University of North Dakota School of Medicine and Health Sciences

The school published its 2021 Diversity, Equity& Inclusion Annual Report which states that "A medical school has effective policies and practices in place, and engages in ongoing, systematic, and focused recruitment and retention activities, to achieve mission appropriate diversity outcomes among its students..."

The school published its 2021 Diversity, Equity& Inclusion Annual Report and describes the school's Diversity Seminar Series as follows: "Within the session, students learn about; Diversity Challenges at UND, Diverse patient and physician experiences, and Cultural Considerations. The diversity seminar series is dedicated to providing students with the tools to serve all peoples in a culturally responsive and respectful manner. In order to accomplish this the seminar series includes sessions on the following DEI competencies; implicit/unconscious bias, cultural humility, and health equity."

The school published its 2021 Diversity, Equity& Inclusion Annual Report which states that the "Occupational Therapy Department includes Diversity and Inclusive Participation as one of the four core threads that organize the occupational therapy educational curriculum and focus the doctoral degree program’s intended outcomes."

The school's Indigenous Health Ph.D. Curriculum includes a course titled "Principles of Indigenous Health" which is described as follows: "Describe Indigenous health disparities, health systems, case studies, and best practices. Modules include: historical trauma/epigenetics; traditional foods/ microbiome; boarding/residential schools; impact of racism/discrimination; and decolonization and health."

The school's Masters of Public Health Competencies includes the study of Public Health & Health Care Systems, which is described as follows: "Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels."

The school published its 2021 Diversity, Equity and Inclusion Annual Report which includes a description of the "Diversity Elective." The elective is an "8-week clerkship that combines didactic components with clinical rotations in tribal reservation and other underserved populations" and includes discussions related to "Diversity, Cultural Proficiency, Inclusion and Equity" and "Implicit Bias."

The school published its 2021 Diversity, Equity, and Inclusion Annual Report which states that its "Schools and programs advance diversity and cultural competency through a variety of practices, which may include" the "incorporation of diversity and cultural competency considerations in the curriculum."

The school has provided links to all of its department's diversity, equity, and inclusion plans and states, "Departments within the School of Medicine & Health Sciences have developed their own DEI plans or follow national DEI efforts specific to their profession."

The school offers a variety of diversity, equity, and inclusion resources, including a link to Harvard's "Project Implicit Bias" and an article titled "White Privilege in a White Coat: How Racism Shaped my Medical Education."

On January 23, 2023, the school updated its Pediatric Residency Faculty Handbook which describes one of its EPA's (Entrustable professional activities) as follows: "Use Population Health Strategies and Quality Improvement Methods to Promote Health and Address Racism, Discrimination, and Other Contributors to Inequities Among Pediatric Populations." Additionally, the Handbook states, "This EPA framework can be used for both assessment and curricular development across the entire education continuum."

The school's Department of Occupational Therapy states, "We strive to engage in and encourage difficult conversations, which challenge and grow our beliefs and opinions about diversity and social justice."

On July 6, 2023, the school published its response to the Supreme Court's decision regarding race-conscious admission policies, which stated the following: "how can we try to provide equal opportunities for success to all people when it is clear that some of us, through no fault of our own, have not been afforded the same educational opportunities as others. Because we are still in the midst of assessing the potential impact of the decision on the School – especially for our Indians Into Medicine (INMED) program – I’m going to refrain from further comments until we’ve been able to complete a deeper dive into the implications of the decision. That said, let me make it clear that our School’s long-proclaimed diversity focus – on increasing the opportunities in healthcare careers for rural and American Indian candidates – remains unchanged."