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Since efforts to increase the diversity of academic medicine began shortly after the Civil War, the efforts have been characterized by a ceaseless struggle of old and new programs to survive. In the 40 years after the Civil War, the number of minority-serving institutions grew from 2 to 9, and then the number fell again to 2 in response to an adverse evaluation by the Carnegie Foundation for the Advancement of Teaching. For 50 years, the programs grew slowly, picking up speed only after the passage of landmark civil rights legislation in the 1960s. From 1987 through 2005, they expanded rapidly, fueled by such new federal programs as the Centers of Excellence and Health Careers Opportunity Programs. Encompassing majority-white institutions as well as minority-serving institutions, the number of Centers of Excellence grew to 34, and the number of Health Careers Opportunity Programs grew to 74. Then, in 2006, the federal government cut its funding abruptly and drastically, reducing the number of Centers of Excellence and Health Careers Opportunity Programs to 4 each. Several advocacy groups, supported by think tanks, have striven to restore federal funding to previous levels, so far to no avail. Meanwhile, the struggle to increase the representation of underrepresented minorities in the health professions is carried on by the surviving programs, including the remaining Centers of Excellence and Health Careers Opportunity Programs and new programs that, funded by state, local, and private agencies, have arisen from the ashes. [ABSTRACT FROM AUTHOR]

In fiscal year 2006, the US Government abruptly and drastically reduced its funding for programs to increase the racial and ethnic diversity of academic medicine, including programs to increase the development of minority medical faculty. Anticipating this reduction, 4 such programs-the Albert Einstein College of Medicine, Mount Sinai School of Medicine, University of Medicine and Dentistry in New Jersey-New Jersey Medical School, and University of Pennsylvania School of Medicine-decided to pool their resources, forming the Northeast Consortium of Minority Faculty Development. An innovation in minority faculty development, the Northeast Consortium of Minority Faculty Development has succeeded in exposing faculty trainees to research and teaching that they might not have considered otherwise, expanding the number and diversity of their mentors and role models, providing them potential access to larger and different populations and databases for purposes of research, and expanding their peer contacts. After introducing the Northeast Consortium of Minority Faculty Development, this article describes the origins and goals of each member program. [ABSTRACT FROM AUTHOR]

This article reviews selected precollege bridge programs to determine the instructional strategies used to prepare students for college and health science careers and discusses whether those strategies should be employed more widely. Successful precollege bridge programs are assumed to help students adjust to college and to improve their chances of succeeding in higher education. Most participants are assumed to gain needed competencies, develop mentorship relationships, make easy transitions from high school, and obtain employment in desired careers. Precollege bridge programs in the health sciences have existed since the 1970s. Employing internet browsers and informal conversations with program staff, the author studies four such programs, focusing on their similar strategies, which have been viewed as successful for minorities and other under-represented students. This review suggests that certain of their instructional activities are essential for supporting the learning of students of color and acclimatizing them into various disciplines. For example, the positive attention to participants helps enhance their confidence and encourage the development of cognitive and affective skills needed in university and career environments. This article hopes to promote 1) wider use of the instructional activities employed in precollege bridge programs; 2) the development of other, similarly structured programs; and 3) the entrance of more students into the health sciences. Successful precollege bridge programs link components of the educational continuum to help students bridge the gap between the outcomes of one segment and the expectations of another. The programs accomplish this goal by combining small learning environments with enjoyable, hands-on learning, by enhancing students' confidence in their abilities to develop the needed cognitive skills, and by linking them to professional mentors. [ABSTRACT FROM AUTHOR]

The author argues in favor of educational leadership to increase diversity and promote minorities in medical professions. U.S. federal policies regarding medical education in the 1950s are discussed, as well as health professional shortages in the early 2000s, foreign nurses employed in the U.S., and discrimination in the medical profession. Equal opportunity employment and an alliance of predominantly black colleges in Virginia to promote minorities in health courses are also mentioned.

This article attempted to examine the relationship between cultural competence education and increasing diversity in nursing schools and practice settings. In addition to the review of the literature, a panel of experts was interviewed regarding institutional practices in response to the challenge of increasing diversity and cultural competence education. Evidence of positive outcomes of cultural competent care and impact of race and ethnic concordance between patients and providers are presented. The challenge of increasing underrepresented minorities in health care professions remains elusive. An ecological analysis is recommended to address the social and cultural barriers that transcend the micro system of the school and the macro system of the society. The challenge of increasing diversity and realizing outcomes of cultural competence education requires social and comprehensive remedies to level life inequities that perpetuate a history of disadvantages in some groups. [ABSTRACT FROM AUTHOR]

The article comments on the paper "The Relationship Between Cultural Competence Education and Increasing Diversity in Nursing Schools and Practice Settings," by Dula Pacquiao. It asserts that there are arguments for cultural competence education for all health care professionals. Moreover, the role of ethnic minority health professionals in the improvement of diverse patient outcomes is also addressed.

Healthcare professionals often are unaware of their own gender, racial, cultural, or religious biases, which can play a role in inequity and disparate outcomes. Read on to learn about a popular assessment surgery center leaders can use to help raise awareness. [ABSTRACT FROM AUTHOR]

Background It is widely claimed that racial and ethnic minorities, especially in the US, are less willing than non-minority individuals to participate in health research. Yet, there is a paucity of empirical data to substantiate this claim. Methods and Findings We performed a comprehensive literature search to identify all published health research studies that report consent rates by race or ethnicity. We found 20 health research studies that reported consent rates by race or ethnicity. These 20 studies reported the enrollment decisions of over 70,000 individuals for a broad range of research, from interviews to drug treatment to surgical trials. Eighteen of the twenty studies were single-site studies conducted exclusively in the US or multi-site studies where the majority of sites (i.e., at least 2/3) were in the US. Of the remaining two studies, the Concorde study was conducted at 74 sites in the United Kingdom, Ireland, and France, while the Delta study was conducted at 152 sites in Europe and 23 sites in Australia and New Zealand. For the three interview or non-intervention studies, African-Americans had a nonsignificantly lower overall consent rate than non-Hispanic whites (82.2% versus 83.5%; odds ratio [OR] = 0.92; 95% confidence interval [CI] 0.84-1.02). For these same three studies, Hispanics had a nonsignificantly higher overall consent rate than non-Hispanic whites (86.1% versus 83.5%; OR = 1.37; 95% CI 0.94-1.98). For the ten clinical intervention studies, African-Americans' overall consent rate was nonsignificantly higher than that of non-Hispanic whites (45.3% versus 41.8%; OR = 1.06; 95% CI 0.78-1.45). For these same ten studies, Hispanics had a statistically significant higher overall consent rate than non-Hispanic whites (55.9% versus 41.8%; OR = 1.33; 95% CI 1.08-1.65). For the seven surgery trials, which report all minority groups together, minorities as a group had a nonsignificantly higher overall consent rate than non-Hispanic whites (65.8% versus 47.8%; OR = 1.26; 95% CI 0.89-1.77). Given the preponderance of US sites, the vast majority of these individuals from minority groups were African-Americans or Hispanics from the US. Conclusions We found very small differences in the willingness of minorities, most of whom were African-Americans and Hispanics in the US, to participate in health research compared to non-Hispanic whites. These findings, based on the research enrollment decisions of over 70,000 individuals, the vast majority from the US, suggest that racial and ethnic minorities in the US are as willing as non-Hispanic whites to participate in health research. Hence, efforts to increase minority participation in health research should focus on ensuring access to health research for all groups, rather than changing minority attitudes. [ABSTRACT FROM AUTHOR]

Focuses on the issues surrounding the participation of racial and ethnic minorities in medical research in the United States. Benefits of clinical trials on enrolled subjects; Factors that contribute to the scientific community's deliberate exclusion of minorities from certain types of studies; Scientific debate over the appropriate role of race in medical research; Existing research protections for vulnerable populations.

Studies the status of admission of underrepresented minority students to medical schools in the United States. Medical school enrollment data and characteristics; Trends in enrollment; Association of enrollment with federal funding.

Investigates the performance of men and women from various racial and ethnic backgrounds on the National Board of Medical Examiners Part 1 examination. Relation among Medical College Admission Test scores (MCAT) and undergraduate variables; Correlations among the science sections of the examination; Differences on the MCAT among racial and ethnic groups.

Discusses the status of women physicians of ethnic minorities in the field of pediatrics in the United States (U.S.). Increase in the admissions of women and minorities in U.S. medical schools in 1970s and 1980s; Racial discrimination against Afro-Americans in medicine; Role of women pediatricians of Hispanic origin in the U.S.

Discusses the status of women and minorities on medical school faculties in the U.S. as of 1991. Increase in the number of women faculty entering medical schools from 1981 to 1991; Reasons for the slow progress of minority and women faculty; Strategies for medical schools recommended by the American College of Physicians to foster the career development of qualified women and minority physicians.

Focuses on the role of community and migrant health centers (CHC/MHC) in eliminating the barriers that limit the professional advancement of minority and women health care professionals in the United States. Percentage of minorities in top management positions.

The Negro physician has been portrayed as a black Babbitt by E. Franklin Frazier and as a liberal or even a potential revolutionary by Gerhard Lenski. This study examines the professional experiences and the ideology of 98 Negro doctors practicing in New York City, and finds that they are pressing for change in the economic as well as in the racial organization of medical practice. On the basis of the indices used in this study, Negro doctors are more liberal than white physicians practicing in the same area; more liberal even than Jewish doctors. While Frazier's observations may have been accurate a decade ago, Lenski is now closer to the mark. [ABSTRACT FROM AUTHOR]

The article reports on the presentation of the 2019 American Society of Health-System Pharmacists-Association of Black Health-System Pharmacists Joint Leadership Award to John E. Clark, a clinical pharmacist and assistant professor at the University of South Florida College of Pharmacy.

There is compelling evidence for the need to increase diversity within the physician workforce to ensure high-quality medical education, access to health care for the underserved, advances in research, and improved business performance. To have enough physicians to meet the future needs of the general public, as well as of minority citizens, we must recruit from diverse populations. The need for physicians, particularly underrepresented minorities, will continue to grow. Addressing shortages requires inventive efforts to counter obstacles created by the anti-affirmative action movement, as well as strategies to encourage institutions to become more engaged in diversity efforts. [ABSTRACT FROM AUTHOR]

Context: Although concerns continue to be raised about the diversity of the US physician workforce, there has never been a nationwide survey of both the sex and underrepresented minority (URM) composition of medical school admission committees.Objective: To document US medical school admission committee membership in several demographic domains, including sex and URM (African American, Mexican American, mainland Puerto Rican, Native American, Native Hawaiian, and Native Alaskan) status.Design: Mailed survey.Setting and Participants: Deans or directors of admission at 85 US medical schools that were members of the Association of American Medical Colleges (response rate, 70%).Main Outcome Measures: Prevalence of 1999-2000 school-year committee members in demographic categories, such as sex, URM status, physician or medical student status; compensation status.Results: The overall ratio of men to women on admission committees was 1.77 to 1. On average, 16% of committee members were from URM groups. Physicians with URM status comprised 8% of committee membership; 51% of committees had 1 or 0 URM physicians. Seventy-four percent of committees had at least 1 medical student; medical students comprised 15% of total membership. Ninety-one percent of committees operated on a volunteer basis.Conclusion: Although representation of women and persons with URM status on medical school admission committees has improved since 1972, URM membership, in particular, remains low. JAMA. 2000;284:1111-1113 [ABSTRACT FROM AUTHOR]

The author reflects on issues in the U.S. health care system as of July 2018. Topics include the under-representation of minorities like African Americans, Native Americans and Latinos in the primary care system, the feasibility of community colleges in resolving such issues, as well as the need for medical schools and family medicine departments to decide whether to use the community colleges to resolve the workforce needs in the country.

Reports on the proposal of the Graduate Medical Education National Advisory Committee (GMENAC) to solve the surplus of doctors in the U.S. Potential antitrust problems of the GMENAC proposals; Restrictions on the entry of foreign medical graduates; Increase the representation of minority groups in medicine.

The article discusses initiatives to improve minority participation in clinical trials. Topics covered include figures from the National Institute on Minority Health and Health Disparities on the number of minority patients enrolled in clinical trials, the amount of negative outcomes from chronic diseases such as cancer borne disproportionately by racial and ethnic minorities, and barriers to minority enrollment such as lack of awareness of clinical trial opportunities.