The Joe R. and Teresa Lozano Long School of Medicine

Brief History

In April 1959 Texas Governor Price Daniel signed House Bill 9 to establish the South Texas Medical School, the first component of the institution that would soon become the Health Science Center. In July 1968 the medical school, now known as the Joe R. and Teresa Lozano Long University of Texas School of Medicine at San Antonio (Long SOM), and the Bexar County Teaching Hospital, now known as University Hospital, were dedicated. Thirty-three medical students graduated with the Doctor of Medicine degree in the first medical school commencement in June 1970. Today there are nearly 900 medical students receiving their education at the Long SOM. In 1998 the Texas State Legislature authorized the creation of the Regional Academic Health Center (RAHC) in the Lower Rio Grande Valley, to be administered by the Long SOM, and in June 2002 the RAHC opened its doors to train third- and fourth-year medical students and residents. The Long SOM continued to operate the RAHC until 2013 when the Texas State Legislature approved the expansion of the RAHC into a separate medical school, the University of Texas Rio Grande Valley SOM, which enrolled its first class of 50 first-year medical students in 2016. 

Mission Statement

The mission of the Long School of Medicine is to provide responsive and comprehensive education, research and service of the highest quality in order to meet the health-related needs of the citizens of Texas. In all aspects of fulfilling this mission, the Long School of Medicine is committed to fostering the broadest diversity and inclusion that ensures successful achievement of the institutional priorities to:

•   Cultivate a pervasive, adaptive and respectful environment promoting diversity, inclusion, equity, professionalism, humanism and opportunity

•   Provide exemplary medical education and training to a diverse body of health career professionals at all levels while fostering a commitment to scholarship, leadership and life-long learning across the educational continuum

•   Build and sustain recognized leadership, and advance scholarship excellence across the biomedical and health-related research spectrum

•   Deliver exemplary and compassionate health care to enhance every patient's quality of life

•   Serve as a responsive resource to address community health needs whether local or global

•   Attain health equity for the diverse patient population of South Texas

Accreditation

The Doctor of Medicine (M.D.) program is accredited by the Liaison Committee on Medical Education (LCME), the body recognized by the U.S. Department of Education for accreditation of programs of medical education leading to the M.D. degree in the United States.

Confidentiality

The Long SOM and Health Science Center will, to the extent possible, maintain the confidentiality of information in accordance with institutional, state, and federal regulations and requirements.


Inclusion and Diversity Policy

Inclusive Excellence in Academic Medicine

The Joe R. and Teresa Lozano Long School of Medicine (LSOM) is an academic health-related institution that is firmly rooted in its tripartite mission of research, education and patient-care.  UT Health at San Antonio is committed to discovery and innovation, community engagement, and inclusive excellence by all of its members.

Inclusion and Diversity Policy Statement

The LSOM and UT Health San Antonio in partnership with the Office of Inclusion and Diversity will engage in on-going, systematic and focused recruitment and retention activities to achieve mission-appropriate diversity outcomes among its students, faculty, and senior administrative staff. 

We view diversity as a core value which embodies inclusiveness, mutual respect, and multiple perspectives and serves as a catalyst for change resulting in health equity. In this context, we are mindful of all aspects of human differences, both at the individual-level (e.g., life experiences, learning and working styles, personality types) and group-level or those that are instantaneously recognizable and used to categorize individuals into discrete social categories, such as socioeconomic status, race, ethnicity, language, nationality, cis-gender identity, sexual orientation, religion, geography, disability, age, and more.

The LSOM embraces a mission-appropriate diversity policy aligned with the medical profession’s obligation—meeting the health needs of all populations in an ever-increasing heterogeneous society.  Diversity in medical education enhances the quality of education for all learners (for example, exposure to diverse perspectives may improve complex thinking skills), and translates into more effective and culturally competent physicians who are familiar with the connection between sociocultural factors and health beliefs and behaviors and thus are better prepared to serve a growing culturally and linguistically diverse patient population.

At the LSOM we are particularly focused on those we believe add particular value to our learning environment and have the potential to address health disparities in our community. Health disparities—gaps in health and healthcare that mirror differences in geographic location, socioeconomic status, race, ethnicity, education—remain persistent and pervasive.  The LSOM will ensure exposure to health disparities pedagogy to all learners by providing skill-building and practical advocacy skills, in both the preclinical and clerkship settings.  Programs and initiatives are aimed to meet the needs of our learners and institutional culture yet building on effective practices to support the success of students/faculty/staff traditionally underrepresented in academic medicine (based on race/ethnicity, cis-gender identity, socioeconomic, and first-generation college student status). These groups are defined and periodically reviewed by the Office of Inclusion and Diversity and included in the appendix to this document and in our implementation plan. 

The LSOM will develop programs and partnerships aimed at broadening diversity among qualified applicants for medical school admission. We will continue to enhance the current holistic review process and include educational training in the area of implicit bias and microaggressions. The Office of Inclusion and Diversity will monitor these efforts employing outcome metrics.

The LSOM will provide institutional resources including scholarship funds and academic preparation to enhance retention of matriculates. These efforts will undergo periodic review and evaluation to the Office of Inclusion and Diversity to determine effectiveness.

The LSOM will develop faculty and administrative staff recruitment and practices that broaden the search for diverse applicants. We will develop an educational program to heighten the awareness of bias in the recruitment, hiring and promotions process and we will perform periodic assessment of these efforts and their impact. Additionally we will collaborate with the Office for Faculty to enhance mentorship and promote advancement and retention.

The Long School of Medicine’s Office of Inclusion and Diversity under the direction of the Vice Dean for Inclusion and Diversity and Chief Diversity Officer will be primarily responsible for the development, implementation and evaluation of each of these programs and for recommending new methods, based on evaluation data for continuous process improvement.

Appendix to Inclusion and Diversity Policy

Definitions for the diversity categories identified in LSOM medical school policies that guide recruitment and retention activities for our medical students are the following: 
• African American or Black - A person having origins in any of the Black racial groups of Africa.
• Hispanic or Latino – A person particularly of Cuban, Mexican or Puerto Rican origin and of any race.
• Women – Individuals who self-identify as female.
• Socio-economically Disadvantaged – based on information collected by the Texas Medical and Dental Schools Application Service (TMDSAS) regarding the socioeconomic status of medical student applicants.

For our faculty and senior administrative staff, we apply the following definitions:
• African American or Black - A person having origins in any of the Black racial groups of Africa.
• Hispanic or Latino – A person particularly of Cuban, Mexican or Puerto Rican origin and of any race.
• Women – Individuals who self-identify as female.