The Social Mission Self-Assessment is a survey that provides a standardized approach to measure social mission at a dental, medical, and nursing schools. The Self-Assessment is divided into Social Mission Areas, each of which is represented by several survey questions. The Areas, along with a brief description of how responses to the questions within that Area are analyzed, are listed below:
Social Mission Areas
This area includes questions on curricular content, including whether and how extensively topics such as social determinants of health and health disparities are covered in the academic curriculum. It also includes questions about longitudinal clinical experiences with underserved communities and interprofessional education.
This area included questions about extracurricular activities that promote social mission – including service-learning requirements and activities directly related to addressing social determinants of health and reducing health disparities.
Results for this area are based on whether or not a school’s mission statement and strategic plan had an explicitly stated “community of commitment.” Community of commitment was defined in the survey as “a medically or socially underserved community–this could be an underserved geographic area, demographic group, or category of patient–that your school has explicitly targeted as a focus of your work."
Curriculum and Community Needs
Results for this area are based on whether the school (or its partners) has a formal or informal Community Health Needs Assessment and how this assessment informs the school’s curriculum.
This area includes questions about whether a school has collaborations with various types of community and local organization that address health disparities, social determinants of health, or build community capacity.
This area has a number of questions that assess self-reported demographic data of the students at your school, as well as some policy and structure level questions regarding admissions policies, graduation rates for students of different backgrounds, scholarships. Several different results are calculated for this area. Results are higher for schools that have a relatively larger percentage of students who identify as part of a group that are underrepresented in the health professions. They are also higher for schools with more variation of races/ethnicities and have admissions and financial aid policies that support diversity.
Results for this area are based on the representation of traditionally underrepresented minorities on the school’s faculty. It includes questions about faculty members' self-reported racial/ethnic background, in which results were based on the percentage of underrepresented minorities and overall variation of races/ethnicities. Additional results were based on percentages of female faculty (male faculty for nursing schools) and if faculty openly identify as LGBTQ as a marker of environmental inclusiveness.
Academic Leadership Diversity
This area is analyzed the same way as faculty diversity. However, it is on the makeup of the academic leadership (defined as any of the following: decanal positions (e.g., dean, assistant/associate dean), provost, department chair, division head, or the equivalent positions at your school). Results are based on the percentage of underrepresented minorities and overall variation of races/ethnicities. Additional results were based on percentages of female leadership (male leadership for nursing schools) and if any leadership members openly identified as LGBTQ.
Results for this area are based on the existence, relative size, and efficacy of pipeline programs aimed at increasing the number of underrepresented minorities who enter the health professions. The inclusion of underrepresented minorities in pipeline programs take into account both race/ethnicity and markers of socioeconomic status. In addition, the number of students reached in pipeline programs is adjusted for the school’s student body size.
Results for this area are based on percentages of students who complete training in unconscious or implicit bias, cultural competency or cultural humility, health advocacy, and social determinants of health.
Results for this area are based on percentages of faculty who complete training in unconscious or implicit bias, cultural competency or cultural humility, health advocacy, and social determinants of health.
Results for this area are based on participation rates of students and faculty in student-run health clinics and financial support for clinics by the school.
This area is analyzed based on how active students are in organizations and programs that focus on advocacy, health disparities, and social determinants of health. It is also based on support by the school for such activities.
This area is analyzed based on how active faculty are in organizations and programs focusing on advocacy, health disparities, and social determinants of health. It is also based on how a school rewards or recognizes faculty for such activities.
Primary and Community-Based Care
Results for this area are based on students' practice choices after graduation. It includes questions on a school’s encouragement toward primary care or community-based practice, percentages of graduates who work in community health centers, primary care, or public health settings.
Results for this area are based on how much of a school’s research portfolio comprises community-engaged research, health equity research, health promotion/disease prevention research, social determinants of health, and community needs assessments. The quantity of research was adjusted for the size of the school's faculty. Additional questions included how a Community Health Needs Assessment impacted a school’s research portfolio.