DocsWithDisabilities Research and Resource Rounds: Recent Episodes
Zoey Martin-Lockhart and Lisa Meeks
This mini-cast is an off-shoot of the DocsWithDisabilities Podcast, and will provide the audience with an overview of the literature and resources relevant to disability inclusion in health professions education reviewing critical commentaries and research articles in 15 minutes or less.
Episode 24: "The Role, Challenges, and Employment Characteristics of Disability Resource Professionals in Medical Education: A National Study"
Collection V: Disclosure: the social, political, cultural, and legal dimensions of the choice to disclose disability.
Article or Publication discussed: "The Role, Challenges, and Employment Characteristics of Disability Resource Professionals in Medical Education: A National Study"
Authors: Erin Broskowski, Sarah E. Triano, Kara James, Rylee Betchkal, Karyn LaTurner Echols, Suzanne Hawks, Ochanya Ogah, Mytien Nguyen, and Lisa M. Meeks
Citation: Broskowski, Erin, Sarah E. Triano, Kara James, Rylee Betchkal, Karyn LaTurner Echols, Suzanne Hawks, Ochanya Ogah, Mytien Nguyen, and Lisa M. Meeks. "The Role, Challenges, and Employment Characteristics of Disability Resource Professionals in Medical Education: A National Study." Journal of Medical Education and Curricular Development 12 (2025). https://doi.org/10.1177/23821205251344771.
Description: This episode examines the first national survey of disability resource professionals (DRPs) working in US medical education. Led by DRPs themselves, the study reveals the breadth of their responsibilities and the structural constraints they face. Most DRPs serve not just a single medical school but multiple health science programs, with caseloads frequently exceeding recommended ratios. DRPs nimbly liaise between multiple stakeholders to arrange accommodations for medical students. They're often required to act as cultural ambassadors, navigating and addressing faculty, staff, and administrative ableism or misinformation regarding disability. While more widespread specialized training pathways and mentorship is needed, resources like the DRP Academy are growing, and organizations like the American Medical Association (AMA) and the Association of American Medical Colleges (AAMC) endorse the need for dedicated DRPs at medical schools. The article highlights reasons for optimism, including rising rates of disability self-disclosure among medical students and the growing advocacy from medical associations for dedicated DRP positions. The episode closes with the authors' actionable recommendations for institutions, professional associations, and faculty.
Producers: Zoey Martin Lockhart, Lisa Meeks
Audio Engineer: Jacob Feeman
Transcript: https://docs.google.com/document/d/1QOeEEoOj3jV58JIn_cZ-gc565tOy_21DBRutjb2VowI/edit?tab=t.0
Release: 2026
Keywords: Disability Resource Professionals, Accommodations in Medical Education, Disability Disclosure, Medical Student Support, DRP Academy
Disclaimer: This podcast is a production of the DWDI and the CDHW. The opinions on this podcast do not necessarily reflect those of their respective institutions or organizations. It is released under creative commons attribution, non-commercial, non-derivative license. This episode was produced by Zoey Martin-Lockhart and Lisa Meeks, with assistance from our audio editor Jacob Feeman.
Funding: This episode is sponsored, in part, by the University of Michigan Center for Disability Health and Wellness and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) Grant #90RTHF0005, the Ford Foundation and the Robert Wood Johnson Foundation.
Episode 23. "Political Disclosure: Resisting Ableism in Medical Education."
Citation: Jain, Neera R. "Political Disclosure: Resisting Ableism in Medical Education." Disability & Society 35, no. 3 (2020): 389–412. https://doi.org/10.1080/09687599.2019.1647149.
Description: This episode opens Collection V, Disclosure: the social, political, cultural, and legal dimensions of the choice to disclose disability in the health sciences.
Jain introduces the concept of "political disclosure," a form of disability disclosure oriented towards leveraging disability identity for collective benefit and the destigmatization of disability in medicine–rather than securing accommodations. The article identifies three forms of political disclosure—visibility, upstanding, and activism—and examines the personal, relational, and institutional factors that tilt individuals toward or away from these acts. Grounded in disability studies and social theory, Jain's analysis situates students' disclosure practices within the broader ableist culture of medicine and foregrounds the value of disability epistemologies in medical education. Jain's work is grounded in interviews with disabled medical students and school officials across four medical schools. The episode also highlights resources for disability community-building in medicine that has flourished in the years since the article's publication.
Producer: Zoey Martin Lockhart, Lisa Meeks
Audio Engineer: Jacob Feeman
Transcript: Episode 23 Transcript
Release: 2026
Keywords: Political Disclosure, Disability Disclosure, Disability Epistemologies
Disclaimer: This podcast is a production of the DWDI and the CDHW. The opinions on this podcast do not necessarily reflect those of their respective institutions or organizations. It is released under creative commons attribution, non-commercial, non-derivative license. This episode was produced by Zoey Martin-Lockhart and Lisa Meeks, with assistance from our audio editor Jacob Feeman.
Funding: This episode is sponsored, in part, by the University of Michigan Center for Disability Health and Wellness and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) Grant #90RTHF0005, the Ford Foundation and the Robert Wood Johnson Foundation.
Episode 22: Preparing to Thrive: Supporting Learners With Disabilities Through the Undergraduate-to-Graduate Medical Education Transition
Collection IV: Policies towards Disability Inclusivity in the Health Sciences.
Article or Publication discussed: "Preparing to Thrive: Supporting Learners With Disabilities Through the Undergraduate-to-Graduate Medical Education Transition"
Authors: Zoie Sheets, Maureen Fausone, Anne Messman, Pilar Ortega, Jessica Ramsay, Megan Creasman, and Nalinda Charnsangavej
Citation: Sheets, Zoie C., Maureen Fausone, Anne Messman, et al. "Preparing to Thrive: Supporting Learners With Disabilities Through the Undergraduate-to-Graduate Medical Education Transition." Academic Medicine 100, no. 10S (2025): S161. https://doi.org/10.1097/ACM.0000000000006136.
Description: This episode explores concrete strategies for supporting disabled medical students as they navigate the critical transition from medical school to residency. The authors organize their recommendations across four key areas: disability disclosure, specialty selection, program selection, and requesting accommodations in graduate medical education. The episode describes the vital roles that faculty mentors, Disability Resource Professionals (DRPs), UME institutions, GME programs, and accrediting bodies each play in creating environments where disabled learners can thrive.
Producer: Zoey Martin Lockhart, Lisa Meeks
Audio Engineer: Jacob Feeman
Transcript: https://docs.google.com/document/d/1n_6VUQr0mwmQHOPBgUXU3qJhKHQGyiztVGFUa-kef2E/edit?usp=sharing
Keywords: Residency, Graduate Medical Education, Disability Resource Professionals
Disclaimer: This podcast is a production of the DWDI and the CDHW. The opinions on this podcast do not necessarily reflect those of their respective institutions or organizations. It is released under creative commons attribution, non-commercial, non-derivative license. This episode was produced by Zoey Martin-Lockhart and Lisa Meeks, with assistance from our audio editor Jacob Feeman.
Funding: This episode is sponsored, in part, by the University of Michigan Center for Disability Health and Wellness and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) Grant #90RTHF0005, the Ford Foundation and the Robert Wood Johnson Foundation.
Episode 21: "Anti-Ableist Medical Education: Meeting the Challenges."
Collection IV: Policies towards disability inclusivity in the health sciences.
Citation: Bowen, Liz, Emily Cleveland-Manchanda, Peppar E.P. Cyr, et al. "Anti-Ableist Medical Education: Meeting the Challenges." The Hastings Center. Issue Brief, 2024 https://www.thehastingscenter.org/anti-ableist-medical-education-meeting-the-challenges/.
Authors: Liz Bowen, Emily Cleveland-Manchanda, Peppar E.P. Cyr, Rosemarie Garland-Thomson, Susan Havercamp, Kristi Kirschner, Rebecca Kronk, Lisa M. Meeks, Peter Poullos, Zoie Clarise Sheets, Dorothy W. Tolchin, Stephanie Pham Van, Silvia Yee, and Erik Parens
Description: The Hastings Center Issue Brief covered in this episode describes the challenges confronted by those seeking to implement anti-ableist, disability-specific education. Its specificity and realism when articulating barriers and suggesting solutions is refreshing. The tone is empathetic and practical. Sprinkled throughout the issue brief—perhaps more accurately described as a guide—are training, evaluation, and educational resources that, beyond providing immediately deployable content, are foundational examples of disability-inclusive achievements. Hopefully, these resources act as encouragement to disability educators and advocates in the pedagogical trenches.
Producer: Zoey Martin Lockhart, Lisa Meeks
Audio Engineer: Jacob Feeman
Transcript: Episode 21: "Anti-Ableism Medical Education: Meeting the Challenges"
Release: 2025
Keywords: Anti-Ableism, Medical Education, Biopsychosocial model, Disability competencies, Clinical disability training
Disclaimer: This podcast is a production of the DWDI and the CDHW. The opinions on this podcast do not necessarily reflect those of their respective institutions or organizations. It is released under creative commons attribution, non-commercial, non-derivative license. This episode was produced by Zoey Martin-Lockhart and Lisa Meeks, with assistance from our audio editor Jacob Feeman.
Funding: This episode is sponsored, in part, by the University of Michigan Center for Disability Health and Wellness and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) Grant #90RTHF0005, the Ford Foundation and the Robert Wood Johnson Foundation.
Title of Featured Article: Addressing Ableism in Physician Well-Being Planning
Citation:
Quon, Michael. 2024. “Addressing Ableism in Physician Well-Being Planning.” JAMA 332 (4): 275–76. https://doi.org/10.1001/jama.2024.7736.
Authors: Michael Quon
Transcript:
https://docs.google.com/document/d/1rm5hiHNrxW0Gbs141BmLIPm48xvR_l9d/edit?usp=drive_link&ouid=107682871199975293144&rtpof=true&sd=true
Summary:
Research and Resource Rounds episode 20 discusses Dr. Michael Quon's thoughtful assessment of the National Academy of Medicine's National Plan for Health Workforce Well-Being. At the plan’s core is a contradiction: while the plan aims to combat physician burnout and promote wellness, it systematically ignores the needs of disabled physicians. Quon identifies a pattern of structural ableism throughout the plan's recommendations. Disability is treated as a temporary problem requiring management rather than an ongoing aspect of professional diversity requiring sustained workplace accommodations; temporary injury and short-term accommodations are forefronted in the plan while long-term accommodations that facilitate disabled doctors’ enduring career of medical practice are overlooked. Quon advocates for fundamental shifts: accommodation policies that don't require disclosure, improved licensing processes, integration of disability experts into leadership, and recognition that disabled physicians bring unique value to patient care through their lived experiences.
Keywords:
Well-being, Ableism, Medical Education, Implicit bias, Explicit bias, Disability, medicine, medical training, National Academy of Medicine, physicians with disabilities, accommodations
Producer: Zoey Martin Lockhart, Lisa Meeks
Audio Engineer: Jacob Feeman
Release: July 2025
Episode 19: AMA Organizational Strategic Plan to Advance Health Equity
Collection IV: policies towards disability inclusivity in the health sciences.
Article or Publication discussed: AMA’s
Authors: AMA (2024-2025)
Citation: “AMA Organizational Strategic Plan to Advance Health Equity 2024-2025.” 2024. American Medical Association. June, 2024. https://www.ama-assn.org/about/leadership/ama-s-2024-2025-strategic-plan-advance-health-equity.
Description: Research and Resource Rounds Episode 19 launches Collection IV: policies towards disability inclusivity in the health sciences. The episode examines how the AMA's 2024-2025 Organizational Strategic Plan to Advance Health Equity integrates disability consciousness into its vision for healthcare transformation. The 2024 Plan builds on the foundation laid by AMA's (original) 2021 Strategic Plan. Both plans explicitly name ableism and racism as interconnected systems of oppression. The episode provides an overview of the 2024 strategic plan, including of the five strategic approaches towards health equity identified in the plans: embed equity, build alliances and share power, ensure equity in innovation, push upstream, and foster pathways. The AMA's plan and associated resources show notable progress since 2021, including the establishment of a disability employee resource group, educational partnerships including disability-focused modules on the AMA Ed Hub by the Docs With Disabilities Initiative, and policy adoption on organ transplant equity and barriers in medical education for disabled trainees.
Producer: Zoey Martin Lockhart, Lisa Meeks
Audio Engineer: Jacob Feeman
Transcript: https://docs.google.com/document/d/1xWcJBRtUFh4HIncv3ITe6TAk8ym8GMyd/edit
Release: June 2025
Episode 18: “Physicians’ Perceptions Of People With Disability And Their Health Care.”
Collection III: Disability in health sciences: the need for and benefits of inclusion
This collection features studies and testimonials that examine the current state of disability representation among health sciences students and professionals and that demonstrate how the presence of disabled healthcare practitioners and trainees benefits both patients and clinicians/trainees.
Key works in this emerging literature are gathered in this cluster that includes qualitative studies, the results of quantitative data analyses, and personal testimonials.
Title of Featured Article: “Physicians’ Perceptions Of People With Disability And Their Health Care.
Authors: Lisa I. Iezzoni, Sowmya R. Rao, Julie Ressalam, Dragana Bolcic-Jankovic, Nicole D. Agaronnik, Karen Donelan, Tara Lagu, and Eric G. Campbell
Link: https://www.healthaffairs.org/doi/10.1377/hlthaff.2020.01452
Description: In their pioneering study, the authors’ project sought to understand physicians’ attitudes on people with disability, including physicians’ comfort treating these patients or welcoming them into their practices. Results show that many physicians lack confidence in providing equivalent quality care to disabled patients and non-disabled patients and that a vast majority (82.4%) of doctors believed that significantly disabled people have a worse quality of life–a sentiment contrary to the experiences and responses of many disabled people. Yet, encouragingly, nearly 80% of physician respondents also expressed the importance of understanding disabled patients. The authors suggest that the substantial explicit disability bias expressed by respondents is rooted in inadequate and inaccurate education about disability and disabled people in medical education and argue for improved training and evaluation of biases among key triage teams and medical decision-makers.
Producer: Zoey Martin Lockhart, Lisa Meeks
Audio Engineer: Jacob Feeman
Transcript link: https://docs.google.com/document/d/1rk1Kk5oJ4tetma1pumYmobiFuHrS8ERs5qxK7o9dkAA/edit?usp=sharing
Keywords: Patients with Disability / disabled patients, Ableism
Medical Education, Implicit bias, Disability attitudes, DocsWithDisabilities, Disability
Patient Care
Collection III: Disability in health sciences: the need for and benefits of inclusion
This collection features studies and testimonials that examine the current state of disability representation among health sciences students and professionals and that demonstrate how the presence of disabled healthcare practitioners and trainees benefits both patients and clinicians/trainees.
Key works in this emerging literature are gathered in this cluster that includes qualitative studies, the results of quantitative data analyses, and personal testimonials.
Title of Featured Article: Being on Both Sides’: Canadian Medical Students’ Experiences With Disability, the Hidden Curriculum, and Professional Identity Construction
Collection III: Disability in health sciences: the need for and benefits of inclusion
Authors: Erene Stergiopoulos, Oshan Fernando, and Maria Athina Martimianakis
Article Link: https://pubmed.ncbi.nlm.nih.gov/29794527/
Episode Link: https://bit.ly/DWDI_RR_17
Description: Stergiopoulos’, Fernando’s, and Martimianakis’ research article investigates how medical discourses shape the conceptualizations of the prototypical “good medical student” and “good patient” roles as featuring mutually exclusive characteristics. They explore how disabled medical students’ experiences during training and professional identity construction are shaped and hold complexity as students navigate positions in both these roles—as both patients and medical trainees. The authors drew on critical discourse analysis to analyze text and interviews, developing codes informed by academic work on the Hidden Curriculum and professional identity construction. Results show that the dominant portrayals of the “good student” and “good patient” roles, robustly and vividly constructed by medical discourse, are juxtaposing and mutually exclusive.
Producer: Zoey Martin Lockhart, Lisa Meeks
Audio Engineer: Jacob Feeman
Transcript
Release: Feb 2024
Keywords:
Medical students; Patient role; Wellbeing; Medical School; Disability Inclusion; Patient Care
DSM; Psychiatric Illness; Mental Illness; Mental Health; Disclosure; Ableism; Medical Education
Learning Disabilities; Medical culture; Culture of Medicine; Diversity in Medicine; Disability Education
Title: Ethical and Public Health Considerations for Integrating Physicians with Mental Disability into the Physician Workforce.
Collection III: Disability in health sciences: the need for and benefits of inclusion
Authors: Amalia Sweet, Omar Sultan Haque, and Michael Ashley Stein
Description:
Sweet, Haque, and Stein’s article explores questions of and argues for increased support and inclusion of physicians with mental disability. Grounding their work in the framework of intersectional social justice, the authors examine medical cultural factors, safety questions, and logistics. They conclude that greater representation of and support for mental disability in medicine will increase the quality and culture of medicine. The article outlines unfair, unnecessary, and discriminatory barriers currently faced by physicians and trainees with disability, to show inclusion and engaged support of physicians and trainees with mental disability is an issue of intersectional social justice. Efforts to increase the diversity of the medical workforce often focus on race and gender, skipping over disability as a dimension of diversity. When disability is considered, the extra stigma and incorrect assumptions surrounding mental disability can mean that people with these disabilities are overlooked or even specifically excluded. Meanwhile, the authors demonstrate that medical education, medical culture, and patient care would benefit from greater numbers of physicians with mental disability and are under-served when these people are excluded from practice or not properly accommodated.
Producer: Zoey Martin Lockhart, Lisa Meeks
Audio Engineer: Jacob Feeman
DOI: https://doi.org/10.1017/jme.2023.24.
Journal link: https://www.cambridge.org/core/journals/journal-of-law-medicine-and-ethics/article/abs/ethical-and-public-health-considerations-for-integrating-physicians-with-mental-disability-into-the-physician-workforce/B0F4C6CE019E648081F59AD928A15EF2
Transcript: https://docs.google.com/document/d/1UPF9WaE9qrQmrmywfd465jZHGd8n1uER3AXlL6BdSdw/edit?usp=sharing
Release: Dec 2023
Keywords:
Mental Disability
Disability Inclusion
Patient Care
DSM
Psychiatric Illness
Mental Illness
Mental Health
Neurodevelopmental Disability
Neurodevelopmental Disorders
Learning Disabilities
Medical culture
Culture of Medicine
Diversity in Medicine
Disclosure
Professionalism
Competency
Clinicians
Clients
Ableism
Disability Education
Disability Attitudes
Disability Competency
Healthcare Training
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Medical model
Health Sciences
Medical Education
Description: 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.
Authors: Justin Bullock, Javeed Sukhera, Amira del Pino-Jones, Timothy G. Dyster, Jonathan S. Ilgen, Tai M. Lockspeiser, Pim W. Teunissen, and Karen E. Hauer.
DOI: https://doi.org/10.1111/medu.15174
Journal link
Transcript
Title of Featured Article: Professionalism and Disabled Clinicians: The Client’s Perspective.
Collection III: Disability in health sciences: the need for and benefits of inclusion
Authors: Tal Jarus, Roberta Bezati, Sacha Trivett, Michael Lee, Laura Yvonne Bulk, Alfiya Battalova, Yael Mayer, Susan Murphy, Patricia Gerber, and Donna Drynan.
Description: Episode 14 is the second of two sister-episodes exploring perceptions of disabled clinicians from a range of specialties. The article featured, "Professionalism and Disabled Clinicians: The Client’s Perspective" (2020) analyzes how disabled clients and caregivers of people with disabilities responded to the prospect of being treated by a disabled clinician. Drawing on interviews and focus-group discussions, the authors find that clients held positive perceptions of and were affirmative about receiving care from disabled clinicians. Interviewees felt that these providers might be more “client-centered,” could act as “role models,”
Client interviewees also suggested that power dynamics between clients and clinicians (usually weighted towards the healthcare provider) might be evenly balanced in the case of disabled clinicians, not because disability lowered the social status of the provider but because the clinicians' additional experiential knowledge of navigating the world with disability would imbue the clinical encounter with enhanced rapport and understanding of barriers (on the part of the physicians). Interviewees felt that disclosure of disability by a provider fell into the realm of appropriate and professional interactions with clients–and could even enhance provider-patient relationships. A consensus also emerged that disabled clinicians would pick fields and work conditions that suited their strengths; clients felt safe being treated by clinicians with disabilities.
Producer: Zoey Martin-Lockhart and Lisa Meeks
Sound: Jacob Feeman
DOI: https://doi.org/10.1080/09687599.2019.1669436
Journal link: https://www.tandfonline.com/doi/abs/10.1080/09687599.2019.1669436?journalCode=cdso20
Transcript
Release: August 2023
Keywords:
Disclosure
Professionalism
Competency
Clinicians
Clients
Ableism
Disability Education
Disability Attitudes
Disability Competency
Healthcare Training
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
Title of Featured Article: ‘I Can Understand Where They’re Coming From’: How Clinicians’ Disability Experiences Shape Their Interaction With Clients. (2020)
Collection III: Disability in health sciences: the need for and benefits of inclusion
Authors: Alfiya Battalova, Laura Bulk, Laura Nimmon, Rachelle Hole, Terry Krupa, Michael Lee, Yael Mayer, and Tal Jarus
Description: This is the first of sister-episodes exploring perceptions of disabled clinicians from a range of specialties. The article featured in this episode, 13, draws on the experiences of clinicians and trainees with disabilities via analysis of qualitative interviews. The authors find that clinicians’ insider, experiential knowledge of living with disability or chronic illness—and of navigating health care as a person with disability—facilitates better care to disabled and chronically ill clients for several reasons: improved rapport; deeper listening, understanding, and empathy; and an understanding of barriers to good care that exist inside and outside of healthcare that is grounded in professional and person experience. Precise concordance of diagnosis or experience did not appear to be necessary. This paper suggests that the experiences of disability and chronic illness that motivate professional medical trainees to engage in educational disability advocacy are themselves experiences that provide professionally valuable expertise.
DOI: https://doi.org/10.1177/1049732320922193.
Journal link: https://journals.sagepub.com/doi/10.1177/1049732320922193
Transcript: https://docs.google.com/document/d/1ckx2wzDejugQTRFP88cGaBk4mG1yN7gW/edit
Release: August 2023
Keywords:
Disclosure
Professionalism
Competency
Ableism
Disability Education
Disability Attitudes
Disability Competency
Healthcare Training
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
Transcript: https://docs.google.com/document/d/1SBOWRq1Kq9WiegnJMvlJMUDDuj9xOBcRsXgW7MkQRtQ/edit?usp=sharing
Title: ADEPT-CARE: A pilot, student-led initiative to improve care for persons with disabilities via a novel teaching tool
Collection II: Integrating disability into health sciences curricula: implementation, recommendations, and the need for disability content in health sciences education
Article: “ADEPT-CARE: A pilot, student-led initiative to improve care for persons with disabilities via a novel teaching tool.” (2023)
Authors: Lydia Smeltz, Sandra Carpenter, Lauren Benedetto, Nora Newcomb, Dana Rubenstein, Tonya King, Christopher Lunsford, and Ami L. DeWaters. 2023.
Description: This article describes the student-led development and piloting of a didactic tool intended to assist medical trainees’ and providers’ capability and confidence when interacting with disabled patients in clinical environments. ADEPT-CARE is a mnemonic for which each letter corresponds to a distinct dimension of clinical process or behavior that experts recommend following when interacting with disabled patients. The tool was introduced to a group of first-year medical students. While their feelings of competence in treating disabled patients did not change after a 15-minute asynchronous video training on the ADEPT-CARE protocol–possibly due to the small sample size–the student participants did endorse the utility of the protocol.
DOI: https://doi.org/10.1016/j.dhjo.2023.101462.
Journal link: https://www.sciencedirect.com/science/article/abs/pii/S1936657423000298
Transcript: https://docs.google.com/document/d/1Ww_U_TbTpjPwaovW3E2vQTagK5E04x53/edit
Release: June 2023
Keywords:
Disability Education
Disability attitudes
Disability Competency
Healthcare training
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
Description:
Today we cover the 2021 article, Effect of Disability-Specific Education on Student Attitudes Toward People With Disabilities by authors: Khalid Alahmari, Kanagaraj Rengaramanujam, Ravi Shankar Reddy, Paul Silvian Samuel, Irshad Ahmad, Venkata Nagaraj Kakaraparthi, and Jaya Shanker Tedla.
This study is the first study in Saudi Arabia to look at the attitudinal effects of disability training amongst final-year health sciences students. The study also explored whether demographic variables, health sciences field, or exposure to disability had an effect on students’ attitude change—or lack thereof. The investigators found a statistically significant change in the attitude scores of students from fields that generally involve greater patient contact.
DOI: https://doi.org/10.1177/1090198121995774.
Transcript
Keywords:
Saudi Arabia
Disability Education
Disability attitudes
Disability Competency
Healthcare training
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
Article: Using the health humanities to impart disability competencies to undergraduate medical students
Authors: Singh, Khan, Dhaliwal, Khan
DOI: 10.1016/j.dhjo.2021.101218
Description:
In episode 10 we discuss the pedagogical method and results of a pilot project that used the health humanities to teach eight disability competencies to Indian undergraduate medical students. The authors’ pioneering educational approach included disabled patient panels, forum theater (a form of Theater of the Oppressed), visual art, and a field trip to an integrated school educating disabled and non-disabled children.
Transcript
Keywords:
Health Humanities
Medical Humanities
India
MBBS
Human rights model
Disability Competency
Healthcare training
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
In Research and Resource Rounds Episode 9, we review Improvements in Students’ Attitudes Toward People With Disabilities With or Without Semi-Structured Community-Based Interactions.
The article describes and presents the results of a study in which the three authors tested the effect of a baseline curriculum and of an enhanced curriculum on doctor of physical therapy students’ attitudes towards people with disabilities. Two student cohorts from the University of Texas El Paso’s doctor of physical therapy program participated in the study which measured attitudes using two common measures: first, Attitudes Toward Disabled People or ATDP-A and the Multidimensional Attitudes Scale Toward Persons with Disabilities or MAS.
The baseline curriculum group and enhanced curriculum group both showed improvement in their attitudes, although the baseline group only showed a statistically significant improvement in attitudes towards people with disabilities on the MAS scale. Moreover, the two groups (baseline and enhanced curriculum) did not differ significantly on their pretest or posttest scores on either attitude measure.
Article: Improvements in Students’ Attitudes Toward People With Disabilities With or Without Semi-Structured Community-Based Interactions.
Authors: Jimenez, Pechak, Garrand
DOI: https://doi.org/10.1097/JTE.0000000000000102
Transcript
Keywords:
Physical Therapy
Doctor of Physical Therapy
Physical Therapy Education
Physical Therapy Curricula
Interdisciplinary health education
Healthcare training
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
EPISODE 8
This article shares the findings of qualitative interviews investigating university health science educators’ perspectives on and approaches to disability education at a New Zealand university. All participants reported that disability training was not a standard component of their field’s curriculum. Instead, these educators incorporated piecemeal disability content where possible. The authors identify six “perceived advantages” of fore-fronting lived experience in materials and techniques used to teach health science students about disability embodiments and care. Interviewees argued that disability training material should appear regularly in the standard 4-year curriculum, perhaps as part of cultural competency lessons that already recur throughout the 4-year program.
Article:
Peiris-John, Roshini, Neera R. Jain, Amy Hogan, and Shanthi Ameratunga. 2021. “Educating Health Science Students about Disability: Teachers’ Perspectives on Curricular Gaps.” Disability and Health Journal 14 (1): 100985. https://doi.org/10.1016/j.dhjo.2020.100985.
Transcript: https://docs.google.com/document/d/1QTczQW5S-oZyecgpNDJX33Bzwk0Rwga6aoJ-dyS9pvw/edit?usp=sharing
Release: March 2023
Keywords:
Interdisciplinary health education
Health curricula
Teacher
New Zealand
Healthcare training
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
This is the first episode of our second collection, Integrating disability into health sciences curricula: implementation, recommendations, and the need for disability content in health sciences education, we cover the 2021 article, “What Should We Teach about Disability? National Consensus on Disability Competencies for Health Care Education” published in the Disability and Health Journal by Havercamp, Barnhart, Robinson, and Whalen Smith.
The authors describe the necessity of widespread and consistent disability training across interprofessional health education, an umbrella that encompasses medicine, nursing, social work, and psychology—among other disciplines. Taking up their own imperative, the authors propose a set of competencies, sub-competencies, and principles that could act as a national standard. The article details the collaborative, multi-phase process of developing and repeatedly revising the competencies with help from expert reviewers with both lived and professional expertise in disability and its relevance in healthcare fields.
Transcript: https://docs.google.com/document/d/1TcbDgXWtWMR_TIp62a-jiZPq44FOFfaIlxrWicP_Ci4/edit?usp=sharing
Key Words:
Disability competencies
Disability standards
Disability education
Interdisciplinary health education
Healthcare training
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
Episode 6 of Research and Resource rounds discusses the paper, “COVID-19 and the Need for Disability Conscious Medical Education, Training, and Practice.” published in the Journal of Pediatric Rehabilitation Medicine, as part of our collection disability in the health sciences: key arguments and issues at stake, language, and history.
Article: Doebrich, Adrienne, Marion Quirici, and Christopher Lunsford. 2020. “COVID-19 and the Need for Disability Conscious Medical Education, Training, and Practice.” Journal of Pediatric Rehabilitation Medicine 13 (3): 393–404. https://doi.org/10.3233/PRM-200763.
Authors: Doebrich, Adrienne, Marion Quirici, and Christopher Lunsford.
Transcript
Keywords:
Disability Consciousness
Covid-19
Medical training
Care work
Chronic Illness
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
Episode 5 of Research and Resource rounds discusses the paper, “Racialized disablement and the need for conceptual analysis of “racial health disparities,” published in the journal Bioethics, as part of our collection disability in the health sciences: key arguments and issues at stake, language, and history.
Article: Racialized Disablement and the Need for Conceptual Analysis of ‘Racial Health Disparities.’
Author: Desiree Valentine
Link: https://doi.org/10.1111/bioe.12979.
Transcript
Keywords:
Racialized Disablement
Medical Racism
Racial Health Disparities
Disability terminology
Disability studies
Social model
Medical model
Health Sciences
Medical Education
In Episode 4 we review the prevalence of disability among individuals across the continuum of medical training and practice and data from three recently published studies that break down disability in medical school, residency, and among practicing physicians.
Keywords: Disability Prevalence; Data, Medical Education, DocsWithDisabilities
Transcript
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
Key Words: Disability terminology, Disability language, Disability studies, Social model, Medical model, Health Sciences, Medical Education
Transcript: https://docs.google.com/document/d/1_oN-otcPRD2bv0CqZb4K_EFqTEHO_H5zxpZU1S6sEQ4/edit?usp=sharing
In Episode two we review the thought provoking commentary: “Disability and the Training of Health Professionals” by Tom Shakespare, Lisa I. Iezzoni, and Nora E. Groce (Lancet, 2009). DOI: https://doi.org/10.1016/S0140-6736(09)62050-X.
The authors argue that equitable treatment of disabled patients is an issue of human rights that can only be achieved by improving disability education in health sciences education. They write that the topic of disability must be increased across the health sciences, from educational training to infrastructural adjustments and the representation of people with disabilities among health sciences professionals and students.
The new Research and Resource Rounds are introduced: These mini-casts will provide an overview of literature and resources relevant to disability inclusion in the health sciences. Each short episode will review critical commentaries and research articles in 15 minutes or less. The podcast presents selected literature in themed “collections” listed in the podcast.