Diversity in the physician workforce lags behind the rapidly changing USpopulation. Since the gateway to becoming a physician is medical school, diversity must beaddressed in the admissions process. The Association of American Medical Colleges hasimplemented a Holistic Review Initiative aimed at assisting medical schools with broad-ening admission criteria to include relevant, mission-driven attributes and experiences inaddition to academic preparation to identify applicants poised to meet the needs of adiverse patient population. More evidence is needed to determine whether holistic reviewresults in a more diverse selection process. One of the keys to holistic review is to applyholistic principles in all stages of the selection process to ensure qualified applicants are notoverlooked. This study examines whether the use of holistic review during applicationscreening at a new medical school increased the diversity of applicants selected forinterview. Using retrospective data from the first five application cycles at the OaklandUniversity William Beaumont School of Medicine (OUWB), the author compareddemographic and experiential differences between the applicants selected using holisticreview, including experiences, attributes and academic metrics, to a test sample selectedsolely using academic metrics. The dataset consisted of the total group of applicantsselected for interview in 2011 through 2015 using holistic review (n=2773) and the samenumber of applicants who would have been selected for an interview using an academic-only selection model (n=2773), which included 1204 applicants who were selected usingboth methods (final n=4342). The author used a combination of cross-tabulation andanalysis of variance to identify differences between applicants selected using holisticreview and applicants in the test sample selected using only academics. The holistic reviewprocess yielded a significantly higher than expected percent of female (adj. resid.=13.2,p\.01), traditionally underrepresented in medicine (adj. resid.=15.8,p\.01), firstgeneration (adj. resid.=5.8,p\.01), and self-identified disadvantaged (adj

• Impact of holistic review on student interview pooldiversity