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Reimagining residency selection: a lottery among the qualified
Holly A Caretta-Weyer1, Benjamin Kinnear2, Maya M Hammoud3,4
1Admissions and Assessment, Stanford University School of Medicine, Palo Alto, CA, United States.
The current residency selection process hinders competency-based medical education. A modified lottery system for interviews, prioritizing competency over comparative achievements, could improve fairness and preparedness for residency training.
Area of Science:
- Medical Education
- Graduate Medical Education
- Competency-Based Education
Background:
- Residency selection in North America impedes competency-based medical education.
- Current selection relies on norm-referenced achievements (test scores, publications) rather than criterion-referenced competencies for patient care readiness.
- This system incentivizes an achievement mindset, diverting focus from essential skills for residency preparedness.
Purpose of the Study:
- To advocate for a shift in the residency selection process.
- To facilitate a growth-oriented, competency-based undergraduate medical experience.
- To ensure all applicants are prepared for residency training.
Main Methods:
- Critique of current residency selection measures for being non-predictive, biased, and achievement-focused.
- Proposal of a modified lottery system for interview positions among competency-qualified applicants.
- Discussion of the lottery's mechanics, including student choice, equality, and special circumstances.
Main Results:
- Current selection metrics are poor predictors of residency success and patient care readiness.
- A modified lottery could offer a more equitable and competency-focused alternative to the current system.
- The proposed lottery aims to align students with suitable programs based on competency and preference.
Conclusions:
- The residency selection process requires fundamental change to support competency-based medical education.
- A modified lottery system presents a viable alternative to enhance fairness and preparedness.
- This approach could better align medical education with the demands of safe, high-quality patient care.
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