Student Body Racial and Ethnic Composition and Diversity-Related Outcomes in US Medical Schools

Abstract

Context Many medical schools assert that a racially and ethnically diverse student body is an important element in educating physicians to meet the needs of a diverse society. However, there is limited evidence addressing the educational effects of student body racial diversity. Objective To determine whether student body racial and ethnic diversity is associated with diversity-related outcomes among US medical students. Design, Setting, and Participants A Web-based survey (Graduation Questionnaire) administered by the Association of American Medical Colleges of 20 112 graduating medical students (64% of all graduating students in 2003 and 2004) from 118 allopathic medical schools in the United States. Historically black and Puerto Rican medical schools were excluded. Main Outcome Measures Students' self-rated preparedness to care for patients from other racial and ethnic backgrounds, attitudes about equity and access to care, and intent to practice in an underserved area. Results White students within the highest quintile for student body racial and ethnic diversity, measured by the proportion of underrepresented minority (URM) students, were more likely to rate themselves as highly prepared to care for minority populations than those in the lowest diversity quintile (61.1% vs 53.9%, respectively; PϽ.001; adjusted odds ratio [OR], 1.33; 95% confidence interval [CI], 1.13-1.57). This association was strongest in schools in which students perceived a positive climate for interracial interaction. White students in the highest URM quintile were also more likely to have strong attitudes endorsing equitable access to care (54.8% vs 44.2%, respectively; PϽ.001; adjusted OR, 1.42; 95% CI, 1.15-1.74). For nonwhite students, after adjustment there were no significant associations between student body URM proportions and diversity-related outcomes. Student body URM proportions were not associated with white or nonwhite students' plans to practice in underserved communities, although URM students were substantially more likely than white or nonwhite/ non-URM students to plan to serve the underserved (48.7% vs 18.8% vs 16.2%, respectively; PϽ.001). Conclusion Student body racial and ethnic diversity within US medical schools is associated with outcomes consistent with the goal of preparing students to meet the needs of a diverse population.

Fostering and Managing Diversity in Schools of Pharmacy

“…In addition, underrepresented minority students, regardless of campus diversity, were more likely to plan to practice in underserved areas. 37 Numerous studies have confirmed this trend of students practicing in underserved areas, thus improving access to care. 3 Moreover, ethnic and linguistic concordance has consistently been associated with increased patient satisfaction and self-reported quality of care.…”

“…20,30,[34][35][36] Student body racial and ethnic diversity has had a positive impact on student attitudes about the value of diversity, cultural competence, and improved access to care for underserved patients. [37][38][39] Students at diverse medical colleges/schools had significantly higher concordance scores related to preparedness to care for underrepresented minorities and endorsement of equal access to healthcare, compared to colleges/schools with a less diverse student body. In addition, underrepresented minority students, regardless of campus diversity, were more likely to plan to practice in underserved areas.…”

Health Sciences undergraduate education at UCT: A story of transformation

“…The definition of curriculum also considers who is trained, acknowledging the importance of student diversity, [14][15][16] particularly in improving quality of education, preparing students to serve diverse populations [17][18][19] and extending healthcare delivery to underserved communities. 20 UCT has long recognised that admission of students from a politically segregated and deliberately under-resourced schooling system would create challenges for students and teachers, 21 and sought to avoid the mistakes of unsupported access resulting in high dropout rates experienced in SA higher education.…”

Preadmission schooling context helps to predict examination performance throughout medical school

“…see Lievens, Ones, & Dilchert, 2009). Furthermore, legitimate educational and healthcare benefits can derive from the student and professional body reflecting the population from which it is drawn (Komaromy, Grumbach, & Drake, 1996;Lakhan, 2003;Saha, Guiton, Wimmers, & Wilkerson, 2008;Tiffin, Dowell, & McLachlan, 2012;Whitla et al, 2003). There are, therefore, various reasons why it is imperative that selection for medical school is especially thorough and fair.…”