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Facilitators and Barriers to the Adoption of Holistic Practices for Inclusive Recruitment in Graduate Medical Education.
- Source :
-
Journal of medical education and curricular development [J Med Educ Curric Dev] 2024 Jun 11; Vol. 11, pp. 23821205241260243. Date of Electronic Publication: 2024 Jun 11 (Print Publication: 2024). - Publication Year :
- 2024
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Abstract
- Objective: A diverse physician workforce ensures equitable care. The holistic review of residency applications is one strategy to enhance physician diversity; however, little is known about current adoption and the factors that facilitate/impede the adoption of holistic recruitment practices (HRPs) by graduate medical education (GME) residency, and fellowship program directors (PDs). To describe the current state and explore, the barriers/facilitators to the adoption of HRPs at our institution.<br />Methods: We disseminated information about HRP within our program between 2021 and 2022. In May 2022, a survey of 73 GME PDs assessed current recruitment practices and self-reported barriers to holistic recruitment. Holistic Recruitment Scores (HRSs) reflecting the adoption of best practices were tabulated for each program and compared to identify predictors of adoption.<br />Results: 73/80 (92%) of PDs completed the survey. Programs whose PDs had higher academic rank, total number of trainees, and female trainees in the past 3 years had higher HRSs. Program size was directly correlated with HRS. Most (93%) PDs felt their current efforts were aligned to increase diversity and 58% felt there were no barriers to the adoption of holistic review. The most reported barriers were lack of time and knowledge/expertise in diversity, equity, and inclusion ( DEI ) , both reported by 16 out of 73 PDs (22%).<br />Conclusion: While most PDs implemented some HRP, institutional and departmental support of program directors through the commitment of resources (eg, staffing help and subject matter experts/coaches hiring) are crucial to overcome barriers.<br />Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.<br /> (© The Author(s) 2024.)
Details
- Language :
- English
- ISSN :
- 2382-1205
- Volume :
- 11
- Database :
- MEDLINE
- Journal :
- Journal of medical education and curricular development
- Publication Type :
- Academic Journal
- Accession number :
- 38868679
- Full Text :
- https://doi.org/10.1177/23821205241260243