The End of Affirmative Action in College Admissions: Implications for URiM Medical School Applicants
Published by: Daryl Traylor, Ph.D., M.S., MPH, NREMT
Affirmative action has long been a contentious issue in the United States, and the recent Supreme Court decision ending the use of affirmative action in school admissions has further intensified the debate. In this essay, I discuss a few reasons why this decision poses a significant setback for underrepresented in medicine (URiM) medical school applicants. It will also shed light on the inadequacies of traditional admission metrics like MCAT scores and GPAs as indicators of success in the first two years of medical school. Additionally, it will emphasize the importance of recognizing the unique struggles faced by various Asian communities, such as Hmong and Vietnamese students, who share similar challenges with Black and Latinx medical school applicants.
Affirmative Action Decision and its Implications
The recent Supreme Court decision ending the use of affirmative action in college admissions has far-reaching consequences, particularly for URiM medical school applicants. Affirmative action policies have been instrumental in addressing historical inequalities and promoting diversity in educational institutions, including medical schools. By considering factors beyond test scores and grades, such as race, ethnicity, and socioeconomic status, these policies have helped create a more inclusive and representative healthcare workforce.
URiM students who are admitted to medical school through affirmative action and diversity, equity, and inclusion (DEI) programs often possess a deep commitment to serving their communities. These communities are often underserved and under-resourced, lacking adequate access to quality healthcare. By supporting the admission of URiM students, affirmative action programs have helped address this disparity by increasing the supply of physicians who are more likely to return to their communities and provide much-needed medical care.1,2
The recent decision to end affirmative action in school admissions jeopardizes the pipeline of URiM physicians who are dedicated to serving their communities. Without the intentional inclusion of URiM students in the medical school admissions process, there is a risk of decreasing the number of physicians who understand the unique challenges faced by these underserved communities. This limitation in the supply of physicians may exacerbate existing healthcare disparities and leave these communities without adequate access to healthcare services.3
URiM students often possess a firsthand understanding of the social, cultural, and economic factors that impact the health outcomes of their communities.1 They are more likely to choose primary care specialties and work in medically underserved areas, where the need for healthcare professionals is greatest.4 The ending of affirmative action not only affects the opportunities available to URiM students but also undermines the prospects of these underserved communities in receiving culturally competent and accessible healthcare.
By diversifying the physician workforce, affirmative action programs have demonstrated a positive impact on reducing healthcare disparities and improving health outcomes in underserved communities.5 The presence of URiM physicians helps establish trust, bridges cultural gaps, and addresses the unique healthcare needs of diverse patient populations.4 Limiting the supply of URiM physicians through the elimination of affirmative action jeopardizes the progress made in addressing health inequities and leaves these communities without the representation and care they critically require.
Medical School Admissions Beyond MCAT and GPA
It is crucial to recognize that traditional metrics like the Medical College Admission Test (MCAT) scores and Grade Point Average (GPA) do not provide a comprehensive evaluation of an applicant's potential for success in the first two years of medical school.6 While these metrics offer some insights into an applicant's academic abilities, they fail to capture other essential qualities required for success in medical education, such as perseverance, empathy, cultural competence, and the ability to communicate effectively with diverse patient populations.
Moreover, the demanding nature of medical education necessitates a holistic assessment that considers an applicant's background, experiences, and unique perspectives. URiM applicants often face additional barriers, such as limited access to quality education, socioeconomic challenges, and systemic biases. By considering these factors in the admissions process, medical schools can identify and support talented individuals who may have faced significant obstacles but possess the potential to make meaningful contributions to the field of medicine.
Recognizing the Unique Struggles of Asian Communities
Lumping all Asians together as a homogenous group ignores the diverse experiences and challenges faced by various Asian communities. It is essential to acknowledge that while some Asian populations have traditionally been well-represented in medicine, others, such as Hmong, Cambodian, Lao, and Vietnamese students, encounter similar obstacles to applicants from Black and Latinx communities.7
Many Southeast Asian students face linguistic barriers, cultural differences, and limited access to educational resources.7 These challenges contribute to disparities in representation within the medical profession. Ignoring the unique struggles of these communities perpetuates the exclusionary practices that affirmative action seeks to address. By recognizing the need for diversity within the Asian community and considering the specific challenges faced by these subgroups, medical schools can promote inclusivity and ensure that the benefits of affirmative action extend to all deserving individuals.
Call to Action
Considering the Supreme Court’s decision and its potential impact on diversity in medical school admissions, it is crucial for medical schools and policymakers to take proactive measures to maintain and enhance the inclusion of URiM students. Medical schools should adopt flexible, holistic admissions criteria that consider a range of factors beyond MCAT scores and GPAs, such as an applicant's experiences, personal background, community involvement, and commitment to addressing healthcare disparities. Furthermore, medical schools should actively engage in outreach efforts and establish strong pipeline programs to attract talented URiM students, partnering with community organizations, colleges, and universities serving underrepresented communities. Implicit bias training should be prioritized for admission committees and faculty members involved in the selection process to foster an inclusive and culturally sensitive environment. Financial support, scholarships, and reduced financial barriers should be provided to URiM students, and collaboration with research institutions and organizations focused on diversity in healthcare should be encouraged to study and develop evidence-based approaches to admissions that promote diversity and inclusivity. By implementing these actions, medical schools can continue to seek innovative and inclusive ways to admit diverse classes of students by addressing healthcare disparities, improving patient outcomes, and fostering a healthcare system that serves all individuals equitably. It is the responsibility of medical schools and policymakers to ensure that diversity remains a priority in medical education, ultimately benefiting patients and communities across the nation.
Conclusion
The recent Supreme Court decision on affirmative action in college admissions potentially deals a significant blow to URiM medical school applicants. By limiting the consideration of race and ethnicity in admissions decisions, the decision undermines efforts to create a more diverse and representative medical workforce. The use of traditional metrics like MCAT scores and GPAs as the primary determinants of success in medical school overlooks essential qualities and experiences that contribute to an applicant's potential for success. Furthermore, recognizing the unique struggles faced by different Asian communities, such as Hmong and Vietnamese students, is crucial in ensuring equitable opportunities within medical education. It is essential to continue advocating for policies that promote diversity and inclusivity in medical school admissions to address historical inequalities and foster a healthcare system that better serves all populations.
References
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Garcia AN, Kuo T, Arangua L, Pérez-Stable EJ. Factors Associated With Medical School Graduates’ Intention to Work With Underserved Populations. Academic Medicine. 2018;93(1):82-89. doi:https://doi.org/10.1097/acm.0000000000001917
Smedley BD, Stith AY, Colburn L, Evans CH, Institute of Medicine (US. Increasing Racial and Ethnic Diversity Among Physicians: An Intervention to Address Health Disparities? Nih.gov. Published 2015. https://www.ncbi.nlm.nih.gov/books/NBK223632/
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Supporting a More Diverse Physician Workforce Can Advance Health Equity. Urban Institute. Published July 12, 2022. Accessed July 1, 2023. https://www.urban.org/urban-wire/supporting-more-diverse-physician-workforce-can-advance-health-equity
MCAT scores and medical school success: Do they correlate? American Medical Association. Published February 24, 2022. Accessed July 1, 2023. https://www.ama-assn.org/medical-students/preparing-medical-school/mcat-scores-and-medical-school-success-do-they-correlate#:~:text=In%20partnering%20with%2018%20medical
Ngo B, Lee SJ. Complicating the Image of Model Minority Success: A Review of Southeast Asian American Education. Review of Educational Research. 2007;77(4):415-453. doi:https://doi.org/10.3102/0034654307309918
