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In The Nation’s Compelling Interest: Ensuring Diversity in the Health-Care Workforce
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
