Revitalzing Diversity at
IUSM
Diversity Is Defined Broadly
Diversity as a core value embodies inclusiveness,
mutual respect, and multiple perspectives and
serves as a catalyst for change resulting in health
equity. In this context, we are mindful of all aspects
of human differences such as socioeconomic status,
race, ethnicity, language, nationality, sex, gender
identity, sexual orientation, religion, geography,
disability and age.
Association of American Medical College (AAMC) Group on
Diversity and Inclusion’s (GDI)
AAMC Definition must reflect IUSM
Diversity as a core value embodies inclusiveness, mutual
respect, and multiple perspectives and serves as a
catalyst for change resulting in health equity. In this
context, we are mindful of all aspects of human
differences such as race, ethnicity, language, nationality,
age, sex, gender identity, sexual orientation, religion,
work styles, character traits, all levels of family wealth
and educational advantage, all disabilities, individuals
born and raised in rural areas, first generation learners,
and those from groups traditionally underrepresented in
medicine.
Indiana University School of Medicine Office of Diversity Affairs
Definition of URMs is VERY Specific
Underrepresented in Medicine (URM)
is defined as racial and ethnic
populations that are underrepresented
in the medical profession relative to
their numbers in the population.
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African Americans
Hispanic/Latino
American Indians
Pacific Islanders
Native Alaskans
Source: NIH, AAMC
Women and Asians??
• No longer considered underrepresented in
medicine generally
• Specialty and geographically specific
• Leadership roles-Chair, Deans, Professor
ranks are a different issue
• Therefore, each area, department will
define special populations to target in
their plans for increasing diversity
– OFAPD will include goals for increasing
women in leadership roles at IUSM
– Dept X will have a goal to increase women or
Asians in their department
– Etc…
IN Physician Population by Race
Defining URMs for IUSM
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African American
Latino/Hispanic
American Indian
First generation learners—first to college and first to
medical school
• Learners from rural areas/educationally/economically
disadvantaged
– Working with Admissions and Admissions Committee
to refine definition of this group and explore best
practice
– Educationally disadvantaged persons are those persons placed
at special risk by socioeconomic and educational background.
– Economically disadvantaged persons include those persons who
struggle to provide basic necessities for themselves and their
families or communities.
(Office of Research, Scholarship, Innovation & Creativity at
University of Mississippi)
Population Trends Nationally
What Does This Mean: There’s
opportunity to focus on Blacks and
African Americans
What Does This Mean: Men of
color are a Hidden URM
(intersection of URM and nonURM identities)
What Does This Mean:
(Establishing or Reinforcing)
pipelines with HBCUs in areas such
Math, Science, Nursing, Psychology,
etc. may prove fruitful
AAMC’s Diversity in the Physician Workforce: Facts & Figures 2014
(http://aamcdiversityfactsandfigures.org/section-ii-current-status-of-us-physician-workforce/)
Faculty Diversity at IUSM
Full-time faculty (N=1455)
• 74% White
• 20% Asian
• 5% URM
• .3% Other
Full-time affiliate faculty
(N=514)
• 69% White
• 20% Asian
• 9% URM
• 1% Other
Part-time faculty (N=72)
• 85% White
• 10% Asian
• 6% URM
Part-time affiliate faculty
(N=109)
• 74% White
• 17% Asian
• 6% URM
• 2% Unknown
Student Diversity at IUSM
N= 1365
Student Population (2013-2014)
45% Women
68% White
12% Asian
13% URM
7% No response
LGBT data not collected
Source: IUSM Office of Admissions
Student Diversity at IUSM
MS1-MS4 Data for 2013-2014
AAMC URMs
• 105 Black or African
American
• 60 Hispanic/Latino
• 9 American Indian or
Native Alaskan
• 1 Native Hawaiian
• 2 Other Pacific Islander
Additional Groups of Note
• 2 Asian
• 66 Asian Indian
• 47 Chinese
• 10 Filipino
• 7 Japanese
• 12 Korean
• 16 Other Asian
• 9 Vietnamese
• 3 Pakistani
Source: IUSM Office of Admissions
Entering class 2014-2015: Highest matriculation of URMs in IUSM History (19%)
Long-Term Objectives
1. IUSM will be at the forefront of developing
policies, programs, and resources to improve
the recruitment, education, retention,
professional development, mentoring,
rewarding and recognition of URM learners,
post-docs, residents, fellows, staff, and faculty.
– We all own this work
– Work with OFAPD, Education—UME, GME, CME,
MSA, Research, Administration, Alumni Office,
Development, IUH, Eskenazi, VA etc…
– Have begun visiting center campuses and meetings
with faculty and leaners…collecting focus group
data on role of ODA, what our learners need, etc…
Long-Term Objectives
2. Increase the diversity of IUSM leadership
through the continued expansion of the
executive leadership recruitment initiative
(launched to institutionalize best practices in
leadership recruitment) across IUSM including
at the departmental level.
– OFAPD
– Administration
– Chairs of all Departments and Division Leaders
• URM recruitment incentives
• Recent successes:
– Radiation Oncology
– Nephrology
– Psychiatry has applied…
Long-Term Objectives
3. Increase the number URM learners that apply,
matriculate, and graduate from IUSM including:
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UME learners
GME learners
Graduate Division learners
We are working with….
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Pipeline programs
Admissions
MSA
UME
GME
Graduate Division
Academic and Career Mentoring
 Exploring community mentors for URMs—NMA, Minority
Health Coalition, Hispanic/Latino Medical Association
Long-Term Objectives
4. Increase the recruitment, advancement, retention
and vitality of URM and all faculty members.
 OFAPD
 Program for Advancement for Women
 FDCC
5. Advance cultural competence of all learners,
faculty and staff.
 Education
 GME—8+ cultural competency grand rounds offered
since 9/1/14 in multiple departments on diverse topics:
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LGBTQ, African Americans, Asians, Religious/spiritual issues,
ODA can help support guest speakers…please let us know
 OFAPD
 Programs for Advancement for Women
 FDCC
Long-Term Objectives
6. Increase the participation from diverse groups
in IUSM alumni activities.
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Development
Alumni Office
7. Increase donations from all constituents and
supporters of IUSM, thereby increasing
scholarships for URM students
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Development
Recommendations
• Diversity Plans from all three mission
areas; Development, Alumni Office
• Diversity Plans from all academic
departments
• Increase visibility for Diversity Affairs on
IUSM website/Fact Sheet
– Meeting with Communications this week
• Continue and strengthen pipeline efforts
– Majority minority schools
• Have begun working with Pike and Crispus Attucks
– Revitalized relationship with AHEC
• Have begun meeting with AHEC directors
• Must all work together
Questions