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Health professions school applicant experiences of discrimination during interviews.
- Source :
- Medical Teacher; May2023, Vol. 45 Issue 5, p532-541, 10p
- Publication Year :
- 2023
-
Abstract
- Bias pervades every aspect of healthcare including admissions, perpetuating the lack of diversity in the healthcare workforce. Admissions interviews may be a time when applicants to health profession education programs experience discrimination. Between January and June 2021 we invited US and Canadian applicants to health profession education programs to complete a survey including the Everyday Discrimination Scale, adapted to ascertain experiences of discrimination during admissions interviews. We used chi-square tests and multivariable logistic regression to determine associations between identity factors and positive responses. Of 1115 respondents, 281 (25.2%) reported discrimination in the interview process. Individuals with lower socioeconomic status (OR: 1.78, 95% CI [1.26, 2.52], p = 0.001) and non-native English speakers (OR: 1.76, 95% CI [1.08, 2.87], p = 0.02) were significantly more likely to experience discrimination. Half of those experiencing discrimination (139, or 49.6%) did nothing in response, though 44 (15.7%) reported the incident anonymously and 10 (3.6%) reported directly to the institution where it happened. Reports of discrimination are common among HPE applicants. Reforms at the interviewer- (e.g. avoiding questions about family planning) and institution-level (e.g. presenting institutional efforts to promote health equity) are needed to decrease the incidence and mitigate the impact of such events. [ABSTRACT FROM AUTHOR]
- Subjects :
- SCHOOL admission
HEALTH occupations schools
CONFIDENCE intervals
ENGLISH language
DISCRIMINATION (Sociology)
MULTIPLE regression analysis
INTERVIEWING
EXPERIENCE
SOCIOECONOMIC status
STUDENTS
CHI-squared test
DESCRIPTIVE statistics
SOCIAL classes
RESEARCH bias
ODDS ratio
STUDENT attitudes
CISGENDER people
Subjects
Details
- Language :
- English
- ISSN :
- 0142159X
- Volume :
- 45
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- Medical Teacher
- Publication Type :
- Academic Journal
- Accession number :
- 163317403
- Full Text :
- https://doi.org/10.1080/0142159X.2022.2142107