Abstract
Health disparities that are seen in underserved and underrepresented communities are a pressing issue in healthcare. These disparities are embedded into our society through structural inequalities that lead to poorer health outcomes in those from minoritised communities. In its place as the heart of modern healthcare, the biomedical science workforce has the potential to play a crucial role in mitigating these disparities by fostering greater cultural competence, improving patient outcomes and driving innovative solutions. This study reviewed the current literature on the impact of diversity within the biomedical science workforce on health disparities in underserved communities. The review demonstrated where embedded inequities in healthcare lead to worse health outcomes for underserved communities. These disparities are found across healthcare education, diagnostic processes as well as within research and innovation, and this work uses the COVID-19 Pandemic as an example of where health disparities have significant consequences for the communities impacted. This review demonstrates that a diverse biomedical science workforce can not only contribute to better health outcomes, but also to inclusive research agendas and clinical studies by ensuring that research priorities are more representative of a broader population. A more diverse biomedical science workforce can serve as role models and mentors, inspiring the next-generation of biomedical scientists from underrepresented backgrounds creating a continuous cycle of inclusion and representation, helping to reduce health disparities over time. Therefore, a key strategy in promoting health equity is by increasing diversity in the biomedical science field. After review of current published works, the authors have proposed a list of recommendations that outline steps institutions, professional bodies and policymakers could take to a strategic and sustained commitment to improving biomedical science workforce diversity in an effort to reduce health disparities.