Mission matters: Association between a medical school’s mission and minority student representation

Campbell, Kendall M.; Tumin, Dmitry

doi:10.1371/journal.pone.0247154

Cited by 17 publications

(15 citation statements)

References 22 publications

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“…Organizations need to review and make honest appraisals of strategic plans, mission statements, and statements of values, as these statements may not promote EDI. 68 A critical component of EDI accountability metrics includes evaluation criteria for senior leaders that are linked to compensation. Senior leadership accountability must be based on the benefits that EDI brings to the organization and not merely on the numbers of people for diversity's sake.…”

Section: Discussionmentioning

confidence: 99%

Implementing High-Quality Primary Care Through a Health Equity Lens

Eissa

Rowe²,

Pinto

et al. 2022

Ann Fam Med

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The COVID-19 pandemic highlighted the importance of centering health equity in future health system and primary care reforms. Strengthening primary care will be needed to correct the longstanding history of mistreatment of First Nations/Indigenous and racialized people, exclusion of health care workers of color, and health care access and outcome inequities further magnified by the COVID-19 pandemic. The National Academies of Sciences, Engineering, and Medicine (NASEM) released a report on Implementing High-Quality Primary Care: Rebuilding the Foundation of Health Care, that provided a framework for defining high-quality primary care and proposed 5 recommendations for implementing that definition. Using the report's framework, we identified health equity challenges and opportunities with examples from primary care systems in the United States and Canada. We are poised to reinvigorate primary care because the recent pandemic and the attention to continued racialized police violence sparked renewed conversations and collaborations around equity, diversity, inclusion, and health equity that have been long overdue. The time to transition those conversations to actionable items to improve the health of patients, families, and communities is now.

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Section: Discussionmentioning

confidence: 99%

Implementing High-Quality Primary Care Through a Health Equity Lens

Eissa

Rowe²,

Pinto

et al. 2022

Ann Fam Med

Self Cite

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“…Nineteen papers reported on barriers and facilitators to the recruitment, promotion, and retention of BIPOC trainees and faculty (Table 3). [22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40] These papers used a variety of methods to report their findings including qualitative and quantitative study designs. Most were national in scope (80%) and focused on issues germane to faculty (80%).…”

Section: Barriers and Facilitatorsmentioning

confidence: 99%

Diversity in the pediatric research workforce: a scoping review of the literature

et al. 2023

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The purpose of this scoping review is to determine trends in racial and ethnic representation, identify barriers and facilitators to greater diversity, and assess strategies and interventions to advance diversity among those in the pediatric research workforce in the U.S. We conducted a scoping review of PubMed supplemented with the authors’ personal library of papers published from January 1, 2010, to December 31, 2021. To be eligible, papers had to provide original data, be published in English, report information from a U.S. healthcare institution, and report on outcomes of interest relevant to the child health field. The diversity of faculty has modestly increased over the past decade but reflects a worsening representation compared to overall population trends. This slow increase reflects a loss of diverse faculty and has been referred to as a “leaky pipeline.” Strategies to plug the “leaky pipeline” include greater investments in pipeline programs, implementation of holistic review and implicit bias training, development of mentoring and faculty programs targeted to diverse faculty and trainees, alleviation of burdensome administrative tasks, and creation of more inclusive institutional environments. Modest improvements in the racial and ethnic diversity of the pediatric research workforce were identified. However, this reflects worsening overall representation given changing U.S. population demographics. Impact Racial and ethnic diversity in the pediatric research workforce has shown modest increases but worsening overall representation. This review identified barriers and facilitators at the intrapersonal, interpersonal, and institutional levels that impact BIPOC trainees and faculty career advancement. Strategies to improve the pathway for BIPOC individuals include greater investments in pipeline and educational programs, implementation of holistic review admissions and bias training, institution of mentoring and sponsorship, alleviation of burdensome administrative responsibilities, and creation of inclusive institutional climates. Future studies should rigorously test the effects of interventions and strategies designed to improve diversity in the pediatric research workforce.

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“…Admissions committee members have cited the Medical College Admissions Test (MCAT), lack of faculty diversity, and inadequate institutional resources and commitment as barriers to increasing diversity. 22 , 23 , 24 , 25 Given long-standing awareness of such issues and repeated national campaigns, it remains unclear whether admissions leaders have pursued reforms and what happened if they did. Racialized organization theory posits that processes that appear impartial, such as admissions policies and practices, may passively sustain institutional racism.…”

Section: Introductionmentioning

confidence: 99%

“…By serving as gatekeepers to the profession, admissions offices can perpetuate or counter racism within the medical field. Admissions committee members have cited the Medical College Admissions Test (MCAT), lack of faculty diversity, and inadequate institutional resources and commitment as barriers to increasing diversity . Given long-standing awareness of such issues and repeated national campaigns, it remains unclear whether admissions leaders have pursued reforms and what happened if they did.…”

Section: Introductionmentioning

confidence: 99%

US Medical School Admissions Leaders’ Experiences With Barriers to and Advancements in Diversity, Equity, and Inclusion

Henderson

Fancher

et al. 2023

JAMA Netw Open

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ImportanceDespite decades-long calls for increasing racial and ethnic diversity, the medical profession continues to exclude members of Black or African American, Hispanic or Latinx, and Indigenous groups.ObjectiveTo describe US medical school admissions leaders’ experiences with barriers to and advances in diversity, equity, and inclusion.Design, Setting, and ParticipantsThis qualitative study involved key-informant interviews of 39 deans and directors of admission from 37 US allopathic medical schools across the range of student body racial and ethnic composition. Interviews were conducted in person and online from October 16, 2019, to March 27, 2020, and analyzed from October 2019 to March 2021.Main Outcomes and MeasuresParticipant experiences with barriers to and advances in diversity, equity, and inclusion.ResultsAmong 39 participants from 37 medical schools, admissions experience ranged from 1 to 40 years. Overall, 56.4% of participants identified as women, 10.3% as Asian American, 25.6% as Black or African American, 5.1% as Hispanic or Latinx, and 61.5% as White (participants could report &gt;1 race and/or ethnicity). Participants characterized diversity broadly, with limited attention to racial injustice. Barriers to advancing racial and ethnic diversity included lack of leadership commitment; pressure from faculty and administrators to overemphasize academic scores and school rankings; and political and social influences, such as donors and alumni. Accreditation requirements, holistic review initiatives, and local policy motivated reforms but may also have inadvertently lowered expectations and accountability. Strategies to overcome challenges included narrative change and revision of school leadership structure, admissions goals, practices, and committee membership.Conclusions and RelevanceIn this qualitative study, admissions leaders characterized the ways in which entrenched beliefs, practices, and power structures in medical schools may perpetuate institutional racism, with far-reaching implications for health equity. Participants offered insights on how to remove inequitable structures and implement process changes. Without such action, calls for racial justice will likely remain performative, and racism across health care institutions will continue.

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Mission matters: Association between a medical school’s mission and minority student representation

Cited by 17 publications

References 22 publications

Implementing High-Quality Primary Care Through a Health Equity Lens

Implementing High-Quality Primary Care Through a Health Equity Lens

Diversity in the pediatric research workforce: a scoping review of the literature

US Medical School Admissions Leaders’ Experiences With Barriers to and Advancements in Diversity, Equity, and Inclusion

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