Thisguidebookwascreatedincollaboration withthe HealthPolicyandLegalAffairs CommitteeandtheDiversityResearch Committee.Wearedeeplygratefultoboth committeesfortheirdedicationandmeaningful contributionstothisedition.
*ALLunderlined wordsarelinks!
AbouttheEditors
EditorInChief
ChristinaTwiggs
servesasaPublications
Co-LiaisonfortheMAPSCommitteeandhas beenanactivememberofSNMAsincethe startofherundergraduatecareer.Sheis committedtobridginggapsbetween aspiringphysiciansandtheresourcesthey needtoachievetheirprofessionalgoals.
Editor
JodyAdeyemoisaPublicationsCo-Liaison fortheMAPSCommitteeandhasbeenan activememberoftheStudentNational MedicalAssociationsince2023.Sheis passionateaboutstorytellingasatoolfor visibilityandcommunity-buildingfor premedicalstudents.
KeyContributors
HealthPolicy&LegislativeAffairs(HPLA)
AyanaCrawl-BeyisthecurrentCo-ChairoftheHealthPolicyand LegislativeAffairsCommittee(HPLA)andhasbeenanactivepart of SNMAandHPLAsinceher1 yearofmedicalschool.Nowa graduatingM4,shehopestocontinuebeingavoiceinthehealth policysphereforhealthprofessionalsandpatients,advocatingfor policychangeandeducatingonissuesthatshapeequitablecare andoutcomesforunderservedcommunities.
AndreaArlineisthecurrentCo-ChairoftheHealthPolicyand LegislativeAffairsCommittee(HPLA)andhasalsoservedasa chapterPoliticalActionLiaison(PAL)andRegionV’sPALfortwo consecutiveyears.AsshefinishesherM4yearandtransitionsinto ophthalmologyresidency,sheplanstocontinueadvocatingfor herpatients, championingpolicyissues,andfightingtoensure everyonehasaccesstoequitablecare.
TheHPLAisapremierinitiativewithintheSNMA,dedicatedto developingthenextgenerationofphysician-advocates.Through mentorship,policyeducation,andopportunitiesforlegislative meetings,HPLAempowersmedicalstudentstoaddresshealth inequitiesanddrivesystemicchange.AsaproudpartofSNMA, HPLAstrengthensourcollectivemissiontosupport underrepresentedmedicalstudentsandadvancehealthjustice forunderservedcommunities.
KeyContributors DiversityResearch
NinaUzoigweisanMD/PhDcandidateatNYUGrossmanSchoolofMedicine, whereshebridgesclinicalmedicineandbiomedicalresearchwithafocus oncardiothoracicscienceandhealthsystemsimprovement.ABrooklyn nativeandgraduateofHarvardUniversity,shetrainedinbioengineering andglobalhealthpolicybeforepursuingmedicine.ThroughtheStudent NationalMedicalAssociation(SNMA),Ninahasadvancednational advocacyefforts,representingSNMAonCapitolHillandservingasa panelistattheNationalAcademiesofSciences,Engineering,andMedicine toaddresstheimpactofevolvingDEIlegislationonacademichealth institutions.Sheco-authoredthe2025workshopproceedingsonDEIpolicy anddevelopedSNMA’sProceduralReviewforDEI-BasedDiscrimination, establishingstandardizedreportingandoversightmechanismsto strengthenchapterprotectionandorganizationalaccountabilityamid emerginglegislativechallenges.Herleadershipreflectsasustained commitmenttoadvancingequityinmedicaleducation,protectingtrainees, andshapingdata-informedpolicyatthenationalandlocallevels.
Shermaine“Hutch”Hutchins,MPH,isamedicalstudentattheAmerican UniversityofAntiguaCollegeofMedicinewithinterestsinfamilymedicine, healthsystemsleadership,andhealthequity.Hecurrentlyservesasoneof theNationalDiversityResearchCo-ChairsfortheStudentNationalMedical Association(SNMA).HutchisaU.S.ArmyveteranwhoservedasanArmy CombatMedic,anexperiencethatshapedhiscommitmenttopatientcenteredcareandpopulationhealth.HeearnedhisMasterofPublicHealth fromtheYaleSchoolofPublicHealth,whereheconcentratedinhealthcare managementwithafocusonbiomedicalanalyticsandhealthsystem performanceimprovement.Additionally,heisaproudalumnusofHoward University.Beforemedicalschool,HutchledstrategicplanningatProMedica beforetransitioningtopublicserviceasaCountyHealthCommissionerin Ohio.Inthatrole,heimplementedinnovativestateandlocalhealth initiatives.Hisworkuniquelybridgesclinicalmedicine,publichealth,and healthsystemstrategy,withadedicatedfocusonadvancingequitable, data-drivenhealthcaredelivery.
WhatisStudentNationalMedical Association?
StudentNationalMedicalAssociation(SNMA)is committedtosupportingcurrentandfuture underrepresentedminoritymedicalstudents, addressingtheneedsofunderservedcommunities,and increasingthenumberofclinicallyexcellent,culturally competent,andsociallyconsciousphysicians.
WhatisSoYouWanttoBeA Doctor?
SoYouWantToBeADoctor?servesasacomprehensiveguidetothe medicalfield,offeringaspiringhealthcareprofessionalsadeeper understandingofthepathways,expectations,andrealitiesofpursuinga careerinmedicine.ThisSNMApublicationexploreskeyaspectsofthe medicaljourney,includingacademicpreparation,professional development,applicationprocesses,andlong-termcareerplanning.By highlightingresources,timelines,andinsightsintothemedicallandscape, theguideequipsreaderswiththeknowledgeneededtonavigate challenges,makeinformeddecisions,andbuildastrongfoundationfor successinthemedicalprofession. TheoriginaleditionofthisSNMApublication,alongwitheditionsfrom previousyears,canbefoundhere.
A message to our readers . . .
Dear Pre-Med Student,
The current landscape surrounding DEI and policy in medicine can feel confusing; we get it. But that confusion shouldn’t stop you from staying informed about the decisions and changes that could impact you and your future in healthcare.
In this edition of So You Want to Be a Doctor, our goal is to help break down why DEI and policy matter in medicine. We also want to introduce some recent changes happening, from shifts in DEI initiatives to ever-changing medical school policies.
Our hope is that this edition helps you better understand what these changes mean for healthcare and for your own journey as a future physician. By staying informed, you can more strategically navigate your pre-med path and beyond, and maybe even feel inspired to advocate for the communities you are a part of or hope to serve.
We can’t wait to see you in your white coat!
Yours in SNMA,
Publications Liaisons
1.Introduction
2.What Is DEI and Why Does It Matter in Medicine
3.Policy and the DEI Landscape in Medical Education
4.How DEI Is Being Impacted Right Now
5.What DEI & Policy Mean for Aspiring Doctors
6.Conclusions
WHAT IS THE PURPOSE?
ThisDEIandPolicyEditioncentersontheintersections betweenmedicine,society,andpublicpolicy.Itexplores howhealthpolicyshapesthemedicalprofessionand examinestheroleofdiversity,equity,andinclusionin influencingpolicydecisions,particularlywithinmedical educationandtheadmissionsprocess.Throughthislens, SYWTBADencouragesreaderstounderstandnotonlyhow tobecomeaphysicianbutalsohowsystemicforces impactaccess,representation,andequityinmedicine.
WHY IT MATTERS?
Diversity,Equity,andInclusionpoliciesdirectlyinfluencewhoreceivescare, howcareisdelivered,andthefairnessandeffectivenessofthehealthcare systemforeveryone.Insimpleterms,it:
Leadstobetterhealthoutcomesandreduceddisparities
Makescaremoreaccessibleandculturallyappropriate
Improvesworkplacecultureandstaffretention
Strengthenstrustbetweenpatientsandproviders
Guidesfairandeffectivehealthpolicydecisions
Itplaysapivotalroleinprovidinghigh-qualityhealthcare,whetherthat bethroughcare.WithoutaDEIpolicy,healthdisparitiesareperpetuated, andpeoplereceivemediocrecareoravoidthesystementirely.DEIisnot simplysomethingtooptinoroutof;itissomethingthatisintegralto makingsureeverypatientgetsthecaretheyneedanddeserve.
DEI STANDS FOR...
DIVERSITY:
Representationofdifferentidentities, backgrounds,andexperiencesin healthcare.
EQUITY:
Fairaccesstoopportunitiesandresourcesfor successinmedicine.
INCLUSION:
Creatingenvironmentswhereeveryonefeels valuedandsupported.
ROLE IN MEDICINE:
Improves cultural competence. Reduces health disparities. Builds trust and communication with diverse patient populations.
Medical Education Policy Overview
WhatisMedicalEducation?
Medicaleducationpolicydefinesthe frameworks,regulations,andstandar governingthetrainingofhealthcare professionals,spanningundergraduat graduate,andcontinuingeducation.T caninvolvedecisionsoncurriculum, accreditation,admission,andclinical training.
WhyAreMedicalSchoolDEIOfficesBeingCut orRestructured?
Federalpolicypressure:AU.S.DepartmentofEducationdirective (andexecutiveorders)haspressuredcollegestoeliminateracebasedDEIprogramsorrisklosingfederalfunds.
Statelegislation:Multiplestateshavepassedorproposedlaws restrictingorbanningDEIofficesandhiring,especiallyatpublic universities,forcingstructuralchange.
Medical Education Policy Overview
Why can this happen?
Public higher education is primarily a state
responsibility, and states have broad
authority over the institutions they fund and
operate
States are also able to set general education
requirements and restrict mandatory
courses or trainings tied to specific ideological frameworks
Many laws are narrowly written as to not go
directly against federal laws including the
First Amendment right to free speech, and
the Title VI of the Civil Rights Act, although
executive orders try to counteract this
What can other organizations do?
Accrediting and professional medical bodies, as well as federal agencies, need
to enforce their own policies to make meaningful progress.
Push your representatives to cosponsor
bills like the Resident Physician Shortage
Reduction Act of 2025 (H.R. 4731),
increasing residency spots
Admissions Policies & Curriculum
Diversity,equity,andinclusion(DEI)policydirectlyaffectshow youapplyto—andtrainwithin—medicalschool.Manyinstitutions, guidedbytheAssociationofAmericanMedicalColleges,use holisticreviewinadmissions(1).ThismeansyourMCATscoreand GPAareevaluatedalongsideyourlivedexperiences,leadership, service,andresilience.Sustainedcommitmenttounderserved communities,experiencesovercomingadversity,andadvocacy workarerecognizedasmeaningfulindicatorsoffuturephysician impact—notextracurricularadd-ons.
Forpremedicalstudents,thisunderscorestheimportanceof aligningyouractivitieswithauthenticserviceandcommunity engagement.Formedicalstudents,ithighlightswhydiverse perspectivesareintentionallycultivatedwithinyourclasscohort.
DEIpolicyalsoshapeswhatandhowyoulearn.TheLiaison CommitteeonMedicalEducationcurrentlyrequiresmedical schoolstopreparegraduatestoaddresshealthdisparities(2). Asaresult,curriculainclude:
Instructiononsocialandstructuraldeterminantsofhealth withinpatientcareandhealthsystemscontexts
Developmentofinterprofessionalcollaborationand communicationskillsthatsupportequitablecare
Opportunitiesforcommunity-basedclinicalexperiencesthat exposestudentstodiversepopulations
Trainingonculturallyresponsivecareandethicaldecisionmakingaspartofbroaderprofessionalismcompetencies
Admissions Policies & Curriculum
Theseelementsarenotpoliticaladditions;theyareaccreditationlinkedcompetenciestiedtopatientsafetyandqualitycare. Evidenceshowsthatadiverse,well-trainedphysicianworkforce improvescommunication,trust,andhealthoutcomesin underservedpopulations.Understandinghowadmissionsand curriculumpoliciesfunctionempowersstudentstoadvocate effectivelyforequitabletrainingenvironmentsandtorecognizeDEI ascentraltoexcellenceinmedicaleducation notperipheraltoit.
Recentrevisionshavesuggestedreplacingestablished,evidencebasedconceptslike“culturalresponsiveness”withbroader,less specificlanguageregardingcarefordiversepopulations(2).
Becausethesechangesmayoccurinthenearfuture,itisimportant forstudentstoremaininformedandengagedasthesediscussions evolve.
1.HolisticReviewinMedicalSchoolAdmissions,Associationof AmericanMedicalCollegesStudents&Residents,Choosinga MedicalCareer,accessedMarch2026,https://studentsresidents.aamc.org/choosing-medical-career/holistic-reviewmedical-school-admissions
2.LiaisonCommitteeonMedicalEducation,LCMEStandard7 ProposedChangesTable,October30,2025:https://lcme.org/wpcontent/uploads/2025/10/2025_09_30_Standard-7_ProposedChanges-Table.pdf
Legal & Policy Changes
2023–2024—AffirmativeActionChanges
SupremeCourtendsrace-basedaffirmativeactioninhighereducation admissions
Medicalschoolscannolongerconsiderrace/ethnicityasafactorin admissionsdecisions,withearlydataandinstitutionalreportsshowing changesinmatriculantdemographicsacrosssomeracial/ethnic groups
2024–2025—EDUCATEAct(FederalLegislativeProposal)
EDUCATEActintroducedinU.S.Congress(Senate&House)and reintroducedin2025(S.1347andH.R3518)
BillwouldamendtheHigherEducationActtoprohibitfederalfunding formedicalschoolsoraccreditorsthatadoptcertainDEI-related policies
TheAmericanMedicalAssociationandAAMCopposethebill
2025—LCMEAccreditationStandardChange
LCMEeliminatesElement3.3(diversityprogramrequirement)
TheLiaisonCommitteeonMedicalEducation,whichaccreditsMD programs, votedtoremovethelong-standingstandardrequiring medicalschoolstoimplementandreportondiversity recruitment/retentionplans.
ThismeansDEIpipelinesandpartnershiprequirementsarenolonger mandatoryforaccreditation
2025–2026—“OneBigBeautifulBill”(H.R.1)BecomesLaw H.R.1(“OneBigBeautifulBillAct”)signedintolaw(July2025)
Budgetanddomesticpolicypackagewithmajorhighereducation financechangesthatwillaffectmedicalstudents’finances. Professionaldegrees(likeMD)nowcappedat$50K/yearand$200K lifetimeinfederalloans.
GradPLUSloans(previouslyunlimiteduptocostofattendance)are beingphasedoutfornewborrowersstartingmid-2026
Legal & Policy Changes
HowTheseChangesCouldAffectYourMedical
Journey
Admissions:Pipelinesandoutreachprogramsmaybeless standardacrossschools;applicantsneedtobemore intentionalabouthowtheytelltheirstorywhenapplying
FinancialAid&Opportunities:Newfederalloancapsand reducedDEI-linkedfundingmaylimitfinancialsupport, increasingrelianceonscholarshipsandprivateloans
Mentorship&Support:Withfewermandateddiversity programs,accesstomentorshipmayvarybyschool,requiring studentstoseekmentorsandpeernetworksontheirown
LearningEnvironment:Curriculamayplacelessformal emphasisonDEIframeworks,leadingtomorevariabilityin classroomcultureanddiscussion.
Long-TermCareer:Changingtrainingenvironmentsmay influencespecialtychoice,careerflexibility,andrepresentation acrossfieldsandunderservedcommunities.
Institutional Adjustments
Inresponsetogrowingpoliticalscrutinyandevolvingregulatory guidance,medicalschoolsareadjustinghowtheyimplement diversity,equity,andinclusion(DEI)initiatives.Aprominenttrend includesrebrandingorscalingbackDEIoffices,consolidating staff,orintegratingequityrolesintobroaderadministrative portfolios(1,2).Whilethesechangesmaybepresentedas operationalstreamlining,theycansignalareducedinstitutional emphasisonexplicitlynamedDEIpriorities.Suchrestructuring riskslimitingvisibility,mentorship,andtargetedsupportfor studentsfromhistoricallyunderrepresentedbackgrounds. Admissionsprocesseshavealsobeenaffected.Several institutionshaveremovedorrewordeddiversity-focusedessay prompts,reducingopportunitiesforapplicantstohighlight experiencesovercomingadversity,advocacywork,orsustained servicetomarginalizedcommunities(3).Althoughthese adjustmentsmayhelpschoolsmitigatelegalorpoliticalscrutiny, theycaninadvertentlynarrowtheevaluativelensusedinholistic review,potentiallyaffectingthediversityandrepresentativeness ofmatriculatingclasses.
Institutional Adjustments
Evidenceindicatesthatstrong,visible,andwell-resourcedDEI structurescorrelatewithimprovedstudentoutcomes,enhanced communityengagement,andgreaterworkforcediversity(4).For policymakers,administrators,andstudentleaders,thechallengeis tobalancecompliancewithexternalpressureswhilemaintaining meaningfulavenuesforequity,representation,andinclusionin medicaleducation—ensuringthatDEIremainsembeddedasa structuralpriorityratherthanasymbolicprogram.
1.APNews,CollegeDEIrollbackshitstudents’scholarships,campusmentors, March2025, https://apnews.com/article/dei‑diversity‑equity‑inclusion‑college‑bbe09c0 81d8a47fcb5616c8fa3b23cee
2.UniversityofMichigan,U‑MannouncesimportantchangestoDEIprograms, March28,2025, https://michigantoday.umich.edu/2025/03/28/umannouncesimportant changestodeiprograms/
3. AlookattheUniversity’spostresolutionDEIchanges,TheCavalierDaily, February2026, https://www.cavalierdaily.com/article/2026/02/a‑look‑at‑the‑universitys‑p ost‑resolution‑dei‑changes
4.JNguyenM,ChaudhrySI,HajdukAM,etal.StudentandFacultyDiversityin MedicalSchoolSelection.JAMANetwOpen.2025;8(10):e2533727. doi:10.1001/jamanetworkopen.2025.33727
National Changes
Recentnationaldataindicatemixedtrendsinrepresentation amongmedicalschoolapplicantsandmatriculants,withsome historicallyunderrepresentedgroupsseeingdeclinesinentry despiteongoingdiversityefforts.Inthe2024‑25cycle,totalmedical schoolapplicationsdeclinedtolevelsnotseensincebeforethe COVID19pandemic,andfirstyearenrollmentfromgroups historicallyunderrepresentedinmedicinefelloverall,with double‑digitdecreasesinBlack,Hispanic/Latino,andAmerican IndianorAlaskaNativematriculantscomparedwiththeprioryear (1).
Althoughsomegainsinapplicantdiversity(e.g.,increasedBlack andHispanicapplicants)wereobserved,thenumberof matriculantsfromthesegroupsdecreased,suggestingchallenges inconvertinginterestintoentry.OtheranalysesshowthatBlack studentmatriculationratesdroppednotablyinrecentcycles, reversingearlierincreases(2).
Theseshiftsreflectbroaderdemographicdynamics,application trends,andpolicyinfluences—includinglegaldecisionson affirmativeactionandchangestoadmissionspractices thatmay bereshapingwhoultimatelyentersU.S.medicalschools. Ongoingmonitoringandpolicyresponsesareneededtoensure progresstowardaphysicianworkforcethatreflectsnational diversity.
1.AssociationofAmericanMedicalColleges,NewAAMCData: MedicalSchoolApplicantsandEnrollment,2024Cycle,AAMC News&PressReleases
2.BlackApplicantsAreUpWhileBlackMatriculantsAreDownat U.S.MedicalSchools,TheJournalofBlacksinHigherEducation, January2025
National Changes
HowTheseChangesCouldAffectYour MedicalJourneyAdmissions
ChangesinadmissionspoliciesandinstitutionalDEIstructures canhaveadirectimpactonyourmedicaljourney.Reductionsin diversity-focusedinitiativesmayaffectfinancialaidopportunities thattargetunderrepresentedstudents,makingaccessto resourceslikescholarships,grants,orloanrepaymentprograms morecompetitive.Similarly,fewerorrestructuredDEIofficescan reduceavailabilityofmentorshipandpeersupport,limiting guidancefornavigatingchallengesinmedicalschooland connectingwithfacultywhosharesimilarbackgrounds.These shiftsalsoinfluencethelearningenvironment:lessemphasison inclusivecurricula,culturalresponsiveness,orcommunity engagementmayreduceexposuretodiversepatient populationsandcollaborativeexperiencesthatbuildclinicaland interpersonalskills.Inthelongterm,thesechangescanaffect yourcareertrajectory,asaccesstonetworks,specialty mentorship,andleadershippathwaysmaybeconstrained, potentiallyimpactingresidencyselection,academic advancement,andparticipationininitiativespromotinghealth equity.
Remaininginformedandseekingalternative mentorshipandsupportnetworksisthereforeessential tonavigatetheseevolvinglandscapes.
Reflect on Your Identity and Motivation:
Howdoesyourbackgroundshape yourperspectiveandempathy?
Research Institutions Carefully:
WhatDEIprogramsorofficesremain active?
Howdoestheschoolapproachholistic admissionspost–affirmativeaction?
What’sthecampusclimatelikefor inclusion?
Develop DEI Competencies:
Culturalhumility,healthequity,bias recognition,andadvocacy.
Anticipate Future Shifts:
Stayinformedaboutevolving policiesandtheirimpacton healthcareeducation
Key Message
DEI is not just a policy issue, it’s a part of being a compassionate physician.
Call to Action
Stay informed, adaptable, and proactive in advancing inclusion, even as policies evolve.
Your voice and commitment can help ensure that medicine remains a profession that serves everyone.
T H A N K Y O U
Aswewrapupthisedition,we wouldliketoTHANKYOUfor takingthetimetoreadit. thathighlightthechallenges, resilience,andunique perspectivesoffirst-generation pre-medandmedicalstudents.
