Meeting the Accreditation Standard for Diversity

Abstract

While increasing diversity has been an ongoing concern in physician assistant (PA) education, there is now a concentrated focus on diversity, equity, inclusion, and social justice, elevating these to top priorities. To achieve the goal of diversifying the PA workforce, PA programs, with their institution's support, must systematically inculcate strategies for overcoming and dismantling barriers against students of color and students underrepresented in medicine (URiM). These strategies should disrupt the status quo and expand structural processes that ensure successful diversification of students, especially URiM students, LGBTQ students, students from medically underserved areas, and first-generation college students.

Leveraging Accreditation to Advance Diversity in Health Professions Education: Is Institutional Support the Missing Link?

“…The standard's stem requires that each sub-standard address students, faculty, and staff." (13) One educator suggests that institutions should examine their diversity, equity, and inclusion (DEI) efforts across all relevant standards, not just those explicitly addressing diversity (14). This comprehensive approach allows for opportunities to strengthen programs, highlight successes, and ensure a holistic integration of DEI principles into the educational fabric of the institution.…”

“…Institutions must provide details on meeting diversity standards and fostering accountability and progress (15). Snyder et al emphasized that supporting programs and requiring institutional commitment are the rst steps to achieving the ARC-PA Diversity Accreditation Standard (14). Few qualitative research studies have explored in depth what health professions education programs are doing to attain and retain compliance with diversity standards.…”