Facilitating admissions of diverse students: A six-point, evidence-informed framework for pipeline and program development

Abstract

IntroductionSeveral national level calls have encouraged reconsideration of diversity issues in medical education. Particular interest has been placed on admissions, as decisions made here shape the nature of the future physician workforce. Critical analysis of current practices paired with evidence-informed policies may counter some of the barriers impeding access for underrepresented groups.MethodsWe present a framework for diversity-related program development and evaluation grounded within a knowledge translation framework, and supported by the initiation of longitudinal collection of diversity-related data. We provide an illustrative case study for each component of the framework. Descriptive analyses are presented of pre/post intervention diversity metrics if applicable and available.ResultsThe framework’s focal points are: 1) data-driven identification of underrepresented groups, 2) pipeline development and targeted recruitment, 3) ensuring an inclusive process, 4) ensuring inclusive assessment, 5) ensuring inclusive selection, and 6) iterative use of diversity-related data. Case studies ranged from wording changes on admissions websites to the establishment of educational and administrative offices addressing needs of underrepresented populations.ConclusionsWe propose that diversity-related data must be collected on a variety of markers, developed in partnership with stakeholders who are most likely to facilitate implementation of best practices and new policies. These data can facilitate the design, implementation, and evaluation of evidence-informed diversity initiatives and provide a structure for continued investigation into ‘interventions’ supporting diversity-related initiatives.

Mission matters: Association between a medical school’s mission and minority student representation

“…A growing range of initiatives has sought to increase URM students’ access to medical education [ 7 , 23 , 24 ], but in the US, the share of URM students among medical school matriculants has grown slowly over the past several decades [ 25 ]. At community-based medical schools, fostering recruitment and training of URM students is often directly linked to the school’s mission [ 15 ], while at research-oriented medical schools, programs to meet this goal may not be perceived as central to the school’s primary focus.…”

Shifting the paradigm in outreach to under-represented groups

“…A diverse physician task force is essential to meeting the needs of Canada's dynamic and multicultural population (Cohen, Gabriel and Terrell, 2002;Figueroa, 2014). The disparity between the needs of Canada's population and current physician workforce can be attributed to socioeconomic barriers faced by minority populations attempting to navigate the premed journey in addition to systemic issues in the education system (James, 2012;Young et al, 2017. One potential avenue to addressing this issue is to provide support that helps to alleviate societal and economic disadvantages faced by applicants at all points in their medical school journey. The Community of Support (CoS) is a longitudinal and collaborative initiative that supports students who are Indigenous, Black, Filipino, and economically disadvantaged or who self-identify with having a disability at every stage of their medical school journey.…”

Student Interest in a Primary Care of Underserved Populations Course

“…9 Despite these limitations, early exposure of medical students to educational opportunities focused on underserved populations and early opportunities for networking have been shown to increase the diversity of the future health workforce. 4,10 The College of Human Medicine at Michigan State University (MSU-CHM) has an established record of commitment to training exemplary physicians dedicated to underserved populations and practicing primary care. 11 Several successful programs have been developed for students interested in enhanced training and care of underserved populations, including the Leadership in Rural Medicine Programs, which emphasize primary-and community-based care for rural populations, 9 and the Leadership in Medicine for the Underserved (LMU) program, which emphasizes care for underserved and vulnerable populations,…”