Facilitating admissions of diverse students: A six-point, evidence-informed framework for pipeline and program development

Aliki Thomas
David J. McKnight
Katharine L. Dayem
Lara Varpio
Mark D. Hanson
Meredith E. Young
Saleem I. Razack
Steve Slade
Soort article
Original Research
Knowledge translation,
Medical education,
Verscheen in

Introduction Several national level calls have encouraged reconsideration of diversity issues in medical education. Particular interest has been placed on admissions, as decisions made here shape the nature of the future physician workforce. Critical analysis of current practices paired with evidence-informed policies may counter some of the barriers impeding access for underrepresented groups.

Methods We present a framework for diversity-related program development and evaluation grounded within a knowledge translation framework, and supported by the initiation of longitudinal collection of diversity-related data. We provide an illustrative case study for each component of the framework. Descriptive analyses are presented of pre/post intervention diversity metrics if applicable and available.

Results The framework’s focal points are: 1) data-driven identification of underrepresented groups, 2) pipeline development and targeted recruitment, 3) ensuring an inclusive process, 4) ensuring inclusive assessment, 5) ensuring inclusive selection, and 6) iterative use of diversity-related dataCase studies ranged from wording changes on admissions websites to the establishment of educational and administrative offices addressing needs of underrepresented populations.

Conclusions We propose that diversity-related data must be collected on a variety of markers, developed in partnership with stakeholders who are most likely to facilitate implementation of best practices and new policies.


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