The Faculty of Medicine at McGill has a duty to ensure active recruitment across all walks of life. This duty is reflected in the accreditation requirements by each of the schools that make up the Faculty of Medicine. While there are no quota requirements through any of our Admission processes, we are actively widening participation to encourage all qualified applicants to apply.
Accreditation requirements for training healthcare professionals from each of the schools*:
OT/PT: Criterion 5.3: The program has an admissions process that is fair, transparent, and timely. Policies and procedures applied in student selection do not discriminate on the basis of race, religion, color, gender, age, national or ethnic origin, sexual orientation, and disability or health status. This criterion, however, does not negate the program’s ability to act affirmatively for certain groups of people, including those identified by race, color, gender, national or ethnic origin, or disability or health status, nor does it prohibit universities from activities associated with enhancing diversity among their student populations. However, it is expected that all published materials related to admissions policies and practices include information about the program’s decision to act affirmatively for the selected groups.
Speech and Language Pathology, Criterion E3.6: The school has appropriate processes in place to make reasonable accommodation from diversity among students. An overview of admission policies for students of diverse backgrounds and needs, such as disabilities or differences pertaining to cultural background, language, gender, or sexual orientation.
Nursing, Key Element 2: Inclusion and respect of diversity are reflected in the stated values and in the relationships of the Educational Unit. Evidence includes policies and processes related to inclusion and diversity in admission standards and processes, accommodation of learners, and hiring and integration of faculty and staff.
Medicine, Medical Student standards 8 (MS8): A medical education program must develop programs or partnerships aimed at broadening diversity among qualified applicants for medical school admission. Because graduates of U.S. and Canadian medical schools may practice anywhere in their respective countries, it is expected that an institution that offers a medical education program will recognize its collective responsibility for contributing to the diversity of the profession as a whole. To that end, a medical education program should work within its own institutions and/or collaborate with other institutions to make admission to medical education programs more accessible to potential applicants of diverse backgrounds. Institutions can accomplish that aim through a variety of approaches, including, but not limited to, the development and institutionalization of pipeline programs, collaborations with institutions and organizations that serve students from disadvantaged backgrounds, community service activities that heighten awareness of and interest in the profession, and academic enrichment programs for applicants who may not have taken traditional pre-medical coursework.
*References:
OT/PT: Canadian Association of Occupational Therapists
SLP: Council for Accreditation of Canadian University Programs in Audiology and Speech-Language Pathology
Nursing: Canadian Association of Schools of Nursing
Medicine: Liaison Committee on Medical Education
