Table 2Recommendations to Promote Equity and Inclusion for Specific Populations During the Interview Process
Recommendations Specific to URiM Applicants•Ensure a diverse group of residents and faculty who can participate in general interview day activities. This requires protecting time in their schedules to participate in these recruitment activities.•Hold applicant sessions with upper-level URiM residents and faculty to create a sense of connection and ability to ask questions in a “low-stakes” situation. This can also help applicants envision themselves thriving in the program.68•For programs without strong diversity within the residency or faculty, be transparent in discussing a thoughtful plan on how to create positive change toward diversity in their department.68Recommendations Specific to SGM Applicants•Know the appropriate contact, such as the human resources office or central GME office, for positive SGM benefits and policies, such as adoption benefits, healthcare benefits, and family planning.•Utilize an OUTlist to allow applicants to see “out” faculty (e.g., Specific to Applicants with Low-Income•Waive application fees (e.g., for secondary applications) for applicants who have undue financial burdens.Recommendations Specific to Applicants with Disabilities•In a standardized manner (e.g., in the body of the interview invitation), provide contact information for the appropriate office/designee that could discuss the accommodations confidentially. This office/individual should be informed of legal requirements and clinical accommodations.•Include individuals with disabilities in diversity definitions or mission statements on website. For example, “As part of our commitment to diversity, [name of program] seeks to attract and educate trainees who will make the population of health care professionals representative of the national population. We are, therefore, committed to the full and meaningful inclusion of qualified trainees with disabilities.”35Recommendations specific to IMG Applicants•Establish a point person in the program leadership to have a deeper understanding of the educational systems of international medical schools and the medical education received, including evaluations and testing in these systems and how they compare to U.S. medical schools. This individual should receive protected time and resources for this role.•Program directors and staff should seek professional development to stay current on visas and requirements of the immigration process.•Institutions with Immigration Offices can serve as resources for IMG applicants, and this information can be included in a standardized manner (e.g., in the body of the interview invitation).•Provide examples of particularly successful IMG faculty or program graduates to interviewers and individuals involved in the recruitment process.•Have readily available the medical school institution of interviewing faculty so that IMG applicants can identify other IMG faculty, similar to an OUTlist for SGM applicants.•Collaborate with IMG groups, e.g., American Medical Association-IMG and American Colleges of Physicians-IMG, to keep updated on the unique circumstances of applicants from different countries.•For virtual interviews, the time zone discrepancies can be a barrier, particularly for IMG applicants; provide flexibility in interview times to accommodate different time zones.•Waive application fees (e.g., for secondary applications) for applicants who have undue financial burdens.