What Is the Role of Accreditation in Achieving Medical School Diversity
Bibliographic Data
| ID | 15746007 |
|---|---|
| Authors | Barbara Barzansky (American Medical Association, corresponding author), Robert B Hash (American Medical Association), Veronica Catanese (Association of American Medical Colleges), Donna Waechter (Association of American Medical Colleges) |
| Year | 2021 |
| Volume | 23 |
| Issue | 12 |
| Pages | E946-952 |
| Publication date | 2021-01-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The AMA Journal of Ethic (JOURNAL) |
| Journal identifiers | ISSN: 2376-6980 • E-ISSN: 2376-6980 |
| Publisher | American Medical Association (PUBLISHER • US) |
| DOI | 10.1001/amajethics.2021.946 |
| PMID | 35072610 |
| OpenAlex | W3216051090 |
| Language | EN |
| Citations received | 4 |
| References cited | 4 |
Diversity standards in medical education accreditation do not guarantee diversity but do stimulate schools' activities to recruit and retain diverse students and faculty. The Liaison Committee on Medical Education's (LCME's) accreditation standard addressing medical school diversity neither mandates which categories of diversity medical schools must use nor defines quantitative outcomes they should achieve. Rather, each medical school is required to (1) identify diversity categories that motivate its mission and reflect its environment and (2) use those categories to implement programs to promote diverse representation of students and faculty. When the LCME assesses each medical school's compliance with these requirements, it considers single point-in-time diversity numbers, trends in student and faculty diversity, and outcomes of programs implemented by the school to promote diversity in the categories it identifies as key to its mission
Accreditation · Diversity (politics · Medical education · Medical school · Political science · Diversity and Career in Medicine · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology
Best practices for diversity, equity, and inclusion for faculty members who conduct research at academic medical institutions
Teaching humanism and racial justice effectively in medical education with implementation of the Presence 5 for racial justice curricula
Doing the Work—or Not
What Is the Role of Accreditation in Achieving Medical School Diversity
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |