Fact File For Students

[Mandy Geise]

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* Applicants must be accepted to or enrolled in a medical school accredited by either the Association of American Medical Colleges (MD schools) or American Osteopathic Association (DO schools) located within the continental U.S., Hawaii, Alaska or Puerto Rico.

* Students are placed on ADT orders for 45 days for each year of participation. During that 45-day period, the students may attend training programs that last from 2-5 weeks in length (e.g. Officer Training School five (5) weeks, Air Force Operational Medicine courses two (2) weeks, and clinical rotations four (4) weeks).

* The first ADT will be to attend OTS at Maxwell Air Force Base in Montgomery, Alabama, where HPSP participants receive practical instruction and training on their role as an Air Force Medical Officer.

* The Air Force has numerous residency and fellowship training program opportunities in 84 different specialties at ten (10) different Air Force training locations in addition to some Army, Navy and civilian locations.

* The ability to provide total care. One of the fundamental advantages of the military health system is the ability to render care to a patient without worrying about whether or not they can afford to fill their prescriptions or obtain a vital lab test.

* Travel opportunities. Air Force physicians can be stationed at military clinics and hospitals all over the world and deploy in support of military operations. In addition, they also participate in a variety of humanitarian missions and specialized medical training all over the globe.

* Potential for zero debt and better pay! Not only does a HPSP scholarship cover all tuition, books, fees, it also provides a generous monthly stipend. Once doctors graduate from medical school, they will find that the salaries and benefits of being a military resident or fellow in a military training program far exceed civilian averages.

Drinking at college has become a ritual that students often see as an integral part of their higher education experience. Some students come to college with established drinking habits, and the college environment can lead to a problem. According to the 2022 National Survey on Drug Use and Health (NSDUH), of full-time college students ages 18 to 22, 49.0% drank alcohol and 28.9% engaged in binge drinking in the past month.1 For the purposes of this survey, binge drinking was defined as consuming 5 drinks or more on one occasion for males and 4 drinks or more for females. However, some college students drink at least twice that amount, a behavior that is often called high-intensity drinking.2

Drinking this way can pose serious health and safety risks, including car crashes, drunk-driving arrests, sexual assaults, and injuries. Over the long term, frequent binge drinking can damage the liver and other organs.

The most recent statistics from the National Institute on Alcohol Abuse and Alcoholism (NIAAA) estimate that about 1,519 college students ages 18 to 24 die from alcohol-related unintentional injuries, including motor vehicle crashes.3

In a national survey, college students who binge drank alcohol at least three times per week were roughly six times more likely to perform poorly on a test or project as a result of drinking (40% vs. 7%) than students who drank but never binged. The students who binge drank were also five times more likely to have missed a class (64% vs. 12%).9

Other consequences include suicide attempts, health problems, injuries, unsafe sexual behavior, and driving under the influence of alcohol, as well as vandalism, damage, and involvement with the police.

To avoid binge drinking and its consequences, college students (and all people who drink) are advised to track the number of drinks they consume over a given period of time. That is why it is important to know exactly what counts as a drink.

In the United States, a standard drink (or one alcoholic drink-equivalent) is one that contains 0.6 fl oz or 14 grams of pure alcohol (also known as an alcoholic drink-equivalent), which is found in the following:

Unfortunately, although the standard drink (or alcoholic drink-equivalent) amounts are helpful for following health guidelines, they may not reflect customary serving sizes. A large cup of beer, an overpoured glass of wine, or a single mixed drink could contain much more alcohol than a standard drink. In addition, the percentage of pure alcohol varies within and across beverage types (e.g., beer, wine, and distilled spirits).

Factors related to specific college environments also are significant. Students attending schools with strong Greek systems or prominent athletic programs tend to drink more than students at other types of schools. In terms of living arrangements, alcohol consumption is highest among students living in fraternities and sororities and lowest among commuting students who live with their families.

An often-overlooked preventive factor involves the continuing influence of parents. Research shows that students who choose not to drink often do so because their parents discussed alcohol use and its adverse consequences with them.

Ongoing research continues to improve our understanding of how to address the persistent and costly problem of harmful and underage student drinking. Successful efforts typically involve a mix of strategies that target individual students, the student body as a whole, and the broader college community.

Individual-level interventions target students, including those in higher risk groups such as first-year students, student athletes, members of Greek organizations, and mandated students. The interventions are designed to change student knowledge, attitudes, and behaviors related to alcohol so they drink less, take fewer risks, and experience fewer harmful consequences.

Environmental-level strategies target the campus community and student body as a whole. They are designed to change the campus and community environments where student drinking occurs. Often, a major goal is to reduce the availability of alcohol because research shows that reducing alcohol availability cuts consumption and harmful consequences on campuses as well as in the general population.

Alcohol overdose can lead to permanent brain damage or death, so a person showing any of these signs requires immediate medical attention. Do not wait for the person to have all the symptoms, and be aware that a person who has passed out can die. Call 911 if you suspect alcohol overdose.

In general, the most effective interventions in CollegeAIM represent a range of counseling options and policies related to sales and access. After analyzing alcohol problems at their own schools, officials can use the CollegeAIM ratings to find the best combination of interventions for their students and unique circumstances.

Research suggests that creating a safer campus and reducing harmful and underage student drinking will likely come from a combination of individual- and environmental-level interventions that work together to maximize positive effects. Strong leadership from a concerned college president in combination with engaged parents, an involved campus community, and a comprehensive program of evidence-based strategies can help address harmful student drinking.

1 Past-month alcohol use: consuming a drink of a beverage containing alcohol (a can or bottle of beer, a glass of wine or a wine cooler, a shot of distilled spirits, or a mixed drink with distilled spirits in it), not counting a sip or two from a drink in the past 30 days. Population prevalence estimates (5) are weighted by the person-level analysis weight and derived from the Center for Behavioral Health Statistics and Quality 2022 National Survey on Drug Use and Health (NSDUH-2022-DS0001) public-use file. [cited 2024 Jan 12]. Available from: -survey-drug-use-and-health-2022-nsduh-2022-ds0001

11 National Institute on Alcohol Abuse and Alcoholism [Internet]. Defining binge drinking. In: What Colleges Need to Know Now: An Update on College Drinking Research. Bethesda (MD): National Institutes of Health; 2007 [cited 2021 Oct 22]. Available from: _Bulleting-508_361C4E.pdf

Each fact sheet also identifies the services eligible for Medicaid reimbursement and the nursing and behavioral health provider types eligible to bill Medicaid for services delivered in a school setting.

2. Using Data and School Improvement Requirements under the Elementary and Secondary Education Act (ESEA) to Advance the Improving Student Success Agenda. To complement these State and local actions, the Department of Education will work with States to improve school performance by:

Tracking progress in closing pandemic gaps. The Department is urging States to identify the local educational agencies (LEAs) with the greatest gaps between latest achievement levels and achievement levels before the pandemic, including gaps at the student group level. States should direct additional school improvement resources to those LEAs and prioritize them for support in order to eliminate gaps as quickly as possible, targeting acceleration efforts like high-dosage tutoring and summer, extended, and afterschool learning time in LEAs and schools with the greatest need.

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