Why three NC medical students think an anti-DEI bill would be a disaster for medicine • NC Newsline

Washington, Hyde, Gates, and Yancey are four of the North Carolina counties without a single pediatrician, OB-GYN, or psychiatrist. This is not uncommon — 20 of our state’s counties lack a pediatrician, 26 lack an OB-GYN, and 32 lack a psychiatrist.

These provider shortages disproportionately impact rural and low-income communities and would likely worsen under a new proposal introduced by eastern North Carolina Congressman Greg Murphy.

Misleadingly entitled the “Embracing Anti-Discrimination, Unbiased Curricula, and Advancing Truth in Education (EDUCATE) Act,” the bill would block U.S. medical schools from receiving federal funding if they support Diversity, Equity, and Inclusion (DEI)-related policies or programs.

At present, DEI offices support medical education pipeline programs that train low-income and rural students, who are more likely to return home to practice medicine. 

Also on the chopping block: medical education programs for underrepresented students, patient advocacy initiatives and health equity certifications, needs-based scholarships, and LGBTQ+ affirming care training. 

North Carolina is a diverse state with diverse needs. Beyond enhancing our medical education, DEI initiatives improve the quality of care for our patients. As medical students enrolled in three of our state’s medical schools, we believe the EDUCATE Act would harm our patient communities and should not win approval. 

When our medical workforce is diverse, our patients thrive. Research shows that patient satisfaction and key clinical outcomes such as cholesterol screening rates and medication adherence improve when healthcare providers share the same racial or ethnic background as their patients.

Over the last decade, North Carolina has become significantly more racially and ethnically diverse, particularly with the growth of our Hispanic and Asian populations. Following the Supreme Court’s ban on affirmative action, DEI programs at medical schools are even more important to ensure that the state develops qualified medical students who are representative of our population. 

In addition to improving medical education, DEI offices offer many programs that improve the health of communities. DEI outreach and pipeline programs connect students who are underrepresented minorities in medicine, of low socioeconomic status, and from rural areas to academic enrichment resources that support them in becoming qualified medical school applicants and future doctors. Such programs are critical to addressing primary care shortage areas, as physicians from underserved communities are more likely to work in these communities.

Health providers can also partner with DEI offices to educate their colleagues about the specific needs of individual communities and to advocate for increased patient access to high-quality care. DEI programs support collaboration between medical student groups, hospital leadership, and patient communities in organizing training sessions that enhance care for marginalized patient groups. Such sessions foster the growth of high-quality patient-physician partnerships and are associated with improved patient satisfaction. DEI offices also catalyze health professional involvement in initiatives that seek to improve the health of all patients and students, regardless of their demographic characteristics.

Critics of DEI initiatives claim that they could lead to harmful consequences for patients under the false assumption that DEI casts aside merit and “admits students based on their race, gender, or religion.” What these critics fail to acknowledge, however, is that all medical students undergo an extremely rigorous admission selection process and are required to meet the same academic and clinical standards to become licensed physicians.

Other critics argue that DEI places an undue burden on physicians to fix larger social issues. Yet, omitting education about the social factors affecting health would be a disservice to patients whose social needs may influence their most optimal treatment plans. We support a medical curriculum that is evidence-based, comprehensive, and factual. 

From fostering the growth of qualified medical school applicants to advocating for the health needs of marginalized patient populations, DEI initiatives benefit the health workforce and patients alike. The Association of American Medical Colleges, American College of Physicians, and American College of Obstetricians and Gynecologists recently released statements in opposition to the EDUCATE Act. As concerned future physicians who recognize the need for DEI programs in North Carolina and nationwide, we urge members of the United States Congress to oppose the EDUCATE Act. 

This essay reflects the individual views of the authors and does not represent the views of their medical institutions.