An Axiological Analysis of One Medical School's Admissions Process: Exploring Individual Values and Value Systems. (August 2019)

• Record Type: Journal Article
• Authors: Ellaway, Rachel H.; Malhi, Rebecca L.; Woloschuk, Wayne; de Groot, Janet M.; Doig, Christopher J.; Myhre, Douglas
• Is Part Of: Academic medicine. Volume 94:Number 8(2019)
• Publication Date: 2019-08
• Subjects: Medical education -- Periodicals; Medical policy -- Periodicals; Medical personnel -- Periodicals; Periodicals; 610.711
• DOI: 10.1097/ACM.0000000000002698
• Languages: English
• ISSNs: 1040-2446

Abstract

Abstract : Purpose: Values and value systems are fundamental to medical school admissions processes. An axiological analysis was carried out to explore the individual values and value systems found within the University of Calgary's Cumming School of Medicine's undergraduate admissions process. Method: A mixed-methods case study methodology was developed with a focus on applicant characteristics viewed as desirable, the relative value ascribed to applicant characteristics, the values that participants in admissions processes brought to bear, the values that were reflected in the artifacts and procedures used in support of admissions processes, and the values that were expressed at a system, program, or institutional level. The study employed a descriptive audit of admissions processes, a stakeholder survey, stakeholder interviews, and a discourse analysis of admissions materials (all carried out between June and September 2017). Results: The study found that, despite a general sense of satisfaction with the rigor of the admissions process, there was less satisfaction with the final selection it produced. Participants wanted to see more attention paid to responsibilities to patients and society than to gender and ethnic balance. Conclusions: Those involved with medical school admissions need to be mindful of their value systems and use them to align intent with process and outcomes in selecting tomorrow's physicians. Axiological analysis of medical education processes can play a central role in reviewing and refocusing efforts on meeting an institution's social mission and medical education's social contract. Abstract : Supplemental Digital Content is available in the text.