A Call to Improve Conditions for Conducting Holistic Review in Graduate Medical Education Recruitment.

Christopher Williams,Jehan El-Bayoumi,Steven Angus,Brian Kwan,Ebony Moody,Anne Pereira

doi:10.15694/mep.2019.000076.1

Christopher Williams, Jehan El-Bayoumi + Show 4 more

Open Access

https://doi.org/10.15694/mep.2019.000076.1

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Journal: MedEdPublish (2016)	Publication Date: Apr 3, 2019
Citations: 5	License type: CC BY 4.0

Affiliation: University of Connecticut

Abstract

This article was migrated. The article was marked as recommended. The authors identify several components of the application for residency and fellowship recruitment that impede progress toward conducting holistic review in graduate medical education (GME). As well, important differences between undergraduate (UME) and graduate medical education (GME) recruitment are discussed. The authors call for inclusion of questions about family background and disadvantaged status in the GME application, which is a standard practice within applications for health professions. The second recommendation encourages a question about non-cognitive strengths. Many specialties have adopted standardized letters of recommendation (SLORs) or standardized letters of evaluation (SLOEs) that collect this information from letters writers. Programs and applicants would benefit from uniformity across specialties. The authors also call for a centralized, searchable database that provides applicants with each program's mission, educational goals, and alumni outcomes. To support this paradigm shift in GME recruitment, reinforced with new Accreditation Council for Graduate Medical Education standards in July 2019, a task force should provide theoretical, evidence-based reasoning, along with development of new tools.

Highlights

The authors identify several components of the application for residency and fellowship recruitment that impede progress toward conducting holistic review in graduate medical education (GME)
Limitations of the residency and fellowship application, along with other factors related to organizational leadership and constraints can explain why a major shift toward holistic review has not occurred in GME, unlike in undergraduate medical education (UME)
⚬ In what area did you spend the majority of your life from birth to age 18? ⚬ Do you believe that this area was medically underserved? ⚬ Were you approved for the American Medical College (AAMC) Fee Assistance Program (FAP)? ⚬ Did you receive a Pell Grant? [yes, no] 2

Summary

Introduction

The authors identify several components of the application for residency and fellowship recruitment that impede progress toward conducting holistic review in graduate medical education (GME). Limitations of the residency and fellowship application, along with other factors related to organizational leadership and constraints can explain why a major shift toward holistic review has not occurred in GME, unlike in undergraduate medical education (UME).

Results

Conclusion