Structural Barriers to Student Disability Disclosure in US-Allopathic Medical Schools.

Journal of Medical Education and Curricular Development
Lisa M MeeksKristina H Petersen

Abstract

Leaders in medical education have expressed a commitment to increase medical student diversity, including those with disabilities. Despite this commitment there exists a large gap in the number of medical students self-reporting disability in anonymous demographic surveys and those willing to disclose and request accommodations at a school level. Structural elements for disclosing and requesting disability accommodations have been identified as a main barrier for students with disabilities in medical education, yet school-level practices for student disclosure at US-MD programs have not been studied. In August 2020, a survey seeking to ascertain institutional disability disclosure structure was sent to student affairs deans at LCME fully accredited medical schools. Survey responses were coded according to their alignment with considerations from the AAMC report on disability and analyzed for any associations with the AAMC Organizational Characteristics Database and class size. Disability disclosure structures were collected for 98 of 141 eligible schools (70% response rate). Structures for disability disclosure varied among the 98 respondent schools. Sixty-four (65%) programs maintained a disability disclosure structure in alig...Continue Reading

References

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Dec 7, 2016·JAMA : the Journal of the American Medical Association·Lisa M Meeks, Kurt R Herzer
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Nov 27, 2019·JAMA : the Journal of the American Medical Association·Lisa M MeeksBonnielin K Swenor
Apr 24, 2020·Academic Medicine : Journal of the Association of American Medical Colleges·Rahul PatwariLisa M Meeks
Nov 13, 2020·Journal of Medical Education and Curricular Development·Lisa M MeeksNichole Taylor
Mar 12, 2021·The New England Journal of Medicine·Omar S HaqueAmelia Marvit
Mar 12, 2021·The New England Journal of Medicine·Suchita Rastogi

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