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Council of Diversity and Inclusion

Quillen College of Medicine

Dimensions of Diversity

State-funded medical schools exist as a public benefit to train future physicians who will serve the population. For this reason, the composition of our school should reflect the diversity of the population served. A diverse medical school community provides the cultural exposure to allow faculty, students, and staff the opportunity to appreciate the diverse perspectives of their colleagues and to foster attitudes, which will allow them to better serve patients. Additionally, those from diverse backgrounds are likely to serve diverse populations in a more sensitive and supportive fashion.

In considering the population it serves, the faculty of the Quillen College of Medicine has defined several groups, which it believes will foster diversity within the institution.

These include: Women, African-American, Hispanic, Asian/Pacific Islander/Native American, Fluency in more than one language, Rural, educationally disadvantaged, or medically underserved backgrounds, Prior education at multiple colleges and universities.

It is the policy of the Quillen College of Medicine to make special efforts for recruitment from these groups in seeking faculty, students and staff through several stages of inclusion: seeking to broaden our search efforts for faculty and student applicants, engaging diverse individuals by learning more about features important to them in an institution, supporting them by preparing them as well as the environment they will be entering, and taking steps to remove barriers to their success.

 

Definitions:

1. Rural: Towns with a population of less than 10,000, areas of open country, or small settlements.

2. Medically Underserved: Federally designated underserved area OR area with a high proportion of population below the poverty level combined with a low number of primary care physicians.

3. Educationally Disadvantaged: Refers to both educational and socioeconomic disadvantage, such as coming from a low-income family, attending a school with a limited college preparatory curriculum, being the first generation in one's family to attend college and residing in a community with low college-going rates.

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