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The Virtual Interview and Physician Assistant/Associate Program Diversity.

Lynn Timko-Swaim1,2,3,4,5,6, Carina Loscalzo1,2,3,4,5,6, Gina Pontrelli1,2,3,4,5,6

  • 1Lynn Timko-Swaim, MS, DFAAPA, PA-C, is a vice chair and clinical associate professor, Department of Physician Assistant Education, School of Health Professions, Stony Brook University, Stony Brook, New York.

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Summary
This summary is machine-generated.

Virtual interviews increased diversity in physician assistant programs, with more underrepresented in medicine (URiM) and minority applicants interviewed, accepted, and enrolled. This shift enhanced diversity in health professions education.

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Area of Science:

  • Health Professions Education
  • Medical Workforce Diversity
  • Admissions Processes

Background:

  • A diverse healthcare workforce is crucial for improving health equity, patient experiences, and outcomes.
  • Recruitment of diverse applicants is the first step toward achieving a diversified health care workforce.
  • This study examines the impact of interview format on applicant diversity in physician assistant/associate programs.

Purpose of the Study:

  • To compare the diversity characteristics of applicants interviewed virtually versus in-person for physician assistant/associate education programs.
  • To analyze how interview modality influences applicant success across different admission stages.

Main Methods:

  • Analysis of admissions data from three New York-based physician assistant programs.
  • Comparison of interview cycles before (2017-2019, in-person) and after (2020-2022, virtual) the format change.
  • Descriptive and inferential statistical analysis of demographic data (race, ethnicity) at various admission stages (verified, interviewed, accepted, matriculated).

Main Results:

  • The virtual interview period saw a significant increase in underrepresented in medicine (URiM), non-White, Black, Asian, and Hispanic applicants, with a corresponding decrease in White applicants.
  • Significant increases were observed in the numbers of URiM, non-White, and Asian applicants interviewed, and in the acceptance rates for non-White and Asian applicants.
  • A notable upward trend in the enrollment of URiM, non-White, Asian, and Hispanic students was observed during the virtual interview period.

Conclusions:

  • The shift to virtual interviews was associated with increased diversity among interviewed, accepted, and matriculated students in physician assistant programs.
  • Further research is necessary to fully understand the relationship between interview format, applicant pool diversity, and outcomes at different stages of the admissions process.