LABORATORIES

PUBLIC PRIVATE PUBLIC PRIVATE

Student stations* in controlled space 7,828 5,059 11,534 5,984

Student stations** available

in joint-use space 33,084 5,567 7,187 2,175

(Deduct) Controlled stations

used by other schools 3,940 96 421 182

Total Stations 36,972 10,570 18,300 7,977

FTE Enrollment 18,327 7,301 18,327 7,301

Student stations per student 2.0 1.5 1.0 1.1 For those schools repo ting students and stations.

By definition, these stations may be available only one hour per week.

Compare with Figure 3.V.C.

Usage of Classrooms

Fifty-one percent of respondents' classroom space was primarily devoted

instruction in the basic biological sciences; with 16% of the space

devoted to instruction in the clinical sciences, and the remainin-g 337

of mixed usage. With minor exceptions, these proportions tend to hold

regardless of the grouping of respondents.

The average classroom was used 655 hours out of the academie year. Small

schools, at 511 hours, were substantially below the average. When the

schools are grouped by control, public schools are slightly above the

mean, while private schools are somewhat below it. We note also that

grouping of the schools by "curriculum type" seems to show that the exist

of a clinical teaching component has almost no impact on the usage of

classrooms.

ene

Table 3.V.10 arrays mean and total usage against total room availability,

with the room utilization percentage, computed as described in Appendix G,

2 '3 )

245
displayed in the final column. As was noted in PART 1, the latter figures

should be treated with caution--and their relative rather than absolute

magnitudes studied. In brief, "utilization" is herein taken to imply the

percentage ratio of:

esource hours used

resource hours available

whether the resource be rooms or student stations. Resource hours available" should theoretically be computed as "length of academic year (in

hours)" times "number of rooms or student stations available for use."

For comparability among the schools, we haVe substituted 2,080 hours for

the reported "length of academic year". Since 2,080 is typically larger

than the reported length, the computed utilization percentages are, on

average, depressed to some degree.

TABLE V.10

USAGE OF CLASSROOMS SCHOOLS OF PHARMACY--FALL, 197

NUMBER

OF

SCHOOLS

MEAN HOURS

PER ROOM

PER YEAR

TOTAL*

HOURS OF

USAGE

(000)

TOTAL**

HOURS

AVAILABLE

(000)

COMPUTED

UTILIZATION

%

TOTAL 46 655 134 456 32

'ize o- Sc oo

Large 13 679 54 181 31 Medium 21 690 61 193 35

Small 12 511 18 81 26

Control

Public 34 687 89 287 34

Private 12 598 45 168 27

Geographic Locale

Innercity 16 618 38 144 28

OutercitY 24 663 78 258 33

Suburban 3 434 5 23 21 Rural 3 896 13 31 44

Curriculum Type . Classical 18 690 54 179 31 Revised 28 633 80 277 32

Over all rooms, both allocated and joint-use.

Number of rooms at all schools x 2,080.

246

290
Room utilization computations, performed for those 46 schools for whom

data were complete, averaged 32% for classrooms as seen in column 8 of

the above table. This figure is seen to be primarily a function of usage

in the public sector, since public schools, as a group, reported 34%

in contrpst to the 27% exhibited by privately controlled schools. Although not well reflected by the "average hours per room per year" figures

previously noted, it is found that the percentage of roon utilization

ranges from 21% to 44% as a function of loCale of school.

In view of the fact that joint-usage of facilities plays a major role in

the operation of many pharmacy schools, Table 3.V.11 displays thp reported

joint-usage "in both directions". As may be seen, pharmacy schools

represent a much larger loading on facilities not controlled by them than

do the students of other professions upon pharmacy-controlledcilities.

TABLE 3.V.11

JOJNT-USAGE OF PHARMACy SCHOOLS CLASSROOMS

ROOM HOURS

"BORROWED"

BY PHARMACY

SCHOOLS

"CONTROLLED"

ROOM HOURS

"LENT" BY

PHARMACY

SCHOOLS

NET

1) - (2)

"CONTROLLED"

ROOM HOURS

USED BY

PHARMACY

RATIO

1)1(4)

(1) (2) (3) (4) (5)

TOTAL 86 599 9 668 76 931 134 192 .64

ize of School

Large 28,990 1,236 27,754 54,336 .53

Medium 42,829 6,014 36,815 61,457 .70

Small 14,780 2,418 12,362 18,399 .80

Control

Public 76,897 9,476 67,421 89,372 .86

Private 9,702 192 9,510 44,820 .22

The ratio of joint-use to "controlled" hours is quite large in all groupings analyzed. As might be predicted, the multi-school setting typically

associated with the public university campus contributes to a 4-to-1

joint-usage differential between pUblicly and privately controlled schools

(see column 5 in Table 3.V.11).

2di

247
Classroom student station utilization figures averaged 31% for the 60

schools for whom station utilization rates (occupancy rates) could be

computed using the method detailed in Appendix G. On a 2,080 hour base,

the average station was occupied anywhere from 6% to 129% of the time.

Again,' schools in the publi.c sector showed only a marginally greater

aggregate utilization'percentage than those in the private sector (32%

versus 30%), and the two,yalues may be considered equal. Table 3.V.12

displays these percentages, and the "raw material" involved in their

computation.

TABLE 3.V.12_

PHARMACY SCHOOLS' CLASSROOM STUDENT STATION UTILIZATION--FALL 1973

STUDENT

HOURS*

SPENT

IN ANY

CLASSROGPI

(1)

STATIONHOURS*

UTILIZED

IN NONCONTROLLED

CLASSROOMS

(2)

CONTROLLED

STATIONHOURS*

AVAILABLE

(3)

CONTROLLED

STATIONHOURS*

USED BY

NON-PHARMACY

(4)

(1)+(4)X 100

(2)4(3)

- % STATION

UTILIZATION

5 TOTAL 10.4 8.6 26.5 .6 31 Size of School

Large 4.9 2.4 12.2 .1 34

Medium 4.3 5.1 12.3 .3 29

Small 1.2 1.1 3.3 .1 27

Control

Public 6.9 7.6 17.8 .6 32

Private 3.4 1.0 8.1 .0 30

Geographic Locale

Innercity 4.3 3.8 10.0 .1 35

Outercity 5.0 3.6 13.0 .4 29

Suburban .4 .7 1.3 .0 21 Rural .7 .5 1.6 .0 34

Curriculum Type

Classical 5.1 2.9 10.6 .1 36

Revised 5.3 5.7 15.4 .5 28

In millions.

248

rvarzt.5r.7atirrl
c. Class Labora ory Utilization

Pharmacy-controlled class laboratories were used 526 hours per year on

the average, with special-purpose class laboratories typically used fewer

hours per year than general purpose labs (431 versus 559). In parallel

with Table 3.V.10, Table 3.V.13 outlineS class laboratory usage (with

general and special purpose labs combined due to data constraints).

TABLE 3.V.1

USAGE OF CLASS LABORATORIES SCHOOLS OF PHARMACY--FALL, 1973

NUMBER

OF

SCHOOLS

MEAN HOURS

PER ROOM

PER YEAR

TOTAL*

HOURS

OF USAGE

(000)

TOTAL**

HOURS

AVAILABLE

(000)

COMPUTED

UTILIZATION

%

TOTAL 46 526 249 988 25

Size of Schoo

Large 13 512 104 424 25

Medium 21 598 99 343 29

'Small 12 440 47 220 21 Control

Public 34 498 173 670 24

Private 12 587 88 318 28

Geographic Locale

Innercity 16 599 90 320 28

Outercity 24 461 118 526 23

Suburban 3 406 17. , 85 20

Rural 3 916 25 56 44

Curriculum Type

Classical 18 519 121 489 25

Revised 28 533 128 499 26

t Over all rooms, both allocated and joint-use.

Number of rooms at all schools x 2,080.

As may be seen in the above table, mean usage tended to parallel that

for classrooms, except that in the current instance, the private schools

have a higher mean usage than those of the public sector.

249
Joint-usage of class labo atories was five times less than it was for

classrooms, although the joint-usage reported was still substantial (see

Table 3.V.14, and compare with Table 3.V.11).

TABLE_3.V.14: -

JOINT-USAGE OF PHARMACY SCHOOLS' CLASS LABORATOR ES--FALL, 1973

ROOM HOURS

"BORROWED"

BY PHARMACY

SCHOOLS

"CONTROLLED"

ROOM HOURS

"LENT" BY

PHARMACY

SCHOOLS

NET

(1) (2 )

"CONTROLLED"

ROOM HOURS

USED BY

PHARMACY

RATIO

(1)/(4)

(1) (2) (3) (4) (5)

TOTAL 31 464 2 133 29 331 249-387 .13

Size of School

Large 10,599 67 10,532. 104,013 .10

Medium 16,926 1,696 15,230 98,746 .17

Small 3,939 370 3,569 46,628 .08

Control

Public 23,961 967 22,994 173,312 .14

Private 7 503 1 166 6,337 88,075 .09

Student station utilization in class laboratories ranged between 4% and

125%, for individual schools, using the computational approach described

in Appendix H. Schools of the public sector exhibited a higher utilization percentage than privately controlled schools (177,, versus 12%); a

fact notable because public schools' joint usage was greater than that

of theirprivate counterparts. That is, from Table 3.V.14 may be seen

that (in column 5) the ratio of "borrowed" to "allocated" or "controlled"

room hours is .14 (14%) versus .09. Since this figure is'an addition to

the denominator of the uti.lization formula, it tends, as a correction

factor, to depress the public schools' utilization ratio more than it depresses that for the private schools.

Table 3.V.15 contains the station utilization averages for various groupings of pharmacy schools. They are, in general, much lower than the corresponding classroom percentages, even though the'"mean hours of usage

per year" for classrooms and laboratories differ by less than 25%.

9

250
TABLE 3.V.15

PHARMACY SCHOOLS" CLA ' LABORATORY STUDENT STATION UTILIZAT ON--FALL, 1973

STUDENT HOURS*

SPENT IN ANY

CLASSLAB

CONTROLLED*

STATION-HOURS

AVAILABLE

% STATION

UTILIZATION

TOTAL 5.5 4 4 16

Size of School

Large 2.4 14.5 16

Medium 2.5 13.5 18

Small . 7 6.4 11 Control

Public 4.1 22.6 17

Private 1.4 11.9 12

Geographic Locale

Innercity 2.1 12.9 16

Outercity 2.7 18.0 15

Suburban .2 1.8 12 Rural .4 1.9 23

Curriculum Type

Classical 2.5 14.8 16

Revised 3.0 19.7 15

In millions.

d. Faculty Offices

Faculty office space per full-time-equivalent teaching faculty member

was reported to vary from 43 to 270 NASF on a school-by-school basis,

with a mean of 123. Public and private schools reported approximately

equal averages, notwithstanding the issue of joint-use space availability

(see Table 3.V.16).

290

251
TABLE 3.V.16

PHARMACY SCHOOLS' FACULTY OFF CE SPACE PER FTE FACULTY MEMBE11--FALL, 1973

NUMBER OF

SCHOOLS

REPORTING

FACULTY

NASF OF

OFFICE

SPACE

(000)

NUMBER

OF FTE

FACULTY

NASF PER

FACULTY

TOTAL 63 202 7 12

Size of School

Large 17 77 555 139

Medium 31 93 861 108

Small 15 32 231 139

Control

Public 47 155 1,278 121 Private 16 47 369 127

Geographic Locale

Innercity 25 68 681 100

Outercity 32 118 824 143

Suburban 3 9 64 141 Rural 3 7 78 90

252
C. ONGOING CONSTRUCTION AND REMODELING, AND THE POST- NSTRUCT ON INVENTORY

OF NONCLINICAL INSTRUCTION FACILITIES

E_xtent oses nd Cost

As of the survey date, seventeen schools of pharmacy indicated their involvement

in a construction or remodeling program. Ranging in size up to $7.6 million for

a single school, these programs represent the construction of some .57 million

GSF of new facilities. Two thirds ofthe reported construction costs and five

sixths of the remodeling costs were being incurred by schools in the public sector. TABLE _3.V.17

OVERVIEW OF ONGOING CONSTRUCTION AND REMODELING AT PHARMACY SCHOOL5--FALL, 1973

NEW CONSTRUCT ON REMODELING

NUMBER

OF

SCHOOLS

GSF

(000)

COST

$000)

AVERAGE

COST

PER GSF

NUMBER

OF

SCHOOL_

NASF

(000 )

COST

($000

TOTAL 17 569 22 492* 40* 11 44 580

Size of School

Large 4 0 -- -- 4 14 132

Medium 7 310 16,611 54 4 18 391

Small 6 259 5,881 23 3 12 57

Control

Public 13 425 13,790 32 9 39 485

Private 4 144 8,702 60 2 5 95

Geographic Locale

Innercity 7 318 18 457 58 4 24 223

Outercity 7 171 35* 5 16 162

Suburban 1 0 -- -- 1 1 15

Rural 2 80 4,000 50 1 3 180

* A number of respondents omitted the cost of their ongoing new construction

programs. These figures are, thus, spuriously low, and all 'dollars per

GSF" figures should be treated with extreme caution.

Those eight schools reporting an ongoing construction program indicated that

29% of the new space was being built for the purposes of enrollment expansion;

35% was being constructed for the relief of overcrowding; and one of every four

297

253
new GSF were being built for the replacement of obsolete space. Grouping the

respondents into the kinds of categories utilized in previous analysis, and

recognizing the small sample sizes which result, we find diametrically opposed

purposes of new construction in the public and private sectors. 'As seen in the

figure, obsolescence was the key purpose of construction for the private schools,

while the publicly controlled schools cited enrollment expansion and overcrowding

relief.

FIGURE 3.V.D

PHARMACY SCHOOLS' PURPOSES OF ONGOING CONSTRUCTION

Expand Enrol Im I Rolieve Ovorowd Obso escallop Other

PubIic Private

Differences in purpose of the ongoing construction programs are also a function

of school size. With the large schools reporting no construction at all, the

medium-sized schools estimated that over 40% of the construction was for replacing obsolete space; while only a small portion of the smaller schools'

construction was for these purposes, but was focused more upon overcrowding relief.

.z)

254
2. Sou ces of Funds for Oneolni Cons_truction and Remodelin Prosrams

Of the 23.1 millIon dollars reported by respondents as "fully authorized" for

ongoing construction and remodeling efforts (a spuriously low total due to an

occasional failure to report the costs of ongoing construction) over 40% was

contributed by state and local sources (all of it to schools in the public sector), with HPEA construction grants accounting for another 41% of the total.

While the majority (62%) of the HPEA grants were to publicly controlled schools,

these grants represented the majority of the private schools' funding (see

Figure 3.V.E).

F GURE V.E SOUR0ES OF_FUNDS_FOR_ONGOINO CORSTRUCTION

PUBLIC P I VA TIE:

HPEA

25%

STATE & LOCAL

73%

The Effects o

OTHER

FOUNDATION

& PHILANTH

18%

1 5 % PRIVATE

FUNDS

Construction and RerTde_ling

ISc.

(LESS THAN 1%)

The net effect of ongoing construction and remodeling would be to increase

the pharmacy schools' inventory of nonclinical instruction facilities to 2.2

million NASF. Since facilities replacement appeared to be one of the primary

purposes in a number of instances of the org9ing construction, it is worthwhile

to estimate the NASF of ne construction r replacement purpo es. We do

255
this by mul iplying respondents' reported percentage of the GSF (under construction) for replacement purposes by the NASF of new construction. We now

compare this figure with that perceived as needing replacement as of the survey date to see where the needs for replacement are or aro not being fulfilled.

In all, 140,000 NASF of the fall 1973 inventory were indicated as "needing

replacement": using the computational approach described above, we obtair

an estimated NASF (being replaced) of 80,000 NASF, 56% of the need, This

percentage is highly variable as a function of control and locale, and, with

the exception of large schools, is constant for the "size of school" categorization (see Figure 3.V.F).

FIGURE 3.V.F_

THF EFFECT OF ONGOING CONSTRUCTION ON

THE PHARMACY SCHOOLS' PERCEIVED'REPLACEMENT NEEDS A5 OF FALL, 1973

iff11111111111MIIIIMIN MIMS

MEM .11111 Mir 111111 MIMI

111111 MIIII1M Nip 11." IMO

1.g Med Sml

SIZE OF SCHOOL

Pub Pvt

CONTROL

256

Inner Out Sub Rural

City

LOCALE
It has been stated that the "desired" space distribution profile was different

only in minor respects from that which existed in the fall of 1973. When the

ongoing constrtiction is apportioned by type of space, it is apparent that it

will engender little change in the space distribution profile as the construction itself approximates the profile. For the respondent schools of pharmacy

as a w-hole, then, the effect of the construction will be to increase the amount

of space of each type in proportion to its representation in the fall, 1973

inventory, rather than to' change 'the size relationships between one room type

and another.

Overall, these programs will add under 1 Net Assignable Square Foot per student. It is thus not surprising to find that the need for additional facilities, as perceived in the fall of 1973, has only been alleviated by 18% through

ongoing construction and remodeling efforts. On the other hand, the alleviated

need (the difference between the needs perceived as of the survey date and

those projected as of the completion of ongoing construction and remodeling

programs) fluctuates with size, control, and locale of school (see Figure

3.V.G).

FIGURE 3.V.G

OVERALL NEED ALLEVIATED BY ONGOING CONSTRUCT ON

w 40

Ui-

_1 30

w 20

L1.1 IL

a 10

LRG MED SML PUB PVT

257

I OUTCY SUB RUR
While it has been noted that the NASF per student figures change only slightly

as a result of ongoing construction programs, it is also true that the enrollment figures used in the denominator of the computations are based on the respondents' projected enrollment following completion of these efforts. We must,

therefore, consider the fluctuation in the enrollment figures themselves.

4. -The Post-Construction Student. Population

With the admittedly strong assumptions underlying our definition of "post-construction period" in mind, we find that the increase between the FTE enrollment

as of the survey date and the FTE enrollment "following the completion of ongoing

construction and remodeling" is just under 6%, with the respondents' projected

aggregate enrollment increasing to 27,100 students. As is apparent in Table

3.V.18, the nost vigorous growth rate is exhibited by the "small" schools;

while the public and private schools indicate equal enrollment growth. In most cases, the percentage expansion in facilities outstrips the percentage

growth in enrollment -- thereby relieving to some degree, the overcrowding

problem perceived as of the survey date.

TABLE 3.V.18

COMPARISON OF PROJECTED ENROLLMENT AND FACILITIES GROWTH RATES

i AASF

(000)

FALL,

1973

NASF

(000)

"POSTCONSTRUCTION"

%

CHANGE

IN NASF

FTC ENROLLMENT

FALL,

1973

FTE ENROLLMENT

POST-CONSTRUCTION

%

CHANGE

IN ENROLLMENT

TOTAL 2,016 21177 8 25 628 27 144 6 Size of School

Large 818 772 -6 11,346 11,772 4

Medium 892 1,011 13 11,340 12,099 7 Small 306 394 29 2,942 3,273 11 Control

Public 1,502 1,615 8 18,327 19,402

Private 514 562 9 7,301 7,742

Geographic Locale

Innercity 714 790 11 9,048 9,845 9

Outercity 1,112 1,173 5 14,133 14,544 3 Suburban 103 104 1 1,221 1,311 7 Rural 87 110 26 1,226 1,444 18

302

258
D. THE 1983 LOOK AHEAD

Twenty-three pharmacy schools indicated plans for the construction of 879,000

NASF of facilities during the period between the completion of their ongoing

construction and remodeling programs and the fall of 1983. As might be anticipated based on previous discussion of "medium-sized schools" and schools

of the public sector; the bulk of this new construction was reported by these

two overlapping groups (see Figure 3.V.H).

FIGURE 3.V.H

PHARMACY SCHOOLS' PLANNED CONSTRUCTIW THRQUGH 1983

SIZE

CONTROL

THOUSANDS OF NASF; TOTAL = 879

Includes "on-site patient care" and "other facilities.

Although planned remodeling was reported to a much lesser extant (170,000

NASF), all of it was'reported by 12 publicly controlled schools; and 73% of it

was reported by the schools of "medium" size.

As can be seen in Figure 3.V.I, the purposes of the construction planned by

respondents through academic year 1983 were nearly equivalent, in percentage

terms, over three of the four "purposes" defined by the instrument. Overcrowding relief was the lone exception. On a school-size by school-size basis,

the percentage of new construction for enrollment expansion is nearly doubled

for each successively decreasing size category: large schools indicated

11%, while medium and small schools indicated 22% and 38%, respectively.

303

259
FIGURE 3.V.I

PLANNED PURPOSES OF CONSTRUCTION OF

NONCLINICAL INSTRUCTION FACILITIES* THROUGH 1983

NOT

SPEC.

87

OTHER

166

REPLACE

OBSOLETE

FACILITIES

165

thousands of NASF.

EXPAND

ENROLLM'T

175

RELIEVE

OVERCROWD

286

The very strong pattern of percentages of ongoing construction for expansion of

enrollment among the various school size categories does not match the reported

projections of increase in enrollment through 1983. In fact, a number of mismatches appear in an overlay (see Figure 3.V.J) of enrollment growth versus

new construction for enrollment expansion purposes. In view of the overcrowding problem already becoming apparent to respondents, these mismatches between

apparent needs and projected construction purposes are liable to engender

a realignment of plans in the coming decade, given that the enrollment 'increases are to become a reality.

301:

260
FIGURE 3.V.J

COMPARISON OF ENROLLMENT GROWTH AND FACILITIES TO BE

BUILT FOR ENROLLMENT EXPANSION THROUGH 1983

40

30

4.1 20

AVG LRG MED SML Im SIZE

:2:IM Enrollment growth

Planned construction for

enrollment expansion

PUB PVT

CONTROL

The "mismatches" referenced above are most obvious for large schools, and for

schools in the private sector. Table 3.V.19 displays, for these and other

groups, the changes in NASF per student expected to occur between fall, 1973

and academic year 1983.

TABLE_3.1_.19

CHANGES INNASF PER STUDENT SCHOOLS'

OF PHARMACY_ 1973-1983

NASF PER

STUDENT--

FALL, 1973

NASF PER

STUDENT--

POST-CONSTRUCTION

NASF PER

STUDENT--

1983

TOTAL 6 R4

Size of Sc o Large 83 '80 73

Medium 82 88 106

Small 108 121 125

Control

Public 87 90 105

PriVate 83 86 69

03

261
E. INVENTORY OF INSTRUCTIONAL RESOURCES IN CLINICAL FACILITIES--FALL, 1973

1. Descriptio_n_

The 240,000 NASF of nonclinical ins ruction facilities found in pharmacy schools'

major cliniCal affiliates represent nearly a 12% addition to,the similar facil-

. ities controlled by those schools. Of the 66 hospitals and'dliriics reported,

45 made such facilities available for academic purposes, wjle 44 were used

for training relating to ambulatory care and all were reported as used with

relation to inpatient care. Recognizing that the typical pharmacy curriculum

does not "utilize" inpatients and outpatients with the degree o intensity of,

e.g., a medical school curriculum, the advent of the health-care team concept

(including a pharmacist) and, less directly, training in a hospital pharmacy

implies that the size (number of beds in a hospital) is becoming an increasingly germane measure of teaching resources in the pharmacy context.

Along these lines, pharmacy schools reported that, as major components in their

education program, clinical affiliates represented 16,700 beds with an ADPL

of 14,200. With regard to ambulatory care facilities, an aggregate of over

900,000 outpatient visits per year were reported -- which may, to a large

extent, represent reporting of prescriptions filled. "Rrescriptions'filled"

is, however, not the sole measure of outpatient training: respondents indicated that nearly 550 examining end treatment rooms -- 675 ambulatory patient

stations in all -- were available for pharmacy students' use. Most of these resources were used by those schools Of pharmacy considered by the researchers to

have.offered a "revised" curriculum (and most of the latter schools were publicly

controlled).

With regard to the "nonclinical instruction facilities" in these clinical areas,

it appears that they basically offered classroom, laboratory, library, and auditorium space (about 20% of the total for each type) with very minor percentages

of the other room types reported. As would be anticipated from the above discussion, nearly 90% of these,facilities were used by those schools offering "revised" curricula.

306

262
A e uac of Nonclinical Instruction Facilities in _Clinical Areas

a. Condition

Respondents reported that approximately 68% (166,000 NASF) of the current

inventory of nonclinical facilities in clinical settings were "satisfactory for program purposes". Of the unsatisfactory space, well oyer half

(56%) needed remodeling; while the remainder, some 20,000 NASF, required

replacement. The percentage of satisfactory space was lowest in the

public schools (66%) and the innercity locales (59%).

b. Instructional Facilities Needed in Clinical Settings

68,000 NASF of nonctinical instruction facilities were available at those

26 clinical associates reporting a need for additional space. An additional 80,000 NASF were perceived as needed, 38,000 of which were reported

to be for relief of overcrowding. Twenty-five of the clinics representing

95% of the need were reported by publicly controlled schools.

As we analyze each of the room types delineated by the survey instrument,

we find that, for the 26 clinics in question, respondents wished to more

than double the available square footage of administrative offices, and

to increase by many times, the available research and research training

space, and faculty offices (see Table 3.V.20). While the numbers of

NASF involved were not large for any given room-type, the large factor

by which these pharmacy schools desired to expand the facilities.gives

insight into the degree to which the needs were f lt.

263
TABLE 3.V.20

PHARMACY SCHOOLS PERCEIVED NEEDS_ FOR _INSTRUCT ONAL FACILIT-ES

IN CLINI_CAL AREAS.

NASF* AVAILABLE

AT CLINICS REPORTING A NEED NASF* NEEDED

NASF NEEDED AS

A % OF NASF

AVAILABLE

Classrooms 14 18 129

Class Laboratories 22 19 86

Research & Research Training 2 18 900

Library 12 5 42

Auditorium 8 5 62

Faculty Offices 1 13 1,300

Administrative Areas 2 5 250

Animal Facilities 0 1 -- TOTAL 68** 80** 118

In thousands.

Column sums are imprecise due to aggregation of a large number of round-off

errors over the many hospitals involved in each detail line.

264
F. ONGOING AND FUTURE CONSTRUCTION AND REMODELING AND THE R EFFECT ON THE

INVENTORY OF NONCL NICAL INSTRUCTION FACILITIES

1 Extent of On oin Const'uction

Seven of the 66 hospitals and clinics associated with the respondent pharmacy

schools indicated that, as of the survey date, they were involved in new construction and remodeling whose total cost, approximately $120 million, was

being incurred by the public sector. (A GSF figure is not given here since

$90 of the $120 million in construction costs were reported without corresponding GSF figures.) Nearly half this effort (for the 170,000 GSF of new

construction which were reported) was for replacement of obsolete facilities,

and none was for enrollment expansion. Eighty-nine percent of the funds were

supplied by state and local sources, with 10% obtained through borrowing.

2. Effects of On oin Construc ion

The net effect, vis-av_s schools of pharmacy, of ongoing constuction and

remodeling in hospitals and clinics will be to add 160,000 NASF of nonclinical

instruction facilities to the inventory that existed as of fall, 1973--an increase of 65%. On a percentage basis, this increase to 400,000 NASF will

most impact the hospitals and clinics used by "large" schools, for whom it

represents a factor-of-three (319%) addition to the 16,000 NASF reported for

1973. "Small" schools will also be signifiCantly impacted, with the addition

of 84,000 NASF (142% of the original inventory).

Hospitals and clinics associated with pharmacy schools in the public sector

anticipate adding 71% as much space through ongoing construction programs

as existed prior to these programs' initiation. The 224,000 NASF "post-construction inventory" of nonclinical instruction facilities in clinical areas is

expected to rise to 382,000 NASF.

3. The 1983 Look Ahead

Since for the "1983 look-ahead", the instructions did not distin.uish between

patient-care areas and non-clinical instruction facilities in clinical areas,

309

265
the projected 1983 inventory of 810,000 NASF is not strictly comparable with

the 400,000 NASF reported for the "post-construction period". Assuming, however, that the estimates of various amounts of construction for each construction purpose apply to both patient-care and non-patient-care fcilities, it is

of interest to assess the planned activity in light of these purposes.

In the aggregate, the respective percentages (o-- planned construction) to be

applied to the various purposes outlined by the survey instrument tend to fo

low the pattern evidenced by construction in progress as of the survey date. Al-

, most none of the construction is marked for enrollment expansion, while the largest portion (66%) will again be 'for replacement of obsolete facilities. This

latter figure, it should be noted, is influenced by the one very:large replacement program (333,000 NASF) reported by the private sector, with, the six programs in the public sector averaging 48% for replacement purposes.. In sum,

then, major clinical facilities construction efforts in support of pharmacy

school programs will continue to upgrade rather than expand, the available

nonclinical and clinical teaching facilities.

310

256
A. INTRODUCTION

VI. SCHOOLS OF PODIATRIC MEDICINE

Podiatry schools resemble schools of medicine and dentistry to the extent that

their basic science training takes place primarily in the first two years of a

four year education program. The following two years (the "clinical years")

relate (in the sense of facilities) to the use of examining and treatment

rooms and, to a lesser extent, to prosthesis and bio-mechanics laboratories.

It is thus to be expected that in the aggregate, the schools of podiatric

medicine will be seen to be heavily classroom and class laboratory instruction

oriented; with a nearly equivalent concentration on examining and treatment

rooms and (to a much lesser degree) inpatient care areas. Since, however,

these schools are not heavily research oriented, it is also to be expected

that the amount of research and research training space will be much less

significant (as a percentage of the total facilities configuration) than for

schools such as medicine-and dentistry withthe net result that the classroom

and class laboratory instructional facilities will represent a far greater proportion of the available facilities than in the latter two professionseven

though the intensity and nature of the training are similar.

Even though all 5 of the nation's schools of podiatric medicine responded

with substantially completed survey instruments, their limited number reduces

our ability to discuss them in the analytical manner desired. Rather, that

which follows will be more expository in nature. Table 3.VI.1 describes the

response rate in terms of the grouping parameters used in the discussion to

follow. Size categories were assigned by choosing 0-250 Full-Time Equivalent

students (FTE) to represent "small schools", 251=350 FTE's as "medium", and

above 350 as "large".

25 7
TABLE 3 VI 1 THE UNIVERSE _Of SCHOOLS OF PODTATRY

SCHOOLS OF:

PODIATRY

NUMBER

OF SCHOOLS

IN UNIVERSE

NON-RESPONDENT

RESPON- DENTS

(NO. 1 - NO.2 )

NEW SCHOOLS

RESPON- DING

ESTAB- LISHED

RESPONDENTS

-#4)

NON-SUBSTANTIVE

FORMS

ESTAB. SCHOOLS

RE- SPONSES USED IN

ANALYSIS

(#5-#6)

-ANALYZED

SCHOOLS

AS A % OF ESTABLISHED

UNIVERSE

7 -2a-4)) NEW

SCHOOLS

ESTABLISHED

SCHOOLS

TOTAL

(fin+

#2b)

TOTAL

1 a 42b - # 2c ±± #3 #4 45 46 47 48

0 5 0 5 0 5 100

Large Medium

Small

2

12

000

0

00

0

00

2

12

000

2

12

0002

12

100

100 100

Publfc Private

0

5 0

0 00

0

o 0

5 0

0

0

5

000

5 100

Innercity

Outercity

Suburban

Rural

4

100

0

0

00

0

0

o0

0

0

00

4

100

0

0

00

4

100

0

00

4

100

100

100

Northeant

orthcentrgl

South West

2

20

1

0

0

0

0

0

0

00

0

0

00

2

20

1

0

00

0

2

20

1

0

0

0-

0

2

2

1

100

100 100

268
B. THE FALL 1973_ iNVENTORY OF NONCLINICAL INSTRUCTION FACILITIES CONTROLLED

Br RESPONDENTS_

Description

The 5 respondent schools of podiatric medicine reported 140,000 NASF (263,000 , GSF) of "allocated" (controlled) instructional facilities, 94% of which

were owned (or leased on a very long-term basis), and the remaining 6%

rented or leased. The largest reported inventory, all of it "owned" by

the respondent, was 34,000 NASF, twice the mean configuration size.

In an effort to better assure comparability of Net Assignable Square Footage

(NASF) figures among the schools, the discussion henceforth excludes two

room-types: "on-site patient care" due to its lack of fit within the framework of "nonclinical instruction facilities", and "other" space, due to the

broad mix of space types it represents. Table 3.VI.2 displays how we derived,

for discussion purposes, the 86,000 NASF of nonclinical instruction facilities.

TABLE 3.VI.2

DERIVAT ON OF THE FALL, 1973 INVENTORY OF NONCLINICAL INSTRUCTION

FACILITIES--SCHOOLS OF PODIATRIC MEDICINE

Number of Schools 5 2. Owned GSF* 263

3. Owned NASF* 131

4. Rented/leased NASF 9 Total (owned rented) NASF 140

5. or

6. "On-site patient care", and "other" 54

7. Total NASF of nonclinical instruction space 86

All GSF and NASF figures are in thousands.

313

269
The 86,000 NASF are distribu -ed among the groupings of schools (e.g., by size

and control) as displayed in Table 3.VI.3. By comparisdn with Table 3.VI.2,

we find that none of the "on-site patient care" or "other" facilities are in

quarters which are rented or leased.

THE FALL, 1973

TABLE 3.VI.3

INVENTORy OF PODIATRY SCHOOLS' NONCLIN

INSTRUCTION FACILITIES

CAL

NUMBER

OF

SCHOOLS

OWNED

NASF

(000)

RENTED

NASF

(000)

TOTAL

NASF

(000)

AVERAGE

NASF

PER SCHOOL

TOTAL 5 77 9 86 17

Size of School

Large 2 45 2 47 24

Medium 1 10 2 12. 12 Small 2 22 5 27 14

Control

Public 0 -- - -- -- Private 5 77 9 86 17

Geographic Locale

Innercity 4 43 9 52 13

Outercity 1: 34 0 34 34

Suburban 0 -- _-

Rural 0 -- - 7-

Census Region

Northeast 2 22 27 14

Northcentral 2 45 2 47 24

South 0 -- -- -- West 1 10 2 12 12

.Sixty percent of the nonclinical NASF in schools of podiatric medicine were

located in classrooths and class laboratories as shown in Figure 3.VI.A.

270
FIGURE_ 3.VI.A

_ --

DISTRIBUTION PROFILE OF NO:- 1INICAL INSTRUCTION FACILITIES FALL 1973

CLASS LABS

ADMINISTRATIVE- RESEARCH

AUDITORIA

FACULTY OFFICES LIBRARY

As is clear from the figure, and as noted in the introduction to this chapter,

schools of podiatry were much less oriented toward research than were many

of the schools. Only two rooms were reported by the five respondents as

being predominantly devoted to research.

As seen in the following graph, schools of podiatry tend to utilize small class

laboratortes_and larger classrooms. In the fall, 1973 configuration, there were

three times as many "Small" (1 - 32 student stations) class laboratories as

"large" (more than 32) and six times as many large class room as small.

Eleven of the "large" classrooms were of more than 64 stations.
FIGURE 3.VI.9

NUMBER OF CLASSROOMS AND CLASS LABORATORIES BY VARIOUS STUDENT CAPACITIES

0 16

20 -14 0

II 12 U- 0 10

CCW B

M

2

6

4

2

1-32 33-128

STUDENT STATIONS

Classroom L1i Class lab

In terms of square footage, the classrooms and class laboratories we P similar.

Differences in number of stations per room rest with the fact that a class

laboratory student station, on the average, required more than twice the

space that a classroom student station required.

TABLE 3=VI_.4

NASF PER ROOM AND STUDENT STATION

NASF

(000)

NUMBER

OF

ROOMS

NUMBER OF

STUDENT

STATIONS

NASF

PER

ROOM

NASF

PER

STATION

STUDENT

STATIONS

PER ROOM

Classrooms 29 21 1,324 1,381 22 63

Class Labor i s 21 16 428 1,312 49 27

Research & _ ch Train. 1 2 4 1,000 2 Library 6 -- 232 . -- 26 -- Auditoria 4 1 350# 4,000 11 350

Faculty Offices 10 64 -- 156 -- -- 316

272
2, The Stude Po ation Usin e inventor as of Fall 1973

As of the start of the academic year 1973-1974, the total FTE enrollment of

graduate and undergraduate students at schools of podiatric medicine was 1,555.

Twenty-one of these students were reported as graduate students. As seen in

Table 3.V1.5, nearly three-quarters of these students were situated in innercity locales.

TABLE 3.V1.5

ENROLLMENT AT SCHOOLS OF PODIATRIC MED1CINE--FALL 1973

NUMBER

OF

SCHOOLS

FTE

UNDERGRADUATE

PLUS GRADUATE

FTE PER

SCHOOL

TOTAL 5 1 555 311_

Size of Schoo

Large 2 814 407

Medium 1 283 283

Small 2 458 229

Geographic Locale

Innercity 4 1,139 285

Outercity 1 416 416

Census Region

Northeast 2 458 229

Northcentral 2 814 407

South 0 -- -- West 1 283 283

Ade he Invent±2a

a. Condition_ of Space

The condition of space at schools of podiatric medicine was reported_

to be generally worse than at schools of other professions. Only 57%

(49,000 NASF) of the total inventory was considered "satisfactory for

program purposes" and a minimal amount of the unsatisfactory space

(4,000 NASF) could be made satisfactory through remodeling. The remaining 33,000 NASF were reported to require replacement (see Figure 3.VI.C).

317

273
FIGURE 3.VI.0

CONDITION OF SPACE SCHOOLS OF PODIATRIC MEDICINE--FALL 1973

SATISFACTORY

NEEDS

REPLACEMENT

NEEDS

REMODELING

The percents of sa isfactory space shown above are relatively consistent

for all room types except faculty offices where only.30% of the space

was considered satisfactory.

b. Need for Nonc inical Facilities As_ of Fall,. 1_973

As reflected above with respect to condition of space, four of the responding schools of podiatric medicine had expressed requirements for new

space to accommodate their then-current enrollment. These four schools,

with an aggregate inventory of 52 thousand NASF, perceived 120 thousand

NASF to be needed, 231% of their fall, 1973 inventory. Unfortunately,

one school that reported more than half .the total space needed did not

specify the reasons for this need. Most of the space listed by the other

respondents, however, was required to relieve overcrowding. Since only

57% of the space was reported satisfactory, one may assume "poor condition" or "obsolescence" to be major concerns if the responses are to

be consistent. The perceived needs, by type of space, are displayed

in Figure 3.VI.D.

274
50

FIGURE 3.VI.D

COMPARISON OF SPACE NEEDS AND AVAILABILITIES

CLSRM CLS LB RES L IB

Additional NASF

needed

AUD FAD OFC ADMN ANML

Fall 1973

Inventory

With respect to library facilities in particular, four schools answered

the subjective question regarding "enrollment versus library capacity".

Three of these schools, sixty percent of the podiatry schools' universe,

stated that their libraries were highly overcrowded, the other indicating

sufficient library facilities.

The five schools also reported, in total, the following "minimum" needs

for resource categories defined in the survey instrument:

275
TABLE 3.VI.6

NEEDS (OTHER THAN NONCLINICAL INSTRUCTION FACIL TIES),

SCHOOLS OF PODIATRIC MEDICINEFALL, 1973

NUMBER

OF

SCHOOLS NEED

Faculty (FTE) 5 104

Support Staff (FTE) 5 101

Operating Funds 5 $4,250,000

Equipment 5 $2,146,000

Hospital Beds 3 110

Examining Rooms 4 140

Resource Usage

NASF and Stations Per Student

The five,schools of podia _ic medicine reported 55 NASF per student in the

aggregate, ranging from 33 to 82 on a per school basis. There was almost

one station per student in classrooms (.85) and .28 stations per student

in class laboratories. The space that was considered "allocated" was

basically the only nonclinical instruction space available to the,students

since the five schools neither had available-nor used joint-use facilities,

nor were there such facilities available in owned or major affiliated

hospitals and clinics (with the exception of a small amount of administrative and classroom area). As discussed in other sections, this lack

of joint-use space is larlely a function of the fact that all five schools

are freestanding institutions. Typically, it is the public schools in

health sciences centers or other multiple school environments that share

space.

' 2 0

275
TABLE_ 3011.7

SPACE AND STATIONS PER STUDENT, SCHOOLS OF P DIATRIC

MEDICINE--FALL 1973

NASF NASF PER STUDENT STATIONS PER STUDENT

TOTAL 86

Classrooms 29 19 .85

Class Laboratories 21 14 .28

Research & Research Train 1 1 .00

Library 6 4 .15

Auditorium 4 3 .23

Faculty Offices 10 6 Administrative Offices 13 8

Animal Facilities 0 0

Usa'eof Classrooms and Class Labora ories

Use of classroom space was fairly evenly divided between basic biological

and clinical sciences instruction (46% and 38%, respectively) with 16%

used for mixed purposes. For class laboratories, the majority (87%)

of the space was used for basic biological sciences instruction.

The caveats of PART 1 state that our purpose in computing room and student station utilization is not evaluative in nature, but rather is for

,comparative analysis. In reviewing the utilization-related measures

which follow, this purpose must be kept in mind since the figures presentedft particular, the percentages--will appear low.

This situation arises because to make the figures comparable, we used

2,080 hours as a. substitute for the various-length academic years reported by respondents. Since the reported lengths of year were typical y

shorter than 2,080 hours, the effect is to depress the, utilization percentages. The formula used is, in simple terms, given by:

resource hours used X 100 = % utIlization

resource hours "available"

277
Essentially, the same formula is used whether the resource under analysis

is a room or a student station (see Appendix G for the computational details). The effect of our substitution is to replace, with 2,080 hours,

some smaller number in the denominator of the formula thereby decreasing

the computed ratio in most cases. For example, in the case of room

utilization, the denominator is changed from:

number of rooms X length of academic year

to: number of rooms X 2 080.

In sum, then, it is the pattern in the percentages--rather than their absolute values--which are of importance.

Classrooms and.class laboratories at schools of podiatric medicine were used to a relatively high degree in comparison with similar rooms of

other professions. The average classrooM was used 765 hours per year;

while the average class laboratory, was used 500 or 340 hours per year,

depending upon whether it was general or special purpose.

TABLE 3.VI.8

MEAN HOURS Of _USAGE,_FODIATRY SCHOOLS' CLASSROOMS_ANI/

CLASS LABORATORIESFALL, 1973

CLASSROOMS . CLASS LABORATORIES

TOTAL

HOURS'

USAGE

PER

YEAR

NUMBER

OF

ROOMS

MEAN

HOURS OF

USAGE

PER YEAR

TOTAL

HOURS'

USAGE

PER

YEAR

NUMBER

OF

ROOMS

MEAN

HOURS OF

USAGE

PER YEAR

TOTAL 16,062 21 765 7,680 16 480

Size-of School

Large

Medium

Small

7,092

3,960

5,010

10

4

7 709

990

716

2,784

2,400

2,496

73

6

398

800

416

- Geographic Locale

Innercity

Outercity

13,308

2,754

16

5 832551

5,980

1,700

11.5 544

340

322 - 278
According to our formulae, classrooms were used 35% of the "available"

hours during the 2,080 hour year, while the student stations within those

rooms were used 30% of the time. The class laboratory room use percentage is somewhat lower than that for the classrooms (23%). The station

utilization figure of 40% is given for completeness, recognizing that,

in theory, station utilization mut approach room usage as an upper bound.

Un-fortunately, a number of usage-related data errors had not yet been corrected at the time of this writing, and in view of our small sample size,

are large enough to impact the averages. The figures are, in any event,

presented in Table 3.VI.9 so that the reader may gain insight into the

pattern of these percentages across the various groupings of schools

used in this discussion.

TABLE 3.VI.9

CLASSROOM AND CLASS LABORATORY "ROOM AND STATION

UTILIZATION " SCHOOLS OF PODIATRIC MEDICINEFALL 1973

CLASSROOMS CLASS LABORATORIES

ROOM

UTILIZATION

STUDENT

STATION

UTILIZATION

ROOM

UTILIZATION

STUDENT

STATION

UTILIZATION

(%) (%) (%) (%)

TOTAL 35 30 23 40

Size of School

Large 31 36 19 41 Medium 48 22 38 61 Small 34 28 20 27

Geographic Local

Innercity 40 29 26 45

Outercity 22 16 26

c. Faculty_ pf ficas_

While the average faculty member at schools of podiatric medicine is

assigned approximately 68 NASF, variation about this mean is substantial,

as seen in Table 3.VI.10. For individual schools, this measure ranged

from 33 to 167 NASF per FTE faculty membe_.

3

279
TABLE .VI 10

FACULTY OFFICE SPACE_PER FACULTY MEMBER,

SCHOOLS OF PODIATRIC MEDICINEFALL, 1973

NUMBER OF

FTE

FACULTY

NASF OF

FACULTY

OFFICE SPACE

(000)

NASF PER

FACULTY

MEMBER

TOTAL 148 10 68

ize of School

Large 52 5 96

Medium 32 2 63

Small 64 3 47

Geographic Locale

Innercity 114 8 70

Outercity 34 2 59

32

280
C. ONGO NG CONSTRUCTION AND REMODELING AND THE POST CONSTRUCTION INVENTO Y

1. Exten_t,jurposes, and Cost

Two of the five schools reported ongoing construction programs totalling $14.6

million for 209,000 GSF. One of the two also reported a remodeling program

of 8,000 NASF at a cost of $50,000. The larger of the two construction programs

(149 thousand GSF) was being carried out for the purpose of expanding enrollment. Thus, 77% of the two programs were for the latter purpose (see Figure

3.VI.E).

FIGURE 3.VI.E

PURPOSES OF ONGOING CON TRUCTION AT TWO SCHOOLS OF POD ATR C MEDICINE--FALL 1973

RELIEVE

OVERCROWDING

OBSOLETE

OTHER

EXPAND

ENROLLMENT

As seen in the following figure, three sources provided most of the funds for

. the two construction programs: state or local funds- HPEA construction grants,

-and ins itution borrowing (see Figure 3.VI.F).

281
FIGURE

SOURCES OF FUNDS,FAL_L_1973_ CONSTUCTIO

STATE/LOCAL

2. Effects of (Ingo ng Construction and Remodelin

INSTITUTION

BORROWING

Following the completion of the ongoing construction and remodeling programs,

the nonclinical facilities inventory at schools of podiatric medicine will rise

to 150,000 NASF from 86,000 NASF. In addition, 7,000 NASF of the rented inventory will have been vacated, leaving 2,000 NASF rented in the "post-construction" inventory. As may be seen in Table 3.VI.11, the changes,for certain

room-types--as a percentage of the fall, 1973 inventory, are substantial.

282
TABLE 3.VI.11

CHANGES IN CONTROLLED NONCLINICAL INSTRUCTION FACILITIESL

FALL 1973 TO "POST-CONSTRUCTION"

NASF

(000)

1973

NASF (000)

POSTCONSTRUCTION DIFFERENCE % CHANGE

TOTAL 86 150 64 74

Classroom 29 36 7 24

Class Laboratory 21 46 25 119

Research & Resea ch T ain. 1 4 3 300

Library 6 16 10 167

Auditorium 4 7 3 75

Faculty Offices 10 20 10 100

Administrative Areas 13 16 3 23

Animal Facilities 0 4 4 -- Notwithstanding the large percentage changes in the various roon-types, the

space distribution profile (i.e., percent of total space accounted for by each

room type) would, following the completion of ongoing construction, appear

similar to what it was before. The major difference would be a reversal of

classroom and class laboratory proportions, with class laboratories assuming

a more prominent role as seen in Figure 3.VI.G.

FIGURE 3-VI.G

PRE-CONSTRUCTION POST-CONSTRUCTION SPACE DISTRIBUTION PROFILE

3 3 30

27

24

21 LL 18

Ul

15

a'g 129

6

mimmamlimminiu

111111111111111=1111

1111111MMEMENE

111111MMI111111

11111111111 IIIIII

CLSRB CLUB R&RT LIB AUD FACOF ADMN AML

r2 PRE-CONSTRUCTION 0 POST-CONSTRUCTION

283

3 2
Class laboratories appear to be a major thrust of the construc ion ongoing as

of fall, 1973. Fourteen new rooms (an 88% increase) were being built and,

oipon their completion, the average NASF per room was to be increased from

1,312 to 1,533. The class laboratory NASF/student ratio would also have been

increased from 14 to 24. Faculty offices, which averaged 68 NASF per faculty

member, were a second major thrust of the construction programs, with forty

new offices being built, resulting in a post-construction ratio of 105 NASF

per FTE faculty member.

With 2/3 of the enrol)ment growth occuring in the one school with the large

enrollment expansion program, podiatry student enrollment will have increased

by 21% following completion of the construction ongoing as of the survey date.

Post-Construction Needs

Four schools indicated a need for space over and above that being cons ructed

or remodeled as of the survey date. In all, 64,000 NASF were reported as needed, indicating that ongoing construction programs had alleviated 47% of the

need reported as of the fall of 1973. Table 3.VI.12 displays the need on a

room-type by room-type basis. The relative magnitude of that need is highlighted by comparing it with the inventory of only those schools reporting a

need.

TABLE 3.VI.12

POST-CONSTRUCTION FACILITIES NEEDS--SCHOOLS OF PODIATRIC MEDICINE

TOTAL

INVENTORY OF

SCHOOLS EXPRESSING A

INVENTORY NEED NASF NEEDED COLUMN 3

(000 NASF) (000 NASF) (000) AS A % OF

(1) (2) (3) COLUMN 2

TOTAL 150 58 64 = 110

Classrooms 36 16 16 100

Class Laboratories 46 13 10 77

Research & Research Training 4 1 7 700

Library 16 9 9 100

Auditoria 7 0 9 -- Faculty Offices 20 9 7 78

Administrative Areas 16 5 5 100

Animal Facilities 4 1 3 300

3 2,8

284
THE 1983 .LOOK AHEAD

Unfortunately, uncorrected inconsistencies exist in the data regarding construction and remodeling planned by 1983. Basically, these questions concern purposes of construction as compared with projected enrollment growth. Two schools

reported construction projects of 205 thousand NASF in total. Almost 2/3 of

this space was estimated to be for expansion of enrollment. In contrast to

this intent, the 1983 enrollment projection for these two schools showed no

increase at all. On the other hand, the other-three schools indicated enrollment increases large enough to bring the average increase for the five schools)

to 21%.

TABLE 3_!_V.I.13

FALL- 1973 AND PROJECTED ENROLLMENT COMPARISONS

FALL 1973

HEADCOUNT

POST CONSTRUCTION

HEADCOUNT

FALL, 1983

HEADCOUNT

1,555

,- 1,887 2,278

285
E. INVENTORY OF CLINICAL FACILITIES AND NONCLINICAL INSTRUCTION FACILIT ES

IN CLINICAL AREAS--FALL, 1973

1. Nonclinical InstructIon Facilities in Clinical A:eas_

Nonclinical space in the two clinical affiliates used by the.schools of podiatric medicine amounted to only 1,000 NASF, primarily in administrative facil4ties. Two schools however, did report a need or desire for 8,000 NASF of

this type, and 26,000 NASF were under construction at one hospital, perhaps

indicating the beginnings of a trend in this aspect of podiatry schools'

facilities configurations.

Cljnical Resources

The schools of podiatric medicine were primarily oriented toward the use of

outpatient clinics. Only one hospital was accessed as an inpatient source,

and this 28 bed facility had an average daily patient load (census) of 17.

Wi h respect to outpatient contact, the "on-site patient care areas" as defined

in the survey, provided approximately three times the clinical material re- sources as did the "off-site" hospitals and clinics. Just over 100,000 outpatient visits per year were available for student training in the "on-site

patient care" facilities. Patient stations, also, were about three times more

numerous in the on-site facilities, 145 versus 55.

Table 3.VI.14 summarizes the patient care data in the "on-site" a eas and

the "off-site" hospitals and outpatient clinics.

330

286
TABLE_ 3.VI.14

FTE ENROLLMENT AT POPIATRY SCHOOLS, AND THE CLINICAL TEACHING

RESOURCES REPRESENTED BY "ON-S:ITE" AND "OFF-SITE CLINICS

NUMBER OF

OUTPATIENT

CLINICS

NUMBER OF

OUTPATIENT

STATIONS

NUMBER OF

OUTPATIENT

VISITS

FTE ENROLLMENT

VISITS

PER

STUDENT

STUDENTS

PER OUTPATIENT

STATION

"On-Site" Care

Hospital/Clinic

Total

3

25

145

55

200

100,054

33,500

133,554

1,555

1,555

1,555

64

22

86

1128

8

It should be noted that in the above table, the per student clinical resources

are understated to the extent that patient contact is usually not a part of

the podiatry,currlculum in the early years of the program, and total FTE

enrollment has been used in the denominator of the various ratios of resources

per student.

3 I

287
F. ONGOING CONSTRUCTION AND REMODELING AND THE POST-CONSTRUCTION INVENTORY

OF CLINICAL INSTRUCTION FACILITIES

1. Extent Purposes, and Cost

One construction and remodeling program was reported by a hospital used as a major component, of the teaching program at one school of- podiatric medicine.

Involving some 26,000 NASF of nonolinical instruction facilities to become

available for use by the school involved, the program's $3.5 million-funding

was obtained primarily through borrowing (94%) with the remainder. ($200,000)

supplied by the school itself and by a philanthropic organization.

Effects of On so In Construction and Remodel:Lim

The nonclinical instruc ion facilities inventory, increased to 27,000 NASF,

will be comprised of 45% classroom and class laboratory facilities, and most

, of the remainderAiv ded among library, faculty office, and administrative

office facilities.

The reported construction will serve to increase not only the nonclinical instruction facilities, but the patient contact resources as well. Thus, five

inpatient beds will be added to the 28 bed inventory discussed previously; and

the number of ambulatory patient stations will be increased from 200 to 250

as a result of the ongoing construction. No other construction of clinical

teaching space is planned through 1983.

332

288
V . SCHOOLS OF PUBL C HEALTH

A. INTR DUCT ON

The distinguishing feature of schools of public health seems to- be that they

are, more than any other-profession surveyed, similar to that which the layman

might consider a "typical graduate school". There is virtually no clinical

component in a Public Health curriculum, and the primary thrust of educational

activity relates to classroom and class laboratory instruction. Although the

8 or 9 major curricula offered by schools of Public Health tend, according to

those knowledgable in the field, to require differing facilities, these

differences would not be reflected by our data due to the level of detail at

which said differences exist (e.g., the special purpose facilities required

for the study of health statistics versus the study of nutrition or epidemiology

would not be reflected through the survey instrument's simplistic categorization

of "general" versus "special" purpose class laboratory).

Under the hypothesis that enrollment has impact not only on the amount of

educational facilities required, but the relative amounts of various room

types to be found in a given configuration, the schools of public health were

categorized as "small", "medium", or "large" as a function of their full time

equivalent enrollment. As in the cases of the other professions surveyed,

a frequency distribution of reported enrollment was utilized in developing

a set of "natural" ranges for the respective size groups: smell, 0-200;

medium, 201-400; and large, above 400. Table 3.VII.1 shows these and other

categorizations, so that the response rate (and the nature of_r9spondents)

can be used to place the discussion which follows within the perspective of

the 18 public health schools in the nation.

One new school of Public Health, reporting a fall, 1973 enrollment level of.

32 students, indicated a controlled inventory of 9,000 NASF of which 78%

was rented. As of the survey date, the reported enrollment level engendered

a perceived need for 5,000 NASF of additional facilities. No enrollment

growth projections nor construction plans were available as of the survey

closeout date.

333

289
TABLE 30/11,1 DERIVATION OF_SURVEY RESPONSE RATE FOR_SCHOOL$ OF PUBLIC HEALTH

SCHOOLS OF: PUBLIC HEALTH

NUMBER

OF

SCHOOLS

IN UNIVERSE

NON:RESPONDENT

NEW SCHOOLS

RESPONDING

[STAB- LISHED

RESPONDENTS

13-14)

NON-SUBSTANTIVE

FORMS

ESTAB. SCHOOLS

RE- SPONSES

USED IN

ANALYSIS

(#5-#6)

ANALYZED

SCHOOLS

AS A ;

OF ESTABLISHED, 'UNIVERSE

(71(1-2a-4)) NEW

SCHOOLS

[STAB- LISHED

SCHOOLS

TOTAL

(12a+ Oa)

RESPONDENTS

(NiL 1 - NCO )

#2b #2c 13 14 #5 6 17_ TOTAL 1 13 2 12_ 71

Large 0 1 2 0 2 o 2 67 Medium 7 0 2 2 0 5 71 Small 2 2 6 0 5 71

Public 12 4 4 7 64 Pr 5

Innerci ty 6 Outercity

Suburban

Rural 0 Classical 12 Revised

Northeast 5 4 4 4 BO

Northcentral 0 0 2 a 100 South 6 50 West 0 a 4 0 4 BO

290
THE FALL, 1973 INVENTORY OF NONCLINICAL

-Y RESPONDENTS

1. Descri tion

STRUCTION FACILITIES CONTROLLED

The 12clegree-granting respondent schools of public health reported 999,000

NASF (1.51 million GSF) of "allocated" (controlled) nonclinical instruction

facilities. To assure comparability of the NASF figures among the schools,

the analysis henceforth excludes "on-site patient care" and "other" facilities

in view of their mixed nature and meaning to various respondents. Table 3.VII.2

displays how the 916,000 NASF of nonclinical instruction facilities used in

the subsequent analysls were derived from the 999,000 NASF reported.

DERIVATION OF PUBLIC HEALTH SCHOOLS' ANALYZABLE

INVENTORY OF NONCLINICAL INSTRUCTION FACILITIES

1. Number of Schools 12,

2. Owned GSF* 1,511

3. Owned NASF* 844

4. Rented/leased NASF 155

5. Total (owned or rented) NASF 999

6 Less "on-site patient care" and "other" 83

7. Total NASF of nonclinical instruction space 916

All square footage figures are in thousands.

Of the 916,000 NASF of nonclinical instruct on facilities controlled by schools

of public health, 84% were owned (or leased on a very long-term basis), and

the remaining 16% rented or leased. The largest reported inventory, all of

it "owned" by the respondent, was just under 200 thousand NASF. The mean

configuration size, 76,000 NASF, was nearly three times the size of the smallest reported inventory. Configuration size does not appear to vary with "locale" (see Table 3.VII.3), but when the schools are grouped by control, the

"average" publicly controlled school is somewhat smaller-than its counterpart

in the private sector.

291
TABLE 3.V

NONCLINICAL INSTRUCTION FACILITIES AT SCHOOLS OF PUBLIC HEALTH,

FALL, 1973

NUMBER

_ OF

TOTAL

NASF

OWNED

NASF

RENTED

NASF

AVERAGE NASF

PER SCHOOL

SCHOOLS (000) (000) (000) (000)

TOTAL 12 91-6 772 144 76

Size of School

Large 2 280 246 34 140

Medium 5 446 402 44 89

Small 5 190 124 -66 38

Control

Public 7 432 354 78 62

Private 5 484 418 66 97

Geographic Loca e

Innercity 6 456 363 93 76

Outercity 6 460 409 51 77

Suburban 0 -- -- Rural 0 -- -- Census Region.

Northeast 4 356 317 39 89

Northcentral 1 43 40 3 43

South 3 315 254 61 105

West 4 202 161 41 51 The distribution profile" of the percentages of space considered "classroom",

"class laboratory", etc. is fairly constant as the twelve public health

schools used in the analysis are grouped according to size, locale,

control, and so on. Figure 3.VII.A depicts these percentages.

292
40

30

I 20

10

FIGURE 3.VII.A

PUBLIC HEALTH CHOOLS' SPACE DISTR BUTION PROFILE

FALL, 1973

CLSRM CLSLB RES LIB ADD FACOFC ADMN AML

One mut:1r departure from this profile appears in the greater relative availability

of research and research training space in the private schools (44%) than

for the public schools (30%). An both cases, the apparent commitment to research and research training rivals that of medical schools from the standpoint

of the percentage distribution of room-types.

Table 3.VII.4 contains the aggregated responses of public health schools to

the questions concerning square footage per room and station. Classroom and

auditorium figures tend toward constancy over all the professions surveyed,

although class laboratories reported here tend toward the small side by a

fa'Ctor of two, both in terms of square footage and number of stations.

293
TABLE 3.VII.4

NASF PER ROOM AND STATION, SCHOOLS OF PUBLIC HEALTH

FALL 1973

NASF

(000)

NUMBER

OF

ROOMS

NUMBER OF

STUDENT

STATIONS

NASF/

STATION

_NASF/

ROOM

STATIONS/

ROOM

Classrooms 91 144 4,360 21 632 30

Class Laboratories 44 85 1,060 41 578 12

Research & Research Train. 341 967 1,168 269 353 1.2

Library 55 -- 998 55 -- Auditoria 18 6 1,438 11 2,667 240

Faculty Offices 225 1 375 -- 161 -- The distribution of classroom and class laboratory capacities:at schools of

public health is heavily weighted toward the smaller size categories for

the publicly controlledschools, while the privately controlled schools

report a larger portion of their rooms in the larger size categories. This

unexplained but obvious difference is detailed in Figure 3.VII.B.

FIGURE 3.VII.B

THE EFFECT OF CONTROL OF PUBLIC HEALTH SCHOOL ON THE DISTRIBUTION

OF CLASSROOMS AND LABORATORIES FALL 1973

80

70 0

.1 60

rsa 7, 50

11 40

u. 30 0

1

LT, 20

CLSRM CLSLR

6

PUBLIC

CLSRM CLUB CLSRM CMS CLSRM CLSL CLSRM CLSLO

17-32 33-64 65-128 28+

ROOM SIZE

338

294

PRIVATE
2. The Studen Po ulatipn Us fli e Current Inyentory

The responding schools of public health indicated that the total FTE enrollment as of the Fall, 1973 was 3,254. Just over 63% of the students attended

_publicly controlled schools, with the remaining 37% enrolled in the private

sector. Just under half (44%) of the students were reported to be located in

innercity settings, with the remainder in outercity locales.

TABLE 3.VII.5

FTE ENROLLMENT OF PUBLIC HEALTH SCHOOLS--FALL 1973

NUMBER OF

SCHOOLS

FTE ENROLLMENT

AVERAGE FTE

PER SCHOOL

TOTAL 12 31 254 271

Size of School

Large 2 934 467

Medium 5 1,516 305

Small 5 804 161

Control_-

Public 7 2,061 294

Private 5 1,193 239

Geographic Locale

Innercity 5 1,435 239

Outercity 6 1,819 303

Census Region

Northeast 4 808 202

Northcentral 1 356 356

South 3 1,103 368

West 4 907 247

a. Condition of Space

Just under 81% of the 916,000 NASF of public health schools' nonclinical

instruction facilities were reported to be "satisfactory for program

purposes". Of the remaining 19% (175,000 NASF), 99,000 were perceived

as needing replacement (prior to the effects of current cons ruction

S' 3 9

295
programs) and 76,000 NASF could be brought to a satisfactory state through

remodeling. There is a pronounced but irregular relationship between the

size of FTE enrollment and the reported condition of space, with small

schools perceiving only 108,000 of their 190,000 NASF inventory to be

"satisfactory for program purposes" (see Table 3.VII.6).

When the respondent population is divided according to "locale of school"

the portion of space reported as "unsatisfactory" is)argest for innercity schools (33%). Representing some 150,000 NASF, this space is split

almost evenly between "needing remodeling" and "needing replacemen-"

TABLE 3.VII.6

CONDITION OF SPACE IN SCHOOLS OF PUBLIC HEALTH--FALL 1973

TOTAL

NASF

(000)

SATISFACTORY,

NEEDS

_ REMODELING

NEEDS

REPLACEMENT

NASF

(000) %

NASF

(000) %

NASF

(000) %

TOTAL 9 6 741 81 76 8 99 11 Size of School

Large 280 195 70 70 25 15 5 Medium 446 438 98 5 1 3 1 Small 190 108 .57 1 1 81 42

Control

Public 432 374 87 5 1 53 12

Private 484 367 76 71 15 46 9

Geographic Locale

Innercity 456 304 67 71 16 81 17

Outercity 460 437 95 5 1 18 4

The publicly controlled schools reported somewhat more satisfactory

space (on a percentage basis) than did the private schools (87 versus

76%). Thus, as apparent in Table 3.VII.6, even though nearly half the

inventory of nonclinical instruction facilities were controlled by the

public sector, the number of NASF needing remodeling or replacement is

much greater for the private sector.

340

296
The problem of unsatisfactory condition, most prevalent in the small

schools of public health, was spread over most room-types constituting

their nonclinical instruction facilities inventory. However, classrooms,

research and research training space, faculty office space, and auditoria

ranged between 48% and 67% unsatisfactory, and were thereby the greatestcontributors_ to the problem.

Need for Nonclinical Facilities as of Fall, 1973

Although a portion of the facilities need which existed as of the survey

date would be mitigated by the ongoing construction and remodeling programs

of respondents, their perceptions of need at that time give us insight

into the facilities configurations felt to be necessary for sa isfactorily

accommodating their then-existing enrollment.

In all, seven schools of public health perceived a need for 269,000

additional NASF of nonclinical instruction facilities. When expressed

as a portion of the aggregate fall, 1973 inventory, this need was over

29% of that inventory. More poignantly, perhaps, it was 53% of the inventory

of those schools expressing a need for space.

As may be seen in Figure 3.VII.C, the publicly controlled schools reported

-the greatest portion of the perceived needs, a portion which,- if fulfilled, would bring the public sector above the private sector in terms

of total NASF. By the same .token, the need reported by the private

schools represents nearly 60% of their total availability of nonclinical

instruc ion facilities as of the survey date.

341

297
700

600

500

co 400

I 300

FIGURE 3.VII.0

PUBLIC HEALTH SCHOOLS' PERCEIVED NONCLINICAL

FACILITIES NEEDS AS OF FALL, 1973

100

LRG MED SML

Fall, 1973,inventory

PUB PVT

Additional NASF

needed. Fall 1973

Of the total perceived need, 179,000 NASF 67%) was conside_ed to be prlmarily due to overcrowding. Facilities obsolescence, primarily focused

in faculty offices and administrative areas, accounted for 51,000 NASF of

the overall need, with the remaining 39,000 NASF divided nearly equally

between the problems of poor condition and "missing" from certain respondents' facilities configuratfons.

The "desired" space distribut on profile (obtained by adding "needs"

to the 1973 inventory) was little different from that which existed as

of the survey dates'either in the aggregate, or upon grouping of schools

according to our analysis parameters. Using, as a base, the NASF of

facilities "allocated" to only th3se schools reporting a need, Figure

3.VII.D gives insight into the degree to which these needs were felt

by the schools involved.

342

298
FIGURE _3.VII7D

COMPARISON OF ADDITIONAL NASF NEEDED WITH ALLOCATED NASF OF THOSE

PUBLIC HEALTH SCHOOLS WITH A NEED-7FALL 1973

100

ri) 75 0

50

C/7

CLSRM CLSLEi RES LIB AUD FAC.OFC AMIN ANML

Available El Additional NASE needed

With regard to library facilities in particular, five of the nine respondents who answered the question concerning "enrollment versus library

capacity" indicated either that a "good match" existed between aVailable

library space and enrollment, or that additional students (20% or more)

would not adversely impact the use of the library. The remaining 4

respondents to the question perceived either "modestly" or "highly"

overcrowded conditions in library space, with equal frequency. All of

the latter figures, on a percentage baSis, held constant as a function'

of size and control of school.

343

299
The survey instrument also attempted to gain an overview of that which

the respondents considered the minimum non-facilities need for satisfactory accommodation of their fall, 1973 enrollment. For the 9 schoOls

responding to this question, the needs most often mentioned (7 schools)

were those for additional faculty and support staff (306 and 337, respectively), with the second most frequently mentioned need (6 schools) that

for an additional $1.2 million in operating funds (see Table 3.VII.7).

TABLE 3.VII.7

PUBLIC HEALTH SCHOOLS' MINIMUM NON-FACILITIES NEEDS FOR

ACCOMMODATING FALL, 1973 ENROLLMENT

NEEDED

FTE

NEEDED

SUPPORT

OPERATING

FUNDS

EQUIPMENT

FUNDS

FACULTY STAFF ($000) $000)

Number of Schools 7 7 6 4 Total Need 306 337 1,240 253

Control

Public 37 65 400 20

Private 269 272 840 233

4. Resource Usa e

a. Space and Stations Available per Student

Respondents indicated that the average NASF of nonclinical instruction

facilities per student was 281, ranging as high as 745 and as low as 121

NASF per student. Space per student tended to vary greatly as a function

of control of school, and slightly with size of school, as is apparent

from Figure 3.VII.E.

300
FIGURE 3.VII.E

NASF PER STUDENT BY SIZE AND CONTROL, SCHOOLS OF PUBLIC HEALTHFALL, 1973

400

300

200

100

LARGE MED SML

SIZE OF SCHOOL

PUB PVT

CONTROL

AVG

The wide difference between the sectors' figures is due in part to the

heavy research orientation of some privately controlled schools, a number

of which are highly prestigious. Table 3.V1I.8 details the NASF per student for each room-type, as a function of the various grouping parameters

used in this analysis.

TABLE NAS6 PER STUDENT BY ROOm-TYPE SCHOOLS OF PUBLIC HEALTH--FALL,_1973

TOTAL CLASSROOM

CLASS

LABORATORY

RESEARCH &

RE5EARCH

TRAINING LIBRARY AUDITORIUM

FACULTY OFFICE

ADMIN.

ISTRATIVE

OFFICE ANIMAL

FACILITIES

TOTAL 281 28 14 105 17 6 68 32 14 Size of School

Large 300 37 15 99 16 5 76 30 21 Medium - 294 20 15 122 16 7 67 36 11 Small 236 31 10 BO 19 4 62 26 9 Control Public 210 21 13 . 63 14 1 54 37 Private 406 40 14 177 23 13 93 23 25 Geographic Lot le lnncrcity 318 42 13 114 21 5 75 30 21 Outercity 253 17 14 98 14 6 63 33 8 345

301
Classroom stations per student averaged 1.34, with a high of 3.33 and a

low of .11. Stations per student figures have a tendency to decrease

as schools decrease in size, while the private sector reported a somewhat

higher "stations per student average for classrooms than schools of

the public sector. Finally, innercity schools exhibited nearly three

times the stations per student than did outercity schools, as seen in

Table 3.V 1.9.

TABLE 3.VII.9

CLASSROOM AND. CLASS LABORATORY STATIONS PER_STUBEHT,

SCHOOLS OF PUBLIC HEALTH--FALL_,_ 1973_

CLASSROOM

STATIONS

CLASSROOM

STATIONS

PER STUDENT

CLASS

LABORATORY

STATIONS

CLASS

LABORATORY

STATIONS

PER STUDENT

_TOTAL _ 4 360 _434 1 060 .34

Size of School

Large 1,658 1.78 361 .39

Medium 1,708 1.13 498 .33

Small 994 1.24 201 .32

Control

Public 2,318 1.12 608 .32

Private 2,042 1.71 452 .38

Geographic Locale

Innercity 2,896 2.02 465 .37

Outercity 1,464 .80 595 .33

Class laboratories, although exhibiting the above patterns, tended to

show them very weakly, and in fact form nearly a constant ratio in comparisan with the fluctuations observed in classroom stations per student.

Usage of Classrooms

One of the major differences between schools of public health and the

other respondents to this survey is the nature of their instruction in

classroom and class laboratory facilities. While for basic biological

sciences instruction in classrooms of other health professions schools,

346

302
80-,6 is the typical figure gIven, schools of public health report 13%:

and while the amount of classroom usage for pursuits other than the

biological or clinical sciences is typically 0 - 10% at other health

professions schools, for public health it is 76%.

The average classroom was used 724 hours during the academic year, with

schools in the public sector reporting three tithes the usage, per room,

as schools in the private sector. Publicly controlled schools averaged

1,062 hours of usage per classroom (per year), while schools in the private

sector averaged only 358 hours per year (see Table 3.VII.10).

TABLE 3.VI_ 10

USAGE Of CLASSROOMS SCHOOLS OF PUBLIC HEALTH--FALL_ 1973

TOTAL HOURS*

OF USAGE PER

YEAR (000)

NUMBER

OF

ROOMS

MEAN USAGE

PER YEAR

(HOURS)

TOTAL 109 150 724

Size of School

Large 36 49 739

Medium 39 59 664

Small 33 42 789

Control

Public 83 78 1,062

Private 26 72 358

Geographic Locale

Innercity 57 81 699

Outercity 52 69 753

* Sums for each group may n__ equal total due to round-off error.

Classroom usage tended to increase only slightly with increasing room

size, and may be considered invariant as a function of size of room.

This constancy appears to hold for each of the various groupings used

in the analysis -- and even the large difference between public and private schools' usage of classrooms is maintained for eachroom size.

347

303
Before discussing the results of our room-use and student station utilization computations, we recall the caveats of PART 1 in which we noted that

our purpose in such computations was that of comparative analysis. Added

to the fact that the public health curriculum includes a significant

amount of field training (thereby depressing the utilization percentages_,

our method substitutes 2,080 hours for the academic year reported by respondents. Since 2,080 hours (40 hours x 52 weeks) is greaterthan the

typical academic year, the result is a further lowering of the utilization rates. This occurs since our utilization formula is given, in essence, by:

resource hours used X 100 . % utilization,

resource hours available

whether the resource being analyzed is rooms or student stations. "Hours

available" would ordinarily have been respondents' reported "academic

year", but the 2,080 hour substitution is an increase in the denominator

of the formula, and it thus depresses the results see Appendix G for the

computational details of the method).

Room utilization, the percentage of the "available" hours that the rooms

are used during the academic year, averaged 32% for the classrooms of

the 11 respondent schools of public health for whom room-use data were

complete. Public schools were as much above this mean ffgure as private

schools are below it, reporting 48% and 17% room utilization, respectively (a result anticipated from the analysis of average hours of room-use

per year).

Classroom student station utilization occupancy) figures averaged 19%,

;ranging fro-0 7 to 45%. Schools in the public sector showed equal station

utilization to those in the private sector. Recalling the much greater

"mean hours per year" usage figure for publicly-controlled classrooms,

the implication is that schools of the public sector are utilizing smallergroup teaching methods also inferred from a 4:1 student to teacher ratio)

not in concert with the roomsizes (number of stations) which existed in

their fall, 1973 inventory (see Table 3.VII.11).

348

304
TABLE 3.VII_._11

UTILIZATIOR OF CLASSROOMS AND CLASSROOM STUDENT

STATIONS SCHOOLS OF PUBLIC HEALTHFALL- 1973

ROOM

UTILIZATION

(%)

STUDENT

STATION

UTILIZATION

(%)

TOTAL 32

Size of School

Large 36 13

Medium 32 2,9 Small 26 29

Control

Public 48 19

Private 17 19

Geographic Locale

Innercity 28 14

Outercity 36 29

NOTE: While station utilization occupancy) can theoretically be'no greater

than room utilization at a particular school, occasionally, as above

(small,schools, private), a group of schools exhibits this anomaly.

It occurs here because the eleven schools used in the room-use computations were not the same used in the computations for station use;

and with the small sample sizes involved in a given grouping, each

school has a marked impact on the group mean.

As we group the schools by size category, we find that station utilization

for classrooms tends to increase with decilleasing school size, from 13%

(large schools) to 29% for the small schools. Since only the large schools

typically reported the larger sized classrooms, the major portion of

the hypothesized mismatches between room size and teaching group size

may lie with these larger schools. This hypothesis is strengthened by

virtue of the opposite pattern of room-utilization: it is highest at the

larger schools, an expected result given small group teaching--and the resulting requirement to more heavily utilize the existing large rooms.

305
c. Class Laboratory Utilization

Given the nature of the typical public health curriculum, class laboratories were used to a negligible degree for clinical sciences instruction,

with respondents indicating an equal division in space usage between

"basic sciences" and "other" purposes. The average room, whether-gene al

or special purpose, was used upward of 750 hours per year.

TABLE_

CLASS LABORATORY USAGE, SCHOOLS OF PUBLIC

HEALTH--FALL, 1973

NUMBER

OF CLASS

LABORATORIES

TOTAL HOURS

USAGE PER

YEAR (000)

MEAN HOURS

OF USAGE

PER YEAR

ROOM

UTILIZATION

(%)

TOTAL 85 64 753 36

Size of School

Large 23 15 652 32

Medium 43 31 721 35

Small 19 18 947 45

Control

Public 56 46 821 40

Private 29 18 621 29

Geographic Locale

Innercity 35 26 743 36

Outercity 50 38 760 36

As may be seen in Table 3.V11.12, percent room utilization varies strongly with school size and control. However, in the case of school size,

the pattern of differences is the converse of that exhibited by classroom

utilization.

Class laboratory occupancy (station utilization) figures will not be dealt

with herein, due to the great impact (given our small sample sizes) of

four large data errors which had not been resolved as of this writing.

It can only be stated with some certainty that, even with the aggregate

utilization rates masked as they are, resolution of the errors wbuld have

resulted in figures closely approaching the class laboratory room-use

figures described above.

3 5 ij

306
Faculty Offices

The to:al NASF of faculty office space per faculty member was approximately 196. Schools of the public and private sectors reported being nearly

equidistant from the mean on this measure, with the private sector reporting

at the lower end of the scale. The relationships exhibited between "size"

and locale of school and NASF per faculty member did not follow a specific

pattern, although differences among these groups were quite distinct (see

Table 3.VII.13).

TABLE 3.VII,13

NASF PER FACULTY SCHOOLS OF PUBLIC HEALTH--FALL 1973

SCHOOLS

REPORTING

FACULTY

NASF OF

FACULTY

OFFICE

SPACE

(000)

FTE

FACULTY

NASF

PER FTE

FACULTY

MEMBER

TOTAL 1 203 1 03 196

Size of School

Large 2 71 446 159

Medium 4 82 314 261

Small 5 50 278 179

Control

Public 6 92 431 213

Private 5 111 607 182

Geographic Locale

Innercity 5 88 516 171 Outercity 6 115 522 220

Animal Faci 1 i ti es

The 10 schools of public health responding to the relevant questions

indicated that 36% of their animal facilities were used for instructional

purposes and the remainder (64%) were used for research. The larger

schools in the public sector indicated a higher than average tnstructional

usage (63%), while the smaller schools were much more research oriented

in their animal facilities usage (86%). While it is apparent that it is

351

307
subject-matter variables which are causing much of the variation in this and

other data, such variables were outside the scope of the current effort.

Joint-Utilization of Classrooms and Class Laborat ries

While schools of public health indicated a large availability of jointuse classroom facilities (56 rooms), it is found that their usage of

such space was but a small portion of their overall usage of corresponding "allocated"lacilities. The ratio of "joint-use" room hours to

"allocated" room-hours was, for the subpopulation under analysis, under

8% for classroom-type instructional space. Joint-usage of class laboratories was negligible. Public health school-controlled class laboratories were not used by other students, and only negligible use of controlled

classrooms (90 hours per year) was reported.

' 5 2

308
C. ONGOING CONSTRUCT ON AND REMODEL NG AND THE POST CONSTRUCTION _NVENTORY

One construction program, and one remodeling program, were reported by the

respondent schools of public health, thereby precluding analysis of the type

performed elsewhere in this report. In brief, the reported programs involved

$2.7 million for new construction, and $19,000 for remodeling, both sums incurred by publicly controlled schools. Funds were obtained from state and

local sources. Representing 34,000 GSF of new facilities to be controlled

by the respondent involved, the majority of the new construction had as its

purpose the replacement of obsolete research and research training facilities.

Thus, the "perceived need as of fall., 1973", reported previously, would remain

virtually unchanged, except for a major reduction in the need for research

and research training space. Referring back to Figure 3.VII.0, the 80,000

NASF need for research and research training space would be reduced to 69,000;

while the 37,000 NASF need for additional classroom facilities would reduce

to 34,000 due to the effect of the remodeling program.

t should also be noted that as a function of the reported construction, enrollment was expected to grow only slightly -- from 3,254 to 3,271 students following completion of construction.

353

309
D. THE 1983 LOOK AHEAD

Seven ma or construction or remodeling programs are planned for the coming

decade. Four of the 12 respondents indicated plans for the construction of

280,000 NASF of facilities by 1983, exclusive of ongoing construction. These

programs range in size from 15,000 to 134000 NASF. Just over half of this

new construction would take place at three schools in the public sector; with

the remaining program, the largest, taking place at a private school.

Planned remodeling was reported to a much greater extent (610,000 NASF) than

new construction. Nearly,a11 of this activity would take place at a single

publicly controlled school given that "funds became available".

The reported purposes of the construction planned by respondents between the

end of ongoing construction efforts and the fall, 1983, indicate that overcrowding and obsolescence represented the perceiVed priority needs: large

schools concentrated on relieving obsolescence; while medium sized schools

planned to concentrate on their perceived overcrowding problem. Schools in

the public sector indicated that approximately one-third of the new construction would be for enrollment expansion, an eventuality supported by their

enrollment projections for acaderdc year 1983-84 (see Figure 3.VII.F).

351

310
FIGURE

PUBLIC HEALTH SCHOOLS' PURPOSES OF PLANNED CONSTRUCTION THROUGH 1983

0

PUBLIC

-z

0

Q PRIVATE

LARGE

Lr.,Lj MEDIUM

F]i SMALL

PERCENT

40 50 60 70 80 90 100

Expand Enrollment

Relieve

Overcrowdn'g

Replace Obsolete Space Other

Between the survey date and the 1983 academic year, it is expected that the

public health schools will experience a vigorous enrollment growth of 40%:

from a head count of 3739 to a head count of 5235. Schools in the public

sector expect to exhibit a 49% growth rate over the next Aecade; while the

private schools predict a 24% increase over current enrollment levels. Most

of the growth (on a percentage basis) will occur in the West, whose 4 schools

expect to increase enrollment by 78% over that which existed as of the survey

date.

Table 3.VII.14 summarizes the relationship between NASF and enrollment as they

are expected to change between the survey date and academic year 1983-84. Since

the survey instrument did not distinguish among room-types, the figures include

"on-site patient care" and "other" facilities for both. the 1973 and 1983 fig355

311
ures. Recalling past discussion inferring small group teaching in "large-group

oriented" facilities, it is interesting to note that for 1983, NASF per student

decreases in nearly every category.

TABLE 3.VII.14

CHANGES IN NASF PER STUDENT SCHOOLS OF PUBLIC HEALTH-1973-1983

1973 1983

NASF

(000)

NUMBER OF

STUDENTS

HEADCOUNT)

NASF

PER

STUDENT

NASF

(000)

NUMBER OF

STUDENTS

HEADCOUNT)

NASF

PER

STUDENT

TOTAL 999 3,739 267 1 t 099 5,235 210

Size of School

Large 319 1,140 280 389 1,526 255

Medium 475 1,644 289 505 2,385 212

Small 205 955 215 205 1,324 155

Control _

Public 461 2,246 205 574 3,371 170

Private 538 1,493 360 525 1,864 282

Geographic Locale

Innercity 505 1,845 274 492 2,412 204

Outercity e94 1,894 261 607 2,823 215

Census Region

Northeast 381 969 393 381 1,062 359

Northcentral 48 356 135 85 372 228

-South 354 1,335 265 424 1,876 226

West 216 1,079 200 209 1 925 , 109

356

312
VIII. SCHOOLS OF VETERINARY MEDICINE

_INTRODUCTION_

As in the case of most of the other professions surveyed, schools of veterinary

medicine also typically offer a 4-year course of study, following undergraduate

education, with the first two years involved primarily with basic sciences

instruction, and the last two years involved with clinical instruction.

Occasionally, a collapsed 3-year program is offered (two schools of veterinary

medicine offered such a program as of the survey date). Veterinary medical

education is similar to human medicine to the extent that human and animal

physiology and biochemistry are similar; and animals, as well as humans, are

treated on both inpatient and outpatient bases. As might be expected, the

larger range of sizes germane to animals implies larger clinical facilities

on a 'patient-by-patient" basis: While this study does not concern itself

with the amount of square footage devoted to patient care areas, the room

tYpe "animal facilities" may, in this context, be 'expected to represent a

much larger proportion of a given educational facility's configuration than

for schools of any other profession.

Due to the fact that, according to those knowledgeable in the field, there

is no particular trend toward earlier introduction of clinical teaching experience into the veterinary medical schools' curricula, nO curriculum type

variable was applied to these schools. The respondent schools were, however,

grouped according to size category. Based on the frequency diagram of FTE

enrollment sizes, the enrollment ranges applied to the "small", "medium",

and "large" size groups were 0-200 students, 201-350 students, and above 350

students, respectively. The following table summarizes the manner in which

we arrived at a response rate of 85% for schools of veterinary medicine; and

details the parameterization of those schools to be 'used in the analytic re- view whicll follows.
TABLE 3.VIII.1 DERIVATION OF RESPONSE RATE FOR 5CHOOLS OF VETERINARY MEDICINE.

SCHOOLS OF: VET. ME ,

NUMBER

OF SCHOOLS

IN UNIVERSE

NON-RESPONDENT

RESPONDENTS

(NO. 1 - NO.2)

NEW SCHOOLS

RESPONDING

ESTA8-

LISHED RESPONDENTS

(#3-44)

NON-SUBSTANTIVE

FORMS

ESTA8. SCHOOLS

RE- SPONSES

USED IN

ANALYSIS

(#5-#6)

ANALYZED

SCHOOLS AS A %

OF ESTA8- LIMED

UNIVERSE

7 (172a-4)) NEW

SCHOOLS

ESTA8-

LISHED

SCHOOLS

TOTAL

(#2a+

#25)

a 2b 2c #3 #4 #5 #6 #7 #8 TOTAL 20 1 19 2 17 0 17 94

Large Medium

Small

8

8

4

0

00

0

10

0

10

8

74

0

0

2

8

72

0

0

0

8

7

2

100

100

Public Private.18

2

00

10

10

17

2

2015

2

0

0

15

2

94 100

Innercity

Outercity

Suburban

Rural

2

11

Northeast

Northcentral

South

West

28

73

0

00

0

100

0

10

00

18

73

0

0

20

18

5

3

0

0

00

18

5

3

SO

100 100' 100

The two new schools of veterinary medicine, in responding to the survey, indicated a combined NASF of 10,000. One school was already accommodating an FTE

enrollment of 36. While construction plans were not yet sufficiently formulated

to give an accurate indication of their nature, it was reported by one of the

two schools that enrollment was expected to grow to approximately 320 students.

353

314
B. THE FALL, 1973 INVENTORY OF NONCLINICAL INSTRUCTION FACILITIES

Description

The 17 responding schools of veterinary medicine reported 3.4 million GSF

of allocated nonclinical instruction facilities, over 98% of which were owned

or leased on a very long-term basis. .The 3.4 million GSF represented Net

Assignable Square Footage (NASF) of 2.39 million, 505,000 of which were reported as "on-site patient care" or "other" facilities, the remainder being

classroom, laboratory, library, and so on. Since "other" facilities repre-.

sented such a wide diversity among room-types, and since "on-site patient

care facilities" was occasionally misconstrued to mean "on-campus" rather

than "in-building", these two categories have been excluded from the analysis

for comparability among schools. Table 3.VIII.2 derive§ the net figures for

the NASF Used in the analysis.'

4

315
TABLE 3.VIIL2

INVENTORY OF NONCLINICAL FACILITIES SCHOOLS

OF VETERINARY MEDICINEFALL, 1973

NUMBER

OF

SCHOOLS

(1)

TOTAL

NASF

(000)

(2)

NASF (000)

"ON-SITE

PATIENT

CARE" AND

"OTHER"

(3)

NASF (000)

USED IN

ANALYSIS

((2)-(3))

(4)

AVERAGE

NASF (000)

PER SCHOOL

((4)1(1))

(5)

TOTAL 17 2391 06 1 885 111 Size of School

Large 8 1,363 199 1,164 146

Medium 8 .988 296 692 87

Small 1 40 11 29 29

Control

Public 15 2,104 490 1,614 108

Private 2 287 16 271 136

Geographic Locale

Innercity 2 460 62 398 199

Outercity 11 1,423 363 1,060 96

Suburban 3 468 70 398 133

Rural '- 1 40 11 29 29

Census Region

Northeast 1 247 5 242 242

Northcentral 8 942 226 716 89

South 5 648 125 523 105

West 3 554 150 404 135

The largest reported inventory was 242,000 NASF, 4nd the mean configuration

size was 111,000 NASF. Configuration size varied with "control" and "locale":

while the "average" publicly controlled school reported 108 thousand NASF,

its counterpart in the private sector reported 136 thousand NASF of "allocated"

space; and the two respondents from innercity locales reported an average

of 199 thousand NASF as compared to an overall average of 99 thousand in the

other locales.

As shown in the following table, the nonclinical instruction facilities were

heavily weighted toward research and research training *ace and animal facilities, with over half the reported space in these areas. There was more than

three times as much class laboratory sp4ce as classroom space reported.

4 316
TABLE 3.VIII.3

NONCLINICAL INSTRUCTION SPACE DISTRIBUTION PROF LE,

SCHOOLS OF VETERINARY MEDICINE--FALL 1973

ROOM TYPE NASF (O00) PERCENTAGE (ROUNDED)

Classrooms 105 5.6

Class Labora ories 345 18.3

Research and Research Training 653 34.6

Library 53 2.8

Auditoria 13 .7 Faculty Offices 170 9.0

Administrative Areas 97 5.1

Animal Facilities 451 23.9

TOTAL 1,885 100.0

This room-type profile remains relat vely consistent when the schools are

grouped by size, control, locale and census region, leading to the hypothesis that there was a somewhat "fixed" facilities configuration for schools

of veterinary medicine.

The NASF figures reported by the schools are displayed on a per room and student station basis in Table 3.VIII.3. You will note that the reported NASF

per student station (519 NASF) is less than the NASF per room (293,NASF).

This likely indicates that a portion of the research space in schools of veterinary medicine is used exclusively for research purposes ,. with no student

involvement.

317
TABLE-3VIII.4

NASF PER ROOM AND STUDENT STATION

SCHOOLS-OF VETERINARY MEDICINE--FALL,J973

NUMBER OF NUMBER

STUDENT NUMBER OF OF

STATIONS NASF (000) NASF/STATION ROOMS NASF/ROOM

Classroom 6,342 105 17 79 1,329

Class Laboratory 6,058 345 57 290 1,194

Research 985 653 519 2,226 293

Library 1,157 53 48 -- Auditorium 1,324 13 10 5 2,600

Faculty Office -- 170 --- 1,953 87

S.chools of veterinary medicine tended to use small class laboratories and

large classrooms as seen in Figure 3.VIII.A. Since 11 of the 13 schools reporting room size data were in the public sectcr, this trend remains consistent

in tkat sector. The private sector's 2 schools, however, while also exhibiting

a propensity to use the large classrooms, also reported a preponderance of

large class laboratories (see Figure 3.VIII.B) in direct contrast to the general rule.

318
75

w 75

c.) c%

a.0 50

LL. 0

LU0 25

CC

1.1.1

FIGURE 3.yIII.A

DISTRIBUTION PROFILE OF CLASSROOM AND_CLASS LABORATORY

CAPACITIES PUBLIC SCHOOLS 6F VETERINARY MEDICINE

. 1 1

1 -16

Classrooms

17-32 33-64

NH/ OIF MATIONS

Class Laboratories

FIGURE

D STRIBUTION PROFILE OF CLASSROOM AND CLASS LABORATORY.

CAPACITIES, PRIVATE SCHOOLS OF VETERINARY MEDICINE

65428 128

Classrooms

17-32 -64

NO. OF STATIONS

319

363

Class Laboratories
TtiqStudent Pqpulation Usiqg the Fall, 1973 Inventory

Of the 5,999 students enrolled at the 17 responding schools of veterinary

medicine, most were attending on a full-time basis since the FTE'count was

5,877. The vast majority (91%) of the students were reported by the publicly

controlled schools. , Just over 2/3 of the student population were located

in outer-city and suburban loca1es.

TABLE 3.VIII

ENROLLMENT AT SCHOOLS OF VETERINARY MEDICINE--FALL 1973

NUMBER

OF

SCHOOLS

NUMBER OF

UNDERGRADUATES (FTE

NUMBER OF

GRADUATE

STUDENTS

(FTE)

TOTAL FTE

ENROLLMENT

AVERAGE

FTE PER

SCHOOL

TOTAL 17 5,268 609_ 5,877 346

Size of School

Large 8 2,986 310 3,296 412

Medium 8 2,145 283 2,428 304

Small 1 137 16 153 153

Control

Public 15 4,758 593 5,351 357

Private 2 510 16 526 263

Geographic Locale

Innercity 2 644 56 700 350

Outercity 11 3,533 357 3,890 354

Suburban 3 954 180 1,134 378

Rural 1 137 16 153 153

Census Region

Northeast- 1 373 0 373 373

Northcentral 8 2,541 313 2,854_ 357

South 5 1,428 141 1,569 314

West 3 926 155 1,081 360

Adequacy of the_lhventqry

a. Condition: of Space

Just over 80%'of the 1.86 million IASF of veterinary medicine schools' nonclinical facilities are reported to be "satisfactory for program purposes".

36t

320
Of the remaining 20% (368,000 NASF) over 210,000 were perceived as needing

replacement (prior to the effects of current construction programs) and

150,000 could be brought to a satisfactory state through remodeling.

When the respondent population was divided according to "Locale of School"

the portion of space r'eported as "Unsatisfactory" was largest for suburban

and rural schools (35%). Innercity alio] oUtercity schools reported only

15% of their space as being unsatisfactory. The space considered "unsatisfactory" by the suburban and rural schools is split almost evenly

between "needing remodeling" and "needing replacement".

FIGURE 3.VIII.0

CONDITION OF SPACE IN SCHOOLS OF VETERINARY EDICINEFALL 197

100

90

80

70

U- 60

F- 50

LULa 40 0.

30

20

10

11111111111111111111111111111011111

LO MED SML

Satistactory

B PVT CTY CTY SUB R UR

Needs

Remodeling

321

365

TOT

Needs

Replacement
Perhaps of major significance to the schools of veterinary medicine is the

room type "profile" of satisfactory space. -As is seen in Figure 3.VIII.D,

animal facilities were classified as only 72% satisfactory.

FIGURE 3.VIII D

VETERINARY_MEDICINE SCHOOLS' PROFILE OF SATISFACTORY SPACEFALL

100

90

80

10

11E111111111111111i111111111

NEI1111111111111.111111111

1111111111M'1111 11111111111111 MU= IMRE

Class Class Res Lib Aud Fac, Admln Anml room lab Of f.

b. Need for Facilities as of Fall, 1973

In all, schools of veterinary medicine:perceived a need for 890,000 new

AASF. This need is nearly 47% when expressed-as a portion of the aggregate fall, 1973 inventory. Need was not at all a function of school en366

322
rollment size but did differ greatly between public (53%) and private

(14%).. Outercity schools similarly seemed to feel a large space restriction (61%) compared to Schools of the other locales (particularly innercity, whose perceived 18% need is consistent with the relatively large

affount of space reported by those schools). Schools in the north central

census region, comprising 47% of the respondent population (on a number

of schools basis), felt a need for a 77% space addition compared to 52%

for the three western schools and less than 20% for the remaining 6 schools.

The numbers of NASF involved in the above relative needs are displayed

in Figure 3.VIII.E.

FIGURE 3.VIII.E

PERCEIVED. SPACE NEEDS FOR SCHOOLS OF VETERINARY MEDICINEFALL, 7-

3_ 0

3300

2700

0

2100

0

1 900

300

LI

'AP ,,N: XN

ill° ' al

,

; tJ

-, -, LRGMEDSML PUB PIT SUBRURAL CTYCTY t

SIZE CONftROL LOCALE

Fell 1973 Inventory

323

Spate needed. I all 1973
Half of the space needed was to relieve overcrowding. This percentage

was relatively stable over all the majer room types.

When these needs am analyzed on a per-student basis, the changes in certain room-types become quitersignificant. Thus, fer example, it is desired

that animal and classroom facilities be increased by 2/3; and that class

laboratory space per student be increased by 53%. Although small proper7.

tions of the overall space configuration, library and auditoria were

reported to have the greatest need in proportion to existing space (100%

and 200%, respectiVely).

Sixteen of the 17 responding schools of ve erinary medicine reported

various "minimum" needs (as constrained by the survey instrument) for

satisfactory accommodation of their Fall, 1973 enrollment. MoSt often

mentioned were the needs for additional faculty (13 schools), support

staff (15 schools), and operating funds (13 schools) as shown in Table

3.V11 .6.

363

324
TABLE 3. VII- 6

VETERINARY MEDICINE SCHOOLS MINIMUM NON-FACILITIES NEEDS

FOR ACCOMMODATING FALL 1973 ENROLLMENT

FACULTY

SUPPORT

STAFF

OPERATING

FUNDS

$000)

Total 271 424 4,908

Number of Schools

Reporting a Need 13 15 13

Mean Need Reported 21 28 378

Size of School

Large 192 283 2,598

Medium 79 135 1,810

Small 0 6 500

Control

Public 259 403 3,608

Private 12 21 1,300

Geographic Locale

Innercity 25 35 800

Outercity 190 315 3,123

Suburban 56 68 485

Rural 0

6 500

c. Libra y Facilities

Only one of the 17 school_s of veterinary medicine reported that any enrollment increase could be accommodated with the library facilities available as of Fall, 1973. In fact, 65% (11) of the respondents reported

overcrowding to at least some degree, 4 schools to a high degree. Notably,

library square footage per student station was reported to be among the

lowest for all eight professions surveyed.

4. Resource Usage

a. Space and Stations Available per Student

Respondents indicated an average NASF per student figure of 321, ranging

as high as 649. Space-per student tends to decrease as "size" of school

369

325
decreases, with the schools in the "large" category reporting an average

of 353 NASF per student, and the "small" schools reporting an average

of 193 NASF per student.

In the aggregate, schools in the private sector reported nearly 70% more

square footage per student (515) than schools in the public sector (302).

The pattern, in other professions, of "cramped quarters" at the innercity

schools is not followed by the schools of veterinary medicine as these

schools averaged far more space per student than did the schools in

the other locales (see Figure 3.VIII.F).

FIGURE 3.VIII.F

COMPARISON AND CONTRAST OF NASF PER STUDENT SCHOOLS OF VETER NARY

MEDICINEFALL, 1973

LARGE MED SMALL PUBLIC PRNATE IN CTY OUT CTY SUB'N RURAL TOTAL

The relationships noted above hold 're atively co'ilsistent.1: as we view individual room types. One exception to this statement is 1}ibrary space in

the three suburban 'schools. Wereas, overall, these schools are seCond

to innercity schools in terms of NASF per student, they reported the

lowest average library space Per student.

370

326
Classroom stations per student averaged 1.41, with a high of 2.46 and a

low of .52. Four schools reported having no classrooms under their dayto-day control. Large schools had approximately 50% more stations per

student than did the medium and smaller schools. Class lab stations

were not as numerous per Student as were the classroom stations, averaging only 1.09 (with a range of .22 to 1.70).

The schools of veterinary medicine in general, had access to about half

as many joint-use classrooms and student:stations as were allocated to

.them. Schools of medium size and/or suburban locale tend to be on the

high side of this figure (see Table 3.VIII.7).

371

327
TABLE 3.VIII.7

JOINT-USE FACILITIES AVAILABLE TO SCHOOLS OF VETERINARY EDICINE--FALL 1973 CLASSROOMS CLASS LABORATORIES

NUMBER OF

"ALLOCATED"

STUDENT STATIONS

(1)

STATIONS

PER STUDENT

(2)

JOINT-USE

STATIONS

(3)

COL AS A %

(1)OF COL

(4)

NUMBER OF

"ALLOCATED" STUDENr

STATIONS

STATIONS

PER STUDENT

(6)

OINT-USE

STATIONS

(7)

I COL (7) AS

A % OF

i COL (5)

( TOTAL 6,342 1.41 3,597 57 6.048 1.09 648 Ilj Size of School

Large

Medium

Small

4,619

1.557

. 166

1.61 1.05

1.08

1,656

1,941

0

36 124

0

3,295

2,584

169

1.00

1.23

1.10

208

440

0

617

Control Public

Private

5.626

716 1.421.36 3,322

275

59

38 5,432616

1.08 1.17649,

0 120 Geographic Locale

Innercity

Outercity

Suburban

Rural

953 3.990

1,233

166

1.36

1.36

1.75 1.08

275 2,219

1.103

0

2956 89

0

885 4,033

961

169

1.26 1.13

.85 1.10

0 538

110

0

0

13

110

328
Joint-use class laboratory space was apparently not nearly as accessible

as classroom space to the schools of veterinary medicine, probably due

to the more specialized nature of class laboratory facilities. The jointuse class laboratories provided only an 11% addition to those laboratories

controlled by (allocated to) respondents.

b. Usage of Classrooms

Fifty-three percent of respondents' classroom space is primarily devoted

to instruction in the basic biological sciences, with 40% of the -space

devoted to instruction in the clinical sciences, and the remaining 6%

of mixed usage. In general, these same distributions held when the schools

were grouped by size, locale, and control. The major exception to these

figures pertains to private- and innercity schools which reported major

amounts (40% to 75%) of space not dedicated to either purpose.

Before preceeding, it is important to recall the discussion of PART 1 in

which it was indicated that our computational method for assessing utilization percentages was more suitable to comparative analysis than to absolute measurement. The percentage figures of this and the subsequent

section are depeessed to the extent. that 2,080 hours is greater than the

true number of hours in an academic year as reported by respondents. In essence, our formula for resource utilization is:

e urce-hours utilized X 100,

resource-hours available

regardless of whether that resource is a room or a student station, In the denominator, resource hours "available" is basically given by:

resource coun (e.g., number of rooms) X 2,08_

While the use of 2,080 makes all schools comparable, the resulting percentage figure should only be used for group-to-group comparisons rather than

as a measure of utilization in the absolute, except as related to the fact

373

329
that by removing certain operational, policy, and other constraints, a

school might indeed hold classes on a 52 week per year, 40 hour per week

basis.

Overall, the average classroom was used 619 hours out of the academic

year. On a base of 2,080 hours, and applying the "joint-usage correction

factor" (as described in detail in Appendix G), classroom utilization

among the 13 schools of veterinary medicine for whom data were complete

averaged 35%. This figure remains fairly stable over the school groupings

which include more than one or two schools (large, medium, public, outercity, Northcentral, and South).

CLASSROO

TABLE

UTIL ZATION, SCHOOLS OF VETE_RINARy MEDICINE7TALL, 1873

NUMBER

OF

SCHOOLS

MEAN HOURS

OF USAGE

PER YEAR

NUMBER

OF

ROOMS

CLASSROOM

UTILIZATION

PERCENTAGE

TOTAL 619 79

Size of School

Large 7 594 51 36

Medium 5 734 24 37

Small 1 289 4 14

Control

Public 11 676 67 39

Private 2 310 12 15

Geographic Locale

Innercity 2 409 13 20

Outercity 8 711 44 35

Suburban 2 634 18 53

Rural 1 289 A 14

Classroom student station utilization figures were neither, as high nor as

variable as the corresponding room utilization percentages. The average

base), and the pattern of utilization percentages tended to follow that

for room usage when the schools were grouped according to the analysis

parameters used herein. Table 3.VI11.9 displays the "raw material" entering into the computation of student station utilization rates, and col330
umn 5 of that table shows, as its heading, the manner in which th s raw

material is organized to produce the percentage.

TABtE 3,VI_

CLASSROOM STUDENT STATION UT LIZAT ON,

SCHOOLS OF VETERINARY MEDICINE--FALL 1973

"CONTROLLED"

STATION

HOURS*

AVAILABLE

STATION

HOURS*

USED BY

VET. MED.

STUDENTS

"CONTROLLED"

STATION

HOURS*

."BORROWED"

BY OTHER

SCHOOLS

"JOINT-USE"

STATION

HOURS*

BORROWED BY

VET. MED.

STUDENTS

UTILIZATION

PERCENT

(2)+ (3)

'X TTTt4T 100

(1) (2) (3) (4) 5

TOTAL 1278 1 98 67 .61 20

Size of School

Large 9.19 1.14 .65 .16 19

Medium 3.24 .79 .02 .45 22

Small .35 .05 0 0 14 Control

Public 11.29 1.75 .67 .60 20

Private 1.49 .23 0 .01 15

Geographic Locale

InnercIty 1.98 34 0 .01 17

Outercity 7.88 1.15 .10 .46 15

Suburban 2.57 .44 .57 .14 38

Rural .35 .05 0 0 14

In millions.

Usage of Class Laboratories

The distribution of class laboratory usage among "basic biological science",

"clinical science", and "mixed usage" was highly similar to that for classrooms, both on average (54%, 37%, 9%, respectively) and for the various

subgroupings of schools. The average class laboratory was used 711 hours

per year, a value which disguises the fact that, as seen in Table 3.VIII.10,

special purpose class laboratories are used much more heavily, on average,

than are general purpose class laboratories.

3
TABLE 3.VIII.10

CLASS LABORATORY USAGE, SCHOOLS OP

yETE_RINARY_ MEOJCINE--FALL, 1973

MEAN HOURS' USAGE PER YEAR

ROOM

UTILIZATION

%

STUDENT STATION

UTILIZATION %

GENERAL

PURPOSE

SPECIAL

PURPOSE

TOTAL 332 851 34 18

Size of School

Large 256 891 36 20

Medium 430 622 25 16

Small 656 528 34 15

Control

Public 325 863 34 18

Private 459 349 29 19

Geographic Locale

Innercity 425 353 22 17

Outorcity 306 909 35 16

Suburban 331 617 31 28

Rural 656 528 34 15= Class laboratory room utilization (34%) was essentially equal to that

for classrooms, as an overall average measure, as were the percentages

for student station utilization as shown in the above table (compare

with Table 3.VIII.8). Separate utilization figures for general versus

special purpose class laboratories could not be computed due to limitations in the data imposed by the design of the survey instrument.

d. Faculty Offices

All of the 17 respondents reported their full-time and part-time faculty,

with a total_of 1,481 FTE faculty reported in all. Comparison of the

NASF of faculty office space wlth the full-time equivalent teaching faculty yields 115 NASF per faculty member. While schools in the public

sector reported almost exactly the same NASF per faCulty member as did

schools in the private sector, strong relationships were exhibited between

"size" of school, locale of school, and NASF per faculty member (see

Figure 3.VIII.G).

3 7 6

332
FIGURE 30/III.G

FACULTY OFFICE SPACE AVAILABLE TO FACULTYFALL 973

140

(1. 60

LLz 40

20

El I.

Iffil

I

I

I I Iffl

I I III I IMI

El NMMIMI

MININIMIni

SNIP

MIN MIN SIMI I

MI NIS MIMI

NINE MIN MINIM ME IN MINIM El

elln MN MEIN= Elar MINIINIMININ M

LG MED SML PUB PVT OTY Y SUB RURAL TOTAL C

SIZE CONTROL LOCALE

e. Animal Facilities

The 17 schools of veterinary medicine responding to the relevant questions

indicated that nearly 35% of their animal facilities (exclusive of those

for animal patient care) were used for instructional purposes and the

remainder (65%) were almost exclusively used for research. The largest

departure from these figures was exhibited by the private schools which

indicated that 50% were for instructional purposes.

f. Joint-Utilization of Classrooms and Class Laboratories

Overall, schools of veterinary medicine made available about % of their

classrooms, but less than ,1% of their class laboratories to students of

other disciplines. However, with 50% of the joint-use classrooms reported

377

333
by one school, it is reasonable to conclude that very few classrooms

or class laboratories are typically made available to other schoolsoby

schools of veterinary medicine. This low "sharing" of space with other

schools is consistent with the small amount of such space reported to have

been available from other sources; and reflects the specialized nature of

the instruction received by veterinary medical students.

334
ONGOIN3 CONSTRUCTION AND REMODELING, AND TIE POST CONSTRUCTION INVENTORY

Pursoses, and Cos = Eleven of the 17 schools of veterinary medicine responding to the survey

indicated that, as of the survey date, they were involve- in a construction

or remodeling program. The reported programs ranged in size up to $14 million

for new construction, and up to $5 million for a single remodeling program.

The vast majority of the 700,000 GSF of new facilities ($42 million of cons uc- tion cost) was reported by the public sector (99% of the total). As may be

seen in Table 3.VIII.11, the two private schools were incurring 42% of the

cost of the ongoing remodeling.

TABLE 3.VIII.l

OVERVIEW OF ONGOING CONSTRUCTION AND REMODELING AT

SCHOOLS OF VETERINARY MEDIONE--FALL 1973

-NUMBER OF

SCHOOLS WITH

CONSTRUCTION

OR REMODELING

NEW CONSTRUCTION PROGRAMS REMODELING PROGRAMS

NUMBER

OSF

(000

COST

($000) NUMBER

NASF

(000)

COST

($000)

TOTAL 11 7 681 42333 6 47 1-6

in of Sch_ 1 Large 6 3 418 25,153 3 22 817

Medium 4 3 249 16,830 2 21 538

Small 1 1 14 350 1 4 250

Control

Public 9 6 667 41,983 4 32 964

Private 2 1 14 350 2 15 691

Geographic Locale

Innercity 1 0 0 0 1 '11 441

Outercity 8 5 591 39,230 4 32 964

Suburban 1 1 76 2,753 0 0 0

Rural 1

1 14 350 1 4 250

Census Region.

Northeast 1 0 0 0 1 11 441

Northcentral 5 4 588 39,155 1 10 338

West 2 1 76 2,753 1 12 104

335
fIGURE 3.VIII.H

VETERINARY MEDICAL SCHOOLS' PURPOSES OF ONGOINc CONSTRUCTION AND REMODELING

_ FALL, 1973

RELIEVE

OVERCROWDING

OTHER

REPLACE OBSOLETE SPACE

EXPAND

ENROLLMENT

Figure 3.VIII.H Illustrates the purposes of the new construction for all re- sponding schools of veterinary medicine as a group. Dividing the schools by

sector, it is found that the construction efforts of the public sector were

primarily for enrollment expansion purposes, while replacement of obsolete

space was the key purpose for the privately controlled schools (see Figure

336,
FIGURE 3,VIII.

PURPOSES OF ONGOING CONSTRUCTION IN PUBLIC AND PRIVATE

SCHOOLS OF VETERINARY MEDICINEFALL 1973

70

0

01.7. z 50 0

w 40

ta. F_ 30

U.1CC 20

0.

10

TH

i ,,

- mt.

. IllIA

14FLIEVE REPLACE ,cyoAmn OTHE

ENROLLMENT

.PLIBLIC

OVERCROWDO OBS SPACE

PRIVATE

2. Sources of Funds for Onaoins Constru- ion and Remodelin

State and local funds and HPEA construction grants provided all but three percent of the total funds for the ongoing construction and remodeling programs,

with the state and local funding representing three times that of HPEA (72%

versus 25%).

e Effects of On oin Construction and Remodel in

In terms of NASF, the net effect of ongoing construction and remodeling would

be to 7ncrease the veterinary medical schools' inventory by 275,000 NASF,

3 1

337
bringing their "allocated" nonclinical instruc ion facilities to 2.16 million.

As may be seen in Table 3.VI11.12, the bulk of this growth is to occur in the

Northcentral part of the country, primarily at large publicly controlled

schools.

TABLE_ 3,V_Iji_._12

POST-CONSTRUCTION INVENTORY OF NONCLINICAL INSTRUCTIO1

FACILITIES, SCHOOLS OF VETERINARY MEDICINE

1973

INVENTORY

(000 NASF)

POSTCONSTRUCTION

INVENTORY

(000 NASF)

CHANGE IN

INVENTORY

(000 NASF)

%

CHANGE

TOTAL 1_,885 2,160 275 - 14_6

Size of School

Large 1,164 1,346 182 15.6

Medium 692 784 92 13.3

Small 29 30 1 3.4

Control

Public 1,614 1,888 274 17.0

Private 271 272 1 .4 Geographic Locale

Innercity 398 398 0 0 Outercity 1,060 1,286 226 21.3

Suburban 398 446 48 12.1

Rural . 29 30 1 3.4

Census Region

Northeast 242 242 0 0 Northcentral 716 928 212 29.6

South 523 526 3 .6 West 404 464 60 14.9

Over and above the effeas of the construction and remodeling programs, 14 of

the 17 respondents indicated a need for 930,000 NASF of nonclinical instruction

facilities to accommodate the enrollment expected at th-1 time of those programs'

completion.

At a minimum, we estimate that 158,000 NASF of this need is for replacement of

obsolete facilities. (Exclusive of the effects of the construction programs,

nine schools indicated a need for 216,000 NASF for replacement purposes as of

38_2

338
fall, 1973. 18.8 percent of the ongoing construction was reported to be for

replacement purposes. Since the NASF to result from the new construction was

310,000, 18.8% of the latter would be 58,000 NASF estimated to be constructed

for facilities replacement. 216,000 minus 58,000 yields the estimated minimum

replacement need of 158,000 NASF.) Table 3.VIII.13 displays the results of

similar computations for the various groupings of schools used in this analysis.

TABLE 3.VIII.1

EFFECTS OF ONGOING CONSTRUCTION UPON FACILITIES REPLACEMENT

NEEDS--SCHOOLS OF VETERINARY MEDIC_INE

NASF* NEEDING REPLACEMENT AS OF

FALL, 1973

ESTIMATED

NASF* BEING

REPLACED

PERCENT OF

REPLACEMENT

NEED

ALLEVIATED

MINIMUM

REPLACEMENT

NEED, POSTCONSTRUCTION

TOTAL 216 58 27 158

Size of School

Large 142 44 31 98

Medium 74 12' 16 . 62

Small 0, 3 -- -- Control

Public 216 55 25 161

Private 0 Geographic: Locale

Innercity 47 0 0 47

Outercity 90 45 50 45

Suburban 79 9 12 70

Rural 0 3 -- -- All figures are in thousands.

Table 3.VIII.14 shows the distribution of the 930,000 NASF needed on a roomtype basis. As may be seen, overcrowding represents a significant proportion

of the need in almost every case.

339
TABLE 3, VIII.14

NASF NEEDED BY ROOM-TYPE FOLLOWING COMPLETION OF ONOIr4G CONSTRUCT ON

AND REMODELINO--SCHOOLS_OF VETERINARY _MEDICTNE

NASF

NASF (000) NEEDED TO OVERAT SCHOOLS NASF RELIEVE CROWDING

REQUIRING NASF NEEDED AS OVER- NEED AS A

ADDITIONAL OF CROWDING % OF TOSPACE* VENTO (000) TAL NEED

TOTAL 1,741 930 53 396 4 Classroom 115 68 59 37 54

Class Laboratory 299 206 69 71 34

Research & Research Training 372 189 51 65 34

Library 27 46 170 28 61 Auditorium 1 19 1,900 2 11 Faculty Office 132 72 55 40 56

Administrative Areas 57 26 46 6 23

Animal Facilities 397 307 77 147 48

Column's elements do not sum to 1,741 since not all respondents reported

the distribution of the post-construction inventory among room-types.

4. The Post ons uction Student Po-ulation

As mentioned above, and given the inherent assumptions underlying our definition

of "post-construction period", we find that the difference between the FTE

enrollment as of the survey date and the FTE enrollment "following the completion

of ongoing construction and remodeling" is 12 percent, with the respondents'

projected aggregate FTE enrollment increasing from 5.9 to 6.7 thousand students.

The two schools of the private sector anticipate a 33% growth in enrollment,

from 526 to 700 students, while the single "small" school in our survey population envisions a growth factor of 44% upon completion of its ongoing con- struction efforts (from 153 to 220 FTE students). Table 3.VIII.15 summarizes

the inter-relationships between facilities and enrollment growth by presenting

6e changes in NASF per student expected to occur between the fall Of 1973 and

the "post-construction period" on a room-type basis.

3

340
TABLE 3'.VIII.15

CHANGES _IN NASF PER STUDENT _FALL. 1973 TO POST-CONSTRUCT

PER100--SCHOOLS OF VETERINARY MEDICINE

NASF PER

STUDENT

1973

NASF PER

STUDENT,

"POSTCONSTRUCTION" DIFFERENCE % CHANGE

TOTAL 321.2 328.1 6.9 2 Classroom 17.8 20.1 2.3 13

Class Laboratory 58.6 70.0 11.4 19

Research & Research Training . 110.9 105.1 -5.8 -5

Library 9.0 9.9 .9 10

Auditorium 2.2 1.8 -.4 -18

Faculty Offices 28.9 30.2 1.3 4 Administrative Areas 16.5 17.3 .8 5 Animal Facilities 76.6 73.7 -2.9 -4

341
THE 1983 LOOK AHEAD

As of the fall of 1973, the schools of veterinary medicine were planning 1.8

million NASF of new construction to be completed prior to 1983, and an expansion in enrollment (headcount) to 8,512. The NASF figures obtained for the

"1938 look-ahead" do not exclude either "on-site patient care" or "other"

facilities, so in order to show the combined effects of enrollment and facilities changes on a comparable basis, Table 3.VIII.16 reinstates "on-site patient

care" and "other" facilities into the total NASF. The table also uses headcount in determining the NASF per student ratio.

CHAN

TABLE 3.VIII.16

ES IN NASF PER STUDENT, SCHOOLS OF VETER NARY

MEDICINE--1973-1983

FALL, 1973 POST-CONSTRUCTION FALL, 1983

NASF (000)

NASF PER

STUDENT NASF (000)

NASF PER

STUDENT NASF (000 )

NASF PER

STUDENT

TOTAL 2,391 399 2 717 403 _ 4 3577 ,--__ 512 .- - Size of School

Large 1,363 404 1,554 413 2,492 526

Medium 988 '400 1,119 405 1,805 521

Smdll 40 261 44 200 60 194

Control

Public 2 104 384 2,426 401 4,050 524

Private 287 546 291 416 307 389

Geographic Locale

Innercity 460 657 460 570 757 805

Outercity 1,423 355 1,693 371 2,474 445

Suburban 468 413 520 449 1,066 624

Rural 40 261 44 200 60 194

Census Region . Northeast 247 662 247 515 247 515

Northcentral 942 321 1 194 343 1,761 .415

South 648 403 658 388 1,165 509

West 554 512 618 564 1,184 788

While the overall trend is towa d an increasing NASF per student figure, specific groups, in particular the two schools of the private sector, show a re3

342
duction in NASF per student. Due to the small sizes of some of these groups,

the reversal is not considered significant except to the extent that it adds

to the overcrowding pressure reported for the fall of 1973.

Figure 3.VIILJ details the perceived purposes of the p ojected future con4

struction.

FIGURE

VETERINARY MED CAL SCHOOLS' PURPOSES OF CONSTRUCTION PLANNED THROUGH 1933

ENROLLMENT

EXPANSION

OVERCROWDING

RELIEF

343

OBSOLESCENCE
E. THE FALL, 1973 INVENTORY OF CLINICAL FACILITIES_AND NONCLINICAL FACILITIES

IN CLINICAL AREAS

1, Clinical Facilities

The 17 re pondent schools of veterinary medicine reported a total of 21 animal

hospitals,or clinics used as major teaching components in their respective

academic programs. 3,406 animal holding units were used on an inpatient

basis: nearly half of them were integrally related with nonclinical instruction facilities controlled by respondents. It is interesting to note the clear

pattern which emerges in assessing holding units per student (see Table 3.VIII.17).

While the overall average of .53 is reasonably fixed regardless of size or

control of school, the average for the various locales appears to be related

to distance from innermity areas. While the sample sizes (particularly in

innercity and rural) do not lend themselves to statistical significance, the

pattern is quite pronounced.

Outpatient facilities for clinical teaching included 388 animal patient stations in 165 examining and treatment rooms. As seen in Table 3.VIII,17, these

stations serviced 155,000 animal patient visits per year (1972 figures).

344
TABLE 3.VIII.17

CLINICAL TEACHING RESOURCES, SCHOOLS OF VETERINARY MEDIC1NE--FALL 1973

NUMBER

OF

CLINICS

ANIMAL

HOLDING

UNITS

HOLDING

UNITS PER

STUDENT

OUTPATIENT

STATIONS

ANIMAL

PATIENT

VISITS

PER YEAR

VISITS

PER

STUDENT

TOTAL_ 21 3,406 .58 388 155A447 26

Size of School

Large 9 1,804 .55 158 102,603 31 Medium 11 1,509 .62 220 52,144 21 Small 1 93 .61 10 700 5 Control

Public 18 3,104 .58 368 150,199 28

Private 3 302 .57 20 5,248 10

Geographic Locale

Iiinercity 2 325 .87 23 10,492 15

Outercity 12 2,088 .73 146 107,758 28

Suburban 5 815 .52 209 36,005 32

Rural 2 178 .16 10 700 5 Nonclinical Faciliti_es in Clinical Areas

a. Description

The 288,000 NASF of nonclinical instruction facilities found in 12 owned

and affiliated animal hospitals represented a 15% adjunct to the nonclinical instruction facilities "allocated" to the respondent schools of veterinary medicine.

The "distribution profile" of nonclinical facilities in clinical areas

indicates that non-patient animal facilities represented the largest

element relative to other room-types, accounting for 36% of the NASF

reported. Class laboratories were the next largest element, representing

15% of the distribution profile see Figure 3.VIII.K).

345
FIGURE 3.VIII.K

DIST, IBUTION PROFILE OF NONCLINICAL INSTRUCTION FACILIT ES IN CLINICAL AREAS

40

36

32

cn

'!:C 24 z

0 16

6

,

. . . . If

..

.1 .. . . .. 4 i . CRM CLB RES LIB AUD FAC ADM AML

Adequacy of Nonclinical Instruction Facilities in Clinical Areas, Fall,

1 973

(1) Condition

Respondents repo ted that approximately 84% (240,000 NASF) of the

fall, 1973 inventory of nonclinical instruction facilities in clinical

settings were "satisfactory for program purposes". Of the remaining

43,000 NASF, only 27,000 could be made satisfactory through remodeling;

while the remainder required replacement (see Table 3.VIII.18).

J

346
TABLE 3.VIII:18

CONDITION OF NONCLINICAL FACILITIES IN CLINTCAI__ AR_EAS,_

SCHOOLS OF VETERINARY MEDICINEFALL, 1973

TOTAL

NASF

(000)

NASF

SATISFACTORY

(000)

NASF

NEEDING

REMODELING

(000)

NASF

NEEDING

REPLACEMENT

(000)

TOTAL 288 243 27 18

Size of School

Large 136 91 27 18

Medium 152 152 0 0

Small 0 -- Control

Public 256 211 27 18

Private 32 32 0 0

Geographic Locale

lnnercity 0 -- Outercity 230 185 27 18

Suburban 26 26 0 0

Rural 32 32 0 0

Instructional Facilities Needed in Clinical Settings

Nine hospitals perceived a need for additional facilities, these

hospitals representing 51% of the inventory of nonclinical instruction

facilities in clinical areas. About 163,000 NASF were seen to be

needed, with 79% (122,000 NASF) of this figure for overcrowding relief. While the NASF needed represents 57% of the total NASF available as of fall, 1973, it represents 112% of the NASF available at

the nine facilities expressing a need. On a room-type basis, those

respondents having a need wished to more than quintuple the available

square footage of research and research training space, quadruple

the available classroom and faculty office facilities and double the

existing laboratory and.administrative space. Animal facilities,

the largest portion of the distribution profile, was seen to need

only a 43% increase. Since,there was no reported construction or

remodeling of clinical facilitie:; (or nonclinical facilities in clinical areas) as of the survey date, the latter needs are equivalent

to those for the "post-construction period" discussed in previous

sections.

347
FIGURE. 3.V1111

CO7ARISON OF SPACE AVAILABLT WITH SPACE NEEDED,_VETERINARY MEDICAL

SCHOOLS' NONCLINICALINSTRUCTION FACJLITIES IN CLINICAL AREAS

120

60

0

I 70

Z 60

ut 50

40

30

20

10

CRM CLB RES

NASF NEEDE. D

FALL 1973

.1 2

AUD

348

FAC ADM

NASF AVAILABLE,

FALL 1973

AML
F. THE 1933 L OK AHEAD FOR CLINICAL F CILITIES

Three large schools indicated a planned construction program for the coming

decade. Of the 231,000 NASF to be constructed (including animal patient care

areas), the percentage to be applied to expanding enrollment was projected

to be more than half the total amount (52%). Most of this construction (88%)

would be performed by the schools of the public sector and would be situated

almost entirely in innercity and outercity locales.

TABLE 3.VI_11.19

CURRENT NEEDS AND PLANNED CONSTRUCTION OF NONCLINICAL

FACILITIES I' CLINICAL AREAS, SCHQOLS_ OF_NETERINARY MEDIC NE

NASF NEEDED

(000)

CONSTRUCTION

THROUGH 1983

(000 NASF)

PROJECTED

INVENTORY,

FALL, 1983

TOTAL 163 231 416

Size of School

Large 56 231 264

Medium 107 0 152

Small o 0 0

Control

Public 157 155 327

Private 6 76 89

Geographic Locale

. Innercity 4 76 57

Outercity 151 155 301

Suburban 6 0 26

Rural 2 0 32

Census Region

Northeast 6 76 89

Northcentral 122 102 246

South 35 53 72

West 0 0 9 As may be seen, the large need at the medium-sized schools will not be fulfilled by 1983--an additive need representing over two-thirds the magnitude of

the inventory available as of the survey date.

393

349
APPENDIX A

DETAILED DESCRIPTION OF SURVEY _METHODOLOGy

DESIGN OF THE SURVEY INSTRUMENT

1. Problems be Ove_rcome

The Mail Surve Techni.ue as a Vehicle for the Re-uired Research

Mail survey techniques should ordinarily be used for research which involves

short, factual answers requiring the response of only a subset (sample)

of the target population. Complex questions which ostensibly require

two-way, give-and-take interaction between respondent and the researcher

should be treated through the mails. Of primary importance to both the

response rate and the validity of the data is the amount of effort required for completion of the survey instrument; typically, the shorter

the survey form, the better in both cases.

Each of the above principles was of immediate concern in the survey at

hand. It was known at the onset that the instrument would be long, and

would require a significant number of "guesstimates" and opinions.

Moreover, it was desired that as high a return rate as possible be obtained-

-not so much for the purposes of statistical projection as for the purpose

of establishing an nventory of HPE facilities, needs, and usage factors.

Finally, the complexity of the desired information was such that direct

questions would not suffice, (e.g., "what is your classroom occupancy

rater)

b. The Problem of Double Coun ing of Faciliti_es

As the costs of facilities construction have increased, there has been

an increasing tendency on the part of schools of varying professions

to share in their usage of- (i.e., jointly utilize) physical facilities

and other resources. In light of this fact, we could not obtain a space

A-1
inventory by simpl:: reqest that each respondent report "space available for use" and aggrup;:tin,4 the results over all responses: we would

have double and, perhap. triple counted all jointly-used facilities.

c. Chengiq Faciiities_Picture

The time period both before and during which the survey would ,be conducted

was felt to be one of considerable flux Li lie .0nCguration of facilities

available for health professions educatlnn. Delineation of an "inventory"

of facilities would somehow have to account for ongoing construction

and remodeling activities so that their transient effects would not cloud

our desired "point-in-time" assessment of facilities needs and availabilities.

d. N andard Te -inolo Amo the Heal- h Professions

One implicit requirement of the ability to assess HPE facilities on a

national basis, at a given point in time, was that the data callected

from all professions be compatible. Compatibility implied the need for

a standard terminology which, at the inception of the survey, did not

exist. In fact, within a given profession, the individual schools were

found to utilize differing terminologies. Further complicating this

issue was the fact that a number of the survey's more complex informational needs would require development of some entirely new terminology

if we were to express them to respondents in a comprehensible manner.

onden s Cost of Data Collection

Given the survey's informational goals, there Was no doubt that it would

impose a serious burden upon respondents. Of greatest concern was the

potential need for top level administrators to complete portions of the

instrument. Since health professions schools were already beset by a

variety of questionnaires from a number of concerned agencies, it was

not expected that the survey universe would react positively to "yet

another" survey form. The paradoxical situation thus arose of attemOting

395

A-2
to ob,ain a comprehensive and complicated data structure with a minimum

of effort by ralatively low cost clerical staf. It ultimately proved

infeasible to do so, though not for technical reasons.

f. Potential Survey Bias

It was also anticipated that the survey results might be biased in the

related areas of (1) the schools' perceived needs for facilities in

addition to those already available to their use; and (2) quantitetive

measures of facilities utilization. It was thus recognized that would

be necessary to develop a systematic, justifiable, and objective approach

to utilization assessment for the purposes of obtaining unbiased estimates. Such estimates could then be used as a benchmark with which perceived

facilities needs might be compared.

2. Approach

a- EllilLu±

The philosophy underlying the survey instrument's design had a number

of complementary facets. First, it was desired to reduce, to a minimum,

the effort required of respondents, while leaving the repetitive or complicated arithmetic tasks to a computer. Second, it was deemed valuable

to formulate the data inquiries in as disaggregate a form as possible,

thereby affording the research team maximum flexibility for manipulating

the data and synthesizing information therefrom. Third, the numerous

pitfalls associated with interpreting such a complex data set demanded

that to the greatest extent possible, respondents should be prevented

from "apportionment" of space (e.g., dividing a single room's area into

teaching space and research space). If apportionment of space were to

be performed at all, it would be performed in a systematic and consistent

way for all respondents: and it would use data whose meaning and derivation were clear to the researchers.

396

A-3
Fourth and finally, a long-term survey effort of.the U.S. Office of Education (the Higher Education General Information Survey -- HEGIS) was known

to have resulted in aggregate facilities data at eich of the Nation's

college campuses. In the Higher Education Facilities Classification

and Inventory Procedures Manual (Publication OE 51016) it had been strongly

suggested that each campus maintain its facilities inventory on a roomby-room basis. If such had, in fact, been done, the facilities data

source most conveniently available to respondents would represent a content and level of disaggregation imminently suitable to our survey's

needs. Under the!expectation that room-by-room facilities data were

available to each campus either in manual or computer-addressable form,

the survey instrument design proceeded under the assumption that room-byroom data would be the foundation from which each response would be built.

p_g_s_i2npase I: The Room-by-Room Approach

Although a draft survey instrument had been prepared by the Agency's Project Officer prior to the initiation of the design effort, a facilities

survey of the 250 college campuses of the State of New York had used

a room-by-room approach and had been markedly successful. It was thus

mutually agreed that the study team (composed of the Contractor and the

Agency's Project Officer) should develop, independent of the Project

Officer's initial draft, a room-by-room survey design.

Just subsequent to the start of this effort, a panel of 13_consultants

was appointed by the Bureau and retained by RRC. These individuals (see

Appendix B) represented a concentration of top level professional and

administrative expertise in all eight health professions, in library

systems, audio-visual instruction and teaching hospital facilities.

The function of this group was to act in an advisory and "sounding board"

capacity for the research team. At the end of a two month initial design

phase for the room-by-room survey instrument, a meeting was held in

Bethesda, Maryland, on November 2, 1971 during which the approach was

presented by the study team to the consultants (and others) and discussed

at some 1 ngth.

3 9

A-4
Briefly, the concept of this approach was .that each respondent would

fill out a set of work sheets (one line of data for each room in the

school's current facilities inventory) and would mail these sheets to

RRC, along with "class lists" and a "master schedule". These data would

be computer processed to yield information regarding (1) the types,

amounts, and condition of square footage used by each school; and (2)

highly accurate classroom and class laboratory station utilization figures. In addition to these data, a two or three page questionnaire would

be submitted to a top administrative official of each school. This

questionnaire would cover all of those topics which were not amenable

to resolution using the room-by-roomVmaster schedule/class lists approach.

,Cost and time estimates of the required level of commitment on the part

of each respondent indicated that the burden would represent the equivalent of $120041500.

The consultants reaction o this proposed approach was less than positive

due to the maJor investment of clerical time it would require. It was

not obvious that for purposes of accuracy and ease of reporting, the

first step in responding to any survey of the nature in question would

'be to develop a room-by-room listing from whicil any aggregation of roomtypes could then quickly be built.

It was also discovered that the concept of a fixed "master schedule"

is not necessarily germane to the operation of all of. the Nation's health

professions schools. Faculty often serve dual roles as both teachers

and practicing members of the health care delivery community. As a result,

it is often necessary to hold classes on an irregular basis. In view

of the above two factors, design emphasis reverted to that of the Project

Officer's originally prepared questionnaire draft which embodied a selfcontained set of data which is herein called an "aggregate" approach.

c. Desi n Phase he 'A oach

The so-called "aggregate" ,vproach was, to some degree, a logical extension

of the room-by-room approach. Conceptually, it simply left to respondents

98

A-5
the added responsibility for performing the repetitive arithmetic required

to report square footage aggregates by rooM type and other parameters.

Although the resulting questionnaire would be quite long and complex,

its closed-end and self-contained nature would, it was anticipated, be

much more acceptable to the survey universe.

The solutions to the kinds of problems outlined previously have direct

bearing on the format and content of the data collection instruments

devised for the pretest. For example, it was ultimately determined that

two data collection instruments would be required to avoid the problem

of double counting: one form would deal with space controlled by a health

profession school; while the other would relate to space used but not

controlled by a health profession school. The white form, the "Health

Professions School Questionnaire" (see Appendix C), was used to capture

data regarding all space "allocated to" (controlled by) health professions

schools. The blue, "Parent Institution Questionnaire", was used to collect

data concerning those facilities made available to health professions

schools on a non-allocated basis. Theoretically, the sum of the two

quantities of space ("allocated" plus "not allocated") would yield total

space being used either wholly or partially for the purposes of health

professions education.

The problem of the shifting facilities configurations available for use

by health professions schools was solved by requesting respondents to

report three fundamental pieces of information:'

(1) the fo m and composition of the inventory as of fall, 1973;

(2) a description of ongoing and fully authorized construction

and remodeling programs; and

the inventory of facilities expected to be available at such

time that the ongoing construction and remodeling programs

were completed.

Survey terminology was standardized through the development of an extensive set of room-type definitions and terms used in the instructions.

399

A-6
Such terms as "allocated", "joint-use", and "respondents' students",

which may seem familiar enough to the reader, were defined specifically

for the purposes of the survey. In addition, it was found through study

of the HEGIS facilities manual that the assignment of facilities to individual schools of a given campus was not done at a level of detail

sufficient for our purposes, while the manner in which HEGIS defined

its room-types was not completely in keeping with our particular survey's

information needs. As a result, although the HEGIS room-type classification structure was used as the foundation of this survey, we found it

necessary to redefine somewhat the HEGIS room-type codes to include the

additional component of "room function". For exampleithe HEGIS room-type

(110) "instructional space" was allowed to include HEGIS room-type (350)

"conference room", if, in fact, that conference room were used as a classroom fOr a significant portion of the academic year.

To allow an objective assessment of u ilization figures, both the p etest and full-scale survey instruments were organized such that the computation of utilization percentages required the research team's synthesis

of descriptive data reported on four scattered pages. No attempt was

made to have the questionnaire act as a self-validating mechanism in

the assessment of respondents' reported needs for additional space:

t was expected that the data analysis phase of the survey would indicate

(through comparison of utilization with "needs" data) whether or not

the latter were significantly out of line.

Desi njhase.III

A second meeting was held by the study team (February, 1972) with the

panel of 13 consultants. In this two-day session, during which the results

of design phase II were exhibited and discussed, a number of interesting

points were brought up which had marked effect upon the content of the

data gathering instrument. Of primary importance was the fact that the

majority of the consultants were of the opinion that clinical facilities

had not been treated in enough detail in light of the survey's stated

goals. It was indicated that clinical instruction facilities are at

400

A-7
least as important as non-clinical instructional facilities, particularly

in the case of medical schools.

Just prior to the pretest, the survey design group thus incorporated

a series of questions regarding the availability and use of clinical

instruction facilities and other resources. This revision brought up

a problem all its own: since a survey of the nature and scope of HEGIS

had not been perform.ed for teaching hospitals and other clinical teaching

facilities, it was very possible that the data required would not be

conveniently available. It was left to the pretest to give definitive

indications of whether hospital data could feasibly be requested.

In May of 1972, the proposed pretest instrum.ent was sent to the panel

of consultants, to all of the health professions schoal associations,

and to a variety of Federal agencies and other interested parties for

comment (see Appendix D for listing).. Suggestions were incorporated

into the instrument, and final preparations were then made for the pretest mailing.
THE PRETEST AND ITS RESULTS

Execution

The pretest of the survey instrument was conducted during the summer of 1972

with the cooperation of nine health professions schools and three parent

institutions, the names of which are presented in Appendix H. The sample

represented not only a wide geographical dispersion, but included five different health professions and a wide variety of:sizes and degrees of complexity

of facilities configuration.

In anticipation Of the time frame of the full-scale survey, the pretes- institutions were given.four and six weeks, respectively, for completion of the

Parent Institution Questionnaire and Health Professions School Questionnaire.

While four weeks was_shown to be an adequate period for the former, the six

week deadline was difficult to meet due to the summer timing of the pretest

with its usual implications of vacations and skeletal staff.

While awaiting the schools' complet'on of the questionnaire, a series of discussion questions was developed for use in the pretest's site visitation phase.

The ensuing discussions became the foundation of our efforts to interpret

and solve the problems encountered by the pretest institutions. (Appendix

E contains a copy of the internal document used by RRC in the conduct of the

discussions with the pretest institutions. Detailed page and item numbers

refer to the pretest questionnaires.)

2. Pretest_Findings_

After several meetings with pretest respondents, it becate evident that fewer

major difficulties were encountered ty the schools than had been anticipated,

although the usual minor definitional and wording problem were identified

and addressed. In general, the survey intent, scope, and data collection

vehicle received a favorable response from the participants.

4 2

A-9
a. High Level Administrators Required

The most serious potential problem uncovered waS that the length and

complexity of the questionnaire necessitated much of its completion by

a relatively high-ranking administrator. The unfortunate aspect of the

"aggregate approach" was that it often required both high-level knowledge

and detailed arithmetic operations by the same individual. Knowing that

the aggregate approach would be that used in the full-scale survey, it

was decided (as may be seen in Appendix C) that the survey's cover letter

would strongly allude to the level of individual required for the instrument's successful completion.

b. Clinical Facilities Data Difficult '- Obtain

Although, as anticipated, each respondent was able to gain access to

.e room-by-room fac'Aities description of his nonclinical instruction

facilities, existing square-footage data were.very sparse for clinical

facilities. In some instances it was difficult for respondents to determine the number of students utilizing a given hospital for educational

purposes, much less the hospital's size.

A second difficulty in obtaining clinical facilities data involved the

sensitivity of the relationship between the administration of a given

school and that of its affiliates. Due to the often complicated amalgamation of hospital and school administrative personnel, the transfer

of data from hospital to school required that the request for data be

made frpm the "right" person _to the "right" person: and the satisfaction

of this dual condition did not guarantee that the requested data were available or, if available, could be obtained due to the effort required.

c. A_Continuum of Confi u ations

It was found that the five professions included in the pretest could

adequately be described with a single survey instrument, although'some

aspects of the particular facilities configurations studied were difficult

403

A-10
to fit into a common mold. In particular, the pretest forms forced respondents to separate clinical from nonclinical teaching space. For cases

in which both types of facility were housed in a single building, respondent was required to apportion the building's Gross Square Footage onto

two pages of the survey form--a "clinical" and a "nonclinical" page. To

obviate such apportionment, and to give respondents the medium for expressing their own particular situation (and ourselves the capability for

assessing it), it was decided that if a hospital and a nonclinical instructional area were located in separate buildings or even in different

wings of the same building, the separation of these facilities onto two

separate pages ("freestanding" hospital versus "allocated" instructional

space) would offer ease of reporting and would clearly indicate that

they were not completety interchangeable from the utilization point of

view. .if, on the other hand, the clinical and nonclinical teaching facilities were intermingled in one or more physical structures, the entirety

could be reported on a single page. Thus, an ardbulatory care facility

located in a basic sciences building would be considered an "on-site

patient care" facility and reported on the same page as the schools'

other instructional space.

d. Ten Year Look-Ahead Too Detailed

Discussions with pretest respondents indicated that the projected facilities information originally requested in the "ten-year look-ahead" was

much too detailed. Existing master plans for facilities construction

were often not sufficiently develpped to provide detail concerning the

apportionment of space among classrooms, laboratories, and the like.

On the other hand, the existence of a complete planning document was,

paradoxically, a problem in its own right since such documents are typically of great length and would have to be Completely understood by the

individual filling out the questionnaire in order that his response parallel the planning document's content.

In sum, respondents found the Survey well conceived and in -el igently

contrived, although quite time-consuming to complete properly. The con404

A-11
sensus seemed to be that responding to the questionnaire could yield

a variety of useful information; and having overcome the initial shock

at the survey's magnitude, there remained a high motivation to respond

and obtain feedback from the survey's analytic phase.

Final Pre arations for Full-Scale Mailout

Pretest findings were presented to BHM officials during October of 1972.

Without significantly affecting the questionnaire's effectiveness with respect

to the survey's informational goals, the problems uncovered by the pretest

were solved through redesign of the instrument. During this redesign period,

a 25% reduction in the requested amount of data was effected; and the form

obtained Office of Management and Budget final approval in January of 1973.
C. THE FULL-SCALE MAILOUT

LI The_ Maill_nAL

The appropriate portion .Of .the full-scale survey package (see Appendix C)

was sent to 462 health professions schools and. associated "parent institutions".

The mailing list was developed from three sources: the Bureau's computerized

records of grant applications; the U.S. Office of Education's-1973 Higher

Education Directory and a list of schoel administrators who were responsible

for signing their insti utions' NIH construction grant requests.

Although the data from these three SOUrCe5 were basically compatible, it was

difficult to determine the appropriate parties to whom the Parent Institution

Questionnaire (PIQ) should have been sent. The survey's concept of "parent

institution" was that of the "central or coordinating,agency whichjokes facilities available...on a "non-allocated" basis...to at least one health professions school". The latter concept is meant to imply only a facilities usage

relationship between a health profession school and that agency for which

our PIQ was intended. It was the latter kind of relationship which was inherent in our data sources; and although an attempt was made to match geographically

the (conventionally defined) parent institutions' mailing addresses with those

of their associated health professions schools, a number of survey packages

were sent to state university central administrations and similar agencies

which should not have been included in the mailout. Discussion with those

who felt that the survey was inapplicable to their particular situation led

to clarification of the extant facilities relationships among the institution's

health professions schools. As a result, a number of additional forms--and

inter-agency transfers--eventually placed 154 parent institution questionnaires

in the proper hands.

2: De su 1,%hvi verse

It was the intent of this survey to include all of the nation's existing and

developing schools of Dentistry, Medicine, Optometry, Osteopathy, PharmacY,

Podiatry, Public Health, and Veterinary Medicine in the public and private

406

A-13
non-profit sectors. In addition to the 154 parent institution agencies, the

Health Professions School Questionnaire was sent to the following numbers

of schools of each profession:

Dentistry 59

Medicine 114

Optometry 12

Osteopathy 8

Pharmacy 72

Podiatry 5 Public Health 18

Veterinary Medicine

TOTAL 308

Of the above figures, 31 were new or developing with either no students, a

partial complement of students, or some combination of students and facilities

clearly indicative of developmental sta us.

The 12 respondents participating in the p etest were aCcorded individual handling in the full-scale mailout. From the beginning of the pretest, it was

hoped that pretest participants Would not have to respond again. Unfortunately,

the Changes to the instrument engendered by the-pretest presented certain

data incompatibilities between the pretest and final questionnaires; and it

was felt that the interests of pretest respondents and ths survey would be

best served if these incompatibilities were'resolved. Our approach was te

reorganize and transfer, where possible, the pretest participants' data to

a sample copy of the final questionnaire, and include it with the standard

package. In most cases, the additional work required of the pretest partici.-

pants was minimal in comparipn with either their past efforts or the efforts

of other respondents to the full-sdale mailout.

3. Follow-up ProceOures_ and Results

About a week prior to the mailout, an announcement letter was sent to each

institution so that responsibility for completing the instrument would already

4 7

A-14
have been placed by the time the package arrived. It was hoped that the announcement letter would expedite RRC's receipt of the postcard (see Appendix

C), thereby giving an early indication of the speed with which each institution

was attempting to respond. The full-scale survemàIlout was initiated on

May 11, 1973, with a July 16, 1973 deadline.

By approximately three weeks after the mailout, 221 postcards had been received.

On June 1, letters which contained a second return postcard, similar to the

first, were sent"to the 241 potential respondents who had not yet returned

the first postcard: these follow-up letters had the desired effect in that

by June 18, a total of 405 non-duplicate postcards had been received.

In the cover letter, and.in the survey questionnaire's instructions, a point

was made 'of assuring the potential respondents that telephone calls were

welcome if it were felt that expert RRC support could be useful in the forms'

timely and proper completion. As a result, problems of (1) interpretation

of instructions and (2) describing particular facilities configurations were

expedited through incoming calls which numbered approximately 600.

On July 2, the first telephone follow-up campaign was initiated. The purpose

of this procedure was to make contact with the 45 institutions f om whom no

postcard, telephone, or survey response had yet been received.

During this campaign (and in responding to calls initiated by other respondents),

it became evident that the July 16 deadline for completion of the Health Professions School Questionnaires would be difficult for many to meet. A number

of verbal extensions on the return date were thus given which, although based

on the specific circumstances of each school, were typically about August 15.

In mid-July, a second telephone follow-up was performed involving 80 schools

from whom we had had.npostcard contact" only. Since we were able to direct

our calls to a specific individual and telephone number (as indicated on the

return postcards), we were able to obtain commitments from nearly all contacts

as to an expected completion date (again, typically between mid-August and

the start of September).

408

A-15
Judging from the response to each telephone campaign, it very soon became

clear that the individual contacts made in the telephone follow-ups were well

worth the often considerable effort demanded. With few exceptions, the institutions contacted had not yet addressed the questionnaire with the effort

required for satisfactory response, but did express willingness to do so.

The general impression-gathered was that failure to make each particular

contact may have resulted in continuation of that contact's previous low level

of participation. As a result, a third telephone follow-up was begun during

the start of September. In this case, 35 schools were involved: those with

whom no contact had been made--in either direction--since the initial telephone

follow-up.

The fourth and final telephone follow-up for purposes of increasing the response

rate was made in mid-October. By this time, a number of schools had indicated

their inability or unwillingness to participate in the survey. This campaign

excluded such schools, concentrating specifically on those from whom commitments had been obtained or inferTed. While the verbal response to this effort

'was decidedly positive, only 57 additional forms were subsequently received

as a result of calls involving 85 schools or parent institutions. Completed

questionnaires which arrived as late as December 28, 1973 were included in

the analysis phase of the survey effort.

The Non-Res:ondents' Surve

When it became obvious that no amount of follow-up with a particular school

would have the desired effect, and that the potential number of non-respondents

was significantly large, a plan was put into effect for obtaining some insight

into the nature of that portion of the survey universe which would not be

accounted for by our survey results.

An internal document was produced which assured that although diff-erent questions might be asked of each non-respondent, their data vmuld be a comparable

subset of the total questionnaire and thus amenable to analysis. In essence,

this document was the basis of an unstructured, informal telephone interview

with each non-respondent health profeision school that would cooperate.

4

A-16
While a variety of topics was covered, only those data were retained which

the basic internal document requested.

Of the 39 non-respondents contacted ("Parent Ins tutions" were not involved

in this campaign) data were obtained from 30. Au may be -Seen from the copy

of the internal document (included as Appendix F), the approach taken was

to obtain some degree of closure as to the overall size of the survey universe's

facilities and student population so that future researchers would be able

to place our results in perspective on a national scaTe. While certainly,

many more questions could have been asked, it must be kept in mind that nonrespondents had already been cantacted many times; and it was felt that a

too detailed non-response follow-up would meet with little success. Thus,

the kinds of questions asked were general in nature, and, given a discussion

with the appropriate individual, could be obtained over the telephone ovthe

"first pass" without much effort on the part of those contacted.

410

A-17
D. FORMS PROCESSING

1. Purpose of Th Section

A question which consistently arises in analyzing the results of a mail survey

is that of the accuracy of the data. The reader can typically distinguish

between measurements and opinions or estimates e.g., amount of space needed,

planned construction for the coming decade); however, for those data which

could have been obtained through measurement, it is important that (1) observed

shortcomings, if any, be pointed up; or, at the least, (2) the procedures

used for editing the data be explained so that the reader may have a firmer

g'resp of the accuracy of the survey's,results.

It is the intent of this section to convey sufficient detail concerning the

questionnaires' editing that this assessment may be made. The survey vehicle

was very complex in its design, and although the step-by-step instructions

provided would, if followed with extreme care, result in a properly completed

form, there may have been a tendency to consult the instructions only when

absolutely necessary. The existence of this tendency became apparent in many

instances of the telephone contact initiated by respondents as they attempted

to clarify the manner in which their data should be reported. The manual

editing thus followed a highly structured path derived from known problems

in the field and problems which it was considered possible might arise.

2. ThR Manual Edit:Problems_Oncovered

The purpose of the manual edit was twofold: first, it offered an opportunity

to assess the apparent overall validity of the response it encompassed through

checks of internal consistency; and second, it afforded an early opportunity

for rectifying obvious errors of a typographical or conceptual nature.

Responses were edited on a campus-by-campus rather than on a school-by-school

basis. Although the tie between a set of Health Professions School Questionnaires and the associated Parent Institution Questionnaire was not extremely

precise, it was possible to combine the page(s) 3 of the HPSQ with page 2

411

A-,18
of the PIQ to d termine whether some coordination of all responses had been

performed. For example, it may be seen in Appendix C that page 3 requests

each respondent to report the number of rooms not allocated to his school

but used for the instruction of his students. If he reported more rooms than

the sum of (1) those reported on the PIO and (2) those reported by other

schools on that caopus as "allocated but shared with others", then here we

had an obvious inconsistency.

Once the inter-organizational problems had been outlined or resolved, we could

turn our attentions to the responses for an individual school. As each form

was processed, those corrections which were obvious were entered by the editors.

Those for which data were missing or too complex to correct were held in anticipation of the later telephone campaign in which respondents were called

for both clarification of major discrepancies or misunderstandings, and best

estimates as to missing data items. Those items which were the most troublesome are listed in the discussion to follow.

Freestandin Versus On-Site Pattent-Care Facilities

One complicated problem uncovered during our telephone campaign and later

editing of questionnaires was that of differentiation of "on-site patient

care facilities" from the "freestanding hospitals and clinics". Notwithstanding the definitions supplied, "on-site" was often taken to mean

"on-campus", while "freestanding" seemed to imply overtones of organizational structure and function rather than that which was desired--a

description of a building's structural separateness from other buildings.

As a result, the manual edit procedure attempted to discover and correct

questionnaires whose reported facilities had been mixed (e.g., "on-site

patient care" facilities were reported on page 5A instead of pages 2A/2B,

or structurally "freestanding" hospitals had been reported as being in

the same buildings as the instructional facilities of page 2A/2B).

In most cases, these difficulties were relatively easY to find since

the respondents making such errors would report the facility on both

pages SA and 2A/2B. Later telephone conversations allowed the editors

to determine on which page the facility actually belonged, and the questionnaire was corrected accordingly.

412

A-19
b. Growth Potential

A great many respondents did not answer an important series of questions

(see page 9 of HPSQ in' Appendix C) regarding the resource needs concomitant to a 10% or 20% increase in enrollment. There appear to be 3 major

reasons for this omission. In the first place, a design oversight made

it very difficult for those without an ongoing construction program

to determine that this series of questions applied to them. In the second

place, a number of schools were reluctant to answer anyluestions having

to do with facilities needs, future construction plans, or resource needs.

A third group who did not respond to this question explained that practical considerations kept them from expanding regardless of the availability

of resources.

c. Ongo_ing_ Constructjori: the Post7Cons_truction Inventor-.

A natural question regarding ongoing construction and rerodeling is that

of its effects upon the configuration of facilities available for health

professions education. It is not sufficient to simply determine the

amount of construction being performed, since much of it will result

in the abandonment of structures currently being used. Neither is it

, proper to assumc that facilities reported to be in unsatisfactory condition are going to be replaced due to a given ongoing construction program,

since the latter could be for the purpose of expanding enrollment or relieving overcrowding rather than for the replacement of obsolete space.

As previously described, the approach taken was- that of requesting the

facilities configuration at such time 'that the ongoing construction program was completed.

Respondents were occasionally unable to go into detail concerning the

effect (on the existing facilities configuration) of the ongoing construction program. Either the facilities planning office (or equivalent)

had not yet completed its analysis of the post-construction need for

space (and it had, therefore, not yet decided how or whether to use the

existing facilities); or the internal make-up of the newly-constructed

413

A-20
building(s had not yet been specified in the kind of detail necessary

to responi _ the questionnaire. More often than not, it was possible

to obtain Ach data by simply granting an extension of time for the questionnaire's completion. There still remain, however, cases for which

the exact configuration of the post-construction inventory is not available.

d. Clinical Facilities Data

4f As noted in the pretest, and as expected, respondents found it extremely

difficult to obtain detailed square footage data regarding major affiliated hospitals. Often, completed responses listed only the names, ownership and student loading on those hospitals, with similar sparse data

being submitted for the so-called "minor affiliates". In the case of

minor affiliates, the manual editors concentrated only upon that question

relaang to the affiliates' potential as major teaching units. Although

respondents knew why a given minor affiliate was not a major affiliate,

they were, by definition, only remotely acquainted with the specific

facilities configuration of each.

e. Utilizati-- Data

A great deal of attention was paid to the_editing of those data which

would be used for computation of classroom and class laboratory station

utilization and room utilization. In fact, a special telephone follow-up

campaign was conducted in an effort to assure the data's validity.

The major difficulty with this final telephone contac_ was that of avoiding

bias of the survey results. Just as the error-correction callbacks

resulting from the manual (and computerized) editing were being made,

it became known that two of the 15 construction grant application evaluation criteria were to be obtained from copies of data submitted on the

survey instrument. For this 'and other reasons, it might be expected

that a utilization-directed callback campaign could result in a subconscious effort, on the part of respondents, to improve their reported

utilization figures.

4 14

A-21
For the purposes of the campaign, the schools were divided into four

groups of decreasing tIriority for study:

schools which had submitted a construction grant application;

(2) schools whose utilizat on-related data were internally

inconsistent;

schools whose utilization-related data were internally

consistent but for which utilization computation resulted

in figures either below 30 or above 100%; and

(4) all other schools (about 25% of the Respondents_.

Schools in the lowest priority group were not called. All other schools

were called as many times as necessary in order to elicit the desired

data, within reasonable bounds.

Always aware of the need to)ceep good relationships with the schools,

the study team ended the callbacks to unresponsive schools only six weeks

prior to the first draft submission of this report.

Miscellaneous Difficulties

A large number of respondents had considerable difficulty in obtaining

.Ne,t Square Footage (Net Assignable Square Footage plus hallway's, mechanical areas, maintenance areas, and so on) for both basic biological sciences and clinical sciences instruction areas. Either the NSF fields

on the questionnaire were left blank, or the NASF figure was substituted

as an estimate of NSF due to the historical use of "NSF" to imply "NASF".

NSF figures were thus ultimately discarded, almost in their entirety.

Page 8A-of the HPSQ requests the amount of time that-a "typical" student

at each level of academic attainment spends in classrooms, laboratories,

and patient care facilities. These levels of academic attainment should,

in all oases, be reflected on page 10, which requests the number of studen s

at each academic level. Occasionally, the data on the two pages did not

4

A-22
correspond by virtue of either (1) the difficulty in obtaining figures

regarding the apportionment of graduate students' time; or (2) misunderstanding the definition of graduate student. These questions were ordinarily

resolved with each respondent during the telephone follow-up to the manual

editing procedure. Best estimates data were accepted regarding time

spent in various facilities.

The Machine Edit

A ter each questionnaire was manually edited, keypunched, and key verified,

it was processed by a computer program designed to perforn those mechanical

repetitive tasks and internal consistency checks most amenable to automatic

data processing. In addition, this program built the computer-readable files

used for generation of the analytical tables used in the report: as a result,

the program was required to perform the algorithmic procedures necessary for

creating any "derived data fields" (e.g., sums and cross-products) necessary

for final report production.

416

A-23
E. FOLLOW-UP AND ASSESSMENT OF NON-REsPONDENTS

The 30 schools with whom non-response follow-up discussions were conducted

(including 4 schools which sent non-substantive forms), represent approximately 12% of our respondent population. It is apparent that the facilities

configurations of these 30 non-respondents, and, by assumption, the '13 schools

which submitted no data at all, are probably not very different from respondents.

Table A.1 supports this finding in its summary figures for the 8 professions

surveyed (see columl 1) Disparities are greater on a profession-by-profession

basis, (see columns 2-9) but it must be realized that the non-respondents'

population (of each profession) was quite small and thus subject to large

percentage variation.

The total gross square footage repo_ted as controlled_ by the 30 non-respondent health professions schools was 7,079,000, as compared with 51,862,000

GSF from our 265 respondent schools--a ratio of 7:52 or about 14%. Eighty-two

percent of this space was considered satisfactory by the 30 non-respondents,

as compared with 83% by the 265 respondents. While respondents reported that

about 11.2 million of their existing GSF were HPEA assisted, the non-respondents reported 1.52 million GSF.- The portion of controlled GSF constructed

with HPEA assistance was thus constant over the two populations, at a percentage just under 22%.

Respondents indicated ongoing new construct on (of facilities to be controlled

by them) of nearly 15 million GSF, or 29% of their currently controlled Gross

Square Footage. 2.7 million GSF of new construction were reported by,the 30

non-respondents, or 38% of their currently controlled GSF.

A-24
TABLE A.1

COMPARISON OF 265, RESPONDENTS 1:1ITH 30 (OF 43 NON-RESPONDENTS (HEALTH PROFES.KONS SCHOOLS ONLY)

TOTAL DEHTISTRI MEDICINE OPTOIETRY OSTEOPATE

number of schools

number of schools tra a ;10 of respondents' tote

allocated GSF as a 5

of respondents' total

_ of allocated GSF

considered satisractor,

NONiEc3P REP

265 30

100 11

100

of allocated GSF

assisted thru HPEA Act 22 22 63F assisted thru HPEA

Act as 1) of reap. tota- 100 14

under construction

as a of current 63F 29 3 ia of construction cost

from OA sources .8 12 GSF needed ,as a 1,,g of

current inventory' 28'

clinical GU as a

PI2222E125s' total 100:

number of students* as

NON- NON. ;NON- RE'a RE3P ESP BESP RESP;RESP

53 5 95 13 10 1

100 9

100 10

82 90

44 70

100 4

ji 4

);7

3

NONF,SP BEEP

6 2

100 14 loo lo loo

100 15 100 15 . 100

83 79 89 loo

18 17

1oo 8

0100

72 23

100 1' 100

0

_ .

of respondents' tntL 100 11 100; 9 1001

.; of clinical GSF

considered satisfactor 70 66

* Includes new and developing schools; excludes non-substantive return . ue to magnitude, this comparison is valid only in the aggregate,

4 18

( (7) (8) (9)_ ; PHARMACY

TESP,RESP

1 ; ,_ , .

1

: No 6

PODIATRNONRESP

._

Y !SF

PUBLIC

HEALTH

RESP

NON- RESP

VETERINARI JDZINE

RESP

NON- RESP

____a

.__

ft/a

__100

. 23 100

100

89 64

100

59 nia

100

81

24

95

100

79

7

100

16 5

. ,

! loo o

. , 31' 0

4L 0!

,

. 4

o loo

6o

n/a

-/a

19

..,._ 100

2

33

.._______ 1

49

13

100

29

0

_

_ ,7

1

n/E 0 68 33

.._

rilE o 20 8 11

;

1

1 nje

1-- 100 71 100 11/0 n a

100 36 100

*Source of the enrollment figures for ten of the thirteen nonrespondent schoole of Medicine was the Journal of the AAA, (Medical Education Issue) November, 1973, Vol. 226 No, 8; pp, 900-901. n/a indicates-7not applicable" since all schools of podiatry responded,
FIGURE A.1

COMPARISON_OF_265,RESPONDENTS WITH TH-RTY OF FORTY-THREE) NON-RESPONDENTS

100

80

40

20

PROPORTMNAUTY SIssiLARITIEs DIFFERENCES

1,N

Respondent

Non-Respondent

Non-respondents who reported an ongoing construction program appear to have

obtained significantly less HPEA assistance per construction dollar than the

respondents' population.- The respondent group indicated nearly $1.1 billion in

existing construction and remodeling programs, with $306 million or 28% coming

from HPEA associated sources. Non-respondents, on the other hand, reported

that only 12% of their construction and remodeling funds were from HPEA sources,

with a total expenditure of $202.6 million and HPEA funding of $24.8 million.

With regard to facilities controlled by health professions schools, the question of space needs again showed close agreement between respondents and non4 20

A-26
respondents. Respondents indicated total NASF needs as 9.76 million. Transforming this into a rough estimate of GSF, we multiply by 1.5 and obtain approximately 14.6 million GSF, or 28.1% of the current inventory. Non-respondents

reported a GSF need of 2.04 million or 29% of their aggregate fall, 1973 inventory.

Questions regarding clinical facilities paralleled those previously discussed.

In comparison with the gross square footage of clinical facilities reported by

respondents, the non-respondents represented only 2.3% of the respondents'

total of 132 million GSF of "freestanding hospitals". While respondents reported approximately 70% of this space as satisfactory, discussions with nonrespondents showed that 66% of their clinical facilities' Gross Square Footage

was satisfactory--a close parallel in view of the non-respondents' limited

sample size.

The final comparison provided by the non-respondents' follow-up discussions

was that of number of students. Again, the parallelism of the two populations

was reasonably close. The 12% ratio of 30 non-respondents to 265 respondents

was closely matched by the 11.4% ratio of the two populations' health professions student bodies (non-respondents reported 13,700 combined graduate and

undergraduate enrollment; while the (265) substantive responses yielded nearly

120,000 students).

Given the high degree of similarity between the data of respondents and that of

those non-respondents contacted, one may assume that for imputation to national

figures, the 13 schools which responded to neither the full-survey mailout

nor the telephone follow-up of non-respondents represent a subpopulation very

similar to the rest of the nation's schools. By the same token, any derived

measures which are based upon some relative scale (e.g., NASF per student)

may be taken to represent national averages which existed as of fall, 1973.

4 1 1

A-27
Mr. Gerlandino Agro

Director of Planning and

Construction

New York Medical College

Mrs. Reba Ann Benschoter

Chief, Communication's Division

College of Medicine

University of Nebraska

Dr. John A. Biles

Dean, Sthool of Pharmacy

University of Southern

California

Dr. George T. Caleel

Professor of Medicine and

Assistant Dean, Clinical

Education

Chicago College of Osteopathy

Dr. Charles Cornelius

Dean

College of Veterinary Medicine

University of Florida

Dr. Emmett R. Costich

Associate Dean

College of Dentistry

Unlyersity of Kentucky

Medical Center

APPENDIX B

SURVEY CONSULTANTS*

Dr. Abe Rubin

President and Dean

Ohio College of Podiatric Medicine

Dr. John H. Romani

Associate Vice President for

Academic Affairs

University of Michigan

Dr. Frank Rogers, Librarian

Denison Memorial_Library

University of Colorado Medical

Center

Dr. Jane G. Eltfilepp

Assistant Vice President for

Health Affairs

Duke University

Dr. Alden N. Haffner

Dean

State College of Optometry

State University of New York

Dr. Manson Meads

Vice President for Medical Affairs

Bowman Gray School of Medicine

Mr. Eugene L. Staples

Director

West Virginia University Hospital

Note: Positions listed are those as of February 1972.

4

A-28
APPENDIX C

THE SURVEY INSTRUMENTS

Cl. General

a. Announcement letter of 5/ -73 to all survey par Acipants

b. Follow-up letter of 6/4/73 to postcard non-respondents

C2. Health Professions School Questionnaire

a. Transmittal letter of 5/11/73 for Health Professions School Package

b. General Information and Instruction Pamphlet for Health Professions

c. Health Professions School Questionnaire

d. Postcard to acknowledge receipt of package (used for both ins ruments)

e. Appendix I - Definition of Terms (used for both instruments)

f. Appendix II - Definition of Room Types (used for both instruments)

C3. Parent Institution Questionnaire

a. Transmittal letter of 5/11/73 for Parent Institution Package

b. General Information and Instruction Pamphlet for Parent Institution

c. Parent Institution Questionnaire

4[23

A-29
(AVUOUNCEMT LETTER TO ALL SURVEY PAETICIPADTS)

DEPARTMENT Or HEALTH. EDUCATION. AND WELFARE

PUBLIC- HEAI.T11 nEnvICE

NA IONAL I NST I I LIT r.I; OF I-":ALTII

OLTHut,t3A, MAIM-AND 2W14

nunEAu OF HEALTH MAN _WE :Ducknoti

May 1, 1973

The basic mission of the Eureau of Henalh Manpower Education, National

institutes of roalth, is to ntimulaLe the nroduction of health manpower

resources. Sol- believe that insufficient and inadeauste health professions education may be amonff, the primary causes that impede

the production of the necessary manpower.

The Division of My3ici,!,:l nna Health Professions Education of the Bureau

of health Vanp:,wer EducaUen is conducting a natifmal mail survey to

jduntil y the quality, condition and various utili7.ation factors of facilitA.cs current use in health professions schools.

Durinc, the past several months, RRC International, Inc., Troy, New York,

developed a survey questionnaire. They were assisted by 13 consultants

'from the health professions academic sector, as well vs the health professions school associations and interested ?ederal Agencies.

The questionneAre was pretested at nine institutions represent-ing a cross

section of health profespions education in different parts of the country.

All of the schools were visited durin the pretest to discuss personally

the probleno involved in eemnilin,7, the data necossraw to complete the

questAonnaire,, The Questionnaires, definitions and instructions wcro subsequently revjed mi will soon bc ready for a fall-scalc mailiic to some

3!.;0 other,hcolth profer:alont; schoolo and parent universities.

Within the nevi. fev weas, you will receive the survey packai;e. We ume

you to examine th, eGntenta of t:)is paltale prior to assiguin!; it to a

mcmher nr your for completion. The questionnaire deals with complex

isswcs, snd, rosult,=require2 n person or ircup fmiliar with your

insLitution's (')cilitics :,n1 their usve, with your school's educational

proen-.; Rua. p,,:r!lps most j:'.;NA'Lnritt with t!Ic administrative offieiols

most knowleJeahle in these areas.

A-30
Peae- 2

No report or study of the educational facilities approaches the focus

and in-depth effort attempted by this survey and we recognize that it

imposes a major demand on the respondent institutions. However, the

results of the pretest revealed that it provides internal value to the

respondent. We believe that such a survey is essential to develop

meaningful facilities data.

It is important that the staff of RRC International, Inc., establish

communications with each institution so that individual problems may

be identified and solved with minimal effort on the part of the respondents. The survey package will contain a post card that should be used

to identify the person who will be responsible for compiling and reporting the requested data.

Please be assured that the data you provide will be treated as professionally privileged. The final report prepared from the survey will

not identifY specific data of any single institution. A copy of this

report will be forwarded to each respondent.

We look forward to your cooperation in this important study.

Kenneth M. Endicott, M.D.

Director

Bureau of Health Manpower Education

4

Har/W. Bruce', Jr., D.D.S.

Di or Division of Physician and

Health Professions Education
b. (FOLLOW-UP LETTER TO POSTCARD NON-_ "PO: ENTS)

June 3_973

On May 11, 1971 we mailed to you the Survey on Health Professions

Education Facilities which we are conducting for the Bureau of Health

Manpower Education of the National Institutes of Health. The survey

contained a postcard which we asked to be returned to us as soon as you

designated your survey'coordinator. The postcard is important since it

permits us to establish communication with your institution and to

facilitate solution of any survey problem that you may have with minimal

effort on your part.

Our records sh that we have not yet received your postcard. In the

event it has been misylaced, we are enclosing a duplicate postcard which

we ask you to please complete and return as soon as possible. Please

contact me immediately on 518-274-8112 if you have not received the suey

package.

We thank you for your time and kind assistance in this matter.

_ EncJosurc!

426

A-32

Sincerely yours,

Dr. Allen Daisuck :

Project Director

Health Professions Education

Facilities Survey
C2. Health Professions School Qiestionnaire

a.(TRANSM7TTAL LETTER FOR HEALTH PROFESSTONS%SCHOOT WESTIONVAIRE PACKAGE)

DEPARTMENT OF HEALTH. EDUCATION. AND WELFARE

PUOLIC HEALTH sEnviCE

NATIONAL INSTITUTES 0F HEALTH

DI:THELMA. MARYLAND 20014

nuREAu Eir HEALTH MANPOwgn EDUCATIon

May 11, 1973

The Nualth Professions School Questionnaire on fLLcilIticO as described

in our letter of y 1, igri is enclosed.

Also enclosed are:

1. A General Information and Instruction pamuhlet-citing the

purpose and scon of the survey, the page-by-page instructions

for complctin3 the questionnaire, and other information;

Appendix I - Definitio-o of Ter s Used in the Questionnaire;

Appendix TI - Definitions of Coll -,adinc,s on. the Questionnaire.

The quesLiotmuire _ deals with facilities in your school and complements

the quest:Lonna , on joint-ve facilities that has been forwarded for

comiAction to your parent institution, if applicable.-

The complci.ty of the survey indicates that a perAon very familiar with

your school and: tho arbAnistrative officials be assic:ned the responsibility for compilinv, and renortin3 the requested data.

Personnel of En internati 1- Inc., the wney coiiductinc the survey

for vm, will be on call to hYl resolve difficulties, or to rngLL.clot

solutions LO commnli prOlem:. Wo ank you to complote and retucn the

encJored pot czird to MC't1:1 soon as pw;sible to establish communicati r

Should any clucf:Liou arir;o wh. eb nccdc clariricaLlon, do not hositate

to con t L P.7.! Ank.rnntion- Inc ar. Dr. Allyn hai:wcA, Projcxt Dirnetur

inlu11.1olril,

Leo-ploy. Aomue

Tpoy, 1:k d Yon 1Y1W

Tavphone: (5l 3) .,!711 -LWO1

4 2

A-33
P - 2

We hope that you will be able to complete and return the questionnaire

to RRC by July 16, 1973. The results of this survey are important to

everyone, and its success depends upon the effort of each and every

respondent. 'This survey represents an inventory of the total health

professions educa ion sector; therefore, a 100% response will improve

itS usefUlness.

We know that the survey imposes a major demand on all respondents, but

we think that the results will be of internal Value to respondents. The

results of the survey will be published and made available to each respondent.

Again, we thank you for your cooperation in this important undertaking.

Sincerely

1 V

Kenneth M. Endico M.D.

Director

Bureau of Health M power Education

Enclosures

428

A-34

Har Bruce, Jr., D.D.S.

Dir6tor

Division of Physician and

Health Professions Education
DREW PHS NIH BHNE

b. GENERAL INFORMATION AND INSTRUCTION PAMPHLET

SURVEY OF HEALTH PROFESSIONS EDUCATION FACILITIES

EN THE PUBLIC AID PRIVATE NONPROFIT INSTITUTIONS

OF THE UNITED STATES-1973

PURPOSE ANDSCOPE

:One of the basic missions of the Bureau of Health Manpower Education)

National Institutes of Health, is to stimulate the production of health manpower

resources needed for the delivery of health care in the Nation. Some

professional judgment holds that insufficient and inadequate health-professions

educational facilities may be among the primary causes impeding the production

of the necessary manpower.

The Division of Physician and Health Professions Education of the

Bureau of Health Manpower Education considers it essential to conduct a national

mail survey to verify and identify any existing facility inadequacies in health

professions schools. This will be done by type of school, geographic location,

and other factors. The survey will also assess the capacity of schools to increase

their manpower outputs within existing resources. Survey results, in conjunction

with other information, will assist the Executive Branch of the Government and the

Congress to define more accurately their goals and priorities in the health area,

and will aid in formulating a solution to the facilities aspects of the manpower

problem.

Although many reports and studies bear on the facilities problem, none

approaches the in-depth effort proposed by this survey. While it is recognized

that the survey imposes a major demand on the respondent institutions, it is

felt that such a survey is essential if we are to develop meaningful facilities

data aimed ultimately at aiding all types of health professions schools and

significantly advancing the Nation's health care system.

Please be assured that the data yOu provide will be treated as professionall

privileged. Reports prepared from the survey will not reveal specific data of any

single institution. A copy af the final report will be forwarded to each respondent.

SUBJECT MATTER OF SURVEY

Data is sought on the amount, types, and condition of space currently

used for undergraduate, graduate, and continuing education in the Nation's health

professions schools. Information is also sought as to the numbers of students,

faculty and support staff occupying the space, and the degree of overcrowding, if

any. The intensity of space utilization will be studied, as well as information

concerning the various needs or problems confronting the respondents. Data on

ongoing construction and remodeling, and a projection or future such activities

round out-the survey.

DEVELOPMENT OF THE SURVEY

Initial planning of the survey began in July, 1970. Objectives, uses

and justification of the survey were carefully spelled out. A contract was let

429

A-35
2.

with Rensselaer Research Corporation (now, RPIC International, Inc.) of Itoy,

New York to assist in this major undertaking. A panel of 13 consultants,

representing the eight health professional disciplines and expertise in teaching

support services, libraries and hospitals, was appointed and met periodically

with NIH and RRC to provide advice and guidance in the survey. All the health

professions school associations, as well as interested Federal and non-Federal

agencies, were also consulted and their advice sought. Finally, the survey

forms were pretested at nine health professions education institutions prior

to the full-scale mailing to approximately 300 existing and developing schools

of dentistry, medicine, optometry, osteopathy, pharmacy, podiatry, public

health and veterinary medicine.

DEFINITIONS

Due to the variety of health professions schools being surveyed, it is

anticipated that much of the terminology relevant to this effort'will not be

standard over the nation. To belkassure compatibility in reporting procedures,

those terms most critical to the proper completion of the questionnaire have

been defined in Appendices I and II.

Appendix II, containing the definitions of various facilities types

(and corresponding directly with the reporting requirements of the survey

instrument) has been separated frOm Appendix I for ease of reference.

DUE DATE AND RETURN OF QUESTIONNAIRES

The ques ionnaires should be completed and forwarded to the following

address by July 16, 1973:

Health Professions Facilit es Survey

PBC International, Inc.

1125 PeopleS Avenue_

Troy, New York 12181

430

A-36
OVERVIEW OF HEALTH PROFESSIONS SCHOOL QUESTIOITAIRE ITE)

Each of the approximately 300 health professions schools in the Nation

is requested to complete a Health Professions School Questionnaire. If the school

is a free-standing Institution, this will be the only form subMitted. If the

school is part of a university, then a second form (the Parent Institution Questionnair

will alsb be completed by the arent university or appropriate controlling subagency

such as a health sciences center.

Page 1: Identifies and characterizes Respondent.

Pages 2A Obtain the current inventory of space allocated to Respondent. Request

and 2B: square footage of space by type and condition, amount constructed with

HPEA assistance, and numbers of rooms and student stations.

Page 3, licits nature and extent of jeint utilization of non-hospital space

as of the survey date, and after the completion of ongoing and fully

authorized construction and remodeling.

Pag 4: Obtains data on ongoing and fully authorized construction and remodeling

of space to be allocated to Respondent. Also, requests an estimate of

the space inventory following the completion of the constrUction and

remodeling, and the needs still existing at such time.

Page 5A/ Requests data on the extent to :which Respondent uses inpatient,

5B: ambulatory and didactic facilities in owned or major affiliated

hospitals and clinics; and what construction and remodeling of these

facilities is currently underway or planned for completion by 1983.

Page 5C: Requests data on hospitals and clinics used by Respondent, but not

used as major teaching units.

Page 5D: Obtains data on students' practical experience obtained at health-care

facilities not reported onpages 5A/5B or 5C.

Page 6: Identifies and quantifies the availability of audiovisual facilities

for Respondent's academic purposes. Requests supplementary data on

animal facilities, instructional space, and room use.

Pages 7.k_. Page 7A depicts the amount of time currently spent in didactic space

and 7B: and patient areas by Respondent's students. If major curriculum

changes or innovations are underway, their expected impact is described

by completing page 7B.

Page 8: Pr vides an opportunity for the

amounts of additional resources required to satisfactorily accommodate

his students.

Respondent to identify the types and

Page 9: Attempts to determine the levels of student increases possible under

varying levels of Federal funding, and solicits Respondent's construction

plans and pulToses over the next 10 years.

4

A-37
Page 10: Obtains data on the current numbers and _u _e projections of students,

faculty and support staff.

Page 11: Solicits Respondent's general comments or clarifications as to any of

his responses to the questionnaire.

432

A-38
GENERAL INSTRUCTIONS

1. It is urged that the instructions in this pamphlet be utilized vihile

the questionnaire is being completed. Circled item numbers on the

questionnaire indicate items for which necessary instructions have

been provided. Should any question arise regarding the proper

reporting of space, or interpretation of instructions, definitions,

and terminology please call RRC International, Inc collect at:

518-274-8222

-8114

-8242

Monday through Friday

between the hours of 8:30 A.M.

(Eastern Time Zone)

Indkviduals qualified to discuss the form will be available for

your assistance.

Id 5:00 P.M.

It is also suggested that much time and effort may be saved if

Appendices I and II are studied prior to any attempt to complete

the questionnaire.

2. All square footage and dollar figures over the value 500 shall be

rounded to the nearest thousand and stated in thousands. For

aiample, 23,748 net assignable square feet shall be reported as

24; 17,500 would be reported as 18; $17,499 as $17. Figures

under 500 should be rounded and reported as one-place decimal

portions of 1000. Thus 380 square feet would be reported as . " Unless specifically stated otherwise,"Respondent's students" should

be construed to mean Respondent's students of Dentistry, Medicine,

Pharmacy, Podiatry, Public Health, Optometry, Osteopathy, or

Veterinary Medicine, whichever is applicable. Other students,

(e.g., allied health) either taught by Respondent's faculty, using

Respondent's facilities, or both, should not be included except as

explicitly requested.

4. The survey pretest indicated that a critical first step in the

data-gathering phase of Respondent's effort is the development

of a room-by-room listing of all facilities currently available

for use. Many campuses will have such a listing, at least on a

campus-wide basis, as a result of the Office of Education's

JIEGIS efforts (Higher Education General Information Survey). In

other cases, floor plans will provide an acceptable substitute

for the room-by-room listing.

For each room available for Respondent's use, the following

information should be listed:

(a) Whether or not room is allocated to Respondent (see definition of

"Allocated" in Appendix I).

(b) Number of hours per academic) year room is used by Respondent.

(Classrooms, class laboratories, and auditoriums only.

(c) If room is allocated to Respondent, number of hours per ( cademic

year it is used'by other than "Respondent's students" (as

defined above).

433

A-39
6.

(d) Type of room.

(e) Ownership of building in which room is located.

f) Floor area.

(g) Number of student stations.

(h) Condition of the room as related to its use. (Satisfactory

for purpose used, needs remodeling, needs replacement).

Whether or not room was at least partially constructed or

remodeled with HPEA assistance.

The same data ele ents (except for condition of space ) should also

be obtained for:

rooms in buildings which are undergoing construction or are

fully authorized for construction and will, upon completion,

be allocated to respondent; and

(b) rooms (of the types defined in Appendix II) which are found

in owned and major affiliated hospital and clinic facilities.

Proper tallying of subsetS of the above data will essentially

yield the information necessary to fill out page's 2Ay 2B, 3,

L. and 5A 5B.

Furthermore)it is likely that from the school's registrar, scheduling

officer, and curriculum planners (or equivalents) can be obtained

iasights into student instructional load as related to types of

space (pages 7A and 7B), and the student, faculty and staff

populations (page 10). Data for the remainder of the form will be

found in a variety of offices.

Please note that not all ages or boxes will be completed by all ,

Respondents. The various pages and the large number of boxes

are included in the questionnaires so that every Respondent will

be able to provide the entries that pertain to his school. Boxes

which do not apply to Respondent may either be filled with zeroes or left blank.

All space in residence halls dormitori-- food service areas,

etc.) is exclLded from this survey;

7. The term "as of the survey date" as used in these instructions

and on the questionnaire) refers to the approximate date of

Respondent's receipt of this 'survey package.

8. Each person responsible for filling out a specific page or pages

of the form should be given a complete set of Appendices I and II,

these General Instructions and all appropriate specific instructions.

4 34

A-40
7.

PAGE-BY-PAGE INSTRUCTIONS FOR COM7LETING THE

HEALTH PROFESSIONS SCHOOL QUESTIONNAIRE (WHITE)

lIPAGE 110. General Information - General Data from the NUJ computer files have already been entered. Please

correct any erroneous entries and fill in any items left blank.

Specific

Item 2

Item 4

Item 5

Item 8

4IPAGE 2A

General

Specific

Item 1

The IMPAC code is an internal code used by NIH. Do not specify

this code if it has been left blank.

Check the one designation that best describes the health professional

curriculum administered by Respondent. Check item (i) only if Respondent

is a combination school (such as a School of Medicine and Dentistry)

whose facilities are inseparable by type of school. However, if Respondent

is a combination sdhool whose component schools use separate facilities,

he should complete a separate questionnaire for each "school" and check

the applicable box on each questionnaire. In addition, the two resulting

forms should be annotated (see page 11) to reflect the fact that the

separation was made.

For inseparable "combination schools" only, enter the number of students

rand their full-time equivalentsoih health profession. Include

only those students of the eight health professions listed in items (a)

through '(h) of question 4, above.

See definition of "locale" of Respondent.

Owned Facilities -urrently Allocated to Res ondent

(a) See definition of "owned facilities".

(b) Only those facilities allocated to Respondent should be reported

on this page. (See Appendix 1 for definition of "allocated

facilities".)

Do not report freestanding hospitals and clinics on this page ee def.).

Report only on-site patient-care and associated support facilities, , (see definition of on-site patient-care facilities in Appendix II).

If Respondent is in the process of organizing a new health

professions school, and hasl as yet, no allocated facilities;

_ "NEW" across the page in bold letters and continue to

page 3. (A new school should complete page-2A if owned facilities

are allocated to it, but it has, as yet, no students.)

See Appendix I for definitions of Net Assignable Square Feet (NASF

Gross Square Feet (GSF) and Net Square Feet (NSF). In cases where only

a part of an entire building is considered to be allocated to Rer,pondent,

find the ratio of Respondent's NASF to the building's total NASF and

use this percentage as the multiplier for determining the portion of the

building's GSF and NSF that-is-allocated to Respondent.

435

A-41
Item 2 See Appendix I for the definition of HPEA. Even if a given room

was only partially funded through the HPEA Aet, include that room's

total net assignable square footage.

Item 3 Report in columns B through K the total net assignable square feet

(NASF) of each type of space (including service areas) referred to

in the column headings. Please see Appendix II for the types of

space to be reported under each eolUmn heading. Do not include

facilities being constructed as ofthe survey date (these will be

reported on page 4), Space which is currently unavailable for use

due to'remodeling should be reported as "other space" (column K).

The number of student stations in library space may be approximated

by a count of the number of chairs available for student seating in

all library areas.

Item 7 Do not include service areas when reporting number of rooms.

Item 9 For each type of ppaee, the need for additional NASF:is equal to

the total NASF needed -(to accommodate current enrollment) minus

the NASF available for use (regardless of ownership) as of the survey date.

, In determining NASF available, do not include space involved in

ongoing construction and remodeling unless it represents space which

is currently usable. (It is recognized that completion of ongoing

construction and remodeling may reduce some or all of the needs reported.)

Ita- 10 The list,below indicates five possible reasons for the needs expressed

in item 9. For each type of space needed, enter in item 10 theaetter

code of the reason which best applies:

A. Relief of overcrowding (Code = A)

B. Poor physical condition (Code = B)

C. Replacing obsolete space (Code = C)

D. Missing from current inventory (Code = D)

E. Other (specify pn page 11) (Code = E).

Items Do not report freestanding hospital or clinic faeilitie see Appendix I

13-17 for definition of "frlstanding") in this section. Use items 13-14

to report onsite inpatient care facilities and items 15-17 to report

on-site ambulatory care facilities. Respondent should consult the

definition of "Respondent's students".

If inpatient or ambulatory facilities (or both) are used by students

other than "Respondent's students" as defined, please use page 11

to report the average number of other students using the space at

any one time. Separate ambulatory from inpatient facilities as

appropriate.

436

A-42
9. 4IPAGE 2B Rented, Leased or Other Facilities Currently Allocated to Res.onderit

Apply instructions from page 2A as follows' including "General", b-d:

PAGE 3

For item 1 on page 2B: see instruction for item 1 of page 2A

... £ .. 3

4 6

5 7

7

9

**00 SYi4 10

11-15 13-17

Important: Those Respondents who reported existing needs on page 2A1

items 9-11 should not fill out items 7-9 on page 2.

Joint-Use Space

General This page elicits the nature and extent to which non-clinical facilities

are (or will be) jointly-utilized by health professions schools. The

page covers (1) space used by, but not allocated to, Respondent; and

(2) space allocated to Respondent but also used by other than "Respondent's

students" (e.g., allied health or other health professions

For reporting purposes, combine "owned" space with space that is not owned.

Bpecific

A. Current Usage

Item 1 Report in columns A and B all rooms excluding service areas which

Columns satisfy both of the following criteria:

A and B

(1) the room is not allocated to Respondent;

(2) during 25 or more hours per academic year, at lea t 25% of

the room's occupants are "Respondent's students" see definition)

Item 1 Report in columns C and 1) all rooms (excluding service areas) which

Columns satisfy both of the following criteria: -- C and D

1) the room is allocated to Respondent;

(2) during 25 or more hours per academic year, at least 25% of the

room's occupants are not "Respondent's students".

437

A-43-
10.

Item 3 Report in columns A and B the total number of hours each type of room

in item 1 is used by"Respondent's studenteduring the academic year.

For example, if classroom A is used 33 hours, and classroom K is used

61 hours, report the total hours used as 94. Employ similar methods

in reporting other disciplines' usage of Respondent's allocated space

in columns C and D. Report in columns C and D the total number of hour

each type of room in item 1 is used by other than "Respondent's students"

during the academic year.

B. Usage Upon Completion of_Ongoing Construction and Remodeling

Apply the sense of the instructions for section A.

4IPAGE 4 Ongoing and Fully Authorized Construction and Remodeling

General (a) Report only that construction and remodeling of space which will

be allocated to Respondent.

(b) Do not report any past construct!on or remodeling.

Exclude construction and remodeling of freestanding hospitals

or clinics. See Appendix I for definition of "freestanding"

Speci ic

Items These items attempt to obtain a total overview of the ongoing construction

A.1., and remodeling of space allocated to Respondent. (See Appendix I for

A.2. definitions of gross and net square feet.) Respondent should report

only his pro-rata share of the costs, GSF and NSF of buildings which

are also to be occupied by other schools. This share may be computed

by finding the NASF of the entire building, and calculating the

fraction which is allocated to Respondent. This fraction may then

be applied to both cost and square footage figures prior to posting.

In column d ("NSF of HPEA Assist"), enter the Net Square Footage

of space whose remodeling or construction was at least partially funded

with HPEA assistance. Respondent should enter only that portion Of the

HPEA funded NSF considered allocated to his particular school.

Items Answer only if ongoing and fully authorized construction and remodeling

B.1., will result in a change to the number of beds and/or ambulatery patient

B.2. stations used by Respondent's students. If the number of beds and/or patient

stations will decrease, report the decrease by inserting a minus sign

in front of the difference.

Items The sum of items C.1.41.4. must agree wi15h item A.2., column b. Where

C.1-C.4. purposes of construction overlap, and clear-cut separations by the

four purposes are difficult, please provide your best estimates.

Items Report the same fractional parts of the actual.amounts from each

D.2.a.- source) as used in items A.1. and A.2, unless more specific information

D.2.i. is available.

4 3

A-44
wnen reporvlo

areas.

ILLUIltir

Item 0.1. Page 10 items 1 and 8 (column C) request the number of "Respondent's

studenidito be accommodated after completion of ongoing construction and

remodeling. If this construction and remodeling will not satisfactorily

accommodate the number of students reported, express the additional

facility need here.

Itcm 0.0 . The list below indicates five possible reasons for the needs erprassed

in item 0.1. For each type of space needed, enter in item 0.2. the

letter code of the reason which best applies:

A. Relief of ov c owding (Code A)

Poor physical condition (Code

Replaci g obsolete space (Code

C. Missing from the inventory (Co_ D)

E. Other (specify on page 11) (Code = E)

ospitals and ClinAcs Used by hespondent

General A separate page 5A/5B should be prepared for each owned or major

affiliated hospital or clinic used by the Respondent. See

Appendix I for the definition of a "major_affiliated hospital

or clinic" before _completing this page. (Use supply of extra

copies of page 5A/5B, as necessary.

Column H (Administrative Offices) should include only those

offices assigned to administrative personnel of the educational

program (c.g., Dean of Students and Registrar). Such offices

as the admitting office, hospital administrator, finance office,

maintenance office, etc.- should be excluded.

Column Animal Facilities) excludes laboratory and associated

service facilities for animals used for diagnostic purposes.

Should such diagnostic laboratories be used for student instruction,

they should be reported on page 51).

A-45

439

IMPAC COIDE
See Appendix 1 for definitions of GSF (Gross Square Fe , NSF

(Net :-Iquare Fe and NASF Net Assignable Square Feet

Section A

Specific.

Item See Appendix I for definition of "Locale"

Item Report the GSF of the entire hospital or clinic even though Respondent

may use only a portion of that facility for acadendc purposes.

Itemz Wen if a given area (or room ) was only partially funded through the

5 and 6 HPEA Act see definition include that area's total square footage.

Consider only assistance to or through Respondent. Exclude current projec

rn 7 Schools of Veterinary Medicine should substitute ANIMAL HOLDING UNITS

for "Beds". If two (or more) schools make use of the same beds, and

it is thus not possible to distinguish between Respondent's beds and

others, please indicate on page 11 the percentage of the students

from the two- (o more) schools which are "Respondent's students" (see

definition).

Item 8 Cee definition of "Respondent's students".

Item 9b For a given room, the number of patlent stations shall be the number of

patients who could be treated simultaneously in that room. Report the

total number of patient stations in all exandning and treatment rooms

available for use by "Respondent's students".

Item 11 See definition Of "Respondent's st dents".

Item Do not include service areas when reporting number of -o:-

15 For each type of space, the need for additional NASF is equal to

the total NASF needed (for "Respondent's students"--see Appendix I

for definition ) minus the NASF available for use as of the survey

date.

In determining NASF available, do not include space involved in

ongoing construction and remodeling unless it represents space which

is currently usable. (It is recognised that completion of ongoing

construction and remodeling may reduce some or all of the needs reported.)

Item 16 The list below indicates five possible reasOnt for the needs expressed

in item 15. For each type of space needed, enter in item 16 the letter

code of the reason which best applies:

A. Relief of overcrowding (Code = A).

B. Poor physical condition (Code = 13)

C. Replacing obsolete space (Code = C)

D. Missing from current inventory (Code = D)

E. Other (specify on page 11) (Code = E).

4 40

A-46
available for use by Respondent upon completion.

(b) Do not report any past construction or remodeling.

.Specific

Item 1 Respondent should report only that portion of the total construction

Column 1 or remodeling cost associated with the part of the building available

for his use. Unless such figures are directly obtainable, report the

following fractions of both the total construction and remodeling costs:

NASF of Construction

Total NASF of Cons __

deling Available for use by Re ondent

tio emodeling of Building

If the reported space will be available for use by two or more

health professions schools which are constructing or remodeling.

the space as a joint effort, then:

1 the entire cost should be reported by (each) Responde- and

b) page 11 should be used to ident- fy the other health professions

schools involved in the joint effort.

Columns 2 Unless the requested figures are directly obtainable, report the

and 3 same fractions of GSF and NSF, respectively, as were computed for

answering the cost questions of column 1.

Column 4 Enter the Net Square Footage of space Whose remodeling or construction was

at least partially funded with HPEA assistance. Thus, if remodeling of a given

room was only partially funded with HPEA assistance, include

the total Net Square Footage of that room.

Item 2 Answer only if ongoing and fully authorized construction and remodeling

will result in a change to the number of beds and/or patient stations

used by Respondent's students. If the number of beds and/or patient

stations will decrease, report the decrease by inserting a minus sign

in front of the difference.

Item 3 The sum of a, b, c and d must agree with item lb, column 2. Where

purposes of construction overlap, and clear-cut separations by

the four purposes are difficult, please provide your best estimates.

Item 4b For items 4b.1-4b.9, report the same fractional part of the actual

amount from each source as was computed for obtaining the total

cost figures in items la and lb, column 1.

441

ft_117
Item 7 In estimati4g the remaining necd,first estimate that enrollment to

be accommodated upon completion of the construe tion and remodeling.

Item 8 Gee instruction for item 16 in sec ion A.

Se, ion C

Item I Answer all questions in terms of space available for use by "Responden

students". Only pro-rata shares of GSF and NSF should be reported

unless two or more schools will have access to the same space. Again,

in this latter case, the total GSF and NSF should be reported, and

the names of the cooperating schools entered on page 11.

Item The sum of lines a, b, c and d should equal the figure reported in item C.1.

41FAGE 5C Other Hos itals and Clinies Used by Res ondent

General a Report each hospital and clinic (used by Respondent) that is

neither owned nor used as a major teaching unit.

(h) Schools of Veterinary medicine should substitute ANIMAL HOLDING

UNITS for beds.

Specific.

Columns

j and K

Although students may, as part of their formal education, obtain

practical experience in private practicioners' offices or other

facilities of various types, exclude such facilities from this

page (they will be reported-on page 50).

definition._f "Respondent's students".

Column N For a given room, the number of patient stations shall be the number

of patients who could be treated simultaneously in that room.

Columns see definition of Respondent's students

0 and P

Column F Mere are many reasons why a given hospital or clinic may not currently be

used as a major affiliate. For each hospital or clinic reported, select,

from the list be:1.°i,', the one reason which best applies and enter the

corresponding letter in column R.

Lack of needed teaching facilities specified in columns A-H.

B: Distance from didactic facilities.

C: Lack needed faculty and or staff.

D: Interpe sonal relationships between administrations

must be strengthened.

(continued)

A-48

442
No problem - would. make adequate major affiliate, but not

curreutly needed by Respondent.

PAGE 5D Other kacliltica Avn.ilable for 2tudents' Practical Ecpe

ncral If a part of the Repondent's curriculum involves activities in which

;.'adents obtain practical experience outside of the clinical settings

reported on pages 2119 213, 5A/STi ana 5C-, please report the nature of this

experience on this page. Due to the wide variety of possibilities

involved, it is requested that the Respondent report the following

Coy each different type of experience:

The nature of the facility used;

1711:j raunbor

The number of st

me type

experience.

ilities of similar nature;

using the facility per year;

describing the nature of the practical

(0 The number of units of zuch activity available per year for Responden

student instruction.

ghe figure below illustrates possible content of page 51), and indicates

a sample of the kinds of activities which might be reported by schools of

different types. Note that multinle facilities of the same type are

aggregated. -- _ FACILITY TYPE NUMBEROF

SUCH FACILITIES

NUMBEROE

RESPONDENT'S

STUDENTS

USINGTHESE

FAODJTMS

PERY.EAR TYBEOF

ACTIVITY NUMBrR

°PACTIVITY uNITs FERYK

Phy51CIDW2 office 20 n- Patient Visits 1,525

D.E.O. Neighborhood Health Center ___, Patient Visits 20,300

Poison Control Center , 60

_ Telephone Call 4,200

7,0mmunity Pharmacies r 50 Prescriptions Fille- ° 00

Veterinarian's Offices

, 10 Patient Visits 2,500

Farms 25 Far_ Visits 6,200

_

44 PAGE 6

Part_A

General Refer to Appendix 1 for the definition of

Audiovisual aciliti s nd Pooi Usage Data

Facilities".

A-49

4.4 3

-isual Teaching Support
items

1-5

incluae ail racilities avallaole ior use, wnetner or no', taiey uru

located in space allocated to Respondent.

Ite-1 6 Answer "yes" to this question only if the "Office of Audiovisual

Services" (or equivalent) is within the administrative hierarchy of

Respondent's health professions school.

Part B

Part

Part D

Refer to Appendix I for the definition of "basic biological" and

"clinical sciences" instruction. Use line 33 for those instances

in which the primary use of instructional facilities cannot be

classified as either basic biological science or clinical science.

Do not include rooms located in freestanding hospitals or clinics.

"All animal facilities" means those found in both the nonclinical

and clinical settings (pages 2A and 23 column I and page(s) 5A/53

column I). The three percentages reported should total 100% unless

Respondent has no such facilities. In the latter case, zeroes should

be entered in all three boxes. As per the definition of "Animal

Facilities", schools of Veterinary medicine should exclude areas

for animal patient care.

General If Respondent is a newly forming school Which has, as yet, no

students, skip this section.

See Appendix II for definition of "Special Purpose Debora

Although service areas should not be included in the count of

rooms (columns A, D, and G), a room should be considered

utilized during the use of its associated service area if such

use makeS the room itself unavailable.

Tnclude allocated space only (from pages 2A and 23).

Specific

Items . D.1.-D.6.

Columns Please note that both classroom-type and auditorium facilities

A,D,G are included.

Columns The room usage'data for columns B, E and H may be computed as follows:

3,E,H

Sten 1 - For each room of a given size and type (e.g.,:the 1-16 station

classrooms of item D.1 column A), find the total number of

hours per academic year that the room is occupied for academic

purposes@

continued)

4 4 4

A-50
(in this case item D.1., column B).

Step 4 - Repeat the process for each size and room type.

Columns Curriculum changes and other factors can, over timg cause a mismatch

C,F,1 between available room sizes ,and needed room sizes. For each room

size, enter the letter code (see list, below ) which best describes

the usage problem for that size.

A. Usually overcrowded to a minor degre- (Code 7= A)

9. Usually overcrowded to a major degree (Code = 9)

For most purposes, size ,is too large: (Code = C)

typically, less than 25% of stations are

occupied when room is in use

For most purposes, size is too large:

typically,' between 25% and 60% of

stations are occupied when room is in use

(Code = D)

E. Size is proper for our purposes, but need (Code = E)

more rooms of that size

F. Other problem (specify on page 11) (Code = F)

G. No particular problem at present (Code = G)

Part E Enter the code letter which best describes the _atch between current

enrollment and the capacity of existing Library spaca allocated to

Respondent:

A. Room for 0% enrollment growth or more

B. Some room for enrollment growth

(less than

C. Currently a good match

D. Somewhat overcrowded

E. Highly overcrowded

4IPA0E 71- Current Instruction of Respende_ -'s °-budents

(Code = A)

(Code = 9)

(Code = C)

(Code = D)

(Code E)

General Report educational acti-ities of Responden 's studen only.

(See definition.)

(b) Columns A-D represent time spent in the classrooms, class laboratories,

and on-site patient care areas reported on'pages 2A, 29, and 3.

Columns E-H refer only to time spent in owned and major affiliated

hospitals and clinics reported on pages 5A/5B.

445

A-51
level of Reopondent instruction being obtained by the studento

Thus) all schools with an undergraduate program should report students

in the first year of that program as "first year undergraduates",

regardless of their previous education. (These levels will not nccessaril

coincide with the terms "first year student", "second year student",

etc., defined under the capitation provisions of the Comprehensive

Health Manpower Training Act of 1971.)

Items For those schools in which the length of the academic week or year

B.1.-13.2. varies by level of instruction, Respondent should indicate the

time period applicable to the majority of the students at the school.

If Respondent needs to clarify this situation, he may do so on

page 11.

PA__L' 75

General

Instruction of Responden

Changes or Innovations

udents: Following Major Curriculum

Complete page 713 only if major curriculum changes or innovations

are anticipated or underway. Please provide your best estimates

of what the students' activities will be after these changes are

implemented.

(b) Major curriculum changes and innovations include: significant

compression in the number of years of health professions educat on;

major redesign of curricula; increased usage of auto-tutorial,

computer-assisted, or audiovisual devices; lengthening of the

academic year; etc.

_) Employ instructions for Page 71.

4 PAGE Growth Potential

Specific

Item Answer ite s 3a and b as though:

all ongoing and fully authorized construction and remodeling

j_f any) have been completed;

any curriculum changes plann d during the construction period

have been implemented; and

the size of the student body is that which is to ba,accommodated

upon completion of ongoing and fully authorized construction

and remodeling (see page 10, column C).

Enter the needed resources in columns A-N in terms of FTE's,

thousands of dollars, thousands of WASP, and numbers, as per

column headings.

Irem 4 Please enter in the stub, the percentage and number by which the Respondent

feels his enrollment as_ of the_survey date could be increased in the

short-term (less than two years) Enter required resources in columns A-N

'in terms of FTE's, thousands of dollars, thoUsends of NASF, and numbers,

as per column headings. A-52

446
construction or remodeling codes and regulations; absence of an

auditorium; Alortage of parking facilities; transportation facilities.

R Futur0 onstruction and remocielini

'r e

7 PD

Jen

Onecific

Iteme

1-1T,

items

11-:0

t.m ,==.;

The atimates 'eporteJ should reflect as realistically as possible

-such constraintz az the Projected wvailability of construction

funds, planning lead-time, available operating funds, desired

growth rate in the size of the health professional student

enrollment, and availability of faculty.

Fxcept for on-site a1Lcnt care facilities, see definition)

the section excludes hospitals and clinics.

The sum of iteno must agree w 1-1 item 1. Where purposes of

constrpction overlap, and clear-cut separations by the four purposes

are difficult, please provide your best estdmates.

Pleas,

year

acultyand_Suppo Etaff

note the instruction (concerning first year students, second

ricnts, etc.) for items 1-6. page 7A of the questionnaire.

See App..,-lix T for definition of "Respo dent's Studen s'

include all students using Respondent's facilities but not considered

"Respondent's Students" for the purposes of this survey.

Appendix I for deIiniti s of "other students"

."-;e2e Appendi_ I for the definition of "suppo t stat

44-

A-53
DEPARTMENT OF HEALTH, EDUCATION AND WELFARE

NATIONAL INSTITUTES OF HEALTH

BUREAU OF HEALTH MANPOWER EDUCATION

SURVEY OF HEALTH PROFESSIONS EDUCATION FACILITIES

IN THE NONPROFIT SECTOR: 1973

HEALTH PROFESSIONS SCHOOL QUESTIONNAIRE

NAME OF HEALTH PROFESSIONS SCHOOL: IMPAO CODE -- ADDRESS: STREET CITY / STATE ZIP

-- NAME OF PARENT INSTITUTION (IF APPLICABLE)

ADORE S: STREET CITY STATE ZIP

TYPE OF HEALTH PRO -!SI NS SCHOOL (CHECK N

,.

(a) 0 DENTISTRY v-.. Jet_ STEOPATHY (g) 0 PUBLIC HEALTH

(b) 0 MEDICINE (e) 0 PHARMACY (II) D VETERINARY MEDICINE

(c) 0 OPTOMETRY (0 0 PODIATRY (i) 0 COMBINATION SCHOOL

(Specify professions in item 5 below)

(ANSWER ONLY IF RESPONDENT CHECKED

PLEASE ENTER, FOR EACH HEALTH

PROFESSION, THE NUMBER OP

STUDENTS AND THEIR FULL.TIME

EQUIVALENTS!

BOX (i) (N ITEM 4)

NAME OF HEALTH

PROFESSION

NUMBER OF STUDENTS FTE STUDENTS

NAME OF HEALTH

PROFESSION

NUMBER OF STUDENTS FTE STUDENTS

6.

INDIVIDUAL WHO MAY BE CONTACTED REGARDING PREPARATION OF THIS QUESTIONNAIRE:

C I N. c,v1 E : T -a L---g 7 TELEPHONE NO.

TYPE OF CONTROL OF RESPONDENT (CHECK (V') ONE)

(e)0PRIVATE NONPROFIT (b10 PUBLIC (State) (r)0 PUBLIC (County) (d)OPUBLIC (City) (e)0OTHER (Speelf

LOCALE OF ADDRESS IN ITEM 1: (a) 0 INNER CITY (B) 0 OUTER CITY (o) 0 SUBURBAN (d) 0 RURAL

.

UPON COMPLETION. THIS FORM SHOULD BE FORWARDED TRROUGH

(IF APPROPRIATE) BY _ _ _JU L_1. 6 1973

THE PARENT INSTITUTION

/ TOHEALTH PROFESSIONS FACILITIES SURVEY

RRC INTERNATIONAL, INC.

1125 PEOPLES AVENUE

TROY. NEW YORK 12181

A-54

448
PROCEED T0 THE NENT PAUL-

/TorAL GROSS AND NET SQUARE FEET Or OWNED FACILITIES ALLOCATED TO RESPONDENT

INUMBER OF THE NET SQUARE FEET INSFI REPORTED IN ITEM I THAT WERE

CONSTRUCTED OR REMODELED WITH PIPEA ASSISTANCE

.LOCATED FACILITIES

GSF NSF

CONSTR RE OD'LD

PrIFSPIV 7 P=1V,...,1-.,,. A B C _

1) NASF ALLOCATED TO RESPONDENT

4, NASE OF LINE 2 WHICH ARE

SATISFACTORY FOR PROGRAM PURPOSE I.

CHECK To EACH 1 VIPE OF SPACE CONED BUCTE 0 0 R REmODELE0 INITH REEA AsSisTANCE 0 0 0 0

NUMBER OF STUDENT STATIONS ON LINE 3

-. 7.) NUMBER OF FIDDAls ON LINE 3 ts... ti."...k. kk...

NASF OF LINE 3 PREDOMINANTLY USED

FOR GRADUATE _INSTRUCTION

CILITIES CURRENTLY NEEDED

=-- ADDITIONAL NASF CURRENTLY NEEDED

TO ACCOMMODATE PRESENT ENROLLMEN

FOR EACH TYPE OF SPACE NEEDED, USE

LETTER CODE TO INDICATE THE REASON

YHAT PORTLONIIR NASFI RI EACH ENTFly IN

ITEM 9 IS A TIRIRUTAI-ILE TO QVERCROWDING

17a, NASE NOT SATISFACTORY FOR pBuoR Am PURPOSE I -ITEM S COLU IN A MINUS ITEM 4 COLUMN A)

12b, IF ITEM I2A IS NOT ZERO, HOW MANY NASF OF THIS UNSATISFACTORY

SPACE COULD RE MAOE SATISFACTORY THROUGH REMODELING7

ANSWER ITEMS 13-17 ONLY IF ON-SITE PATIENT CARE FACILITIES WERE REPORTED IN ITEM 3. COLUMN J ABOVE

ON-SITE INPATIENT FAcILiTIES

CP) BEDS USED FOR RESPONDENT'S STUDENT iNSTRUCTION

AVERAGE NUMBER OF RESPONDENT'S STUDENTS USING THESE FACILITIES AT ANY ONE TIME

ON-SITE AMBULATORY FACILITIES

(10 EXAMINING AND TREATMENT ROOMS USED BY RESPONDENT

NUMBER I D . l b UNDERGRAD GRADUATE

Ill b

NURADER

_OF ROOMS

a TALPATILNT

STATIONS

16. NUMBER OF OUTPATIENT VISITS PER YEAR APPLIED TO RESPONDENT'S STUDENT INSTRUCTION

AVERAGE NUMBER OF RESPONDENT'S STUDENTS USING THESE FACILITIES AT ANY ONE TIME

UNDERGRAG GRADUATE

bL

55

449
o CHECK Iv) THE BOX TO THE LEFT IF THE RESPONDENT HAS NO RENTED, LEASED OR OTHER ALLOCATED

FACILITIES TO REPORT, AND PROCEED TO THE NEXT PAGE.

(1)TOTAL NET SQUARE FEET OF RENTED. LEASED OR OTHER FACILITIES ALLOCATED TO RESPONDENT

ALLOCATED FACILITIES

LIS.081 LOME

worm CFD NASF ALLOCATED TO RESPONDENT

3. NASF OF_LINE 2 WHICH ARE

SATISFACTORY FOR_PROGRAM PURPOcE

_M

C4- NUMBER OF STUDENT STATIONS ON LINE 2 Ili

NUMBER OF ROOMS ON LINE 2 .1 M I IIIk* !--..4*%.%:I t.- NAGE OF LINE 2 PREDOMINANT E POR GRADUATE INSTRUCTION

FACILITIES CURRENTLY NEEDED

_..73 ADDITIONAL NASP CURRENTLY NEEDED

TO ACCOMMODATE PRESENT ENROLLMEN

(13- OR EACH TYPE OF SPACE NEEDED USELETTER CODE_TO INDICATE THE REASON

9- WHAT PORTION (IN NASFI OF EACH ENTRY INITEm 7 is ATTRIBUTABLE TO OVERCROWOING, 104. NASF NOT SATISFACTORY FOR PROGRAM PURPOSE I, ITEM 2 COLUMN A MINUS ITEM 3 COLUMN Al

MI IF ITEM MI IS NOT ZERO. HOW MANY NASF OF THIS UNSATISFACTORY

SPACE COULD BE MADE SATISFACTORY THROUGH REMODELING?

ANSWER ITEMS 11.15 ONLY IF ON-SITE PATIENT CARE FACILITIES WERE REPORTED IN ITEM 2 COLUMN J ABOVE

ON-SITE INPATIENT FACILITIES

B BEDS USED FOR RESPONDENT'S STUDENT INSTRUCTION

AVERAGE NUMBER OF RESPONDENT'S STUDENTS USING THESE FACILITIES AT ANY ONE TIME

ON-SITE AMBULATORY FACILITIES

(13) EXAMINING AND TREATMENT ROOMS USED BY RESPONDENT

NUMBER Ai i t . rIAZ.L,

13 UNDERGRAD GRADUATE

NUMBER OP ROOM'. TOTAL PATIENT

$TATIONS_

14 NUMBER OF OUTPATIENT VISITS PER YEAR APPLIED TO RESPONDENT'S STUDENT INSTRUCTION

15. AVERAGE NUMBER OF RESPONDENT'S STUDENTS USING THESE FACI LITIES AT ANY ONE TIME

UNDE BB RAD RADUATE

450
A. CURRENT USAGE

REPORT JOINMSE SPACE

CURRENTLY USED, OR PROVIDED

WOWS, BY RESPONDENT

SPACE NOT ALLOCATED

TO RESPONDENT BUT USED BY RESPONDENT'S

STUDENTS

SPACE ALLOCATED

TO RESPONDENT, BUT

SHARED WITH, OR USED

BY STUDENTS OF

ANOTHER D{SCIPLINB

NuMBER OF ROOMS

TOTAL NUMBER OF STUDENT STATIONS ON LINE A, 1

NUMBER OF ROOM,HOURS

usED DuRING THE ACADEMIC YEAR

EUSAGE UPON COMPLETION OF ONGOING coNSTRUCTIoN AND REMODELING

ANSIRRITEMS VB3 ONLY IF JOINT.USE SPACE OR ITS USAGE ILL CHANGE KNIFICANTLy

FOLLONNG THE CoMUMWIGOING AND

FULLY AUTHORIZED CONSTRUCTION AND REMODELING

2

3

451

NUMBER OP ROOMS TO BE USED DURING THE ACADEMIC YEAR

ToTAL NUMBER OF sTUDENT STATIONS ON LINE Bi

ESTIMATED NUMBER OF ROOM,HOURSTD BE USED WINO IKE ACADEMIC YEAR

a
IMF CODE

ONGOING AND FULLY AUTHORIZED CONSTRUCTION AND REMODELING

TO BE ALLOCATED TO RESPONDENT

(EXCLUDE SPACE IN FREESTANDING HOSPITALS AND CLINICS)

0 IF RESPONDENT HAS NO CONSTRUCTION OR REMODELING TO REPORT, CHECK GI THE BOX TO THE LEFT

AND PROCEED TO THE NEXT PAGE

10k OVERVIEW

1. ALL SPACE BEING (OR TO BE) REMODELED

2. OWNED NEW CONSTRUCTION

PAGE 4

b. ----MTOr

GSF NSF

d.

HPEA

ASSIST.

COST

(Thousands) S

al) IF CONSTRUCTION AND REMODELING WILL ADD ON-SITE PATIENT CARE FACILITIES, INDICATE:

NUMBER OF ADDITIONAL BEDS TO BEcONIE AVAILABLE FOR RESPONDENT'S STUDENT USE

2. NUMBER OF PATIENT STATIONS IN ADDITIONAL EXAMINING AND TREATMENT Rooms To BE USED BY RESPONDENT

APPORTION GSF OF OWNED NEW CONSTRUCTION (ITEM AZ Column b) AS TO PURPOSE:

EXPANDING 1. ENROLLMENT 2 RELIEF OF . OVERCROWDING

0. CONSTRUCTION AND REMODELING COSTS AND SOURCES OF FUNDS

1. SUM OF COSTS REPORTED IN ITEMS AI AND AZ

How MUCH OF THE TOTAL REPORTED IN ITEM DI IS FROM:

INSTITuTIQN'S

a' PRIVATE FuNDS

INSTITuTION'S

BORROWING

STATE OR LOCAL

c. FUNDS

E. ONGOING AND FULLY AUTHORIZED

=

d, SOUNDATIO

PHILANTH

HPEA CO

GRANT

CHMTA L

GUA

REPLACING 3 0 LETE SPACE

OTHER 4 PURPOSES

CHMTA INTEREST

B. SUBSI DIES

OTHER FEDERAL

SOURCES

I. OTHER

NASF OF OwNED SPACE BEING (OR TO BE)

REMODELgo

NASF OF OWNED NEW CONSTRUCTION

_HECK (I) EACH TYPE QF SPACE coNsTilucTE

R REMODELED WITH HPEA ASSISTANCE 0 0 El 0 0 0 0 0 0

(Ei REVISED INVENTORY AFTER ONGOING (OR FULLY AUTHORIZED) CONSTRUCTION

AND REMODELING ARE COMPLETED: 1. 2 NASF OF OWNED SPACE

NASF OF RENTED. LEASED OR OTHER SPACE

NUMBER OF STUDENT STATIONS

REPRESENTED ON LINES Fl and F2

NUMBER OF ROOMS REPRESENTED

ON LINES Pi and P3.

°REMAINING NEEDS AFTER CONSTRUCTION AND REMODELING HAVE BEEN COMPLETED:

NASF STILL REQUIRED

FOR EACH TYPE OF SPACE NEEDED. ENTER

THE APPROPRIATE LETTER (SEE INSTRUC.)

14.INDICATE THE CALENDAR YEAR ALL ONGOING AND FULLY AUTHORIZED CONSTRUCTION AND REMODELING AREEXPECTED

TO BE COMPLETED: A-58 4 53
TOTAL PATIENT STATIONS

MAJOR HOSPITALS AND CLINICS

USED BY RESPONDENT ImpAc CODE

PADE BA

SECTION A

NA E OF HOSPITAL OR CLINIC ADDRESs CONTROL (C ECK ( ONE)

El owNso

0 MAJOR AFFILIATE

2. TYPE OF HOSPITAL

(Check fdl All Applicable Bo ) 0 SPECIAL (Specify )

0 GENERAL

0 OTHER (Specify) 0 VA or PHS

oi) LOCALE (Check (I) One) 0 INNER CITY 0 OUTER CITY 0 SUBURBAN 0 RURAL

0 TOTAL GSF

(Groat Square Peaq

(9 GEE CONSTRUCTED

WITH HPEA ASSISTANCE

NSF (Nat Square Feet) REMODELED

WITH HPEA ASSISTANCE

INPATIENT FACILITIES:

cD BEDS USED FOR RESPONDENTS STUDENT INSTRUCTION

AVERAGE NUMBER OF RESPONDENT'S STUDENTS USING THESE FACILITIES AT ANY ONE TIME

AMBULATORY FACILITIES: CD EXAMINING ANO TREATMENT ROOMS USED BY RESPONOENT

NUMBER oe:PrjrNareLjef, a 17T

UNDERGRAD GRADUATE

a i la

a NuMBER OF ROOMS

10. NUMBER OF OUTPATIENT VISITS PER YEAR APPLIED TO REsFONDENT's STUDENT INSTRUCTION

CO AVERAGE NUMBER OF RESPONDENT'S STUDENTS LAING THESE TI S AT ANY ONE TIME

NON PATIENT-CARE INSTRUCTIONAL

FACILITIES AVAILABLE FOR

C D E F 0 H I

I 4. NASF AVAILABLE FOR USE

BY RESPONDENT

1.

CHECK Ill EACH TYPE OF SPACE A

PARTIALLY CONSTRUCTED OR

OR REMODELED WITH HPEA ASSISTANCE

0 0 0 0 0 0 0 0

,,

k-11 NUMBER. OF ROofiviS ore LINE lo

.---- FACILiTIES CURRENTLY NEEDED

e ADDITIONAL NASF CURRENTLY NEEDED , To ACCOMMODATE RESPOND'S STUDENTS

--, FOR EACH TYPE OF SPACE NEEDEO, USE

LETTER CODE T INDICATE THE REASON

17 WHAT PORTION hn NASFI rientry in ITEM 15

o ATTRIFIUt ABLE TO 0MERCROINOING1 AVERAGE NUMBER OF Nouns PER (ACADEMIC)

YEAR THAT A TYPICAL ROOM IS USED

FOR ACADEMIC PURPOSEs

APPORTION NASF oF LINE 12. COLUMN A BY CONDITION45,4

A-59

CLASSROOMTYPE CLASS

INSTRUCT. SPACE LABORATORIES

SATISFACTORY FOR

PROGRAM punaose

IN NEED OF

REMODEVNG

IN NEED OF

REPLACEMENT

1.

CONTINUED ON BACK OF pAGE
PAGE 5

SECTION B ONGOI NG AND FULLY AUTHORIZED CONSTRUCTION AND REMODELING

o IF RESPONDENT HAS NO CONSTRUCTION OR REMODELING TO REPORT, CHECK (/) THE BOX TO THE LEFT AND PROCEED TO SEC. C.

0, OVERVIEW

OWNED SPACE BEING (OR TO BEI REMODELED

U. OWNED NEW CONSTRUCTION

CVPATIENT CARE FACILITIES BEING ADDED

4_

COST IThous4rid1) GsF NSF

NSF of HPEA

ASSIST.

a. NUMBER OF ADDITIONAL BEDS TO BECOME AVAILABLE FOR RESPONDENT'S STUDENT USE

U. NUMBER OF PATIENT STATIONS

IN ADDITIONAL EXAMINING AND TREATMENT ROOMS TO BE USED BY RESPONDENT.

(3)APPORTION GSF OF °WNW NEW CONSTRUCTION (ITEM lb, Column 2) AS TO PURPOSE

EXPANDING 1_ RELIEF OF REPLACING

a- ENROLLMENT b. OVERCROWDING c' OBSOLETE SPACE

4. CONSTRUCTION AND REmoDELING COSTS ANO SOURCES oF FUNDS

a. SUM OE COSTS REPORTED IN ITEMS la and lb ABOVE

L-0 HOW MUCH OF THE TOTAL REPORTED IN ITEM 4a. IS FROM:

Ill INSTITUTION'S

PRIVATE FUNDS

INSTITUTION'S

BORROWING

STATE OR LOCAL

FUNDS

HPEA AID; REVISED INVENTORY: AND

FOUNDATIONS AND (4) _ FHILANTHROFIEs

(SI HPEA CONSTR

GRANTS

1 CHMTA LOA (6 GUARANT

OTHER I PURPOSES

CHMTA INTEREST

'" SUBSIDIES

OTHER FEDERAL

(8) SOURCES

191 OTHER

PUSTCUNS1 HUU I IUN NE LUS: El CHECK (r) EACH TYPE OF SPACE CONSTRUCTED

OR REMODELED WITH HPEA ASSISTANCE El 0 0 0 71 0 0 0 0

REVISED INVENTORY OF NASF AVAILABLE

FOR RESPONDENT'S USE AFTER CONSTRUCTION AND REMODELING ARE COMPLETE

7 ,NASF -." STILL NEEDED AFT R TIO OF REPORTED CONSTRUCTION AND REMODELING

8 FOR EACH TYPE OF SPACE NEEDED, USE

LETTER CODE TO INDICATE THE REASON ,-------->:

9. INDICATE THE CALENDAR YEAR ALL ONGOING AND FULLY AUTHORIZED CONSTRUCTION AND REMODELING

ARE EXPECTED TO BE COMPLETED

SECTION C

FUTURE CONSTRUCTION AND MAJOR REMODELING PLANNED FOR COMPLETION BY 1983

(OVER AND ABOVE ONGOING CONSTRUCTION AND REMODELING REPORTED IN SECTION I3)

Cr) OVERVIEW

a. NSF TO BE REMODELED

b. GSF OF NEW CONSTRUCTION

c. TOTAL NASF ANTICIPATED

TO BE AVAILABLE FOR

RESPONDENT'S USE BY 1983

MAPPORTION "GSF.OF NEW CONSTRUCTION-

(ITEM CI b) AS TO ITS PURPOSE:

a: GSF FOR EXPANDING ENROLLMENT

U. GSF FOR RELIEF OF OVERCROWDING

c, GSF TO REPLACE OBSOLETE

FACILITIES

d. GSF FOR OTHER PURPOSES

4 5;) A-60
OTHER HOSPITALS AND CLINICS USED BY RESPONDENT

0 CHECK p) THE BOX TO THE LEFT AND

PROCEED TO THE NEXT PAGE IF

THERE ARE NO OTHER HOSPITALS AND

CLINICS USED BY RESPONDENT,

COMPLETE ONE ROW OF DATA IN THETABLE BELOW

FOR EACH HOSPITAL OR CLINIC USED By THE

RESPONDENT, BUT NOT REPORTED ON POO) 5A150

CHECK (t) EACH TYPE OF SPACE

THAT IS AVAILABLE FOR

USE BY RESPONDENT

INPATIENT FACILITIES

YEARLy

NUmBER

OF RESPON.

DENT'S STU.

DENTS USING

BEDS IN

COLUMN I

MAL NUMBER

OF VANN,

'NG AND

TREATMENT ROOMS USED BY

RESPONDENT

TM STUDENT

INsTRucTioN

TOTAL

NUMBER

OF PERONDEVI sTLI.

DENTS USING

EXAMINING

AND TREAT.

MENT ROOMS

THROUGHOUT

THE YEAR

NUM- BER or ROOMS norme

Nuw

/UNDER,

TIENT FIAEI' STA- UATE

TIONS

NAME:

456
PAGE 50

I MPAC CODE

OTHER FACILITIES AVAILABLE FOR STUDENTS PRACTICAL EXPERIENCE

(SEE INSTRUCTIONS)

FACILITY TYPE NUMBER OF

SUCH FACILITIES

NUMBER OF

RESPONDENT'S

STUDENTS

USING THESE

FACILITIES

PER YEAR

TYPE OF ACTIVITY

NUMBER

OF ACTIVITY

UNITS

PER YR

.

4

..,

8.

9. 10.

4

A-62
IMPAC CODE

3:( AUDIOVISUAL (AN) TEACHING SUPPORT FACILITIES AVAILABLE TO RESPONDENT:

: NASF OF AUDIOVISUAL AND TV PRODUCTION FACILITIES

NUMBER OF ROOMS WITH

BUILT-IN TV CAPABILITIES

11(.106:; u

i cm.

Au0.- TOR=

I upo:;

NUMBER OF COMPUTER TERMINALS FOR RESPONDENTS

COMPUTER AIDED INSTRUCTION

TOTAL NUMBER OF STUDY CARRELS

AVAILABLE FOR NV USE

(IIHAF1Y LAISOPA 1(IfilEN

U1HE R NASF IN ALL SELF-INSTRUCTIONAL LABORATORIES OR

INDIVIDUAL STUDY AREAS EOUIPPED FOR AUDIOVISUAL US

- DOES RESPONDENT HAVE AN -OFFICE OF AUDIOVISUAL

SERVICES- (OR EQUIVALENT)?

0 YES 0 NO

DISTRIBUTE CLASSROOMTYPE SPACE AND CLASS LABORATORY ' SPACE BETWEEN BASIC BIOLOGICAL SCIENCES INSTRUCTION

AND CLINICAL SCIENCES INSTRUCTION:

CLAS OMTYPE

TR TIONAL SPACE

CLASS LABORATORY

SPACE

1. PRIMARILY BASIC BIOLOGICAL SCIENCES I 'IS

,

. PRIMARILY CLINICAL SCIENCES INSTR_ . 3. OTHER %

4. TOTAL 100 ' 100

CO APPORTION ALL ANIMAL FACILITIES USED BY RESPONDENT

AS SUPPORT FOR INSTRUCTION AND RESEARCH

(FRE

SPRC

PA

SELECTED ROOKUSE DATA

% FOR

INSTB,

% FOR

RESEARCH

OTHER

%

TOTAL % 100 %

PAGE 6

DR THE ROOM TYPES

QUESTED, REPORT REDNDENT'S USAGE OF ALL

MOMS A EPOR TED ON

GES 2A and 2RI

CLAssROOm TYPE

INsTRUG-NONAL SPACE

AND AuDiToRiurvis

CLASS LABoRAToRIEs

(EXCLUDE SPECIAL puRPosE CLAss LABS}

SPECIAL PuRpoSE

CLASS LAOORATORIES

NUM _R

OF

00

ROOM

usAGE

MAJOR

USAGE

PROBLE ,

NuMBEH

OF

_ ROOM

usAGE

MAJOR

USAGE

FOBLEMS

NUMBER

or

ROOMS

ROOM

uSAGE

MAJOR

USAGE

PROBLEMS

C 0 B P

_

1. STATiONS

17 32 TATIONS

4 tATIONli 4 5 12 TIONG

RE THAN

TATIO

TOTAL

LINES i 5

T - -___-=_, .- :-'..-- -_----, ( - - -- -----T, --

(71CURRENT ENROLLMENT VERSUS CURRENT LIBRARY CAPACITY iSEE INSTRUCTIONS1

4 59 A-63
CURRENT INSTRUCTION OF RESPONDENT'S,STUDENTS

CD ESTIMATE THE AVERAGE HOURS PER YEAR

CURRENTLY SPENT IN EAcH TYPE

OF SPACE, BY A TYPICAL FULL-TIME

STUDENT OF EACH OF THE FOLLOWING

TYPES:

HOURS SPENT IN ALLOCATED AND

JOINT USE FACI LI TI Es

(EXCLUDING FREESTANDING

HOSPITALS AND CLINICS)

iMPAC CODE

PAGE 7A

HOURS SPENT IN OWNED AND

MAJOR AFFILIATED HOSPITALS

AND CLINICS (ONLY)

z

0 FIRST YEAR UNDERGRADUATE

_ SECOND YEAR uNDERGRADUATE

_. THIRD YEAR UNDERGRADuATE

4. FOURTH YEAR uNDERGRADUATE

FIFTH YEAR uNDERGRADUATE

SIXTH YEAR UNDERGRADUATE

7. GRADUATE STuDENT ENROLLED FOR DEGREE

4.

NUMBER OF wEEKs IN THE ACADEMIC YEAR WEEKS

NUMBER OF HouRs IN THE ACADEmiC wEEK HOURS

DAYS

PERIODS

NUMBER OF DAYS IN THE ACADEMic WEEK

NUMBER OF ADmissioN PERIODS

PER CALENDAR YEAR

4 6

A-64
INSTRUCTION OF RESPONDENTS STUDENTSt

FOLLOWING MAJOR CURRICULUM CHANGES OR INNOVATIONS

HOURS SPENT IN ALLOCATED AND

JOINT USE pAcILITIEs

(EXCLUDING FREESTANDING

HOSPITALS AND CLINIC)

41 Q 0 IF NO MAJOR CURRICULUM CHANGES OR I u., 0

_c'' 0.. INNOVATIONS ARE ANTICIPATED 0. OR UNDERWAY. CHECK 1.6 BOX TO k 1

THE LEFT AND CONTINUE TO THE I i I D 0

NEXT PAGE. D

a (-- D

a Q Tr I t 0 i Z I 0

cot- J 0- cr 0 ct -i.' I -4 LI - I U

PAGE 713

IMPAC CODE

HOURS SPENT IN OWNED AND

MAJOR AFFILIATED HOSPiTALs

AND CLINICS (ONLY)

0 ESTIMATE THE AVERAGE HOURS PER YEAR

THAT WILL BE SPENT IN EACH TYPE OF SPACE.

BY A TyMA T STUDENT

UP LADH UP THE I-ULLUwINU I Yrts:

FIRST YEAR UNDERGRADUATE

2. SECOND YEAR UNDERGRADUATE

. THIRD YEAR UNDERGRADUATE

4. FOURTH YEAR UNDERGRADUATE

5. FIFTH YEAR UNDERGRADUATE

B. SIXTH YEAR UNDERGRADUATE

1. GRADUATE STUDENT ENROLLER C OR DEGREE

3

NUMBER OF WEEKS INTfiACADEMIC YEAR

NUMBER OF HOURS IN THE ACADEMIC WEEK HOURS

DAYS

PERIODS

WEEKS

NUMBER OF DAYS IN THE ACADEMIC WEEK

NUMBER OF ADMISSION PERIODS

PER CALENDAR YEAR

C. PLEASE DESCRIBE THE NATURE AND TARGET DATES OF THE CURRICULUM CHANGES OR INNOVATIONS AND THEIR

ANTICIPATED EFFECTS oN ENROLLMENT. LENGTH OF THE,EDUCATIONAL PROGRAM. FACULTY.

FACILITY REQUIREMENTS, ETC.
imFAC Cope _ PAGE 9

A. WHAT UNDERGRADUATE ENROLLMENT INCREASES WOULD BE POSSIBLE UNDER THE CAPITATION, CONSTRUCTION AND SPECIAL

PROJECTS PROVISIONS OF THE COMPREHENSIVE HEALTH MANPOWER TRAINING ACT OF 1971 (P.L. 92.157) ASSUMING:

1, FEDERAL SUPPORT AT THE FULL AUTHORIZATION LEVEL:

2, FEDERAL SUPPORT AT THE CURRENT (FISCAL YEAR 1973) FUNDING LEVEL:

3, NO FEDERAL SUPPORT UNDER THE ACT:

STUDENTS

STUDENTS

B. FUTURE CONSTRUCTION AND MAJOR REMODELI G PLANNED FOR COMPLETION BY 1983

(OVER AND ABOVE ONGOIN STRUCTION AND

REMODELING REPOR E 4)

(EXCLUDE FREESTANDI OS I SAND CLINICS)

CHECK (i) BOX a TER THE YEAR:

LITHE ESTIMATES ON THIS PAGE ARE BASED

ON P DEVELOPMENT OR MASTER PLAN

EXTENDING THROUGH CALENDAR YEAR

THE ESTIMATES ON THIS PAGE ARE BASED

ON A DEVELOPMENT OR MASTER PLAN WHICH

IS IN PROCESS OF BEING FORMULATED

EXTENDING THROUGH CALENDAR YEAR

1. NASF OF OWNED NEW CONSTRUCTION TO ED TO RESPONDENT

2. NASF OF MAJOR REMODELING IN SPA _D TO RESPONDENT .. . C) APPORTION -NEW CONSTRUCTION" (iT O ITS PURPOSE:

a. NASF FOR EXPANDING ENROLLMENT

b. NASF FOR RELIEF OF OVERCROWDING

c. NASF TO REPLACE OBSOLETE FACi LITI ES

d. NASF FOR OTHER PURPOSES .. .... , ..... 4 ESTIMATED TOTAL SPACE TO BE ALLOCATED TO RESPONDENT IN 1983 . . ...

. . . . . . . . ... 5. ANTICIPATED LOCATION OF RESPONDENT IN 1933 (CHECK PI ONE):

a, .0 REMAIN AT CURRENT LOCATIOW

b. 0 RELOCATE TO INNER CITY. YEAR OF mOvE

c. 0 RELOCATE TO OUTER CITY. YEAR OF MOVE

a El RELOCATE TO SUBURB. YEAR OF MOVP

a. 0 RELDCATE TO RURAL AREA. YEAR OF MOVE

f. 0 OTHER (SPECIFY)

4 6 I

A-67
PAGE 10

IMPAC CODE

STUDENTS, FACULTY AND SUPPORT STAFF USING RESPONDENT'S FACILITIES:

CURRENT TOTALS AND FUTURE PROJECTIONS

RESPONDENT'S STUDENTS

(TOTAL) UNDERGRADUATE

2 FIRST YEAR STUDENTS

SECOND YEAR STUDENTS V 4

,10, A

THIRD YEAR STUDENTS

5 FOURTH YEAR STUDENTS

FIFTH YEAR STUDENT _anablINIEV

SIXTH YEAR STUDENTS 4

8 TOTAL GRADUATE STUDENTS MOM. bilMEM 9 ENROLLED FOR DEGREE r A 17 A

NOT ENROLLED FOR DEGREE

OTHER THAN "RESPONDENT'S STUOENTS-

(TOTAL) UNDERGRADUATE

_ FIRST YEAR STUDENTS , r 4

POST DOCTORAL

14 CONTINUING EDUCATION STUDENTS V

A

15 INTERNS AND RESIDENTS

...m..m.....

V' /A

TOTAL OTHER STUDENTS

PHYSICIAN ASSISTANTS

4001 HEALTH TECHNOLOGISTS V V

NURSES (RN ONLY) V' oTHER

F ESPONDENT'S FACULTY/STAFF

2

I o FULL.TIME FACULTY H. kk , 22 PART-TIME FACULTY

AUPPORT STAFF
GENERAL COMMENTS

IMPAC CODE

PAGE 11

RESPONDENT MAY USE THIS SECTION TO PROVIDE ANY COMMENT OR TO ELUCIDATE HIS RESPONSE TO ANY ITEM IN THE

QUESTIONNAIRE (THE TWO COLUMN HEADINGS ARE PROVIDED TO FACILITATE RESPONDENTS REFERENCE TO SPECIFIC PAGES

AND ITEMS.)

PAGE

NUMBER

ITEM

NUMBER

- - -

--

- --

--

- -

- - ---

.

THANK YOU FOR DEVOTING THE TIME AND MANPOWER To COMPLETE THIS ClUEST/ONNAIRE.

A COPY OF THE PRINTED REPORT WILL BE SENT TO YOU AT THE COMPLETION OF THIS SURVEY.

466

A-69
d. posT(7.MD TO A J2-.1) F 1ucEIr OF PAC GE) used for both insthmen

Date;

We have receiyul Ow Health Ecturotion Facilities Suivey package. Thu name

and tulcphone numlrer of the indivicfrwl completing the sin %fey questionnaire and the

complete address of ow school is as folkms: (Please Type or Print)

Name of Individual:

Individual's Title:

Telephone:

Nanie of Univeisiiy

Ni-,me of School:

Street;

City, State and Zip

1-1111iLTH FAC!).11-1;IS

ITOPLE; AWALJE

NBY YCJisic

4 ti

A-70
e. DEFINITIONS OF TERMS USED IN

SURVEY OF HEALTH PROFESSIONS EDUCATION FACILITIES

Academic Week - The number of hours, during One week, available for classroom

and class laboratory instruction of full-time health professions students; e.g.,

a 40 hour week.

Academic Year - The length of time, during one 12-month period, that a health

professions school conducts regular undergraduate or graduate education on a

full-time basis. Where this period varies by academic level, the academic year

shall be defined as that period which serves the majority of the students.

Allocated Facilities - Those facilities whose use is controlled by a health

professions school. Any facility used by more than one health professions

school should be considered aa allocated to that school which exercises authority

over its day-to-day use.

Audiovisual Teaching _Support Facilities - Those physical areas set aside for the

planning, production ancCUse of graphics, photography, films, video tapes,

filmstrips, exhibits and other media used predominantly for instructional

purpose's (including space for the storage and maintenance of these materials and

associated equipment needed to use the media).

kverage Daily Patient Load - The total number of inpatient days of care exclusive

of newborn rendered throughout a period of time in a hospital, divided by the

total number of days in that period.

Basic Biological Science Instruction Facilities - Those physical areas used

solely or primarily for instruction in such subject areas as anatomy, biochemistry,

microbiology, pathology, pharmacology and physiology.

Clinical_Material - Human or animal pat ents available for a health professions

schools teaching and research purposes.

Clinical_Science InstructIon Facilities Those nonpatient-care facilities used

solely or pi-imarily forinstructiOn in subject areas dealing with the health,

observation, diagno is and treatment of patients.

Condition of sEEL - space is in satisfactory condition if it is physically

sound and suitable to Respondent's program purposes, even though it might

be overcrowded. Space should be remodeled if, in order to effectively accommodate

the activity for which'it is used, it needs alteration, modification, reconditioning,

rehabilitation, renovation, major repair (excluding routine maintenance), or

changes in fixed equipment, architectural features, heating, lighting, electrical

power, safety features, air conditioning or ventilation. Space should be replaced

if it is structurally unsound or if its nature is sun that to make it satisfactory

for the purpose used, it would be economically advisable to replace rather than

remodel it.

Continuing Education Student - Usually, a practici professional who receives

_ - ng

seOfäIIzed training at a health professions school as a supplement or refresher

_o his previous education.

468

A-71
Freestanding Hospital or Clinic - A frees

a building (1) structurally separate from

separate but structurally distinguishable

(e.g., a hospital night be contained in a

ending hospital or clinic is one which is in

other buildingS; or (2) not structurally

from the building to which it is attached

wing or wings of a building).

FTE - Full Time Equivalent of Part-Time Faculty - Total hours of scheduled time

provided by a part-time faculty member over one year, divided by thp twerage

yearly hours of reimbursed time for a full-time faculty member. (Where this

definition conflicts with the respondent's method of computing ?Ms of part-time

faculty, the respondent's method shall apply.)

FTE - Full-Time Equivalent Student - A student's total semester hours of study

during an academic year, divided by the prescribed number of semester hours of

study for a full-time student of the comparative level. (Where this definition

conflicts with the respondent's method of compUting FTE's of students, the

respondent's method shall apply.)

Full-Time Faculty - Teaching and research staff employed by a health professions

school on a full-time basis during the academic year. Faculty on a geographic

full-time basis shall be counted as full-time.

Graduate Health Professions School - A school offering only advanced health

professions training which does not lead to the first health professional

degree.

Graduate Health Professions Student - A student obtaining health professions

education either (1) above the baccalaureate level, but not leading to the

first health professional degree in his field of endeavor; or (2) beyond the

first.health professional degree. The student may or may not be enrolled for

a degree. Interns and residents, and postdoctoral or continuing education

students should not be included as graduate students.

GSF - Gross qquare Feet - Please refer to Floor P1:- I page 5.

Health Professions School - A school of dentistry, medicine, optome -y osteopathy)

pharmacy, podiatry, public health or veterinary medicine.

Health Technologies - See "Other Students", category 2.

HPvA - Health Professions Educational Assistance Act of 1 P.L. 88-129, as

amended. Federal grant-in-aid program for construction and remodeling Of health

professions education facilities, and other purposes. As used in this survey,

"HPEA" shall be defined as consisting of the following legislation:

P.L. 88-129 Health Professions Educational

P.L. 89-290 Health Professions Educational

P.L. 90-490 Health Manpower Act of 1968

P.L. 92-157 Comprehensive Health Manpower

Assistance Act of 196

Assistance Amendments of 1965

Training Act of 1971.

IMPAC Code - An internal computer code used by NIH.

Joint-Use Facilities - Facilities used by two or more separately administered

schools, one (or more) of which is a health professions school. These facilities

may be: (1) provided to a health professions school by the parent university,

or by a non-health professions school or department under its control (e.g., a

College of Biological Sciences); (2) provided by the health science center of the

univerty; or (3) allocated to one health professions school but shared with,

or used by, another school of the university.

A-72
Locale Health P ofessions School, Hospital or Clinic

inner City - The low-income area(s) of a city (if any exis ). Outer City - Outside of the inner city area(s) but within the

Cty limits.

Subt ban Outside of the city limits but within the

metropolitan area.

Fural - Beyond the metropolitan area of a city.

Ma'or Affiliated Hos ital or Clinic - For puxposes of this survey, a major

affiliated hospital or clinic is one that is considered to be indispensable

to the educational program of Respondent's institution because it is: used

a major teaching unit: or offers necessary programs not available at other

hospital.; and clinics.

Net An -_able Squa - Please refer to Floe Plan III p -e 7.

0 Square Feet - Please refer to Floor Flan II, page 6.

New Construction - Construction o. an entire building or addition to an existng

building.

Ongoing or Fully Authorized Construction and Remodeling - (1) Construction or

remodeling that is underway as of the -s-uXvey A-Ate; (2) construction or remodeling

activities which have not begun as,of the survey date but which have been approved

by all parties whose funding and other authorizations are required prior to their

start; and () construction or remodeling which is complete, but not yet occupied

as of the survey date.

Other Hos_ .-a4 and Clinics - For purposes of th P survey, "other hospitals and

clinics" ire-tl'kmat- are used by Respondent for teaching purposes, but not

as major units in the school's teaching program.

Other_Students - For puxpones of this survey, students in educational programs

leading to the following types of positions in the health field shall be considered

"other students";

1. Physician assistants;

S. Health Technologists - Radiologic, medical, dental and inhalation

technologists, physical and occupational therapists, medical

technicians, hygienists, and other positions in the allied health

specialties;

Nursen (baccalaureate, associate degree, diploma);

Other - Nursing assistants, practical nurses, and all other

Positions in the health area not covered by the first three

categories.

Out atient Vlsit visit by a patdent to a hospital, clinic, or other health

care facility for diagnosis or treatment on an ambulatory basis.

4 7 0

A-73
Overcrowding - For purposes of this survey, a room shall be considered overcrowded

if it does not properly accommodate the number of students, faculty, staff or

equipment necessary to effectively conduct the activities for which it is used.

Where these conditions occur sporadically, and represent no more than an intermittent

inconvenience, the room shall not be considered overcrowded. Where these conditions

cause major interferences with the school's effective use of the space,

the room shall be considered overcrowded.

aa12.72EL,s2 - Facilities owned by a health professions school or its parent

institution.

Parent Institution - Central or coordinating organizational unit of an institution

of higher ed-uCalibn which offers two or more separately administered educational

curricula, at least one of which is a health professions curriculum. Typically,

the central administration of the university, or a health sciences center.

Part-Time Faculty - Teaching and research faculty employed on less than a full-time

basta by the school, whether on a paid or voluntary basis.

Renovation, rehabilitation, alteration, major repair (excluding

routine maintenance), reconditioning, modification, or changes in architectural

features, fixed equipment, heating, lighting, electrical power, air conditioning

or ventilation.

nted Leased or Other Space - Facilities available for use by a health professions

school on a renalT lease, or other basis, but not owned by the school or its

parent institutionRespondent's Studenta - Unless specifically stated otherwise, "Respondent's

students" should be construed to mean Respondent's students of Dentistry, Medicine,

Pharmacy, Podiatry, Public Health, Optometry, Osteopathy, or Veterinary Medicine,

whichever is applicable. Other students, (e.g., allied health) either taught

by Respondent's faculty, using Respondent's facilities, Or both, should not be

included except as erplicitly requested.

Room-Hour - A unit of measurement of room usage. It is defined as the use

of one room, by one or more persons for academic purposes, for one hour.

Student Statiori s - Seats, work stations, carrels, etc., available for use by

-tuden .,,rooms, class laboratories, research areas, libraries, study

halls, and assembly facilities.

Support Staff - All ind_viduals on the school's payroll, regardless of rank

(including student help except and part-time teaching and research

faculty.

Type I, II, III

in Appendix II.

al Facilities - See definition o "Animal Faciliti

Undergraduate Health Professions_ _udent - A student working:toward the first

health professional degree lh One Of the following eight health professions:

dentistry, medicine, optometry, Osteopathy, pharmacy, podiatry, public health,

veterinary medicine.

4

A-74
_if.,.40Pr ()JCR

CANOPY OYER

Key: GSF (Groz1:; 1..e Foote )

Floor Plan No.

5.

The vross Oquare Footage of a building should be construed to mean the sum

of the floor areas included within the outside faces of exterior walls for

all stories, or areas, which have floor surfaces.

()pen courts and light wells or portions of upper floors eliminated by

rooms or lobbies which rise above single-floor ceiling height, should not

be included in (MF.

472

A-75
AP100.7 OU

rramasomanaNammaft,

CLASSROOM

C C 1 WN CONF.,

PICE1

OFFICE

T V STUDIO

C TUNE

CL A CS ROQ

t.apay

Key: NSF Square Footage

tr.

Laaor

L czZiii01-4WgpiFloor Plan No. II

6.

Net Square Footage is the difference between GSF (see Floor Plan and

"Construction Area" (the dark portions of Floor Plan II).

"Construction Area" is simply that portion of the gross area which cannot

be put to' use.because of the presence of structural features of the building.

Examples of areas normally classified as construction area are exterior walls,

fire walls, permanent partitions, and unusable areas in' tittics, basements, or

comparable portions ofithe building.

4:i :3

A-76
7

Key: NASF (Net Assignable Square Footage) =

Floor °Plan No III

Net Assignable Square Footage should be construed to mean all areas of a

building which are assigned to, or available for assignment to, an occupant,

including every type of space functionally usable by an occupant excluding

circulation, mechanical, and custodial areas as defined below).

Key: Circulation Areas

"Circulation Area" should be construed to mean that portion of the gross

areawhether or not enclosed by partitionswhich is required for physical

access to some subdivision of space.

4 I

A-77
Circulation areas should include but not be limited to: corridors (access,

public, service, also "phantom" for large unpartitioned areas); elevator

shafts; escalators; fire towers or stairs; stairs and stair halls; loading

platforms (except when required for operational reasons and, thus, includable

in net assignable area); lobbies elevator, entrance, public, also public

vestibules).

Key: Mechanical Areas -

"Mechanical Area" should be construed to mean that portion of the gross

area designed to house mechanical equipment, utility services, and

non-private toilet facilities.

Mechanical area should include, but not be limited to: Air-duct shafts;

boiler rooms; fixed mechanical and electrical equipment rooms; fuel rooms;

mechanical service shafts; moter and communications closets; service chutes;

stacks; and non-private toilet rooms (custodial and public

Key: Custodial Area

"Custodial Area" should be construed to mean the sum of all areas on all

floors of a building used for building protection, care- maintenance,

and operation.

Included should be such areas as custodial, locker rooms, janitors'

closets, maintenance storerooms.

47:

A-78
f. APPENDIX II

DEFINITIONS OF ROOM TYPES

SURII_EY OF_HEALTH PROFESSIONS EDUCATION FACILITIES

The taxonomy of room-type codas used in this survey is based on the U. S.

Office of Education's "Higher Education Facilities Classification and inventory

Procedures Manual", Publication 0E-51016. Notably, while our room-type definitions

use these codes as a starting point, th; focus upon health professions education

facilities may require reappraisal of tne codes currently assigned to rooms, in

order that the rooms be reported properly on the questionnaire. Also please note

that room classifications are a function of physical characteristics and usage,

rather than physical location.

Classroom-Ic Instructional Space - Space used by classes which do not require

_ spedial-Piirpose equipment for student use. Included in this category are rooms

generally referred to as general purpose classrooms, lecture rooms, lecturedemoastration rooms, serdnar rooms, conference rooms (if used for teaching) and

associated service areas. The following.room types are included in this category

for the purpose of this survey:

110 - Classroom

115 - Classroom Service

350 - Conference Room (used fol _ aching)

355 - Conference Room Service (by association with confe-ence room)

s category does not include confere ce rooms whose primary function is that

of adrdnistrative meetings (as opposed to classes).

Class Labora Space used by regularly scheduled classes which require

special-purpose equipment for individual or group participation, experimentation,

observation, or practice in a field of study. Also included are all associated

class laboratory facility service areas. The following room types are included

in this category for the purpose of this survey, except as specifically noted

in the instructions:

210 - Class Labora.pry

215 - Class'Laboratory Service excluding animal ro

220 - Special Class Laboratory

5 - Special Class Laboratory Service

230 - Individual Study Laboratory

235 - Individual Study Laboratory Service

Isroortont: Certain types of class laboratories may be used for both patientcare purposes and for instructional activities not actually involVing

patients. Where this occurs, Respondent should treat such facilities

as patient-care facilities for reporting purposes. Thus, any rooms

used fo ratient care should not be reported under "class laboratories".

Special-Purpose Class Laboratory - (A subset of room types 210 through 235).

is -definition is to be used only when reporting room use data. A SpecialPurpose Class Laboratory is a class laboratory that is equipped and oriented

to serve a single or unique purpose (such as a gross anatomy laboratory) in

the instruetion of a health professions student.

476

A-79
Research and Research Training a:ace. - Space used for laboratory applications,

_ _--:areh, and or training in research methodology, which requires special-purpose

equipment for staff and/or graduate student experimentation or observation.

Included in this category are rooms generally referred to as research laboratories,

research laboratory-offices, and associated service areas. The following room

_es are included in this category for the purpose of this survey:

250 - Non-Class Laboratory

255 - Non-Class Laboratory Service excluding.animal rooms

510 - Office (Rcsearch)

319 - Office Service (Research)

Library Space - Space used for the orderly collection, storage and retrieval of

knowledge. In determining whether a facility which houses books and similar

material :Mall be reported as library space, both of the following criteria

mu.lt, be me. a. At least one full-time attendant is present.

b. There is systematic administration and prosecution of progr

of acquisition, cataloging, and reference work.

Library space may be housed in a central location or it may be dece ralized and

housed in two or more separate facilities of varying size. However, each such

facildty must meet the criteria in order to qualify as library space. Include

study rooms, book storage rooms, reading rooms, carrels, individual study stations,

study booths, library processing rooms, library administrative areas, and associated

library facilities service areas which are directly related to library functions.

The following room types shall be included in this category for the purpose of

this survey:

310 - Office _,brary)

315 - Office Service (Library

- Conference Room (Ljbrary)

395 - Conference Room Service (Library)

410 - Otudy Rooms

420 - Stacks

430 - Open-Stack Reading Hooms

440 - -'brary Processing ROO=

455 - SLudy Facilities Service

Auditoriams - Rooms designed and equipped for the assembly of large numbers of

people. The following room types are included in this category for the purpose

of this survey:

610 - Asse .bly Facilities

615 - Assembly Facilities Service

A larde lectuie hall should: be reported as an auditorium if its seating capacity

is at least twice the size of Respondent's most recent entering class of Health

Professions students ,to tho ev_clusion of allied health, etc.

4

A-80
If the Respondcnt should substitute any of the following large facilities of

a university for auditorium, they may be reported as auditoriums:

510 - Armory Facilities

515 - Anmory Facilities Service

520 - Athletic-Physical Education Facilities

523 - Athletic Facilities Spectator Seating

525 - Athletic-Physical Education Facilities Service

Faculty Offices - Rooms used by faculty working at a desk or table. Included in

this category is all office space which iS: (1) assignable to members of the

teaching faculty whose ELLEEK function is that of teaching; or (2) used by

graduate and teaching assistants. The office space assigned to a department

head whose primary function is that of teaching thus should be included in

this faculty office category. However, the office space of a dean whose primary

function is that of administrator should not be included in the faculty office

category but should be included under "Administrative Offices and Areas". The

following room types are included in this category for the purpose of this

survey:

310 - Office (Faculty)

=',15 - Office Service (Faculty)

Adrdnlstrative Offices and Areas - Rooms used by support staff working at a desk

or _able. Included in this category are rooms generally referred to as administrative

offices, clerical offices, and administrative conference rooms, as well as all

associated service areas. The following room types are included in this category

for the purpose of this survey:

310 - Office (Administrative)

315 - Office Service (Administrative)

350 - Conference Room (Administrative

355 - Conference Room Service (Administ ative)

- For the purposes of this survey, animal facilities for

instruCtion and research are those physical areas associated with laboratory

animal care, whether physically dispersed or in one location. Schools of Veterinary

Medicine should exclude from this category all inpatient and outpatient diagnostic

and care facilities for animal patients but should include animal resource farms

if controlled or operated by Respondent.

Only the following

nonsheltered areas):

--as should be included (exclude open pasture and other wholly

- Completely enclosed animal rooms with environmental controls;

including animal service areas, such as cage washing and sterilization,

receipt and processing, storage, office space, incinerator or protected

area for refuse, X-ray facilities, diagnostic laboratory necropsy, surgery.

- Combination indoor-outdoor housing and restricted exercise

areas, such as kennels with runs, indoor-outdoor primate facilities, etc.

(include both indoor and outdoor space).

Type III - Shelters with no envdr nmental controls ( .g., barns,

open sheds, etc.).

478

A-81
The following room types ar7

for instruction and re.learch:

ose included as animal facilities

215 - Class-Laboratory Service (Animal rooms only)

255 - Non-Class Laboratory Service Animal rooms o

On-Site Patient Care Facilities - Inpatient and ambulatory care facilities

(Ynd associated service areas) -which are located within Respondent's didactic

buildings. The following list of room types may have been used as a starting

point for the classification of such "on-sita" facilities, but may not be exhaustive.

810 - Human Hospital-Clinic Facilities

815 Human Hospital-Clinic Facilities Service

820 - Human Hospital-Patient Care Facilities

825 Human Hospital-Patient Care Facilities Service

840 Dental Clinic Facilities

845 - Dental Clinic Facilities Service

850 Veterinary Hospital-Clinic Facilities

855 - Veterinary Hospital-Clinic Facilities Service

860 - Veterinary Hospital-Animal Care Facilities

865 - Veterinary Hospital-Animal Care Facilities Ser-ice

Dther Space - include in this category all remaining net assignable space not

accounted for in the above listed categories, but used for, or in support of,

the educational process. For the purpose of this survey, the following room

iTes are included under "Other Space' but may not be an exhaustive listingt

510 - Armory Facilities*

515 - Armory Facilities Service*

520 - Athletic-Physical Education Facilities*

523 - Athletic Facilities Spectator Seating*

525 - Athletic-Physical Education Facilities Scrvice

- Audio-Visual, Radio, TV Facilities

535 - Audio-Visual, Radio, TV Facilities Service

540 - Clinic Facilities (Non-Medical)

545 - Clinic Facilities Service (Non-Medical)

550 - Demonstration Facilities

555 - Demonstration Facilities Service

560 - Field-Service Facilities

590 - Other Special-Use Facilities

595 - Other Special-Use Facilities Service

620 - Exhibition Facilities (Non-Instructional)

625 - Exhibition Facilities Service (Non-Instructional)

. 630 - Food Facilities (Outside of Residence Halls)

635 - Food Facilities Service (Outside of Residence Halls)

640 - Health Facilities (Student)

645 - Health Facilities Service tudent)

650 Lounge Facilities

655 - Lounge Facilities Service

660 - Merchandising Facilities Bookstore, etc.

665 - Merchandising Facilities Service

If these facilities are used as auditoriums, do not include as "Otber Space".

4 `1

A-82
670 - Recreation Facilities

675 - Recreation Facilities Service

690 - Other Ceneral-Use Facilities

695 - Other General-Use Facilities Service

710 - Data Processing-Computer Facilities

715 - Data Processing-Computer Facilities Se_ ace

720 - Shop Facilities

725 - Shop Facilities Service

730 - Storage Facilities

735 - Storage Facilities Service

740 - Vehicle Storage

745 - Vehicle Storage Service

750 - Central. Food Stores

760 Central Launary

790 - Other Supporting Facilities

795 - Other Supporting Facilities Service

NOTES:

The folio ing room types are excluded from the survey:

910 - Residence for Single Persons

911 - Dormitory

912 - Food Service in Residence Halls

920 - One-Family Dwelling

930 Multiple Family Dwelling

Also, exclude the following "nonassi nable" areas when reporting the

square footage of the above room types:*

010 - Custodial Area

020 - Circulation Area

030 - Mechanical Area

040 - Construction Area

There are a limited number of boxes on the questionnaire dealing with Gros

Square Feet and Net Square Feet where codes 010, 020y 030 and 040 are included.

4180

A-83
C3. Parent institution Questionnaire

a. TRANSMITTAL LETTER FOR PARENT INSTITUTION PACKAGE)

DEPARTMENT OF HEALTH, EDUCATION. AND WELFARE

PUBLIC HEALTH SERVICE

NATIONAL INSTITUTES OF HUALTH

BETIMEDA. MARYLAND 20014

BUREAU OF HEALTH MANPOWER EDUCATION

May 11, 1973

The Parent Institution Questionnaire on facilA i-s as described in our

letter of May 1, 1973 is enclosed.

Also enclosed are:

1. A General Information and Instruction Pamphlet citing the

purpose and scope of the survey, the page-by-page instructions

for completing the questionnaire, and other information;

2. Appendix I - Definitions of Ter= Used in the Questionnai3. Appendix II - Definitions _ Column Heading- on the Questionnaire.

The questionnaire o he completed at the University level) deals with

joint-use facilities provided to the University health professions schools.

It complements the questionnaire on allocated facilities that has been

forwarded for completion to your health profcssions schools.

The complexity of the survey indacatcs that a person very famili_ with

your university end the administrative officials be assigned the re-

-sponsibiliq for compiling and reporting therequested data.

Personnel of hRC International, Inc., the agency conducting the surv y

for un, will bc, on cail.t.o help resolvp difficul:tdc.,s, or to suu,gcst

solutions to co lmr, prol:flAcm. We ark you to comiaac and return the

enclosed post- card to RRC an soon as possible to establish communicati

Should any qm,!stdon arino OJAI needs elarin.cculn, do not hc=i_tate

to contact BRC Intornni,...ipnal, Inc., as follows:

Dr. AllLn Projc.ct biA125 Avoim

Troy, YorL VAM

TAAvphoqt!: (518) ;.721_8101

taI'

4Si

A-84
Page- 2

We hope that you will-be able to complete and return the questionnaire

to RRC by June 30, 1973. The results of this survey are important to

everyone, and ito success depends upon the effort of each.and every

respondent. This survey represents an inventor_ of the total health

professiOns education sector; therefore, a 100' response will improve

its usefulness.

we know that the survey imposes a major demand on all respondents, but

we think that the results will be of internal value to respondents. The

results of the survey will be published and made available to each respondent.

Again, we thank you for your cooperation in this important undertaking.

Enclosures

Sincerely yours,

JAU

Kenneth M. Endicott

Director

Bureau of Health Manp wer eation

482

A-85

Dire

Divigion of Physician and

Health Professions Education
PHEW PHS NIH BHME

b. GENERAL INFORMATION ANDINSTRUCTION PAMPHLET

SURVEY OF HTALTH PROFESSIONS EDUCATION FACILITIES

IN rHE PUBLIC AND PRIVATE NONPROFIT INSTITUTIONS

OF THE UNITED STATES--1973

PURPOSE AND SCOPE

One of the basic missions of the Bureau of Health Manpower Education,

National institutes of Health, is to overcome today's health manpower shortage

that adversely affects the delivery of health care in the Nation. Extensive

professional judgment holds,that insufficient and inadequate health professions

educational facilities may'be among the primary causes impeding the production

of the necessary manpower.

The Division of Physician and Health Professions Education of the

Bureau of Health Manpower Education considers it essential to conduct a national

mail survey to verify and identify any existing facility inadequacies in health

professions schools. This will be done by type of school, geographic location,

and other factors. The survey will also assess the capacity of schools to increase

their manpower outputs within existing resources. Survey results, in conjunction

with other information, will assist the Executive Branch of the Government and the

Congress to define more accurately their goals and priorities in the health area,

and will aid in formulating a solution to the facilities aspects of the manpower

problem.

Although many reports and studies bear on the facilities problem, none

approaches the in-depth effort proposed by this survey. While it is recognized

that the survey imposes a major demand on the respondent institutions, it is

felt that such a survey is essential if we are to develop meaningful facilities

data aimed ultimately at aiding all types of health professions schools and

significantly advancing' the Nation's health care system.

Please be assured that the data you provide will be treated as professionally

privileged. Reports prepared from the survey will not reveal specific data of any

single institution. A copy of the final report will be forwarded to each respondent.

SUBJECT MATTER OF SURVEY

Data is sought on the amount, types, and condition of space currently

used for undergraduate, graduate, and continuing education in the Nation's health

professions schools. Information is also sought as to the,numbers of students,

faculty and support staff occupying the space, and the degree of overcrowding, if

any. The intensity of space utilization will be studied, as well as information

concerning the various needs or problems confronting the respondents. Data on

ongoing construction and remodeling, and a projection of future such activities

round out the survey.

DEVELOPMENT OF THE SURVEY

Initial planning of the survey began in July, 1970. Objectives, uses

and justification of the survey were carefully spelled out. A contract was let

483

A-86
2

with Rensselaer Research Corporation (now, RRC International, Inc.) of Troy,

New York to assist in this major undertaking. A panel of 13 consultants,

representing the eight health professional disciplines and expertise in teaching

support services, libraries and hospitals, was appointed and met periodically

with NIH and RRC to provide advice and guidance in the survey. All the health

professions school associations, as well as interested Federal and non-Federal

agencies, were also consulted and their advice sought. Finally, the survey

forms were pretested at nine health professions education institutions prior

to the full-scale mailing to approximately 300 existing and developing schools

of dentistry, medicine, optometry, osteopathy, pharmacy, podiatry, public

health and veterinary medicine.

DEFINITIONS

Due to the variety of health professions schools being surveyed, it is

anticipated that much of the terminology relevant to this effort will not be

standard over the nation. To help assure compatibility in reporting procedures,

those terms most critical to the proper completion of the questionnaire have

been defined in Appendices I and II.

Appendix II, containing the definitions of various facilities types

(and6corresponding directly with the reporting requirements of the survey

instrument) has been separated from Appendix I for ease of reference.

DUE DATE AND RETURN_OF_QUESTIONNAIRES

The questionnaires should be completed and forwarded to the following

address by June 30, 1973:

Health Professions Facilities Survey

RRC International, Inc.

1125 Peoples Avenue

Troy, New York 12181

4 8

A-87
3. OVERVIEW OF PARENT INSTITUTION_QUESTIONNAIRE (BWE)

This questionnaire, to be completed by the parent institution, deals

solely with jpint-use space provided by the parent institution (or by a non-health

professions school, department or health science center under its jurisdiction)

to its health professions sehools.

Page 1: Identifies and characterizes parent institution.

Page 2: Obtains the current inventory of joint-use space.

Page 3: Requests data on ongoing and fully authorized construction and

remodeling of joint-use facilities.

Page 4: Obtains data on the Audiovisual Teaching Support Services provided

by the parent university, and attempts to determine parent institution's

construction plans for joint-use facilities over the next 10 years.

Page 5A/ Obtains data as to the current inventory, ongoing construction, and

5B: projected 1983 construction plans for University owned hospitals.

Page 6: Solicits Respondent's general comments or clarifiCations as to any

of his responses to the questionnaire.
CENERAL INSTRUCTIONS

1. It is urged that the instructions in this pamphlet be utilized while

the questionnaire is being completed. Circled item numbers on the

questionnaire indicate items for which necessary instructions have

been provided. Should any question arise regarding the proper

reporting of space, or interpretation of instructions, definitions'

and terminology please call RRC International, Inc. collect at:

518-274-8112 Monday through Friday_

-8114 between the hours of 8: 0 A.M. and 5:00 P.M.

-8242 (Eastern Time Zone)

Individuals qualified to discuss the form will be available for

your assistance.

It is also suggested that much time and effort may be saved if

Appendices I and II are studied prior to any attempt to complete

the questionnaire.

0 The survey pretest indicated that a critical first step in the

data-gathering phase of Respondent's effort is the development

of a room-by-room listing of all facilities currently available

for joint-use. Many campuses will have such a listing, at least

on a campus-wide basis, as a result of the Office of Education's

HEGIS efforts (Higher Education General Information Survey). In

other cases, floor plans will provide an acceptable substitute

for the room-by-room listing.

For each room used by at least one health profess ons school,

but not allocated to a health professions school, the following

information should be listed:

a) Type _f room.

(b) Ownership of building in which room is loca ed.

(c) Floor area.

(d) Numbor of student stations.

(e) Condition of the room as related to its use (satisfactory

for purpose used, needs remodeling, needs replacement).

Whether or not room was at least partially constructed or

remodeled with HPEA assistance.

The same data elements (except for condition of space) should also

be obtained for:

(a) rooms in buildings which are undergoing construction or are

fully authorized for construction and will, upon completion,

be jointly utilized; and

(b) rooms of the types defined in Appendix II which are found in

University-owned Hospital and Clinic facilities.

Proper tallying of subsets of the above data will essentially Yield

the information necessry to fill out.pages 2 and 3. Data for the

remainder of the form,iaill be found in a variety of offices. A-89

A Qr.:
5.

3. All square footage and dollar figures over the value 500 shall be

rounded to the nearest thousand and stated in thousands. For

example, 23,748 net assignable square feet shall be reported as

24; 17,500 would be reported as 18; $17,499 as 617. Figures

under 500 should be rounded and reported as one-place decimal

portions of 1000. Thus 380 square feet would be reported as .4.

4. Please note that not all ages or boxes win be completed by all

Respondents. The various pages and the large number of boxes

are included in the questionnaires so that every Respondent will

be able to provide the entries that pertain to his school. Boxes

which do not apply to Respondent may either be filled with zeroes

or left blank.

5. All sp.ce in residence halls dormitories, food service areas,

etc. is excluded from this survey.

6. The term "as of the survey date" as used in these instructions

refers to the approximate date of Respondent's receipt of this

survey package.

437

A-90
PAGE-BY-PAGE INSIEUCTIONS FOR COMPLETING THE

PARENT INSTITUTION QUESTIONNAIRE (BLUE)

General This form deals solely with joint-use space provided by the parent

institution (or by a non-health professions school, department, or

health science center under its jurisdiction) to its health professions

schools. If no joint-use space is provided (or planned ), the parent

institution shall complete only page 1 of the form.

41PAGE 1 General Information

General Certain data may have been entered from NTH's compu er files. Please

correct any erroneous entries and fill in any blank items.

pecific

Item 2 The IMPAC code is an internal code used by NTH. L not specify this

code if it has been left blank.

Item 14-

44PAGE

General

Check the designations that best describe the health professional

curricula administered by Respondent. Check box (i) only if parent

institution has a combination school (such as a School of Medicine

and Dentistry) whose facilities ara inseparable by type of school.

If Respondent has a combination school whoie component schools use

separate facilities, Respondent should report them as separate schools.

If box (i) is checked, please indicate in the space provided the

letter codes (a through h) identifying the health professions programs

that constitute this combination school.

Joint-Use Facilities Used by Health Profes ions Schools

-_is page elicits the nature and extent of the joint-use space

currently provided to health professions schools. It thus covers

space which the health professions schools use, but which is not

allocated to ahy one of them.

(b ) Report'only that space which is available for use as of the survey

date.

Spscific

Item 1 Report in columns B through J the total net assignable square feet

(NASF) of joint-use space of the types referred to in the column

headings. Please see Appendix II for the definitions of these types

of space. Do not include facilities being constructed as of the

survey date (these will be reported on page 3). Space which is

currently unavailable for use due to remodeling should be reported

as "other space" (column J).

Item 2 See Appendix I for the definiti n of "condition of space".

4

A-91
7.

Item 4 The number of student stations in "Library Space" may be approximated

by a count of the number of chairs available for student seating in

all library areas.

Item 5 Do not include service areas when reporting number of rooms.

Item 6 Even if a given room was only partial1y funded with HPEA aid, include

that roomfs total NASF. e definition of HPEA.)

Items Similar to instructions for items 1, 2, 4, and 5.

7-10

41PAGE

General

Ongoing and Fully Authorized Construction and Remodeling

Joint-Use Facilities

Report only that construction or remodeling of joint-use facilities

which will not be allocated to any health professions school but

which will be used by at least one such school upon completion;

ro not report any past construction or remodeling.

Items Thes- tems attempt to obtain a total overview of theongoing

A.1 and con-. _ction and remodeling of joint-use space. (See Appendix I

A.2 for definitions of gross and net square Peet.) Respondent should

report a pro-rata share of the costs, GSF, and NSE of buildings

which will contain both joint-use and allocated tacilities. This

share may be computed by finding the NASF of the entire building,

and calculating the fraction which is to be used as joint-use

space. This fraction may then be applied to both cost and square

footage figures prior to posting.

In column d ("NSF of HPEA ASSIST.") enter the Net Square Footage

of space whose remodeling or construction was at least partially

funded with HPEA assistance. (See Appendix I for definition of

HPEA.)

Item B The sum of items a-d must agree with item 2, column b. Where purposes

of construction overlap, and clear-cut separations by the four purposes

are difficult, please provide your best estimates.

Items Report the same fractional parts (of the actual amount from each

C.2.a- source) as used in items A.1. and A.2, unless more specific data

C.2.i are available.

Item D.1 Confine the reporting of remodeling to only those rooms that are

actually undergoing remodeling (or are fully authorized to be remodeled

When remodeling converts space from one room type to another, report

the space in terms of the new room type. If any-space being remodeled

was included in "other space" (column J) on page 2, it should now

be reported under the appropriate column headings.

Items In estimating the revised inventory of_joint-use space, include all

E.1-E.4 ongoing and fully authorized construction and those portions-of the

space reported on page 2 whieh will be retained as joint-use space.

In item E.--1 the number of student stations in library space may be

A-92

4 9
approximated by a count of the number of chairs expected to be

available for student seating in all library areas.

When reporting numbers of roc ' in item E.4, do not include serv

areas. 44PAGE

Section A Refer to Appendix I for the definition of "Audiovisual Teaching

Support 1 acilities"

Section B Future Construction and Remodeling

General The construction plans for joint-use facilities should reflect as

realistically as possible such constraints as the projected availabil ty

of construction funds, planning lead-time, mrailable operating funds,

desired growth rate in the size of the health professional student

enrollment, availability of faculty, etc.

Specifio

Item 3 The sum of items a-d must agree with itei, 1. Where purposes of

joint-use construction overlap, and clear-cut separations by the

four purposes are difficult, please provide your best estimates.

PAGE 5A University Owned Hospital (s) and Clinic(s)

and 5B

General

Settjon A

Specific

Item 3

Item L.

Do not reptx_ a hospital or clinic used by only one health

professions school.

A separate page should be prepared for each owned ho-pital

or clinic reported.

Column H (Administrative Offices ) should include only those

offices assigned to administrative personnel of an educational

program (e.g., Dean of Students or,Registrar). Such offices as

the admitting office, hospital administrator, finance office,

maintenance office, etc., should be excluded. , (d) Column I (Animal Facilities ) excludes laboratory and associated

service facilities for animals used for diagnostic purposes.

(e) If Respondent does not presently own a hospital or clinic and

is not currently constructing or remodeling one write "NONE"

across the page in bold letters tnd continue to page 6.

See Appendix I for definition of "Locale".

Report the GSF of the entire hospital or clinic even though students

may use only a portion of that facility for academic purposes. (See

Appendix I for definition of Gross Square Feet).

A-93

-4 9 0
9. Items EVen if a given room was only partially funded through the HPEA Act

5 and 6 (see definition) include that room's total Gross or Net Square

Footage, as appropriate. (See Appendix I for definition of Net

Square Feet.

Item 7 For cchools of Veterinary Medicine, substitu e ANIMAL HOLDING UNITS

for "beds".

Item 8b For a. given room, the number of patient stations shall be the number

of patients who could be treated simultaneously in that room. Aggregate

and report the total number of patient stations in all examining and

treatment rooms used for student instruction.

Item 12 Do not include service areas when reporting number of rooms. Item 13 For each type of space the need for additional NASF is equal to the

total NASF needed (for health professions students onlysee Appendix I

fOr definitions) minus the NASF available for use as of the survey date.

In determining NASF available, do not include space involved in

ongoing construction and remodeling unless it represents space which

is currently usable. (It is recognized that completion of ongoing

construction and remodeling may reduce some or all of the needs

reported.)

Item 14 The list below indicates five possible reasons for the needs expressed

in item 13. For each type of space needed, enter in item 14 the

letter code of the reason which best applies:

Item 16

Section B

General Do not report any past construction or remodeling.

ecific

A. Relief of overcrowding (Code = A)

B. Poor physical condition (Code = B)

C. Replacing obsolete space (Code = C)

Missing from current inventory (Code =

E. Other specify on page 6 ) (Code = E).

of a, b, and c should equal item 10, column A.

Items E'ven if a particular room was only partially funded with HPEA

la and lO assistance, include that room's total net square footage.

Column 4

Item 2 Answer only if ongoing and fully authorized construction and remodeling

will result in a change to the number of beds and/Or patient stationS

available for student use. If the number of beds and/or patient stations

will decrease, report the decrease by inserting a minus sign in front

of the differe: e,

4 J 1

A-94
Item 3

Item 6

10.

The sum of items a-d must agree with item lb, column 2. Where purposes

of construction overlap, and clear-cut separations by the four purposes

are difficult, please provide your best estimates.

In estimating the revised inventory, include all ongoing and fully

authorized construction, and those portions of the current inventory

which will be retained.

in 7 In estimating the remaining need, first e timate that earolLment

to be accommodated upon completion of the construction and remodeling.

Item 8 See instructions for item 14 in section A.

Section C

Item 1 Answer all questions in terms of space available for use by health

professions students.

Item e The sum of items a-d should equal the fig_e reported in ite- C.l.b.

492

A-95
DEPARTMENT OF HEALTH, EDUCATION AND WELFARE

NATIONAL INSTITUTES OF HEALTH

BUREAU OF HEALTH MANPOWER EDUCATION

SURVEY OF HEALTH PROFESSIONS EDUCATION FACILITIES

IN THE NON-PROFIT SECTOR: 1973

PARENT INSTITUTION QUESTIONNAIRE

NAmE DF PARENT INSTITUTION:

ADDRESS: STREET CITY STATE ZIP

TYPES OF HEALTH PROFESSIONS CURRICULA OFFERED (CHECK M ALL WHICH APPLY):

LETTE

(a) DENTISTRY (d) OPATHY (g) PUBLIC HEALTH

(b) MEDICINE I ES-- ACY (h) VETERINARY MEDICINE

(b) OPTOMETRY (i) 0 COMBINATION OF (ENTER

5, INDIVIDUAL WHO MAY BE CONTACTED REGARDING PREPARATION OR COORDI FI QUESTIONNAIRE:

( ) , NAME TIT E TELEPH NE NO.

6. TYPE OF CONTROL OF RESPONDENT (CHECK (/) ONE):

i PRIVATE NON-PROFIT

(b) MI PUBLIC (STATE)

(e) .11 PUBLIC (COUNTY)

(d) I. PUHLIC (CITY)

KO 11. OTHER (SPECIFY) 7. DOES PARENT INSTITUTION PROVIDE (OR PLAN TO PROVIDE) -JOINT-USE" SPACE (SEE DEFINITION) TO ONE on monE HEALTH nnionEssioNs SPACE CAN BE PROVIDED BY THE PARENT INSTITUTION, BY A NON-HEALTH PROFESSIONS SCHOOL, OR BY THE HEALTH scIENrEs cENTER on

OYES ONO

- IF "YES", PARENT INSTITUTION SHALL CoMPLJTE REMAINING PAGES OF THIS FORM. IF "NO", PARENT INSTITUTION SHALL COMPLETE ONLY

FORWARD BY il-MLLO 19Z3 _ TO:

Eck

THE

PAGE

. HEALTH nnOnessiONS FACILITIES SURVEY

RRC INTERNATIONAL, INC.

1125 PEOPLES AVENUE

TROY, NEW YORK 12181
DmIl %moat

14Poomv 1:37,.

DEPARTMENT OF HEALTH, EDUCATION AND WELFARE

NATIONAL INsTITUTES OF HEALTH

BUREAU OF HEALTH MANPOWER EDUCATION

SURVEY OF HEALTH PROFESSIONS EDUCATION FACILITIES

IN THE NON.PROFIT SECTOR: 1973

PARENT INSTITUTrON DUESTIONNAIRE -

- -

ImPAC CODE

STREET CITY STATE zIP

- -- -- -- _ CURRICULA OFFERED (cHECK M ALL WHICH APPLY)!

(d) El OPATHY (8) 0 PUBLIC HEALTH

) Acv (h)n VETERINARY MEDICINE

LETTER-cODES) (I) o P (I) I COMBINATION OF (ENTER

- -

,CTED REGARDING PREPARATI N DR COORDI a FI OuEsTioNNAIRE:

TITLE TELEPHONE NO, EXTENSION

NT (CHECK (.'f) ONE)!

(a) 0 'PRIVATE NONFROFIT

(b) 0 PUBLIC (STATE)

(e) 0 PUBLIC (COUNTY)

(d) 0 FuBLIC (CITY)

(0) U OTHER (SPECIFY)

IDE (OR PLAN TO PROVIDg) "JOINT-USE" SPACE (SEE DEFINITION) TO ONE OR Mom HEALTH PROFESSIONS SCHOOLS? (JOINT-uSE

FARENT INSTITUTION, BY A NON-HEALTH PROFESSIONs sCHOOL, OR BY THE HEALTH scIENCES CENTER oP THE UNIvERSITY)

, DYES ONO

1ALL cOMPLETE REMAINING PAGES OF THIs FORM, IF "No", pAR ENT INsTITUTION SHALL compLETE ONLY PAGE 1 OF THIS FORM AND

_ TO!

A, HEALTH PROFESSIONS FACILITIES SURVEY

RRC INTERNATIONAL INC,

1125 PEOpLEs 'AvENuE

TRnY, NEW YORK 12181

,

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rr

0
IMPAC CODE

-- JOINT-USE FACILITIES CURRENTLY PROVIDED TO HEALTH PROFESSIONS SCHOOLS

(EXCLUDE SPACE IN HOSPITALS AND CLINICS)

INSTRUCTIONS: REPORT ALL SPACE USED BY THE PARENT INSTITUTON'S HEALTH PROFESSIONS SCHOOLS,

BUT NOT ALLOCATED TO ANY ONE OFINIEM.

CHECK I') THE HEALTH PROFESSIONs SCHOOLS USING

. JOIN1%USE FACILITIES:

1, flDENTISTRY 4, :OSTEOPATHY 7. PUBLIC HEALTH

2, :MEDICINE S. 0 PHARMACY B. [ VETERINARY

MEDICINE

3, :OPTOMETRY' 8, :PODIATRY 9. UCOMBINAVON

SCHOOL

OWNED FACILITIES

NET AssIONABLE SQUARE FEET INASF) Mai alk

Kol. FM

_ =

NASF OF LINE 1 WHICH ARE

IN SATiSFACTORY CONDITION

cHEcK (i) EACH TYPE OF SPACE CONSTRUCTED

OR REMODELED WITH HFEA AssIsTANCE 0 h 0 0 0 0

NUMBER OF STUDENT STATIONS ON LINE 1 lh J. 1

NUMBER OF ROOMS REPRESENTED ON LINE 1 V

A

. _ Asir i

HOW MANY OF THE NASF IN ITEM 1 COLUMN A

WERE CONSTRUCTED OR REMODELED WITH HFEA AID

RENTED, LEASED OR OTHER FACILITIES

NET ASSIGNABLE SQUARE FEET

NASF OF LINE 7 WHICH ARE

IN SATISFACTORY CONDITION

CONSTR'D. REMOD'LD

NUMBER oF STUDENT STATIONS ON LINE 7

I la, TOTAL NASF NOT SATISFACTORY ItSUM OF ITEMS 1 AND 7, COLUMN A MINUS SUM OF ITEMS 2 AND 13, COL. A)

11 b, IF ITEM 11a. IS NOT ZERO, HOW MANY NASF OF THIS UNSATISFACTORY SPACE

COULD BE MADE SATISFACTORY THROUGH REMODELING
IMPAC CODE

)INT.USE FACILITIES CURRENTLY PROVIDED _TO HEALTH PROFESSIONS SCHOOLS

(EXCLUDE SPACE IN HOSPITALS AND CLINICS)

:T1ONS: REPORT ALL sFACE USED By THE PARENT INSTITUTION'S HEALTH PROFESSIONS SCHOOLS, ". BUT NOT ALLOCATED TO ANY ONE OF THEm,

4S SCHOOLS USING

HY T. OPLIBLIC HEALTH

VETERINARY

MEDICINE

COMBINATION

SCHOOL

:ONSTRuCTED

STANCE '--

ON LINE 1

ED ON LiNE

PFAU- A

1 COLUMN A

:LED WITH HPEA AID , CoNSTR*D. REMOD.LD

LINE7

DON UNE 7

h` A liFilliFirfAill111 df

MUM OP ITEMS 1 AND 7, COLUMN A MINUS SUM OF ITEMS 2 ANO B. COL. A)

,NY NASF OF THIS UNSATISFACTORY SPACE

HROUGH REMODELING....

a CHECK (i) HERE

IF NO OWNED

FACILITIES ABE

MADE AVAILABLE

AS JOINT.USE

SPACE

cHECK (V) HERE

iF NO RENTED,

LEASED OR OTHER

FACILITIES ARE

MADE AVAILABLE

As JOINT,USE

SPACE
IMPAC CODE

ONGOING AND FULLY AUTHORIZED CONSTRUCTION AND REMODELING

OF JOINT-USE FACILITIES

(EXCLUDE HOSPITALS AND CLINICS)

a. REPORT ALL CONSTRUCTION AND REMODELING OF FACILITIES WHICF WILL NOT BE ALLOCATED TO ANY HEALTH

PROFESSIONS SCHOOL, BUT WHICH WILL BE USED BY AT LEAST ONE SUCH SCHOOL UPON COMPLETION.

b. 0 IF RESPONDENT HAS NO CONSTRUCTION OR REMODELING TO REPORT. CHECK THE BOX TO THE LEFT AND

PROCEED TO PAGE 4

0 OVERVIEW

ALL JOINT.USE SPACE BEING (OR TO Be) REMODELED

2 OWNED NEW CONSTRUCTION OF JOINT-USE SPACE

0 APPORTION GSF OF OWNED NEW CONSTRUCTION (ITEM A.2 Column bl AS TO PURPOSE:

EXPANDING 1. ENROLLMENI

2 RELIEF OF

OVERCROWDING

C. CONSTRUCTION AND REMODELING COSTS AND SOURCES OF FU

1. SUM OF COSTS REPORTED IN ITEMS Al AND A2

0 HOW MUCH OF THE TOTAL REPORTED IN ITEM Cl. IS F

INSTITUTION'S

4. PRIVATE FUNDS

INSTITUTION'S

BORROWING

STATE OR t OCAL

c' FUNDS

D. ONGOING AND FULLY AUTHORIZED

d,

PAGE 3

a. b. d. d.

COST

(Thousands) OSP NSF HPEA ASSIST.

S

TE SPACE PURPOSES

ING OTHER

FOU DAI ND

PHI

UCTION

_AN

TEES

CHMTA INTEREsT

E. wpm DIES

OTHER FEDERAL

h SOURCES

I. OTHER

:ONSTRUCTION AND REMODSLING: -

_ WASP OF OWNED SPACE BEING (OR TO BE)REMODELED

NASF OF OWNED NEW CONSTRUCTION

CHECK Ii) EACH TYPE DP SPACE CONSTRUCTED

DR REMODELED WITH HPEA ASSISTANCE _ 0 0 0 0 0 0 0 0 0

REVISED INVENTORY OF JOINT-USE SPACE AFTER ONGOING (OR FULLY AUTHORIZED) CONSTRUCTION

AND REMODELING ARE COMPLETED:

WASP OF OWNED SPACE

NASF OF RENTED, LEASED OR OTHER SPACE

NUMBER OF STUDENT STATIONS

REPRESENTED ON LINES El and E 2

NumeEn OF RO MS REPRESENTED

ON LINES E.1 and E2

F. INDICATE THE CALENDAR YEAR ALL ONGOING AND FULLY AUTHORIZED CONSTRUCTION AND REMODELING ARE EXPECTED

TO SE COMPLETEo! 497

A-98
a

498

(EAUDIOVISUAL (A/V)-TEAcHING sUPPORT FACILITIES MADE AVAILABLE TO HEALTH PROFESSIONS SCHOOLS

1, NASF OF AUDIOVISUAL AND TV PRODUCTION FACILITIES

2. NUMBER OF lOOMS WITH BUILT=IN TV CAPABILITIES

CLASS=

ROOMS

CLASS

LABS

A TC

3, NUMBER OF COMPUTER TERMINALS FOR COMPUTER AIDED INSTRUCTION

4, NUMBER OF STUDY CARRELS AVAILABLE 'FOR A/V USE

5, NASF IN ALL SELF.INSTRUCTIONAL LABORATORIES OR INDIVIDUAL STUDY

AREAS EQUIPPED FOR A/1/ MEDIA USE

CLASS

LIBRARY LABS

FUTURE CONSTRUCTION AND REMOPELING OF JOINTUSE FACILITIES PLANNED '- LEI,tiN BY 1983

(OVER AND ABOVE ONGOING C

(EXCL

ND REMODELING REPrATED ON PAGE 3)

ND CLINICS)

REPORT ONLY THAT ANTICIP

OF FACILITIES WHICH WILL NOT

PROFESSIONS SCHOOL, BUT WHICH 4 LL B

FOR USE BY ONE OR MORE HEALTH PROF

ION OR REMODELING

TO ANY HEALTH

E AVAILABLE

NS HOOLS.

CHECK (I) BOX & or b. AND ENTE

a. THE ESTIMATES ON THIS PAGE ARE BASED

ON A DEVELOPMENT OR MASTER PLAN

EXTENDING THROUGH CALENDAR YEAR

2,

b. LITHE ESTI ON THIS PAGE ARE BASED

ON A DEVELOP _NT OR MASTER PLAN WHICH . IS IN PROCESS OF BEING FORMULATED

EXTENDING THROUGH CALENDAR YEAR --

NASF OF OWNED NEW coNSTRucTIoN . ... ................ ................ ........ ..

APPORTION "NEW CONSTRUCTION" (.ITEM 1) AS TO ITS PURPOSE: a. b. NASF FOR RELIEF OF OVERCROWDING. ....... IfiiiE:IiiiitiiiiIf Ef if * .....................

s. NASF TO REPLACE OBSOLETE FACILITIES . d. NASF FOR OTHER PURPOSES ii MI .1 £41"1 . .

4: TOTAL NASF OF JOINT.USE FACILITIES ANTICIPATED TO BE AVAILABLE

TO HEALTH PROFESSIONS SCHOOLS IN 19133 ..,......, ........ ,.. ..... ,..,.... ..... ............. ......
IMPAC CODE

:AN) TEACHING SUPPORT FACILITIES MADE AVAILABLE TO HEALTH PROFESSIONS SCHOOLS

IkiAL AND TV PRODUCTION FACILITIES

WS WITH BuILT411 TV cAPABILITIES

'LITER TERMINALS FOR COMPUTER AIDED iNsTRUCTION

CLASS.

ROOMS

CLASS

LABs

Auol.

TORIUms_

1Y CARRELS AVAILABLE FOR AN USE

24NSTRUCTIONAL LABORATORIES OR INDIVIDUAL STUDY

FOR AN MEDIA usE

FUTURE CONSTRUCTION AND REMODELING OF JOINT-USE FACILITIES PLANNED

LIBRARY

CLASS

LARS OTHER

0 LETION BY 1983

(OVER AND ABOVE ONGOING

(EXCL

ND REMODELING REPORTED ON PAGE 31

No cLI mos)

REPORT ONLY THAT ANTICIp

OP FAC) LITIES WHICH WILL NOT

pROFESsms SCHOOL, BUT WHICH L B

FOR USE BY ONE OR MORE HEALTH PROF

ION OR REMODELING

TO ANY HEALTH

E AvA1LABLE

ONs OOLS.

CHECK (i) BOX a. or b. AND ENTE

1ATE5 ON THIS PAGE ARE BASED b. OTHE !ST! S ON THIS PAGE ARE BASED

PMENT OR MASTER PLAN oN A DEVELOP .NT oR MAsTER pLAN wHicH

IFIOUGH CALENDAR YEAR IS IN PROCESS OF BEING FORMULATED

EXTENDING THROUGH CALENDAR YEAR

ED NEW CONSTRUCTION

/13 REMODELING

IEW CONSTRUCTION" (ITEM 1) AS TO ITS PuRposE:

FOR EXPANDING ENROLLmENT

FOR RELIEF OF OVERCROWDING

TO REPLACE OBSOLETE FACILITIES

FOR OTHER PURPOSES

IF JOINT-USE FACILITIES ANTICIPATED TO BE AvAILABLE

OFESSIONS SCHOOLS IN 1983
UNIVERSITY OWNED HOSPITA L(S) AND CU NIC(S)

CHECK (.1) THE HEALTH PROFESSIONS SCHOOLS USING a. U DENTISTRY

THIS HOSPITAL OR CLINIC

b. 0 MEDICINE

c. 0 OPTOMETRY

!MPAC CODE

PAGE SA;

11 0 OSTEOPATHY 9, 0 PUBLIC HEALTH

a. 0 PHARMACY H. 0 VETERINARY

MEDICINE 0 1. 0 PODIATRY COMBINATION

'. SCHOOL

NOTE: IF ONLY ONE OF THE ABOVE BOXES WAS CHECKED, DO NOT COMPLETE THIS PAGE.

SECTION A

1_ NA E OF- HOSPITAL OR CLINIC ADDRESS

TYPE OF HOSPITAL 0 GENERAL 0 SPECIAL (specify) 0 OTH Specify

iCbeck ii) All Applicable Boat's) ( LOCALE eck (d) Ono) 0 INNER CITY 0 OUTER cli-y 0 suBuRBAN 0 RuRAL

_ (3 TOTAL GSF

(Dross Square Feat)

0 OSP CONSTRUCTED

WITH HPEA ASSISTANCEI NSF (Net Square Fear) REMODELED

I WITH HPEA ASSISTANCE

INPATIENT FACILITIES: 0 BEDS USED FOR STUDENT INSTRUCTION . ...... NUMBER Av P OA,

' AMBULATORY FACILITIES: NUMBER au:too/As TOTAL PATIENT

sTATI0Ns

J. EXAMINING AND TREATMENT ROOMS USED FOR STUD T UCTION ....... a b 9. NUMBER OF OUTPATIENT VISITS PER YEAR APPLIE NT INSTRUCTION

qI

,t- 0

9, 9- 0 c.- -

c, 4 0

6. .. J- el' 9., ,tv 4 40

NON PATIENT-CARE FACILITIES AVAILABLE 04 0 A, A

FOR ACADEMIC PURPOSES V

E F 10. NASF (Nor Assignable Square Feet)

---.---

1 i . CHECK I..) EACH TYPE OF SPACE CONSTR'D OR REMODELED WITH HPEA ASSISTANCE 0 o o o o o o o o

cfg) NUMBER OF ROOMS ON LINE 10

FACILITIES CURRENTLY NEEDED

ADDITIONAL NA F CURRENTLY NEEDED T

FOR EACH TYPE OF SPACE NEEDED, USE

LETTER CODE TO INDICATE THE REAsoN

tNNAT PORTION (In HASP) of EACH ENTRY IN

ITEM 13 la ATTRIBUTABLE to OVERCROWDING

gAPPORTION NASF OF LINE 10, COLUMN A BY CONDITION

sATPSFACTORY FOR

PROGRAM PURPOSE

IN NEED OP

REMODELING

IN NEED OF

REPLACEMENT

a b. C.

500

A-100

CONTINUED ON BACK OF PAGE
PAGE 5B

SECTION 8 ONGOING AND FULLY AUTHORIZED CONSTRUCTION AND REMODELING

0 IF RESPONDENT HAS NO CONSTRUCTION OR REMODELING TO REPORT. CHECK (d) THE BOX TO THE LEFT AND PROCEED TO SEC. C.

OOVERVIEW

a, OWNED SPACE BEING (OR TO BEI REMODELED

b. OWNED NEW CONSTRUCTION

CDPATIENT CARE FACILITIES BEING ADDED

COST

(Thousands) GSF NSF

NSF UI HPEA

ASSIST_

a, NUMBER OF ADDITIONAL BEDS TO BECOME AVA/LASLE FOR STUDENT USE

NUMBER CIF PATIENT STATIONS

IN ADDITIONAL EXAMINING AND TREATMENT ROOMS TO BE USED BY STUDENTS

QAPPORTION GSE OF OWNED NEW CONSTRUCTION (ITEM lb, Column 2) AS TO PURPOSE

EXPANDI NG RELIEF OF REPLACING

a' ENROLLMENT b. OVERCROWDING c' OBSOLETE SPACE

4, CONSTRUCTION AND REMODELING COSTS AND SOURCES OF FUNDS

a. SUM OF COSTS REPORTED IN ITEMS la and lb ABOVE

11) HOW MUCH OF THE TOTAL REPORTED IN ITEM 4a. IS FROM;

INSTITUTION'S

" PRIVATE FUNDS

INSTITUTION'S

'4. BORROWING

STATE OR LOCAL

FUNDS

HPEA AID; REVISED INVENTORY; AND

FOUNDATIONS AN

PHILANTHROPIES

HFEA CONSTRU

GRANTs

CHMTA LOA

GUARANTE

OTHER

PURPOSES

CHMTA INTEREST

SUBSIPIES

OTHER FEDERAL

m' SOU RCES

(9) OTHER

POST.CUNSTHLIOI-ION NtEUs: _G H I i_

CHECK 14 EACH TYPE OF SPACE CONSTRUCTED

R REMODELED WITH HPEA ASSISTANCE 0 0 0 f:- 0 0 0 0 0 0

iii REvisED INVENTORY OF NASF AVAILABLE

FOR RESPONDENT'S USE AFTER CONSTRUC

TION AND REMODELING ARE COMPLETE

NASF STILL NEEDED AFTER COMPLETION OF

REPORTED CONSTRUCTION AND REMODELING

OR EACH TYPE OF SPACE NEEDED. USE

LETTER CODE TO INDICATE THE REASON

---f-,-----'

. B. INDICATE THE CALENDAR YEAR ALL ONGOING AND FULLY AUTHORIZED CONSTRUCTION AND REMODELING

ARE EXPECTED TO BE COMPLETED

SECTION C FUTURE CONSTRUCTION AND MAJOR REMODELING PLANNED FOR COMPLETION BY 1983

lOVER AND ABOVE ONGOING CONSTRUCTION AND REMODELING REPORTED (N SECTION B)

_VERVIEW

NSF TO BE REMODELED

b. ,GSF OF NEW CONSTRUCTION

C. TOTAL NASF ANTICIPATED

TO BE AVAILABLE FOR

JOINT.USE BY 1983

MAPPORTION "GSF OF NEW CONSTRUCTION'.

(ITEM C,I,b,) AS TO ITS PURPOSE; a. GSF FOR EXPAND! NG ENROLLMENT

c. GSF FOR RELIEF oF OvERCRoWDING

GSF TO REPLACE OBSOLETE

FACILITIES

d GSF FOR OTHER PURPOSES L-7-7

501
GENERAL COMMENTS.

1MPAC CODE

PAGE 6

REsPoNDENT MAY USE THIS SECTION To PROVIDE ANy COMMENT OR TO ELUCIDATE HIS RESPONSE TO ANY ITEM IN THE OUESTIONNAIRE. (THE TWO COLumN HEADINGS ARE PROVIDED TO FACILITATE RESPONDENT'S REFERENCE TO SPECIFIC PAGES AND ITEMS.)

PAGE

NUMBER

ITEM

NUMBER

THANK YEW FOR DEVOTING THE TIME AND MANPOWER TO COMPLETE THIS OUESTIONNAIRE A copy OP THE PRINTED REPORT WILL BE SENT TO YOU AT THE COMPLETION OF THIS suRvsy,

5

A-102
APPENDIX D

Health Professions School Associations/

federal A encies and Other Parties COntacted Re-ardin Instrument Desi n

1. American Association of Dental Schools'

Council on Dental-Education, American Dental Association

AssociatIon of Aaerican Medical Colleges

4. Council on Medical Education, American Medical Association

5. Association of Schools and Colleges of Optom trY

.6. American Association of Colleges of Osteopathic Medicine

7. American _steopathic Association

B. American Association of Colleges of Pharmacy

9. American Association of Colleges of Podiatric Medicine

10. Association of Schools of Public Health, Inc.

11. Association of American Veterinary Medical Colleges

12. Council of Teaching Hospitals,, Association of American Medical Colleges

13. Federation of Associations of Schools of the Health Professions

14. Various Higher Education State Commissions

15. American Council on Education

16. Western Intersta e Commission for Higher Education (National Center for

Higher Education Management Systems)

5 03

A-103
APPENDIX E

PRETEST MEETING GOALS

For each respondent, the pretest interview attempts to provide information of

several general types:

Mechanics_of Res onse

a) What was the magnitude of the work with respect to the level of-personnel involvement and the time demanded?

How were the data gathered and from what sources?

Is the overall design of the questionnaire and accompanying:documentation difficult to use or understand (e.g., frequent cross-referencing among questionnaire, instructions, definitions)?

Shortcomings

Does the survey fail to address any major aspects of facilities

availability or usage with respect to health profession schools

in general, schools of this particular type (e.g., dentistry), this

partictilar school, or differences between sChools.

Content

a) The "face validity" of the survey will be addressed. Has the questionnaire been designed and worded in such a way that the respondent

cap clearly sense purpose, utility and importance, thus developing

an atmosphere of credibility, and encouraging interest and meaningful participation? Or does it contain ambiguities, insufficient or

extraneous instructions or questions which detract from the face

validity?

A-104
Has the respondent properly understood and interpreted the questions

and instructions or have inaccurate responses resulted from poorly

designed questions.

Specific questions conc Aing the respondents' actual data will be

determined from pre-interview (when possible) analysis ef thecompleted form. These questions will usually involve obvious or apparent violations or misinterpretations of instructions how

can the instructions be clarified, expanded, etc.?).

The following Pages present a specific liSt of suspected areas of probable difficulties in underStanding or interpretation which will be discussed-with each

respondent.

505

A-105
Page 2A, 2B

fi

Page 3

How were type of NASF accumulated (:_om-by-room synthesis, etc

In what form is the data from which such fi ures were derived?

Are the "conditions of space" mutually exclu ve?

Was "portion of space. (item 3) interpreted cor _c ly?

How were student station data and "number of oms" data obtained?

What are "oth_

of space?)

.e., are we missing some impor ant typeDiscuss "room hours used per year" question. Can instructions be improved or is there soffe better way (e.g. No. of students x avg. No.

of contact hours)?

Mow was "number of students" dat ems 4-7) obtained?

How is square footage construction and remodeling data _btained?

How, was the estimated inventory (items 5-8) obtained and were any

of these questions unreasonable?

What rationales were behind the breakdown provided in questions

9-12?

Is the source of fUnds informat on available at the individual school

level?

A-106
Page 6A

a) How was data concerning patient stations and visits available to respondents' students segregated from the aggregate hospital/clinic

total?

b) How many beds do they think is necessary?

Page 7

paze 8

Same questions as on page 5.

Interpretation of item B (e.g., anything in hospital setting

clinical).

b) How were animal facilities apportioned?

c) Should diagnostic animal rooms be included?

page 9

Were instructions for columns B, D, and F followed properly?

Page 10A-B

a) How was data in items 1-7 obtained?

b) What was the basis for these estimates?

How accurate will they probably be?

Page 11_

a) How was this data estimated?

507

A-107
Page_ 12

Page 13

Same questions as pages 5 and 7.

Interpretation of support

Parent Form

a) Has definition of "a located" been properly interpreted?

) Can the parent provide all the joint-use data - including that offered by the college of Biological Sciences?

Can sources of funds be reported separately f- m those of HP funds?

5 0

A-108
FRC/L

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o TYRg`

o NumSeg oF. _.s--rtizE/vM

APPENDIX F

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/1 IA-I09
APPENDIX G

THE CONCEPTS UNDERLYING TK COMPUTATIONAL METHOPS FOR

ASSESSING ROOM AND STATION UTILIZATION

'the obvious sensitivity of facilities utilization data warrants a detailed discussion of the manner in which this assessment is made in the report.

There are a variety of methods for gaining insight into the degree to which educational facilities are being utilized. Measures range from simple ratios of

net assignable square footage per student and per student station, to complex

computations of room and student station occupancy. The former (ratio-type

utilization measures) are easily computed, ordinarily self-explanatory, and

provide information on the resources available per student as well as giving

some indication on a relative basis, of the effectiveness of space usage. However, the ratios lack an important dimension in that they cannot, in the absolute, indicate the extent to which a school's resources are being utilized

by the students. Inability to determine this portion implies inability to

draw conclusions regarding the match between current (or projected) enrollment

levels and the availability of educational resources for accommodating such

levels.

Room and student station utiliza ion (occupanCy) are more absolute measures

than ratios, since they attempt to establish the "portion of.available resources used" rather than "portion of resources available-per unit Of educational activity". Use of the term "absolute" should not be construed to

mean that We attempt to apply utilization figures in an evaluative sense:

rather, it implies that room and station occupancy assessment allow the establishment of the theoretical upper limit upon the amount of educational activity

which could take place in a given type of space, assuming that there were no

other constraints upon such activity. 'Such constraints Oght be the availability of trained faculty and equipment, the ability to schedule class meetings

optimally, and the existence of adequate physica) facilities of other types.

Since these constraints will alWays exist, it is not possible to determine

whether a particular utilization figure is good or bad without complete knowledge of the context in which if is found. Nevertheless, the establishment

5 0
of even theore_ cal llmits--and the resulting ability to compare schools and

professions as to the respective portions of their facilities being utilized--

makes such figures valuable. The derivations of these two measures are detailed below.

1. Room Utilizat on

As stated above, an absolute utilization measure is based on the concept of

"portion of available resources-utilized". For room utilization, the unit of

measurement of the available (or utilized) resource is taken to be the "room

hour", where "one available room hour" means that a room- is available for

educational purposes for a period.of one hour. One room hour utilized

means that at least one student, involved in an academic activity, occupied

a room for one hour. (For completeness, it should be noted that the choice

-f one hour as a base measurement is a convenience rather than a requirement

of the method.) Room availability over a specified time period, is the product

of the number of rooms and the number of hours that the rooms are available

for academic purposes. Room use during the same time period is the total

number of hours during which the rooms were occupied by students engaged in

academic pursuits. The-ratio of these two figures (the "room hours used"

in the numerator and "room hours available" in the denominator) represents

the percent of-room utilization. In the general case, one in which a number

of rooms are available for differing numbers of hours per unit time, the room

utilization figure would be -computed by evaluating the following fraction:

(1) the numerator would be the sum, over all rooms of a given type

(e.g., classrooms), of the number of hours each was occUpied

during a given period such as a year;

the denominator would be the sum, over all rooms of A given

type, of the number of hours each was available during the

same period as used in develeping the numerator.

Classrooms and class laboratories were the only room types studied to determine

the percentage of room utilization. The actual figures reported were obtained
as follows, in which we show the approach for determining classroom utilization:

Resources used- he "numera o "

From page 6, item 0 of the survey instrument (HPSO) we obtain the

total number of room hours utilized by respondents' students fn

reSpondents' controlled (allocated) facilities (see line 6, column

B). Since it is our intent to assess the total loading on this

space, we must add to this numerator the loading of Tespondents'

controlled facilities engendered by students other than those of

respondent. The latter information is found on page 3 of the

instrument, column C, from which we take the total hours used over

all rooms (line 3).

Resources available--the "denominator".

Using 2,080 hours as an estimate o "length of academic year" (52

weeks x 40 hours), we multiply 2,080 by the number of classrooms

controlled by respondent (page 6, item 0, column A, line 6). Although it was originally intended to-use data from page 7A to compute

the length-Of the academic ytar (number of weeks per.year.times

number of hours per week), it was felt. that 2,080 hours would more

accurately reflect and support contrast and comparison among schools,

and would better reflect the total availability of the space.

Example:

School A has 10 classrooms under its day-to-day control, 5 of 1-16

stations and 5 of 17-32 stations. The smaller rooms are each..used

800 hours per yiar; while the larger onet are used 600-hours per

year. One of the rooms is used 400 hours per year by studentt of

another school.

U% ((5 x 800 4. 5 x 600 400 )/(2 080 x 10)) x 100% = 35.6%
2. Student Station UtIliZatIon Occu an

A more complex indicator of space resources utilization Is s udent station

utilization. Student station utilization as defined in this report, is the

percentage of time (and intensity to which) classroom and class laboratory

"student stations" are occupied by students for academic purposes. The unit

of measurement of the resource is the "station-hour" (one student work station

available for one hour). Thus, if a classroom with thirty desks is occupied

by twenty students for a:given hour of the day, we say that for that hour,

the station utilization of that room was about sixty-seven percent (20/30).

For an individual institution, it is often useful to ascertain student station

utilization on a room.-by-room basis for each day of the week. In this case,

the period of time would be (say) 8 hours; and the utilization percentage associated with each room would be obtained by finding the weighted number of

stations occupied during that period. Thus, if the number of students in our

thirty-station classroom were observed to be 20, 20, 20, 20, 10, 10, 10, 10

during the day's eight successive hours, the day's utilization percentage

would be computed as:

20 + 20 + 20 2 0 + 10 + 1_0 + 10 120/240 = 50%

30 + 30 + 30 + 30 + 30 + 30 + 30 + 30

Similar figures developed for each room-type would give valuable insight into

the problems &Id potentialities associated with class scheduling, the relief

of overcrowding, and the ability to vary institutional enrollment.

As our level of aggregation becomes higher (if we, for example, were to compute a single number representing utilization of all rooms of a given type over

a year's time), the operational value of the information would be smaller.

However, it would be a better, albeit global, measure of the overall degree to

which an institution's available educational resources are being "tapped". As

a national survey, our efforts were, to be practical, confined to more global measures. Moreover, we concentrated upon only two room-types ("classroom-type

instructional space" and "class laboratales") since at our current state of

513

A-113
educational technology, these kinds of rooms still represent the foundations

of the facilities-associated educational process. Thus, the figures- produced

for the purposes of our reports are averages of averages--even for the individual school. For example, our classroom station utilization figures are, conceptually, the equivalent of those whith would be obtained were the number of

students in each classroom to be counted each hour of each day in the year,

and the resulting tally divided by the sum of the hourly sums of the available

stations in all rooms.

Having conceptualized the definition of the basic resource related to student

station utilization, its unit of measurement, and the manner in which the resource is expended (viz., a student works at an available station for some period of time),.we are confronted with the problem of measuring its availability

and use through answers to a mail survey. Respondents could not be expected

to obtain room-by-room, hour-by-hour headcounts of students in each classroom

and class laboratory over a year's time for our survey purposes. We thus developed an approach which would give a reliable approximation to the "true"

utilization proportion, would not require extensive institutional research,

and would 'likely result in unbiased estimates.

In general, the number of available student stations in a given institution

does not change from hour to hour or from day to day. Thus, the available resource--some number of student stations available for some time period--may be

determined by simply counting the number of student stations and multiplying

this result by the number of hours that they are available. (The assumption

here is that each station is available for the same number of hours--2,080 as

in the case of room utilization.) For classroom student station utilization,

from pages 2A and 28 of the questionnaire we add the two figures for "number

of student stations" (see lines 6 and 4 on the respective pages' column 8).

By multiplying the number of stations by the assumed number of available hours

per year (2,080), we obtain our initial estimate of the total station-hour

resources available. The amount of this resource that is used is obtained

by computing the cross-product of (1) FTE enrollment by level and (2) classroom

hours per student by level. On page 7A, we request (for classrooms in column

A) the "num6er of hours spent by a typical full-time student" at each level

514
(of academic attainment). On page 10 (column B) we have a by-level breakdown

(lines 2-8) of the number of full-time equivalent students enrolled. If we

multiply the number of first year FTE's by the number of hours spent in the

classroom by a typical full-time, first year student, we find the number of

student contact hours spent by first-year students in the classroom. Under

the straightforward assumption of one student to a student station, this value

represents the number of station hours used (per year) by said students. Performing a like computation for the second year students and for each succeeding leveland summing the results--yields the total station-hour resources

used by the health professional undergraduates and graduates (exclusive of

interns and residents). The ratio of the latter value to the computed "resources available" is considered the "uncorrected" station utilization of

a given institution (or profession, through extension of the logic to all

schools in a given profession).

The term "uncorrected" is used above since a large number of the schools in

the survey universe include educational programs for such allied academic pursuits as the health technologies, and the like; and many offer educational resources in the spheres of continuing education, graduate and post graduate

studies, internships, residencies, and so on. These "other" students impose

a loading upon each school's facilities for which we must account. Moreover,

the "hours per typical student" data on page 71 includes time spent by respondent's students in joint-use facilities. As such, this time does not represent a loading on respondent's controlled space, but upon the space of others.

The method for collecting the data for computing the "correct on factor" was

designed into the HPSQ on page 3. Columns C and D of section A are used to

determine the number of station-hours used by students of other health profession schools. Pursuing our classroom utilization derivation, line 2, column C- (on page 3 section A) divided by line 1 column C gives the average stations per room in rooms used by other than "respondents' students". Multiplying this figure by that reported in line 3 (total number of hours per ytar

over all rooms) gives the number of station hours used by these other students.

Since it represents an additional loading on the resources available, it is

added to the numerator of the utilization ratio. Obviously, increasing the

numerator increases the school's utilization percentage.

5 o

A-115
On the other hand, for the occasions in wilich a given school uses the facil -

ties of another school, or of some central administrative organization, the

"available base" of resources must be augmented appropriately. This second

correction factor is obtained from column A of page 3 in the same manner as

the "other" students' loading" correction factor, and is added to the denominator of the utilization ratio.

Example: Student s ation utilization in classroom*.

School B controls 5 classrooms with 10, 10, 20, 20, and 40 sta ions,

respectively, for a total of 100 student stations. The three large

classrooms are used a total of 600 hours per year by School C.

School B also utilizes a 60 station classroom (controlled by School

0) 400 hours per year. School B has 200 FTE undergraduate students

and no graduate students. The FTE enrollment, by level (first year,

second year, etc.) is 60, 50, 50, 40. The typical student at each

of the 4 levels spends 800, 800, 200, and 200 hours, respectively,

in the classroom.

The total available resource (the denominator of the utilization

ratio) is given by:

100 stations x 2,080 hours + 60 stations x 400 hours = 232000 station

hours

The resources utilized (the numerator of the ratio ) are found as

follows:

Respondents' student loadipg:

60 students x 800 station-hours per student + 50 students x 800

station-hours per student+ 50 students x 200-station hours per

student + 40 studePts x 200 station-hours per studept =106,000

station hours.'
) Loading engendered by other schools' s -dents:

(20 + 20 + 40)/3 = 26-2/3 sta ions per room (average) used by

other students.

600/3 = 200 room-hours per room (average) used bY other students.

3 rooms x 26-2/3 x 200 = 16,000 station-hours used bY other students.

106,000 + 16,000 = 122,000 ation-hours utilized.

Utilization ratio = (122,000/232,000) x 100% - 52'61
APPENDIX H

PRETEST INSTITUTIONS

HEALTH PROFESSIONS SCHOOLS

1. Pennsylvania College of,Optometry

2. University of Kentucky College of Dentistry

Southe n School of Pha--- cy, Mercer University

University of North Carplina School of Medicine

Iowa State University College of Veterinary Medicine

University of Minnesota Medical School

7. University of Oregon Dental School

8. Baylor College of Dentistry

9. Tufts University Medical School

PARENT INSTITUTIONS

1 University of Ken ucky

2. University of North Carolina

3. University of Minnesota

cj
APPENDIX I

Methed°fA°1-bilirigMulti-Ueed

Hos itals and Clinics

For cases in which two or more respondents reported using a hospital

such that it was not possible to apportion the space, construction dollars,

etc. among their respective schools, the following approach was taken.

If:

the total yearly student contact hours spent by

all respondent schools' students in hospital "i";

and

A the yearly student contact hours

school's students in hospital "i"

EA ); then n in

A. /D

-in in i

ent by the nth

snail that D. =

1

where P _ = a facr betwten 0 and 1 representing

in the n sdhool's computed portion of_

any variable of concern in hospital "i"

(e.g., construction costs, available_

space, space to be constructed by 1983).

Since D. is defined in terms of A. we need only show how our estimates

of_(studint-hour loading of schooll on hospital 1:1were obtained. Ain

Let: = the reported value of column G, page 7A, line k,

(k=1 2, 7) (the hours spent in inpatient areas _ by the "k level students of sehool n)

the reported value of column TE, page 7A, line k,

(hourvaent in examining and trea(-

ment rooms by the ".kt"" levtl students of school n)

-(11) = nutber of sehool n's undergraduate students using

1,i hospital i's inpatient facilities "Ectany-one time"

(page 5A, item 8.a) -

(n) G = number of sehool n's graduate students using

1,1 hospitals i's inpatient facilities "at any one

time" (page 5A, item 8.b)

519
APPENDIX 1 (Continued)

Then:

2,i number of school n's undergraduate students

using hospital i's examining and treatment

rooms "at any one time" (page 5A item 11.a)

(n) G- number of school n's graduate students using 2, i

hospital i's examining and treatment rooms

"at any one time" (page 5A, item 11.b)

EY_ = reported value of the sum of columns E and P,

page 7A, line k, (k=1,2j...,7) (Rurs spent

in classrooms and labs by the "k " level

studentS of sdhool n)

Bn(k+1) = the reported value of column B, page 10, line k

(k=1,2,.."7) (nutber of curret

equivalent students at the "k- " level of

academic attainment at school n)

(n)

-1,i

F -(n) + 1G= -. .B G

i 1/1 1,i t n( ) n8

L _

/ ZG(n1 113 :n(8) n8

_ L

- (n) /

n(k+1)

U(n).) 1

2,1' [K=1

(n) _(n) 6

/

+ G(n ) / G( n) + G(n)) 1,i

In words, the first of the 6 terns is the product of (1) the fraction

of respondent n's undergraduate students located in hospital its inpatient

facilities as opppaed to other hospitalS' inpatient facilities and (2) the

total student contact hours spent in inpatient areas by school n's Under;-

graduates. Thus, if school n uses 2 hospitals sush that, typically, any 40
. APPENDIX I (Continued)

of its 100 undergraduates can be found in hospital l's inpatient areas;

and if the 100 undergraduatea,each spend an average of 4500 hours in

inpatient areas, then of the .-(100 x 1,500 =) 150,000 contaCt hours to

be spent in a hospital, (40/100 =) 40% of them (i.e., 60,000..ciontact:

hours) of loading will fall upon hospital 1. For school "n", terms 2

through 6 represeht the following loadings (in contact hours) on hospital

Term 2 = the loading (by undergraduates) on aMbulatory

facilities;

Term 3 = .theloading (by undergraduates) on classrooms

and class laboratories;

Term 4 = the loading on inpatient areas bY graduate

students;

Term 5 = the loading on ambulatory facilities by graduatestudents; and

Term, 6 = the loading on classrooms and class labaratOries

by graduate students.

Having now calculated Ain ,-..the contact hour loading engendered by

sChool n on hospital i, we repeat the computation for each school which

reported hospital i. Summing the A over all values of n (i.e., over

all schools using the hospital), webbtain D i' the total contact hour

loading on hospital i.

For.school n, we now take the ratio A4,/D4 = 134, which, as defined,

takes values between 0 and 1. Obviously, tbr a singTe value of i(for a

given hospital) p4, = 1. Since P4 represents the portion of hospital Ps

facilities to be"ctitisidered availatle for school n's use, the next step is

to multiply all relevant variables (on page 5A, sections Al B, and C) by

P

in

and assign the results to school n for reporting purposes. ,In the

procedure actrinvly followed, all variables were apportioned except for

the (total) Groas Square Footage of the hospital, its number of beds and

examining and treatment rooms, and its yearly number of outpatient visits.

521

A-121
APPENDIX J

SELECTED DATA FROM INDIVIDUAL SCHOOLS

ORGANIZATION OF _THEIABLES

The following pages contain a sampling of the actual information gathered from

each respondent. The fifty-six tables are organized into seven major sets with

each major set representing a topical area (e.g., "The 1983 Look-Ahead") which

is repeated for each of the eight professions surveyed. As will be seen, all

columns in these tables are numbered. At the end of each of the seven major

sets, the footnotes relating to particular columns have been numbered in a corresponding manner.

B. INTERPRETING A TABLE

The topical area covered by a table is given by the centered title at the top

of the page. The profession to which the table applies is printed at the upper

left. Following the column headings, the next five lines in the table give

overall statistics, for the profession involved, on each measure defined in a

column heading. Thus:

TOTAL is either the arithmetic sum or the populat on value of the

measure specified by a given column heading.

NUMBER OF SCHOOLS is the number for whom we could validly compute

the measure specified.

MEAN is the average value of the measure specified (i.e., the sum

of the computed values divided by the number of schools).

HIGH is the highest observed value of the measure.

LOW is the lowest observed value of the measure.
To preserve confidentiality of individual responses, each school has been assigned a three-digit code. These codes are listed at the extreme left of the

body of each priNted table. Information for an individual school is obtained

by reading across that school's row of the table.

At the bottom of each table, and for each column therein, there may appear a vertical list of three-digit numbers. The latter are the codes of schools for

which the.column measure could not validly be computed.

523

A-123.
DENTISTRT

ToTAL WEER

KAN

HION

LOk

061 085

102

124 132

115 192

153

231 242

244 305

114 335

352

361 363

423

445 4$2

471

423

474

1 491

513 552

564 565

591

592

603 605

633

041 042

701

204 715

733

751

.764

792. 604

021

OF SCHOOLS

TABLE 11

CONTROLLED NONcLINICAL INSTRUCTION FAcILITIE NIF4L0 1973

OWNED AN0 . , CONTROLLED , CONTROLLED NASr ExOL1 PERCENT PERcENT NA5F (000)

GROH %AMITE oF NAoF PERCENT: oP NASF, NEEDED

.SOUARE coNTROLLED PATIENT CONSIDERED OF NASF NEEDINOH (posT. FOOTAGE NA5F (000) CAREN AND .SATIS# '. NEEDINOI .. REPLACE, CONSTRuci

(000) IN TOTAL BOTNEr FACTORY REMODELING ((ENT,: TION)

(1) (2) (3) (4) , (5) (6) ,, (7) somm:*=N:Ro4-

6717 4359 2446 82 ,10 '7, 988 . 53 53 53 .51 51 -. 11, 51 127 , 82 46 .76 10. 10 19 351 219 141. ,.100 75 100 . 110

0 0 0 0 0 0 0

.. 101 67 -44

76 68 23 240 134 57 212 126 70 106 66 11

0 66 07 60 53 42 106 68 39 57 33 21 204 124 69 147 111 84 246 186 96 279 173' 60

0 14 6 227 116 56 162 89 49 211 124 67 AO 47 28 160 100 56 194 123 48 212 98 56 39 27 13 51 32 24' 166 118 65 107 60 32 79 51 29. 118 92 56

50 37 12

5 a a 183 100 52

0 /7 32

65 93 42 i71 96 50

67 -$7 07 353 203 67

171 100 50 124 64 37

0 0 . 0

27 73

100 0 84 13

88 10' 2

56 0 42

21 75 1

17 23 0 12 0 8$

67 31 0 77 23 0 100 0 0 90 0 10 100 0 0 100 0 0 79 21 0 99 0 1 100 0 0 67 0 13

86 14 0 le a 0 62 16 0 81 0 19

100 0 0 70 25 5 92 , 6 , . 0 14 84 8 8 18

56 41 1 9 160 0 0 24

50 0 50 0 100 0 0 12 100 0 0 0 :60 14 8 47

..: 90, 10 0 0 100 0 , 0 0 100' 0 0. 0 100: 0 34 66 33

0 60

14

3 31

27

00

94

0

0

00

0 4154

1715

00

43 18 22 ,: 0' 0 110 . 63 .26- 37'. 56 215 129 66 '.12 6 124 219' 141 ..., _0

212 122 73 100

0 25 56
DENTISTRY

TABLE I (Continued

CONTR LLEO NONGLINICAL INSTRUCTION r DILITIES 0-FALL1. 1973

OWNED AND CONTROLLED, -----

CONTROLLED NASF EXCL. PERCENT '. PERCENT .NA5F (000) GROSS,

SQUARE.

,"ON'SITE or NAu JERCENT or NASF NEEDED. CONTROLLED PATIENT- CoNSIDERED OF NAP, 'NEEDING (POST, FOOTAGE NASF 1000) CARE"..AND 5A1I5i .. NEEDING REPLACE#' CONSTRUC,' (000)

(1) IN TOTAL 121 . POTHER0:

(3) FACTORY , REMODELIN

(4) IP

,.(ENT _,

, 15)

TION)

(7) 532

0 24 14 100 853 Q D 0 195 96 62 0 25 , 75 --- 100 854

62 64 39 100,. 0 Q 3 46 26, .0 .0 100 0: 111

170 74 42 100 . 0 0' 0. 913,, 79 67 37 100 0 0. 130 941

2311 114 79 100. 0

0 0 942

0 0 0 46 944 . 70 63 26 /00 0 . A , 0 SCNOOLS FOR wHICW

VALLIEs ARE UNDEFINED 715 715

942 - 142 942

525
CONTR UWE J 2 : ILED'NONCLINICAL INSTRUCTION fACILITIES ..FALL1 .1973

12WNED ANO 40NTROLLED

...CONTROLLED 'NASFiXCL, PERCENT PERCENT NAg (000):,

GR055, .,PON4ITE WNW PERCENT. OF NASF NEEDED ' SQUARE CONTROL50.:: .PATIENT CONSIDEREV OF NASF 'HEEDING

'FOOTAGE NASF (000)-DARE" AND.- AAUP-, AEEDING. REPLACE. CONSTRUC-

(000) INIOTAL. POTHER" FACTORY RENUELINQ KENT' MN). (1) (2)- (3) . (41 15T., (6) (7)

P- 7 TOTAL 35548 23544 104.83 -A4 8 . 8 6468 NUMBER OF SCHOOLS

MEAN

95,', ''',95: 95 :14 94

1 374 251 19,5 87 5- 7 MGR 68: Low"

1713 1295 521 100 .35: , 100 lopo

o 0 :

. . 0 Y. A 0 022

023

024 025

054 055:

074

,091

.094

095

112

121 133

234

141

:42

145

152

153

172

184 203 212

215 222

224 241

252

254

.275 283

295

311

315

324 333

341 345

362

371

374

393 395

5` 6

156 ' 110 T. T' 104

0: 55 197' '245 1.90

56 47

1602 615 521

405 234 170

646 "446 '369 371 ,233

1713 ' '967 501

229 .65 127

266 '199 177

33 10 10

980z- 572 : .49V:

'400 323 204'

776:: 447 267

423 L , 291 :235

649 : :311 :253

0' 25 25

26 , 23 9 , O 33 31

301: 322 -161 119 429 394

0 0 0

,, 167

247 82

0 62

233 167' 393 347

650 365 549 133

327 ,259

448 '135 100 124- SO 04 574 270

, 330 , 233

93 _105

415 , 252.± 471

537 404' 541 408

0 , 50 240T

210

,

100 100

100, 100

05

70

9258 .100

100

10055

100

100 100'

66 100

0 100, A9' 106: 100' 73 100

59: 100. 245 100-- 279 ei

296 92 281 99 212 96

.320' '19 106 100:. 60

, 256 63

217 ' T100

91 217: ; 62,'

361..:' 100

,422, 100

26. 100

151 . 100

175 90 ,

, 1 0

0 0 ,0

-0- C 11-0 0 -15 5 0 178

10,,.; 21 604

. 0 : 5 14

4 ',. 0 2

:21' 21 -.403 :0 Q "1000:-, 0 0 24,

0 43:

:2 .. 5 339'

35' 0 0 0 , 0 0

0 0 84

0

0 28 3

0 0 0 0 100 0

01 0 157

0 0 216

16

a

0

4

00

63' 0 , 30-

0 90 243

01 0 0. :

. :0 o0 i4

10 2 002

26 112

36

14 35 133

55

0

'0 . 27
itiDLE th,4 (tiontlnued)

CONT9OLLED NONCLINICAL INSTRUCTION FACIOTIES-4ALLI

(COMM)

ORNED,.1NV CONTROLLED

CONTROLLED :NASF EXCL,'':.PERCENT . 'PERCENT' NASF (000) GROSS !ON-SITE' OF NASF :.':PERCENT .''':OrNASF ' NEEDED , SOME ''",CONTROLLED PATIENT': CONSIDERED OF NASr. '.':".NEEDING"- FOOTAGE: (POST*

'.NASF (000) cARER AND ,. SATISL. :::' NEEDING:, ' .-,.R.EPL4CE@CONSTRUC0 (000) '. IN TOTAL "OTHER!' '' FACTORY, ?'REMODELINO' :-:MENT'" TION) (1) (2) (3) (4) :."' ,2::(5), :(0) (7) 415 543 301 279 07"' : 7 433 6 89 155

0 656 442 -76 22 .) ,, 0 20' 0 ..96 88: 100 , . 0 .0, 472 49 1059 175- 464 . 100 0 .. 0 , 103 0 404 137 73 60 75 10 . 15 10 ,522

264 196 . 154 .' 92 0 a o 420 240 201 73 27 0' ' 10 1124 760'. 402 ", 66' 0' - 14 ,264

562

250' 153 143 07 13 '' 0 21 563

193,. 161 134 100 ::., : 1 0 16 574

70. 36 - : 30 ..81' 11 5. 31 515"

.865 '. 592 292 90 .' ' 9'..' 61

583

11 54 54 100 IF : : U. 0 602

153 109 109, .:. 100: 0: Tr...- 0 237 100 97 ' 100

013 '0 0 ' 0 024

206 i -169 161 100 0 4. 55 635

201 i .133,, '-133. '''100 ..0 0 31 691

558 574' ', 547 11, .. 29 0 0 121 61 65 :100 :'0 652 - 0 322

693: 195 143 18 2,.. 101. 604

373 209 .177:' ,,100 , 0 0 0, : 504 284 220 101 .0 '', 0 : 671: 0 , 788 626 409 91 .0_ ...

',. O. ': 0. 672

683

71 40 27 100'.:1 A, 0' 228 114 115 81 10' 10 36 711 . 91 49

714 48 , ' :09:',. 27- ' :4 50 399 201 199 79 :D.., 16: 731 :0

743

511 '37J 191 106 .1)': 0 542 411 324 100 :0 741 0 0

1636 1295 406 39 27 ' 34- 0 761

772 213 131' :132 92 ::: ,7.. 0 136

0 542 492 87- 6

., 7 774 53 563 325 207 70 ' '0, 10 0 7e3 486 295 293 64 002 . 13 3 27 337 193 180 89 0 11 811

023

75 64 .' 64 100 0 .0 0 159 210 220 .: 100 a 831 ., 0. 0 863

156 198 107. 100 0 0 : 137

664 443 231 202 62 36 0' 7 872

202 ..126 111 100 0 1 0 : 0 039 569 394 77 .23 a 091 0 903

33 35 33 100 0 '0' 292

226 '208 197 0 904 0 : 100 0 227 130 110 100 '0 , 0 0 .921 449 "248.'' 229 71 24' -5' 335 951 209 172 162 95 5' 0 . 60 952 953

260 75 75 100 :0 0 32

954

541 291 : 291 100 0. .0, 21 173 : 156 153 0 0 '.100 0 962

973

100 : 74 27 00 : -0: ' 'f, 0. 0 285 136 ' 119 100 ' 0 A 45

973

SCHOOLS FOR RHIN

VALUES 'ARE UNDEFINED

212 212 212
k,t

OPTomEiRT

TALE

'CONTROLLED N NCLINICALiNSTRUCTION FACILITIES:0,FALLi ' 1913

OWNED AND CONTROLLED. CONTROLLED .NAEr'ExCLI PERCENT PERCENT Mr 10001 GROSS. : NON-SITE: or NAST' PERCENT.: Or NASF NEEDED SQUARE CONTROLLED PATIENT CONSIDERED.' OF NASF: NEEDING 1POST# FOOTAGE NASF (000) CANIN-AND GAM- , NEEDINV REFLACE* CONSTRUC, (000)

(1) IN ToTAL w0TNENN FACTORY'. RENODELIN RENT MN) (2)!. (4) . (5) . (6)! '..(7)' I * * *OOP O 0.1004.0M0m0040000000.00 O 000 OOOO 000 O pow O TOTAL 00,11111@@w00000i40 O 0000% , NUMBER OF scHOOL$

'''.- ,, . 565% 37V: . .243 '. 59 , '. .: 4 :, 4,, ' 7 .. . 145 HEAR '. . ..10 10 10 AO .10. : ,' :10 VI

NIGH

56 36, ,.: 24 - 63..', -. .' 3''. ',_ '',' IA 14 105 --- 71 47 100 20-. ...' . 105 LOR 37 0, ., '. 15-, 10 0 ' , ',,,, 0 '.. .0.

. 0' 065 v105 t7 54 39:- 072 100-.,, . 0' ''. : 0 :: 0 96

101

71 36, 100 7' 0. 0 14 . 31 15. 'A 0 211 05

, ..,V : . 100, v 53 34 100 . . . , 0 , 235 .: 0 6-

, 34 23 10 op,* 251 6 17 37 30 23 15. 96. ; ' 0 . 4 26 334

44 32 14 100 0, , 634 86 0 33 692 54 59 47 80.' 20 Q 0 933 . 28 20 68 14 18 24 0 10 . 17 100:.

, 5 ,
TABLE.J14 : :40NTROLLE0 NONCLINICAL INSTRUCTION FACILITIES.--rALL. 1973

OWNEDAND- CONTROLLED

CONTROLLED; NASF EXCL4:PERCENT PERCENT NAsF 400)

GROSS

_ _

. -.7047SITE SQUARE -.CONTROLLEPATIENT

FOOTAGE: HASP. 100014AREPFANO

10001' IN TOTAL': .WOTMER"

. (11 121 , (11 . TOTAL

698 571 '226

14UMBER or SOHDOLS 5 .5 5 KW :. '. 140 . 114 41 256 : 193

57' ': v 41 29:', 0 :, 41 40.. 462 218: 193. _47 '.. 293

: 10 ,- .. 49. ,. 29 303 216.: 163 .17. 402 154 : 125 ,r53:

4=@0_*.--:.:...,i.._* oo eoo...,:@-#000=00 * 0000=00. - 0

OF NASF CONSIDERED

-SATIS! FACTORY

(4)

PERCENT. , ovtiAg

NEEDINV

REMODELING 151 -

, 91 3

5 5

90 6 100 27

73 0 400 0 -81 0 73 27

9(1 3

:..H 100. 0

oF NASF NEEDED

NEEDING (PM*

REPLACE- CONSTRUC-

,MENT. . TION)

161- (7) 6 69

5 5 14

11 49

0 . 0

5

0

17

03 49
PHARMACY

CONTROLLED NONCLINICAL INSTRUCTION FACILITIES **FALL,

OWNED, AND CONTROLLED , CONTROLLED NASF EXCLI PERCENT' PERCENT, NASF:(000) GROSS. PON,SITE (IF NASF PERCENT _OF NASF NEEDED

SOUARE CONTROLLED PATIENT CONSIDERED OF NASF NEEDING . IPOST.,_ FOOTAGE NASF (000) CARE" AND SAM- NEEDING REPLACE* CONSTRUC* 1, (000) IN TOTAL oDTHER" 'FACTORY .,REMODELING,.. ',RENT .TIONI (1) .(2) (3) (4) (5) (6) (7) i

TOTAL 3060 2294

NUMBER OF SCHOOLS 64 64 MEAN 40 36

NIGH 215 152

LOW

:,. .0 3 005 0 14

011 34 26

39 25 041

, 052 37 27 . 105 45 31

143

144

39. 37

151

65, 54

28 17 lei 23 15

195

204

31 20

45 3; 213 52

-245

262

--45 27 , 186 115

263 0 52

265 56 34 . 294 0 29

.313

344-

60 38.

94 :.56---

375 74 30

362 . 150 87

354

403

30 , 19

30 20 404

0 19

412

453

16 10

15 10

454 22 18 461

2016

64

90

64

3

64

31 85 5

118 105 64

.3 , 0 0

13' .79. 7 24

13

-. 35

. 72:

,23

8

23 100., 0

31 . 100"

19 -,'100

50 89 11

14 . 100 0 ' 14 HO 0

:: 20 40 . 30

31 /00 .0

,0-:.-

26 100 0 106 100 0

42 100 .0

33 100. 0 , 20 100 0 -. 37 100 ,,,.0.,

51 98 0 35 100. 0 80 100. 0 16. 59 O. 18 100 0 17 100 0 10 90 0 10 100 0 II , 56 0

7 . 506 1

64 64

10 8

,4

100 39 -i 0

- '42 ., 20

Q0 0 1

0. VI O. .374

- 0 7,4

, 30 :81

: 0 5',

100--------4-1071,-

.. 0 331

0 201

0 30A

0 134

.0 3.1

,0,,,.. ......_.5.4

.2 _1'-

I) O

0 11 1 1

0 HO

2221 10 2:i Q 2;

44 25 i

465

0 69 42 100 0 0 111

482

0 30 28 23 37 40 6) 17 55 4$ inD Q o 0

, 493 4 a 3 33 0. ..67 511 30 25 24 "56 44 0 514 0 523

36 26 25 100 , 0 .. 0 13:, 27 . .i5.. .,..1

'0 ,100 33: 532 61 39 37 '100 0 0 6 ' 535 34 22 19 91 , .0. 4', 571

572

10 11 8 '36 64 0 14 , 0 40 31' . 97 2 0 9 585 31 23 20', 100 594 r)

621

37. 23 23 1 100 0 0 0.; 56 '40 38 .,77 .. .645 91

663.

75 60 56 100 0 0 0 i 62 39 : 33::, . ,..100..,. 665 .. 0 i

. 45 29 .25 .., 100 i 0 0 0
1101 j.5 (Continued

CONTROLLED NONcLINICAL INSTRUCTION FACILITIES -4410

(c00:8TED)

OWNED AND ooNTROLLED -,

973

CONTROLLED Nar ExCL (000) GROSS

, SQUARE

FOOTAGE

(000)

(to:

684 215

692 76 693 13 703 110

724 01

742 42

753 , 63 801 55 812 70 824 5532 874 26 083 23 902 123

922 33

923 48 971 43

982 --- -02 984 24 991 99 #0.*ftw..41:ggwO* ''' _ _

CONTROLLED 4ATIENV o:::::::E0 0FAASr ,, _NEEDING (NOST0:.

:PERCENT NASP, !INNSITD or NW PERCENT or 14SF NEEDED NAsr 140) GAREN, AND sup NEEDING 'REPLACE. CONSTRUC=.... IN TOTAL ..401NERN OACTOR7 RENODELIND NEN, TION).

(2) , -(3) (4) (5) (6) (7) 152 118

:74 52

10 9 .. 43 40 , 29 28

27 24

40 32

40 38

-33 31

27 ; 26 22 15 15 :14 51 67

22 . 18.

, 40 40 .,..-

100- 0,, : 100 0

,00 50' .0, :O. 0' Ho

. 66 10 74 00 0 0 85 45 0 100 : V 0 100 0 0 54 0 . 0 100 0 0 100 0 0

. 100 0 . 0 93 1 0 , 100 0 0 100 0 0 100 .,1) 0

.0

20

4

0

, 3.

0 ..'.. 39

2

2':-. ... 0 '.13

0 10 -----7---30 , --..------36-7-...,,,..._,1057,---...ff,._0-7.---...--__0_, . .-1)-.,.....;._. ...._ 16 15 :: 100 , 0 ..,: - 0 ..1 . 54 54 100 0 ,. . 0 , 30 ' '' * ' ' . .. i0OW@W.O.Uni ,, , PWw1PgPg.,

531
PODIATRY

TOTAL. NUMBER OF SCHOOLS

MEAN

mI04 LON

042

191

264

644 833 .

CONTROLLED NONCLIN

.TABI..1

CAL INSTRUCTION FAGILITIE ..FALL#

OWNED AND CONTROLLED

CONTROLLED NASF Excl., . RERCENT PERCENT. NASF 1000):

GROSS "ON@SITE OFAASF. PERCENT AF.NASF... '. NEECED SQUARE CONTROLLED -PATIENT'. CONSIDERED OrNASF NEEDING '. ...(pOsT. FOOTAGE NASF.(000) CARE" AND SAT)Si,. NEEDING. REPLACE4 :CONSTRUG.-

(000) IN TOTAL "OTHER" FACTORY REMODELING .NENT :. MN)

(1) (2) . (2) (4). ' .: (5) (6):, , (7)

203

5 1405 59

5 13 . 28 17 157 67 34 100

20 14 9

0 6#

,- 157 67 . 34' 37 14 12 71

22 19 13 0 , 20 25 10 :- ,20

, 27 15 9 7,.

29 -' 0

,.. 013

0 34

100, 43 60 0 60 32
TOTAL ,NUMSER,OF SCHOOLS

NEIN

HIGH LOH

032

154

223

' 272

291 ;ex

A94

661

762

763

934

682

*

TABLE' ja

C NTR LLED NONCLINICAL INSTRUCTION FACILITIE8

OWNED AND CONTROLLED CONTROLLED NASF EXCL, PERCENT PERCENT

GROSS "ON-SITE OF NASF PERCENT OF NASF

FALL, :1973.,

NASF:1000) NEEDED

SQUARE CONTROLLED PATIENT CONSIDERED OF NASF .NEEDING . (POST- FOOTAGE NASF (000) CARE" AND . SAME ,.NEEDIND REPLACE. CONSTRUC.

(000).

11)

'IN TOTAL

(2)

1514 1009

13 . 13 116 78

. 405 ". 223

0 10'. li

138r,

o'. 94

dB

53 35

. 3' 10 7? 52

142 65

5 35

09 . i .46 320 , 225

19 53 200 . 106 405 174

..0014ERN , FACTORY_ , RENODELIND-- : HENT ?ION)

(3) . (41. (5) ,

. (7)

a**-046N 016***** mm ifqw. w ,, m Op m 00.00

925 '61-,* 5 .' '. 6,' -191

.. 13 , 13 13 13 13

71 ,'. 79 4 11 12.

199 , 100 ,-35 100 , 101 : 9: Ji 4 0 1

31 100, OH 0 0 41 82 0 16 51 ,43 63 10 6 17

27 57 3 11 10

9' 100 0 0. '6. 79 100' 0 0 46

65 . 100 , 0 0

, 0 35 0 , 0 100 101'

45 100' 0 0 :9 199 65 35 0' . 01

52 :HIV A 9 -,0 . 90 100' 0 . 0 0 161' Ur 0 0 0 .................. .. m b:pg
VETERINARY NEDICINE

TABLE J.

CONTROLLED NONCLINICAL INSTRUCTIOR.FAC1LITI

0144ED AND CONTROLLED* tusr EXCL4- PERCENT , PERCENt -' NASF (00ii , CONTROLLED' _ . -GROSS ,w0N*SITE -OF- NASF PERCENT, . -or- NASF ....: SQUARE NEEDED' CONTROLLED . PATIENT 'CONSIDERED OF NASF:' '' NEEDING' .1,0051.2.1 FOOTAGE NASF (000).C4Ri5 AND ..'. 501E0 .. NEEDING REPLACE*'1'.CONSTRUCI (000) IN TOTAL WNW FACTORY -,RENODELING

(1) RENT. :. TIDN) , (2) '13) 141 (5)'. (6r .-:-. :17)-.1',..:. TOTAL NUHREROF SCH0O.S

KEAN

H104 LOW

3458 2403 1095 72

19 19 19 16 1 102 126 100 73 11 391 281 242 100 75 woo.,

0 0 0 0 0

00.#49 Odskiteolg.*soommowsTyi * * = * , - in.* *

021 219 127 ' 118 100 043

14 31 24, * 100:' 061

165

'76 40 29. 25

315 169 -1W 20 243 275 161 98 57' 292 26i 172 125 1.00 121

0 116 104 43 354 341 224 138 100 363 169 64 84: ,. 95--

197 424 71 , 65 100

140 99 69 91

, 442 122, 19 110.-------'1

0 00 72 116 157 71

, i 382 241 229 622

44

851

SCHOOLS FOR WHICH

,VALUE5 ARE UNDEFINED

17 12 10 340 247 242

0 0 0

0 5.5514

051

0

04

00 10

21'

, 103

26

70 127

104

, ... _ 1/4

118

Si

245
FOOTNOTES

CONTROLLED NONCLINICALINSTRUCTION_FACILITIESALL. 1373

1. Figures exclude GSF of rented or leased facilities.

2. The figure displayed includes both o ned and rented facilit es, and further includes those areas considered "on-site patient care" and "other".

If GSF figure was not reported by respondent, a zero is displayed.

Sum of columns 4-6 may not equal 100% due to round-off error and data errors (or missing data) uncorrected at the time of this writing.

6. Computed by subtracting "NASF which could be made satisfactory by remodeling" from the difference between total NASF and "NASF considered satisfactory for program purposes".

7. The figure displayed represents the additional NASF (in 000's) of controlled nonclinical instruction facilities perceived as needed by respondents following the completion of their existing construction and remodeling programs.

A-135
DEvisyav

TABLE J.9

DETAILING OF STUDENT SYMONS 87 AO M-TTPEI

Ma 1973

(#4.#4444Num0E8 or ALLOCATED STUDENT STATI0N5444444444)(444444444NASF PER ALLOCATED STUDENT $TATIO

CLASSROZH

(1) CLASSL 8

12)

RESEARCH

AND RESEARCH TRAINING

(3)

d LIBRARY

(4) AUDITORIA(5) CLASSROOM

(6)

RESEARCH

AND RESEARCH

CLASSLA8 TRAINING LIPARY

(7) (8) (9)

pd. m R m m mmm WiMM#OM mm MOOM.M00

"TAL a 19240 16323 1565 2014 2329 15 42 187 7 NIPPER Or SCHOOLS 53 53 53 53 53 47 48 34 . 2 PE1N 363 308 30 38 44 10 50 356 8

N)GH 1062 1107 309 445 p2 02 250 15,41 33

L24 a 0 0 0 0 0 a a 2

m.adooder.mmoddo mm 4 OOOOOO p 261 120 236 3 0 0 17 17 060 2/0 265 35 a 0 34 29 :02 740 474 36 0 0 15 34 250

124 528 383 30 0 0 17 5Z' 600

132 374 213 16 75 0 13 23 187 1P

135

192

193

91372

145

640.

94 , 371

53

13

20

92

61 35

0 150

0

. 10

26

21 .

47 57 64 536 It 30 500 2

231 242

209

0 315

280

0

0

0

0

0

0 10 36

96

244 684 430 32 445 '0 18 44 375

305 487 248 40 43 396 14 69 1050

314 1962 1107 110 0 0 16 26 108

115 144 0 0 0 0 14 352 700 500 300 50 0 14 30 23 12

361 287 299 79 0 0 17 31 177

385 617 342 28 85 0 18 70 250 7

423 256 236 0 60 0 16 25 4. 445

462

47i

458

260

703

480 192

640

30

18

0

90

44

6

0 360

0

17

1916

46 233 a

52 444 4

19 33

473 180 151 6 32 0 17 26 333

474 48 210 6' 0 88 21 79 167

491 864 571 10 54 0 13 51 900 3. 513 300 420 0 45 0 13 ' 33 552 158 269 20 0 0 19 19 350

504 638 572 0 52 0 14 24 565 1 120 19 0 0 0 42 53 591 0 0 0 0 0 592 378 340 75 0 0 16 85 30 Hi 356 128 a 0 a 14, a 133

605 1001 998 1 50 0 9 11 1000" 2

633 402 461 50 94 429 15 33 641 111 172 0 0 0 18 70 642 80 504 0 208 602 62 50 701 415 404 36 0 0 14 72 56 704 185 265 21 0 0 59 30 %90

715 0 0 0 0 0 73$ 152 106 0 0 0 ,26 19 751 345 150 2 179 0 12 40 764 890 299 0 75 304 18 27 792 592 144 0 0

. 20 250
TABLE J.9

DETAILING OF STUDENT STATIONS BY ROWYPEI

FALLI 1973

PAA4040NUMBER OrALLOCATED STUDENT STATION544444404 44,AAANA5F FER ALLOCATED STUDENT STATIONAAAAAAAAAA)

RESEARCH RESEARCH

AND AND RESEARCH RESEARCH

CLASSROOM

(1)

19240

53 363

1062

0 .

CLASSLAD

(2)

16323

53

308

1107

0 . wwmw

TRAINING

(3)

1565

5330 309

0

LIBRARY

(4)

2014

53

38 445

0 .. OW MM M

AUDITORIA CLASSROOM DLA5SLA9 TRAINING LI8RARY AUCITORIA

(5) (6) (7) (8) (9) (10)

f-00 000%1R0:7-:0000000m0p

2329 13 42 167 71 11 53 47 48 34 ' 24 7 44 16 50 358 87 11 602 62 250 1143 343 23

0 0 a 0 25 3 MMMMMMMM .0.4=bai MMMMM 000E0 M 0 M M 00ftorgo0000.00.0000b0u6.0.4,,...

120 236 0 0 0 17 17 270 265 35 0 o 11 34 29 740 ' 474 36 0 0 15 34 250

528 383 30 0 0 17 52 600

374 213 16 75 0 13 23 167 IC7 933 640 33 92 0 10 47 57 76 72 94 13 61 150 28 64 538 115

145 371 20 35 0 21 30 500 29

289 315 0 0 0 10 46

:0 280 0 0 0 96 654 430 32 445 0 IS 44 375 79 467 248 40 43, 396 14 69 1050 93 1062 1107 130 0 0 16 26 108

144 0 0 0 0 14 700 500 300 50 0 14 JO 23 257 299 79 0 0 17 37 177 617 342 28 65 0 18 70 250 71 256 236 0 60 0 16 25 67

453 480 30 90 0 17 46 233 33 260 192 18 44 360 19 52 444 45 it

703 640 0 6 0 16 19 333

150 151 6 32 0 17 26 333 31

48 216 6 0 85 21 79 167 23

864 571 10 54 0 13 51 900 37

300 420 0 45 0 13 33 44 156 269 0 0 0 19 19 350

638 572 0 52 0 14 24 56

1 120 19 0 0 0 42 53

0 0 0 0 0 378 340 78 0 0 16 05 38 356 125 30 0 0 14, a 03

1001 998 1 50 0 9 11 1000 260

402 461 30 94 429 15 33 160 64 12

111 172 0 0' 0 15 70 00 504 0 208 502 62 30 72 13

435 404 36 0 0 14 72 56 105 265 21 0 0 59 30 190

0 0 0 0 0 152 106 0 0 0 .26 19 345 150 2 179 0 12 40 26 890 299 0 75 304 10 27 67 592 144 . 0 0 0 20 250
DENTISTRy

TABLE J.9 (Continued)

DETAILING OF STUDENT STATIONS BY 60114TYPEI

FAL40 1973

(colrits)

0400.004NUM8ER OF ALLOCATED STUDENT STATION54466, 040 i 0# 4806NASF PER ALLOCATED STUDENT STATIC

RESEARCH RESEARCH

AND AND RESEARCH RESEARCH

504 021

832

853

854

062

911

913

941 942 . 944

CLASSROOM

(1)1025

, 24

0 095

156

75 485 342

190

0

0

CLASSLAO

(2)571

32

0 680

250

45 297 106

104

0 140

TRAINING

(3) -#WWPW oo

14

4

0 20

6

0 15 309

50

0

0

LIBRARY

(4) o oo

0

0051

0

0 82

0

0

0

0

AUOIToRIA CLASSROOM CLASSLAB TRAINING LIBRARY

(5) (0) (7) (8) (9)

o 000 0000 dM oo p oo oo _000.00_ 000 0 oo 0opp0m0000...60.00000

0 1 26 1143 15

.0 42 31 250

00 10 29 571

0 13 72 1000

0 13 87

0 20 27 467

, 0 12 57 65

0 16 166 480

0

0 57 &4R0**.w0@*.gw0000000.0.000.0.10,. o 01 o 00%0P0P000..0.0000000 o 000 oo * www *0 oo p 00000 p7p o p o 00 o 0000 P0e71**000:11. 00000P SCHOOLS FOR WHICH 242 335 81 6 VALuEs ARE NNREFTNEC 591 591 231 5 715 715 242 10 532 83? 335 12 942 942 423 23 944 471 24 513 31 )) 504 33 591 36 a

641 47- * %4 642 55; 715 56! 733 59: 704 59: 792 60: 832 64: 802 70: 942 70, 944 11! 73:

79: 82: 83;

854 86;

913

941 94; 944
TABLE 1.9 (Continued)

DETAILING Dr sTuDENT STATIONS BY ROON-TTPEI

FALL. 1973

(colum)

90919NUMBER OF ALLOCATED STUDENT STATIONS444606666)(664o4p44eNASF PER ALLOCATED STUDENT STATION444*.44440

LASSROON

(I)

RESEARCH

AND RESEARCH

CLAULAR TRAINING

(2) (3) LIBRARY

(4)

AUDITORIA

(5)

CLASSROOM

(6)

CLASSLAB

(2)

RESEARCH

AND RESEARCH

TRAINING

(0) LIBRARY

(9)

AUDITORIA

(j0)

1025 571 14 6 0 7 26 1143 167

24 32 4 0 0 42 31 250

0 0 o o o 695 680 28 51 o so 29 571 39 156 250 6 0 0 13 72 1000

75 46 0 0 0 13 87

488 297 15 82 0 20 27 467 49

342 106 309 0 0 12 57 65 190 263 50 0 0 16 166 460

0 0 0 0 0 0 140 0 0 0 57

"fl@tipsoewom :ww

242 335 81 61 591 591 231 65 85 715 715 242 102 102

832 b32 335 124 124 942 942 423 231 132

944 421 242 135

513 314 193

564 331 231

591 361 242

641 474 244

642 552 314

715 565 335

733 591 352

264 592 361

792 603 303

832 641 423

662 701 445

942 704 471

944 715 473

733 491

792 513

021 552

032 564

854 565

062 591

913 592

941 603

942 605

944 641

701

704

715

733

751

792

804

821

832

853

854

862

911

913

941

942

944
MEDICINE

TABLE J.10

DETAILING OF STUDENT STATIONS BY RODR.TYREI

FALL) 1973

(4089.408NUM5ER OF ALLOCATED STUDENT STATION54i4o444.4)(448900444NASF PER ALLOCATED STUDENT STAT)

CO SROOM

1) COSSLA0

(2)

PE:48CH

RESEARCH

TRAINING LIBRARY

(3) (4) AODIT0RIA

(5)

RESEARCH

AND RESEARCH

OLAS5RooN CLASSLA8 TRAINiNG WORAR

(6) 171 (5) (9)

.WWW

TOTAL 5 750 42100 16145 13737 23073 17 50 260 Num0E8 OF SPOOLS 95 95 95 95 05 05 07 51 MEAN 606 443 170 145 243 21 50 003 HIGH 2520 1024 3190 1355 ,1738 124 227 4906 LON 0 0 0 0 0 0 0 65 .._ 022

66.6.666 . .66. 593.. w. . ....... 363.. ._0 . ...

_70 .. . . . .........0 **, . ....I. ... Ow .. * _ ...............

15 66 . 013 0 90 0 0 0 67

024 952 402 21 491 276 17 37 t 025 0 250 138 75 0 44 130

054 1579 368 1130 106 753 26 150 175

055 340 550 22 400 1026 124 45 545

074 1600 192 0 191 1051 9 120

091 8 0 50 15 0 0 1860 1 094 522 '157 0 110 0 27 70 1 095 376 240 0 0 300 13 29

112 520 500 0 23 150 31 76 10

121 36 25 0 30 0 28 40 2 133 2010 1210 400 1335 0 17 03 50

134 1225 744 171 300 0 10 64 632

i41 619 152 0 200 626 13 86

142 1078 403 355 194 0 25 57 _203 ; 145 1039 418 94 0 0 9 43 1521

152 154 60 0 120 0 19 100

153 40 40 0 40 0 25 75 172 0 0 0 24 0 184 75 222 600 108 744 47 149 110

203 1301 1130 40 0 100 15 33 4900

212 0 0 0 0 0 215 305 200 42 40 0 92 65 524 21 222 445 340 15 210 0 16 29 1533

224 244 398 72 , 94 147 12 20 270 241 1383 943 0 0 0 13 40 252 50 943 226 55 0 25 36 555 14 254 993 352 0 246 0 9 227 1: 275 572 624 490 198 0 9 10 290

283 777 591 0 121 0 10 52 295 1600 500 50 700 0 11 42 2600

311 430 160 214 450 0 23 56 201 315 392 24 99 0 0 26 0 313

324 1061 768 1164 0 0 15 51 105 333 650 1125 120 318 0 13 29 914 E 341 109. 144 , 252 50 0 16 90 163 16

345 546 348 0 213 634 15 92 :1C

362 1206 756 19,7_ 76 0 13. 26 143 ,A2

371 1800 1000 200 623 0 15 39 525 10 374 1752 996 3190 220 - 132 10 32 - 0

303 96 0 0 92 100 ,31 :4,1
TABLE MO

DETAIL)NG OF STUDENT STATIONS BY ROOM*TYPEI

FALLI 1973

:...e.i.pwluER OF ALL CATED STUDENT STATION

PESEARCH

AND . REseAncH CLASSROOM CLASSLA8 TRAINING LIBRARY

1) (2) (3) (4)

fOff Gil

AUDITORIA

(5)

044941100

CLASSROOM

(6)

ASF PER ALLOCATED STUDENT STATION*44,444444)

RESEARCH

AND RESEARCH

CLAS5LA8 TRAINING LIBRARY AUDITORIA

(7) (6) (9) (10)

57750 42100 16145 13737 23013 17 50 266 04 /1 95 93 95 95 95 65 87 51 66 30 608 443 170 , 145 243 21 56 803 115 12 2520 1524 3190 1335 1738 124 221 4000 , 1000 25

0 0 0 0 0 0 0 65 2 4

i 393 363 0 170 0 66 41

0 90 0 0 0 67 952 402 21 491 276 17 37 3143 61 Si

0 250 135 75 0 44 130 67 1579 368 1130 108 753 26 156 175 149 0 340 550 22 499 1026 124 45 545 62 12 1600 192 0 191 1051 9 120 168 11

5 0 50 15 0 0 1080 133

522 151 0 110 0 27 70 118

376 240 0 0 300 13 29 10

520 500 0 23 150 31 76 1000 7 35 25 0 30 0 28 40 200

2910 1210 400 1335 0 17 83 515 37 1225 144 171 300 0 10 56 632 23 619 152 0 200 620 13 86 145 11 1076 403 355 194 0 25 57 295 129

1039 416 94 0 0 9 43 1521

154 60 0 120 0 19 100 61

40

0 40

0 0

0 40

24

0

0 25 75 50 125

15 222 600 105 744 67 149 110 111 ta

1301 1130 46 0 100 18 33 4900 11

0 0 0 0 0 305 200 42 40 0 92 65 524 200

445 340 15 210 0 16 29 1533 24 244 398 72 94 147 12 28 270 85

1383 , 943 0 0 0 13 40

SO 941 226 55 0 25 36 566 164

993 352 0 246 0 9 227 113

572 624 400 198 0 0 16 290 56 777 501 0 121 0 10 $2 74 1800 500 50 700 0 11 42 2600 67 430 160 214 450 0 23 56 201 2 392 24- 99 0 0 28 0 313

1081 760 1164 0 0 15 51 105

050 1125,, 128 318 0 13 29 914 26 109 144 252 50 0 18 90 163 100

546 348 0 213 634 15 92 /08

1286-

1800

1752

756

HOD

998

497

200

3100

76 623

223

00 532

1315

2639

32 143

525

69 164

100

49 98 0 0 62 100 31 134 20
MEDICINE

TABLE J.10 (Continued)

DETAILING OF STUDENT STATIONS BY R 6.71TEI FALL, 1973

(co3TuraD)

(44494440NUMBER OF ALLOCATED STUDENT STATIONSmAsom mimooNASF PER ALLOCATED sTuDENT STATIC

RESEARDI RESEARCH

AND AND RESEARCH RESEARCH

>

1.w

4.0 0

395

401 415

433

455 472

483

AaA 522

531

543

562

563 574

575

553

602

613

624

635

651 652

053

664 671 672

603

711

714 731

743

744

761

772

774 703 e02

013

023 831

061

a64. 872

891

903

904

921

951 952

953 954

962 973

CLASSROOM CLASSLA6 TRAINING LIBRARY AUDITORIA CLASSROOM

(1) (2) 131 (4) 151 (6) PO.Pe1.. * PUP .... WPPP*PWWPMR . . UPP.O......... ........... P. . ... P. 475 421 305 200 200 15 244 192 125 200 350 12 965 468 150 64 750 17

510 1040 235 110 1070 21

108 0 0 o 19 1154 1724 0 0 1736 12

396 224 55 0 0 13 613 206 145 125 417 24 1012 500 80 290 500 23 696 293 0 163 0 11

590 415 470 0 294 22

0 293 0 a 161 112 0 0 O 19 907 466 0 291 600 12 130 605 310 0 0 14 222 114 194 75 304 26

90 60 20 0 0 22

o 330 340 0 0 15 306 322 0 20 0 62

0 589 0 310 0

0 0 0 '0 0 800 576 40 135 600 10

220 200 0 0 0 50

115 613 0 263 682 52

294 408 0 300 1013 32

12 40 0 0 0 0 480 246 36 84 0 19

316 348 46 0 0 16

634 378 197 325 442 9 670 1624 0 0 19 2520 657 100 0 12 2104 631 0 365 855 14 405 520 62 59 475 19 941 501 1375 60 1600 22 712 657 0 0 400 1/ 000 461 125 116 350 11 510 682 0 0 0 12

90 87 0 60 85 11 1000 400 0 300 500 14

:00 512 0 130 0 12

, 969 722 4$ 200 1144 14 1325 O 0 0 3 1866 364 0 735 694 , 12 100 $4 10 12 0 60 753 600 1504 200 0 11 238 236 146 0 0 17 937 654 0 115 250 16 101, 321 60 15 0 20

$1 0 0 0 0 136 1431 644 202 861 43

0 0 0 0 0 48 4$ 48 52 0 21

0 601 47 0 0

GLASSLAB

(7) .. ...

5252

41

5632

76 163

30

51

31 AA27

73

5 79

3336 106

41

23 190

59

42

50

1757

7724 30

101

5843

3839

45

92

45

49

19 22

44

0 50

7135 100

42

' 0262

TRAINING

(8)

193

544

020 1106

400 228 1075

132

97 196 3750

1475

1111

65 305

565

164 1056

1792

1300

71 226 1221

141 161' -

630

LIBRARY

19)

g 14 21

0

22

10

9. 121 131

5! 121 10:C

00

5C62

36

65 112

25C

25

91 133 149

:' 6
TABLE J.16 (COntinUed)

DETAILING OF STUDENT STATIONS BY RO0M.TYPE1

FALL; 1973

(=MD)

( * **WILMER OF ALLOCATED STUDENT STATIONS41414**44)04,40,44 Nop PER ALL0CATED STuDENT 5TATI0NAAAAA01018)

RESEARCH

RESEARCH AND

AND RESEARCH

RESEARCH CLASSROOM

(1)

DLA5SLAR TRAINING LIBRARY AUDITORIA CLASSROOM CLASSLAB TRAINING LIBRARY AUDITORIA (2) (3) (4) (9) (6) (2) (8) (9) (10)

475 421 305 200 200 15 52 244 192 125 200 193 95 25 350 12 52 544 14Q 17 965 468 150

570 1040 235

64 750 17 41 820 219 0 08 115 1070 23 56 1 0 1101 97 0 0 10 0 19 1154

396

1724

224

0 0 1730 12 3Z

9 613 288 55 0 0 13 76 400

500 145

80 125 417 24 _63 228 112 10 1012

696 293 0 290 800 23 30 1075 76 7 598 415 470 163 0 11 51 la

0 0 294 22 31 132 10 0 293 0 0 44 161 112 0 0 0 19 27 139

967

665

466 310

0 291 600 12 73 86 17 272 114 194

0 0 14 5 97

20 75 304 26 79 196 227 10 90 60 330 340

0 0 22 33 3700

0 0 0 15 38 306

0 322 0 70 0 62 106 57

0 589 0 370 0 41

0 76 0 0 0 000 576 40 135 6 OQ 10 23 1475 104 3 220

115

200 0 0 0 5 0 1 90 013 0 261 682 52 59 294 408 95 16 0 300 1013 37 42 120 11 12 40 0 480

0 0 0 50 316

246 36 84

346 46

0 19 77 11/1 131

0 0 16 57 634 .378 65 197

0 325 442 9 77 305 55 la 670 1814 0 0 19 24 2520 657 0 100 0 12 38 120 2184 '131 0 ' 1 485 ' 520 62 365 855 14 101 101 14 941 511 1375

59 475 19 58 565 17 6

7 6 0 60 1600 22 43 164 67 10 12 57 1300

0 400 11 38 461 /25 116 5 . 510 682 350 11 39 1056 86 6 0 90 0 0 12 45

87 0 60 05 11 92 1000 400 SO 12 80

0 300 500 14 45 67 4 969

512 0 130 0 12 49 722 48 38 200 1144 14 19 1792 65 5 1325 760 0 t 0 3 22 1866 364 0 739 694 12 44 100 84 112 12 753 800 1504

20 22 0 60 0 1300 250 ne 238 200 0 11 50 71 25 146 0 0 937 17 71 226

101

654 , 0 175 250 11 35 321 68 91 12

0 25 0 20 106

0 1221 133 0. 0 0 138 1431 644 202 061 43 42

0 141 0 0 0 0 149

40

0 48 48 52

601 22 62 467 50 47 0 62 638
mEDMINE

TABLE J.10 (Continued)

DETAILING or STUDENT STATIoNS RV ROD-TYPEI

r4LL, 1973

(miNma))

As#66AAANUMDER OF ALLOCATED STUDENT sT4TIONs44,4m0044,44444,40Nor PER ALLOCATED STUDENT STATION

RESEARCH

AND RESEARCH

TRAINING LIGRARy.

(6) (9) CLASSROOM

(1)

RESEARCH

AND RESEARCH CLASSLAO TRAINING woRANY

121 (3) (4) AUDITORIA CLASSROOM oLAS51.46

(1) (6) (7)

cpeo@@ir pip ug *0 gig, *****0000*ORP _ _ I *Of spliamip&p.0 v 0.0 .U06016e0%*PIP ei.e..9 . SCHOOLS FOR WHICH

VALUES ARE UNDEFINED

23

25 172

91 172 222 212 393

562 455

635 651 651 952

952 914 954 973

5 I

. 6*.IIVONememw

22 23

23 95

74 14$

94 '203 95 212

112 24k

422 319

242 324

152 455 153 472

172 463. 212

241 562

254 563

263 575. 345 602'- 393 813

455 651' 472 653

531 672

562 711

563 731

574 774

613 624 804.- 631 904

052 952_

653 994

664 973

671 672

731 143 714 , 774 802 813

823

031 804

872

921 952

954
TABLE J.10 (Continued)

DETAILING Or STUDENT STATIONS BY ROOM-TYPE1

rAiti 1973

(c0iMED)

-04NUMBER OF ALLOCATED SYUDE y 5TAy10144000.,44, 4.464404INAS, PER ALLOCATED STUDENT STATION44044,1644) RESEARCH

ANO RESEARCH

RESEARCH

CLASSROOM CLASSLAB REtNRCH

11) 121 TRAINING

f3) LIBRARY AUDITORIA CLASSROOM CLASSLAB TRAINING LIBRARY AUDITORIA

...9*§04,64.6,06606.4.frm.0000660,0=01.*6064,01.,0.4*.mv.i.§@.

(4) 151 141 17) 10) (9) 1101

23 91 22 23 22

25 172 23 95 23

172 212 74 _45 25

212 393 94 103 91

562 455 95 212 94

535 651 112 241 121

651 952 121 315 133

952 954 141 324 134 954 152 455 142 973 153 472 145

172 483- 152

212 543 153

241 562 172

254 563 212

283 575 213

345 602 222

303 513 241

455 651 252

472 653 254

531 672 275

562 711 283

563 731 295

574 . 774 311

613 802 315

624 864 324

635 954 333

651 952 341

653 954 362

664 73 ,371

671 455

672 403

731 531

743 $62

744 . 563

774 575

802 602

813

613

823 624

831

635

564

651 . 072 .653

921 672

952 683

954

711 731

743

802

031

864

091

903

984

951

952

954

962' Jim
TABLE J.11

DET ONO OP STUDENT STATIONS DY B000111E1

FALL* 1973

tplOME011

ToyAl

F SCH00

SH0113

o4is4466NUMBER OP AL" At '0 SIUDENT SIATIONSO140,W0 "NA5F PER ALLOCATED STUDENT STAT

ig5EAPCM RESEARCH

ARO 4ND Re5EocH RESEARCH

CLASSROOM CLASSLAB ifIONING LIBRARY AUDITORIA CLASSROOM OLASELAD TRAINING LIBRAI

11) 12) ()) (4) (5) (6) (7) (8) (9; o Ti;,,,;#4,ii -,....##%%.0.-%

oo P21221.2@PIP o o o Id o 2 21514 209 519 300 14 115

10 1406

10

-' 1! 10 10 10 10 0 261 149 2, 52 30' 13 56 229', 59514, 400 io 108 300 , 17 91 500

0 5 4 0 0 o 20 36

i oo iwumpiiosb# o Wq o i *14-_66,00%.00*1/4, 000 240 20 100 0 , 12 46 160

595 316 u,a 44 300 15 28 36'

60 60 a 0 0 17 50 315 122 4A' 96 0 13 82 91

15 01 0 22 0 o 37 07

BO 52 36 35 0 12 58 139, 133 44 0 24 a la. 01, 500

416 400 0 ., 108 o 17 62 400

260 70 0 40 a 15 71 250

160 141 10 50 a 12 30 400, o..00.-=., .. oo ...00..,.. o ..0......0-...0.N.,,...4....

' tR IN

441000 F-c-liNdCH y Es 6R.

AO =

000 lot
TABLE J.

DETAILING oF sTODENT STAMM OY RO oTTpEl

FALLi 197a

04A.§4.0NUHRER Or ALLOCATED STUDENT STATIONS44.4.1144 <04.44SAA NASF PER ALLOCATED sTODENT STATIDNAAAAAAAAAA,

RESEARCH RESEARCH

AND RESEARCH

CLASSROOM CLASSLAO TRAINING LIBRARY

(1) (2) (3) (4)

. ** WOOREPP MMM 04.4144 MMM MMM 4 M WOOiP ........

AND RESEARCH

AUDITORIA CLASSROOM CLASSLAB TRAINING LIBRARy

(5) (6) (7) (8) (9)

.. . 4.444W4,4 .... .04.04..40.*, .... Od . .. 000*mm04000,0*

AUDITORIA

(10) ... .w..... 2614 1486 269 519 300 14 51 115 56 13 10 10 10 10 10 10 10 9 9 1 261 149 22 52 30 13 56 229 56 13 595 400 110 108 300 17 91 500 91 23 15 44 0 0 0 0 28 36 29 13 PO __O . _ 0 550 240 25 100 0 12 46 160 60 595 316 110 44 300 15 28 36 91 13

60 60, 0 0 0 17 50 315 122 44 96 0 13 82 91 62' 15 81 23 22 0 8 37 81 45

60 52 36 35 0 12 58 139 29 133 A 8 24 0 15 91. 500 42 416 400 1 108 0 17 62 400 31 260 70 6 40 0 0 71 250 75 160 101 10 00 0 12 30 400 60 10/ 101- 65

101 211

235

251

334

634

092

933
OSTEOPATHY

TABLE J.12

DETAILING OF STUDENT STATIONS ov NOOMPTTP01

FALL1 1973

i (... 00#00m0ER OF ALLOCATED STUDENT STATIONS. .. .00........NASF PER ALLOCATED STUDENT STATION

RESEARCH RESEARCH

AND AND RESEARCH RESEARCH , CLASSROOM CLASSLA8 TRAINING LIBRARY AUDITORIA CLASSROOM CLASSLAB TRAINING LIBRARY

(1) TOTAL 1673 NUHBER or SCHOOLS 5 MEAN 335 HIGH 703 LOw 0 033 0 062 260

293 260

303 703

402 450 SCHOOLS FOR wHICH

VALUES ARE UNDEFINED,

548

(2) i (3) (4) . (5) (6) (7) (8) ,I9I 1178 180 333 686 16 34 1.06 1

s 5 5 5 4 5 4 276 36 67 137 16 38 339 . 68 620 100 132 500 18 57 1000 86

85 0 35 o 14 30 30 29

88 64 68 0 57 125 29

250 6 35 lea 15 32 1000 I

268 10 63 0 15 30 200 ,6 620 0 35 0 14 .)32 86 152 100 132 500 18 39 30 10'

:0i-od oigLipiii.moi **** @w pc FION@Oillif@4@@wW104.0160.10

33 303
TABLE J.12

DETAILING OF $TUDENT STAIBING BY ROOM.TYPEI

FALL1 1973

:HA. NUNBER OF ALLOCATED STUDENT PATION6mAliAA0(00.014.0ANABF PER ALLOCATED STUDENT STATIONAAAAAAAAA0)

RESEARCH RESEARCH

.] AND , . , .. : AND RESEARCH RESEARCH

CLAS$ROON CLAssLAR TRAINING LIBRARY AUDITORIA CLASSR00H :CLAS5LAO, TRAINING LIBRARY AUDITORIA

(1) (2) (3) (4) '(5) ,(6) (7) -: -(8) ----AO) '.7--.110)--

,., .

-, 1673 :

1

335

703

0 i

260

200

703

456

. .. . .............. ...... ........ ...., ...... ........................

, .........

1376 180 333 666 ', 16 34 106

5, $ 5 5 4

5 4 276 36 67 137 16 35 339

620 100 132 500 ,48 , 57 1000

88, 0 35 0 14 30 30

66 _64 65 0 57 125

250 0 35 180 15 .32 .1000 208 10 03 0- 15 30: 2011.. 620 0 35 .5 14' .12

152 100 132 500 18 . 39. 30 . .. . 33 363

. .... . . .., 66 ' .: 10

3 65

, 86

29. .. isgmomilp

'M 54
PHARMACY DETAILINO OF STUDENT STATIONS BY ROO -TYPE(

FALL, 1973

--NUMBER OF ALLOCATED STUDENT STATIONSAA.A.....)(...._

RESEARCH

AND RESEARCH

CLASSROOM CLASSLAB TRAINING

1) ,(2) (3) TOTAL 12949 NUPBER OF SCHOOLS 64 MEAN 202 HIGH 1136

Law 0 r...__....

005 _0 011 130

041 160

052 237 105 116

143 102

144 398

151 0 181 71) 195 109

204 1345 213 0 245 0 262 ' 0 263 160 265 0 294 260 313 514 344 82 375 180

352 353

354 0 403 0 404 0 422, 156

453 0 454 230

461 070

465 375

402 200 403 0 511 0 514 303

523 199

532 180

,535 25 571 50 572 258

505 30 594 30 621 317

645 12

+NW PER ALLOCATED STUDENT STATION

RESEARCH

AND RESEARCH

TRAINING LIBRARY:

1 (0) -RARY AUDITORIA CLASSROOM

(4) (5) (6) CLASSLAB

(7) 17518 3114 2421 5799 14 42-

64 64 64 64 413 - 63 274 49 38 91 15 49 1081 665 245 1520 36 144

0 0 0 0 0 il

_00_000.000000010 M 0 www 0r...0_0000000000000 _. WM .....

199 45 0 0 45 117 36 0 0 . 31 77 188 0 0 0 12 48 155 12 20 0 17

131 25 0 150 27

.65

38 132 24 a 0 11 53 394 33 59 237 13 69: 72 21 0 0 56 128 16 0 0 14 39

1517 0 28 179 18 59! 563 35 32 0 Ii 18 176 51 60 0 34 , 220 22 64 0 50 647 75 0 0 651 216 65 45 0 12 42 231 15 84 0 61

624 30 20 0 5 16 378 25 116 300 .- 12 42 205 124 120 0 12 63 244 135 0 360 17 41

266 200 130 A 14 53 114 40 75 . 0 44 220 17 0 0 45 208 12 48 0 43 96 4 22 0 52 10$ 44 0 0 46

95 15 36 0 13 41 472 . 76 125 400 6 28

348 25 0 0 13 32 200 100 100 400 15 55 , 0 0 0 0 660 24 0 0 23 279 28 15 0 17 47 96. 0 0 0 10 52 300 75 50 0 11 17 364 17 8 0 36 16 129 8 0 0 0 39 197 19 34 0 16 51 336 10 0 0 33 30

231 25 0 0 33 61 507 60 :90 0 13 16 170 0 54 0 0 52

,- -

161::

: 56 '17:

285.-.. -14:

. 5000 83

20 11 0000M .. 0.00000000.00,

- :: , 67 '

: 194 ' 167

520

208 0 121: : :45'; 190

125'. _143 ,.:

314.. .- 318

640 : 3; 3.1'r 250 -22',, 444 .7461 100

80 43 105

' 59 155 125:

176

333

35.

127

293

412

250

579

167

200 267

20

56.
TABLE J 13

DETAILING F STUDENT STATIONS BY RO0HTYPE1

FALL. 1973

IOU 444NUHRER OF ALLOCATED sTuDENT TATioNs.04000044 4044A14AANAsF RER ALLOCATED STUDENT STATION4A44.4.40A) RESEARCH . -CLASSROOM Al)

RESEARCN

AND AND RESEARCH

RESEARCH GLASSLAO

12) TRAINING(3)

LIORARY AUDITORIA cLASSRO0H cLASSLA0 TRAINING LIBRARY AUDITORIA

0.-

(4). (5) (6). (7) (8) 191 (a)

12949 17518

64- 64 202 274 1136 1081

. 0 0 ..@......, 0 g 0 199

17 .130 1 :160 186

.237 103

116 , 14

182

190 394

132

0 72

0 178

845

109 '157

563

0 _o0 176

220

0 647

60

0 216

260

231

624

205

514

82 37e

180

353 200

244

0

0 114 220

0 208

1561 105

96

30 98 970

375

472

348

200

0 200

0 0 660 303 279

'199 96

100 300

28 164

50 '129 256 197 30 336

30 ' 231

317 507

12 170

3114 2421 5799

64 64 64

49 36 91

665 245 1520

0 0 0

iiiiiUP Mi._ _ P . . _*PW

45

36

0 ' 0

0 0 , 0 0 0 12 20 0 25 0 , 150

24 8 0 13 89 237

21 0 0

7 16 0

. 0

0 . 28 179

35 32 0 51 60 0 22 64 0 7$ 0 0

1 08 45 0 le 44 0 30 20 0 124

25 -110 , 300

120

36

0 135 0 0 200 130 0 40 75 a 17 0 0 1 46 0

4 22 0 44 0 0 2 15 36 0 76 125 460

25 0 0 100 100 400

0 0 0 24 0 0 25 15 0

0 0 0 75, 50 0 17 8 0 a 0 0 19 34 0 10 0 0 25 0 0 60 90 0 0 54 0

14

4015

36

42

03

49

144

11

161 41 . '10 55 37 15 205 34 10 5000 83 21 20 0 6 _....=..............._ ._..._ _ . ...-,- .- 45 67

31 77 194 12 4g 17 65 167' 17 38 520 11 53 .208- 0 13 69 121 45. 50 190

14 39 125

la 59 36 41 le 143 31

34 31.4 33 5k 318 31 68 640

12 42 250 22

61 444 36

8 16 100 0 12 42 00 43

0 12 63 105 33

17 41 19 8 14 53 155 36

44 125 27

45 176

43 .333 21'

13 52 250 45 13

46 60

41 333 56

6 28 105 46

13 32 360

15 55 250 30

23 167

17 47 71 0 10 52 11 17 293

36 16 412

0 39 ,250 16 51 579

33 19 167

33 61 200

13 10 267

.0 82

20

33

56
552

TABLE:3,13 (ContinOed).

DETAILING OF STUDENT STATIQNS IT ROOOTTPEI

FALLI 1973 (cm=

(00000000m04 or ALWATED STUDENT TATIONS0Asm0 0 (001008.0044sr PER ALLOCATED STUDENT STArimo

RESEARCH RESEARCH'

AND AND:

RESEARCH 'RESEARCH

CLASSROOM CLA SLAB TRAINING LIORART AUDITORIA CLASSROON CLASSLAB TRAINING LIBRARY

(1) (2) 3) ( ) (9) (6) (7). . .. (8) .... . (9).....:,: flub41 O 00 OOO g4P4 O @0= iiii*@0qP1401g10@digl@li@b40*@6, O PO@O.6141960tiOilifOOPO* O ..§..000i0 O .4

491 390 320 101 0 0 , 13 34 665 240 190 ,- 0 14 0 17 74 684 1136 773 98 241 1520 15 46 092 739 340 69 0 0 12 76 693 70 42 0 12 0 14 '71

703 198 350 , 20 142 670 11 57 724 150 300 35 '0 0 7 13

742 210 212 16 50 226 19 12

753 288 330 26-.. ' 60 350 44 14 '36 801 135 205 20 60 146 0 -93 812 344 165 106 0 0 20 67 824 0 1$2 0 0 0 00

041 125 90 1 0 0 16 144

674 159 019 SO 14 126 13 11 883 0 274 12 0 0 33 902 842 1061 46 120 1 10 21 922 0 131 35 4 :0 53 923 0 112 665 0 0 36 971 291 184 14 67 p 14 43 902 128 266 18 0 341 23 75 964 09 360 17 0 0 16 17 991 261 226 139 40 312 19 39

200

229 A25-

. 90

170 5000

2003

43 ZOO45 ., 13

lii : 176 173
TABLE J.13 (Continued)

DETAILING or STUDENT STATIONS

BY ROON.TYPEI

FALL. 1973

(mom

YI"N NBER OF ALLOCATED STUDENT STATION5...A./4g

RESEARcH

AND,

RESEARCH

ASSROON CLASSLAB

(1)

TRAINING LIBRARY AUDITORIA

(2) (3) (4) --_..**404664.444 (5) 0000 0**900%pmUme...*ROM

o +I@ oo

.306

240

1136

-739

70

198

150

210

, .2$6

135

344

0

25

09

0

.842

0

0

. 295

128

109

261

320

190

773

340

42

350

300

222

330

205

165

ug

00

..819

274

108:

131

112

HI

266

360

224

105

0

9$

60

0 20

35

16

26

20

106

0

1 50

12

46

35

465

141817

139

0 34

245

0 12 142

-0

50

60

40

0

0

14

0

120

1

0

87

06

40

0

0 1520

0

0 670

0

226

350

144

0

0 128

0

0

1

0

0 341

0 312

'4444040NASP PER ALLOCATED STUDENT STATION..

RESEARCH'

CLASSROON

(6)

13

17

15

12

14

15

7 19

14

15

20

16

13

18

1423

16

19

CLASSLAB

(7)

34

74

45

71

71

57

,43

42

36.

93

67

80

-144

11

33

25

53

36

43

75

17

35

, AND , RESEARCH

TRAINING

(8)

95

1940

206

229

221

50

170

5000

20

83

43 , 200

45

143 Ili

276

173

LIBRARY AUDITORIA

(9), (10)

29: 82

: 83

14

.40 , 33

83

4

.67

42
PHARMACY

TABLE J.13 (Continued

DETAILINO or STUDENT STATIONS BY ROOM* 'ME)

FALL, 1973 ,

(CONTINIID) <00AA touting OF ALLOCATED STUDENT 5TATIONS.,41.i0

F PER ALLOCATED :STUDENT STATION

,RESEAROM '' RESEARCH:.'::

AND AND RESEARCH 'RESEARCH - CLASSROOM COMO TRAINING LIORARY AUDITORIA 'CLA ROOM CLASSLA8 IRAININD LIDRARY (1) (2) . 131 (4) (5) (6) (7) . ;,18),:

, .._

5 493: 41 151 195:

0066646 OOO 66066.66666 O 6066 O 6 O 6666,66666661OO 6 O 60666 O POP O 66666606 O 6666666.6666666 SCHOOLS FOR MICH

VALUES ARE UNDEFINED

213- 245

202 205

364

463

404 453

493 511

$24

$63

'22

923

523

645

665

693

824

594 663 692' re824

84t--

922 ,

923.
0 *NUMBER or

TABLE J.13 (Continued)

DETAILING or STUDENT STATIONS BY ROOM.TYPE:

FALL, 1973

(=UM

ALLOCATED STUDENT STATI0N5...a.I..,(..,..,*.,NASV PER ALLOCATED STUDENT STATIONeAdA66 RESEARCH

RESEARCH AND RESEARCH"

:LASSROOM OLASSLAO TRAINING LIBRARY

(4) -'12) .13) . . !, f WW.N06.000 o 0*.#9 o MM f§0M0 M 06 M 040 M AUDITORIA CLASSROOM

15) 16)

151

213

245

252

265

384

403

404

453

493

511

824

883

922

923

AND RESEARCH

0LASSLAO TRAINING

171 (8)

493

195

493

523

645

665

693

824

LIBRARY

(9)"

5 41

105

151

181

262

315

403

453

465

49a

511

523

571

505

594

563

692

724

012

824

841

883

922

923

90ZApply0NIA

(10)

Wte0;

4152 143"

151

181

201

213

245"

262

253

265

294

344

. 302

364

404

404-

422

453

454

465

493

511

514

523

532

535

571

572

585

594

'621 645

663

565

692

593

724

812

824

841

883

902

922

923

971

964
556

PODIATRY

DETAILING OF SUDENT STATIONS 5Y NOON.Typel

FALL# 1973

0.#,AA'ANUH9ER OF ALLOCATED STUDENT STATIONS#A#04s#400 01.110ASF PER ALLOCATED STUDENT STATION.

REEEARCH RESEARCH

AND AND RESEARCH .RESEARCH

CLASSROOM CLASSLAB TRAINING LIORARY AUDITORIA 'CLASSROOM...COMAS --TRAININO:liORARr,..

(11 (2) (3) (4) (5) (6) TOTAL 1324 425 4 232 350 22 NUMBER OF SCHOOLS 5 5 3 5 5 5 MEAN 265 86 1 ,, 46 .70 22 HIGH 320 120 4 100 350 37 lOw 190 20 0 10 0 12 -p6.4.--

082 300 120 0 60 350 37 191 320 76 0 12 12. 264 300 100 0 100

.00 13

644 214 26 0 16 0 '33 833 190 110 4 50 0 10

# SCHOOLS ro5 WHICH

9ALUE5 ARE UNDEFINED

7'49

5 73 20020

-5:

9 _ 00!

75

43

20 20015.

,
TABLE J.14

DETAILING OF STUDENT STATIONS BY 900N.TYPEI

. FALLS 1973

*- NUMBER OF ALLOCATED STUDENT STATIONSwilloosits eis..00NASF PER.ALLOCATED STUDENT STATION4Aornees

, RESEARCH RESEARCH:

AND AND

RESEARCH RESEARCH

TRAINING LIBRARY AUDITORIA CLASSROJI OLASSLAD- . TRAINING LIBRARY:. AUDITORIA-

(31 (4) (51 (0) 17) 151. (9) 1101 LASSROON CLASSLAO'-111 (2)

040

1324 420 4 232 350 ,22 49

5 5 5 5 5 245 00 1 - 46 70 22 73 320 120 4 100 350 37 200 190 20 0 ip 0 12 20 300 120 0 60 ' 350 '. 37 75 320 70 0 12 0 12' 43

,300:. 100 0 100 . 0 13 20

214.

1 20 . 0 A 0 33 200

' 190 115 4 50 0 10 25
'

mix HEALTH

ME J.15

DETAILING OF STUDENT STATIONS ET ROON@TMI

FALL, 1973

(4444444NumBER or ALLocATED STUDENT TATIONsoloommommfemAor PER ALLOCATED STUDENT STATIOm

RESEARCH

AND REITH

RESEARCH RESEARCH 1 CLASsRoOm

(1) CLASSLAB

(2) TRAINING

(3) LIBRARY

(41 AUDITORIA CLASSROON(5) (6) CLASSLAB

(2) TOTAL 4430 1060 1160 998 1438 21 . 40 NumBER OF SCHOOLS 13 13 13 13 -3 13 11

HEAP) 341 82 co 22 111 24 42 HIGH 1120 181 365 309 400 62 111

LOW 35 0 0 a 0 14 0 : 032 179 18 18 134 0 17 111

154 536 160 191 0 240 19 39

223 - 174 59 33 0 0 17 34

251 375 146 3 20 a 16 27 272 70 e 0 0 0 14 '0 291 35 135 02 112 0 20 37 381 211 115 176 0 o 19 43 494 220 a 0 20 0 41

681 14c 35 20 50 100 14 29 762 , 1120 181 365 309 350 22 39 763 80 0 220 40 a 62 834 961 101 0 152 288 14 59 882

, 327 00 50 153 480 31 45 ISCHOLs cop ,wHICH 494 9ALUES ARE UNDEFINED, 763

TRAINING LIBRART:.: (B): .',191 ,:-, ..,w

,. 26911 -io ,.. 512-

1580 -12 :. H89 40 167 0 ,89 125

, 727'

667

., 341 152

..-.:11 100 100. '1050 ' ',:40 -205: 45 05: '50 19:

1580 12

272 23

034 272

38i
TABLE J.15

DETAILING DF STUDENT STATIONS SY ROON*TYPE1

FALLI 1973

10410664NUM8ER OF ALLOCATED STUDENT STATIONS* 141 .00NASF PER ALLOCATED STUDENT STATION.- RESEARCH

RESEARCH

AND

AND RESEARCH

RESEARCH CLASSROOM

(1) CLASSLAB

12) TRAINING LIORARY AUDITORIA CLASSROOM CLASSLAS TRAINING LIBRARY AUDITORIA (3) (1) .#*7.0 V (5) (4) (7) (8) (9) (10)

fi)

4430 1068

14 13 341 82 1120 161

, Epee:

35 0 179 18 530 180 171 59 315 148

- 70 8 35 135 , 211 115 220 0 , 14e- 35 1120 , 101 40 0 941 101

1168 995 1438 21 40 269 55

13 13 13 13 11 11 10 90 77 111 24 12 512 65

365 109 460 62 Ili 1580 125

0 0 0 11 0 89 :40

18 144 0 17 111 167 60 191

43

8

0 240

0 19

17 3934

69 727 125

3

0 ,20

0 0

0 16

14

27

0 667 50

82 178

112

0 0

0 29

19

37

43 341

152

71 4 20 0

. 1/ 500 , 100

20 50 100 14 29 1050 40 365 309 350 22 39 205 '45 220 40 0 62 155 50

0 152 204 14 59 59 30 153 160 31 45 1580 52

, i- 494 272 22;

763 834 272

381

11

510 20

.3

10

9

3 20

-... ... ". .. A2

223

25:

-272 - 291

381

494

763..
itTNNART moICINt

TABQ J,16

DETAILING OF SfUOENT STATIONS 0Y.ROON'TYPEI

FALL',1913

, (AAAA,6 NUMBER OP ALLOCATED sTUPE T SI TIONS.A. 6- iffmNASF PER. ALLOC YED STUDENT STATIoN

RESEARCO

RESEARCH , ANt

.. AND RESEiRCO RESEARCH

CLASSROOM CLAs5LAB TRAININD 1,16014 AUDITORIA lASSROOM CLASSLAB TRAINING LIGRART.

6390 6316 915 ' 1157 1324 12 15 :. 519

19 19 19 19 19 : 14 18 15 ' 336 332 57 61 70 16 54 622 :.:., 1154 576 :0 206 310 29 149 1017 ...',

forki 'ON Or OLS

-017!

062

0404t

143

'192 511 04

g?

-44

AO

601 On

Ck_sWp$I

01.0t5 rs, 0EFINE0

ks ARE w

403

651

0 156 557

335

0

0 1154

268

SOO

230 '57

200

0 933

48 050

4a

578

10 169

486 403

506

94 490 288

360

248

393

300 259

507 256

449

0

l4SO

0 14 60

46

10. 60

02

5474

604

0

50g

faN .......

59 112

0 32 125

115

0

0 143

206

67

50

40

40 55

2

0 110

0

254 22

0: 11

0 200 -18 '. 110 9

0, 12

0

00 29

0 28

0 12 300 13

0 10 250 15

00 13

0 21

0 11

., 0 ..:....0:0.........

41' 292

321

545

' 851

00*

.

4866

0 5325

4657

149

53

1050

81

5113

69

59

16

58

851

664 : 56 733

785 1 1017 66-, 500 715

512

403 42

689 i 10:'c 243 4.5.,-.:

. 383 , 410!: 145 640 0?, 700 73'`:' 735 ,

7

41 43,

622 :292.:. 784 321

851 :622

8
TABLE J.16

DETAILING or STUDENT STATIONS BY ROON@TYPEI

FALL1 1973

,:#0*NUNBER OF ALLOCATED STUDENT STATIONS994049444 .4.56#40NASF PER ALLOCATED STUDENT

RESEARCH' STATION999444.449

iSROON

(1)

5390

19

.:, 336

1154

0 403

.0 557

316

,.:. 0

0 'L 1154 288

: 300

23o

5741. 200

933

40

550

0

DLASSLA0

(2)

6314

10

332

578

0 438

578

10

169

486

483

508

94 490

288

360

240

393

300

259

507

256

447

0

AND RESEARCH

TRAINING

(3)

gas

1952

228

0 4430

014 00

45

40'

86- 62

54

7460

228

25

;0

132

0

0

0 Ca

RESEARCH

AND LIBRARY AUDITORIA DLASSROOM GLASSLAB TRAINING LIBRARY AUDITORIA

RESEARCH , (4) (5) (5) (7) (8) (9)

1157 1324

, 19

55 519 46 10 rA 19 , 14 18 15 14 5 61 70 16 54 622 43 , 9 206 310 29 149 1017 88

0 17 0 9 0 145 0, 4 q. 112

59 264 22 48 864 6$ a o

..11 66 733

0 0

0 32 200 18 s3 756 125 310 9 78 1017 116 0 12 46 500

0 0 57_ 775-

0 p

36

31 5 88 13 52

149 512

143 0 29 53 40,3 0 42 206 0 2$ 10 889 10 67 0 17 50 243 45 50 300 13 01 383 40 40 0 10 51 17 145 So 40 250 15 13 640 0 55 4 0 69 700 13

2 0 43 60 735 , . 0 0 0 21 16 110 0 11 58 73 0 0 0

, 43 601 43 43 , 21 292 622 292- 43

784 321 243

545 851 522 292

851 851 321

354

: 363 ' 392

442

545

. 551

622

764

632
FOOTNOTES

DETAILING'OF-STUDENT STATIONS-BY ROO 'TYPE

In this and all other columns, the number of student stations reported

(and used in the computation of MASF per station) excludes any student

stations available for use on a "shared" basis (i.e., joint-use), a typical situation in the case of library and auditoria. For those schools

which have a large number of student stations available on a joint-use

basis, the number reported in any of columns 1-5 may thus appear low.
TABLE 3.17

INSTRUCTION RESOURCES IN CLINICAL AREAS

DENY 1TRY

NUHRER OF

TEACHING BEDS REPORTED

(1)

= == ........................

NUHEER or

AMBULATORY

PATIENT

STATIONS

(2)

NASF (000 )

NASF (000) or IN- OF "DNSITE STRUCTIONPATIENT AL SPACE

CARE" (EXCL.PAT.

FACILIT(ES CARE AREA)

(3) (41 == = ... .................

PERCENTAGE

OF COL.4 CONSIDERED

SATIS- FACTORY

(5)

PERCENTAGE

OF COL.4 NEEDING

REMODELING

(6)

..

PERCENTAGE

OF COL.4

NEEDING

REPLACE=

MENT

(7)

.. . .

INSTRUCT. SPACE NEEDED IN

CLINICAL

AREAS

(POST.CON)

01

. . TOTAL 6416 '11004 1235 200 BO 13 10 130 NuH0ER OF SCHOOLS 53 53 53 53 17 17 17 53 mEAN 121 200 23 4 61 21 15 3 HIGH 3578 703 62 62 IOU 100 150 74 L04 0 0 0 0 o 0 0 o 081 0 141 20 085 29 199 19 102 2 328 32 124 407 247 42 0 132 0 161 24 0 139 0 19 0 0 192 0 9 2 0 193 18 236 24 11 100 5 231 20 150 10 13 69 242 0 364 53 0 244 0 220 27 O'' 305 369 48 0 314 6 584 62 0 335 33 5 0 352

361

436 312

4425

1

t 100

o

0

ioo 0 a 3E3 378 34 54 1 423 0 113 17 0 445 117 239 37 4 100 0 0 7 462 8 265 50 1 100 0 a 2 471 0 269 23 0 473 7 90 11 1 100 0 0 474, 0 28 S 0 a 491 22 375 39 0 513 0 147 17 o 0 552 2 201 15 3 100

564 0 223 19 0 565 1 147 16 0 7 591 0 0 0 0 592 0 322 37 2

3 603 0 0 40 0 605 2 256 25 0 633 970 166 38 0 641 0 38 0 0

a 642 64 21 29 0 701 415 327 45 t 100

704 715

0

0 209

0 19

0

0

0

0 733 1 186 10 0

0 751 372 28 0 33

764 210 24 5

0 792

004

, 392

258 39

10

0

0 821 37 7 0
TABLE J.17 (Continued)

INSTRUCTION RESOURCES IN CLINICAL AREAS

DENTISTRY

(C(Mnr,to1

NASF (Goa)

INSTRUCT, NASF tom oF IN= PERCENTAGE PERCENTAGE PACE NUMBER OF NURSER OF oF loNSITE sTRUOTIoN# OF COL.4 PERCENTAGE or c)4,4 NEEDED IN TEACHING AMBULATORY PATIENT AL spACE CONSIDERED OF COL.4 NEEDING CLINICAL Hos RE. PATIENT CARE', (ExCL,PAT, SATIS. NEEDING REPL4CE. AREAS . PORTE0 STATIONS FACILITIES CAR8 AREA) FACTORY REMODELING ME17 IPOST#CON1 111 o ..... ..4 .. m (2) (3) (4) (5) i8I (7) (S) ema* mm* m m 032

653

454 862 911 913

941 942

944

3578 703 25 62

11 175 21 0

0 4o 3 o 373 228 32 32

4 190 6 5

s 305 35 i 19 37 0 a

6 152 23 0

10

0

0 100

33

10

a

0

0

a

74

0

a

a

a

03

0 SCHOOLS FOR WHICH

61 61 61 VALUES ARE UNDEFINED

85 65 45 > 102 102 102

1 124 124

132

124 in 02

.4 135 135 135

192 192 112

242 242 242

244 244 244 305 305 305

114 314 314 335 135 335

423 423 425

471 471 471

474 474 474 411 4?1 491 513 513 513 564, 564 564 565' 565 565

591 511 591

603 603 603 605 065 605

033 633 633 641 641 641

642. 642 642

704 734 704 715 715 715 733 73! 713 751 751 751 792 79:

Bo, $01 o4i W 7,, 632 632 654 454 662

944 1,4 li,
TABLE 1.1118

INSTRUCTION RESOURCES IN CLINICAL mu

MEDICINE

yoTAL NUmBER OF SCHOOLS Pm

HIGH

LOw

022

023

024

025

054 055

074

091 094

C95

112

121 133

134

141

142 145

152 153 172 iv

203 212

215

222

22 4 241

252

254 275

263

295

311 315

324 333

341 345 362

Z9J 39$

401

NUMBER 01

TEACHING BEDS RE.

PORTED

(1) 178941

95 1884

7574

0

0 6908 2878

1129 6991

397 2960

656 2019

'2523 4667

305

4780

1671

979

2401 2993 2093 1550,

1556 596

3126

660

1502 2634 2242

1076

7574

0 3119 939

2246

636

070 3351

1295

1227 1352

576 2776

3793

650 512 1496

NASF (000)

NASF (000) OF IN. NUMBER 01 OF "Wain STRUCTIoN,

AMBULATORY pATNNT AL SPACE

PATIENT CAW, (EXCL,p4T,

STATIONS ,FACILITIEs CARE AREA)

(2) (3) (4) 19383 1716 5448

95 95 95

204 18 57 2000 ' 466 487

0 o 0

0 1 60

128 0 46

154 13 41

0 0 o 250 6 0 380 0 12

186 4 138

24 0 50 1058 466 8 272 44 58

160 a 0 36 0 5 500 24 257

180 0 5 56 180 30 101 35 96

286 10 2;01 59 Q 2000 0 0 14 2 0 93 0 9 389 0 161

367 0 5 258 61 3 180 0 30

0 Q 0 246 5 12 361 6 8

0 0 0 397 2 44

30 0 5 270 0 67

52: 0 11 101 3 10

368 2 119

123 15 Q4 '93 2 10

24 0 23

181 17 114

174 ,43 111

346 0 75 13 0 111

49 0 19

70 0 95

PERCENTAGE

OF COL,4 CONSIDERED

SATIS. FACTORY

(5)

7281 75 100

0

o 100

100

0 9020

75

lop: 100

70 100

93

9303

67

100

7080 100 100

92

0 100

60

,29 55

100

73

59

50, 100

50

92 100

100

100

93

pERCENTAGE

or COL.4

NEEDING REMODELING

(6) 1481

12

80

a0

0o

0

0 50

25

0

06

0

05

0 10

0

3 20

00850

0 2055

45

0 25

16

50

0

0

o

01

PERCENTAGE

OF COL.4

NEEDING

REPLACE@

MENT

(7)

a 81

7 100

0

0

0

0

100

1030

0

. a

o23

0

7

10 24

027

0

0

0

0 50

o 26

16

00

2

7

00 25

0

0

0

06

INSTRUCT! SPACE NEEDED IN

CLINICAL

AREAS

(pOST@CON)

(8) _r r 1755

95

10 318

0

0 280

7 65

03

0

05 92

3

4 24

10

00

0

0 :20

33

0

0

05 12

0

7

, 14

0 17

0 318

'0

0 24

0s5

0o 21
MEDICINE

TABLE J.18 (Continued)

INSTRUCTION PE5DURCES IN CLINICAL AREAS

(Corr%

Nom5ER OF

TEAcmING 0EDS REPORTED

, (1)

NUMBER oF

ANDULAToRy

PATIENT

STATIONS

(2)

NASF (000)

NW 10007 oF IN- oF 41(sITE STRucTioN.

PATIENT AL SPACE

CARE" (MOAT,

FACILITIES CARE AREA)

(3) (4)

PERCENTAGE

oF coL.4 CONSIDERED

sATIS. FACTORY

(5)

PERCENTAGE

oF c0L.4 NEEDING REmoDELING

(6)

PERCENTAGE

oF cOL.4

NEEDING REPLACE. AENT

(7)

INsTROcT,

PACE

NEEDED IN

CLINICAL

AREAS

(POsT-coN)

(8) 415 3397 258 10 19 89 5 0 10

433 2273 431 39 109 89 11 0 12

455 4467 491 0 54 52 48 0 6 472 1152 287 11 90 29 3 0 0 403 510 97 0 57 44 0 56 93

404 1004 50 0 62 08 6 26 0 522 1209 271 0 83 04 16 0 0 531 1173 242 345 78 97 3 Q 10

543 1787 164 0 45 200 0 0 o 562 1149 201 3 28 100 0 0 84 563 0 12 0 10 100 Q Q Q 574 937 238 19 90 101/ 1 0 0 575 1281 123 0 84 75 25 0 60 503 200 0 0 9 100 0 0 0 602 1260 275 0 16 94 6 0 0 613 2550 252 0 41 32 41 29 11

624 1357 65 0 29 100 0 0 0 635 1877 160 0 0

0 651 1951 12 0 75 77 0 0 _O 02 1908 212 0 37 51 30 19 36 653 727 0 0 0 100 0 0 7 664 2101 271 1 11 100 0 0 0 671 1316 41 31 0 0 672 1094 124 0 41 0 0 0 0 683 1019 .143 1 39 41 59 0 3 711 1989 86 0 30 20 80 0 45 714 3570 474 2 43 15 9 2 25

731 546 146 0 198 100 0 0 0 743 903 140 0 85 15 22 2 26

744 3621 350 253 75 19 0 11 22

751 1263 163 1 o :0 772 0 0 11 0 A

774 2090 251 0 173 52 11 3 II 783 2474 490 0 0, 0 802 2145 401 0 51 20 0 0 :59 813 2674 111 0 114 55 3 13 0 523 3355 35 7 2 100 0 0 0 831 661 153 Q 119 100 0 Q 18 163 3608 31 0 0 17

864 2061 102 .0 15 100 0 0 2 872 1761 141 0 417 23 53 24 0 891 eta 25 0 44 89 11 0 0 903 0 0 p 0 904 1766 21. 100 30 23 9 2 921 2134 254 1 190 100 0 0 5 951 1102 406 1 50 31 69 0 5 952 4509 54 49 96 2 2 0 953 350 114 42 100 0 0 934 451 300 18 0 0 0 Q 962 1241 52 35 97 0 3 0 973 1121 314 0 82 :100 0 0 134
4:1

TABLE J 18 (Continued)

INSTRUcTioN REsOURcES IN CLINICAL AREAs

mEDICINE (cosTrno)

NAsF (006) INSTRUCT,

NAsF (000) oF IN- PERCENTAGE pERCENTAGE sPAcE

Num0ER oF (lump oF oF RoN$1TE sTRuCTIoN= oF coL,4 pERCENTAGE oF c0L,4 NEEDED IN

TEACHING AMBuLAToRy pAT1ENT AL SPACE CONSIDERED OF COL,4 NEEDING, cLINIcA4

BEDS REg PATIENT CARED (ExCL,pAT, 0A1I50 NEEDINO REPLACE- AREAS PORTED STATIONS FACILITIES CARE AREA) FACTORY REMODELING MENT (poST-coN)

(1) (2) (s) (4) (5) (6) (7) (0) ......... . . . ................- ..... ........ ...... ..................=-7.-.....=.-.-._----

SCHOOLS FOR mom 25 25 25 VALUES ARE UNDEFINED 54 54 54 112 112 112

153 153 153 172 172 172

224 224 224 254 254 254 635 635 635 671 671 671

761 761 761 772 772 772

703 783 703 063 663 063 903 908 903

567
OPTOMETRY

TABLE 119

INSfRucTioN RESOuRCES IN CLINICAL AREAS

NA5F (000) . INSTRUCT,

NAV (000) OF IN- RERCENTAGE PERcENTAGE SPACE NUMBER OF NUMBER OF OF q0NSITE STRUCTION. orcOL,4 PERCENTAGE OF COLI4 NEEDED IN

TEACHING AMBULATORY PATIENT 41, SPACE CONSIDERED OF COL,4 NEEDING CLINICAL

BEDS RE. PATIENT CARP (EXOL!PAT, SAT'S- NEEDING REPLACE! AREAS PUNTED STATIONS FACILITIES CARE AREA) FAcToRY REMODELING NENT (RoST-CON)

(1) (2) (3) (4) (5) (6) (7) (8) ToTAL NUPBER OF ScHOOL;

MEAN N15N

Low

065

072

161

211 235

291 334

634

692

933 SCHOOLS FOR wHION

VALUES ARE UNDEFINED

120

1012 120

0

0 120

0

0

00

00

0

0

742

1074 240

20

96 24026

121

64

48 54

4330

20R :4-

85

10

8 35

0 15

35

4

0

. 9

513

04

0 .-

7 10

1

4

0

0

4

02

0

0

00

10

i00

3 100

100 100

_ 100

100

100

65 101 235

201

334

634

933

*

03

00

, 0 * 4* 40

0

0

65

101 235 201

334 634

933

0 44wwmam*

0

0

0

65 101 235

251

334

634

933

5 10

0

4

0 wwww 4444M

0

1

00

0

0

0

04

0

568
0STE0PATHY

TABLE J120

INSTRUCTION RESOURCES IN CLINICAL AREAs

NAP (000) INSTRuCy,

NASF (000) OF IN. PERCENTAGE PERCENTAGE SPACE NUMBER OF ODER Or Or "ONSITE sTRUCTION# OF COL,4 PERCENTAGE OF C0L14 NEEDED IN

TEACHING AmOULAToRy PATIENT AL SPACE CONSIDERED or cOL,4 NEEDING CLINICAL

BEDS RE. PATIENT CARE" (EXCL,PAI, SATIS. NEEDING REPLACE0 AREAs

PORTED STATIONS FACILITIES CARE AREA) FACTORY REMODELING MENT (POST@CON)

(i) (2) (3) (4) (5) (8) (7) (6) TOTAL NO4501 OF SCHOOLS

mEAN

HIGH

LO

6739

5 1748 4028

145

390

578 141

9 033 4024 141 062 294 54 293 930 45 303 3342 141 >

402 145 0

4. 1 . ,.-± .4.- 4644 40 OR

..i 5CWOOLS roR WHICH

. 0 VALUES ARE UNDEFINED

216 61 90 0 5

5 5 3

3 3 44 12 62 0 35 14; 39 100 0 100

0 0

0 0

0

0 0 143 0

0 21 100 0

0 74

1 39

1

. 07

o 0o 5 loo

0

5

00

0

Ig El'g ""a"."!' k# 4 .1i, ovp 44 44 mr. 46 4 66 P. 33 33 33

62 62 62

589

0

00

0

a
puiRAucy

TABLE J.21

IN5740110N URINES IN CLINICAL AREAS

NASF MO) INSTRUCT, NASF (000) 0P IN, PERCENTAGE PERCENTAGE SPACE NUHBER IF NUmBER oF oF ION51TE MOTION. OF 0414 PERCENTAGE 0F C0104 NEEDED IN

TEACHING AMBULATORY PATIENT AL SPACE coNsIDERED OF C0LiA NEEDIN0 CLIN1CAC

BEDS RE, PATIENT CARE" (MOAT, SATIS, NEEDING REPLACE, AREAS PORTED STATIONS FACILITIES CARE AREA) FACTORY RENOOELINO MENT .(P057.c0N)

(1) (2) (3) (4) (5) (6) (7) (8)

!OTAL NMER OF

k,EAN 0134

LGw

4POLS

30011 1011 3 244

64 64 64 64 594 ; 10 0

4 5410 123 1 40

0 0

0 0 *A. 005 12 0 0 0 011 171 0

0 0 041 0 0 0 0 C5? 70 2

1 0 1:5 1154 34 0 12 143 110 101 0 2 ILA 1410 5 0 11

151 120 26 0 6 120 10 0 3 115 334 14 0 0 ,2Q4 315 7 0 20

213 3111 5 0 3 145 0 0 0 0

2t.2 335 37 0 1 1t1 28Q 6 0 0 265 0 0 0 0 274 2589 52 1 1 313 140 120 0 0 344 2621 88 0 31 375 195 15 0 0 3!2 126 0 0

1 P4 172 0

0 2 4:3 400 5 0 2 4;4 15 0 0 0 422 700 0

0 0 453 0 0 0 0 04 1130 10 0 4 do 350 A 0 2

4=!? 405 21 0 0 'ci3 016 0 0 1 511 600 20 0 1 !:1 634 18 0 1 5;3 31? 123 0

1 512 0 0 0 0 515 0 0

0 0 571 37 4 0 4 57?

421 0 0 0 !it

441 95 0 29

574 150 5 0 3 621 404 3 0 48

645 200 0 0 0 663 2329 0 0

0 665 12 0 0 0

68 18 8 88 29 2? 20 sA 70 18 6 1 100 100 100 15

0 0 0 0 _0_ * --0q40000_-000--

0

00

0 75 42 0 2 100 0 0

0 45 45 9 5 100 0 0 0 100 0 0 0

0 80 20 0 5 100 0

0 0

0 100 0 0 7

00 100 0 0 0

0 71 l 10 9

0 100 0 0 0

0 0 0 0 50 50 Q 6

0

00 25 75 0 7

0 100 0 0

, 2

0 0 i00 0 100 0

0 0 100 0 0 0 00 0 0 0

00 100 0

0 1

3 4 24 0 0

0 0 4 100

56 17 . 29 6 570
PHARMACY

TABLE J.21 (Continued)

INSTRUCTION RESOURCES IN CLINICAL AREAS (C07771

NASc (000) INSTRUCT. NW (000) OF IN. PERCENTAGE PERCENTAG4 spACE NuMOER oF NUMBER or OF NONSITE STRUCTIoN. or COL0A PERCENTAGE OF c0L.4 NEEDED IN

TEACH;NG AMOuLATORY PATIENT AL SpACE CoNSIDERED Or COLA NEEDING CLINICAL OHS RE. PATIENT CARP (MOAT. SATIS0 NEEDING REPLACE. AREA5 PoRTE0 sTArIONS FACILITIES CARE AREA) FACTORY REMODELING MEN7 (F05T4CON)

(1) (2) (3) 684 720 0 0 692 60 2 0 603 0 30 0 703 0 0 0 724 661 0 0 742 0 9 0 153 0 0 0 801 0 0 0 812 200 0 0 824 i 11$0 0 0 841 0 15 0 074 0 0 0 8e3 0 0 0 902 828 2 0 022 0 0 0 923 822 0 0 971 2258 73 1 082 5419 0 0 904 1540 56 0 991 783 3 0 SOwooLS FoR WHICH

VALUES ARE UNDEFINED

5 1

(4)

0

0

(5) (6) (7) (8)

1 0 100 0

0

00 0 0

0

1 100 0 0 1 0 0 10 89 11 0 0 0 0 0 0 0 0 0 ' 0

7 71 14 14 15

a 100 0 0 0 0 0 14 0 0 0 0 0 2

5 5 5 11 11 11 41 41 41

52 52 52 195 195 195 245 245 245

263 263 263

265 265 265

J13 313 313 375 315 375

404 404 404 422 422 422

453 A53 453 461 461 461

482 482 44

532 532 532

535 535 535

572 572 572

645 645 645 663 663 663

665 465 665

864 664 684

602 692 692

703 703 703

724 724 724

742 74? 742

753 753 753

801

624

801

824

A 801 824

874 874 874 683 663 003

902 902 902

922 922 022

962 982 982

991 901 991
P OIATRY

TABLE J 22

INSTRUCTION RESOURCES IN CLINICAL AREAS

NASF (000) INSTRUCT,

NW (000) OF IN@ PERCENTAGE PERCENTAGE SPACE NUMBER OF NUMBER OF OF RONSITE STRUCTION- OF C4,4 PERCENTAGE OF COLO NEEDED IN' TEACHING AMBULATORY PATIENT AL SPACE CONSIDERED OF COL,4 NEEDING CLINICAL

BEDS RE. PATIENT CARE,' (EXCL,PAT, SATIS. NEEDING REPLACE. AREAS PORTED STATIONS FACILITIES CARE AREA) FACTORY REMODELING MENT (pOsTiCON)

(1) (2) aa .... ... aa00a.a* .... .* .. (3)

* .. a . a. ........(4).. 40q . (5) (6) OT0000**40000.04.40.

(7) (0)

. 0 . 0@ . gmui0101mg.4 TOTAL 007 351 31 1 0 0 100 5' NUmBER OF SCR0OLS 5 5 5 5 1 1 1 5 mEAN 999 70 6 0 0 0 100 1 HIGH 2446 145 18 1 0 0 100 5 LOw 28 22 0 0 0 0 100 0 ------_*--- 082 350 68 18 0

0 191 28 22 0 1 0 0 100 5 264 2446 55 , 5 0 0 644 1490 145 a 0 0 P

1 033 683 61 5 0 0 .A

Ul SCHOOLS FON WHIN 82 82 82 in VALDE84RE UNDEFINED 204 264 264

644 644 644

833 033 834
PUBLIC HEALTH

TABLE J 23

INSTRUCTION RESOURCES IN CLINI.AL AREAS

NASF (000) INSTRUCT,

NASF (OM OF IN. PERCENTAGE PERCENTAGE SPACE NUMBER OF NUmBER OF OF "ONSITE STRUCTION- OF COL,4 PERCENTAGE OF COLIA NEEDED IN

TEACHING AMBULATORY PATIENT. AL SPACE CONSIDERED OF Cr: 4 NEEDING CLINICAL

6E05 RE= PATIENT CARE" (EACL,PAT, SATIS. NEEDI , REPLACE* AREAS

PORTED STATIONS FACILITIES CARE AREA) FACTORY REMODELING MENT (POSTwCON) TOTAL NU"BER OF SCHOOLS

wEAN HI34

LOW

032

154 223

251

272

291

3,i

494 An

762

763

034 862

(1)230

13

18 230

0 W'hWWWWWWwW

00

0

0

00

0 230

0

0

0

0

0

(2) (3) (4) (5) (6) (2) 23 1 5 0 0 0 13 13 13 1 t , 1

2 0 0 0 0 0 20 1 5 0 0 0

0 0 0 0 0 0 wwwwwwwww W.,. www W www WWW mm ...W..* mm 4.400Www.WWwwww4m.wWwWwWwWwWw& m

0 0 0

0 0 0

0 0 0 3 1 0

0 0 0 0 0 0

0 0 0 20 0 5 0 0 0

0 0 0 0 0 0

0 0 0 0 0 . 0

0 a 0

(8)

0 13

0a0 m 4W4g&wq;40

0

0

00

00

0

000

00

0 SCHOOLS FOR WHICH

VALUES ARE UNDEFINED

513

.... ..... WwwWwW.WM.srw.WWWWWWW*444WW . W0.4mm

32 32 32

154 154 154 223 223 223

251 251 251

272 272 ' 272

291 291 291 381 381 381 611 661 681 762 762 762

763 763 763 834 834 834 882 882 802
VETERINARY MEDICINE

TABLE J.24

IN5TRuCTION REMCES IN CLINICAL AREAS

NASF (000)

INSTRUCT,

NASF (000) OF IN- PERCENTAGE PERcENTA0E $pACE NumpEN 0F NumpER OF OF "ONSITE STRUCTION= OP C0L.4 PERCENTASE OF COL,A NEEDED IN

TEACHING AMBULATORY PATIENT AL SPACE CONSIDERED OF COL,4 NEEDING CLINICAL

BEDS RE, PATIENT CARP (EXCL,PAT, SATIS. NEEDING REPLACE. AREAS

PORTED STATIONS FACILITIES CARE AREA) FACTORY REMODELING MENT (POSTCON) (1) ___0":0-- _000

(2) 747-4_

(3) .0- 0

(4) (5) (6) (7) (8) TOTAL NUMBER or SCHOOLS

3406 381 274 286 84 9 6 181 (IAN

19 19 19 19 6 8 , e 19 179 20 14 15 67 V104 5 5 10 LOw

405 133 54 113 100 58 42 101

0 002 201 13 31 0 021 0 043

253 15 0 37 95 5 0 51 234 18 0 113 100 0 0 0 061 93 10 11 0 0

1;4 165 .4 243

255 26 0 15 100 0 0 0 149 8 24 0 Ch 292 0 334 12 46 0 0 4

321 405 36 0 0 100 0 0 5 354 309 19 54 0 303 0 140 12 0 22 100 0 0 392 101

424 195 133 0 '17 100 U 0 6 98 17 18 0 442 0 158 12 0 43 502

0 56 42 12

0 0 5 0 0 545 150 7 52 0 551 0 022

215

0 40

0 33

0

00

0 704 0 651 209

0 10

0

0

0 32

0 100 0 0 6 ii a * 4- -4 0 4- scHooLs FOR wmIcw

2 2 2 VALUES ARE UNDEFINED

61 01 61 243 243 243

292 292 292 354 354 354

424 424 424 102 502 502 545 545 545

551 551 551

622 622 622 851 851 551
FOOTNOTES

INSTRUCTION RESOURCES IN CLINICAL AREAS

1. The figure displayed represents the number of teaching beds reported as

available for use in either "on-site patient care facilities", owned and

major affiliated hospitals, or "minor" affiliates. For schools of veterinary medicine, substitute "Animal Holding Units" for "beds".

2. The number displayed is obtained by adding the reported numbers of ambulatory patient stations available in "on-site patient care" facilities,

and affiliated hospitals and clinics.

The figure displayed represents those patient care areas which are considered by respondent to be a physically integrated portion of the school's

"allocated" facilities. "On-site patient care" facilities were found to

be the primary clinically-oriented facilities resource for schools of dentistry, optometrY. and podiatry.

4. The figure displayed represents the sum, over-all owned and major affiliated hospitals (reported as physically separated from basic biological

sciences instruction facilities), of classroom, class laboratory, researrh

and research training, and other instructional facilities.

The sum of columns 5-7 will occasionally not spm to 100% due to round-al

error, and data 'errors uncorrectable at the time of this Writing.

8. Eael figure displayed represents the NASF (in .000's) of nonclinical instruction facilities felt to,be needed in (physically separate) owned and

major affiliated hospitals, following the completion of hospital-related

ongoing construction and remodeling efforts.'

A-162
DENTIm

TABLE J.25

USAGE Or rAcILITIEs SECTION i

ALLOCATED ALLOCATED STUDENT STUDENT STUENT CLASSROOM CONTACTi CONTACT- ALLOCATED STATIONS, AND CLASS= NUMBER or HOURS HOURS rOLL-TIME NAP' cLAsSROOmS LA6 STA- JOINT=u5E SPENT IN SPENT IN

EQUIVALENT PER STU7 AND T1ONS PER STATIONS CLSRms AND PATIENT EMI:VENT DENT GLASSLAGS sTuDENT uTILRED CLAS5L488 48E0

(1) (2) (3) (4) (5) (6) (7) .. ...... 40., .../0,4 . TOTAL 18546 131 35563 1.92 29906 160539 128670 NUm8E9 Or SCHOOLS 53 50 53 50 53 53 $3

HMI 350 202 671 2,19 564 3029 2428 HIGH 792 1750 2169 11,00 2048 5830 7300

LOR ....

0

. . 0 0 0,00 0 0 0 001 303 145 356 1,17 1726 3979 2596

065 455 50 530 1,17 695 493 2796

102 559 102 1214 2.19 165 5250 6500

124 326 232 911 2.78 392 3750 2163

132 396 78

, 587 1.48 160 3034 132

135 479 146 1573 3,20 400 2986 1506

192 24 1750 166 6.92 0 1340 100

193 535 73 .516 0,96 1007 3160 3660

231 316 66 604 1,91 875 3285 2157

242 541 128 280 0,52 1640 4140 3720

244 370 223 1114 2,96 0 3530 3012

305 522 188 735 1,41 0 2672 1958

314 640 123 2169 3,35 160 5520 2970

335 62 129 144 2.32 610 2444 754

352 583 99 1200 2.06 1023 4356 2638

361 414 110 505 1,42 1143 2915 4354

383 655 102 959 1,46 0, 2204 3219

423 249 112 492 108 63 3461 3531

445 419 136 930 2.24 178 2685 1840

462 359 134 452 1.26 1440 3504 3373

421 457 123 1343 2,94 0 2930 4030

473 223 58 331 1,45 121 3751 2753

474 24 1000 264 1140 0 961 220

491 549 117 1435 2.61 0 2304 2041

513 272 119 720 2,65 0 3506 2167

552 234 124 427 1.82 1337 2574 2043

564 345 161 1210 3,46 0 5106 2398

565 249 45 121 0,49 2046 2880 1516

591 0 0 0 0 0 502 324 160 716 2,20 180 4442 1570

603 249 129 404 1,94 120 2066 2048

605 560 75, 1999 3,57 0 2786 19318 633 308 102 863 2.60 0 3656 2550

641 97 691 283 2.92 824 4138 2170

642 236 369 584 7,47 0 2023 044

701 474 105 839 1.77 1751 2287 2548

704 567 65 450 0.79 0 3082 2722

715 0 0 0 0 0 733 252 87 258 1!02 249 2713 2341

751 392 66 495 1026 1005 2992 1662

264 651 135 1199 1.83 374 2509 2401

792 542 161 736 1.36 0 3540 3237

804 505 145 1590 346 1230 2940 2360

821 28 423 56 2.15 776 2714 1704
MEDICINE

TABLE 3.26

USAcE OF FACILITIES - SECTION i

ALLOCATED ALLOCATED sTuDENT STLICENT STUDENT CLASsRoom CoNTAcT- CONTACT- ALLOCATED STATIoNs, AND CLASS- NUmSER OF HouRS imou9S

FuLL-TImE NASF CLASSROomS LAB STA- JOINT-USE SPENT IN /SPENT IN

, EQUIVALENT PER STU= ANO TIONS PER STATIONS CLSRMS ANO PATIENT ENROLLMENT DENT CLASSLA8S STUDENT UTILIZED CLASSLA85 AREAS

(1) (2) (3) 0.00.P0*.m ......

TOTAL 46888 194 99850 NUMBER OF SCHOOLS 95 94 95 MEAN 494 411 1051 HIGH 1511 1738 3220

LOw 0 0 0 022

023

024 028

054 055

074

091 094

095 112

121

133

114

141

142 145

152 153

172

104 203

212 215

222

224

24i 252

254 275

2e3 295

311

315

324

333

341 345

162

371

374 393 395

401

WOM.M 4E40.212

139

453

146

597

337

570 352

425 585

25 1040

575

324

736 546

419

40

0 319 865

415

01 365

110 514

1211

617

601

489 786 395

129 1017

063

310 469

1571 746

615

64 301

314

491 756

102 90 419 1154 322 250

873 1047 504 890

638 1792

273 a 1179 679

217 616

294 1020 720 61 478 3220

494 1969

824 771 323 1481

463 1457

00 214 225 80

0 425 297 455 2431

0 0 1738 505 200 705 335 042 282 2326 230 1023 480 1345 468 1190 434 1368 407 2300 273 590 535 416 252 1849

327 1975 294 253 463 894 129 2042

484 2800 686 2750 310 06 502 696 557 436 57

(4) (5) (6) (7) ..... . .0 ...... 000 ........... 0. .. =a . ........ 2,13 29136 255719 277111

94 95 95 95 2,20 307 2692 2917

8.28 3444 7596 84U0

0.00 0 0 0 3.57 353 5084 384

0,27 175 1940 4554 2,99 0 2802 1677 1.71 156 2851 0 3.26 0 2030 1995 2.04 0 3003 2272 3.10 0 3350 492 0,02 439 1800 2008 1.60 0 3325 2314 1.05 3444 2351 2640

1.69 38 3700 3260

2,44 0 1120 0 3.10 0 3620 3380 3,42 0 2245 2750

2,38 0 1780 5260

2,01 266 1914 3992 2,67 0 3254 4078

0.51 0 1517 4357

2,00 0 1474 110

0 0 0 0,78 0 1809 560 2,81 1960 5200 4000

0.00 845 1203 181 8,28 36 2850 1600 2,15 0 21e1 3758

3.65 0 2853 128 4.53 370 3230 2045 0,84 1731 0 0 2.18 0 2842 0 1,99 0 2846 2692

2,00 0 3244 2420 2.93 100 3129 2406 1.49 0 4959 2722 3,22 705 1859 1403 1.82 0 4898 7706 2.98 380 2718 3052 0,62 0 3084 8400 1,91 0 3934 3360 1.30 0 1952 3303 3.75 0 2564 3736 4.47 0 3173 3416 1.14 150 0 5920 2.90 0 1535 5096 1.39 0 5110 2837
r 79

mEolcINE

FuLL-T1M5 E0017ALEN7 ENROWENT

ALLOCATED

N4sr PER STUDENT

TABLE ,3.26 (Continued)

osAGE Or FACILITIES . SECTION

+7277:7I,0) ALLOCATED ALLOCATEP

STUDENT CLASSRCDP STATIONS, 6N3 CLASS. Nom8ER OF

4455ROOMS LAB STA- JOINT-USE

AND TIONS PER STATIoNS CLA5S085 STUDENT UTILIZED

STUDENT

CONTACT.

HouRS SPENT IN CLSois AND

CLASSLA8S

STUFENT

c0NT4c1 . 'AuRS

SPENT IN

pAT1ENT

AREAS

(LI (2) (31 (4) (5) (6) . . a. .... (7) ..

. .@ .. . 415

5 529 1433 2:72 0 3012 2901 433

573 771 1610 281 0 7596 3076 455

757 472 115 108 0.14 10 7 2035 47 645 719 2878 4,46 0 22E0 3858 483

484 418 158 620 1.46 426 2638 4193

522

822 187 90i 1,10 0 1719 2622 606 293 1512 2.20 0 531 446 2585 3410 101 989 2,12 0 1175 5600 543

695 206 1013 1,46 562 253 4115 4600 447 563 300 213 0,66 1676 3110 4130 574

93 323 :273 2,94 0 1178 210 473 575 314 617 1433 3,03 0 3710 2197

, 172 604 2,56 2048 563 2660 4466 150 727 386 2,57 0 3715 602 3100

613

590 164 150 0:25 630 2197 2928 447 624

360 670 1,50 0 2119 4350 358 372 628 1.75 0 4215 2342 635 754 443 SO 0,75 749 651 1187 4465

161 404

652 0 0.00 897 1994 4400 566 253 1376 2:43 0 2462 2234 234 756

664 420 1.79 0 2353 3910 203 777 126 671 2.57 0 2012 3855 395 1035 702 672 1,76 0 2290 1890 154 175 52 0,34 0 3144 683 3198 243 473 726 2;97 0 711 3374 5448

714 705 68 664 0,94 1751 3496 3894

731

860 231 1012 1.18 0 3094 2212 522 372 2494 4,78 0 3432 995 743

698 464 3177 4.55 46 1307 4320 744 863 473 2815 3,26 761 0 2740 2940 519 254 1005 1,64 0 3112 32e4 772 542 908 1522 2,81 0 774 0 0 783 644 446 1369 2,13 0 1883 5282 393 746 1769 4,50 0 602 2025 3085 703

8,13 256 1192 1,70 0 2504 4360 238 269 177 0,74 823 0 3212 3322

831 615

421

358 1400 2.28 0 4349 3325 444 592 1,41

863 030 2975 4231 751 664 269 1691 2,25 0 2750 6090 477 232 2085 435

872 105 3022 1714 637 619 2230 3:50 0 0 891 0 903

79 418 184 2,31 0 1602 3650 671 294 904 1553 2:31 2 00 2064 0 115 957 476 4,14

921 70 2430 2300

951 448 511 1591 3,55 0 4237 4865

952

567 206 422 0,74 1442 3081 4044 624 120 0 0,00 953 1099 2600 2010 954

979 297 1569 1,60 0 2680 2400

962

531 288 0 0,00 2099 3084 3541 64 422 96 1.50 0 973 1543 1450 524 227 601 1,15 800 2624 2641 SCHOOLS roR HHICH 172 172 VALUES ARE UNDEFINED
OPTOMETRY

TABLE ii.27

USAGE OF FACILITIES . SECTION 1

ALLOCATED ALLOCATED STUDENT STUDEN7

STUDENT CLASSPOOm CONTACT@ CONTACT. ALLOCATED STATIONS; AND CLASS. NUMBER DF HOURS HOURS FULL'IlmE NASF CLASSROOMS LAB STA- JOINT@USE SPENT IN SPENT IN

EQUIVALENT PER STU- AND TIONS PER STATIONS CORmS AND PATIENT ENROWENT DENT CLASSLABS STUDENT UTILIZED OLASSLASS AREAS

11) (2) (3) (4) (5) (6) (7)

* :-_7_7:1:7 _7 % _ -_7w -::--%-_ I : _ : 7 TOTAL NU4BER OF SCHOOLS

HEAN HIGH

Led

2830 86 4100

10 10 lE 203 110 410 515 347 911

49 40 96 *.m..tm.t.. %% .*t**tt.....k.m.e*st . t .

1,45 2648 30993

10 10 10 1,66 265 3099 5,33 1845 5060 030 0 1000

. . E..t* . .Ett..tm..**40to..tmt* .

12164

10 1216

2520

70

. ***t. 065 515 76 820 1,59 0 2796 816

072 469 74 911 1,00 0 3522 936

101 87 126 120 1,38 460 3450 2520

211 260 131 437 1.68 0 2700 864

235 250 40 96 0,30 265 3162 1266

201 164 62 132 0,72 1845 2795 1140

134 220 64 177 0,80 138 5000 2042

634 491 96 816 1,66 0 2706 1190

092 205 70 330 1,16 0 2014 1320 933 49 347 261 5133 0 1000 70
OSTEOPATHY

TABLE J 28

USAGE OF FACILITIES SFCiON

ALLOCATED ALLOCATED STUOENT STuDENT

STUDENT CLASSROOM CONTACT= CONTACT=

ALLOCATE° STATIONS, AND CLASS* NUMBER OF HOURS HOURS FULL'TIME NAV CLASSROOMS LAO STA- JOINT-USE SPENT IN SPENT IN

EQUIVALENT PER STU- AND TIONS PER STATIONs CORMS AND PATIENT

ENROLLMENT DENT CLASSLAOS STUDENT UTILIZED CLASSLAOS AREAS

(1) *.....'w..E'...

(2)

. ** . (3)mm * (4) (5) (6) (7) TOTAL 1818 124 3051 1,60 380 14391 13916 NUm0ER er SCHOOLS 5 5 5 5 5 5 5 MEAN 364 145 610 1,54 76 2378 2703

HIGH 487 267 1323 3,04 J80 3933 4816

LOW 150 60 88 0L,59 0 1000 1460 ....... ........................... . . . .. . ................. .. . .............

033 150 267 BO 0.59 360 1000 1460 062 329 143 510 1,55 0 2500 2407

293 487 60 525 1,06 0 2970 2204 > 303 435 131 1323 3.04 0 3188 3027 1.4 402 417 121 602 1,44 0 3933 4818 CO

581
us4ao OF FACILITIES SECTION 1 PHARmACT

ALLOCATED ALLO:ATED STUDENT STUDENT

STuDENT CLASSROcm CONTACT- CONTACT0 ALLOCATED STATIONSt AND cuss. Now OF

nu-TN HOURS

N4sr cossRooms LAO STA- JOINT-USE SPENT IN SPENT IN

EQUIVALENT PER STU- AND 'INNS PER STATIONS CLSRNS AND pAIIENT ENROLLMENT DENT CLASSLADS STUDENT UTILIZED CLASSLA85 AREAS ti) (2) (3) (4) (5) (7)

0)

TOTAL NU4EER OF SCHOOLS

MEAN

HIGH

LOW

015

011 052

105 143

144

151

181

195 204 213

245

262 283

265

294 313

344 375

382

384

403

404 422 453

454

461

465

482

493

511

514 523

532

535 57i 572

505

594

621

645

663 665

..., "@,.10*=. 4.4, 04@W s*.* 04 gE @.. -L ii. -: Om: . 1 7

25628 79 30467 1,19

64 64 64 64 400 85 476 1,25 042 225 1923 3.77

112 20 P

V 0,00

qe, . meo..****4***T.sm

191 60 199 1.04

282 85 247 0,88

201 65 343 1.73

204 113 422 2,08

39s 78 247 0,63

555 34 314 0,57

627 80 792 1,26 . 273 51 72 0,26

105 76 198 107

303 66 296 0,90

524 59 1400 2,69

362 86 176 0,49

594 44 220 0,17

627 169 647 1,03 323 130 370 1,16

751 44 231 0,31

576 35 884 1:53

675 55 892 1:32

469 109 287 0,61

125 104 424 1,30

747 107 619 0,83

359 45 114 0,12

326 55 220 0:67

360 47 208 0:58

323 31 252 0;78

157 64 108 0,69

288 62 324 144

509 71 1442 2;45

282 99 723 2,56

419 115 400 0,95

140 20 0 0,00

438 48 660 1,33

431 54 502 1:35

277 54 205 1,06

279 133 480 1.72

223 85 302 1,76

162 49 179 1,10

307 121 455 1,46

201 100 366 1,82

370 62 261 0,71

513 14 824 3.61

567 99 182 0,32

540 61 626 146

173 145 430 2,49

. . *=, MN 40013

64

67750000 414 301

403

0 880

Q 300 6700

319

300

0 1601 1630 1730

210 1489

960

0 395

0 150 590 650

0 1109

175

250

0 804

600 1377

1204

215 1163

0 132 450 1263

2048

1220 5025

1823 094

0

. *# . NO .... MR 0. mi. Ei: 206775 13162

0813

64 206

1250

1350

0 1056 0 5920 0 1680 a 2115 400 3500 0 3220 710 8348 0 2126 400 2094 192

2690 180 3090 1150

3314 510

3444 0 3300 80 2192 0 5328 0 2610 54 3000 0 3510 800 3612 138 3680 2 3154 0 3014 188 1280 6 3072 176 3909 0 7010 600 1813 0 2224 560 2736 240 2140 326 1584 600 2608 0 2324 100 1250 0 3660 0 2808 150 3177 430 2784 192 3745 238 4965 180 3750 0 1152 210 1464 0 582
PHARMACY

TABLE J429 (Continued)

v040E OF FACILITIEs @ SECTION i

miT1

STUDENT STUGENT

ALLOCATED ALLOCATED

STU:ENT CLASSPOOm

ALLOCATED CONTACTY CONTACT. STATIONSI ANO CLOS,

FOLL.TImE NASF NUMBER OF )4005 HOOS CLASSROOMS LA0 STA. jOINT-USE EQUIVALENT PER STU* SPENT IN SPENT IN AND TIONS PER ENPOLOENT DENT STATIONS CLSRMS AND PATIENT CLASSLADS STUDENT UTILIZED 4455088 (1) (2) AREAS (3) (4) (5) (6) (7) 684 842 140 1909 2.27 0 3663 1295 692

791 66 1079 1,36 377 1470 0 693 206 44 112 0 ;$4 649 1618 32 703 575 75 548 0.95 0 2997 150

724 341 82 450 1,32 660 1345 525

742

112 214 422 /X 0 1936 0 753

228 140 618 2,71 0 2964 801

184 207 340 1.65 0 1710 0 012

259 166 509 1.97 179 3034 400

024 42o 74 112 t.27 1030 1420 0 841 258 101 215 0.63 150 2410 300 674

685 20 970 1,43 4520 3184 683

714 20 274 0,38 784 1300 902 673 100 1923 2.86 0 2641 922

509 35 131 0,26 597 MO 0 923

178 225 112 0,63 914 2045 538

971 268 97 479 1,79 0 2650 384

902 758 47 394 0,52 0 3410 0 984

198 79 549 2,89 0 6974 163

991 456 116 487 1.07 0 2157 43
PODIATRY

TABLE J 30

USAGE or roxILITIEs SECTION 1

ALLOCATED ALLOCATED STUDENT STUDENT

STuC;NT CLASSROOM CONTAC T- CoNTA0w

ALLOCATED STATIONS! AND CLASS. NUmBER OF HOURS HOURS FULL.TIME NASF CLASSROOMS LAB STt- jOINT*USE SPENT IN SPENT IN

EQUIVALENT PER STU- AND TIONS PER STATIONS OLSRMS AND PATIENT ENROLL4ENT DENT CLASSLABS STUDENT UTILIZED CLASSLARS AREAS

(la (2) (3) (A) (5) (6) (7)

* . * ..... .. .*N ........... ............ . . * ........ ..rwr.e....pffmo . .... TOTAL 1555 55 052 1,13 0 14372 11959 NOMEP OF SC)4OOLS 5 5 5 5 5 5 $ pito 311 55 350 1415 0 2874 2392

HIGH 416 02 420 130 0 3455 4900 LOW 227 33 234 1,01 0 2453 1020

. . .FE..*.M..0..... ..... 3- ..... gmmg.mg.gm... . ........ .....,,

082 416 62 441 1402 0 2153 1020 P 191 263 42 _ 390 :JO 0 3455 4900

1 264 396

33 4r,;', A

400 1,01 0 3306 1412

644 227 79 234 1,03 0 2540 , 1000

633 231 39 306 1,33 0 2536 2739

. ...... .....
PUBLIC HEWN

TABLE ti31

USAGE OF rACILITIES SEcTION 1

ALLOcATED ALLoCATED STUDENT STUDENT

STUDENT CLASSRoOm CoNTACT- CONTACT. ALL0CATE0 STATIoN5, AND cLA5s0 NumgEP Or Hugs mOuRs ruLL.TimE NASF CLASSP004$ LAB STA, JOINT-USE SP5NI IN SPENT IN EQUIVALENT PER STU- AND TION5 PER STATIONS COpmS AND PATIENT ENROLLMENT DENT CLASSLAgS sTuDENT UTILIZED CLASSLas AREA5 (1) wo000000000 .... (2) ** . T. . 0@N

(3) (4) (5)

. . @N .... 0.00%.0.0000.0.N.@004.00

.....

(6) (7) ToTAL .00.000.000.0

3285 202 5496 1,67 Nu48E9 or WOOLS 5255 13307 132 13 13 13 13 MEAN 13 13 13 253 255 423 1,66 407 HIgm 1024 10 488 745 Low

1301 367 2279 2300 132

N,fferpN 31 0.,

121 . 70 0,55 0 450 0 #00_.we-700@0 032 146 212 197 1,35 144 154 1132 0 223

446 182 718 1,61 40 690 0 356

251

121 233 0.65 2279 792 132 272

166 145 523 2.81 0 2296 0 31 290 78 291 2.52 725 600 0 381 307 257 170 0,55 1697 450 0 348 187 326 0,94 0 2300 0 494 169 207 821

220 1,30 120 704 0 762

164 274 175 1,07 285 595 0 488 408 1301 2,67 0 763 860 0 139 374

034

80 0,58 0 512 0 289 339 1062 3,62 0 882 1800 0 216 745 415 1,92 0 576 0

. .. .. . .......
VETERINARY MEDICINE

TABLE J.32

USAGE OF FACILITIES . SECTION 1

ALLOCATED ALLOCATED STUDENT STUDENT STUDENT CLAS5ROOK CONTACT- CONTACT. ALLOCATED STATIONS, AND CLASS. NUMOER OF HOURS HOURS FULL.flmE NASF CLASSROOMS LAO 5TA= JOINT*USE SFENT IN SPENT IN EQUIVALENT PER STp AND TIONS PER STATIONS CLsRHS AND PATIENT ENROLLMENT DENT CLASSLASS STUDENT UTILIZED CLASSLA9S AREAS (1) gA g..E mg

(2)M..=

(1) BE .M

(4) (5)

gg emMENiE,#_..m

(6) (7) W Wiima3 ToTAL 5913 NUHBER OF seam 320 12704 2:15 4245 66107 28989

HEAN

19 18 19 18 19 19 19 311 313 669 2.42 223 1479 HIGH 1526 511 649 1644 8,44

LOW 860 5383 3728

0 73 0 0,03 - 0 0 0 002 021

327 477 541 2,57 0 4145 1254 424 278 1229 2,90 0 4323 043 2230 330 73 10 0,03 457 4570 1590 .O 061 153 165

190 315 7,19 0 2656 1005 422 355 1041 2,47

0 4860 1665 (4

243 284 345 619 2,88 0 4710 292 1600 346 381 508 1,47 060 1445 321 1102 411 241 94 0.22 631 3566 1542 354 511 270 1644 3,22 0 363 2170 1711

305 275 576 1.89 0 4800 392 1200

424 123 201 660 2,04 '0 4200 1200 243 284 478 1.97 635 2766 1720 371 206

502 967 2;61 232 3042 2052

545

104 187 500 1.30 144 5383 2362 270 263

551

259 0,96 399 3872 844

380 603 1440 3,79 502 3720 622 2040

754

36 278 304 8,44 0 960 64 373 641 $51

997 2;67 275 2919 3728

0 D 0

0 0

0 ... SCHOOLS FOR WHICH

651 851 VALUES ARE UNDEFINED

586
FOOTNOTES

USAGE OF FACILITIES - SECT ON 1

1. Full-time equivalent enrollment is defined as full-time equivalent undergraduate enrollment plus full-time graduate-level enrollment excluoing

interns and residents as of fall, 1973.

Each figure displayed represents the ratio between total NASF of instructional space (excluding "on-site patient care" and "other" facilities

and full time equivalent enrollment as defined for column 1.

4. The number of students used in this computation is the number found in

column 1 (full-time equivalent graduate plus undergraduate).

It should be noted that stations reported as "jointly u ilized" are not

necessarily available on a full-time basis but rather are controlled by

either another health profession school, or by some central agency such

as a health science center.

5. The figure displayed represents the total amount o .time spent by a "typical" student over a career composed of all undergraduate plus one year

of graduate study,

7. In parallel with column 6, the figures displayed represent time spent in

"on-site patient care facilities" or in owned and major affiliated hospitals--whether that time be spent dealing with inpatients or ambulatory

patients.

A-174
0ENT[STRY

TAR 13.33

USArE or FAcl ITium - SECTION 2

644444CLASSHOoNS44-44)04#4940LASSLAa040.10

pqncENT PERCENT NASF Or AMdULAtORY

PMENT 5THENT pE9CENT STutENT OrFICE PATIENT 404 STATION R004 5TAT1CN SPACE PER HOS STATIONS

uTf1.124- UTILIZA- uTILIzo uTILI2k. rApuoy pER PER Tin 1104 T10 N TuN HEI46EP STLIDENT STUDENT

(I) (2) (4) (5) (6) (7)

. .. .. ... . ....,,..

TCTAL 25.46 17.98 3.57 20,19 101 0.35 0,59

Nu4a0 or SCHOOLS 42 46 42 46 50 50 50 MEAN 31.39 24.06 33,83 26.14 114 0,25 0.62 ki1SH 111.25 102.72 80.55 90,75 300 4.52 2,03 10W 1.37 5.13 3,17 7,35 0 0.00 0.00

081 45.67 23,61 43.27 24.64 150 0,00 0,47 085 47,45 43.14 65.29 56.37 94 0.06 0.43

102 19.04 22.32 28,41 34,90 94 0.00 0.59

124 22,00 15,19 13,15 10.56 131 1,40 0.75

132 2013 , 21,45 30.17 26.40 59 0.00 0,41

135 15,59 7,46 29.37 13.42 147 0.00 0.04

192

12? 0.10 0.37

193 6,21 58.81 15.62 18.e2 62 0.03 0,A4

231 33,65 27..45 34.13 31.79 76 0.06 0,50

242 102.72 44.50 210 0,00 0,67

244 29,63 26.82 3.17 11,46 49 0.00 0.59

305 20,65 i6,33 54.55 25,93 84 0.02 0,71 314 335 22,73 15,10 26.51 22.15 187 0.01 OM

e6 EN 0,53

352 24,37 10.89 44.96 31,29 76 0.00 0.75

361 18,50 26.51 64.67 16.26 120 0.01 0.75 183 43,96 21,48 27,55 19,19 65 0.03 0,58 423 10.40 17.32 7,62 10,44 119 0,00 0,45 445 71.11 24.00 72.12 12.80 215 0.20 0.57 02 19,04 25.09 26.30 27.71 128 0.02 0,74

471 10,02 16.08 17,71 9.62 83 0,00 0,59 473 11.54 18.32 23.06 20,32 43 0.03 0.44

474

03 0.00 1,17 491 23,66 1205. 80.55 14,96 66 0,04 0.60 513 32469 28.55 13,97 12,44 82 0,00 0.54 55Z 39,29 26.43 61.00 8.49 91 0.01 0.86 564 31.49 0,43 21,10 11.08 94 0.00 0,64 565 36,06 20.08 80.13 23,38 51 0.00 0,59 591

300 592 21,77 1977. 15,75 25.76 102 0.00 0.99 603 16.06 8.44 47,60 35.52 180 mu 040

605 1623 9.59 50.35 7,35 60 0.00 0,46 633 27,64 30,75 18.93 18.08 122 3.15 0.54 641 1,37 5,13 8.14 9.65 214 0900 0,29

642 12.47 47.06 7,97 10.35 271 0.27 0.09

701 64,90 12.08 40.66 14,35 186 0.88 0,69 704 31,37 42.25 64 0.00 0.37 715

733 38.46 24,11 44.25 16.51 51 0.00 0.74 751 33.56 21.89 44,29 34,48 59 0,03 0.95 764 25.10 10.44 10.74 24.44 30 0,22 0,32 792 4,24 14,44 43,27 42,97 171 0,11 0,72 404 3440 11.66 35.23 9,39 103 0.90 0,51 421 .. 140 0.00 1.42 58
TABLE J.33 (Continued)

DENTISTRY

t- of444CLASSR00mS#6,,g

USAGE OF FACILITIES * SECTION 2

(r.=,:ria)

#-IeticLASELApoi41.0

PERCENT

PERCENT

PERCENT NAV CF AmDuLATORY

Room 5TuDENT PERCENT STUCENT OFFICE PATIENT STATION R008 STATION SPACE pER 6EDS STATIONS

UTILIZA- TAN

UTILI2A- UTILI20 UTILI24. FACULTY pER PER

(I) NON TION TM MEPBER STUDENT SMENT (2) (3) (4) (5) (6) (7) 832

__=.-

. .. ... . .0,11Wa ..... . .. ..W 853 49.81 15.36 14,44 16,47 65 4.52 0.69

854 29.81 20.94 34,62 13.67 155 0,06 0,96 002 131025 40:20 25:24 72,56 0:00 0,32

911 20,64 13.31 15,32 19,50 138 0,89 0,55 913 35.34 19,76 6,92 56,34 44 0.01 0,52

941 52,00 11.004 49,60 34;49 197 0,03 2,03

942 18.21 90,75 0,04 0007

944

FF . . . ....e. ' 65.52 15,47 159 0.03yea. 0.71 SCHOOLS FOR WHICH 192 192 192 192 715 591 591 VALUES ARE UNDEFINED 242 335 242 335 832 715 715

335 474 335 474 862 832 832

474 591 474 591

591 V15 591 715 704

715 82/

an

704 715821 en

821 821

832 832 942 942 944 944
MEDICINE

TABLE J.34

USAGE OF FACILITIES - SECTION 2

(40#4000SSROOM504444><404404CLASSLAB#444.0

pEROENT PERCENT NASF OF AmouLAToRT

pERDENT STUDENT PERCENT STUDENT OFFICE PATIENT

Room STATIoN Room sTATIoN PACE PEP oEDs 5TATIoN5

uTILIZA- uTILIZA- uTILIZA. uTILIZA- rawly FIER PEP TTON TIoN TioN THIN MEMBER sTuDENT sTuDENT

(1) (2) (3) (4) (5) (6) (7) TOTAL 35,33 17.53 34.25 17,54 79 3,70 0,41 NUMBER OF SCHOOLS 68 75 68 75 92 94 94 mEAN 35.05 23.50 32.52 21.15 94 5.02 0,96

HIP 117115 90.48 100.38 195.31 238 36.75 55,09

L0. 0.00 0.00 0.00 0,00 0 0,00 0.00

.. mmmmmm mmmm m m mm m m m mmmm m

022 77 0,00 0,00 023 64.00 35.68 82 19.20 0.35

024 57.26 9,87 12.02 5,47 40 6.35 0,34

025 129 7,73 0.03

054 35,80 5.79 12,47 6,14 194 11.72 0,42 055 63,01 23.46 69.57 19.61 227 1.10 1.15 974 2642 10.78 25.30 26.02 19 5.17 0,32

091 41.10 195.31 0 1.06 0,07

094 9600 29.41 0.76 34.90 94 4.75 2,49

095 40,31 21.91 21.34 42,01 256 3.97 0,46 112 14,17 22.35 21.77 23.24 200 7,74 0.27

121 88 12.20 1.44

133 25,74 10,13 30.30 13.34 177 4.60 0,40 134 16,84 16,09 16,14 14.65 123 2.91 0,31 141 3.76 12.11 46 3.02 0,17

-142 34.92 7.72 45.52 15,61 40 3,37 0.25

145 90,94 16.31 62.95 13.18 73 5.40 0.32

152 116692 24.10 04.13 17.23 0 6.90 0,14 153 Q 38,75 MOO

172 184 43.71 57.50 42.93 9.03 60 1.57 0.25 203 72.67 14.64 72.97 9.36 147 3.61 0.45 212 0 1.59 0.93 215 97 24.62 4,23 222 17.80 12.63 11.00 5.23 100 7.22 0.52 224 125 6.11 0.00 241 22.77 6.52 37.05 9,65 107 4.36 0.48 252 34.62 15,16 233 6.25 0.30 254 25.74 21,00 57.57 10.98 30 0.00 0,00 275 23,30 39.13 4.03 12.63 5.19 0.66 203 22,44 38.30 10,58 24.70 126 1.92 0.06 295 62,30 10.94 50.02 11.00 199 2.86 0,34 311 21.15 14.34 21.13 53.12 94 1,61 0,13 315 125 6.74 0,78 324 72.37 41.43 69.25 15.03 33 3.20 0.36 333 66.70 12.06 46,64 5,46 141 . 1.95 0,19 341 21.87 17.16 9.24 33.19 36 3.96 0.30 345 57,64 16.02 68.64 35.83 154 2.88 0.05 362 59.78 26.13 57.69 45.32 34 0.37 0.12 371 5.73 5.81 85 3.72 0.23

374 28.89 4.96 17.31 6.30 105 6.17 0.57 393 , 7.74 0.39 395 COO 9.44 0,00 3.24 92 1.70 0.16 401 39031 21.28 41.83 25.52 56 4.77 0622
MEDICINE TABLE J 34 (Continued)

USACE OF FACILITIES . SECTION 2

(C)NrIVED)

(4441444159Rooms44444)

PERCENT PERCENT STUDENT

ROOM STATION

UTILIZA. OTILIZA.

TION TION

(1) (2)

4C445SLAB 7> PERCENT

PERCENT STUDENT

Room STATION UTILIZA. UTUNATION

(3) (4)

NASP OF

OFrICE SPACE,PER

rAcuLTY

MEMeER

(5)

5E0S PER

STUDENT

(6)

AmeULATORy

PATIENT STATIONS

PER

STUDENT

(7) 415 21.01 11.15 2.74 5474 84 5.4, 0.4V

433 13.07 16.31 11.21 11.63 87 3.97 0,76

455 52,67 75,42 73 5.82 0.64 47? 44.13 29.62 90,66 8447 163 1.79 0,44 483 46,13 33.09 27;72 17,82 79 1.94 0.23 484 112,15 52.92 92.15 56,05 124 1.22 0.10

522 45.01 21.48 23.50 13.48 57 1.76 0.40 511 23.63 7.54 78.85 5,66 56 2.63 0,54 543 116.79 60,21 100.36 80,16 41 2,57 0.24 562 21.60 17,32 118 2.57 0145

563

167 0.00 0.13 574 22,28 15.01 18.63 16.00 140 1.98 0,50

575 15.26 9,29 39.61 , 9,26 68 4.06 0,39 583 96 1.33 0,00 602 60.25 27,92 14 2.14 0,42 613 36,78 21.74 19.23 7.03 0 5.70 0,56

024 42,95 $0;20 3,29 13.36 112 1,79 0.18 615 29.74 8,84 144 2.39 0,20 651 16.17 21,39 e4 12.12 0,07 652 41,43 12.12 26.83 12.00 48 3.37 0,12

653 22,58 29.00 1.00 7,36 113 3,11 0,03 664 60,66 90;48 13.99 4400 75 7.42 0.96 671 20,54 23.63 17.31 11.62 51 3.53 0.10 62? 0,87 0.00 16,35 0,00 29 7.10 0.81

683 13.46 11.54 28.58 11.23 57 4.19 0,59 711 32.84 30.61 19,31 19,03 17 2.82 0,12

714 34.86 25.15 24.02 28,11 50 4.15 0.55

731 33.75 13,12 34.62 4417 46 1.05 0.25 743 0.40 2,42 1.60 6,33 34 1.29 744 16,3i 2049 19.97 10,94 160 4.20 0.41 761 60.40 24,14 16,94 20.61 61 2.43 0.31 772 0,00 C .46 92 0.00 0,00

774 61,50 9482 47,66 4,51 27 3.25 0.39 703 60,56 5.15 66.44 6,82 177 6.30 1.25 802 51,92 16.02 56.00 12,34 127 3.05 0,57 013 20,62 16,05 16,83 30.23 13 11.24 0,47

823 8137 4;00 80.77 3,25 77 5.61 0.06

831 42,31 60.29 49.92 13,45 57 2.05 0.36

863 9.16 14446 25.72 13,96 10 4.80 0.04 , 804 18.27 13.13 14.66 12.53 172 4,30 0,21 872 8.00 14,82 34 2,76 0,23

891 89 10.35 0.35

903 1,31 0.00 225 8.00 0.00 904 250 15.36 0.24

921 3149 10.57 24.50 10012 89 4,76 0,57

951 44.19 47.52 19.79 9,77 66 2,53 0,86

952 37.06 36,18 7.23 0.09

953 23.86 50,00 120 0.36 0,12

,954 33.71 11,50 181 0.85 0,80

962

47, 1949 0.81

973-

.92 152 -2,14 0.60
MEDICINE

SCHOOLS FOR WHICH

VALUES ARE UNDEFINED

TABLE J.34 (Continued)

USAGE OF FACILITIEs - SECTION 2

(cameo)

(4.1104DLAs5R00m5061410044444CLASSLAB4#4144)

PERCENT

PERCENT NASF or PERCENT AmEuLATORY STUDENT PERCENT STUDENT OFFICE ROOM STATION PATIENT ROOS STATION SPACE PER BEDS UTILIZAL UTILIZA* STATIONS UT1LIZA. UTILIZA- FACULTY PER TION TION PER TION TION MEMOER STUDENT (1) (2) STUDENT (3) (41 (5) (6) (7) _.-_ .-._...... _ .. ...... 22 22 22 22 172 172 172 23 25 23 25 275 25 121 23 121 393 91 153 91 193

121 172 121 172

141 212 141 212 153 215 153 219

172 224 172 224

21.2 252 212 252 215 315 215 315 224 393 224 393

315 563 315 563 371 583 371 553

393 772 393 772 45$ 872 455 872

562 891 552 891 563 903 563 903 583 904 583 904 602 953 602 953 635 962 635 962 651 651 891

891

904 904 932

932

954

954 962 962 973 973

592
TABLE.i 35

USAGE OF FACILITIES . SECTION 2

13140METRy

444...CLASSROP5.....>

PERCENT .4040LAS5LA8.le...7

PERCENT NISF or AMBULATORY

PERCENT STUDENT PERCENT STUDENT OFFIcE PATIENT ROOm STATION R004 STATION SPACE PER BED5 STATIONS UTILI2k. OTILIZI- UTIL124. FACULT9 PER PER TIoN TION TON TION MEMBER STUDENT STUDENT

(1)

4 4 (2)

- - (3) (4) (5) (6) (7) TOTAL 40.13 21.70 12.89 21.73 103 0.04 0.26 NUHHER OF SCHOOLS 9 9 9 9 10 10 10 mEAN 42,07 27.87 18,92 34,64 106 0,02 0.26 mIGM 60,54 65.13 32.64 120.65 207 0.25 0.49 LOR 22.43 10.36 1.09 6.49 65 0.00 0.09

--.4 444 MMMMMMMMMMMMM 4440@4.

04, 48.65 10.36 16.07 6.49 79 0.00 0.19

072 42,92 23.21 1.09 23,05 114 0,25 0.4g

101 28.91 30.93 16,15 27.76 115 0.00 0.30

211 22.43 17.61 12.69 21.95 207 0,00 0.47

235 50.58 65.13 31.88 29,53 91 0.00 0.26

281 38.46 25.26 32.64 34.65 107 0.00 0.26

334 86.54 27.77 16.35 ' 120.65 65 0.00 0,25

634 26.15 29.60 20,56 11.94 63 0.00 0.09

892 33.75 20.75 22,00 35.58 65 0.00 0411

933 136 0.00 0,41

scRons FoR WHICH 933 933 933 933 VALUES ARE UNDEFINED
TABLE J.36

usAGE or FACILITIEs - SECTION 2

OSTEOPATHY

(44444cLASsRoms_ ) .°044CLASSLA8404#0.)

PERCENT PERCENT NASF or AMBULATORY

pERCENT STUDENT PERCENT STUDENT OFFICE PATIENT

ROOM STATION ROOM STATION SPACE PER EEDS STATIONS

UTILI24. UTIL124. UTILI2A. UTILI24- FACULTY pER PER

TioN TION TION TION MENDER STUDENT STUDENT

(1) (2) (3) (4) (5) (6) (7) TOTAL 21.84 24.82 10.14 16,16 4.81 0,21 NUmBER OF SCHOOLS 4 5 4 5 5 5 MEAN 25,10 31.21 11.45 18.35 120 7,54 0.31 NIGH 38.30 49,74 18.75 39,19 203 26.85 0,94 LOw 10.31 15.76 8.68 5.35 52 0.35 0.02

_. 033 49.74 . 5.35 132 26.85 0,94

062 38.30 27.39 18.75 13,93 203 0.89 0.16 293 31,73 36.48 9.60 23,45 67 1.91 0,09 303 20,03 15,76 8,75 9.81 52 7,68 0,32 402 10.31 26.69 8.68 39.19 145 0.35 0,02 ...5.r...... M M M MMMMMMMMM MMMMM MMMMMMM .0 MM M MM MMMM MM W. M MM MM M SCHOOLS FOR wHICH 33 33 VALUES ARE UNDEFINED
TABLE J 37

USAGE OF FACILITIES ' SECTION 2

PHARMACY (AAAAACLASSROOM5440,4) 014CLA5ELA9 ) PERCENT PERCENT NAsr or PlauLAToRy

PERCENT STUDENT PfRCENT STUDENT OFFICE PATIENT

ROOM STATION ROOM STATION SPACE PER ups sTAToo

UTILI2A. UTILI2A' OTILI2A UTILIZA' FACULTY PER pER TION TION TION TON MEMBER STUDENT sToENT

(1) TOTAL 31;58 NUMBER OF SCHOOLS 46 mEAN 33,63

RION 98.22

LOw 1;44

(2) 31.51

. 60 42,39

129,02

5.69

(3) (4) (5) 25,42 15;26 123

46 60 83 25,05 21.14 129 66.83 125,15 270

0,50 4,01 43 . ,ew w.emm 005 60.71 10.07 111

011 28,37 100.07 31,73 69,24 100

041 22.55 19,88 6,79 10:69 111

052 26.53 12.66 15,13 15,72 143

105 50,48 33.16 17.12 8,65 89

143 34.13 60.'73 15,38 34,53 43

144 22.44 32.20 18,31 17,73 74

151 28,67 10.23 62 181 30,00 30.92 14.62 16.38 111

195 43,08 38,54 13.85 15,77 133 204 24.16 11.94 63.65 5.01 167 213 115.55 20,97

-, 146 245 70.65 26.61 71 262 23.02 11.26 125 263 46.15 29.91 36.76 17.18 147 265 79.84 51.49 208

294 1.44 33.86 18.32 6.20 133

313 25.96 24.38 19,27 18,71 107

344 37.74 25.74 27,54 26,06 147

375 24466 49.62 25.27 15,16 167

382 49.23 49.58 14,74 36496 143 384 46:79 23.22 130 403 110.58 13.77 115

404 111

422 30.96 32.89 25.58 24.21 83 453 123.87 14,82 100

454 .60,90 33.49 19.23 78,78 143 461 22.87 54.48 64,90 28.01 136 465 26489 17.48 14.67 7.22 80 482 34,04 24476 67 493 102.58 125.15 91 511 78.00 10,11 60 514 55.38 26.24 39,44 15.92 59 523 36.45 50.36 24,04 21.03 118 532 1E5 535 15.38 64.11 10.32 /0,21 125

571 25496 43,91 14,54 21.06 143 572 32.10 13.61 12.71 23.97 182 585 38.46 27.40 35.94 10.70

504 28.85 52.42 18.70 15,00 100

621 40,06 19,14 52460 16,22 125 645 91.35 42.37 243 663 18.56 19 47 9.91 14.82 107 665 32.83 5,69 15.14 4438 222

(6)1.48

64 1.56 8.59

0.00

0.06, 0.62

0.00

0.34

2.92 0,20

2.25 0.44 0,65

1.10

0.60 8,59

0.00 0.53

0.00 4,49

0,21

5,59

0.60 0 17

0,53

1,23

0,04 2.17

0.00 3.82

0.00

1.24 0.97 6,86

1,20 1.47

1.12

0.00

0.00 0.23 1.37 2.19

0041 0.79

0.35 4,31

0.07

(7)

0,04

64 0,05

0,47

0,00

0.00

0.00

0.01 0.09

0.18 0.01

0.10 0.05

0.05

0.01

0.01 0.00 0.06

0.02

0.00 0.09

0.18 0.19

0,05

0,00

0,00 0.02

0.00

0,00

0.00

0,03

0,00

0,01

0,05

0.00 0,04

0,04

0,44

0,00 0.00 0,02

0.00

0,47

0.0/

0.0/

0,00

0.00 0.00
PAIONACY TABLE J 37 (Continued)

USAGE OF FACILITIES . SECTION 2

hiAAVED)

04041CLA55ROOMS.,"4)

PERCENT

PERCENT STuCENT

0C(1 S:ATION

UTILI24* UTILI74*

TICN TION

(1) (2)

CLAssL4944,*0

PERCENT

PERCENT STU:ENT

ROOM STATION

OTILIZA. UTILI24-

TION 'NON

(3) (4)

NAEF or

OFFICE SPACE PER

FACULTY

MEMEER

(5)

DOS

PER STUDENT

(6)

AHEULATORY

PAT:ENT sTAT'ONS

PER 'STUDENT

(7) 654 33,65 16.09 32.60 6.66 81 0.86 0.00 692 3.61 9.61 0.50 12.63 231 0.08 040 693 31.92 33,66 25,24 26.46 143 0.00 0.15

703 30.42 42.59 15.06 16,59 155 0.00 0;00 724 30.77 15;51 46,15 14.75 95 1.94 0;00 742 13.55 12.62 5.67 7.67 182 0.00 0.00 753 20,43 15,54 44.89 7.62 200 0.00 0,00 601 40,75 27.01 15,50 6.05 267 0.00 0,03 612 34.39 13.01 13.00 23,69 71 0.77 0.00

841

874 33,49

98,22

27,51

27,13

57,59

38,46 32.67 52,33

17.25

11.33

105

125

95 4,25

0.00

0.00 0.00

0.06

0.00 803

133 0.00 902 24,29 14,45 6,61 4.01 270 1,23 0,00 g22 78,87 25,93 154 0.00 0,00 923 29,27 7,38 122 4.62

911 36,41 21;61 21.90 13.22 91 8.43 0,27 962 261;68 129,02 66,83 32;42 111 7.15 0,00 914 20,38 41.76 10,36 11,53 62 8.11 0,29 991 40,19 36,11 36,11 20,17 77 1,72 0,01

. .

. _ SCHOOLS F013 WHICH 3 404 5 404 580 yiLuM4R1 UNDEFINED 151 532 151 532

213 645 213 645

245 883 245 883

262 262 265 265

384 384 403 403 404 404 453 453 462 482 493 493

511 51/ 532 532 824 124 663 163 922 922- 923 923

5 6
PODIATRY

<4611 CLA55R000.4.4.

PERCENT PERCENT STUDENT

ROOM STATioN

UTILI24. UTILI2A*

TION TON

TABLE J.38

OSAGE OF FACILITIES y SECTION 2

4 404CLASSLAB404.40)

PRRCENT NASF OF PERCENT INDENT OFFICE ROOM STATION SPACE PER

UTIL12A. UTILI24- FACULTY

TION TioN HERDER

AmOuLAToRy

PATIENT

BEDS STATIONs

PER PER STUDENT sTuDENT

(1) (2) (3) (4) (5) (6) (7) ToTAL 35.10 30,06 23.08 39.72 68 3,21 0.23 AumpER OF SCHOOLS 5 5 5 5 5 5 5 MEAN 36,09 29,87 24.25 49,70 76 3.32 0026 HIGH 47.60 38,24 38.46 0,50. 167 6.56 0,64 LoW 22,07 22.42 16.35 17,44 33 0,10 0.08

_@ _ 082 22.07 32.92 16435 26,36 59 0.84 0,16

191 47,60 22.42 38.46 61,47 62 0,10 0,08

264 41,71 30.24 26.06 57,64 167 6,15 0,14

644 33,65 20,04 20,77 15m 59 6,56 0164

033 35,42 27.76 19.62 17,44 33 2.96 0,26

5J7
PUBLIC HEALTH

TABLE J.39

MOE OF FACILIIIE 0 SECTION 2

(44444CLA55ROOMS4.4.0(444449CLA5SLAB44'444)

PERCENT PERCENT NASF OF AmeuLATORY

PERCENT STUDENT PERCENT STUDENT DrFICE PATIENT ROOM STATION ROOM STATION SPACE PO pm sTATIoNs

uTILIZA- UTILI24- UTILIZA. UTIL124- FACULTY PER BER

T1ON T1ON TION T1ON MEMBER STUDENT STUDENT (1) 12) 13) (4) (5)

. (6)

. (7) TOTAL NUmBER OF SCHOOLS

31090 19,12 36,16 43,06 195 0,07 0,01

11 11 11 9 12 mEAN 13 13 NIGH

31,60 27057 35,83 42,62 -215. 0,10 0.01 LOW

55,67 44,66 88,46 185,74 531 1036 0,12

0,00 6.51 0,00 3,44 7 0,00 0,00 17 . wS . 7 . . 032 46,96

154 88,46 182 0.00 0.00 223 54.46 20.17 34.82 21.27 152 0.00 0.00 251 25,69 41,55 9,25 36.30 158 0.00 0,00 44,66 41.06 41,01 34.69 > 272 184 0,00 0,02

i 291 161 0.00 0.00 26.37 44,66 23,00 5.48 333 0.00 0.00 J

381 55.67 42,27 55,67 30.60 145 0.00 0.00 CO

cn 494 8.99

681 15.61

531 1.36 OM

762 20.13

30.01 67.79 10,16 169 0,00 MO

763.

9.01 26.70 55.73 163 0.00 0.00 0.00 42.79 0.00

834 71 0,00 0.00

48.11 6.51 42.64 185,74

882 0.00 0.00 6.57 17.38 4.62 3,44 325 0.00 040

70 SCHOOLS FOR WHICH 272 32 272 , 32 634 VALUES ARE uNDEFINEO 494 272 494 272

, 494 763
VETERINARy MEDICINE

TABLE 3.40

USAGE OF FACILITIES e SECTION 2

AAA40@CLA5 00145,AAAA)(040044cLAssLA010#§00

\ .

--

PERCENT

ROOK UTILI20

Tl04

(1)

.

9SWOW,, STUDENr

STATION UTILIZA.

7104

(2)

PERCENT

ROOM uTILI24.

T1ON

(3)

-_

PENGENT

STUDENT

STATION

UTILIZA

TION

(4) - _s . _.

NW, or AHOLILATONT OFFICE PATIENT SPACE PER 8s0S STATIONS

FACULTY PER PER

MEODER STUDENT STUDENT

(5) (6) (7) ..s _ w ..................

TOTAL 35409 20.11 33.81 17,34 116 0.56 0,07 NUMBER OF SCHOOLS 13 15 13 15 16 18 18 MEAN 33,64 31.82 27,76 21,61 122' 0454 0,06 PION 61,46 155,34 61.56 87,44 216 0.97 0,41

LOH 13490 7,39 305 8.44 20 MO 0,00

ORM

002 25.20 18.80 20.80 13,13 138 0.61 0,04

021 043 16,48 9.60 3.05 13,57 130 . 0.60 044

20 0.71 0.05

061 13,90 14.37 34,00 14.74 73 0.61 0,07

P

165 46,52 22,34 61.56 28.65 109 0,60 0.06

1 243 40.19 19,27 16,12 13,55 145 0,52 0,03 -J 292 66,98 10,56 150 0.97 co 0,03

CM

321

354 28,35

155,34

7.39 22,63

07,44

8444 121

152

0494 060

0400 0,04 363 28,21 12.35 9.62 16.01 64 0.49 0,04 392 35,41 22472 2444 21417 66 0,60 0,41 424 51417 12,42 55.02 16.54 163 0.40 0,07 442 33,94 13,38 10,66 15423 84 0.43 0,03 502 40,38 46415 216 0000 0,00 545 47.68 20,79 141 0.56 0,03 551 61,46 37,02 32494 20,88 95 0457 0,11 622

200 0,00 0,00 784 15 53 15.41 24.34 20,49 131 0.56 0,03 051 SCHOOLS FON WHICH 43 43 43 43 891 851 891 VALUES ARE UNDEFINED 292 502 292 502

321 622 321 622

545 651 545 651

622 622 851 651
FOOTNOTES

USAGE OF FACILITIES - SECTION 2

For columnS 1-4, Appendix G should be consulted to obtain insight into the

manner in which the utilization percentages are computed. In particular,

attention should 6e paid to the depressive effect of substituting 2,080

hours for the actually reported "length of academic year".

5. The number of faculty members is determined by adding the reported number

of full-time faculty to the reported "full-time equivalent of part-time

faculty".

6. The number of beds (animal holding units for schools of veterinary medicine) is obtained by adding the figures reported under "on-site patient

care", owned and major affiliated hospitals, and "minor" affiliates. The

number of students is obtained by adding full-time equivalent undergraduates to full-time equivalent graduate students as reported for fall, 197.

7. Computations performed in parallel w' h those of column 6.
DENTISTRY

ovERVIEM OF 0400IN0 CoNsTRUCTION $ REMODELING OF CONTRMED NONOLINNAL

INSTRUOTION r4CILITIE51 ExTENT 6 ErrEoTs

NASF/STV. NASF NEED. NEED AS A

DENT FOL. ED FOLLOW. X OF IN. POST.CON.

LOWIN0 1NG COm. VENTORY STRUCTION GSF UNDER NASF UNDER CONSTRUC. NASF (000) REMODELING CompLETION PLETION OF AT COMPLE. NAsr CONSTRUC. OONSTRUC. TION COST BEING COST Or CON. CONSTRUC. TION OF NEEDED PER T1ON (000) TION (000) MOO) REmOCELED (1000) sTRUCTION TION (000) CON5q, STUDENT (1) (2) TOTAL 2332 NUMBER OF SCHOOLS 53 MEAN

141014 44 !Oa

454

0 001 085

45 102

0 124

0 132

0 135

0 192

0 193

6 231

400

:42

0 244

133 305

0 314

0 335

0, 351

454

361

0 381

16 423

0 445

0 462

0 471

0 473

0 474 193

491 107

513

0 552

0 544

0 563

0

0 591

4 5923 603

0 605

194 633

0 641

0 542

0 701

0 704

0 715

0 733

0 751

00 , 764

.., 792 0 .,, 0 004 0

-.

(3) (4) (5) (6) (7) 047 142200 121 12459 152 552

51 ' 53 53 53 52 53

12 2683 2 , 235 '173 10 141 27000 34 5000 845 OD

0 0 0 .- -: 0 0 0 0 4200 34 3000 201 0 0 0 0 0 30 6 0 0 0 0 102 12

0

0 0 232 1

0 0 2 100 49 20

0 0 0 0 139 27

0 0 14 1240 400 0 109 27000 0 0 162 0 0 0 0 0 66 19

50 11818 0 0 124 0

0 0 0 0 201 0 0 0 0 0 104 VO

0 0 0 0 123 0 142 22109 0 0 612 0

0 0 0 0 99 0 6 1400 0 0 in 0

0 0 140 101 0

0 0 0 0: 112 23

0 0 0 12 138 21

0 0 0 .0 102 17

0 0 1 500 137 9 44 10388 0 0 147 0 42. 10750 0 0 201 0

0 0 0 0 117 0 0 0 0 0 118 10

0 15 1 42 128 15

0 0 0 0, 161 9

0 14

Q 3313

07 0 320

48 210

15

0

0

: 0 0 0 160 12 66 15790 0 0 239 0

0 0 10 510 62 26

0 0 0 0 162 0

0 0 0 0 280 0

0 0 0 0 369 0

0 0 0

0 105 8

0 0 32 5000 198 0

0 0 0 0 0

0 Q 0 0 87 0

0 0 0 620 52 27 0. 0 - :- 2 139' 140 7

0 0 13 53 P40 ,, 0

0 0 0 0 130 34

(6) (9) 17 24

52 52

25 14 135 151

0 0

0

0 26 10

21 22

4 0 65 44 40 56

0

0 0 0 90 60

0 0 0 0 92 151

0 0 0 0

0 0

0 0

0 0 02 92

36 50

37 18

16 22

0 0

0 0

0 0 31 37

50 64

16 26 125 60

0 0 21 37

0 0 49 40

0 0

0 0 0 0 16 17

0 , 00

0 0 112 59

0 11

0 0 47 63
9)ENTIstRy

TIRE il.41 (Continued) OVERVIEW OF ONGOING CONSTRUCTION 3 REKIDELINC V CONT7311ED NONCLINICAL

INSTRUCTION FACILITIES( ExT2N1 8 Er7icis

NASF/STU. NASF NEED. NEE: AS A DENT FD(,- E0 FOLI,0w. C7 IN

LOwIN0 ING CON. vENTGR,( STRUCTION GSF ODER N45F ODER CONST7oC. NASF (MI NEWDDELING CONPLETION PLETION OF if COMPLE* N45r CONSTRQC CONSTRUC. TION coST EEIN; CHI V CON= CONSTRoC- TI0N OF NEE:ED PEW. TION (000) TIDN (000) (3000) REMODELED (088O) STRuOioN TI0(i (000) cHsTR, sTu0ENT (1) (2) (3) (4) (5) (6) (7) (8) (9) ..,.....=.. ... .. eu . .........7.:.i7:..@..*:*

410 115 17401 0 0 845 0

9 0 832

30 le 2516 9 25 0

0 853

0

0 0

0 0 96 84 135 139

854

0

0 0 0 0 213 I 6 10 662

0 0

0 2 300 1E7 0

0

0 931

0 0 0 0

0 76 0 0

0 933

0 9

0 0 50 901 29 78 79

941

30 21 900 0

0 401 0

0

0 942

188 20 14500 0

0 57 29 53 53

044

9

o 0

0 8 131 0

0 0CR99LS FOR wICH 1 632 715 832 VALOiS ARE UNDEFINED

602
ITAL

Num0ER OF SCH OLS

MEAN

NIQW

LOw

022 023

024

025

os4 o55

074

091 094 095

112

121 133

134

141 142

145 152

153

112

104 203

2t2 215

222

224 241

252

254 275

203

295

311

315

324 333

341 345

382

371 374 393

395

NASF/STU= NASF NEEDi NEED AS A

DENT FOL., ED FOLIAR= X OF 110 POS10CoN=

LORING NG COp= 9ENT0Ry UCTI 06F UNDER NASP uNbER CONSTRUC= NASF (OM REmo080NO ComPLETION_PLETION OF At comPLE

STR ON

. NASF CONSTRVo- CONSTRUC= TON COST OEING COST OF CON. '00NsTRuC= TION OF NEEDED PER TION (000) TION (000) (1000) REMODELED (S000) STRuCTION T1ON (000) Cam, STUDENT

(1) (2) (3) (4) (5) 16) (7) (8) (9) .... .. . .. ............ . --,... .. , . ,..,_ . ,,. . ,.., .. ..,.,,......... 10437 4947 721921 1008 52638 409 4117 18 75 95 05 95 95 99 94 95 94 94 110 52 7599 11 554 431 43 2, 79 907 533 69677 109 6000 1196 384 530 741

0 0

0 0 0 0 0 0 0

0 0 0 120 311 o 0

0 0 0 0 115 0 o

0 0 0 0 395 150 79 312

0 0 0 0 0 322 14 30 96

0 0 0 40 1100 962 166 30 207

0 0 0 0 0 328 384 226 741

0 0 0 17 500 689 14 4 26

0 0 0 0 0 273 2 2 6 314 109 20479 17 612 1196 63 10 124 200 73 12400 0 0 278 200 140 389

0 0 0 0 0 292 24 14 40 197 100 11110 0 0 391 41 41 160

0 0 0 0 0 406 39 8 32 426 228 27281 4000 755 0 0 0

0 0 0 0 0 667 e 0 0 o 0 0 23 726 330 76 29 96

0 0 Q 9 145 463 0 0 1

0 01 16023 0 0 104 63 72 75

26 8 1411 0 0 106 0 0 0 42 21 1800 0 0 0 0

0 0 0 0 0 425 0 0 0 193 64 14061 10 231 454 107 39 176

0 0 0 0 0 0 0

0 353 186 35000 0 0 365 186 64 232

0 0 0 0 0 200 0 0 0

0 0 0 0 0 224 12 20 46

0 0 0 0 0 282 81 56 158

0 0 0 32 2705 '235 63 20 47

0 0 0 7 504 451 30 10 45 033 287 29378 32 4600 642 90 16 102

110 64 7000 0 0 406 193 79 321

91 52 5000 62 2500 509 0 0 0

0 0 0 0 0 273 39 36 99 521 209 27847 0 0 730 22 9 67

0 0 0 0 0 296 90 35 104

15 12 1317 23 1895 347 25 11 38

0 0 0 8 252 238 11 12 28

0 0 0 0 0 414 35 16 67 0 - 0 0 0 0 125 122 60 75

0 0 0 Q 0 484 47 13 907 460 52500 0 0 578 0 0 63

0 230 ' 93 13284 0 0- 207 0 0 0

0 0 0 0 3 502 0 0 3
606

MEDICINE

TABLE J.42 (Continued)

OVERVIEW OF ONGOING CONSTRUCTION i REMODELINC OF CONTROUED NONCLINICAL

INSTRUCTION FACT1TIE91 EXTENT 4 EFFECTS

(cON(1771

NAufs u. NAsr t0E0. mte0 A$

DENT FOL. ED FtL0W I OF IN. FOST.CONLORING ING COM- VENTQAY 5TRuCTION asr UNDER NASF UNDER CONSTRUC4 NASF (000) REMODELING COOLETION PLETION OF AT COMPLE. NAsr

30m$1811 - 3063743 . TION COST 80163 COST OF CON. CONSTRUC. TION 0F 6EE350 PER TION 1000) 7106 1000) MOO) REMODELED (1000) STRUCT1ON 1136 (000) CONSTP, STUDENT

(1) (2) (3) (4) 51 (6) (7) (0) (9) 451

0 0 0 6 309 508 26 14 73 415

63 44 1100 51 1773 620 00 22 139 433

56 17 2525 00 4000 910 20 4 35 455

0 22 9662 0 0 119 49 45 53 472

0 0 0 28 i.112 654

0 0 0 487

64 29 4562 7 04 190 10 11 20 484 143 0 1992 61 0 244 0 0 D 572

127 45 7300 39 1920 319 25 10 72 531

242 49 1.7385 0 0 068 41 10 81 543

0

0 0 1 163 226 21 16 36

542

2 440 0 0 288 14 10 10 561

0

3 0 1 68 365 31 04 373

574 207 0 2540 0 443 569 it 10 92 575

0 Q 0 Q 0 177 0

0

0 583

107 so $336 3? 1619 040 0

0 0 60

0 . 0 0 , 0 0 137 0 0 0 613

820 4/0 69677 0 195 1061 55 10 102 624

30 23 730 26 217909 341 31 ta 60 635

125 68 1584

361 0 0 0

051

0 0 0 4 50 203 0 0 0 652

0 0 0 0 0 253 /6 51 154

653

0 t

0 0 0 416

0 0 0 00

62 32 3196 0 4 743

0 0 0 671

36 24 3000 47 1000 1096 0

0

0 672

545 253 30500 0 0 633 0 0

0 083

0 0

0 0 0 473 27 23 111

7%1

a 0

0 0 0 bb 15 13 50

714 021 533 50000 0 41 3 0

0 0 731

0 0 0 0 0 372 0 0 0 743

320 218 30650 26 1074 739 0

0 0 744

0 0

0 48 5209 465 0

0 0 761

0

0

0 7 145 231 93 70 163 772

0 0 0 0

0 906 75 15 138 T14

0 0 0 0 0 433 0 0 0 753

0 0 0 0 0 740 27 9 69 502

644 346 10009

376 682 0

0 0 811

450 297 59400 0 0 625 0

C

0 823

0

9 0 0 0 306 0

0 0 831

50 43 1958 1432 324 137 61 190 063

40 26 2704 12 1400 293 7 3 9 864

0 0

0 0 232 0 0 0 012

0 0

11 0 590 0

0

0 891

0

0

0 0 101 175 530 534 901

0 0

6 120 274 0 0 0 904

0 0 10 240 1043 0 0

0 921

0

0 0 0 516 303 131 676

951

40 30 150

27 1200 276 00 27 81 957

0 0

0 15 1700 144 12 36 51 953

0 0 0 0 0 293 21 7 21 954 216 0 13000 0 0 288 0

0 0 962 793 241 49210 0 4 002 0

0 0 973 150 90 13400 25 680 303 45 22 SC40015 r00 I(NICW 82 172 212 172 60UE5 ARE UNDEFINED 607
OPTOMETRY

TABLE J.43

OVERVIEW OF ONGOING CONsTRUCTIoN 4 REM004iN0 OF CONTROLLED NONCLINI _AL INSTRUCTION FADILITIE51 EXTENT 6 EFFECTS

NASP/STu. NAST NEED. NEED AS A

DENT FoL. ED,FoLLaw. OF I. W-CON.

LINING ING COM. VENTORY STRUCTION GSr UNDER NAST UNDER CONSTPuc. NASF 10001 REMODELING COMPLETION RLETION OF AT COMPLEw NAsF DONSTRUC. cONSIRUC. INN COSI BEING COST OF CON. CONSTRuC-' !ION OF NEEDED PER TION (000) TION (000) (5300) RENNELED (s000) STRucTION TION (000) CONSTR, STUDENT (1) (2) (3) (4) 151 (6) (7) (8) (9) ...... m ..... .m................ .. .. ...6.... . . ..E . =-_ . EEETOENE... . .. 00.E..NOMWEEME.E5 Tow,.

71 25 4511 0 NooaR or samoLs 0 100 73 25 25 10 10 10 10 10 MEAN 7

10 10 10 It

2 451 SIGH '71

0 0 119 7 41 37 LOW

25 4511 0 0 347 17 140 82 0 0 0 0 0 A0 0 0 0 _ 7 *71 -7 T 7 065

a o o a 0 71 0 0 072

101

a 0 0 0 0 74 4 11 71 25 4511 0 211

0 139 0 0 0 0 0 0 0 235 131 6 38 23

0 40 281 140 56 334 0 82 12 80 65

0 634 0 62 17 121 75

0 692

0 175 0 0 0

0 913

0 70 16 80 56

0 0

OE SEM= Ea E. ....... ...E... 347 4 24 82 mmmvmmmmem.,..,..amm.mm ..2k,O.wmmOm .

603
OSTEOPATHY

TABLE 3.44

OYE3VIEW OF O6OING CONSTRUCTION 4 REMODELING 0F CONTROLLED NONCLINICAL

INSTRUCTION FACILITIES( EXTENT 6 erQcis

NASF/Slu. NASF NEED. NEED AS A

DENT FOL. ED FOLLON. x:0F IN. 00GT.c0N.

LORING ING CON. VENTOEY' STRUCTION

OSF UNDER NASF UNDER CONSTRO. NAV (000) REMODELING 00mPLETIGN PLETI0N 0F AT COMFLE. NASF CONSTROC- CONSTRUC- TION COST BEING COST OF CON- COESTRuC. TION oF NEEDED PER

TION (000) TION (000) ($000) REMODELED (S000) STRUCTIoN TION (000) CONSTR. STUDENT (1) (2) (3) (4) (5) (6) (7) (0) (9) , ... , ...... ...---. . . ..... - . ........_.....-- ...... .....-.. ..... . ..... ................

T0TAI. NumUER OF SCHOOLS

216 $1 12000 22 970 145 36 12 10 5 5 5 .5 5 HAN 5 5 5 5 44 10, 2400 4 194 HIGH 150 7 15 23 LON

210 51 12000 10 505 224 19 42 74

0 Q 0 0 0 . .... . 76 D n 0 ........... .. m* ... .. rq . 033 0 0 0 0 0 062 173 17 42 74 293 215 51 12000 0 0 224 0 0 0 303

0 0 0 10 45 76 0 0 0 0 0 0 2 505 130 10 33 43 402 0 0 0 10 420 140 0 0 0

_
PHARMACY

TABLE J.45

OVERVIEW OF MOHO 00159800TIO6 4 REMOORING OF cONI90LLE0 NOMCLINICAL iNST940TION F8cI4I7IESI E$TENT 4 EFFECTS

NAMPO. NASF NEED. NEED 45 A

DENT FOL. E0 FOLLOA. % OF IN. PO5T.00N4

LoHING 144 00r. VENTORy S1800T1oN

csr oNVER 6851 00Ec cONST4C. NASF 1000) RENIOELINO 00m1mT10 PLETION or AT comm. N85F CONSTROC- CONSTRoC. TION 0057 BEING COST OF CON- CONSTRuc. T1ON OF NEEDEO PER 7108 (OH) HON (000) moo) REHNELao Moo) syRocy10N TION (000) 008579 : STHENT

(1) (2) (3) (4) (5) (6) (7) (6) 19) OCTAL

509 311 22492 44 661 82 473 21 17 NcHBER or 5080815 64 54 04 64 04 04 64 04 04 PEIN 9 5 351 1 10 92 7 31 21 NIGH 165 90 7646 9 187 394 39 236 121 104 0 0 a 0 0 16 0 0 0 005 0 0 0 0 0 60 8 6; 17

011 80 47 4000 0 119 23 49 58 041

0 0 0 0 15 51 0 0 0 052

0 0 0 0 o 114 1 4 5 ) 105 7 6 180 6 187 79 0 0 0 .4

I 141 0 0 0 1 16 26 0 0 0 0

144

0 0 0 0 0 51 5 10 5 , 4 151

0 0 0 0 0 51 33 236 121 181 0 0 0 0 0 76 6 43 32 195 0 0 0 0 0 66 6 40 26 204 0 o 0 0 0 50 5 16 10 213 0 0 0 0 0 86 17 55 47 245 0 0

0

0o 0 44 29 112 49 262 0 0 169 20 19 32 263 0 0 0 0 0 130 10 71 93 265

0 0 0 0 00 44 13 39 17 294 0 0 0 0 35 3 15 5 313

0 0 0 0 0 55 $ 14 7 344

0 0 0 D 109 10 20 21 375 0 0 0 0 0 108 0 0 0 382 0 0 0 0 0 107 0 0 C 384 0 0 0 0 0 29 0 0 0 403

0 0 0 0 0 55 20 111 61 4C4 Q 0 0 0 10 47 2 12 6

0 1 0 0 0 30 2 20 0

0 0 0 0 0 64 2 20 11

0 0 0 0 0 62 21 117 73

0 0 0 0 0 71 11 26 19

0 8 0 0 0 99 6 21 21

0 0 0 8 8; 115 0 54 27 3952 0 D 154 0 00 0

0 90 45 . 4750 0 0 72 0 0 0 0 0 0 0 0 58 13 52 30

0 0 0 0 0 49 30 200 97

0 0 0 0 0 125 6 16 20

0 o 0 2 22 81 4 19 15

0 0 0 0 0 49 14 175 66

0 0 0 0 0 121 0 22 26

0 0 1 0 0 100 0 0 a

0 0 j 0 0 0 62 0

i 0 0 0 0 0 3 180 61 9 24 15

0 0 0 0 30 114 0 0 0

0 0 0 0 8 61 , 0 0 0

610

422

453 454

463 465

452

493

511

514

523

542 535

571

5/2 565-

594

621 645

663
PRARNACY

TABLE J.45 (Continued)

ovERvIEN oF miNG

coNsTmlioN I sEmODELING

.4F CONTROLLED I6ST40110N F6C1LITIFS1 NONCL1NNA4 WENT 8 urEC75

1comr%

NA5F/S74# Nig NEED- NEEC As A DENT ;IL. ED roLLow. X OF IP P45T.0011@ GSF COB NAEr oNDER CoNSTRUC.

L081114 1N0 COM 8EN14Ry ST848TON

NASr 1000) 9Es00EL140

CONSTROC. CONsTRuC. COMP1E7104 PLETIDN OF AT COmRLE. NACF T(OR COST 4E14 COST OF CON, CONSTROC. TIOm or 'HON (000) T1ON (000) NEEDED PER (000) REMODELED 30001 510441100 TION (000) COSI, ;140ENT il) (2) 13, (4) (5) (6) (7) (8) (9) 665

._.

0 ... , .. ...,......

0 . ....._.

0 ..... . ........

0 . ...... ...... .. ...... . . ........ . ............

0 664

0 0 0 0 0 1411 0 0

0 692

0 0 0 0 0 57 8 0 0 693

40 24 1929 0 0 12 3 12 9 701

0 0 I 0 9 75 0 0 0 724 127 70 76d 0 0 201 3 1 7 742

0 0 0 0 0 214 0 0

0 753

0 4 0 0 0 40 2 7 13 801

0 0 0 0 0 20 U 0 0 512

0 0 0

0 0 166 0 0

0 824

0 0 0

0 0 74 39 126 93 041

6 6 35 1 14 146 2

6 9 874

0 0 0 1 6 20 1 5 863

0 1 0 4 80 18 0

0 0 902

0 0 0 0

0 100 13 19 19 922 '

0 0 0 0 0 15 0 0 0 923

161 86 0 0 0 113 0

0 0 971

0 0 0 0 0 67 7 27 21 982

0 0 0 0

0 41 0 0 0 964

0 6 0 9 20 79 8 51 42 991

8 0 0 0 0 118 30 54 66

612

613
PODIATRY

TABLE J.46

OVERVIEW OF ONGOING CONSTRUCTION 4 REMODELIN

INSTRUCTiON FACILITIESI EXTENT CONTROLLED NON2LINICAL

EFFEcTS

NASFISTU. NASF NEED. NEED AS A

DENT FOL- ED FOLLOW. % oF IN PoST-CONLORING ING Com- VENTORY STRUCTIGN

GSF UNDER NASF UNDER CONSTRuc- NASF (000) REmoDELING comPLETION PLETIoN OF AT comPLE. NASF CoNSTRUC- CONSTRUC. TION COST REING COST OF CON- CONSTRUC- TIoN 0F NEEDED PER

TION (000) T1ON (000) ($000) REmODELED ($000) 5TRUCT1ON TION (000) CONSTR, STUDENT

(1) (2) (3) (4) (5) (6) (7) (B) (9) TOTAL 209 86 14600 a 50 9 64 43 34 NV49ER

MEAN OF SCHOOLS 5 5 5 5 5 5 5 5 5 42 17 2920 2 10 78 13 100 40 HIGH 149 58 9100 a 50 129 28 244 95 LOH 0 0 0 0 0 28 0 0 0 =7. . . . .. ............

082 0 0 0 0 0 82 0 0 191 60 26 5500 8 50 112 14 39 44 .

264 0 0 0 0 0 25 213 215 59

o 644 149 50 9100 0 0 129 0 0 0 833 0 0 0 0 0 39 22 244 95

614
POOIIC wEALT)1

TABLE JA7

ovERvIEW Or MGM CONSTROGTION 4 REmODELINO OF CONTROLLED NONCLINICAL

INSTRUCTION rie11111E51 FEW A ErrEDT5

NAor,sTu 945r 9EE0 4 NEED AS A

OENT it, ED mow, 8 or IN. posT=CoN.

Gsr GOER

LI8 199 CoH. 9EN1O4 y 538307108 NASF UNDER CONST000. NAGF 10031 414041110 DOMPLETIDN

MANN= 0085140. P8ETIDN or AT COTTLE° Nasf 1108 COST 8E180 COST OF 00N. 03851800. TIoN Or 000020 rE0 TIDN 1080) ?ION (000)

(81

(mu ROH03ELED (8000) 51401108 MN (0001 009530, sToOsNT (21 (31 (4) 15) (6) (7) 18) ** ssa4s44--SSI4 .. sT- sis 17) . .. ,s4 _444 _ _E iiST_Ep*_.VRTFES**

ToTAL ... .... . .... pos44asoo,

NOBER or 3cwoot8

34 13 2703 3 19 285 261 28 79 13 0 83 13 13 13 la 13 13 NEAN

3 1 205 0 1 290 20 41 14101( 91

LOw

34 13 2703 3 19 745 76 274 568 0 0 0 0 0 145 0 0 40444.4SsS444444.4 . 4 . 4 .. so . 444 . ... 0 soo44,444.,4444444444444g .... 44 . si414 .. E7:ie . . 032

3 0 0 0 0 212 C 0 154 0 223

0 0 0 3 19 185 48 57 809 251

34 13 2703 0 0 151 17 30 46 0 0 0 272

3 0 145 7 2a 88

0 0 0 0 0 290 5 56 161 291

0 0 0 0 301 5 257 37 47 121 0 0 5 0 0 187 0 474 0 0 0 0 3 D 681 0 207 96 274 568

762

0 0 0 0 0 274 9 20 55

0 0 0 0 0 406 42 21 06 761

0 0 0 0 0 371 134 0 0 0

0 0 0 0 0 39 0

0 0 882

0 0 0 0 0 741 0 0 isF rssess* ppqs.P. . 0 p***.** . *.i&N . s_
, VETERINARY mEDICINE

TABLE

OVERVIEW OF ONNIN0 cONSTRUCTION a REMODELING OF CONTROLLED NONCLINICAL

INSTRUCTION FACILITIES1 WENT Yam

N45F,571P NASF NED. NEED AS A

DENT FOL* ED F011011. m OF IN. FOST-CON.

LOmING 1NG O0m. vENToRV STRuCT1oN Gs, UNDER NW UNDER CONSTRUC. NASF I000) REMODELING COMPLETION REIM 0F AT oompLE. NASF onsTRuc. DONSTRuc. TIoN COST DEINO COST 01 coN. CONSTRUC. TION OF NEEDED PER

T1ON (900) TION (000) 1000) REMODELED 110000 sTRUOT1014 9I09 (000) CONSTR, STUDENT

(1) (2) (1) (4) 15) (6) (7) (8) (9) mmmmmmmm

1

X2

1 ' .1 0

Co

,

TOTAL NOW 01 so609L5

mEAN NIGH

LOw

002

021 043

061 165

243

292

121

154

363

392

424

442 502

545

551 622

t, - 7 84 '' ' HI SCHOOLS FOR wmICN

VALUES ARE UNDEFINED

1005 422 61313

19 19 19

53 22 3227

324 116 18910

, 0 0....mv000000000t@vg000 mmm 0 m 00 ...... 0 0 0

0 a a 9 0 0 14 8 350

0 0 0 126 17 9168 129 23 7567

0 0 0 0 0 0

0 0 0

0 0 0 3 0 75 243 116 14000

99 , 52 8400 , 0 0 0 76 00 2753

324 112 10910

9 0 0

0 0 . 0

17 1651 327 930 41

19 19 11 19 18

2 87 319 49 41 12 404 701 169 158

0 0 70 0 0 0.0. ... 000000w0N.0000. 0m 0a es ge000 ... iiga 00A ..... 0 0 477 47 30

0 0 271 31 26

0 0 70 0 0

1 250 136 19 53

1 31 363 0 0 0 0 419 55 35

0 0 301 16 11

0 0 241 60 65 10 331 250 121 63

0 0 275 133 158

0 0 196 1 2 9 404 260 9 13

0 0 376 107 59

0 0 ,,, 276 106 81

12 104 307 51 61

0 0 701 169 61

0 0 311 0 1 , 11 441 504 0 0

0 0 0 f"..0.4 .. @litOPPg. 851 051

134

19 132

436

0 144

73

0 73

0 949

33 159

209

436

3 34 221

234 119

421

, 0

0

851

61 8
FOOTNOTES

OVERVIEW_OF ONGOING CONSTRUCTION'& REMODELING OF.CONTROLLED NONCLIN CAL

INSTRUCTION FACILITIES: EXTENT & EFFECTS

6. The NASF figure used in the computations is that reported by rsOndents

to represent their inventory (excluding "on-site patient care" and "other"

facilities) following the'cempletion of all ongoing construction and remodeling programs. The number of students used in the computation is the

number of full-time equivalent graduate plus undergraduate students ex-_

pected .to be enrolled following the completion of these programs.

9. The figure displayed represents the ratio of column 7 to the number of

fulltime equivalent undergraduate students expected to be enrolled following the completion of ongoing construction and remodeling.

620

A-199
DENTISTRY

TABLE 13149

THE 1953 LOOK AHEAD

tNvENToRy

ADDITION4 ADDITIONAL OF RkTIO OF RATIO OF NABP TO BB NASF TO BE CONTROLLED $983 1983 DOILT BY REMODELED NONCLINI. INVENTORY HEADCOUNT

1953 BY 1903 CAL SPACE TO 1(73 TO 1173

(000) 1000) (000) INVENTORY HSADCOUNT

(1) (2) (3) _

ToTAL 1451 NU49ER OF SCHOOLS 53 mEAN 27 hIOH 235

Low 0 on

102

124 13?

133

192 193

211 242

266 305

314

335 352

361 83

423

445

462

471

473

474

49: 513 55?

564

565 591

542 603

605

633

641

642

701

704

.715 .733 754 , s 0 5009 770 24

15 35

160400 SO00 1060000 20

8800060360200 510 34 140 , 0, 0 ,,

526 7237

53 53

10 137

96 404 0 '0 _ 0 25 112

50 244

14 134

15 135

24 115 0 68 0 96 0 207

10 102 0 195 0 111 0 192 0 173 0 285

65 165 0 100 0 124 0 153 0 49 0 121 0 91 0 105 , 0 151 29 206 0 60 0 53 3 95 54 97 0 30 9 145 0 197 35 112 0 96 0 112 0 201 0 134 0 140 d ,0 0 .35, 14 167

'9 297H. a 404

"'" 0 '. 122 , 0 ,, 241 . ,'

(4) (5) 1,64 1.24

51 50 2,29 2,00

20,57 15.42 CM 0.81

1,97 1,28

3,59 1,29

1,00 1.00

1,01 145

1,74 1,14

1,00 145

1,51. 11,29

304 1*25

3009 1,00

1,57 1,65

1,00 1,11

1,02 144

1.00 0,96

20,57 11;42

1,42 1,21

1,12 1.0

1,00 1.33

3;26 1,00

0,99 1,28

0,98 1,25

1,00 0,41

309 1,41

4,97 15,42

1,75 1,36

1,00 106

t.e4 1,16

1,03 1.02

2,62 1,28

3,75

1,45 -147

2,56 1,75

1,20 1,16

1,00 1.19

,1,67 3,01

1.00 1.75 1,34 1,17

2,19 1,05

100 1,00

2.65 ',1.10 '4,91 ,::...103

.1.84 :: 1,02..

'. 1,00H 1,06.:

9.64 4.01,..

., 1
DENTISTRY

TABLE J 49 (Continued)

, THE 1983 LOOK AHEAD

(FOIPPTVEM INVENTORY , ADDITIONAL ADDITIONAL dr RATIO OF RATIO OP NA5P TO 01 NASF TO BE CONTROLLED 1983 1983 BOLT BY REMODELED NONCLINI* INVENTORY HEADCOUNT

1953 BY 1983 CAL SPACE TO 1973 To 1973

(000) (000) (000) INVENTORY HEADCOUNT

(1) (2) (3) (4) (s) m. 032 7 0 653 235 96

854 0 0 062 0 011 0 913 0 0 tAl 80 0 942 . 0 O 444 31 34 . a

SCHOOLS FOR wHICH

vALUE5 ARE UNDEFINED

48 2,00

331 3.45 0.81

64 1100 2.30

4 6 1.00 Lop

74 1.00 1.08

67 1.00 1,00

201 1.78 1.84

70 0.95

111 1.78 0193

;..m a. E.EM*. S. OfE. gm .... mm mm aN or Es mm go oa . 715 501

942 715

832
MEDICINE

INVENTORY

ADDITIONAL ADDITIONAL OF RATIO OF RATIO OF

NASF TO BE NASF TO BE CONTROLLED 1983 1983

BUILT BY REMODELED NONOLINIm INVENTORY HEADCOUNT

1983 By 1983 CAL SPACE To 1973 'To 1973

(000) (000) (000) INVENTORY HEADCOUNT

(1) (2) (3) (4) 45)

TOTAL

9806

NUmBER OF CH OL 95

MEAN 103

HIGH 002

LOW 0 Ow.10 ..

022 0 023 0 , 024 0 025 0 054 0 055

802

074

67 091

100

091

389

095 55 112 0 121 60 7)1 . 133 0 Pa 134 0 C3

r4 141 0 142

66

145 250

152 0 153 0 172 72 184 0 203 . 106

212 0 215 0 222 0 224

20 241 100

252 126

254 . . 0 275 90 283

200

295 180

311 255

315 236

324 112

333

113

341 0 345 100

362 0 371 0 374 17 393 a

-. 2082

95

22 2200 .......

38735

95

400

23460

la

1.62

94

2.06

19.07

0,44

P.

1.33

94

1.78

16.16

0.91 w 0 1)0 1.00 1.58 0 58 1.00 1.00 0 245 1.00 1.06 0 56 1.00 1.00

220 BOO 1.31 1.08 0 1006 4.30 1.58 0 504 1.13 0.93 0 333 1.43 2.27

110 1283 1.33 1.30 0 319 1.72 1,23 0 199 1,00 0.92 0 170 9.44 16.16 0 572 1,00 1.18 0 561 1,74 1,39 0 447 1.00 1.23 0 325 1.12 1,13 0 250 0.80 0,96 0 90 3.60 2,29 0 34 1.48 4,00 0 128 3,00 0 322 ' 1,00 1,11

127 670 1.56 1,24 0 0 1.07 0 432 2.59 13,11 0 81 1.00 1.00

11 31 0.50 1.49 0 175 1.05 1,25

113 584 1,68

30 365 1.00 1.27 0 1149 3.45 1.57

60 750 2.90 1.43

110 525 1,57 1.09 0 255 2.06 1.90 0 604 7.19 2,64

158 405 1,50 0.99

37 352 1.51 1,00 0 110 1.05 2.16 0 352 1,40 2.00 0 221 1.00 1.38 0 404 1.00 1.12

763 , 1,56 1.53 . -138 2.76 3,57 0 - 157

.,Av 1,0
NEDICINE

MOLE UIQV klitint1HUN)

THE 1903 LOOK AHEAD (CV:Trg

INVENTORY ADDITIONAL ADDITIONAL OF RATIO OF RATIO OF NA5F 70 BE NA5F TO BE CONTROLLED 1903 1983 BUILT BY REMODELED NoNCLINI- INvENTORY HEADCOUNT

1983 By 1983 CAL 5PACB To 1973 70 1973

(000) (000) (000) INVENTORY HEADCOUNT

(1) (2) (3) (4) (5) 415

114 50 469 1,56 1,11 433 0 0 706 1,08 1,00 455 0

0 121 1,23 1,38

472

0 46 420 0,88 1.09 483

0 0 106 1,45 1.24 484 440 15 815 446 1,25

522 40 0 343 1,43 1,11

531 506 , 0 1311 1,71 1,23 543

0 0 153 1,00 0.91

562 236 46 397 2,47 1,17

563 102 10 140 3,68 1.03 574

0 51 780 1,32 1,16 575

0 0 54 1,00 1,38 583

0 0 174 1,60 1,31 002

, 0 0 108 1,00 1020

. 613 410 0 795 4,70 1.86

624 0

0 175 1.32 1,43

635 40 100 600 1,60 1046

: r0 651 51 0 119 1,75 1,99 C) co . :652 200 50 390 ,2,00 1.36 653

175 0 381 _ 1,82 2.87 664 5e 0 374 1,32 1.55

671 73 60 729 1,16 1.01

672 763 0 763 19,07 2.71

683 58 22 192 1.43 1.31

711 50 0 99 2,02 1,16

714

160 0 356 1,70 1.22

731 265 0 587 1.82 1.00 743 0 0 592 1.44 1,00 744 365 73 2346 1,81 1,04

761 277 136 413 3.01 1,14 772

a 0 542 1,00 1,00 774 , 0 0 25 1,00 1.03

783 102 o 558 1,09 1.22

! 602. 0 44 679 3052 1.31 813

0 0 297 4,64 240

623 0 0 240 LOO 1,17

831 137 0 436 2,20 1,77

663 330 200 800 3.46 1.07- 184 , ,, 0 0,--, 126 1,00 1,10 872 250 60 250 0,44 1,00 891 , 0 0 35 1,00 4,94

903 : 0 0 '-200 1,00 1,00

7 904

0 0 130 ' 1.00 1,00

921 . 390 24. 612. 2.47 1.01

=..: 951

0 0 229 1.33 1,41

952 90 0.,' 96 lai 1,00

053 222 0 .666 2,36 1,02 954 264 0 284 1.00 1,24

: 162:: :O. . .

! 0. : '307 4115 '6,25

.973 :!. e... 0 39 ,' :2 9 : !1.60. :1,24 .Omo.trW...*NirIP411ff .. li .... is§...... .0 i. 40 og a4g N i! 0* au.* .0* . ,,e*

SCHOOLS 10N WHICH :,: '-. .," ., '.' 212' ,' - 172" ."

::'.. VALUES :ARE UNDEFINED ':.

,..

.

.
OPTOMETRY

TABLE J.51

THE 1983 LooK AHEAD

INVENTORY AO0III0NAL ApoiTioNAL or RATIO oF RATIO OF NA5F To BE NOF To BE coNTROLLED 1963 1963 BUILT BY FooDELED NoNCLINI- INYENT0RY HEAMONT

1983 By 1983 CAL SPACE To 1973 To 1973

(000) (000) (000) INVENTORY HEAMNT

(1) (2) (3) (4) (5) TOTAL 253 40 743 1,98 1039 NOBER or SCHOOLS 10 10 10 10 10 mE4N 25 4 74 2.58 1.10 NIGH 90 25 100 5,40 5,13

Lom 0 0 52 1ie0, 1,00

e65 a 0 54 , 1,00 1000

072 0 0 71 1.00 1.12

101 30 0 01 5,40 2.18

211 6 0 67 1,26 1.57

235 95 0 90 4,17 1,92

281 30 14 52 2020 1.27

334 0 25 55 1072 1017

634 0 , 0 100 1.00 '1.27

092 91 0 91 3.25 1.35

933 a 1 70 3,09 5.13
OSTEOPATHY

TABLE J.52

THE 1983 LOOK AHEAD

INVENTORY ADDITIONAL ADDITIONAL OF RATIO OF RATIO 0F

.NASF C E NA5F TO BE CONTROLLED

BUILT 8T REMODELED NONCLINI.

1983 BY 1983 CAL SPACE

(000) (000) MO)

(1) (2) (3)

1963 INVENTORY

TO 1973

INVENTORY

(4).

_

1903 HEADCOUNT

To 1973 HEADCOuNT

(5) ToTAL 260 69 1475 2,58 1,61 NUMBER OF SCHOOLS 5 8 5 5 S mEAN--, 52 14 295 3,74 1.65 NIGH 100 30 620 12.65 . 2,25

1014 0 0 41 1.00 1.01

033 0 0 41 1,00 . 2.00

062 0 9 333 1.73 1.37

293 100 , 0 620 12.65 1.64

303 60 30 276 1,69 1.01

401 80 30 208 1,64 2.25
PHARMACY

TABLE J.53

THE 1913 LOOK AHEAD

INvENTORY ApoiTioNAL ADDITIONAL OF RATIO oF RATIO 0F NASF To BE NASF TO BE CONTROLLED 1963 1983 BUILT BY REMODELED NONCLINI. INVENTORY HEADCouNT

1903 BY 1963 CAL SPACE TO 1973 TO 1973

(000) (OM (000) INVENToRY HEADCHNT

11) (2) (3) , (4) (5) TOTAL

879, 160 3200 1,40 NuMBE 1.27 or SCHOOLS 64 64 64 64 peAN 64 RIOW

14 3 50 1,70 1,29

91 40 LOH 166 10.67 2,75

0 0 10 0,96 0,47

, 005

011 041

052 105

143 144

151

101

195 204

213

245

262 263

265

294

313

344 375

362

364 403

404

422 453

481 461

, 465

482

493, 511

514 523

532

571

572

565

: 621

645,

663'

665;

0 0 14 1.00 1.13

0 16 73 2.61 1,67

0 0 28 1,12 1.49

12 3 36 1.'1 1.27

0 0 36 1.16 1,41

0 0 36 0.97 1.23

0 6 55 1.02 1.03 40 0 43 2.35 Q.56

54

0 66 4.40 1.76

0 0 28 1.00 1.84

0 0 33 1.00 1.10

67 0 67 2,49 1,49

75 0 75 2,76 1.53

19 5 134 1.17 1.39

30 0 62 1.58 1.07

13 0 47 1.30 1.00

0 0 29 1.00 1.09

0 0 36 1.00 1.03

0 0 51 1,00 1.32

0 0 39 1.00 1,20

0 0 67 1.00 1.07

0 48 66 3.47 0,47

0

0 20 1.00 1.16

0 19 1.00 1.30

0 16 140 1.22

0 10 1.00 1.15

0 60 3.33 2.20

0 69 1.00 1.00

0 67 2,23 1,60

0 97 1,76 1.31

0 32 10.67 1.42

0 50 2,00 1.35

0 26 1.00 1.00 16 40 2.35 1,11

2 64 1.64 1.19

21 43 1.95 1,30

2 40 3,64 1,00

0 40 MO 1.16

0 23 1,00 1,09

0 23 1.00

11 43 1,07 1.19

0 0 60 1,00 0.90

39 1,00 1,16

9 1,00 1.24

0

9

0 466742

0 .
TABLE J.53 (Continued)

PHAHWY

THE 1983 LOOK AHEAD

(Conritr10

INVENTORY ADDITIONAL ADDITIONAL or RATIO Or RATIO Or NASF TO RE Nar TO BE CONTROLLED 1983 1903 BUILT BY REMODELED NONCLINI. INVENTORY HEADCOUNT

1913 BY 1953 CAL SPACE 70 1973 TO 1973

(000) (000) (000) INVENTORY HEADCOUNT

(l) (2) (3) (4) (5) 684 28 0 166 1.09 1,02

692 0 0 74 1,00 1,16

693

0 0 27 2.70 1,67

703 0 0 43 1.00 1.69

724

0 25 15 3.28 1,58

742

0 0 27 1.00 1.71

753 0 0 40 1,00 1,00

$01 0 0 40 1,00 1.63

012 91 0 98 2.30 1A35

824

0 0 50 1.52 1107

041 0 0 35 1,30 0,94

574 12 0 34 1,55 1.00

110 0 0 17 1,13 1,23 902 78 0 78 0,96 245

922 0 0 22 1,00 1,21

923 0 0 $6 2,15 1.67

971 0 0 30 1:00 1,34 952 0 0 30 1,00 ° 1.19

984 0 9 32 2,00 1,77

991 30 0 84 1:56 1,06
PODIATRY

TABLE J.54

THE 1903 LOOK AHEAD

INVENTORV ADDITIONAL ADDITIONAL OF RATIO OF RATIO OF HASP 10 Be NASF TO BE CONTROLLED 1903 1963 BUILT.BY REMODELED NONCLINI- INVENTORY HEADCOUNT

1983 BY 1963 CAL SPACE TO 1973 TO 1973

(000) (000) (000) INVENTORY HEADCOUNT

(1) (2) (3) (4) (5)

44414 m 4 m 444 . . 14444 . . 4444.4.444.444444444.44 444*gg*4

TOTAL

205 155 510 3.69 1.46 WEER OF SCHOOLS S 5 5 5 5 SEAN 41 31 103 4.61 1,52

HIGH 10 S 82 194 8,36 1.97 LOH 0 0 15 1,00 1.13

:-g- o82 0 So HO 1.61 1.30

191 105 23 117 1.36 1.13

264 0 02 02 4.32 1.38

644 100 0 194 7,76 1.97

833 0 0 15 1.00 1,82 .-_ gOT:44140_---m4_40_
TABLE J.55

THE 1983 LOOK AHEAD

PUOLIC HEALTH

INVENTORY ADDITIONAL ADDITIONAL OF RATIO OF RATIO OF NASF TO BE NAP' TO BE CONTROLLED 1903 1983 BOLT BY REMODELED NONCLINI. INVENTORY HEADCOUNT

1983 BY 1983 CAL SPACE TO 1973 TO 1973

(000) (000) (HU INVENTORY HEA0CooNT

(I) (2) (3) (4) (0) TOTAL 337 614 1159 1,15 1.45 NUMBER 0F SCHOOLS 13 13 13 13 13 MEAN 26 47 89 1.50 1,82 HIGH 134 511 212 6,00 , 6.76

LOH 0 0 31 0.9i 0.88

. qdgi gU . *di .. 1W W- _.@ E±#11/1 . 032_ 0 0 11 1,00 1,44

154' 07 0 - i77 1.08 1.20

223 15 0 05 1.77 1.04

251 0 0 30 1,00 147

272 56 0 60 6.00 6.76

251 45 26 15 0.91 2,98

381 0 511 65 1.00 1,35

494 0 0 35 1.00 1,70

601 0 0 48 1.00 1,00

762, 134 77 212 0,94

703 0 0 63 1,00 1.55

634 0 0 106 1,00 1.04

002 0 0 174 1,00
VETERINARY MEDICINE

TABLE J.56

THE 1983 LOOK AHEAD

INVENTOR)! ADDITIONAL ADDITIONAL OF RATIO OF RAIN of

NASF TO BE NA5F TO BE CONTROLLED 1903 1903 BUILT BY REMODELED NONCLIN1. INVENT00y HEADCOUNT

1983 BY 1963 CAL 0RACE 90 1973 To 1973

(000) (000) (200) INVENTORY HEADCouNT

(1) (2) (3) (4) (0) TOTAL

1982 NORER OF SCHOOLS

126 4855 1.96 1.47

19 19 19 MEAN 16 18 HIGH

104 7 256 3.36 1,94

320 LOW

34 578 30.00 10.56

0 0 31 1,00 1.00

f .0 002

320 021 20 510 2039 1.41 40 8 043 167 1,31 1,23

0 0 31 1,00 061 1,09 20 3 165 90 1,50 243 E35 243

0 307 132 1.49

100 292 24 365 1,89 1.61

321

114 0 306 1,76 1,45

240 354 16 356 3,07 1,4 8 127 361 0 351 1,5,7 1,45

101 0 150 1,79 392 1,20

424

0 11 132 1,06 1.47

16

442

3 121 1,22 1.29

73 34 502 249 2,09 1,52 150 0 545' 237 2,96 1,18 63 7 551 250 1,59 100 245 11 622 578 2,06 1.57

0 0 360 784 30,00 10,56 0 851 0 247 140 1,29 134 0 134 *VNO-041,--_0**010_oip:*441_,fieo@t%@..*Oewtos**&**110.,w,04* SCHOOLS FOR WHICH

VALUES ARE UNDEFINED 151 851
FOOTNOTES

THE iS 00K AHEAD

1. This figure includes only those facilities reported in the con _x of

"nonclinical ihstruction facilities".

Same note as for column 1.

The figure displayed includes "on-site patient care" and "other" facilities due to design 1.mitations in the survey instrument.

The NASF figure used to represent the 1973 inventory includes, for purposes of comparability with the 1983 figures, "on-site patient care" and

"other" facilities.

5. For respondents who left column E, page 10 of the survey form blank (1983

headcount), we have substituted the headcount reported in column C ("postconstruction" headcount).

A-21

632