Seeking Inclusion Excellence: Understanding Racial Microaggressions as Experienced by Underrepresented Medical and Nursing Students

Abstract

Policy Foundations for Medical Schools, is the second edition of the first Roadmap publication in the series that addresses enrollment and admission issues related to holistic review, student diversity, and evaluation. Produced by the AAMC Advancing Holistic Review Initiative, this document has been developed to help medical schools establish and implement institution-specific, diversityrelated policies that will advance their core educational goals with minimal legal risk. It includes new guidance associated with the U.S. Supreme Court's June 2013 decision in Fisher v. University of Texas. Achieving the educational and health care-related benefits that come from a diverse student body requires concerted, school wide efforts. Therefore, the AAMC encourages medical schools to use this publication as a tool to guide collaboration and discussions among their institution's leadership; faculty; admissions, diversity affairs, financial aid, and recruitment officers; legal counsel; students; and others engaged in and affected by diversity-related issues. The content of this publication should not be construed as institution-specific legal advice, and readers should not act on information contained in this publication without professional counsel.

Addressing Microaggressions in Academic Health: A Workshop for Inclusive Excellence

“…The electronic mailing list for the AAMC Group on Diversity and Inclusion has recently seen many inquiries by members seeking tools to teach this content at their institutions. Given the primary author's expertise in microaggressions in health professions students 1 and the authors' development of the Microaggressions Triangle Model, 4 a humanistic model to respond to microaggressions, we sought to fill the gap in the literature with this workshop. It was first created to be used at monthly lunch-and-learn diversity dialogues as a method for helping medical students to recognize and understand the nature of microaggressions and how to respond to them.…”

Academic performance and subtypes of psychological traits in undergraduate nursing students: A latent class analysis

“…Recent studies demonstrated that undergraduate nursing students often encounter emotional problems due to academic stress [18,5]. The underlying stressors include frequent academic assessment and disparity between academic studies and medical practice, which often will affect the outcome of nursing training.…”

A Policy Statement of the Society of General Internal Medicine on Tackling Racism in Medical Education: Reflections on the Past and a Call to Action for the Future

“…25 Without adequate exposure to faculty like themselves, URiM students may not receive the role-modeling needed to cultivate their aspirations. 26,27 Similarly, overemphasis on clinical grading and honors, which has been shown to be discriminatory, impacts URiM students' ability to be competitive in their residency applications. 24,[28][29][30] On the Medical Student Performance Evaluation (MSPE), Black medical students are more frequently described as "competent," which is less likely to have positive connotation for Black students, in comparison with their white counterparts who are more likely to be described as "outstanding" or "exceptional."…”

“…White faculty should call out microaggressions and discrimination in the educational environment. 26,27,52 Learner Support and Academic Environment…”