Nationally, PBPP participants who subsequently entered medical school in 1993–2000 comprised a diverse group of medical-school matriculants ( Andriole & Jeffe, 2011). Of all 14,779 medical–school matriculants who responded to the 2013 AAMC Matriculating Student Questionnaire (MSQ), 6.6% reported participation in an ARE PBPP, and 10% reported participation in a CC PBPP ( AAMC, 2013a). Annually, several thousand participants in PBPPs subsequently enroll in U.S. Post-baccalaureate premedical programs (PBPPs) that focus on diversity are among the approaches institutions may take to meet these LCME-accreditation standards.Īs of August 2014, there were 200 PBPPs (including programs at institutions both with and without medical schools) listed at the AAMC PBPPs web site ( AAMC, 2014a) that provide opportunities for college graduates to complete pre-medical coursework required for medical-school admission (“career changer” ) and/or for college graduates who have completed required coursework, to strengthen their academic credentials (“academic record-enhancer” ) ( AAMC, 2014a). The revised framework for LCME-accreditation standards effective J( LCME, 2014c) will retain these key aspects of MS-8 and IS-16 ( LCME, 2014d). The Institutional Setting-16 (IS-16) standard pertains to diversity at a specific institution factors considered by a given institution in its definition of diversity may include economic, educational, racial, ethnic, and geographic diversity, among other factors ( LCME, 2014b). The Medical Student-8 (MS-8) standard pertains to broadening diversity of the national pool of qualified applicants for medical-school admission ( LCME, 2014a). population is recognized by the Liaison Committee for Medical Education (LCME), the accrediting body for medical doctor (MD)-degree programs, in accreditatio standards that address physician workforce diversity ( LCME, 2014a, 2014b, 2014c). The responsibility of medical schools and their affiliated institutions to promote the development of a physician workforce that reflects our increasingly diverse U.S. population, advance our nation’s research agenda, and train future physicians ( Association of American Medical Colleges, 2010 Health Resources and Services Administration, 2010 Institute of Medicine, 2003 Marrast, Zallman, Woolhandler, Bor, and McCormick, 2014 Saha, 2014).
There is a well-articulated need for a diverse health-professions workforce, in general ( The Sullivan Commission, 2004 McGee, Saran, & Krulwich, 2012 American Association of Colleges of Nursing, 2014 Urban Universities for Health, 2014), and a diverse physician workforce, in particular, that will provide culturally competent care to all segments of the U.S.
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