An American Crisis The Growing Absence of Black Men in Medicine and Science: Proceedings of a Joint Workshop (2018) / Chapter Skim
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7 Accountability in Medicine: What Can Medical Schools Do to Address the Crisis?
7 Accountability in Medicine: What Can Medical Schools Do to Address the Crisis?
Pages 55-70
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From page 55... ...
(Wilson) • The highly diverse student body at the University of Illinois College of Medicine is attributable to the school's faculty, a commitment to diversity, a focus on excellence, the efforts of associate deans for diversity and inclusion, and an emphasis on the value of education.
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From page 56... ...
(Owen) • Critical factors for addressing the shortage of Black men in medicine include intervention through pipeline programs, har nessing partnerships and collaborations, leveraging financial resources to expand and maximize opportunities, and build ing cohorts and using messengers or champions.
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From page 57... ...
Carson next spoke about his experiences as a pediatric neuro urgeon s and struggling with being able to influence only his patients' medical outcomes, especially when they faced challenging life circumstances such as difficult home and family environments outside of the hospital. He expanded on the importance of addressing social determinants and opportunities to intervene on these determinants, such as through housing initiatives.
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From page 58... ...
He then described different types of accountability, including • Social accountability, or, the social contract academic health centers have with local and regional communities; • National accountability for a sufficient and prepared health workforce; • Compliance accountability for meeting accreditation standards; and • Internal accountability of each academic health center to its own mission and values. Finally, Acosta suggested a need to think about the role of other stakeholders not present in the room -- for example, local and regional hospitals, hospital associations, pharmaceutical and other industries, and community agencies.
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From page 59... ...
They form a learning community." Wilson reported that the network increased the retention rate between freshman and sophomore years from approximately 60 percent to 95 percent. Based on the success of the program, Wayne State University scaled up the initiative to include all Black male students in the Student African American Brotherhood.10 Despite the success of programs like the network and the Brotherhood at Wayne State University, Wilson acknowledged that undergraduate college students are a relatively successful group and that programs at the undergraduate level are late in the pipeline to intervene.
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From page 60... ...
Azar then described the strategies the University of Illinois College of Medicine employs to strengthen the medical education pipeline. These include postbaccalaureate programs and summer prematriculation programs prior to entering medical and dental schools as well as managing students' financial issues and wellness programs to address social and economic issues for current medical students.
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From page 61... ...
Thus, he suggested that efforts to attract, train, and retain underrepresented minorities in both sectors will require systems-based and culturally based solutions, as well as strong role modeling. He commented: We have discussed several examples of our effort to solve the problems of attracting, retaining, and training minority medical students.
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From page 62... ...
. We also treat applying to medical school as an opportunity to prepare the applicant to become a matriculate." Some of these accepted students are underrepresented minorities with substantially lower Medical College Admission Test (MCAT)
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From page 63... ...
Reflections on Diversity in Osteopathic Medical Schools Adrienne White-Faines, M.P.A., FACHE Chief Executive Officer American Osteopathic Association White-Faines started her talk by proposing that U.S. osteopathic medical schools, with their more holistic philosophy on patient care and abolitionist roots, are well positioned to promote and improve upon diversity within the U.S.
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From page 64... ...
LCME standards are "concise statements of the expected level of quality or attainment" and comprise elements, or "components that collectively constitute a standard; operationally, elements identify the variables that must be examined to determine a medical education program's compliance with a particular standard." The LCME evaluates each element as "satisfactory," "satisfactory with a need for monitoring," or "unsatisfactory" to inform whether it determines a medical school to be in "compliance," "compliance with monitoring," or "noncompliant" with the each standard. With regard to the LCME approach to diversity, Catanese focused on the LCME's Standard 3 on academic and learning environments and, specifically, on Element 3.3 on diversity and pipeline programs and partnerships.
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From page 65... ...
pertaining to diversity and pipeline programs, diversity also plays a role in other elements of LCME's accreditation -- for example, the elements pertaining to professionalism and curricula on cultural competence and health care disparities. She described the intent of LCME to identify the following: Diversity practices, policies, and processes [embedded]
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From page 66... ...
He noted that the M.D. program did not meet LCME criteria in 2014 and it required changing the entire leadership of the medical school to meet the LCME accreditation standard in 2017.
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From page 67... ...
Acosta suggested that this would be challenging for those medical schools located in states where the White population is predominant. He challenged these institutions, arguing, Many of our schools are land grant public institutions, which means they are not only obligated to their social contract with their local and regional communities and state, but also to the nation itself.
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From page 68... ...
First, he described the need to replicate successful pipeline programs, such as the one Wilson described at Wayne State University. Second, he elaborated on White-Faines's comment about the need to make intentional decisions to address the dearth of Black men in medicine.
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From page 69... ...
The program also provides opportunities for research, MCAT and Graduate Record Examinations preparation, and summer enrichment courses including leadership development, as well as seminars, workshops, and clinical training in the School of Medicine during the academic year. In closing, he reiterated the idea that this program challenges the perception that pipeline programs for students from diverse backgrounds are postbaccalaureate programs for students struggling to get into medical schools.
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