By James L. Curtis
Affirmative motion courses have considerably replaced American medication for the higher, not just in clinical institution admissions and entry to postgraduate education but in addition in bringing a better caliber of future health care to everyone. James L. Curtis methods this significant transition from ancient, statistical, and private views. He tells how over the process his clinical schooling and occupation as a psychiatrist and professor--often because the first or purely African American in his cohort--the prestige of minorities within the scientific professions grew from a tiny percent to a much more equitable illustration of the yank inhabitants. Advancing arguments from his past publication, Blacks, scientific faculties, and Society, Curtis evaluates the results of affirmative motion efforts during the last thirty years. He describes bold obstacles to minority entry to medical-education possibilities and the ensuing difficulties confronted via minority sufferers in receiving scientific therapy. His growth file encompasses a overview of 2 thousand minority scholars admitted to U.S. clinical faculties in 1969, following them via commencement and their careers, evaluating them with the careers of 2 thousand in their nonminority friends. those samples supply a big examine clinical colleges that, whereas heralding dramatic development in health practitioner schooling and coaching chance, exhibits a lot room for additional development. A easy hurdle keeps to stand African americans and different minorities who're nonetheless restrained to segregated neighborhoods and inferior institution platforms that stifle complete scholastic improvement. Curtis urges us as a country to boost all our human assets via a ramification of affirmative motion courses, hence bettering healthiness deal with every body. James L. Curtis is scientific Professor Emeritus of Psychiatry, Columbia college collage of Physicians and Surgeons.
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Extra info for Affirmative Action in Medicine: Improving Health Care for Everyone
Scenario 2. Again two applicants are being considered, and only one can be offered acceptance. In the opinion of almost all members of the admissions committee one applicant, who is Black, is more highly qualified than the other applicant, who is White. The Black applicant seems best on the basis of grades and scores, letters of recommendation, admissions interview, extracurricular and community activities, and other indications of strong motivation and the likelihood that she will contribute to the medical profession as a leader.
Ultimately neither strong students, faculty, nor administration will choose to be part of a school that does not merit their continuing respect. Thus, as I described in my previous book (Curtis 1971), a group of medical students and faculty at Cornell in 1968 were concerned that their school was not following the lead of schools like Harvard, Stanford, or Columbia in admitting qualified minority students. They pressured the entire faculty and administration to make a formal commitment to enroll a class with 10 percent Black students and to recruit qualified Black faculty leadership to develop an effective program.
Affirmative action, aided by the same government, is therefore both justified and required to fulfill the objective of equal access. 1 Therefore, if the student body, faculty, and administration in a professional school reveal a pattern of minority underrepresentation, despite the presence of a qualified minority applicant pool from which more selections could have been made, it can be assumed that they are being denied essentially equal access or opportunity. Such an institution would be ineligible to receive federal funds and would be required by federal law to draw up a corrective affirmative action plan.