In 2003, the Association of American Medical Colleges reframed the concept underrepresented minorities as underrepresented in medicine (URiM), which defines representation in medicine relative to representation in the US population. Schools are permitted to construct URiM definitions, suggesting the importance of regarding them as fluid works in progress as US demographics evolve. Where medical school admissions processes consider applicants' backgrounds and experiences of identity minoritization to be valuable, progress toward inclusive representation has been made. This article considers whether school-based URiM definitions are ethically sufficient and canvasses possible next steps in realizing equitable representation in medical education.

The emphasis on increasing diversity within medical schools is not a new trend. At Virginia Commonwealth University School of Medicine, we made a concerted effort to increase the percentage of Hispanic students in each incoming class. In this article, we highlight the experiences, actions, and lessons learned from key stakeholders. We conclude with a set of recommendations for medical school administrators and students who also seek to increase diversity in their enrollment. Resumen El énfasis en incrementar la diversidad en las escuelas de medicina no es un nuevo curso de acción. En la universidad de la Mancomunidad de Virginia la escuela de medicina hizo un esfuerzo organizado para incrementar el porcentage de estudiantes hispanos en nuevas generaciones. En este manuscrito se subrayan las experiencias, acciones, y lecciones aprendidas por los principales interesados. Se concluye con un grupo de recomendaciones para administradores de escuelas de medicina así como estudiantes que buscan incrementar la diversidad de las inscripciones.