ies should develop standards and criteria that more effectively encourage health professions schools to recruit URM students and faculty, to develop cultural competence curricula, and to develop an institutional climate that encourages and sustains the development of a critical mass of diversity.

Recommendation 4-4: Accreditation standards should require HPEIs to collect and report data relevant to diversity criteria. Data should include the number and percentage of URM candidates, students admitted and graduated, time to degree, and number and level of URM faculty.

Recommendation 4-5: Accreditation-related advisory boards and accreditation bodies should include URMs and other individuals with expertise in diversity and cultural competence.

Recommendation 4-6: If diversity-related standards are not met, the institution should be required to declare formally what steps will be put in place to address the deficiencies. Repeated deficiencies should result in accreditation-related sanctions.

REFERENCES

Accrediation Council for Graduate Medical Education (ACGME). 2003. ACGME Outcome Project. [Online]. Available: http://www.acgme.org/Outcome/ [accessed October 13, 2003].

American Psychological Association (APA) Committee on Accreditation. 2002. Guidelines and Principles for Accreditation of Programs in Professional Psychology. Washington, DC: American Psychological Association.


Commission on Collegiate Nursing Education (CCNE). 2002. Standards for Accreditation of Baccalaureate and Graduate Nursing Education Programs. Washington, DC: Commission on Collegiate Nursing Education.

Commission on Dental Accreditation (CDA). 2002. Accreditation Standards for Dental Education Programs. Chicago: Commission on Dental Accreditation.


Grumet B. 2003. Strategies for Increasing the Diversity of the U.S. Health Care Workforce. Presentation before IOM Committee on Institutional and Policy-Level Strategies for Increasing the Diversity of the U.S. Health Care Workforce. April 9, 2003, Washington, DC.


Hart K. 2003. Diversity and Cross-Cultural Training: Accreditation Standards for Dental Education. Presentation before IOM Committee on Institutional and Policy-Level Strategies for Increasing the Diversity of the U.S. Health Care Workforce. April 9, 2003, Washington, DC.


Institute of Medicine. 2003. Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care. BD Smedley, AY Stith, AR Nelson, eds. Washington, DC: The National Academies Press.


Liaison Committee on Medical Education (LCME). 2002. Functions and Structure of a Medical School: Standards for Accreditation of Medical Programs Leading to the M.D. Degree. Washington, DC, and Chicago: Liaison Committee on Medical Education.



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