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EFA's Dr. Nancy Andersen: Activists have taken over medicine, and they're running the show

NC School of Medicine is ditching its equity and inclusion task force’s recommendations.


  • The task force’s recommendations include incorporating core concepts of social justice into the curriculum

  • The problem with diversity equity inclusion is that it is explicitly biased and racist.

  • Private practices in medicine are finding it harder to compete with hospital systems that are taking over because of the reimbursements.

  • It is part of the goal of DEI bureaucrats to keep doctors silent so that they can further their own agenda.

  • UNC School of Medicine’s DEI policies are aligned with the accreditation requirements of the Association of American Medical Colleges.

  • Doctors should figure out how to push back on these standards instead of going as far as they go with some of their extreme resources.

The University of North Carolina (UNC) School of Medicine has decided to scrap a task force report on incorporating social justice into the curriculum and diversifying recruitment practices, following criticism from a former UNC Surgical resident.

The report's recommendations were deemed racist by Nancy Andersen, who argued that DEI (Diversity, Equity, and Inclusion) efforts reject meritocracy and that medical schools had been taken over by activists, resulting in a reluctance to speak out against potentially unpopular views.

The UNC School of Medicine responded by stating that the recommendations were not enacted and that their DEI policies were aligned with the Association of American Medical Colleges' requirements. However, Andersen argued that medical professionals should resist what she termed as "nonsense" DEI policies in order to provide the best possible care.

The controversy highlights the ongoing debate over the role of social justice in medical education, with some arguing that incorporating these issues is necessary to address health disparities and provide more equitable care, while others argue that such efforts are misguided and distract from the core mission of medicine.

Supporters of social justice initiatives in medical education argue that medical providers need to be aware of and address the social determinants of health, such as poverty, discrimination, and racism, that impact patient outcome.

They argue that medical education and training must include these issues to provide more effective and equitable care. Additionally, they believe that diversifying the medical workforce is necessary to ensure that all patients receive culturally competent care.

Opponents of social justice efforts in medical education argue that these initiatives are politically motivated and promote bias and divisiveness. They argue that meritocracy should be the guiding principle of medical education and that issues such as social justice and diversity should be addressed outside the medical curriculum.

Despite these differing opinions, DEI efforts in medical education continue to be a focus for many medical schools and training programs. The Association of American Medical Colleges has established guidelines for DEI initiatives in medical education, including the promotion of diversity in the medical workforce and the integration of social determinants of health into medical curricula.

Ultimately, the debate over social justice in medical education will continue, and medical schools will have to navigate the competing demands of incorporating these issues while maintaining the standards of medical education.

As the healthcare landscape continues to evolve, medical providers will need to be able to address the complex social issues that impact patient outcomes, and medical education will need to reflect this reality.

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