Virtual interviewing in the COVID‐19 era: A survey of graduate program directors

The Impact of Virtual Interviews on Satisfaction and Diversity in the Orthopedic Surgery Residency Match

INTRODUCTION

The recent pandemic necessitated virtual interviews for residency applications. While the travel restrictions have eased, the future of virtual interviews remains uncertain, and more information is needed regarding their impact. The purpose of this study was to assess the impact of virtual interviews on both matched applicants' and program directors' satisfaction with match outcomes. Secondarily, we assessed the impact of virtual interviews on resident diversity.

METHODS

This study received endorsement from COERG (Collaborative Orthopedic Education and Research Group). It consisted of surveys distributed to 24 orthopedic surgery residency program directors and residents in their programs, administered at the midpoint of their second year of residency. The surveys were conducted in 2 rounds: the first round targeted the class of 2025, who completed all interviews in person and served as the control group. The second round, conducted the following year, targeted the class of 2026, who underwent all interviews virtually. Each round involved 2 similar surveys to the ones conducted the year before, 1 for program directors and one for residents. Demographics, including resident race and socioeconomic measures, were also collected along with these surveys. Satisfaction was rated on a scale of 1 to 5, and mean satisfaction scores were calculated. Mann-Whitney U-test was performed for statistical analysis.

RESULTS

We received a total of 96 responses from residents, 60 in-person and 36 virtual interviewees. Of the 24 residency program directors who received surveys, 23 responded to the first-round survey (95.8%), while 18 responded to the second-round survey (75%), resulting in an overall response rate of 85.4%. Residents who interviewed virtually reported lower overall satisfaction with their residency program (p < 0.01), less satisfaction with a good fit between the applicant and the program (p < 0.01), faculty feedback (p < 0.05), research opportunities (p < 0.05), and the educational curriculum at their program (p < 0.01). Program directors were less satisfied with the timeliness of residents from the virtual cohort (p < 0.05) and the knowledge of the virtual cohort (p < 0.05). We found no significant difference in resident diversity between the 2 cohorts of matched residents.

CONCLUSION

Virtual interviews were associated with a reduction in both resident and program director satisfaction with match outcomes. Further, virtual interviews did not significantly increase residency diversity. These findings do not support the use of virtual interviews in the orthopedic surgery match process.

Perspectives on virtual interviews and emerging technologies integration in family medicine residency programs: a cross-sectional survey study

BACKGROUND

During the coronavirus disease of 2019 (COVID-19) pandemic, in-person interviews for the recruitment of family medicine residents shifted to online (virtual) interviews. The purpose of this study was twofold: (1) to gather the ideas about virtual interviews of family medicine applicants (interviewees), and faculty and staff who interviewed these applicants (interviewers), and (2) to describe interviewers' and interviewees' opinions of use of emerging technologies such as artificial intelligence (AI) and virtual reality (VR) in the recruitment process as well as during clinical practice.

METHODS

This was a cross-sectional survey study. Participants were both interviewers and candidates who applied to the McGill University Family Medicine Residency Program for the 2020-2021 and 2021-2022 cycles.

RESULTS

The study population was constituted by N = 132 applicants and N = 60 interviewers. The response rate was 91.7% (55/60) for interviewers and 43.2% (57/132) for interviewees. Both interviewers (43.7%) and interviewees (68.5%) were satisfied with connecting through virtual interviews. Interviewers (43.75%) and interviewees (55.5%) would prefer for both options to be available. Both interviewers (50%) and interviewees (72%) were interested in emerging technologies. Almost all interviewees (95.8%) were interested in learning about AI and VR and its application in clinical practice with the majority (60.8%) agreeing that it should be taught within medical training.

CONCLUSION

Although experience of virtual interviewing during the COVID-19 pandemic has been positive for both interviewees and interviewers, the findings of this study suggest that it will be unlikely that virtual interviews completely replace in-person interviews for selecting candidates for family medicine residency programs in the long term as participants value aspects of in-person interviews and would want a choice in format. Since incoming family medicine physicians seem to be eager to learn and utilize emerging technologies such as AI and VR, educators and institutions should consider family physicians' needs due to the changing technological landscape in family medicine education.

Transformations in postgraduate medical education following the COVID-19 pandemic: lessons learned from advances and challenges

The COVID-19 pandemic has profoundly reshaped postgraduate medical education, driving immediate and significant adaptations in teaching methodologies and educational frameworks. This review examines the multifaceted transformations within medical education environments, particularly in response to the pandemic. Through a structured narrative review of recent literature, we identify key lessons learned and the subsequent shifts in educational practices. Our analysis underscores the critical importance of flexibility in educational delivery, the integration of technology, and the emphasis on mental health and resilience among medical trainees. We also explore the challenges and successes associated with maintaining equality and diversity in a rapidly evolving educational landscape. The findings highlight the necessity for continuous professional development and robust support systems to navigate future challenges effectively. Recommendations are provided for educational institutions to enhance adaptability, foster inclusive learning environments, and prepare for unforeseen global health emergencies. This study aims to contribute to the ongoing discourse on optimizing postgraduate medical education to better prepare health professionals for a dynamic and uncertain future.

Reimagining the Rheumatology Fellowship Interview: Using Participatory Design-Thinking Process to Create a More Applicant-Centered Experience

OBJECTIVE

Design thinking is a creative problem-solving process used to better understand users' needs and experiences so that a product or service can be improved. Its emphasis on empathy, iterative prototyping, and participatory collaboration make it an ideal methodology for innovation in medical education. We apply this framework to the virtual rheumatology fellowship interview process so that interviews can become more applicant centered.

METHODS

This educational quality improvement project uses a design-thinking framework to identify opportunities and challenges for rheumatology fellowship applicants. The investigators use the 5-step process (Empathize, Define, Ideate, Prototype, Test) and incorporate rapid qualitative analysis of semistructured interviews to innovate the interview experience. The iterative and collaborative nature of this process has empowered participants to codesign an applicant-centered interview experience.

RESULTS

Interviews with fellowship applicants (n = 9), fellow physicians (n = 4), and faculty members (n = 3) identified three major dynamics of the interview process: (1) Is it a safe environment to ask questions? (2) How do I exchange information effectively? and (3) How do I fit all these data into the bigger picture? Creative brainstorming techniques at a series of three workshops yielded four prototypes emphasizing customization, hybridization, facilitation, and preparation. A finalized applicant-centered interview template was devised in preparation for the 2023-2024 application season.

CONCLUSION

Design thinking has yielded insights into three important dynamics that drive applicant experiences. These insights allow for a redesign of processes so that virtual interviews can be more applicant centered. This framework allows for further iterations and modifications as the needs of applicants and programs evolve over time.

Strategies for recruiting underrepresented in medicine and sexual and gender minority students to emergency medicine

Background

Despite having well-described benefits, diversifying the physician workforce has been an ongoing challenge. Within emergency medicine (EM), multiple professional organizations have identified expanding diversity and inclusion as top priorities. The following is a description of an interactive session held at the SAEM annual meeting addressing recruitment strategies for underrepresented in medicine (URiM) and sexual and gender minority (SGM) students into EM.

Methods

During the session, the authors provided an overview of the current state of diversity in EM. In the small-group portion of the session, a facilitator helped characterize the challenges programs face in recruiting URiM and SGM students. These challenges were described during three distinct phases of the recruitment process: (1) preinterview, (2) interview day, and (3) postinterview.

Results

Our facilitated small-group session allowed for discussing the challenges faced by various programs in recruiting a diverse group of trainees. Common challenges in the preinterview and interview day included messaging and visibility as well as funding and support. Postinterview challenges included communication and the ranking process. Through this exercise, we were able to collaboratively share ideas on tangible solutions that programs may use to overcome their specific challenges.

Conclusions

Given the importance of intentionality in diversifying the physician workforce, the authors describe successful strategies implemented within one residency program and those shared by session participants to overcome recruitment challenges.

Factors that influenced students to matriculate at a northeastern dental school: A comparative study

PURPOSE/OBJECTIVES

There is a robust body of research on which factors dental schools consider when selecting students for acceptance, but there is considerably less research regarding what factors dental applicants consider when selecting a particular program. The aim of this investigation was to better understand which factors most influenced students to matriculate at a particular dental school and how the value of these factors has changed over time.

METHODS

To answer this research question, an online survey was utilized to determine why students chose to attend Columbia University College of Dental Medicine (CUCDM). This survey was administered to students in the Class of 2023 and was compared to the responses of an identical survey that was administered to the Class of 2013. The response rate for the classes of 2013 and 2023 were 70.0% and 42.2%, respectively. Results from the Classes of 2013 and 2023 were analyzed using independent sample T-tests.

RESULTS

The Class of 2013 ranked academic reputation, location, and admissions into specialty programs as the three most important factors in their selection of a dental school. The Class of 2023 ranked tuition cost, perceived patient pool, and financial aid as their three most important factors.

CONCLUSION(S)

For dental schools to continue to successfully attract and enroll students, they must understand what motivates a student to matriculate in a specific dental program. One way to accomplish this is through the use of a survey.