Integrated Holistic Student Affairs
A Personalized, Equitable, Student-Centered Approach to Student Affairs
Bibliographic Data
Medical education has reached a critical juncture—the structural racism that has permeated the fabric of its systems and institutions for centuries can no longer be ignored. The destructive, disproportionate impact of the COVID-19 pandemic and unabated violence targeting individuals who are Black, Indigenous, and People of Color (BIPOC) exact an incalculable toll on BIPOC students and students from other groups that are historically underrepresented in medicine (UIM). Failing to recognize and act on the well-documented differential experience of BIPOC medical students impedes medical educators’ ability to cultivate learning environments where all learners have an equitable opportunity to thrive. Holistic review admission processes, now widely accepted, have challenged admissions committees to consider the “whole applicant” to diversify matriculating classes. While gaining admission is critical, it is merely the first step for BIPOC students, who may face marginalization within what the authors have termed a “sink-or-swim” culture in medical education. For the tremendous potential afforded by holistic review to be realized, the medical education community must extend the holistic approach throughout the medical education continuum, beginning with student affairs practices and support. The authors propose the use of Integrated Holistic Student Affairs (IHSA), a systems-based model that fosters the reexamining and reengineering of existing student affairs structures, policies, and processes to promote a personalized, equitable student-centered approach. The IHSA Model consists of 4 strategic actions—establish vertical and horizontal collaboration, conduct systems thinking analysis, target leverage points for change, and operationalize the change process—and 4 areas of priority for collaboration with student diversity affairs staff and faculty. The IHSA Model provides student affairs staff and faculty with a framework for shifting from reactive, deficit-oriented practices to proactive, empowering, equitable practices, with the goal of allowing BIPOC and all other UIM students to thrive during their journey from matriculation to graduation
Higher education · Medical education · Pedagogy · Political science · Student affairs · Student engagement · Veterans Affairs · Counseling Practices and Supervision · Higher Education Research Studies · Innovations in Medical Education · Medicine · Psychology · Internal Medicine
Nine themes in campus racial climates and implications for institutional transformation
Racial and Ethnic Disparities in Covid-19–Related Infections, Hospitalizations, and Deaths
Why do providers contribute to disparities and what can be done about it?
Addressing and Undoing Racism and Bias in the Medical School Learning and Work Environment
The Consequences of Structural Racism on MCAT Scores and Medical School Admissions
The Diversity and Success of Medical School Applicants With Scores in the Middle Third of the MCAT Score Scale
Struggles and Tensions in Antiracism Education in Medical School
Admissions experiences of aspiring physicians from low‐income backgrounds
The Association of American Medical Colleges
Addressing disparities in academic medicine
Physician Workforce Disparities and Patient Care
Covid-19's Disproportionate Impact on Communities of Color Spotlights the Nation's Systemic Inequities
Bringing social identity to work
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |