1. Challenges and Opportunities: Diversity

2. Panelists: Paula Watkins, MAS – UMDNJ Mary Pat Wohlford-Wessels, Ph.D. – DMUCOM Carolyn Beverly, M.D., MPH –DMUCOM Robert Foster, D.O. –WVSOM James Nemitz, PH.D. – WVSOM

3. Major Topics Recruitment of minority students Recruitment of minority faculty Challenges that may arise with minority students

4. Issues Medical Schools have made significant investments in minority student recruitment, yet the yield is less than expected, this is especially true for underrepresented minorities. The same old recruitment strategies have not worked – medical schools may need to invest in innovative programs. Medical Schools do not have sufficient minority faculty mentors – in the basic sciences or among clinical faculty.

5. Data In 2004, Blacks constituted 7.8% and Hispanics constituted 7.1% of all applicants. Of all minority applicants in 2004, Asians were the largest group (nearly 19%). In 2004 nearly half (49.4%) of all applicants to medical school were accepted. Of the total number of Hispanic applicants 48.8% were accepted, and of Black applicants, 41.3% were accepted.

6. Findings at UMDNJ As of 2003, URMS represented 25% of general student population at UMDNJ- SOM and 7.9% of URMS at COMS. As of 2003, women represented 50% of the student population at UMDNJ-SOM and 46.7% at COMS.

7. Recommendations Set realistic goals for increasing student diversity and review them each year. Obtain a culturally diverse recruitment team. Recruit students from state and private colleges and universities, (not only HBCUs).

8. Visit minority pre-health student organizations on various college campuses, (undergraduate, post-bacc, graduate level). Host minority pre-health organizations on the campus of your medical school. Maintain consistent relationships and communication with pre-health advisors of undergraduate, post-bacc and graduate level programs. Attend symposiums and conferences that have a minority student focus

9. Involve minority medical students to recruit prospective students. Obtain memberships in various minority organizations with a minority student focus.

10. DMU Survey

11. Question: Many factors influence students decisions to become a physician, of the factors listed, please indicate how much influence each factor had on your decision to pursue a career in medicine?

12. Influence to become a physician

13. Question: When you think about the reason you chose to attend DMU, what factors were most important to you?

14. Reason Student Chose DMU

15. AAMC 2004 data

16. Question: When you think about the curriculum, do you believe there is sufficient content regarding minority health and cultural competence? 100% said “no”

17. Recruitment and Retention (R and R) Issues for Faculty For faculty, the following are often cited as reasons for unsuccessful R and R efforts: Feelings of isolation of faculty Paucity of other faculty of color Insufficient mentoring and guidance Resistance from students and colleagues Disproportionate demands for informal advising and committee work

18. Solutions to Recruitment and Retention We must take long-range ongoing processes to success—not a single event. The advertising and interviewing process must be sophisticated and posting must be able to reach minorities. Strong leadership and accountability are important in recruiting faculty.

19. Solutions to Recruitment and Retention Faculty search committees need to be educated about best practices for proactive faculty search processes that identify a diverse yet outstanding applicant pool. Dual career issues should be addressed carefully.

20. Solutions to Recruitment and Retention ALWAYS be searching—networking at conferences and meetings is important. Review your publicity materials—are they inviting to people of color as well?

23. Solutions to Recruitment and Retention Ensure you have a diverse search committee—going outside of the campus if possible and necessary. Do not forget the Historically Black Colleges and Universities or even local universities. Regularly evaluate your success at recruitment efforts and success in hiring and retention—if possible try to learn why someone is moving on.

24. Maintaining Medical Education Standards While Being Sensitive to the Needs of Muslim Students

25. A 25 year old single, first year, female Muslim osteopathic medical student is enrolled in the OPP course where the medical education standard is to randomly assign lab partners. Student e-mails the course coordinator requesting that an accommodation be made on religious grounds that no male student be assigned to her as a lab partner.

26. OPP Syllabus Statement Regarding Randomization of Student Lab Partners “WVSOM students are required to fully participate in OPP labs which include examination and treatment by student lab partners randomly selected from the class. Evaluation and treatment will involve all external body surfaces except the genital regions. Students are expected to allow the body region under study to be accessible for palpation and treatment. Special instruction is given on professional touch and respect of privacy.”

27. Rationale for Institutional Standard for Randomization of Student Lab Partners The random assignment of lab and practical exam partners assures diversity of body type and gender exposure in the OPP course as well as standardization of practical exam partner assignment.

28. The Diversity Issue Need to be sensitive to the cultural and religious convictions, beliefs and practices of a diverse student population while maintaining the osteopathic medical education standards of the institution. (Which the student signed and agreed to prior to matriculation)

29. Associate Dean Investigation Interview the student Review written documentation Institutional documents Islamic sources Literature search Solicit additional opinions Local/regional Muslim physician community National Muslim medical organization Review all information

30. Local/Regional Muslim Physician Community Input Local and regional input from Muslim physicians was solicited. Contact information was provided to the student as a support mechanism.

31. National Input: IMANA IMANA: Islamic Medical Association of North America

32. Literature Medical Ethics: The IMANA Perspective Culture Competence: Caring for your Muslim Patients, D.L. Pennachio, Medical Economics, 2005. Understanding and Respecting Muslim Patients and Staff Benefits All, E. James, Islamic Horizons, Vol. 6, Issue 25, 14.

33. Conclusions No written source was found that indicates that touching a Muslim female by a male is forbidden in a medical setting. The medical education standard at WVSOM does not appear to violate Islamic Law based on information provided by an expert. Request for accommodation was denied based on the institution’s medical education standards.

34. Thank You!