Medical students' perception of their ‘distance travelled’ in medical school applications

Abstract

AbstractIntroductionWithin medical school's holistic review of applicants includes a review of their distance travelled to get to this point in their education. The AAMC defines distance travelled (DT) as, ‘any obstacles or hardships you've overcome to get to this point in your education or any life challenges you've faced and conquered’. What medical students consider as their distance travelled has not been explored. The authors sought to identify the factors medical students perceive are important for medical school admissions to consider when assessing someone's ‘distance travelled’ by asking current medical students to share their DT experiences along with the barriers and facilitators they encountered on their medical school journey.MethodsThe authors conducted semi‐structured interviews with US medical students through purposeful sampling methods. The social‐ecological model framework was used to develop questions to elicit participants' experiences that contributed to their distance travelled. Interviews were conducted in 2021 and ranged from 60–75 minutes. Transcribed interviews were qualitatively analysed using interpretive description.ResultsA total of 31 medical students from seven medical schools were included in the study. Overall, participants defined distance travelled as an applicant's hardships (e.g. being the primary caregiver for a family member) and privileges (e.g. having physician parents) they experienced. Three major themes were identified: (1) individual‐level characteristics and factors, (2) interpersonal relationships and (3) aspects of the participants' community and society.DiscussionOur findings show that medical school applicants considered DT to be a valuable component of a holistic medical school admission process. Participants' experiences of DT were varied and complex. Our research suggests that admissions teams for medical schools should incorporate more comprehensive recruitment practices and inclusive methodological frameworks to accurately capture the diversity of identities and experiences of medical school applicants and to consider the factors that shape their journey to medical schools.