Selection and Recruitment Strategies among Competitive Pediatric Training Programs and the Impact of Diversity

Abstract

ObjectiveAspects of the written application, interview and ranking may negatively impact recruitment of underrepresented in medicine (URiM) applicants. Our objectives were to explore knowledge, attitudes, and perceptions of pediatric faculty who assess potential trainees and how diversity impacts these assessments. MethodsWe performed qualitative interviews of 20 geographically diverse faculty at large pediatric residencies and fellowships. We analyzed data using the constant comparative method to develop themes. ResultsFour main themes emerged.1)Screening applications and offering interviews: A standardized process flawed by subjectivity. Participants screened applications for clinical skills, research activities, or unique attributes and assigned scores based on program values. Strategies to mitigate bias included a holistic approach to review and assigning lesser weight to board scores.2)Interviews: Personality matters. Participants used interviews to obtain additional information about applicants and to assess personality. Strategies to decrease bias included the use of behavior-based questions and blinding interviewers to the application.3)Determination of the rank list: The rise and fall of applicants. Initial rank lists were informed by local scoring systems. Many participants altered lists through subjective inputs from the selection committee. Mitigation strategies included intentional discussion of bias and intentional changes to promote diversity.4)The recruitment process: Values, challenges, and strategies to promote diversity. Most programs enacted bias training and purposeful URiM recruitment. ConclusionsWe describe ways in which bias infiltrates recruitment and strategies to promote diversity. Many strategies are variably implemented and the impact on workforce diversity in pediatric training programs remains unknown.