Parent Involvement in the Pediatric Resident Applicant Interview

Background: Parents and patients are actively involved in the clinical learning environment, yet scant literature exists about their involvement in the residency interview process. We aimed to pilot a process of including parents in resident interviews and to determine its value.

Methods: During the 2016-17 residency interview cycle, 22 parent volunteers, blinded to applicant credentials, conducted brief structured interviews with 118 applicants. We then surveyed all parents and applicants with the use of mixed methods: descriptive statistics to analyze 5-point Likert-type-scale responses, and content analysis to identify themes from open-ended questions. Although parent interviews were not used in ranking, we later compared final composite parent interview scores (1-10, with 10 being high) among the final rank and match list candidates.

Results: Response rates were high for both groups (parents 100%; resident applicants 98.3%). Parents felt strongly positive about meeting applicants (mean ± SD, 5.00 ± 0.00), the value of parent participation (4.90 ± 0.30), and their own experience (4.95 ± 0.22). Applicants felt positive about meeting parents (4.45 ± 0.70), the value of parent participation (3.92 ± 0.84), and their own experience (4.51 ± 0.67). Several themes emerged from both groups, with the most salient parent themes including the value of patient-centered perspectives and appreciation and joy of meeting applicants. Parent interview scores correlated with the final match list, with matched applicants scoring higher (9.08 vs 8.51; P = .05).

Conclusions: Involvement of parents in the pediatric residency interview process is achievable, is perceived positively by parents and applicants, and may provide valuable perspectives for consideration in residency selection.