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Objective To describe the use of the e-Delphi combined with the Community Priority Index (CPI) to support medical curriculum enrichment. Methods This mixed-methods study was conducted from December 2017 to May 2018 at Baylor College of Medicine in Houston, Texas. First, a nominal group identified a topical list. Second, to refine the curriculum content and achieve consensus, an e-Delphi was implemented with healthcare experts regarding the following target cohorts (N = 40): transformed postbaccalaureate premedical scholar students, medical students, clinical fellows, and junior faculty. Third, the CPI incorporated multicriteria decision making and calculation of standardized prioritization scores (range 0-1) with bootstrap 95% confidence intervals (CIs). Results Among transformed postbaccalaureate premedical scholar students, medical students, and clinical fellows, the e-Delphi-CPI system's highest ranked topic was in the domain of leadership skills and competence for transformed postbaccalaureate premedical scholar students (CPI 0.87, 95% CI 0.58-0.94), medical students (CPI 0.85, 95% CI 0.36-0.91), and clinical fellows (CPI 0.86, 95% CI 0.32-0.92), respectively. For junior faculty, the highest ranked topic was introductory research methods (CPI 0.90, 95% CI 0.65-1.00). In each cohort, the top three ranked topics also contained leadership skills and competence and introductory research methods. The system ranked practical issues in health disparity as the third most valued domain among transformed postbaccalaureate premedical scholar students. Conclusions The integrated e-Delphi-CPI system identified the highest ranked options across all of the domains and established comparability across cohorts. We recommend the e-Delphi-CPI system to advance medical curriculum enrichment processes.

Problem The challenges to developing a physician and scientific workforce that both reflects and provides quality care for the complex and richly diverse population of the United States are considerable. Approach One medical school (Baylor College of Medicine) sought to adapt the Holistic Review in Admissions process developed by the Association of American Medical Colleges and apply it to faculty. In the fall of 2016, academic leaders received on-site training and completed several workshop exercises. The goal was for the leaders to build consensus around a holistic review framework for hiring and advancing faculty that is based on the institution's mission, vision, and values. Outcomes This training occurred during Baylor's ongoing strategic planning and helped inform improvements in the faculty recruitment and hiring process, in the guidelines for faculty appointment and promotion, and in the pilot of an administrative leadership candidate rating tool, the "experiences-attributes-academic metrics model." The model that developed from the pilot translates the holistic review concept into a tool for identifying, hiring, and promoting faculty members and administrative leaders that is aligned to the values of Baylor. The utility of this framework lies in the clear delineation of metrics and qualifications along with the prioritization of attributes and experiences. Next steps This innovation is being piloted and evaluated to determine its effect on advancing the institutional mission of Baylor.