Kimberlyn Blann-Anderson, ME.d.

Director of Outreach Programs

NAMME 2018 Southern Regional Conference

“Partnerships in Health Professions Diversity: Staying the Course”

Dallas, Texas

UAMS: Diversity and Inclusion

• UAMS has a strong commitment to diversity as evidenced by Vision

2020 that was produced in 2010 as part of the current UAMS

Strategic Plan. Vision 2020 states:

“We are committed to the importance of diversity of UAMS leadership, faculty, staff and

students in order to enhance the education of our students, reduce racial and ethnic

health disparities in our state, and provide an environment in which all employees

and views are welcomed

Center for Diversity Affairs (CDA)

Mission Statement• To increase the number of health care workers from groups that are underrepresented

(including Native Americans, African Americans, Alaskan Natives, Asian Americans, Hispanic Americans, Native Hawaiians, and Pacific Islanders) in the health professions in the state of Arkansas.

“Bridging the Gap Through Education and Training”

Focus Areas:

• Student Recruitment and Retention – Academic Enrichment

(Pipeline) Programs

• Institutional Climate Change

Institutional Interest

What is Diversity?

• Compositional/Structural – numerical and proportional representation of students,

faculty and staff from different racial and ethnic backgrounds.

• Diversity of Interaction – individuals gain exposure to alternative views and

ideas by interacting with people different from themselves.

• Institutional Diversity – activities and events that address issues of diversity –

ethnic courses, structured dialogue, cultural competency workshops.

Structural Diversity (students)

Determined by:

• Pre-admissions Process – K-16 educational system. Public and private educational system determines quality and size of the applicant pool. K-16 Academic Enrichment Programs.

• Admissions Process – variable across colleges but moving towards a holistic process. Fisher vs University of Texas at Austin (2016). Race as one of multiple factors used in the admissions process. Holistic Admissions Working Group – includes all UAMS colleges.

• Matriculation – student support services (Student Academic Success Center and the Center for Diversity Affairs). An inclusive, sensitive, and nurturing institutional environment.

Structural Diversity — Applicant Pool

• Undergraduate Living-Learning Communities - the authors describe the data that currently exist about the

premedical experience for underrepresented and underprepared students. “Academic medicine needs to be

involved in promoting the success for undergraduate students from underrepresented backgrounds, especially given the known

societal and educational benefits of a diverse physician workforce”. The authors reference the University of

Michigan Health Sciences Scholars Program (HSSP) as an example of a partnership between the medical

school and the undergraduate campus. HSSP uses higher education best practices known to promote success for

underprepared college students.

The Importance of the Premedical Experience in Diversifying the Health Care Workforce Helen K. Morgan, MD, Adrianne Haggins, MD, MS, Monica L. Lypson, MD,

MHPE, and Paula Ross, PhD. Academic Medicine, 2017

Population Distribution by Race/Ethnicity 2017

AR Number AR % US Number US %

White 2,375,657 79.4% 249,131,312 76.9%

Black 469,154 15.7% 42,975,959 13.3%

Hispanic 218,142 7.3% 57,516,697 17.8%

Am/Hi Native alone 38847 1.3% 4,846,912 1.5%

Asian alone 47,811 1.6% 18,418,268 5.7%

Two or more races 59,765 2.0% 8,401,315 2.6%

Total 3,209,376 100% 373,690,463 100%

Population Demographics

US Census Bureau Website, accessed 12-7-2017

Underrepresented Minorities in Arkansas – 24.3%

Underrepresented Minorities in the US – 32.6%

Even With Affirmative Action, Blacks and Hispanics Are More Underrepresented at Top

Colleges Than 35 Years Ago

By JEREMY ASHKENAS, HAEYOUN PARK and ADAM PEARCE.

New York Times, AUG. 24, 2017

• Black and Hispanic students are more underrepresented at the nation’s top colleges and

universities than they were 35 years ago (1980)

• In both the Black and Hispanic population large Gaps exists between the college-age

population and freshman enrollment.

• Ranging from 9 and 10 percentage point at elite colleges for Black and Hispanic students,

respectively.

• Ranging from 10 and 12 percentage point at Public Flagship Universities for Black and

Hispanic students, respectively.

U.S. Medical

School

Matriculants

by Race

and Ethnicity,

1978-2014.

Academic Year 2016-17 Unduplicated Enrollment Headcount

Academic Year 2016-17 Completion Headcount – All CollegesRace/Ethnicity Completion (n=930) Enrollment (n=3,147)Native Hawaiian/Pacific Islander 0 0.0% 2 0.1%Am Indian or Alaska Native 3 0.3% 17 0.5%Unknown 13 1.4% 177 5.6%Two or More Races 20 2.2% 78 2.5%Non-Resident Alien 13 1.4% 72 2.3%Hispanic or Latino 29 3.1% 96 3.1%Asian 41 4.4% 142 4.5%Black or African American 70 7.5% 249 7.9%White 741 79.7% 2,314 73.5%ALL 930 100% 3,147 100%

Source: Office of Institutional Studies

The Community We Serve

• Demographics – by 2040 there will be no majority. Minorities will be in the majority. People of color will form the bulk of the patients we see. These are individuals from multiple walks of life - different racial and ethnic groups, socioeconomic status, religion, sexual orientation, age, gender, disability status.

• As individual healthcare providers and as a profession we must hold true to the fact that we have a moral obligation – a social contract – to the community to provide equitable quality care to all members of the community.

Center for Diversity Affairs:

Academic Enrichment ProgramsPrimary Aim:

Recruitment and retention of students and faculty in all colleges on UAMS campus.

• Long term Activities – student enrichment programs – “Pipeline Programs”

• Junior Stem Academy – targets K-6th grade. 100 students.

• Academy of Pre-Health Scholars 26 students.

• Diversity Day “All colleges participate”. Spring and Fall. Targeting undergraduate students. 200+ students per session

• Student National Medical Association supported Health Professions Recruitment and Exposure Program (HPREP) and the Minority Association of Pre-medical Students Conference (MAPS). Targets 12th grade and Undergraduate students. 130 students.

Center for Diversity Affairs:

Academic Enrichment Programs

Short Term Goals:

• Through the Summer Enrichment Programs increase the quality and number of URM students applying to any UAMS college.

• Undergraduate Program. Sophomore to senior college student. 21 Students

• Improve Standardized Test Taking. 21 – MCAT, 4 – PCAT.

• Summer Research Internship – 17 students

• College of Nursing – partnership – GOOD grant. Targeting undergraduate and graduate students in the Delta

• Target non-traditional students (nursing, allied health, college of public health).

Community Partners

• HBCUs (ex. University of Arkansas at Pine Bluff, Philander Smith,

Arkansas Baptist College, Shorter College and Jackson State University).

• High School (Public, Charter and Private institutions).

• Community Partners (local churches,

Initiative for Maximizing Student

Development (IMSD)

• “Competitive Renewal – funded 2014 – 2019”. NIGMS. Submitted 1/2018

• Six (6) slots per year.

• Currently nine students supported by the IMSD grant, with twelve additional students in year two and beyond in the laboratories of their major graduate advisors.

• 37 students have participated in the IMSD program with 13 PhD graduates since 2014. More than doubled enrollment of minority and disadvantaged students in the Graduate School. Now 14.7%

• Currently supporting 4 students (7th cohort).

National Heart Lung and Blood Institute (NHLBI)

Summer research programs

Summer Undergraduate Research Program (SURP)

• NHLBI R25 Short Term Research Education Program to Increase Diversity in

Health Related Research Grant (started 6/14/2011-05/31/2016).

• Second Cycle – Funded through 2022

• Five (5) Year total – total of 55 students

• 2017 cohort – total of 10 students

The Academy of Pre-Health Scholars (APHS) – University of

Arkansas for Medical Sciences (UAMS) Northwest Campus

Program Description:

• Two day academic enrichment program targeting high school (rising 9th and 12th grades) students and focusing on STEM.

• Population: Hawaiian Native/Pacific Islander – primarily Marshallese

• 44 students and 32 adults

• 66% female

• 11 high schools represented

• 93% with GPA > 2.0.

• Activities: standardized testing (ACT), information on college education and success, anatomical dissection, hands on exposures and small group interactions using simulated activities.

• Parents – 66% female.

• Household income – 96% < $30,000.00/year

The Academy of Pre-Health Scholars (APHS) – University of

Arkansas for Medical Sciences (UAMS) Northwest Campus

Outcome:

• Introduce students and parent to the multiple career options in STEM

• Helped students and parents understand the college application process, options for higher education and job opportunities in healthcare. Exposed students to hands-on experiences through anatomical dissection, small group participation and simulated activities.

Future:

• Expand program to 1 week

• Field trip to main UAMS campus

• Enrolment in summer enrichment programs.

Med Ready Program:

Students participating

in a one week

matriculating

program prior to

school starts.

Junior Stem Academy (K-6th)

Junior Stem Academy (K-6th)

Summer Research

Internship Program

(SRIP)

Summer Research Internship Program

(SRIP)

Summer

Research

Internship

Program

(SRIP)

Summer Undergraduate Research Program (SURP)

Initiative to Maximize Student Development (IMSD) Program

The Academy of Pre-Health

Scholars (APHS) – University of

Arkansas for Medical Sciences

(UAMS) Northwest Campus hands

on activities. Medical students

demonstrating how to listen to the

patient heart.

UAMS medical student giving

a brief tutorial how to the

lungs by obstructing the airway

on the standardize patients.

The parents of

the 2-day event

were also

learning about

STEM

Casting demo were provided

by: Dr. Zoe Anaman (M3).

Thank You

• NAMME

• The Center for Pacific Islanders Health (Northwest) Fayetteville, Arkansas.

• Billy Thomas, M.D. M.Ph.D, Vice Chancellor of Diversity and Inclusion,

Center for Diversity Affairs, University of Arkansas for Medical Sciences.

• The Center for Diversity and Inclusions Staff

• Tsungyen Chen, M.D.

Contact Information

Kimberlyn Blann-Anderson, Director

Outreach Programs

blannkimberlynl@uams.edu

501.686.7358

Center for Diversity Affairs Website: http://cda.uams.edu/