Developing evidence-based resources for evaluating postgraduate trainees in the biomedical sciences

Lessons learned from a non-traditional application process: Integrating user experiences to inform admission application design

PURPOSE

The research aim was to gather applicant expectations and perspectives with a user-centered approach during a pilot application process for a new dental school. The goal was to inform future admissions practices at our institution and for programs broadly.

METHODS

The High Point University admission team developed an electronic application external to current centralized services that was launched from May to August 2022. Participants who completed the application were requested to complete an electronic survey of closed- and open-ended questions about the factors influencing their application decisions, feedback about how to optimize the experience, and their overall satisfaction using a Net Promoter Score.

RESULTS

A total of 303 applicants (79% response rate) completed the survey about their application experience. The most influential reason for applying to the program was the optional Dental Admissions Test requirement (43%). Participants frequently referenced a need for a more human-centered process focused on the candidate rather than their numerical values and that the process should be smooth, straight-forward, short, easy, and simple. Participants requested that experiences should be weighed the most in the application process followed by letters of recommendation. Most applicants were "promoters" (68%) for the program with a Net Promoter Score of 62. Moreover, 32% and 45% rated the application process as the best or better application experience compared to other programs.

CONCLUSION

Programs can benefit from collecting applicant's (i.e., users) opinions and feedback about their expectations and experiences to inform more user-centered application processes.

Exploring user experience (UX) research methods in health professions education

OUR ISSUE

Researchers often design interventions or experiences to meet the needs of a specific user. However, the user's perspective is often excluded in the process, which can minimize effectiveness due to a lack of understanding about the user, their perspective, and/or their needs. User experience (UX) research methods offer an opportunity to capture additional information about the user that can inform the design of these solutions.

METHODOLOGICAL LITERATURE REVIEW

UX research became prominent during the 1990s to describe the complexity of human interactions with technological solutions. UX research methods emerged in other disciplines as strategies for describing user perspectives, needs, challenges, and potential impact of proposed solutions-these may be useful in health professions education research.

OUR RECOMMENDATIONS AND THEIR APPLICATIONS

Those interested in UX research methods should define the user, establish focused research questions, and select applicable strategies cognizant of time and resource constraints. UX research often requires a clear outline of research activities, how they address the questions, and techniques to engage representative users for data collection. Researchers can optimize data collection by creating inclusive spaces that emphasize active listening. Researchers should compile insights regularly and remember UX research emphasizes an iterative approach to design.

POTENTIAL IMPACT

UX research can support deeper insights into users, their perspectives, their needs, and offers opportunities to co-construct solutions with their experiences in mind. These methods may help educators design impactful experiences that better achieve targeted outcomes in collaboration with their users (e.g., learners, faculty, teams).