(PO-197) Transition to Virtual Interviews: Transforming Challenges Into Opportunities

Author: Mackenzie Stephens
Author: Mariacamila Valdes
Author: Gabriela Lagreca, D.D.S. – Faculty Practice Provider Dept. of Prosthodontics, Tufts University School of Dental Medicine
Author: Irina F. Dragan, D.D.S., D.M.D, M.S – Associate Professor, Department of Periodontology, Tufts University School of Dental Medicine
Submitter: Mackenzie Stephens

Objectives: The COVID-19 pandemic obligated academic institutions to perform virtual interviews for selecting candidates to dental residency programs. Despite virtual interviewing has been applied in multiple health professions over the last decade, there is a lack of literature regarding the effectiveness of this practice in dental postgraduate programs. To assess attitudes and beliefs of students, program directors, and faculty towards virtual interviewing for dental resident selection, as well as its advantages and disadvantages, a literature review was performed.

Methods: A concept analysis methodology of articles from 1990 – 2021 with various levels of evidence, both quantitative and qualitative data were included.

Results: Data shows that applicants perceive both advantages and disadvantages to online interviews. On the advantages, reducing the costs of applications and increasing the likelihood of applying to more programs nationally and internationally, were documented. On the disadvantages, unconscious bias due to factors outside of the applicant’s control: internet connection, working sound and camera, and external factors such as location and lighting. From the Program Director’s perspective, some studies mentioned that an integral part of the interview is not the interview itself, but how applicants interact with other residents and faculty, participation in social events, and overall “fit in” with the atmosphere of the program. From the Faculty perspective, some studies noted a more flexible scheduling hence a greater variety of team members participating of the interview process. Applicants and program directors alike have noted feelings of loss in the ability to form intimate relationships with the school and surrounding area.

Conclusion:
Integration of distance interviewing must encompass striving for the most equitable process for all applicants. It is paramount to explore systems that allow assessing clinical and interpersonal skills in an online setting, and to provide program directors with parameters for a fare candidate assessment.