Virtual Interviews at Graduate Medical Education Training Programs: Determining Evidence-Based Best Practices

Huppert, Laura A; Hsiao, Edward C.; Cho, Kerry C.; Marquez, Carina; Chaudhry, Rafia; Frank, James A.; Goglin, Sarah; Hsu, Gerald C; Kathpalia, Priya; Khanna, Raman; Kompala, Tejaswi; Rao, Madhu N.; Bower, Bree A; Trafas, Vanessa; Santhosh, Lekshmi; Schwartz, Brian S.; Babik, Jennifer M.

doi:10.1097/acm.0000000000003868

Cited by 67 publications

(73 citation statements)

References 28 publications

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“…Interviews are an important component of the subspecialty fellowship application process, often affecting the final rank order of both programs and applicants [2,3]. Previously, most GME training programs conducted in-person interviews at the site(s) of the training program [4], A small number of programs previously reported their experiences with virtual interviews [4][5][6][7][8][9][10][11]. In these studies, applicants reported that they were able to present themselves to their satisfaction [10,11], gain a satisfactory understanding of the program [10], ask questions of fellows and faculty [11], and had an overall positive virtual interview experience [8,11].…”

Section: Introductionmentioning

confidence: 99%

A single center evaluation of applicant experiences in virtual interviews across eight internal medicine subspecialty fellowship programs

Huppert

Hsu

El-Nachef

et al. 2021

Medical Education Online

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Due to the COVID-19 pandemic, most graduate medical education (GME) training programs conducted virtual interviews for prospective trainees during the 2020-2021 application cycle. Many internal medicine (IM) subspecialty fellowship programs hosted virtual interviews for the first time with little published data to guide best practices.To evaluate how IM subspecialty fellowship applicants perceived the virtual interview day experience.We designed a 38-item questionnaire that was sent via email to applicants in eight IM subspecialty programs at a single tertiary academic medical center (University of California, San Francisco) from September-November, 2020.Seventy-five applicants completed the survey (75/244, 30.7%), including applicants from all eight fellowship programs. Most survey respondents agreed that the length of the virtual interview day (mean = 6.4 hours) was long enough to gather the information they needed (n = 65, 86.7%) and short enough to prevent fatigue (n = 55, 73.3%). Almost all survey respondents agreed that they could adequately assess the clinical experience (n = 71, 97.3%), research opportunities (n = 72, 98.6%), and program culture (n = 68, 93.2%). Of the respondents who attended a virtual educational conference, most agreed it helped to provide a sense of the program's educational culture (n = 20, 66.7%). Areas for improvement were identified, with some survey respondents reporting that the virtual interview day was too long (n = 11) or that they would have preferred to meet more fellows (n = 10).Survey respondents indicated that the virtual interview was an adequate format to learn about fellowship programs. These findings can inform future virtual interviews for GME training programs.

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Section: Introductionmentioning

confidence: 99%

A single center evaluation of applicant experiences in virtual interviews across eight internal medicine subspecialty fellowship programs

Huppert

Hsu

El-Nachef

et al. 2021

Medical Education Online

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“…The COVID-19 pandemic brought about numerous challenges for interventional radiology (IR) residency programs in maintaining resident education, medical student recruitment and engagement of all learners ( 1 , 2 , 3 , 4 , 5 ). Travel bans and limitations on in-person gatherings necessary to mitigate viral spread resulted in significant disruptions to the traditional residency recruitment and interview process ( 6 , 7 , 8 , 9 , 10 , 11 ). A majority of IR residency programs adopted a virtual approach to the process in accordance with Association of Program Directors in Radiology Interventional Radiology guidelines as well as those of the Coalition for Physician Accountability ( 5 ).…”

Section: Introductionmentioning

confidence: 99%

Maximizing Educational Engagement and Program Exposure for Recruitment to the Integrated and Independent Interventional Radiology Programs in a Virtual Environment

et al. 2022

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Interventional Radiology residency training programs experienced significant impacts secondary to the COVID-19 pandemic. Prospective resident recruitment and resident education were particularly affected due to limitations on in-person gatherings in effort to curb exposure. Finding ways to mitigate the pandemic's effect on recruitment and education was a challenge faced by residency programs across the nation. This article discusses a single Interventional Radiology program's approach to adapting to the reality of limited interpersonal interaction as well as efforts to maintain engagement for resident recruitment and education in a virtual setting.

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“…Virtual interviews [3] can be high-yield, positive, and equitable for all applicants and medical schools. It is important to develop a detailed plan with adequate preparation for the interview process, including using standardized interview questions, recognize and respond to potential biases that may be amplified with the online interview format.…”

Section: Introductionmentioning

confidence: 99%

Medical School Applicants’ Online Interviews during COVID-19 Epidemic

Husni

Sequeira

Salem

2021

EJMED

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Background: For many years, the primary criterion used to select medical school applicants worldwide has been cognitive measures of high school educational attainment. Yet academic assessment alone may not necessarily select the candidates who possess the behavioral or non-cognitive attributes thought important in medical students and doctors: honesty, integrity, flexibility, motivation, willingness to cooperate, managing emotions, self-esteem, control, leadership skills, resilience personal values, confidence, empathy, conscientiousness, and social accountability. There is evidence that significant relationship exists between both cognitive and non-cognitive variables and students’ performance in medical school. The challenge posed by the current pandemic of covid19 is that all admission interviews are now carried out via video. Method: In video interviews for admission to our Arabian Gulf University, the applicants were asked standardized questions under four main domains: motivation and commitment to medicine, handling stress and ethical dilemma, social skills, and responsibility as well as self-presentation. Each of these domains was given a Likert score ranging from one to five. Scores 1 and 2 indicated unsatisfactory performance, while scores 3, 4 and 5 indicated fair, good, and excellent, respectively. Each panel member scored each applicant independently. This creates the data bases for statistical analyses. Results and Discussion: The feedback from staff and students was so far positive, however, statistical results need a longitudinal follow-up of at least one decade: we do not have statistics showing to what extent the selection criteria for admission have a predictive validity for successfully completing the MD program and performing as a medical doctor. Conclusions: Transitioning medical school interviews to a virtual setting beyond the restrictions of COVID-19 would allow eliminating travel expenses and cost saving for applicants.

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Virtual Interviews at Graduate Medical Education Training Programs: Determining Evidence-Based Best Practices

Cited by 67 publications

References 28 publications

A single center evaluation of applicant experiences in virtual interviews across eight internal medicine subspecialty fellowship programs

A single center evaluation of applicant experiences in virtual interviews across eight internal medicine subspecialty fellowship programs

Maximizing Educational Engagement and Program Exposure for Recruitment to the Integrated and Independent Interventional Radiology Programs in a Virtual Environment

Medical School Applicants’ Online Interviews during COVID-19 Epidemic

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