TY - JOUR
T1 - Integrated Holistic Student Affairs
T2 - A Personalized, Equitable, Student-Centered Approach to Student Affairs
AU - Grieco, C. Alexander
AU - Currence, Princess
AU - Teraguchi, Daniel H.
AU - Monroe, Alicia
AU - Palermo, Ann Gel S.
N1 - Publisher Copyright:
© 2022 Lippincott Williams and Wilkins. All rights reserved.
PY - 2022/10/1
Y1 - 2022/10/1
N2 - Medical education has reached a critical juncture - the structural racism that has permeated the fabric of its systems and institutions for centuries can no longer be ignored. The destructive, disproportionate impact of the COVID-19 pandemic and unabated violence targeting individuals who are Black, Indigenous, and People of Color (BIPOC) exact an incalculable toll on BIPOC students and students from other groups that are historically underrepresented in medicine (UIM). Failing to recognize and act on the well-documented differential experience of BIPOC medical students impedes medical educators' ability to cultivate learning environments where all learners have an equitable opportunity to thrive. Holistic review admission processes, now widely accepted, have challenged admissions committees to consider the "whole applicant" to diversify matriculating classes. While gaining admission is critical, it is merely the first step for BIPOC students, who may face marginalization within what the authors have termed a "sink-or-swim" culture in medical education. For the tremendous potential afforded by holistic review to be realized, the medical education community must extend the holistic approach throughout the medical education continuum, beginning with student affairs practices and support. The authors propose the use of Integrated Holistic Student Affairs (IHSA), a systems-based model that fosters the reexamining and reengineering of existing student affairs structures, policies, and processes to promote a personalized, equitable student-centered approach. The IHSA Model consists of 4 strategic actions - establish vertical and horizontal collaboration, conduct systems thinking analysis, target leverage points for change, and operationalize the change process - and 4 areas of priority for collaboration with student diversity affairs staff and faculty. The IHSA Model provides student affairs staff and faculty with a framework for shifting from reactive, deficit-oriented practices to proactive, empowering, equitable practices, with the goal of allowing BIPOC and all other UIM students to thrive during their journey from matriculation to graduation.
AB - Medical education has reached a critical juncture - the structural racism that has permeated the fabric of its systems and institutions for centuries can no longer be ignored. The destructive, disproportionate impact of the COVID-19 pandemic and unabated violence targeting individuals who are Black, Indigenous, and People of Color (BIPOC) exact an incalculable toll on BIPOC students and students from other groups that are historically underrepresented in medicine (UIM). Failing to recognize and act on the well-documented differential experience of BIPOC medical students impedes medical educators' ability to cultivate learning environments where all learners have an equitable opportunity to thrive. Holistic review admission processes, now widely accepted, have challenged admissions committees to consider the "whole applicant" to diversify matriculating classes. While gaining admission is critical, it is merely the first step for BIPOC students, who may face marginalization within what the authors have termed a "sink-or-swim" culture in medical education. For the tremendous potential afforded by holistic review to be realized, the medical education community must extend the holistic approach throughout the medical education continuum, beginning with student affairs practices and support. The authors propose the use of Integrated Holistic Student Affairs (IHSA), a systems-based model that fosters the reexamining and reengineering of existing student affairs structures, policies, and processes to promote a personalized, equitable student-centered approach. The IHSA Model consists of 4 strategic actions - establish vertical and horizontal collaboration, conduct systems thinking analysis, target leverage points for change, and operationalize the change process - and 4 areas of priority for collaboration with student diversity affairs staff and faculty. The IHSA Model provides student affairs staff and faculty with a framework for shifting from reactive, deficit-oriented practices to proactive, empowering, equitable practices, with the goal of allowing BIPOC and all other UIM students to thrive during their journey from matriculation to graduation.
UR - http://www.scopus.com/inward/record.url?scp=85139573319&partnerID=8YFLogxK
U2 - 10.1097/ACM.0000000000004757
DO - 10.1097/ACM.0000000000004757
M3 - Article
C2 - 35612916
AN - SCOPUS:85139573319
SN - 1040-2446
VL - 97
SP - 1441
EP - 1446
JO - Academic Medicine
JF - Academic Medicine
IS - 10
ER -