When I learned that I had been chosen for the Gold Humanism Honor Society (GHHS), I was ecstatic. It felt like a profound recognition of my values and hard work—a celebration of compassion, empathy, and humanism, which have always been the cornerstone of my personal and professional life.
Throughout medical school, I spent considerable time addressing gaps in my medical school’s curriculum and community engagement, founding several initiatives and organizations to address those unmet needs. My most prized accomplishment was in expanding diversity, equity, and belonging efforts to include international and undocumented medical students—populations often overlooked and stigmatized. The honor of being inducted into GHHS felt like validation that my efforts to foster inclusivity and drive change were making an impact. During the residency interview trail, many program directors affirmed the prestige of this honor, and some even asked me what it meant to me. I could tell it was a big deal.
However, my excitement was tinged with questions about the fairness and inclusivity of the selection process. As I reviewed the list of inductees from my class, I noticed the absence of certain peers whose values and contributions I deeply admired and respected.
At several medical schools, the GHHS selection process begins with peer nominations. Nominees are then asked to submit their CVs and write a one-page essay. However, the specifics of the process remain opaque to students. Does everyone who is nominated get the chance to advance to the next stage? Or does one need multiple nominations to be considered?
Further, I reflected on the role of activities in the selection criteria. After re-reading my own GHHS essay, I realized I had primarily listed my achievements without delving deeply into my values or my perspective on patient care and the broader challenges facing our health care system. Why didn’t the application encourage deeper reflection on these humanistic principles? While engagement is an important indicator of one’s values, it’s worth questioning the motivations behind involvement. For some, participation in activities may be driven by a genuine commitment to humanism, while for others, it might serve to bolster their CVs.
Some peers who were inducted into the society shared that most of their meaningful engagement occurred prior to medical school. Should the selection process consider activities outside of medical school? And conversely, how do we ensure that individuals who embody the values of GHHS but lack the privilege of extensive free time are not excluded?
Additionally, the nomination process itself seems prone to biases. Several peers shared stories of being inundated with requests to nominate classmates, leading me to wonder if GHHS has become, in part, a popularity contest. According to the GHHS website, GHHS is equitable in representation across Black, White, Hispanic, Native American, LGB, and female students. Upon re-examining my campus’s GHHS inductee list—27 students selected from a class of approximately 200—I noticed that only six identified as male. While evaluators review GHHS applications blindly, I couldn’t help but raise my eyebrows. Are there specific linguistic patterns more commonly used by female-identifying individuals that are more frequently associated with GHHS?
Awards and honors like GHHS are vital for professional development and combating burnout, serving as important reminders that our work is valued and impactful. I am sincerely grateful for this honor and hold immense respect for the mission and values upheld by GHHS. However, it is crucial to ensure that the selection processes for such honors are inclusive, equitable, and transparent. By examining the selection processes for honors like GHHS, we can better reflect the diverse and complex realities of the medical community and the patients we serve.
What are your thoughts on the selection process for honors like GHHS? What specific changes, if any, would you suggest to enhance its fairness, inclusivity, and transparency?
Sakshi Dureja is a medical student.
