; Whereas there is a strong body of evidence that a diverse medical student body improves the educational, clinical, and research environments, and that diversity increases access to care for communities that are medically underserved; Whereas medical school curriculum is based on evidence, and those entrusted with developing curriculum use research to help ensure that future doctors learn the skills that will prepare them to treat all patients effectively; Whereas the presence of a diversity, equity, and inclusion office or the incorporation of diversity, equity, and inclusion principles in medical school does not substitute for the fundamental learning that goes on in medical schools; Whereas, historically, offices of diversity, equity, and inclusion in medical schools have been established to address the unmet societal needs existing in medical school infrastructure, including environments that were negatively impacting students and faculty resulting from incidents of mistreatment, harassment (including sexual harassment), bias, prejudices, and discrimination; and addressing communities with physician shortages and continuing medical needs of medically underserved and marginalized populations; Whereas diversity, equity, and inclusion offices in medical schools serve to connect and support all the functions of student success and maintain recruitment and pathway programs to attract and support students interested in medicine and science from communities and populations less likely to enter the health professions; Whereas diversity, equity, and inclusion offices enhance the learning environment across the medical school community and allow diverse perspectives and backgrounds in classrooms, labs, and clinical settings which enrich the educational experience