[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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