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Content Warning This episode addresses mental health issues, including research and personal narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Interviewer Dr. Lisa Meeks

Interviewees John Ruddell Jennifer Ruddell

Narrator

Dr. Joseph Murray

Transcript Link:

[https://docs.google.com/document/d/1aH2bYIfs63VeVnABRj4NrhpwffUjGmRSB3qaP9-bm4U/edit?usp=sharing]

Keywords Suicide Prevention Medical Education Mental Health Postvention Grief and Healing Wellness in Medicine Advocacy Systemic Reform Burnout Depression Anxiety Disabilities in Medical Training Culture

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack’s journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack’s story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention
Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?
David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn
Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study
Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story
Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.
September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.
September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.
September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?
September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Lisa Meeks
Rylee Betchkal
John Ruddell
Jennifer Ruddell

Sound production:

Jacob Feeman
Mark Koha
Next Day Podcast

Consult Psychiatrist

Joseph Murray, MD

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide” Video/Discussion Session for Interns, Residents, and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

Jennifer and Jack Ruddell Essay in JAMA Internal Medicine

https://jamanetwork.com/journals/jamainternalmedicine/article-abstract/2829194

Dr. Lotte Dyrbye Invited Commentary responding to the Ruddell's essay

https://jamanetwork.com/journals/jamainternalmedicine/article-abstract/2829200

View Details

Content Warning:

This content addresses mental health issues, including research and narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Interviewer

Dr. Lisa Meeks

Interviewees

John Ruddell
Jennifer Ruddell
Roja (friend of Jack Ruddell)
Dr. David Muller
Dr. Christine Moutier
Dr. Jessi Gold

Narrator

Dr. Joseph Murray

Transcript

Keywords: Suicide, Postvention, Prevention, Aftermath, Proactive, Support, Parents, Peers, Memorial, Staffing, Response from School, Medical School, Depression, Mental Health, Support, Trauma, Depression, Anxiety, Self-compassion, Disabilities, Medical education, Crisis response, Contagion, Memorial service

Description

In this poignant fifth episode of the series on suicidality in medical training, John and Jennifer Ruddell share their heartbreaking journey after losing their son, Jack, to suicide during his medical education. The discussion focuses on how institutions can respond in the aftermath of such tragedies, with an emphasis on the AFSP Postvention Toolkit, which offers compassionate and actionable guidance for schools. The episode underscores the importance of fostering open conversations around mental health, implementing proactive institutional support, and creating environments that encourage students to seek help.

Join the conversation by sharing this episode and participating in discussions to help protect and support future healthcare providers.

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack’s journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack’s story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention
Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?
David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn
Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study
Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story
Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.
September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.
September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.
September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?
September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Lisa Meeks
Rylee Betchkal
John Ruddell
Jennifer Ruddell

Sound production:

Jacob Feeman
Mark Koha
Next Day Podcast

Consult Psychiatrist

Joseph Murray, MD

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide” Video/Discussion Session for Interns, Residents, and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

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Interviewer: Lisa Meeks

Interviewees

John Ruddell

Jennifer Ruddell

Roja (friend of Jack Ruddell)

Dr. Stuart Slavin

Dr. Christine Moutier

Dr. Srijan Sen

Dr. David Muller

Dr. Justin Bullock

Dr. Jessi Gold

Narrator

Dr. Joseph Murray

Transcript

Keywords: Mental health, Medical training, Stress, Well-being, Jack Ruddell, Depression, Suicidality, Financial counseling, Career counseling, Transferable skills, Medical errors, Medical culture, Opt-Out, Trust, Vulnerability, Open Discussions, Sharing Stories

Description

In this episode, we address the urgent issue of suicidality in medical training, reflecting on the personal and systemic challenges that contribute to this crisis. Building on episodes 102, 103, and 104, we continue to explore the deep impact of these challenges.

We begin by examining the need to address both individual and systemic factors, emphasizing the importance of cultural shifts within medical environments and advocating for meaningful systems change.

As the episode concludes, our experts highlight actionable steps medical schools can take to better support mental health, including fostering open dialogue, ensuring accessible resources, and creating a culture of vulnerability. In memory of Dr. Jack Rudell, we close with a piece of his music—a poignant reminder of the personal nature of this issue and the critical need to keep every trainee’s light shining.

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack’s journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack’s story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention
Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?
David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn
Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study
Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story
Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.
September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.
September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.
September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?
September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Lisa Meeks
Rylee Betchkal
John Ruddell
Jennifer Ruddell

Sound production:

Jacob Feeman
Mark Koha
Next Day Podcast

Consult Psychiatrist

Joseph Murray, MD

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide” Video/Discussion Session for Interns, Residents, and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

References:

Hogan, W. B., Del Re, A. M., & Daniels, A. H. (2021). A Voice, Singing: Reflections on Losing a Colleague to Suicide. Rhode Island Medical Journal, 104(6), 68-69.

Knaak, S., Mantler, E., & Szeto, A. (2017, March). Mental illness-related stigma in healthcare: Barriers to access and care and evidence-based solutions. In Healthcare management forum (Vol. 30, No. 2, pp. 111-116). Sage CA: Los Angeles, CA: SAGE Publications.

Malone, T. L., Zhao, Z., Liu, T. Y., Song, P. X., Sen, S., & Scott, L. J. (2021). Prediction of suicidal ideation risk in a prospective cohort study of medical interns. PLoS One, 16(12), e0260620.

Meeks, L. M., Cleary, J., Horwitz, A., Pereira-Lima, K., Zhao, Z., Fang, Y., & Sen, S. (2022). Analysis of depressive symptoms and perceived impairment among physicians across intern year. JAMA Network Open, 5(1), e2144919-e2144919.

Slavin, S. J., & Chibnall, J. T. (2016). Finding the why, changing the how: improving the mental health of medical students, residents, and physicians. Academic Medicine, 91(9), 1194-1196.

Tandon MD, H. K., Kratochvil, M. D., Taylor, J., Keiser, M. S., LIMHP, K. L., Kent BS, N. J., ... & Gold, J. P. (2024). UNMC Quick Checks: An “Opt-Out” Model for Health Profession Student Appointments with Mental Health Counseling Services. Innovations in Health Sciences Education Journal, 2(1), 2.

View Details

Content Warning:

This content addresses mental health issues, including research and narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Episode 104: Silent Struggles – Mental Health and Medical Education

Interviewer

Lisa Meeks

Interviewees

John Ruddell

Jennifer Ruddell

Roja (friend of Jack Ruddell)

Dr. David Muller

Dr. Justin Bullock

Dr. Jessi Gold

Narrator

Dr. Joseph Murray

Transcript

Keywords: Mental health, Medical training, Stress, Well-being, Competitive environments, Performance, Self-care, High-stakes exams, Residency match, Learners with disabilities, Jack Ruddell, Depression, Suicidality, Dr. Jessi Gold, Dr. Justin Bullock, Dr. David Muller, Imposter syndrome, Research, Publications, Fitness for duty, COVID pandemic, Identity, Physician identity, Self-harm, Vulnerability, Stigma, USMLE Step 1, Dr. Catherine Lapidus, Docs with Disabilities

Description

In this deeply impactful third episode of our series on mental health and suicide in medical training, we delve into the unique pressures and challenges that medical students face including high stakes exams, aggressions in training, lack of safety, and fear of help seeking. This episode is a continuation of our exploration into how the demanding environment of medical education can contribute to mental health struggles, including depression and suicidality.

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack’s journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack’s story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention
Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?
David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn
Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study
Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story
Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.
September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.
September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.
September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?
September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Lisa Meeks
Rylee Betchkal
John Ruddell
Jennifer Ruddell

Sound production:

Jacob Feeman
Mark Koha
Next Day Podcast

Consult Psychiatrist

Joseph Murray, MD

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide” Video/Discussion Session for Interns, Residents, and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

References:

Lapedis CJ. Murky water. Annals of Internal Medicine. 2018 Sep 18;169(6):415-6.

Meeks, L. M., Case, B., Stergiopoulos, E., Evans, B. K., & Petersen, K. H. (2021). Structural barriers to student disability disclosure in US-allopathic medical schools. Journal of Medical Education and Curricular Development, 8, 23821205211018696.

Mirza, A. A., Baig, M., Beyari, G. M., Halawani, M. A., & Mirza, A. A. (2021). Depression and anxiety among medical students: a brief overview. Advances in Medical Education and Practice, 393-398.

Rotenstein, L. S., Ramos, M. A., Torre, M., Segal, J. B., Peluso, M. J., Guille, C., ... & Mata, D. A. (2016). Prevalence of depression, depressive symptoms, and suicidal ideation among medical students: a systematic review and meta-analysis. Jama, 316(21), 2214-2236.

View Details

Content Warning:

This content addresses mental health issues, including research and narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available.

Episode 103: Suicidality in Medical Training: Understanding the Crisis and its Causes.

Interviewer

Lisa Meeks

Interviewees

John Ruddell

Jennifer Ruddell

Roja (friend of Jack Ruddell)

Dr. Christine Moutier

Dr. Srijan Sen

Dr. Justin Bullock

Dr. Jessi Gold

Narrator

Dr. Joseph Murray

Transcript

Keywords: Suicide, Death, Mental health, Jack Ruddell, Medical training, Depression, Suicidality, Burnout, Anxiety, Medical trainees, American Foundation for Suicide Prevention, Tourette's, Disabilities, Medical education, Medical school, Discrimination, Academic pressure, Clinical practice, Imposter syndrome, Perfectionism, Shame, Mental disability, Learning challenges, Accommodations, High-stakes testing, Inclusivity, Stigma

Description

In the second episode of our series on medical training and suicide, we explore the mental health crisis through the story of Jack Ruddell, a medical student who died by suicide. The episode delves into the pressures, stigmas, and barriers that prevent trainees from seeking help, combining expert insights with personal narratives. We also hear from Jack’s partner and parents, who stress the need for systemic change and de-stigmatization of mental health struggles in medical education.

Description of Series

DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack’s journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations.

Alongside Jack’s story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide.

Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP).

Experts for the Series

Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention
Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel?
David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn
Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study
Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story
Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME

Episode Release Schedule:

September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training.
September 17: Episode 103 – Suicidality in Medical Training: Understanding the Crisis and its Causes.
September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education.
September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments?
September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide.

Executive Producers:

Lisa Meeks
Rylee Betchkal
John Ruddell
Jennifer Ruddell

Sound production:

Jacob Feeman
Mark Koha
Next Day Podcast

Consult Psychiatrist

Joseph Murray, MD

Resources:

24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.

The American Foundation for Suicide Prevention

https://afsp.org

Intern Health Study

https://www.internhealthstudy.org

https://www.srijan-sen-lab.com/intern-health-study

How are you? By Jessi Gold

https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/

Make the Difference: Preventing Medical Trainee Suicide

https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be

Time to Talk About It: Physician Depression and Suicide: Video/Discussion Session for Interns, Residents and Fellows

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508

Action Collaborative on Clinician Well-Being and Resilience

National Academy of Medicine

https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

Recommended Readings:

Almutairi, H., Alsubaiei, A., Abduljawad, S., Alshatti, A., Fekih-Romdhane, F., Husni, M., & Jahrami, H. (2022). Prevalence of burnout in medical students: A systematic review and meta-analysis. International Journal of Social Psychiatry, 68(6), 1157-1170.

Enns MW & Cox B. (2002) The Nature and Assessment of Perfectionism: A Critical Analysis. In: Flett GL, Hewitt PL, eds. Perfectionism: Theory, Research, and Treatment. American Psychological Association, 33-62.

Goldman, M. L., Shah, R. N., & Bernstein, C. A. (2015). Depression and suicide among physician trainees: recommendations for a national response. JAMA psychiatry, 72(5), 411-412.

Johnson, K. M., Slavin, S. J., & Takahashi, T. A. (2023). Excellent vs excessive: helping trainees balance performance and perfectionism. Journal of Graduate Medical Education, 15(4), 424-427.

Meeks, L. M., Conrad, S. S., Nouri, Z., Moreland, C. J., Hu, X., & Dill, M. J. (2022). Patient And Coworker Mistreatment Of Physicians With Disabilities: Study examines mistreatment of physicians with disabilities. Health Affairs, 41(10), 1396-1402.

Mirza, A. A., Baig, M., Beyari, G. M., Halawani, M. A., & Mirza, A. A. (2021). Depression and anxiety among medical students: a brief overview. Advances in Medical Education and Practice, 393-398.

Pereira-Lima, K., Meeks, L. M., Ross, K. E., Marcelin, J. R., Smeltz, L., Frank, E., & Sen, S. (2023). Barriers to disclosure of disability and request for accommodations among first-year resident physicians in the US. JAMA Network Open, 6(5), e239981-e239981.

Meeks LM, Ramsey J, Lyons M, Spencer AL, Lee WW. Wellness and work: mixed messages in residency training. J Gen Intern Med. 2019;34(7):1352-1355. PMID: 30924087

Meeks LM, Stergiopoulos E, Petersen KH. Institutional Accountability for Students With Disabilities: A Call for Liaison Committee on Medical Education Action. Acad Med. 2021 Oct. PMID: 34670236

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Interviewer: Dr. Lisa Meeks

Interviewees:

- Dr. Sophia Kahn: Associate Professor and Director of Student Affairs at CU Anschutz School of Dental Medicine.
- Dr. Rick Mediavilla: Associate Dean of Student Affairs and Admissions at the University of Colorado School of Dental Medicine.
- Dr. Derrick Bisnett: Oral Maxillofacial Radiologist and CU Anschutz alumnus.

Description:

n Episode 101, we explore the inspiring journey of Dr. Derek Bisnett, an oral and maxillofacial radiologist who graduated from the CU Anschutz School of Dental Medicine. Dr. Bisnett, who uses a wheelchair, shares his unique experiences navigating dental school and the healthcare profession as a person with a disability, offering valuable insights into the challenges and triumphs along the way.

Joining us are Dr. Sophia Kahn, Associate Professor and Director of Student Affairs at CU Anschutz, and Rick Mediavilla, Dean of Student Affairs and Admissions at the University of Colorado School of Dental Medicine. Together, they provide an inside look at the admissions process and discuss the school’s commitment to inclusivity and accommodations for students with disabilities.

We wrap up the episode by reflecting on the positive impact of Dr. Bisnett's journey on the CU Anschutz community and the dental profession at large. Dr. Kahn and Rick Medavia share their final thoughts on the importance of inclusivity and the lessons learned from working with Dr. Bisnett.

Join us for this enlightening conversation that challenges assumptions, highlights resilience, and underscores the importance of inclusivity in dental education.

Transcript available here: Transcript

Bio's:

Keywords: Wheelchair, Dental Education, DocsWithDisabilities, Accommodations, Disability Inclusion, Journal of Dental Education, Oral Maxillofacial Radiologist, Disability, Dental School, UC Anschutz

Produced by: Dr. Lisa Meeks

Digital Media: Lisa Meeks

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Twitter: @DocsWith
Instagram: @DocsWithDisabilities

Resources: A number of resources were provided for this series, they are all listed in the transcript.

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Interviewer:

Lisa Meeks

Interviewees:

David J. Skorton, MD, President and CEO of the AAMC
Amy Addams, Director of Student Affairs, Alignment and Holistic Review at AAMC
Mytien Nguyen, Researcher and MD-PhD student at Yale

Description:

In this milestone episode, host Lisa Meeks interviews leaders from the AAMC and a medical student to tackle the critical issues of burnout, mental health, and disability inclusion in medical education. The conversation provides an overview on the current state of burnout and well-being among medical students, residents, and fellows, while also highlighting the AAMC's efforts to address these challenges through targeted initiatives and collaborations.

The interviewees stress the importance of supporting the well-being of traditionally underrepresented and marginalized groups in medicine, including individuals with disabilities. The episode further explores strategies for improving program access and fostering inclusive environments for disabled students, with a particular focus on the impact of intersectionality on medical student well-being, informed by a pivotal study on burnout at the intersection of race and disability. This episode is essential listening for anyone committed to the future of medical education and the well-being of its community. Don’t miss this special celebration of 100 episodes!

Transcript

Keywords: AAMC, URiM, Disability, Accommodations, Policy, Intersectionality, David J Skorton, DocsWithDisabilities, Medical Students, Wellbeing, Depression, Burnout

Bios:

David J. Skorton, MD

President and CEO, Association of American Medical Colleges

David Skorton, MD, is president and CEO of the Association of American Medical Colleges (AAMC), which represents the nation’s medical schools, teaching hospitals and health systems, and academic societies. He began his leadership of the AAMC in July 2019 after a distinguished career in government, higher education, and medicine. Previously, Dr. Skorton served as the 13th secretary of the Smithsonian Institution, where he oversaw 19 museums, 21 libraries, the National Zoo, numerous research centers, and education programs. Prior to that, he served as president of two universities: Cornell University (2006 to 2015) and the University of Iowa (2003 to 2006), where he also served on the faculty for 26 years and specialized in the treatment of adolescents and adults with congenital heart disease. A pioneer of cardiac imaging and computer processing techniques, he also was co-director and co-founder of the University of Iowa Adolescent and Adult Congenital Heart Disease Clinic. A distinguished professor at Georgetown University, Dr. Skorton is an elected member of the National Academy of Medicine, the American Academy of Arts and Sciences, and the American Philosophical Society, as well as a lifetime member of the Council on Foreign Relations and a fellow of the American Association for the Advancement of Science. Dr. Skorton earned his BA and MD degrees from Northwestern University. He completed his medical residency and fellowship in cardiology and was chief medical resident at the University of California, Los Angeles.

Amy Addams

Director, Student Affairs Alignment and Holistic Review; AAMC

Ms. Addams is a diversity, equity, and inclusion expert, change management professional, researcher, and author. She has robust experience in both higher education and in the not-for-profit space. Her work focuses on creating and sustaining equitable and inclusive systems, cultures, policies, and processes in the fields of medical education and community health. At the AAMC, she leads the holistic review work across the continuum from pre-med preparation and admissions through residency recruitment and selection as well as emerging work on disability inclusion. For the Prevention Research Center on Nutrition and Physical Activity at the Harvard T.H. Chan School of Public Health (HPRC), she engaged Boston-area middle schools and community members to make lasting changes in nutrition and physical activity. Her credits as an author include, the Roadmap to Diversity: Integrating Holistic Review Practices into Medical School Admission Processes. Co-author of Best Practices for Conducting Residency Program Interviews and Holistic Review in Medical School Admissions and Selection: A Strategic, Mission-Driven Response to Shifting Societal Needs, and several peer reviewed articles on the prevalence and experiences of medical students with disabilities. Developmental editor for Accessibility, Inclusion, and Action in Medical Education: Lived Experiences of Learners and Physicians with Disabilities and Roadmap to Excellence: Key Concepts for Evaluating the Impact of Medical School Holistic Admissions. Developmental editor, key contributor, and facilitator of the Holistic Review in Admissions and Selection workshops.

Mytien Nguyen

MD/PhD student at the Yale School of Medicine.

Mytien earned her undergraduate and master degree from Cornell University, studying biology and bioengineer. Her work centers on eliminating barriers for students from marginalized backgrounds in pursuing a career in medicine. An advocate for health equity, she is a co-founder of the National First Gen & Low-Income Medicine Association.

Produced by: Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan and Lisa Meeks

Listen to the full episode now and don't forget to like, comment, and subscribe for more insightful conversations!

Twitter: @DocsWith
Instagram: @DocsWithDisabilities

Resources: A number of resources were provided for this series, they are all listed in the transcript.

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Interviewees: Dr. Jo Hartland and Dr. Megan Brown

Interviewer: Lisa Meeks

Description:

In this compelling episode of the Docs with Disabilities podcast, host Lisa Meeks explores the unique challenges and privileges faced by medical professionals with non-apparent disabilities. Recorded at the 2024 Annual Scholarship Meeting in Warwick, UK, this episode features insightful conversations with Dr. Megan Brown and Dr. Joe Heartland.

Key Topics Discussed:

Navigating disclosure and accommodation requests for non-apparent disabilities
Structural and climate-related barriers in medical training
The privilege and peril of having a non-apparent disability
Personal experiences with masking and unmasking disabilities
The impact of mental health-related disabilities in the medical field
The culture of medicine and its disconnect with self-care

Trigger Warning: Around three-quarters into the episode, the topic of suicidality is discussed in a direct manner. If this topic is triggering for you, we suggest forgoing this episode. Your health is our priority.

Keywords: Non-Apparent Disability, Autoimmune Disorder, Autism, ADHD, Neurodiverse, Hip Surgery, Walking Stick, Cane, Scooter, Medical Training, Mental Health, Psychological Disability, UK, Accommodations.

Transcript

Bios:

Dr Megan Brown (she/they) is a Senior Research Associate in Medical Education at Newcastle University, in the School of Medicine, in the UK. She trained as a doctor, but decided to leave practice and has subsequently pursued medical education research. She is multiply disabled – she uses a walking stick, and is neurodivergent. Megan’s research has focused on issues relating to the clinical education workforce within the UK, and equality, diversity, and inclusion within this workforce across the spectrum of undergraduate to postgraduate experience. She is a published poet, and is passionate about creative methods of expression and research.

Dr Jo Hartland (they/them) qualified from Cardiff University in 2013 and left NHS clinical work in 2018. They have worked at the University of Bristol Medical School since 2018, and are the current School Deputy Education Director for Student Equity Diversity and Inclusion. Their teaching focuses on the integration of marginalised people’s voices in healthcare curriculums, and empowering students to be agents of change in the face of health inequity. They sit on the executive board of the UK Medical Schools Council EDI Alliance, with a focus on LGBTQ+ inclusion and reasonable adjustments for disability. Their research interests lie in the intersection of professionalism and how this can act as a gatekeeping device for marginalised communities accessing healthcare careers. Outside of their university work Jo is a queer health activist and lead author of the GLADD UK Charter on So-Called LGBTQ+ ‘Conversion Therapy’. In 2022 they received the NHS England LGBTQ+ Health Advisor Award and Attitude magazine’s 2023 Pride Award.

Produced by: Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan and Lisa Meeks

Listen to the full episode now and don't forget to like, comment, and subscribe for more insightful conversations!

Twitter: @DocsWith
Instagram: @DocsWithDisabilities

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Interviewees: Dr. Kevin Eva, Dr. Lara Varpio, Dr. Gabrielle Finn, and Dr. Yoon Soo Park

Interviewer: Lisa Meeks

In this special live episode, recorded at the 2024 ASME Conference in Warwick, UK, host Lisa Meeks moderates a dynamic panel titled "Advancing Disability Equity in Health Professions Scholarship: A Panel Discussion on Inclusive Research and Publication Practices." Joining her are esteemed guests Drs. Kevin Eva, Lara Varpio, Gabrielle Finn, and Yoon Soo Park, who delve into the critical intersection of equity, academia, and scholarship. They share valuable insights on expanding diversity, equity, and inclusion (DEI) initiatives to fully embrace disability.

The discussion highlights the pivotal roles of academic journals, conference organizers, researchers, and institutions in fostering inclusive environments that support scholars and students with disabilities. This episode is essential listening for anyone committed to advancing equity and inclusion in academia.

Keywords:

Transcript

Bios:

Dr. Kevin Eva is Associate Director and Scientist in the Centre for Health Education Scholarship, and Professor and Director of Educational Research and Scholarship in the Department of Medicine, at the University of British Columbia. He completed his PhD in Cognitive Psychology (McMaster University) in 2001 and became Editor-in-Chief for the journal Medical Education in 2008.

Dr. Lara Varpio is a professor at the Children's Hospital of Philadelphia and the University of Pennsylvania. She is internationally recognized for her expertise in qualitative research methods and methodologies, and in theories from the social sciences and humanities. Her research has won national and international awards. She has given invited talks at hospitals and medical schools around the world, and she has led invited sessions and given plenaries at some of the largest and most respected academic medicine conferences in the world.

Dr. Gabrielle Finn is Vice Dean for Teaching, Learning and Students at the University of Manchester. Gabrielle was previously Founding Director of the Health Professions Education Unit (HPEU) and Chair of the Postgraduate Board at the Hull York Medical School (HYMS) where she worked extensively on widening access and curriculum development, including the implementation of Longitudinal Integrated Clerkships into medical programmes. She holds Associate Editor posts for BMC Medical Education and the European Journal of Anatomy. She was awarded a National Teaching Fellowship in 2019, principally for her work developing the PaintME network to support the integration of living anatomy into healthcare curricula.

Dr. Yoon Soo Park is the Ilene B. Harris Endowed Professor and Head of the Department of Medical Education. He holds a Ph.D. in Measurement, Evaluation, and Statistics from Columbia University. Park’s experiences include both academic and industry settings, with research interests and experiences across multiple disciplines in psychometrics, biostatistics, educational psychology, and medicine. Park’s research agendas have focused on data science and learning analytics methodologies in health professions education. He has also actively engaged in interdisciplinary research in the social sciences, collaborating with diverse researchers and practitioners across disciplines. His work in the health professions education has advanced the preparation of learners in clinical reasoning and measurement of competencies through validity studies.

Produced by: Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan and Lisa Meeks

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Interviewees: Raffi Najarian and Justin Ramsey

Interviewer: Lisa Meeks

Description: In this conversation, Lisa Meeks interviews Raffi Najarian and Justin Ramsey, both pediatric rehabilitation physicians with cerebral palsy. They discuss their journey to medical school and the challenges they faced along the way. Raffi shares his experience of applying to medical school and the support he received from his family. Justin talks about the internal barriers he faced and the importance of finding the right mentor. They also discuss the challenges they encountered during medical school, including access barriers. In this conversation, Raffi Najarian and Justin Ramsey discuss their experiences as medical students with disabilities. They share the challenges they faced in anatomy lab and how they overcame them. They also talk about dealing with difficult faculty members and the importance of kindness and feedback in medical training. Raffi and Justin explain why they chose physiatry as their specialty and the impact they have on their patients. They emphasize the importance of visibility and representation for individuals with disabilities in the medical field. Finally, they offer advice for students with disabilities who are considering a career in medicine.

Keywords: physiatry, medical education, doctors with disabilities, cerebral palsy, pediatric rehabilitation, med school applications, accessibility, accommodations, disability representation

Transcript: https://bit.ly/3yuxJf8

Bios:

Justin Ramsey, M.D. is board certified in Physical Medicine and Rehabilitation and is sub-specialty boarded in Pediatric Rehabilitation Medicine. He graduated from the Kansas University School of Medicine. He then completed his Physical Medicine and Rehabilitation training at the Kansas University Medical Center and a fellowship program in Pediatric Rehabilitation Medicine at Children’s Mercy Hospital (Kansas City, MO). Dr. Ramsey spent several years as faculty with the Pediatric Rehabilitation Medicine fellowship program at Children’s Mercy Hospital and the Kansas University Medical Center’s Physical Medicine and Rehabilitation Department. He has served as chair of the Advocacy Committee for the American Academy for Cerebral Palsy and Developmental Medicine and has served on its Communications Committee. Currently, he works at a private pediatric rehabilitation hospital (Bethany Children's Health Center) near Oklahoma City, which specializes in the care of children with disabilities. In collaboration with neurology and OU Health Science Center’s neurosurgery department, he has created Oklahoma’s joint pediatric movement clinic. He currently serves as the Associate Medical Director for the Movement clinic and Cerebral Palsy. He volunteers as a Clinical Associate Professor of Neurology at The University of Oklahoma Health Sciences Center. Justin has hemiparetic cerebral palsy and is active in local advocacy. He is married to his wife (Kendra) and has 2 beautiful young children (Ryan and Reese), who keep his family busy. Medical and disability education are some of his major subjects of interest. He is grateful for early college experiences in working with individuals with disabilities while volunteering at Hetlinger Developmental Services, Inc in his hometown of Emporia, KS.

Dr. Raffi Najarian has been in practice since 2013. He is a pediatric physiatrist and director of the Spasticity Clinic at Akron Children’s Hospital. A graduate of the University of Michigan and Wayne State University School of Medicine in Detroit, MI, he completed his residency in physical medicine and rehabilitation at MetroHealth Rehabilitation Institute of Ohio in Cleveland. He then completed a fellowship in Pediatric Rehabilitation Medicine at Gillette Children's Specialty Healthcare in Saint Paul, MN. Dr. Najarian has a special interest in cerebral palsy, spasticity management, brain injury, stroke, spinal cord injury, spina bifida, acute inpatient and outpatient rehabilitation and concussion management. He is certified by the American Board of Physical Medicine and Rehabilitation and subspecialty certified in Pediatric Rehabilitation Medicine. He is a member of the American Academy of Physical Medicine and Rehabilitation and the American Academy for Cerebral Palsy and Developmental Medicine, and served on the latter's Lifespan Committee. He is an Associate Professor of Pediatrics at Northeast Ohio Medical University (NEOMED). Raffi has diplegic cerebral palsy and is an advocate for children and adults with disabilities. He serves as a member of the United Cerebral Palsy Research Committee and on the board of directors for Adaptive Sports Ohio, while participating as an active member of the Akron Rhinos wheelchair rugby team.

Produced by: Gabe Abrams and Dr. Lisa Meeks.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources: Professional Learning Series - United Cerebral Palsy, UCP Research Initiative & Committee - United Cerebral Palsy, Physicians' Perceptions Of People With Disability And Their Health Care

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Interviewer: Dr. Peter Poullos

Interviewees: Emmanuel Asenso, DO, Allison Kessler, MD, MSc, Joseph Samona, DDS, Satendra Singh, MD

Description:

This episode of the DWDI podcast brings together four incredible individuals for a live recording session during the 5th annual SMADIE conference on April. The panel featured Emmanuel Ascenso, Dr. Joe Simona, Dr. Satendra Singh, and Dr. Allison Kessler, all of whom had previously been interviewed on the podcast and had garnered significant listenership.

Each guest shared their personal and professional journeys, highlighting their experiences as healthcare professionals with disabilities. Throughout the episode, the guests touched on themes of mentorship, intersectionality, and the importance of allies in driving change. They also highlighted the need for tailored feedback, proactive advocacy, and the power of sharing personal stories to educate and empower others.

The episode underscored the significance of acceptance, education, and cross-movement solidarity in creating a more inclusive healthcare environment.

Key Words: ADA, Accommodation, Clinical Work, Ableism, Storytelling, Podcast, DocsWithDisabilities, Stuttering, SCI, Deaf, Physical Disability.

Transcript: https://bit.ly/DWDI_Ep_96_Transcript

Docs With Disabilities Original Interview Episodes Linked

Bio’s:

Dr. Emmanuel Asenso Jr is a second-year resident physician in the combined Family Medicine and Preventive Medicine residency program at Johns Hopkins and MedStar Franklin Square in Baltimore, MD. He was born and raised in Northern Virginia to Ghanaian immigrant parents. He completed his undergraduate studies at Virginia Tech, completed his Masters in Public Health from George Washington University in DC, and then completed medical school at Rowan University SOM in New Jersey. He is a person with a childhood-onset fluency disorder, also known as stuttering. Navigating a communication disorder throughout training has been challenging, rewarding, and full of lessons. He is passionate about supporting marginalized people and advocating for health equity through primary care and public health. He is also interested in the intersectionality between racism and people with disabilities.

Allison Kessler, MD, MSc, is the Section Chief of Renée Crown Center for Spinal Cord Innovation. She is board-certified in Physical Medicine & Rehabilitation (PM&R) and Spinal Cord Injury (SCI) Medicine. Dr. Kessler is the Associate Director of Shirley Ryan AbilityLab's SCI Medicine Fellowship. She holds appointments at Northwestern University Feinberg School of Medicine as Assistant Professor in the Department of PM&R.

Bonus: Behind the white coat interview

Dr. Joseph Samona graduated from the University of Michigan School of Dentistry and completed AEGD residency at the University of Texas Health San Antonio. He currently works as an associate in private practice in the Metro Detroit area. He is also profoundly Deaf and is a strong advocate for the Deaf and Hard of Hearing community who are underrepresented in the dental field. He have given lectures at several dental schools and local dental organizations on effective communication with the Deaf and Hard of Hearing community. He also developed a project where he created a series of educational videos about oral health in American Sign Language on YouTube to increase accessibility to oral health care. He is currently a member of the American Academy of Cosmetic Dentistry, Academy of General Dentistry, and American Dental Association.

Satendra Singh, MD, serves as the Director Professor and Coordinator of the Enabling Unit at the University College of Medical Sciences, Delhi, India. Additionally, he holds the role of Co-chair of the International Council for Disability Inclusion in Medical Education and is a steering committee member of the Health Humanities Consortium. As a disability justice advocate, he has spearheaded numerous policy reforms, notably the inclusion of disability rights as mandatory competencies in the new medical curriculum in India. He serves as the organizational head of Doctors with Disabilities: Agents of Change in India, a nationwide group of health professionals with disabilities dedicated to social justice. Furthermore, he is a member of the core group on disability at the National Human Rights Commission.

Bonus: We Don't Shy Away From Our Disability: Dr Satendra Singh

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Interviewer: Lisa Meeks

Interviewees: Rachel Giddings, Julia Hanes, Cheryl Holmes Description:

In this special live recording of the "Docs with Disabilities" podcast, host Lisa Meeks interviews medical professionals and educators who have worked to transform technical standards in Canadian medical education to be more inclusive of individuals with disabilities.

The panel discusses the shift from restrictive technical standards to core competencies, highlighting the importance of diversity-affirming frameworks over mere accommodations. They share personal stories and insights on the impact of these changes on medical learners and the broader healthcare system. The panel delves into the motivation behind their critical evaluation of outdated technical standards and explains how the project intentionally included individuals with disabilities. This initiative, which expanded across Canada, has garnered multiple endorsements, including from the AFMC and the Medical Deans of Canada.

Members of the committee meticulously re-envisioned Technical Standards for Canadian Medical Education, offering a comprehensive redefinition of the functional abilities required for medical training. This new document aims to dismantle obstacles and create a more inclusive admissions process for Canadian medical schools.

Listeners will gain valuable insights into the committee’s findings and recommendations, providing admissions teams with guidance on best practices and key messaging. The panel discussion explores the driving force behind this crucial initiative and examines the potential impact of the final document endorsed by the Board of the AFMC.

Discover how the document offers exemplar Functional Abilities for Students Entering and Completing Medical School, paving the way for more meaningful opportunities and greater disability inclusion in Canadian medical education.

Transcript

Resources: https://icam-cimu.ca/

Keywords: technical standards, medical education, doctors with disabilities, ableism, healthcare, health policy, Canadian healthcare, disability inclusion

Bios: Dr. Julia Hanes (she/her) is a second-year resident in the Physical Medicine and Rehabilitation at the University of British Columbia. She completed her medical degree at the University of Ottawa and her undergraduate degree in Health Sciences at McMaster University. Throughout her academic pursuits Dr. Hanes has been a keen advocate for improved inclusion and accessibility. Dr. Hanes spearheaded a program to increase accessibility in the intramural sport and recreation program, which included a longitudinal sitting volleyball intramural program. While at medical school Dr. Hanes drafted and advocated for an accessibility policy for all of the Aesculapian Society events, which included all social events, orientation events and interest group activities. This accessibility policy has now been spread to several universities across the country and discussed at institutions across the US. Dr. Hanes is an active member of the Canadian Association of Physicians with Disabilities (CAPD). Through this group Dr. Hanes is leading a project to develop a national curriculum on disability. She has co-authored documents to help disabled student’s transition from undergraduate studies to medical school, from pre-clerkship to clerkship and clerkship to residency. As a disabled student herself navigating often inaccessible educational environments, Dr. Hanes has paved a pathway for students following her to tread through. Her self-advocacy efforts prompted the creation of curb cuts, push button installation, swapping of doorknobs to handles, height adjustable tables, and more. Beyond her academic achievements, Dr. Hanes has done research in the field of childhood disability, including work to improve the quality of care and treatment of children and youth with disabilities and their families. Dr. Hanes is a passionate disability advocate and is eager to share how her experiences of ableism in medical education shapes her perspective and her advocacy efforts.

Dr. Holmes has an MD from UBC in 1984. After ten years of family practice, she enrolled in Internal Medicine at UBC, went on to complete a Critical Care fellowship at UBC and has been a Fellow of the Royal College of Physicians and Surgeons of Canada since 1999. From 2001 to July 2018, Dr. Holmes practiced critical care medicine at Kelowna General Hospital where she was involved in clinical education of medical students, residents, and fellows in the ICU. In her current role as Associate Dean Undergraduate Medical Education, she works with senior leadership at all sites of UBC to provide overall curricular oversight of all four years of the UGME program. As Head of the UBC Division of Critical Care, she is responsible for academic leadership of clinical care, education, and research in critical care. Dr. Holmes serves as Vice Chair of the UGME Deans’; Council for the Association of the Faculties of Medicine in Canada (AFMC) and collaborates on initiatives such as the Culture of Academic Medicine Initiative, the Okanagan Charter Collaborative for the AFMC and is Chairing the “Re-envisioning Technical Standards in Canadian Medical Education” Working Group. Dr. Holmes also serves on the Committee for the Accreditation of Canadian Medical Schools (CACMS) and holds the position of Chair of the CACMS Standards Subcommittee. She is on the Board of the Canadian Residency Matching Service (CaRMS) and serves as Chair of the CaRMS Board EDI Subcommittee. Through these roles, Dr. Holmes is committed to cultivating respectful, compassionate, and health-promoting environments in academic medicine, where equity, decolonization, diversity, inclusivity, accessibility, belonging (EDDIAB) and social justice are prioritized. Dr. Holmes’ academic interests include promoting learner wellbeing, fostering inclusive and accessible learning environments, social accountability of medical schools, and facilitating the professional identity formation of health professionals. In 2015, she received the Canadian Association for Medical Education (CAME) Certificate of Merit for her outstanding contributions.

Rachel Giddings is a second-year medical student at the University of British Columbia (UBC), where she previously earned a Bachelor of Science in Biochemistry. Making medical education more accessible to students with disabilities is a particular interest of hers. Her current research is focused on the technical standards currently utilized by medical schools across Canada. In addition, Rachel is a member of the “Re-envisioning Technical Standards in Canadian Medical Education” Working Group.

Produced by:Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

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Interviewer: Lisa Meeks

Interviewees:

Dr. Lynn Ashdown

Dr. Quinten Clarke

Dr. Jerry M. Maniate

Dr. Franco Rizzuti

Description:

In this episode of the "Docs with Disabilities" podcast, co-host Lisa Meeks brings together a panel of doctors with disabilities to discuss their experiences navigating the medical field. The panel, recorded live from the 2024 International Congress on Academic Medicine (ICAM) in Vancouver, British Columbia, focuses on disability inclusion in Canadian medical education.

The panelists include Drs. Jerry Maniate, Franco Rizzuti, Lynn Ashdown, and Quinten Clark, who share their personal journeys and insights into the challenges and benefits of being a doctor with a disability. They discuss the critical work being done to advance disability inclusion in the medical field in Canada, emphasizing the importance of advocacy, education, and policy development to create a more inclusive and equitable healthcare system.

The panelists highlight the need for a shift towards a strength-based approach and away from the traditional medical model of disability. They emphasize the importance of creating safe spaces for open dialogue, building community support, and fostering a culture of vulnerability and curiosity.

The role of organizations like the Canadian Association of Physicians with Disabilities (CAPD) is also discussed, highlighting the importance of community building, knowledge sharing, and advocacy for individuals with disabilities in the medical field. The panelists stress the need for EDI leaders to support initiatives like CAPD and prioritize accessibility and inclusion for all individuals in training and practice.

Overall, the episode showcases the power of community, collaboration, and advocacy in advancing disability inclusion in the medical field, and highlights the ongoing efforts to create a more inclusive and supportive environment for doctors with disabilities.

Keywords: medical education, disability, doctors with disabilities, Canadian healthcare, disability inclusion, DEI, ableism, Canada, PGY, Canadian Federation of Medical Students, Ontario Legislature, Canadian Medical Association, CSA standards, Accreditation Canada, Canadian Association of Physicians with Disabilities (CAPD), community building

Transcript: https://docs.google.com/document/d/1z3NGvpXduR0kPualb9at_gt6YgSKf6HkzEx7Fm4agwQ/edit?usp=share_link

Produced by:Dr. Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

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Interviewee: Dr. Brooke Ellison

Interviewer: Dr. Peter Poullos

Description:

In this podcast episode, Dr. Peter Poullos interviews Dr. Brooke Ellison, a disability rights advocate and bioethicist. Dr. Ellison shares her journey of embracing disability, finding strength, and building resilience. She discusses the inspiration behind the title of her book, Look Both Ways, and highlights the significance of understanding the power of disability.

Dr. Ellison emphasizes the need for healthcare professionals to learn from people with disabilities and include their perspectives in medical education and decision-making. She talks about her role in teaching future healthcare professionals and her work with organizations focused on disability rights, advocating for better access and opportunities for people with disabilities.

Dr. Ellison also shares her experience of creating a shared interest group on disability at Harvard and stresses the importance of integrating disability into every discipline. The conversation explores the intersection of ethics and disability, emphasizing the importance of including disabled voices in these discussions.

She explains her understanding of hope as an action-oriented perspective that arises from living with challenges. The episode concludes with a discussion on the benefits of interdependence and the advice Dr. Ellison would give to young people with disabilities entering academia or medicine.

This episode was recorded prior to Dr. Ellisons death on February 4th. We are honored to have had the opportunity to interview her before she passed away and hope this podcast episode honors her and her contributions to science.

Bio:

https://www.stonybrook.edu/commcms/bioethics/people/ellison.php

https://www.brookeellison.com/about

Key Words: Spinal Cord Injury, Science, STEM, DocsWithDisabilities, Resilence, Brook Ellison, SCI, bioethicist

Transcript: https://bit.ly/DWDI_Podcast_Transcript93

Produced by: R.E. Natowicz, Jasmine Lopez, and Dr. Lisa Meeks.

Audio editor: R.E. Natowicz and Jacob Feeman

Digital Media: Katie Sullivan

Resources:

National Women’s History Alliance. (2024). The 2024 National Women’s History Theme.

https://nationalwomenshistoryalliance.org/2024-whm-theme/

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Interviewee: Dr. Diana Cejas

Interviewer: Dr. Lisa Meeks

Description:

In this conversation, Diana Cejas, a pediatric neurologist, shares her experiences as a disabled Black woman in medicine. She discusses her journey as a cancer and stroke survivor and the challenges she faced in getting her concerns taken seriously by healthcare professionals. Diana also highlights the impact of race and ableism in medicine and the need for greater recognition and support for marginalized individuals. She shares her experiences of returning to residency after a stroke and the mixed responses she received from colleagues. The conversation also explores the concept of benevolent ableism and its impact on disabled individuals. In this conversation, Lisa Meeks and Diana Cejas discuss the importance of disrupting ableism and advocating for inclusion in medical education and practice. They highlight the need for individuals to use their power and privilege to create change and challenge ableist attitudes and practices. They also explore the healing power of writing and how it can be a tool for communication and education. The conversation concludes with a discussion on the importance of believing in oneself and finding a supportive community.

Bio:

Diana M. Cejas, MD, MPH is an Assistant Professor of Neurology at the University of North Carolina at Chapel Hill and faculty of the Carolina Institute for Developmental Disabilities. Her clinical work, research, and advocacy focus upon understanding the effects of ableism on health and improving care delivery and outcomes for children and young adults with neurodevelopmental disabilities. Dr. Cejas has also devoted much of her career to patient advocacy and improving communication between healthcare providers and the disability community, particularly young disabled patients of color. Dr. Cejas shares her own story and other commentary on disability and health via essays and other nonfiction. She is a 2023 PEN America Emerging Voices Fellowship Finalist and a 2021 Pushcart Prize nominee. Her literary work has appeared in high impact medical journals, prestigious literary magazines, anthologies, and popular media.

Key Words: Abelism, Racism, Developmental Disabilities, Stroke, Cancer, Residency, Medical School, ICU, writing, narrative medicine.

Transcript: https://docs.google.com/document/d/1_-ZwCZvxwfuSMLHvv0aDxhox35LvDkPM9pYGCZTjGTo/edit?usp=sharing

Produced by: Kadesha Treco, Jacob Feeman and Dr. Lisa Meeks.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

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Interviewee: Dr. Diana Cejas

Interviewer: Dr. Lisa Meeks

Description:

In this conversation, Diana Cejas, a pediatric neurologist, shares her experiences as a disabled Black woman in medicine. She discusses her journey as a cancer and stroke survivor and the challenges she faced in getting her concerns taken seriously by healthcare professionals. Diana also highlights the impact of race and ableism in medicine and the need for greater recognition and support for marginalized individuals. She shares her experiences of returning to residency after a stroke and the mixed responses she received from colleagues. The conversation also explores the concept of benevolent ableism and its impact on disabled individuals. In this conversation, Lisa Meeks and Diana Cejas discuss the importance of disrupting ableism and advocating for inclusion in medical education and practice. They highlight the need for individuals to use their power and privilege to create change and challenge ableist attitudes and practices. They also explore the healing power of writing and how it can be a tool for communication and education. The conversation concludes with a discussion on the importance of believing in oneself and finding a supportive community.

Bio:

Diana M. Cejas, MD, MPH is an Assistant Professor of Neurology at the University of North Carolina at Chapel Hill and faculty of the Carolina Institute for Developmental Disabilities. Her clinical work, research, and advocacy focus upon understanding the effects of ableism on health and improving care delivery and outcomes for children and young adults with neurodevelopmental disabilities. Dr. Cejas has also devoted much of her career to patient advocacy and improving communication between healthcare providers and the disability community, particularly young disabled patients of color. Dr. Cejas shares her own story and other commentary on disability and health via essays and other nonfiction. She is a 2023 PEN America Emerging Voices Fellowship Finalist and a 2021 Pushcart Prize nominee. Her literary work has appeared in high impact medical journals, prestigious literary magazines, anthologies, and popular media.

Key Words: Abelism, Racism, Developmental Disabilities, Stroke, Cancer, Residency, Medical School, ICU, writing, narrative medicine.

Transcript: https://docs.google.com/document/d/1lvS2ywFYUM0ON0loSEl9fxKuXodP_jdv8odW7EQmyfU/edit?usp=sharing

Produced by: Kadesha Treco, Jacob Feeman and Dr. Lisa Meeks.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

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Interviewer: Dr. Lisa Meeks

Interviewees: Erin Browkoski, Suzanne Hawks, Karyn LaTurner, Christine Low, Sarah Triano

Description

In this special episode of the DRP series, we explore the origins and evolution of the Docs With Disabilities Access in Medicine (AIM) program, a vibrant initiative dedicated to promoting accessible and equitable educational environments for students with disabilities in medical education. Our conversation delves into AIM's collaborative partnerships with various organizations and the development of essential resources aimed at breaking down barriers to disability inclusion within medical education.

Through engaging stories and real-life triumphs, we highlight the tangible impact of AIM's efforts, seen through the transformative journeys of individual students and the invaluable support networks they discover. Additionally, we shed light on the personal motivations driving AIM's members, emphasizing the significance of shared learning experiences and the collective desire for increased accessibility.

By delving into the principles of mutual learning and community solidarity, we underscore the empowering paths taken by students navigating their disability journeys and stress the importance of challenging biases entrenched within the medical field. Our discussion extends beyond individual experiences to explore the broader societal implications and ethical imperatives surrounding disability inclusion.

As we delve into the core of AIM's mission, we urge the wider medical community to actively advocate for accessibility and inclusivity, catalyzing meaningful change by amplifying success stories and critically examining prevailing attitudes and beliefs. Furthermore, we extend an open invitation for professionals outside the AIM Working Group to join this vital conversation and contribute to the collective effort of creating a more inclusive future in medicine.

Bio's

Erin Browkoski

Erin has been working in the world of higher education disability services since 2013. She holds a master's degree in clinical mental health counseling and is a Nationally Certified Counselor and Licensed Professional Counselor in Illinois. Erin is a proud graduate of the Docs With Disabilities Initiative (DWDI) Disability Resource Professional Academy. Erin currently serves as Assistant Director of Medical School and Clinical Accessibility at UI College of Medicine for students on all three campuses: Chicago, Rockford and Peoria.

Suzanne Hawks

Suzanne joined the Center for Learning Access and Student Success at Wake Forest University in early 2018. She received her BS in Psychology from Presbyterian College and spent several years working with children and adults with Autism Spectrum Disorder before joining the field of higher education in 2012. While Suzanne serves students across all programs at Wake Forest, she is the primary contact for students within the School of Medicine. In her spare time, Suzanne enjoys spending time with her family (which includes the cutest little boy in the entire world), really fun friends, and their rescue pit/heeler mix Tommy Boy.

Karyn LaTurner Echols

Karyn is a Student Disability and Student Services professional currently serving as the Disability Officer at Rocky Vista University College of Medicine in Ivins, Utah. Her extensive experience includes roles as a Disability Access Consultant at Arizona State University and Associate Director for Student Disability Services at the University of Chicago. She holds a Master of Education degree from Arizona State University. Karyn is multilingual, speaking English, German, Italian and is conversant in Japanese.

Christine Low

Christine serves as the Director of Disability Services at the Icahn School of Medicine at Mount Sinai in New York City. Beyond her role as Director, Christine holds a faculty position in Environmental Medicine and Public Health and serves as Adjunct Faculty at Columbia University, School of Social Work.

Christine devotes significant time to disability inclusion efforts for medical education. She is an active member of the Access in Medicine (AIM) program within the DocsWithDisabilities Initiative and from 2016 to 2023 served on the Board of Directors for the Coalition for Disability Access in Health Science and Medical Education.With a national presence, Christine has delivered presentations on various disability-related topics. Her contributions extend to scholarly work in leading journals and book chapters. Christine lives in northern NJ with her husband and her Bernese Mountain Dog, Diesel.

Sarah Triano

Sarah is the Director of the Center for Learning Excellence at Geisinger College of Health Sciences where she oversees the disability services for the school’s nursing, Doctor of Medicine, and master’s in biomedical sciences programs. Sarah is the former chair of Access in Medicine (AIM), a program of the Doctors With Disabilities Initiative (DWDI), a working group focused on creating resources and guidance to improve equitable opportunities for students with disabilities and is passionate about creating a welcoming, inclusive, and accessible space for students with disabilities in medicine and health science programs. She now serves as the director of special programs for DWDI.

Transcript: https://docs.google.com/document/d/19szUBxV-8nZOfmkSIxg3R1mkOq5j5iGLUxClqEeClbk/edit?usp=sharing

Keywords: DRP, Disability Inclusion, Medical Education, Leadership, Students, AIM, Access, Processes, Specialized Support.

Produced by: Lisa Meeks and R.E. Natowicz

Audio editor: Nicole Kim and R.E. Natowicz

Digital Media: Katie Sullivan and Lisa Meeks

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Interviewer: Dr. Lisa Meeks

Interviewees: Dr. Lee Miller, Dr. Mijiza Sanchez-Guzman, Dr. Kama Guluma, Dr. Erick Hung, and Dr. Sharad Jain

Description:

In this episode, we delve into the pivotal role of disability within medical education, particularly its significance in the realms of diversity, equity, inclusion, and justice. Joining us are leaders from California Medical Schools, including Dr. Lee Miller, Dr. Mijiza Sanchez-Guzman, Dr. Kama Guluma, Dr. Erick Hung, and Dr. Sharad Jain, who generously share their experiences and insights on the profound impact of disability within the medical field.

Our discussion begins with an exploration of the catalysts driving the integration of specialized support systems for disability-related issues within medical schools. Our guests discuss the instrumental role of student advocacy groups in elevating the unique needs of students with disabilities and chronic illnesses and the imperative for specialized support.

They also discuss the transformative effects of incorporating specialized Disability Resource Professionals (DRPs) within medical school frameworks. Our guests outline the myriad benefits associated with dedicated DRPs, ranging from heightened student satisfaction to an enriched curriculum that prioritizes disability-related matters with greater awareness and inclusivity.

The guests further examine the strategic advantages inherent in investing in specialized support mechanisms, emphasizing the importance of fostering an inclusive community, eradicating stigmas surrounding disability in medicine, and cultivating a workforce that authentically reflects the diverse fabric of society.

This conversation also confronts the challenges and valuable lessons learned from the implementation of specialized support programs. Our guests offer candid reflections on navigating transitions from external disability services to an in-house DRP, overcoming logistical obstacles, and garnering essential support from institutional leadership.

Ultimately, this episode serves as a testament to the critical significance of specialized support for disability within medical education. It underscores the necessity of embracing inclusive practices, championing diversity and inclusion, and creating an environment where all students can thrive equitably.

Bios

Sharad Jain, MD is Professor of Medicine and Associate Dean for Students at the UC Davis School of Medicine. Dr. Jain completed medical school and residency in internal medicine at UCSF, where he was on faculty for several years. Prior to coming to UC Davis, Dr Jain served as the residency director of the UCSF/SFGH Primary Care Medicine Residency Program where he focused on training primary care leaders in the care of vulnerable populations. At UC Davis, he focuses on supporting students from diverse backgrounds to excel in medical school through academic advising, wellness initiatives, career decision-making, community building, and ensuring a respectful learning environment. He practices general internal medicine at the Sacramento County Health Center, an FQHC affiliated with UC Davis.

Dr. Erick Hung is a Professor of Clinical Psychiatry in the UCSF Department of Psychiatry and Behavioral Sciences and is a member of the UCSF Academy of Medical Educators. He is the Associate Dean for Students in the UCSF School of Medicine. Prior to joining the Dean's team, he served as the Program Director of the Adult Psychiatry Residency Training Program from 2012-2022 and the Director of Curricular Affairs for GME for the UCSF School of Medicine from 2015-2022. He completed his medical school, psychiatry residency, and forensic psychiatry fellowship training at the University of California, San Francisco and joined the faculty at UCSF in 2009. He actively teaches in the areas of risk assessment, medical education, forensic psychiatry, leadership, and ethics. His interests include primary care and mental health integration, the interface between mental health and the legal system, inter-professional collaboration and training, HIV psychiatry, LGBTQ mental health, and medical education. His educational scholarship interests include competency-based assessment, faculty development, and near-peer learning in the workplace setting.

Kama Z. Guluma, MD, is a Clinical Professor of Emergency Medicine and the Associate Dean for Admissions and Student Affairs at UC San Diego School of Medicine. As the Associate Dean for Admissions and Student Affairs, he oversees the offices of Admissions, Student Affairs, and Financial Aid. Dr. Guluma joined the Department of Emergency Medicine as a faculty member in 2001. He joined the Division of Medical Education as Associate Dean for Admissions and Student Affairs in October 2018. Prior to becoming Associate Dean, he served as the Director of Student Programs for the Department of Emergency Medicine, and as an Academic Community Director in the UC San Diego School of Medicine. He is a past recipient of the Medical Student Teaching Award in the UC San Diego Department of Emergency Medicine, has been a nominee for the Kaiser Excellence in Teaching Award in the UC San Diego School of Medicine, and a recipient of the Faculty Mentorship Award from the UC San Diego Graduate Student Association.

Lee Todd Miller, MD is Professor of Pediatrics and the Associate Dean for Student Affairs at the David Geffen School of Medicine at UCLA. After completing medical school and post-graduate training at the University of Virginia, for the last 38 years, Dr. Miller has been heavily involved at UCLA in both undergraduate and graduate medical education in pediatrics. Prior to moving into the Dean’s Office, he served for 10 years as the Vice Chair of Education within the Department of Pediatrics. He is the 12-time recipient of the UCLA School of Medicine’s Golden Apple Award, the national Humanism in Medicine Award sponsored by the Association of American Medical Colleges, and the University of California Academic Senate Distinguished Teaching Award. In addition to his current roles in Student Affairs and pediatric education, Dr. Miller is also one of the founders of the medical school’s Global Health Program, nurturing the global health interests of countless students and residents over the years. He has worked on education-related projects in the Democratic Republic of the Congo, Ethiopia, Mozambique, Rwanda, South Africa, Zambia, Afghanistan, Myanmar, Peru, and Ecuador.

Mijiza M. Sanchez-Guzman is the Associate Dean, Office of Medical Student Affairs, at the Stanford School of Medicine. She has worked in higher education and the health sciences for more than 18 years with a commitment to diversity and inclusion, gender equity, and leadership development.

Transcript

Keywords: DRP, Disability Inclusion, Medical Education, Leadership, Students, Structures, Processes, Specialized Support.

Produced by: Lisa Meeks

Audio editor: Nicole Kim

Digital Media: Katie Sullivan and Lisa Meeks

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Interviewees: Drs. Megan Brown and Jo Hartland

Interviewer: Dr. Lisa Meeks

Description:

In this episode, podcast co-host Lisa Meeks had the privilege of hearing from Drs. Megan Brown and Jo Harland, two UK physicians with disabilities, who collaborated on a thought-provoking poem critiquing disability inclusion in the medical field.

In this poem reading, Drs. Brown and Hartland challenge the narrative of "overcoming" and "inspiration porn" often associated with disabled individuals. They emphasize the importance of embracing one's true identity and resisting the pressure to conform to societal expectations. Reminding us that disabled individuals should not have to prove their worth above others and deserve to be valued for who they are.

The poem also highlights the ongoing struggle faced by disabled healthcare professionals in securing necessary accommodations in their work environments. It sheds light on the burden placed on individuals to constantly fight for their needs and the importance of organizations recognizing and addressing these challenges.

Listeners will gain deeper insights into the experiences of disabled healthcare professionals and the critical issues surrounding disability inclusion in the medical field.

Bios:

Dr Megan Brown is a Senior Research Associate in Medical Education at Newcastle University, in the School of Medicine, in the UK. She trained as a doctor, but decided to leave practice and has subsequently pursued medical education research. She is multiply disabled – she uses a walking stick, and is neurodivergent. Megan’s research has focused on issues relating to the clinical education workforce within the UK, and equality, diversity, and inclusion within this workforce across the spectrum of undergraduate to postgraduate experience. She is a published poet, and is passionate about creative methods of expression and research.

Dr Jo Hartland (they/them) qualified from Cardiff University in 2013 and left NHS clinical work in 2018. They have worked at the University of Bristol Medical School since 2018, and are the current School Deputy Education Director for Student Equity Diversity and Inclusion. Their teaching focuses on the integration of marginalised people’s voices in healthcare curriculums, and empowering students to be agents of change in the face of health inequity. They sit on the executive board of the UK Medical Schools Council EDI Alliance, with a focus on LGBTQ+ inclusion and reasonable adjustments for disability. Their research interests lie in the intersection of professionalism and how this can act as a gatekeeping device for marginalised communities accessing healthcare careers. Outside of their university work Jo is a queer health activist and lead author of the GLADD UK Charter on So-Called LGBTQ+ ‘Conversion Therapy’. In 2022 they received the NHS England LGBTQ+ Health Advisor Award and Attitude magazine’s 2023 Pride Award.

Transcript

Keywords:

World Poetry Day
UNESCO
Medical Education
General Medical Council
Equality
Disability inclusion
Medical School
LGBTQ+
Conversion therapy
Disability community
Ableism
Reasonable adjustments
Equality Act
Trauma
Joy
Resilience
Advocacy
Policies
Documents

Produced by: Gabe Abrams and Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

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Interviewee: Dr. Rhonda Moore

Interviewer: Dr. Lisa Meeks

Description:

In this episode of the Docs with Disabilities podcast, Dr. Rhonda Moore, a medical anthropologist and program officer at the NIH shares her journey grappling with chronic pain, autism, and attention deficit disorder, all amidst the backdrop of the COVID-19 pandemic. She very candidly shares insight into her journey as a kid, from growing up with a brother with autism, to taking theater classes as a means to derive and learn confidence. Through her personal narrative, Dr. Moore shed light on the challenges faced by black women in navigating the healthcare system, highlighting the importance of representation and support for individuals with disabilities. The conversation was marked by a deep sense of empathy and understanding, creating a safe and empowering space for Dr. Moore to share her experiences. Together, Drs. Meeks and Moore delve into the complexities of disability, chronic pain, and the pursuit of equity and inclusion in the medical field. Dr. Moore emphasizes the significance of diverse narratives and the power of self-acceptance and support.

Bio: Rhonda Moore (she/her) is an Autistic Medical Anthropologist and Program Officer for the Genetic Counseling Resource at the National Institutes of Health (NIH) All of Us Research Program. Her work combines anthropological methods, ethics, data science and clinical medicine to better understand patient experiences and health disparities across culturally and medically diverse care settings (cancer, pain, palliative care), community engaged research, and the differential and ethical impacts of new and emerging technologies on health outcomes in diverse and vulnerable populations. She is writer/editor of the following books: Climate Change and Heath Equity (forthcoming, Springer 2023), the Handbook of Pain and Palliative Care (Springer, 2012, 2nd edition, Springer, 2019), Biobehavioral Approaches to Pain (Springer 2009) and Cancer Culture and Communication (Springer 2004). Prior to serving at the All of Us Research Program, she was a Program Officer in Global Mental Health at the US NIMH. Her program in Global Mental Health focused on social determinants of health, ethics of new and emerging technologies, citizen science, climate change and mental health, and reciprocal innovation. She was also the program lead for the digital global mental health technology program in low- and middle-income countries (LMICs). She received her PhD in Cultural Anthropology from Stanford University, followed by post-doctoral fellowships and training in Behavioral Science (Stanford Medical School), Epidemiology (University of Texas MD Anderson Cancer Center) and Hospice/Palliative Care (St. Austell, Cornwall UK).

Transcript

Keywords: medical anthropology, actually autistic, community engaged research, disability in medicine, mental health, health equity, ADHD, AuDHD, neurodiversity paradigm, neurodivergence, chronic pain, EDS, Ehlers Danlos, Fibromyalgia.

Produced by: Pranati Movva, Jasmine Lopez, R.E. Natowicz, Jacob Feeman and Dr. Lisa Meeks.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

National Institute of Mental Health. (2023). Autism Spectrum Disorder. National Institutes of Health. https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd#:~:text=Autism%20Spectrum%20Disorder-,Overview,first%202%20years%20of%20life.

Autism Society (2023). https://autismsociety.org/

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DESCRIPTION:

To cap off Black History Month 2024 we are sharing with you two episodes from Research & Resource Rounds that discuss articles whose authors are rising Black scholars. Dr. Desiree Valentine is an assistant professor for Philosophy at Marquette University who specializes in Critical Philosophy of Race, Feminist Philosophy, Queer Theory, and Disability Bioethics. Dr. Justin Bullock is a Nephrology Fellow at the University of Washington and, newly, the Co-Director of the Docs With Disabilities Initiative.

These shows are two of our favorites, both reflecting crucial developments in thinking, research, and mentorship to promote diversity, equity, inclusion, and access in healthcare.

Ep 5: Desiree Valentine proposes the lens of Racialized Disablement, a conceptual tool for highlighting how racism and ableism are locked in a constant dynamic interchange where the manifestations and significations of one shape the other—and vice versa. As heuristic and pedagogical tool, Racialized Disablement helps break down how and why race and disability, racism and ableism are inseparable. Across history, medical practices, healthcare, and other sociopolitical contexts the concepts of disability and race are inextricably linked and, in fact, co-constructing, as are their counterparts ableism and racism.

Ep 15: Episode 15 discusses “‘Yourself in all your forms’: A grounded theory exploration of identity safety in medical students” (Bullock et al. 2023). Bullock and his colleagues develop a theory of identity safety through careful analysis of 16 in-depth interviews with 3rd and 4th medical students with a diverse range of identities and experiences. The article identifies and describes key dimensions of identity threat, threat mitigation, and identity safety. Three factors contributing to identity safety that emerged from the team’s analysis: Agency to serve, upholding personhood, and a sense of belonging. Identity safety manifested as students sharing a particular minoritized identity with their attending physician, wearing a particular item or hair style, presenting themselves in a particular way, or feeling respected as unique individuals by both their peers and supervisors. When experiencing identity safety, students felt empowered to draw on their own unique experiential knowledge grounded in their particular identities when treating a patient.

Recommended resources citations: Stergiopoulos, Erene, Ligia Fragoso, and Lisa M. Meeks. 2021. “Cultural Barriers to Help-Seeking in Medical Education.” JAMA Internal Medicine 181 (2): 155–56. https://doi.org/10.1001/jamainternmed.2020.7567.

Jain, Neera. Oct 4, 2023. “Dream Research Rounds 9: The Capability Imperative: Revealing Ableism in Medical Education.” Webinar.” https://www.docswithdisabilities.org/post/dream-research-rounds-9-the-capability-imperative-revealing-ableism-in-medical-education

Ep 5

DOI: 10.1111/bioe.12979

Transcript: https://docs.google.com/document/d/1jh04JjGtb48EF1WlOtvkOa9E7_-1W-G6/edit

Ep 15

DOI: https://doi.org/10.1111/medu.15174

Transcript

Keywords:

Identity safety

Identity threat

Threat mitigation

Medical Racism

Racialized Disablement

Diversity in Medicine

Produced by: Zoey Martin-Lockhart

Audio editor: Jacob Feeman

Digital Media: Zoey Martin-Lockhart

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Interviewee: Dr. Joshua Wilder

Interviewer: Dr. Lisa Meeks

Description:

In this episode, Dr. Wilder discusses his journey as a gay black man living with a disability, specifically prune belly syndrome, which led to a kidney transplant at a young age.

Dr. Wilder's story is one of resilience and determination, shaped by his experiences as a lifelong patient and now a healthcare provider. He candidly shares the challenges he faced, from navigating the healthcare system to overcoming racial biases and discrimination. Despite these obstacles, Dr. Wilder's unwavering spirit and support from his family and mentors propelled him through medical school and residency, where he excelled and graduated at the top of his class.

The conversation delves into Dr. Wilder's personal experiences, including his battle with stomach cancer during medical school and his participation in the reality TV show Survivor. Through it all, Dr. Wilder's positive attitude and unwavering determination shine through, inspired by the memory of his kidney donor, Kristen Regal.

Dr. Wilder's advocacy for individuals with disabilities is evident throughout the episode, as he emphasizes the importance of representation and empowerment. His message is clear: no matter the challenges one faces, with dedication, support, and self-advocacy, anything is possible.

Join us in this BIPOC focused episode as Dr. Wilder addresses inequities for BIPOC individuals in healthcare, his own experience with discrimination, his persistance in becoming a podiatrist and why he lives his life with optimism.

Bio:

Joshua Wilder is a 35 years old Pittsburgh, PA native raised in Cincinnati, OH. He was born with Eagle Barrett syndrome or Prune Belly Syndrome leaving his urinary tract system underdeveloped and dysfunctional. He received a kidney transplant at the University of Pittsburgh Medical center Children's hospital on September 10, 1997 at 9 years old.

He completed my undergraduate studies at Washington and Jefferson college majoring in Business administration and minoring in Pre-medicine and went to medical school in Cleveland, OH at the Kent State University College of Podiatric Medicine. During his first year of medical school he was diagnosed with stomach cancer which required a total stomach excision on May 25, 2013. In spite of this, he graduated at the top of his class with honors and completed his surgical residency at West Penn hospital in Pittsburgh, PA followed by a fellowship at Emory St. Joseph hospital in Atlanta, GA focusing on pediatric and adult foot reconstruction. He is currently practicing at Ankle and Foot Centers of America in Atlanta, GA. Joshua lives with his loving husband and 18 year old cat.

TRANSCRIPT

Key Words:

Dr. Joshua Wilder
Prune belly syndrome
Kidney transplant
BIPOC
LGBTQI
Podiatrist
Chronic condition
Healthcare system
Residency
Medical school
Minority
Racism in medicine
Stomach cancer
Signet cell carcinoma
B cell lymphoma
Survivor
Reality TV show
National Kidney Foundation
Transplant games
Work-life balance
Burnout
Advocacy
Representation
Identity
Empathy
Trust

Produced by: Lisa Meeks, Gabe Abrams and Jaden Sacks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

Strategies For Improving Patient Care In The LGBTQ + Community

https://www.hmpgloballearningnetwork.com/site/podiatry/strategies-improving-patient-care-lgbtq-community

Survivor Season 44 Contestant, Joshua Wilder, Opens Up About Kidney Transplant

https://www.kidney.org/newsletter/survivor-season-44-contestant-joshua-wilder-opens-about-kidney-transplant

Joshua J. Wilder, DPM, AACFAS https://ankleandfootcenters.com/dr-wilder-podiatrist/

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Special Series Focus: DRP’s: Emerging DRP Leaders in Medical Education

Description

In this episode we delve into the dynamic world of emerging leaders engaging with five remarkable professionals who are shaping the future of Disability Resource Professionals (DRPs) in medical education. Our conversation explored the essence of leadership, the qualities that define effective leaders in disability resources, and the personal journeys that have shaped our guests into the leaders they are today.

This episode is a treasure trove of wisdom, and we are excited to share three key takeaways:

Leadership is a Journey of Continuous Growth and Adaptability Our guests shared their personal leadership paths, emphasizing that leadership isn't a static quality but a dynamic process of learning and evolving. They highlighted the importance of adaptability, critical thinking, and effective communication as cornerstones for navigating the ever-changing landscape of disability resources in health sciences.
The Power of Vulnerability and Authenticity in Leadership Throughout the episode, our guests underscored the significance of vulnerability and authenticity in building trust and fostering a supportive environment. Leaders who embrace their humanity and acknowledge their mistakes create a culture of openness and learning, which is essential for team growth and resilience, especially in challenging times.
Mentorship and Role Modeling Shape Aspiring Leaders The stories shared by our guests revealed the profound impact of mentorship and positive role modeling on their leadership development. Whether it was through formal training programs or organic relationships, the guidance and example set by seasoned leaders played a pivotal role in shaping the next generation of DRPs. This mentorship goes beyond professional development, touching on personal growth and ethical conduct.

Don't forget to subscribe, like, share, and comment with your thoughts after listening or reading!

Host

Lisa Meeks: The host of the podcast and mentor to all of the guests.

Guests:

We were joined by a diverse group of individuals, each bringing a wealth of experience and unique perspectives to the table:

Matt Sullivan from Washington University in St. Louis, with over a decade of experience in disability resources and a key role in the DRP Academy.
Kara James, the Disability Access Resource Specialist at the Mayo Clinic College of Medicine and Science, who has dedicated over 20 years to disability services in higher education.
Emily Langham, the director of student disability services at Eastern Virginia Medical School, who has been a facilitator for the Disability Resource Professional Academy.
Ellen Kaplan, the assistant director of SDS for the Johns Hopkins School of Medicine, with a background in special education and advocacy spanning over 30 years.
Bill Eidtson, the assistant dean for academic advising at the Geisel School of Medicine at Dartmouth College, who has a rich history in faculty development and academic advising.

Transcript

Keywords: Disability Resource Professional, Disability, DRP, Accommodation, Leadership, Mentorship.

Produced by: Lisa Meeks and Jacob Feeman

Audio editor: Jacob Feeman

Digital Media: Lisa Meeks

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Special Series Focus: DRP’s

From Guidance to Growth: The Impact of Mentorship in Disability Services

Hashtags: #MentoringMonth #ThankYourMentorDay

Description

This episode explores the critical role of mentorship and sponsorship in building the next generation of disability resource professionals (DRPs). The participants discuss their experiences as mentors and mentees, emphasizing the importance of community, support, and collaboration within the field. They highlight the value of peer mentoring and the power of investing in others. The conversation also touches on the emotional commitment and enduring connections that come with mentorship. Committed to growth and sustainability in the profession, the participants discuss the need for succession planning. They emphasize the need for communication, guidance, and empowerment in mentoring relationships. The impact of mentoring on individuals and the profession is highlighted, as well as the importance of leaving a legacy and paying it forward. The conversation addresses the challenges of fostering the next generation of DRPs and concludes with the importance self-care, including maintaining boundaries and work-life balance.

Host

Lisa Meeks: The host of the podcast and mentee to all of the guests.

Guests

Jane Jarrow : The President of Disability Access Information and Support, Jane brings over two decades of private consulting experience and a rich history as the first executive director of AHEAD. With a background in speech and hearing, she's been a pivotal figure in the growth of disability services.
Jane Thierfeld Brown : With over 44 years in disability services, Jane's work at the University of Connecticut School of Law and her focus on college students with autism have made her a renowned expert. As a director of College Autism Spectrum, she continues to influence the field.
Paul Grossman: Serving as the Executive Counsel of AHEAD, Paul's journey from a college dropout due to dyslexia to a leading civil rights attorney for the Department of Education's Office for Civil Rights is nothing short of inspiring. His contributions to post-secondary disability law are foundational.
Michelle Rigler: As the Executive Director of the Disability Resource Center at the University of Tennessee at Chattanooga, Michelle has mentored several up and coming DRP leaders. Michelle's creation of the Mosaic program stands as a testament to her dedication to individuals with autism and her work with NavigateU further extends her impact on the field.
Jan Serrantino: Retired from the University of California, Irvine, Jan's career transitioned from advocating for children in foster care to teaching and leading in disability services. She now assists students with accommodations for high-stakes exams and consults with medical schools.

Transcript

Keywords: Disability Resource Professional, Disability, DRP, Accommodation, Mentorship, Sponsorship, Authenticity, Succession Planning, AHEAD.

Produced by: Lisa Meeks and Jacob Feeman

Audio editor: Jacob Feeman

Digital Media: Lisa Meeks

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Interviewee: Dr. Katherine Vakil

Interviewer: Dr. Kruti Shah

Description: In this episode, we are delighted to be joined by Dr. Katherine Vakil, a pharmacist and Pharmacy Services Manager based in the Chicago area, and guest host Dr. Kruti Shah, who is a Clinical Operations Pharmacist at Rush. Dr. Shah was recently featured on the podcast as a guest in Episode 74. If you haven’t yet listened to that interview, we highly recommend you check it out after finishing this one. Today, Dr. Shah is back, this time in the interview role, for a conversation with Dr. Vakil about navigating university and pharmacy schools with a disability, figuring out what speaks to you in your career journey, and learning how to seek out the accommodations you need as a learner and patient. We begin with an introduction from Dr. Vakil.

Bio: Katherine Vakil is the Pharmacy Services Manager at Erie Family Health Centers. In 2017, Katherine established a new Pharmacy Services team at Erie, which focuses on improving medication access for patients. Katherine received her Doctor of Pharmacy at the University of Minnesota and Master of Public Health at Northwestern University in Chicago. In 2022, Katherine completed a Disability Leadership Fellowship with Disability Lead. In October 2022, Katherine established the Disability Employee Resource Group (ERG) at Erie and is currently the co-chair. Katherine was born hard of hearing and wears hearing aids.

Transcript

Keywords: disability, health equity, accessibility, pharmacy, hearing loss, accommodations, pharmacy, disabled pharmacist

Produced by: Sofia Schlozman and Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Resources:

Disability Lead Program

Dr. Kruti Shah’s interview

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Co-Moderators: Drs. Diana Cejas and Allison Kessler

Interviewee: Dr. Amy Rule, Dr. Sylvia Robinson, Dr. Paige Church, Dr. Jennifer Arnold, Dr. Ashina Singh

This panel was live on December 5th 2023.

In Episode 81, we bring the “Women with Disabilities in Medicine: Illuminating the Pathway” panel to our podcast audience. While the literature suggests a sharp (115%) increase in students with disabilities entering medical education, the growth in the population of practicing physicians (2%) has not kept pace. One reason may be the lack of mentorship. Mentorship is a key part of a successful transition to a career in medicine, especially for women. Practicing physicians share their insight into navigating the training-to-work pathway, thriving as a doctor with disability, and balancing the multiple demands that often disproportionately impact women.

Transcript

Produced by: Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, doctors with disabilities, accessibility, med ed, women in medicine, disability identity, ableism, internalized ableism, accommodations, physician, pediatrics, the match, residency, medical education.

DWDI Podcast Website: https://www.docswithdisabilities.org/podcast

Sponsors

Michigan Medicine Center for Disability Health and Wellness

Stanford Medicine Alliance for Disability Inclusion and Equity

Association of Medical Professionals with Hearing Loss (AMPHL)

Michigan Medicine Department of Family Medicine Disability Program

Johns Hopkins Disability Health Research Center

APHA Disability Section

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Interviewee: Dr. Pete Poullos

Description: In this special 2 part series, Dr. Neera Jain interviews friend and colleague Dr. Peter Poullos on his experiences as a person with a disability. Dr. Poullos candidly reflects on his journey coming into a disability identity and how learning from a vibrant community of diverse individuals has elevated his thinking about disability justice. He shares insight into the power of community and how transformational it has been in forming the disability resource group at Stanford Medicine. Throughout the interview, Drs Jain and Poullos discuss their shared experiences and their roles as advocates for individuals with disabilities in medicine.

Bio: Dr. Poullos is from Stockton, California. He attended Santa Clara University, then received his M.D. degree at the University of Texas Medical School at Houston, after which he did an Internal Medicine residency at the University of California-San Francisco, finishing in 2002. He stayed at UCSF as a Gastroenterology fellow but, after a spinal cord injury, he decided to retrain in Radiology. He did his Radiology residency at Stanford University, where he also completed a fellowship In Body Imaging in 2009. Dr. Poullos is now faculty in both the departments of Radiology and Gastroenterology and Hepatology.

In 2018, Dr. Poullos founded the Stanford Medicine Abilities Coalition (SMAC), which he serves as Executive Director. In that role, Dr. Poullos advocates for students and healthcare providers with disabilities, as well as for health equity for disabled patients. He is a faculty advisor to the Medical Students with Disability and Chronic Illness (MSDCI). He has paired up with Dr. Lisa Meeks to co-produce the DocsWithDisabilities podcast to increase awareness around the importance of increasing disability representation amongst students and practitioners in healthcare. “Disability is not a problem to solve, it is the solution to our problems.”

Transcript

Produced by: Kadesha Treco and Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, doctors with disabilities, accessibility, med ed, disability identity, radiology, SCI, Spinal Chord Injury. ableism, internalized ableism, disability justice

DWDI Podcast Website: https://www.docswithdisabilities.org/podcast

References

Sins Invalid, 10 Principles of Disability Justice https://www.sinsinvalid.org/blog/10-principles-of-disability-justice

Resources:

Stanford Medicine Alliance for Disability Inclusion and Equity (SMADIE) Dr. Jain’s article "Political disclosure: resisting ableism in medical education"

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Interviewee: Dr. Pete Poullos

Description: In this special 2 part series, Dr. Neera Jain interviews friend and colleague Dr. Peter Poullos on his experiences as a person with a disability. Dr. Poullos candidly reflects on his journey coming into a disability identity and how learning from a vibrant community of diverse individuals has elevated his thinking about disability justice. He shares insight into the power of community and how transformational it has been in forming the disability resource group at Stanford Medicine. Throughout the interview, Drs Jain and Poullos discuss their shared experiences and their roles as advocates for individuals with disabilities in medicine.

Bio: Dr. Poullos is from Stockton, California. He attended Santa Clara University, then received his M.D. degree at the University of Texas Medical School at Houston, after which he did an Internal Medicine residency at the University of California-San Francisco, finishing in 2002. He stayed at UCSF as a Gastroenterology fellow but, after a spinal cord injury, he decided to retrain in Radiology. He did his Radiology residency at Stanford University, where he also completed a fellowship In Body Imaging in 2009. Dr. Poullos is now faculty in both the departments of Radiology and Gastroenterology and Hepatology.

In 2018, Dr. Poullos founded the Stanford Medicine Abilities Coalition (SMAC), which he serves as Executive Director. In that role, Dr. Poullos advocates for students and healthcare providers with disabilities, as well as for health equity for disabled patients. He is a faculty advisor to the Medical Students with Disability and Chronic Illness (MSDCI). He has paired up with Dr. Lisa Meeks to co-produce the DocsWithDisabilities podcast to increase awareness around the importance of increasing disability representation amongst students and practitioners in healthcare. “Disability is not a problem to solve, it is the solution to our problems.”

Transcript

Produced by: Kadesha Treco and Lisa Meeks

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, doctors with disabilities, accessibility, med ed, disability identity, radiology, SCI, Spinal Chord Injury. ableism, internalized ableism

DWDI Podcast Website: https://www.docswithdisabilities.org/podcast

References

Stergiopoulos, E., Fernando, O., & Martimianakis, M. A. (2018). “Being on both sides”: Canadian medical students’ experiences with disability, the hidden curriculum, and professional identity construction. Academic Medicine, 93(10), 1550-1559.

Resources:

Stanford Medicine Alliance for Disability Inclusion and Equity (SMADIE) Dr. Jain’s article "Political disclosure: resisting ableism in medical education"

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Interviewees:

Cleveland Clinic Group - Craig Nielsen MD (Clinical Leadership), Stacie Jhaveri MD,

Diane Young MD (OB-GYN clerkship), Theresa Papich (4th year medical student).

Description:

This is a story about what happens when everything goes well and when creativity and a can do attitude lead the discussion. Today, we are talking with a team of OB-GYN clerkship, residency and clinical leaders from Case Western Reserve University and the Cleveland Clinic Lerner College of Medicine, and Theresa Papich, a 4th year medical school student who is a wheelchair user. Throughout our conversation we discuss the accommodations employed to create equal access and the lessons learned along the way. Most importantly we’ll talk with Theresa about how this experience felt for her and what she believes schools can do to improve access for learners with disabilities.

Transcript: https://bit.ly/DWDI_Podcast_Ep79

Produced by: Lisa Meeks and Tamar Faggen

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: medical education, disability representation, doctors with disabilities, accessibility, disability mentorship, OB-GYN, clerkship, disability inclusion, wheelchair user, clinical accommodations, internal medicine

Website: https://www.docswithdisabilities.org/podcast

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Interviewee: Dr. Joanna Turner Bisgrove

Interviewer: Dr. Peter Poullos

Description:

Today, we are joined by Dr. Joanna Turner Bisgrove. Dr. Bisgrove is a family medicine physician, Assistant Professor in Family Medicine at Rush University Medical Center, and the inaugural chair for the American Medical Association's Disability Advisory Group. Dr. Bisgrove has been involved in healthcare policy for several years and is a staunch advocate for disability inclusion. In this episode, she shares her story as a person with a disability, discusses her leadership at Rush University and in national organizations such as the American Medical Association, and her approach to advocating for students and physicians with disabilities.

Bio:

Dr. Joanna Turner Bisgrove is a family physician and assistant professor of family medicine at Rush University Medical Center in Chicago, Illinois. Prior to joining Rush, she spent the first 14 years of her career near Madison, Wisconsin, and held many local and state leadership positions. She was medical advisor to her local school district for eight years and co-chaired the Legislative Committee for the Wisconsin Academy of Family Physicians for eight years, frequently working with state and federal legislators and their staff to develop evidence-based public health policy.

At the national level, Dr. Bisgrove is a delegate for the American Academy of Family Physicians to the American Medical Association’s (AMA) House of Delegates. She is the inaugural chair for the American Medical Association's Disability Advisory Group, recently formed at the behest of the House of Delegates, the AMA governing and policy making body. The Disability Advisory Group will be tasked with helping the AMA increase accessibility and inclusivity for physicians, medical students and residents with disabilities, both within the AMA itself and as an advocate for increased accessibility across medicine. Dr. Bisgrove is a lifelong advocate for disability inclusion and the elimination of barriers in everyday society to help make this possible. Born with a hearing loss that has worsened over time, Dr. Bisgrove is acutely aware of the barriers that persons with disabilities face and determined to fight for policies that are inclusive for everyone.

Dr. Bisgrove's other AMA roles include being a current member of the AMA's Council on Science and Public Health. She is also heavily involved in DEI initiatives as a whole. Upon her move home to Illinois in the summer of 2021, Dr. Bisgrove was appointed to the Legislative Affairs Committee of the Illinois State Medical Society and to the Diversity, Equity and Inclusion group of the Illinois Academy of Family Physicians. At Rush, she is part of Rush’s Pursuing Equity Governance Group and its Social Care and Health Equity team. She is also currently working towards her Masters in Public Health with a focus on achieving health for disadvantaged children and their families.

Transcript: https://bit.ly/DWDI_Podcast_Ep78

Produced by: Lisa Meeks and Pranati Movva

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, health equity, accessibility, family medicine, intersectionality, disability mentoring, medical education, hearing loss, accommodations

Website: https://www.docswithdisabilities.org/podcast

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Interviewee: Amy Rule, MD, MPH, FAAP

Interviewer: Lisa Meeks, PhD, MA

Description:

In this episode we are joined by neonatal and pediatric hospitalist and academic pediatrician Dr. Amy Rule. In this episode, Dr. Rule talks about navigating the academic experience of medical school as a person with disabilities, her experiences in medical school and residency, how her disability impacts her work as a pediatrician and parenting a child with a disability.

Resources: “I Am That Parent” (Cited in episode)

Transcript

Bio: Dr. Amy Rule is a pediatric and neonatal hospitalist and Assistant Professor of Pediatrics at Emory/CHOA and the co-director of Emory's Collaborating Center for Perinatal Equity. She received her medical degree from Wake Forest University SOM. She completed her pediatric residency and combined hospital medicine and global health fellowship at Cincinnati Children’s. Her research centers on the intersection of health education and health equity. Her work includes maternal-newborn outcomes research in East Africa, partnering with immigrant and refugee families in Georgia and cultural humility and global health education for healthcare trainees. Dr. Rule has a rare skeletal dysplasia and is a lifelong advocate for people with disabilities through writing, advocacy and diversity and inclusion work in both health professional and community settings.

Linked In

Twitter

Produced by: Lisa Meeks, Kadesha Treco, Jasmine Lopez, R.E. Natowicz, Pranati Movva, and Gabe Abrams.

Audio editor: Jacob Feeman

Digital Media: Katie Sullivan

Keywords: disability, pediatrics, disability mentorship, disability parenting, health equity, accessibility, medical school.

Website: https://www.docswithdisabilities.org/podcast

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Description:

This 'bonus' listen of our Research and Resource Rounds covering the article, “The Evolution of Disability Language: Choosing Terms to Describe Disability” and authored, in part, by Dr. Ayers, is offered here as a bonus episode to Dr. Kara Ayers interview on our main podcast.

In this article the authors enumerate a series of models used to conceptualize disability and the terminology associated with each model. They provide in-depth explorations of person-first and identity-first language, recommend avoiding euphemisms, and argue against the language restrictions imposed by some style guides.

Article:

“The Evolution of Disability Language: Choosing Terms to Describe Disability” by Erin E. Andrews, Robyn M. Powell, and Kara Ayers. https://doi.org/10.1016/j.dhjo.2022.101328

Producers: Zoey Martin-Lockhart, Lisa Meeks and Jake Feeman

Key Words: Disability terminology, Disability language, Disability studies, Social model, Medical model, Health Sciences, Medical Education

Transcript

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Interviewee: Dr. Kara Ayers

Interviewer: Peter Poullos, MD

Description: In this episode, Dr. Peter Poullos interview Dr. Kara Ayers disability researcher and associate director of the University of Cincinnati University Center for Excellence in Developmental Disabilities. Together they discuss advocacy work, interprofessional collaboration, the language we use when describing marginalized communities and how ableism impacts the health outcomes and safety of our patients.

Resources: (1) Evolution of Disability Language (2) How to talk to kids about people with disabilities (3) @ThinkEquitable

Transcript

Bio: Dr. Kara Ayers is an Associate Professor of Pediatrics at Cincinnati Children's Hospital Medical Center, where she is also Associate Director of the University of Cincinnati Center for Excellence in Developmental Disabilities. She's co-founder of the Disabled Parenting Project. She's recently launched the National Center for Disability, Equity, and Intersectionality. Her research interests include health equity, disability ethics, and anti-ableism.

Produced by: Gabe Abrams, Jake Feeman and Lisa Meeks

Digital Media: Katie Sullivan

Keywords: disability, anti-ableism, disability ethics, disability mentorship, disability policy, health equity, intersectionality, docswithdisabilities, medical education.

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Interviewee: Rasheera Dopson, MPH

Interviewer: Peter Poullos, MD

Description:

Today, we are joined by public health researcher and disability advocate Ms. Rasheera Dopson. In this episode, Ms. Dopson and Dr. Poullos discuss the interactions between disability and chronic illness, how the experience with disability and the healthcare system changes throughout different life stages, and the intersection of race, gender, and disability .

Bio: Rasheera Dopson, MPH is a motivational speaker, podcaster, author, D.E.I.A. consultant, and qualitative researcher at the National Center of Primary Care at Morehouse School of Medicine. Her intersectional approach to systems thinking has supported organizations and their teams to advance equity and mitigate health disparities in multiply-marginalized communities through community engagement, policy development, education, and advocacy. She founded the Dopson Foundation whose organizational aim is to advance professional, health and social equity for women and girls with disabilities.

Transcript

Resources: https://disabilityvisibilityproject.com/2023/01/10/black-women-leaders-and-disability-justice/

Keywords: disability, disability research, public health, intersectionality, chronic illness, rare diseases, health policy, BIPOC.

Produced by: Gabe Abrams, Jake Feeman and Lisa Meeks

Digital Media: Katie Sullivan

Key Words:

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Description:

In this BIPOC II episode, Dr. Lisa Meeks is joined by Dr. Kruti Shah, a Clinical Operations Pharmacist at Rush University Medical Center. Being a woman of color and having a disability of hearing loss, Dr. Shah is a passionate advocate for Disability, Diversity, Equity, and Inclusion at Rush. Dr. Shah and Dr. Meeks discuss how her upbringing shaped her evolving perceptions of her own disability, the ways in which her formative experiences have informed her work advocating for patients, and her hopes to empower future generations of disabled communities.

Bio:

Kruti Parikh Shah, PharmD, is a Clinical Operations Pharmacist at RUSH University Medical Center. In her role, she ensures the safe and effective use of medications, provides collaborative drug therapy management, and offers excellent patient care. Being a woman of color and having a disability of hearing loss, she is passionate about Disability, Diversity, Equity, and Inclusion at RUSH. During the pandemic, when medical masks became a barrier to lipreading, she advocated for clear masks to improve access to communication for employees, patients, and visitors. She is a Public Voice Fellow of the OpEd project and is also a member of the steering committee of the Disabilities Employee Resource Group (DERG) at RUSH. She volunteers as a mentor to high school students interested in allied health careers through the Bridges Mentorship Program with Rush Education and Career Hub (REACH).

She is a graduate of the University of Toronto (BSc) and the State University of New York (SUNY) at Buffalo, School of Pharmacy (Doctor of Pharmacy).

Interviewee: Dr. Kruti Shah (PharmD)

Interviewer: Dr. Lisa Meeks

Producer: Nicole Kim

Key words: Hard of hearing, accommodations, BIPOC, Pharmacy, docswithdisabilities, BIPOC, Indian, pharmacistswithdisabilities, empathy, ableism, clear masks, India, captioning, amplified stethescopes.

Transcript

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Description:

In this episode, Dr. Meeks interviews New York Times best-selling author, pediatrician, and Boston Children’s Pediatric simulation center director, Dr. Jennifer Arnold. Together, they discuss the elevated standards placed on disabled students, the role disabled physicians play in empowering their patients, and the value of disability education in health care.

Bio:

Jennifer Arnold, MD, MSc, FAAP is a physician leader at Boston Children's Hospital & Harvard Medical School, a New York Times best-selling author, a pediatrician and neonatologist, and Boston Children’s Pediatric simulation center director. Dr. Arnold has dedicated her academic career to health care simulation as a safety tool and an educational tool. She is also a mother, wife, and a person with spondyloepiphyseal dysplasia type strudwick. She is a disability advocate who has spoken nationally and internationally on healthcare simulation education and disability accessibility.

Interviewees: Dr. Jennifer Arnold (personal website: https://jenarnoldmd.com/)

Interviewer: Dr. Lisa Meeks

Producer: Gabe Abrams

Key words: medical education, physical disability, accommodations, residency, pediatrics, docswithdisabilities, simulation, television, book, ableism.

Transcript

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Description:

In this episode, Dr. Meeks, Dr. Troung, and Dr. Charnsangavej discuss the residency accommodation system from multiple perspectives, the importance of team-wide support in GME to ensure access for doctors with disabilities, and the value disabled doctors bring to health care.

Bio:

Uyen Truong, MD grew up in Minnesota but is currently finishing her chief year at UT Austin Dell Medical School Pediatric Residency Program. Following graduation, Uyen is going to work as a Complex Care Pediatrician back in Minnesota. Although the path has not been easy, she has always wanted to become a pediatrician and work with kids with medical complexity like herself. Through Uyen%E2%80%99s training and her own personal experiences, she has been able to help parents and children navigate the medical system. Uyen is very excited to continue working and advocating for children with disabilities and helping them achieve their goals.

Nalinda Charnsangavej, MD is an associate professor of pediatrics at the Dell Medical School at the University of Texas at Austin. She serves as the pediatric residency program director and has an interest in promoting a healthy and supportive learning environment through supporting diversity, cultivating an inclusive climate, and promoting physician well-being and resilience. She has a specific interest in raising awareness of the benefits of inclusion of individuals with disabilities in the learning environment and patient care and has supported faculty and institution development in working with trainees with disabilities. In her role as a program director, she has individually mentored many trainees and also recognizes the need to support the establishment of strong mentorship relationships for trainees, particularly those from backgrounds underrepresented in medicine. She has led program-wide efforts to foster wellbeing and resiliency amongst trainees and participates in national work-groups such as the Pediatric Resident Burnout and Resilience Study Consortium. She is interested in helping develop best practices for GME programs to enhance access and inclusion of trainees with disabilities.

Interviewees: Dr. Uyen Troung, and Dr. Nalinda Charnsangavej

Interviewer: Dr. Lisa Meeks

Producer: Gabe Abrams

Key words: medical education, physical disability, disability research, accommodations, wheelchair, SCI, medical technology, residency, pediatrics, program director, GME, GME Policy

Transcript

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In this episode Dr. Meeks and Dr. McCulloh, general surgeon and medical technology innovator, discuss the importance of mentorship for disabled healthcare workers, how and when to disclose a disability and the impact of disability representation in medical education.

Transcript

Key words: medical education, physical disability, disability research, accommodations, wheelchair, SCI, medical technology

Bio:

Chris McCulloh, MD, is a board certified critical care surgeon. Prior to medical school, an injury to his C7 vertebra resulted in paralysis requiring the use of a wheelchair. While completing his residency in general surgery at Morristown Medical Center in New Jersey, he took two years to conduct basic science research at The Ohio State University. He also completed a fellowship in pediatric minimally invasive surgery at The Ohio State University/Nationwide Children’s Hospital, and a fellowship in surgical critical care at the University of Michigan. He has authored numerous papers and book chapters, presented extensively at national and international conferences, and won many awards for his work. He came to medicine with a history in the technology industry and a passion for innovation in medical technology. Now he is unifying those two fields as the Associate Director of Clinical Initiatives at Activ Surgical, a company that provides advanced real-time intraoperative visualization, and surgical intraoperative artificial intelligence.

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Today, we are joined by two guests and namesakes, Drs. Heather Feldner and Heather Evans, both from the University of Washington, Department of Rehabilitation Medicine . In their conversation with Dr. Pete Poullos, Dr. Evans and Dr. Feldner discuss their arrival to disability studies scholarship at the University of Washington, the curious and impactful forms that their work has taken as products of inter-departmental collaboration, and their visions for a medical education that is more cognizant of and that actively centers the dynamic, lived experiences of those with disabilities.

Transcript

Resources: http://journal.frontiersin.org/article/10.3389/fresc.2022.947592/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Rehabilitation [journal.frontiersin.org]

Key words: medical education, physical disability, disability research, accommodations, chronic illness, mental health, crip theory

Bios:

Dr. Feldner is an Assistant Professor in the Department of Rehabilitation Medicine, Adjunct Assistant Professor in the Department of Mechanical Engineering, core faculty in the Disability Studies Program, and an Associate Director of the Center for Research and Education on Accessible Technology and Experiences (CREATE) at the University of Washington.

Dr. Feldner's research is centered at the intersection of mobility, disability, and technology in two primary areas, including perceptions of disability and identity and how these emerge and evolve through technology use, and in the design and implementation of pediatric mobility technology, considering how attitudes and the built environment affect equity and participation. She also focuses on how disability can be further integrated into intersectional Diversity, Equity, and Inclusion initiatives, particularly in health professions education. Her current work incorporates multidisciplinary, mixed methods, and participatory approaches drawing from her background as a pediatric physical therapist, doctoral work in disability studies, and postdoctoral research in in mechanical engineering.

Heather D. Evans is a socio-legal scholar who focuses on the ways in which institutions such as the law, higher education, and the medical field interact with marginalized populations. She has conducted statistical analyses, ethnographic fieldwork, and evaluation research. Heather’s current work is in the field of Critical Disability Studies examining disclosure, identity management, and workplace accommodations among people with physical, mental, and sensory differences that are not readily apparent. She is also committed to community based research and does consulting work for local social justice organizations, primarily focusing on disparities within the criminal justice system. Heather earned a Ph.D. in Sociology at the University of Washington and teaches courses in the Department of Sociology; Disability Studies Program; and the Law, Societies & Justice Department at UW. She joined the Department of Rehabilitation Medicine at UW in 2021 as an Acting Assistant Professor and Research Director for the Northwest ADA Center.

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In this episode, Dr. Poullos is joined by Dr. Michelle Meade, a professor within the University of Michigan Departments of Physical Medicine & Rehabilitation and Family Medicine and a practicing rehabilitation psychologist. Dr. Meade's research focuses on topics such as healthcare disparities, health self-management, and the employment of individuals with physical disabilities. She joins us today to talk about her career journey and some of her recent work.

Michelle A. Meade, PhD is a Professor with tenure in the U-M Departments of Physical Medicine and Rehabilitation (PM&R) and Family Medicine within the School of Medicine, a practicing rehabilitation psychologist, affiliated faculty for IHPI, and a Co-Director for the CDHW. Dr. Meade also serves as PI and Director for the NIDILRR-funded Michigan SCI Model Systems (2022-2026) and the IDEAL RRTC (2018-2023). Her research expertise is in the areas of healthcare disparities, health self-management, and employment of individuals with physical disabilities, particularly among individuals with disabilities from marginalized populations.

Transcript: https://bit.ly/Episode68_MichelleMeade

Key Words: PM&R Rehab Psychology, Disability Studies, Disability Research, Psychologist, Physical Disabilities

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This episode is a continuation of Episode 67, part 1. In this episode, Drs. Green and Jain discussing the delicate distinction between the risk of stigma vs. the reward of accommodation and inclusion, and how people navigating the decision to disclose disability and request accommodation face a multitude of barriers.

Transcript:

https://bit.ly/DWD_Podcast_67_Part2

Emily Green, MD, MA

Dr. Emily Green is a current 3rd year resident at the University of Wisconsin in their General Psychiatry program. She received her Masters in Clinical Psychology from Wheaton college in 2010 and was a Licensed Professional Counselor in the state of Illinois and worked in several not-for-profit organizations helping people with chronic mental health challenges until her transition to medical school in 2016. During her time in medical school she created the student group MSAE (Medical students for accessible education) which is a student-run support and advocacy group for medical students with disabilities. She is interested in Child and Adolescent Psychiatry, specifically in helping students with disabilities gain easier access to 504 plans, IEPS, and accommodations throughout their schooling.

Tags: Dyslexia, ADHD, Residency, Psychiatry, Child Psychiatry, Advocacy, NBME, BIPOC, Black, Medical Education, DocsWithDisabilities disabled docs, disability.

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In this episode our guest interviewer, Dr. Neera Jain, Senior Lecturer at the Centre for Medical and Health Sciences Education at The University of Auckland interviews Dr. Emily Green, a PGY 3 psychiatry resident at the University of Wisconsin School of Medicine and Public Health.

Drs. Jain and Green first met many moons ago as part of the AAMC lived experience project research study, which included interviews with trainees at all levels. At that time, Dr. Green was a medical student. In this episode, Dr. Green discusses how she navigates medicine as a black woman with a disability, how she uses her disability in powerful ways to connect with her patients, and why talking about disability is an important step in reducing stigma.

Transcript

https://bit.ly/DWD_Podcast_67_Part1

Emily Green, MD, MA

Dr. Emily Green is a current 3rd year resident at the University of Wisconsin in their General Psychiatry program. She received her Masters in Clinical Psychology from Wheaton college in 2010 and was a Licensed Professional Counselor in the state of Illinois and worked in several not-for-profit organizations helping people with chronic mental health challenges until her transition to medical school in 2016. During her time in medical school she created the student group MSAE (Medical students for accessible education) which is a student-run support and advocacy group for medical students with disabilities. She is interested in Child and Adolescent Psychiatry, specifically in helping students with disabilities gain easier access to 504 plans, IEPS, and accommodations throughout their schooling.

Tags: Dyslexia, ADHD, Residency, Psychiatry, Child Psychiatry, Advocacy, NBME, BIPOC, Black, Medical Education, DocsWithDisabilities disabled docs, disability, disclosure.

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Michelle Ludwig, MD, MPH, PhD

Description: In this episode, Baylor College of Medicine Associate Professor Dr. Michelle Ludwig discusses navigating life as a deaf individual. Listen or read along as she and Dr. Meeks converse about accommodations in medical school and beyond, the importance of self-advocacy, and the benefits of mentorship through The Association of Medical Professionals with Hearing Losses.

Bio:

Dr. Ludwig is an associate professor of radiation oncology at Baylor College of Medicine in Houston, Texas. She went to Purdue University for undergraduate work, received her medical degree and master of public health degree from Emory University and completed residency at MD Anderson Cancer Center, and then served there as faculty there for 3 years. Additionally, she completed her Ph.D. in epidemiology at The University of Texas School of Public Health at Houston. She currently specializes in breast and gynecological cancer, including a high volume of gynecologic brachytherapy, and her research interests include cancer prevention, health education and clinical trials. Her career goals are to improve the oncologic care of breast and gynecological cancer patients by studying to improve radiation treatment and training the next generation of learners. Since the age of 2, she has been profoundly deaf and is the faculty sponsor for the Baylor group for students with disabilities. She is active with AMPHL (American Medical Professionals with Hearing Loss), reads lips and currently has her second Canine Companions hearing dog, Pam.

Transcript: https://bit.ly/Episode66_Transcript

Key Words: DHOH, radiation oncology, Deaf, Service Dog, Sign Language Interpreting, Captioning, accommodations, medical education, operating room, AMPHL.

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TRIGGER WARNING:

This episode contains discussion of violence against minorities, depression, and suicidality. We advise that you use discretion when listening. For any U.S. listeners, if you or someone you know is experiencing suicidal thoughts, the Suicide & Crisis Lifeline can be reached by dialing 988, and additional resources will be available in the show notes of this episode.

Description:

In today’s episode, guest interviewer Dr. Justin Bullock, a nephrology fellow at the University of Washington School of Medicine, interviews Dr. Chase Anderson, an Assistant Professor of child and adolescent psychiatry at UC San Francisco. Friends and colleagues since college, Dr. Anderson and Dr. Bullock discuss how they hold their identities as Black, gay, public-facing figures in medicine, the forms that activism can take when complicated by one’s marginalized identities, and how medical professions and mental health might be made more kindred spirits.

Chase Anderson Bio: (in his own words)

Hi, Chase Anderson here! My interests in medicine revolve around mental health and advocacy for LGBTQ+ and minoritized populations. I hope to work with as many kids as I can so they might feel more safe with their own minds, are able navigate the world being minoritized and having mental illness, and to work with the family as a whole around healing.

Outside of the hospital, I like to write op-eds about race, LGBTQ+ matters, diversity, minority stress, and other topics (including how they relate to psychiatry), give talks at universities around minority stress, read fantasy novels, listen to Kpop, go for long walks, plan group dinners with friends, and talk with others about how to make the world better. Oh, and gay clubbing.

I'm also active on Twitter (not as much as before, but I tweet sometimes!), where I speak about racism, homophobia, and bigotry in medicine and the wider world. My handle is @ChaseTMAnderson, and my Instagram is @AresTMusesDreamCooper.

Dr. Justin Bullock bio:

Justin Bullock is a fellow in nephrology at the University of Washington School of Medicine. Dr. Bullock is a passionate medical educator, teacher, researcher, and lifelong learner. His primary research focus centers on how educators can minimize identity threats in the learning environment.

Key Words:

Psychological disability, LGBTQ+, psychiatry, nephrology, depression, mental health, suicide

Transcript: https://bit.ly/Episode65_ChaseAnderson

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Episode 64

Interviewee: Andrea Dalzell, The Seated Nurse

Interviewer: Drs. Lisa Meeks and Pete Poullos

Description:

We are excited to bring you the continuation of our series on Voices of Black, Indigenous, and People of Color with Disabilities in Medicine. These episodes amplify the voices of healthcare providers at the intersection of disability and BIPOC identity, enlightening our understanding of challenges for multiple marginalized populations. By elevating these stories and sharing these lived experiences, we hope to advance critical conversations about race and disability and facilitate a greater understanding of the challenges and benefits at the intersections. Funding for this project was provided by the Robert Wood Johnson Foundation. Together, we believe that a culture of health requires the dismantling of structural racism and ableism so that everyone has the chance to live the healthiest life possible.

In Episode 64 we are joined by Andrea Dalzell, also known as "The Seated Nurse." As someone who has used a wheelchair full-time since the age of twelve, Andrea understands what it's like to constantly come up against barriers as she navigates a world often not built with disabled people in mind and has devoted her career to advocating for and working to support people with disabilities. In this episode, Andrea, Dr. Meeks, and Dr. Poullos discuss the strengths and challenges that having a disability and other marginalized identities has presented in her journey to become a nurse, as well as her visions for future disabled nursing and healthcare trainees and professionals as she drives forward her ongoing advocacy and education work.

Transcript: https://bit.ly/DWD_Ep64

Key Words: nursing, wheelchair, physical disability, advocacy

Bio:

Andrea Dalzell is the people’s disability rights advocate. As someone who has used a wheelchair full-time since the age of twelve, she understands what it’s like to constantly come up against barriers because life is built for the non-disabled. She challenges this narrative daily as “The Seated Nurse” – the first and only registered nurse in a wheelchair in all of New York State. Andrea’s advocacy has won her national recognition over the years, including being named “New Mobility’s Person of the Year” in 2021. She has also been featured in publications such as Unite Spinal, HomeCare, and Forbes.

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In this episode we are joined by disability civil rights attorney Mary J Goodwin-Oquendo for a discussion about strategies and barriers for receiving accommodations throughout one's medical training. If you're a student with a disability, at any stage in your academic journey, we strongly encourage you to give this episode a listen.

Key Words: med ed, law, chronic illness, high-stakes exams, NBME, MCAT, Step 1, Clinical Accommodations, accommodations

Transcript

Bio:

Mrs. Goodwin-Oquendo is from Brooklyn. She has over a decade of disability civil rights experience. She has worked at Jo Anne Simon PC since 2008, where she represents individuals with physical, cognitive, and psychiatric disabilities who have experienced discrimination and/or require accommodations from standardized testing and licensing entities and post-secondary and professional educational institutions.

Her passion for disability advocacy began when she watched her mother fight to make sure that her little brother received appropriate education placement and services when she was a child.

Interviewer: Dr. Pete Poullos

Interviewee: Mary Goodwin-Oquendo

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Description:

Donald Egan, MD, MPH is currently a psychiatry resident at the University of Texas Southwestern Medical Center in Dallas, Texas. His road to residency has been shaped by the challenges of growing up both gay and with cerebral palsy (CP). In medical school and residency, Dr. Egan has advocated for students with disabilities to matriculate to medical school and has written and presented about how the experiences that come with living with a disability or coming from a sexual minority group often make compassionate and empathetic physicians.

Dr. Egan is interested in medical education, addiction psychiatry, interventional methods, and LGBTQ+ mental health and is a Diversity Leadership Fellow for the American Psychiatric Association (APA). Outside of medicine, he enjoys running with his husband, Nick, and reading beside their cat, Nutella.

Transcript: https://docs.google.com/document/d/1yf-d6KXxXgMyVWeHvZ16R-4LOCyl_pEIBEXgiGBkdNk/edit?usp=sharing

Key Words: LGBTQ+, Psychiatry, cerebral palsy, CP, medical education, mental health, physical disability, intersectionality, disclosure

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In this episode we are joined by a group of physicians from the University of Colorado Medical School who published a paper in the Journal of Surgical Education about their experiences accommodating a student with physical disabilities during a surgery clerkship. In this episode, the group discusses the processes behind the group's publication and the collective experience of creating an accessible experience in medical school for a student with a physical disability and students with disabilities more broadly.

Key Words: wheelchair, T10 Spinal Cord Injury, SPI, Emergency Medicine, Anesthesiology, med student, medical education, physical disability

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Description: In this episode we are joined by Dr. Conrad Addison. Dr. Addison recently completed a Sleep Medicine fellowship at the University of Utah and is now practicing as a Sleep Medicine physician in Billings, Montana. In this episode, he and Dr. Meeks explore the experiences Conrad faced when resuming his medical training with a newly acquired disability weighing the challenges and values of inviting others to take part in this process.

Key Words: Sleep Medicine, Physician, cervical spinal cord injury, SCI, physical disability, internal medicine, wheelchair user, accommodations, intermediatries

Bio: Conrad is a newly minted sleep medicine physician currently practicing in Billings, Montana. Notably, during his third year of medical school at the University of Washington in 2016 he sustained a cervical spinal cord injury in a mountain biking accident. He returned to clerkships full-time after a year of intensive rehabilitation and has since engaged his medical training uninterrupted. He completed his internal medicine residency at the Billings Clinic and recently finished a sleep medicine fellowship at the University of Utah. His experiences continue to inform his view that limitations are features, not bugs in the human experience; features that drive innovation and connection in surprising ways. Accessible systems allow us to leverage abilities of all learners and provide a more rewarding experience for patients and providers alike.

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Description: In this episode, we are joined by Dr. Amy Houtrow. Dr. Houtrow is a pediatric rehabilitation medicine physician, a health services researcher for children with disabilities, and a person with childhood-onset disabilities. In this episode, she joins Dr. Poullos to discuss her career path, her research, and her advice for aspiring healthcare providers with disabilities.

Key Words: pediatrics, education, physical disability, Contra dystrophia calcium cans congenita, scoliosis, visual disability, research, mobility, lung disease, public policy

Bio:

Amy Houtrow, M.D., Ph.D., M.P.H., is a professor and the Endowed Chair for Pediatric Rehabilitation Medicine in the Department of Physical Medicine and Rehabilitation at the University of Pittsburgh School of Medicine. She is also Chief of the Pediatric Rehabilitation Medicine Services at the University of Pittsburgh Medical Center (UPMC) Children’s Hospital of Pittsburgh (CHP). Dr. Houtrow earned her medical degree at Michigan State University and completed a combined residency program in Pediatrics at Cincinnati Children’s Hospital Medical Center and Physical Medicine and Rehabilitation at the University of Cincinnati College of Medicine. She is board certified in Pediatrics, Physical Medicine & Rehabilitation and Pediatric Rehabilitation Medicine. She completed a Master’s degree in Public Health in Health Policy and Management at the University of Michigan and earned her Ph.D. with distinction in Medical Sociology at the University of California San Francisco (UCSF) while also serving as faculty there. Her dissertation won an international award for research on childhood disability. Her research has focused on health care access and outcomes for children and youth with disabilities with special emphasis on health equity and the impact of childhood disability on families. She has authored over 140 manuscripts for high-impact medical journals, written and edited textbooks, developed training programs for young physicians, and she is a sought-after speaker for conferences nationally and internationally. Her work has repeatedly garnered national media attention and informed public health policy. In 2018 she was inducted into the National Academy of Medicine, one of the highest honors in medicine.

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In this episode, Dr. Meeks is joined by Dr. Megan Creasman, a resident physician in Weill Cornell’s Internal Medicine program on the Primary Care track. They discuss the ways in which Dr. Creasman experienced different forms of disability throughout her medical training, how these experiences have influenced her interactions with colleagues and patients, and the importance of positionality in considering diverse disabled perspectives.

Key Terms: Medical Education, Internal Medicine, Rheumatology, Autoimmune Disorder, Rheumatoid Arthritis, Physical disability, Chronic Illness, Arthritis, Ableism

Transcript: https://docs.google.com/document/d/1i2BvtGIOCV7SoNWr_aecyE2am2iSI0xN/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true

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In this episode, Dr. Poullos is joined by Dr. Lisa Iezzoni to discuss her upcoming book titled, "Making Their Days Happen: Paid Personal Assistance Services Supporting People with Disability Living in Their Homes and Communities. Dr. Iezonni is a professor of medicine at Harvard Medical School and a medical researcher particularly known for her work on health disparities among people with disabilities. Dr. Iezonni first appeared on the Docs with Disabilities podcast last September, where she and Dr. Meeks discussed medical education's hidden curriculum, strategies to improve care for individuals with disabilities, and Dr. Iezzoni's advice for medical education faculty members and learners with disabilities. If you have not yet listened to that interview, we strongly encourage you to do so. In this episode, we focus more specifically on Dr. Iezonni's recent book and the intricacies of Paid Personal Assistance Services in the United States.

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In today's episode, Dr. Meeks is joined by Quinten Clarke, a psychiatry resident at the University of British Columbia and the vice president of the CAPD, and Shira Gertsman, a current medical student at McMaster Medical School who just finished her first year of clerkships. Throughout this episode, our guests discuss their experiences navigating medical school and residency with multiple disabilities and the work they're doing with the Canadian Association of Physicians with Disabilities.

Bio: Shira Gertsman

Shira Gertsman received the Governor General's Silver Academic Medal and University Gold Medal for her undergraduate degree in Biomedical Science at the University of Ottawa, though her experience was significantly impacted by Crohn’s disease and associated complications and chronic pain. She was initially discouraged from applying to medical school due to health concerns, but currently is a second-year medical student at McMaster University in Canada. She is passionate about peer-support for students living with chronic illness, and spearheading patient-centered research on clinical empathy and how it is influenced by medical education.

Bio: Quinten Clarke, MD

Quinten Clarke is a resident physician in the Psychiatry - Research Track program at the University of British Columbia and Vice President and Trainee Group Lead for the Canadian Association of Physicians with Disabilities. He also serves on the Ostomy Canada Society’s Youth Camp Organizing Committee. He is a graduate of the Michael G. DeGroote School of Medicine and Simon Fraser University’s Faculty of Health Sciences.

Key Words: DocsWithDisabilities, Medical Education, Canada, Chron's Disease, Autoimmune Disorder, Psychiatry, Canadian Association of Physicians with Disabilities

Transcript available here: https://docs.google.com/document/d/1qjlLOrsbMJBlOBAPMcxYDSxZIGbj-DjoQ4ZKN8_2VaU/edit?usp=sharing

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In this episode, we continue our collaboration with the Canadian Association of Physicians with Disabilities for a conversation with Dr. Michael Quon about the lessons he learned from his own experience with Traumatic Brain Injury and the work he's doing to support physicians with disabilities across Canada.

Key Words: TBI, Internal Medicine, Policy, Canada, Cognitive Disability

Bio: Michael Quon - Biography

Dr. Michael Quon is a General Internal Medicine specialist in Ottawa, Canada and Lecturer at the University of Ottawa. He is a determined advocate to improve inclusion of physicians with disabilities. The start of his career was delayed because of a terrible road cycling crash and a traumatic brain injury. During his rehabilitation and work reintegration, he identified many opportunities for improvement in care for both physicians and patients with disability.

He is dedicated to improving support, accommodations and opportunities for physicians with disabilities. He is a board member for the Canadian Association for Physicians with Disabilities. He contributes with the Medicine Equity, Diversity and Inclusion (EDI) working group at The Ottawa Hospital (TOH). He is contributing to the development of a peer support initiative for physicians with disabilities and medical conditions with the Ontario Medical Association Physician Health Program. He will be joining an EDI Fellow Advisory Table for the Royal College of Physicians and Surgeons of Canada and EDI Working Group for the Canadian Medical Association.

He successfully helped develop a position statement for physicians with disabilities at TOH, the first of its kind at any Canadian hospital institution. This was published and shared widely by every Provincial Medical Association, the College of Physicians and Surgeons of Ontario, and the HealthCareCAN national organization. He and his colleague presented at the Building a Culture of Health Equity Summit at Stanford University this year. The statement has since led to the first accessibility policy for physicians with disabilities in Canada, expected to be approved in the Department of Medicine at TOH in 2022.

Twitter handles: @mjquon @OttawaHospital

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In this episode, we are joined by Dr. Lynn Ashdown, a patient experience expert who advocates for the inclusion of patients in all levels of healthcare. Dr. Ashdown obtained her medical degree from The University of Ottawa and began her residency in family medicine before experiencing an accident near the end of her training that exposed her to the experience of being a full-time patient. In this episode, Dr. Meeks and Dr. Ashdown discuss how Dr. Ashdown's perspectives on healthcare changed after gaining a patient perspective and how Dr. Ashdown is using her medical training and her experiences as a person with multiple disabilities to promote cultural change and improve curricula within medical education.

Key Words: TBI, SCI, Depression, Medical Education, Patient Advocate, Family Medicine

Bio:

Lynn Ashdown is a patient experience expert who advocates for patient’s to be included in all levels of healthcare. She has a medical degree from The University of Ottawa, and was close to finishing her residency in family medicine when she began, and continues to navigate, a complex journey as a full-time patient. She has gained a unique insight into the system from lived experience as both a provider and receiver of healthcare. She gives numerous presentations, participates in research, and is a senior patient partner where she consults with various organizations such as the Association of Faculties of Medicine of Canada, and the College of Family Physicians of Canada. She’s also involved in curriculum renewal at The University of Ottawa, Faculty of Medicine, where she focuses on including patient partnerships in undergraduate medical education. She recently completed her masters in medical education, with her dissertation focusing on the value of including patient partnerships in medical education. Lynn is a disability advocate, drawing from her experiences as a patient and person living with multiple disabilities. She is a member of the Canadian Association of Physicians with Disabilities, and the Equity in Health Systems Lab.

Transcript: https://docs.google.com/document/d/1OEY2hiFXnoBqtLawyiBOvsKYk-Gh5wLlasZNCiqPefo/edit?usp=sharing

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In this episode, we are joined by Doug Lebo, a current medical student at the University of Montreal and the Administrative Co-Chair of the Canadian Queer Medical Students Association. In this interview, student doctor Lebo and Dr. Meeks discuss the intersectionality between queer and disabled identities, how to redesign healthcare systems to better support diverse patient populations, and the difference between acting as an ally and acting as an accomplice.

Transcripts: https://bit.ly/DWDPodcastTranscripts

Doug Lebo, MPH

Doug (they/he), originally from Rhode Island, is now a medical student at Université de Montréal. They care deeply about the health of 2SLGBTQ+ people and are the Administrative Co-Chair of the Canadian Queer Medical Students Association to promote the well-being of 2SLGBTQ+ medical students and patients. They are also a research coordinator in adult dermatology at the McGill University Health Centre, with a focus on atopic dermatitis (eczema). Outside of medicine, they love baking and are an avid runner.

Key Words: LGBTQIA+, Physical Disability, Micro Thalamus, Visual Disability, Partial Blindness, Medical Student

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In this episode, we continue our collaboration with the Canadian Association of Physicians with Disabilities with an interview with Dr. Franco Rizzuti, a public health and preventive medicine physician and the current president of the CAPD. In this conversation, Dr. Meeks and Dr. Rizutti discuss how Dr. Rizutti’s disability impacted his perspectives on patient care and share the work that Dr. Rizutti is doing with the CAPD to better support trainees and providers with disabilities.

Bio: Dr. Rizzuti is a Medical Officer of Health for Alberta Health Services- Calgary Zone, and President of the Canadian Association of Physicians with Disabilities (CAPD). Franco holds a BSc (Cellular, Molecular & Microbial Biology), MD and FRCPC (Public Health & Preventive Medicine) from the University of Calgary. Throughout his training Franco has been an advocate for learners with disabilities, and equity in Medicine. He has served in numerous leadership roles, including as President of the Canadian Federation of Medical Students (CFMS), President of the Professional Association of Resident Physicians of Alberta (PARA). During his tenure at PARA, PARA developed a formal EDI assessment tool. Outside of work, Franco is a Disney adult, and enjoys spending his leisure time outdoors with his partner.

Key Words: Chronic Illness, Chronic Back Injury, Chronic Pain, Public Health, Preventative Medicine

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In partnership with the Canadian Association of Physicians with Disabilities (CAPD) The docs with disabilities brings you the Canadian Series.

In the first of this 6-part series, Dr. Meeks was joined by Dr. Marie Picard, a first-year psychiatry resident at McGill, for a conversation about how to effectively support disabled learners, how to look after one’s mental health in medical training, and Dr. Picard’s advice for students with disabilities. We begin with an introduction from Dr. Picard.

Transcripts: https://bit.ly/DWDPodcastTranscripts

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This is part two of a two-part interview with Dr. Rex Marco, a musculoskeletal oncologist and reconstructive spine surgeon who is living with C3 quadriplegia. He is currently the chief medical ambassador for the Christopher and Dana Reeve Foundation, in addition to working as a clinician, investigator, and teacher at Houston Methodist Hospital. In these episodes, Dr. Marco recounts his inquiry, what he’s learned from practicing mindfulness, and how his time as a patient changed how he viewed his role as a doctor.

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This is part one of a two-part interview with Dr. Rex Marco, a musculoskeletal oncologist and reconstructive spine surgeon who is living with C3 quadriplegia. He is currently the chief medical ambassador for the Christopher and Dana Reeve Foundation, in addition to working as a clinician, investigator, and teacher at Houston Methodist Hospital. In these episodes, Dr. Marco recounts his inquiry, what he’s learned from practicing mindfulness, and how his time as a patient changed how he viewed his role as a doctor.

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Many trainees struggle with obtaining accommodations on the NBME Step examinations. In 2020, after a 3 year long struggle to obtain accommodations through the application process, Dr. Jessica Ramsay affirmed the award of a preliminary injunction, requiring the NBME to provide accommodation.

Dr. Ramsay and her attorneys established irreparable harm because she would likely be forced to withdraw from medical school if she could not take the initial test with accommodations and pass.

This live recording took place in July 2022 in Cleveland, Ohio at the Coalition for Disability Access in Health Science Educations annual meeting.

The panelist consist of disability consultants, faculty who study performance on NBME, and the attorneys who work with trainees denied accommodation on these exams.

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In this episode we are joined by Dr. Allison Kessler. Allison Kessler, MD, MSc, is the Section Chief of Renée Crown Center for Spinal Cord Innovation. She is board-certified in Physical Medicine & Rehabilitation (PM&R) and Spinal Cord Injury (SCI) Medicine. Dr. Kessler is the Associate Director of Shirley Ryan AbilityLab's SCI Medicine Fellowship. She holds appointments at Northwestern University Feinberg School of Medicine as Assistant Professor in the Department of PM&R and Teamwork and Leadership Curricular Thread Leader.

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In this episode we are joined by Dr. Eugene Alford, an otolaryngologist and facial plastic surgeon practicing in Houston, Texas, for a conversation about becoming disabled while practicing medicine, the process of returning to work, life after acquiring a disability, and how he views the inclusion of disabled trainees in medicine.

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In this episode, Dr. Massaband, Dr. Meeks, and Dr. Poullos discuss accomodations in UME and GME, strategies to find balance in a medical career, and Dr. Massaband's advice for trainees with disabilities and for program directors seeking to better support disabled students.

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In Episode 45, Dr. Nathaniel Gleason shares the soul searching that led him from musician to internist. He talks with Dr. Peter Poullos about navigating medical education as a person with blindness, the importance of mentorship, the challenges that trainees with disabilities face, and strategies to improve care for patients with disabilities.

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In this episode, Dr. Peter Poullos interviews Dr. Ken Sutha. In addition to his work as a pediatric nephrologist, Dr. Sutha works closely with one our hosts, Dr. Poullos in the Stanford Medicine Alliance for Disability Inclusion & Equity. Dr. Sutha discusses his personal journey with disability, the path that led him to pediatric nephrology, and the work he’s done with the Stanford Medicine ADIE.

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In this episode, we continue our BIPOC voices series with an interview with Dr. Michael Kim. Dr. Kim is an assistant professor of medicine and pediatrics and the assistant dean of student affairs at the University of Minnesota Medical School. He is closely involved with the University of Minnesota's efforts to make medical school more accessible and supportive for students and has previously worked with Dr. Meeks on the Pathway Project, a research project investigating the performance and trajectory of medical students with disabilities. In this episode, Dr. Meeks and Dr. Kim discuss Dr. Kim's own experience in medical training, the steps that the University of Minnesota Medical School is taking to support its students, and Dr. Kim's advice for disabled and BIPOC students as they continue their medical journey.

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In this next installment in our ongoing BIPOC voices series, we are joined by Dr. Omar Baig. Dr. Baig completed his undergraduate medical education at Baylor College of Medicine before heading to Boston to complete his graduate training at the MGH/McClean psychiatry residency program. In this episode, Dr. Meeks and Dr. Poullos talk with Dr. Baig about the disability resources he utilized throughout his training, and his reasoning for pursuing psychiatry as a specialty.

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In this episode, Dr. Meeks and Poullos are joined by Dr. Dinesh Palipana. Dr. Palipana is a lawyer, doctor, researcher, disability advocate, and recipient of the 2021 Queensland Australia of the year award for his work advocating for doctors with disabilities. Dr. Palipana shares his personal experiences as a physician with a disability and how he works to create more inclusive medical spaces and attitudes, in Australia and the United States.

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In this episode, Dr. Meeks and Poullos are joined by Dr. Dinesh Palipana. Dr. Palipana is a lawyer, doctor, researcher, disability advocate, and recipient of the 2021 Queensland Australia of the year award for his work advocating for doctors with disabilities. Dr. Palipana shares his personal experiences as a physician with a disability and how he works to create more inclusive medical spaces and attitudes, in Australia and the United States.

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In the fourth installment in our series on BIPOC voices Dr. Woolridge and Dr. Meeks discuss Dr. Woolridge’s journey through medical school as a black man with a disability, the challenges of receiving accommodations for a cognitive disability, and what needs to change to make medicine more welcoming to BIPOC individuals and people with disabilities.

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In the third installment in our series on BIPOC voices we have a two-part interview with Dr. Diana Cejas and Dr. Justin Bullock who talk about the intersection between disability and race, their experiences as black physicians with disabilities, what it means to be a good ally, and the value of mentorship, sponsorship, and community throughout one’s career.

Guests:

Diana Cejas, MD, MPH

Assistant professor of neurology at the University of North Carolina at Chapel Hill, and faculty of the Carolina Institute for Developmental Disabilities

Justin Bullock, MD, MPH

Third year resident in internal medicine at UCSF

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In the third installment in our series on BIPOC voices we have a two-part interview with Dr. Diana Cejas and Dr. Justin Bullock who talk about the intersection between disability and race, their experiences as black physicians with disabilities, what it means to be a good ally, and the value of mentorship, sponsorship, and community throughout one’s career.

Guests:

Diana Cejas, MD, MPH

Assistant professor of neurology at the University of North Carolina at Chapel Hill, and faculty of the Carolina Institute for Developmental Disabilities

Justin Bullock, MD, MPH

Third year resident in internal medicine at UCSF

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In this episode, Dr. Meeks speaks with Emmanuel Asenso Jr., a fourth year medical student at Rowan SOM. Throughout their conversation, they discuss how soon to be doctor Asenso navigates patient encounters with a disability, how his identity as a Black man and an individual with a disability affects his experiences within the medical world, and the barriers that need to be eliminated in order to welcome more disabled individuals and more Black individuals into healthcare spaces.

Guests:

Podcast Co-host, Lisa M. Meeks, PHD, Associate Professor of Psychiatry, the University of Colorado Anschutz Medical Campus

Future Dr. Emmanuel Asenso Jr, Rowan School of Medicine

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As a young adult, Dr. Hammad Aslam was in an automobile accident that caused a traumatic brain injury and a T2 complete spinal cord injury. In this episode, he discusses his journey through medical school and residency, the impact of mentorship throughout his career, how being a wheelchair user has shaped his relationships with patients, and his outlook on life. Dr. Aslam shares how disability has leveled the playing field and allows him to connect with others despite differences in race, religion, and cultural background.

Guests:

Podcast Co-host, Peter Poullos, MD, Clinical Associate Professor of Radiology, Stanford Medicine and Founder and Co-Chair, Stanford Medicine Abilities Coalitiion (SMAC)

Hammad Aslam, MD, FAAMPR, Physiatrist, Medical Director, Northside Glancy Rehabilitation Center

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Dr. Lisa Iezzoni is a professor at Harvard Medical school and an internationally recognized health services researcher. In Episode 36 she discusses the ongoing issue of bias against people with disabilities, how this shapes medical education, and the ‘hidden curriculum’ medical students receive that threatens to perpetuate the healthcare disparities for patients with disabilities.

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In this podcast, Dr. Bliss Temple discusses how #DocsWithDisabilities have the power to inform and improve healthcare all patients and how she brings her disability identity to her medical practice.

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In this podcast, Dr. Meeks and Bulk discuss the experiences of disabled learners in health professions, how to create a more inclusive environment in health professions education, and the emerging research on the value of #DocsWithDisabilities in healthcare professions. Dr. Bulk also recounts her own stories and struggles as a blind individual in Occupational Therapy.

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Dynamic Duo Dr. Cori Poffenger and med student Richie Sapp, leaders in disability advocacy at Stanford Medicine, talk with Dr. Peter Poullos about what drew them to their work in disability education, the curricula they developed and implemented to teach med students how to better care for patients with disabilities, and the impact of amplifying the voices of patients, faculty, med students, and healthcare providers with disabilities.

Guests:

Podcast Co-host, Peter Poullos, MD, Clinical Associate Professor of Radiology, Stanford Medicine and Founder and Director, Stanford Medicine Abilities Coalition (SMAC).

Cori Poffenberger, Clinical Associate Professor and Director of Faculty Development and Wellness for the Department of Emergency Medicine at Stanford University School of Medicine, soon to be at the University of New Mexico.

Richie Sapp, MS, MD Candidate 2021 - Medical Student, Stanford School of Medicine, rising Emergency Medicine resident at Harvard, Leader in disability advocacy at Stanford Medicine.

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Rana Awdish, MD, FCCP is the author of In Shock, a critically acclaimed, bestselling memoir based on her own illness. A critical care physician and faculty member of Wayne State University School of Medicine in Detroit, Michigan, she completed her medical degree at Wayne State in 2002 where she was inducted into the Alpha Omega Alpha national medical honor society, her residency at Mount Sinai Beth Israel in New York, and her fellowship training at Henry Ford Hospital where she serves as the current Director of the Pulmonary Hypertension Program. She also serves as Medical Director of Care Experience for the entire Health System. Dr. Awdish’s mandate as well as her passion is to improve the patient experience across the system and speak on patient advocacy at health care venues nationally.

After suffering a sudden critical illness, herself, she has devoted much of her career to improving empathy through connection and communication. She lectures to physicians, health care leaders and medical schools across the country. Her book has been integrated into the curriculum of medical schools and universities across the US and Europe. She was awarded the Speak-Up Hero award in 2014 for her work establishing a workshop-based program called CLEAR (Connect, Listen, Empathize, Align, Respect), which trains faculty and trainees in relationship-based communication skills utilizing improvisational actors. She was named Henry Ford Hospital’s Critical Care Teacher of the Year in 2016. She was named the National Compassionate Caregiver of the Year by The Schwartz Center as well as Physician of the Year by Press Ganey in 2017. She has been interviewed by The Times, The Telegraph, The BBC, NPR, the Today Show online, MedPage, Health Leaders Media, and Beckers Hospital Review. She has written for Harvard Business Review, the Huffington Post, as well as the New England Journal of Medicine. Her NEJM Perspectives article, A View from the Edge, went viral garnering over 120,000 views and is ranked in the 99th percentile for reach.

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In this final portion of our 3-part conversation with Dr. Jain, the conversation moves from Political Disclosure to Dr. Jain’s theory about the accommodation paradox, and the closely related capability imperative.

Guest: Dr. Neera Jain: Disability Scholar, The University of Auckland, Faculty of Education and Social Work

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In this 3-part series we talk with Dr. Neera Jain about her research on disability in medical education. In Part 2, Dr. Jain continues the discussion of her work, and how the “isms” work together to create oppressive systems.

Guest: Dr. Neera Jain: Disability Scholar, The University of Auckland, Faculty of Education and Social Work

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In this 3-part series we talk with Dr. Neera Jain about her research on disability in medical education. The discussion begins with Part 1, where Dr. Jain discusses her work, the topic of political disclosure, and who enacts political disclosure.

Guest: Dr. Neera Jain: Disability Scholar, The University of Auckland, Faculty of Education and Social Work

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In this episode, Dr. Meeks speaks with Drs. Cron and Meiss from the OBGYN residency program at Yale New Haven hospital about their article in the Journal of Graduate Medical Education titled, Training as a Doc with Disabilities. They also discuss the road to Lauren’s “match”, the process of disclosing a disability in residency applications, seeking accommodations as a trainee, Yale’s newly founded advocacy/support group for trainees with disabilities, and Dr. Cron and Meiss’s commitment to educating OBGYN programs about the benefits of training physicians with disabilities.

Guest: Dr. Lauren Meiss, OBGYN Resident, Yale New Haven Hospital

Dr. Julia Cron, Assistant Professor; Department of Obstetrics, Gynecology and Reproductive Sciences; Residency Program Director, Obstetrics, Gynecology & Reproductive Sciences

JGME article: https://meridian.allenpress.com/jgme/article/12/2/229/442179/Training-as-a-Doc-With-Disabilities?searchresult=1

Citation: Lauren Meiss, Julia Cron; Training as a “Doc With Disabilities”. J Grad Med Educ 1 April 2020; 12 (2): 229. doi: https://doi.org/10.4300/JGME-D-20-00050.1

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Steven Losorelli, Claire Rhee, and Maïté Van Hentenryck are Stanford Med students and co-founders of Medical Students with Disability and Chronic Illness (MSDCI). In this lively and slightly irreverent episode, we discuss their motivation for starting the organization, their personal sense of disability and identification, navigating medicine with humor, and challenges with disclosure and accommodations.

Guests:

Podcast, Co-host, Dr. Peter Poullos, Associate Professor of Radiology, Stanford Medicine

Steven Losorelli, Stanford School of Medicine student

Claire Rhee, Stanford School of Medicine student
Maïté Van Hentenryck, Stanford School of Medicine student

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In this episode, Dr. Meeks speaks with Dr. Chris Sterwald, chief psychiatry resident at the University of Texas Southwestern about navigating medical training with a physical disability and creating diverse communities in medicine-- including disability.

Guest: Dr. Christopher Sterwald, Chief Psychiatry Resident, UT Southwestern

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The DocsWithDisabilities Podcast is growing. In a special 6-series run, Dr. Meeks will be joined by co-host Dr. Peter Poullos from the Stanford Medicine Abilities Coalition. In this first episode of the series, Dr. Meeks and Poullos interview each other about the origin of the podcast and their respective motivations to grow this resource. They also discuss their views on building a diverse health professions workforce and delve into some personal questions that give us a peek into the personalities of these advocates for access.

Guests:

Podcast, Co-host, Dr. Peter Poullos, Associate Professor of Radiology, Stanford Medicine

Podcast, Co-host, Dr. Lisa Meeks, Assistant Professor Family Medicine, UMMS

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The challenges to help-seeking for medical students and physicians is well-documented, yet solutions to reducing these barriers are lacking. We need a radical reboot. In this 3-part episode we have a critically honest conversation about the barriers to help-seeking and discuss potential next steps to reboot medical education and practice.

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The challenges to help-seeking for medical students and physicians is well-documented, yet solutions to reducing these barriers are lacking. We need a radical reboot. In this 3-part episode we have a critically honest conversation about the barriers to help-seeking and discuss potential next steps to reboot medical education and practice.

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The challenges to help-seeking for medical students and physicians is well-documented, yet solutions to reducing these barriers are lacking. We need a radical reboot. In this 3-part episode we have a critically honest conversation about the barriers to help-seeking and discuss potential next steps to reboot medical education and practice.

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In this 2-part episode, Dr. Meeks visits Stanford to get a glimpse of a “day in the life” of Dr. Peter Poullos, a clinical associate professor of radiology and gastroenterology & hepatology, and a person with a physical disability. During this visit, Dr. Meeks observes Pete in action, interviews his interns, and chats with Pete about his experience retraining after disability, his ascent to leadership, and his hope for the future of disability in medicine.

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In this 2-part episode, Dr. Meeks visits Stanford to get a glimpse of a “day in the life” of Dr. Peter Poullos, a clinical associate professor of radiology and gastroenterology & hepatology, and a person with a physical disability. During this visit, Dr. Meeks observes Pete in action, interviews his interns, and chats with Pete about his experience retraining after disability, his ascent to leadership, and his hope for the future of disability in medicine.

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Dr. Nonacs is a staff psychiatrist with the Perinatal and Reproductive Psychiatry Clinical Research Program at MGH, with an appointment as an Instructor in Psychiatry at Harvard Medical School.

In this episode, Dr. Nonacs discusses identifying as a doctor with a disability, her experiences with training and employment and the changes needed in medical education.

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In this episode we chat with Walker Keenan, a psychiatry resident at Yale University and graduate of the University of California, San Francisco, School of Medicine. In this episode, Walker discusses his path to self-advocacy, how his multiple marginalized identities inform medicine, what it means to be ableist and why #DocsWithDisabilities are a benefit to the physician workforce.

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In this episode we chat with Alice Wong, disability activist, media producer, and a consultant. She is the founder and Project Coordinator of the Disability Visibility Project, a project collecting oral histories of people with disabilities in the United States that is being run in coordination with StoryCorps. The Disability Visibility Project was created on the 25th anniversary of the Americans withDisabilities Act of 1990. As of 2018, the project had collected approximately 140 oral histories.

Her new project is an anthology titled, Disability Visibility First Person Stories from the 21st Century. Joining Alice in part 2 of this episode is Dr. Diana Cejas, a physician with a disability and one of the authors in Disability Visibility. Dr. Cejas shares her journey to becoming a person with a disability and how her dual identities as a patient and a physician inform her work with patients. Her essay is titled, Taking charge of my story as a cancer patient at the hospital where I work.

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In this episode we chat with Alice Wong, disability activist, media producer, and a consultant. She is the founder and Project Coordinator of the Disability Visibility Project, a project collecting oral histories of people with disabilities in the United States that is being run in coordination with StoryCorps. The Disability Visibility Project was created on the 25th anniversary of the Americans withDisabilities Act of 1990. As of 2018, the project had collected approximately 140 oral histories.

Her new project is an anthology titled, Disability Visibility First Person Stories from the 21st Century. Joining Alice in part 2 of this episode is Dr. Diana Cejas, a physician with a disability and one of the authors in Disability Visibility. Dr. Cejas shares her journey to becoming a person with a disability and how her dual identities as a patient and a physician inform her work with patients. Her essay is titled, Taking charge of my story as a cancer patient at the hospital where I work.

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TheNational Association of Advisors for the Health Professions (NAAHP) conference was canceled due to COVID-19, but this scheduled panel moved to an online format in the form of this Podcast!

Given the intense competition for admission to US medical schools pre-medical students with disabilities, whether they're learning, psychological, physical, sensory, or chronic health, face additional challenges including: 1) Determining whether or not they're going to disclose information about their disability and at what stage of the application process; 2) The need to identify schools that offer the best environment and resources to thrive as an individual with a disability; 3) Requesting accommodations for the various stages of the admissions process, including evaluations associated with admissions review like the Casper or the MMI or logistics for the interview day. This webinar addresses these questions and our panel offers a wealth of advice.

Guests Include:

Gail Glicksman, PhD, Assistant Dean for Health Professions Advising at Bryn Mawr college

Dr. Steven Gay, Dean for Admissions at theUniversity of Michigan Medical School

Charlotte O'Connor, Learning and Disability specialist at the University of Michigan Medical School

Jacob Lowy, Medical Student at the University of Michigan Medical School

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On Saturday, June 20th, Dr. Poullos hosted the Stanford Med School of Medicine's first annual Conference on Disability in Healthcare and Medicine. The event was an enormous success and attended by over a thousand people in over five countries. Dr. Poullos and Meeks debriefed after the conference, and shared a common question. What's next? This is a big question to be sure, and one filled with possibilities for what inclusion in medicine could be.

Dr. Poullos and Meeks invited some colleagues and medical education leaders to the special edition of the podcast to discuss how we can work collectively to build on this momentum.

Guests Include:

Chiquita Collins, the chief diversity officer and Vice Dean for Inclusion and Diversity at the Joe R. & Teresa Lozano Long School of Medicine

Iris Gibbs, Associate Dean of Admissions for Stanford Medicine

Michael Kim, Assistant Dean for Student Affairs

Zoie Sheets, a medical student from the University of Illinois, Chicago

Bonnie Sweenor, Associate professor, Wilmer Eye Institute, Johns Hopkins School of Medicine

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Dr. Paige Terrien Church is a neonatologist and a developmental-behavioral pediatrician at the University of Toronto. As the Director of the Neonatal Follow Up Program, she is able to connect with her young patients on a very unique level through shared experiences. This episode of the #DocsWithDisabilities podcast features Dr. Church’s journey through her training and career as a physician with a disability. The discussion stems from her 2017 publication in JAMA Pediatrics, titled “A Personal Perspective on Disability: Between the Words,” in which Dr. Church publicly discloses her disability and calls upon the medical community to change the culture of medicine to one of “respect, awareness of stigma, possibility, and honesty” for people with disabilities.

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Joseph Samona is a fourth-year dental student at the University of Michigan, graduating in May 2020. As a future dentist with a profound hearing loss, he aims to improve access to oral health care in the Deaf and Hard of Hearing communities. He is also a co-founder of Michigan Deaf Health. In our very first video episode, Joe discusses his experiences applying to dental school, accessing accommodations, and taking action to make oral health education more accessible for American Sign Language users.

ASL Video version: https://bit.ly/DWDDeafVideo

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Dr. Justin Bullock is a current Internal Medicine Resident in San Francisco, California. Justin is passionate about medical education, and diversity in medicine. His article in the New England Journal of Medicine titled “Suicide—Rewriting my story” tells the story of his battle with Bipolar Disorder and suicidality during undergraduate and graduate medical education. In this podcast, Dr. Bullock and Dr. Meeks discuss the critical nature of disability inclusion and a supportive culture for mental health in medical education and training. They touch upon medical student mental health and the reality that many learners share feelings and experiences of depression and suicidality—yet never discuss these feelings, failing to engage in help-seeking behavior—especially once they transition to residency.

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While applying to residency in internal medicine, Dr. Molly Fausone drew parallels to her medical school application process in many ways. In this episode, Dr. Fausone considers the impact of disability on the transition points in medical education and reflects on her successes at the University of Michigan Medical School.

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Cheri Blauwet, MD is Board Certified in both Physical Medicine and Rehabilitation as well as Sports Medicine. She is a graduate of the Stanford University School of Medicine and completed her residency training in PM&R at Spaulding Rehabilitation Hospital/Harvard Medical School, where she served as Chief Resident. Additionally, she is a former Paralympic athlete in the sport of wheelchair racing, competing for the United States Team in three Paralympic Games (Sydney '00, Athens '04, Beijing '08) and bringing home a total of seven Paralympic medals. She is also a two-time winner of both the Boston and New York City Marathons, and has been nominated for the ESPY Award, the Laureus World Sports Award, and Women's Sports Foundation Athlete of the Year. She is the Chairperson of the International Paralympic Committee’s Medical Committee and serves on the Board of Directors for the United States Anti-Doping Agency (USADA) as well as the Neilsen Foundation Quality of Life Grant Review Board.

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As a current resident in Pediatrics, Dr. Courtney Courter reflects on the valuable perspective she gained while navigating the transition from medical school to residency. In this episode, Dr. Courter discusses her personal journey with requesting accommodations, disclosing in her application, ranking residency programs, and ultimately finding the perfect match.

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Monica Wood, MD, is a certified Orthopedic Hand Surgeon and started practice in August 2007. By March 2011, she began having symptoms that were diagnosed a year later as multiple sclerosis. On March 4, 2014, she had an episode of severe vertigo followed by worsening of her balance and walking ability that ended her career. She successfully navigated the complex social security and disability system and has reinvented herself as an entrepreneur.

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Dr. Salles is an advocate for gender equity, and teaches about how implicit bias can impact true inclusion. In this podcast, she and Dr. Meeks discuss wellness in the context of medicine and how the messages we send to those with marginalized identities, including disability, may impact mental health and a sense of belonging.

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Dr. Lina Mehta is a seasoned admission professional, associate Dean for admissions at Case Western Reserve School of Medicine and a Professor of radiology at University Hospitals Cleveland Medical Center. Dr. Mehta has been a vocal advocate for equal access in medical school admissions and has given talks and written articles on the topic of accessible admissions. She is the lead author on a chapter in a forthcoming book entitled, “Creating a Program Within a Culture of Inclusion.” In our talk, Dr. Mehta discussed her experiences with disability, the changes she has implemented at CWRU and how she thinks the AAMC report on disability will impact admissions broadly.

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Sarah Sternlieb, a current internal medicine resident, had a circuitous route to medicine, but gained a great deal of insight with the aid of mentors and the disability community. In this interview, Dr. Sternlieb recounts her positive experiences in medical education, the difficulty with assumptions and stereotypes in medicine, and provides advice for learners with disabilities.

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Dr. Bonnielin Swenor's research aims to improve the health of persons with disabilities, by transforming traditional thinking on health disparities research. Over the past decade, there has been an increased focus on identifying and addressing health disparities among racial, ethnic, and socioeconomic minority groups; however, persons with disabilities have largely been absent from these efforts. Motivated by her personal experience with a vision impairment and resulting disability, Dr. Swenor is working to address this gap. Her work has focused on three interrelated areas: (1) determining the impact of visual impairments on long-term health and aging outcomes, (2) documenting healthcare disparities and improving healthcare utilization, quality, and access for those with vision loss; and (3) enhancing the inclusion of persons with visual impairments and other disabilities in the biomedical workforce. This research has sparked a reframing of importance of visual impairment on overall health, helped to reclassify visual impairment as a health disparity, and highlighted the need to include people with disabilities in science and medicine –which is critical to driving scientific innovation and improving patient care. Seeing the impact and broad applicability of this work, Dr. Swenor is now expanding her research framework, using an interdisciplinary and collaborative approach, to establish the evidence needed to design effective policies and programs that will reduce health disparities for persons with all types of disabilities.

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In this podcast, Dr. Singh discusses his work in advocating for equal access in medical education and his success with ensuring competencies around the care of patients with disabilities are taught to every medical student in India.

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In Part 2 of our interview Dr. Meeks and Alexandra discuss the power of social media to bring people together, crowd sourcing information, and finding mentorship from anywhere in the world. Alexandra also shares her experiences coming to the US where she found a medical environment where disability was often a normal part of the narrative.

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In Part 1 of our interview we talk to Alexandra about her formative experience as a patient, her desire to be a doctor, and the process of applying to medical school.Alexandra and Dr. Meeks also discuss navigating accommodations in the UK and the US and the respective views about #DocsWithDisabilities in these countries.

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Michael Argenyi’s story is well-known. His historic legal case is one of the most cited cases regarding the inclusion of DHOH individuals in medical education. In this podcast, we move beyond the case and talk to Michael about his experiences across the medical education continuum, starting with the decision to apply to medical school and how his knowledge of, and contact with, another deaf physician, gave him the confidence to move forward.In a pay-it-forward moment, Michael offers sage advice to students in the pipeline.

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As a physician-educator and administrative leader with a disability Dr. Nichole Taylor is in a unique position to effect change. In this second part of her interview, Dr. Taylor discusses disclosure, help seeking behavior and the benefit of early identification and accommodation for learners with disabilities. She also discusses how programs who do not have a disability specialist in house can “crowd-source” information about inclusion.

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In this podcast, Dr. Meeks interviews Dr. Marley Doyle, a psychiatrist with a visual disability. Through a recounting of Dr. Doyle’s experiences, they touch on several items including the ethical responsibility to disclose a disability, the difficulties surrounding disclosure, the choice of a specialty that will not impose concerns regarding patient safety, mentorship specific to disability, the critical need for role models, and messaging around disability accommodation.

For episode transcript, go to http://bit.ly/mdisability-meded

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In this podcast Dr. Pratesi discusses her path to becoming an audiologist including her diagnosis, living with and without accommodations and assistive devices, working with disability resources in college, helping others request accommodations in the workplace and finding a way to engage with her passion of theatre and music as a person with hearing loss. Dr. Pratesi thoughtfully reflects on why, as a person with degenerative hearing loss, she makes an empathic and informed audiologist.

For episode transcript, go to http://bit.ly/mdisability-meded

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In this three-part series we talk with Dr. Erene Stergiopoulos, a Psychiatry resident and researcher at the University of Toronto, and embark on a winding and multi-layered conversation about the barriers in medical education for individuals with disabilities. Within this series, we touch on the unwritten curriculum, student wellness, disability disclosure, and much more from Dr. Stergiopoulos’ perspective as a learner in medical school and residency. Guest Narration by Dr. Joseph Murray For episode transcript, go to MDisability - Transforming Medical Education

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In this three-part series we talk with Dr. Erene Stergiopoulos, a Psychiatry resident and researcher at the University of Toronto, and embark on a winding and multi-layered conversation about the barriers in medical education for individuals with disabilities.
Within this series, we touch on the unwritten curriculum, student wellness, disability disclosure, and much more from Dr. Stergiopoulos’ perspective as a learner in medical school and residency.

For episode transcript, go to MDisability - Transforming Medical Education

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In this three-part series we talk with Dr. Erene Stergiopoulos, a Psychiatry resident and researcher at the University of Toronto, and embark on a winding and multi-layered conversation about the barriers in medical education for individuals with disabilities. Within this series, we touch on the unwritten curriculum, student wellness, disability disclosure, and much more from Dr. Stergiopoulos’ perspective as a learner in medical school and residency. For episode transcript, go to MDisability - Transforming Medical Education

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When you are a physician, and disability occurs post-training, you may have to pivot. Join us to hear the first-person account of Dr. Nichole Taylor and how she took her passion for medicine and her deep commitment to training learners, and crafted a unique position in medical education that has a powerful impact on shaping UME and GME perceptions of disability.

For episode transcript, go to MDisability - Transforming Medical Education

DocsWithDisabilities: Recent Episodes

Dr. Lisa Meeks