Georgetown University School of Medicine Office of Diversity and Inclusion

About Georgetown University School of Medicine Office of Diversity and Inclusion

Diversity and Inclusion:

Increasingly, diversity is a vital component of the educational mission of the national’s medical schools and physicians need to be able to serve diverse communities of patients. There are also significant health disparities across racial and ethnic lines. The changing demographics of patients make the need to train new physicians with cultural awareness and competencies critical.

ARCHES Program:

The Dean for Medical Education's Inaugural Academy for Research, Clinical, and Health Equity Scholarship (ARCHES) is a six-week program for eight undergraduate students who are rising juniors and rising seniors interested in pursuing medical studies. All students are encouraged to apply, including students who identify as first-generation college students, students who come from backgrounds underrepresented in the health professions, and students who are committed to advancing opportunities for populations who lack equitable access to health care and/or committed to serving the underserved.

This program will engage selected participants in clinical experience, guided research, and immersive service at Georgetown University. Participants will gain exposure to the clinical and research activities at Georgetown University School of Medicine and to the greater DC community on issues of health equity. GUSOM ARCHES aims to strengthen the research and clinical skills of promising undergraduate students and prepare them for successful matriculation into medical school.

Inaugural Innovation Team:

We are looking for up to seven, entrepreneurial student interns (undergrad and grad) for our inaugural Innovations in Diversity and Inclusion Team (IDIT) with Office of Diversity and Inclusion at the Georgetown School of Medicine. We are a fast-paced, start-up styled team in higher education looking to create a robust diversity strategy on campus to increase the diversity of students, faculty, and staff at the Georgetown School of Medicine. Our goals are to:

• Develop, support, advance community outreach and pipeline programs within the District of Columbia, middle schools, high schools to begin to scope out talent pipeline partnerships.
• Benchmark diversity strategies across the country and across different sectors (tech, education, business) and adapt them to the school of medicine
• Build a supportive community on campus that connects students, faculty and staff and features our diverse populations
• Work with our renowned GEMS program, a history program for the development and promotion of students traditionally underrepresented in medicine and academically high risk or disadvantaged in their journey to internal medicine and health related cares.
• Launch an exciting social media campaign to build an incredible community on social media spotlighting students and diversity and inclusion work at the School of Medicine.



June 2020 Washington, DC
“I liked being able to do more than just work but professional development opportunities that will be helpful in the future.”

ARCHES Scholar

June 2019 - August 2019 Georgetown University, DC
“I loved how there was three main components of the program- research, service learning, and clinical exposure. All of the aspects helped me grow as an aspiring student and a member of the community. Every hour, I was learning something new, through workshops, seminars, and site visits to community centers. I loved my cohort, and we grew together during our time at Georgetown. We studied together, shared our aspirations, and created a network. I was able to shadow at various hospitals and clinics and learn what parts of medicine interested me, and what parts I might not want to pursue in my future career. The intensive research really pushed me to work and think critically about the research I was conducting. I was able to consult various literature reviews and literature articles concerning my research topic and make an educated hypothesis and experiment. Going through the scientific inquiry process was enlightening and definitely challenging. The program helped me recognize that inconclusive data is just as important as conclusive data, and progress is made through failures. ”
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