IV 

118TH CONGRESS 

2D SESSION H. RES. 1180 

Recognizing the importance of diversity, equity, and inclusion efforts in 

medical education. 

IN THE HOUSE OF REPRESENTATIVES 

APRIL 30, 2024 

Mrs. BEATTY (for herself and Ms. CASTOR of Florida) submitted the following 

resolution; which was referred to the Committee on Energy and Commerce 

RESOLUTION 

Recognizing the importance of diversity, equity, and inclusion 

efforts in medical education. 

Whereas unequal access to quality medical services, treatment, and preventive measures in the United States, 

which are rooted in a complex interplay of socioeconomic, 

cultural, and geographical factors, has led to significant 

disparities in health outcomes, life expectancy, and overall well-being; 

Whereas individuals belonging to certain racial and ethnic minority groups experience higher rates of poor health and 

disease for a range of health conditions, including diabetes, hypertension, obesity, asthma, heart disease, cancer, 

and preterm birth, when compared to their White counterparts; 


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•HRES 1180 IH 

Whereas the average life expectancy among Black people in 

the United States is 4 years lower than that of their 

White counterparts; 

Whereas women and minority groups have been historically 

excluded and underrepresented in medicine; 

Whereas, in 2023, the demographics of United States medical 

school matriculants consisted of 49.5 percent White, 27.7 

percent Asian, 11.6 percent Hispanic, Latino, or Spanish 

origin, 10.8 percent Black or African American, 1.1 percent American Indian or Alaska Native, and 0.5 percent 

Native Hawaiian or Pacific Islander; 

Whereas, in a recent survey conducted by the Association of 

American Medical Colleges, 7 percent of practicing 

United States physicians identified as Hispanic and 6 

percent as Black or African American, which is well 

below their population proportions of 19 percent and 14 

percent, respectively; 

Whereas cultural differences between patients and providers, 

as well as a lack of cultural competency in medical education, negatively impact patient-provider interactions, 

patient trust and security, open communication, and 

quality of care; 

Whereas there is a strong body of evidence that a diverse 

medical student body improves the educational, clinical, 

and research environments, and that diversity increases 

access to care for communities that are medically underserved; 

Whereas medical school curriculum is based on evidence, and 

those entrusted with developing curriculum use research 

to help ensure that future doctors learn the skills that 

will prepare them to treat all patients effectively; 


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•HRES 1180 IH 

Whereas the presence of a diversity, equity, and inclusion office or the incorporation of diversity, equity, and inclusion principles in medical school does not substitute for 

the fundamental learning that goes on in medical schools; 

Whereas, historically, offices of diversity, equity, and inclusion in medical schools have been established to address 

the unmet societal needs existing in medical school infrastructure, including environments that were negatively 

impacting students and faculty resulting from incidents 

of mistreatment, harassment (including sexual harassment), bias, prejudices, and discrimination; and addressing communities with physician shortages and continuing 

medical needs of medically underserved and marginalized 

populations; 

Whereas diversity, equity, and inclusion offices in medical 

schools serve to connect and support all the functions of 

student success and maintain recruitment and pathway 

programs to attract and support students interested in 

medicine and science from communities and populations 

less likely to enter the health professions; 

Whereas diversity, equity, and inclusion offices enhance the 

learning environment across the medical school community and allow diverse perspectives and backgrounds in 

classrooms, labs, and clinical settings which enrich the 

educational experience; 

Whereas diversity, equity, and inclusion offices work to ensure programming is widely available to the medical 

school community and delivers skills and services that 

emphasize culturally responsive care and prepare future 

doctors to provide quality health care to an increasingly 

diverse patient population; 


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•HRES 1180 IH 

Whereas patients who trust their health care professionals 

are more likely to seek care, communicate honestly, follow through with treatment recommendations, and participate in preventive health measures, improving patient 

outcomes and promoting healthier communities; 

Whereas, while studies show that patients of color feel greater levels of trust with health care providers that look like 

them, diversity benefits everyone; 

Whereas discrimination, bias, and racism in medical education directly impacts the delivery of equitable health 

care throughout the United States; 

Whereas equipping medical students with the knowledge, 

skills, behaviors, and attitudes that promote diversity, equity, and inclusion will positively impact patients, students, health care organizations, and society generally by 

improving the clinical learning environment, health care 

quality, health outcomes, and patient satisfaction; and 

Whereas legislative measures that would reduce or eliminate 

funding for medical schools that endeavor to have an office of diversity, equity, and inclusion focused on preparing a diverse student body or promoting cultural competency and inclusive practices within the medical field 

are detrimental to medical education and subsequently, to 

health outcomes: Now, therefore, be it 

1 Resolved, That the House of Representatives— 

2 (1) affirms the importance of having a health 

3 care workforce which represents the tapestry of our 

4 communities to render the best possible care to our 

5 country’s diverse patient populations; 


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•HRES 1180 IH 

1 (2) recognizes the importance of diversity, eq2 uity, and inclusion efforts at medical education insti3 tutions; 

4 (3) supports efforts to foster diversity, equity, 

5 and inclusion within the medical field to promote 

6 health equity in the United States; and 

7 (4) supports and acknowledges the importance 

8 of academic freedom for faculty, staff, and students 

9 at medical education institutions. 

Æ 


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