{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,2]],"date-time":"2026-06-02T05:21:15Z","timestamp":1780377675433,"version":"3.54.1"},"reference-count":14,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2014,12,29]],"date-time":"2014-12-29T00:00:00Z","timestamp":1419811200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Medical Education"],"published-print":{"date-parts":[[2015,1]]},"abstract":"<jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>\n                      This study aimed to evaluate a selection and programmatic intervention designated \u2018Conditional Admissions\u2019 (\n                      <jats:styled-content style=\"fixed-case\">CA<\/jats:styled-content>\n                      ), which is intended to expand access to medical education for individuals from under\u2010represented ethnic, racial and rural groups. Further aims were to establish principles of practice designed to increase access for under\u2010represented groups based on an empirical comparison of programmatic changes made to\n                      <jats:styled-content style=\"fixed-case\">CA<\/jats:styled-content>\n                      in 2005, and to quantify the costs associated with its implementation.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Data for all students admitted between 1999 and 2009 (\n                      <jats:italic>n<\/jats:italic>\n                      \u00a0=\u00a03227) were compiled; these included demographic data, undergraduate college performance grades, medical school performance indicators, and information on honours, residency placement and\n                      <jats:sc>md<\/jats:sc>\n                      degree completion. To examine the outcomes of the\n                      <jats:styled-content style=\"fixed-case\">CA<\/jats:styled-content>\n                      intervention, students were divided into two cohorts of those admitted through the\n                      <jats:styled-content style=\"fixed-case\">CA<\/jats:styled-content>\n                      initiative during 1999\u20132004 and 2005\u20132009, respectively, and analysed for differences. Costs associated with\n                      <jats:styled-content style=\"fixed-case\">CA<\/jats:styled-content>\n                      were also calculated.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      There were 274 students admitted through\n                      <jats:styled-content style=\"fixed-case\">CA<\/jats:styled-content>\n                      (8.5% of all admittances) during 1999\u20132009; of these, 81.4% were from under\u2010represented ethnic or racial backgrounds and 18.6% were from rural backgrounds. These students had more hours of science coursework, lower science and cumulative grade point averages (\n                      <jats:styled-content style=\"fixed-case\">GPA<\/jats:styled-content>\n                      s), and lower mean Medical College Admission Test (\n                      <jats:styled-content style=\"fixed-case\">MCAT<\/jats:styled-content>\n                      ) scores than non\u2010\n                      <jats:styled-content style=\"fixed-case\">CA<\/jats:styled-content>\n                      students. However, first\u2010time pass rates and mean scores on the\n                      <jats:styled-content style=\"fixed-case\">US<\/jats:styled-content>\n                      Medical Licensing Examination (\n                      <jats:styled-content style=\"fixed-case\">USMLE<\/jats:styled-content>\n                      ) Step 1 and\n                      <jats:styled-content style=\"fixed-case\">USMLE<\/jats:styled-content>\n                      Step 2 Clinical Knowledge increased significantly in the\n                      <jats:styled-content style=\"fixed-case\">CA<\/jats:styled-content>\n                      cohort during 2005\u20132009. Additional costs incurred per student ranged between\n                      <jats:styled-content style=\"fixed-case\">US<\/jats:styled-content>\n                      $849 and\n                      <jats:styled-content style=\"fixed-case\">US<\/jats:styled-content>\n                      $3801.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>\n                      Interventions such as\n                      <jats:styled-content style=\"fixed-case\">CA<\/jats:styled-content>\n                      can significantly increase diversity in the physician workforce. Interventions must be based on careful assessment of academic preparedness, as well as on non\u2010academic factors that contribute to ability to successfully manage the rigors of medical education. Furthermore, the selection and subsequent professional development of students must nurture commitment to addressing the health care needs of diverse communities. Equity must be viewed as a means of increasing fairness for both prospective medical students and the residents of communities that may benefit from the eventual service.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/medu.12506","type":"journal-article","created":{"date-parts":[[2014,12,29]],"date-time":"2014-12-29T07:29:30Z","timestamp":1419838170000},"page":"84-92","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":64,"title":["Ensuring a fair and equitable selection of students to serve society's health care needs"],"prefix":"10.1111","volume":"49","author":[{"given":"Jorge A","family":"Girotti","sequence":"first","affiliation":[{"name":"Department of Medical Education College of Medicine University of Illinois at Chicago Chicago IL USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yoon Soo","family":"Park","sequence":"additional","affiliation":[{"name":"Department of Medical Education College of Medicine University of Illinois at Chicago Chicago IL USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ara","family":"Tekian","sequence":"additional","affiliation":[{"name":"Department of Medical Education College of Medicine University of Illinois at Chicago Chicago IL USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2014,12,29]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1097\/00001888-199902000-00013"},{"key":"e_1_2_11_3_1","unstructured":"Global Consensus for Social Accountability of Medical Schools.Global Consensus for Social Accountability of Medical Schools.www.healthsocialaccountability.org. 2010. 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