Taylor S Erickson, Robert Frederick, Steven D Pletcher, Aileen Dowden, Dana Dunleavy, Eric J Dobratz
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引用次数: 0
Abstract
Background Since the shift to virtual residency interviews, applicants and programs have reported difficulty distinguishing themselves in a virtual format, reduced exposure to medical campuses, and limited opportunity to establish personal connections. The 2023-2024 application cycle was the first time virtual and in-person interview formats were available in otolaryngology-head and neck surgery (OHNS). Programs offered one or both formats, and in some cases, applicants were given the choice between the 2. Objective To assess the perceptions of OHNS applicants regarding virtual versus in-person interviews during the 2023-2024 application cycle. Methods A 20-question survey was distributed via email through the Association of American Medical Colleges (AAMC) to OHNS applicants after Match Day during the 2023-2024 application cycle. The survey consisted of multiple-choice, Likert-scale, and open-ended questions to explore applicant preferences surrounding interview format. Data were analyzed using descriptive statistics and statistical significance tests (Pearson's chi-square and Fisher's exact tests) to compare responses across different demographic groups. Results The survey achieved a 42% response rate (216 of 511). Of 199 respondents, 144 (72%) preferred in-person interviews. Subgroup comparisons showed no significant differences between gender. While applicants who identify as underrepresented in medicine (URiM) reported a strong preference for in-person interviews 24 of 35 (69%), their rate of preferring virtual interviews was higher than that of applicants who did not identify as URiM (χ2=15.5, df=2, P=.001). Of 199 respondents, 152 (76%) preferred allowing individual programs to choose their interview format. Conclusions Overall, OHNS applicants show greater satisfaction with, and preference for, in-person interviews.
期刊介绍:
- Be the leading peer-reviewed journal in graduate medical education; - Promote scholarship and enhance the quality of research in the field; - Disseminate evidence-based approaches for teaching, assessment, and improving the learning environment; and - Generate new knowledge that enhances graduates'' ability to provide high-quality, cost-effective care.