LEADERSHIP IN ACADEMIC ALLIANCES: THE VIRGINIA / NEBRASKA MODEL BY LOUIS W. SULLIVAN, M.D., CHAIRMAN THE SULLIVAN ALLIA

1. LEADERSHIP IN ACADEMIC ALLIANCES: THE VIRGINIA / NEBRASKA MODEL BY LOUIS W. SULLIVAN, M.D., CHAIRMAN THE SULLIVAN ALLIANCE OCTOBER 24, 2008 *Presentation at ADEA (American Dental Education Association) Sheraton City Center Hotel, Philadelphia PA

2. America’s Changing Colors • While African Americans, Hispanic Americans and Native Americans make up more than 25 percent of the U.S. population, they represent only • 9% of nurses • 6% of physicians • 5% of dentists

3. In the Nation’s Compelling Interest (IOM, 2004) • Report addressesbenefits of greater diversity among health professionals and provides strategies that may increase diversity in five areas, including: • admissions policies and practices of health professions education institutions; • public (e.g., state and federal) sources of financial support for health professions training; • standards of health professions accreditation organizations pertaining to diversity; • the "institutional climate" for diversity at health professions education institutions; and • the relationship between Community Benefit principles and diversity.

4. September 2004

5. Institute of Medicine Panel on Health Professions Diversity Transforming Health Professions Sullivan Commission on Diversity in the Health Professions January 2005

6. Virginia-Nebraska Alliance Virginia Union University The Virginia-Nebraska AllianceSeptember 2004

7. The Florida Alliance – June 2007 Academic Health CentersMinority Colleges & Universities Florida State University Florida A&M University University of Florida Bethune Cookman University University of South Florida Florida International University University of Miami Florida Memorial Other Health Organizations Florida Medical Association Florida State Medical Association Blue Cross of Florida Florida Department of Health Voluntary Health Organizations

8. Other Alliance Initiatives in Development • North Carolina • Maryland • Colorado • California

9. Building Momentum • ADEA’s Policy on Diversity and Inclusion ADEA Board in September 2006 approved a new statement of Policy on Diversity and Inclusion that strongly endorses the continuous use of practices that achieve excellence through diversity and inclusion. • American Physical Therapy Association (APTA) In January 2006, APTA’s Commission on Accreditation approved a policy that emphasizes the need for diversity among physical therapists. This action resulted from the reports of the Sullivan Commission (Missing Persons: Minorities in the Health Professions) and theInstitute of Medicine (In the Nation’s Compelling Interest).

10. Liaison Committee on Medical Education Accreditation Standards(Effective 7-1-09) Revised standard MS-8: Each medical school must develop programs or partnerships aimed at broadening diversity among qualified applicants for medical school admission. Annotation: Because graduates of U.S. and Canadian medical schools may practice anywhere in their respective countries, it is expected that schools recognize their collective responsibility for contributing to the diversity of the profession as a whole.

11. Liaison Committee on Medical Education Accreditation StandardsCont.(Effective 7-1-09) To that end, schools should work within their own universities and/or collaborate with other institutions to make admission to medical education programs more accessible to potential applicants of diverse backgrounds. Schools can accomplish that aim through a variety of approaches, including, but not limited to, the development and institutionalization of pipeline programs, collaborations with institutions that serve students from disadvantaged backgrounds, communityservice activities that heighten awareness of and interest in the profession, or academic enrichment programs for applicants who may not have taken traditional pre-- medical coursework.

12. New Standard IS-16: Each medicalschool must have policies and practices to achieve appropriate diversity among its students, faculty, staff, and other members of its academic community, and must engage in ongoing, systematic, and focused efforts to attract and retain students, faculty, staff, and others from demographically diverse backgrounds. New Annotation: The LCME and CACMS believe that aspiring future physicians will be prepared for medical practice in a diverse society if they learn in an environment characterized by, and supportive of, diversity and inclusion. Such an environment will facilitate physician training in:

13. Basic principles of culturally competent health care Recognition of health care disparities and the development of solutions to such burdens The importance of meeting the health care needs of medically underserved populations The development of core professional attributes, such as altruism and social accountability, needed to provide effective care in a multidimensionally diverse society………….. Schools should establish focused, significant and sustained programs to recruit and retain suitably diverse students, faculty members, staff, and others.

14. Moving Forward The Sullivan Alliance is seeking partners to expand its program into additional states. • The Alliance is also urging a variety of actions by our elected leaders in Washington, in the new Administration and in the new Congress, to increase the diversity of our nation’s health professions.