From concern to commitment
Bibliographic record
Abstract
Black students are systematically excluded from healthcare education, denying an increasing Black Canadian population access to diverse healthcare practitioners. This study explored admissions processes related to the inclusion of equity groups within McGill’s Occupational Therapy program and identified recommendations specific to Black applicants. Data was collected from a survey of current students and program graduates. Data analysis, applying a critical intersectional lens, was contextualized in dialogue with five key individuals at McGill and a review of the literature. Findings revealed an application process that foregrounds the experiences of white upper-class applicants while leaving historically excluded students feeling dissatisfied and unable to authentically represent themselves. Barriers to admissions in occupational therapy include a website with no Black representation, a difficult-to-navigate admissions guide, and an admissions committee currently lacking Black or Indigenous representation. The valorization of Black applicants and students through visibly welcoming spaces and meaningful resources for inclusion and success are acknowledged, but not yet developed. The study findings support next steps by providing program-level recommendations such as the inclusion of Black faculty on the admissions committee and the option to submit an essay for Black applicants. The implementation of an evidence-based Black Student Pathway is necessary.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".