Admissions as a facilitator of inclusion — <i>not a gatekeeper</i>

Mehta, Lina; Clifford, Grace C.

doi:10.1002/dhe.30320

Cited by 7 publications

(4 citation statements)

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“…Medical school admissions are historically viewed as gatekeepers for students and as a contributor to the relative lack of diversity in the student body entering medical professions. 64,65 To interrupt unconscious or implicit bias, medical school admissions teams should engage in regular anti-bias education. Medical school admissions teams should build opportunities for personal interaction between applicants and faculty, students and administration.…”

Section: Discussionmentioning

confidence: 99%

“…In the recruitment and application process, medical schools should include a diversity of voices and inclusive representation in admissions committees, student interviewers and admitted student participation. Medical school admissions are historically viewed as gatekeepers for students and as a contributor to the relative lack of diversity in the student body entering medical professions 64,65 . To interrupt unconscious or implicit bias, medical school admissions teams should engage in regular anti‐bias education.…”

Section: Discussionmentioning

confidence: 99%

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Medical students' perception of their ‘distance travelled’ in medical school applications

et al. 2023

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IntroductionWithin medical school's holistic review of applicants includes a review of their distance travelled to get to this point in their education. The AAMC defines distance travelled (DT) as, ‘any obstacles or hardships you've overcome to get to this point in your education or any life challenges you've faced and conquered’. What medical students consider as their distance travelled has not been explored. The authors sought to identify the factors medical students perceive are important for medical school admissions to consider when assessing someone's ‘distance travelled’ by asking current medical students to share their DT experiences along with the barriers and facilitators they encountered on their medical school journey.MethodsThe authors conducted semi‐structured interviews with US medical students through purposeful sampling methods. The social‐ecological model framework was used to develop questions to elicit participants' experiences that contributed to their distance travelled. Interviews were conducted in 2021 and ranged from 60–75 minutes. Transcribed interviews were qualitatively analysed using interpretive description.ResultsA total of 31 medical students from seven medical schools were included in the study. Overall, participants defined distance travelled as an applicant's hardships (e.g. being the primary caregiver for a family member) and privileges (e.g. having physician parents) they experienced. Three major themes were identified: (1) individual‐level characteristics and factors, (2) interpersonal relationships and (3) aspects of the participants' community and society.DiscussionOur findings show that medical school applicants considered DT to be a valuable component of a holistic medical school admission process. Participants' experiences of DT were varied and complex. Our research suggests that admissions teams for medical schools should incorporate more comprehensive recruitment practices and inclusive methodological frameworks to accurately capture the diversity of identities and experiences of medical school applicants and to consider the factors that shape their journey to medical schools.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Medical students' perception of their ‘distance travelled’ in medical school applications

et al. 2023

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“…Whether an accommodation would fundamentally alter a program or pose undue administrative or financial burdens on a school are not admissions decisions 51 and should be adjudicated by an informed disability resources professional in partnership with the program. 15,54 Moreover, accommodation decisions are ancillary to the academic and personal characteristics evaluated by admissions committees; evaluation of the reasonableness of a person's request for accommodations, therefore, should occur between an offer of admission and the student's matriculation. 46 Indeed, disability equity and inclusion require schools to make clear distinctions between their admissions and student services operations.…”

Section: Technical Standardsmentioning

confidence: 99%

How Should We Build Disability-Inclusive Medical School Admissions?

Meeks

Moreland

2021

AMA Journal of Ethics

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Students with disabilities add rich diversity to medical education and help motivate health equity. Unjust obstacles faced by many of these students along pathways to medicine begin during medical school admissions. Deeply embedded ableist notions of what it means to be a physician keep archaic practices in place that serve as systemic barriers to the admission of members of this population. This article summarizes the prominent obstacles for applicants with disabilities and suggests ways in which thoughtful, inclusive admission policies and practices can ultimately contribute to a clinical workforce that is more appropriately diverse and prepared to provide just and patient-centered health care. Diversity and DisclosurePhysicians of the 21st century need the skills and knowledge that are fostered in diverse learning and work environments. 1 Research shows that diversity contributes to creativity and development of problem-solving skills, with more diverse groups outperforming more homogeneous ones, 2,3,4 a fact that should influence how we select members of medical school classes. In 2016, 25.7% of the US adult population included persons with a disability. 5 Medical students with disabilities, training among diverse faculty and colleagues, would positively contribute to the preparedness of physicians and their colleagues to meet the unique needs of patients with disabilities, facilitate shared decision making, and contribute to innovation-and do so with greater empathy.

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“…Addressing the current culture of disability inclusion in our national medical education system is the clear gateway to meaningfully addressing ableism in our profession. 13 All medical schools must be required to uphold an explicit commitment to admit and support students with disabilities. 14 Formation of a network of peer mentors and physicians with disabilities would help instruct prospective trainees about accommodations while providing support.…”

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confidence: 99%

Dismantle Ableism, Accept Disability: Making the Case for Anti-Ableism in Medical Education

Kaundinya

Schroth

2022

Journal of Medical Education and Curricular Development

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There currently exists an exciting impetus for increased diversity among medical trainees and improved equity in medical care received by patients. Yet, inclusion of disability within these efforts is often forgotten, allowing the current cultural narrative of ableism to shape medical training. National structural challenges as early as medical school admissions and ableist barriers throughout the educational pipeline have yielded 1) a concerningly low prevalence of medical students and physicians in the US who identify as disabled and 2) propagation of systemic misunderstandings on disability in our healthcare system. This perspective addresses the need for a re-evaluation of diversity in medicine which includes ability status and a commitment to anti-ableism as a critical part of the conversation. We propose reforms and important considerations that could have meaningful implications necessary for improving the culture of disability inclusion in medical education.

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Admissions as a facilitator of inclusion — not a gatekeeper

Cited by 7 publications

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Medical students' perception of their ‘distance travelled’ in medical school applications

Medical students' perception of their ‘distance travelled’ in medical school applications

How Should We Build Disability-Inclusive Medical School Admissions?

Dismantle Ableism, Accept Disability: Making the Case for Anti-Ableism in Medical Education

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