http://www.ncbi.nlm.nih.gov/pubmed/23018335

Acad Med. 2012 Sep 26. [Epub ahead of print]

Calling for a Broader Conceptualization of Diversity: Surface and Deep Diversity in Four Canadian Medical Schools.

Young ME, Razack S, Hanson MD, Slade S, Varpio L, Dore KL, McKnight D.

Source

Dr. Young is assistant professor, Department of Medicine, and education research scientist, Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. Dr. Razack is associate professor and vice chair of education, Department of Pediatrics, member, Centre for Medical Education, and assistant dean, Admissions, Equity, and Diversity, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. Dr. Hanson is associate professor, Department of Psychiatry, and associate dean, Admissions and Student Finances, Undergraduate Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Mr. Slade is vice president, Research and Analysis, Canadian Post-M.D. Education Registry and Office of Research and Information Services, Association of Faculties of Medicine of Canada, Ottawa, Ontario, Canada. Dr. Varpio is assistant professor, Academy for Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada. Dr. Dore is assistant professor, Department of Medicine, and faculty member, Program for Educational Research and Development, McMaster University, Hamilton, Ontario, Canada. Dr. McKnight is professor and vice chair for education, Department of Anesthesia, and associate dean for equity and professionalism, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.

Abstract

PURPOSE:

Policy groups recommend monitoring and supporting more diversity among medical students and the medical workforce. In Canada, few data are available regarding the diversity of medical students, which poses challenges for policy development and evaluation. The authors examine diversity through a framework of surface (visible) and deep (less visible) dimensions and present data regarding a sample of Canadian medical students.

METHOD:

Between 2009 and 2011, nine cohorts from four Canadian medical schools completed the Health Professions Student Diversity Survey (HPSDS) either on paper or online. Items asked each participant's age, gender, gender identity, sexual identity, marital status, ethnicity, rural status, parental income, and disability. Data were analyzed descriptively and compared, when available, with national data.

RESULTS:

Of 1,892 students invited, 1,552 (82.0%) completed the HPSDS. Students tended to be 21 to 25 years old (68.3%; 1,048/1,534), female (59.0%; 902/1,529), heterosexual (94.6%; 1,422/1,503), single (90.1%; 1,369/1,520), and unlikely to report any disability (96.5%; 1,463/1,516). The majority of students identified with the gender on their birth certificate (99.8%; 1,512/1,515). About half had spent the majority of their lives in urban environments (46.7%; 711/1,521), and most reported parental household incomes of over $100,000/year (57.6%; 791/1,373). Overall, they were overrepresentative of higher-income groups and underrepresentative of populations of Aboriginal, black, or Filipino ethnicities in Canada.

CONCLUSIONS:

The authors propose the development of a National Student Diversity Database to support both locally relevant policies regarding pipeline programs and an examination of current application and selection procedures to identify potential barriers for underrepresented students.