Canadian Medical Schools Research Articles

Impact of a National Virtual Oncology Course on Medical Student Competency and Interest in Oncology.

Globally, surveys have identified that medical learners of all levels perceive their oncology instruction to be inadequate. To address these gaps, we systematically developed and implemented the Oncology National Course for Advocacy, Research, and Education (ONCARE), a novel, nationally organized virtual course available to all Canadian medical students and evaluated its impact on oncology competency and interest. ONCARE was designed utilizing Kern's Six-Step Model for Curriculum Development. Components of ONCARE included lectures, career panels, and a mentorship program. Pre-course and post-course survey responses were collected to determine course impact on oncology knowledge and interest. Between October 2023 and March 2024, ONCARE enrolled 235 students representing 14 Canadian medical schools. One hundred forty (60%) students enrolled reported having only 0 to 10h of formal oncology instruction. Baseline interest in a career in oncology was high (mean Likert score 3.9/5) and remained unchanged following course completion. ONCARE increased both self-perceived knowledge in clinical oncology (mean Likert score 3.9/5 vs 2.9/5, p < 0.001) and confidence in oncology communication skills (mean Likert score 3.6/5 vs 3.1/5, p < 0.001). Ninety-seven percent of students were satisfied with the course (mean Likert score 4.6/5). The implementation of ONCARE as a proof-of-concept initiative builds upon previous educational interventions in oncology and highlights important principles for the development of related initiatives. Future work will target greater interdisciplinary and multinational collaboration as well as long-term follow-up of the ONCARE cohort.

Considerations for continuing professional development in the post-pandemic era: national experiences from psychiatry

Introduction: COVID-19 led to rapid innovations in continuing professional development (CPD). We surveyed Canadian Psychiatry CPD directors to understand the pandemic’s impact and to identify effective practices. Methods: In fall 2021, an online 31-item survey was created iteratively based on discussions among CPD educators and disseminated to CPD program leaders at 17 Canadian medical schools through the Council of Psychiatry Continuing Education (COPCE). We collected information on each CPD program, adaptations associated with pandemic restrictions, and intentions regarding future delivery of CPD. Results: Nine responses were received. COVID-19 led to a shift to virtual CPD delivery, with creative and transformative strategies to maintain engagement and online security. Virtual CPD was associated with an increase in attendance and decrease in costs. Many respondents anticipated that virtual or hybrid modalities would continue post-COVID-19. Conclusion: The pandemic led to a pivot to virtual delivery of Psychiatry CPD programming. Hybrid delivery will likely be the prevalent mode of future CPD programming, requiring more technological, financial, and human resources to tackle potential challenges. In times of rapid adaptation, a national network of CPD directors can provide an important venue for knowledge exchange about innovations and effective practices and build capacity of expertise.

Characteristics of family physicians with additional training or focused practices in caring for older adults: Population-based retrospective cohort study.

To identify FPs with additional training and focused practice activities relevant to the needs of older patients within health administrative data and to describe their medical practices and service provision in community-based primary care settings. Retrospective cohort study. Ontario. Family physicians with Certificates of Added Competence in care of the elderly from the College of Family Physicians of Canada or focused practice billing designations in care of the elderly. Evidence of additional training or certification in care of the elderly or practice activities relevant to the care of older adults. Of 14,123 FPs, 242 had evidence of additional scope to better support older adults. These FPs mainly practised in team-based care models, tended to provide comprehensive care, and billed for core primary care services. In an unadjusted analysis, factors statistically significantly associated with greater likelihood of having additional training or focused practices relevant to the care of older patients included physician demographic characteristics (eg, female sex, having completed medical school in Canada, residential instability at the community level), primary care practice model (ie, focused practice type), primary care activities (eg, more likely to provide consultations, practise in long-term care, refer patients to psychiatry and geriatrics, bill for complex house call assessments, bill for home care applications, and bill for long-term care health report forms), and patient characteristics (ie, older average age of patients). The FP workforce with additional training or focused practices in caring for older patients represents a small but specialized group of providers who contribute a portion of the total primary care activities for older adults. Health human resource planning should consider the contributions of all FPs who care for older adults, and enhancing geriatric competence across the family medicine workforce should be emphasized.

The Status of Canadian Radiology Mentorship Programs, Where We Stand and Where to Improve.

Background: The importance of mentorship in medicine is well-established. Access to mentors is pivotal in enhancing career opportunities and networking, increasing research productivity, and overall wellness and resilience at all career stages. Our study aims to assess the current status of radiology mentorship programs for Canadian medical students and radiology residents. Methods: We distributed an anonymous survey to Canadian radiology program directors in December 2022. The questions pertained to the existing mentorship programs' specific goals, structure, and success. Our null hypothesis was that medical students and residents have similar mentorship opportunities. Results: We have received 12 responses (a response rate of 12/16 = 75%), 9 of which had formal mentorship programs and 3 (25%) did not. Comparing the mentorship program for medical students and residents yielded a P-value = .11 > .05. This result does not reject our null hypothesis, indicating there is no significant difference between these 2 groups. Using qualitative analysis, we categorized the responses into 4 main themes: mentorship programs' goals, structures, evaluation methods, and their results. Conclusion: Although our result did not reach statistical significance (P-value = .11 > .05), the observed trend shows that one third of Canadian medical schools do not offer a radiology mentorship program for medical students, highlighting a potentially significant opportunity for improvement. Qualitative analysis shows that despite various methods for assigning mentees to mentors, developing formalized yet flexible mentorship models that allow students and residents to self-select their mentors might be more beneficial than randomly assigning mentors to them.

The Impact of Signaling in Diagnostic Radiology Residency

Signaling in the US Residency MATCH process allows medical students to indicate preference for specific programs. In diagnostic radiology, "Gold" and "Silver" signals significantly increase the chances of securing interviews from targeted programs. Specialty advisors should strategically evaluate applicant competitiveness and program desirability to optimize signal placement. MethodsThis study included fourth-year medical students and US or Canadian medical school graduates applying for the 2024 Match. Participants completed a survey on signaling use, interview invitations, and the resources and advice received. ResultsInterview invitations for programs with gold, silver, and non-signaled programs were analyzed using the Wilcoxon signed-rank test and Generalized Estimating Equation (GEE) models. ConclusionSignaling significantly increases the likelihood of receiving interviews in diagnostic radiology, emphasizing the importance of strategic signal placement. Further research is needed to assess its overall impact on the MATCH process.

Evidence of Differential Attainment in Canadian Medical School Admissions: A Scoping Review.

In Canada, many groups (e.g., Black, Indigenous, rural backgrounds) have historically faced and continue to encounter systemic barriers in accessing the medical profession. These barriers often manifest in performance disparities, known as differential attainment, during medical school admissions. This scoping review summarizes the nature and extent of evidence on the association of differential attainment in medical school admissions selection tools and outcomes with applicant social identity in the Canadian context. The authors used Arksey and O'Malley's scoping review framework to summarize research studies published between 2000-2022 with empirical evidence of differential attainment in admissions selection tools and outcomes with respect to a range of applicant social identity categories. The authors recorded whether studies adopted a structuralist and/or intersectional perspective. Ultimately, 15 studies were included in the review. While the evidence on differential attainment associated with social identity in Canadian medical education was heterogeneous, numerous studies highlight differential attainment in the admissions process associated with applicant race and/or ethnicity (6 studies), age (5 studies), gender (4 studies), socioeconomic status (3 studies), geographic location (4 studies), and rural or urban background (5 studies). These attainment differences were reported at 3 phases of the admissions process (invitation to interview, offer of admission, and acceptance of offer), and were driven by several admissions selection tools, including grade point average, Medical College Admission Test score, and interview performance. The review highlights evidence that suggests systemic, structural inequities in admissions systems manifest as differential attainment in Canadian medical school admissions. Based on this evidence, those who identify as Black or Indigenous and those with low socioeconomic status or rural backgrounds were generally more adversely affected. Admission practices must be studied and improved so medical education systems can better avow equality and human dignity and achieve equity goals.

Conflicts of Interest of Canadian Medical School Deans: A Cross-Sectional Study.

Medical school deans wield considerable influence over research, clinical and educational missions at their institutions. This study investigates conflict of interest (COI) of Canadian medical school deans. The websites of all 17 Canadian medical schools were searched for any mention of relationships between deans and pharmaceutical or medical device companies. No COIs were discovered for 11 of the deans. Six had COIs, including participating in research funded by pharmaceutical companies and received consulting and speaker fees. A minority of deans had COIs with healthcare industry companies. Whether deans' COIs affect policies at the medical schools they lead should be the subject of further investigation.

Do physical activity intensity and sedentary behaviour relate to burnout among medical students? Insight from two Canadian medical schools

Background: Medical school involves high expectations of medical students, which may increase their risk for burnout. Physical activity (PA) and sedentary behaviour (SB) are modifiable risk factors for burnout. However, medical students are insufficiently taught about PA and SB and may therefore be less likely to meet guideline-recommended levels of these two movement behaviours or promote them in practice. Few studies have examined the relationships between medical students’ PA intensity, SB, and burnout; such examination could help clarify educational needs for improving levels of movement behaviours and their promotion. Purpose: This study investigated (1) the relationships between light, moderate, vigorous, and total PA, SB, and burnout among medical students, and (2) moderate-to-vigorous PA as a moderator of the relationship between SB and burnout, to guide future curriculum renewal. Methods: Medical students (N = 129) at two Canadian institutions completed online validated questionnaires assessing light, moderate, vigorous, and total PA, SB, and burnout. Results: Regression analyses indicated that light PA (β = -.191, p = .039) and SB (β=-.230, p = .013) were negatively associated with burnout. Moderate-to-vigorous PA did not significantly moderate the relationship between SB and burnout. Conclusions: Engaging in lighter forms of PA and SB within guideline recommendations may help mitigate medical student burnout. Competencies to promote movement behaviours may dually target medical student burnout and curriculum gaps.

Moving Accreditation Forward With Accreditation Scholarship.

Accreditation in medical education serves to create and sustain a culture of excellence in medical education endeavors. Accreditors in undergraduate medical education, graduate medical education, and continuing professional development spaces on the medical education continuum need to enhance collaboration across international boundaries to develop and implement best practices in medical education accreditation. One opportunity that exists to achieve this is the emerging field of accreditation research, and more broadly, accreditation scholarship. In this commentary, the authors, both professional members of Canadian accreditation committee secretariats (the Committee on the Accreditation of Canadian Medical Schools and the Committee on the Accreditation of Continuing Medical Education) highlight accreditation scholarship as tool to support medical education accreditation improvement, growth, and innovation.

The conditional inclusion of Muslims in medicine: intersectional experiences of Muslim medical students at the University of Toronto’s Faculty of Medicine from 1887-1964

Background: Archival research has unearthed processes of exclusion impacting the experiences of Black, female, and Jewish communities at Canadian medical schools. However, the history of Muslim medical students is little known. Our research is the first known study to examine when Muslim medical students with varying identities were first admitted to the University of Toronto’s (UofT) Faculty of Medicine (FoM) and their experiences. Knowing this history can contribute to ongoing equity, diversity, and inclusion efforts in medical school admissions and curriculum development. Methods: This is an exploratory case study with no clear, single set of expected outcomes. We consulted the UofT’s Archive &amp; Record Management Services and looked for students who self-identified as Muslim in primary documents from the FoM between 1887-1964, including admissions applications, correspondences from the Dean’s Office, photographs, and yearbooks. We analysed the archival data for emerging themes. Results: We found six medical school applicants who self-identified as Muslim (n = 6) and were admitted between 1945 and 1961 and graduated between 1948 and 1966. We also found four (n = 4) postgraduates from one South Asian country who may have been Muslim, and who were granted fellowships from the Canadian government. Conclusions: Self-identified Muslim students were first admitted to the UofT’s FoM in 1945 and continued to be admitted infrequently until 1964. These early students’ experiences included financial hardships despite having privileged backgrounds; discrimination due to being foreign; and conditional inclusion while in medical school. We discuss the study’s continuing contemporary relevance, limitations, and directions for future research.

Gender representation in Canadian surgical leadership and medical faculties: a cross-sectional study

BackgroundOver the past two and half decades, Canadian medical school students have become majority female, and the medical workforce is therefore increasingly comprised of female physicians. Whether this change, however, has been reflected in the gender balance within medical school faculty positions and leadership has not been well studied in Canada.MethodsThis cross-sectional study examined the genders of full-time faculty members from the most recently available AFMC data, the current heads of departments of medicine and surgery from department websites and confirmed with respective universities.ResultsOverall, women held 40.5% of full-time faculty positions in Canadian faculties of medicine. Female representation decreased with increasing academic rank, from 57.8% of instructors to 50.8% of assistant, 39.2% of associate, and 28.1% of full professors, respectively, with the greatest rate of increase over the past decade among full professors (0.75% per year). The heads of departments of family medicine were majority female (67%), and heads internal medicine at parity (50% female), consistent with numbers of practicing physicians. However, the heads of surgical divisions were majority male (86% overall). Accounting for the gender balance of practicing surgeons, male compared to female surgeons were 2.9 times as likely to be division head (95% CI 1.78–4.85, p < 0.0001).ConclusionsWomen remain underrepresented in Canadian faculties of medicine in leadership positions. Leadership in departments of surgery has particularly low female representation, even relative to the proportion of practicing female surgeons within the respective discipline.

The tip of the iceberg: Generalism in undergraduate medical education, a systems thinking analysis.

There is a shortage of generalist physicians globally impacting health equity and access to care. An important way in which medical schools can demonstrate social accountability is by graduating learners interested in careers in generalism. While generalism is endorsed as a matter of principle in medical education, how this translates into curricula is less clear. The aim of this study was to identify how generalism is understood and supported by family physician educational leaders in undergraduate medical education (UME) in Canada. We conducted a qualitative study, interviewing 38 family medicine leaders in UME across all 17 Canadian medical schools. We examined the data with template analysis, informed by the iceberg model of systems thinking. Four themes were identified: (1) Teaching and learning strategies in support of generalism-a consistent range existed across UME curricula; (2) Curriculum patterns-changes in leadership and curriculum reform created positive or negative feedback loops that promoted or hindered initiatives to support generalism; (3) Curriculum structures-organ-system-based curricula and availability of generalist faculty presented particular challenges to teaching generalist approaches; (4) Mental models and ways of knowing-the preponderance of biomedical frameworks of thinking in curricula unconsciously undermined generalist approaches to patient care. UME programmes promoted generalism through a range of teaching activities and strategies, but these efforts were countered by curriculum structures and mental models that perpetuate epistemic inequity between biomedical approaches to medical education and generalist models of care. Novel curricular frameworks are needed to align undergraduate programmes' commitment to social accountability with community-based need.

Current state of undergraduate medical school training in transfusion medicine and its impact on postgraduate trainee knowledge.

Studies have described poor transfusion medicine (TM) knowledge in postgraduate trainees. The impact of undergraduate medical TM education on postgraduate knowledge is unclear. Canadian medical schools were surveyed on the number of hours dedicated to TM teaching and topics covered by curricula during 2016-2020. Postgraduate trainees attending Transfusion Camp in 2021 completed a pretest of 20 multiple-choice questions. The survey results and pretest scores were compared to evaluate the association between undergraduate medical TM education and pretest scores. The survey was completed by 16 of 17 Canadian medical schools. The number of hours (h) of TM teaching were <2 h (25%), 3-4 h (25%), and >4 h (50%). Twelve of 19 Transfusion Camp topics were covered in ≥50% of schools. Eleven medical schools provided ethics approvals/waivers to include trainee pretest scores in the analysis (N = 200). The median pretest scores by medical school ranged from 48% to 70%. No association was found between number of TM teaching hours and average pretest scores (p = .60). There was an association between higher postgraduate year level and individual pretest score (p < .0001). The analysis by topic demonstrated questions where trainees from different schools performed uniformly well or poorly; other topics showed considerable variation. Variation in quantity and content of undergraduate TM teaching exists across Canadian medical schools. In this limited assessment, the number of TM teaching hours was not associated with performance on the pretest. This study raises the opportunity to re-evaluate the delivery (content, timing, consistency) of TM education in undergraduate medical schools.

Exploring medical students’ experiences with indigenous patient care: a phenomenological study

ABSTRACT Background Indigenous Peoples in Canada bear a disproportionate burden of disease and experience poorer health outcomes as compared to non-Indigenous populations within Canada; these conditions are said to be mediated and exacerbated by pervasive and uninterrupted anti-Indigenous racism. Third and fourth-year medical students at a Canadian medical school were asked to reflect on their experiences working with Indigenous patients in clinical settings, and how their preclinical Indigenous health curriculum impacted these experiences. Method Phenomenology was used, guided by Goffman’s theory of social stigma. Eleven undergraduate medical students were recruited using purposeful sampling. Semi-structured phone interviews were conducted to gain an in-depth understanding of the participants’ experiences. Interviews were recorded and transcribed verbatim. Data were analyzed using the four main processes for phenomenological analysis. Results Four main themes emerged from students’ descriptions of clinical experiences involving Indigenous patients: 1) students describe how their Indigenous patients encounter the health care system and their own lack of cultural sensitivity in this context; 2) racism was evident in students’ clinical interactions with Indigenous patients, but students do not always perceive these biases nor the impact of this on patient care; 3) identifying the impact of racism on care is complicated by situational clinical encounters; and 4) practicality of preclinical Indigenous health education is desired by students to prepare them for working with Indigenous patients in the clinical setting. Conclusions In their clinical experiences, students witness racism against Indigenous peoples yet are unprepared to stand up against it. Findings highlight the importance of enhancing undergraduate medical training to allow students to better understand the unique experiences and perspectives of Indigenous patients. The results support the need for ongoing Indigenous health education, to foster culturally sensitive experiences while learning about Indigenous patients.

Sexual and gender minority content in undergraduate medical education in the United States and Canada: current state and changes since 2011.

To characterize current lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI +) health-related undergraduate medical education (UME) curricular content and associated changes since a 2011 study and to determine the frequency and extent of institutional instruction in 17 LGBTQI + health-related topics, strategies for increasing LGBTQI + health-related content, and faculty development opportunities. Deans of medical education (or equivalent) at 214 allopathic or osteopathic medical schools in Canada and the United States were invited to complete a 36-question, Web-based questionnaire between June 2021 and September 2022. The main outcome measured was reported hours of LGBTQI + health-related curricular content. Of 214 schools, 100 (46.7%) responded, of which 85 (85.0%) fully completed the questionnaire. Compared to 5 median hours dedicated to LGBTQI + health-related in a 2011 study, the 2022 median reported time was 11h (interquartile range [IQR], 6-16h, p < 0.0001). Two UME institutions (2.4%; 95% CI, 0.0%-5.8%) reported 0h during the pre-clerkship phase; 21 institutions (24.7%; CI, 15.5%-33.9%) reported 0h during the clerkship phase; and 1 institution (1.2%; CI, 0%-3.5%) reported 0h across the curriculum. Median US allopathic clerkship hours were significantly different from US osteopathic clerkship hours (4h [IQR, 1-6h] versus 0h [IQR, 0-0h]; p = 0.01). Suggested strategies to increase content included more curricular material focusing on LGBTQI + health and health disparities at 55 schools (64.7%; CI, 54.6%-74.9%), more faculty willing and able to teach LGBTQI + -related content at 49 schools (57.7%; CI, 47.1%-68.2%), and more evidence-based research on LGBTQI + health and health disparities at 24 schools (28.2%; CI, 18.7%-37.8%). Compared to a 2011 study, the median reported time dedicated to LGBTQI + health-related topics in 2022 increased across US and Canadian UME institutions, but the breadth, efficacy, or quality of instruction continued to vary substantially. Despite the increased hours, this still falls short of the number of hours based on recommended LGBTQI + health competencies from the Association of American Medical Colleges. While most deans of medical education reported their institutions' coverage of LGBTQI + health as 'fair,' 'good,' or 'very good,' there continues to be a call from UME leadership to increase curricular content. This requires dedicated training for faculty and students.

What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education

BackgroundMentoring medical students with varied backgrounds and individual needs can be challenging. Mentors’ satisfaction is likely to be important for the quality and sustainability of mentorships, especially in programs where the mentor has responsibility for facilitating a group of mentees. However, little is known about what influences mentors’ satisfaction. The aim of this study was to measure mentors’ self-reported satisfaction with the mentoring experience and to explore associations between satisfaction and its putative factors.MethodsAn online survey was sent out to all physician mentors in each of the three mentorship programs (UiT The Arctic University of Norway, the University of Bergen, and McGill University, graduation years 2013–2020, n = 461). Data were analyzed by descriptive statistics, dimension reduction, and linear regression.ResultsOn a scale from 1 to 5, mean mentor satisfaction score at two Norwegian and one Canadian medical school was 4.55 (95% CI 4.47, 4.64). In a multilevel multivariate regression analysis, two predictors were significantly associated with mentors’ satisfaction: (1) the perception that students found the group meetings valuable (β = 0.186, 95% CI 0.021, 0.351, p = 0.027) and (2) mentors’ perceived rewards (β = 0.330, 95% CI 0.224, 0.437, p < 0.001). Perceived rewards included experiencing gratifying relationships with students, and mentors’ perception of self-development.ConclusionsIn this study, mentors appeared to be highly satisfied with their mentoring functions. Our findings suggest that mentors’ overall satisfaction is closely linked to their experiences of fulfilling mentor-student relationships and personal and professional development. Interestingly, and perhaps contrary to commonly held assumptions, we found no association between mentor satisfaction and financial compensation. Furthermore, satisfaction was not associated with the provision of pre-assigned topics for discussions for mentor group meetings. We propose that the mentors’ experienced psycho-social rewards, and their competence in establishing well-functioning group dynamics, should be areas of focus for faculty development.

Cultivating physician empathy: a person-centered study based in self-determination theory

ABSTRACT While physician empathy is a vital ingredient in both physician wellness and quality of patient care, consensus on its origins, and how to cultivate it, is still lacking. The present study examines this issue in a new and innovative way, through the lens of self-determination theory. Using survey methodology, we collected data from N = 177 (44%) students at a Canadian medical school. We then used a person-centered approach (cluster analysis) to identify medical student profiles of self-determination (based on trait autonomy and perceived competence in learning) and how the learning environment impacted empathy for those in each profile. When the learning environment was more autonomy-supportive, students experienced higher satisfaction and lower frustration of their basic psychological needs in medical school, as well as greater empathy towards patients. The translation into increased empathy, however, was only evident among the students with higher self-determination at baseline. Results from this study suggest that autonomy-supportive learning environments will generally support medical students’ psychological needs for optimal motivation and well-being, but whether or not they lead to empathy towards patients will depend on individual differences in self-determination. Findings and their implications are discussed in terms of developing theory-driven approaches to cultivating empathy in medical education.

428 Artificial Intelligence Training Versus In-person Expert Training in Teaching Simulated Tumor Resection Skills - A Cross-Over Randomized Controlled Trial

INTRODUCTION: Neurosurgical simulations equipped with artificial intelligence systems provide an objective quantitative assessment of surgical technical skills and tailored intelligent feedback. These systems allow for repeated practice of complex skills such as subpial brain tumor resection. However, more work is needed to assess the utility of intelligent systems in teaching tumor resection skills, compared to traditional human instruction. METHODS: Twenty-five trainees who are currently enrolled in four Canadian medical schools participated in two training sessions, during which they completed a simulated subpial tumor resection five times. Participants were randomly assigned to two feedback groups: (1) real-time intelligent instruction, and (2) in-person human instruction. They were then assigned to the other feedback group in the second (cross-over) session. A composite-score was given by the intelligent system to assess technical skills during each task. RESULTS: Trainees who received real-time intelligent instruction significantly improved their composite-score in the first and second training sessions (p = .017, p = .005, respectively). Trainees who received in-person human instruction in the first training session had no statistically significant changes in their composite-score from the first to the last task repetition (p = .119). The composite-score decreased significantly in the second training session with in-person human instruction (p = .004). CONCLUSIONS: Real-time intelligent instruction provides an effective way of teaching simulated brain tumor resection skills. Artificial intelligence systems may be a useful addition to current surgical training curricula, providing objective, and tailored assessment and teaching of surgical technical skills in risk-free realistically simulated patient cases. Educators can benefit from these systems to guide their supervision, while trainees can use them for self-guided skill acquisition. Further research may assess the generalizability of these findings to other surgical procedures.

The association between applicant gender and racial or ethnic identity and success in the admissions process at a Canadian medical school: a prospective cohort study.

Canadian data suggests that Black candidates may be less successful than other groups when applying to medical school. We sought to comprehensively describe the racial and/or ethnic identity, gender identity, sexual orientation, and ability of applicants to a single Canadian medical school. We also examined for an association between success at each application stage and applicant gender and racial identity. Class of 2024 applicants to a single Canadian medical school were invited to complete a demographics survey. The odds of achieving each application stage (offered an interview, offered a position, and matriculating) were determined for each demographic group. There were 595 participants (32.4% response rate). The demographics of the applicant pool and matriculating class were similar. There was no difference in interview offers or matriculation between BIPOC and white candidates. Cisgender men were overrepresented in interviews compared to cisgender women (OR 0.64; 95%CI 0.43-0.95; p = 0.03) but not in matriculation. BIPOC cisgender women received more interview invitations compared to other groups (OR 2.74, 95%CI 1.20-6.25; p = 0.02). Differences in applicant success for differing demographic groups were most pronounced being offered an interview.

Medical students' perspectives on and understanding of anesthesiology: a Canadian cross-sectional survey.

In Canada, three out of 17 medical schools do not mandate an anesthesia rotation in their clerkship curriculum. Understanding the effects of a mandatory anesthesiology rotation is important in determining its value to the specialty and guiding decision-making for medical educators.We sought to determine whether a mandatory anesthesia rotation affected students' understanding of anesthesiology, as well as their perspectives on anesthesia. We conducted an anonymous cross-sectional survey of Canadian medical students graduating in 2021. Our survey consisted of 46 questions related to student's perspectives of anesthesiology, understanding of anesthesia, their interest in the specialty, and participant's demographics. This included 16 Likert-scale questions, 19 quiz-style questions, four free-text response questions, and seven demographics questions. The survey was hosted by SurveyMonkey® (SurveyMonkey Inc., San Mateo, CA, USA) and distributed to the participants by each individual institution. We collected a total of 331 responses across 13 different Canadian medical schools, representing a 17.3% response rate of students surveyed and 11.7% of all graduating medical Canadian students in 2021. A mandatory rotation in anesthesiology was associated with a more positive perspective (P = 0.01) but not understanding (P = 0.07) of the specialty. A mandatory rotation was not related to students' application to anesthesiology at a statistically significant level (P = 0.06). The results of this national survey study show the benefits of including a mandatory clerkship rotation in anesthesiology, namely on increasing positive perceptions of the specialty, while also revealing avenues for future research and insights on how to further optimize a mandatory anesthesiology rotation in clerkship.