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Today, as the Chief DEI Officer from ACGME gave Grand Rounds, an Anonymous faculty member placed in the chat box "I respectfully disagree. We should not admit trainees based on race and not their qualifications."....Whew...This 
is an attempt to address this pervasive fallacy.
is an attempt to address this pervasive fallacy.
2/ As a faculty member heavily involved in GME DEI work, this trope is the most common thing I hear when we speak about increasing diversity of training programs. Usually I tone down my replies to keep people comfortable. Not today.
THIS. IS. RACIST.
THIS. IS. RACIST.
3/ The fact that in many academic faculties consciousness, non-white can not be synonymous with excellence is so problematic and so prevalent.
No one is asking you to sacrifice quality for diversity. Your definition of "quality" is skewed by historic elitism and segregation.
No one is asking you to sacrifice quality for diversity. Your definition of "quality" is skewed by historic elitism and segregation.
4/ Real talk: Your program is not excellent if it is not diverse. You are not optimally serving all patients & your trainees of all races are getting a sub-par education if they are not learning from diverse peers with different perspectives. Board scores don't measure this.
5/ Faculty and PDs that truly want to advance health equity and health justice have moved beyond extremely limited definitions of "qualified" that systematically disadvantage non-white trainees. We strive to create a more just system for our patients.
6/ This involves a new definition of "excellence" that is much more powerful than any prior used in academic medicine. Let's move towards holistic assessments that work to level the playing field of Med Ed that have historically excluded non-rich, non-white people.
7/ To the medical trainees who saw that comment....I am sorry. It is OUR HONOR to have you, not your honor to be here.
Faculty in academic medicine need to see beyond the historical lens of what we laud as "wanted" and "worthy" if they care about educational excellence.
Faculty in academic medicine need to see beyond the historical lens of what we laud as "wanted" and "worthy" if they care about educational excellence.
8/ Lastly, please be aware that these comments are violent and triggering to your UIM faculty colleagues. Before you ever speak or type such a comment again, please pause and consider the true source and implications of what you are so "casually" saying. This is exhausting work.
