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AAMC and UC Davis Give Us a Look Into the DEI Playbook with “Socially Accountable Admissions”

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The University of California, Davis medical school gets top marks from the Association of American Medical Colleges (AAMC) for its commitment to diversity, equity, and inclusion. And, a 2022 webinar reveals the disturbing playbook for achieving and maintaining their status as the wokest med school in America.

The video features remarks from school administrators on how the school succeeded in implementing “socially accountable admissions” to promote “transformation” of the physician workforce, which is a polite way of admitting that their admissions policies privilege race over indicators of applicant quality.

The admins are clear-eyed regarding how to go about subverting meritocratic admission: essentialize race and trivialize everything else. They assert that med schools historically look at the “wrong metrics” for admission decisions. MCAT scores, they tell us, are of limited value, and problematic because their use leads to “overrepresentation” of Asian physicians. Instead, they encourage med schools to publicly prioritize recruitment on gaps between the demographics of the general population and the physician workforce.

The admins warn that these radical ideas will inevitably encounter some skeptics and institutional inertia. They have a plan for that.

First, invent and impose performative rituals that enforce ideological conformity. For example, require annual implicit bias mitigation training for everyone involved in the review of applications, and compel reviewers to read the school’s mission statement before every committee meeting to ensure “it’s at the front of people’s minds before they review an application.”

Second, recruit DEI commissars and deputize them to purge skeptics so that everyone is “talking the same talk and walking the same walk.” Having someone who “understands implicit bias” and “can apply it to situations at your institution is critical.” So is “looking at microaggressions (i.e., innocuous comments that individuals interpret as coded bigotry, like asking someone with an accent what country they hail from) “and addressing them across the medical school.”

Third, ensure that DEI commissars are zealots determined to outlast skeptics. In one particularly revealing moment, the Associate Dean of Admissions reveals annoyance that other administrators care whether students pass their Step One exams, which are required for medical licensure. You need to compile the right team and “stay with this work,” he assures viewers. “It’s a long game.”

The admins eschew incrementalism and caution and instead favor strategy befitting the radical tactics they endorse. The woke transformation of medical schools should be treated as a “burning (oil) platform” where individuals must either “jump into the water or perish in the fire…If it’s not burning there is no reason to jump. It’s not tweaking around the edges that is needed. It’s revolution.”

UC Davis has taken the plunge into revolution and appears to have crystallized its transformation. The playbook for achieving this mission elsewhere is clear. Vigilance, advocacy, courage, and common sense will need to be marshalled in force to curtail its contagion.

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The American Society of Health-System Pharmacists Fills the DEI Prescription

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Looking for a woke pharmacist? Your search won’t take very long, if the largest professional pharmacy association in the United States has its way.

The American Society of Health-System Pharmacists (ASHP) is the accrediting body for pharmacy residency and technician training programs and has the attention of 60,000 practitioners is a variety of care settings. That’s a substantial reach for initiatives like the ones outlined in its strategic plan, which show that the organization has more goal objectives for advancing DEI than it has for member satisfaction and meeting customer needs.

Figure 1. Six DEI goal objectives from the ASHP strategic plan.
Figure 2. Five member satisfaction goal objectives from the ASHP strategic plan
Figure 3. Three customer needs goal objectives from the ASHP strategic plan.

ASHP also has a Task Force on Racial Diversity, Equity, and Inclusion, formed in June 2020. The recommendations from this task force were released in January 2021 and are currently being implemented across the organization. The first order of business in the report was “to reflect more inclusive language” by providing information on the term “Black, Indigenous, and People of Color (BIPOC)”:

According to the BIPOC Project, the term is used “to highlight the unique relationship to whiteness that Indigenous and Black (African Americans) people have.”

Examples of task force recommendations are:

  • Appoint more racially diverse committees
  • “Increase the presence of BIPOC” in award and recognition programs
  • Training to reduce implicit bias in residency programs and application screening
  • Consider establishing a scholarship for BIPOC students
  • Collect member demographic information on race/ethnicity
Figure 4. From “Report of the ASHP Task Force on Racial Diversity, Equity, and Inclusion (January 2021).

ASHP subsequently released the task force’s 2022 Implementation Report to provide an update on progress made in initiating these recommendations. The CEO’s introduction set the tone for the expected outcomes of the DEI initiatives by stating that events from the summer of 2020 “caused a reckoning of our own,” noting that ASHP “took immediate steps to reshape ASHP policies and procedures.”

Figure 5. From “ASHP Task Force on Racial Diversity, Equity, and Inclusion: 2022 Implementation Report” (December 2022).

Beyond these reports, the CEO has been continuing to communicate this reshaping of the organization and pharmacy profession to the ASHP membership. In a March 3, 2023 blog post, he stated that increasing diversity in hospital and health system pharmacists is achieved “through systemic efforts by connecting with schools that have high BIPOC engagement.” However, the most concerning information from this post came from the announcement of an upcoming scholarship and a current grant program that endorses discrimination and ideology over scientific inquiry.

He announced the launch of the inaugural ASHP Foundation Pharmacy Student Scholarship, a $25,000 award that is limited to applicants enrolled in Historically Black Colleges and Universities (HBCU) pharmacy programs. Plus, applicants must demonstrate “a commitment to health equity.”

The Pharmacy Leadership Scholars program, supported by Chiesi (a European pharmaceutical company that researches specialty medications), grants $10,000 to early-stage scientists “to fund meaningful research on diversity, equity, and inclusion.” Two projects funded by this program are Diversity and inclusion in Pharmacy Education within Integrated Healthcare Delivery System and Role of Implicit Bias on Prescription Duration of Chronic Medications.

The CEO’s message concluded by establishing the organization’s future direction. “In addition to ASHP’s focus on race and ethnicity,” he stated, “we are bolstering our work in areas including gender, LGBTQIA+, and persons with disabilities.” Members can access resources on these initiatives in the ASHP Inclusion Center and its repository of articles, continuing education webinars, and podcasts.

Figure 6. Featured resources in the ASHP Inclusion Center.

The ASHP’s mission and vision says it wants to help people and support professional pharmacy practice and advocacy for safe medication use. This is the message the ASHP needs to convey in its influence over pharmacy school guidelines and residency program requirements – not a diversion into the divisive concepts of DEI that have disrupted the academic standards of so many U.S. medical schools – as it serves its members and future practitioners.

Have you seen divisive and discriminatory practices or scholarships in pharmacy schools? Do No Harm wants to hear from you – anonymously and securely.

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New Race Concordance Study Should Leave Readers Skepticald

Black Representation in the Primary Care Physician Workforce and Its Association with Population Life Expectancy and Mortality Rates in the US was recently published in JAMA Network Open. The researchers examine whether “greater Black PCP (primary care provider) workforce representation is associated with better population health measures for Black individuals.” They claim to observe that greater representation is associated with longer African American life expectancies, lower all-cause mortality, and lower disparities with White mortality rates.

The paper received fawning media coverage and generated buzz across the health policy world. But closer inspection reveals that results don’t justify the hype.

The researchers use county-level data from 2009-2019 to examine how various county-level characteristics correlate with black mortality patterns. They are principally interested in correlation with the “community representativeness ratio,” defined as the proportion of black PCPs in a county divided by the proportion of Black individuals in a county.

The researchers observe that a higher community representativeness ratio is correlated with modest improvements in black life expectancy and lower disparities with White mortality after holding constant other county-level variables such as obesity rates, home value, and air pollution. They conclude that “Black representation levels likely have relevance for population health, supporting the need to expand the structural diversity of the health workforce.”

The empirical strategy used to arrive at this conclusion ought to raise eyebrows. The “community representativeness ratio” provides no information about the proportion of African American patients treated by African American PCPs. Plus, PCPs are a single touchpoint within the healthcare system. The PCP representativeness ratio amounts to a very noisy measure of patient-provider racial concordance.

The bigger problem, as the adage goes, is that correlation is not causation. This remains true even with fancy models that observe correlations between multiple variables at one time. In fact, if one accepts at face value that these correlations represent causal estimates, then their analysis would indicate that relocation to rural counties with high proportions of male residents represents among the best solutions for improving African American life expectancy. Moreover, African Americans who live in counties with a high representativeness ratio and high levels of poverty can expect to live longer than African Americans in counties with a high representativeness ratio but low poverty. These observations aren’t just glossed over in the paper because they are politically unfashionable, but because they are plainly absurd and expose the practical limitations of correlational studies.

Of course, not everything can be evaluated through a randomized control trial, and some research questions are functionally limited to descriptive evaluation. Still, researchers can increase confidence that they have uncovered plausibly causal relationships by demonstrating that a significant association between two variables is not sensitive to judgements about how to model their relationship. For example, the researchers could have demonstrated that their results held if they omitted measures of obesity and air pollution but included measures of violent crime or traffic accidents. The failure to demonstrate any sensitivity whatsoever to judgements about model specification raises the specter that the researchers tested a limitless number of potential model permutations and then conveniently settled on one that produced desired results, a phenomenon known as p-hacking.

Suspicion of self-serving decisions about model specification looms especially large surrounding their decision to transform representativeness ratios with logarithmic functions, a statistical technique- and a judgement call- that forces them to exclude from their analysis the approximately 50% of counties that their data indicates did not have any black PCPs. How results might change without the logarithmic transformation and with a complete dataset is never addressed.

It’s possible that that their observations prove robust to changes in model specification. The decision not to provide any clues as to the sensitivity of results to model specification will leave readers guessing and ought to leave them skeptical. 

Ian Kingsbury is the Director of Research for Do No Harm.

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The ANA Just Went AWOL

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The American Nurses Association just made it official: It’s a partisan organization for radicals, not a professional organization for nurses. Policymakers and the public should keep this in mind before listening to the ANA, which now puts extreme ideology ahead of expert medical care.

Figure 1. American Nurses Association position statement opposing legislation against DEI in education (May 15, 2023).

In May, the ANA released two statements proving its descent into woke identity politics. The first stated that “ANA opposes actions that prohibit DEI education and programs.” The second showed the ANA’s full support for the most extreme transgender treatments and policies.

Figure 2. American Nurses Association position statement against policies allowing conscious objections to gender ideology.

What, exactly, is the ANA standing for? In the context of DEI, it’s backing the indoctrination of nurses in divisive and discriminatory ideas, including the racist concept that it’s acceptable to treat people differently based on skin color. This is the core of DEI, and the ANA should be fighting to get discrimination out of nursing school. Instead, it’s calling on these institutions to “adopt and aggressively maintain policies, procedures, and practices” grounded in this disturbing worldview.

The ANA’s foray into transgenderism is just as concerning. It supports forcing nurses and other medical professionals to provide invasive and irreversible transgender treatments even when it violates the provider’s conscience. This presumably includes forcing nurses to provide these procedures to children, despite very real concerns about long-term physical and mental health. This is an area that demands further study and constant caution. Instead, the ANA is embracing the most radical position imaginable.

The American Nurses Association claims to speak for all nurses, and you can bet it’s using its heft to fight reforms at both the state and federal level. Yet as its recent actions show, the ANA doesn’t really speak for nurses at all. It speaks for the radical activists who now run health-care’s elite institutions. The last thing lawmakers should do is listen to a corrupted organization like the ANA.

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VCU’s Diversity Confusion

What’s an under-represented minority?

You’d think Virginia Commonwealth University’s Department of Surgery would have a good answer, considering it offers a scholarship specifically for these individuals. Yet a freedom-of-information request has turned up the startling revelation that VCU doesn’t define what an under-represented minority is.

This news is due to the good work of the American Accountability Foundation, which filed its request with VCU on May 1. It requested:

On the Department of Surgery website there is an announcement for the University Diversity Scholars Program. The scholarship is available to individuals who “who identify as underrepresented minorities” and the application requirements require them to “confirm your background/identification as an underrepresented minority.”

Please provide a copy of documents that detail what criteria or characteristics would be used to evaluate whether an applicant’s representation as an “underrepresented minority” was consistent with the criteria of the scholarship.

VCU responded within a month, yet the answer raised more questions. The school said:

You have asked for a copy of “documents that detail what criteria or characteristics would be used to evaluate whether an applicant’s representation as an ‘underrepresented minority’ was consistent with the criteria for the University Diversity Scholars Program announced on the Department of Surgery’s website. Department of Surgery staff checked and the requested records do not exist.

How can VCU offer a scholarship if it doesn’t know who’s eligible? Is VCU making arbitrary decisions based solely on applicants’ skin color? If yes, there’s a name for that: Racial discrimination. If no, then VCU should clarify.

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Texas Leads The Way On DEI Reforms

Three cheers for the Lone Star State! On May 28, the Texas Legislature passed the strongest anti-DEI bill in the nation. Gov. Abbott is expected to sign it into law, making Texas the leader in the fight to get rid of divisive and discriminatory ideology in higher education and medical schools. 

When signed, the Texas law will enact several critical reforms that protect and restore merit and educational standards. The law applies to all public universities and colleges in the state, and it will:

  • Eliminate DEI offices.
  • End mandatory training for students and staff related to DEI.
  • Prohibit the use of discriminatory Diversity Statements in faculty hiring.
  • Empower students or employees to sue if they’re required to undergo DEI training.
  • Impose penalties on universities that violate this law, to the point of denying future funding increases.

The law also makes Texas the only state in the nation to do several important things. The list includes:

  • Defining the function of a DEI office so that universities cannot create one under another name.
  • Holding universities accountable by creating a civil right of action if anyone is subjected to mandatory DEI training.
  • Requiring the state auditor to regularly evaluate universities to ensure that they are not spending dollars on DEI offices.
  • Requiring universities to regularly provide testimony to the Texas legislature about their compliance with the law.
  • Providing direction to university trustees to create penalties – up to and including termination – for anyone caught exercising the functions of a DEI officer or running a DEI office.

This law is a major win for everyone who wants to uphold the highest standards of medical education. That’s especially true for patients, who don’t need to be as worried that their physicians were trained to be activists instead of medical professionals. Texas medical schools have a history of forcing DEI on students and faculty. Now this decline is being reversed, and not a moment too soon.

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The Society of Surgical Oncology Board Exposes Its True Agenda In Board Member Recruitment

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Members of the Society of Surgical Oncology (SSO) are encouraged to self-nominate for membership on a prestigious surgery board – but there’s a catch embedded in the qualifications.

Figure 1. SSO April 2023 email (part 1 of 2).

Do No Harm obtained a copy of a message sent to SSO members in mid-April, informing them of the opportunity to nominate themselves for the American Board of Surgery’s (ABS) Complex General Surgical Oncology Board (CGSOB). One of the board’s primary actions is to write an examination for aspiring oncologists to certify their proficiency in the field. The CGSOB “is seeking one nominee to serve a six-year term,” according to the email.

“This call is separate from the annual call for Council nominees from the ABS,” the email continued. The SSO lists several areas of surgical expertise this special appeal was seeking, as well as the need to demonstrate “commitment, availability, loyalty, and ability to keep confidence.”  These are undoubtedly essential qualifications to have as a medical board member. However, the SSO has one more batch of characteristics to list:

Emphasis will be placed on elements of diversity across all dimensions, including race, color, religion, gender, gender identity or expression, sexual orientation, national origin, disability, age, or other elements that bring a different voice to the organization.

Figure 2. SSO April 2023 email (part 2 of 2).

What is the Society of Surgical Oncology up to? The SSO, headquartered in Illinois, recently rolled out its 2023-2027 Strategic Plan, titled “Directing the Future of Cancer Care.” Unfortunately, this plan has less to do with the surgical care of cancer patients and more to do with divisive DEI policies. Every pillar of the plan lists the DEI-related initiatives first, and underscores the organization’s latest efforts to fast-track a self-identified nominee to the board who will uphold woke goals and objectives.

The pillars include:

Increase the SSO’s Impact Worldwide: The goal is to “champion DEI throughout the field of cancer surgery” by ensuring DEI infiltrates initiatives throughout the organization.

Enhance Member Experience: To ensure the SSO’s leadership is more diverse, it aims to participate in “meaningful engagement for underrepresented groups.”

Advance Equitable Patient-Centered Care: SSO wants to push the concept of health equity by creating educational content and increasing DEI in the recruitment process for cancer research.

Drive the Future of Cancer Care: The goal is to promote diversity in the workforce through pipeline programs and development of personnel who belong to “underrepresented groups.”

Figure 3.  Pillars of the SSO strategic plan.

The Society of Surgical Oncology is one on a long list of medical professional organizations that continue to barrel toward elevating the perceived virtues of DEI in healthcare without considering the downstream effects. Cancer patients deserve to be treated by physicians who are among the most skilled and qualified, and choosing board members based on DEI-related issues undermines the legitimacy of the board exam itself. The SSO must ensure it is recruiting board members who have expertise in surgical oncology, not identity politics.

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More DEI Marketing Pushed Onto Residency Program Directors

In January 2023, we reported on the Accreditation Council for Graduate Medical Education’s (ACGME) obsession with accumulating information about what emergency medicine residencies were doing to “increase racial/ethnic and gender diversity” in their recruitment activities. Now ACGME-registered program directors are being pestered with messages from a Chicago-based firm dedicated to the “culture of diversity, equity, and inclusion.”

Do No Harm obtained a copy of an email sent to a residency program director from a representative with “AMOpportunities,” who offered information on “how we can help you meet the new ACGME common program requirements” related to diversity in resident recruitment and retention. “We can help you bring in learners to your program,” the email read, “who could help you meet your diversity focus.”

We have illustrated how attempts to prove the effectiveness of imposing DEI bureaucracies into medical academics and practice have failed. Yet, without citing any evidence, the CEO of AMO says, “Patient outcomes are driven by diversity, inclusivity, and equity,” and even admits the DEI “is the reason our business exists.”

Figure 1. AMOpportunities: “Our Commitment to Diversity, Equity, and Inclusivity.”

It’s not surprising that a consulting firm is following funding opportunities that magically materialize when there is a large audience to pitch their big-ticket services to. It’s just a shame that busy residency program directors – who are already burdened with the ACGME’s common program requirements – are having their inboxes cluttered by pushy salespeople seeking another bite at the DEI apple.

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Another Federal Civil Rights Investigation Is Underway at Duke University School of Medicine

On the heels of resolving one program that was discriminating on the basis of sex, the Duke University School of Medicine is again being investigated for a discrimination on the basis of race/ethnicity and sex.

Do No Harm senior fellow Mark Perry has been notified that the U.S. Department of Education’s Office for Civil Rights (OCR) has opened an investigation into the school’s racially discriminatory Black Men in Medicine (BMiM) initiative (archived site here). The complaint, filed by Perry on April 9, 2023, reports that BMiM “aims to develop and support the needs of black male faculty, students, trainees, and learners in the School of Medicine and to cultivate future healthcare and biomedical science professionals.”

Figure 1. Black Men in Medicine initiative at Duke University School of Medicine.

The Black Men in Medicine Group hosts “Moving Forward Together” sessions to “provide a space for Black men in the Schools of Medicine and Nursing to come together and lend support to one another during the ongoing challenging times.” Faculty members participate in the sessions “to speak openly” with participants about their experiences at Duke.

BMiM violates Title VI of the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, or national origin. The program simultaneously violates Title IX of the Education Amendments of 1972, which prohibits discrimination on the basis of sex.

Is your school offering programs that discriminate on the basis of race/ethnicity, sex, or both? Do No Harm wants to hear from you – anonymously and securely.

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Duke University Makes a Course Correction on a Discriminatory Program Following Federal Civil Rights Investigation

As the result of a federal civil rights investigation, Duke University has modified the eligibility criteria for a program that was discriminating on the basis of sex/gender.

Earlier this year we reported that Duke was among 12 schools participating in a program for young women in high school who are interested in careers in orthopedic surgery or engineering (The Perry Outreach Program), and a second program for female medical students (The Medical Student Outreach Program). The inclusion criteria for these programs state that applicants “must gender-identify as female or non-binary,” in violation of Title IX of the Education Amendments of 1972.

In response to the Title IX complaints Do No Harm filed with the Office for Civil Rights against U.S. medical schools that partner and collaborate with the Perry Initiative and host its illegal discriminatory female-only programs, federal civil rights investigations were opened at Wake Forest and Duke University. The OCR just informed us that the investigation of Duke’s illegal sex discrimination has been resolved.

According to OCR’s resolution letter, “Although an initial flyer about the [MSOP] event [at Duke] invited only women or nonbinary students to participate, at Duke University’s prompting the advertising was revised to state that “medical students (MD or DO) of any gender…are invited to participate.” The University provided documentation to OCR that its own advertising invited all “current medical students” in the area to attend.”

The resolution of our complaint against Duke University’s participation in The Perry Initiative is notable. The April MSOP workshop event at Duke was the first of 450 outreach Perry Initiative events in more than a decade that was open to students of all gender identities and not restricted to only female medical or high school students. 

Without Do No Harm’s civil rights advocacy and legal challenge, the Perry Initiative at Duke University would continue to illegally exclude non-female students from its outreach programs. We look forward to OCR investigating all Perry Initiative workshops to bring them into compliance with Title IX and open them to all students, regardless of their sex and gender identity.  

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The Woke Language Police Have Come For Health Care

You can’t corrupt health care without first controlling medical language. That’s the main takeaway from the AMA and AAMC’s new 54-page brainwashing booklet, “Advancing Health Equity: A Guide to Language, Narrative, and Concepts.” Elites want medical students and professionals to use divisive and discriminatory language, knowing full well that politicizing medical words will ultimately lead to a thoroughly political health care system – one in which patient health suffers.

The AMA and AAMC mince no words about why they wrote this document. Health care, they say, is full of “narratives grounded in white supremacy and sustaining structural racism.” That includes “patriarchal narratives” and “narratives that uncritically center meritocracy and individualism.” Instead, they argue, health care needs new language, grounded in “critical race theory… gender studies, disability studies, as well as scholarship from social medicine.”

What does this woke mumbo-jumbo mean, practically speaking? It means using politicized language across the board, with the goal of turning medical students and physicians into far-left activists.

The guide is filled with examples. Apparently, medical professionals should talk more about racism, attribute patients’ medical challenges to various oppressors, make the case for political policies and radical worldviews, and more. On the whole, the guide urges the medical profession to focus more on social problems and political debates than medical treatment and care.

Figure 1. From “Advancing Health Equity: A Guide to Language, Narrative, and Concepts” (p. 21).

Scholar Robert Graboyes highlights a particularly ridiculous example. Currently, a physician might say: “Low-income people have the highest level of coronary artery disease in the United States.” But the woke guide to medical language says the proper phrasing is this: “People underpaid and forced into poverty as a result of banking policies, real estate developers gentrifying neighborhoods, and corporations weakening the power of labor movements, among others, have the highest level of coronary artery disease in the United States.” This may seem laughable, but the consequences are deadly serious. The corruption of medical language is key to the woke takeover of medicine itself. When your doctor is more focused on supposed racism than treating your individual medical needs, your health will suffer. It’s the latest proof that medicine’s gatekeepers in the AMA and AAMC have given up on protecting health care and patient health. Just the opposite: They’re actively destroying the medical profession and jeopardizing Americans’ well-being.

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The American Medical College Application Service Puts An Even Bigger Emphasis On Identity Politics for This Year’s Prospective Physicians

Last year we revealed that the American Medical College Application Service (AMCAS) had started collecting information on applicants’ race and background, and planned to add “Social Justice/Advocacy” in the work experience section. Sure enough, the 2024 version of the AMCAS had done this, and shows it is going even further down the identity politics wormhole.

The AMCAS, administered by the Association of American Medical Colleges (AAMC), is the centralized system prospective medical students use to submit their applications to multiple schools. Scores of prospective doctors participate in the AAMC’s informational webinars each application cycle, such as the one held on April 23, 2023. Titled Navigating the 2024 AMCAS Application Cycle, the presentation offered a review of the application with an emphasis on the new elements for 2024.

Figure 1. From the AMCAS update webinar April 26, 2023.

One area the webinar addressed was the “AMCAS GPA.” Once all courses are entered into the application, AAMC verifies the coursework and the student’s completion status. Then, AMCAS converts those grades into “AMCAS grades,” which creates the AMCAS GPA. “The AMCAS GPA provides the medical schools with a standardized way to compare each applicant’s background,” the narrator stated.

Figure 2. From the AMCAS update webinar April 26, 2023.

But is the AMCAS actually providing standardization in evaluating the background of future medical students? The new additions to the application indicate that the AAMC plans to collect and report more than just objective data on academic achievement.

Figure 3. Changes to the 2024 AMCAS application (April 26, 2023).

The new “experience type” of Social Justice/Advocacy was added to the application based on recommendations collected over a couple of years. The FAQs page (archived link) on the AAMC website explains that the “Social Justice in Medical School Admissions Working Group” was formed in 2021 “to further explore the value medical schools place on advocacy and social justice,” and defined how this information can be considered during the admissions process.

Figure 4. “Social Justice/Advocacy” experience type in the 2024 AMCAS.

“A social justice or advocacy experience is one in which you work to advance the rights, privileges, or opportunities of a person, group of people, or cause,” the webinar narrator stated. “It is not tied to any particular ideology,” the instruction continued, “and is inclusive of all personal understandings of social justice and advocacy.” Examples of acceptable activities given in the presentation include:

  • Registering people to vote
  • Climate activism
  • Advocating for civil rights
  • Decreasing health inequities
  • Addressing food deserts
  • Building awareness for a particular cause or health condition
  • Advocating for vulnerable populations such as children or homeless people
  • Assisting with policy change or development

These topics include causes and activities that are addressed by other disciplines within healthcare. Social workers – not physicians – are better suited to evaluate and assist patients with socioeconomic issues. Gathering this new category of information suggests an effort to discover applicants who will accept further indoctrination to becoming activists first, and physicians second. The AAMC says as much when it describes “holistic review in medical school admissions:”

Medical schools are continuing to assess their admissions policies and processes in recruiting a future physician workforce who will help to further address these complex and complicated issues and solutions within their communities.

The webinar also addressed the pending Supreme Court decision on affirmative action in college admissions, but made it clear that for now, applicants can share any information they want on their applications. “While we cannot predict the outcomes of these cases,” according to the presentation, “any prescription from the court will be directed at the school’s behavior, not applicants.” But, regardless of the Supreme Court’s decisions, “schools will likely continue to prioritize mission alignment when evaluating applicants,” the narrator concluded.

Figure 5. From the AMCAS update webinar April 26, 2023.

The AAMC is continuing to load the AMCAS with ammunition for admissions officers to use in support of the “holistic review” process. Naturally, personal background and life experiences have a dramatic effect on one’s character and are important factors in what makes each person unique. But issues of identity cannot replace the role that merit and achievement plays in determining who will be a good doctor, and attempting to create physician advocates for various social causes does not train them to be optimal diagnosticians and healers.

As one med school applicant told us last year, “As a future physician, I commit to striving for the highest quality of treatment within my scope to all my patients, regardless of skin color. I hope we can pay that same commitment to the physicians of the future.”

We couldn’t agree more.

Have you seen questions on a healthcare education program application that values identity politics over student achievement? Do No Harm wants to hear from you, and you may remain anonymous if you wish.

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The Office for Civil Rights Is Investigating a Discriminatory Program at Washington University in St. Louis Institute for Public Health

The U.S. Department of Education’s Office for Civil Rights (OCR) has opened a federal civil rights investigation of a discriminatory program at Washington University in St. Louis (WUSTL) Institute for Public Health.

Earlier this year, Do No Harm program manager Laura Morgan filed a complaint with the Kansas City OCR requesting a review of the “SummerR ReseArch DIversity ProgrAm iN Cardiovascular Disease & HEmatology (RADIANCE)” program for its racially discriminatory eligibility criteria.

Figure 1. Eligibility criteria for the RADIANCE program from the WUSTL website.

To be eligible, “Participants must meet one or more of the following categories:

  • Individuals from racial and ethnic groups who are underrepresented in health-related sciences on a national basis*
  • Individuals with disabilities
  • Individuals from disadvantaged backgrounds

*The following racial and ethnic groups have been shown to be underrepresented in biomedical research: Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders.”

A promotional flyer for the RADIANCE program shows the same eligibility requirements.

Figure 2. Promotional flyer for the RADIANCE program at WUSTL Institute for Public Health.

Because Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin, OCR opened an investigation into the 8-week program, which starts on June 5, 2023. Participants receive a stipend and support for travel expenses.

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The American Society of Dermatologic Surgery: Still “The True Skin Experts”?

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The American Society of Dermatologic Surgery (ASDS) says it has represented its members as “the true skin experts” for more than 50 years. Yet, it has clouded objective standards in favor of demonstrating its woke bona fides.

ASDS was an early adopter of diversity, equity, and inclusion initiatives, as it created a DEI Work Group and strategic goals in April 2020. The “value statement” of the work group included a commitment to anti-racism and advancing health equity. ASDS produced an official position statement, which stated:

In an effort to further fulfill ASDS’s commitment to caring for diverse populations. Including Black, Indigenous and People of Color (BIPOC); sexual and gender minority (SGM) persons,” the statement says, “the following positions are hereby recognized:

  • Systematic efforts to uncover, confront and address implicit bias in the culture and practice of dermatology.
  • Comprehensive research that will expand knowledge of social determinants of health and mitigate health disparities facing BIPOC communities as well as LGBTQ/SGM individuals.
  • Both public and private health insurance coverage of gender affirming treatment.

ASDS said the position statement “is intended to service as a guidepost” for the organization to deliver “equitable” care to patients. Among the references used for their position statement is a 1989 publication by Kimberle’ Crenshaw (the primary developer of the concept of “intersectionality”) that describes “feminist theory and antiracist politics.”

This is not the only time the ASDS has waded into the choppy waters of gender ideology.

On April 12, 2021, the American Society for Dermatologic Surgery Association (ASDSA, which is the advocacy and education arm of the ASDS) issued a letter to the nation’s governors and lawmakers. The message urged them “to veto anti-transgender legislation prohibiting gender affirming care including procedural dermatology,” and even voiced opposition to an Arkansas bill that contained provisions for the protection of children.

Figure 1. ASDSA press release (April 14, 2021).

“After Arkansas became the first state to ban gender affirming care for transgender youth,” a subsequent press release noted, “ASDSA felt the need to voice its concern, as procedural dermatology is an important aspect of gender affirmation treatment.” ASDSA president Dr. Mathew Avram said that such legislation “does permanent damage to the gender diverse population,” claiming that lack of healthcare access “is directly linked to the high rate of suicide in this population.” Dr. Mona Gohara, who chairs the ASDS DEI Work Group, also weighed in, saying that denying the ability of dermatologic surgeons to perform this type of treatment on transgender people “can cause devastating, life-changing outcomes and mental health crises, which could result in suicide.”

Neither the letter to the governors nor the press release on the organization’s website offered any scientific evidence to support the claims made by Dr. Avram and Dr. Gohara. The actual facts show that the alarmist messaging about suicide risk echoed by the ASDS/ASDSA is not supported by the scientific evidence.

The ASDS continues to endorse divisive ideologies by encouraging members to be “DEI Ambassadors.” While the program’s application says the objective is “to help promote cultural competency and awareness within dermatology,” the website reveals the true intent of the initiative. To be a DEI Ambassador, members must commit to the tenets of “anti-racism” and “advancing health equity.” This means they are expected to address racism with racism, and to approach patients from an identity perspective instead of a clinical one.

Figure 2. DEI Ambassadors program at the ASDS.

Dermatologists and dermatologic surgeons are trained to recognize, investigate, and treat health issues related to human skin, many of which can be very serious. This medical specialty needs the support and guidance of a professional society that can see beyond group identities, providing its members with clinically sound resources that can be used to serve all patients on an individual basis.

Is your professional organization promoting woke ideologies and identity politics instead of adhering to its stated mission? Do No Harm wants to hear from you, and you may remain anonymous if you wish.

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The National Association of School Psychologists, Part 3: Pushing Gender Ideology in the Schools

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The National Association of School Psychologists (NASP), headquartered in Bethesda, Maryland, disseminates information to advance diversity, equity, and inclusion (DEI), anti-racism, and critical race theory (CRT), as well as gender ideology in minors. NASP is also active in advocacy and public policy initiatives that have an impact on state and federal regulations and laws.

This is the third of three articles describing the initiatives, policies, and publications that NASP promotes to its members and makes available to the public.

Gender Ideology

Our previous reports described how the National Association of School Psychologists (NASP) is dedicated to the ideologies of DEI and anti-racism, and how the organization pushes these philosophies onto its members through its messaging and publications. The effect is that school psychologists, armed with these divisive philosophies, are able to interact with students of all ages in the learning environment. For example, holders of the Nationally Certified School Psychologist (NCSP) credential must complete mandatory training on “equity, diversity, inclusion, and social justice” as part of the 75 hours of continuing education needed for renewal.

NASP holds similarly extreme stands on gender ideology issues and has done so over the past several years. The organization’s 2014 position statement on Safe Schools for Transgender and Gender Diverse Students noted that the Role of the School Psychologist was to “be in tune” with the students’ needs and to “provide evidence-based information about transgender issues.” By 2022, the tone had changed. In a February press release that year, NASP announced that it “condemns recent legislative efforts and executive actions in states across the country that seek to discourage, criminalize, and endanger transgender and gender diverse students.” The organization made this move in response to states (like Missouri and Tennessee) that were tuning in to the urgent need to protect children from harmful sex change treatments and procedures.   

The updated Safe and Supportive Schools for Transgender and Gender Diverse Students followed, with NASP placing school psychologists in a difficult situation. The new position statement announced that they are “ethically obligated” to speak up, advocate for, and “foster safe and supportive schools for all students, specifically TGD [transgender and gender diverse] students (NASP, 2020b).” Among the “five functions” school psychologists are expected to perform with these students is to “affirm,” and mentions the term twenty times in the document. This includes “use the student’s affirmed name and pronoun in all written correspondence,” “prevent deadnaming,” and immediately challenge “those who misgender” with instructions on how to apologize and change one’s behavior. Policy recommendations of the 2022 position statement state that school psychologists are expected to:

  • Support access to gender-affirming care and reject efforts that would allow health providers to deny services to gender diverse students
  • Ensure school curricula is inclusive of LGBTQ+ persons and oppose any effort to ban discussion of sexual orientation and gender identity in schools
  • Allow students to use facilities, including bathrooms and locker rooms, consistent with their gender identity
Figure 1. NASP 2022 position statement on support for transgender students.

NASP followed up its position statement with a document produced in a partnership with Gender Spectrum to provide “terminology and gender basics” so school psychologists can “provide evidence-based information” about transgender issues.

Figure 2. From “Gender Inclusive Schools” resources on the NASP website.

In another publication in this series titled Gender Inclusive Schools: Child Development and Research, NASP presents data about the prevalence of students who say they are transgender, mental health risks and suicidal ideation statistics, and “the impact of medical treatment.” For example, the document contains information from the literature that says transgender youth “disproportionately report suicidal ideation: 38% to 83%” and treatment with puberty blockers and cross-sex hormones shows “marked improvement in psychological functioning.” Although this 2016 publication contains outdated (and in some cases, discredited) information, NASP continues to provide it as a resource on its website.

Figure 4. From “Gender Inclusive Schools: Child Development and Research” by NASP and Gender Spectrum.

NASP also promotes Comprehensive and Inclusive Sexuality Education, beginning in kindergarten. This 2021 position statement describes sex education that is “inclusive of those who identify as gender and sexually diverse, lesbian, gay, bisexual, queer, intersex, and those who are transgender.” To be “inclusive,” the education must address “diverse sexual orientations, sex assigned at birth,” and “gender identity.” The NASP position statement says that the information must be “developmentally appropriate,” and educational materials “should align with established national standards, such as the National Sexuality Education Standards.”

Conclusion

The National Association of School Psychologists claims a membership of more than 25,000 psychology professionals and graduate students in the United States and worldwide. That means innumerable children and adolescents are being influenced by individuals who are trained in school psychology – and are credentialed by the states that issue their licenses – with information that is divisive, politicized, and intended to further indoctrinate them. NASP members, pediatric mental/behavioral health professionals, concerned citizens, and lawmakers must call on the organization to course-correct and discontinue the policies, practices, and affiliations that jeopardize the well-being of our youth.

Is your professional organization promoting woke ideologies and identity politics instead of adhering to its stated mission? Do No Harm wants to hear from you, and you may remain anonymous if you wish.

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The National Association of School Psychologists, Part 2: Continuing Professional Indoctrination

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The National Association of School Psychologists (NASP), headquartered in Bethesda, Maryland, disseminates information to advance diversity, equity, and inclusion (DEI), anti-racism, and critical race theory (CRT), as well as gender ideology in minors. NASP is also active in advocacy and public policy initiatives that have an impact on state and federal regulations and laws.

This is the second of three articles describing the initiatives, policies, and publications that NASP promotes to its members and makes available to the public.

Continuing Professional Development Requirements

We previously reported how the National Association of School Psychologists (NASP) – with thousands of members who have extensive access to children in educational settings – is committed to the concepts of DEI and anti-racism, and we described several of the resources it provides to its members to perpetuate those ideologies. These efforts extend into the organization’s continuing education initiatives and the requirements it has recently forced onto members who hold NASP’s certification credential.

The Nationally Certified School Psychologist (NCSP) designation has been conferred upon more than 17,000 school psychologists who met the eligibility standards set by NASP. Thirty-four states recognize the NCSP as fulfilling some or all the requirements for state school psychologist credentialing, and the National School Psychology Certification System (NSPCS) seeks to promote uniform standards across agencies and training institutions. NSPCS also wants “to ensure a consistent level of training and experience in services providers who are nationally certified.”

As part of the process, NASP has defined the areas of study it places the greatest amount of importance on. Starting July 2024, NASP will begin monitoring for compliance with the continuing professional development (CPD) mandate it imposed in 2021. To renew the NCSP certification, current holders of the credential are “required to accrue 3 CPD hours in equity, diversity, inclusion, and social justice” as part of the 75 hours of CPD needed for renewal. This is the same number of hours it requires for “ethical practice and/or the legal regulation of school psychology,” but is the only category NASP specifically mentions in next year’s monitoring mandate.

Figure 1. From “CPD Guidelines” on the NASP website.

Earlier this year, NASP notified its members of a learning opportunity to earn those mandatory CPD hours from the Leadership Institute II, “an advanced, four-part series focused on equity, diversity, and inclusion (EDI).” The modules in this series were titled Personal Awareness and Privilege; Systems of Oppression and Antiracism; Operational Strategies for Social Justice Change; and Facilitating EDI in Structural Policies and Practices. The objective of the program was for school psychologists to learn how to “bring about change” in their organizations and remove barriers to implementing DEI-related policies and practices, indicating that NASP is conditioning its membership to be activists and promoters of ideology instead of intervening on behalf of students from the perspective of behavioral health and education.

Figure 2. From the NASP Online Learning Center.

While Leadership Institute II: Equity, Diversity, and Inclusion (EDI) is no longer offered on the website, NASP offers similar training modules on its learning management system. The Online Learning Center contains 34 offerings in the “Equity, Diversity, Inclusion, and Social Justice” category – second only to the “Mental and Behavioral Health” category, with 36 offerings – illuminating the priorities of this organization. Examples:

  • Addressing Microaggressions in PK-12 Settings: Ample evidence suggests that K-12 students are adversely impacted by microaggressions from peers and adults in schools; however, school psychologists may lack the knowledge and skills to appropriately respond to these instances of covert discrimination.
  • Advancing Equity Through Social Justice Practices: Through interactive lecture and discussion prompts, participants will identify social justice practices to challenge inequitable systems and advocate for students and families with less power and privilege.
  • Decolonizing Social-Emotional Learning in Service of Justice and Racial Equity: This presentation will situate social-emotional learning (SEL) within a sociopolitical context and highlight practices that support the development of SEL in ways that are in service to justice and equity.
  • Nine Disrupter Principles: A Strength-Based Approach for Schools Psychology to Disrupt Racial Inequities and Shift From What’s Wrong to What’s Strong: Increasing attention is being given to inequitable education practices. But what role does deficit-thinking play in creating and maintaining racial inequities? 
  • Wounds of Colonial and Racial Trauma: The focus will be on contextualizing the experiences of people who have been marginalized and oppressed within a historical framework, and mapping those experiences onto our work in schools.

NASP charges anywhere from $30.00-$130.00 for the courses in the Online Learning Center.

The DEI and anti-racism rhetoric at NASP is loud and pervasive, and the organization has implemented measures to ensure ongoing compliance on the part of its members with the woke positions it promotes. But NASP takes on an even more troubling topic with equal fervor: Advancing the concepts of radical gender ideology in children and adolescents.

NEXT: The National Association of School Psychologists: Pushing Gender Ideology in the Schools

Is your professional organization promoting woke ideologies and identity politics instead of adhering to its stated mission? Do No Harm wants to hear from you, and you may remain anonymous if you wish.

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The National Association of School Psychologists, Part 1: Advancing DEI, CRT, and Anti-Racism

The National Association of School Psychologists (NASP), headquartered in Bethesda, Maryland, disseminates information to advance diversity, equity, and inclusion (DEI), anti-racism, and critical race theory (CRT), as well as gender ideology in minors. NASP is also active in advocacy and public policy initiatives that have an impact on state and federal regulations and laws.

This is the first of three articles describing the initiatives, policies, and publications that NASP promotes to its members and makes available to the public.

DEI and Anti-Racism

The National Association of School Psychologists (NASP) says its membership is made up of “more than 25,000 school psychologists, graduate students, and related professionals” in the U.S. and worldwide. This number exemplifies the degree of impact and influence that school psychologists have on students in a variety of educational settings.

Among its professional position statements is a commitment to providing guidance on topics such as “racial and ethnic disproportionality in education” and “prejudice, discrimination, and racism.” These positions are repeatedly reflected in NASP’s member resources, policy statements, and publications that it posts to its website. NASP members are provided these statements as “the official policy” of the organization, which outline the organization’s DEI and anti-racism agenda.

In a March 3, 2023 statement, NASP declared that certain groups are engaging in “censorship” by voicing opposition to material in curricula that is rooted in critical race theory (CRT) and diversity, equity, and inclusion (DEI), calling this opposition a “smokescreen” that impedes education. This language is typical from the activists who advocate for the adoption of divisive DEI strategies in colleges and universities in place of policies that support meritocracy and academic excellence.

The organization is critical of efforts to eliminate coursework on these topics, stating, “Indoctrinating students to believe a false history that erases the experiences of large segments of our society benefits no one.”

NASP affirmed the DEI and anti-racism issues by saying:

NASP firmly believes that censorship has no place in our education system. NASP strongly supports the inclusion of developmentally appropriate discussion and formal curricula on critical topics including systemic racism, equity, cultural responsiveness, diversity, social-emotional learning, sexual orientation, and gender identity. Critical thinking and respectful dialogue about important and often complex topics are necessary to equip students with the information and ability to understand and thoughtfully examine the facts that shape an increasingly diverse society. As such, we are highly concerned about efforts to restrict discussion of these same concepts, especially within our higher education system.

“NASP is unequivocally committed to ensuring the ability of students and educators,” the statement concluded, “to engage in critical dialogue necessary to dismantle systemic racism, combat prejudice and discrimination, and advance equity.”

To disseminate the DEI and anti-racism message, NASP provides members with multiple resources on “Critical Race Theory,” implicit bias, and “Race and Privilege.” One of its Resources & Publications pages is rife with articles, books, videos, and podcast episodes in support of “Diversity & Social Justice.” NASP states that the issues of “race, privilege, prejudice, and power” must be addressed “to bring about positive change and unity,” and says these matters are “front and center.”

Figure 1. From the NASP “Diversity & Social Justice” resources page.

In The Importance of Addressing Equity, Diversity, and Inclusion in Schools, NASP defends critical race theory as a “well-established” policy that has been subjected to “demonization and purposeful misrepresentation” in discussions that use “divisive rhetoric” to describe it. Definitions of critical race theory in this statement include:

  • CRT recognizes that race is a social construct and race does not reflect biological differences among people (e.g., differences in intelligence, physical ability)
  • CRT includes an understanding that systemic racism is part of American history and still exists in modern society
  • CRT identifies and examines the ways in which White supremacy and racism permeate systems today
  • CRT is a framework to examine the inequities in existing structures, policies, and laws in order to rebuild them equitably

In its list of “corrections to misinformation about CRT,” NASP says that “CRT does not posit that all White individuals are racist and all racially minoritized individuals are oppressed” and “CRT is not a way to enact racism and discrimination against White students.” While NASP may be eager to inform its members of what CRT isn’t, it’s important to understand what CRT is: An ideology that blames all of society’s problems on racism. CRT says equality must be replaced by equity, and inequities are caused by the mysterious force of “implicit bias.”

Figure 2. From “The Importance of Addressing Equity, Diversity, and Inclusion in Schools: Dispelling Myths About Critical Race Theory” (National Association of School Psychologists).

The concept of implicit bias is promoted as “a foundation for school psychologists” in the NASP resources, and is a topic that organizational entities such as the Social Justice Task Force addresses as being “relevant to the equitable practice of school psychology.” This is a long-standing tenet of the organization, and NASP provides multiple additional resources for school psychologists to “affirm diversity and difference while continually examining assumptions of power and privilege.” For example, the Social Justice Task Force created two lesson plans (one for use with students, one for staff) “to guide conversations and activities related to race and privilege.” In case school psychologists require further programming to “influence systems change,” NASP encourages and praises them for engaging in “courageous conversations” that continue to bang the drum of implicit bias and a commitment “to advancing social justice and equity as a profession.”

“NASP Guidance” includes a position statement on Prejudice, Discrimination, and Racism that continues to refer to implicit bias and terms like “modern symbolic racism.” This means that certain individuals are denying that racial inequality continues to exist “while contributing to discrimination and aversive racism through in-group favoritism for the dominant racial group.” Predictably, a requirement for implicit bias training is among the recommendations for school psychologists to take, as well as promoting “systems change and equitable alternatives” to combat racism and discrimination.

This ideological campaign continues into the continuing education process at the organization. NASP imposes woke indoctrination on its members in the form of mandatory continuing professional development training.

NEXT: The National Association of School Psychologists: Continual Professional Indoctrination

Is your professional organization promoting woke ideologies and identity politics instead of adhering to its stated mission? Do No Harm wants to hear from you, and you may remain anonymous if you wish.

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Do No Harm Responds to the Centers for Medicare and Medicaid Services’ Reimbursement Proposal to Force Cancer Hospitals to Commit to ‘Health Equity’

The Centers for Medicare and Medicaid Services (CMS) wants to change the way cancer hospitals are paid – and it all centers on their willingness to commit to the woke rhetoric of “health equity.”

Dr. Stanley Goldfarb responded to CMS’s request for comments on The “Proposed Hospital Inpatient Prospective Payment Systems for Acute Care Hospitals,” which will have an effect on the reimbursement hospitals receive, beginning in FY 2026. One component of the proposed rule is the PPS-Exempt Cancer Hospital Quality Reporting Program, which cites identity politics instead of the science to explain potential causes of differences in health outcomes among patient populations.

“As most practicing physicians would attest to,” Dr. Goldfarb said in the statement submitted to CMS, “one of the leading causes of poor health outcomes for patients is a delay in seeking healthcare treatment.” Yet, the proposed rule asserts that higher rates of hospital readmission in minorities are due to disparities in care quality. “Your proposal moves us yet further in the direction of rationing resources more heavily among one group than another,” Dr. Goldfarb stated, “for reasons completely unsupported by science but enthusiastically backed by political ideology.”

Read the full statement below.

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