Medical School Admissions After the Supreme Court's 2023 Affirmative Action Ruling.

Importance: The 2023 Supreme Court of the United States (SCOTUS) Students for Fair Admissions, Inc. v President and Fellows of Harvard College ruling to restrict race-based affirmative action is a landmark decision with potentially far-reaching consequences.

Objective: To examine application, acceptance, and matriculation rates into doctor of medicine (MD)-granting programs before and after the 2023 SCOTUS decision.

Development of a Tool to Measure Student Perceptions of Equity and Inclusion in Medical Schools.

Importance: Creating an inclusive and equitable learning environment is a national priority. Nevertheless, data reflecting medical students' perception of the climate of equity and inclusion are limited.

Objective: To develop and validate an instrument to measure students' perceptions of the climate of equity and inclusion in medical school using data collected annually by the Association of American Medical Colleges (AAMC).

Perspectives on National Institutes of Health Funding Requirements for Racial and Ethnic Diversity Among Medical Scientist Training Program Leadership.

Importance: Since 1964, the National Institutes of Health (NIH) has funded the Medical Scientist Training Program (MSTP) MD-PhD program at medical schools across the US to support training physician-scientists. Recent studies have suggested that MSTPs have consistently matriculated more students from racial and ethnic backgrounds historically underrepresented in science than MD-PhD programs without NIH funding; however, the underlying basis for the increased diversity seen in NIH-funded MSTPs is poorly understood.

Objective: To investigate how administrators and faculty perceive the impact of MSTP status on MD-PhD program matriculant racial and ethnic diversity.

Achieving Gender Equity Is Our Responsibility: Leadership Matters.

Across academic medicine, and particularly among faculty and medical school leadership, the status quo is unacceptable when it comes to gender diversity, equity, and inclusion. The Association of American Medical Colleges has launched a bold gender equity initiative, endorsed by its Board of Directors, to implore academic medical institutions to take meaningful and effective actions.Defining what progress should look like to guide these actions is worth deeper exploration.

A Stochastic Model of Consensus Reaching in Committee Decisions for Faculty Advancement, Promotion and Tenure: Does Diversity Matter?

Purpose: There are considerable gender and racial disparities in academic promotions regardless of academic qualifications, suggesting bias. The investigators studied the academic promotions process by simulating the work of Advancement, Promotion and Tenure (APT) committees and applying a mathematical model to assess the impact of diversity on consensus reaching.

Method: The study targeted academic faculty during an annual Association of American Medical Colleges (AAMC) meeting.

Racial and Ethnic Differences Between Obstetrician-Gynecologists and Other Adult Medical Specialists.

Objective: To compare racial and ethnic differences between obstetrician-gynecologists (ob-gyns) and other large groups of adult medical specialists who provide the predominant care of women. Whether physician diversity influences their practice locations in underserved areas was also sought.

Methods: This cross-sectional study reports an analysis of U.

Measuring Diversity and Inclusion in Academic Medicine: The Diversity Engagement Survey.

Purpose: To produce a physician and scientific workforce that advances high-quality research and culturally competent care, academic medical centers (AMCs) must assess their capacity for diversity and inclusion and leverage opportunities for improvement. The Diversity Engagement Survey (DES) is presented as a diagnostic and benchmarking tool.

Method: The 22-item DES consists of eight factors that connect engagement theory to inclusion and diversity constructs.

Racial and ethnic minority medical students' perceptions of and interest in careers in academic medicine.

Purpose: To describe diverse medical students' perceptions of and interest in careers in academic medicine.

Method: In 2010, the authors invited students attending three national medical student conferences to respond to a survey and participate in six focus groups. The authors identified trends in data through bivariate analyses of the quantitative dataset and using a grounded theory approach in their analysis of focus group transcripts.

Assessing the evolving definition of underrepresented minority and its application in academic medicine.

Purpose: To assess how U.S. academic health centers (AHCs) define the term underrepresented minority (URM) and apply it to their diversity programs, following the 2003 revision of the Association of American Medical Colleges' (AAMC's) definition of URM.

Institutional variation in the promotion of racial/ethnic minority faculty at US medical schools.

Objectives: We compared faculty promotion rates by race/ethnicity across US academic medical centers.

Methods: We used the Association of American Medical College's 1983 through 2000 faculty roster data to estimate median institution-specific promotion rates for assistant professor to associate professor and for associate professor to full professor. In unadjusted analyses, we compared medians for Hispanic and Black with White faculty using the Wilcoxon rank sum test.

Faculty diversity programs in U.S. medical schools and characteristics associated with higher faculty diversity.

Purpose: To describe diversity programs for racial and ethnic minority faculty in U.S. medical schools and identify characteristics associated with higher faculty diversity.

Commentary: the building the next generation of academic physicians initiative: engaging medical students and residents.

Data from the 2010 U.S. Census are a reminder of the diverse patient population in the United States and the growing health care needs of Americans.

Minority faculty members' resilience and academic productivity: are they related?

Purpose: To explore whether there is a relationship between resilience and academic productivity of minority faculty members in U.S. academic health centers.