Evaluating Diversity and Inclusion Content on Graduate Medical Education Websites

Wei, Chapman; Bernstein, Simone A.; Gu, Alex; Mehta, Aadit; Sharma, Dhruv; Mortman, Ryan; Verduzco‐Gutierrez, Monica; Chretien, Katherine C.

doi:10.1007/s11606-022-07973-9

Cited by 6 publications

(6 citation statements)

References 17 publications

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“…Using information from this study, updating these databases with the information applicants are most interested in may provide a better assessment of applicant fit and decrease overapplying. In addition to the percentage of URiM residents and attendings, which applicants selected as a helpful factor, programs can update their website and centralized databases with greater diversity, equity, and inclusion content [ 41 ], including information about URiM away rotation scholarship opportunities [ 42 ].…”

Section: Discussionmentioning

confidence: 99%

Improving Transparency in the Residency Application Process: Survey Study

Ulin,

Bernstein,

Nunes

et al. 2023

JMIR Form Res

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Background Increasing numbers of residency applications create challenges for applicants and residency programs to assess if they are a good fit during the residency application and match process. Applicants face limited or conflicting information as they assess programs, leading to overapplying. A holistic review of residency applications is considered a gold standard for programs, but the current volumes and associated time constraints leave programs relying on numerical filters, which do not predict success in residency. Applicants could benefit from increased transparency in the residency application process. Objective This study aims to determine the information applicants find most beneficial from residency programs when deciding where to apply, by type of medical school education background. Methods Match 2023 applicants voluntarily completed an anonymous survey through the Twitter and Instagram social media platforms. We asked the respondents to select 3 top factors from a multiple-choice list of what information they would like from residency programs to help determine if the characteristics of their application align with program values. We examined differences in helpful factors selected by medical school backgrounds using ANOVA. Results There were 4649 survey respondents. When responses were analyzed by United States-allopathic (US-MD), doctor of osteopathic medicine (DO), and international medical graduate (IMG) educational backgrounds, respondents chose different factors as most helpful: minimum United States Medical Licensing Examination (USMLE) or Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Step 2 scores (565/3042, 18.57% US-MD; 485/3042, 15.9% DO; and 1992/3042, 65.48% IMG; P<.001), resident hometown region (281/1132, 24.82% US-MD; 189/1132, 16.7% DO; and 662/1132, 58.48% IMG; P=.02), resident medical school region (476/2179, 22% US-MD; 250/2179, 11.5% DO; and 1453/2179, 66.7% IMG; P=.002), and percent of residents or attendings underrepresented in medicine (417/1815, 22.98% US-MD; 158/1815, 8.71% DO; and 1240/1815, 68.32% IMG; P<.001). Conclusions When applying to residency programs, this study found that the factors that respondents consider most helpful from programs in deciding where to apply differ by educational background. Across all educational groups, respondents want transparency around standardized exam scores, geography, and the racial or ethnic backgrounds of residents and attendings.

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Section: Discussionmentioning

confidence: 99%

Improving Transparency in the Residency Application Process: Survey Study

Ulin,

Bernstein,

Nunes

et al. 2023

JMIR Form Res

Self Cite

View full text Add to dashboard Cite

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“…), link to the institution’s DEI homepage, and information about bias training. These criteria were derived from previous study designs that investigated similar DEI content in other medical specialties [ 10 , 12 ].…”

Section: Methodsmentioning

confidence: 99%

“…Given that GMEP websites are frequently utilized by prospective applicants to gain a better understanding of a program, inclusion of DEI content on GMEP webpages offer a potential solution to these barriers [ 6 ]. Despite this, prior studies demonstrate that dermatology residency programs’ websites have a dearth of DEI content [ 9 , 10 ]. Little is known, however, if similar findings are to be expected for dermatology fellowship programs.…”

Section: Introductionmentioning

confidence: 99%

Analyzing diversity, equity, and inclusion content on dermatology fellowship program websites

Bohler,

Garden,

Taranikanti

2024

Medical Education Online

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Diversity, Equity, and Inclusion (DEI) initiatives have garnered increasing attention within medical education as there have been increased efforts to diversify the physician workforce among medical students, residents, fellows, and attendings. One way in which programs can improve their DEI initiatives and attract a more diverse pool of applicants is through DEI content on their graduate medical education websites. Prior studies characterizing the content and prevalence of DEI material on residency webpages have shown that dermatology residencies have relatively low levels of DEI content on their websites in which almost ¾ of all programs having no DEI content. Little is known, however, if similar findings are to be expected for the three main dermatology subspecialty fellowship program webpages: Dermatopathology, Pediatric Dermatology, and Micrographic Surgery and Dermatology Oncology. Fellowship programs were identified using the Accreditation Council for Graduate Medical Education’s online database of fellowship programs. Programs were evaluated on a standardized scoring system for five equally weighted criteria: fellowship-specific DEI webpage, DEI commitment statement, DEI initiatives (summer research opportunities for under-represented minorities, DEI council, etc.), link to the institution’s DEI homepage, and information about bias training. The mean score among all programs was 12.5. Pediatric dermatology ranked the highest among all specialties, while Mohs ranked the lowest. A link to the institution’s DEI homepage was the most prevalent factor accounting for 42.1% of all programs collected, whereas information about bias training and fellowship-associated DEI webpage were the least prevalent. The results of this study reveal an overall lack of DEI content across all dermatology subspecialties’ webpages and represent an actionable area of improvement for fellowship directors to increase their DEI efforts to attract a diverse pool of applicants to their program.

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“…As important is to ensure the integration of diversity into medical curriculum, equal importance has to be given to the measurement of various initiatives that have been taken to promote diversity in medical education (19). This measurement and monitoring essentially depends on setting specific and measurable metrics for the diversity-related goals.…”

Section: Measuring Diversity Initiativesmentioning

confidence: 99%

“…This measurement and monitoring essentially depends on setting specific and measurable metrics for the diversity-related goals. We can begin with the act of collecting data pertaining to students, faculty, and employees on a regular basis, and then classify them based on different parameters of diversity (19)(20)(21). At the same time, institutions can also run surveys to collect details from different stakeholders and their perceptions about the measures taken by the institution to ensure diversity (22).…”

Section: Measuring Diversity Initiativesmentioning

confidence: 99%

Integrating diversity into the medical curriculum

Shrivastava,

Joshi

2023

Indian J Community Health

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In the field of medical education, diversity refers to the presence and representation of persons from a diversified range of personal backgrounds, experiences, and characteristics across the student community, faculty members, and employees in the institution. The scope of diversity in medical education is immense and it plays a vital role in creating an effective learning environment. Once students are exposed to a group of diverse students and patients during their undergraduate training, there is a significant improvement in cultural competence, which becomes crucial in our mission to deliver patient-centered care. Considering the merits of diversity in the medical curriculum for medical students, there is an indispensable need to take specific measures to ensure that diversity is integrated in the curriculum, as it will also ensure the delivery of equitable and culturally competent medical care. As important is to ensure the integration of diversity into medical curriculum, equal importance has to be given to the measurement of various initiatives that have been taken to promote diversity in medical education. In conclusion, diversity in medical education is the need of the hour to create a fruitful learning environment for medical students. This calls for the need to take measures for the integration of diversity into the medical curriculum and subsequently identify strategies and indicators to measure and monitor the progress of diversity initiatives in medical institutions.

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Evaluating Diversity and Inclusion Content on Graduate Medical Education Websites

Cited by 6 publications

References 17 publications

Improving Transparency in the Residency Application Process: Survey Study

Improving Transparency in the Residency Application Process: Survey Study

Analyzing diversity, equity, and inclusion content on dermatology fellowship program websites

Integrating diversity into the medical curriculum

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