Objective Residency Applicant Assessment Using a Linear Rank Model.

Patient Opinions on Telemedicine Visits in Cleft/Craniofacial Multidisciplinary Team Clinic

Despite having well‐described benefits, diversifying the physician workforce has been an ongoing challenge. Within emergency medicine (EM), multiple professional organizations have identified expanding diversity and inclusion as top priorities. The following is a description of an interactive session held at the SAEM annual meeting addressing recruitment strategies for underrepresented in medicine (URiM) and sexual and gender minority (SGM) students into EM.

Strategies for recruiting underrepresented in medicine and sexual and gender minority students to emergency medicine

Introduction. In contrast to the increased diversity of the US population, historically excluded racial and ethnic groups remain underrepresented in the physical therapist profession. As decision-makers, faculty exert direct influence on enrollment through evaluating applications and determining which applicants are deserving of admission to physical therapist programs. Review of Literature. Faculty decision-making in admissions is a cultural process which can reproduce inequities and perpetuate underrepresentation if faculty fail to recognize systemic disparities in legitimized forms of merit. No studies within physical therapist education have directly investigated faculty habitus and patterns of thought and behavior which reinforce admissions decision-making. The purpose of this study was to describe patterns of faculty habitus which influence judgments of admission merit and equity in US physical therapist education programs. Subjects. Sixteen physical therapy faculty across 3 physical therapist education programs. Methods. Using interpretative research methodology and a constructivist approach, semistructured interviews were conducted with each participant. Faculty social actions were also observed during field observations. Thematic analysis using Bourdieu's social reproduction theory was used for coding and establishment of themes. Results. Two predominant patterns of faculty habitus with corresponding themes emerged from the data: Transformative habitus oriented faculty toward a sense of responsibility to promote equity, construct a more contextualized understanding of merit, and formulate compelling applicant storylines; gatekeeping habitus positioned faculty to support a meritocratic process, reinforce traditional notions of academic rigor, and support the necessity of adjusting standards to address underrepresentation. Discussion and Conclusion. Findings revealed contrasting patterns of faculty habitus which legitimized certain criteria, knowledge, and experiences on which decisions of merit were based. Attention to the individual dispositions of faculty decision-makers in addition to criteria and processes used in holistic review may shape equitable access to physical therapist education programs. 

On Merit and Equity in Admission to US Physical Therapist Education Programs: A Qualitative Analysis of Faculty Habitus

LSH+ physicians and faculty have had the dual role of advising LHS+ medical students and assisting them in the initiation, maintenance, and growth of LHS+ medical student groups at medical school campuses and leadership on the regional and national levels. This chapter describes the historical and emerging role and challenges, faced by LHS+ physicians and faculty, in supporting a primarily student-led medical association while ensuring their own promotion to senior academic health center positions. 

pdf/lmsa-faculty-physician-advisors-a-critical-partner-in-50f9sgovhz.pdf

LMSA Faculty/Physician Advisors: A Critical Partner in Supporting LHS+ Medical Students

Introduction Admissions and selection committees face challenges in identifying and mitigating biases in policies, processes, and discussions. Past bias training has focused on defining bias and presenting the negative impact of bias for committees. Methods This interactive training used committee comments, reflection, and audience response to enhance the contextual recognition of bias in admissions and selection processes and practices. For each bias type, we presented specific mitigation strategies and examples. The workshop was offered at four medical schools between December 2020 and April 2021. Participants were committee members (n = 126), largely medical school faculty, involved in MD, MD/PhD, and residency program selection at participating schools. A paired pre- and postworkshop assessment was conducted for each session to determine effectiveness of the workshop. Results Mean scores for each of the postassessment items ranged from 4.0 to 4.2 and were statistically significantly different from the preassessment scores per respective item. The results of a paired two-way t test found that these pre- to postworkshop assessment score increases were statistically significant across all assessment questions (ps < .001). Participants reported in their comments that the workshop was effective in establishing a safe and judgment-free learning environment to explore and identify biases and build skills and confidence for mitigating them. Discussion Interactive and applied bias training can be an effective strategy to advance committee culture and practice in recognizing and mitigating bias. This workshop provides committees with ongoing tools for equity practice in selection and decision-making.

Bias Breakers: Continuous Practice for Admissions and Selection Committees

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Bias Breakers: Continuous Practice for Admissions and Selection Committees