Despite intentional efforts to improve diversity in medicine, there is pronounced underrepresentation of minority groups and non-disclosure of minority identities by medical students due to societal stigmas and fears of acceptance. One way that medical schools address this challenge in supporting diverse student backgrounds is by facilitating faculty mentorship programs with underrepresented minority (URM) students. These efforts are valuable, but they are unfortunately not available at all institutions and do not always allow URM students to engage in the process of choosing a mentor confidentially. Medical schools largely do not make self-reported information from faculty about their various identities and allyships available to medical students, which limits the resources that students have to independently forge these connections. Helping students form their own mentor-mentee relationships by making faculty demographics available can lead students to find individualized support across their medical training. Identity compatibility between students and their role models has shown to correlate with academic achievement and senses of belonging. Enforcing that all medical schools share the identities of faculty who choose to disclose this information with students will thus be helpful to further diversity as a continuous commitment in medical education.

尽管有意努力改善医学的多样性，但少数群体的代表性明显不足，并且由于社会耻辱和担心被接受，医学生没有透露少数群体的身份。医学院在支持多元化学生背景方面应对这一挑战的一种方法是促进针对代表性不足的少数族裔 (URM) 学生的教师指导计划。这些努力很有价值，但不幸的是并非所有机构都提供这些努力，并且并不总是允许 URM 学生秘密参与选择导师的过程。医学院基本上不会向医学生提供教师自我报告的有关其各种身份和盟友关系的信息，这限制了学生独立建立这些联系的资源。通过提供教师人口统计数据来帮助学生建立自己的导师与学员关系，可以引导学生在整个医学培训中找到个性化的支持。学生与其榜样之间的身份兼容性已被证明与学业成就和归属感相关。因此，强制所有医学院分享选择向学生披露此信息的教师的身份，将有助于进一步促进多样性，作为医学教育的持续承诺。