| Literature DB >> 35971126 |
Ann Do Tran1, Christine A Heisler2, Sylvia Botros-Brey3, Hanzhang Wang3, Bertille Gaigbe-Togbe4, Ava Leegant5, Anne Hardart4.
Abstract
BACKGROUND: Nationwide restrictions and recommendations from the Association of American Medical Colleges mandated program directors to conduct all graduate medical education interviews virtually in the Spring of 2020 in response to the COVID-19 pandemic. This study was conducted to assess the impact of virtual interviews on a candidates' ability to effectively create a rank list.Entities:
Keywords: Equity; Obstetrics and Gynecology; Subspecialty training; Virtual interviews; Wellbeing
Mesh:
Year: 2022 PMID: 35971126 PMCID: PMC9376907 DOI: 10.1186/s12909-022-03679-y
Source DB: PubMed Journal: BMC Med Educ ISSN: 1472-6920 Impact factor: 3.263
Demographic data based on Fellowship Sub-Specialty, N (%)
| Female | 16 (94.1) | 31 (77.5) | 15 (83.3) | 37 (78.7) | 23 (85.2) | 122(81.9%) | |
| Male | 1 (5.9) | 8 (20.0) | 2 (11.1) | 10 (21.3) | 4 (14.8) | 25(16.8%) | |
| Non-binary | 0 | 0 | 0 | 0 | 0 | 0 | |
| Prefer Not To Answer | 0 (0) | 1 (2.5) | 1 (5.6) | 0 (0) | 0 | 2(1.3%) | |
| Asian | 3 (23.1) | 8 (21.1) | 4 (22.2) | 10(20.9) | 9 (36.0) | 33/149 (22.1) | |
| Black | 1 (7.7) | 1 (2.6) | 0 (0) | 3 (7.0) | 3 (12.0) | 8 (5.4) | |
| White | 9 (69.2) | 24 (63.2) | 11 (61.1) | 29 (67.4) | 12 (48.0) | 87 (58.3) | |
| Native American | 0 | 0 | 0 | 1 | 0 | 1 (0.6) | |
| other | 0 | 1 | 0 | 1 | 0 | 2(1.3) | |
| Prefer Not To Answer | 0 (0) | 4 (10.5) | 1 (5.6) | 0 (0) | 0 (0) | 5(3.3) | |
| Hispanic | 4 (22.2) | 2 (4.8) | 0 (0) | 8 (15.7) | 4 (13.8) | 18 | |
| *Respondents could choose more than one answer | |||||||
| < 30 | 5 (29.4) | 15 (37.5) | 6 (33.3) | 19 (40.4) | 7 (25.9) | 52/149(34.9) | |
| 30–34 | 11 (64.7) | 23 (57.5) | 11 (61.1) | 24 (51.1) | 17 (63) | 86/149(57.7) | |
| 35–39 | 1 (5.9) | 1 (2.5) | 0 (0) | 4 (8.5) | 3 (11.1) | 9/149 (6.0) | |
| > 40 | 0 | 0 | 0 | 0 | 0 | 0 | |
| Prefer Not To Answer | 0 (0) | 1 (3) | 1 (6) | 0 (0) | 0 (0) | 2/149 (1.3) | |
| Midwest | 6/17 (35.3) | N/A* | 6/17 (35.3) | 10/46(21.7) | 6/26 (23.1) | 28 (26.1) | |
| Northeast | 4 (23.5) | N/A | 6 (35.3) | 20 (43.5) | 8 (30.8) | 38 (35.5) | |
| South | 3 (17.6) | N/A | 4 (23.5) | 13 (28.3) | 7 (26.9) | 27 (25.2) | |
| West | 4 (23.5) | N/A | 0 (0) | 3 (6.5) | 3 (11.5) | 10 (9.3) | |
| Prefer Not To Answer | 0 (0) | N/A | 1 (5.9) | 0 (0) | 2 (7.7) | 3 (2.8) | |
*Question was not asked in surveys for FPMRS candidates
Advantages and disadvantages for virtual interview experience
| Advantages ( | Disadvantages ( | ||
|---|---|---|---|
| Reduced Cost | 146 (98.6) | Inability to Visit/Tour the Institutions | 118 (79.2) |
| Convenience | 134 (90.5) | Inability to Interact with Co-Applicants | 117 (78.5) |
| Time Saving | 135 (91.2) | Inability to Interact Face-to-Face | 108 (72.4) |
| Less Time Away from Clinical Duties | 135 (91.2) | Inability to Visit Specific Geographic Locations | 102 (68.5) |
| Flexibility of Scheduling Interviews | 117 (79.1) | Inadequate Opportunity to Present Myself | 56 (37.6) |
| Ability to Interview at More Programs | 108 (73.0) | Technical Difficulties with Meeting Platforms | 46 (30.9) |
| Other | 1 (0.7) | Other | 4 (2.7) |
| Prefer Not to Answer | 0 (0) | Prefer Not to Answer | 0 (0) |
| No Advantages | 1 (0.7) | No Disadvantages | 2 (1.3) |
Applicant-based recommendations for optimizing virtual interviews
| Maximize the experience and minimize stress | · Provide ample opportunity to meet with current trainees and staff · Reassure faculty and applicants that interviews can be conducted by phone, in the event of loss of connection · Provide a separate “room” for socializing and asking questions · Solicit feedback after the interviews |
| Improve applicants’ ability to present themselves | · Provide applicants with AAMC applicant preparation guide for virtual interviews |
| Improve face-to-face interactions | · Allow breaks between interviews · Minimize distractions by silencing phones, etc |
| Improve ability to interact with other applicants | · Plan pre-interview social activities that end at a fixed time · Allow time for applicants to congregate without faculty · Encourage social media connections after interviews |
| Improve applicants’ ability to get a sense of location and facilities | · Showcase facilities with virtual tours · Supply information ahead of time about: program, institution, location or city, cost of living, types of recreation and entertainment · Encourage discussion with current trainees specifically about locale, community and lifestyle |
| Minimize bias, improve equity | · If offering virtual interviews, do it uniformly to maintain equity · Reinforce implicit bias training for all interviewers · Encourage virtual backgrounds to minimize bias · Pay attention to time zone differences for applicants · Consider standardized questions and scoring rubric |
| Minimize technical difficulties | · Appoint a tech-savvy moderator · Test platform with interviewers prior to interview day · Offer to test technology with applicants prior to interviews · Consider a platform like Zoom, which was favored by applicants · Provide contact numbers to call in case of technical difficulties · Ensure interviewers are aware of potential technological difficulties/inequities and do not penalize applicants for them |