What Is the Role of Accreditation in Achieving Medical School Diversity?

Barzansky, Barbara; Hash, Robert B.; Catanese, Veronica; Waechter, Donna

doi:10.1001/amajethics.2021.946

Cited by 9 publications

(8 citation statements)

References 9 publications

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“…The Liaison Committee on Medical Education guidelines require that accredited medical schools 27 with student mentors and physicians to expose students to medicine before college. 28,29 Providing plastic surgery mentorship to high school students in these programs might help diversify the cohort of PRS applicants, but the immediate impacts may not be evident for several years.…”

Section: Plugging the Leakmentioning

confidence: 99%

Examining Racial and Gender Diversity in the Plastic Surgery Pipeline: Where is the Leak?

Persad-Paisley,

Uriarte,

Kuruvilla

et al. 2024

Plastic and Reconstructive Surgery - Global Open

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Background: There is limited information about minority representation throughout the plastic and reconstructive surgery (PRS) pipeline. The aim of this study was to examine trends in representation among minorities at different stages of the PRS training pathway, starting with potential candidates in high school through practicing physicians. Methods: The PRS pipeline was defined as high school; college; medical school applicants, matriculants, and graduates; PRS residency applicants, matriculants, and active residents; and PRS practicing physicians. Racial data for each stage were obtained from the US Census and Association of American Medical Colleges. The proportion of races at each stage were divided by their US population counterpart proportions to produce representation quotients (RQs). Medians and interquartile ranges (IQRs) are reported. Mann–Whitney U tests compared RQ values within identities between successive stages. Results: Black students had high representation in high school (RQ = 1.26 [IQR: 1.21–1.29]) but had significant, stepwise decreases in representation in subsequent stages. A similar trend was observed for Hispanic individuals, who had their highest representation in high school (1.43 [1.37–1.50]), followed by significant decreases in RQ at nearly every subsequent stage up to and including practicing physicians (0.30 [0.28–0.31). Asian individuals were overrepresented at every stage (high school RQ: 1.01 [1.00–1.03]; practicing physician RQ: 2.30 [2.27–2.32]). White individuals were underrepresented before residency but had an RQ that approximated 1 in subsequent stages. Conclusions: Racial minorities experienced decreases in representation at each successive stage in the PRS pipeline following high school. Ongoing diversity efforts should focus on premedical recruitment and professional support for minority students.

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Section: Plugging the Leakmentioning

confidence: 99%

Examining Racial and Gender Diversity in the Plastic Surgery Pipeline: Where is the Leak?

Persad-Paisley,

Uriarte,

Kuruvilla

et al. 2024

Plastic and Reconstructive Surgery - Global Open

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“…Institutional accountability largely relies on diversity-related accreditation standards such as those established by the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME) despite their vague, non-metric driven construction and unclear effectiveness (2,(31)(32)(33)(34).…”

Section: The Dei Landscape Todaymentioning

confidence: 99%

Doing the Work—or Not: The Promise and Limitations of Diversity, Equity, and Inclusion in US Medical Schools and Academic Medical Centers

Esparza

Simon²,

Bath

et al. 2022

Front. Public Health

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While the number of positions, committees, and projects described as “Diversity, Equity, and Inclusion (DEI)” work has grown rapidly in recent years, there has been little attention to the theory, praxis, or lived experience of this work. In this perspective, we briefly summarize the research and concepts put forth by DEI leaders in higher education more broadly, followed by an analysis of the literature's application to academic medicine. We then discuss the ways in which language obscures the nature of DEI and the necessity of scholarship to evaluate the extensive range of practices, policies, statements, and programs the label is given to.

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“…13 Accrediting bodies such as the Liaison Committee on Medical Education’ have incorporated standards addressing medical school diversity and the inclusion of health disparities into medical student education, although the standards do not include identified outcomes to define success. 14 By incorporating evidence-based curriculum regarding the disproportionality within healthcare faced by racial and ethnic minorities, there is an opportunity to develop more culturally sensitive medical clinicians. 8 , 15 …”

Section: Introductionmentioning

confidence: 99%

“…13 Accrediting bodies such as the Liaison Committee on Medical Education' have incorporated standards addressing medical school diversity and the inclusion of health disparities into medical student education, although the standards do not include identified outcomes to define success. 14 By incorporating evidence-based curriculum regarding the disproportionality within healthcare faced by racial and ethnic minorities, there is an opportunity to develop more culturally sensitive medical clinicians. 8,15 Research shows that active learning strategies such as case-based experiences and small-group discussions or debriefs are valuable for improving student knowledge and understanding of population health disparities 15,16 as well as the value of improving learner confidence to address challenges faced by patients in low-resourced underserved communities.…”

Section: Introductionmentioning

confidence: 99%

Integration of Case-Based Dialogue to Enhance Medical Students’ Understanding of Using Health Communication to Address Social Determinants of Health

King¹,

Taylor²

2023

AMEP

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Background and Objectives With the ever-growing diversity within our communities, it is imperative that we integrate social determinants of health (SDOH) such as racial disparity, economic instability, lack of transportation, intimate partner violence, and limited social supports, and the importance of health literacy into undergraduate medical education. By incorporating evidence-based curriculum on the disproportionality within healthcare faced by racial and ethnic minorities, we have the opportunity to develop more culturally sensitive providers. The purpose of this study was to assess the impact of a case-based debrief experience on medical students’ knowledge about how social determinants of health can impact health and healthcare within a family medicine clinical setting and their intent to practice in an underserved community. Methods We utilized a retrospective paired-sample t -test analysis of program data from 640 third-year medical students who engaged in a family medicine clerkship between July 2020, and April 2022. For inclusion in the study, students must have engaged in a case-based exercise and corresponding small group debrief around the impact of social determinants of health on patient care. Results We found a statistically significant improvement in students’ reported knowledge about SDOH, as well as the confidence and intent to work with and care for individuals of diverse cultural and socioeconomic backgrounds. Conclusion Medical students must have the knowledge and self-efficacy to understand how social determinants of health can impact health and healthcare within a family medicine clinical setting. As a result of integrating more active learning strategies such as the case-base and debrief experience, students may have a more robust medical education experience.

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What Is the Role of Accreditation in Achieving Medical School Diversity?

Cited by 9 publications

References 9 publications

Examining Racial and Gender Diversity in the Plastic Surgery Pipeline: Where is the Leak?

Examining Racial and Gender Diversity in the Plastic Surgery Pipeline: Where is the Leak?

Doing the Work—or Not: The Promise and Limitations of Diversity, Equity, and Inclusion in US Medical Schools and Academic Medical Centers

Integration of Case-Based Dialogue to Enhance Medical Students’ Understanding of Using Health Communication to Address Social Determinants of Health

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