Submission ID 78155
| Code | OB-2-1 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Other |
| Presenter Other | Bachelor of Health Sciences student who led an interdisciplinary team of medical and allied health students, medical resident, and working professional/faculty. |
| Title | Faculty, Staff, and Students' Perspectives on Edi-Focused Admissions Interventions at Queen's Health Sciences (Qhs) |
| Background/Purpose | Canadian Health Sciences programs have begun prioritizing equity, diversity, and inclusion (EDI) in admissions by adopting EDI-focused admissions interventions, such as separate streams for equity-deserving groups. However, faculty, staff, and students' perspectives on the current state of EDI in admissions and on the adoption of these interventions are largely unknown. |
| Methods | To investigate faculty, staff, and students' perspectives on this topic, we distributed a survey with five-point Likert-style and open-ended questions across our Medicine, Nursing, and Rehabilitation Sciences programs at Queen's Health Sciences (QHS). We analyzed the responses using a mixed-methods nested explanatory approach. |
| Results | Four hundred sixty (9%) out of 5,050 members QHS answered the Likert-style questions and 348 (6%) responded to at least one open-ended question. Mean perceived equitability and inclusiveness of our current admission processes was 3.277 with no significant differences between respondents with equity-deserving demographic factors and those without. Respondents justified ratings based on visible diversity, efforts and commitment towards improving EDI, considerations of applicant backgrounds, and dependence on certain admissions metrics. Respondents highly endorsed the adoption of EDI-focused admission interventions overall (mean=4.25). Undergraduate and graduate students most strongly endorsed these interventions, followed by staff, faculty, and postgraduate students. Reserved seats and separate streams were the least endorsed interventions due to concerns around tokenism and hurtful attitudes towards students admitted through these interventions. |
| Discussion | Faculty, staff, and students identified many opportunities for reform in admissions and barriers that may be encountered. These insights may help programs at QHS and other Canadian institutions improve EDI in their admission processes. |
| Keyword 1 | Admissions |
| Keyword 2 | Diversity |
| Keyword 3 | Canada |
| Abstract content most relevant to: (check all that apply) | Residency Education
Undergraduate Medical Education |
| Abstract Track - First Choice | Admissions |
| Authors | Jiale Xie Jiale Xie Nicole Hajjar Nicole Shipton Helen Smith Aquila Akingbade Nomusa Mngoma |
