•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 per-
cent 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 edu-
cation, 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 under-
served; 
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 of-
fice or the incorporation of diversity, equity, and inclu-
sion principles in medical school does not substitute for 
the fundamental learning that goes on in medical schools; 
Whereas, historically, offices of diversity, equity, and inclu-
sion in medical schools have been established to address 
the unmet societal needs existing in medical school infra-
structure, including environments that were negatively 
impacting students and faculty resulting from incidents 
of mistreatment, harassment (including sexual harass-
ment), bias, prejudices, and discrimination; and address-
ing 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 commu-
nity 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 en-
sure 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, fol-
low through with treatment recommendations, and par-
ticipate in preventive health measures, improving patient 
outcomes and promoting healthier communities; 
Whereas, while studies show that patients of color feel great-
er levels of trust with health care providers that look like 
them, diversity benefits everyone; 
Whereas discrimination, bias, and racism in medical edu-
cation 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, eq-
uity, and inclusion will positively impact patients, stu-
dents, 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 of-
fice of diversity, equity, and inclusion focused on pre-
paring a diverse student body or promoting cultural com-
petency and inclusive practices within the medical field 
are detrimental to medical education and subsequently, to 
health outcomes: Now, therefore, be it 
Resolved, That the House of Representatives— 
(1) affirms the importance of having a health 
care workforce which represents the tapestry of our 
communities to render the best possible care to our 
country’s diverse patient populations; 
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•HRES 1180 IH 
(2) recognizes the importance of diversity, eq-
uity, and inclusion efforts at medical education insti-
tutions; 
(3) supports efforts to foster diversity, equity, 
and inclusion within the medical field to promote 
health equity in the United States; and 
(4) supports and acknowledges the importance 
of academic freedom for faculty, staff, and students 
at medical education institutions. 
Æ 
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