Recognizing the importance of diversity, equity, and inclusion efforts in medical education.

[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[H. Res. 1180 Introduced in House (IH)]

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118th CONGRESS
  2d Session
H. RES. 1180

Recognizing the importance of diversity, equity, and inclusion efforts 
                         in medical education.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                             April 30, 2024

   Mrs. Beatty (for herself and Ms. Castor of Florida) submitted the 
following resolution; which was referred to the Committee on Energy and 
                                Commerce

_______________________________________________________________________

                               RESOLUTION


 
Recognizing the importance of diversity, equity, and inclusion efforts 
                         in medical education.

Whereas unequal access to quality medical services, treatment, and preventive 
        measures in the United States, which are rooted in a complex interplay 
        of socioeconomic, cultural, and geographical factors, has led to 
        significant disparities in health outcomes, life expectancy, and overall 
        well-being;
Whereas individuals belonging to certain racial and ethnic minority groups 
        experience higher rates of poor health and disease for a range of health 
        conditions, including diabetes, hypertension, obesity, asthma, heart 
        disease, cancer, and preterm birth, when compared to their White 
        counterparts;
Whereas the average life expectancy among Black people in the United States is 4 
        years lower than that of their White counterparts;
Whereas women and minority groups have been historically excluded and 
        underrepresented in medicine;
Whereas, in 2023, the demographics of United States medical school matriculants 
        consisted of 49.5 percent White, 27.7 percent Asian, 11.6 percent 
        Hispanic, Latino, or Spanish origin, 10.8 percent Black or African 
        American, 1.1 percent American Indian or Alaska Native, and 0.5 percent 
        Native Hawaiian or Pacific Islander;
Whereas, in a recent survey conducted by the Association of American Medical 
        Colleges, 7 percent of practicing United States physicians identified as 
        Hispanic and 6 percent as Black or African American, which is well below 
        their population proportions of 19 percent and 14 percent, respectively;
Whereas cultural differences between patients and providers, as well as a lack 
        of cultural competency in medical education, negatively impact patient-
        provider interactions, patient trust and security, open communication, 
        and quality of care;
Whereas there is a strong body of evidence that a diverse medical student body 
        improves the educational, clinical, and research environments, and that 
        diversity increases access to care for communities that are medically 
        underserved;
Whereas medical school curriculum is based on evidence, and those entrusted with 
        developing curriculum use research to help ensure that future doctors 
        learn the skills that will prepare them to treat all patients 
        effectively;
Whereas the presence of a diversity, equity, and inclusion office or the 
        incorporation of diversity, equity, and inclusion principles in medical 
        school does not substitute for the fundamental learning that goes on in 
        medical schools;
Whereas, historically, offices of diversity, equity, and inclusion in medical 
        schools have been established to address the unmet societal needs 
        existing in medical school infrastructure, including environments that 
        were negatively impacting students and faculty resulting from incidents 
        of mistreatment, harassment (including sexual harassment), bias, 
        prejudices, and discrimination; and addressing communities with 
        physician shortages and continuing medical needs of medically 
        underserved and marginalized populations;
Whereas diversity, equity, and inclusion offices in medical schools serve to 
        connect and support all the functions of student success and maintain 
        recruitment and pathway programs to attract and support students 
        interested in medicine and science from communities and populations less 
        likely to enter the health professions;
Whereas diversity, equity, and inclusion offices enhance the learning 
        environment across the medical school community and allow diverse 
        perspectives and backgrounds in classrooms, labs, and clinical settings 
        which enrich the educational experience;
Whereas diversity, equity, and inclusion offices work to ensure programming is 
        widely available to the medical school community and delivers skills and 
        services that emphasize culturally responsive care and prepare future 
        doctors to provide quality health care to an increasingly diverse 
        patient population;
Whereas patients who trust their health care professionals are more likely to 
        seek care, communicate honestly, follow through with treatment 
        recommendations, and participate in preventive health measures, 
        improving patient outcomes and promoting healthier communities;
Whereas, while studies show that patients of color feel greater levels of trust 
        with health care providers that look like them, diversity benefits 
        everyone;
Whereas discrimination, bias, and racism in medical education directly impacts 
        the delivery of equitable health care throughout the United States;
Whereas equipping medical students with the knowledge, skills, behaviors, and 
        attitudes that promote diversity, equity, and inclusion will positively 
        impact patients, students, health care organizations, and society 
        generally by improving the clinical learning environment, health care 
        quality, health outcomes, and patient satisfaction; and
Whereas legislative measures that would reduce or eliminate funding for medical 
        schools that endeavor to have an office of diversity, equity, and 
        inclusion focused on preparing a diverse student body or promoting 
        cultural competency and inclusive practices within the medical field are 
        detrimental to medical education and subsequently, to health outcomes: 
        Now, therefore, be it
    Resolved, That the House of Representatives--
            (1) affirms the importance of having a health care 
        workforce which represents the tapestry of our communities to 
        render the best possible care to our country's diverse patient 
        populations;
            (2) recognizes the importance of diversity, equity, and 
        inclusion efforts at medical education institutions;
            (3) supports efforts to foster diversity, equity, and 
        inclusion within the medical field to promote health equity in 
        the United States; and
            (4) supports and acknowledges the importance of academic 
        freedom for faculty, staff, and students at medical education 
        institutions.
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