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Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

Index

A

Academic advising

inequities in, 243-244, 264

and recruitment of URM students, 161

Academic performance

discrimination and, 66, 164

educational inequities and, 7, 67-68, 160, 242, 246

financial aid and, 93, 295

group differences on standardized tests, 7, 66-70

institutional climate and, 68-70, 147, 161, 170

predictive power of, 381

socioeconomic factors and, 66, 67-68

stereotype threat and, 68-70

support services and programming and, 14, 156, 164-165, 170, 174

Access to care

coalition building for, 209-210

communication problems, 26

community benefit standard and, 179-180, 184-185, 187, 188-189

diversity of health professionals and, 5, 26, 29-31, 234, 260, 305, 380

financial assistance for education, 113, 286, 297, 305, 307

innovative admissions programs and, 259-260

institutional partnerships and, 14, 15, 163, 170-171, 173-174

for low-income and Medicaid populations, 30, 32, 233, 305

for minority patients, 26, 28, 29-31, 49, 233, 234-235, 305

Accreditation.

See also individual accrediting bodies

and admissions policies and practices, 75-76, 129-130, 133-134, 204, 248, 326-328, 333, 338-339

community benefit standard and, 17, 197, 198, 199, 200, 208, 209

composition of standard-setting bodies, 12, 135, 140, 141, 321, 322-323

cooperation of other organizations in, 141, 330, 332, 339-340

coordination responsibilities, 127, 128

core competencies, 127, 129, 328-329, 332, 335-336, 337

cultural competencies, 11-12, 134, 140-141, 166, 206-207, 329-337, 375-376

defined, 11, 317-318, 321

dentistry, 131-133, 140, 252, 333, 335, 338

and faculty recruitment and retention, 334, 339

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

and financial aid, 319, 340

goals of, 11, 127-128, 130, 131-132, 317-319, 335

institutional, 319

and institutional climate, 330-331, 370

and licensing, 332

medical education, see Liaison Committee on Medical Education

monitoring and evaluation of outcomes, 12, 139-141, 319, 326, 332, 336-338, 339

nursing, 128-131, 334-336

and pedagogy, 368

peer review teams, 140

potential to enhance diversity, 127, 132-133, 138-141, 336-339

process, 139-140, 320, 322-323

professionalism and humanistic considerations, 75-76

program, 319

psychology, 11-12, 135-138, 139-140, 333-334, 335

race-conscious policies, 88

recommendations, 12-13, 19, 139, 140-141, 324, 330, 331-332, 336-339

and recruitment and retention of URMs, 12, 132-133, 137-138, 140, 141, 328, 338, 339

roles of accrediting bodies, 11, 138-141, 319, 320-323, 336

sanctions and reinforcement, 13, 140, 141, 332, 340

and social accountability, 11, 323-332, 338, 340

standardized tests and, 258

standard-setting process, 321, 322-323, 330

standards related to diversity, 11-12, 128-138, 236, 332-336

U.S. Department of Education role, 2, 11, 12-13, 127, 128, 129, 130, 131, 133, 138-141, 319-320, 322, 344

Accreditation Council for Graduate Medical Education (ACGME), 75, 134-135, 329

Admissions committees

AAMC Expanded Minority Admissions Exercise, 79-80, 261

composition of, 8-9, 77-78, 82, 248-249, 255, 261

demographic characteristics, 77-78, 85

incentives for participation, 78, 85, 204

recommendations, 8-9, 19, 261

training, 8, 78-79, 82, 204, 248-249, 255, 257, 261

Admissions policies and practices

“academic difficulty” considerations, 246

and access to care, 259-260

accreditation standards and, 75-76, 129-130, 133-134, 248, 326-328, 333

affirmative action litigation, 3, 4, 24, 25 n.3, 27, 29, 50, 71, 72-73, 76-77, 79, 81, 145, 239, 240-241, 258, 326-328, 345

applicant pool size and, 242-243

cultural competency considerations, 380

dentistry, 169-170, 251-253

Disadvantaged Status Evaluation Form, 267-268

“distance traveled” considerations, 82, 85, 247-248, 257, 260

eligibility in the local context, 71

evaluation forms, 260, 267-268, 270-272

impacts on diversity, 27, 70, 71-75, 239-242, 326-328

innovative strategies and best practices, 2, 75-83, 254-264, 326

institutional climate and, 83, 145, 146, 160-161, 169-171, 173-174, 249, 251, 256-257, 326, 345, 348

Interview Form, 270-272

MD File and Review Form, 269-270

mission-oriented review, 8, 76-77, 81, 82, 85, 244, 245, 257, 259-260, 263, 338

nursing, 56, 253-255

organizational behavior and, 366

percent plans, 7, 71-75, 84

process, 244-249

psychology, 61, 249-251

qualitative review of applicants, 7-8, 75-76, 79-80, 81, 82-83, 84-85, 170, 204, 245, 246-248, 259-261

race-conscious, 27, 70, 88, 327-328

race-neutral, 7, 27, 71-75, 81, 239-242, 256-257, 258-259, 260, 326-327

recommendations, 8-9, 19, 85, 255-264, 328

and recruitment and retention strategies, 83, 249, 250-251, 253, 254-256, 260, 261-262

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

segregation and, 237-242

standardized test scores and grades and, 6-7, 8, 55, 56-75, 79, 81-82, 83, 84, 203-204, 236, 244, 245-246, 257-258, 259

Advanced Clinical Training and Service Program, 120

Advisory Committee on Student Financial Assistance, 91

Advisory Committee on Training in Primary Care Medicine and Dentistry, 300, 304

Affirmative action

accreditation and, 129-130

admissions impacts, 3, 4, 24, 25 n.3, 27, 29, 50, 71, 72-73, 79, 145, 238-239, 240-241, 255, 256, 258, 326, 327-328, 345

anti-affirmative action initiatives, 50, 71, 239-240

Bakke decision, 239

benefits of, 255, 256

Brown v. Board of Education, 326

class-conscious, 258-259

employment effects, 364

Gratz decision, 240, 241, 326, 327-328

Grutter decision, 3, 4, 24, 25 n.3, 27, 29, 50, 79, 145, 199-200, 240-241, 326-327, 345

Hopwood decision, 4, 24, 71, 72-73, 76-77, 240, 258, 327

impact of bans, 80, 233, 237, 240, 241-242, 326-327

percent plans and, 71-75

as remedy for segregation, 238-239

African Americans.

See also Underrepresented minorities

academic performance issues, 66, 67, 68-70

access to care, 26

Armed Forces personnel, 290-291

clinician preferences, 31, 325

cross-racial interactions, 351-352

debt impacts, 102, 103-104

educational inequities, 7, 67-68, 242

faculty, 41-42, 46, 48, 50, 158

financial aid awards to, 93-94, 105-106

financial status of families, 89-90, 91

in graduate school, 48-49

in health professions workforce, 24, 30-31, 38, 42-43, 45-46, 48, 49, 163, 242, 253, 274-275, 339

medical breakthroughs by, 37

pedagogy, 158

recruitment strategies, 163

satisfaction with care, 32

school enrollment and graduation trends, 40, 45, 47, 51, 72-75, 83, 170, 171, 238, 253

standardized test performance, 63, 64, 65-66

U.S. population, 274, 305

Agency for Healthcare Research and Quality, 305

Aid Latino Community to Attain Nursing Career Employment (ALCANCE), 162

Alaska, 296

Alaska Natives. See Native Americans

Alfano, Michael, 253

Alliances for Graduate Education and the Professoriate, 280-281, 293

American Association of Colleges of Nursing, 99, 254, 309, 335

American Board of Internal Medicine (ABIM), 75-76

American Board of Medical Specialties, 75, 329

American College Test, 58, 60

American Dental Association, Commission on Dental Accreditation Programs, 333

American Dental Education Association (ADEA), 112, 114, 251, 252-253

American Hospital Association, 190

American Indians. See Native Americans

American Medical Association, 274, 321

American Medical College Application Service, 267-268

American Psychological Association, 275

Commission on Ethnic Minority Recruitment, Retention, and Training in Psychology, 250

Committee on Accreditation, 135-138, 139-140, 333-334

cross-cultural principles and guidelines, 167-169

fellowships, 111

Office of Ethnic Minority Affairs, 250

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

Office of Program Consultation and Accreditation, 135

recruitment and retention initiatives, 249-251

Suinn Minority Achievement Awards, 163, 250

Area Health Education Centers, 110, 276-277, 285, 295, 297, 300

Arizona State University, 361

Arkansas, financial aid programs, 294, 295

Armed Forces Health Professions Scholarship Program, 289

Asian Americans/Pacific Islanders

access to care, 26

cross-racial interactions, 351-352

debt impacts, 102

faculty, 41-42, 48, 50

financial status of families, 89-90

in health professions workforce, 42-43, 46, 48, 274-275

initiative, 282

satisfaction with care, 32

school enrollment and graduation trends, 40, 51, 72-73, 74, 253

standardized test performance, 63, 64, 65-66, 70

U.S. population, 23

Association of Academic Health Centers, 309

Association of American Medical Colleges (AAMC), 3 n.1, 7, 27-28, 38, 78-79, 236, 238, 243, 244, 245, 261, 273 n.1, 275, 304, 309, 321, 323, 324, 327, 330-331, 336, 368, 369

Association of Canadian Medical Colleges, 321, 324

Association of Hispanic-Serving Health Professions Schools, 282

Association of Specialized and Professional Accreditors, 130, 320

Atkinson, Richard C., 233, 256

Atlanta University Center, 163

B

Bakke, Allan, 239

Beason, Charlotte, 131

Binet, Alfred, 56

Bob Jones University, 181, 197

Brigham, Carl, 57

Bush, George H.W., 182

C

California

admissions policies, 71, 84, 241, 256-257, 261, 327

community benefit standard applied to nonprofit health care organizations, 183, 185, 187, 188, 189, 193

diversity in health professions, 30, 31, 244

financial aid programs, 294, 296

minority access to care, 26, 30, 234

minority population, 23, 235

Office of Statewide Health Planning and Development, 113, 187

Proposition 209 (Civil Rights Initiative), 4, 24, 240, 256-257

California Endowment, 11, 112-113, 252, 283, 309

California HealthCare Foundation, 309

California Wellness Foundation, 11, 112, 113-114

Canadian Medical Association, Council on Medical Education, 321

Carnegie Foundation, 321

Case Western Reserve Medical School, 368

Catholic Health Association of the United States, 190

Cecil G. Sheps Center for Health Services Research, 286

Center for California Health Workforce Studies, 283

Center for Medicare and Medicaid Services, 114, 291, 298, 302, 305, 307-308, 311

Centers for Disease Control and Prevention, 305

Centers of Excellence (COP) program, 108-109, 110, 276-277, 284, 300

Centers of Research Excellence in Science and Technology, 282-283, 293

Children’s Hospitals Graduate MedicalEducation Program, 278-279, 286-287

Civil Rights Act of 1964, 327

Civil Rights movement, 243

Clark-Atlanta University, 163

Clinical research

benefits of diversity, 237

minority enrollment in, 35-36

Clinical Training grants, 280-281

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

Coffman, Janet, 283

Cohen, Jordan, 36, 275, 324, 327, 336

College Board, 95-96

Colleges and universities

community benefit standard applied to, 196-198

historically black medical schools, 163, 282, 291, 292-293, 301

Colloton, John, 323

Colorado, financial aid programs, 294, 295

Columbia University, 169-170, 171

Commission on Collegiate Nursing Education, 130-131, 335

Commission on Dental Accreditation, 131-133, 140, 332

Committee on Accreditation of Canadian Medical Schools, 133, 321, 322

Commonwealth Fund, 325

Community benefit standard

and access to care, 179-180, 184-185, 187, 188-189

and accreditation, 17, 197, 198, 199, 200, 208, 209

areas for improvement, 194

Bob Jones University v. United States, 181, 196

coalition building and, 208, 209

community health perspective, 191

evolution of policies and practices, 186-194

financial threshold approach, 16, 189

Healthy Community perspective, 191, 192

historical and legal background, 15-16, 178-186, 199

Legal/Historical perspective, 191

manual for planning and implementing programs, 190

Market-Failures perspective, 191

organizational practices, 193-194

payments in lieu of taxes, 184

private sector initiatives, 189-192

public policy options, 197-199

Public Trust Model, 190-191

recommendations, 2-3, 17-18, 20, 200

reporting requirement approach, 16, 186-189

state initiatives, 16, 186-189

strengths, 193

Utah County v. Intermountain Health Care decision and, 180, 182

and workforce diversity, 16-17, 194-197, 200

Community Care Network Demonstration, 190

Community Catalyst, 209

Community colleges, 56

Community health centers, 26

Community Voices Program, 209-210

Connecticut, 294, 296

Costs of education

and access and completion, 9, 88, 90-96, 102

and career choice, 102-103

and career satisfaction, 103-104

defined, 89

dentistry, 96, 97, 102, 104, 303-304

impacts on URMs, 9, 102-104, 118, 122, 161, 283, 303-304

institutional climate and, 102, 146, 161, 164, 171, 348

and lifestyle, 104

medical education, 88, 96-98, 303-304

nontuition expenses, 101-102

nursing, 99-101

perceptions of burden, 102

planning for debt management, 104

psychology, 98-99, 100

tuition and student debt, 93, 96-101, 115, 303-304

undergraduate school, 90-96

Council for Higher Education Accreditation (CHEA), 127, 128, 129, 130, 320

Council on Graduate Medical Education (COGME), 115, 288, 302, 303-304, 311

Cultural audit, 153, 154

Cultural Competence Initiative, 282

Curriculum

core competencies, 127, 129, 328-329, 332, 335-336, 337

cross-cultural, 34-35, 165-169, 174

cultural competencies, 11-12, 134, 140-141, 166, 206-207, 329-337, 375-376

CVS, 120

D

Delivery of health care, attitudes of practitioners and, 373, 375

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

 

Democracy outcomes

diversity in training and, 6, 34, 35

institutional climate and, 147, 148, 172

Dental Health Professions Shortage Areas, 251

Dentists and dentistry

access issues, 5, 26, 30-31

accreditation standards, 131-133, 140, 252, 333, 335, 338

admissions process, 169-170, 251-253

costs of education and debt loads, 96, 97, 102, 104, 303-304

faculty, 44, 46-48

financial assistance, 11, 115, 119-120, 121, 252-253, 297-298

improving institutional climate for, 154, 156-157, 169-171

participation trends of minorities, 24, 45-48

patient characteristics, 5

postbaccalaureate programs, 263

school enrollment and graduation trends, 44, 46, 47, 252

shortages, 119-120, 251

URM workforce, 45-46, 251, 274

Dirksen, Everett, 301

Disadvantaged, defined, 289

Disadvantaged Faculty Loan Repayment, 108-109

Disadvantaged Status Evaluation Form, 267-268

Discrimination.

See also Segregation

and academic performance, 66, 164

District of Columbia, 238

minority population, 23

Diversity in health professions.

See also Institutional climate for diversity;

Underrepresented minorities

and access to care for minority patients, 5, 26, 29-31, 234, 260, 305, 380

accreditation and, 11-12, 17, 127, 132-133, 138-141, 197, 198, 199, 200, 336-339

admissions policies and, 27, 70, 71-75, 239-242, 326-328

advising inequities and, 243-244, 264

behavioral climate and, 13, 146, 172, 349, 351-352

benefits of, 23-24 n.1, 29-37, 51, 144, 147-152, 275, 345-346

campus-related initiatives, 13, 145, 148, 171-172

challenges to, 3-4, 234-237

and choice and satisfaction with care, 5, 31-32, 325

community benefit standard and, 16-17, 194-197, 200

compositional, 143, 146-147, 148, 348-349, 350, 353-354, 363, 379-380, 381-382

consequences of, 353-354

defined, 144-147, 171, 310, 347-354

demographic imperative, 3, 234-235, 306-307, 325

GAO recommendations for increasing, 310

and health policy, 36-37

interactional, 13, 145, 148, 171, 353, 363

and learning, 29, 34-35, 147-152, 35-43 63

mission of medical schools and, 235-237, 330

organizational behaviors and, 364-366

pedagogy and, 145, 158, 171, 379-380

psychological climate and, 13, 350-351

and quality of care, 5, 23-24 n.1, 29, 31-33, 37, 325

and quality of training, 6, 29, 33-35

rationale for increasing, 26-27

and research leadership, 29, 36-37

and research on disparities, 35-36

segregation and, 13, 172, 237-242, 349

social contract, 325-332

socioeconomic and educational inequities and, 7, 160, 161, 233, 242, 243, 283

standards related to, 11-12, 128-138, 236, 332-336

strategies for increasing, 23-26

structural, 13, 144-145, 172

transforming effect of initiatives, 363-366

Diversity in the Health Professions Priority Area Grants, 113-114

Dole, Robert, 207

Donnelly, Brian, 181-182

Drew, Charles R., 37

Duke, Elizabeth M., 282

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

E

Education Appropriations Act, 305

Education of URM health professionals.

See also Accreditation;

Admissions policies and practices;

Costs of education;

Financing of education and research

cross-cultural training and cultural competencies, 6, 33-35, 165-169, 236, 307, 374, 375-376

dentistry, 46, 96, 97

enrollment and graduation trends of URMs, 24, 40-41, 43-45, 46, 47, 48-49, 50, 94, 95-96, 115-117, 118, 235, 240, 241, 282, 284

experiences in higher education and HPEI settings, 68-70

financial status of URM families and, 9, 67-68, 89-90, 91, 92

graduate, 24

medical school, 43-45, 96-98

nursing school, 40-41, 99-101

psychology, 48-49, 98-99

and quality of care, 307

strategies to encourage, 206-208

undergraduate, 24

Education Policy Center, 283

Educational Excellence for Hispanic Americans, 282

Equal Employment Opportunity Commission, 338

Exceptional Financial Need program, 304

Extramural Associates Research Development Award, 288

Extramural Loan Repayment for Individuals from Disadvantaged Backgrounds Conducting Clinical Research, 278-279, 288

F

Faculty.

See also Pedagogy

academic rank of, 50

on admissions committees, 77-78, 82

cultural competence of, 330, 332, 334, 336

dentistry, 46-48

financial assistance for, 105, 106, 276-277, 284, 286, 287

geographic variation in diversity, 41

and learning environment, 155, 351, 361-362

nursing, 41-42

psychology, 48, 50, 157

recruitment, hiring, and retention, 14, 15, 143, 145, 157-160, 161, 171, 173, 174, 284, 286, 308, 330, 332, 334, 336, 339, 361-362

as role models, 121, 157

sensitivity training of, 14-15, 156, 157, 166, 174-175

student-centered orientation, 14, 156

student interaction with, 155

URM workforce, 41-42, 46-48, 121, 157-160, 241, 308

Faculty Loan Repayment Program, 276-277, 284-285

Federal Comprehensive Health Manpower Training Act of 1971, 238

Financial Aid for Disadvantaged Health Professions Students, 304

Financing of education and research.

See also specific sources

and academic performance, 93, 295

and access to care, 113, 286, 297, 305, 307

accreditation and, 319, 340

average awards, 96

budget deficit and, 304

clearinghouse on program options, 309, 311

College Board recommendations, 95-96

community benefit standard and, 198-199

coordination and collaboration needs, 11, 301-302, 303, 307, 309, 310, 311

data collection and analysis, 305-306, 309, 311

debt loads of students and new practitioners, 93, 303-304

defined, 89

demographic changes and, 306-307

for dental school, 11, 115, 119-120, 121, 252-253, 297-298

discretionary funds, 107-111, 118, 122, 273, 275-293, 300

and enrollment and retention of URMs, 50, 94, 95-96, 115-117, 118, 282, 284

evaluation of programs, 11, 115-117, 119, 283, 284-285, 299-300, 301, 304-306, 307-308, 309, 311

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

for faculty, 105, 106, 276-277, 284, 286, 287

federal aid, 2, 9, 91-92, 95-96, 101, 107-111, 122, 273, 275-294, 299-300

financial status of URM families and, 9, 89-90, 91, 92

goal-setting in programs, 119, 302-303

graduate school sources, 105-106

grants, 95, 105, 106

information-seeking by students, 94-95

innovative ways of using, 11, 95, 119-122, 173-174, 294-299, 311

intergovernmental transfers, 297-298

for international medical graduates, 302

lack of recognition of programs, 301-302

loan repayment programs, 95, 105, 106, 108-109

mandatory (nondiscretionary) funds, 114-115, 122, 273, 282-283, 293-294, 296-299, 300

merits-based assistance, 92, 93-94, 304

needs-based assistance, 9, 92, 112, 303, 304

for nursing, 101, 119, 255, 276-277, 296, 298

private sources, 2, 9-10, 12, 111-114, 252-253

public-private partnerships, 11, 119-123, 308-310, 311

race and gender influences on awards, 93-94

recommendations, 11, 12, 19, 117, 118, 121-122, 262-263

and recruitment and retention of URMs, 9, 171, 173-174, 298, 307, 308, 311

research grants, 262-263, 284

siloing of small programs, 118, 301

state and local aid, 2, 11-12, 92, 118, 120-122, 274, 282-283, 303, 309

threats to, 4, 118, 299-304

tobacco settlements used for, 298-299

tuition waivers, 106

for undergraduate URM students, 106-114

unmet needs, 9, 89, 92-93, 102, 204

unpredictability of funding, 118, 300

work study, 106

Fisk University, 163

Flexner Report of 1910, 237, 321, 367, 368

Flexner, Abraham, 321, 367

Florida

admissions policies, 71, 327

financial aid programs, 285, 294, 296

Fogarty International Center, 289

Ford Foundation Pre-doctoral and Dissertation Fellowships for Minorities, 11, 112, 114, 158

Free Application for Federal Student Aid (FAFSA), 101

G

Gándara, Patricia, 283

Georgia, 297

Geriatric Education Centers program, 286

Graduate Medical Education, 280-281, 289-290

Reform Incentive Pool, 11

Graduate Record Examination (GRE), 61, 63, 64-65, 69

Grumbach, Kevin, 283, 303

Grumer, Barbara, 129-130

H

Harlem Hospital Medical Center, 170-171

Harvard University, 150

Hastings Center, 236

Hawaiians, native, 23, 242, 274, 275, 285

Health Care Financing Administration, 307.

See also Center for Medicare and Medicaid Services

Health Care Reform Act, 209

Health Careers Opportunities Program (HCOP), 107, 108-109, 115, 276-277, 284, 285, 300

Health Education and Training Centers, 110, 276-277, 285

Health maintenance organizations, 183-184

Health professions.

See also individual occupations

barriers to inclusion of URMs in, 28, 203-204

focus of this study, 28

participation trends of URMs, 1-2, 23-24, 38-49, 238, 274-275

shortages in, 38-39, 234-235

Health Professions Education Foundation, 112, 113

Health Professions Education Fund, 113

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

Health Professions Education Summit, 329

Health professions educational institutions (HPEIs).

See also Colleges and universities;

Education of URM health professionals;

Institutional climate for diversity;

Medical school;

specific institutions

community benefit standard applied to, 194-198

and enrollment and retention of URMs, 50, 94, 95-96, 115-117, 118, 282, 284

historically black schools, 163, 282, 291, 292-293, 301, 349

leadership needs, 144, 152, 153, 156-157, 256-257, 328, 350

mission and mission statement, 8, 14, 76-77, 81, 82, 85, 159, 173, 174, 203, 244, 245, 257, 259-260, 263, 330, 346

Ombuds Office, 15, 165

predominantly white, 349

research-intensive, 158

tax-exempt status, 194-198

Health Professions Loan Repayment Program, 280-281

Health Professions Scholarship Program, 108-109, 280-281, 290

Health Research and Educational Trust, 190

Health Resources and Services Administration (HRSA), 2, 251

Bureau of Health Professionals, 107-110, 115, 116

discretionary funds for financial aid, 9, 107-110, 116, 199, 275-279, 282-287, 300, 301, 302

Division of Health Careers Diversity and Development, 110

evaluation of URM workforce initiatives, 11, 305

Office of Minority Health, 282

Healthy Cities, 192

Healthy People 2000 and 2010, 234, 307

Henderson, Tim, 294, 295, 296, 297

Hennessey, John, 256

Henry J. Kaiser Family Foundation, 309

Higher Education Act, 128, 319

Hispanics/Latinos.

See also Underrepresented minorities

access to care, 26

clinician preferences, 31, 325

cross-racial interactions, 351-352

debt impacts, 102, 103-104

educational inequities, 7, 67-68, 242

as faculty, 44, 46, 48, 50, 158

financial aid awards to, 93-94, 105-106

financial status of families, 89-90, 91

in graduate school, 48-49

in health professions workforce, 23-24, 30, 38, 42-43, 45-46, 48, 49, 162, 253, 274-275

pedagogy, 158

satisfaction with care, 32

school enrollment and graduation trends, 40, 45, 47, 51, 72-75, 83, 170, 171, 238

standardized test performance, 63, 64, 65-66

U.S. population, 23, 305

Historically Black Colleges and Universities initiative, 282

Hospital Community Benefit Standards program, 189

Hospitals. See Nonprofit hospitals and health care organizations

Houston Associates, 115

Howard University School of Medicine, 43, 238

I

Idaho, 183, 186, 296

Illinois, 294, 296

Indian Health Service (IHS), 108-109, 111, 285

Indiana, 183

Initiative for Minority Student Development, 287

Innovations in Health Professions Education Grant Fund, 297

Institute for Primary Care and Workforce Analysis, 294-295

Institute of Medicine, 309, 325, 329, 334, 339

Institutional and policy-level strategies, 51-52.

See also Accreditation;

Affirmative action;

Intervention strategies

barriers to URM participation, 4, 49-50, 203-204

coalition building, 18, 208-210

community benefit and, 197-199

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

data and research needs, 18, 205-206

defined, 25

education of stakeholders, 18, 206-208

leadership needs, 256-257

rationale for examining, 23-24, 26-27

recommendations, 18, 20, 210, 256-257

state referenda, 4, 24

supportive mechanisms, 205-210

Institutional climate for diversity

and academic performance, 68-70, 147, 161, 170

accreditation and, 330-331, 370

admissions policies and, 83, 145, 146, 160-161, 169-171, 173-174, 249, 251, 256-257, 326, 345, 348

affiliations with community health care

facilities, 14, 15, 163, 170-171, 173-174, 175

attitudes and, 145, 146, 148, 157, 350, 354, 373

behavioral, 13, 146, 172, 349, 351-352

campus-related initiatives, 13, 145, 148, 171-172

and clinical practice, 381-382

compositional diversity and, 143, 146-147, 148, 348-349, 350, 353-354, 363, 379-380, 381-382

cross-cultural curriculum, 34-35, 165-169, 174

cross-racial interactions, 13, 351-352, 353

cultural audit of, 153, 154

curricular and cocurricular activities, 34-35, 155-156, 165-169, 174

defining, 13, 144-147, 171, 347-354

and democracy outcomes, 147, 148, 172

in dentistry, 169-171

design principles for improving, 13-14, 152-156, 172-173

external influences, 145-146, 348

faculty recruitment, hiring, and retention

strategies and, 14, 15, 143, 145, 157-160, 161, 171, 173, 174, 361-362

financial aid policies and, 102, 146, 161, 164, 171, 348

holistic approach to change, 13-14, 144, 152, 172-173, 346-347

leadership and, 144, 152, 153, 156-157, 204, 350

and learning outcomes, 6, 34-35, 147-152, 158, 172, 262-263, 354-363, 368-369, 370-371, 374-375, 378-379

long-term perspective, 144

mediation mechanisms, 15, 165, 175

in medical education, 366-382

mission statement and, 14, 159, 173, 174, 346

monitoring and evaluation of intervention strategies, 13-14, 144, 152, 153, 167, 171, 175, 370-371

organizational impediments, 364-366

orientation for students, 14, 164, 174

pedagogy and, 143, 145, 155, 158, 164, 171, 352, 359-361, 367-368, 371-376

peer group influences, 351, 352, 355, 360, 363

psychological, 13, 145, 146, 172, 348, 349, 350-351

recommendations, 2, 15, 19, 174-175

resource allocation and, 144, 152

segregation and, 13, 145, 146, 151-152, 155, 156, 172, 237-242, 348-349, 351

sensitivity training of staff, 14-15, 156

student development, 155-156, 377-379

student recruitment, 14, 83, 143, 145, 160-161, 162-163, 169-171, 173-174, 249, 262

student retention, 14-15, 161-165, 169-171, 173-174

support services and programming, 14, 156, 164-165, 170, 174

Institutional culture, 146, 347-348

Institutional isomorphism, 365

International medical graduates, 302

Intervention strategies.

See also Affirmative action;

Institutional and policy-level strategies

academic advising, 243-244, 264

in admissions policies and practices, 2, 75-83, 254-264

community-based learning experiences, 119-120

data collection and analysis, 305-306

early matriculation programs, 262-263

financial aid, 11, 95, 119-123, 294-299, 308-310, 311

institutional climate improvements, 13-14, 144, 152-171, 175, 370-371

monitoring and evaluation of, 13-14, 144, 152, 153, 167, 171, 175, 370-371

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

pipeline enhancement programs, 25, 27, 110, 118, 119, 161, 250, 252, 263, 299

postbaccalaureate programs, 263

Iowa, 294, 296

J

Joint Commission on Accreditation of Healthcare Organizations, 382

K

Kids into Health Careers, 110

Krueger, Alan B., 328

L

Latinos. See Hispanics/Latinos

Learning

active formats, 158, 352, 357-358, 360, 361, 368, 378, 379

apprenticeship format, 367-368

assessment of, 373

automatic thinking and, 357

case-based and didactic, 372

collaborative and cooperative environments, 155, 158

complex social structures and, 358

contextual issues in environments for, 357-359

development concepts, 354-357

diversity in training and outcomes in, 6, 29, 34-35

faculty diversity and, 155, 351, 361-362

formats for, 158, 372-373, 378-379

experiential/field studies techniques, 158

external assessments of, 370-371

institutional climate for diversity and, 6, 34-35, 147-152, 158, 172, 262-263, 354-363, 368-369, 370-371, 374-375, 378-379

Kegan’s orders of consciousness, 356-357, 377-378, 381

negative reinforcements to, 374-375, 381

in nontraditional settings, 366-367

pedagogy and, 158, 350, 352, 359-361, 367-368, 378-379

Piagetian perspective, 355, 377, 379-380

problem-based, 368-369

segregation and, 151-152

self-authorship/self-directed, 377-378

theory and research, 147-152, 354-359

transformative, 358-359, 378-379

women’s epistemological model of, 356

Liaison Committee on Medical Education, 75, 133-135, 236-237

commitment to achieving diversity, 134-135, 336-339

composition of, 321, 322-323

development of standards, 322-323

historical perspectives, 320-321, 368

present role of, 322-323, 370

standards related to diversity, 133-134, 140, 336-339

Licensing, 61, 166, 245-246, 258, 332, 368

Loan Repayment Program for Health Disparities Research, 278-279, 288

Loans for Disadvantaged Students, 108-109

Louis Stokes Alliances for Minority Participation, 280-281, 292-293

Louisiana, 240, 241, 327

M

Mahoney, Maureen, 255

Martin Luther King, Jr./Charles R. Drew Medical Center, 326

Maryland, 183

Massachusetts, 183-184, 187, 209, 302

Mathematica Policy Research, Inc., 286

McMaster University, 368

Medicaid Graduate Medical Education, 122, 273, 282-283, 294, 295, 296-299, 303

Medical College Admissions Test (MCAT), 57, 60-61, 63, 65-66, 79, 236, 245-246, 257-258

Medical College of Georgia, 297

Medical school

accreditation standards, 133-135, 370

admissions committee appointment and training, 249-250

admissions policies and process, 70-71, 244-249

assessments of learning, 370-371

attitudes, 148, 373

choosing students, 245-248

clinical training, 381-382

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

composition of student body, 379-381

costs of, 88, 96-98, 303-304

cross-cultural training and cultural competencies, 34, 286

current status of, 375-376

curriculum, 236, 374-375, 376

enrollment and graduation trends, 43-45, 161

faculty, 42-44

financial assistance, 96, 98, 295

goals and objectives, 369

grades and MCAT scores and, 70, 245-246

hidden/unintended curriculum, 374-375, 376, 381

institutional climate for diversity, 366-382

knowledge and skills, 371-372

learning formats, 372-373

mission and mission statement, 235-237, 245, 330

negative reinforcements to learning, 374-375, 381

“othering” perspective of students, 376

participation trends of minorities, 24, 42-45

pedagogy, 367-368, 371-376

preparatory programs, 27, 263

preparing clinicians, scientists, and leaders, 235-237

problem-based learning, 368-369

public health mission, 235

public support and investment in, 235

recruitment efforts, 83, 249, 307

structure of education in, 367-369

student development, 377-379

Medical School Objectives Projects I-IV, 236, 369

Medicare Graduate Medical Education program, 114-115, 118, 198-199, 282-283, 293-294, 298, 301, 302-303, 307, 308-309, 311

Medicare/Medicaid Act of 1965, 180

MedPAC, 308-309, 311

Meharry Medical College, 43, 238

Mellon Foundation Fellowships, 158

Mental health

and diversity, 37

services, 26, 30, 31

Mentored Minority Career Enhancement Award, 280-281, 292, 301

Mentored Minority Research Enhancement Coordinating Center, 280-281, 292, 301

Mentored Minority Supplemental Award, 280-281, 292, 301

Mexican Americans, 31, 45, 238, 242, 339, 351-352

Michigan, 185, 297

Minnesota, 297, 298-299

Minorities.

See also Underrepresented minorities

access to care, 26, 28, 29-31, 49, 233, 234-235, 305

adherence to treatment plans, 33

in clinical trials, 35-36

defined, 23

demographic changes, 1, 23, 73, 235, 305, 306-307

educational inequities, 7, 67-68, 160, 242, 246

focus of this study, 27-28

health status and disparities, 30, 35-36, 49, 234, 237, 307

preferences and satisfaction with care, 31-32, 33

quality of care, 32-33, 307

representation in health professions, 23-24

utilization of health services, 30, 33

Minority Access to Research Careers, 278-279, 287

Minority Biomedical Research Support, 278-279, 287

Minority Faculty Fellowship Program, 108-109, 110

Minority Fellowship Program, 108-109, 111

Minority Health Knowledge Management Initiative, 282

Minority Management Development Program, 282

Minority Medical Education Program, 27, 242

Minority Participation in Medical

Education Grant Program, 11, 120-121

Minority Training Programs Tracking System, 282

Mississippi, 240, 241, 327

Montana, 296

Morehouse College, 43, 163

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

Morris Brown College, 163

Mount Sinai School of Medicine, 103

Muñoz, Claudia, 283

N

National Advisory Council on Nurse Education and Practice, 253, 335

National Agenda for the Nursing Workforce, 335

National Association of Hispanic Nurses, 162

National Board of Medical Examiners, 61, 75

National Center for Complementary and Alternative Medicine, 289

National Center for Health Workforce Analysis, 117, 294, 295-296, 305-306, 311

National Center for Research Resources, 289

National Center on Minority Health and Health Disparities, 288

National Comparative Survey of Health Care, 325

National Conference of State Legislatures, 294

National Health Service Corps (NHSC), 108-109, 110, 118, 278-279, 285-286, 304

National Institute of Drug Abuse, 111

National Institute of General Medical Sciences, 287

National Institute on Aging, 111

National Institutes of Health

discretionary funding for students, 199, 278-279, 287-289, 301

evaluation of URM workforce initiatives, 305

grant programs for minority researchers, 36, 111

leadership diversity, 36-37

Office of Behavioral and Social Science Research, 289

National Institutes of Mental Health, 108-109, 111

National League for Nursing, 99, 100

Accrediting Commission, 128-130, 334

National Library of Medicine, 288-289

National Medical Fellowships, Inc., 10, 111-112, 304

National Postsecondary Student Aid Studies, 93, 102, 105-106

National Register of Health Service Providers, 29

National Research Council, 58

Ford Foundation Pre-doctoral and Dissertation Fellowships for Minorities, 112, 114

National Resident Matching Program, 302

National Sample Survey of Registered Nurses, 38

National Science Foundation, discretionary funding for students, 163, 280-284, 292-293, 301

National Student Loan Survey, 102

Native Americans.

See also Underrepresented minorities

clinician preferences and satisfaction with care, 31

educational inequities, 7

faculty, 41-42, 46, 48, 50, 158

financial status of families, 90

in graduate school, 49

in health professions workforce, 42-43, 46, 48, 49, 162, 242, 253, 274-275, 339

pedagogy, 158

school enrollment and graduation trends, 40, 45, 47, 51, 83, 238

New Hampshire, 184, 185, 187-188

New Mexico minority population, 23

New York state, 235

community service plans for nonprofit hospitals, 16, 182, 183

financial aid program, 11-12, 120-121, 297, 299, 302, 303

Physician Diversity Project, 209

New York University, 189, 253

Nickens, Herbert, 325

Nonprofit hospitals and health care organizations

areas for improvement, 194

charitable obligations of, 181-182

community benefit standard applied to, 186-189, 195-196

evaluation of charitable behavior of, 192

organizational practices, 193-194

recognition and support of, 189-190

roles and obligations of, 191-192

strengths of, 193

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

tax-exempt status, 15-16, 178-185, 190-191, 195-196

workforce diversity, 195-196

Nurses and nursing

accreditation standards, 128-131, 334-336

admissions process, 56, 253-255

baccalaureate, 56

costs of education, 99-101

faculty, 41-42

financial assistance, 101, 119, 255, 276-277, 296, 298

participation trends of minorities, 24, 26, 38-42, 253, 274-275

recruitment of URMs, 160, 162, 163

school enrollment and graduation trends, 40-42, 254

shortages, 38-39, 119, 160, 163, 253, 298

variability of programs, 254

workforce, 38-39, 253, 335

Nursing Education Loan Repayment Program, 276-277, 285

Nursing Workforce Diversity Program, 108-109, 110, 276-277, 285

O

O’Connor, Sandra Day, 240-241, 345

Office of Management and Budget, 38

Oklahoma, 296

Oregon, 31

Orthodontic Education Company, 11, 119-120

P

Pedagogy

accreditation standards and, 368

active teaching methods, 158, 352, 357-358, 360, 361

collaborative and cooperative environments, 155, 158, 359-360

communication skills approach, 371-372, 378

and compositional diversity, 145, 158, 171, 379-380

cultural competency approach, 371, 378-379

Giroux’s antiracist approach, 378-37 9

and institutional climate for diversity, 143, 145, 155, 158, 164, 171, 352, 359-361, 367-368, 371-376

knowledge/skills method, 372

and learning outcomes, 158, 350, 352, 359-361, 367-368, 378-379

peer teaching, 360, 363, 379

student-centered, 350, 352, 359, 361-362, 379

traditional, in medical schools, 367-368

Peer groups, influence on institutional climate, 351, 352, 355, 360, 363

Pell grants, 95-96, 102

Pennsylvania, 183, 184, 188

Perry, William, 355

Pew Charitable Trusts, 129, 309

Pew Health Commission Competencies, 334-335

Pharmacy and pharmacists, 120

Physician Diversity Project, 209

Physician Payment Review Commission, 308-309

Physicians, URM.

See also Medical school

access issues, 5, 29, 30, 189, 248-249

career choices and satisfaction, 103-104

debt loads, 102-103, 303-304

essential characteristics, 7, 236, 247

expectations of, 235-236

participatory decision-making style, 32, 33

patient characteristics, 5, 235, 248-249

patient preferences and satisfaction with, 5, 31-32, 325

quality of care, 33

recruitment of, 308

resident salaries, 104

VA, 291

workforce, 42-43, 238, 274, 291

Pipeline enhancement programs, 25, 27, 110, 118, 119, 161, 250, 252, 263, 299

Ponce School of Medicine, 43

Powell, Lewis Franklin, Jr., 239

Primary Care Medicine and Dentistry Grant Program, 286

Princeton University, 239, 328

Project 3000 by 2000 Health Professions Partnership Initiative, 238-239, 304

Prospective Payment Assessment Commission, 308-309

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

Psychology/psychologists

access issues, 5, 29-30

accreditation standards, 135-138, 333-334, 335

admissions process, 61, 249-251

costs of education, 98-99, 100

cross-cultural training, 167-169

earnings, 98

faculty, 48, 50, 157, 249, 250

financial assistance, 298

institutional climate, 157

participation trends of minorities, 24, 48-49, 275

patient characteristics, 5

recruitment programs, 163, 250

school enrollment and graduation trends, 48-49, 51, 249-250

standardized tests, 61, 64

workforce, 48

Public Health Institute, 190

Public Health Service Act

evaluation set-aside, 305

Titles VII and VIII, 9, 11, 107-110, 115, 118, 275, 300, 335

Public–private partnerships, 11, 119-123, 205, 308-310, 311

Puerto Ricans, mainland, 45, 159, 238, 339

Puerto Rico, medical school faculty, 43

Q

Quality of care

diversity and, 5, 23-24 n.1, 29, 31-33, 37, 325

nursing shortages and, 38-39

patient satisfaction with racially concordant clinicians, 5, 31-32

R

Racial and ethnic groups.

See also Minorities;

Underrepresented minorities;

specific groups

educational inequities, 7, 67, 160, 161, 233, 242, 283

OMB categories, 38

Rainey, Michael, 334, 339

Recommendations

accreditation, 12-13, 19, 139, 140-141, 324, 330, 331-332, 336-339

admissions committees, 8-9, 261

admissions policies, 8-9, 19, 85, 255-264, 328

coalition building, 18, 20, 209

community benefit standard, 2-3, 17-18, 20, 200

data collection and research, 18, 20, 206

education of stakeholders, 18, 20, 208

financing options, 11, 12, 19, 117, 118, 121-122, 262-263

institutional and policy-level strategies, 18, 20, 210, 256-257

institutional climate for diversity, 2, 15, 19, 174-175

Recruitment and retention of URMs

academic advising and, 161

accreditation policies and, 12, 132-133, 137-138, 140, 141, 328, 338, 339

admissions policies, 83, 249, 250-251, 253, 254-256, 260, 261-262

educational inequities and, 160, 161

faculty, 157-160, 161, 171, 173, 284, 286, 308, 330, 332, 334, 336, 339

financial incentives, 9, 171, 173-174, 298, 307, 308, 311

institutional climate for diversity and, 14-15, 83, 143, 145, 160-165, 169-171, 173-174, 249, 262

institutional partnerships, 14, 15, 163, 170-171, 173-174

in nursing, 162

orientation, 14, 164, 174

recommendations, 14-15, 174-175

students, 14-15, 83, 143, 145, 160-165, 169-171, 173-174, 249, 262

support services and programming, 14, 156, 164-165, 170, 174

Regional Centers for Health Workforce Studies, 294

Registered Nurse Education Loan Repayment Program, 113

Registered Nurse Education Scholarship Program, 113

Research.

See also Clinical research

accreditation outcomes, 12, 139-141, 319, 326, 332, 336-338, 339

data collection and analysis, 18, 205-206, 305-306, 309, 311

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

demonstrations on URM relationships to Medicare and Medicaid programs, 307-308, 311

on financing innovations, 11, 115-117, 119, 283, 284-285, 299-300, 301, 304-306, 307-308, 309, 311

grant programs for minority researchers, 36

on health disparities of minorities, 35-36

on institutional and policy-level strategies, 205-206

leadership diversity, 29, 36-37

outcomes of institutional climate for diversity, 13-14, 144, 152, 153, 167, 171, 175, 370-371

Research Initiative for Scientific Enhancement (RISE), 287

Research Supplements for Underrepresented Minorities, 278-279, 288-289

Reserve Officer Training Corps (ROTC) program, 290

Rhode Island, 185

Robert F. Wagner Graduate School of Public Services, 189

Robert Wood Johnson Foundation, 11, 27, 242, 252-253, 309, 324

Rogers, Paul, 207

Rosenoff, Emily, 283

Roybal, Edward, 181-182

S

Scholarship of Excellence program, 120

Scholarships for Disadvantaged Students, 108-109, 276-277, 284

Scholarships for Health Professions Students, 111

Scholastic Aptitude Test (SAT), 57, 58, 60, 62, 63-64, 244, 257

School-Based Scholarships for the Disadvantaged, 304

Schroeder, Steven, 324

Segregation

and admissions policies, 237-242, 328

affirmative action as a remedy, 238-239

Bakke decision, 239

and educational inequities, 7, 67-68, 72, 328

historical ramifications, 13, 172, 237-242, 349

and institutional climate for diversity, 13, 145, 146, 151-152, 155, 156, 172, 237-242, 348-349, 351

Senior Executive Service, 310

Sensitivity training, 14-15, 156, 157, 166, 174-175

Sepulveda, Enrique, 283

Social Accountability Budget, 190

Social contract

core competencies as part of, 328-329

cultural competencies as part of, 329-332

defined, 324

diversity as part of, 325-332

health professions’ and medical

education’s responsibility within, 323-324

Social Security Amendments of 1983, 302

South Dakota, 296-297

Spelman College, 163

Spencer Foundation Fellowships, 158

St. Louis University, 163

Stafford Loans, 102, 104

Standardized tests.

See also specific tests

and accreditation, 258

admissions policies and practices, 6-7, 8, 55, 56-75, 79, 81-82, 83, 84, 236, 244, 245-246, 257-258, 259

appropriate use of, 7, 58, 61-62

attributes measured by, 59

background, 56-58

benefits, 58

consequences of reliance on, 70-75

“cut-off” range, 62, 259

elimination of, 258

experiences in higher education institutions and HPEIs and, 68-70

and grade point average, 60, 63

group differences in performance, 7, 63-70

misinterpretations and misuses, 58-60, 84

precision and fairness of, 7, 59

pre-college influences on preparation for, 67-68

predictive power, 6-7, 60-62, 84, 246, 257-258, 381

preparation programs, 263

racist and eugenicist ideology and, 56

ranking of academic institutions with, 59-60

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

“stereotype threat” and, 7, 68-70, 82, 243, 246, 248, 261

“successful intelligence” theory and, 62

underperformance/overprediction, 62-63, 248

validation for diverse applicants, 62-63

Stanford University, 69, 77, 80, 82-83, 256

Early Matriculation Programs, 262-263

State University of New York at Albany, 294

States.

See also individual states

community benefit policies, 16, 186-189

financial aid, 2, 11-12, 92, 118, 120-122, 274, 282-283, 303, 309

Steele, Claude, 68-69

Stereotype threat, 68-70

Sternberg, Robert, 62

Stevens, David, 134

Strategies for Improving the Diversity of the Health Professions, 283

Student Assistance Programs, 110

Substance Abuse and Mental Health Services Administration, 108-109, 111, 305

“Successful intelligence” theory, 62

Sullivan Commission on Diversity in the Healthcare Workforce, 207

Sullivan, Louis, 207

Support of Continuous Research Excellence (SCORE), 287

T

Tax Reform Act of 1986, 181

Tennessee, 163, 238, 296, 297, 298

Texas

college admissions policies, 71, 72-73, 80, 240, 241, 258, 327

community benefit standard applied to nonprofit health care organizations, 183, 186, 188

diversity of health professionals, 30, 235

financial aid programs, 294, 295, 296

Health Professions Resource Center, 258

Texas A&M University, 72-73, 76-77, 80, 81-82

Partnerships for Primary Care, 258

Thorndike, E.L., 56

Tienda, Marta, 72-73

Tobacco settlements, 298-299

Tokenism, 350, 359

Training of health professionals, cross-cultural, 6, 33-35, 165-169

Tribal Colleges and Universities initiatives, 282, 291

Tuskegee syphilis experiments, 35

U

Undergraduate Scholarship Program, 278-279, 289

Underrepresented minorities (URMs)

access to care, 28, 49

on accrediting bodies, 12, 135, 140, 141, 321, 322-323

on admissions committees, 77-78

advising inequities, 243-244, 264

barriers to inclusion in health professions, 28, 243-244

college enrollment and graduation trends, 24, 40-41, 43-45, 46, 47, 48-49, 50, 94, 95-96, 115-117, 118, 235, 240, 241, 282, 284

costs of education, 9, 102-104, 118, 122, 161, 283, 303-304

defined, 3 n.1, 6, 24 n.2, 27-28, 38, 242-243, 252, 273 n.1

eligibility for enrichment programs, 161, 242

financial assistance for college, 106-114

financial status of families, 9, 67-68, 89-90, 91, 92

participation trends in health professions, 1-2, 37-49, 238

primary and secondary education, 3-4, 24, 27, 84

recruitment and retention, 250-251, 255, 298

stereotype threat, 68-70, 82, 243, 246, 248

“tracking,” 67, 117

Uniformed Services Health Professions Revitalization Act of 1972, 289

Uniformed Services University of the Health Sciences, 289

Universidad Central del Caribe School of Medicine, 43

University of California

admissions policies, 71, 73-75, 84, 233, 238, 239-240, 256-257

at Berkeley, 74

at Davis, 238, 239, 283

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

at Irvine, 259-260

at Los Angeles, 74, 326

Medical Student Diversity Task Force, 233, 244

at San Francisco, 150, 283, 294

University of Colorado, 11, 101, 119-120, 121

University of Denver, 361

University of Illinois at Chicago, 294, 326

University of Maryland, 361

University of Massachusetts at Amherst, 361

University of Michigan

affirmative action lawsuits, 3, 24-25, 29, 145, 147-148, 240-241, 255, 326-328, 345, 379-380

diversity and learning outcomes, 151-152

faculty recruitment strategies, 157

multicultural audit, 154

Program on Intergroup Relations, 360, 361

University of Minnesota, 374

University of Nebraska Medical Center, 162

University of New Mexico, 325-326

University of North Carolina at Chapel Hill, 286

University of Puerto Rico School of Medicine, 43

University of Texas, 72-73, 157, 240, 294

University of Washington, 294

U.S. Army, Alpha and Beta tests, 57

U.S. Bureau of the Census, 300, 305

U.S. Department of Defense, discretionary funds for financial aid, 274, 280-281, 289-291, 301-302, 307

U.S. Department of Education, accreditation role, 2, 11, 12-13, 127-128, 129, 130, 131, 133, 138-141, 319-320, 322, 344

U.S. Department of Health and Human Services

definition of underrepresented minority, 242-243, 273 n.1

discretionary funds for financial aid, 274, 255, 275-289, 299-300

evaluation of effectiveness of initiatives, 299-300, 304-305

nondiscretionary funds for financial aid, 114, 274

Office of Assistant Secretary for Planning and Evaluation, 299, 305

Office of Inspector General, 284-285

Office of Public Health and Science, 305

Office of Research, Development, and Information, 305

Office of the Secretary, 305

Race and Health initiative, 234

U.S. Department of Homeland Security, 304

U.S. Department of Veterans Affairs, 274, 280-281, 291-292, 301-302, 305, 307

U.S. General Accounting Office, 116-117, 300, 310

U.S. Medical Licensing Exam, 61, 245-246, 258, 370

U.S. News & World Report, college rankings, 59

U.S. Office of Management and Budget, 300

U.S. Surgeon General, 37, 234, 251

Utah, 294, 296, 297, 298

tax status of health care organizations, 16, 180, 182-183, 184, 186, 188

V

Vanderbilt University, 101, 163

Voluntary Hospitals of America, 190

W

Warm Spring Reservation (Oregon), 31

Washington Business Group on Health, 207-208

Washington state

college admissions policies, 241, 327

financial aid programs, 294, 296

Initiative 200, 4, 24, 240

Washington State University, 162

West Virginia, 183, 294, 296

White House Hispanic Agenda for Action Initiative, 282

Williams, Daniel Hale, 37

Wisconsin, 294, 296

W.K. Kellogg Foundation, 4, 11, 25, 112, 114, 189, 207, 209, 309

World Health Organization, 192, 324

World War I, 57

World War II, 57

Suggested Citation:"Index." Institute of Medicine. 2004. In the Nation's Compelling Interest: Ensuring Diversity in the Health-Care Workforce. Washington, DC: The National Academies Press. doi: 10.17226/10885.
×

Y

Yale University, PACE Center, 62

Z

Zlotlow, Susan, 135, 137

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The United States is rapidly transforming into one of the most racially and ethnically diverse nations in the world. Groups commonly referred to as minorities--including Asian Americans, Pacific Islanders, African Americans, Hispanics, American Indians, and Alaska Natives--are the fastest growing segments of the population and emerging as the nation's majority. Despite the rapid growth of racial and ethnic minority groups, their representation among the nation’s health professionals has grown only modestly in the past 25 years. This alarming disparity has prompted the recent creation of initiatives to increase diversity in health professions.

In the Nation's Compelling Interest considers the benefits of greater racial and ethnic diversity, and identifies institutional and policy-level mechanisms to garner broad support among health professions leaders, community members, and other key stakeholders to implement these strategies. Assessing the potential benefits of greater racial and ethnic diversity among health professionals will improve the access to and quality of healthcare for all Americans.

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