Tracking Indigenous Applicants Through the Admissions Process of a Socially Accountable Medical School

Mian, Oxana; Hogenbirk, John C.; Marsh, David C.; Prowse, Owen; Cain, Miriam; Warry, Wayne

doi:10.1097/acm.0000000000002636

Cited by 32 publications

(37 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…15 The application of one of the dimensions proposed by Browne, 6 inequity responsiveness, was the nidus for change for the CSM AC. While these are modest efforts compared to schools that have managed to mobilize all facets of research, service, and educational activities around the health rights of Indigenous peoples in their regions, 2,16,17 such initiatives highlight that even in the absence of deep institutional restructuring, important work can be accomplished and evaluated to be culturally safe. Fundamental to leveraging change is mobilizing structural literacy on the origins and nature of inequities perpetuated within educational institutions.…”

Section: Discussionmentioning

confidence: 99%

An equity-oriented admissions model for Indigenous student recruitment in an undergraduate medical education program

et al. 2021

View full text Add to dashboard Cite

Background: With the 2015 publication of the Truth and Reconciliation Commission of Canada’s calls to action, health professional schools are left grappling with how to increase the recruitment and success of Indigenous learners. Efforts to diversify trainee pools have long looked to quota-based approaches to recruit students from underserved communities, though such approaches pose dilemmas around meaningfully dismantling structural barriers to health professional education. Lessons shared here from developing one multi-layered admissions strategy highlight the importance of equity—rather than equality—in any recruitment for learners from medically underserved communities. Summary: The promotion of fairness in the recruitment of future practitioners is not just a question of equalizing access to, in this case, medical school; it involves recognizing the wider social and structural mechanisms that enable privileged access to the medical profession by members of dominant society. This recognition compels a shift in focus beyond merely giving the disadvantaged increased access to an unfair system, towards building tools to address deeper questions about what is meant by the kind of excellence expected of applicants, how it is to be measured, and to what extent these recruits may contribute to improved care for the communities from which they come. Conclusion: Equity-based approaches to student recruitment move health professional schools beyond the dilemma of recruiting students from marginalized backgrounds who happen to be most similar to the dominant student population. Achieving this requires a complex view of the target population, recognizing that disadvantage is experienced in many diverse ways, that barriers are encountered along a spectrum of access, and that equity may only emerge when a critically, socially conscious approach is embedded throughout institutional practices.

show abstract

Section: Discussionmentioning

confidence: 99%

An equity-oriented admissions model for Indigenous student recruitment in an undergraduate medical education program

et al. 2021

View full text Add to dashboard Cite

show abstract

“…A number of important social and economic benefits related to enrichment of the medical community by a distributed system have been identified, including increasing social diversity in medical education [2,22,25,26]. However, there continues to be underrepresentation from Indigenous Peoples, people of lower socioeconomic status and from rural backgrounds in medical education [8,9,19,[27][28][29][30]. They face multiple barriers as prospective students, including, financial, travel and academic preparation to support admission [28,29].…”

Section: Discussionmentioning

confidence: 99%

“…However, there continues to be underrepresentation from Indigenous Peoples, people of lower socioeconomic status and from rural backgrounds in medical education [8,9,19,[27][28][29][30]. They face multiple barriers as prospective students, including, financial, travel and academic preparation to support admission [28,29].…”

Section: Discussionmentioning

confidence: 99%

Comprehensiveness of distributed medical education systems: a regional population-based perspective

Burrows

Laupland

2021

BMC Med Educ

View full text Add to dashboard Cite

Background The core business of medical schools includes clinical (education and service) and academic (research) activities. Our objective was to assess the degree to which these activities exist in a distributed medical education system in Canada. Methods A population-based design was utilized. Programs were contacted and public records were searched for medical trainees and faculty positions within a province in Canada during the 2017/2018 academic year. Data were expressed as positions per 100,000 residents within the Lower Mainland, Island, and Northern and Southern interior geographical regions. Results Substantial differences in the distribution of medical students by region was observed with the highest observed in the Northern region at 45.5 per 100,000 as compared to Lower Mainland, Island, and Southern regions of 25.4, 16.8, 16.0 per 100,000, respectively. The distribution of family medicine residents was less variable with 14.9, 10.7, 8.9, and 5.8 per 100,000 in the Northern, Island, Southern, and Lower Mainland regions, respectively. In contrast, there was a marked disparity in distribution of specialty residents with 40.8 per 100,000 in the Lower Mainland as compared to 7.5, 3.2, and 1.3 per 100,000 in the Island, Northern, and Southern regions, respectively. Clinical faculty were distributed with the highest observed in the Northern region at 180.4 per 100,000 as compared to Southern, Island, and Lower Mainland regions of 166.9, 138.5, and 128.4, respectively. In contrast, academic faculty were disproportionately represented in the Lower Mainland and Island regions (92.8 and 50.7 per 100,000) as compared to the Northern and Southern (1.4 and 1.2 per 100,000) regions, respectively. Conclusions While there has been successful redistribution of medical students, family medicine residents, and clinical faculty, this has not been the case for specialty residents and academic faculty.

show abstract

“…However, there continues to be underrepresentation from Indigenous Peoples, people of lower socioeconomic status and from a rural backgrounds in medical education 8,9,19,27-29 , 30 . They face multiple barriers as prospective students, including, nancial, travel and academic preparation to support admission 28,29 .…”

Section: Discussionmentioning

confidence: 99%

Comprehensiveness of Distributed Medical Education Systems: A Regional Population-Based Perspective

Burrows

Laupland

2020

Preprint

View full text Add to dashboard Cite

Background: The core business of medical schools includes clinical (education and service) and academic (research) activities. Our objective was to assess the degree to which these activities exist in a distributed medical education system in Canada.Methods: A population-based design was utilized. Programs were contacted and public records were searched for medical trainees and faculty positions within a province in Canada during the 2017/2018 academic year. Data were expressed as positions per 100,000 residents within the Lower Mainland, Island, and Northern and Southern interior regions.Results: Substantial differences in the distribution of medical students by region was observed with the highest observed in the Northern region at 45.5 per 100,000 as compared to Lower Mainland, Island, and Southern regions of 25.4, 16.8, 16.0 per 100,000, respectively. The distribution of family medicine residents was less variable with 14.9, 10.7, 8.9, and 5.8 per 100,000 in the Northern, Island, Southern, and Lower Mainland regions, respectively. In contrast, there was a marked disparity in distribution of specialty residents with 40.8 per 100,000 in the Lower Mainland as compared to 7.5, 3.2, and 1.3 per 100,000 in the Island, Northern, and Southern regions, respectively. Clinical faculty were distributed with the highest observed in the Northern region at 180.4 per 100,000 as compared to Southern, Island, and Lower Mainland regions of 166.9, 138.5, and 128.4, respectively. In contrast, academic faculty were disproportionately represented in the Lower Mainland and Island regions (92.8 and 50.7 per 100,000) as compared to the Northern and Southern (1.4 and 1.2 per 100,000) regions, respectively. Conclusion: While there has been successful redistribution of medical students, family medicine residents, and clinical faculty, this has not been the case for specialty residents and academic faculty.

show abstract

Tracking Indigenous Applicants Through the Admissions Process of a Socially Accountable Medical School

Cited by 32 publications

References 24 publications

An equity-oriented admissions model for Indigenous student recruitment in an undergraduate medical education program

An equity-oriented admissions model for Indigenous student recruitment in an undergraduate medical education program

Comprehensiveness of distributed medical education systems: a regional population-based perspective

Comprehensiveness of Distributed Medical Education Systems: A Regional Population-Based Perspective

Contact Info

Product

Resources

About