The Joe R. and Teresa Lozano Long School of Medicine 1

The Joe R. and Teresa Lozano Long School of Medicine 1 THE JOE R. AND TERESA Confidentiality The Long SOM and Health Science Center will, to the extent possible, LOZANO LONG SCHOOL OF maintain the confidentiality of information in accordance with institutional, state, and federal regulations and requirements. MEDICINE Brief History Inclusion and Diversity Policy In April 1959 Texas Governor Price Daniel signed House Bill 9 to establish Inclusive Excellence in Academic Medicine the South Texas Medical School, the first component of the institution The Joe R. and Teresa Lozano Long School of Medicine (LSOM) that would soon become the Health Science Center. In July 1968 the is an academic health-related institution that is firmly rooted in its medical school, now known as the Joe R. and Teresa Lozano Long School tripartite mission of research, education and patient-care. UT Health of Medicine (Long SOM), and the Bexar County Teaching Hospital, now at San Antonio is committed to discovery and innovation, community known as University Hospital, were dedicated. Thirty-three medical engagement, and inclusive excellence by all of its members. students graduated with the Doctor of Medicine degree in the first medical school commencement in June 1970. Today there are nearly Inclusion and Diversity Policy Statement 900 medical students receiving their education at the Long SOM. In The LSOM and UT Health San Antonio in partnership with the Office of 1998 the Texas State Legislature authorized the creation of the Regional Inclusion and Diversity will engage in on-going, systematic and focused Academic Health Center (RAHC) in the Lower Rio Grande Valley, to be recruitment and retention activities to achieve mission-appropriate administered by the Long SOM, and in June 2002 the RAHC opened its diversity outcomes among its students, faculty, and senior administrative doors to train third- and fourth-year medical students and residents. The staff. Long SOM continued to operate the RAHC until 2013 when the Texas We view diversity as a core value which embodies inclusiveness, mutual State Legislature approved the expansion of the RAHC into a separate respect, and multiple perspectives and serves as a catalyst for change medical school, the University of Texas Rio Grande Valley SOM, which resulting in health equity. In this context, we are mindful of all aspects enrolled its first class of 50 first-year medical students in 2016. of human differences, both at the individual-level (e.g., life experiences, learning and working styles, personality types) and group-level or those Mission Statement that are instantaneously recognizable and used to categorize individuals The mission of the Long School of Medicine is to provide responsive and into discrete social categories, such as socioeconomic status, race, comprehensive education, research and service of the highest quality ethnicity, language, nationality, cis-gender identity, sexual orientation, in order to meet the health-related needs of the citizens of Texas. In religion, geography, disability, age, and more. all aspects of fulfilling this mission, the Long School of Medicine is committed to fostering the broadest diversity and inclusion that ensures The LSOM embraces a mission-appropriate diversity policy aligned with successful achievement of the institutional priorities to: the medical profession’s obligation—meeting the health needs of all populations in an ever-increasing heterogeneous society. Diversity in • Cultivate a pervasive, adaptive and respectful environment promoting medical education enhances the quality of education for all learners (for diversity, inclusion, equity, professionalism, humanism and opportunity example, exposure to diverse perspectives may improve complex thinking skills), and translates into more effective and culturally competent • Provide exemplary medical education and training to a diverse body physicians who are familiar with the connection between sociocultural of health career professionals at all levels while fostering a commitment factors and health beliefs and behaviors and thus are better prepared to to scholarship, leadership and life-long learning across the educational serve a growing culturally and linguistically diverse patient population. continuum At the LSOM we are particularly focused on those we believe add • Build and sustain recognized leadership, and advance scholarship particular value to our learning environment and have the potential to excellence across the biomedical and health-related research spectrum address health disparities in our community. Health disparities—gaps • Deliver exemplary and compassionate health care to enhance every in health and healthcare that mirror differences in geographic location, patient's quality of life socioeconomic status, race, ethnicity, education—remain persistent and pervasive. The LSOM will ensure exposure to health disparities pedagogy • Serve as a responsive resource to address community health needs to all learners by providing skill-building and practical advocacy skills, whether local or global in both the preclinical and clerkship settings. Programs and initiatives are aimed to meet the needs of our learners and institutional culture • Attain health equity for the diverse patient population of South Texas yet building on effective practices to support the success of students/ faculty/staff traditionally underrepresented in academic medicine (based Accreditation on race/ethnicity, cis-gender identity, socioeconomic, and first-generation The Doctor of Medicine (M.D.) program is accredited by the Liaison college student status). These groups are defined and periodically Committee on Medical Education (LCME), the body recognized by the reviewed by the Office of Inclusion and Diversity and included in the U.S. Department of Education for accreditation of programs of medical appendix to this document and in our implementation plan. education leading to the M.D. degree in the United States. The LSOM will develop programs and partnerships aimed at broadening diversity among qualified applicants for medical school admission. We will continue to enhance the current holistic review process and include educational training in the area of implicit bias and microaggressions. 2 The Joe R. and Teresa Lozano Long School of Medicine The Office of Inclusion and Diversity will monitor these efforts employing ANES 4002. Critical Care. 4 Credit Hours. outcome metrics. Students are required to participate in the adult surgical intensive care unit at Audie Murphy VA Hospital. Emphasis will be placed on The LSOM will provide institutional resources including scholarship the diagnosis and treatment of all aspects of acute respiratory failure, funds and academic preparation to enhance retention of matriculates. especially that occurring in the postoperative state, including post- These efforts will undergo periodic review and evaluation to the Office of cardiac surgery. The principles of pulmonary, renal, cardiac, and Inclusion and Diversity to determine effectiveness. nutritional support will be discussed. The ethics of life support are also discussed. The LSOM will develop faculty and administrative staff recruitment and practices that broaden the search for diverse applicants. We will ANES 4004. Obstetrical/Analgesia Mgmt. 4 Credit Hours. develop an educational program to heighten the awareness of bias in Participation in Obstetric Anesthesiology at University Hospital, teaching the recruitment, hiring and promotions process and we will perform will emphasize practical care with the student taking an active part periodic assessment of these efforts and their impact. Additionally we in the monitoring of and assisting in the anesthetic care of healthy or will collaborate with the Office for Faculty to enhance mentorship and complicated women in labor, as well as those undergoing cesarean promote advancement and retention. section. Students will have the opportunity to perform intubations, epidurals, and spinals. Management of GYN outpatient anesthesia will The LSOM’s Office of Inclusion and Diversity under the direction of the also be included. Emergency resuscitation for hypotension, convulsions, Vice Dean for Inclusion and Diversity and Chief Diversity Officer will be aspiration, and respiratory cardiac arrest may be reviewed as well as primarily responsible for the development, implementation and evaluation prophylactic measures for the prevention of these conditions. of each of these programs and for recommending new methods, based ANES 4005. Pain Management. 4 Credit Hours. on evaluation data for continuous process improvement. Students participate in the University Center for Pain Medicine at Appendix to Inclusion and Diversity Policy University Hospital. Students participate in the management of chronic Definitions for the diversity categories identified in LSOM medical school pain patients using a multi-disciplinary approach. Students will be policies that guide recruitment and retention activities for our medical exposed to areas of pain management that include operative vs. non- students are the following: operative options for chronic pain patients and physical therapy and • African American or Black – A person having origins in any of the Black mobilization techniques. Student's responsibilities include evaluating racial groups of Africa. new patient with a focused and detailed physical exam, seeing follow up • Hispanic or Latino – A person particularly of Cuban, Mexican or Puerto patients for medication management,

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