missions process on the listed bases. Although well intentioned, the standard provides no means of determining whether schools/programs are conforming in the admissions process, particularly in how they handle/consider/recruit individual candidates. Assessment by LCME site visitors at this microlevel would be well beyond the purview of their responsibility. In essence, they have to trust the school’s word that it is in compliance.
15. Recommendation. In order to provide measurable outcomes, this standard needs to require (1) that each school/program publish yearly statistics regarding its class diversity, and (2) that each institution/ program have its mission statement readily available for inspection by students so that those seeking an institution that values diversity could more effectively target their applications. This sort of public accountability also would enable patients to recognize programs that have a commitment to creating a diverse workforce.
5. FA–1: “The recruitment and development of a medical school’s faculty should take into account its mission, the diversity of its student body and the population it serves.”
For the past three decades, the number of women on medical school faculties has increased. The 2001 AAMC Faculty Roster source shows that women constitute 32.6 percent of U.S. faculty (AAMC, 2001). However, the same has not been true for minorities, whose number does not come close to reflecting the patient population or, in many instances, the student population at any particular medical school. In the IOM Symposium on Diversity in the Health Professions entitled The Right Thing to Do, The Smart Thing To Do, in his chapter on “How Do We Retain Minority Health Professions Students?” Dr. Michael Rainey stated, “There is a severe shortage of underrepresented minority (URM) faculty teaching core courses. Although African Americans, Native Americans, Mexican Americans, and Mainland Puerto Ricans make up almost 25% of the U.S. population, they account for less than 8% of all practicing physicians. Only 3% of medical school faculty members belong to one of these minority groups.” In 1989, URM faculty represented only 2.9 percent of clinical faculty in U.S. medical schools (Rainey, 2001).
We believe that select governmental organizations, private foundations, accrediting organizations, and national health professions share a common interest in supporting diversity and developing a set of core competencies