Research experiences for Canadian aspiring physicians: a descriptive analysis of medical school admission policies concerning research involvement in Canada

Abstract

Background Many aspiring physicians perceive research experience as a way to support their medical school applications; however, the importance of research experiences as articulated in medical school admission policies is unclear. This is significant since policies and other discursive signals about selection processes can influence the behaviour of aspiring physicians. The purpose of this study is to describe the ways through which Canadian medical schools articulate the importance of research experiences in publicly available policy documents. Methods From January to June 2021, the authors reviewed publicly available selection criteria, application materials, institutional and research-related web pages associated with the 17 Canadian medical schools alongside high-level Canadian articulations of important competencies for physicians. These materials were analyzed using a qualitative descriptive approach. The authors considered concordance and/or discordance within each school’s stance on the importance of research experiences in their selection criteria and application materials. Results Research experiences are typically not explicitly required for entry into a Canadian Doctor of Medicine (MD) program; however, there are expectations that graduating physicians should understand research. All 17 Canadian medical schools signal an appreciation for the value of research on an institutional level. Review of selection criteria and application materials show that five Canadian medical schools suggest to aspiring physicians that research experiences are important for admission and four do not suggest that research experiences are important for admission. There were both intra-institution and inter-institution discordance concerning the importance of research experiences for medical school applicant selection in one and seven medical schools respectively. Conclusions Given the significant variance among the 17 Canadian medical schools, it is worthwhile for medical schools to evaluate their front-facing admission policies with consideration of the potential impact it might have on the behaviour of aspiring physicians, to ensure best selection of future physicians.

A survey of medical school aspirant perceptions of an unexpected lottery‐facilitated admissions adaptation

“…Prospective medical school applicants, like all who strategize for access to limited resources, are very responsive to the parameters of resource allocation 15,16 . They marshal their time and energy towards attaining high grade point averages and MCAT scores, being prepared for interviews, and nurturing an understanding of the medical profession through volunteer and research experiences 17–22 . In this way, aspirants demonstrate the strong influence of selection policies on pre‐medical behaviour 23 .…”

A brief report of aspiring medical student perceptions and behaviours concerning research experiences for selection into Canadian medical schools

“…1 However, the diversity of the admissions policy landscape can make it difficult for aspiring medical students (AMS) to know exactly what medical schools are looking for when choosing matriculants. 2 Recently, we appraised Canadian medical school admissions policies for evidence that AMS with research experience are favoured in selection decisions, 2 an idea held by many applicants. [3][4][5] Notably, we found research experience to be ambiguously considered or explicitly disavowed as important within admissions policies.…”

Applicant perceptions of selection methods for health professions education: Rationales and subgroup differences

“…Second, perceptions of applicants are of particular interest, as they can have numerous practical consequences, including effects on construct validity of selection methods, and on applicant motivation, performance and withdrawal 2,5–7 . Noteworthy is that applicants' understanding of the expectations of selection committees can shape the way they prepare for selection in order to ‘fit’ these hidden expectations 8–10 . Moreover, applicant perceptions are relevant with respect to WA 1 .…”

“… 2 , 5 , 6 , 7 Noteworthy is that applicants' understanding of the expectations of selection committees can shape the way they prepare for selection in order to ‘fit’ these hidden expectations. 8 , 9 , 10 Moreover, applicant perceptions are relevant with respect to WA. 1 Previous research suggests that prospective students with lower socio‐economic and ethnic minority backgrounds more often demonstrate negative perceptions of selection and are less confident in their ability to be successfully admitted.…”