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The authors reflect on physician shortage in Canada. The 2007 National Physician Survey focused on the increasing number of female physicians and their claim concerning inadequate work hours compared with their male colleagues. Physician shortage is due to myopic health planning wherein there is a miscalculation concerning enrollment in medical schools during 1990s.

Purpose - To set up a protocol for electronic thesis and dissertation (ETD) submission for the electronic thesis initiative pilot project at McGill University in Montreal, Canada. Design/methodology/approach - An electronic thesis and dissertation submission protocol was implemented and tested. To test authoring tools, we had 50 students submit their theses or dissertations using one of four style sheets. Word-processed files were converted to PDF and XML formats. The pilot project team evaluated DigiTool's effectiveness in digital conversion, capture of metadata and cataloguing, digital content harvesting, digital preservation, and integration with the student information system. Findings - All theses experienced some degree of information loss during the conversion. DigiTool is still being tested for storage, cataloguing, and dissemination capability. For full implementation, three major issues need to be addresed further: conversion; metadata; and file formats. Practical implications - Most of the issues that have arisen during the McGill pilot project will be mirrored in other academic institutions that are considering electronic thesis submission. Originality/value - This paper provides insights into the procedures that will arise as institutions go through the process of introducing electronic thesis and dissertation submission. [ABSTRACT FROM AUTHOR]

Introduction: Several 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. Methods: We 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. Results: The 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. Conclusions: We 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. [ABSTRACT FROM AUTHOR]