Equity, Diversity, and Inclusion in admissions: a critical qualitative inquiry on faculty leaders’ perspectives on barriers and facilitators at a Canadian health sciences institution

Jiale Xie; Helen GE Smith; Nicole Hajjar; Rylan Egan

doi:10.36834/cmej.79928

Authors

Jiale Xie Queen's University https://orcid.org/0009-0001-6456-2737
Helen GE Smith Queen's University
Nicole Hajjar Queen's University
Rylan Egan Queen's University

DOI:

https://doi.org/10.36834/cmej.79928

Abstract

Background: There is an ongoing need for Equity, Diversity, and Inclusion (EDI)-focused admission reform in Canadian health sciences programs. Extensive literature on critical race Theory (CRT) and Postcolonial Theory (PCT) have provided frameworks to understand and challenge existing inequities. However, there is a lack of research regarding specific challenges and dynamics involved in the application of CRT and PCT to admissions in health professions education.

Methods: This study investigates systemic factors influencing EDI-focused admission reform through the perceptions of Canadian health sciences faculty leaders. Using a critical constructivist lens informed by CRT and PCT, we conducted semi-structured interviews with six leaders and applied critical thematic analysis, which uses theories of racism, coloniality, and power, to interpretate participants’ views and institutional discourses.

Results: Participants acknowledged bias in traditional admission metrics (e.g., GPA, MCAT) but continued to prefer them over equity-based alternatives, perceiving the former as better indicators of curricular and professional success. Admission reform was perceived to be a resource-intensive add-on that was difficult to prioritize. Broader societal and institutional forces, such as accreditation, peer institutions, and leadership discourses shaped support for equity initiatives.

Conclusion: We conclude that the concurrent reliance on traditional measures of merit in admissions, curriculum, and practice reinforces the cultural currency of those colonial measures. Admission reform efforts should be accompanied by parallel initiatives across other academic domains and appropriate funding and regulatory support to break the self-fulfilling cycle of bias and inequity.

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Author Biography

Rylan Egan, Queen's University

Rylan Egan has a background in Educational Psychology, and experience developing innovative approaches to quality improvement research in the health sciences. Graduating from Queen’s University with a Masters of Curriculum Science, and a Doctorate from Simon Fraser University he has expertise in qualitative, quantitative, and mixed methods research. Rylan’s work and interest in healthcare quality began with the co-development of a Provincial Quality Improvement curriculum, since this time he has worked locally, nationally, and internationally on healthcare quality initiatives. He has co-taught research methods with our Queen’s Masters of Science in Healthcare Quality Program since 2013. He commenced his position as a tenure track Assistant Professor with Health Quality Programs at Queen’s University on July 1, 2018, and his position as Associate Professor in 2022. Rylan has been appointed as Associate Director for the Health Quality and Nursing Graduate Programs as of July 1, 2024.

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